10
Map of Standards Quarter 1
The Earth, Solar System, and the Universe
Science Standards and Frameworks, pg. 252-
1a. Students know the differences and similarities among the Sun
, the terrestrial
planets
, and the Gas planets
may
have been established during the formation of the solar system
.
1a
- Students can describe how
the Earth and the planets formed from the Solar nebula.
1a-2. Students can compare and contrast the physical characteristics
- Students can describe how
of the Gas planets
vs. the terrestrial planets
and
relate these characteristics to the way they were formed.
1a-3. Students can identify observations
that support
the
theory behind planet formation [orbital plane is similar]. 1a-4. Students can discuss and differentiate between the two units used to measure distances in space- LY vs. AU
and
determine which unit should be used given certain distances in space [e.g. width of a galaxy].
2c
. Students know the
evidence indicating that all elements with an atomic number greater than that of Lithium have been formed by nuclear fusion in stars. 2d.
Students know that stars
differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences.
1b. Students know the evidence from Earth and moon rocks indicates the Solar System was formed from a nebular cloud
of
dust and gas approximately 4.6 billion years ago
.
1 b
- Students can explain how
relative dating and radioactive dating techniques
- Students can explain how
are used to
determine age of the Earth
.
1b-2. Students can state the age of the Earth as being approximately 4.6 billion years old
, based on
radioactive dating of terrestrial samples, lunar rocks, and meteorites.
1b-3. Students can recount how the Sun was formed from a cloud of gas and debris,
and how the Sun is
made up mostly of lighter elements
and some heavier elements.
1c. Students know the evidence
from
geological studies of Earth and other planets suggests that the early Earth was very different
from
Earth today. 1c
- Students can
describe the conditions existing on early Earth billions of years ago [lack of Oxygen, for e.g.] 1c-2 Students can explain how life was established on Earth 3.5 bya
- Students can
and discuss the
several theories
that
explain the origin of life. 1c-3Students can describe notable changes to the Earth’s atmosphere, lithosphere, and hydrosphere
as
Earth evolved.
1d
. Students know
the evidence
indicating that the planets are much closer to Earth than the stars are.
1 d
- Students can
explain how studying the relative motion of stars
- Students can
and planets
indicate that the planets are much closer to Earth than the stars are. 1d-2. Students can explain the different ways that the distances of stars from Earth could be measured: through parallax
, the
Doppler Effect,
and
through indirect methods of estimation [via Inverse Square Law of Light
].
1e
Students know the
Sun is a typical Star and is powered by nuclear fusion
,
primarily the fusion of H to form He
.
1 e
- Students
know that through spectral analysis
- Students
,
the Sun has been determined to consist mainly of H and He.
1e-2 Students can describe the process of nuclear fusion [nucleosynthesis], which is responsible for producing the energy that powers the Sun.
1f.
Students know
the evidence
for the
dramatic effects that asteroid impacts
have
had in shaping the surface of the planets and their moons
and
in mass extinctions of life
on Earth.
1f
- Students can
describe what asteroids
are and can enumerate the possible results of asteroid impacts
- Students can
.
1f-2 Students can give specific examples of mass extinctions
postulated to have been caused by asteroid impacts. 1f-3. Students can identify the specific periods [Cretaceous and Tertiary
] when
mass extinctions occurred believed to have been caused by
2a
Students know that the
solar system is located in the outer edge
of the disc-
shaped Milky Way galaxy
,
which spans 100,000 light years.
2b.
Students know that
galaxies are made up of billions of stars
and
comprise most of the visible mass
of the
universe. 2a
- Students can identify
the Milky Way
- Students can identify
galaxy as
the location of our Solar System and can pinpoint Solar System’s at the outer edge
of the galaxy.
2a-2. Students can describe the physical characteristics of the Milky Way [shape, composition
].
2b-1. Students can describe how galaxies are grouped into clusters or super clusters
in the Universe.
2b-3. Students know the existence of “dark matter
”
in space, and how the mass of this “invisible matter
” is
even greater than the mass of the visible. 2b-4. Students can classify galaxies by using such physical characteristics
as
position in sky,
brightness,
etc.
N
ote
:^
These standards mirror some of the Grade 7 and Grade 8 standards, and thus may
just
require review of material.
2c
- Students can explain
how heavier elements such as Carbon and Iron
- Students can explain
may be
found in stars as a result of nuclear fusion
, and explain
why these elements can only be found in massive stars
.
2d-1 Students can classify stars according to such characteristics as color,
chemical composition
, size,
luminosity, and surface temperature and gravity
.
2d-2. Students can describe the different types of telescopes
scientists use to collect data about stars. 2d-3. Students can explain how stars emit light of different wavelengths
that depend on
their chemical composition. 2d-4. Students can diagram the different stages of any-sized Star from birth to death and can predict
the fate of a star of
a given mass.