Course title

Pre-requisite

Course description

Astronomy/Arizona Geology – a full year course

Course Description: Semester 1
This is first semester is designed to give students an understanding of Astronomy. Topics covered will be methods of astronomy; history of astronomy; the solar system - including the sun; asteroids; comets; planets; stars; galaxies and cosmology.

Course Outcomes:
To explain the basic concepts and theories in Astronomy.
To demonstrate the disciplined approach to problem solving in Astronomy.
To develop skill in designing experimental strategies to collect data through proper measurement.
To report and interpret data from the laboratory projects in a meaningful way.
Course Assignments: This course includes:
• content; assignments; and assessments that are are aligned to the Arizona College and Career Ready Standards.
• 21st Century Skills (critical thinking; creativity; collaboration; communication; and master of media and technology) as an integral part of the curriculum.
• a variety of assignments and assessments for students to demonstrate master of content and standards; including assignments (computer-graded/teacher-graded); lab simulations; hands-on labs; unit exams and a final exam. Types of questions include multiple choice; short answer; matching; and free-response.
• content that is accurate; up-to-date and free of bias.
Course Materials:
pvLearners account (spreadsheets and documents); materials for at-home labs (listed in labs)
• Most course materials and resources are within each unit under the title “Resources for Learning.” Students are expected to access and consult these resources to complete all assignments.

Course Units and Labs:
I. Understanding Astronomy
* Lab: Observing the Night Sky
Simulation: Big Dipper Clock
2. Origin of Astronomy
Simulation: Retrograde Motion
* Lab: Kepler’s Laws: ellipses & eccentricity
3. Cycles of the Moon
Lab: The Phases of the Moon
*Lab: Plotting Tidal Curves
4. The Sun
*Lab: Rotation Rate of the Sun
Simulation: Nuclear Fusion in a star
5. The Planets and the Solar System
Lab Simulation- Planets in the Solar System
* Lab: Crater Formation Lab
6. Lives of Stars
Virtual Lab: Chemical composition and stars’ classification.
Simulation: Evolving Universe
7. Galaxies and the Universe
Simulation: Galaxy Formation
* Lab: The Big Bang

• indicates hands-on lab
•
Example of hands-on laboratory #1
Crater Formation Lab

Question:
How does the diameter of a meteorite influence the diameter of the crater created upon impact?
Variables:
Identify the independent and dependent variables in the Question.
Hypothesis:
Use the Question to write a testable and measurable hypothesis.
Prediction:
Write a prediction (if/then statement) that gives an example of results that would support your hypothesis. Be sure to read the Procedure before writing a Prediction.

Materials: Copy the following list of materials into your lab report.

flour
flat pan
metric ruler
cinnamon
small pebbles
hand lens
tweezers

Procedure:
1. Sift flour into a pan forming a layer of flour 2 cm deep. Sprinkle a thin layer of cinnamon on top of the flour. This forms a model of the surface of a planet.
2. Drop a pebble into the flour from a height of 1 m. The pebble represents a meteorite making a crater on the surface of a planet.
3. Using the hand lens; observe the crater. Measure its diameter. Describe the rim of the crater and any matter thrown from the crater. Record all observations.
4. Using the tweezers; carefully remove the meteorite from the crater - be sure not to disturb the surrounding crater walls.
5. Repeat the process using different pebble specimens. Record at least 10 observations in your data table.

Qualitative Observations:
In this section of your lab report; insert a digital photo of your experimental setup after completing your first measurement.
Quantitative Observations:
Use a data table as shown below to record your results in this section of your report.

DATA TABLE
Graph:
Create a line graph of your results.
Discussion:
Write at least one paragraph for your Discussion section of your lab report. Be sure to check the lab rubric for more information on what must be included in your Discussion section. For this lab; you will be explaining how the diameter of a meteorite influences the diameter and shape of the crater formed upon impact. In addition to completing the sections outlined in the lab rubric; answer the following questions in this section of your report:
1. What are the shapes of your craters?
2. Does the shape of the crater depend on the shape of the meteorite that produced it? Why or why not?
3. Did you observe long lines; or rays of matter; running outward from your craters? What do you suppose causes this "ejecta" on some impacts; but not on others?
4. When two (2) craters overlap; how can you tell which one formed first?

Example #2:
Kepler’s Laws and Planetary Motion

Purpose
The purpose of this activity is to become more familiar with Kepler’s Laws of Planetary Motion. This activity will demonstrate the ellipse and allow for calculating eccentricity of planet orbits.

Materials:

Cardboard
Pencil
Two push pins
Metric ruler
Calculator
Cotton twine
8.5 x 11 white paper

Procedure:
Part 1: Drawing an Ellipse and Calculating Eccentricity: Kepler’ s First Law of Planetary Motion
1. Obtain a piece of cardboard; two push pins; and a piece of string about 25 centimeters long.
2. Tie your piece of string in a loop.
3. Place your paper on the cardboard and put your push pins in the middle of the page length wise. The push pins
should be about 10 centimeters apart. Changing this distance will change the shape of your ellipse.
4. Put your loop of string over the ends of the push pins. Draw the loop tight with the tip of your pencil and form a
triangle with your string. Keep the loop tight and draw an ellipse.
5. Remove the string and push pins from your paper.
6. Label each hole made by the push pins “focus 1” and “focus 2.”
7. Choose one of these foci and label it “Sun.”
8. Choose a place on the outline of your ellipse and place a dot there. Label the dot with a planet name of your
choosing. Ex.) Planet Traegon.
9. Find the point on the outline of the ellipse that is closest to the dot that you made the Sun. Label this point
“Perihelion.”
10. Find the point on the outline of the ellipse that is farthest from the dot that you made the Sun. Label this point
“Aphelion.”
11. Put an “X” directly in the center of your ellipse exactly half way between the two foci.
12. Draw a line from the “X” to the dot that you denoted as the Sun. Label this line as “c.”
13. Draw another line from the “X” through the focus that does not denote the Sun and all the way to the point that
you denoted “Aphelion.” Label this line as “a.” In math; we call this line the “semi-major axis.” It is similar to the
radius of a circle.
14. Eccentricity is the measurement of how stretched out an ellipse is. It ranges from zero to one. Zero is the
eccentricity of a circle and one is the eccentricity of a straight line. Calculate the value of the eccentricity for the
ellipse you drew by measuring the length of line “c” and measuring the length of line “a.” Calculate the eccentricity
of the ellipse by taking “c” and dividing it by “a.” Put your data below.
Length of line “ c”† in centimeters =
Length of line “ a” in centimeters =
Eccentricity of the ellipse you drew =
(c/a)
15. After doing this activity; what does Kepler’s First Law of Planetary say?

Part 2: Calculating the Eccentricity of Planet Orbits
1. Calculate the eccentricity of each planet by using the formula e = c/a. Fill in your data in the chart below. State your answer in the proper number of significant figures.

Planet Distance from center of Semi-Major Axis in Eccentricity
Ellipse to focus in Astronomical Units (a)
Astronomical units (c)

Mercury 0.080 0.387
Venus 0.005 0.723
Earth 0.017 1.000
Mars 0.142 1.524
Jupiter 0.250 5.203
Saturn 0.534 9.540
Uranus 0.901 19.180
Neptune 0.271 30.060
Pluto 9.821 39.440

2. Which of the planet’s orbits is the most eccentric? Assume that Pluto is still a planet for this question.
3. Which of the planet’s orbits is the least eccentric (closest to a circle’s eccentricity of zero)? Assume that Pluto is
still a planet for this question.
4. Which two planets have the most similar eccentricity?
5. Which planet has an eccentricity most similar to Earth’s eccentricity?
6. The average eccentricity of the Moon’s orbit around the Earth is 0.054900489. Would you say the eccentricity of the Moon’s orbit is low;
medium; or high with respect to most of the planets’ orbits around the Sun?
7. How could the eccentricity of a planet’ s orbit affect the amount of solar radiation it receives from the Sun?

SEMESTER 2: Arizona Geology
Course Description:
This course is the second semester of Astronomy and/Arizona Geology. This semester covers topics in geology; and the spectrum of Arizona geology. Topics covered will be earth materials and processes; volcanoes; meteorites and craters; the Grand Canyon; mining; fossils and environmental geology of Arizona.
Course Outcomes:
To identify and explain the basic concepts and theories of geology
To demonstrate a disciplined approach to problem solving in science.
To be able to discuss the geologic character of Arizona and its geologic history.
To become familiar with the economic geology and environmental geology of Arizona.

Course Units:
1. Earth Materials and Processes
Virtual Lab: How are Rocks Classified
Virtual Weathering Lab
2. Geologic Principles
*Lab: Rock Correlation
Simulation: Formation of Unconformity
3. Mining and Energy Resources
Virtual lab: Alternative Energy
*Lab: Cookie Mining Lab
4. Arizona Volcanoes and Igneous Rocks
*How does Silica Affect Viscosity?
Virtual Volcano Lab
5. Mountain Building; (Basin and Range; Deserts)
Simulation: Wind and Sediment Transportation
*Lab: Seismograph Lab
6. Geologic History of Arizona; Grand Canyon
*Lab: Making a Geologic Timeline
Virtual tour of Grand Canyon activity
7. Meteor Craters and AZ MONUMENTS
RESEARCH A prominent geologic feature and make a presentation through Google Docs.

EXAMPLE # 1hands on lab:
MAKING A SEISMOGRAPH
Question: Do different levels of vibrations cause a seismogram to look different?

Now that you know how to identify the variables and write a hypothesis; you will need to come up with your own hypothesis (prediction) for the lab.

Before you start the lab; please gather all the required materials; be sure an adult is present at all times; and read ALL of the procedures first. Only then start the lab. This should be something you do for every lab from here on out.

Materials:
-Large shoebox
-Paper cup
-Felt tip marker
-String
-Cup of marbles
-Tape
-Paper
-Scissors
-Ruler
-Pencil

Procedure: Note that I will have pictures at the bottom to refer to when setting up the lab.
1. Clean your lab work area thoroughly before starting the lab (remember to remove all food; drinks; and tripping hazards).
2. Gather all your supplies.
3. Be sure that an adult is present to supervise.
4. On a piece of paper; write down your independent variable; dependent variable; and hypothesis (If (independent variable); then (dependent variable)).
5. Place the shoebox so that the opening is facing you.
6. If the lid of the shoebox is attached; please carefully cut it off.
7. Poke two holes; next to each other; on the top center of the shoebox (please be careful when using the scissors for this)-See picture below!
8. Cut a 8cm slit into the back bottom of the shoebox (please be careful when using the scissors for this)-See picture below!
9. Poke one hole in the center bottom of the paper cup-See picture below!
10. Poke another hole along the rim of the cup and another hole exactly opposite that hole-See picture below!
11. Put the marker through the center of the bottom of the cup. The writing end should stick out of the bottom of the cup.
12. Put some tape around the hole where the marker is so that the pen does not fall out (inside and outside of the cup).
13. Take the piece of string and thread it through the two holes along the rim of the cup-See picture below!
14. Now thread the lose ends of the string through the two holes in the top of the box (from the bottom)-See picture below!
15. Make sure that the cup is hanging straight and that the pen barely touches the bottom of the shoebox.
16. Tie the two ends of the string together at the top of the box to secure the cup in place-See picture below!
17. Fill the cup 2/3 full with marbles.
18. Take one strip of blank paper and feed it through the slit on the back of the shoebox.
19. Take the cap off of the marker and make sure that it hangs out enough to touch the paper underneath it.
21. Now have someone lightly shake the table right and left while you pull the paper forward slowly. Now shake the table a little harder and repeat step 20.
22. Lastly; shake the table as hard as you can and repeat step 20.

Lab Assignment:
1. In the space provided below you will need to type in your independent variable; dependent variable; and hypothesis.
2. Then you need to take a picture of each of your seismograms (a total of 3 pictures).
3. Be sure to include the intensity of the shaking in the name of each picture (example: Light shaking picture).
4. Please upload and share your pictures with the instructor.
5. Then answer the following questions in COMPLETE sentences:
1. Who invented the seismograph?
2. When was the first seismograph invented?
3. How have seismographs changed over the years?
4. Where are the majority of seismograph stations located in the United States?
5. Aside from measuring earthquakes and locating epicenters; what else have seismographs been used for?

LAB EXAMPLE #2
How does Silica Affect Viscosity?
INTRODUCTION: The viscosity of a liquid is its resistance to flow. The higher the viscosity of a liquid the more it resists flowing; and the harder it is for gas to escape from it. In this activity; you will experiment with silica and liquid to determine how the silica content of a substance affects its viscosity.
PURPOSE: Predict how the silica cotent of a liquid affects its viscosity. Model various types of magma and measure the time it takes for liquids of varying viscosity to stop flowing and to release gases.
LAB MATERIALS you need to gather:
liquid soap
3 cups
straw
metric measuring cup or cylinder
45 mL find sand
3 tablespoons
3 plastic plates
stopwatch
PROCEDURE:
1. Measure 250 mL of liquid soap into each of the three cups. Label them A;B; and C.
2. Use the metric measuring cup or cylinder to measure out 15 mL of find sand. Add the sand to cup B; and stir the mixture thoroughly. Add 30 mL of find sand to beaker C and stir the mixture thoroughly.
3. Given that sand is made almost entire out of silica (sand grains); prredict which of the liquids will flow most quickly. Explain your reasoning.
4. Remove a tablespoon of liquid from cup A. Slowly pour the liquid from the spoon onto a plate. Use a stopwatch to time how long it takes the liquid to stop spreading. Record your findings in the table.
5. Repeat step 4 with liquid from the other two cups. Make sure you measure out the same amount of each liquid; and try to pour the liquid onto the plate at the same speed for each sample.
6. Place a straw into cup A. Blow into the straw for exactly 5 seconds. Record how long it takes for the bubbles to completely reach the surface. Record your results in the table.
7. Repeat step 6 for the other two cups. Blow with the same pressure into each straw as you did for cup A.
DATA TABLE:
SILICA CONTENT AND VISCOSITY
Sample A (no sand) Sample B (15mL sand) Sample C (30mLsand)
Time for liquid to
stop spreading_______________________________________________
Time for bubbles
to reach surface_____________________________________________
ANALYSIS & CONCLUSIONS:
1. By adding sand to the liquid soap; you increased its silica content. How did the silica content of each liquid affect the time it took to stop spreading?
2. Which liquid had the highest viscosity?______________ the lowest viscosity?___________
3. What process were you modeling when you blew into the samples?
4. From which sample did gas escape most quickly? _________ which took the longest time to escape?_____________
5. How was this model like real magma? How was this model unlike real magma?
Look at the summary chart on this link: Magma and Erupted Materials
6. Which cup contained liquid most like basaltic magma?
7. Which cup contained liquid most like andesitic magma?
8. Which cup contained liquid most like rhyolytic magma?
9. SEND or attach a photo of you and your magma for credit on this lab.

School Country

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Approved

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• LGEO
• Geology

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Online / Virtual