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Graded ActivityCourse Activity: The Hierarchy and Scale of the Universe
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My Cosmic Address
Beyond your city, state, country, and continent, the next organizational level would be your planet,
Earth, followed by our planetary system, known as the solar system. Answer the questions below
by researching each hierarchical step beyond the solar system level, until you arrive at the final,
broadest level—the universe. You can use any online resources of your choice. Find reputable
resources for this activity, such as this site
about the depths of the solar system.
Estimated time to complete: 1 hour
Part A
A galaxy is a system of millions or billions of stars, combined with gas and dust, that are held
together by gravitational attraction. Within which galaxy does the Sun and its solar system
belong? As you are researching, list at least three characteristics that you learned about this
galaxy.
12pt
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Part B
Next, our galaxy can be organized into a galaxy group. This galactic group is a collection of
about 50 galaxies that are gravitationally bound to each other. What is the name of the galaxy
group in which our galaxy belongs? As you are researching, list at least three characteristics
that you learned about our galaxy group.
12pt
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Part C
Groups of galaxies are organized into superclusters. Superclusters can contain hundreds or
thousands of galaxy groups. What is the name of the supercluster that our galaxy group
belongs to? As you are researching, list at least three characteristics that you learned about
our supercluster.
12pt
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Part D
The last and final organizational structure is the observable universe. Given the information
that you just researched, create your very own cosmic address for your home or school using
the following template.
10pt
Name
Street
City
State
Country
Planet
Planetary System
Galaxy
Galaxy Group
Galaxy Supercluster
The Observable Universe
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Graded Activity
Course Activity: Coordinate Systems
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Celestial Coordinate Systems
In this task, you’ll use the horizon coordinate system to measure the altitude and azimuth of
Polaris. Polaris is a star located in the constellation Ursa Minor, also known as the Little Dipper.
Your investigation will start online, and then you’ll use the information you gathered online to
locate and measure Polaris in the night sky.
Estimated time to complete: 1 hour
If you’re using an Edmentum lab kit, get out the magnetic compass and binoculars from the bag
labeled “Common Materials.” Then proceed to part A. If you aren’t using an Edmentum lab kit,
please check with your teacher for help.
You’ll need these materials:
a magnetic compass
binoculars (optional)
Part A
Question
Use this online sky map
to view the stars and constellations that will be visible tonight
where you live. Make the following setting selections on the sky map:
On the bottom left side of the sky map, there is a grey box that may already have your
location listed. If your location is not listed, click this box and search for your city or town,
and select “use this location”.
Click on the grey date and time box that is on the bottom right side of the sky map. Use
today’s date but change the time to 22:00 (10:00 p.m.).
The bottom center of the map has several options that can be turned on or off. Turn on
the first option, “constellations”. This will add constellation labels to the sky map. Also,
make sure that the “landscape” and “atmosphere” options are turned on. The other
options can all be turned off.
Now, locate the search bar that is in the top center area of the sky map. Use this search bar to
help you find the constellation Ursa Minor, which is also known as the Little Dipper. Zoom in
on Ursa Minor until you can clearly see all seven of its stars.
Draw and connect the stars of Ursa Minor and label the star Polaris.
Fill:
▼
Line:
▼
Width:
2 pt
Lines
Shapes
Part B
Zoom out and drag the sky map until you can see a full circle sky on your screen. Make a
mental note of the location of one or two constellations that are near Ursa Minor.
Click on the grey time box that is on the bottom right side of the sky map. Use the slider to
fast-forward through time. Go from 22:00 to 6:00. Describe how the location of Ursa Minor
and the other constellations in the sky changed relative to Polaris throughout the night and
early morning.
12pt
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Part C
Keep the sky map positioned the same as in part B, so that the sky map looks like a full circle
on your screen. In this position, the sky map represents the hemisphere above an observer in
your location on Earth. The perimeter of the circle is where the sky meets the horizon.
In which direction is Polaris located? Is it closer to the zenith
night sky, or closer to the horizon?
, directly in the middle of the
12pt
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Part D
Now go outside and use the information you gathered in parts A–C to locate Ursa Minor and
Polaris in the night sky. Measure the azimuth and altitude of Polaris using the following image
and directions as a reference. For altitude, remember that the horizon is 0° and the zenith ,
directly overhead, is 90°. Report the azimuth
and altitude
of Polaris at your location in
the answer space.
Measuring the azimuth: Use your compass to identify the direction you are facing as you
view Polaris. The direction of Polaris corresponds to the degrees of azimuth shown here.
Measuring the altitude: Hold your hand at arm’s length and close one eye. Use the hand
measurements below to measure the height, or altitude, of Polaris above the horizon. Note
that not everyone’s hands are the same size, so as a reference for measurement, Ursa Major
(the Big Dipper) is approximately 25° across.
12pt
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Part E
If you were standing on the equator, at 0° latitude, Polaris would appear to be directly on the
horizon, with an altitude of 0°. If you were standing on the North Pole, at 90° latitude, Polaris
would appear to be at zenith, or 90°. How does the altitude you determined for Polaris using
hand measurements compare to the latitude of your location, which you determined in Task
1?
12pt
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Part F
Before the invention of GPS, early sailors and explorers turned to the stars for navigation.
Based on what you’ve learned in this activity, explain how Polaris could be used as a
coordinate system in the Northern Hemisphere to determine direction and location.
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Graded Activity
Course Activity: Tides
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Tides and Gravity
In this task, you will learn how Earth’s tides are affected by the gravity of the Sun-Earth-Moon
system.
Estimated time to complete: 1 hour
Part A
Isaac Newton’s universal law of gravitation is an expansion of the planetary motion ideas
developed by Johannes Kepler. One derivative of Newton’s universal law gives us a useful
formula to find tidal forces on Earth caused by either the Sun or Moon. The tidal force
depends on the mass m of the Sun or Moon, the radius r of Earth, and the cube of the
distance d between Earth and either the Sun or Moon. (The G in the equation is known as the
gravitational constant, and it doesn’t change.)
Based on the equation and your knowledge of the Sun-Earth-Moon system , which celestial
body (the Sun or the Moon) has a greater influence on Earth’s tides? Justify your answer.
12pt
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Part B
The gravitational pull of the Moon creates tidal bulges on two sides of Earth. One bulge is on
the side closest to the Moon, and the other is on the side opposite the Moon. This
gravitational attraction is literally pulling the water on Earth, creating a bulge.
A day on Earth is approximately 24 hours, which is the amount of time it takes for Earth to
complete one rotation around its axis. How do the two tidal bulges created by the Moon align
with the number and frequency of tides for each coastal city analyzed in Task 1?
12pt
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Part C
The graph shows how the tides changed over the course of a month on Wake Island, which is
located west of Hawaii in the Pacific Ocean.
Spring tides occur when the high tide grows very high and the low tide grows very low,
creating a large tidal range. Spring tides typically occur twice a month. (The name “spring
tides” does not have any relation to the spring season.)
Using the graph, identify two dates within the month that best fit the description of a spring
tide, the largest tidal range.
12pt
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Part D
Use the table to match a Moon phase to the dates of the spring tides you selected in part C.
Which two Moon phases coincide best with spring tides?
12pt
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Part E
The image shows how the different phases of the Moon are a result of the Moon’s position
relative to Earth and the Sun. Only four of the phases are shown.
Locate the two Moon phases from parts C and D that align with the spring tides. Is the
orientation and alignment of the Sun, Earth, and Moon in a straight line or at a right angle?
Gravitationally, how does this alignment likely influence Earth’s tides?
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Part F
Question
Select the correct answer from each drop-down menu.
Use what you learned in Task 1 and Task 2 to explain how the Sun-Earth-Moon system creates
daily and monthly patterns in Earth’s tides.
Earth’s tides are affected by the gravitational pull of the Sun and the Moon, but mainly
the Moon because the Moon is
. Each day, each costal region on Earth
experiences two high tides and two low tides in a
time period. This is
because the gravitational attraction of the Moon creates
on two
opposite sides of the planet. Two spring tides occur monthly, when the Moon is in its
new and full phases. During these phases, the Moon and Sun are oriented
, which gravitationally pulls the water
on Earth in the same direction, creating a large tidal range.