FCPS POS FOR ASTRO- SOLAR SYSTEM & UNIVERSE STANDARD 1 · FCPS POS FOR ASTRO- SOLAR SYSTEM & UNIVERSE STANDARD 1: ... 1.2.1.7 Discuss the application of various ... Students understand

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FCPS POS FOR ASTRO- SOLAR SYSTEM & UNIVERSE

STANDARD 1:

ACHIEVE A SOLID BASELINE OF SCIENTIFIC KNOWLEDGE IN ASTRONOMY CONTENT TO MAKE DETERMINATIONS ABOUT HOW THE WORLD WORKS

GRAVITY AND MOTION

1.1.1 BENCHMARK: NEWTON’S LAWS AND GRAVITY

Students develop a framework for understanding the motion of objects based on physical laws of motion. Students use concepts of gravitation and inertia to explain orbital motion. (PH 5, PH12)

Indicators

1.1.1.1. Use Newton’s first law to predict the motion of objects experiencing no net force. (Essential)

1.1.1.2. Explain that gravitational forces occur between any two objects, and the size of the force is directly related to the product of their masses and inversely related to the square of the distance between the two. (Essential)

1.1.1.3. Describe the gravitational field at the Earth’s surface. (Expected)(EXTENDED)

1.1.1.4. Explain the cause of the tides on Earth and other tidal phenomena throughout the Solar System (Expected) (EXTENDED)

1.1.2 BENCHMARK: KEPLER’S LAWS

Students predict the behavior of astronomical systems using Kepler’s laws of planetary motion. (PH.5, PH.12)

Indicators

1.1.2.1. Use Kepler’s Laws to mathematically model the orbits of objects in our Solar System including the planets, moons, asteroids and comets. (Essential)

1.1.2.2. Relate the motions of the planets in the sky to the orbital motions predicted by Kepler’s Third Law. (Essential)

1.1.2.3. Apply Kepler’s Laws to binary star systems (Extended) (EXTENDED)

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1.1.2.4. Investigate the interactions of a planetary system using simulation software. (Extended) (EXTENDED)

1.1.3. BENCHMARK: RELATIVITY

Students study the principles and consequences of Special and General Relativity. (PH.14)

Indicators

1.1.3.1 Describe the postulates of Special Relativity (Expected) (EXTENDED)

1.1.3.2. Explore how the postulates of Special Relativity lead to testable predictions such as time dilations. (Extended)

1.1.3.3. Explain the Equivalence Principle and the relativistic model of gravity. (Expected) (EXTENDED)

1.1.3.4. Explain the experimental evidence for Relativity (Extended)

PHYSICAL FOUNDATIONS

1.2.1 BENCHMARK: LIGHT

Students examine the electromagnetic (EM) spectrum and recognize that almost all of our observations of the Universe are light-based. They develop an understanding of how the behavior of light is dependent on its frequency, and how multi-wavelength studies of objects are combined to inform scientific models. Students understand that electromagnetic waves result from the acceleration of a charged object. (PH.9, PH.10, PH. 11, PH. 14)

Indicators

1.2.1.1. Develop a model of electromagnetic wave generation and propagation. (Expected) (EXTENDED)

1.2.1.2. Discuss the dual wave-particle nature of light and explain experimental results such as diffraction, photoelectric effect, and interference. (Extended)

1.2.1.3 Compare and contrast the bands of the EM spectrum by wavelength, frequency, and energy, and give examples of astronomical phenomena that produce light in each band. (Essential)

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1.2.1.4. Use the spectra produced by various objects to draw conclusions regarding their nature. (Expected) (EXTENDED)

1.2.1.5 Distinguish between reflecting and refracting telescopes (Expected) (EXTENDED)

1.2.1.6 Explain the factors that affect the design of optical telescopes, including consideration of light gathering power and resolving poser. (Essential)

1.2.1.7 Discuss the application of various telescope designs to different portions of the EM spectrum. (Extended)

1.2.1.8 Debate the costs and benefits of satellite-based observations. (Extended)

1.2.1. BENCHMARK: MATTER

Students develop an understanding of how the structure of matter affects astronomical phenomena. Students use an understanding of nuclear reactions to explain the light produced by stars. Students understand that head consists of random motions and internal vibrations of atoms, molecules, and ions. They know that the higher the temperature, the greater the atomic or molecular motion. (PH.6, PH.14)

Indicators

1.2.2.1. Explain that nuclear forces holding atoms together are stronger at small distances than the repulsive electric forces. (Expected) (EXTENDED)

1.2.2.2. Describe the process of fusion as it occurs in different types of stars at various phases of their lives. (Essential)

1.2.2.3. Define heat and distinguish between heat and temperature. (Expected)

1.2.2.4. Apply conservation of matter to stellar modeling. (Expected) (EXTENDED)

1.2.2.5. Explain the formation of heavy elements. (Expected) (EXTENDED)

1.2.3. BENCHMARK: ENERGY

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Students know that total energy of the Universe is constant and explore energy transformation. Students apply energy concepts to explain astronomical phenomena. (PH. 6, PH.8, PH. 14)

Indicators

1.2.3.1. Relate Einstein’s mass-energy equivalence to stellar radiation. (Essential)

1.2.3.2. Apply conservation of energy to stellar modeling (Expected) (EXTENDED)

1.2.3.3. Know that each kind of atom or molecule can gain or lose energy only in particular discrete amounts and apply this knowledge to explain spectral lines. Recognize that wavelengths can be used to identify a substance. (Essential)

1.2.3.4 Understand the relationship between energy and atomic/molecular behavior. (Expected) (EXTENDED)

1.2.4. BENCHMARK: ANALYSIS TOOLS

Students develop familiarity with theories and tools used to interpret and analyze astronomical data.

Indicators

1.2.4.1. Describe the relationships between temperature, brightness and color. (Expected) (EXTENDED)

1.2.4.2. Compare and contrast absorption and emission spectra (Extended)

1.2.4.3. Apply an understanding of the Doppler Effect to explain how redshift and blueshift can be used to determine the radial velocity of an object. (Essential)

1.2.4.4. Use the Hertzsprung - Russell Diagram to draw conclusions about a star’s type, mass, size, structure, and life cycle. (Expected) (EXTENDED)

STRUCTURES AND ORDERS OF MAGNITUDE

1.3.1 BENCHMARK: SYSTEMS

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Students understand that scientists define a small portion of the Universe (a system) for the convenience of study. A system is an organized group of related objects with boundaries. Analysis of a system may depend on the flow of matter or energy across system boundaries. (PH.1, PH.5, PH.8)

Indicators

1.3.1.1 Analyze the interaction of objects in a closed system according to conservation of momentum. (Essential)

1.3.1.2. Analyze the interaction of objects in a closed system according to conservation of energy. (Essential)

1.3.1.3 Gather and analyze data in an open system which relates to the concepts of impulse and Momentum. (Extended)

1.3.2 BENCHMARK: SCALE OF THE UNIVERSE

Students develop an understanding that although astronomical objects and distances may be incredibly large, astronomers can compare their relative size. Students explore the relative size of a variety of objects and distances. (ES. 14)

Indicators

1.3.2.1. Model the relative size of objects in the Solar System, different types of stars, star clusters, and galaxies. (Essential)

1.3.2.2. Model the distances to a variety of astronomical objects and discuss the size of the objects using the same scale. (Essential)

1.3.2.3. Apply appropriate methods, including parallax, standard candles and Hubble’s Law to determine the distance to objects based on astronomical data. Describe how distance determination methods are dependent upon one another. (Essential)

1.3.3. BENCHMARK: STRUCTURE OF PLANETARY SYSTEMS

Students use our Solar System as a moldel for understanding the nature of planetary systems. They contrast the members of our Solar System and examine evidence for extrasolar planets. (ES.4, ES.14)

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Indicators

1.3.3.1 Identify patterns in the structure of the Solar System including planetary mass, elemental composition, and orbital structure (Expected) (EXTENDED)

1.3.3.2. Compare and contrast terrestrial planets, Jovian Planets, dwarf planets and other solar system bodies. (Essential)

1.3.3.3. Recognize that Earth’s orbit lies within the Sun’s “habitability zone”, a region in the Solar System where water commonly exists in all three phases. Relatively small changes in the Sun can change the location of the habitability zone. (Expected) (EXTENDED)

1.3.3.4. Describe the influence of solar radiation and the solar wind at different points within the Solar System. (Extended)

1.3.4. BENCHMARK: STELLAR STRUCTURE

Students examine our understanding of the factors that affect stellar structure and how structure may vary for different types of stars. (ES.14)

Indicators

1.3.4.1. Describe the Sun’s important surface features such as solar flares, prominences, and sunspots. (Expected) (EXTENDED)

1.3.4.2. Use current understanding of the Sun as an example upon which to build a broader understanding of other stars. Describe the Sun’s layers, internal energy production and heat transfer, magnetic phenomena and activity cycles. (Expected) (EXTENDED)

1.3.4.3. Explain the opposing nuclear and gravitational forces that keep a star in equilibrium. (Expected) (EXTENDED)

1.3.5. BENCHMARK: GALACTIC STRUCTURE

Students study the nature of galaxies and their role in the universe. (ES.14)

Indicators

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1.3.5.1. Describe the Milky Way Galaxy- shape, size, rotation, and the Sun’s location in it- indicate how scientists obtained this information. (Essential)

1.3.5.2. Apply an understanding of the Milky Way’s structure to explain the appearance of the night sky. (Expected) (EXTENDED)

1.3.5.3. Describe different types of galaxies and compare them to the Milky Way. (Expected) (EXTENDED)

1.3.5.4. Relate the structure of spiral galaxies to the distribution of star formation and the interstellar medium. (Extended)

TIME SCALES AND EVOLUTION

1.4.1. BENCHMARK: EVOLUTION OF PLANETARY SYSTEMS

Students understand how planetary systems may form as part of stellar formation and how these systems change over time. They explore experimental evidence of evolution from both our Solar System and those around other stars. (ES.4, ES. 14)

Indicators

1.4.1.1. Describe the current model of Solar System formation, and the specific factors that resulted in Earth’s formation. (Expected) (EXTENDED)

1.4.1.2. Explain the loss of Earth’s primitive atmosphere due to the solar wind and the creation of the Earth’s second atmosphere due to volcanism. (Extended)

1.4.1.3. Compare alternate theories proposed to explain the formation of the Solar System and how astronomers arrived at the current model (Extended)

1.4.1.4. Identify stages in the planet-building process (Extended)

1.4.1.5. Related trends in our Solar System to our model for the formation of planets and planetary systems. (Extended)

1.4.1.6. Compare several different kinds of stars and explain why certain types of stars would probably not allow complex life to form. (Extended)

1.4.2. BENCHMARK: STELLAR EVOLUTION

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Students understand the life cycles of different types of stars. (ES14)

Indicators

1.4.2.1. Connect the nature of the interstellar medium to the birth and death of stars. (Expected) (EXTENDED)

1.4.2.2. Describe the process of star formation. (Expected) (EXTENDED)

1.4.2.3. Apply an understanding of stellar evolution to explain why a star’s position on the H-R Diagram changes during the course of it life. (Extended)

1.4.2.4. Explain how objects like red giants, white dwarfs, Cepheid Variable, RR Lyrae Variables, neutron stars, and Black Holes form. (Extended)

1.4.3. BENCHMARK: COSMOLOGY AND THE HISTORY OF THE UNIVERSE

Students apply experimental evidence to examine the evolution of the Universe as described by the Big Bang theory. Students explore the early history o fthe Universe when light elements clumped together by gravitational attraction to form stars and galaxies. (PH.14, ES.14)

Indicators

1.4.3.1. Examine the origin and history of the Universe. (Essential)

1.4.3.2. Describe the evidence for the Big Bang, including the cosmic microwave background radiation and the expansion of the Universe. (Expected) (EXTENDED)

1.4.3.3. Recognize that not all the elements were created in the Big Bang, and the reasons why more elements were not formed. (Expected) (EXTENDED)

1.4.3.4. Contrast the age of the Universe, the length of stellar life cycles, and the Earth’s geologic time scale. (Essential)

1.4.3.5. Apply an understanding of distance, the Doppler Effect, and the speed of light to explain the use of distant objects to study the early Universe. (Extended)

1.4.3.6. Explain how the force of gravity resulted in the clumping of matter and stellar and galactic formation. (Expected) (EXTENDED)

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1.4.3.7. Contrast the dominant theories on the age and size of the Universe and discuss the importance of the Hubble Constant. (Extended)

THE CELESTIAL SPHERE

1.5.1 BENCHMARK: MOTIONS OF THE SKY

Students observe the motion of the sky over time and use our model of the Sun-Earth- Moon system to explain these motions. (ES.4)

Indicators

1.5.1.1. Use coordinate systems to describe e the locations of celestial objects. (Expected) (EXTENDED)

1.5.1.2. Predict and explain diurnal motion, lunar motions and phases, annual motion of the Sun, and the direct and retrograde motions of the planets. (Essential)

1.5.1.3. Describe the causes of the seasons. (Essential)

1.5.1.4. Explain the causes of Solar and Lunar Eclipses. (Expected) (EXTENDED)

1.5.2. BENCHMARK: THE NIGHT SKY

Students locate major constellation in the night sky and recognize that these two dimensional structures are produced by our line-of-sight into three dimensional space.

Indicators

1.5.2.1. Use asterisms and pointing stars to locate at least 15 major constellations throughout the sky. (Expected) (EXTENDED)

1.5.2.2. Describe how and why the night sky changes with latitude. (Expected) (EXTENDED)

1.5.2.3. Recognize that the stars in a constellation are generally unrelated to one another. (Expected) (EXTENDED)

1.5.2.4. Relate naked eye and telescopic appearances of nebulae, star clusters and galaxies to our understanding of their physical structures. (Essential)

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1.5.2.5. Compare the use of intensity and the magnitude scale to describe the brightness of objects. (Extended)

STANDARD 2:

APPLY SCIENCE KNOWLEDGE AND PROCESSES TO MAKE INFORMED DECISIONS AND TO SOLVE PROBLEMS

2.1 BENCHMARK: SCIENTIFIC EXPLANATIONS

Students will strive to find the best possible explanations about the natural world based on the use of empirical methods, logical arguments, and skepticism.

Indicators

2.1.1. Apply inductive reasoning and deductive reasoning to contrast fact from opinion and inferences from observations. (Expected) (EXTENDED)

2.1.2. Evaluate the validity of a scientific explanation. Recognize that in order to ensure the validity of scientific investigations, other members of the scientific community must evaluate the work. (Essential)

2.1.3. Use standards of scientific thought to evaluate astrological claims. (Expected) (EXTENDED)

2.1.4. Critique a piece of science fiction and determine whether the explanations presented are scientific in basis or fictional. (Extended)

2.2 BENCHMARK: REASONS FOR INVESTIGATIONS

Students identify the various reasons scientists conduct investigation to include solving problems related to the natural world, explanations of phenomena, testing of prior conclusions, use of new technologies, and projections based on current theories.

Indicators

2.2.1 Relate that scientists investigate observed natural phenomena to find explanations for their occurrence. (Expected) (EXTENDED)

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2.2.2 Distinguish between theory and fact. (Expected) (EXTENDED)

2.2.3 Relate how scientists challenge or expand prior conclusions to discover new ideas or applications within the scientific community. Explain how competing scientific theories based on the same observations can be equally valid. (Essential)

2.3 BENCHMARK: REAL WORLD PROBLEMS

Students use scientific information to generate solutions to real worked problems.

Indicators

2.3.1. Debate future possibilities for the space program. (Expected) (EXTENDED)

2.3.2. Evaluate public statements about natural phenomena to determine whether they reflect a scientific understanding, a political understanding, or a personal opinion. (Extended) (EXTENDED)

2.3.3. Describe factors that may affect the long term habitability of Earth and how satellite observation of Earth has informed our understanding of how Earth changes over time. (Extended)

2.3.4. Investigate the carbon dioxide cycle and compare it to the same cycle on Mars and Earth. (Expected)

2.4 BENCHMARK: MODELS

Students understand how models help scientists and engineers determine how things work. Students know that models take many forms including physical objects, mental constructs, mathematical equations, graphical representations and computer simulations.

Indicators

2.4.1 Evaluate alternate models for explaining the results of a scientific investigation. (Expected) (EXTENDED)

2.4.2. Describe the process of developing and refining models of scientific phenomena and identify the difficulties in testing astronomical models. (Expected) (EXTENDED)

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2.4.3. Use computer simulations to understand the nature of gravity and/or light. (Extended)

2.5 BENCHMARK: ACCESSING INFORMATION

Students access scientific information through a variety of media including the use of new technologies and identify key issues and problems.

Indicators

2.5.1. Select the appropriate technology for retrieving information from primary and secondary sources in print and online. (Expected) (EXTENDED)

2.5.2. Complete an independent research project using information from a variety of sources. (Extended)

2.5.3. Evaluate the scientific validity of information presented through a variety of media sources. (Expected) (EXTENDED)

2.6 BENCHMARK: MATHEMATICS

Students understand that mathematics is essential in scientific inquiry and problem solving. This includes the use of equations, graphical representations and other models to pose question, gather data, conduct investigations, construct explanations and communicate results.

Indicators

2.6.1. Use scientific notation, SI prefixes and order of magnitude analysis to explore the time and distance scales. (Essential)

2.6.2. Calculate the gravitational force between objects. (Essential)

2.6.3. Calculate orbital elements based on Kepler’s Laws. (Expected) (EXTENDED)

2.6.4. Combine Universal Gravitational Theory and Centripetal Force Theory to solve orbital motion problems. (Expected) (EXTENDED)

2.6.5. Combine Kepler’s Laws and Universal Gravitation to determine the masses of orbiting objects. (Extended)

2.6.6. Relate wavelength, frequency and energy of light mathematically. (Essential)

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2.6.7. Use mathematical relationships to explore the nature of stars, including relating temperature, energy emission and color, and relating luminosity and mass. (Extended)

2.6.8. Represent astronomical data graphically. (Essential)

2.6.9. Graph sunspots on the computer and find the average maximum and minimum number of sunspots. (Expected) (EXTENDED)

2.6.10. Use an electronic archive to construct an H-R diagram. Compare and contrast the composition, temperature, and luminosity of various stars from the diagram. (Essential)

2.6.11. Read, interpret, and analyze graphs of astronomical data, including spectra. (Essential)

STANDARD 3:

COMMUNICATE SCIENTIFIC INFORMATION EFFECTIVELY IN SEVERAL FORMATS THROUGH A VARIETY OF RESOURCES.

3.1 BENCHMARK: SCIENTIFIC COMMUNICATION

Students express scientific knowledge and ideas orally, in writing, and through the use of computers. Students’ explanations must be logically consistent, abide by the rules of evidence, be open to questions and possible modification, and based on current scientific knowledge.

Indicators

3.1.1. Summarize and analyze scientific articles from newspapers or journals. (Expected

3.1.2. Communicate scientific results in a variety of appropriate formats, including writing, data tables, and graphs. Use proper terminology and units throughout. (Essential)

3.1.3. Apply rules of significant figures in measurements and calculations. (Expected) (EXTENDED)

3.2 BENCHMARK: GROUP SKILLS

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Students use speaking and listening skills to communicate clearly in group settings. Each student actively and equally participates in group projects.

Indicators

3.2.1. Participate in group discussion on scientific topics (Essential)

3.2.2. Work collaboratively and fully with a group to present scientific knowledge to peers (Expected) (EXTENDED)

3.2.3. Self-assess to analyze the effectiveness of group interactions. (Extended)

3.3 BENCHMARK: DEFENDING SCIENTIFIC ARGUMENTS

Students defend scientific arguments using the appropriate terminology. Students develop the ability to communicate science accurately and effectively.

Indicators

3.3.1. Practice the correct terminology to explain and defend various scientific arguments. (Essential)

3.3.2. Utilize the principles of Language Arts to present scientific arguments in a clear, concise and organized way. (Expected) (EXTENDED)

3.4 BENCHMARK: ETHICAL PRACTICES

Students understand that scientists follow a code of ethics. Students practice peer review, truthfully report data, cite research sources, be aware of biases, and make the results of their work public.

Indicators

3.4.1. Recognize sources of bias and how bias is likely to influence data interpretations. (Expected) (EXTENDED)

3.4.2. Properly cite and format sources. (Expected) (EXTENDED)

3.4.3. Accurately record original experimental data. (Expected) (EXTENDED)

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STANDARD 4:

DESIGN AND CONDUCT A SCIENTIFIC INVESTIGATION TO TEST A HYPOTHESIS

4.1 BENCHMARK: RESEARCH & PLAN

Students research and develop questions and concepts that guide scientific investigations based on previous studies. Students formulate and explain a testable hypothesis by selecting the appropriate variables and controls.

Indicators

4.1.1. Generate ideas for experimental study. (Essential)

4.1.2. Develop a model to investigate a problem, using principles of experimental design. (Essential)

4.1.3. Define a problem to investigate (Expected) (EXTENDED)

4.1.4. Formulate hypotheses based on cause and effect relationships using observations and scientific literature. (Essential)

4.1.5. Identify and define independent and dependent variables and constants. (Essential)

4.1.6. Identify and define an experimental control and the need for repeated trials. (Essential)

4.1.7. Design investigations to test hypotheses. (Essential)

4.1.8. Design research based on popular and scientific literature. (Expected) (EXTENDED)

4.1.9. Make predictions based on prior knowledge. (Essential)

4.2 BENCHMARK: DESIGN INVESTIGATIONS

Students select appropriate materials from a variety of technologies to conduct safe investigations. They design a method using the materials to control the selected variables that allows for the collection of sufficient relevant data.

Indicators

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4.2.1. Design clear and concise experimental procedures. (Expected) (EXTENDED)

4.2.2. Explore the use of technology to collect samples, make measurements, and communicate and retrieve data. (Essential)

4.3 BENCHMARK: GATHER DATA

Students gather both qualitative and quantitative data to investigate problems. They are aware of appropriate units and instrumental limitations. Raw data is organized and presented in a logical manner that aids in interpretations.

Indicators

4.3.1. Read and interpret instructions to conduct laboratory experiments. (Expected) (EXTENDED)

4.3.2. Select and use appropriate tools and techniques to collect, organize, and display observed experimental data. (Expected) (EXTENDED)

4.3.3. Manipulate qualitative and quantitative data and know when each is appropriate. (Expected) (EXTENDED)

4.3.4. Collect and record data paying attention to use of correct units. (Expected

4.3.5. Safely and effectively use chemicals and laboratory equipment such as telescopes, filters, computers, cameras, calculators to collect scientific information. (Essential)

4.3.6. Recognize instrument limitations and potential for error. (Expected) (EXTENDED)

4.4 BENCHMARK: MANIPULATE & ANALYZE DATA

Students analyze and manipulate data utilizing appropriate technology to show relationships between the selected variables.

Indicators

4.4.1. Interpret graphs, charts, diagrams, and tables. (Essential)

4.4.2. Analyze trends and relationships from data. (Essential)

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4.4.3. Determine the validity of data. (Expected) (EXTENDED)

4.4.4. Access current geological and atmospheric data about the planets from real-time data sources on the Internet. (Expected) (EXTENDED)

4.4.4. Interpret remote sensing data that has been collected by satellites and space probes. (Expected) (EXTENDED)

4.5 BENCHMARK: EVALUATE

Students develop scientific explanations which are logical, based on literature research, and open to criticism. They report their methods and procedure, analyzing for weaknesses. Students identify how their results can be used for further study and offer ideas for improvements to the design of the investigation.

Indicators

4.5.1. Form conclusions based on qualitative and quantitative data. (Essential)

4.5.2. Develop descriptions, conclusions, further predictions based on evidence from the study. (Essential)

4.5.3. Identify sources of experimental error and suggest improvements in the design of the study. (Essential)

4.5.4. Recognize and analyze alternative explanations and models for science experiments. (Extended)

4.5.5. Recognize and discuss contradictory or unexpected data. (Essential)

STANDARD 5:

MAKE CONNECTIONS WITIN SCIENCE DISCIPLINES AND WITH OTHER DISCIPLINES.

5.1 BENCHMARK: HISTORICAL PERSPECTIVE OF SCIENCE

Students investigate how scientific knowledge changes by evolving over time, almost always building on earlier knowledge. Students understand how historical events and scientific knowledge influence the work of scientists and the progression of science.

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Indicators

5.1.1. Compare the cosmological models of several ancient cultures. (Extended)

5.1.2. Evaluate the development of geocentric and heliocentric hypotheses and use standards of scientific thought to discuss the historical conflict between the two. (Essential)

5.1.3. Describe the history of space exploration and the status of current space programs internationally. (Expected) (EXTENDED)

5.1.4. Understand the contributions of scientists such as Copernicus, Galileo, Brahe, Kepler, Halley, Newton, Cavendish, Hubble, Einstein, Hertzsprung, Hawking, etc. Recognize that discoveries in astronomy are frequently founded upon the work of other scientists. (Expected) (EXTENDED)

5.1.5. Describe the significance of the Newtonian synthesis of terrestrial and celestial mechanics. (Expected) (EXTENDED)

5.1.6. Articulate how the photoelectric effect, emission spectra, and Black Body Radiation led to the particle/wave duality. (Extended)

5.2 BENCHMARK: SCIENCE AND TECHNOLOGY

Students develop an awareness of the interaction between science, technology, and their impact on society. They gain an appreciation of how the rapid advance in technology has had a dramatic impact on the advancement of science and learn to use many of these new technologies.

Indicators

5.2.1. Analyze the role of astronomy in the development of scientific thought (Expected) (EXTENDED)

5.2.2. Identify and describe an experiment in astronomy to include the rational, technology used, and the impact on the development of knowledge. (Expected) (EXTENDED)

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5.2.3. Perform a cost-benefit analysis of both human and robotic exploration of space. (Expected) (EXTENDED)

5.2.4. Examine the contributions of space exploration to human society and our perspective on the Universe. (Expected) (EXTENDED)

5.2.5. Discuss the Drake equation and the search for extraterrestrial like. (Extended)

5.3 BENCHMARK: CONNECTIONS WITH OTHER DISCIPLINES

Students develop an awareness of connections between science and mathematics, social science, and language arts. Students explore how members of these disciplines ask difference questions use different methods of investigations, and accept different types of evidence to support their explanations.

Indicators

5.3.1. Produce an assignment exploring how other disciplines are connected to astronomical discovery. (Expected) (EXTENDED)

5.3.2. Discuss the influence other disciplines have had on progress in astronomy through history. (Expected) (EXTENDED)

5.3.3. Explore the economic, political, and geologic importance of resources and the (EXTENDED)

5.3.4. Develop an awareness of interactions between life science, physical science, and geo-science. (Expected) (EXTENDED)

5.4 BENCHMARK: EVOLUTION OF SCIENCE

Students realize that all scientific ideas depend on experimental and observational confirmation. Therefore all scientific knowledge I, in principle, subject to change as new evidence becomes available.

Indicators

5.4.1. Develop a timeline exploring development of astronomical thought over time. (Expected) (EXTENDED)

5.4.2. Investigate one or more astronomical phenomena that are not currently well understood and the process astronomers are using to improve their understanding. (Extended)

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5.4.3. Describe how scientific thought has been applied to unexpected observations like pulsars and gamma ray bursts to refine astronomical models. (Extended)

5.4.4. Monitor current events and discoveries in the field of astronomy. (Essential)

STARTED WRITING MY OWN VERSION BASED ON BRIAN KENNEDY’S MODEL

TJHSST: PROGRAM OF STUDY:

Advanced Astronomy: Solar System

Standard 1 Essential

The student will investigate and understand that our knowledge of the origin, composition, characteristics, properties and evolution of the Solar System is based on analyses of information from a variety of sources.

Essential Understanding:

1.a.b.c.

Models of the Solar System help us to match observations with ideas (theories).

The history of Astronomy shows evidence of the practical application of knowledge of astronomy as well as its cultural influence

The relationship between astronomy and physics is intertwined.

Benchmark 1.a Essential

Investigate and research the foundations of the early models of the Universe

Indicator 1.a Essential

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The student will compare and contrast the various theories of the universe: Aristotleian, Ptolemaic, Tychonic, Copernican, Galilean, Keplerian, Newtonian- including the astronomical contributions that contributed to the formulation of these theories

Indicator 1.a Extended

The student will make a presentation relating to the merits of the various models

Benchmark 1.b Essential

Recognize the patterns/cycles of the Sun, Moon, Planets, Stars in constructing a calendar

The student will describe the practical application of the positions of the Moon, Sun, etc. in terms of being able to formulate a calendar.

Indicator 1.b. Extended

The student will make observations of planetary motion, lunar cycles, and apparent solar motion and formulate the arguments for the various theories.

The student will be able to plot the positions of astronomical objects using the astronomical coordinate system.

Benchmark 1.c Essential

Assess the observational, experimental, and mathematical contributions of Kepler and Galileo

Indicator 1.c. Essential

The student will explain how the work of Kepler and Galileo led to the development of physics relating to planetary motion and gravity in the work of Newton.

Indicator I.c. Extended

The student will identify each of Kepler’s Laws of Planetary Motion and be able to construct planetary orbits.

The student will be able to determine the properties of an orbit using Kepler’s Laws.

The student will identify, construct, and name various parts and characteristics of an orbit.

The student will name and describe the principle astronomical discoveries of Galileo and their historical significance.

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