Rev.

5/3/2018

Earth Science A Summer Intersession

Credit 1: The Universe and its Stars

Course Information

Teacher Contact Information

Supervising Teacher – Science Teacher –
Phone Number – Phone Number –
E-mail – E-mail –
Hours Available – Hours Available –
Tutoring Hours – Days and Times –
Tutor Names –

Grading Scale
Mark A B C D INC Indicator Points
Value 100 – 89 – 79 – 69 – 59 –
Assessment 50
90% 80% 70% 60% 0%
Homework 50

Total 100

Student Support Icons

Title Icon Description

Lab Wherever this icon is placed students know that they need to perform a lab.

Review This provides the student with a reminder that they need to answer
questions.

Technology Guides students through the tasks and assignments that require the use of
technology and manipulatives.

Textbook This icon lets the student know they will be reading out of the text.
Reading

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CREDIT 1A: THE UNIVERSE AND ITS STARS

Learning Goals for this Credit

Design an investigation or model using appropriate scientific tools, resources and methods.

Use mathematics to represent physical variables and their relationships to make quantitative predictions and to
solve problems.

Lesson Title Assignments

INTRODUCTION 
1.1 The Sun and Stars  Connect to Essential Question
 Exploration Activity
 Reading and Questions
 Videos (optional)
 Where Do Chemical Elements Come From?
 Review Questions
1.2 Galaxies  Connect to Prior Knowledge
 Exploration Activity
 Reading and Questions
 Videos (optional)
 The Hubble Deep Field
 Review Questions
1.3 The Universe  Connect to Prior Knowledge
 Exploration Activity
 Reading and Questions
 Videos (optional)
 The Expanding Universe Lab
 Review Questions
ASSESSMENT  Complete Test

Credit Materials
Materials Technology Needs

 Pen/Pencil  Internet
 HMH Earth Science  Computer
Textbook  HMH Online Resources
 Packet (optional)

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CREDIT 1A: INTRODUCTION

Read “What is the Universe?” and watch the video “The Most Astounding Fact” below. Then answer the
essential question.

What is the Universe?

The universe is all of space and all

of time. It is all of the matter and
energy from the largest planet to
the smallest atom. It includes you,
everything you see around you, and
even things you cannot see, like the
air you breathe. When we look
into the night sky we can see
distant stars and planets. These are
all part of the universe as well. The
observable universe is everything
we are able to see in space, but the
universe is much larger than that.
There are parts of the universe we
cannot see because light from those
areas of space have not yet reached
Earth.

So, how big is the universe? Most

scientists believe the universe is
infinite and constantly expanding.
How can something be infinite and
also expanding? The universe
expansion can be thought of as
“stretching”. As the universe
stretches, the distance between two
objects increases. For example, if you draw two dots on a deflated balloon and then blow air into that balloon,
the distance between those two dots will increase as the balloon stretches. This constant stretching is what is
causing the universe to expand, and not only is it expanding, the rate at which it is expanding is constantly
increasing!

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An essential question is something that allows you to explore the content of the credit. Before you answer the
question, examine the picture and watch the video. Then, answer the essential question to the best of your
ability. You will revisit it at the end of the credit to see if your answer has evolved.

Video: The Most Astounding Fact (3:33)

https://www.youtube.com/watch?v=9D05ej8u-gU
"The Most Astounding Fact – Neil DeGrasse Tyson” YouTube. Max Schlickenmeyer, 2 Mar. 2012. Web. 2 Nov 2017.

Essential Question
How big is the universe? If you could reach the edge of it, what might you see?
__________________________________________________________________________________________
Most scientists believe that the universe in infinite and no one knows what one might see at the edge of it.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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LESSON 1.1: THE SUN AND STARS

Learning Goals for this Credit

Design an investigation or model using appropriate scientific tools, resources and methods.

Use mathematics to represent physical variables and their relationships to make quantitative predictions and
to solve problems.

Learning Goals for this Lesson

 Relate the Sun’s conditions to how elements are made.
 Infer how the Earth receives its energy from the Sun.
 Describe the basic structure and functions of the Sun.
 Compare and contrast the differences between various stars.
 Relate a star’s temperature and size to its lifespan.
Lesson Assignments
 Connect to Essential Question
 Exploration Activity
 Reading and Questions
 Videos (optional)
 Where Do Chemical Elements Come From?
 Review Questions

Engage

Connect to Essential Question

On November 4th, 2003, the most violent solar flare ever recorded
ejected billions of tons of hot gases and particles from the Sun’s
surface. Had Earth been in its direct path, we would have had only
17 hours warning. How do you think a solar flare ejection from the
Sun could affect life on Earth?
I think that earth's atmosphere and ozone layer would've been completely destroyed and alot of life on Earth would perish.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________

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Explore
Exploration Activity
The Hertzsprung-Russell diagram is a graph that compares a star’s surface temperature to its luminosity
(brightness). The diagram lists stars’ luminosity on the Y-axis from lowest to highest. The surface temperature
is listed along the X-axis, but goes from highest to lowest, opposite of what you may be used to. These values
tell astronomers how to classify stars into different categories labeled on the graph. Most stars fall into the band
in the center called the “main sequence”. Notice that in this main sequence blue stars are the hottest and red are
the coldest (although still quite hot). Also, notice that our Sun is a yellow star in this main sequence, as it is of
both average temperature and size.

This graph lists temperature in Kelvin. This is a scale with the same units as Celsius, but with zero being the
coldest anything can be. Just as with Celsius the higher the Kelvin reading, the hotter it is.
Luminosity is a measure of the brightness of a star. This means 1 on the diagram represents the brightness of
our Sun, and 106 would be a star with the brightness of a million Suns!

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1. What is the approximate surface temperature of the Sun?
_______________________________________________________________________________________
I think the approximate surface temperature of the sun is around 6000 degrees kelvin.
_______________________________________________________________________________________
2. Is the surface temperature of a white dwarf star higher or lower than a red super giant?
_______________________________________________________________________________________
The surface temperature of a white dwarf is much higher than that of a red giant.

_______________________________________________________________________________________
3. What is the color of the stars with the highest surface temperature? How about the lowest surface
temperature?
_______________________________________________________________________________________
The color of the stars with the highest surface temperature is blue.
_______________________________________________________________________________________
4. Most stars on the diagram are in what category?
_______________________________________________________________________________________
Most of the stars are in what is called the main sequence.

_______________________________________________________________________________________
5. What type of star has both a high temperature and high luminosity?
_______________________________________________________________________________________
The blue giants.

_______________________________________________________________________________________
6. What type of star has a low temperature but high luminosity?
The star that has low temperature but high luminosity is the red super giant.
_______________________________________________________________________________________
_______________________________________________________________________________________
7. Listed below are 5 stars, A-E. Write the letter on the diagram in the correct place, and then fill out the
missing columns.

Star Letter Temperature Luminosity Color Type of Star

Yellow The main sequence
A 6000 k 10-1

B 20,000 k 106 Blue Main sequence

C 20,000 k 10-2 White White dwarf

D 2,500 k 106 Red Red super giants

E 4000 k 102 Orange Main sequence

Adapted from http://bvandermeer.weebly.com/uploads/8/6/6/8/86688284/hr-diagram_ws_practice_3.pdf

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Explain

Reading
Read the following section. Once you have completed the reading answer the questions below.

Holt McDougal Earth Science Chapter 29 Section 1 pages 823-828

1. How does nuclear fusion in the Sun create energy?

The sun creates energy when the hydrogen converts to helium in the core of the sun
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Briefly describe the three layers of the Sun’s interior.
The 3 layers of the sun are the Core, the Radiative zone, and the convection zone.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Briefly describe the three layers of the Sun’s atmosphere.
The 3 layers are the photosphere, the chromosphere, and the corona
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Holt McDougal Earth Science Chapter 29 Section 2 pages 829-832

4. How can different parts of the Sun rotate at different speeds?

Because the sun is made of gases and the gases at speeds.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. What causes sunspots?
_______________________________________________________________________________________
Sun spots are caused by disturbances in the sun's magnetic field.

_______________________________________________________________________________________
_______________________________________________________________________________________
6. How do coronal mass ejections affect communications on Earth?
_______________________________________________________________________________________
The explosions release radiation that messes up communication.

_______________________________________________________________________________________
_______________________________________________________________________________________

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Holt McDougal Earth Science Chapter 30 Section 1 pages 845-850

7. What can absorption (dark-line) spectra tell us about a star?

_______________________________________________________________________________________
It can tell us about the magnetic field of the star and how fast materials are moving.

_______________________________________________________________________________________
_______________________________________________________________________________________
8. What causes a star to be blue or red-shifted?
This depends on weather the star is moving closer or father away from us. If the object is closer light would move to the blue
_______________________________________________________________________________________
end and if its father light would move to the red end.
_______________________________________________________________________________________
_______________________________________________________________________________________
9. What is a light-year?
_______________________________________________________________________________________
The distance that light would travel in a year.

_______________________________________________________________________________________
_______________________________________________________________________________________
10. What is the difference between apparent magnitude and absolute magnitude?
Apparent magnitude is how bright a star appears form earth and it depends on brightness and distance too a star. Absolute
_______________________________________________________________________________________
magnitude is how bright a star would appear from a standard distance.
_______________________________________________________________________________________
_______________________________________________________________________________________

Holt McDougal Earth Science Chapter 30 Section 2 pages 851-858

11. What types of stars make up the “main sequence”?

_______________________________________________________________________________________
Blue stars, dwarfs, giants, and super giants.

_______________________________________________________________________________________
_______________________________________________________________________________________
14. How does the pressure from fusion interact with the force of gravity to maintain a star’s stability?
_______________________________________________________________________________________
The gas pressure pushes out from the center which is equal to the gravity pulling atoms towards the center.

_______________________________________________________________________________________
_______________________________________________________________________________________
15. Explain what happens as a star ages and leaves the main sequence.
The star burns through its hydrogen and ends its life cycle.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
16. What is a black hole?
A black hole is a region in space where gravity pulls so much that even light can not escape
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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Videos

If you would like to learn more about this topic, watch the videos below for more information. (Optional)

Nuclear Fusion (HMH)

http://my.hrw.com/sh2/sh07_10/student/flash/visual_concepts/75466.htm

How does fusion power the Sun? This video will explain how nuclear fusion works.

The Life Cycle of Stars (4:58)

https://www.youtube.com/watch?v=PM9CQDlQI0A
"The Life Cycle of Stars." YouTube. Institute of Physics, 1 Nov. 2012. Web. 02 July 2015.

How is a star born, and how does it die? This video will explain the life cycle of a star and show how the
different elements found throughout the universe are created.

What Are Stars Made Of? | Real Talk With A Scientist (4:37)
https://www.youtube.com/watch?v=lbYYcZtRiXE
"What Are Stars Made Of? | Real Talk With A Scientist." YouTube. DNews, 28 Feb. 2015. Web. 02 July 2015.

How do scientists determine what stars are made of? This video will discuss how spectroscopy is used to give a
star’s elemental “finger print”.

Absolute and Apparent Magnitude (HMH)

http://my.hrw.com/sh2/sh07_10/student/flash/visual_concepts/80352.htm

What is the difference between absolute and apparent magnitude? This video will explain what both
measurements mean, and how they relate to a star’s brightness.

H-R Diagram (HMH)

http://my.hrw.com/sh2/sh07_10/student/flash/visual_concepts/80356.htm

How is a Hertzsprung-Russel diagram used to read the properties of stars? This video will explain the
relationship between temperature and magnitude in star classification.

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Elaborate
Where Do Chemical Elements
Come From?
Everything on Earth is made of chemical elements. The basic building
blocks of matter, such as hydrogen, carbon and oxygen, are made inside of
stars across the universe. The following article provides detailed information
for how these elements form, and the methods astronomers use to determine
which elements exist in a star. Read the article and answer the questions
below.

Where Do Chemical Elements Come From?

https://www.acs.org/content/dam/acsorg/education/resources/highschool/chemmatters/articlesbytopic/nuclearch
emistry/chemmatters-oct2009-origin-chem-elem.pdf
Ruth, Carol. “Where Do Elements Come From?” Chemmatters, American Chemical Society, Oct. 2009.

1. Explain the process that creates chemical elements lighter than iron, including evidence.
Nucleosynthesis is when 2 nuclei of helium fuse with each other and form another element this process can repeat to make
_______________________________________________________________________________________
heavier elements.
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Describe the process that creates chemical elements heavier than iron, including evidence.
_______________________________________________________________________________________
Neutron capture is the process which produces elements heavier than iron

_______________________________________________________________________________________
_______________________________________________________________________________________
3. Explain the “s” and the “r” processes.
_______________________________________________________________________________________
The s process is a series of reactions in stars and creates stable nuclei. The r process happens much more quickly and creates
radioactive nuclei.
_______________________________________________________________________________________
_______________________________________________________________________________________
4. What is visible spectroscopy and how is it used?
This is used to analyze different quantities of different analytes.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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Evaluate
Review Questions
Answer the following questions.

1. What are the hottest areas of the Sun?

_______________________________________________________________________________________
The hottest area of the sun is the core

_______________________________________________________________________________________
_______________________________________________________________________________________
2. What causes the Sun to remain the size that it is?
It maintains its shape by the outwards pressure of fusion energy by the force of gravity
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. Where did all of the elements here on Earth come from?
_______________________________________________________________________________________
The big bang explosion.

_______________________________________________________________________________________
_______________________________________________________________________________________
4. Think back to your answer of the question from page 5 “How do you think a solar flare ejection from the
Sun could affect life on Earth?”. Revise your answer using evidence from the lesson.
_______________________________________________________________________________________
Radiation from the sun affects communication.
_______________________________________________________________________________________
_______________________________________________________________________________________

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LESSON 1.2: GALAXIES

Learning Goals for this Credit

Design an investigation or model using appropriate scientific tools, resources and methods.

Use mathematics to represent physical variables and their relationships to make quantitative predictions and
to solve problems.

Learning Goals for this Lesson

 Describe characteristics of the universe.
 Identify types of galaxies.
 Conceptualize the amount of objects in the universe.
Lesson Assignments
 Connect to Prior Knowledge
 Exploration Activity
 Reading and Questions
 Videos (optional)
 The Hubble Deep Field
 Review Questions

Engage

Connect to Prior Knowledge

Make 3 observations about the picture to the right.
________________________________________________________
I see a galaxy, what seems to be stars, and a center of it all.

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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Explore
Exploration Activity
Stars are held together in massive forms known as galaxies. Each galaxy has its own unique shape depending
on factors such as the number of stars it contains, and its age. The astronomer Edwin Hubble classified them
into three broad categories: spiral, elliptical, and irregular. Most galaxies start as circular shaped ellipses,
which lengthen into more of an oval shape over time. Eventually the stars in them become more organized and
form arms, becoming a spiral galaxy. Spiral galaxies become one of two types, either with a circular core
(normal spiral) or with a rectangular core (barred spiral). Over time, the arms become more spread out, as
shown on the chart below. Irregular galaxies have no set shape and are not organized as an ellipse or spiral.

Spiral Elliptical Irregular

Using the chart on the next page, classify the 12 galaxies on page 16. If the galaxy does not have an organized
shape, classify it as irregular.

Galaxy Classification
1 Sb Spiral
2 Elliptical
3 Irregular
4 spiral
irregular
5
6 Elliptical
irregular
7
8 spiral
9 elliptical
10 spiral

11 Irregular
12 spiral

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Explain

Reading
Read the following section. Once you have completed the reading answer the questions below.

Holt McDougal Earth Science Chapter 26 Section 1 pages 721-728

1. What is the relationship between a planet, the solar system, a galaxy, and the universe?
A planet is a apart of the solar system which apart if the galaxy which is a part of the universe.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. How is the speed of light used to measure distances in the universe?
_______________________________________________________________________________________
A light year is used to determine distance in space

_______________________________________________________________________________________
_______________________________________________________________________________________
3. What is the electromagnetic spectrum? What are the parts you cannot see?
_______________________________________________________________________________________
The range of wavelengths or frequencies over which electromagnetic radiation extends.

_______________________________________________________________________________________
_______________________________________________________________________________________
4. What advantages does the Hubble Space Telescope have over telescopes on earth?
_______________________________________________________________________________________
It has a greater resolution over a large field of spectral coverage from infra red to far ultra violent, extremely dark sky and
highly stable images for precision photometry.
_______________________________________________________________________________________
_______________________________________________________________________________________

Holt McDougal Earth Science Chapter 30 Section 3 pages 859-862

5. How do stars in constellations appear to be close together, when they are actually very far apart?
_______________________________________________________________________________________
Because we are viewing them from very far away.

_______________________________________________________________________________________
_______________________________________________________________________________________
6. What are binary star systems?
binary stars are 2 stars orbiting a common center of mass.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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7. What is a galaxy? What are the three main types of galaxies?
_______________________________________________________________________________________
A galaxy is a huge collection of gas dust and billions of stars in there solar systems all held together by gravity. The 3 main
types of galaxies are elliptical, spirals, and irregulars.
_______________________________________________________________________________________
_______________________________________________________________________________________
8. What is the Milky Way?
_______________________________________________________________________________________
The milky way is the galaxy we live in including the sun
_______________________________________________________________________________________
_______________________________________________________________________________________

Videos

If you would like to learn more about this topic, watch the videos below for more information. (Optional)

Constellations: Connect the Dots in the Sky! (3:44)

https://www.youtube.com/watch?v=1sZ15SUeS9w
"Constellations: Connect the Dots in the Sky!" YouTube. SciShow Kids, 30 Apr. 2015. Web. 07 July 2015.

What constellations are easiest to see and how do you spot them? This video will discuss how to find a few of
the more easily visible constellations in the night sky.

Cycles in the Sky: Crash Course Astronomy (9:29)

https://www.youtube.com/watch?v=01QWC-rZcfE&list=PL8dPuuaLjXtPAJr1ysd5yGIyiSFuh0mIL&index=3
"Cycles in the Sky: Crash Course Astronomy #3." YouTube. CrashCourse, 29 Jan. 2015. Web. 07 July 2015.

Why do the constellations in the sky move in a cycle? Why can’t you find the same constellations in the sky
during different seasons? This video will discuss the cycles that we are able to observe in the universe.

Contents of Galaxies (HMH)

http://my.hrw.com/sh2/sh07_10/student/flash/visual_concepts/80309.htm

What contents are found inside galaxies besides stars? This video will explain just how large galaxies are, and
what can be found in them.

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Elaborate

The Hubble Deep Field

Background

To view the distant and ancient universe, the Hubble

space telescope focused on a tiny area of black and
empty night sky. The telescope zoomed way in and took
a series of long exposure pictures. From this area of
blank space, measuring only one thirty-millionth of the
sky, a picture emerged of thousands and thousands of
far off galaxies. This massive number of galaxies, each
containing billions of stars, can help us start to get a feel
for just how large our universe is.

Procedure

This activity refers to “stellar objects”. This simply means a physical thing in space. In the Hubble Deep
Field, almost every visible object is an entire galaxy.

1. Visit the following website to complete the activity:

http://deepfield.amazingspace.org/
“Hubble Deep Field.” Hubble Deep Field, Amazing Space/NASA.
2. On the bottom menu, click on the “stellar statistician” option.
3. Enter your name at the top of the screen.
4. Click on the picture of the Hubble Deep Field (HDF) on the right hand side to get a larger more detail
view. After examining this image, close it by clicking outside of the image.
5. Enter an estimate for how many objects you think there are in the HDF, and write it in the box below.
Record your estimation on the web page as well as in the space provided.

Estimate of Objects

6. Once you’ve filled in your estimation, click the right arrow on the bottom of the page to continue.
7. The next page will break up the HDF into 3 separate images. Click any one of the three to get a detailed
view of it.
8. From here, the image has been broken into 12 even smaller sections. Choose anyone of them to proceed.
9. You now have a view of a very small part of the HDF. You will find the section and camera you chose
on the top of this page. Use this to complete the blanks below:
Section _______ of Camera _______

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10. On this image, count the number of objects you see. Any dot you see is an object. Enter this count in the
provided box on the web page, as well as the box below.

Objects Counted

11. Once you’ve filled in the boxes click the right arrow at the bottom of the screen.
12. Use your count of this very small section to get an estimate for how many objects there are in the
universe. First, since your image was broken into 12 smaller images, you will multiply your count by 12.
Fill in the boxes below with these numbers. They can also be found at the top of your screen.

Objects Counted Objects in a Single Camera

x 12 =

13. Once you’ve filled in the boxes click the right arrow at the bottom of the screen.
14. There were three cameras that made up the HDF, so multiply that number by 3 to get an estimate for
how many objects are in the entire HDF. These numbers can also be found at the top of your screen.

Objects in a Single Camera Objects in HDF

x3=

15. Once you’ve filled in the boxes click the right arrow at the bottom of the screen.
16. To cover the entire sky, you would need 30 million (30,000,000) HDFs. Multiply your HDF estimate by
30 million to estimate the total number of objects in the universe. These numbers can also be found on
your screen.

Objects in HDF Objects in the Universe

x 30,000,000 =

17. Once you’ve filled in the boxes click the right arrow at the bottom of the screen.
18. Compare your estimated number to the astronomers estimated number. Use this to answer the questions
on the next page.

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Evaluate
Review Questions
Answer the following questions.

1. There are an estimated 250 billion (250,000,000,000) stars in our own galaxy alone. Based on this, and
the number of objects estimated by astronomers, estimate how many stars there could be in the universe.
There is one billion trillion stars
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What errors do you think could have given you an incorrect estimate of the number of galaxies in the
universe?
Some galaxy might not visible so we can't account for them
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. If a telescope could zoom even further in, and look beyond the HDF, what do you think they would see?
_______________________________________________________________________________________
It would see more stars, galaxies and solar systems.

_______________________________________________________________________________________
_______________________________________________________________________________________
4. Using your observations and knowledge of galaxies, is there a pattern or organization to how the billions
of stars are arranged in a single galaxy or do you feel it is random? Use evidence from this section to
support your answer.
_______________________________________________________________________________________
I think it is a little random bur coordinated through gravity
_______________________________________________________________________________________
_______________________________________________________________________________________

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LESSON 1.3: THE UNIVERSE

Learning Goals for this Credit

Design an investigation or model using appropriate scientific tools, resources and methods.

Use mathematics to represent physical variables and their relationships to make quantitative predictions and
to solve problems.

Learning Goals for this Lesson

 Relate redshift to the expansion of the universe.
 Identify evidence for the big bang.
 Model universal expansion.
Lesson Assignments
 Connect to Prior Knowledge
 Exploration Activity
 Reading and Questions
 Videos (optional)
 The Expanding Universe Lab
 Review Questions

Engage

Connect to Prior Knowledge

Do you think the universe has a center? If so, what might be there?
No I don't think there is a center to the universe.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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Explore
Exploration Activity
Observing the light from distant objects is one way to determine if they are moving further away or closer to
Earth. Light exists at different wavelengths, both very large (radio waves) and small (gamma rays). The
wavelengths of light we can see with our eyes is called the “visible spectrum”, which you can see in a rainbow.
The shortest waves look purple and blue, and the longest appear red.

Materials:

 Rubber band (wide)

 Marker (dark colored)

Directions:

1. Using a marker, draw a wave along the thick edge of the

rubber band (see picture).
2. In the first box below, draw what your wave looks like when
the rubber band is at rest.
3. Holding the rubber band at each end, pull the ends away from each other, lengthening the band.
4. In the second box, draw the shape of the wave when the band is extended.

Rubber Band at Rest Rubber Band Expanded

1. Compare how the wave shape changed with the information and diagram above. As the band continues
to be stretched, what color is the wave shape becoming closer to?
_______________________________________________________________________________________
_______________________________________________________________________________________
2. What happens to the shape of the wave as the rubber band expands?
_______________________________________________________________________________________
_______________________________________________________________________________________

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Explain

Reading
Read the following section. Once you have completed the reading answer the questions below.

Holt McDougal Earth Science Chapter 30 Section 4 pages 863-866

1. What is the study of cosmology?

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Cosmology is branch of astrology that involves the origin and evolution of the universe

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2. Almost all galaxies appear red-shifted. What does this tell us about them?
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This means that the object is moving away from us and has longer wavelength.
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3. According to the big bang theory, what was the early universe like?
All matter came into existence with intense heat and before this the universe was a dark place with no stars and galaxies.
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4. How does cosmic background radiation relate to the big bang theory?
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The big bang theory predicts that the early universe was really hot and that the universe would've filled with radiation with
heat left over from the big bang which is the cosmic background radiation.
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5. Although dark matter cannot be seen, how can scientists detect it?
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Scientist calculate the mass of large objects in space my studying there emotions.
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6. What is the effect that dark energy is having on the galaxies in our universe?
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This could lead to faster expansion and effects the path of light.

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Videos

If you would like to learn more about this topic, watch the videos below for more information. (Optional)

The Big Bang: Crash Course Big History #1 (14:24)

https://www.youtube.com/watch?v=tq6be-CZJ3w
"The Big Bang: Crash Course Big History #1." YouTube. CrashCourse, 17 Sept. 2014. Web. 08 July 2015.

What is the big bang theory? What evidence do scientists have that the big bang occurred around 14 billion
years ago? This video will explain what occurred during the big bang, and how we can still observe it.

Dark matter: The matter we can't see - James Gillies (5:34)

https://www.youtube.com/watch?v=HneiEA1B8ks
"Dark Matter: The Matter We Can't See - James Gillies." YouTube. Ted-Ed, 3 May 2013. Web. 09 July 2015.

What exactly is dark matter and how do we know it exists? This video will explain the mystery behind dark
matter and what scientists currently know about it.

The Beginning of Everything – The Big Bang (5:54)

https://www.youtube.com/watch?v=wNDGgL73ihY
"The Beginning of Everything – The Big Bang." YouTube. Kurzgesagt, Mar 3, 2014. Web. 12 Nov 2018.

How did everything get started? Has the universe a beginning or was it here since forever? Evidence suggests
that there was indeed a starting point to this universe we are part of right now.

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Elaborate

The Expanding Universe Lab

This activity will use a balloon as a model to demonstrate that the
galaxies are expanding in all directions at the same rate.

Materials:

 Black marker
 1 balloon
 Spring clamp or clothes pin (optional)
 Measuring tape

Procedure:

1. Use a marker to make 3 dots in a row on an uninflated balloon. Label them “A,” “B,” and “C.” Dot B
should be closer to A than dot C is to B. These dots represent three of the many galaxies in the universe.
2. Blow up the balloon partway. The partially-inflated balloon represents the universe. Imagine that there
are many galaxies both inside the balloon universe and on its surface. Have someone hold the mouth of
the balloon closed so that it doesn't deflate, or use a spring clamp to clamp the mouth closed.
3. Use the measuring tape to measure the distances between A and B, B and C, and A and C. Also measure
the circumference of the balloon at its widest part. This gives you an indication of the size of your
balloon universe at this time. Record these measurements for Round 1 in the chart below.
4. Blow the balloon up a bit more, to represent the expanding of the universe. Measure and record the
balloon circumference and the distances between the dots for Round 2.
5. Repeat Step 4 two more times until the balloon is about as big as it can get without popping. Record
your results in Round 3 and 4.

Data Chart:

Complete the data chart below.

Changes in Distances between Galaxies as the Universe Expands

Balloon Circumference From A to B From B to C From C to A

Round 1

Round 2

Round 3

Round 4

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Evaluate
Review Questions
Answer the following questions.

1. Observe how the distances between the galaxies changed as the balloon universe expanded. Do you see
any pattern or trend?
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The distances between the galaxies increase.

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2. Did the distance between A and B, between B and C, or between A and C show the greatest rate of
change?
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I missed class so I wasn't able to do this.

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3. Suppose dot A represents our Milky Way Galaxy and that dots B and C represent other galaxies. How
does the rate at which galaxies are moving away from us relate to how far they are from our galaxy?
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The faster they move away from us the father they are

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4. What are the 3 main types of galaxies? Which type of galaxy is our Milky Way Galaxy?
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The spiral the irregular and the elliptical. The milky way is a spiral galaxy

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5. What evidence is there for the big bang and an expanding universe?
The hubble discovered in 1920 a relationship between a galaxies distance from earth and its speed. Another discovery in
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1960s found cosmic microwave background radiation
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6. Compare the amount of visible matter in the universe with the total amount of matter and energy. What
else could be out there?
Matter makes up 30% of all the matter and energy in the universe and the rest is dark energy.
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7. Reflect on your answer to the question on page 22: “Do you think the universe has a center? If so, what
might be there?”. Revise your answer using evidence from the lesson.
The universe might have a center but we are unable to determine and verify it.
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Adapted from Allison, Mead A., Arthur T. DeGaetano, and Jay M. Pasachoff. "Chapter 30 Section 4 Quick Lab: The Expanding Universe." Holt McDougal Earth
Science. Austin, TX: Holt McDougal, a Division of Houghton Mifflin Harcourt, 2010. 865. Print.

Revisit the essential question. Did your answer change? Why or why not?

Essential Question
How big is the universe? If you could reach the edge of it, what might you see?
No my answer did not change because the universe is still expanding.
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Learning Goals for this Credit

Design an investigation or model using appropriate scientific tools, resources and methods.

Use mathematics to represent physical variables and their relationships to make quantitative predictions and to solve problems.

Lesson Title Learning Goals For Each Lesson

1.1 The Sun and Stars  Relate the Sun’s conditions to how elements are made.
 Infer how the Earth receives its energy from the Sun.
 Describe the basic structure and functions of the Sun.
 Compare and contrast the differences between various stars.
 Relate a star’s temperature and size to its lifespan.
1.2 Galaxies  Describe characteristics of the universe.
 Identify types of galaxies.
 Conceptualize the amount of objects in the universe.
1.3 The Universe  Relate redshift to the expansion of the universe.
 Identify evidence for the big bang.
 Model universal expansion.

Summer Intersession Science Rubric

Credit Grading 4 3 2 1
 My responses show  My responses show  My responses show  My answers to the
clear reasoning and basic reasoning and basic reasoning but questions are either
use of evidence. use of evidence. limited evidence to unscientific or
support it. overly simplistic,
 My responses show  My responses show and have limited
Responses to clear reasoning and basic reasoning and  My responses show evidence.
Homework Packet use evidence. use of evidence. basic reasoning but
50 pts. limited evidence to  My answers to the
support it. questions are either
 I made connections unscientific or
to other ideas overly simplistic,
within and across and have limited
science credits. evidence.

___x 12.5 = ___/50

Assessment Students receive 2 points per correct response.
50 pts. ___x2 = ___/50

Total: ___/100

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LAB SUPPLY LIST

Lesson 1.4 Exploration Activity
 Rubber band (wide)
 Marker (dark colored)

The Expanding Universe

 Black marker
 1 balloon
 Spring clamp or clothes pin (optional)
 Measuring tape

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