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From the Sun… to Pluto… and Beyond…

From the Sun… to Pluto… and Beyond…. Nancy Sills sills-n@harris.k12.ga.us. Elementary Georgia Performance Standards

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From the Sun… to Pluto… and Beyond…

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  1. From the Sun… to Pluto… and Beyond… Nancy Sills sills-n@harris.k12.ga.us

  2. Elementary Georgia Performance Standards 3rd grade-S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time. Measure using thermometers the changes in temperature over time of water samples (hot, warm, and cold) 4th grade – S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather. a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid. b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.  Demonstrate how water changes states, such as: solid to liquid liquid to gas gas to liquid liquid to solid Identify the temperature at which water becomes a solid and at which water becomes a gas. 5th grade – S5P2. Students will explain the difference between a physical change and a chemical change. b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change. Explain that temperature differences can cause a physical change/change of state in water, such as: water vapor/steam liquid ice

  3. 6th grade Georgia Performance Standards S6E3. Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice. S6E1. Students will explore current scientific views of the universe and how those views evolved. c. Compare and contrast the planets in terms of Size relative to the earth Surface and atmospheric features Relative distance from the sun Ability to support life f. Describe the characteristics of comets, asteroids, and meteors.

  4. When I become a teacher… • http://aim.hamptonu.edu/outreach/AK-2007/handouts/fun_files/AppleTeachers.mov

  5. Heliophysics educator ambassador program • http://aim.hamptonu.edu/hea/

  6. On the fence • What do you know?

  7. THEMIS • – Time History of Events and Macroscale Interactions during Substorms • Video of THEMIS http://ds9.ssl.berkeley.edu/themis/flash.html

  8. The Sun • Electromagnetic Field

  9. Mapping magnetic fields • You should have: • 1 large piece of paper • 1 cow magnet • 2-3 compasses • Writing implement Procedure • Place the compass on the middle of the paper and trace around it. Draw a dot somewhere near the magnet and place the center of the compass over the dot.

  10. Mapping magnetic fields Procedure • Place the compass on the middle of the paper and trace around it. Draw a dot somewhere near the magnet and place the center of the compass over the dot. • Draw a dot at eh location of the arrow head of the compass needle • Move the compass from the paper and draw lines connecting the dots with arrows indicating the direction that the compass points. • Remove the compass from the paper and draw lines connecting the dots with arrows indicating the direction that the compass points. • Continue steps b-d until the line meets the magnet or edge of the paper • Pick another spot near the magnet and repeat the processes.

  11. http://www.walter-fendt.de/ph14e/mfbar.htm

  12. Solar winds effect on Earth • http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.solarwind/

  13. Solar System educator • http://solarsystem.nasa.gov/ssep/ • http://solarsystem.nasa.gov/educ/index.cfm

  14. CLUSTer • The four Cluster spacecraft are providing a detailed three-dimensional map of the magnetosphere, with surprising results • http://sci.esa.int/science-e/www/area/index.cfm?fareaid=8

  15. UV Radiation • How much do you get?

  16. Uv beads • On you paper number 1-5- skipping 2 lines between each. • Observe each bag and write down your observations. • On the back of your paper – answer these questions: • Which bag has the lightest color beads? • Which bag has the darkest color beads? • Why do you think there is a difference? • Looking at the bag with the sun glasses covering them and the regular glasses. What is the difference?

  17. TIMED • A Mission to Explore One of the Last Frontiers in Earth’ Atmosphere • The TIMED (Thermosphere Ionosphere Mesosphere Energetics and Dynamics) mission is studying the influences of the Sun and humans on the least explored and understood region of Earth's atmosphere - the Mesosphere and Lower Thermosphere/Ionosphere (MLTI). • http://www.timed.jhuapl.edu/WWW/index.php

  18. In our solar system • Impact craters • Cake Batter Lava • Moon Phases • Climate Cycles • Let’s make a cloud. • It’s Alive

  19. Impact crater • Look at the photographs of the Moon, how do you think the craters were formed? • What do you think are factors that affect the appearance and size of craters and ejecta? • What does this “lunar” surface look like before testing? • Measure the mass of the first impactor and record it on your Data Chart. • Drop impactor #1 from a height of 30 cm. • Measure the diameter and depth of the resulting crater. Count the rays, measure, and determine the average length of all the rays. • Record the information on the Data Chart and repeat the procedure varying the drop height as instructed on the Data Chart

  20. Impact craters • What does the data reveal about the relationship between crater size and velocity of impactor? • What does the data reveal about the relationship between ejecta (ray) length and velocity of impactor? • If the impactor were dropped from 6 meters, would the crater be larger or smaller? How much larger or smaller? (Note: the velocity of the impactor would be 1,084 cm/s)

  21. Cake batter lava • Materials: • Cake batter • Large mixing bowl, preferably with handle and pouring spout • Wire whisk • Large spatula • Baking sheet or wooden drawing board with a 10-cm grid on it • Protractor • Stopwatch • Tape measure or ruler • Procedure: - see handout

  22. Moon Phases - oreo • Materials: • 4 oreos • 1 plastic spoon • 1 paper plate • Oreo handout • Make the Oreos look like the handout and place them on the paper plate and label them.

  23. Climate Cycles • Materials • Multicolored mini-marshmellows • Dark colored granular material – like M&M’s, chocolate chips, or coca • Core straw made out of a 2liter bottle • 1- liter bottle • (Hand sanitizer or wash hands if you are going to eat any of the items after the lab. ) • Procedure • Discuss how the marshmallows are put in my a handful or two- this is the amount of snowfall for a season. Heavy in winter, less in summer. The M&M’s are a volcanic eruption (ash). • Press down on the layers and then add more “snow” and “ash.” Press down until it is fairly packed • Take the core sample by pressing down with the core straw and examine the core. Share yours with another group and determine the layers and what happened during the “time period.”

  24. Let’s make a cloud • Materials: • Two 2-liter bottles with connected lids • 125ml of water • Wooden stick matches • Flashlights or projector • Procedure: See handout

  25. It’s alive • http://aim.hamptonu.edu/outreach/AK-2007/handouts/fun_files/aliensong.mpg • What does it mean to be “alive?”

  26. It’s alive • Materials: • Three samples labeled A, B, & C • Procedure: • Observe the three samples. You may smell, touch, the samples but not taste them. Record what you observe on the handout. • Get a cup of warm water and pour the water so that each sample is covered with water. • Record your observations on your handout. • Wait 5-10 minutes and observe the samples.

  27. AIM – aeronomy of Ice in the Mesosphere • Exploring clouds at the edge of space • http://aim.hamptonu.edu/index.html

  28. “Baby, it’s cold out there” Georgia NASA STEM Day Jan 22, 2011 Nancy Sills

  29. New Horizon • New Horizons is on its way to Pluto, which it should reach it in 2015.http://www.nasa.gov/mission_pages/newhorizons/main/index.html • http://www.nasa.gov/mission_pages/newhorizons/main/index.html

  30. Baby, it’s cold out there… Climate Cycles Lab – • Materials Multicolored mini-marshmallows (also can try Rice Krispies) Dark colored granular material – like M&M’s, chocolate chips, or coca, chocolate Rice Krispies Core straw made out of a 2liter bottle 1- liter bottle (Hand sanitizer or wash hands if you are going to eat any of the items after the lab. ) • Procedure • Discuss how the marshmallows (Rice Krispies) are put in my a handful or two- this is the amount of snowfall for a season. Heavy in winter, less in summer. The M&M’s ( Chocolate Rice Krispies) are a volcanic eruption (ash). • * Press down on the layers and then add more “snow” and “ash.” Press down until it is fairly packed • Take the core sample by pressing down with the core straw and examine the core. Share yours with another group and determine the layers and what happened during the “time period.” * only if you use marshmallows

  31. Exploring Ice in the Solar System • http://www.messenger-education.org/teachers/MEMS_CompPlanetology.php#mystery

  32. Looking at Ice Materials -Large ice block for each group -large pan per group -Different types of light: laser, flashlight, -colored filters for flashlight ( use colored plastic wrap or color transparency sheets with markers) Procedure: Have student observe what happens to light as it is shined on the block of ice. Allow it to melt or place it in enough water to allow it to float and have students make observations.

  33. Dirty ice and light Materials -clear or white ice trays filled with different solutions of ice ( dirt, soap, glitter, different color food coloring) -Different types of light: laser, flashlight -colored filters for flashlight ( use colored plastic wrap or color transparency sheets with markers) Procedure: Have student observe what happens to light as it is shined on the different cubes of ice. Students can write a paragraph or essay of their observations.

  34. Ice Balloons Activity • http://www.exploratorium.edu/IFI/activities/iceballoons/iceballoons_fulltext.html

  35. NOVA’s Secrets Beneath the Ice http://www.pbs.org/wgbh/nova/earth/secrets-beneath-ice.html

  36. …And beyond Dwarf Planets activities: http://dawn.jpl.nasa.gov/DawnClassrooms/index.asp

  37. The Pluto files • http://video.pbs.org/ • http://video.pbs.org/video/1425502261/

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