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Page 1: Wallingford Public Schools - HIGH SCHOOL … Public Schools - HIGH SCHOOL COURSE OUTLINE ... exist and evolve are common to stellar systems ... minds-on lab activities

Astronomy II - Page 1 of 6

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Astronomy II

Course Number: A 2132

Department: Science

Grade(s): 10-12

Level(s): Academic

Credit: 1/2

Course Description This course is a comparative study of stars and the solar system. Topics include the evolution of stars and conditions necessary for life in the universe. The completion of Astronomy I is not required for this course. Required Instructional Materials • No required text • Current and sufficient laboratory materials and

equipment for each of the learning strands • Appropriate safety equipment – goggles, aprons,

eyewash, safety shower, etc. • Information technologies – internet and library

resources

Completion/Revision Date

Adopted by Board of Education April 25, 2005

Mission Statement of the Curriculum Management Team The mission statement of the Science Curriculum Management Team is to promote scientific literacy emphasizing the process, content, and interdisciplinary nature of science. Enduring Understandings for the Course

• Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems.

• Science is the method of observation and investigation used to understand our world. • The distribution and characteristics of the planets is a function of the laws of gravity and

thermodynamics. • All stars are ‘mortal’. • The evolution of all stars is governed by mass. • The conditions necessary for life to form, exist and evolve are common to stellar systems

throughout the universe.

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Astronomy II - Page 2 of 6

LEARNING STRAND

1.0 Scientific Reasoning and Communication Skills

NOTE: This learning strand should be taught through the integration of the other learning strands. This learning strand is not meant to be taught in isolation as a separate unit. ENDURING UNDERSTANDING(S)

• Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems.

• Science is the method of observation and investigation used to understand our world.

LEARNING OBJECTIVES The student will: 1.1 Generate questions or topics to be

investigated. 1.2 Apply appropriate instruments needed to

collect data with required accuracy. 1.3 Analyze experimental design and data so as

to question validity, identify variables, and improve experimental design.

1.4 Develop conclusions based on critical data analysis identifying further investigations and/or questions based on the results.

1.5 Organize data in tables and graphs. 1.6 Utilize graphs and/or data tables in order to

determine patterns and make predictions. 1.7 Apply computer-based tools to present and

research information. 1.8 Gather information using a variety of print

and non-print sources. 1.9 Support scientific arguments using a variety

of print and non-print sources. 1.10 Present scientific information orally. 1.11 Present scientific information in an

expository format so that it adheres to standard forms of grammar and mechanics.

INSTRUCTIONAL SUPPORT MATERIALS • Sufficient laboratory instrumentation

SUGGESTED INSTRUCTIONAL STRATEGIES

• Performance tasks • Inquiry / Open-ended labs • Modeling • Hands-on, minds-on lab activities • Computer created spreadsheets and graphs • See other learning strands for integration

SUGGESTED ASSESSMENT METHODS

• Lab reports • Open-ended questions • Teacher observations • Essays and/or compositions • Excel spreadsheets and graphs • Research based projects • Computer created spreadsheets and graphs • See other learning strands for integration

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Astronomy II - Page 3 of 6

LEARNING STRAND

2.0 The Solar System ENDURING UNDERSTANDING(S)

• The distribution and characteristics of the planets is a function of the laws of gravity and thermodynamics.

LEARNING OBJECTIVES: The student will:

2.1 Classify the planets (terrestrial/jovian – inferior/superior).

2.2 Model size / distance relationships in the solar system.

2.3 Compare and contrast the sun and other stars based on certain characteristics (density distributions, chemical variations, orbital speed as a function of distance, etc.).

2.4 Identify variations between the major natural satellites of the planets.

.

INSTRUCTIONAL SUPPORT MATERIALS • Electronic Media • Astronomy, Wiley, 2000.

INSTRUCTIONAL STRATEGIES/APPROACHES • Models of the solar system including size and

distance (physical and mathematical models) • Models of different historical world views (ex.

geocentric / heliocentric, Copernican / Ptolomaic)

• Graphs relating size / distance distributions, orbital velocities, and density / distance relationship

• Videos (the sun, different planets, comets and meteors, etc.)

• Student presentations (the sun, the planets, comets and meteors)

• Group discussions • Web/library research • Calculate the size of a solar panel need for a

satellite on a specific planet (calculate the change in solar energy as a function of distance)

• Calculate the apparent size of the sun from a given planet

• Research different planets and moons to compare and contrast their characteristics

ASSESSMENT METHODS/TOOLS • Tests/Quizzes • Reports • Labs • Oral and written presentations • Rubrics • Homework • Constructed response or open-ended questions • Written analysis/summaries/conclusions • Illustrations or models

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Astronomy II - Page 4 of 6

LEARNING STRAND

3.0 Stellar Evolution ENDURING UNDERSTANDING(S)

• All stars are mortal. • The evolution of all stars is governed by mass.

LEARNING OBJECTIVES – The student will:

3.1 Understand the conditions necessary for stellar formation.

3.2 Recognize the relationship between luminosity and life expectancy between stars of different masses.

3.3 Classify stars based on their luminosity and temperature. (H-R diagram)

3.4 Differentiate between stellar populations using characteristics such as age, color variations, chemistry, and mass.

3.5 Compare and contrast eco/bio zones of stars (thermal conditions necessary for life).

INSTRUCTIONAL SUPPORT MATERIALS

• Astronomy, Wiley, 2000. • Stars Video (Nova Series, Discovery) • Models of stellar evolution (H-R Diagrams) • Planetarium

INSTRUCTIONAL STRATEGIES/APPROACHES

• Student research and presentations • Group discussions • Web/library research • Mathematical models • Observations of the night sky looking at

different colors/temperature relationships • Graphically plot star data • Demonstrations (luminosity, balloons of

various colors and sizes to represent stars, gas laws)

• Construct scale models of different size stars (red giant vs dwarf star)

• Cooperative group activities • Model the forces that act on a nebula • Videos on stellar formation and evolution • Discussion of fusion processes in stars

ASSESSMENT METHODS/TOOLS

• Oral and written presentations • Data analysis • Tests/Quizzes • Reports • Summary analysis of an activity/lab • Rubrics • Homework • Constructed response or open-ended

questions • Written analysis/summaries/conclusions • Illustrations or models

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Astronomy II - Page 5 of 6

LEARNING STRAND

4.0 Life in the Universe ENDURING UNDERSTANDING(S)

• The conditions necessary for life to form, exist and evolve are common to stellar systems throughout the universe.

LEARNING OBJECTIVES – The student will:

4.1 Recognize that all stars provide thermal environments (eco/bio zone) suitable for life.

4.2 Recognize that the sun and its planets are one of billions of different solar systems.

4.3 Identify the elements and chemical compounds necessary for life processes.

4.4 Recognize the stellar evolution of elements and the subsequent development of polymers that occur in planetary environments.

4.5 Generalize that the evolution of life builds from simple chemical assemblages to single cell forms, to more complex forms.

INSTRUCTIONAL SUPPORT MATERIALS

• Stars Video (Nova series, Discovery) • CD-Rom Astronomy

INSTRUCTIONAL STRATEGIES/APPROACHES

• Student presentations • Group discussions • Web/library research • Open ended critical analysis questions • Compare elements of life to stellar

populations • Research molecular compounds that have

been identified in space • Relate space chemistry to animal/plant

chemistry • Video relating to life in the universe and

discussions • Read and critique a science fiction

article/video and identify and debate fact vs fiction

• Diagram the development of carbon based compounds

• Discuss Stanley Miller’s experiment that produced amino acids

• Research modern theories on origin of life on Earth and space

ASSESSMENT METHODS/TOOLS

• Analysis – video, presentations • Scenarios • Oral and written presentations • Data analysis • Tests/Quizzes • Reports • Summary analysis of an activity/lab • Rubrics • Homework • Constructed response or open-ended

questions

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Astronomy II - Page 6 of 6

• Written analysis/summaries/conclusions • Illustrations or models