Mars-Bound

by Evelyn Baldwin, Brigitte Wetz, and Liz Brown

Investigation Lesson – Expanding Universe - Geology

LESSON PLAN – The Expanding Universe

Name(s):

Brigitte Wetz

Title of Lesson:

The Expanding Universe

Source of Lesson:

NASA/MSU-Bozeman CERES Project - http://btc.montana.edu/ceres/html/uni1.html#activity1

Length of Lesson:

1 class period (50 min.)

Description of the Class:

Geology – Mars Rover Curriculum

TEKS Address - Astronomy:

(3) Scientific processes. The student uses critical thinking and scientific problem

solving skills to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including

hypotheses and theories, as to their strengths and weaknesses using

scientific evidence and information;

(B) draw inferences based on data related to promotional materials for

products and services;

environment;

(D) describe the connection between astronomy and future careers; and

(E) research and describe the history of astronomy and contributions of

scientists.

(5) Science concepts. The student knows the scientific theories of the evolution

of the universe. The student is expected to:

(A) research and analyze scientific empirical data on the estimated age of

the universe;

(B) research and describe the historical development of the Big Bang

Theory; and

I. Overview

Students work in groups to understand the concept that the universe is expanding and to explore Hubble’s Law/Hubble’s constant.

II. Performance Objectives

The student will be able to:

· Illustrate the expansion of the universe with a model

· Explain and provide examples of Cepheid variables and apply (redshift velocity) = (distance)*(Hubble’s constant)

· Give supporting evidence for the Big Bang Theory

III. Resources, Materials, and Supplies needed for a class of 24

For each group of 3:

1 balloon

1 marker

1 flexible ruler

1 paper clip

For the entire class:

24 Student Worksheets - http://btc.montana.edu/ceres/html/unistudentact.html

IV. Safety Considerations

Students should be careful with the paper clips and balloons.

V1. Set-up

1. None

Five E Organization

Teacher Does Student Does

Engage:

Time: 5 minutes

Show students a graph of the Hubble Redshift Relation.

Ask the students the following:

What does this graph mean?

Approximately what is the slope?

Tell students that the graph shows the relationship between recessional velocity and distance and demonstrates Hubble’s Law. The slope is known as the Hubble constant. When inversed, the constant has the dimension of time and can estimate the age of the Universe. Explain to students the Doppler effect.

Students look at the graph

The further a galaxy is from Earth the faster is it is going
75 km/s / Mpc

Students listen and take notes.

Explore:

Time: 30 minutes

Explain the balloon experiment to the students.

Students work in groups of 3 to do the activity.

Each student is to write an answer on their own worksheet.

Students listen attentively.

Students work diligently in their groups, asking any questions if they have them.

Explain:

Time: 15 minutes

Go around to each group and answer the questions in the activity. If any answers disagree, ask the students to explain their reasoning and as a class come to a consensus on the correct answer.

Students discuss results with the class.

Extend/Elaborate:

Time: Homework

Have students research other evidence for the Big Bang and who Hubble was and give a quick briefing during the next class.

Students will then present their findings to the class.

Evaluate:

Time: 0 minutes

Evaluation is constant in this lab from how well students work in a group to how well they critically think and how they answer the worksheet.

Students turn in their worksheets.