Space+and+Atmospheric+Science


 * 1) SAS Course Syllabus and Course Fact Sheet
 * 2) SAS Assessments

=5/18/17 (Monday) =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Fermi Paradox Videos (see below)
 * Should we look for ETI? (see below)
 * Homework:**
 * Complete chpt. 28 reading and online homework!

=5/18/17 (Thursday-Friday) = > Homework:**
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Exam: the Sun, Stellar Properties, Stellar Evolution
 * SETI Assignment #5
 * media type="youtube" key="qY1R0UBBZk0" width="560" height="315"
 * no homework

= =5/12-17/17 (Friday!-Wednesday) B-A-B (Tuesday off) =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Extremophile Lesson
 * media type="youtube" key="6H0E77TdYnY" width="560" height="315"
 * media type="youtube" key="ZuxwisK-8f8" width="560" height="315"
 * media type="youtube" key="EMTRNNaXVmg" width="560" height="315"
 * media type="youtube" key="qY1R0UBBZk0" width="560" height="315"
 * Homework:**
 * no homework

= =5/11/17 (Thursday) A=
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Submit Intro to SETI assignment
 * media type="youtube" key="QOCaacO8wus" width="560" height="315"
 * media type="youtube" key="JQVmkDUkZT4" width="560" height="315"
 * media type="youtube" key="PKMQzkIiB0Y" width="560" height="315"
 * media type="youtube" key="6AnLznzIjSE" width="560" height="315"
 * media type="youtube" key="80Ryq6bH2aY" width="560" height="315"
 * media type="youtube" key="I2apGYUX7Q0" width="560" height="315"
 * media type="youtube" key="sNhhvQGsMEc" width="560" height="315"
 * media type="youtube" key="1fQkVqno-uI" width="560" height="315"
 * media type="youtube" key="SgLO10cUC1M" width="560" height="315"
 * media type="youtube" key="SgLO10cUC1M" width="560" height="315"

=5/10/17 (Wednesday) B =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Please spend class-time today completing the SETI Introduction Assignment (see yesterday's agenda below), **as well as** beginning the chapter 28 reading.
 * You may work in pairs or small groups to complete the SETI Intro. Assignment & to begin reading chapter 28
 * Homework:**
 * Complete SETI Intro. Assignment for submission tomorrow (Thursday)
 * Read and complete the chapter 28 HW by 5/17/17

=5/9/17 (Tuesday) A=
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Class read intro chapter 28
 * **SETI Introduction Assignment - Complete all questions neatly on a sheet of paper and submit Thursday 5/11**
 * **1. What is life (how do you define life in your own words - don't look it up, just write what you think first)?**
 * **2. How would you know if something is alive (again, write what you think, not what Google provides).**
 * **Watch this video: media type="custom" key="29183077"**
 * **3. Do you agree or disagree with defining life as "a self-sustained chemical system capable of undergoing Darwinian evolution.**
 * **4. How does the definition in question 3 compare with the definition of life that you wrote down originally in question 1?**
 * **5. Why do you think it is important for scientists to identify and agree on a clear definition for life?**
 * **6. What requirements do living organisms on Earth share?**
 * **7. Would you expect these to be the same on other planets with different atmospheres?**
 * **8. How might we recognize extraterrestrial life forms if they are not based on Carbon & DNA?**
 * **9. What might be the value of finding life on other planets?**
 * READ THIS ARTICLE
 * [[image:wallacescience16-17/setiARTICLEquestions.PNG width="723" height="477" caption="setiARTICLEquestions.PNG"]]
 * Homework:**
 * Complete unfinished classwork listed above

=

= =5/8/17 (Monday) B = =
 * DQs:**
 * Diagram the life cycles of low mass, high mass, and sun like stars
 * Plot stars on the HR Diagram in their correct locations
 * Agenda:**
 * media type="youtube" key="PM9CQDlQI0A" width="560" height="315"
 * Diagram Stellar Evolution activity
 * [[file:Star Evolution.pdf]]
 * Homework:**
 * Finish Stellar Evolution Assignment

= =4/25 - 5/5/17 (Tuesday- Friday)= = =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Describe the H-R diagram and explain how we can use it to learn about stars
 * Describe various methods to determine the distances to stars
 * Compare various types of stars in terms of mass, luminosity, temperature, spectral class
 * Explain what proper motion is
 * Differentiate between luminosity, apparent and absolute magnitude
 * Agenda:**
 * Complete practice assignments:
 * The Parsec
 * Parallax and Distance
 * Luminosity, Temperature & Size
 * H-R Diagram
 * Star Formation and Lifetimes
 * Helpful video content:
 * media type="youtube" key="c7ISh7w8-HY" width="560" height="315"
 * media type="youtube" key="Op3AYaJc0Xw" width="560" height="315"
 * media type="youtube" key="UIoA1P30HrM" width="560" height="315"
 * media type="youtube" key="kts_leUHdpM" width="560" height="315"
 * Homework:**
 * no homework (unless you are not current)

=4/24/17 (Monday) B = =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Describe the H-R diagram and explain how we can use it to learn about stars
 * Describe various methods to determine the distances to stars
 * Compare various types of stars in terms of mass, luminosity, temperature, spectral class
 * Explain what proper motion is
 * Differentiate between luminosity, apparent and absolute magnitude
 * Agenda:**
 * Complete & review apparent vs. absolute magnitude practice assignment
 * Homework:**
 * no homework (unless you are not current)

= =4/21/17 (Friday!) A = =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Describe the H-R diagram and explain how we can use it to learn about stars
 * Describe various methods to determine the distances to stars
 * Compare various types of stars in terms of mass, luminosity, temperature, spectral class
 * Explain what proper motion is
 * Differentiate between luminosity, apparent and absolute magnitude
 * Agenda:**
 * Finish Neutrino Documentary
 * Chpt. 17 PPT
 * [[file:17_LectureOutline.pptx]]
 * Homework:**
 * HAVE YOU COMPLETED THE ONLINE HW & READING OF CHAPTERS 16 -17 YET??? MOST OF YOU HAVE NOT!

= =4/20/17 (Thursday) B =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Describe the H-R diagram and explain how we can use it to learn about stars
 * Describe various methods to determine the distances to stars
 * Compare various types of stars in terms of mass, luminosity, temperature, spectral class
 * Explain what proper motion is
 * Differentiate between luminosity, apparent and absolute magnitude
 * Agenda:**
 * Chpt. 16 & 17 clicker questions
 * Finish Neutrino Documentary (see 4/19 agenda below)
 * Chpt. 17 PPT? or Chpt. 17 practice assignments
 * Homework:**
 * Chapter 17 HW due tonight by midnight!

= =4/19/17 (Wednesday) IE =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * Chapter 16 PPT
 * [[file:16_LectureOutline.pptx]]
 * media type="youtube" key="vPfWHVaQUAY" width="560" height="315"
 * Homework:**
 * Complete Chapter 17 Reading and HW by midnight Thursday!

= =4/18/17 (Tuesday) B =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * What do you know about the Sun?
 * media type="youtube" key="RwTjsRt0Fzo" width="560" height="315"
 * media type="youtube" key="0WW1HN0iG0M" width="560" height="315"
 * media type="youtube" key="C2FETG7tCF0" width="560" height="315"
 * Chapter 16 PPT
 * [[file:16_LectureOutline.pptx]]
 * Homework:**
 * Chapter 17 HW due Thursday!

= =4/17/17 (Monday) A = =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * **Updates - where are we**
 * Time to finish up sunspot graph assignment
 * Review sunspot graph assignment and solar structure worksheet
 * observe photos of solar atmospheric layers during eclipses
 * examine current solar cycle data and compare to predictions from sunspot cycle graph assignment
 * Homework:**
 * Chapter 17 HW due Thursday!

= =4/10-13/17 (Monday-Thursday)= =
 * *Mr. Wallace sails away - Mr. Cherrybon in Monday & Tuesday to introduce and teach Sun material
 * notes on solar structure
 * solar structure worksheet
 * Discussion of sunspot cycle and Earth's climate
 * Sunspot cycle graph assignment

= =4/7/17 (Friday) B=
 * DQs:**
 * Assessment
 * Agenda:**
 * Chapters 3-6 Exam
 * Homework:**
 * Chapter 16 Online HW due Thursday 4/13/17

= =4/5-6/17 (Wednesday-Thursday) I/E-A=
 * DQs:**
 * Review chapters 3-6
 * Agenda:**
 * Betting review game chapters 3-6 clicker questions
 * Kahoot review games
 * Homework:**
 * Quiz on chapters 3-6 Friday!

= =4/3-4/17 (Monday-Tuesday) B-A =
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Correctly sequence the solar system formation event from the choices below
 * 1) Dust particles form condensation nuclei through collisions. Particles grow rapidly in size.
 * 2) The largest protoplanets in the coolest parts of the solar nebula accrete gas; the smaller protoplanets in the inner solar nebula are unable to accrete gas due to the higher temperature.
 * 3) Planetesimals acquire sufficient mass to attract other objects gravitationally; the largest bodies start to dominate and grow rapidly.
 * 4) An interstellar gas and dust cloud, about 1 light-year in diameter, starts to gravitationally collapse.
 * 5) Over about one billion years the material left over from the solar system formation is cleared. This is the period of major bombardments for the inner planets, and for the moons of the outer planets. Also, icy planetesimals are cleared out of the outer solar system to form the Oort cloud and the Kuiper belt.
 * 6) The solar nebula, now about 100 A.U. in diameter, develops the shape of a rotating disk.
 * media type="youtube" key="x1QTc5YeO6w" width="560" height="315"
 * Voyager documentary - see 3/30/17 agenda below
 * Homework:**
 * Chapter 6 HW due Tuesday by midnight

=3/31/17 (Friday) A =
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Finish SS inquiry diagrams & execute "gallery walk"
 * Solar System formation video "Asteroid Benu" see video in previous agendas below
 * Homework:**
 * Chapter 6 HW due Tuesday by midnight

= =**3/30/17 (Thursday) B** = =
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Class read chapter openers for chapters 7-14 (captions for chapter photo only) model dissection of text and picture along with chapter preview
 * Preview planetary science chapters in Astronomy Today Textbook
 * Model previewing techniques
 * Examine chapter opening picture and read caption
 * Thumb through chapter highlighting a few key photos/captions/tables/graphs
 * Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
 * Class read 132-133 (chapter 6 opener)
 * SS Formation Video:
 * media type="youtube" key="x1QTc5YeO6w" width="560" height="315"
 * Read pgs. 146-147 as a class and consider the evolution of SS exploration
 * Voyager Documentary:
 * media type="youtube" key="seXbrauRTY4" width="560" height="315"
 * Homework:**
 * Chapter 6 Reading and HW due Sunday 4/2 by midnight

= =**3/29/17 (Wednesday) I/E**=
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Inquiry Activity:
 * Telescopes!
 * Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
 * Class read 132-133 (chapter 6 opener)
 * SS Formation Video:
 * media type="youtube" key="x1QTc5YeO6w" width="560" height="315"
 * Read pgs. 146-147 as a class and consider the evolution of SS exploration
 * Voyager Documentary:
 * media type="youtube" key="seXbrauRTY4" width="560" height="315"
 * Homework:**
 * Chapter 6 Reading and HW due Sunday 4/2 by midnight

**3/23-28/17 (Thursday-Tuesday) A** =** DQs: ** = =** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Into the unknown documentary & focus assignment:
 * Take notes on at least three of the unique features of the James Webb telescope and the challenges these features are designed to overcome
 * media type="youtube" key="JnpZzPAsz1U" width="560" height="315"
 * Development of Telescopes Documentary
 * Outline a general timeline of the evolution of celestial observation
 * Differentiate between the various types of telescopes regarding form and function
 * Cite the major pioneers within the history of telescopes
 * media type="youtube" key="qc35UX7-wHw" width="560" height="315"


 * Homework:**


 * Chpt. 5 online HW due Sunday by midnight!

**3/22/17 (Wednesday) IE** =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Into the unknown documentary & focus assignment:
 * Take notes on at least three of the unique features of the James Webb telescope and the challenges these features are designed to overcome
 * Homework:**
 * Chpt. 5 online HW due Sunday by midnight!

**3/21/17 (Tuesday) A** =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Finish reviewing classwork packet
 * Telescopes - Introduction
 * Inquiry - what do you know about telescopes? what is there purpose? how do they work?
 * Read chpt. 5 intro pg. 99 as a class
 * Homework:**
 * Chpt. 5 online HW due Sunday by midnight!

**3/17/17 (Friday) B** =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Complete the classwork packet with your partner (packet begins with starchart exercise and ends with EM Spectrum Exercise, gravity questions in the middle) - we will review on Monday
 * Watch the following video:
 * media type="youtube" key="JnpZzPAsz1U" width="560" height="315"
 * Homework:**
 * Finish James Webb Documentary (see above)

**3/16/17 (Thursday) A** =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * media type="youtube" key="8Rcx-xr__2I" width="560" height="315"
 * Review Questions
 * Time to work on chapter 4 Reading and HW
 * Homework:**
 * Chapter 4 HW due Thursday!


 * 3/15/17 (Wednesday) SNOWDAY **


 * 3/14/17 (Tuesday) SNOWDAY **

**3/13/17 (Monday) B**

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** =


 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Submit HOA projects
 * media type="youtube" key="n_KyYFYNvpI" width="560" height="315"
 * media type="youtube" key="h2kzT6CEhVs" width="560" height="315"
 * media type="youtube" key="8Rcx-xr__2I" width="560" height="315"
 * Homework:**
 * Chapter 4 HW Due Thursday!

**3/10/17 (Friday!) A** =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Practice packet:
 * celestial sphere
 * Newton's Law of Gravity
 * Electromagnetic Spectrum
 * Chpt. 4 inquiry
 * Homework:**
 * History of Astronomy Project (3 parts) **DUE MONDAY MARCH 13!**
 * Poster
 * Writing Piece
 * Artifact
 * Chapt. 4 MAOC HW due Thursday 3/16

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">3/9/17 (Thursday) B = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Practice packet:
 * celestial sphere
 * Newton's Law of Gravity
 * Electromagnetic Spectrum
 * Review photographs of diffraction patterns
 * Homework:**
 * History of Astronomy Project (3 parts) **DUE MONDAY MARCH 13!**
 * Poster
 * Writing Piece
 * Artifact

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">3/8/17 (Wednesday) E = = = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = = = = = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = = = =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Test Young's Double Slit Experiment using created apparatuses
 * 2 min. to set up, tune, and photograph your diffraction pattern
 * e-mail photo(s) to dwallace@qcsd.org
 * Homework:**
 * History of Astronomy Project (3 parts) **DUE FRIDAY MARCH 10TH!**
 * Poster
 * Writing Piece
 * Artifact

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">3/7/17 (Tuesday) B = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Create a Young's Double Slit Experiment apparatus!
 * media type="youtube" key="yDro5YzBQiQ" width="560" height="315"
 * media type="youtube" key="Iuv6hY6zsd0" width="560" height="315"
 * media type="youtube" key="6jGr5zhGE3U" width="560" height="315"
 * media type="youtube" key="J2YB9OZzxPw" width="560" height="315"
 * media type="youtube" key="YoQYnhHQ95U" width="560" height="315"
 * Homework:**
 * History of Astronomy Project (3 parts) **DUE FRIDAY MARCH 10TH!**
 * Poster
 * Writing Piece
 * Artifact
 * Chapt. 3 MAOC HW due Tuesday by midnight!

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">3/6/17 (Monday) A = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Properties of light demos
 * laser light fun
 * waves in a pool drawing inquiry
 * photon bowling (Young's Double Slit Experiment Analogy
 * Class read pg. 54(?) in textbook
 * Creation of double slit diffraction pattern using "at home" materials
 * Homework:**
 * History of Astronomy Project (3 parts) **DUE FRIDAY MARCH 10TH!**
 * Poster
 * Writing Piece
 * Artifact
 * Chapt. 3 MAOC HW due Tuesday by midnight!

=

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">3/3/17 (Friday!) B = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Properties of light demos
 * radiometer
 * sunlight through prism
 * doppler effect demo with tuning fork
 * Time to work on Chpt. 3 HW
 * Homework:**
 * Chapter. 3 HW due Tuesday!

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">3/2/17 (Thursday) A = =** DQs: **= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = = =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">3/1/17 (Wednesday) E = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * SPVC:
 * Textbook EM Spectrum Tutorial
 * media type="youtube" key="n_KyYFYNvpI" width="560" height="315"
 * media type="youtube" key="h2kzT6CEhVs" width="560" height="315"
 * media type="youtube" key="8Rcx-xr__2I" width="560" height="315"
 * Textbook resources:
 * Labeling
 * Tutorials and Tutorials Quiz
 * Interactive Figures
 * Animations and Videos
 * Narrated Figures

=2/28/17 (Tuesday) A= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Explain what astronomers can learn by studying light
 * Light, radiation, Waves Inquiry exercise. Consider these three words, brainstorm with a partner what you know about these words/concepts and record this information on piece of paper. Share out with the class.
 * Intro videos:
 * media type="youtube" key="IXxZRZxafEQ" width="560" height="315"
 * media type="youtube" key="tytfQstZRbA" width="560" height="315"
 * media type="youtube" key="KS4_p6VX3S0" width="560" height="315"
 * media type="youtube" key="J1yIApZtLos" width="560" height="315"
 * media type="youtube" key="zDQH5x7svfg" width="560" height="315"

= =2/27/17 (Monday) B= =** DQs: **= =** Agenda: **=
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * media type="youtube" key="D085by5xVi8" width="560" height="315"
 * media type="youtube" key="4JTGMGKWL5k" width="560" height="315"
 * media type="youtube" key="qNaNyr3GpBQ" width="560" height="315"
 * media type="youtube" key="cgV2OnKdzHk" width="560" height="315"
 * media type="youtube" key="Ex8EvBTk9LY" width="560" height="315"
 * media type="youtube" key="OPdVEBl8yDg" width="560" height="315"
 * media type="youtube" key="Ot4bKTSo5Ig" width="560" height="315"
 * media type="youtube" key="PzIEmj7or2I" width="560" height="315"
 * Homework:**
 * Complete reading of chapter 2 and chapter 2 HW assignment by Midnight tonight
 * History of Astronomy Project due March 10th

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/24/17 (Friday!) A = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * History of Astronomy PPT Quick View & profile other HOA resources
 * http://wallacescience16-17.wikispaces.com/U2-History+of+Astronomy
 * Time to work on chapter 2 online course HW
 * Homework:**
 * Complete reading of chapter 2 and chapter 2 HW assignment by Midnight on Friday
 * History of Astronomy Project due March 10th

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/23/17 (Thursday) B = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Ancient Astronomy review and Haiku Poem warm-up!
 * Time to work on chapter 2 online course HW
 * History of Astronomy Project Handout
 * Homework:**
 * Complete reading of chapter 2 and chapter 2 HW assignment by Midnight on Friday
 * History of Astronomy Project due March 10th
 * [[file:History of Astronomy Profile Project.docx]]

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/22/17 (Wednesday) E = =** DQs: **= =** Agenda: **=
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Ancient Astronomy review and video content
 * Homework:**
 * Complete reading of chapter 2 and chapter 2 HW assignment by Midnight on Friday

=2/21/17 (Tuesday) B= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** =
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Agenda:**
 * History of Astronomy PPT
 * [[file:History of Astronomy Wallace Master.ppt]]
 * media type="youtube" key="GbxzxEIlRmE" width="560" height="315"
 * media type="youtube" key="d8AkDdj6TEU" width="560" height="315"
 * media type="youtube" key="y12etYM0L90" width="560" height="315"
 * media type="youtube" key="yQmalmF1bvc" width="560" height="315"
 * media type="youtube" key="q6FTddakgDY" width="560" height="315"
 * media type="youtube" key="9NOZoIoKi0E" width="560" height="315"
 * media type="youtube" key="x3ALuycrCwI" width="560" height="315"
 * media type="youtube" key="cgV2OnKdzHk" width="560" height="315"
 * Homework:**
 * Read chapt. 2 and complete online HW by Friday
 * Choose a project topic

= =2/17/17 (Friday!) A= =** DQs: **=
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Agenda:**
 * **QFocus:** "As far as we know, human understanding of the cosmos has grown from the very simplest of observations to ruminations about the nature of matter and the farthest reaches of the Universe and time - yet, it is likely that our apparently vast understanding of the Universe is still in its infancy." (Wallace 2017)
 * Read and thoughtfully consider the quote above, and write down any questions that come into your mind.
 * Read chapter 2 opener as a class
 * Assign chapter reading due date/HW due dates
 * Introduce History of Astronomy Profile Project
 * Informational Poster Piece covering who-what-where-when-how-why
 * Must include a clearly printed subject/topic based title in large bold letters at the top of poster
 * Must include a large colored picture/drawing of the subject/topic centered on poster
 * Must include several (at least 6) informational sub-sections around the central picture/drawing
 * each sub-section must be clearly titled
 * each sub-section must include its own smaller content related colored image
 * All information must be cited on the back of the poster - use superscript number format (AMA Style)
 * Must include YOUR name clearly printed below title (by Daniel B. Wallace)
 * No plagiarism! The writing is either cited correctly and accurately or the writing is your own!
 * Original Writing Piece (poem, interview, 1st person narrative, etc.)
 * This is a creative element and can be stylized how you like
 * Must be printed out or handmade (I do love a writing piece made with traditional quill pen and parchment)
 * Must be turned in with your poster project
 * Artifact
 * Another creative element - artifact must be able to be held in your hands (think scale model)
 * Resources
 * Textbook Chapter 2!
 * @http://www2.astronomicalheritage.net/index.php/heritage/extended-case-studies
 * @http://www2.astronomicalheritage.net/index.php/heritage/list-heritage-entities
 * []
 * media type="youtube" key="zjV3PQ4f6IM" width="560" height="315"

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/16/17 (Thursday) B = = = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = = = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Chapter 1 Exam
 * Homework:**
 * Chapt. 2 Pre-lecture Assignment (on Mastering Astronomy Course Website) Due Sunday by midnight!
 * Chapter 2 HW Assignment (on Mastering Astronomy Course Website) Due Wednesday by midnight!

=

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/15/17 (Wednesday) E = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = Homework:** =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Review using "Study Area" website resources:
 * Either independently or collaboratively - complete the "Self-Guided Tutorials Quiz" & the "Practice Problems"
 * Submit each for a grade and revise any mistakes!
 * Navigate to the Pearson Mastering Astronomy Online Course Website - sign in, click the blue button labeled "Study Area" in the top right, use the links on the left to access the "Self-Guided Tutorials Quiz" & "Practice Problems"**
 * Study for chapter 1 exam - especially lunar phases diagrams, Earth's orbit diagram, and other diagrams found throughout the chapter.
 * You may wish to take a book home to help you study.
 * Make sure light pollution mini-unit material is complete! (see agendas below for link to Celestial Sphere page)

= =2/14/17 (Tuesday) B= =** DQs: **= =** Agenda: **= =** Homework: **= = = =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Return celestial sphere position assignments
 * Constellation Practice
 * True/False from study area chapter 1
 * Other study resources
 * **Exam (on chapter 1) Thursday!**
 * Have you completed the Light Pollution Mini-Unit Parts 1 & 2?
 * Have you created your constellation flash-cards?
 * If no to either of the above, see homework from Thursday 2/9 below

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/13/17 (Monday) A = =** DQs: **= =** Agenda: **= = =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Return celestial sphere position assignments
 * Constellation Practice
 * True/False from study area chapter 1
 * Homework:**
 * Have you completed the Light Pollution Mini-Unit Parts 1 & 2?
 * Have you created your constellation flash-cards?
 * If no to either of the above, see homework from Thursday 2/9 below

= =2/10/17 (Friday!) B FOLLOW PLANS FROM 2/9/17=

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/9/17 (Thursday) A SNOW DAY! = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Light-year concept and look-back time investigations
 * Homework:**
 * Light Pollution mini unit part 1 (short introductory videos and 9 questions) & constellation flash cards due Thursday (or Friday if no school on thursday) Part 2 of light pollution mini unit due Monday
 * see __ The Celestial Sphere Unit Page __ for 9 questions about light pollution & required constellations in table at bottom of page

= =2/8/17 (Wednesday) E= =** DQs: **= =** Agenda: **=
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Quiz using star charts
 * Light-year concept and look-back time investigations
 * media type="youtube" key="JdRqj9NTprw" width="560" height="315"
 * Homework: **
 * Light Pollution mini unit part 1 (short introductory videos and 9 questions) & constellation flash cards due Thursday
 * see __ The Celestial Sphere Unit Page __ for 9 questions about light pollution & required constellations in table at bottom of page

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/7/17 (Tuesday) B = =** DQs: **= =** Agenda: **=
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Quiz using star charts
 * Review motion of the sky packets
 * Light-year concept and investigation
 * Homework:**
 * Light Pollution mini unit parts 1 and 2 & constellation flash cards due Thursday

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/6/17 (Monday) A = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * __ The Celestial Sphere Unit Page __ & Review HW Assignment
 * Review Celestial Sphere model usage - setting dates & times
 * Quiz using star charts
 * Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
 * Light-year concepts
 * Homework:**
 * Light Pollution mini unit parts 1 and 2 & constellation flash cards due Thursday

= =2/3/17 (Friday!) B= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = **Homework:** =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Review Celestial Sphere model usage - setting dates & times
 * Quiz using star charts
 * Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
 * The Celestial Sphere Unit Page
 * Light Pollution Mini-unit Parts 1 & 2 - Due Wednesday 2/8/17
 * Constellation Flashcards Due - Wednesday 2/8/17

= =2/2/17 (Thursday) A= =** DQs: **= =** Agenda: **=
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Review Celestial Sphere concept
 * Motions of the Night Sky Packet (utilize Celestial Sphere resources highlighted in 1/30 agenda below - especially powerful is the UNL Rotating Sky Explorer)
 * Homework:**
 * no homework

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">2/1/17 (Wednesday) E = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** = =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Continue 1/30/17 agenda, see below.
 * Homework:**
 * no homework

= =1/31/17 (Tuesday) A= =** DQs: **= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Continue 1/30/17 agenda, see below.
 * Homework:**
 * no homework

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/30/17 (Monday) B = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** DQs: ** = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Agenda: ** =
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Review H-Twins Activity (exchange grade & then submit)
 * Review Scientific Notation HW & wrap up discussion of "scale" with rationale for scientific notation
 * Scale Calculations Activity wrksht.
 * Next Topic: Celestial Sphere and Motions of the Sky
 * Stellarium, UNL Celestial Sphere, 360 Degree View, Download Monthly Sky Charts
 * media type="youtube" key="1Toya19H12w" width="560" height="315"
 * media type="youtube" key="9XHoVF2G0j8" width="560" height="315"
 * Homework:**
 * no homework

=1/27/17 (Friday) A= =** DQs: **= =** Agenda: **=
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Finish H-twins activity and review (exchange grade)
 * Finish up discussion of scale & scientific notation - explain purpose and rationale behind scientific notation
 * Next topic - celestial sphere
 * Homework:**
 * Finish H-twins Activity & Scientific Notation practice assignment

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/26/17 (Thursday) B =
 * DQs:**
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Agenda:**
 * Review some HW issues (how to input answers online) quick review of Sci. Notation
 * H-Twins online resource (scale of the cosmos) activity
 * Sci. notation additional practice
 * Homework:**
 * no homework

=1/25/17 (Wednesday) E=
 * DQs:**
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Agenda:**
 * Scale of the Cosmos Inquiry Activity
 * Finish videos from 1/24 (see below)
 * Online resources exploration (see below)
 * H-Twins activity (website link in 1/24 agenda see below)
 * Homework:**
 * no homework

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/24/17 (Tuesday) B =
 * DQs:**
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Agenda:**
 * Why do we explore our universe? What are the deep underlying motivations or reasons why we continue to "do" astronomy?
 * media type="youtube" key="0rHUDWjR5gg" width="560" height="315"
 * First Astronomical Concept: "Scale"
 * Zoomable Milky Way by ESO's ATLASGAL (wavelengths between Radio and Infrared)
 * Sky Survey by Nick Risinger
 * 100,000 Stars Google Chrome Experiment
 * [] - Htwins.net Universe Scale Simulation!
 * media type="youtube" key="HEheh1BH34Q" width="560" height="315"
 * media type="youtube" key="MP3jAg1C_hA" width="560" height="315"
 * media type="youtube" key="udAL48P5NJU" width="560" height="315"
 * Homework:**
 * Finish reading chapter 1 and complete the MAOC HW for chapter 1 by Wednesday 1/25

=1/23/17 (Monday) A=
 * DQs:**
 * Introduction to Class/Online Resources/Content
 * Sign up for online Mastering Astronomy Course
 * Agenda:**
 * Use today's class time to continue reading chapter 1 from the Astronomy textbook (lower cabinet next to tall cabinets on north side of room).
 * Remember, by WEDNESDAY you need to have the MAOC Chapter 1 HW completed (and preferably have read chapter 1)
 * You may listen to music quietly through headphones/earbuds if you wish, or team up and work with a partner collaboratively during the period
 * Homework:**
 * See HW section fo 1/19 agenda entry below

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/19/17 (Thursday) B =
 * DQs:**
 * Introduction to Class/Online Resources/Content
 * Sign up for online Mastering Astronomy Course
 * Agenda:**
 * Finish 2nd half of 1/18 agenda (see below)
 * Homework:**
 * Chapter 1 Pre-lecture assignment on MAOC (Mastering Astronomy Online Course) Due Monday 1/23
 * Chapter 1 HW on MAOC Due Wednesday 1/25

= =1/18/17 (Wednesday) A= =media type="youtube" key="9D05ej8u-gU" width="560" height="315"=
 * DQs:**
 * Introduction to Class/Online Resources/Content
 * Sign up for online Mastering Astronomy Course
 * Agenda:**
 * Greetings & Seatings
 * Ice Breaker Activity:
 * On a scrap sheet of paper, respond to the following prompts:
 * 1) Why did you want to take this course? What are you most interested to learn about specifically?
 * 2) What specific content-related question would you like to ask right away.
 * 3) What are you most looking forward to this spring/summer?
 * Exchange and share!
 * Introduction to Wallace Wikispace - save as a favorite in your browser for quick access
 * Sign up for Mastering Astronomy Course
 * Course ID: **<span style="font-family: arial,helvetica,clean,sans-serif;">MAWALLACE53073 **
 * Password: SSNAST-FLANK-BORIC-LOUGH-GUSTO-VOTES
 * Homework:**
 * no homework

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/13/17 (Friday the 13th!) A = =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Review directions for final topic project - DUE THURSDAY 1/19 100pts
 * Class time devoted to final topic project work
 * Homework:**
 * Final Topic Project due Thursday 1/19

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/12/17 (Thursday) B = =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Review directions for final topic project - DUE THURSDAY 1/19 100pts
 * Class time devoted to final topic project work
 * Homework:**
 * Final Topic Project due Thursday 1/19

= =1/11/17 (Wednesday) A=
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Today's weather map and weather map basics
 * Review chapter 1 questions 1-25 and visual analysis activity - submit work for 40pts (20 bonus points available if critical thinking questions and visual analysis included)
 * Time to work on chosen chapter topic
 * You will need to read the chapter and answer the review questions, critical thinking questions and visual analysis found at the end of the chapter
 * You will need to create a leaflet - a one page (folded 17x11'' so really 4 pages) document which summarizes the key understandings and diagrams from the chapter in your own words, provides examples that highlight key concepts and vocab, and looks attractive. Microsoft Publisher is a great program to use for this Leaflet Project. A leaflet is defined as a <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif; font-size: small;">printed sheet of paper, sometimes folded, containing information or advertising and usually distributed free. Synonyms are: circular, handout, handbill, fact-sheet, bulletin. Do NOT create a brochure or tri-fold.
 * <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif; font-size: small;">Standards for Info. Leaflet:
 * Key Concepts and Main Points from each section within the chosen chapter are highlighted - read summary of chapter several times to become familiar with the broad concepts the authors want you to know after reading the chapter. Make sure you have info that summarizes/highlights the key points from ALL SECTIONS.
 * Images, Images, IMAGES! 15 images is the MINIMUM! Don't make them too big or you will run out of space without effectively representing all the important concepts from the chapter. If is okay to use images from the book (with reference).
 * Text in YOUR OWN WORDS! Its okay to quote the textbook authors occasionally (with a reference), but most of the written information should be in your own words. Keep your text to no more than size 10 to maximize space.
 * Organization! Include a title for your handout prominently displayed, and subtitles pertaining to the various sections within your chapter.
 * One page! (17x11 fold over style) You can create a double sided handout, but no multiple pages! (With the 17x11 fold over style, known as a Tabloid style in Microsoft Publisher, you really get 4 pages to work with.)
 * Color! Make your circular attractive and appealing. The people NEED to know about your topic, so create something that is eye catching and draws the reader in. We will use the school's color laser printers to print our work. Consider boarders.
 * Homework:**
 * Begin working on chosen chapter topic
 * Begin working on chosen chapter topic

=

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/10/17 (Tuesday) B =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
 * Pick final chapter topics for study from the following list:
 * 3. “Cow Farts & Water Blankies” Energy Balance & Temperature
 * 4. “The High & Low of It All” Atmospheric Pressure & Wind
 * 5. “Moistnessness” Atmospheric Moisture Erin
 * 6. “Cloud 9” Cloud Development & Forms
 * 7. “Make it Rain” Precipitation Processes RAF
 * 8. “Beltways Shmeltways” Atmospheric Circulation & Pressure Distributions
 * 9. “On the Front Lines” Air Masses & Fronts
 * 10. “The People’s Storm” Mid-latitude Cyclones Brendon
 * 11. “Lightnings, Thunderings, & Tornados Oh My!” Lightning, Thunder, & Tornados Mark
 * 12. “Big Bad Wolf” Tropical Storms & Hurricanes Will
 * 13. “And Now Over to Taylor with the Weather…” Weather Forecasting & Analysis
 * 14. “I thought Smog Was A Dragon” Human Effects on the Atmosphere Tyler
 * 15. “All the Climates” Earth’s Climates Sabrina
 * 16. “Climatology Crystal Ball” Climate Changes Past and Future Kaylee
 * 17. “Light Ribbons Show at the Miragio!” Atmospheric Optics Matthew

=
 * Homework:**
 * Complete above classwork by Wednesday

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/9/17 (Monday) A = = = = = = = =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
 * Homework:**
 * Complete above classwork by Wednesday

= = = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/6/17 (Friday!) B = = = = = = = = = =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Finish Atmospheric Intro Documentary
 * Time in class to work on online course homework for chapter 1
 * Homework:**
 * Complete online meteorology course homework

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/5/17 (Thursday) A =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Pressure demos
 * Read pgs. 4-5 as a class
 * Access online material
 * <span style="color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">**Course Name: Wallace_Meteorology**
 * <span style="color: #222222; font-family: arial,sans-serif; font-size: 12.8px;">**Course ID: wallace64645**
 * Finish atmosphere introductory documentary
 * Homework:**
 * Complete UW&C Chpt. 1 reading and HW by Monday!

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/4/17 (Wednesday) B =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Cloud observation
 * Online course resources
 * Finish introductory documentary (see below)

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/3/17 (Tuesday) A = = = = = = = = = = = =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * media type="youtube" key="5Tz8oyuT4E0" width="560" height="315"
 * Homework:**
 * no homework

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/23/16 (Friday) B =
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * media type="youtube" key="5Tz8oyuT4E0" width="560" height="315"
 * Homework:**
 * Contact movie essay

= =12/22/16 (Thursday) A=
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * media type="youtube" key="I6jIMkPwahQ" width="560" height="315"
 * 10 min. Understanding Weather and Climate textbook exploration activity
 * Share out
 * Homework:**
 * No HW

=12/21/16 (Wednesday) B=
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Contact Essay "Think Tank" activity
 * 5 min. to list as many issues/themes addressed in the story/movie Contact
 * Write on board - game style, sit down when you have no new ideas to share
 * Discuss essay directions

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/15-20/16 =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * **CONTACT!**
 * Homework:**
 * no homework

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/14/16 (Wednesday) A = =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Pre-Contact writing prompt: "Tomorrow, a signal from deep space is received and interpreted as a communication attempt and request for reply from an intelligent civilization 37 light years away, and is made public. What happens next?" Consider all facets of our civilization, politics, society, etc.
 * Begin watching Contact the movie!
 * Homework:**
 * No homework

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/13/16 (Tuesday) B *Substitute teacher = =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Netflix didn't work - study hall.
 * Homework**

= =12/12/16 (Monday) A=
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * **What is life? How would you know if something is alive.**
 * media type="custom" key="28911706"
 * Do you agree or disagree with defining life as "a self-sustained chemical system capable of undergoing Darwinian evolutions"? How closely does it mesh with the definition of life that you wrote down? Why is it important for scientists to identify a clear definition for life? What requirements do living organisms share? Would you expect these to be the same on other planets with different atmospheres? How might we recognize extraterrestrial life forms if they are not based in DNA? What might be the value of finding life on other planets?
 * <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif; font-size: small;">Google: "the condition that distinguishes animals and plants from inorganic matter, including the capacity for growth, reproduction, functional activity, and continual change preceding death."
 * <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif; font-size: small;">Google: "the existence of an individual human being or animal."
 * <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif;">Poll - raise hands if you think life already exists on other planets or elsewhere in the universe, intelligent or otherwise.
 * <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif;">What conditions would life on other planets require?
 * <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif;">How might we detect life elsewhere in the galaxy, or even in other galaxies?
 * <span style="color: #222222; font-family: arial,sans-serif-light,sans-serif;">Is it important to determine whether we are alone in the galaxy or in the universe?
 * READ THIS ARTICLE
 * [[image:setiARTICLEquestions.PNG]]
 * Homework:**
 * Complete reading of article in link above and answer the 5 reading comprehension questions.

=12/9/16 (Friday) B= Homework: =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Discussion - Fermi Paradox
 * media type="youtube" key="1fQkVqno-uI" width="560" height="315"
 * media type="youtube" key="ZL4yYHdDSWs" width="560" height="315"
 * Chapter 28 HW Due Sunday by midnight

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/8/16 (Thursday) A = Homework: = =
 * DQs:**
 * Describe what SETI is
 * Explain and define all terms in the Drake Equation
 * Describe the main tenants of the Fermi Paradox and list possible solutions
 * Explain why it is important for scientists to understand how life developed and is sustained on planet Earth in regards to SETI
 * Agenda:**
 * Warm-up: Diagram the history of Earth continum activity
 * Label 4BYBP - Present & devide continuum into 4 quarters
 * Label Earth's Origin at the left-hand side of the continuum
 * Record various major events that have happened in Earth's history, and then place these events where you think they would fall on the continuum you have created
 * Review [[image:28_08_Figure.jpg width="665" height="174"]]
 * media type="youtube" key="80Ryq6bH2aY" width="560" height="315"
 * media type="youtube" key="6AnLznzIjSE" width="560" height="315"
 * media type="youtube" key="sNhhvQGsMEc" width="560" height="315"
 * media type="youtube" key="1fQkVqno-uI" width="560" height="315"
 * media type="youtube" key="ZL4yYHdDSWs" width="560" height="315"
 * Chpt. 28 HW due Sunday 12/11/16 by midnight

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/5/16 (Monday) =
 * DQs:**
 * Diagram the life cycles of low mass, high mass, and sun like stars
 * Plot stars on the HR Diagram in their correct locations
 * Agenda:**
 * Diagram Stellar Evolution activity
 * [[file:Star Evolution.pdf]]
 * Homework:**
 * no HW

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/2/16 (Friday!) =


 * DQs:**


 * Diagram the life cycles of low mass, high mass, and sun like stars
 * Plot stars on the HR Diagram in their correct locations

Homework:
 * Agenda:**
 * HR Diagram Hang-man warm-up on board
 * Finish last 5 minutes of Stellar Evolution Documentary
 * media type="youtube" key="gtCCJEGuI54" width="560" height="315"
 * Lecture Supplement Activities - stellar evolution
 * No HW

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">12/1/16 (Thursday) = Homework: =
 * DQs:**
 * Diagram the life cycles of low mass, high mass, and sun like stars
 * Plot stars on the HR Diagram in their correct locations
 * Agenda:**
 * Class Read chpt. 28 opener - begin chapter 28 reading & HW
 * Chapter 28 reading & HW due Sunday 12/11/16 by midnight

= = = =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">11/30/16 (Wednesday) = = = =** Agenda: **= = = Homework: = = = = =
 * DQs:**
 * Diagram the life cycles of low mass, high mass, and sun like stars
 * Plot stars on the HR Diagram in their correct locations
 * media type="youtube" key="gtCCJEGuI54" width="560" height="315"
 * No HW

= =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">11/29/16 (Tuesday) =
 * DQs:**
 * Diagram the life cycles of low mass, high mass, and sun like stars
 * Plot stars on the HR Diagram in their correct locations
 * Agenda:**
 * media type="youtube" key="gtCCJEGuI54" width="560" height="315"
 * Homework:**
 * no HW
 * no HW

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">11/22/16 (Tues-Friday!!) *Last Day before Fall (Thanksgiving Break) - No Class, Pep Ralley =

=11/21/16 (Monday)= Agenda: Homework:
 * DQs:**
 * Chpt. 3-6 Assessment
 * Chpt. 3-6 Assessment
 * no homework (some students still have outstanding HW assignments from previously read chapters

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">11/18/16 (Friday!) =
 * DQs:**
 * Describe the H-R diagram and explain how we can use it to learn about stars
 * Describe various methods to determine the distances to stars
 * Compare various types of stars in terms of mass, luminosity, temperature, spectral class
 * Explain what proper motion is
 * Differentiate between luminosity, apparent and absolute magnitude
 * Agenda:**
 * H-R Diagram Lecture Practice wrksht.
 * Review
 * Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
 * Homework:**
 * Chpt. 17 HW due Friday by midnight

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">11/17/16 (Thursday) =
 * DQs:**
 * Describe the H-R diagram and explain how we can use it to learn about stars
 * Describe various methods to determine the distances to stars
 * Compare various types of stars in terms of mass, luminosity, temperature, spectral class
 * Explain what proper motion is
 * Differentiate between luminosity, apparent and absolute magnitude
 * Agenda:**
 * Review chpt. 17 concepts using Study Area resources & Google's 100,000 stars experiment
 * Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
 * Homework:**
 * Chpt. 17 HW due Friday by midnight

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">11/16/16 (Wednesday) =
 * DQs:**
 * Describe the H-R diagram and explain how we can use it to learn about stars
 * Describe various methods to determine the distances to stars
 * Compare various types of stars in terms of mass, luminosity, temperature, spectral class
 * Explain what proper motion is
 * Differentiate between luminosity, apparent and absolute magnitude
 * Agenda:**
 * Review chpt. 17 concepts using Study Area resources & Google's 100,000 stars experiment
 * Chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
 * Homework:**
 * Chpt. 17 HW due Friday by midnight

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">**11/15/16 (Tuesday)** = =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * Finish documentary on the Sun - see Monday's agenda entry below
 * Begin reading chapter 17 and working on the chapter 17 HW (see Mastering Astronomy Course website) - Due Friday night by midnight
 * Homework:**
 * Chpt. 17 HW due Friday by midnight

= =**11/14/16 (Monday)**=
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * Concept focus warm-up
 * Sun documentary:
 * media type="youtube" key="C2FETG7tCF0" width="560" height="315"
 * media type="youtube" key="KhhaED90PoE" width="560" height="315"
 * media type="youtube" key="x3ALuycrCwI" width="560" height="315"
 * media type="youtube" key="piuCwhIhkSs" width="560" height="315"
 * Homework:**
 * no homework

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">**11/11/16 (Friday!) *Veteran's Day** =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * Review energy production within the Sun
 * Neutrino video:
 * media type="youtube" key="vPfWHVaQUAY" width="560" height="315"
 * Homework:**
 * no homework

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">**11/10/16 (Thursday)** =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * Chapter 16 Study Area Resources: Animations and videos, interactive figures
 * Homework:**
 * Complete chapter 16 HW online

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">**11/9/16 (Wednesday) *Post election discussion** =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * Post election discussion/questions
 * Review of chapter 16 using clicker questions
 * Homework:**
 * Complete chapter 16 HW online

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">**11/8/16 (Tuesday) *Election Day - No school** =

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">**11/7/16 (Monday)** =
 * DQs:**
 * Summarize the overall properties and internal structure of the Sun
 * Describe the concept of luminosity, and explain how it is measured.
 * Explain how studies of the solar surface tell us about the Sun's interior
 * List and describe the outer layers of the Sun
 * Describe the nature and variability of the Sun's magnetic field
 * List the various types of solar activity, and explain their relation to solar magnetism
 * Outline the process by which energy is produced in the Sun's interior
 * Explain how observations of the Sun's core changed our understanding of fundamental physics
 * Agenda:**
 * Chapter 16 slide show
 * Solar System component project presentations
 * Homework:**


 * Complete chapter 16 HW online


 * 11/4/16** **(Friday!)**
 * DQs:**
 * How do stars form, evolve and die?
 * Agenda:**
 * Read chapter 16 & work to complete the chapter 16 homework from the Mastering Astronomy course website (Due Monday by midnight)
 * Homework:**
 * Chapter 16 reading and homework due by midnight Monday


 * 11/3/16** **(Thursday)**
 * DQs:**
 * How do stars form, evolve and die?
 * Agenda:**
 * Read chapter 16 & work to complete the chapter 16 homework from the Mastering Astronomy course website (Due Monday by midnight)
 * Homework:**
 * Chapter 16 reading and homework due by midnight Monday


 * 11/2/16 (Wednesday)**
 * DQs:**
 * How do stars form, evolve and die?
 * Agenda:**
 * Watch the following documentary either as a class or independently.
 * media type="youtube" key="m5bS-rLuPuI" width="560" height="315"
 * Homework:**
 * Finish watching the video above


 * 11/1/16 (Tuesday)**
 * Agenda:**
 * Solar System Component Project Presentations


 * 10/31/16 (Monday) Halloween!**
 * Agenda:**
 * Solar System Component Project Presentations


 * 10/24-28/16 (Monday-Friday) -** Follow Friday's 10/21 plan until project is complete. Presentations begin Monday. Be prepared to add your scaled model to the class collection.


 * 10/21/16 (Friday!)**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Solar System Components Unit:
 * You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
 * **Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).**
 * 1) Take notes on your topic as you complete the following steps.
 * 2) Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
 * 3) Find a documentary regarding your solar system component and watch it!
 * 4) Gather information, photos, data, etc. on your topic into a power point presentation
 * include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
 * Include all missions (in-situ) to explore the component
 * include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
 * Include all known orbital/rotation data known
 * include ancient history of the component if applicable
 * include observational and discovery history (dates and by whom)
 * include future planned missions and questions yet unanswered or mysteries of the component
 * 1) Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
 * scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
 * secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
 * Homework:**
 * Read your selected chapter and complete the associated HW by midweek next week


 * 10/20/16 (Thursday) - same plan as Wednesday 10/19 (see below)**


 * 10/19/16 (Wednesday)**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Temperature and Solar System formation worksheet
 * History of Astronomy presentations
 * Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
 * Solar System Components Unit:
 * You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
 * **Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).**
 * 1) Take notes on your topic as you complete the following steps.
 * 2) Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
 * 3) Find a documentary regarding your solar system component and watch it!
 * 4) Gather information, photos, data, etc. on your topic into a power point presentation
 * include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
 * Include all missions (in-situ) to explore the component
 * include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
 * Include all known orbital/rotation data known
 * include ancient history of the component if applicable
 * include observational and discovery history (dates and by whom)
 * include future planned missions and questions yet unanswered or mysteries of the component
 * 1) Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
 * scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
 * secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
 * Homework:**
 * Ch 06 HW on Mastering Astronomy course website due Wednesday by Midnight (extended)


 * 10/18/16 (Tuesday)**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Temperature and Solar System formation worksheet
 * History of Astronomy presentations
 * Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
 * Solar System Components Unit:
 * You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
 * **Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).**
 * 1) Take notes on your topic as you complete the following steps.
 * 2) Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
 * 3) Find a documentary regarding your solar system component and watch it!
 * 4) Gather information, photos, data, etc. on your topic into a power point presentation
 * include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
 * Include all missions (in-situ) to explore the component
 * include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
 * Include all known orbital/rotation data known
 * include ancient history of the component if applicable
 * include observational and discovery history (dates and by whom)
 * include future planned missions and questions yet unanswered or mysteries of the component
 * 1) Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
 * scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
 * secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
 * Homework:**
 * Ch 06 HW on Mastering Astronomy course website due Wednesday by Midnight (extended)


 * 10/17/16 (Monday)**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Finish Voyager Video
 * Review activity - Solar System formation
 * correctly sequence the solar system formation event from the choices below
 * 1) Dust particles form condensation nuclei through collisions. Particles grow rapidly in size.
 * 2) The largest protoplanets in the coolest parts of the solar nebula accrete gas; the smaller protoplanets in the inner solar nebula are unable to accrete gas due to the higher temperature.
 * 3) Planetesimals acquire sufficient mass to attract other objects gravitationally; the largest bodies start to dominate and grow rapidly.
 * 4) An interstellar gas and dust cloud, about 1 light-year in diameter, starts to gravitationally collapse.
 * 5) Over about one billion years the material left over from the solar system formation is cleared. This is the period of major bombardments for the inner planets, and for the moons of the outer planets. Also, icy planetesimals are cleared out of the outer solar system to form the Oort cloud and the Kuiper belt.
 * 6) The solar nebula, now about 100 A.U. in diameter, develops the shape of a rotating disk.
 * View Animation of solar system formation
 * media type="youtube" key="x1QTc5YeO6w" width="560" height="315"
 * Temperature and Solar System formation worksheet
 * Time to work on Chpt. 6 HW
 * Homework:**
 * Chpt. 6 HW due by midnight Tuesday


 * 10/14/16 (Friday)**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Project Presentations
 * Finish Voyager video
 * Class time to work on chapter 6 reading and homework
 * Homework:**
 * Finish chapter 6 HW & reading by Tuesday (midnight)


 * 10/13/16 (Thursday)**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Announcement about chapter 6 HW - due Tuesday 10/18
 * 3 Project presentations
 * media type="youtube" key="seXbrauRTY4" width="560" height="315"
 * Homework:**
 * Complete reading of chapter 6 and chapter 6 HW by Tuesday


 * 10/12/16 (Wednesday) No school, Inservice**
 * Homework:**
 * Continue reading chapter 6


 * 10/11/16 (Tuesday) Substitute Teacher**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Class read 132-133 (chapter 6 opener)
 * Reading chapter 6 either independently or in small groups
 * Homework:**
 * Continue reading chapter 6


 * 10/10/16 (Monday)**
 * DQs:**
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Agenda:**
 * History of Astronomy project presentations
 * Finish Telescopes Documentary
 * Homework:**
 * no homework


 * 10/7/16 (Friday!)**
 * DQs:**
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Agenda:**
 * Diagram how early telescopes worked. What were the major drawbacks and limitations?
 * Continue telescopes documentary
 * Homework:**
 * Have history of astronomy projects ready to present by Monday (presentations begin Monday)


 * 10/6/16 (Thursday)**
 * DQs:**
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Agenda:**
 * History of The Telescope Documentary
 * Homework:**
 * no homework, but must be ready to present History of Astronomy Projects


 * 10/5/16 (Wednesday)**
 * DQs:**
 * Differentiate among various types of telescopes and observational techniques
 * Describe the most important properties of various telescopes
 * Communicate briefly the history of telescopes
 * Agenda:**
 * Chapter 5 ppt
 * [[file:05_LectureOutline.pptx]]
 * Homework:**
 * no homework


 * 10/4/16 (Tuesday)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * media type="youtube" key="sVev5RsKXog" width="560" height="315"
 * media type="youtube" key="lsxvnVPLR1A" width="560" height="315"
 * media type="youtube" key="Bx0SMevn-0c" width="560" height="315"
 * Time to work on HW 05
 * Homework:**
 * Chpt. 05 HW due Tuesday night by midnight


 * 10/3/16 (Monday)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * Review Chpt. 3-5 Lecture Tutorial Assignments
 * Chpt. 4 ppt & self-guided tutorial as a class
 * Time to work on HW 05
 * Homework:**
 * Chpt. 05 HW due Tuesday night by midnight


 * 9/30/16 (Friday!)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * Chpt. 3-5 Lecture Tutorial Assignments
 * Homework:**
 * Chapter 4 HW due Friday Saturday night


 * 9/29/16 (Thursday)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * Chpt. 3-5 Lecture Tutorial Assignments
 * Homework:**
 * Chapter 4 HW due Friday night


 * 9/28/16 (Wednesday)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * Chpt. 3-5 Lecture Tutorial Assignments
 * Homework:**
 * Chapter 4 HW due Friday night


 * 9/27/16 (Tuesday)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * Chpt. 3 Lecture Tutorial Assignments (EM Spectrum and Blackbody Curves)
 * Time to work on Chapter 3 homework assignment (due tonight by midnight for full credit!)
 * Homework:**
 * Finish Chpt. 3 HW assignment


 * 9/26/16 (Monday)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * __ Textbook EM Spectrum Tutorial __
 * Chapt. 3 HW due tomorrow!
 * EM Spectrum and Blackbody radiation curves assignments
 * Homework:**
 * Complete chapter 3 homework assignment (mastering astronomy course website) **by midnight Tomorrow (Tuesday)**
 * Continue working on History of Astronomy project!


 * 9/23/16 (Friday!)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * Doppler Effect Demo
 * Diffraction grating exploration
 * SPVC:
 * Textbook EM Spectrum Tutorial
 * media type="youtube" key="n_KyYFYNvpI" width="560" height="315"
 * media type="youtube" key="h2kzT6CEhVs" width="560" height="315"
 * media type="youtube" key="8Rcx-xr__2I" width="560" height="315"
 * Textbook resources:
 * Labeling
 * Tutorials and Tutorials Quiz
 * Interactive Figures
 * Animations and Videos
 * Narrated Figures
 * Homework:**
 * Mastering Astronomy Course website homework due dates: 9/27, 9/29, 10/3


 * 9/22/16 (Thursday)**
 * DQ:**
 * Outline the basic properties of electromagnetic radiation
 * Explain how EM radiation transfers energy and information through interstellar space
 * Explain what astronomers can learn by studying light
 * Agenda:**
 * Light, radiation, Waves Inquiry exercise. Consider these three words, brainstorm with a partner what you know about these words/concepts and record this information on piece of paper. Share out with the class.
 * media type="youtube" key="jjy-eqWM38g" width="560" height="315"
 * media type="youtube" key="n_KyYFYNvpI" width="560" height="315"
 * Chpt. 3 power point.
 * Homework:**
 * Have you read chapter 2?
 * Have you completed the chapter 2 homework on the mastering astronomy course website?


 * 9/21/16 (Wednesday)**
 * DQ:**
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Agenda:**
 * View 1/2 of the following History of Astronomy documentary:
 * media type="youtube" key="9NOZoIoKi0E" width="560" height="315"
 * Homework:**
 * Continue/finish reading chapter 2 in Astronomy textbook
 * Visit the following websites and pick 2 or 3 topics of interest for research project. You will need to decide on one topic for your project.
 * UNESCO: Portal to the Heritage of Astronomy Full Case Studies
 * [|List of all Full Case Studies]
 * Wikipeida: The History of Astronomy
 * General project guidelines:
 * **Format:** any format is acceptable (Tri-fold poster, original video, power point, etc.) but keep in mind you will have to present your project to the class in no more than 10-12min. In order to earn an A on the project, an artifact, other than pictures/video/audio must be included. This means creating something which supplements the information you gather regarding your topic. You may create a 3d model, scale model, schematic, diorama, artwork, comic strip, replica, scale replica, performance, video, etc. The possibilities are endless! Be creative!
 * **Points:** Project will be worth 100pts. based on **presentation** and **content**
 * **Due date: Oct. 5th 2 weeks from today!**


 * 9/20/16 (Tuesday)**
 * DQ:**
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Agenda:**
 * Return and Review Tests & Celestial Sphere Activity
 * Time to work on HW
 * Homework:**
 * Complete CH 02 HW **due Tuesday!** (log-in to Mastering Astronomy course website for assignment)


 * 9/19/16 (Monday)**
 * DQ:**
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Agenda:**
 * Ancient Astronomy Documentary Content:
 * <span style="display: inline !important; display: inline !important;">media type="youtube" key="GbxzxEIlRmE" width="560" height="315"
 * media type="youtube" key="9NOZoIoKi0E" width="560" height="315"
 * media type="youtube" key="GevV1yvMJbc" width="560" height="315"
 * Homework:**
 * Complete CH 02 HW **due Tuesday!** (see Mastering Astronomy course website for assignment)


 * 9/16/16 (Friday!)**
 * DQ:**
 * What are the origins of modern astronomy?
 * How did people of various ages understand the universe they observed?
 * What were some of the great milestones regarding the development of our understanding of the universe?
 * Agenda:**
 * Complete pre-lecture assignment on Mastering Astronomy course website
 * Class read chapter 2 opener
 * Project Idea & resources
 * Video content :)
 * UNESCO: Portal to the Heritage of Astronomy Full Case Studies
 * [|List of all Full Case Studies]
 * Wikipeida: The History of Astronomy
 * media type="youtube" key="L-v5vZdpGB8" width="560" height="315"
 * media type="youtube" key="zjV3PQ4f6IM" width="560" height="315"
 * media type="youtube" key="GbxzxEIlRmE" width="560" height="315"
 * media type="youtube" key="GevV1yvMJbc" width="560" height="315"
 * media type="youtube" key="D085by5xVi8" width="560" height="315"
 * Homework:**
 * Complete CH 02 HW **due Tuesday!** (see Mastering Astronomy course website for assignment)


 * 9/15/16 (Thursday)**
 * DQ:**
 * n/a
 * Agenda:**
 * Chapter 1 Introduction to Astronomy Assessment
 * Homework:**
 * no homework


 * 9/14/16 (Wednesday)**
 * DQ:**
 * see chapter 1 objectives in textbook
 * Agenda:**
 * Flash card practice
 * Complete online course homework "Ch 01 HW" & "Chapter 1 Pre-lecture Assignment"
 * Homework:**
 * Review for chapter 1 quiz TOMORROW!
 * Check end of chapter 1 review questions against the following answer key:
 * [[file:REVIEW AND DISCUSSION answer key.pdf]]
 * [[file:REVIEW AND DISCUSSION answer key.pdf]]


 * 9/13/16 (Tuesday)**
 * DQ:**
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Agenda:**
 * Finish chapter 1 lecture PPT
 * [[file:01_LectureOutline.pptx]]
 * Labeling chapter 1 diagrams exercises as a class
 * True/False Questions with a partner
 * Check Review and Discussion Questions (should be completed in notebooks)
 * Begin review of Chapter 1 Review and Discussion Questions
 * Homework:**
 * Complete online course homework "Ch 01 HW" & "Chapter 1 Pre-lecture Assignment"
 * Study for chapter 1 quiz on Thursday
 * Expect AT LEAST 2 questions from each of the 6 sections in chapter 1


 * 9/12/16 (Monday)**
 * DQ:**
 * Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Agenda:**
 * Ensure all students have course access
 * Announcements:
 * Quiz on Thursday! Chapter 1
 * Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
 * Class time to continue reading chapter 1 and answer 15 Discussion and Review questions in notebooks.
 * Homework:**
 * Complete reading of chapter 1 and the chapter 1 reading and review and discussion questions (in notebooks). Due Tuesday 9/13.


 * 9/9/16 (Friday!)**
 * DQ:**
 * Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Agenda:**
 * Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
 * Homework:**
 * Complete reading of chapter 1 and the chapter 1 reading and review and discussion questions (in notebooks). Due MONDAY 9/12.


 * 9/8/16 (Thursday) *Emergency Early Dismissal - day cancelled**
 * DQ:**
 * Describe the celestial sphere and tell how astronomers use constellations and angular measurement to locate objects in the sky.
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Agenda:**
 * Work to complete the Position and Motion Celestial Sphere activity. Reference the supplemental resources listed in the 9/7/16 daily agenda entry for tips and help
 * Homework:**
 * Complete reading of chapter 1 and the chapter 1 reading and review and discussion questions (in notebooks). Due MONDAY 9/12.


 * 9/7/16 (Wednesday)**
 * DQ:**
 * Can you arrange the basic levels of structure and measurement in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Agenda:**
 * Class read pgs. 6-13, stopping to demonstrate and explore online textbook resources (students have computers open and ready to follow along) such as e-text, interactive figures, narrated figures, self-guided tutorials and tutorials quizzes, labeling, practice problems and true/false question banks.
 * Begin the night sky lecture tutorial "position and motion"
 * media type="youtube" key="1Toya19H12w" width="560" height="315"
 * ** Celestial Sphere Virtual-Diagram **
 * Homework:**
 * Complete chapter 1 reading and review and discussion questions (in notebooks) by Friday!
 * Complete chapter 1 reading and review and discussion questions (in notebooks) by Friday!


 * 9/6/16 (Tuesday) *4 Day week!**
 * DQ:**
 * Can you arrange the basic levels of structure and measurement in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Agenda:**
 * Assigned seats
 * Warm-up - The Meaning of a light-year in small collaborative groups
 * Review as a class
 * Class read pgs. 6-13, stopping to demonstrate and explore online textbook resources (students have computers open and ready to follow along) such as e-text, interactive figures, narrated figures, self-guided tutorials and tutorials quizzes, labeling, practice problems and true/false question banks.
 * Begin the night sky lecture tutorial "position and motion"
 * Homework:**
 * Complete chapter 1 reading and review and discussion questions (in notebooks) by Friday!

>>
 * 9/2/16 (Friday!) Picture Day**
 * DQ:**
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Agenda:**
 * Chapter 1 PPT up to 1-1 Angular Measure
 * media type="youtube" key="udAL48P5NJU" width="560" height="315"
 * media type="youtube" key="MP3jAg1C_hA" width="560" height="315"
 * media type="youtube" key="HEheh1BH34Q" width="560" height="315"
 * ==<span style="color: #333333; font-family: arial,helvetica,sans-serif;">**Galactic Perspectives**: ==
 * Zoomable Milky Way by ESO's ATLASGAL (wavelengths between Radio and Infrared)
 * Sky Survey by Nick Risinger
 * 100,000 Stars Google Chrome Experiment
 * [] - Htwins.net Universe Scale Simulation!
 * media type="youtube" key="1Toya19H12w" width="560" height="315"
 * ** Celestial Sphere Virtual-Diagram **
 * __IAU Constellations__
 * Constellation Directory
 * **[[file:Celestial Sphere Notes_Constellation Diagrams.pdf]] Wallace's Constellation Notes/Diagrams & Celestial Sphere Notes**
 * Small group chapter 1 textbook reading assignment with end of chapter questions in notebook
 * Online textbook access and student resources
 * Homework:**


 * Classroom materials needed.**


 * Astronomy Introduction - Who, What, Where, When, How, Why?**

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 * What is so special about Astronomy? Read pgs. 2-5 in the Astronomy Today Textbook.**

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 9884.5px; width: 1px;"> <span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 18030px; width: 1px;"> =<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/9/17 (Monday) A = = = = = = = <span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 20572.5px; width: 1px;">
 * Read the objectives of chapter 1 on pg. 5 - can you make any educated guesses or surmises regarding the objectives now? Begin reading chapter one and try to meet the objectives. Each chapter is organized into subsections - you can start with what interests you the most.**
 * 10/19/16 (Wednesday)**
 * DQs:**
 * Explain the importance of comparative planetology to solar system studies.
 * Describe the overall scale and structure of the solar system.
 * Summarize the basic differences between the terrestrial and the jovian planets.
 * Identify and describe the major nonplanetary components of the solar system.
 * Outline the theory of solar system formation that accounts for the overall properties of our planetary system.
 * Explain how the terrestrial planets formed.
 * Contrast the leading theories for the formation of the jovian worlds.
 * Describe how comets and asteroids formed, and explain their role in determining planetary properties.
 * Agenda:**
 * Temperature and Solar System formation worksheet
 * History of Astronomy presentations
 * Time to work on Chpt. 6 HW - DUE Wednesday night by Midnight
 * Solar System Components Unit:
 * You will choose a component of the solar system (listed below with corresponding textbook chapter) to focus on for approximately 1 week during which time you will complete the following requirements:
 * **Components: Mercury(8), The Moon (8), Venus (9), Mars (10), Jupiter or Major Moon of (11), Saturn or Major Moon of (12), Uranus (13), Neptune (13), Asteroids (14), Comets (14).**
 * 1) Take notes on your topic as you complete the following steps.
 * 2) Read the corresponding chapter and complete the associated Mastering Astronomy Course HW for that chapter only!
 * 3) Find a documentary regarding your solar system component and watch it!
 * 4) Gather information, photos, data, etc. on your topic into a power point presentation
 * include all relevant photos - surface photos if applicable, also photos of the component as seen through unaided human eyes on Earth, and through a moderately powerful telescope 8-16 inches, and through the Hubble Space Telescope (HST)
 * Include all missions (in-situ) to explore the component
 * include all physical/chemical properties of the body and atmosphere (if applicable) of the component known to date
 * Include all known orbital/rotation data known
 * include ancient history of the component if applicable
 * include observational and discovery history (dates and by whom)
 * include future planned missions and questions yet unanswered or mysteries of the component
 * 1) Create a scale model with cut-out internal structure display using scale: 2.75'' ~ 8,000miles (Earth would be the size of field hockey ball).
 * scale model should be colored to represent the appearance of the component from low orbit (~100 miles)
 * secure a string to the model so that it can be hung from the ceiling (sting length = 2 feet)
 * Homework:**
 * DQs:**
 * What is the atmosphere and meteorology/atmospheric science?
 * What questions do you have about the atmosphere or the science of the atmosphere?
 * Agenda:**
 * Textbook work: Read Chapt. 1 & complete the Review Questions 1-25, the Critical Thinking Questions 1-4, and the Visual Analysis Activity 1.1 & 1.2 on pg. 31
 * Homework:**
 * Complete above classwork by Wednesday

=<span style="color: #333333; font-family: arial,helvetica,sans-serif;">1/24/17 (Tuesday) B = <span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 22083.5px; width: 1px;"> <span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 42037.5px; width: 1px;">
 * DQs:**
 * Can you arrange the basic levels of structure in the universe in order of increasing or decreasing size?
 * Can you distinguish among scientific theories, hypotheses, and observations, and describe how scientists combine observation, theory, and testing in their study of the universe?
 * Can you describe the celestial sphere, and tell how astronomers use constellations and angular measurement to locate objects in the sky?
 * Describe how and why the Sun and the stars appear to change their positions for night to night and from month to month.
 * Be able to predict the motion of an object in the sky over the course of a day/night knowing the observers latitude and viewing direction.
 * Define and apply the use of altitude/azimuth, right ascension and declination.
 * Describe the motions of the EMS system
 * How are distance estimates made in astronomy?
 * Agenda:**
 * End of chapter section summary questions as a class (see e-text pgs. 28-30)
 * Telescopes!
 * Diagram our Solar System including at least relative distance and size estimates. Applying a scale may be very useful. Rulers will be helpful in creating your diagram to scale.
 * Class read 132-133 (chapter 6 opener)
 * SS Formation Video:
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 * Read pgs. 146-147 as a class and consider the evolution of SS exploration
 * Voyager Documentary: