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Earth Science 11: Universe Assignment Package

Part A: Life and Death of a Star

Dolan, Samuel K. (Producer), & Cohen, Douglas J. (Director). (2007). The universe: Life and death of a

star [T.V. Show]. New York: Flight 33 Productions for History Television Network.

Retrieved from: http://www.youtube.com/watch?v=cZoLzlS7e1c

1. There are ______billion stars in our galaxy.

2. The “Pillars of Creation” are a ____________ _______________ where new stars are born.

What are they and where are they located?

3. Hydrogen gas is the _______________ and most ________________ element in the universe

and is a key component of stars.

4. ________________ ___________ condenses dust and hydrogen gas to form a ____________.

6. At what point does a protostar become a star?

7. A main sequence star is created when the force of _______________ and pressure of

__________________ _________________ is equal.

8. __________ _____________ are the most common star in the universe. Why don’t we see

these types of stars from Earth? What type of stars do we see instead?

Earth Science 11: Space Assignments

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9. The life history of stars and their manner of death is determined by their ___________. Why

does a star with a large mass have a shorter life than a star with a smaller mass?

10. When a star runs out of fuel there are two ways that it could die. Describe this phenomenon

under the appropriate subsections below:

a) Main sequence sized stars with a mass similar to the sun’s.

i) Creation of Planetary Nebula.

ii) Creation of a White Dwarf.


iii) Creation of a Supernova.

b) Star at least eight times more massive than the sun (Massive Star).

i) Creation of a Type 2 Supernova.

ii) Why are Supernovas important to life on Earth?

iii) Creation of a Neutron Star.


iv) Creation of a Black Hole.

11. Supernova 2006 GY was the product of a star _______ to _______ times more massive than

the sun. Why is Supernova 2006 GY such an important discovery for astronomers?

12. Brown stars are considered “failed stars” because they do not have enough ___________ to

sustain nuclear fusion. Why are they so interesting to astronomers?

Text Questions:

1. What does the Hertzsprung Russel diagram depict?

2. What forces balance each other in a main-sequence star?

3. Earth was more than 4 billion years old before complex multicellular organisms appeared.

Would you expect to find similar life forms on a planet orbiting a star with 10 times the sun’s

mass? Why?


Part B: Constellation Myth

Purpose: -To become familiar with some of the astronomical entities in our night sky.

Format: -Choose one constellation visible in our night sky (according to our season) that interests you.

-Prepare a brief presentation (no more than 2 minutes) to the class that includes:

a) Two imagse of your constellation. One showing what your constellation looks like in the night sky and the other showing the mythical image accociated with it.

b) An explaination of one of the myths behind your constellation. In describing this myth, try to discuss its cultural importance to those who created it.

Excellent (2) Average (1) Inadequate (0)Ontime Project is turned in

complete and on timeProject is turned in partially complete on the due date

No part of the project has been submitted on the due date

Presentation Eye contact is made with the audience

Minimal eye contact is made Speaker reads from their paper for the majority of the presentation

Image Both required images have been provided

One of the required images has been provided

None of the required images have been provided

Myth Pre-existing myth is accurately and succinctly summarized

Pre-existing myth is adequately summarized

No pre-exisitng myth has been provided

Rubric:


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Part C: Big Bang Theory Doppler Effect

Purpose: -To develop a better understanding of the Doppler Effect and its application in popular culture (plus, the Big Bang Theory is awesome!).

Format: -Prepare a written response of your understanding of the video clip that includes an explanation of:

a) Sheldon’s costume.

b) The sideways movement of Sheldon’s body during his explanation.

c) One other example of the Doppler Effect.

Link: http://www.youtube.com/watch?v=Y5KaeCZ_AaY

Sheldon: “It’s the apparent change in the frequency of a wave caused by relative motion between the source of the wave and the observer.”


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http://www.youtube.com/watch?v=Y5KaeCZ_AaY

Part D: Space Math, Doppler Effect

-The Doppler Effect occurs when the Absorption Spectrum of a star shifts towards the blue or red end of the Visible Light Spectrum depending on whether the star is moving towards or away from Earth, respectively. The degree to which this shift occurs is related directly to the speed that a star’s light is travelling at. This idea can be used to measure the speed at which galaxies are moving away from or towards Earth.

-Important formulas necessary for these calculations are:

a) Speed of Light is 3.00 x 105 km/s (300,000 km/s).

b) Speed of a Galaxy= (Shift in Wavelength) (3.00 x 105 km/s)

c) Shift in Wavelength= Actual Wavelength – Shifted wavelength

1. A galaxy shows a redshift of 0.0032 in its Absorption Spectrum. How quickly is it moving away from Earth? (9.6 x 102 km/s)

2. A galaxy is traveling at a speed of 8.7 x 104 km/s away from Earth. What degree of redshift would you expect to observe in its Absorption Spectrum? (0.29)

3. A star is travelling at a speed of 12.6 x 103 km/s away from Earth. What degree of redshift would you expect to observe in its Absorption Spectrum?


Part E: Space Math, Apparent Magnitude

-Apparent Magnitude is a measure of the brightness of a star as it appears to Earth. The dimmest stars visible to the naked eye have an apparent magnitude of 6, while the brightest stars have negative Apparent Magnitudes!

-Remember, the difference in brightness between stars (Relative Brightness) is 2.5 times for every increase or decrease in number.

-For example, the difference in Relative Brightness between a star with an Apparent Magnitude of 4 and a star with an Apparent Magnitude of 6 is not 2, it is 2.5 x 2.5=6.25

-An important formula is: Relative Brightness= 2.5 (magnitude difference between two stars)

Example: How much brighter

does Sirius appear compared to Rigel?

Step 1: Calculate the magnitude difference between the two stars

(0.18) – (-1.44) = 1.62 Always put the largest positive number first.

Step 2: Set up your exponent

2.5 1.62 = 4.41 So, Sirius appears 4.41 times brighter than Rigel!

1. How much brighter is Sirius when compared to Aigol? [25.39]

2. How much dimmer is Polaris compared to Antares? [2.30]

3. How much brighter is the Sun compared with Polaris? [2.56 x 1011]


Part F: Star Characteristics Concept Map

Purpose: I can define apparent magnitude, absolute magnitude and the luminosity of a star.

Procedure: a) Complete the Star Characteristics concept map below.

b) Explain all of the interactions between 1, 2 and 3 and their connecting terms.

c) To complete this assignment successfully, you will have to take notes on text pages 621 through 624.


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Part G: Balloonia, Expansion of the Universe

Purpose: To gain an understanding of the expanding-universe theory by using a balloon model of the universe.

Text: 636-637

Introduction:

Procedure:


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Analysis and Conclusion:

1. a) Calculate the slope of the best fit line in your scatter plot from step 8. (1 Mark)

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b) What are the units for the slope of the best-fit line? (1 Mark) ________________________________

c) What does the slope of this best-fit line represent? (1 Mark)

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2. Give two examples of possible sources of error for your predictions of galaxy distances from point A at 24 years. (2 Marks)

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3. You conducted this activity from the point of view of an organism living at point A. Would the expansion of Balloonia appear faster or slower if this organism lived on one of the other galaxies? (1 Mark)

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4. a) From the point of view of an organism living on Balloonia, where is the centre of the universe’s expansion? Explain. (2 Marks)

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b) From the point of view of an organism outside of Balloonia, where is the centre of the universe’s expansion? Explain (2 Marks)

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5. Astronomers theorize that our universes expanding similar to the way the points on Balloonia moved away from each other as the balloon inflated. If this theory is accurate, where is the centre of our universe? Explain. (2 Marks)

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Earth Science 11: Solar System Assignment Package

Part A: Earth’s Magnetic Field


Purpose:

To gain a better understanding of the shape of Earth’s magnetic field and its interaction with solar wind.

Materials:

Bar Magnet Iron Fillings Card Stock Tape

Procedure:

a) Tape the magnet beneath the centre of the card stock.

b) Sprinkle the iron fillings onto the card stock above the magnet.

c) Tap the card stock to prompt the iron fillings to align to the magnet’s field lines.

d) Draw what you observe in the space provided below.

Observations:

Analysis:

1. Describe the alignment of the iron fillings onto the card stock above the magnet

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2. What pole of the magnet represents Earth’s North Pole?

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Part B: Foucault’s Pendulum

Purpose: To gain a better understanding of evidence that demonstrates Earth’s rotation.

Materials: Erlenmeyer Flask Piece of String Washer

Stir Stick Turn Table


Procedure: 1. View the following videos before beginning the lab to get a better idea of what Foucault’s Pendulum is and what it demonstrates:

a) Dartmouth professor discusses Foucault’s pendulum http://www.youtube.com/watch?v=aMxLVDuf4VY

b) Foucault’s Pendulum-Sixty Symbols http://www.youtube.com/watch?v=sWDi-Xk3rgw

2. Use the example and materials provided to create a scaled down model of Foucault’s Pendulum.

3. Place your model on the turn table. Without having set the pendulum in motion before hand, spin the turn table. Record your observations in Analysis Question 1.

4. Tilt the flask to put the pendulum into motion and then spin it on the turn table. Record your observations in Analysis Questions 2.

Analysis Questions:

1. a) Record your observations: Pendulum is not in motion, Turn Table is in motion.

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b) What force is acting on the pendulum?

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2. Record your observations. Pendulum is in motion, Turn Table is in motion. In your answer, make sure to note the motion of the pendulum in relation to the turn table.

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3. Explain how your experiment can act as supporting evidence for Earth’s rotation.

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http://www.youtube.com/watch?v=sWDi-Xk3rgw

http://www.youtube.com/watch?v=aMxLVDuf4VY

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Part C: Coriolis Effect

Purpose: To gain a better understanding of evidence that demonstrates Earth’s rotation.

Materials: Turn Table Turn Table Ramp Marble Marking Chip

Procedure: 1. Use the example and materials provided to create a model of the coriolis effect.


2. Roll the steel ball down the ramp without rotating the turn table. Record your observations in Analysis Question 2.

3. Roll the steel ball down the ramp while rotating the turn table. Record your observations in Analysis Question 2. Before you roll the steel ball, place the

marking chip at the point across the turn table where you expect it to end its travel.

Analysis:

1. Record your observations: Ball in motion, turn table not in motion.

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2. a) Record your observations: Ball in motion, turn table in motion. Make sure to note the motion of the marble in relation to the turn table.

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b) Why does the carbon paper imprint of the steel ball’s motion appear curved?

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c) How does this compare to the bird’s eye view of the steel ball’s journey across the turn table?

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3. Explain how your experiment can act as supporting evidence for Earth’s rotation.

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3. Aside from Foucault’s Pendulum and the Coriolis Effect, what are other pieces of evidence for Earth’s rotation?

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