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1. Jennifer Draksler Pineview Middle School Land O Lakes FL Peggy Dunn Auburn Elementary School Auburn IL Dennis L Engle East Lawrence High School Trinity AL John Frugoni Hillsdale Middle School El Cajon CA Maryann Gawlas Draper Middle School Schenectady NY Carol Ghee Messick Lakeview Elementary Mt Juliet TN Rosemary Gonzales Greenfield Middle School El Cajon CA Marla Hood Red Bank High School Chattanooga TN Scott Hudson Covdale Elementary School Cincinnati OH redits Lisa Jameson Wallace School Wallace NE Sharon Jeffery Plymouth Community Intermediate School Plymouth MA Cileste Lawson Auburn Elementary Auburn IL Don Lochmueller Evans Middle School Evansville IN Steven D McAninch Park Forest Middle School State College PA Jim Parker Spring Valley Middle School Spring Valley CA Becky Salo Sebeka Public School Sebeka MN Marilyn Sniffen Hillsdale Middle School El Cajon CA Robin Tomasino Masconomet Regional Junior High School Topsfield MA Lisa Wood Bethlehem Middle School Delmar NY Special Thanks The American Chemical Society The American Institute of Physics The Jane Goodall Institute NASA Jet Propulsion Laboratory Nebraska ETV Network The Alfred P Sloan Foundation Wonderwise University Of Nebraska State Museum The World Wildlife Foundation p NEWTON S APPLE Multimedia AT LAST a supplemental middle school science
2. 35 Video Clip 3 02 31 to 04 33 David Heil is sitting on top of the world to observe the Moon move through its waxing phases 2 min 2 sec Video Clip 4 04 34 to 06 51 David Heil and Derrick Pitts use a large model to demonstrate how the Moon moves through its waning phases 2 min 17 sec Guide on the Side This activity will be easier for the students if the classroom is fairly dim You may want to turn off the overhead lights Each group needs a bright light source but several groups can share one light source e The foam balls are hung from threads in order to prevent shadows from students hands and arms from interfering with the observations When the activities are completed you may wish to describe the Moon s actual orbit to the students It is a tilted orbit that itself moves in a circle around Earth You can demonstrate this by suspending a 2 inch ball representing Earth from the ceiling and shining a bright light on it A hoop will approximate the path of the Moon s orbit Anywhere the ball s shadow falls on the hoop represents a place in the orbit where the Moon will be eclipsed by Earth Tilt the hoop so that the point directly behind the ball is high enough to be out of its shadow The low point of the hoop should be an equal distance below the ball Now without changing the angle of your wrist walk around the ball As you walk the high point of the hoop will move from behi
3. These not only plot faster but they give a clearer view of the trends Remind students to leave sufficient space along the edges of the graph to put in a legend along each axis Usually a three or four box margin is sufficient e Before the students start plotting the sunspots make sure that they can plot the maximum number of sunspots and fit it on their graph paper Students may have to tape several sheets of graph paper together to show their data Sunspots follow 11 year cycles Students should discover this in their data They can use the 11 year cycle to predict future sunspot activity or to estimate the number of sunspots in any given year e Graphing the data may take some students more time than others You may wish to assign plotting the data as homework e There are many excellent graphing software programs available including the graphing capabilities of most spreadsheets If one is available students may wish to plot their data using a computer e If time allows you may wish to view the entire Newton s Apple segment on the Sun after completing the activity 20 Sun Sun Here s How Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the teacher demo and the student experiments Make a copy of Activity Sheet 3 for each student Review the Background information on page 8 Engage Approx 10 min Ask students what they know
4. When you compare your plots to those of the other members of your class were all the planets in the same positions How would you explain any difference in results Over the years many astronomers have tried to figure out if there is a natural pattern that would explain the spacing of the planets Study your plots What pattern can you see Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Beginning To See the Light What is the Sun made of How can scientists on Earth determine the composition of the Sun and other stars without leaving the planet How can light be used to tell the composition of matter What is a spectrum and what does it tell you Getting Ready hydrogen The lightest and most abundant chemical element Overview Students observe different light sources with a diffraction grating to determine how each type of light produces a different spectrum Based on this concept they discover how scientists can determine the composi prism A device that separates a tion of distant stars by looking at the light they produce ial of light into its component colors Objectives f B spectrum A band of colored light After completing this activity students will be able to produced when a light beam is passed e explain how scientists use spectral information to determine the through a prism or diffraction grating composition of stars e de
5. What is the length of a lunar day a 24 hours b 29 days c 1 week d 6 months 7 When you see a full moon what is the relationship of Earth the Moon and the Sun a The Sun is between Earth and the Moon b The Moon is between Earth and the Sun c Earth is between the Sun and the Moon d The Moon is closer to the Sun than Earth 8 Moonlight is a generated by the Moon in a similar way that the Sun generates sunlight b entirely light reflected from Earth s surface c dimmer later at night d reflected sunlight 26 Phases of the Moon 10 The Moon is orbiting Earth while Earth is orbiting the Sun If you could go far into outer space and look down on Earth and the Moon what would the motion of the Moon look like as it moves around the Sun Draw an illustration of what the path would look like How can the Moon be visible during the day Lunar eclipses occur when Earth s shadow darkens the moon This type of eclipse a happens twice a month b happens once a month c happens rarely d happens the night after a solar eclipse Which is the correct order of the phases of the Moon a new Moon first quarter Moon full Moon last quarter Moon new Moon b full Moon first quarter moon new Moon last quarter Moon full Moon c full Moon first quarter Moon second quarter Moon third quarter moon new Moon d none of the above Copyright Twin Cities Public Television amp GPN
6. table salt in the flame What color was the flame yellow Now sprinkle some Lithium Chloride crystals on the flame If you don t have LiCl use Cream of Tartar What color was the flame this time red Play Video Clip 2 03 24 to 05 03 Ask students if they ve ever watched a fireworks display Based on what they just saw in the video where do fireworks get the different colors from Different chemicals are placed in the shells to produce different colors That s what they saw when you sprinkled the chemicals on the flame Explain that each element produces its own unique spectrum when burned Astronomers use a device called a spectroscope to analyze the light from a star to determine what elements are present Give each student a diffraction grating and have them observe the flame test again so they can see the spectra After they finish explain that they are going to observe and record the spectrum produced by several different light sources Tell them that they are going to use their data to identify a mystery spectrum Activity 2 Explore Approx 30 min Have students work with a partner Explain that they are going to observe several different light sources and draw the spectra they produce on the activity sheet Set the light source up near the front of the room Make the room as dark as possible and turn on the desk lamp with the regular incandescent bulb Have them color the spectrum on the activity sheet under t
7. CD ROM 00 03 to 00 31 Find out what students already know about the Moon s phases As a class discuss the questions posed by Dave Huddleston This activity will be easier for the students if the classroom is fairly dim You may want to turn off the lights e Each group needs a bright light source but several groups can share one light source e The student with the ball must hold it high enough so that it is not in his or her shadow and so that light from the light source reaches it The observer should also avoid blocking any light from the light source e A Stryofoam ball can be used for this activity The student holding the ball can put it on a stick or a pencil It may be helpful to suspend the ball from a string rather than having it held by a student e Ifit is appropriate view the entire Newton s Apple video segment on the Phases of the Moon after completing the activity 32 Phases of the Moon NEWTON S PARPLE Phases of the Moon _Here s How Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the student experiments Make copies of Activity Sheet 2 for each student Review the Background information on page 24 Engage Approx 10 min Ask students to describe how Earth moves in relation to the Sun The Earth has two movements that occur at the same time Earth spins on its axis which causes day and night At the sa
8. Contains images games facts and myths on the interior surface and atmosphere of the Sun Yohkoh Public Outreach Project Montana State University Solar Physics Group http solar physics montana edu YPOP Take a tour see the latest images and make your own movies of the Sun The Virtual Sun http www astro uva nl michielb od95 A virtual tour of the Sun from a university in the Netherlands Educational materials developed under a grant from the National Science Foundation 7 APPLE Multimedia Internet Search Words Sun solar physics photography astronomy stars solar system Books Dunlop Storm and Kippenhahn Rudolf Discovering the Secrets of the Sun New York NY John Wiley amp Sons 1994 Hendrickson Nancy L and Peter O Taylor Beginner s Guide to the Sun Waukesha WI Kalmbach Publishing Company 1996 Phillips Kenneth J H Guide to the Sun New York NY Cambridge University Press 1995 Taylor Peter O Observing the Sun New York NY Cambridge University Press 1992 Taylor Roger J The Sun as a Star New York NY Cambridge University Press 1997 Community Resources Local planetarium Local university astronomy department 8 Sun Sun Background Although the Sun seems incredibly powerful to us on Earth to astronomers the Sun is just an average sized middle aged star one of more than a hundred billion stars in our Milky Way Galaxy While the Sun i
9. Permission granted to reproduce for classroom use Activity 1 I See the Light What makes objects shine in the sky Why do some shine during the day Why do we only see some at night Where does their light come from Important Terms reflection The light bouncing off an object or surface Getting Ready Overview Students model the Sun Earth Moon system demonstrating how light from the Sun reflects off the Moon and shines on Earth Objectives After completing this activity students will be able to e explain the source of moonlight e demonstrate how light from the Moon reaches a viewer on Earth Time Needed Preparation Approximately 10 minutes Classroom Approximately 55 minutes on day 1 and 30 minutes on day 2 Materials e fairly powerful flashlight e 30 to 50 cm square of shiny white poster board Educational materials developed under a grant from the National Science Foundation 27 Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 03 to 00 31 Find out what students already know about the Moon s phases As a class discuss the questions posed by Dave Huddleston e For the parts of the demonstration where the classroom lights are off make sure that the room is as dark or dim as possible closing blinds and window shades Involve as many students as possible in the Engage demonstra tion Perhaps have several differen
10. allow you to look indirectly at the Sun By adjusting the distance be tween the two cards you can make the image of the sun bigger and smaller If you re lucky you might even catch some sunspots in action Like the Earth our Sun is made of layers The major difference is that most of these layers are hot gas rather than rock Research the composition of the Sun and build a model showing its structure Label the different parts with their relative temperatures You ll be surprised how hot the Sun really is Share the information with the class Educational materials developed under a grant from the National Science Foundation 21 we GEEING SPOTS Activity Sheet 3 NAME CLASSPERIOD WHAT YOU RE GOING TO DO You re going to graph the sunspot activity for the 20th century and see if you can find any patterns in the data How To DO IT Look at the data table below Observe the maximum and minimum number of sunspots that occurred during the period between 1900 and 1998 Take your piece of graph paper and hold it so that the long side is across the bottom This axis will be for the years Count the number of boxes along the shorter edge making sure you leave at least three boxes along the bottom to record the years Calculate a scale that would allow you to plot the maximum number of sunspots for any given year along the side axis Record your scale here Each box equals sunspots Plotting the data Using the data chart be
11. and the other end 1 000 000 000 Tell students that this is a number line from zero to 1 billion Ask two or three volunteers to mark the location of 1 million on the number line Accept all answers The actual position of 1 000 000 on the number line is only 1 1000 of the way along the line from zero Discuss how this demonstration might have changed students concept of the size of 1 billion Ask where 1 billion would be located if the line went from zeto to 1 trillion One billion would be 1 1000 of the way along the line from zero Explain to the students that we use scale models to represent things that are too big or too far to see completely Ask students for examples of scale models Accept all answers A map is one example of a scale model Show students a map of either the US or the world Ask a student volunteer to come forward and explain to the class how he or she would figure out how far it is from New York City to Los Angeles Using the scale the student would measure the distance between the two cities with a ruler then multiply by the scale to get the actual distance Hold up a roll of adding machine tape Ask students if they can think of a way that they can make a scale model of the solar system using the tape What information would they have to know The length of the tape and the distance to the planets Activity 1 Explore Approx 45 min Have students work in small groups Explain that they are going t
12. been field tested by a cross section of teachers from around the country Some of the activities are more basic other activities are more challenging We don t expect that every teacher will use every activity You choose the ones you need for your educational objectives Educational materials developed under a grant from the National Science Foundation 3 NEWTON S APPLE Multimedia Teacher s Guide We suggest you take a few minutes to look through this Teachers Guide to familiarize your self with its features Each lesson follows the same format The first page provides an overview of the activity learning objectives a list of materials and a glossary of important terms The next two pages present a lesson plan in three parts ENGAGE EXPLORE and EVALUATE e ENGAGE presents discussion questions to get the students involved in the topic Video clips from the Newtons Apple segment are integrated into this section of the lesson e EXPLORE gives you the information you need to facilitate the student activity e EVALUATE provides questions for the students to think about following the activity Many of the activities in the collection are open ended and provide excellent opportunities for perfor mance assessment GUIDE ON THE SIDE and Try THis ate features that provide classroom management tips for the activity and extension activities 4 Introduction Usina THE CD ROM When you run
13. groups With the help of many classroom science teachers the staff at Newtons Apple has developed a set of lessons activities and assessments for each video segment The content and pedagogy conform with the National Science Education Standards and most state and local curriculum frameworks This Teachers Guide presents lessons using an inquiry based approach If you ate an experienced teacher you will find material that will help you expand your instructional program If you are new to inquiry based instruc tion you will find information that will help you develop successful instruc tional strategies consistent with the National Science Education Standards Whether you are new to inquiry based instruction or have been using inquiry for years this guide will help your students succeed in science WE SUPPORT THE NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards published by the National Research Council in 1996 help us look at science education in a new light Students are no longer merely passive receivers of information recorded on a textbook page or handed down by a teacher The Standards call for students to become active participants in their own learning process with teachers working as facilitators and coaches Newton s Apple s goal is to provide you with sound activities that will supplement your curriculum and help you integrate technology into your classroom The activities have
14. in the night sky It s the Moon of course It s about a quarter the size of Earth and relatively close to us about 238 900 miles away But it doesn t always look the same and sometimes you can t see it at all It depends on the phase of the Moon where it is in its orbit around Earth The Moon s phases fascinated ancient astronomers including Greek astronomer Parmenides 512 400 B C who determined that the Moon reflects light from the Sun By watching the changes in the lunar phases other ancient astronomers concluded that the Moon must be orbiting Earth Like every celestial body that orbits the Sun the Moon is always half in sunlight and half in darkness But its position relative to Earth changes constantly as the Moon goes around Earth As a result a viewer on Earth sometimes sees the entire illuminated half of the Moon sometimes only a portion of it and sometimes only the side of the Moon that s in shadow There are four main phases each with a different view of light and shadow new Moon first quarter full Moon and last quarter The new Moon occurs when the Moon s dark half faces Earth At this point the Moon is between the Sun and Earth Imagine holding a tennis ball out toward a light bulb All of the light would fall on the far side of the ball leaving the side facing you dark The next phase the first quarter occurs when the Moon has moved 90 degrees around its orbit moving away from the Sun in relatio
15. on top of the miniature model of the Earth Moon Sun system world to observe the Moon move through its waxing 1 min 43 sec phases 2 min 2 sec Video Clip 2 Video Clip 4 07 09 to 07 52 Derrick Pitts shows David Heil how 04 34 to 06 51 David Heil and Derrick Pitts use a the Moon keeps its best face forward 43 sec giant model to demonstrate how the Moon moves through its waning phases 2 min 17 sec Additional Resources Button A Button C Slide Show Photos of the Moon with major landforms Animation The Moon as it moves through its phases labeled Button B Button D Animation 360 animation of the Moon Chart Comparisons between Earth and the Moon Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the video segment and the back ground on the Unit Theme section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete Newtons Apple video before doing this assessment There is additional assessment at the end of each activity Think about it 1 The Moon spins on its axis very slowly A lunar day is approximately 29 days The Moon makes one orbit around Earth every 29 days Because the time to orbit Earth and the time to rotate one lunar day are the same the same face of the Moon is directed toward Earth all the time The right hal
16. the Newton s Apple CD ROM you will find a main menu screen that allows you to choose either of the two Newton s Apple topics or the scientist profile Simply click on one of the pictures to bring up the menu for that topic Main Menu Once you have chosen your topic use the navigation buttons down the left side of the screen to choose the information you want to display DOWN TO EARTH Topic Menu The Background button brings up a short essay that reviews the basic science concepts of the topic This is the same essay that is in the Teacher s Guide PLAYING THE VIDEO The Video button allows you to choose several different clips from the video seg ment We have selected short video clips to complement active classroom discussions and promote independent thinking and inquiry Each video begins with a short introduction to the subject that asks several questions These introductory clips can spark discussion at the beginning of the lesson The Teacher s Guide for each activity presents specific strategies that will help you engage your students before showing the video Each of the individual clips are used with the lesson plans for the activities The lesson plan identifies which clip to play with each activity Beers Hap nag foe Gee ee aar er OVERS a Ps ocd SHit TEE CESTSISIM PAALI PSH 8 HNH PL FECE MATLAS Ce Sy ee Cee Ee Eri fee TG Le ad a see E Eure Deve Han eo dee ee e re nmr SPF OTE RT Bah ae L
17. used for each spectrum RECORDING YOUR DATA Use the space below to draw the spectrum you observed from each light source Record any other observations you may have in your science journal Spectrum 1 Type of light Spectrum 2 Type of light Spectrum 3 Type of light WHAT DID YOU FIND OUTP Which of the original three light sources produced the Mystery Spectrum How can you tell Would this activity work in a brightly lit room Why or why not How did your results compare to those of your classmates What sources of errors do you think might have altered the results of you experiment Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Seeing Spots Before Your Eyes How does the Sun stay so hot How can you safely observe the surface of the Sun How does the surface of the Sun change What s a sunspot and what causes it What are solar flares and what effect do they have on Earth Getting Ready Overview Students graph the annual sunspot data for the 20th century Based on their graph they first see if any pattern develops then use the graph to predict when the next sunspot maximum and minimums will occur Objectives After completing this activity students will be able to e graph data and infer patterns from the graph e demonstrate that sunspot activity follows a regular cycle use a graph to predict future events Time N
18. 0 000 miles 7 Which gas makes up 75 of the Sun a b c d oxygen hydrogen nitrogen helium 8 Which of the following is true about sunspots a b c d They are the hottest areas of the Sun They are very rare They cover most of the Sun s surface They are cooler than the surface of the Sun around them 10 Sun 4 Without the Sun would life as we know it be possible on Earth Why or why not 5 Why are observatories like the Kitt Peak National Solar Observatory located on mountaintops 9 The Sun a b 9 is made up of molten rock like the lava in a volcano has an atmosphere that is very similar to Earth s atmosphere is a medium sized star is one of the largest and hottest stars in our galaxy 10 The Sun s diameter is approximately times larger than Earth s diameter a b G d 2 5 000 100 10 Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 How Far Is Far How big is the Sun How does its size compare with other objects in our solar system How far away from the Sun is Earth How big is Earth compared to the Sun How long does it take light from the Sun to reach Earth Getting Ready Students use a roll of adding machine tape to construct a scale model of ant year gt THe detente a penmi 2 light travels in one year Light travels at the solar system Based on the speed of ligh
19. ASS PERIOD WHAT YOU RE GOING TO DO You re going to do a presentation on how Earth and the Moon move around the Sun How TO DO IT RECORDING YOUR DATA I Work with your group Compare your obser In your science journal draw a diagram show vations of the demonstration that your teacher ing the relationship among Earth the Sun and conducted on the relationship of the Sun the Moon that you observed during the demon Earth and Moon Discuss ways that you could stration Draw arrows representing the path explain this relationship so that third or light takes as it reaches the observer on Earth s fourth grade students would understand it night side Then make a sketch of what a erson on Earth would observe Q Create a diagram that shows how Earth and P kidi i the Moon revolve around the Sun Based on your diagram draw a picture of what an ob server on Earth would see 9 Practice your presentation before giving it to the class Be prepared to answer any questions that mem bers of your class might ask WHAT DID YOU FIND OUTP Compare your presentation with the presentations of other groups Discuss any differences that may have occurred What might account for these differences Based on the presentations come up with a clear and simple explanation of the way the Earth and Moon move around the Sun Write that explanation in your science journal Copyright Twin Cities Public Television amp GPN P
20. C BHIR J CECT IE SCE ALIH a ee PL ar reg pang EE Y Carman Ymar S 2 vines Loeeg EEE Video Menu Once you select a video and it loads you ll see the first frame of the video segment The video must be started with the arrow at the left end of the scroll bar As you play the video you can pause reverse or advance to any part of the video with the scroll bar You can return to the Clips Menu by click ing on the Video button Multimedia Tools The Newtons Apple staff has designed a product that is flexible so that you can use it in many different ways All of the video clips used in the program are available for you to use outside the program You may combine them with other resources to create your own multimedia presentations You will find all the video clips in folders on the CD ROM You may use these clips for classroom use only They may not be repackaged and sold in any form You will also find a folder for UGather and UPresent These two pieces of software were developed by the University of Minnesota They allow you to create and store multimedia presentations All of the information for installing and using the software can be found in the folder There is an Adobe Acrobat file that allows you to read or print the entire user s manual for the software We hope you will use these valuable tools to enhance your teaching Students may also wish to use the software to create presentations or o
21. Phases of the Moon University of Missouri Coumbia http riker ps missouri edu RICKSPAGE MoonPhases html Great animation clearing showing why there are phases in the Moon The Moon Arizona University http seds Ipl arizona edu nineplanets nineplanets luna html This site has information about the Moon and its phases Lunar Phases Web Tools Calvin College http www calvin edu Imolnar Moon index html Fun diagrams and animations display ing the phase of the Moon according to daily weekly and monthly movement Internet Search Words phases of the moon lunar cycles moon astronomy Educational materials developed under a grant from the National Science Foundation 23 NEWTON APPLE Phases of the Moon Multimedia Books and Articles Azimov Isaac Why does the Moon Change Shape Milwaukee WI Gareth Stevens Publishing 1991 Palmquist Bruce Moon Rise Moon Set The Science Teacher Oct 1997 p 62 A stand up activity to learn about the phases of the Moon Sachs Maryam The Moon New York NY Abbeville Press 1998 Szpir Michael Lunar Phases and Climatic Puzzles American Scientist Mar Apr 1996 p 119 Tesar Jenny E The Moon Des Plaines IL Heinemann Interactive 1998 Community Resources Local planetarium Local college or university astronomy departments Amateur astronomy clubs 24 Phases of the Moon Background What object looks biggest
22. Rapids High School Coon Rapids MN Jacqueline Molitor Brooklyn Center High School Brooklyn Center MN Craig Moore Science Education Consultant Bloomington IN John Maronde Nicollet Junior High School Burnsville MN Ingrid Novodvorsky Mountain View High School Tucson AZ Harry Oar University of Minnesota Minneapolis MN Ross Phillips Oak Land Junior High School Lake Elmo MN Michael Rapatz Hastings Middle School Hastings MN Ron Shew University of Minnesota Minneapolis MN Vince Smith Jackson Middle School Minneapolis MN Sheron Snyder Abrams Planetarium East Lansing MI Brad Randall Osseo Area Schools North Maple Grove MN Tom Wesner Hastings Middle School Hastings MN CONSULTANTS Dave Arlander John Marshall High School Rochester MN Chuck Lang University of Nebraska John Olson Arlington High School St Paul MN Dr Helen M Parke East Carolina University 40 Credits FIELD TESTERS Cathy Adler John C Fremont Middle School Las Vegas NV Pam Becker Jerling Jr High School Orland Park IL Laura S Berry Orland Jr High School Orland Park IL Frank Cange Rosary High School St Louis MO Marcia Chackan Pine Crest School Boca Raton FL Lorene A Chance East Ridge Middle School Russellville TN Travis Coyne Pine Point School Ponsford MN Deborah Curbow Pine View Middle School Land O Lakes FL Dr Martha M Day Whites Creek High Whites Creek TN
23. about nuclear reactions Accept all answers Play Video Clip 3 05 13 to 06 01 and pause right after Derrick says that the Sun is using a nuclear reaction to produce energy Ask students what else beside bombs uses nuclear reactions nuclear power plants Explain that power plants use sston reactions which involve splitting atoms apart In the Sun the reaction is a fusion reaction which involves joining atoms together Explain that to date the only fusion reactions we have been able to create on Earth are in hydrogen bombs but scientist are still working on fusion as an energy source for the future Resume the video and play to the end of the clip Ask students why you might need a special observatory to look at the Sun Because the Sun is so bright that it would blind you in seconds if you were to look at it directly Explain that they are going to get a close up look at the Sun s surface via the solar telescope on Kitt Peak Play Video Clip 4 06 26 to 07 41 in its entirety Explain to the students that the first person to take a close up look at the Sun was Galileo Using his simple telescope he pointed it straight at the Sun and saw that the surface was not a smooth round ball but actually quite active Galileo observed dark patches on the solar surface that today we call sunspots You can find several images of sunspots at Resource Button D on the CD ROM Over the years scientists learned not to look at the Sun directly The
24. any different light sources as possible including street lights bridge lights the full moon neon lights etc Compare the different spectra produced by the lights Take notes and report your observations to the class Astronomers have determined that the universe is expanding because most of the spectra from distant stars and galaxies have been red shifted Research the red shift and find out how far away the most distant objects in the universe are and how this all relates to the Big Bang theory Report your findings to the class See how many ways that you can make a spectrum With a bright flashlight and a dark room try using prisms lenses mirrors and the back of compact discs Do all the spectra produced look the same Are they all being produced the same way Check it out and report back to your class Educational materials developed under a grant from the National Science Foundation 17 NEWTON S mak BEGINNING TO SEE THE LIGHT Activity Sheet 2 NAME O oooO CLASS PERIOD WHAT YOU RE GOING TO DO Using a diffraction grating you are going to observe and record the spectra produced by three different light sources Then you will try to identify a mystery spectrum by comparing it to one of the sources you already know How To Do IT Work with a partner Begin by looking at the different lights with the diffraction grating Use the col ored pencils to draw the spectrum that you see Label the light source
25. choose Spanish or English soundtracks for the scientist profile The Resources button provides you with four additional resources There are addi tional video clips charts graphs slide shows and graphics to help you teach the science content of the unit 3 TEIE M T PT a ec 3 hana HE nL 8S oT ee Te E o i Aj A ST 15 AA ILERE Resources Menu The other navigation buttons on the left side of the window allow you to go back to the Main Menu or to exit the program NEWTON S Our Own Star How far away are we from the Sun Why is it so hot What are sunspots and what do we know about them How do scientists study the Sun How can they know what stars are made of Themes and Concepts models and scale e solar system energy astronomy National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of transfer of energy Content Standard D Students should develop an understanding of Earth in the solar system Activities 1 How Far Is Far Approx 10 min prep 60 min class time How far are the planets from the Sun Students use a roll of adding machine tape to construct a scale model of the solar system Based on the speed of light and their model they discover how long it would take for a ray of light from the Sun to reach Earth and beyond 2 Beginning to See the Light A
26. curriculum that helps you meet the chal lenges of today s science classroom The program engages students by incorporating segments from the award winning Newton s Apple television show into hands on minds on activities Each lesson plan helps you integrate the technology using an inquiry based approach A variety of assessment options allow you to gauge student performance And the entire pro gram is correlated to the National Science Education Standards EACH CURRICULUM MODULE CONTAINS a CD ROM with two Newton s Apple segments a video profile of a working scientist and additional audio visual resources a teacher s guide with lesson plans for six inquiry based activities a Newton s Apple videotape wh 38 topics in 19 modules Choose the curriculum modules that benefit your needs Physical Science Life Science and Health Earth and Space Science Air Pressure Domed Stadiums Antibiotics Cancer Clouds Weathering Electric Guitars Electricity Blood Typing Bones Dinosaur Extinction Earthquakes Gravity Rockets DNA DNA Fingerprinting Everglades Sewers Infrared Reflection Hearing Human Eye Geothermal Energy Glaciers Newton s Laws Doppler Effect Nicotine Smiles Greenhouse Effect Ozone Frisbee Buoyancy Meteors Solar Eclipses Skydiving Roller Coasters Phases of the Moon The Sun Sports Physics Hang Gliding Surfing High Wire Skateboards Spinning Water skiing Individual Packages 49 95 To order by mail To order by phone cal
27. dow How is Earth s shadow involved in the phases of the Moon What additional questions did this activity make you think of about the Moon What experiment could you set up that might help you answer the question Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 The Shadow of Your Planet How does the Moon move in relationship to Earth What s a lunar eclipse Does the Moon ever pass between Earth and the Sun Does the Moon ever pass through Earth s shadow Getting Ready eclipse An occurrence where the shadow from one object in space is cast on another object in space Overview Students explore lunar eclipses They model the Sun Earth Moon system to discover the tilt of the Moon s orbit around Earth Objectives lunar eclipse An occurrence where After completing this activity students will be able to the Moon passes through Earth s e draw a diagram of the path the Moon takes in its orbit around shadow During a lunar eclipse Earth is Fah directly between the Sun and the Moon e demonstrate the cause of lunar eclipses Time Needed Preparation Approximately 10 minutes Classroom Approximately 40 minutes Materials For each group of students light source 1 inch foam ball 6 inch foam ball 2 thumbtacks thread scissors 2 inch ball hula hoop Educational materials developed under a grant from the National Science Foundation
28. down to one half and then none and back up to one half again 3 What causes the phases of the Moon As the Moon revolves around Earth larger and smaller sections of the illuminated portion of the Moon s surface are visible to us on Earth Try This Imagine a lunar observation satellite positioned above the Moon in such a way that a line drawn from the satellite to the Moon is always at right angles to a line drawn from the Moon to Earth Determine what phase of the Moon is visible from the satellite when each of the four main phases full Moon last quarter new Moon first quarter are visible from Earth You may do this using the setup from the activity or by drawing diagrams The Moon rotates once each time it orbits around Earth This means that the same side of the Moon is always facing toward Earth Is the same side of the Moon always facing toward the Sun Does a given place on the surface of the Moon experience night and day And if so how long is a lunar day You may find the answers to these questions using the setup from the activity or by drawing diagrams Educational materials developed under a grant from the National Science Foundation 33 Qa Multimedia Activity Sheet 2 NAME WHAT YOU RE GOING TO DO You re going to investigate the phases of the Moon How TO DO IT I Work with your group One group member representing an observer on Earth should sit on a chair or stool near a light source
29. each Earth in the demonstration It traveled to the white poster board then reflected off it and traveled to the student in the chair 2 When you look at the Moon in the night sky what is the source of the moonlight Where is that source The Sun It s on the other side of Earth 3 Describe the process your group went through to create the presentation How did you decide what to show on the diagram Answers will vary Students should provide logical explanations Try This When the Moon is full it rises at sunset and sets at sunrise But there are several days each month when the Moon rises around noon On those days the Moon is often visible in the daytime sky along with the Sun Repeat the demonstration that your teacher did only this time find a way that the light from the flashlight and the light reflecting off the white poster board can both be seen by the observer representing Earth There is one day each month when the Moon rises when the Sun does and sets when the Sun does On this day the Moon is between Earth and the Sun Model this situation using the flashlight the Sun the white poster board the Moon and the observer in the chair Earth At times like this the entire Moon is very dimly visible to people on Earth What do you think might be illuminating it Educational materials developed under a grant from the National Science Foundation 29 SE SEE THE LIGHT Activity Sheet 1 NAME CL
30. eeded Preparation Approximately 10 minutes Classroom Approximately 55 minutes Materials For each team of students e graph paper e pencil and eraser e tuler or straight edge Important Terms combustion reaction A chemical reaction that involves burning with oxygen fusion A nuclear reaction that involves combining two or more atoms into another atom nuclear reaction A reaction that takes place in the nucleus of an atom The two most common reactions are fusion and fission solar flare A large burst of energy off the surface of the Sun sunspot A cool dark area viewed on the Sun s surface Educational materials developed under a grant from the National Science Foundation 19 APPLE Multimedia Video Clip 3 05 13 to 06 01 David Heil and Derrick Pitts compare the Sun s energy to a nuclear explosion 48 sec Video Clip 4 06 26 to 07 41 Field reporter Peggy Knapp goes inside the world s largest solar telescope at the National Solar Observatory in Arizona 1 min 15 sec Guide on the Side You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 45 Find out what students already know about the Sun As a class discuss the questions posed by Sun Me e Remind students that it s best to do their initial graph in pencil so that if they make mistakes they can erase them Students should use line graphs
31. egin by modeling the full Moon The student in the chair should be directly between the light source and the Moon A student recorder draws the pattern of light on the ball visible to the student in the chair A second observer is free to observe the ball from any angle or position The student recorder notes how much of the ball s surface is illuminated based on the findings of the second observer Students need to determine which direction the Moon moves around the chair counter clock wise Next the student with the ball moves one quarter of the way around the chair and the recording procedure is re peated The student with the ball then moves another quarter of the way around the chair to a position between the chair and the light source and the recording procedute is repeated Finally the student with the ball moves another quarter of the way around the chair and the procedure is repeated again As a group the students should prepare a diagram or series of diagrams based on their observations The diagram should show the relative posi tions of the Sun Earth and Moon for each of the four phases Each group should compare their observations and diagrams with other groups and discuss any differences Evaluate 1 How much of the Moon s ball s total surface was illuminated in each trial one half 2 How much of the illuminated portion was visible to the student in the chair It varied from the full amount
32. ents can mark the string with colored markers to indicate planetary locations When calculating the initial scale it s better to have a measurement value that is a round number If you use the exact distance to Pluto 6 9 billion km and divide it by 40 meters or whatever length of tape is being used you have a scale that is 1 cm 1 475 000 km A better approach might be to use a maximum distance of 6 billion km In this way the scale works out to 1 cm 1 5 million km This not only makes the measurement more manageable but it also gives the students a little extra room at the end of the tape in case they make a mistake Shorter lengths of tape result in the inner planets being very close together If students have access to a computer they could set up their data tables using a spreadsheet program Before the students start plotting the planets suggest to them to also calculate the distance from each planet to the next one farther out In this way when they actually plot their data they don t have to go back to the Sun each time to measure They can simply continue from one planet to the next When students are plotting have them work on a desktop and work in a conveyor belt fashion with one team member unrolling the tape a second re rolling the tape on the back end and the third actually measuring In this way they won t be in each other s way And you won t have several hundred feet of tape
33. ents to describe the relative positions of the three bodies when the Moon is full Looking down from above the Earth Moon and Sun would be in a straight line with Earth in the middle Show students Video Clip 4 04 34 to 06 51 Ask students to describe the relative positions of the three bodies when the Moon is in new moon phase Looking down from above they would form a straight line with the Moon in the middle Ask students to describe a lunar eclipse Earth passes between the Moon and the Sun casting its shadow on the Moon and blocking the sunlight from reaching the Moon Tell students that from the Moon Earth appears to be much larger in the sky than the Sun is During a lunar eclipse Earth can completely block out the Sun Yet during the full Moon Earth is between the Moon and the Sun How can the Sun s light reach the Moon Accept all answers In this activity students use a hula hoop to model the Moon s orbit Remind students that the actual distance to the Moon is much greater than is indicated in this activity Activity 3 Explore Approx 20 min Have students work in small groups Tell them they are going to explore the Moon s orbit Members of each group should prepare their materials by sticking a thumbtack into each foam ball then tying a length of thread around each thumbtack Threads should be trimmed to about a half meter in length Part One In each group one student holds the large ball which rep
34. ermission granted to reproduce for classroom use Activity 2 Do You See What I See How does the Moon move in relationship to Earth How does Earth move in relationship to the Sun How does the Moon move in relationship to the Sun What causes the phases of the Moon Getting Ready Overview Students model the Sun Earth Moon system demonstrating how the positions of the three bodies determine what phase of the Moon is seen from Earth Objectives After completing this activity students will be able to e describe how the Sun illuminates the Moon e demonstrate the formation of the various phases of the Moon Time Needed Preparation Approximately 10 minutes Classroom Approximately 40 minutes Materials For each group of students e light source e ball at least 6 inches in diameter Important Terms revolve To move in a path around another object the earth revolves or orbits around the sun rotate To spin around an axis like a top or a wheel Educational materials developed under a grant from the National Science Foundation 31 Video Clip 1 00 37 to 2 20 David Heil and Derrick Pitts study a miniature model of the Earth Moon Sun system 1 min 43 sec Video Clip 2 07 09 to 07 52 Derrick Pitts shows David Heil how the Moon keeps its best face forward 43 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the
35. f of the portion of the Moon that is visible from Earth However half of the entire Moon is illuminated by the Sun What would you say Earth partially protects the Moon from meteors and 6 b Te 8 d 9 c 10 a comets that come from Earth s direction Small meteors are caught in Earth s gravitational field and burn up in the atmosphere The far side of the Moon is relatively unprotected and more vulnerable to being struck by debris from outer space 4 ART Moon orbit path 5 The time of day that the Moon is in the sky varies It is most clearly visible at night when sunlight isn t illuminating Earth s atmosphere but the Moon can still be seen during daylight hours when the sky is clear The waxing Moon is visible in the afternoon and the waning Moon is visible in the morning Educational materials developed under a grant from the National Science Foundation 25 Multimedia APPLE Unit Assessment What do you know about Phases of the Moon Write the answers to these questions in your journal or on a separate piece of paper Think about it 1 If the Moon rotates on its axis like Earth why is it that we always see the same side face of the Moon 2 As you look at the Moon which portion of the Moon is lit during a First Quarter Moon 3 Photographs taken by astronauts of the far side of the Moon show that there are many mote craters than on the side facing Earth Why might that be What would you say 6
36. he heading Incandescent Light Bulb Repeat the same procedure using either the gas spectrum tubes or colored floodlights Have students record either the name of the element or the color of the floodlight next to the spectrum they draw After students have plotted the spectra for each of the light sources turn on the overhead projector and have them copy the mystery spectrum Based on the spectra they observed have them determine which of the original three light sources produced the mystery spectrum Evaluate 1 Sunlight is a very bright source of light and producing a clear spectrum of it is easy How would astronomers determine the composition of a distant star whose light is very dim They would need to take the spectrum through a powerful telescope 2 Why is it important to make sure that there are no other light sources on when you ate trying to produce the spectrum from a single source Out side light sources can interfere with and contaminate the spectrum pro duced by the target source 3 The element Helium was first found on the Sun before it was found on Earth Based on this activity how do you think scientists knew that they were dealing with a new element on the Sun When they looked at the spectrum they found that it didn t match anything that they had identified to date on Earth Try This Conduct your own light scavenger hunt Use a diffraction grating in the evening and look at as m
37. ia Project Manager Andy Frederick Interactive Media Designer Christian Noel Interactive Media Project Designer Kate Ansorge Intern GREAT PLAINS NATIONAL Tom Henderson Jackie Thoelke Guide Design and Production NATIONAL ADVISORY BOARD Rodger Bybee National Academy of Sciences Richard C Clark Minnesota Department of Education Retired Dave Iverson Imation Enterprises Corporation Dr Roger Johnson University of Minnesota Dr Mary Male San Jose State University Dr Carolyn Nelson San Jose State University Lori Orum Edison Language Academy Credits Janet Walker B E T A School Michael Webb New Visions for Public Schools SENIOR ADVISORS David Beacom National Geographic Society Dr Judy Diamond University Of Nebraska State Museum Dr Fred Finley University Of Minnesota Greg Sales Seward Learning Systems Inc LESSON WRITERS Karen Cissel Jim Dawson Natasha X Jacobs Mary McClellan Bruce T Paddock Linda Roach Steve Tomecek Dawn Wakeley Ann Weber REVIEWERS Calvin Alexander University of Minnesota Minneapolis MN Scott Alger Watertown Mayer Middle School Watertown MN Mike Amidon Cottage Grove Junior High School Cottage Grove MN Jon Anderson Centennial Senior High Circle Pines MN Kevin Angilski A L C Shoreview Shoreview MN Gary Aylward Richfield Junior High School Richfield MN Dave Blackburn University of Minnesota Minneapolis MN Robert Broff
38. l toll free Three CD collection 119 45 1 800 228 4630 Four CD collection 159 95 iG Fax your order to 1 800 306 2330 E E mail your order to P O Box 80669 gpn unl edu Lincoln NE 68501 0669 Order today
39. low graph the number of sunspots that happened each year starting at 1900 and ending in 1998 Annual Sunspots Year Number Year Number Year Number Year Number 1900 9 1925 44 1950 84 1975 16 1901 3 1926 64 1951 69 1976 13 1902 5 1927 69 1952 32 1977 28 1903 24 1928 78 1953 14 1978 93 1904 42 1929 65 1954 4 1979 155 1905 64 1930 36 1955 38 1980 155 1906 54 1931 2i 1956 142 1981 141 1907 62 1932 11 1957 190 1982 116 1908 48 1933 6 1958 185 1983 67 1909 44 1934 9 1959 159 1984 46 1910 19 1935 36 1960 112 1985 18 1911 6 1936 80 1961 54 1986 13 1912 4 1937 114 1962 38 1987 29 1913 1 1938 110 1963 28 1988 100 1914 10 1939 89 1964 10 1989 158 1915 47 1940 68 1965 15 1990 143 1916 57 1941 48 1966 47 1991 146 1917 104 1942 31 1967 94 1992 94 1918 81 1943 16 1968 106 1993 55 1919 64 1944 10 1969 106 1994 30 1920 38 1945 33 1970 105 1995 18 1921 26 1946 93 1971 67 1996 9 1922 14 1947 152 1972 69 1997 22 1923 6 1948 136 1973 38 1998 64 1924 y 1949 135 1974 35 WHAT DID You FIND OUTP Based on your graph of the annual sunspot occurrence can you identify any cycle or pattern Based on your graph in what years do you think the next sunspot maximum and minimum will occur From the graph what would be a ballpark estimate of the number of sunspots for the year 1890 Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Webs Phases of the Moon APPLE Teacher s Guide Made in
40. ly fit along one wall of your classroom You would have to measure the wall and calculate a new scale based on its length 2 If the speed of light is approximately 300 000 km second how long will a beam of light take to reach Earth from the Sun How about from the Sun to Pluto Earth 150 000 000 300 000 500 seconds or 8 3 minutes Pluto 5 900 000 000 300 000 19 667 seconds or about 5 5 hours 3 All of the distances you used in this activity were average distances Since planets orbit the Sun in elliptical orbits how might you revise your plots to show the true distances to the planets You would have to plot the maximum and minimum distance from the Sun to each planet If you did you would find that Pluto and Neptune actually cross at two points in their orbits Try This Try making another scale model of the solar system only this time instead of plotting distances try plotting the diameters of the planets relative to the Sun It s best to start with the Sun first and work your way down Think of different spheres such as beach balls baseballs marbles etc to represent the various planet sizes In the activity you plotted a scale map to the planets but distances between stars is much greater Using the same scale that you did for the planet plot calculate how far you would have to place the next closest star to the Sun The star is Proxima Centauri and it s 4 22 light years away First you have to find
41. me time the Earth revolves around the Sun in an orbit a full orbit takes one year Then ask them to describe how the Moon moves in relation to Earth It orbits around Earth one orbit is approximately four weeks long The Moon spins on its axis much more slowly than the Earth One day on the Moon lasts about four weeks That s why the same face of the Moon s surface is always facing Earth Show students Video Clip 1 00 37 to 2 20 and then Video Clip 2 07 09 to 07 52 Ask students to describe the phases of the Moon new Moon first quarter full Moon last quarter etc Challenge students to explain what causes the change in the phases of the Moon Is Earth s shadow moving across the surface of the Moon No except during lunar eclipses which are rare Is a larger or smaller portion of the Moon s surface illuminated each night Half of the Moon s total surface is illuminated each night From our vantage point on Earth it looks like larger and smaller portions are illumi nated Have students work in small groups In each group one student represents an observer on Earth This student sits in a chair near a ight source either the classroom windows or a bare 100 watt bulb Another student holds the ball which represents the Moon This student orbits in a circle around the student in the chair being sure to pass between the chair and the light soutce Activity 2 Explor Approx 30 min Groups should b
42. monstrate how different sources of light produce different spectra e identify the source of a light by matching its spectrum Time Needed Preparation Approximately 20 minutes Classroom Approximately 45 minutes Materials For the teacher candle or Bunsen burner sodium chloride crystals salt lithium chloride crystals or Cream of Tartar desk lamp with a standard incandescent bulb very dark room overhead projector set of 2 different spectrum tubes with power supply or a red incandescent floodlight bulb and a green incandescent floodlight bulb For each team of students e diffraction grating e set of colored pencils red orange yellow green blue violet Educational materials developed under a grant from the National Science Foundation 15 NEWTON S APPLE Multimedia Video Clip 2 03 24 to 05 03 David Heil and Derrick Pitts visit Lord Calvin s laboratory for some explosive conversation about hydrogen and the Sun 1 min 39 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 45 Find out what students already know about the Sun As a class discuss the questions posed by Sun Me Chomet e Remind students that they should never look directly at the Sun It can cause eye damage and blindness e Two sources for inexpensive diffraction gratings are Project Star 800 537 8703 or Steve Jacobs 520 621 2944 e Alth
43. n to Earth The Moon is still half bright and half dark as always but from Earth we see half of the illuminated hemisphere the right and half of the dark hemisphere the left When the Moon moves to the opposite side of Earth ftom the Sun its face is fully lit by sunlight and we see the full Moon It takes about two weeks to move from a new Moon to a full Moon If Earth is in an exact line be tween the Sun and the Moon you might see Earth cast its shadow across the Moon in a lunar eclipse But lunar eclipses are relatively rare because the Moon s orbit usually takes it a little above or below Earth in relation to the Sun After becoming full our view of the Moon begins its two week fade into darkness as more of its lit side moves away from Earth As the Moon wanes through the last quarter Moon we see less and less of its illuminated hemisphere Finally when it returns to its position between Earth and the Sun the Moon goes dark and becomes new again Then the cycle begins anew Even if all this makes your head spin it s clear that our nearest neighbor in space is worth watching Just be careful not to become too moonstruck Video amp Stills Video Segments Introduction 00 03 to 00 31 Dave Huddleston observes the ever changing shape of the Moon and poses some questions for discussion 28 sec Video Clip 1 Video Clip 3 00 37 to 2 20 David Heil and Derrick Pitts study a 02 31 to 04 33 David Heil is sitting
44. nd the ball to in front of it and back behind it again More importantly the middle part of the hoop will move into and out of the ball s shadow This demon strates how the Moon s orbit moves At times the entire hoop is lit and no eclipses are possible At other times part of the hoop is in the shadow of the ball If the Moon happens to be in that part of its orbit at that time a lunar eclipse will occur 36 Phases of the Moon APPLE Phases of the Moon Multimedia Here s How Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the student experiments Make copies of Activity Sheet 3 for each student Review the Background information on page 24 Engage Approx 20 min Ask students to describe how the Moon moves in relation to Earth It revolves around Earth What causes the phases of the Moon As the Moon revolves around Earth larger and smaller sections of the illuminated portion of the Moon s surface are visible to us on Earth Ask students to describe the relative positions of the Sun Earth and the Moon during a new Moon Show students Video Clip 3 02 31 to 04 33 Ask students to describe the relative positions of the three bodies when the Moon is in the first quarter phase The Sun Moon and Earth form a triangle Looking down from above the three bodies would make a right triangle with the angle Sun Earth Moon being 90 Ask stud
45. nergy Using Albert Einstein s formula on the conversion of mass into energy E mc scientists realized that the tiny amount of excess hydrogen in each fusion reaction is converted into an awesome amount of energy This process is called hydrogen burning even though what is actually occurring is not burning but thermonuclear fusion the same energy source that powers a hydrogen bomb Thermonuclear fusion occurs in the Sun s core which is believed to be about the size of Jupiter Core temperatures are believed to reach an astounding 15 million degrees Celsius 27 million degrees Fahrenheit Because the Sun is so huge it takes millions of years for the energy created in the core to travel up to the surface through the different layers or zones inside the Sun The Sun will eventually convert all of its hydrogen into helium and slowly expand until it engulfs Earth Then its surface will drift into space and a small glowing ember called a white dwarf will be all that remains But don t worry the Sun is only middle aged so we still have another 5 billion years to find another solar system to call home Video amp Stills Video Segments Introduction 00 00 to 00 45 Sun Me Chomet basks in the Sun s warmth and comes up with some questions for you to discuss 45 sec Video Clip 1 Video Clip 3 00 53 to 02 42 David Heil goes out of his way to 05 13 to 06 01 David Heil and Derrick Pitts compare discover how fa
46. o create their own scale models of the solar system using the adding machine tape Creating the Scale Have students begin by calculating what the scale for their map should be Explain that students need to calculate a scale that would allow all nine planets to be plotted on the map Have students figure out how to calculate the scale When calculating the ratio of kilometers to centimeters students should take the longest distance to be plotted on the map in kilometers the distance to Pluto and divide it by the total length of the tape in centimeters The result will give them a ratio or scale that can then be used on the other eight planets Once the ratio is calculated students should fill out the data table on Activity Sheet 1 that shows the scale distance to each planet Plotting the Planets After students have completed the data chart they can plot the actual position to each planet on the tape Start at one end of the tape and mark it SUN From this point use the meter stick to measure the distance to Mercury Repeat the procedure until all nine planets have been plotted Once all the groups have completed their plots have the class take their maps out to the school yard or a long hallway and unroll them side by side to see how they compare with each other Discuss any differences and why they might have occurred Evaluate 1 How would you go about constructing an accurate scale model of the Solar System that would actual
47. ord Wayzata Central Middle School Plymouth MN Juan Cabanela Ph D University of Minnesota Minneapolis MN Jim Caspar Valley Middle School Apple Valley MN Lisa Davis Roseville Middle School Little Canada MN Evie Donald Hopkins West Jr High Minnetonka MN Kevin Edgar University of Minnesota Minneapolis MN Dennis Engle East Lawrence HS Trinity AL Carla Finis Bureau of Criminal Apprehension St Paul MN Cheryl Gaffen Edina Southview Middle School Edina MN Britt Gulstrand St Louis Park Jr High St Louis Park MN Tom Hanlon Wayzata Central Middle School Plymouth MN Brandice Hansmeyer Kenwood Trail Junior High School Burnsville MN Lynn Hartshorn University of St Thomas St Paul MN Jeff Hartwick Brooklyn Center High School Brooklyn Center Clayton Holt Nicollet Junior High School Burnsville MN Sara Haugo St Louis Park Junior High School St Louis Park MN Bruce Jones The Blake School Hopkins MN Sheryl Juenemann Richfield Jr High School Richfield MN Todd Kincaid University of Wyoming Laramie WY Joyce Kloncz Mounds View School District Mounds View MN Leslie Wilson Lancaster Kenwood Trail Junior High School Burnsville MN Julie Maegi Valley View Middle School Edina MN Educational materials developed under a grant from the National Science Foundation 39 APPLE Multimedia Don McClung Maple Grove Junior High Maple Grove MN Ken Meyer Coon
48. ough this activity works with colored spotlights the spectrum tubes produce excellent results and are worth the expense When doing this activity the room must be as dark as possible Any extraneous light sources will produce mixed spectra which will make it very hard to complete the activity Remind the students to move carefully in the darkened room to avoid injury e You may have to turn the room lights on and off at regular intervals so that the students will have enough light to draw the different spectra on the activity sheet e Asan alternative to having the overhead transparency you may want to make several color copies of the mystery spectrum for the students to use e If time allows you may wish to view the entire Newton s Apple segment on the Sun after completing this activity 16 Sun Sun Here s How Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the teacher demo and the student experiments Draw a color spectrum produced by one of the light sources you will use onto a overhead transparency This will be the mystery spectrum that the students must identify Make a copy of Activity Sheet 2 for each student Review the Background information on page 8 Engage Approx 15 min Light a candle or Bunsen burner in the front of the room and make the room as dark as possible Have the students observe as you sprinkle some
49. out how many kilometers are in a light year If you don t want to look it up do the math Simply multiply 300 000 by 60 seconds by 60 minutes by 24 hours by 365 25 days and you have it There is a direct relationship between the amount of time it takes for a planet to orbit the Sun and its distance from the Sun Look up the orbital period for each planet and create a timeline similar to your distance map Educational materials developed under a grant from the National Science Foundation 13 ee HOW FAR IS FAR Activity Sheet 1 WHAT YOU RE GOING TO DO You te going to create a scale model of our solar system NAME CLASSPERIOD How To Do IT Work with your group Begin by selecting a scale for your map Remember all nine planets have to fit on the map so your scale has to be small enough to make sure that you can plot the distance to the furthest planet Your teacher will tell you how long the adding machine tape is Record your scale here cm on tape km in space Using the data chart below calculate the scale distance to each planet Scale Distance cm Using your data from the completed table plot each planet on the tape in its proper scale location from the Sun Label one end of the tape SUN and use a meter stick to measure and plot the location of each planet WHAT DID YOU FIND OUT Based on your plots of the planets can you explain why they are often grouped as Inner and Outer planets
50. piled up on the floor Iftime allows you may wish to view the entire Newton s Apple segment on the Sun after completing this activity 12 Sun Sun Here s How e Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the teacher demo and the student experiments Make a copy of Activity Sheet 1 for each student Review the Background information on page 8 Engage Approx 15 min Begin class by holding up a globe Ask students how big the Sun would be if Earth were the size of the globe Write the student responses on the board Play Video Clip 1 00 53 to 02 42 and pause after Derrick says that the Sun is 864 000 miles in diameter How does this compare to Earth Earth is 13 000 km or about 8 000 miles in diameter Resume the video and pause again after Derrick asks how big Earth would be if the Sun were 7 1 2 feet across What do the students think Resume the video to show the answer Pause one more time when Derrick asks David how far he would have to go with the model Earth to be the correct scale distance from the Sun Ask the students to make their predictions and then resume playing the video to the end of the clip After viewing the clip have students rethink the comparative size of the Sun to the globe Most students have a hard time conceptualizing how large a billion is Draw a line on the board that s about 3 to 4 feet long Label one end 0
51. pprox 20 min prep 45 min class time How do scientists know what stars are made of Students observe different light sources with a diffraction grating to determine how each type of light produces a different spectrum Based on this phenomenon they discover how scientists can determine the composition of distant stars by looking at the light they produce 3 Seeing Spots Before Your Eyes Approx 10 min prep 55 min class time Can scientists predict how many sunspots will appear in a year Students graph the annual sunspot data for the 20th century Based on their graph they first see if any pattern develops then use the graph to predict when the next sunspot maximums and minimums will occur Sun Multimedia Leacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with a searchable database of science activities on many different subjects Solar Information and Photos High Altitude Observatory of the National Center for Atmospheric Research http www hao ucar edu public education slides slides html One of the most complete sources of solar information on the web The Virtual Sun Astronomical Institute of Amsterdam http spaceart com solar eng sun htm Take a tour through the Sun contain ing diagrams movies and photos Sun University of Michigan http windows engin umich edu cyi bin tour cgi level button map
52. r away Earth is from the Sun the Sun s energy to a nuclear explosion Video Clip 2 Video Clip 4 03 24 to 05 03 David Heil and Derrick Pitts visit Lord 06 26 to 07 41 Field reporter Peggy Knapp goes inside Calvin s laboratory for some explosive conversation the world s largest solar telescope at the National Solar about hydrogen and the Sun Observatory in Arizona Additional Resources Button A Button C Slide Show Photos of the sun spots taken at different Slide Show A comparison of the size of the Earth to wavelengths other planets and the sun Button B Button D Slide Show Photo of the sun viewed at the wavelength Image Illustration displaying the various rotational __ of helium and an illustrated cross section velocities withing the sun Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newtons Apple video segment and the Background section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete Newtons Apple video before doing this assessment There is additional assessment at the end of each activity Think about it 1 The Sun is the closest star to Earth This allows 4 Life on Earth as we know it could not exist scientists to more easily study the Sun s behavior without the Sun The Sun s energy in the form and composition By studying
53. r ya D APPLE Multimedia Phases of the Moon Teacher s Guide NEWTON S Table of ee Contents Introduction How to use the CD ROM Sun Unit Overview and Bibliography Background Video Segments Multimedia Resources Unit Assessment Answer Key Unit Assessment Activity One How Far Is Far Lesson Plan Activity Sheet Activity Two Beginning To See the Light Lesson Plan Activity Sheet Activity Three Seeing Spots Before Your Eyes Lesson Plan Activity Sheet Phases of the Moon Unit Overview and Bibliography Background Video Segments Multimedia Resources Unit Assessment Answer Key Unit Assessment Activity One I See the Light Lesson Plan Activity Sheet Activity Two Do You See What I See Lesson Plan Activity Sheet Activity Three The Shadow of Your Planet Lesson Plan Activity Sheet pw Oo Oo CO N 11 12 14 15 16 18 19 20 22 23 24 25 25 25 26 2i 28 30 31 32 34 35 36 38 Introduction Welcome to the Newton s Apple Multimedia Collection Drawing from material shown on public television s Emmiy award winning science series the multimedia collection covers a wide variety of topics in earth and space science physical science life science and health Each module of the Newtons Apple Multimedia Collection contains a CD ROM a printed Teacher s Guide a video with two Newtons Appk segments and a scientist profile and a t
54. rce Another group member moves the small ball in an orbit around the large ball Find an orbit in which the large ball never blocks the light from shining on the small ball How many can you find Use the hoop as the orbit path for the Moon ounces n RECORDING YOUR DATA Repeat the procedure This time find an I i n your science journal sketch a diagram showing orbit that allows for lunar eclipses the h of the orb find that t th large ball blocking all the light from ee ee ee ee quirements shining on the small ball How many can you find Use the hoop as the orbit path for the Moon WHAT DID YOU FIND OUT What orbits did you find that did not allow the large ball to eclipse the small ball What orbits did you find that did allow the large ball to eclipse the small ball Did you find any orbits that allowed the large ball to eclipse the small one occasionally but not on every orbit If so what were they CD ROM PROJECT STAFF KTCA TV NEWTON S APPLE MULTIMEDIA Dr Richard C Hudson Director of Science Unit Michael Watkins Senior Project Manager David Heath Curriculum Development Manager Cori Paulet Kay LaFleur Curriculum Development Coordinators Mike Paddock Production Manager Jeffrey Nielsen Producer Scientist Profile Coordinator Ben Lang Additional Resources Coordinator Janet Raugust Graphics Designer NEBRASKA EDUCATIONAL TELECOMMUNICATIONS John Ansorge Interactive Med
55. resents Earth near the light source Another student holds the small ball which repre sents the Moon Using the hula hoop as the path of the Moon s orbit students try to find possible orbits for the Moon around Earth in which the large ball does not block the light falling on the smaller ball They should find several possibilities Students record their findings Students should discover that the Moon would orbit slightly above or below Earth in order for it not to fall into Earth s shadow Part Two Using the same setup student groups try to find possible orbits for the small ball around the large ball that allow for lunar eclipses that is orbits in which the large ball blocks the light falling on the small ball They should find several possibilities Students record their findings Students should discover that the Moon s orbit is tilted at an angle that crosses above and below Earth Evaluate 1 What orbits allowed light to shine on the small ball at all times Possi bilities include an orbit around and above the large ball an orbit around and below the large ball a tilted orbit in which the small ball is either above ot below the large ball when it is behind it 2 What orbits allowed the large ball to eclipse the small ball any orbit in which the small ball passed through the shadow of the large ball 3 Could you find an orbit that allowed light to fall on the small ball most of the time but occasionally allo
56. s Do the walls give off any light no Shine a flashlight at the walls Ask students for their observations They can now see the detail of the walls but the light is still not produced by the wall Turn the room lights back on Ask students for their observations Lead them to understand that what they see on the walls is really reflected light from the lightbulbs in the room Ask students how can we see sunlight reflected from the Moon at night when the Sun is nowhere to be seen Accept all answers Involve students in a demonstration of the relationship of the Sun Moon and Earth Instruct students to take notes on their observations and to draw diagrams to represent the relationships among the three heavenly bodies Have one student sit in a chair or on a stool that pivots Have another student spin the chair slowly in a counter clockwise direction Explain that the seated student represents Earth spinning on its axis Have another student hold a flashlight representing the Sun The flashlight should be directed at the student in the chair As the student spins his or her face goes from daytime to nighttime Dim the room and allow students to observe day and night on the Earth s face Turn on the lights and introduce the Moon The student representing the Moon should hold a circle of white cardboard above his or her head The Moon should stand opposite the Sun with the Earth between them Ask the student playing the Earth
57. s merely average on a cosmic scale from our perspective it is perfect providing exactly the right amount of light and heat to allow life to flourish on Earth Average sized or not a few statistics illustrate the Sun s gargantuan propor tions It is 1 391 785 kilometers 865 000 miles in diameter or 109 times Earth s diameter More than 1 3 million Earths could fit inside of the Sun It is 332 946 times more massive than the Earth In fact the Sun accounts for 99 8 percent of all of the mass in the solar system far more than all of the planets moons and asteroids put together From Earth the Sun looks no larger than the Moon That s because the Sun is so far away about 150 million kilometers 93 million miles or about eight light minutes from Earth The next closest star Proxima Centauti is 4 2 light years ot 40 trillion kilometers 24 8 trillion miles away The Sun is a giant ball of gas made of about 75 percent hydrogen 24 percent helium and 1 percent other elements such as nitrogen and oxygen Because the Sun is so massive the pressure at its core is enormous This extreme pressure actually squeezes hydrogen atoms together causing them to fuse and turn into helium atoms The Sun s energy comes from a tiny excess of matter that results from this reaction When four hydrogen atoms fuse to form a helium atom about 0 7 percent of the hydrogen isn t needed by the helium atom This unused part is converted into e
58. sunspots would happen in any particular year in the future The sunspot cycle seen on this graph is just a general trend showing approxi mate peaks and valleys Within each cycle there is still too much variation to predict an exact number 3 High incidences of sunspot activity have been related to certain atmo spheric disturbances here on Earth How might a graph like this be used by scientists who are looking to launch sensitive communications satellites into our upper atmosphere By knowing in advance what year sunspot peaks will happen they can avoid launching until a period of minimum activity and minimize the risk to the spacecraft Try This Scientists have known about sunspots since Galileo s time but they are still trying to find out exactly what causes them Conduct a research project on your own to find out the latest informa tion on sunspots Use the Internet as a research tool Report your findings to the class You should never look at the Sun directly even with a pair of sunglasses In order to view what s happening on our nearest star you can build a pin hole viewer Take an index card and punch a small hole in the center of it with a pin Turn your back to the Sun and hold the card up in front of you so the Sun shines right through the hole Hold a second blank white index card about 12 18 inches behind the pinhole so that it acts like a projection screen Presto you ve got a pinhole viewer that will
59. t groups work through the demo so that all students have an opportunity to be observers During the demon stration remind the students who are observing to continue to record their observations Encourage them to draw diagrams as well e The posterboard may be cut into a circle to better represent the Moon However the purpose of the lesson is to focus on the light path e Because they can t see the Sun at night many students have a miscon ception that moonlight is light reflected from Earth This activity should help to dispel the misconcep tion e Ifit is appropriate view the entire Newton s Apple video segment on the Phases of the Moon after com pleting this activity 28 Phases of the Moon APPLE Phases of the Moon Multimedia Here s How Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the necessary materials for the student experiments Make copies of Activity Sheet 1 for each student Review the Background information on page 24 Engage Approx 15 minutes Ask students to describe the Sun What sorts of energy does the Sun produce heat light other forms of electromagnetic energy Ask students to describe the Moon What sort of energy does the Moon produce nothing that we can detect without sensing instruments of some sort Where does moonlight come from It is sunlight reflected off the Moon Darken the classroom and ask students for their observation
60. t and their model they a speed of 300 000 km sec A light year discover how long it would take for a ray of light from the Sun to reach is 9 5 trillion km Earth and the other planets Overview scale A ratio that relates an actual Objectives distance to a distance on a map After completing this activity students will be able to convert distances from one scale to another create an accurate scale map from a data table e describe the relative distance between the Sun Earth and other planets predict the travel time of light from the Sun to each of the planets in the solar system Time Needed Preparation Approximately 10 minutes Classroom Approximately 60 minutes Materials For the teacher e globe e US or world map with a printed scale For each team of students e toll of adding machine tape 40 meters long meter stick with mm markings e pencil e calculator Educational materials developed under a grant from the National Science Foundation 11 APPLE Multimedia Video Clip 1 00 53 to 02 42 David Heil goes out of his way to discover how far away Earth is from the Sun 1 min 49 sec Guide on the Side You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 00 00 to 00 45 Find out what students already know about the Sun As a class discuss the questions posed by Sun Me Chomet String may be substituted for the adding machine tape Stud
61. the Sun Another group member can hold a ball the Moon A third group member will move around observing things from outer space e Begin with the observer on Earth directly between the Sun and the Moon The observer on Earth should note the pattern of light and darkness on the ball The observer in outer space who is free to move around should note how much of the Moon s total surface is illuminated V DO YOU SEE WHAT SEEP CLASS PERIOD gt Discuss which direction the Moon should move in order for the observer on Earth to see a first quarter moon You may want to discuss this with your teacher or the whole class 4 Repeat the procedure three more times The student with the Moon should move one quarter of the way around the chair each time RECORDING YOUR DATA In your science journal create a data table like the one shown here to record your observations The second column of the table should be fairly wide as it will contain sketches of the ball For each of the four positions of the ball record this information Pattern of Light Darkness Amount of Ball s Surface Illuminated Position Visible from Chair Surface That s Lit WHAT DID YOU FIND OUTP Did the visible pattern of light and darkness on the ball change If so how Did the amount of the ball s total surface that was illuminated change If so how Was there anything in your model to represent Earth s sha
62. the Shade Does the Moon change shape Why do we always see the same side of the Moon Does the Moon spin on its axis What s the relationship among the Moon Earth and the Sun Themes and Concepts systems models and scales e solar system National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard D Students should develop an understanding of Earth in the solar system Activities 1 I See the Light Approx 10 min prep 85 min class time over two days How do the Earth and Moon revolve around the Sun Students model the Sun Earth Moon system demonstrating how light from the Sun reflects off the Moon and shines on Earth 2 Do You See What I See Approx 10 min prep 40 min class time How does the Moon move in relationship to Earth Students model the Sun Earth Moon system demonstrating how the positions of the three bodies determine what phase of the Moon is seen from Earth 3 The Shadow of Your Planet Approx 10 min prep 40 min class time Does the Moon ever pass through Earth s shadow Students explore lunar eclipses They model the Sun Earth Moon system to discover the tilt of the Moon s orbit around Earth More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with a searchable database of science activities on many different subjects
63. the Sun scientists can of heat and light are needed for most of Earth s learn about the composition of other stars and plant and animal life to exist theorize how the universe began Studying how the Sun produces energy may provide clues to new ways Light from stars and planets can be distorted or of producing energy on Earth blocked as it passes through the atmosphere By Lord Calvin applied physics concepts to study locating observatories on high mountains where how the Sun burns the air is thinner scientists minimize the effects The Sun s core is under extremely high pressure of the Earth s atmosphere This extreme pressure actually squeezes hydrogen atoms together causing them to fuse and turn into helium atoms This fusion reaction produces tremendous amounts of energy from very small amounts of matter What would you say 6 d 7 b 8 d 9 c 10 c Educational materials developed under a grant from the National Science Foundation 9 Multimedia APPLE Unit Assessment What do you know about the Sun Write the answers to these questions in your journal or on a separate piece of paper Think about it 1 Why would scientists want to study the Sun 2 What contribution did Lord Calvin make to the study of the Sun 3 What causes the Sun s core to be so hot What would you say 6 How far is the Sun from Earth a b c d 93 000 miles 93 000 000 kilometers 39 000 000 miles 93 00
64. ther projects for the class Educational materials developed under a grant from the National Science Foundation 5 NEWTON S APPLE Multimedia Technical Information Refer to the notes on the CD ROM case for information concerning system require ments Directions for installing and running the program are also provided there Make sure you have the most current ver sions of QuickTime and Adobe Acrobat Reader installed on your hard drive The installation programs for QuickTime 3 QuickTime Pro and Acrobat Reader 3 0 can be found on the CD ROM Double click on the icons and follow the instructions for installation We recommend installing these applications before running the Newton Apple Multimedia program Trouble Shooting There are several Read Me files on the CD ROM The information found there covers most of the problems that you might en counter while using the program 6 Introduction INTEGRATING MULTIMEDIA We suggest that you have the CD ROM loaded and the program running before class Select the video and allow it to load The video usually loads within a couple of seconds but we recommend pre loading it to save time All of the video segments are captioned in English The captions appear in a box at the bottom of the video window You can choose to play the clips in either English or Spanish by clicking one of the buttons at the bottom right of the screen You can also
65. to describe what he or she observes while turning on the axis Student should observe that during the day he or she sees the Sun and during the night they see the Moon Darken the class room again The flashlight should be directed so that its light strikes both the Earth and Moon Have the student representing the Earth stop spin ning and face the Moon Tell Earth to look directly at the Moon then ask if that student can see the Sun no Is there light reflected from the Moon yes Is the reflected light coming from the Earth no it s coming from the Sun Activity 1 Explore Approx 40 min one day and 30 min the next Separate the class into four groups Tell them that their objective is to figure out a way to explain how the Moon reflects sunlight so it can be seen on Earth Tell students that the real challenge is that their explanation should be directed to students in the 3rd or 4th grade Each group will make a short presentation to the class that explains this phenomenon The presentation should include a diagram of the relation ship of the Sun Earth and Moon It should also have a drawing of what an observer on Earth would see based on the diagram After students have made their presentations discuss any differences in the way they explained the phenomenon why differences may have happened and any inaccuracies that might have been presented Evaluate 1 Describe the path the flashlight beam took in order to r
66. utorial video The Teachet s Guide provides three inquiry based activities for each of the topics background information assess ment and a bibliography of additional resources The CD ROM holds a wealth of information that you and your students can use to enhance science learning Here s what you ll find on the CD ROM e two full video segments from Newtons Apple e additional visual resources for each of the Newtons Appk topics e background information on each topic e a video profile of a living scientist working in a field related to the Newtons Appk segments e an Adobe Acrobat file containing the teacher s manual along with student reproducibles e UGather and UPresent software that allows you and your students to create multimedia presentations QuickTime 3 0 QuickTime 3 Pro and Adobe Acrobat Reader 3 0 installers in case you need to update your current software The Newtons Appl Multimedia Collection is designed to be used by a teacher guiding a class of students Because the videos on the CD ROM are intended to be integrated with your instruction you may find it helpful to connect your computer to a projection system or a monitor that is large enough to be viewed by the entire class We have included a videotape of the segments so that you can use a VCR if it is more convenient Although the CD ROM was designed for teachers it can also be used by individuals or cooperative
67. wed the large ball to eclipse the small ball A tilted orbit in which the high points of the orbit gradually moves around the small ball Try This What s the difference between a lunar eclipse and a solar eclipse Research this question on the Internet or at the library Report your findings to the class From the surface of the Moon Earth appears to be four times larger in the sky than the Sun does That is Earth s apparent diameter is four times larger than the Sun s apparent diameter Draw a series of sketches illustrating what a lunar eclipse would look like to an observer on the surface of the Moon In this activity the Moon s orbit was represented by a hula hoop The Moon is much farther from Earth than your model may suggest If the Moon s orbit were the size of the hula hoop what size would Earth be Make some calculations and find an object that would accurately model the size of the Earth Educational materials developed under a grant from the National Science Foundation 37 AE THE SHADOW OF YOUR PLANET Multimedia Activity Sheet 3 NAME ooo OCASS PERIOD WHAT YOU RE GOING TO DO You re going to investigate the orbit of the Moon How To DO IT Work with your group Start by preparing the foam balls Stick a thumbtack into each one Tie a length of thread to each thumbtack Trim the threads to one half meter in length Part One One group member should hold the large ball near the light sou
68. y also have kept track of sunspot activity They found that the number of sun spots varies from year to year Explain to the class that their mission is to see if they can find a pattern hidden in the data Activity 3 Explore Approx 45 min Have students work with a partner Explain that they are going to graph sunspot data for 1900 through 1998 and then interpret the graph to try to make some sense out of the way that the Sun behaves Have the students begin by scanning the sunspot data to see what the maximum number of sunspots in any one year was Using this figure they can set up an appropriate scale for the sunspot axis so that all the data will plot on a single sheet of graph paper Once they have selected a scale they should set up their graph with a proper legend along each axis After students have completed setting up their graph they can begin plotting the data After they have completed the graph the students should examine the plot to see if they can recognize any pattern in the data Based on the pattern they should answer the questions on the activity sheet Evaluate 1 Scientists often use graphs to sort out complicated tables of data What is the advantage of using a graph rather than just a list of numbers A graph lets you see a quick picture of what s happening It also allows you to identify general trends in the data 2 Based on this activity why would it be impossible to tell exactly how many

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