April 13th, 2012 Do you have: friggatriskaidekaphobia or Paraskevidekatriaphobia or just Triskaidekaphobia

WARM UP: Yesterday and today two important events happened in space exploration. What were they?

1) Warm up2) Discussion: Wien’s Law and Blackbodies Electrons and Light3) Video Clip on Quantum Jumping4) In-class worksheet: Atoms and Light

ESSENTIAL QUESTION:What does Wien’s Law tell us about a star’s spectra

AGENDA

LEARNING OBJECTIVE:

Describe how a star’s color relates to temperature.

REFLECTION: Why does a chart, graph or diagram such as the HR diagram carry such importance to astronomers (think about what is the importance of charts, graphs and diagrams in business, sports, etc)

April 13, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Luminosity, apparent brightness, Wien’s Law, Stephen-Boltzmann Law, blackbody, emission spectra, absorption spectra, continuous spectra

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NOTES:

PRACTICE:

ASSIGNMENTS: EM spectrum #9, Light and Atoms #11

April 12, 2012

WARM UP: We use the words brightness and luminosity (something can be luminous) almost interchangeably. But in astronomy they are not the same. What do you think is the difference?

1) Warm up2) Discussion: Wien’s Law and Blackbodies

Electrons and Light3) Video Clip on Quantum Jumping4) In-class worksheet: Atoms and LightIF it is overcast or more than 50% cloud cover no Star Party

ESSENTIAL QUESTION:What does Wien’s Law tell us about a star’s spectra

AGENDA

LEARNING OBJECTIVE:Describe how a star’s color relates to temperature.

Formative assessment SOLVE IN THE SPACE PROVIDED. Not for 2nd Period yetSirius A is at a temperature 11,000 K while Sirius B is at 32,500 K. Why can we see Sirius A and not Sirius B?

April 12, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Luminosity, apparent brightness, Wien’s Law, Stephen-Boltzmann Law, blackbody, emission spectra, absorption spectra, continuous spectra

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NOTES:

PRACTICE:

ASSIGNMENTS: EM spectrum #9, Light and Atoms #11

April 11, 2012

WARM UP: Use Wien’s Law, calculate the temperature of the brightest star in Orion, Betelgeuse, lm = 892 nm. Calculate the temperature of the second brightest star in Orion, Rigel, lm = 250 nm. k = 2.9 x10-3 m•K . What color is each star?

1) Warm up2) Discussion: Wien’s Law and Blackbodies

Electrons and Light3) Quiz for those absent on Friday4) Video Clip on Quantum Jumping5) In-class worksheet: Atoms and Light

ESSENTIAL QUESTION:What does Wien’s Law tell us about a star’s spectra

AGENDA

LEARNING OBJECTIVE:Describe how a star’s color relates to temperature.

REALITY CHECK: In the formative section under today’s warm up indicate where on the scales (look to the left) where you find yourself . Explain what you are struggling with.

April 11, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Frequency, amplitude, wavelength, wave speed, color, particle/wave duality, photo-electric effect gravity, Earth’s acceleration due to gravity, mass, neap tide, spring tide, gravitational tides , inertial tides

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NOTES:

PRACTICE:

ASSIGNMENTS:

April 10, 2012

WARM UP: How can you make a light brighter? How can you change the color (without a filter) of a light? FOR PER. 1,3-6: If you want to make a red light equal to brightness of a blue light what do you need to do?

1) Warm up2) Discussion: Wien’s Law and Blackbodies

Electrons and Light3) Quiz for those absent on Friday4) Video Clip on Quantum Jumping5) In-class worksheet: Atoms and Light

ESSENTIAL QUESTION:What does Wien’s Law tell us about a star’s spectra

AGENDA

LEARNING OBJECTIVE:Describe how a star’s color relates to temperature.

REALITY CHECK: In the formative section under today’s warm up indicate where on the scales (look to the left) where you find yourself . Explain what you are struggling with.

April 10, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Frequency, amplitude, wavelength, wave speed, color, particle/wave duality, photo-electric effect gravity, Earth’s acceleration due to gravity, mass, neap tide, spring tide, gravitational tides , inertial tides

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NOTES:

PRACTICE:

ASSIGNMENTS:

April 09, 2012

WARM UP: Period 1,3-6 Scientific Notation Period 2: Gravity problem review

1) Warm up2) Discussion Wien’s Law and Blackbodies or Atoms

ESSENTIAL QUESTION:What is the relationship between temperature color and wavelength

AGENDA

LEARNING OBJECTIVE:Describe the major properties of star light.

April 09, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Frequency, amplitude, wavelength, wave speed, color, particle/wave duality, photo-electric effect gravity, Earth’s acceleration due to gravity, mass, neap tide, spring tide, gravitational tides , inertial tides

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NOTES:

PRACTICE:

ASSIGNMENTS:

Solve the following , if the problem requires more than one step, show the work for that step.

1) 4.1357 E10-15 * 5.4 E102 = ?2) 1.695 E 104 ÷ 1.395 E 1015 = ?3) 4.367 E105 * 1.96 E1011 = ?4) 6.97 E 103 * 2.34 E10-6 + 3.2 E10-2 = ?5) 5.16 E10-4 ÷ 8.65 E10-8 + 9.68E104 = ?

2nd Period:The spaceship orbits an asteroid at a distance of 1000 km. A second spaceship triple the mass docks with the first space ship and both move out to orbit the asteroid at a distance of 6000 km. By what factor has the gravity changed from when the single spacecraft was orbiting the asteriod to the new orbit that two docked space crafts are orbiting. SHOW WORK

FIRST Tell me what FACTOR did I increase the distance (by how many times did the distance increase).SECOND: What FACTOR did I increase the mass.

Use Scientific Notation (and only the scientific notation!) to find the answer to the following multiplictions, divisions, additions.

1. 4.1357 x 10-15 * 5.4 x 102 = 2.2 x 10-12 2. 1.695 x 104 ÷ 1.395 x 1015 = 1.215 x 10-11 3. 4.367 x 105 * 1.96 x 1011 = 8.56 x 1016 4. 6.97 x 103 * 2.34 x 10-6 + 3.2 x 10-2 = 4.83 x 10-2 5. 5.16 x 10-4 ÷ 8.65 x 10-8 + 9.68 x 104 = 1.03 x 105

April 05, 2012

WARM UP: Examine the HR diagram. 1) What is graphed on the bottom side? 2) What are the increments? 3) What happens as you move from right to left? 4) What do you think happens to the size of a star from right to left IF the brightness stays the same?

1) Warm up2) Quiz for 1,5,6 Tomorrow for 2,3,43) Discussion Wien’s Law and BlackbodiesWanted: NEXT years juniors and seniors who are NOT part of the Engineering Academy for next year’s Robotics class– there are only 15 spots. Math and science skills are a must, Physics a plus!

ESSENTIAL QUESTION:What is the relationship between temperature color and wavelength

AGENDA

LEARNING OBJECTIVE:

Describe the major properties of star light.

April 05, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Frequency, amplitude, wavelength, wave speed, color, particle/wave duality, photo-electric effect gravity, Earth’s acceleration due to gravity, mass, neap tide, spring tide, gravitational tides , inertial tides

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NOTES:

PRACTICE:

ASSIGNMENTS:

April 04, 2012

WARM UP: What is the wavelength of Mr. Hellmund’s favorite light wave (which has a frequency 606 x 10 12

Hz - that’s 606 THz - tera-hertz). Give answer in nm (nanometers). Show work

1) Warm up2) 100th anniversary of the Titanic, the re-release of the movie in

3D and Neil Degrasse Tyson – huh???3) Discussion Wien’s Law and Blackbodies – 2nd Continue part 14) Quiz tomorrow for all (except period 2) on Light- part 1

ESSENTIAL QUESTION:What is light?

AGENDA

LEARNING OBJECTIVE:Describe the major properties of light.

April 04, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Frequency, amplitude, wavelength, wave speed, color, particle/wave duality, photo-electric effect gravity, Earth’s acceleration due to gravity, mass, neap tide, spring tide, gravitational tides , inertial tides

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NOTES:

PRACTICE:

ASSIGNMENTS:

April 03, 2012

WARM UP: Examine the following chart. What is graphed on the left side, how is it graphed out (in other words what are the increments and how are they “space-out”)

1) Warm up2) Concept Map3) Discussion Wien’s Law and Blackbodies4) Per 2nd: Test Part 2 (per our agreement)5) Quiz tomorrow….

ESSENTIAL QUESTION:What is light?

AGENDA

LEARNING OBJECTIVE:Describe the major properties of light.

April 03, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Frequency, amplitude, wavelength, wave speed, color, particle/wave duality, photo-electric effect gravity, Earth’s acceleration due to gravity, mass, neap tide, spring tide, gravitational tides , inertial tides

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NOTES:

PRACTICE:

ASSIGNMENTS:

April 02, 2012 Happy Post-Spring Break Day!

WARM UP: What is the electromagnetic spectrum?

1) Warm up2) Concept Map3) Discussion Wien’s Law and Blackbodies4) Per 2nd: Test Part 2 (per our agreement)5) Quiz tomorrow….

ESSENTIAL QUESTION:What is light?

AGENDA

LEARNING OBJECTIVE:Describe the major properties of light.

April 2nd, 2012 FORMATIVE ASSESSMENT: .

Teacher led Questions on student’s understanding of today’s lesson.

VOCABULARY: Frequency, amplitude, wavelength, wave speed, color, particle/wave duality, photo-electric effect gravity, Earth’s acceleration due to gravity, mass, neap tide, spring tide, gravitational tides , inertial tides

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NOTES:

PRACTICE:

ASSIGNMENTS:

First a general definition of mass: it is the number of particles in an object. Since a force affects an entire object , we must assume that every particle of that

object has to be affected.

Second, remember that in the First law we

discussed an unbalanced force (the “outside” force). For there to be an outside force you need to

speed an object up, slow it down or change its direction.

So Newton’s Second Law tells that a force affects every particle of an object – every particle’s speed and/or direction is being affected. Mathematically if I want to know how much a crate of apples (forgive the Newtonian pun) costs, I need to know how many apples (particles) and how much each apple costs (acceleration) : Cost of the crate of apples (Force) is equal to the # of apples times the cost of each. F = (mass) (acceleration)

Tomorrow’s episode: Newtons exciting Third Law

Newton’s exciting Third Law –If two objects (particles, elephants, ants or planets, galaxies) touch (pairs) they both feel the touch (equal). The nerves go back to their own brains means the touch goes BACK to them (opposite).Generally if you can’t feel the force, then there is no force!SIDE NOTE: There are only a few forces ( such as gravity and magnetism) that do not have to touch – these are called non-contact forces – (forces over a distance)SO all forces come in pairs that are opposite and equal.

View down on to the North Pole

Gravitational Effects – Mass & Distance