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Graded Activity
Unit Activity: The Universe
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Space Exploration and the Economy
In this activity, you’ll prepare a two- to three-page research paper highlighting the contributions of
a NASA space center and its effects on the local and national economy and culture. Choose a NASA
space center
to research, and then follow the steps provided to research, plan, and write your
paper. Use this information about the research process
and other links throughout the activity
as a guide.
Estimated time to complete: 2 to 3 hours
Part A: Ask Questions
Make a list of questions that will help you conduct research on the topic. Get started by
considering these questions that may help you better understand the topic:
What is the name and location of the space center you chose?
What are some of the space center’s most significant contributions?
How was the space center impacted by the retirement of the space shuttle program in
2011? How has this change affected future events scheduled at the space center?
What effect does this space center have on the economy and culture of the state where
it’s located?
What is the national yearly budget for NASA? If possible, find out how much money is
allotted to and spent by the space center you chose.
How would proposed budget cuts likely impact this space center and NASA’s role as a
leader in space travel?
Now write down two more questions that will help you strengthen the arguments in your
research paper. The questions could be about the space center you chose or NASA’s impact
on economy and culture.
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Part B: Find Credible Sources
When writing a research paper, look for credible sources. Science doesn’t show bias, but
humans do. Avoid sites and articles that provide facts without citing proper scientific
evidence. You must be able to identify reliable sites so that the data in your research paper is
credible.
Use sources that end in .gov. These government sites are reliable sources. You can also use
sites ending in .edu. They’re generally trustworthy, but sometimes students, rather than
scientists, write content for .edu websites. Always identify the source’s author. Some .org and
.com sites are credible, but it’s important to verify their authenticity. When reviewing a source,
ask these questions:
Who is the author?
Is this person an expert on the subject?
What is the document’s purpose?
Does the document state facts that scientists can prove with evidence?
Are there opinions in the document?
How old is the document?
Do other credible sources support the statements in the document?
Search for credible websites and note the information they contain. Write down three sources
that you’ll use for your research paper, and cite them using Modern Language Association
(MLA) citation methods .
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Part C: Take Notes
In a separate location, take notes from the sources you’ve identified. The notes will provide
details for your paper. While taking notes from texts and websites, use these reading
strategies . In the space provided, answer one of the questions you formulated in part A.
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Part D: Organize Your Information
After you’ve gathered your research and answered all of your questions, create an outline for
your research paper in the answer space. Following the guidelines for writing a fiveparagraph essay
may help you structure your outline. Be sure to include your thesis
statement in the introduction and a works cited page at the end of your paper listing the
authors and websites you consulted.
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Part E: Write Your Paper
Write your paper using your outline and research. Be sure to proofread
and revise
your
writing to catch any errors in grammar, spelling , logic, or cohesion . Remember that you
must add a works cited page
at the end of your paper to credit your sources.
When you have completed your paper, submit it to your teacher along with this activity.
Graded Activity
Course Activity: The Formation of the Atmosphere and Oceans
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Evolution of the Atmosphere
Volcanic activity on Earth is one of the processes responsible for altering the composition and
structure of the atmosphere. In this task, you will model the gases erupted during volcanic activity
through a chemical reaction between vinegar and baking soda. Then you will measure the effect
these gases have on temperature.
Estimated time to complete: 1 hour
If you’re using an Edmentum lab kit, get out the bags labeled “The Formation of the Atmosphere
and Oceans” and “Common Materials.” The kit materials you’ll need from these bags are italicized
in the following list. In addition to the kit materials, gather all the other items appearing in the list.
If you aren’t using an Edmentum lab kit, please check with your teacher for help.
You’ll need these materials:
2 thermometers to take continuous measurements for 30 minutes; must measure up to 120oF/50oC
disposable gloves
safety goggles
2 plastic soda bottles (2 liters each), rinsed and dried with the labels removed; the tops should
be evenly cut off the bottles so that the sides are straight and the bottle sits flat when turned
upside down
small glass or jar (250 milliliters or 6-8 ounces)
baking soda (1 tablespoon)
white vinegar (one-fourth cup)
a stopwatch (could be a mobile app or on a computer)
measuring cup (able to measure one-fourth cup)
measuring spoon: 1 tablespoon
a lamp with 150-watt incandescent bulb or access to a sunny area
3 sticky notes
an apron
Stay safe! Goggles, gloves, and an apron should be worn at all times during the experiment for
eye, skin, and clothes protection. Be sure to work in a well-ventilated area.
Part A
When baking soda (NaHCO3) and vinegar (HC2H3O2) react, one of the products is carbonic
acid (H2CO3). Carbonic acid rapidly decomposes into carbon dioxide gas (CO2) and water
(H2O), which are two of the compounds found in volcanic gas. In this experiment, you’ll
measure how these gases alter temperature. Before starting the experiment, predict how you
think the presence of CO2 and H2O will affect temperature. Explain your reasoning.
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Part B
Perform the experiment by following these directions:
Step 1
Using the sticky notes, label the thermometers T1 and T2. Make sure that both thermometers
are at room temperature (around 21°C). Then, in the table, record their temperatures and the
time of this initial measurement.
Step 2
Place 1 tablespoon of baking soda in the small glass or jar. Carefully add one-fourth cup of
white vinegar. When the mixture starts to bubble or fizz, place the first thermometer (T1) near
(not in!) the glass. Then cover the glass and the thermometer with one of the upside-down
soda bottles. If the thermometer cannot stand vertically on its own or it is too large to lay
horizontally within the soda bottle, it can lean against an inner side of the soda bottle.
Step 3
Immediately place the other soda bottle upside down over the second thermometer (T2).
Place each bottle approximately 4 to 5 inches apart under the lamp or other heat source. Turn
on the lamp to expose each bottle to heat. The lamp or heat source represents the radiant
energy that Earth receives from the Sun. The gases inside the bottles represents two different
atmospheric compositions. Determine how the amount of radiant energy absorbed by each
atmosphere changes by tracking the temperature in the table.
Step 4
In the table, record the temperature of each thermometer every 2 minutes for the first 10
minutes. Then record the temperature every 5 minutes for the next 20 minutes (30 minutes
total). If the temperature exceeds your thermometer rating, move the lamp farther away and
repeat this step.
12pt
Temperature
Time
(hour : minutes)
Interval
Thermometer 1
(T1)
Thermometer 2
(T2)
Initial
+2 min
+2 min
+2 min
+2 min
+2 min
+5 min
+5 min
+5 min
+5 min
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Part C
Question
Using the data you collected in part B, graph the temperature changes for each experimental
setup. Draw T1 using a red marker and draw T2, the control, using a blue marker. To add a
label, use the text box feature. To add a data point, use the circle feature.
Fill:
▼
Line:
▼
Width:
2 pt
Lines
Shapes
Part D
Reflect on the outcome of your experiment and then answer the following questions.
Question 1
How accurate was your prediction (hypothesis) in part A? Refer to your experimental data or
graph as evidence.
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Question 2
Volcanic activity during Earth’s formation is responsible for contributing a significant portion
of CO2 and H2O to the atmosphere. Explain how volcanoes can change the temperature and
composition of Earth’s atmosphere over time. Refer to your experimental data or graph as
evidence.
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Part E
Although scientists don’t know what the daily weather was like thousands or millions of years
ago, they are able to determine what the climate was like through clues in rocks, ice, and
fossils. The graphs show the percentage of CO2 in Earth’s atmosphere and the atmospheric
temperature over time. CO2 is considered a greenhouse gas. Based on the graphs below,
what conclusions can you make regarding the amount of CO2 in the atmosphere and the
atmospheric temperature over time? How do you think human activity pertaining to CO2
concentrations might alter Earth’s temperatures?
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Dispose of your materials properly:
The vinegar and baking soda solution should no longer be bubbling. Pour the solution slowly
down the sink with the water running.
Recycle the plastic soda bottles.
Graded Activity
Course Activity: The Fossil Record
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Fossil Formation
In this task, you will construct a model of a fossil mold and cast, and use the model as evidence to
explain how the biosphere relates to the geosphere.
Estimated time to complete:
Total time: 1 hour, 30 minutes
Active time: 30 minutes
If you’re using an Edmentum lab kit, get out the bag labeled “The Fossil Record.” The kit materials
you’ll need from this bag are italicized in the following list. In addition to the kit materials, gather all
the other items appearing in the list. If you aren’t using an Edmentum lab kit, please check with
your teacher for help.
You will need these materials:
approximately 2 cups dry plaster of Paris
petroleum jelly (enough to coat the object being fossilized)
a bivalve shell or a “household” item to fossilize, such as a leaf or a chicken bone
paintbrush, 1 inch or less in width
a plastic bowl
a small plastic spoon
measuring cup
ruler with English and metric scales
tap water (about two-thirds cup)
enough modeling clay to make a 12-centimeter circle that’s about 3 centimeters deep
After you’ve gathered all your materials, follow these instructions to create the fossil of the bivalve
shell (or the substitute item you may be using):
Make the mold by following these steps:
1. Take a clay ball and roll it to make a flat circle. The circle should be about 12 centimeters in
diameter and about 3 centimeters thick.
2. Turn up the edges of the clay about 2 centimeters to create a lip that will hold the plaster of
Paris later.
3. Coat the shell with petroleum jelly using a paintbrush.
4. Press the shell into the clay, and then remove it. You should see a shell-shaped impression in
the clay.
Make the cast by following these steps:
1. In a disposable plastic bowl, mix the plaster of Paris by following the instructions on the box.
Use two-thirds cup of water and 2 cups plaster of Paris. Use a plastic spoon to stir the mixture
until it is smooth.
2. Carefully pour the plaster into the clay mold. Fill it completely to the top of the turned-up
edge you created with the clay.
3. Allow the plaster to dry for at least 1 hour until it has formed a fossilized cast. When it has
dried, carefully and slowly remove the fossilized cast from the mold and set it aside. Make
sure the cast is completely dry before handling it further.
Part A
The replica fossil you just created models the actual formation of fossils on Earth. In your
replica, what do the clay and the plaster of Paris represent when compared to real fossils?
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Part B
Compare the fossil you made to the actual item you used to make the impression. What
characteristics of the item are represented well by the fossil and what characteristics are
missing from the fossil?
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Part C
Question
Select the correct location on the image.
As additional layers of sediment cover an organism that is being fossilized, the organism is
typically forced farther and farther below ground level as it ages. This layering of sediment
can create fossils within different layers that build on top of each other. Scientists can use the
order of the fossils within the layers to determine the relative age of the fossils. Using the
image below, identify the position of the oldest fossil.
Part D
Fossils can be found all over the world, often in layered rock formations. To determine the age
of the rock layers within an area, geologists and paleontologists use a technique called
radiometric dating. Determining the age of a rock layer allows scientists to determine the age
of the fossils within it.
Some of the more exciting fossil discoveries are of dinosaurs, which existed on Earth between
230 and 65 million years ago. Examine this map . Click the map to zoom in, and drag the
magnifying glass for a closer look. The map shows where prehistoric rocks formed during the
Triassic, Jurassic, and Crustaceous time periods, the same periods when dinosaurs walked on
Earth. Based on the map, what is the closest location to you where dinosaurs are likely to
have lived?
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Part E
Scientists have been able to uncover thousands of different types of fossils. But they have not
uncovered a complete fossil record of all life that has existed on Earth.
Reflect upon all the steps you went through to build your model of a fossil. Based on what
you’ve learned through building your own fossil model, as well as the processes involved in
fossilization, explain why all organisms don’t become fossils.
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Dispose of your materials properly:
Use the hardened clay and plaster of Paris as a keepsake or deposit them into the trash.
Throw the plastic spoon and bowl into the trash.
Do not wash any plaster of Paris or clay down the drain.