FACILITATOR GUIDE
Mid-continent Research for Education and Learning 4601 DTC Boulevard., Suite 500 Denver, CO 80237 Phone: 303-337-0990 Fax: 303-337-3005 www.mcrel.org 20120201 This document has been funded at least in part with federal funds from the U. S. Department of Education, Institute of Education Sciences, R305A090344. The content of this publication does not necessarily reflect the views or policies of the Department of Education nor does mention of trade names, commercial products, or organizations imply endorsements by the U.S. Government.
Table of Contents
Acknowledgements Program Overview Program Overview Navigating the Facilitator’s Guide Standards Alignment Vocabulary by Day Curriculum At-a-Glance Common Participant Preconceptions (and How to Help) Science and Faith: Crucial Conversations Preparation for Day 1 Day 1: Genesis—A Journey to Collect Elements Day 1 Resources Day 2: Sampling the Sun Day 2 Resources Day 3: Life’s a Puzzle: What Does This Puzzle Tell Us? Day 3 Resources Day 4: Modeling the Periodic Table Day 4 Resources Day 5: How Does the Sun Make Elements? Day 5 Resources Day 6: How Do We Know What the Sun Is Made of? Day 6 Resources Day 7: What Can Isotopes Tell Us? Day 7 Resources Day 8: Digging a Little Deeper Day 8 Resources Day 9: How Do Elements Relate to the Solar System? Day 9 Resources Day 10: Now I Know . . . Sense-Making Sense-Making Strategies Developing Scientific Thinking with Effective Questions Mind-Mapping Genesis Mission The Genesis Mission: An Overview How Does Studying the Wind Tell Us About the Origin of Planets? The Sun is a Star Solar Nebula Supermarket Rubrics Collaboration Rubric Presentation Rubric Museum Exhibits Museum Exhibit Content Options Museum Exhibit Format Options
Cosmic Chemistry Facilitator Guide: Program Overview
iv iii v vii xiii xv xvii xxiii xv 1 23 37 61 75 97 103 123 131 153 159 181 197 223 233 251 255 273 275
287 289 291 293 299 301 303 305
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Acknowledgements Advisory Board: Shari Asplund | Education/Public Outreach Manager | NASA Tom Curley | Science Instructor | Alta Loma High School Sarah Pitcock | Senior Director | National Summer Learning Association Don Sweetnam | Genesis Mission Project Manager | NASA, Jet Propulsion Laboratory Richard Day | Science Curriculum Specialist | Union Public Schools Curriculum Developers: John Ristvey, M.S. | Senior Director | McREL Danette Parsley, Ed.D. | Senior Program Director | Education Northwest Whitney Cobb, M.E.| Lead Consultant | McREL Sandra Weeks, M.A. | Senior Consultant | McREL Sarah LaBounty | Lead Consultant | McREL Heather Martindill | Lead Consultant | McREL Evaluation: Dawn Mackety, Ph.D. | Principal Researcher | McREL Andrea Beesley, Ph.D. | Senior Director | McREL Sheila A. Arens, Ph.D. | Senior Director | McREL Susie Bachler | Research Associate | McREL Sarah Gopalani | Research Associate | McREL Stephanie Baird Wilkerson, Ph.D. | Principal Consultant | Magnolia Consulting Carol Haden, Ed.D. | Senior Consultant | Magnolia Consulting U.S. Department of Education Liaison: Jonathan Levy | Research Scientist | IES Graphic Design & Layout: Mary Cullen | Administrative Coordinator | McREL Nicole Hess | New Media Coordinator |McREL Video: Judy Counley | Media Manager | McREL Talliver Hare | Video/Digital Assistant | McREL Special Thanks to: Union Public Schools, Tulsa Oklahoma for partnering with us and hosting our pilot and field test of Cosmic Chemistry. Richard Day | Science Curriculum Specialist Becky Morales | Science Teacher Jenny Johnson | Science Teacher Crystal Borrelli | Science Teacher
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Cosmic Chemistry Program Overview
Program Overview
Program Overview
At the heart of Cosmic Chemistry lies science as a human endeavor. Described in the National Science Education Standards, the “human dimension of science” encompasses the journey that scientists with diverse interests, talents, qualities, and motivation take as they engage in science and engineering to better understand our world (p. 200). In Cosmic Chemistry, participants recognize their high school experience is a journey leading to future college and/or career opportunities. They emulate the habits of mind that practicing scientists and engineers model in the real-world context of NASA’s Genesis mission. Cosmic Chemistry is grounded in research-based best practices—setting high expectations, deepening background knowledge, and motivating participants—that are associated with increased participant achievement and conducive to implementing dynamic out-of-school-time programs. Cosmic Chemistry Facilitator Guide: Program Overview
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Negotiating the Facilitator Guide This guide places all the resources you need to successfully facilitate the Cosmic Chemistry program at your fingertips. You will need to access the Facilitator and Participant Google Sites to display information for participants. Each day comes with an overview, agenda, detailed guidance for each activity, and notes about how to prepare for the next day. The resources for each day include an answer key and blank participant version for all participant activities–in addition to background information that can deepen your (and your participants’) knowledge of the chemistry or space science involved in the day. The information in the back is tabbed to give you quick access to components that are used throughout the program. The following icons appear throughout the guide to assist you in negotiating the facilitator guide. Icon
What It Means Vocabulary instruction is occurring about one of the day’s vocabulary words. Identifying and having multiple experiences with specific words that are the most important for understanding helps all learners focus on what is important. Participants engage with these words throughout the program in different ways. This allows them to construct a deep understanding of the concept behind the term as well as its relationship with other concepts. Time allotted for a given activity.
Sense-Making opportunity for participants. These also serve as places for facilitators to check that participant knowledge, motivation, and engagement are on-track. For sense-making strategies and instructions used in Cosmic Chemistry, see page 281. Tip Boxes provide instructional alerts to facilitators. These are best used if they are read in advance of implementing the program.
Tip!
High Expectations:
Caution Ahead!!
High Expectations Boxes provide support for facilitators to have high expectations for their participants. Safety Cautions alert facilitators to possible areas of hazard during the program. Collaboration/Presentation Rubric indicates the use of one of these rubrics during an activity.
Cosmic Chemistry Facilitator Guide: Icon Key
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Standards Alignment Concepts and Daily Chemistry Class Connections National Science Education Standards (bold portions are emphasized in the program) Unifying Concepts and Processes Evidence, Models, and Explanation “Models help scientists and engineers understand how things work. Models take many forms… Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models…”
Cosmic Chemistry Concepts
Daily Chemistry Class Connections
1. Give an example of how • a model can be used to describe how a phenomena and/or process works, including the limitations • of that model.
•
Cosmic Chemistry Facilitator Guide: Standards Alignment
Recognize that models are used frequently in chemistry to help scientists understand how things work. Describe how the same information can be modeled in different ways. For example: o Mass spectrometry. o The process used to create the periodic table. o Fusion reactions in the Sun. o Isotopes. o Atomic structure. Determine ways a model is an accurate representation and is limited in the way it represents a phenomena or process.
Chemistry Foundation Assessment 14
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National Science Education Standards (bold portions are emphasized in the program) Physical Science Grades 5-8 PROPERTIES AND CHANGES OF PROPERTIES IN MATTER • Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group. • Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter.
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Cosmic Chemistry Concepts
Daily Chemistry Class Connections
2. Describe that elements are the simplest type of matter (i.e., made of only one type of atom).
• •
Define element. Research one element and its properties.
3
3. Explain the difference in the way elements and compounds are represented (i.e., elements are represented with chemical symbols, compounds are represented with chemical formulas).
•
Explain the difference in the symbols used to represent an element and a compound. Define element. Define compound.
6 13
• •
Chemistry Foundation Assessment
Cosmic Chemistry Facilitator Guide: Standards Alignment
National Science Education Standards (bold portions are emphasized in the program) Physical Science Grades 9-12 STRUCTURE OF ATOMS • Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together. • The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.
Cosmic Chemistry Concepts
Daily Chemistry Class Connections
4. Describe the structure of the atom including the location and properties (i.e., relative mass, charge) of the subatomic particles (i.e., proton, neutron, electron).
•
•
•
•
•
5. Describe the effect of changing the number of protons, neutrons, and electrons has on an atom.
• • • • •
•
•
•
Cosmic Chemistry Facilitator Guide: Standards Alignment
Identify the location of protons, neutrons, and electrons in an atom. Recall that the mass of protons and neutrons are relatively equal. Recall that the mass of an electron is much less than either a proton or neutron. Identify the charge of a proton (positive), a neutron (neutral), and an electron (negative). Diagram the relationship of the subatomic particles (electron, proton, and neutron) in an atom. Define atom. Define matter. Define ion. Define isotope. Explain that atoms gain or lose electrons to form ions. Explain the relationship between number of neutrons and atomic mass. Describe the relationship between isotopic abundance and atomic mass. Explain that the number of protons provides the identity of the atom.
Chemistry Foundation Assessment 1 2 11 12
7 8
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National Science Education Standards (bold portions are emphasized in the program) Physical Science Grades 9-12 STRUCTURE AND PROPERTIES OF MATTER • An element is composed of a single type of atom. When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies.
Cosmic Chemistry Concepts
Daily Chemistry Class Connections
6. Interpret the following on a diagram: atomic symbol, atomic number, atomic mass.
• •
•
• •
7. Explain the • arrangement of the Periodic Table (i.e., ordered by atomic number, • groups/families by similar properties, outer electron levels contain similar numbers of electrons). •
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Chemistry Foundation Assessment
Identify a chemical symbol. Describe a chemical symbol and how to write a chemical symbol. Recognize/Identify the atomic number on a chemical symbol. Identify the atomic mass on a chemical symbol Calculate the number of protons, neutrons, or electrons from a given elemental symbol that may be an isotope and/or ion.
4 5 16
Explain that elements are organized in the periodic table by increasing atomic number. Explain that the elements in the columns of the periodic table are referred to as groups/ families and share similar properties. Recognize the location of general families on the periodic table, such as alkali metals, halogens, and noble gases.
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Cosmic Chemistry Facilitator Guide: Standards Alignment
National Science Education Standards (bold portions are emphasized in the program) Physical Science Grades 9-12 INTERACTIONS OF ENERGY AND MATTER • Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb or emit light only at wavelengths corresponding to these amounts. These wavelengths can be used to identify the substance. Earth and Space Science Grades 9-12 THE ORIGIN AND EVOLUTION OF THE UNIVERSE • Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium. These and other processes in stars have led to the formation of all the other elements.
Cosmic Chemistry Concepts
Daily Chemistry Class Connections
8. Explain that absorbed or emitted light can be used to identify elements or molecules.
•
Explain that absorbed or emitted light can be used to identify elements or molecules.
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9. Explain that the Sun forms new elements through fusion reactions.
•
Explain that the Sun forms new elements through fusion reactions.
9 10
Cosmic Chemistry Facilitator Guide: Standards Alignment
Chemistry Foundation Assessment
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National Science Education Standards (bold portions are emphasized in the program) History and Nature of Science Grades 5-8 SCIENCE AS A HUMAN ENDEAVOR • Women and men of various social and ethnic backgrounds—and with diverse interests, talents, qualities, and motivations—engage in the activities of science, engineering, and related fields such as the health professions. Some scientists work in teams, and some work alone, but all communicate extensively with others. • Science requires different abilities, depending on such factors as the field of study and type of inquiry. Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity—as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.
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Cosmic Chemistry Concepts
Daily Chemistry Class Connections
10. Describe that teams of scientists often collaborate in their work to seek answers to questions for a more complete understanding of the Solar System.
•
11. Explain how a human quality, such as reasoning, insight, or creativity, is used to overcome adversity (e.g., inevitable schedule changes, funding limitations, unexpected results).
•
•
•
•
•
Describe that scientists work in teams. Describe that scientists communicate with others. Describe what it is like to communicate with others remotely.
Chemistry Foundation Assessment N/A
Recognize that scientists have diverse interests, talents, qualities, and motivations. Describe how one ability/skill/talent was used by a scientist during mission conception, execution, or analysis. Describe how scientists used reasoning, insight, or creativity to overcome challenges that are part of conducting research.
Cosmic Chemistry Facilitator Guide: Standards Alignment
Vocabulary by Day The following table lists the vocabulary that is emphasized throughout the program. Many of the terms will be familiar to participants from their prior instruction, but this program gives you a chance to revisit them and help correct and clarify their conceptions. The hope is that participants gain a deeper understanding of the terms than mere definitions. This process occurs over time and the more a participant encounters a word, the more sophisticated their understanding will become. For this reason, the table also shows which days of the program will involve which terms. Please note, many other terms could have been added to this list. In keeping with good vocabulary instruction, the list had been limited to those words that are most important for participants to grasp, both during the program and afterward in chemistry class. Vocabulary Abundance Atom Atomic Mass Atomic Number Atomic Symbol Compound Electron Electron Shell Element Fusion Ion Isotope Matter Neutron Nucleus Periodic Table Proton Solar Wind
1 X X X X
2
3
X X X X
4 X
X X X
X X
X
X
X X X X
X X
X X X
Cosmic Chemistry Facilitator Guide: Vocabulary by Day
9
10
X
X X X X
X X X
X
X X
X
X
8 X X
X X X
X
Addressed on Day 5 6 7 X X X X X X X
X
X X
X X
X
X
X X
X
X X
X
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Week One Curriculum At-a-Glance
8:30 8:45
Monday
Tuesday
Wednesday
Thursday
Friday
Genesis - A Journey to Collect Elements
Sampling the Sun
Life’s a Puzzle: What Does This Puzzle Tell Us?
Modeling the Periodic Table
How Does the Sun Make Elements?
Elemental Introductions: Symbol & Properties
9:00 9:15
Classroom Norms
9:30
Break
9:45
Activity: Exo's Discovery
10:00
Elemental Introductions: Musical Properties
Elemental Introductions: Atomic Mass
Elemental Introductions: Electron Levels
Atomic Challenge: Element
Activity: What Do I Like?
Collaboration Rubric
Activity: Who Am I?
Guest Speaker: Communication in Science
Activity: Arranging a Deck of Cards Break
Review Collab. Rubric
Activity: Sampling the Sun
Activity: Elemental Trends
10:15 10:30 10:45
Videos: Discovery & Genesis Mission
11:00
Break
11:15
Webinar: Don Sweetnam
11:30
Break
Break
Activity: It’s All in the Family
Activity: Proton Smasher
Break
Plan and practice presentations
Activity: Oh, What a Trip!
Activity: Plasma Wars!
12:15
Vid: Forging the Elements
Presentation Rubric
11:45 12:00
Break
Guest Speaker: Cleanroom Technology
12:30
Break
Break
Break
Presentation: It's All in the Family
Presentation: Our Periodic Table
Wrap up Team Building
Museum Exhibit Intro.
12:45
Wrap up
Wrap up
Wrap up
Wrap up
13:00
What's the buzz?
What's the buzz?
What's the buzz?
What's the buzz?
Cosmic Chemistry Facilitator Guide: Week One At-a-Glance
What's the buzz?
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Week Two Curriculum At-a-Glance
8:30
Monday
Tuesday
Wednesday
Thursday
Friday
How Do We Know What the Sun is Made of?
What Can Isotopes Tell Us?
Digging a Little Deeper
How Do Elements Relate to the Solar System?
Now, I know…
Atomic Challenge: Ion
Atomic Challenge: Isotope
8:45 9:00 9:15
Guest Speaker: Light as a Tool
Activity: Analyzing Tiny Samples
9:30
Atomic Challenge: Anything Goes!
Activity: What Do I Like? Activity: Solar System Formation
Activity: Museum Exhibit Final Touches Museum Session 1
Activity: Museum Exhibit Creation
9:45
Break
Break
10:00
Demonstration: Flame Tests
Museum Session 2
10:15 10:30 10:45
Activity: Here Comes the Light!
11:00
Break
Break
Museum Exhibit Selection
Video: Testing to Assure Success
Break Activity: A lot in common Part 1
11:15 11:30
Activity: Cosmic Abundances
Activity: Museum Exhibit Research
11:45 12:00
Break
12:15 12:30
Activity: Decoding Cosmic Spectra and Video: A Universe …
12:45 13:00
Webinar: Genesis Results
Break
Break Activity: Museum Exhibit
Break
Break Wrap up
Wrap up
Activity: A lot in common part 2 Wrap up
What's the buzz?
What's the buzz?
What's the buzz?
Cosmic Chemistry Facilitator Guide: Week Two At-a-Glance
Post-Background Knowledge Survey
Welcome and Student Presentations Panel: Ready for Chemistry
Lunch Wrap up
What's the buzz? Day ends early!
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Common Participant Preconceptions (and How to Help)
Physical change means that atoms change
Our Sun the Planet
Solar System
Chemistry
White light changes to make colors
Models
Models copy reality
Preconceptions you may encounter
Scientists Scientists don't look like me
Scientific Language Scientists don't have values
Properties are owned
Cosmic Chemistry Facilitator Guide: Common Participant Preconceptions
All science is fact
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The following are preconceptions participants may have about science that you may encounter at any point in the Cosmic Chemsitry program. The second column lists a way to help your participants consider and revise their thinking about their preconceptions. Preconception All science is fact
How to help participants
Most participants think that scientific knowledge progresses through changing facts and improved technology. They do not recognize that changed theories sometimes suggest new observations or reinterpretation of previous observations. (Project 2061, 1993, p. 332)
Discuss the meaning of the word “fact.” Have participants explain what it means to them using their own examples as support.
Middle and high school participants may think that everything they learn in science classes is factual and make no distinction between observation and theory (or model). (Project 2061, 1993, p. 332) Models copy reality
Provide time for your participants to engage in sense-making about their understanding of the differences between the three. (Tweed, 2009, p. 103)
Many middle and high school participants think of models as physical copies of reality, not as conceptual representations. (Project 2061, 1993, p. 357)
Take advantage of the many different models in the program to promote participant thinking and discussion about what a model is and why it is not a physical copy of reality. Provide time for your participants to engage in sense-making about their understanding of the way models are accurate and inaccurate conceptual representations of reality. (Tweed, 2009, p. 103)
Our sun the planet The sun is a planet (Driver, et al., 1994, p.174) Stars are part of the solar system (Mant & Summers, 1993; Summers & Mant, 1995).
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Make the distinction between fact, theory, and models when physical models (like the atomic/molecular model) are introduced.
Explain to participants the difference between planets and stars. Explain what attributes make the sun a star and what attributes make Jupiter (for example), a planet. Provide time for your participants to engage in sense-making about their understanding of planets and stars. (Tweed, 2009, p. 103)
Cosmic Chemistry Facilitator Guide: Common Participant Preconceptions
Preconception Scientists don’t have values
How to help participants
Some participants think that moral values and personal motives do not influence a scientist’s contributions to the public debate about science and technology and that scientists are more capable than others to decide those issues. (Project 2061, 1993, p. 333)
Take the opportunity to ask your guest speakers about their personal stories and motivations. Some sample questions are: • What personally motivates you to work in this field? • How do you think people will benefit from your work? • How does your work contribute to the greater good of society?
Scientists don’t look like me Many participants think that scientific work is dull and rarely rewarding, and scientists are bearded, balding, working alone in the laboratory, isolated and lonely. (Project 2061, 1993, p. 333)
Provide time for your participants to engage in sense-making about their understanding of the way values influence the scientists they interact with throughout the program. (Tweed, 2009, p. 103) Point out scientists that come from diverse backgrounds and work in dynamic environments. Provide examples of scientists that reflect backgrounds that might resonate with participants. If you can, tie these in with your local speakers! Have participants ask the participating scientists questions about their work environments. Provide time for your participants to engage in sense-making about their understanding of the way scientists work and interact throughout the program. (Tweed, 2009, p. 103)
Cosmic Chemistry Facilitator Guide: Common Participant Preconceptions
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The following are preconceptions participants may have about science that you may encounter on specific days of the Cosmic Chemistry program. The second column lists a way to help your participants consider and revise their thinking about their preconceptions
Preconception
How to help participants
Days 3 & 4
Properties are owned Participants’ previous associations with the word “property” imply ownership of personal belongings. They tend to project these meanings onto the definitions of physical property and chemical property. Therefore, participants may have difficulty using this term to describe characteristic features of a material. (Driver, et al., 1994, p. 90)
Prior to introducing the term “property” as it is used in chemistry, ask participants to share how they would define the term / explain what a property is. Describe how the term is used differently when discussing features of matter / elements / compounds. Provide time for participants to revisit their understanding of what a property is toward the end of Day 4. (Tweed, 2009, p. 103)
Day 6
White light changes to make colors White light is changed to produce colors. Some participants think that a dyeing mechanism turns white light into different colors or they might think that white light projects the color of a filter forward. (Driver, et al., 1994, p. 131)
After participants have looked through their spectroscopes, probe them for an explanation about what is happening to the light when it goes inside. After participants have looked at the spectra emitted by fluorescent and incandescent bulbs, revisit participant ideas about what is happening to the light. (Since the instrument has not changed, the evidence of the different spectra may cause some participants to revise their thinking.) Be sure to provide time for participants to make sense of the idea that white light contains many different colors of light. (Tweed, 2009, p. 103)
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Cosmic Chemistry Facilitator Guide: Common Participant Preconceptions
Preconception
How to help participants
Day 9
Physical change means that atoms change A change in the physical state of an element means that the atoms have changed. (Driver, et al., 1994, p. 76)
Prior to the Solar System formation activity, ask participants to explain what solidification means to them using their own examples as support.
Participants associate the attributes of elements only to single atoms and not an aggregate of atoms. (Driver, et al., 1994, pp. 93-95)
During or after the activity, have participants explain what happened to their atoms at the different lines. Be sure to provide time for participants to make sense of the fact that the process of solidification did not change the composition of the atoms. (Tweed, 2009, p. 103)
References American Association for the Advancement of Science (1993). Benchmarks for science literacy: Project 2061. New York: Oxford University Press. Driver, R., Squires, A., Rushworth, P., Wood-Robinson, V. (1994). Making sense of secondary science: research into children’s ideas. New York: Routledge. Tweed, A. (2009). Designing effective science instruction: What works in science classrooms. National Science Teachers Association.
Cosmic Chemistry Facilitator Guide: Common Participant Preconceptions
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Science and Faith: Crucial Conversations
“Origins of the Solar System? But I believe God created the Solar System.”
The mention of God or faith can raise tensions in science classrooms. We view it as an opportunity to have a meaningful conversation about the human endeavor to understand the world around us and the very nature of science. We’ve focused on giving you ideas and opportunities to create a safe, supportive, and respectful environment for your participants. That they feel able to voice this kind of a concern is a good indicator that your environment is doing what it should. Here are some tips to keep it up. Participants often voice this kind of concern because they fear that they are being asked to choose between science and their faith. Since a lot of the rhetoric from both science and religion sets up that conflict, it is a natural concern. The first thing to do is relax their fear. Don’t make them feel foolish for their beliefs (or you’ll lose the respect of everyone in the room), and assure them that you will not ask them to choose between science and their faith. Below are two different approaches to continue the conversation. Choose the elements from one or both that match your style/personality/schema the best. Participants need you to be authentic with them about this topic.
Approach 1: Science as a Human Endeavor For all of human history, in every nook and cranny of the planet, people have sought to understand the world around them. They use the best tool that any of us has—their brain—to help them. One of the things the human brain does best is tell and remember stories. So, it makes sense that different peoples over time have had different ways of explaining the creation of the world and how humans fit in that world. Science is the human endeavor to understand the world (and solar system) around us. Scientists do that by looking for patterns, organizing observations, and seeking explanations that are common and repeatable in all contexts, in any part of the world. These explanations become what scientists call a “hypothesis.” And they share it with the scientific community world-wide to examine, test, and refute if possible. After extensive testing and scrutiny by the scientific community, it may become a scientific “theory.” Unlike “theory” in everyday terms (“I have a theory about why my sister is such a pest.”), which may be little more than an assertion of opinion, a scientific theory has a boatload of evidence and testing behind it. Even then, there may be multiple theories about a phenomena (like the formation of the solar system) and no one theory is considered right or fact. Facts are things that are universally agreed upon, for example the boiling temperature of water is a fact, concrete and measurable by all. Theories are ever subject to revision as new tools help us understand more and as new minds build off the understandings of others. As you will see/have seen in Cosmic Chemistry, even the theories about the formation of the Solar System change in relationship to the evidence we can gather. And not just scientists; as informed citizens, we all need to be able to look at evidence from different viewpoints to generate our own understanding—helping you develop strategies and a sound knowledge base to do that is the work of science class. Even if we don’t agree with certain explanations, we can’t argue against them effectively unless we understand what the other side is saying. Cosmic Chemistry Facilitator Guide: Science and Faith: Crucial Conversations
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Approach 2: Nature of Science Science and faith are two different approaches to understanding what matters to us as human beings. They are often set up to compete, but they really don’t need to, and they won’t in this program. Science works in the realm is what is provable; faith works in a realm of understanding and knowing that which is neither provable nor disprovable. Faith is a matter of the heart, a leap into the unknown. We cannot prove the existence of God, nor can we disprove it. Faith is extraordinarily personal; believers often say they believe because they must. That is the very beauty of faith. Faith gives meaning to many people’s lives; it directs their conscience and personal ethics, guides their relationships with others, offers many anecdotes from which followers find support to gain a sense of purpose and balance in their lives. Many scientists have strong faith. Science grapples with what we can explore, examine, and build evidence for and about. The beauty of science is how we are always building on previous knowledge, new observations, and collaborations with others, to develop a shared understanding of our world and how it works. It is the nature of science to change or adapt an explanation when evidence shows it is inadequate. So, what is the nature of a scientific explanations? Scientists use many words, like “hypothesis,” “theory,” and “fact” in specific ways that are unlike the way everyday people use them. An everyday hypothesis may have to do with why your mother always asks you to take the garbage out. Unlike this use, a scientist uses the “hypothesis” to reference an explanation that is based on evidence (does she ask your sibling when you’re not there?). More commonly used is the word “theory” which is what a hypothesis “grows up” to be once it is shared with the scientific community world-wide, tested over and over, and nobody is able to prove it wrong. Unlike “theory” in everyday terms (“I have a theory about why my sister is such a pest.”), which may be little more than an assertion of opinion, a scientific theory has gotten a boatload of scrutiny by the scientific community and has a lot of evidence behind it. Even then, scientists do not consider a theory to be a “fact.” Scientists consider only those things that are concrete and measurable observations as facts, which, generally, makes them so well known and agreed upon that most people consider facts boring - things like the boiling temperature of water. The real action, controversy, and fun of science lies in theories, because there are often many that “could” be right and as we gain more evidence, which theory is the strongest explanation of an event can change. As you will see/have seen in Cosmic Chemistry, even the theories about the formation of the Solar System change in relationship to the evidence we can gather.
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Cosmic Chemistry Facilitator Guide: Science and Faith: Crucial Conversations
Preparation for Day 1 1. Review the curriculum and setup materials for tomorrow.
45-60 min
2. Read/Review the background information. a
Genesis Mission:
b
Overview. How does studying solar wind tell us about the origin of planets? The Sun is a Star. Plasma Wars.
3. Optional: a Review the video of Plasma Wars. b Visit NASA's Genesis Mission Website.
Cosmic Chemistry Facilitator Guide: Preparation for Day 1
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Day 1
DAY 1: Genesis—A Journey to Collect Elements Overview This opening session will provide participants with an overview of Cosmic Chemistry and the Genesis mission. After launch, the Genesis spacecraft traveled to a point about 1.5 million kilometers (just under 1 million miles) from Earth to observe the Sun’s solar wind, entrap its particles, and return them to Earth. Scientists wanted to learn more about the composition of the solar nebula from which the diverse Solar System bodies formed. The Cosmic Chemistry summer program is intended to provide high school participants with real-world, hands-on, inquiry-based experiences introducing fundamental chemistry concepts using NASA’s Genesis mission and the associated space science as a context. Cosmic Chemistry’s goal is to lay a foundation for participant success in an ensuing year-long Chemistry course. We begin our journey in Cosmic Chemistry by engaging participants in an exploration of the Solar System followed by background on the trip that Genesis took to retrieve solar wind atoms that will set the context for learning chemistry.
Essential Questions • How does collecting solar wind help us understand the Solar System?
Cosmic Chemistry Facilitator Guide: Day 1
Daily Goals 1. Create our safe, active, and collaborative learning environment. 2. Recognize that the planets of the Solar System are diverse in their composition. 3. Describe the Genesis mission.
1
Daily Agenda
Vocabulary Emphasize bold words
8:00 – 8:30
Check-in
8:30 – 9:15
• Google Account Setup • Relationship building Activity: Welcome & Elemental Introductions
9:15 – 9:35
• Welcome to Cosmic Chemistry. • Get to know your peers. • Create an Element Card that shows an elemental symbol and atomic number. Activity: Establishing Classroom Norms
9:35 – 9:45
• Create a fun Cosmic Chemistry culture. Break
9:45 – 10:30
Activity: Exo’s Discovery
10:30 – 11:00
• Describe what you already know about the Solar System. • Recognize that the bodies in the Solar System are not all made of the same stuff. Videos: NASA Discovery and Genesis Mission
11:00 – 11:10
• Describe the Discovery Program. • Explain the goal of the Genesis mission. • Explain how Genesis accomplished its mission. Break
11:10 – 11:55
Webinar: Don Sweetnam
11:55 – 12:50
• Explain how Genesis accomplished its mission. Activity: Plasma Wars • •
12:50 – 1:00
Define solar wind. Describe how the Earth is protected against solar wind. • Describe why the Genesis spacecraft had to travel so far to get a clean sample of solar wind. Wrap up
1:00
• Reflect on the knowledge you gained today. What’s the “Buzz”? •
Share the excitement of what you learned today with your social network.
Atom Atomic Number Atomic/Elemental Symbol Element
Atom Element • Solar wind
Abundance Atom • Solar wind
Vocabulary in Chemistry Courses
• Vocabulary in Astronomy or Earth Science Courses
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Cosmic Chemistry Facilitator Guide: Day 1
Activity: Welcome & Elemental Introductions
This activity allows you to gain insights into your participants. It introduces the idea of a chemical symbol and the structure that chemists used to place numbers around it. It’s not necessary to explain that the elements are arranged by atomic number (number of protons) as this is will come later in the program. Goals • Welcome to Cosmic Chemistry • Get to know your peers • Create an Element Card
45 min
High Expectations: Be lively—you are setting the tone for the rest of Cosmic. Don’t accept passive participant behavior or they will stay that way for the entire two weeks!
What You Need • Card stock for each participant (prepare your own to use as an example) • Markers
High Expectations: Connect with participants as they walk in the door – and show them you have positive regard for them.
What to Do 1. Welcome participants to Cosmic Chemistry. a Purposes of Cosmic Chemistry: have fun learn cool science to prepare for success in chemistry
Cosmic Chemistry Facilitator Guide: Day 1
~1 min
3
2. Explain the Elemental Introductions. a Show the sample element card. Point out: the atomic/elemental symbol (letter(s)) which represents the element (Al for aluminum). the atomic number (number of protons) (13 for aluminum). b Instruct participants how to construct an element card: use your initials for your atomic/elemental symbol—the first letter is capitalized and the second is lower case. use your birthday month for your atomic number. on the back list three properties about yourself and how they describe you. c Distribute card stock and markers. d Allow ~ 8 minutes for participants to construct their cards. Note: Ask participants to keep the background of their element blank (white). e Introduce yourself with your card. f Have all participants stand and introduce themselves with their cards. g Post the cards in the classroom or collect the cards to be used the next day.
3. Engage participants in sense-making using Think-Pair-Share. a Explain that for each activity, we will provide time for discussion about what we learned and a chance to make connections with other ideas. Ask a question like: Listen/look for: What was the • To learn about each other. purpose of the • To learn about atomic/elemental element cards? symbols. What goals do you • Authentic and attainable goals. have for the two weeks?
~40 min Tip!
Brainstorm a list of properties as you pass out cards so participants are inspired to describe themselves. • Reactive–loud • Lustrous–like to shine • Stable–never get mad • Radioactive– dangerous • Active–hard worker • Cohesive–leader • Charged–positive / negative • Non-polar–not always social • Neutral–treat everyone the same
~5 min High Expectations: Help participants set goals and track their progress toward them.
4. Remind participants that they should . . . a Know the name of one of their peers. b Have their own Element Card.
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Cosmic Chemistry Facilitator Guide: Day 1
Activity: Setting Classroom Norms
Scientists work in conditions that are normal for them—but are not usually like school. This is time for you to establish the “norms” for your class and distinguish Cosmic Chemistry from school. Creating ownership of the classroom climate can be motivating to participants. Goal • Establish Cosmic Chemistry culture
20 min
What You Need • Sticky notes • Markers • 4 pieces of chart paper/large sticky notes What to Do 1. Introduce the activity. a Distribute a small stack of sticky notes to each participant. b Ask what participants need to be successful. What kind of class do you want? Do you need? What do you need to be willing to take risks and step out of your comfort zone? c Model some of your answers to these questions to get participants started. d Have participants write their ideas on sticky notes—one idea per note.
~5 min High Expectations: When participants say they want “a good class.” Probe them for more information— what that looks like to them— and give them time to think about it.
2. Create a way for participants to post their answers. a Pass out chart paper to tables of participants. b Generate general categories of needs with participants and have each table write one category per chart. For example: Environment (light, noise) Respect Facilitator Learning (hands-on) c Post the charts around the room.
~1 min
3. Post sticky notes on the chart paper. a Remember to post your own needs. b Encourage participants to: look at the previous postings. group similar ideas.
~2 min
Cosmic Chemistry Facilitator Guide: Day 1
5
4. Create Classroom Norms. a Discuss each group of sticky notes as a class and come up with classroom norms. b Write the classroom norms on a piece of chart paper. For example: Norm: Use your time wisely. If you complete an activity early, use the time to work in your small groups on one of the following: Reviewing any activity from the day. Working on the museum exhibit. Learning Webspiration or Prezi or other presentation program. Norm: Visit only sites related to Cosmic Chemistry. You must take responsibility for the websites you choose to visit while in Cosmic Chemistry. Norm: Ask 3, then me. Ask 3 peers for the answer to your question before asking the facilitator.
~5 min
Tip!
Discuss appropriate use of the computers and Internet with participants.
Tip!
Increase student motivation to participate by creating a friendly environment. For example, you can discuss with participants what they want the room to feel like when someone makes a mistake.
5. Ask participants how they would like to take ownership of these norms. For example, some may want to sign the completed list of norms.
~2 min
6. Engage participants in sense-making using Think-Pair-Share.
~2 min
Ask a question like: Why did we do this?
Listen/look for: • To know what is expected. • To have more access to cool sites and the responsibility that access implies. • To work like scientists, who work in teams and have working norms.
7. Remind participants that they should know . . . a What the classroom norms are. b What to expect from the teacher.
Break
6
10 min
Cosmic Chemistry Facilitator Guide: Day 1
Activity: Exo’s Discovery
This activity activates participants’ background knowledge about the Solar System and prompts them to ask questions and seek answers—just like realworld scientists do. It will also allow you to judge the kinds of background knowledge and past academic expectations because participants tend to ask the kinds of questions they have been expected to answer. Goals • Describe the general layout of the Solar System. • Recognize that the bodies in the Solar System are not all made of the same stuff. What You Need • Computer access for pairs of participants • Exo’s Discovery Solar System Exploration game • 3 Pieces of chart paper/large sticky notes • Sticky notes
What to Do 1. Introduce the activity. a Goals for this activity: to explore the Solar System and revisit what you already know about it. b Pair participants by having them find another participant with a similar thumb size. 2. Setup the class KWL a Know Title the first chart paper Know. Have pairs of participants list the things they know about the solar system on individual sticky notes. Have participant pairs share what they know and post it on the chart paper. b Want to Know Title the second chart paper Want to Know. Have pairs of participants list the things they want to know about the solar system on individual sticky notes. Have participant pairs share what they know and post it on the chart paper. c Learned Title the third chart paper Learned—this will come at the end of the lesson. d e f
45 min
Tip!
The best preparation for this game is to play it yourself!
~5 min
~10 min
Click to day 1 and the link to Exo’s Discovery. Click on the “New” button. Have the participants move to computers and log in.
Cosmic Chemistry Facilitator Guide: Day 1
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3. Explore and compare the Solar System bodies. a Encourage participants to explore all of the bodies of the Solar System.
~25 min
4. Engage the participants in sense-making using the class KWL.
~10 min
Ask a question like: What did you remember?
What did you learn? What question(s) did you ask? What caused these bodies to be so different from each other?
Listen/look for: • The bodies are all unique. • There are many different types of planets, comets, and asteroids that make up the Solar System. • Interesting facts • Good questions • Enthusiasm • Attempts to explain—participants are not expected to know the answer to this one. • Each body formed in a different location in space, which might account for their differences.
5. Remind participants that they should be able to . . . a Describe the general layout of the Solar System. b Recognize that the bodies in the Solar System are not all made of the same stuff.
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Cosmic Chemistry Facilitator Guide: Day 1
Videos: NASA Discovery Program and Genesis Mission
These video clips introduce elements of the Genesis mission and engage participants with the real people behind the scenes of the mission.
30 min
Goals • Describe the Discovery Program • Explain the goal of Genesis • Explain how Genesis accomplished its mission What You Need • Unlocking the Mysteries DVD What to Do 1. Activate Background Knowledge a Remind participants of what they learned in Exo’s Discovery game. b Ask if they have ever heard of NASA’s Discovery program. 2. Introduce NASA’s Discovery Program a Ask participants to think about the following questions as they watch the video: What kinds of missions are part of NASA’s Discovery Program? Who leads each Discovery mission and what does he or she do? What might we learn by going into space? b Show the introduction to Unlocking the Mysteries DVD about NASA’s Discovery Program (4 minutes). c Check for understanding. Ask a question like: What do you know about NASA’s Discovery Program? Who leads each Discovery mission? Why go to space?
Cosmic Chemistry Facilitator Guide: Day 1
Listen/look for: • Space missions that answer one or more science questions • Series of low-cost robotic missions • A scientist called a Principal Investigator is responsible for a team of scientists and overall mission success • Want to know more about our world/Solar System
~1 min
~10 min Tip!
Praise participants for following the norms as well as reference the norms when participants are not following them. This will help participants to integrate the norms into their Cosmic Chemistry behavior.
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~15 min
3. Introduce NASA’s Genesis Mission a Genesis is a robotic spacecraft that was sent into space to collect solar wind and return it to chemists on Earth. b Later today, we will meet via webinar with the project manager for this mission, Don Sweetnam. c Make real life connections. Ask: What is “wind”? What do you think of if I say “solar wind”? As participants watch, have them • look for representations of solar wind • think about the following questions: o What is the goal of Genesis? o How was Genesis going to accomplish this goal? o What questions do you have about Genesis? d Show the Genesis clip from Unlocking the Mysteries (5 minutes). e Check for understanding. Ask a question like: Draw a picture of what you saw as representations of solar wind. What is the goal of Genesis? How was Genesis going to accomplish its goal?
10
Listen/look for: • Pictures that show particles moving outward from the Sun. • The goal of Genesis is to understand more about the beginning of the Solar System. • Over a two year period, Genesis collected elements in the solar wind and returned them to the Earth.
Tip!
Post the questions on the board for participants to see. As a group, identify those questions that would be most appropriate to ask Don Sweetnam during the webinar.
Cosmic Chemistry Facilitator Guide: Day 1
~8 min
4. Engage the participants in sense-making using Headline News! a Pair with a partner b Write a headline that captures and important part of the activity. c Share your headlines with the whole group. d Post the headlines around the room. Listen/look for: • Headlines that connect Genesis to participant experiences. 5. Remind participants that they should be able to . . . a Explain the goal of the Genesis mission and how it happened
Break
Cosmic Chemistry Facilitator Guide: Day 1
10 min
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Webinar: Don Sweetnam
45 min
This webinar invites your participants to connect with a scientist in the same way many scientists communicate and collaborate. Don Sweetnam was the project manager for the Genesis Discovery Mission. Prior to Genesis he participated in space missions to Mercury, Venus, Mars, Jupiter, Io, Saturn, Titan, Uranus, Neptune, and Triton to measure and understand the atmospheres of these Solar System bodies (the Sun’s atmosphere is called a corona). He wanted to extend the range to include our Sun and the Genesis mission was born. Goal • Explain how Genesis accomplished its mission
High Expectations:
What You Need • Computer with webcam, speakers, and Internet access.
Emphasize the significance and the honor of having Don Sweetnam speak.
What to Do 1. Explain to participants how the webinar will be structured.
~1 min ~1 min
2. Review behavioral expectations prior to the webinar. For example: Remember that this is a two way camera—just like you can see him, he can see you.
~25 min
3. Welcome Don Sweetnam to the Webinar. a Optional: Play pre-recorded version of the webinar if Don is unable to speak to your class in person. Tip!
Keep your eyes peeled for ideas for your museum exhibit!
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Cosmic Chemistry Facilitator Guide: Day 1
4. Have participants ask the questions that they generated. For example: a What is the surface of the Sun like? b The Earth has a core, mantle, and crust—does the Sun have similar features? 5. Engage the participants in sense-making using Inside/Outside Circles. Listen/look for: • Good questions about the Genesis mission • Cool things that participants learned.
~15 min
~5 min
6. Remind participants that they should be able to . . . a Explain how Genesis accomplished its mission
Cosmic Chemistry Facilitator Guide: Day 1
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Activity: Plasma Wars
55 min
This activity allows you to gain insight into your participants’ knowledge of and ability to work with models and their misconceptions about atoms. It models the interaction of the earth with solar wind in order to explain why the Genesis spacecraft had to travel so far from earth to get an accurate sample of solar wind. Goals • Define solar wind • Describe how the Earth is protected against solar wind • Describe why Genesis had to travel so far to get a clean sample of solar wind What You Need For your reference • Copy of participant text, "Plasma Wars"
Tip!
For each participant • One half of a postcard (cut some post cards in half and only give each participant half of a postcard) • Copy of Participant Activity, “Plasma Wars” • Berel pipette, stir straw, or medicine dropper For each pair of participants • One sheet of white paper (8.5" x 11") • Ruler • One round magnet (between 1 and 1.5 cm in diameter), available locally at craft shops • Iron powder (approximately 5 g) • 2 strips of masking tape
Once the iron powder is magnetized, do not use it again until the granules are completely demagnetized. Heating the powder O above 200 F between uses will enhance the demagnetization process.
Caution Ahead! Safety goggles should be worn according to local regulations.
What to Do 1. Put participants into groups a Hand out one half of a postcard to each participant as they return from break. b They need to find their “other half” to work with for this activity.
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Cosmic Chemistry Facilitator Guide: Day 1
2. Activate Background Knowledge: a Ask the participants about their knowledge of the Sun and solar wind. What do you know about the Sun? Based on the videos and Mr. Sweetnam’s presentation, what do you know about solar wind? How are we protected from the solar wind? b Record participant responses to these questions on the board. c Relate the solar wind to the interaction of magnets. This is best with one magnet per participant. Can you make the magnets repel? Why do they do that? d Record participant responses to these questions on the board. 3. Show how the Earth interacts with the solar wind. a Explain that the solar wind from the Sun is constantly doing battle with the Earth’s magnetic field. b Show the short (45 second) video of solar wind and the Earth’s magnetic field titled: Solar Wind Impacting Earth’s Magnetic Field (Magnetosphere). (It’s best to play this twice.) Note: The video has no sound, so you may want to use the following script: “The Earth’s magnetic field is invisible, but this video shows it with blue ribbons. It is much larger than the planet. Here, you can see the Sun spewing solar wind particles and the Earth’s magnetic field protecting us from them. Plasma Wars occur constantly between the Sun and the Earth and sometimes result in the beautiful northern and southern lights, called auroras.”
Cosmic Chemistry Facilitator Guide: Day 1
~4 min
Tip!
Point out to participants that solar wind was first collected on the Apollo 11 mission to the Moon in 1969.
~3 min
Tip!
Point out to participants that one of the final project options is to look at actual data from the Genesis Mission.
15
~5 min
4. Explain the model. a Ask: What do you know about models? Why are models important in space science? Why are models used in chemistry? b Describe the model. The round magnet represents the Earth and its magnetic field. The iron filings represent the particles in the solar wind. The pipette is modeling the movement of the solar wind away from the Sun. This is a 2-D model of a 3-D phenomenon. 5. Complete the activity. a Divide the class into teams of two participants each. b Distribute copies of the Participant Activity Plasma Wars and the materials listed. c Instruct the teams to complete the Participant Activity sheet. Note: If participants must repeat the procedure, for best results they should not use the same iron powder.
6. Have participants define “solar wind” with their own words. Accept all participant responses. It is not important for participant definitions to be completely accurate at this point as we are returning to this in subsequent activities.
16
~30 min
Tip!
Remind participants that scientists follow procedures precisely. In this case, it is very important to puff the iron filings across the magnet. It may take five or six puffs before you see something happen.
~5 min
Cosmic Chemistry Facilitator Guide: Day 1
7. Engage the participants in sense-making using Triads. One of the mission goals of Genesis was to obtain greatly improved measures of solar elemental abundances by collecting solar wind. Ask a question like: Listen/look for: Based on what you • Earth’s magnetic field repels some learned in Plasma solar wind Wars, why did • To get a representative sample of the Genesis need to solar wind, the spacecraft needed to travel beyond Earth’s collect the solar wind beyond Earth’s magnetic field to get magnetic field. a good sample of the particles in the solar wind? In what ways was • Shows solar wind (iron filings) moving Plasma Wars a good away from the Sun. model for showing • Shows solar wind interacting with a the interaction of magnetic field. solar wind with Earth’s magnetic field? In what ways was • Model is two-dimensional rather than Plasma Wars an three-dimensional. inaccurate model for • Iron filings can be seen, but solar wind showing the is invisible to our eyes. interaction of solar wind with Earth’s magnetic field? 8. Remind participants that they should be able to . . . a Define solar wind b Describe how the Earth is protected against solar wind c Describe why Genesis had to travel so far to get a clean sample of solar wind
Cosmic Chemistry Facilitator Guide: Day 1
~13 min
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Wrap Up
20 min
Incorporating daily time to revisit participant knowledge allows you to gain a sense of participant understanding of not only the chemistry and Genesis content, but also a deep theme of Cosmic Chemistry – Science as a human endeavor that seeks to understand the world around us. Goals • Reflect on the knowledge you gained today. What You Need • 1 sheet of 11 x 17 paper per participant • Long butcher paper (Each day’s wrap-up will build on the day before, so you will need to save the responses) • Markers What to Do 1. Explain the process. a Each day participants (in pairs or threes) will lead a whole class discussion about: What the participants learned What questions they still have. b For today, you will model this process. 2. Engage the participants in sense-making using Participant-led Mind Mapping. Fill out the butcher paper with the participant responses to the following five questions: a What was our question? How does collecting solar wind help us understand the Solar System? b What did we do today? Elemental Introductions Setting Classroom Norms Exo’s Discovery NASA’s Discovery Program and Genesis Mission Webinar: Don Sweetnam Plasma Wars c What did you learn today? d How does what you learned today connect to what we have done? e What questions do you have? One participant asked: Exactly how much time did it take to clean the samples, extract the pieces that we need, and analyze (count) the atoms?
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~1 min
~10 min Tip!
Be sure to clarify which unanswered questions will be addressed later. For example: “I heard five excellent questions today. Two will be addressed tomorrow. The answers to the other three will come later in the week.”
Cosmic Chemistry Facilitator Guide: Day 1
Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Recognize the atomic number on a chemical symbol. • Describe a chemical symbol and how to write a chemical symbol. • Describe what it is like to communicate with others remotely. • Describe how scientists used reasoning, insight, or creativity to overcome challenges that are part of conducting research.
Cosmic Chemistry Facilitator Guide: Day 1
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What’s the “Buzz”?
2-5 min
Buzz is a media term for anything that creates excitement–and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Goal • Share the excitement of what you learned today with your social network. What You Need • Cell phone or computer What to Do 1. Explain to the participants What’s the “Buzz”? a Every day you will be given time to compose a quick message to your social network about the day’s activities. b Today you will be asked to: Write a sentence or two about a new person you met today. OR What do you want to learn more about or wonder about? Please start your question(s) with “How . . . ?” or “Why . . .?”
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
20
Cosmic Chemistry Facilitator Guide: Day 1
Preparation for Day 2 1. Answer the following question: a What surprised you about today?
15-30 min
2. Review the curriculum and setup materials for tomorrow. 3. Read/Review the background information: a Solar Wind. b Cleanroom Technology. 4. Optional: a Review the video of Genesis and the Cleanroom. b Review the video of Sampling the Sun.
Cosmic Chemistry Facilitator Guide: Day 1
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Day 1 Resources
Plasma Wars PARTICIPANT ACTIVITY Instructions: 1. Place a circular magnet underneath a piece of white paper and about 2 cm from the edge of the paper (see illustration below). 2. Tape the edges of the paper to the table top (see illustration below). 3. Place a sample of iron powder in a small pile on top of the paper and about 5 cm from the edge of the paper opposite to the edge where themagnet is located. (See illustration below.) Magnet under paper
Tape
Tape
Pile of iron powder Beral pipette or medicine dropper
4. On your graphic organizer, draw a picture of your set up. Label the pile of iron powder “Sun.” Label the magnet as “Earth.” 5. Each of you, use a berel pipette or a medicine dropper to gently blow the iron powder toward the magnet. Sketch your observation after the first puff on your separate sheet of paper. •
Repeat this process until all the powder is distributed from the pile. Add to your sketch of your observations after each puff.
•
You should have a minimum of six observations and drawings.
6. Use the "Plasma Wars" illustration in the PowerPoint as a resource. Label the parts of your drawing that represent the following: 1) solar wind 2) stagnation point 3) magnetosphere
Cosmic Chemistry Participant Activity: Day 1
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7. What happened to the solar wind when it encountered the magnetic field on your paper? •
Where would the Genesis spacecraft have to be to be able to collect solar wind particles? Sketch a tiny Genesis.
8. One of the goals of Genesis was to analyze the amounts of different elements of the Sun by collecting solar wind. In your own words describe why you think it was important for the Genesis spacecraft to collect solar wind outside of Earth’s magnetosphere?
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Cosmic Chemistry Participant Activity: Day 1
Plasma Wars: Modeling the Interaction Between Earth and Solar Wind Name: ________________________ 1. Label your drawing: • Magnet (Earth) • Medicine dropper (solar wind) o With an arrow • iron filings (particles carried by solar wind) o Draw a circle around your pile 2. Puff once on your solar wind particles with your dropper. • Sketch what happens • Number your sketch 1
T
T
A
A
P
P
E
E
3. Repeat 5 times, sketching the boundaries of your solar wind particles each time and numbering as you go. 4. Label the: • Solar wind (with arrows) • Stagnation point (with a line) • Magnetosphere (shade in lightly) 5. Where does the Genesis spacecraft have to be to be able to capture solar wind?
•
Sketch a little Genesis spacecraft
Cosmic Chemistry Plasma Wars: Day 1
Notes:___________________________________________________________________________________ ________________________________________________________________________________________
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Plasma Wars Background Knowledge SOLAR WIND
NASA
Our sun generates a strong solar wind, which is quite different from our surface winds created by differences in our atmospheric pressures. The solar wind carries about one million tons of hot plasma, at a temperature of about 105 K, away from the sun every second. Solar wind plasma contains a mixture of 95.9 % protons (H+) and 4% alpha particles (He2+). The remaining 0.1% is made up of ions of other elements, including carbon, nitrogen, oxygen, neon, magnesium, silicon, and iron and enough electrons to electrically balance all the positive ions.
The plasma behaves like an electrically conducting fluid, carrying with it a magnetic field arising from systems of electrical currents within the sun's corona. The strength of this magnetic field decreases with increasing distance from the sun. Because plasma particles have sufficient kinetic energy to escape the sun, the solar wind becomes an extension of the sun's corona, continuously present in interplanetary space. Evidence of the solar wind has been observed well beyond the orbit of Saturn, at a distance of about 75 AU by Voyager I. Solar wind streams move at different speeds. When streams collide, they produce regions of strong, turbulent magnetic fields. (see Figures 1a,1b, & 2). The regions prevent low-speed cosmic rays from distant astronomical sources from entering the solar system.
Figures 1a & 1b
Cosmic Chemistry Background Knowledge: Day 1
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Figure 2
Figure 2. The solar wind moves radially away from the sun. Note: The data in Figures 1a, 1b, & 2 are from The New Solar System, (Figure 1, Chapter 3), by J. K. Beatty and A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press, and Exploration of the Solar System, (Figure 12-11, p. 423), by W. J. Kaufmann III, 1978, New York: Macmillan Publishing Co., Inc. After escaping from the sun's gravitational field, the solar wind flows radially outward. A rotating garden sprinkler is a good analogy. Each drop moves straight out from the source, but the pattern rotates. The streams' travel speeds vary from 300 to 1000 km/sec and are independent of their distance from the sun. The density of the solar wind varies between 1 and 10 particles/cm3 at the orbit of Earth and diminishes with the inverse square of the distance from the sun's center. Solar activity can cause sporadic order-of-magnitude fluctuations, however. The solar wind has a negligible effect on the movements of planets, but it can have other profound effects in their immediate vicinity. For example, Mars and Venus may have lost former oceans and Mars may have lost much of its atmosphere to space as a direct result of the solar wind. So what has protected the Earth's atmosphere, its water supply, and its inhabitants from the searing affect of the solar wind? The ionized gases of the solar wind are prevented from striking the Earth's atmosphere by its magnetic field.
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Cosmic Chemistry Background Knowledge: Day 1
MAGNETOSPHERES The Earth's magnetosphere was discovered in 1958, when a Geiger counter in Explorer 1 detected a region of intense radioactivity as it orbited elliptically around the Earth. Later in the same year, radiation detectors aboard Explorer 3 observed large populations of very energetic charged particles trapped in two large belts that completely encircle the Earth. The inner belt starts at an altitude of about 2,000 kilometers above the Earth and extends to an altitude of 5,000 kilometers (see Figure 2). The outer belt starts at an altitude of 15,000 kilometers and is about 6,000 kilometers thick. Both belts are electrically neutral with equal numbers of protons (or other ions) and electrons. The protons in the inner belt have been accelerated to high energies whereas in the outer belt it is the electrons which have high energies. This optically transparent space around the Earth, where the behavior of these electrically charged particles is determined by the planet's magnetic field, is the Earth's magnetosphere. Figure 3
Figure 3. Cross-sectional diagram of the two large belts of charged particles, the Van Allen Radiation belts, are part of the Earth's magnetosphere. They are named for Dr. James Van Allen, who conducted the Explorers 1 and 3 experiments. Note: The data in Figure 3 are from Exploration of the Solar System (Figure 6-42, p. 219), by W. J. Kaufmann III, 1978, New York: Macmillan Publishing Co., Inc. The Earth's magnetosphere and the solar wind do not interact smoothly. When the solar wind plasma flows past the Earth, it has difficulty penetrating into the planet's magnetic field. This leads to the creation of a huge bowshaped shock wave, similar to that of the wake of a speed boat moving through water, which deflects the solar wind around the magnetopause. The bow shock, which marks the limit of the Earth's magnetic influence, occurs where the velocity of solar wind particles decreases from supersonic to subsonic speeds. Figure 3 is a diagram of the Earth's magnetosphere.
Cosmic Chemistry Background Knowledge: Day 1
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Figure 3a
Figure 3a. A cross-sectional diagram of the Earth's magnetosphere showing how the magnetic field is distorted by the "blowing" of the solar wind. Note: The data in Figure 3a are from The New Solar System (Figure 9, p. 35), by J. K. Beatty and A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press and Exploration of the Solar System (Figure 2, p. 222), by W. J. Kaufmann III, 1978, New York: Macmillan Publishing Co., Inc. The solar wind compresses the Earth's magnetic field on the sunward side, and, as the magnetic field accompanying the solar-wind plasma partially merges with that of a planet, the planetary field is stretched into a magnetotail, an elongated "wake" on the side opposite the sun. The length of the Earth's magnetotail was determined by spacecraft instrumentation to be at least several million km long. Between the shock wave and the Earth's magnetic field is a magnetosheath, a turbulent region where the solar wind flows around the magnetosphere. The magnetopause marks the outer boundary between the Earth's atmosphere and interplanetary space. This boundary is constantly changing, depending upon how the solar wind and the magnetosphere interact at a given time. The solar wind plasma comes closest to the center of the Earth at the stagnation point, where the pressure of the planet’s magnetic field balances the solar wind's pressure. The position of the stagnation point, which is variable with the respect to the center of the planet, depends on both the solar-wind pressure and the magnetic moment of the planet, which remains constant. Earth's stagnation point is about 64,000 km (10 times the Earth's radius) out from the sunward side of the planet. Electrically charged particles speed up and slow down because of fluctuations in the solar wind and its magnetic field, so the affected particles can diffuse in both directions across the magnetopause. Those that move inward, toward the stronger field, become trapped in the Earth's inner magnetosphere. Others work their way back out into the magnetosheath and are lost to space.
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Cosmic Chemistry Background Knowledge: Day 1
The small number of the charged solar wind particles that enter the magnetosphere become trapped in the Earth's magnetic field, bouncing from the north pole to the south pole and back again. If these particles strike gaseous atoms and molecules in the Earth's atmosphere, they excite them. When the atoms and molecules "deexcite," they emit bright colored light at high altitudes. We call this phenomenon the auroras, or the Northern and Southern Lights. The solar wind is not the only source of energetic, charged particles found in a planet's magnetosphere. Lowenergy ions and electrons can be produced in a planet's ionosphere (the upper region of a planet's atmosphere where there is sufficient energy to ionize atoms) and in the ionospheres and atmospheres of a planet's satellites. In addition, when galactic cosmic rays and solar wind particles bombard the gases in the Earth's atmosphere, neutrons are produced. A small fraction of these neutrons decay into energetic protons and electrons, injecting charged particles directly into the magnetosphere. These trapped particles can spend anywhere from hours to years in the Earth's magnetosphere.
OTHER PLANETARY MAGNETOSPHERES Spacecraft have now also measured the magnetic properties of seven other planetary bodies—the moon, Mercury, Venus, Mars, Jupiter, Saturn and Uranus (see Table 1). Table 1
Planet
Typical stagnation point^ distance (in planetary radii*)
Mercury Venus
1.1 1.1
Earth Mars Jupiter Saturn Uranus Neptune
10 1.1? 60-100 17-25 17-25 25-40
Magnet Field at equator (gauss) 0.003 <0.00003 0.305 0.0003 4.28 0.22 0.23 0.14
Plasma Sources # W W,A W,A A W,A,S W,A,S W,A S
Note: This is also an estimate of typical magnetopause distance (see Data Table 1 in the Student Data Sheet, "Are We Related?" in this module for equatorial planetary diameter in km (planetary radii is one half of the planets diameter). Gauss is the intensity of magnetic induction equal to that produced by a magnetic pole of unit strength at a distance of one centimeter. The symbols under Plasma Sources are: W is solar wind; A is planetary atmosphere; and S is for satellites (or rings). The data in Table 1 are from The New Solar System by J. K. Beatty and A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press.
MERCURY The only close up observations of Mercury's magnetosphere were made in 1974 and 1975 when Mariner 10 made three flybys. The planet has a magnetic field whose strength is about 1% that of the Earth's, but strong enough to interact substantially with the solar wind. Mercury's magnetic field is oriented in the same direction as the Earth's (see Figure 4). A bow shock was observed, which was a surprise because Mercury lacks an appreciable atmosphere and ionosphere, and its magnetic field is apparently too weak to maintain a belt of trapped particles. Mercury has a very thin tenuous atmosphere surrounding the planet. It is so thin that the atoms rarely collide with one another. Mercury's magnetic field is apparently strong enough to trap some atoms from the solar wind.
Cosmic Chemistry Background Knowledge: Day 1
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Figure 4
Figure 4. Cross-sectional diagram of the Mercury's magnetosphere, showing how the magnetic field is distorted by the "blowing" of the solar wind. Note: The data in Figure 4 are from Exploration of the Solar System (Figure 11-20, p. 408), by W. J. Kaufmann III, 1978, New York: Macmillan Publishing Co., Inc.
VENUS Since 1962, American and Soviet spacecraft—Mariners 2, 5, 10; the Venera series; Vegas 1 and 2; and Pioneer 12—have gathered data on Venus' very weak magnetosphere; however, the magnetometers aboard Mariners 5 and 10 detected no radiation belts surrounding the planet. There is a well-developed bow shock in Venus' outer atmosphere, but, like Mercury, there is no evidence of charged particles being trapped. Note that the position of the bow shock front shown in Figure 5 indicates that the solar wind approaches Venus much more closely than it does Earth. When solar wind encounters a nonmagnetic planet with an atmosphere, the planet's ionosphere creates forces that slow and divert the flow. The barrier that separates planetary plasma from the solar wind is called an ionopause, which is analogous to a magnetopause. It appears that even though Venus' magnetic field is no more than 0.09% that of the Earth's, the planet's dense atmosphere and the large-scale currents induced in its conducting ionosphere prevent the solar wind from reaching its surface.
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Cosmic Chemistry Background Knowledge: Day 1
Figure 5
Figure 5. Cross-sectional diagram of the Venus' outer atmosphere,showing an anemopause. Note. The data in Figure 5 are from The New Solar System (Figure 13, p. 37), by J. K. Beatty and A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press and Exploration of the Solar System (Figure 10-18, p. 383), by W. J. Kaufmann III, 1978, New York: Macmillan Publishing Co., Inc.
MARS Measurements of the solar wind by particle detectors on board Mariner spacecrafts indicated that the magnetic field of Mars is about 0.2% that of Earth's. With such a weak magnetic field, no radiation belts would be able to form. The solar wind apparently interacts with the planets' conducting ionosphere, creating a weak bow shock and other phenomena in a manner similar to that observed for Venus. Data from the Soviet spacecraft, Phobos 2, indicate that the solar wind may remove as much as 30,000 tons of atmospheric gases from Mars each year. Mars Global Surveyor (MGS) detected a planet-wide magnetic field in 1997 as the spacecraft began to orbit and study the planet. The magnetometer on MGS discovered the bow shock during the inbound leg of its second orbit around the planet at a distance of 2.33 Mars radii. The global magnetic field of Mars is too weak and the atmosphere too thin to protect the planet’s surface from cosmic rays and solar flares. Mars like Venus’ magnetic field do not originate from internal dynamos. It is believed that the Mars dynamo may have stopped working some time ago. The core has either frozen out or never formed. Mars Global Surveyor was the first spacecraft that observed the magnetic field below the ionosphere in a region shielded from solar wind interaction.
JUPITER Pioneer 10 and11, Voyager I and II, Ulysses, and Galileo measured the configuration and structure Jupiter's bow shock. The Pioneer instruments detected electrons with energies greater than 21 million electron volts in an enormous disk- shaped region of the radiation belts of the planet's magnetosphere. Jupiter's magnetosphere is about 100 times larger than that of the Earth's. It also rotates very rapidly (once every 10 hours), so the great mass of low-energy plasma trapped by the magnetic field rotates with the planet. Very large centrifugal forces push the plasma outward to form a thin disk of charged particles confined near the plane of the planet's the equator (see Figure 6). Note that Jupiter's rotational axis and it magnetic axis are closely aligned.
Cosmic Chemistry Background Knowledge: Day 1
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Voyager observations have confirmed that Jupiter's magnetotail extends at least 650 million km—to the orbit of Saturn and beyond. There are at least two reasons for this—the fact that Jupiter's magnetic field is 20,000 times greater than Earth's and, at 5.2 AU's, which is Jupiter's distance from the sun, the solar wind pressure is only 4% of that of Earth's. Figure 6
Figure 6. Diagrams of Jupiter's magnetic field, which is 100 times the size of the Earth's magnetosphere. The size of Jupiter is not drawn to scale in this diagram. Note: The data in Figure 6 are from The New Solar System (Figure 16, p. 37), by J. K. Beatty and A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press, and Exploration of the Solar System (Figure 12-13, p. 424), by W. J. Kaufmann III, 1978, New York: Macmillan Publishing Co., Inc. The plasma in Jupiter's magnetosphere is derived mainly from ionized sulfur dioxide, hydrogen sulfide, and other gases vented by volcanic eruptions on Jupiter's satellite, Io. These gases form the Io torus, the doughnut-shaped region in the plasma disk. Five of Jupiter's moons have orbits inside the planet's magnetosphere. Io, the innermost moon, is thought to limit the number of charged particles in Jupiter's magnetosphere by scattering those that have diffused into the inner magnetosphere. In spite of this periodic clearing, the density of Jupiter's charged particles is several orders of magnitude greater than that of the Earth's. In addition, the energies of Jupiter's charged particles are about an order of magnitude greater than Earth's. Plasma energies are so great, in fact, that trapped radiation caused transistor circuit failure on both Pioneer 10 and 11. The cumulative effects felt by both spacecraft was about 400,000 rads. Compare that to the fact that the effect of 400 rads on a human body is severe enough to cause radiation sickness or death.
SATURN In 1979, Pioneer 11 discovered Saturn's bow shock 1.44 million km from the center of Saturn on its sunward side and encountered the planet's intense magnetosphere, populated with charged particles, as it passed beneath its A ring (Saturn's faint outer ring). Saturn's magnetosphere is between 500 and 1000 times stronger than the
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Cosmic Chemistry Background Knowledge: Day 1
Earth's but 36 times less than Jupiter's. So, its size, its population of charged particles, and its disk-like properties caused by satellites are somewhere between those of Earth and Jupiter. Saturn's outer magnetosphere is greatly distended on the dawn side but much less so on the sunward side. Data from Voyager 1 (1980) indicates that Titan, Saturn's largest satellite, loses nitrogen gas from its upper atmosphere. The nitrogen ionizes, producing substantial quantities of plasma for Saturn's inner magnetosphere. Other sources may be Saturn's inner satellites, the planet's rings and its hydrogen-dominated upper atmosphere. The large inner satellites appear to absorb diffusing energetic electrons and protons. The intensity of all trapped particles decreases dramatically at the outer edge of ring A, indicating that they may be absorbed by ring material.
URANUS In the early 1980's, The International Ultraviolet Explorer satellite observed aurora-like emissions from hydrogen in Uranus' upper atmosphere, leading us to anticipate that Uranus has a magnetosphere. In 1986, Voyager 2, found that Uranus has a magnetic field that is about 0.1 that of Saturn, but its orientation is tilted 60 degrees away from its rotational axis and is offset by 0.3 Uranus' radii from the planet's center (see Figure 7).
Voyager 2 also confirmed that Uranus has a magnetosphere that is larger than the sun, but not so large as Jupiter's (see Figure 8.) It is comprised of plasma and a large population of energetic particles. Some of these particles are absorbed by Uranus' satellites and by particulate matter in the planets' rings, thus controlling the development of the inner magnetosphere. Figure 7
Figure 7. Diagram of Uranus' magnetic field, showing how the magnetic field is not only tilted away from the rotational axis but also offset from the planet's center. Note: The data in Figure 7 are from The New Solar System (Figure 17, p. 38), by J. K. Beatty and A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press.
Cosmic Chemistry Background Knowledge: Day 1
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Uranus' upper ionosphere seems to be the primary source of energized particles, since the planet's extended magnetotail is rich in plasma, but helium and the heavier nuclei that characterize the solar wind were conspicuously absent from the trapped-particle population.
NEPTUNE Pioneer 10 established that the solar wind extends beyond Neptune. Voyager 2 found that Neptune's magnetic field is tilted 47 degrees from the planet's rotational axis and, like that of Uranus, is offset about 13,500 kilometers from the center of the planet. This causes marked changes in the magnetic field as the planet rotates in the solar wind. Its field strength varies from 0.1 gauss in the northern hemisphere to more than 1.0 gauss in the southern hemisphere. Voyager 2 crossed the bow shock and entered the planet’s magnetosphere, where it remained for almost four hours. It detected auroras similar to those on Earth. Unlike Earth's, which occur only near the planet's magnetic poles, those on Neptune occurred over wide regions of the planet' surface. Neptune's auroral power is close to 50 million watts, compared to Earth's 100 billion watts. Figure 8
Figure 8. Note: The data are from The New Solar System (Figure 18, p. 39), by J. K. Beatty and A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press.
Adapted from Genesis Mission.
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Cosmic Chemistry Background Knowledge: Day 1
Day 2
DAY 2: Sampling the Sun Overview Today participants will learn about the Genesis samples and how scientists use cleanrooms to minimize contamination before and after the mission. First participants do a simulation that allows them to “extract” a sample from a simulated Genesis wafer and examine the abundance of elements found within. The hands-on experience of counting the “elements” from their simulated sample helps participants to learn how the Genesis samples give scientists a better understanding of the abundances of elements within the solar wind. The elemental abundances from the Sun can be used as a baseline to compare the diverse bodies of our Solar System. Since the bulk of the samples that Genesis returned amounted to a few grains of sand, keeping them from becoming contaminated is key. Today’s guest speaker, Dr. Judy Allton, provides the participants with real-world knowledge of the cleanroom environment and how she, and the other curators at NASA’s Johnson Space Center, preserve the preciously small samples. Finally participants spend some time thinking about their talents and how they could use them to pursue a space science career.
Essential Questions • • •
How does collecting solar wind help us understand the Solar System? Why do cleanroom facilities matter so much? What is an element, anyway?
Cosmic Chemistry Facilitator Guide: Day 2
Daily Goals 1. Explain that elements are the basic building blocks of matter. 2. Explain how extraction of elements from Genesis samples will help scientists have a better understanding of the abundances of elements from solar wind. 3. Describe how the requirements and conditions of working in a cleanroom environment enable scientists to achieve their goals.
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Daily Agenda
Vocabulary Emphasize bold words
8:30 – 9:00
Activity: Welcome & Elemental Introductions •
9:00 – 9:45
Get to know the properties of your peers.
Activity: What Do I Like? •
Explain the difference between the way an element is represented and a compound is represented in chemistry.
9:45 – 9:55
Break
9:55– 11:10
Activity: Sampling the Sun • •
Describe the need for a cleanroom environment for the Genesis wafers. Describe how information about elemental abundance can be gathered from a Genesis wafer.
11:10 – 11:20
Break
11:20 – 12:00
Activity: Oh What a Trip! •
12:00 – 12:45
• 12:45 – 12:55
Atom Elemental Abundance
•
Solar wind
Describe what it would be like to work in a cleanroom. Describe why a scientist would use a cleanroom.
Wrap Up •
12:55 – 1:00
• Compound • Element
Describe a cosmic or chemistry career opportunity that uses your talents.
Guest Speaker: Cleanroom Technology •
Atomic Number Atomic/Elemental Symbol
Reflect on the knowledge you gained today.
What’s the “Buzz”? •
Share the excitement of what you learned today with your social network. Vocabulary in Chemistry Courses • Vocabulary in Astronomy or Earth Science Courses
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Cosmic Chemistry Facilitator Guide: Day 2
Activity: Welcome & Elemental Introductions
30 min
Continuing the introductory activity from Day 1, participants arrange their element cards to show different kinds of information and you gain further insights into your participants. Goals • Learn more about each other. • Arrange the class element cards by properties. What You Need • Element cards from Day 1 • Markers • Shake, Rattle, and Roll bottles: o Take as many film canisters as you have people. o Divide them into the number of groups you want to have. o In each set of film canisters, put an object that will make a sound when shaken, rattled, or rolled. For example, cotton balls, pennies, paperclips, jelly beans, M&M's. o Mix up the canisters before using them! What to Do 1. Group participants using Shake, Rattle, and Roll. a Have each participant pick up a shaker when they enter the room. b They must sit with participants who have the same sounding shaker. 2. Activate background knowledge. a Review the arrangement of the element cards from yesterday’s introduction. Review the following terms and locations: Atomic symbol Atomic number
Cosmic Chemistry Facilitator Guide: Day 2
Tip!
Play music as participants enter the room today—it will really help them to loosen up!
~1 min
~3 min
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3. Explain today’s activity. a Explain that this activity will help participants learn more about their classmates. b Ask participants to: Select their favorite kind of music from the list shown. Retrieve their cards and color them according to the coding shown. Group themselves according to their favorite type of music. Share the name of their favorite band(s). c Repost the element cards in groups by music type. 4. Engage participants in sense-making using Think-Pair-Share. Ask a question like: Listen/look for: What are some other • Creative ideas (e.g., alphabetically, ways we could shoe size, number of siblings, etc.) arrange the element cards for the class?
~15 min
Tip!
Have participants introduce each other to keep them learning about each other.
~5 min Tip!
When the participants bring up alphabetical, point out that their symbols/names have reasoning behind them that is related to their name. This same point cannot be made about the elements of the periodic table–where some of the names are based on properties (gold for the color), but not all are like that (Mendelevium is named for Mendeleev– not the properties of the element).
5. Remind participants that they should . . . . a Have learned something new about their peers. b Know that the information on the class element cards can be arranged in different ways.
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Cosmic Chemistry Facilitator Guide: Day 2
Activity: What Do I Like?
45 min
Much of scientific knowledge about the world around us is (and was) arrived at through inductive logic. But often science courses are primarily taught using deductive logic. The following activity presents the participants with an inductive logic puzzle. This kind of puzzle is highly motivating – particularly to those participants who are hard to motivate in a typical classroom. It requires a different part of their brain to work and requires that they do the mental heavy lifting to arrive at the knowledge. In this case, we are simply reviewing concepts they may have learned in prior grades, but not in the same way as they probably learned them. The format asks participants to come up with the “rule” about what constitutes an example and non-example of the concept/vocabulary term. By doing so, the participants create a definition in their own words. The first round is an easy one, to get the participants used to the game. The second is a setup to review the idea of a compound word before doing the final rounds about compounds and elements. Goal • Explain the difference between the way an element and a compound are represented. What You Need • Overhead projector or white board. • Access to a periodic table (either on the wall or one hardcopy per group). What to Do 1. Have participants stay in same groups from this morning.
~1 min ~5 min
2. Play the video Meet the Elements by They Might Be Giants (Optional–play only if your participants pretest scores are low.) Tip!
Consider your participant’s pre-test scores and district sequencing carefully before showing this video.
Cosmic Chemistry Facilitator Guide: Day 2
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3. Explain the game. a You will be providing examples of your likes and dislikes–based on a rule. b The participants will try to figure out the “rule” by asking you questions. c You will provide the participants with feedback about their questions by categorizing the answers as likes and dislikes. d The goal is for all groups to figure out the rule.
4. Engage participants in guided practice. Do not tell the participants the “rule.” a First example: The rule is: “You like words that begin with vowels.” Give three examples and record them on the board to get the participants started. For example the first example would be: I like Angelina Jolie, but not Brad Pitt. I like I do not like Apples Fruit Eggplant Vegetables Ostriches Birds b c d e f g h
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~2 min Tip!
Once participants figure out the “rule” they can still participate by creating examples that they think will help their classmates to figure it out!
~10 min
Tip!
Make this list personal and allow your participants to learn something about you!
Give the participants time (~2 min) to come up with one example of something they think you would like and one example of something you would not like. Have each group select a member to say their example of what you like and do not like aloud to the class. As groups share, provide them feedback about their examples (for example, not quite, I like both Oranges and Olives) and record it appropriately on the board or overhead. Ask the groups to silently raise their hands if they think they know the rule. Repeat steps b–e until all groups raise their hands. Ask each group to select a speaker to share what they think the rule is. After hearing from all groups, reveal the rule.
Cosmic Chemistry Facilitator Guide: Day 2
5. Engage participants in more practice. Do not tell the participants the “rule.” a The Literary round: The rule is: “You like compound words.” Give three examples. I like I do not like Bookcases Books Moonlight The moon Snapdragons Dragons b Give the participants time (~2 min) to come up with one example of something they think you would like and one example of something you would not like. c Have the groups test their examples against you. d Provide them feedback about their examples and record it appropriately on the board or overhead. e Ask the groups to silently raise their hands if they think they know the rule. f Repeat steps b–e until all groups raise their hands. g Ask each group to select a speaker to share what they think the rule is. h After hearing from all groups, reveal the rule.
Cosmic Chemistry Facilitator Guide: Day 2
~5 min
Tip!
Participants should work harder than you do during this activity. Be sure they really have the game down before you push them in the next round.
High Expectations: Avoid the temptation to review participants’ prior knowledge– instead encourage them to seek patterns.
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~10 min
6. Engage participants in the real thing! Do not tell the participants the “rule.” a The Chemistry Round–Part 1: The rule is: “You like elements.” Give three examples to get the participants started. I like I do not like Coal/Diamonds (C) Dry ice (CO2) Aluminum (Al) Rubies (Al2O3) Silver (Ag) Tarnish (Ag2S) Mercury/Quicksilver (Hg) Lead (Pb) Brimstone (S) Other Ideas Calcium (Ca)
b c d e f g h
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Tip!
Depending on your pretest scores, some participants may be challenged by this one. You may need to give the participants more examples than in previous games.
Vermilion (orange paint pigment) (HgS) Galena (PbS) Stink Bombs (H2S)
Quick Lime (CaO) Chalk (CaSO4) Pencil Lead (C) Sugar (C6H12O6) Iron (Fe) Blood ore/Hematite (Fe2O3) Give the participants time (~2 min) to come up with one example of something they think you would like and one example of something you would not like. Have the groups test their examples against you. Provide them feedback about their examples and record it appropriately on the board or overhead. Ask the groups to silently raise their hands if they think they know the rule. Repeat steps b–e until all groups raise their hands. Ask each group to select a speaker to share what they think the rule is. After hearing from all groups, reveal the rule.
Be sure to list the chemical symbols as a hint to your participants. But, do not feel the need to “make up” symbols for compounds the participants suggest if you do not know them. If participants attempt to create the chemical formula of a “substance” that isn’t correct–accept it as is. They will learn how to create correct compounds in chemistry class.
Cosmic Chemistry Facilitator Guide: Day 2
7. Engage participants in the real thing! Do not tell the participants the “rule.” a The Chemistry Round–Part 2: The rule is: “You like elements.” Give three examples to get the participants started. I like I do not like Hydrogen (H2) Water (H2O) Inhaling oxygen (O2) Sand/Glass (SiO2) Calcium (Ca) Chalk (CaSO4) Nitrogen (N2) Match heads (P) Chlorine (Cl2) Other Ideas Flourine (F2) Nitrogen (N2)
b c d e f g h
Smog (N2O4) Naval Jelly (H3PO4) Bleach (NaClO)
Freon 113 (CCl2FCClF2) Laughing Gas (N2O) Ammonia (NH3) Calcium (Ca) Quick Lime (CaO) Hydrogen (H2) Hydrogen peroxide (H2O2) Iron (Fe) Blood ore/ Hematite (Fe2O3) Give the participants time (~2 min) to come up with one example of something they think you would like and one example of something you would not like. Have the groups test their examples against you. Provide them feedback about their examples and record it appropriately on the board or overhead. Ask the groups to silently raise their hands if they think they know the rule. Repeat steps b–e until all groups raise their hands. Ask each group to select a speaker to share what they think the rule is. After hearing from all groups, reveal the rule.
Cosmic Chemistry Facilitator Guide: Day 2
~10 min
Tip!
This one is hard. If your participants need a hint, use one of the elements from the list above. When done, take the time to point out the placement of the 2 in diatomic elements to help participants distinguish the placement of the numbers around the atomic symbol. If participants attempt to create the chemical formula of an “element” that isn’t correct–accept it as is. They will learn correct elements in chemistry class.
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8. Engage participants in sense-making using Draw It—twice! a Once for element b Once for compound
~5 min
9. Play the video Meet the Elements by They Might Be Giants.
~5 min High Expectations: Wonder aloud: “How do you know water is a compound?”
10. Remind participants that they should . . . a Be able to explain the difference between the way an element and a compound are represented/written.
Break
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10 min
Cosmic Chemistry Facilitator Guide: Day 2
Activity: Sampling the Sun
75 min
This activity allows your participants to physically model the process of determining elemental abundance information from a Genesis wafer. They begin by learning about the journey of the Genesis mission, cleanrooms where the spacecraft was constructed and the wafers will be analyzed, then they analyze a sample collected from a model “wafer” and connect the activity back to the real-world science. Goals • Describe how information about elemental abundance can be gathered from a Genesis wafer. • Describe the need for a cleanroom environment for the Genesis wafer. What You Need For your reference: • Cleanroom reading For the class: • Computer, projector, and speakers to view animations and PowerPoint • Animation The Journey • Cleanroom DVD • One clear plastic shoe box-shaped container (6”x6”x5”) • Pony Beads (with a hole in the middle): A total range of between 1,0004,000 beads is best. The following are suggested numbers for a total of 3,549 beads. Percentages are also provided: o 2160 yellow representing the gold collector wafer materials or 60.9%of total o 720 orange representing hydrogen or 20.3% of total o 360 blue representing helium or 10.1% of total o 245 green representing calcium or 6.9% of total o 64 red representing oxygen or 1.8% of total For each lab group: • One 8 oz. clear plastic cup for analyzing one sample (about ½ the cup) • Colored pencils or markers • Calculator or cell phone or use the computer • Periodic Table of the Elements • Cardboard box lid • Participant Activity Sheet: What Are We Made Of? • Excel Spreadsheet Template (Optional)
Cosmic Chemistry Facilitator Guide: Day 2
Tip!
You can use different shades of beads to represent the isotopes of an element (e.g., neon orange and dark orange for the isotopes of Hydrogen). If you are interested in accuracy, look up the latest abundance percentages online!
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What to Do 1. Group participants by having them form a band. a Each band needs a: Drummer Singer Guitar player Keyboard player Bass guitar (add more roles if you need to break the participants into more groups) b Have participants act out their band (for example, play the air like it is a guitar, a drum set, keyboards). c Have all of the participants who were acting out the same instrument move into the same group (for example, all of the drummers would be in one group and all singers would be in a different group). 2. Watch video The Journey a Have grouped participants quickly brainstorm their answer to the question, “What is the Sun made of?” b Introduce the video animation, The Journey. c Ask participants to listen for: Why should we study the chemistry of the Sun? How might you study something that burns as hot as the Sun? d Debrief the video. Ask a question like: Listen/look for: Why should we study • 99% of the materials in our Solar the chemistry of the System are preserved in the Sun. Sun? What clues will • The Sun provides clues to the it provide? formation of our Solar System. What is the greatest • Its intense heat. challenge of studying • Collected solar wind from a safe the chemistry of the distance – only 1 million miles from Sun? How did the Earth. Genesis mission overcome this challenge? What is the • Contains atoms of every naturally significance of solar occurring element. wind? • Shows the elemental abundances (amounts) of the Sun. • Allows comparison with the composition of the other members of the Solar System.
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~2 min
~12 min Tip!
To assist you in answering participants’ questions, refer to the additional Genesis mission background information in the teacher background information.
Cosmic Chemistry Facilitator Guide: Day 2
3. Provide participants with an introduction to cleanroom technology. a Introduce the Cleanroom Video to the participants. We are learning about cleanrooms because: The spacecraft was assembled in a cleanroom. The wafers are analyzed in a cleanroom. b Ask participants to listen for reasons why the spacecraft was assembled and the wafers are analyzed in a cleanroom. c Debrief the video. Ask a question like: Listen/look for: Why is it important • To protect their equipment from for some scientists to contaminants or dust. work in cleanroom environments? Knowing that the • To prevent further contamination. spacecraft crashed in the desert, why is it important for the wafers to be analyzed in a cleanroom? 4. Explain the model. a Show participants the example model collection: Wafer Wafer and the clear plastic container. b This container represents the elements in one wafer. c The depth of the large clear plastic container represents the thickness (edge) of the wafer. d The beads represent different atoms: Yellow beads represent the gold (Au) atoms that make up the wafer. The other colors represent solar wind particles that have embedded into the wafer during the collection process.
Cosmic Chemistry Facilitator Guide: Day 2
~15 min Tip!
Point out to participants that one of the final project options is to learn more about cleanroom technology.
Tip!
Learn more about cleanrooms by reading the Background Knowledge document.
~3 min Shoebox
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5. Explain and perform the activity. a One participant from each group will extract one handful of the beads and place them in a clear plastic cup. b When they return to their groups, each member will: Count the number of beads of each color in their cup. Complete the data table. Calculate the percentage of different elements in their sample. Create a bar graph that depicts the percentage of different elements located in their sample. Post their bar graphs. Compare their graphs with others in the class. c As a group, they need to: Send one member to contribute to the combined table (the Solar Wind Collection Table on the board) that represents the elemental abundances from the entire wafer (box). Calculate the Class Abundance for the elements. d The class can then make a bar graph showing the percentage of each element. Ask a question like: Listen/look for: The table and graph • Earth. show percentages of each element in the Sun’s outer visible layer and the Earth’s crust. Which body has a larger variety of elements? How did each of your • The percentages are similar. elemental abundances compare with other groups? Which graph do you • The class graph, because think is a better it contains a larger sample representative sample of the solar wind in the wafer? Why?
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~20 min
Tip!
Participants may need additional support and instruction on how to calculate percentages.
Tip!
Point out why percentage is a more useful measure in this case.
High Expectations: “Great that you checked your work. “ “Great questions from groups about your work.” “I saw you labeling your bar graphs with values!”
Cosmic Chemistry Facilitator Guide: Day 2
~15 min
6. Engage participants in sense-making using Triads. Ask a question like: Listen/look for: If Earth originated • The Earth (and all other planets) from the same solar have different composition and gas and dust as the elemental abundances than the Sun. Sun, why is learning the amounts of each element in the Sun important to understanding the Solar System? What will the results • Allow scientists to count the from the Genesis different amounts of elements found mission science in the Sun. analysis tell us about • Help us learn more about the our Solar System? amounts of different elements from Hint: What did you the Sun. do in the activity?
7. Remind participants that they should be able to . . . a Describe how elemental abundance can be gathered from a Genesis wafer. b Describe the need for a cleanroom environment for the Genesis wafer.
Break
Tip!
Finished early? Go back and play Exo’s Discovery or explore the participant site.
10 min
The following two activities can be done side-by-side–one class does one while the second class does the other–and then they switch. The first activity is 5 minutes shorter to allow for time for the participants to transition from one activity to the other.
Cosmic Chemistry Facilitator Guide: Day 2
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Activity: Oh, What a Trip!
40 min
This activity encourages participants to explore a broad variety of astronomy venues and current events as they pursue personal interests and learn about the wide variety of careers possible through [space] science. This activity should inspire participants to believe that by investing time and energy in their education and looking to dynamic futures, they will become aware of, and even create, interesting opportunities. Goal
•
Describe a cosmic or chemical career opportunity that uses your talents.
What You Need • Computers for each participant • A physical or electronic copy of the KWL Chart for each participant What to Do 1. Have participants create their own KWL chart. a Log-in to the Google site b Click KWL chart link c Go to File Make a copy i. Document is not shared with anyone without the participant’s permission. ii. Participants can share this document by: 1. Clicking on “Share” in the upper right-hand corner 2. Adding people to the list 2. Have participants generate a list of individual talents in the Know column. a What do you like to do? b What are you good at? c What kind of career do you want? d How might you get there?
~2 min Tip!
Have participants share their KWL with you so you can see their thinking.
~5 min Tip!
Have particpants use the online KWL to record their thinking throughout the two weeks.
3. Have participants brainstorm what they think they want to do with their careers in the Want to Know column.
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Cosmic Chemistry Facilitator Guide: Day 2
4. Walk participants through the Oh, What a Trip! Prezi. a Click on more and then autoplay! Featured locations: b Greenbelt, MD: Goddard Space Flight Center, home of: • Hubble images • Women and Minorities Making It Happen in Space Science c Washington, DC: Smithsonian Space Museums Capitol Hill and legislators exploring science and science education through NASA endeavors d California: Jet Propulsion Laboratory (JPL), home of: • many NASA missions • mission science coordination • NASA mission launches • Don Sweetnam (speaker from yesterday) Deep Space Network at Goldstone in the Mohave Desert, home of: • the vast dishes that gather signals from outer space as well as pass messages from Earth to various missions e Houston, TX: Johnson Space Center (home of Judy Allton, today’s speaker) Space Center Houston • moon rocks! • NASA manned space explorations! f Tucson, AZ: Kitt Peak National Observatory Steward Observatory at the University of Arizona, for your own long deep look into the night sky . . .
Cosmic Chemistry Facilitator Guide: Day 2
~5 min High Expectations: NASA has a spectrum of talented and skilled people scientists and engineers, obviously, but also technicians, managers, artists, and computer animators. Astronomers get to stay up all night!
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5. Have participants conduct individual research to find one career opportunity that uses one of their talents and involves space or chemistry—list it in the Learned column. a Encourage participants to record steps they can take to get their career.
~25 min Tip!
Encourage deep participant thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
~5 min
6. Have participants share what they have found and why it interests them using Back–to–Back. Tip!
Point out to participants that one of the final project options is to plan your personal trip to a cosmic or chemistry career.
7. Remind participants that they should be able to . . . a Describe a cosmic or chemical career opportunity that uses your talents.
High Expectations: Connect to participant aspirations and their intrinsic motivation to meet them.
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Cosmic Chemistry Facilitator Guide: Day 2
Guest Speaker: Cleanroom Technology
45 min
At this time, you will have a local speaker talk with the participants about ways they use a cleanroom and how it relates to potential career paths. Alternatively, you can watch the video of scientist Dr. Judy Allton who leads the cataloging, documenting, sample dissemination and laboratory operations for the Genesis samples at the Astromaterials Acquisition and Curation Office at the NASA Johnson Space Center in Houston, Texas. Goals • Describe the requirements and conditions of working in a cleanroom. • Describe how a cleanroom environment enables scientists to achieve their goals.
What You Need • Guest Speaker • Laptop and projector
High Expectations: Emphasize the honor of having your guest speaker.
What to Do 1. Explain to participants how the presentation will be structured.
~1 min ~1 min
2. Review any behavioral expectations prior to the speaker. a I really liked how we did _______ yesterday. Let’s do that again. Tip!
Look for ideas for your final project!
~25 min
3. Welcome and introduce the speaker. Tip!
Have participants write questions on slips of paper, wad them up, and throw them into a bag. You can then pull questions out of the bag to get the Q and A started.
Cosmic Chemistry Facilitator Guide: Day 2
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4. Have participants ask any questions they have. For example: a What kinds of classes did you take? b What’s a typical day for you? 5. Engage participants in sense-making using Headline News! Ask a question like: Listen/look for: What was the coolest • Cool facts. thing you learned? • Comprehension of the speaker. Reasons either for or against. Could you use your talents to work in a cleanroom • What was Judy good at that helped with her career
~15 min
~5 min
6. Remind participants that they should be able to . . . a Describe the requirements and conditions of working in a cleanroom. b Describe how a cleanroom environment enables scientists to achieve their goals.
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Cosmic Chemistry Facilitator Guide: Day 2
Wrap Up
10 min
Incorporating daily time to revisit participant knowledge allows you to gain a sense of participant understanding of not only the chemistry and Genesis content, but also a deep theme of Cosmic Chemistry–Science as a human endeavor that seeks to understand the world around us. Goal • Reflect on the knowledge you gained today. What You Need • Long butcher paper (from Day 1) • Markers What to Do 1. Engage the participants in sense-making using Participant-led Mind~10 min Mapping. Select three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the High following five questions: Expectations: a What were our questions? How does collecting solar wind help us understand the Make participants Solar System? do this as a way to Why do cleanroom facilities matter so much? show that they What is an element, anyway? are in charge of their own b What did we do today? learning! Elemental Introductions What do I like? Sampling the Sun Guest Speaker or video of Dr. Judy Allton Oh What a Trip! c What did you learn today? d How does what you learned today connect to what we have done? (Both today and yesterday!) e What questions do you have? Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Recognize that models are used frequently in chemistry to help scientists understand how things work. • Determine ways a model is an accurate representation and is limited in the way it represents a phenomena or process. • Explain the difference in the symbols used to represent an element and a compound. • Identify a chemical symbol. • Define atom. • Describe what it is like to communicate with others remotely. • Describe how scientists used reasoning, insight, or creativity to overcome challenges that are part of conducting research. Cosmic Chemistry Facilitator Guide: Day 2
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What’s the “Buzz”?
2-5 min
Buzz is a media term for anything that creates excitement – and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning Goal • Share the excitement of what you learned today with your social network. What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities. a Today you will be asked to: Write a sentence or two about something you have learned that interested you. OR What do you want to know more about?
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Cosmic Chemistry Facilitator Guide: Day 2
Preparation for Day 3 1. Answer the following question: a Has your class begun to gel/flow? If so, how will you keep it going? If not, what can you do to help them come together and enjoy this learning experience?
15-30 min
2. Review the curriculum and setup materials for tomorrow. 3. Review the Museum Exhibits. 4. Read/Review the background information: a History of the Periodic Table. 5. Optional: a Review the video of It’s All in the Family.
Cosmic Chemistry Facilitator Guide: Day 2
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Day 2 Resources
Sampling the Sun Answer Key 1. Obtain a sample from the container in your plastic cup. 2. Count the number of each color bead in your sample and record your results in your group number column below. You will have an opportunity to complete the remaining group columns when the class shares their findings.
COLOR Yellow
ELEMENT Gold Collector Wafer
Orange
Hydrogen (H)
Blue
Helium (He)
Red
Oxygen (0)
Green
Calcium (Ca)
Other
Trace elements
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Total
3. Calculate the percentage of each element and record the percentage in the last row of 𝑯𝒐𝒘 𝒕𝒐 𝑪𝒂𝒍𝒄𝒖𝒍𝒂𝒕𝒆 𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒃𝒆𝒂𝒅𝒔 𝒐𝒇 𝒐𝒏𝒆 𝒄𝒐𝒍𝒐𝒓 the graph below. × 𝟏𝟎𝟎 = ___ % 𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒃𝒆𝒂𝒅𝒔 4. Color in the bar graph below with the rounded percentage. • “Other” stands for all the remaining trace elements in the solar wind! • Figure it out by taking your total percentages and subtracting from 100%.
100 My Group’s Percentage of Each Color Found in the Sample Extraction 90 80 70 60 50 40 30 20 10 0 Yellow
Orange
Blue
Green
Red
Other
% Cosmic Chemistry Answer Key: Day 2
61
5. Using the information in your table, fill in your group number column on the Class Solar Wind Collection Sample Table 6. Contribute to the creation of a combined classroom graph as assigned by your teacher and answer the following questions: a. How did each of your elemental abundances compare with other groups?
b. Which graph do you think is a better representative sample of the solar wind in the wafer? Why? References larger sample
c. What will the results from the Genesis mission science analysis tell us about our solar system? Hint: What did you do in the activity? Amounts/Counts of elements in the Sun
7. Study the table and graph on the next page that show percentages of each element in the Sun’s outer visible layer and the Earth’s crust., then answer these questions: a. Compare the percentage of elements from the Sun’s outer visible layer with the percentage of elements in the Earth’s crust. Why do you think they differ?
b. Which body has a larger variety of elements? Sun c. If Earth originated from the same solar gas and dust as the Sun, how might learning the amounts of each element in the Sun help us to understand the solar system? Sun provides baseline for the early solar system
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Cosmic Chemistry Answer Key: Day 2
Comparing the Earth to the Sun The following table of elements shows a comparison of the elements found in the Earth’s crust and the outer visible layers of the Sun.
atomic number 1 2 6 7 8 10 11
Earth % of total crust mass * * * * 46.600 * 2.800
Element Hydrogen (H) Helium (He) Carbon (C) Nitrogen (N) Oxygen (O) Neon (Ne) Sodium (Na) Magnesium (Mg) 12 2.100 Aluminum (Al) 13 8.100 Silicon (SI) 14 27.700 Sulfur (S) 16 * Potassium (K) 19 2.600 Calcium (Ca) 20 3.600 Iron (Fe) 26 5.000 All others 1.500 Total 100.000 * trace amount included in "All others"
Sun % of total outer visible layers mass 71.000 27.100 0.400 0.096 0.970 0.058 * 0.076 * 0.099 0.040 * * 0.140 0.021 100.000
Percentage of Total Mass
Percent by Mass of Element Abundance 100 90 80 70 60 50 40 30 20 10 0
Earth % of total crust mass Sun % of total outer visible layers mass
Element
Cosmic Chemistry Answer Key: Day 2
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Class Solar Wind Sample Collection COLOR
ELEMENT
Yellow
Gold Collector Wafer
Orange
Hydrogen (H)
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Total # of Total % in class beads in all sample groups
Helium (He) Blue
Green
Calcium (Ca) Oxygen (0)
Red Total
Cosmic Chemistry Class Solar Wind Sample Collection: Day 2
65
Sampling the Sun PARTICIPANT ACTIVITY 1. Obtain a sample from the container in your plastic cup. 2. Count the number of each color bead in your sample and record your results in your group number column below. You will have an opportunity to complete the remaining group columns when the class shares their findings.
COLOR Yellow
ELEMENT Gold Collector Wafer
Orange
Hydrogen (H)
Blue
Helium (He)
Red
Oxygen (0)
Green
Calcium (Ca)
Other
Trace elements
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Total
3. Calculate the percentage of each element and record the percentage in the last row of 𝑯𝒐𝒘 𝒕𝒐 𝑪𝒂𝒍𝒄𝒖𝒍𝒂𝒕𝒆 𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒃𝒆𝒂𝒅𝒔 𝒐𝒇 𝒐𝒏𝒆 𝒄𝒐𝒍𝒐𝒓 the graph below. × 𝟏𝟎𝟎 = ___ % 𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒃𝒆𝒂𝒅𝒔 4. Color in the bar graph below with the rounded percentage. • “Other” stands for all the remaining trace elements in the solar wind! • Figure it out by taking your total percentages and subtracting from 100%.
100 90 80 70 60 50 40 30 20 10 0
My Group’s Percentage of Each Color Found in the Sample Extraction
Yellow
Orange
Blue
Green
Red
Other
% Cosmic Chemistry Participant Activity: Day 2
67
5. Using the information in your table, fill in your group number column on the Class Solar Wind Collection Sample Table 6. Contribute to the creation of a combined classroom graph as assigned by your teacher and answer the following questions: a. How did each of your elemental abundances compare with other groups?
b. Which graph do you think is a better representative sample of the solar wind in the wafer? Why?
c. What will the results from the Genesis mission science analysis tell us about our solar system? Hint: What did you do in the activity?
7. Study the table and graph on the next page that show percentages of each element in the Sun’s outer visible layer and the Earth’s crust., then answer these questions: a. Compare the percentage of elements from the Sun’s outer visible layer with the percentage of elements in the Earth’s crust. Why do you think they differ?
b. Which body has a larger variety of elements?
c. If Earth originated from the same solar gas and dust as the Sun, how might learning the amounts of each element in the Sun help us to understand the solar system?
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Cosmic Chemistry Participant Activity: Day 2
Comparing the Earth to the Sun The following table of elements shows a comparison of the elements found in the Earth’s crust and the outer visible layers of the Sun.
Earth % of total crust mass * * * * 46.600 * 2.800
atomic Element number Hydrogen (H) 1 Helium (He) 2 Carbon (C) 6 Nitrogen (N) 7 Oxygen (O) 8 Neon (Ne) 10 Sodium (Na) 11 Magnesium (Mg) 12 2.100 Aluminum (Al) 13 8.100 Silicon (SI) 14 27.700 Sulfur (S) 16 * Potassium (K) 19 2.600 Calcium (Ca) 20 3.600 Iron (Fe) 26 5.000 All others 1.500 Total 100.000 * trace amount included in "All others"
Sun % of total outer visible layers mass 71.000 27.100 0.400 0.096 0.970 0.058 * 0.076 * 0.099 0.040 * * 0.140 0.021 100.000
Percentage of Total Mass
Percent by Mass of Element Abundance 100 90 80 70 60 50 40 30 20 10 0
Earth % of total crust mass Sun % of total outer visible layers mass
Element
Cosmic Chemistry Participant Activity: Day 2
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Solar Wind Background Knowledge
NASA
The solar wind generated by our Sun is quite different from our Earth’s surface winds. Solar wind carries about one million tons of hot plasma, at a 5 temperature of about 10 kelvins, away from the Sun every second. Solar + 2+ wind plasma is a mixture of 95% protons (H ) and 4% alpha particles (He ). The remaining 1% is made up of ions of other elements, including carbon, nitrogen, oxygen, neon, magnesium, silicon, and iron, and enough electrons to electrically balance all the positive ions. A coronal mass ejection This plasma behaves like an electrically conducting fluid, carrying with it a magnetic field arising from systems of electrical currents in the Sun’s corona. The strength of this magnetic field decreases inversely with its distance from the Sun. Because plasma particles have sufficient kinetic energy to escape the Sun, the solar wind becomes an extension of the Sun’s corona into interplanetary space. The solar wind extends to distances past the farthest spacecraft, currently Voyager 1 at about 75 times the distance between the Earth and the Sun (75 AU or astronomical units).
These solar wind streams are carried at different speeds, varying from 300 to 1000 km/s, independent of the wind's distance from the Sun. Because they are carried at different speeds, the streams collide and rebound, producing low magnetic regions and regions in which the magnetic field is amplified. In the next activity, you will observe solar wind data that shows three types of solar wind called solar wind regimes—slow solar wind, fast solar wind, and coronal mass ejections. Slow solar wind is often associated with streamers, visible during a solar eclipse. Fast solar wind emerges from coronal holes in the Sun’s atmosphere. Coronal mass ejections are explosive releases of material from the corona. The Genesis spacecraft serves as a catcher, collecting all three types of solar wind samples that will give us clues about the formation of our solar system. However, scientists are especially interested in the data from the fast solar wind. According to Los Alamos National Laboratory space scientist John Steinberg, “The most important sample to us is most likely the sample of the fast wind, because from our measurements in the past of the solar wind, the fast flows are most uniform in elemental composition, in the charge state composition of the ions, and in the density itself. There is probably less variability and a more uniform process that pulls out solar wind in the fast flows. That, we believe, will be our best sample from Genesis.” Cosmic Chemistry Background Knowledge: Day 2
Figure 1a: Solar Wind Regimes
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After escaping from the Sun’s gravitational field, the solar wind flows outward radially like water from a rotating sprinkler. Each drop moves straight out from the source, but the pattern rotates. The streams travel at speeds that vary from 300 to 1000 km/s and are independent of their distance from the Sun. The density 3 of the solar wind varies between 1 and 10 particles/cm and diminishes with the inverse square of the distance from the Sun. Solar activity can cause sporadic order-of-magnitude fluctuations, however. At 1 AU (Earth's distance from Sun) the spiral makes an angle of about 45° with a radial line from the Sun, as shown in Figure 1a. At this distance, the solar wind is traveling at well over one million miles per hour. Its 3 -4 plasma density is about five particles/cm , and its magnetic field strength is typically about 10 that of Earth's. Another observation you will make when looking at the solar wind data is interplanetary shocks. Interplanetary shocks are easily identified as simultaneous, abrupt jumps in the speed, density, and temperature of protons, alpha particles, and electrons. The term “planet” in interplanetary shocks can be misleading. Interplanetary in this regard really means “in the middle of nowhere.” In other words, these shocks are not associated with planets at all, so the term interplanetary distinguishes these shocks from bow shocks that are associated with planets, asteroids, and any other objects. Interplanetary shocks result from fast wind plowing into slower wind. An interplanetary shock occurs rapidly, within a period of minutes. The solar wind actually has a negligible effect on the movements of planets, but it can have other profound effects in its immediate vicinity. Mars and Venus may have lost former oceans, and Mars may have lost much of its atmosphere to space as a direct result of solar wind. But Earth’s magnetic field has protected our atmosphere, our water supply, and its inhabitants from the searing effect of the solar wind’s ionized gases.
Explorer 1
In 1958, Explorer 1 first discovered the Earth's magnetic field when it detected a region of intense radioactivity as it orbited elliptically around the Earth. Later in the same year, radiation detectors aboard Explorer 3 observed large populations of very energetic, charged particles trapped in two large belts that completely encircle the Earth. In the inner belt, which extends from an altitude of 2,000 kilometers to 5,000 kilometers above the Earth, "the energetic particles are mostly protons. The outer belt, where the energetic particles are mostly electrons, starts at an altitude of 15,000 kilometers and is about 6,000 kilometers thick. The behavior of these electrically charged particles is determined by the planet’s magnetic field.
The Earth's magnetic field has two poles, North and South, and the fields’ pull extends far beyond the surface of the Earth. Within this magnetic field, an average of 50 tons of plasma per day flows against the gravitational pull of the Earth, much as the solar wind flows away from the Sun. This plasma contains hydrogen, helium, oxygen, and nitrogen atoms and ions as well as heavy ions. This optically transparent space around the Earth is its magnetosphere. It is the interaction of the Earth's magnetic field with particles in this region that provides our protection from solar wind plasma. It is also the interaction of Earth’s magnetic field with the solar wind that makes it necessary to position the Genesis collector outside the Earth’s magnetosphere to obtain a “clean” sample of the solar wind.
Earth’s Magnetic Field
Adapted from Genesis Mission.
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Cosmic Chemistry Background Knowledge: Day 2
Cleanroom Technology Background Knowledge Clean is a relative term. What is acceptable in the garage is not acceptable in the kitchen. Some environments demand a higher level of cleanliness. Cleanroom technology is used to create ultra clean rooms for electronic assembly, hospitals, and spacecraft. Genesis was the cleanest spacecraft ever built and for that you need a very clean room.
NASA’s Cleanest Rooms
Johnson Space Center
The Genesis laboratory cleanroom was used for the assembly of the Genesis solar wind collector arrays and is used for handling the returned samples of solar wind. A very clean room is needed during assembly and sample handling in order to minimize contamination of the sample. Because the scientists are looking at very small elemental abundances of the solar wind isotopes, even small amounts of contamination, like dust from the air, could make it difficult to see the solar wind samples. NASA has built a class 10 cleanroom so that neither contamination nor debris will mask the solar wind samples and throw off the results.
What is a class 10 cleanroom? The class number is an indicator of how clean a cleanroom is. If a cleanroom has a class number of 100,000, that means that no more than 100,000 particles any larger than 0.5 μm in size are allowed in each cubic foot of air. To keep the cleanroom clean, Ultra Low Penetrating Air (ULPA) filters in the ceiling of the cleanroom are constantly filtering the air inside the cleanroom. The cleanroom facility at Johnson Space Center contains two class 10 cleanrooms connected by a class 1000 viewing corridor. One of the Class 10 rooms (cleaning room) is used for cleaning. The second room was used for assembling the spacecraft.
Protecting the spacecraft from contamination
Johnson Space Center
Cosmic Chemistry Background Knowledge: Day 2
73
Once a cleanroom has been certified at a particular level of clean, it is up to the personnel that work in the cleanroom on a daily basis to constantly monitor the conditions and correct the problem if contamination occurs. There are two primary ways in which contamination is monitored in the Genesis cleanroom. The first is a witness plate. This is a wafer that is placed near the area where the assembly is done. This plate can be tested periodically to determine if the amount of contamination is above the specifications for that class of cleanroom. The second is an air particle counter that is used to count the number of particles in a sample of the air space. The main source of contamination in the cleanroom is workers. The workers who assembled the spacecraft wore “bunny suits.” Yep, that’s really what they are called. Bunny suits (also known as cleanroom garments) help to eliminate this source of contamination by acting as a “person filter” to prevent human particulate matter from entering the atmosphere of the cleanroom. High Efficiency Particle Air (HEPA) filters are found on the cleanroom suits to filter the air that people breathe in the cleanroom.
Nothing goes according to plan The plan was to assemble the wafers in vertical position so the airflow would keep them cleaner, but two weeks before the Genesis payload team was to start installing the real flight collector wafers, they found that the wafers coated with aluminum and with gold had such thin layers of coating that the tweezers would immediately scrape off the coating as soon as they tried to pick them up! So, instead the array frame was laid flat on the cleanroom table. The gold and aluminum coated wafers were shipped lying horizontally, face down. To pick them up, the Genesis assembly team used a vacuum wand, which used suction on the back, uncoated part of the wafer. Once the wafer was lifted up out of the container, they turned it over and slid it onto the new wafer installation tool—a stainless steel spatula purchased at a cookware store.
Some astonishing facts. Did you know that... • •
•
•
… we shed the outer layer of our skin every one to two days? … skin flakes from our body detach themselves and free-float in the air at the rate of hundreds of thousands each minute? … the second-greatest source of contamination from our bodies comes from our mouth by coughs and sneezes? … cross-contamination comes in third as a source of human contamination to our environment? Cross-contamination occurs when we pass contaminates from one place to another.
Here is what team member Kimberly Cyr had to say about this change in plans. “Our group had to be flexible and adaptable, as mission requirements changed at the last minute (common in the space mission world). We had to be creative to brainstorm a solution, and found a very simple, elegant solution which worked great, using ordinary materials you wouldn't usually associate with space flight.” For more information watch the accompanying video, "Cleanroom Technology: NASA Genesis Mission."
Adapted from Genesis Mission.
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Cosmic Chemistry Background Knowledge: Day 2
Day 3
DAY 3: Life’s a Puzzle: What Does This Puzzle Tell Us? Overview Dmitri Mendeleev initially organized the elements based on known physical and chemical properties. It took years of his puzzling over the fragmented pieces of information about the known elements to make a coherent picture. Over the next two days, participants will go through a series of games, activities, and presentations to help them comprehend the process of arrangement and the organization of the modern periodic table. Today, participants become experts on one element and share that information with their peers. The element research is then used to allow participants to explore arrangements of the elements—for example solids in one area, gases in another, and liquids in a third and compare the properties and trends these groupings show. The day ends with the participants being grouped by periodic table family, analyzing that family’s characteristics, and then presenting this information to the class.
Essential Questions • •
How does looking for patterns and using logic help us understand science? What is an element, anyway?
Cosmic Chemistry Facilitator Guide: Day 3
Daily Goals 1. Describe the properties of one element. 2. Explain how elements are organized into groups (often called families) in the periodic table according to shared characteristic properties.
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Daily Agenda 8:30 – 8:50
Vocabulary
Emphasize bold words
Atomic Mass Atomic Number Atomic/ Elemental Symbol Element Neutrons
Activity: Welcome & Elemental Introductions • Locate atomic mass on your element card. • Use the class element cards to show atomic number and atomic mass.
8:50 – 9:20
Activity: Collaboration Rubric • Establish ways to monitor your own group behaviors to become a stronger group member. • Explain the organization of the Collaboration Rubric. • Describe different ratings on the Collaboration Rubric.
9:20 – 10:15
Atomic Mass Atomic Number Periodic Table
Activity: Arranging a Deck of Cards • •
Arrange a deck of cards. Develop your puzzle-solving skills.
10:15 – 10:25
Break
10:25 – 11:50
Activity: It’s All in the Family
Atomic Mass Atomic Number Element
• Describe the properties of one element. • Model multiple arrangements of the elements. • Determine the similar properties within a family of elements. 11:50 – 12:00
Break
12:00 – 12:30
Presentations: It’s All in the Family • Present the similar properties of elements within a family to the class. • Determine characteristics of a quality presentation.
12:30 – 12:45
Museum Exhibit Overview • Describe the requirements of the museum exhibit.
12:45 – 12:55
Wrap Up • Reflect on the knowledge you gained today.
12:55– 1:00
What’s the “Buzz”? • Share the excitement of what you learned today
with your social network.
•
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Vocabulary in Chemistry Courses Vocabulary in Astronomy or Earth Science Courses
Cosmic Chemistry Facilitator Guide: Day 3
Activity: Welcome & Elemental Introductions
20 min
Continuing the introductory activity from Days 1 and 2, your participants arrange the “elements” to show different kinds of information. You also gain further insights into your participants. The property of atomic mass is modeled in this activity by taking the participant’s atomic number (from Day 1) and doubling it–since the atomic mass is usually roughly double the atomic number. Then, some participants add “mass” to simulate isotopes. This connection may not be made today, but the participants will arrive at it sometime in the days that follow. Goal • Rearrange the class element cards to show atomic number and atomic mass.
Tip!
Play music as participants enter today to get the mood/energy going.
What You Need • Element cards from Day 1 • Markers What to Do 1. Activate background knowledge a Review the arrangement of the element cards from yesterday’s introduction. Review the following terms and locations: - Atomic symbol. - Atomic number.
Cosmic Chemistry Facilitator Guide: Day 3
~3 min Tip!
Point out how this will be useful every day in chemistry class.
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2. Explain today’s activity. a Have participants: Retrieve their cards. Group themselves according to their birth month (atomic number). b Within the group calculate, their atomic mass using the following directions: Group by atomic number. Line up by height. Multiply your atomic number by 2. And: • Shortest person adds 1. • Alone or in the middle? Add 0. • Tallest person adds 2. c Record their atomic mass. 3. Engage participants in sense-making using Think-Pair-Share (in your group). Ask a question like: Listen/look for: How does your • Some are the same; some are atomic mass different. compare to the other • All are fairly close. members of your elemental group? If someone were to • Double the atomic number (middle select an element height); there are only one short and card from your group tall person per group and there may at random, what is be one middle person, but there may the most likely be several. atomic mass that element card would have? Why?
~10 min Tip!
Groups should be of varying size to demonstrate that there are more of some elements than others—this also helps show that some isotopes are more rare than others.
~5 min Tip!
Draw out/connect for the participants how this relates to actual elements.
4. Repost the element cards in groups by atomic number and columns by mass number. 5. Remind participants that they should be able to . . . a Rearrange the class element cards to show atomic number and atomic mass.
Tip!
Approach this with curiosity and revisit at the end of the day to regroup the cards.
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Cosmic Chemistry Facilitator Guide: Day 3
Activity: Collaboration Rubric
30 min
This activity allows you to establish expectations and ways for participants to monitor their own group behaviors with your participants. This rubric will be used throughout the program so participants have the opportunity to become strong group members. Goal • Establish ways to monitor your own group behaviors to become a stronger group member. • Explain the organization of the Collaboration Rubric. • Describe different ratings on the Collaboration Rubric. What You Need • Copy of the Collaboration Rubric for each participant What to Do 1. Activate Background Knowledge a Arrange the participants into groups of 4. b Have participants do a think-pair-share about a time that they worked with a group of people and it worked really well. What made it work? c Allow participants to share out. d Relate this to real-life science i. Science happens in teams. ii. Genesis scientists had to collaborate. iii. Genesis was too big for even 4 people to accomplish. 2. Explain today’s activity. a Pass out the rubric. b Explain the layout of the rubric: Components of collaboration Columns are filled out by: • Participant • Peer • Teacher c Have each group examine one component of the rubric and come up with examples for each of the different levels. For example, What does someone who is mastering it look like? Someone who is faltering? d Have each group act out their examples with the class. e Explain that participants will use this rubric during the next activity.
Cosmic Chemistry Facilitator Guide: Day 3
~5 min
~20 min High Expectations: Explain that one of the reasons we use rubrics is to connect effort with achievement.
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3. Remind participants that they should be able to . . . a Describe ways to become a stronger group member. b Explain the organization of the Collaboration Rubric. c Describe different ratings on the Collaboration Rubric.
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Cosmic Chemistry Facilitator Guide: Day 3
Activity: Arranging a Deck of Cards
55 min
This activity allows participants to practice working collaboratively in groups and to use and develop their inductive reasoning skills. They (and you) will begin having more comfort with not having a “right” answer. You can assess your participants’ reasoning skills and their ability to work in groups–and praise their strengths in both areas. The activity offers participants a foundation for how Mendeleev struggled (a historic use of inductive logic) and how arrangements of elements can be used to seek patterns. Goals • Arrange a deck of cards. • Develop your puzzle-solving skills. What You Need For each group of 2-3 participants: • Randomly divide a deck of cards into roughly half (~26 cards). • Space for the cards to be arranged.
Tip!
In order to stretch materials (and provide more challenge), a single deck can be split into two decks so long as each deck that is given to participants contains members of at least three suits and no more than one complete set (ace through king).
What to Do 1. Group participants into new groups of 2-3 using your favorite grouping strategy.
~2 min
Tip!
Resist the urge to link this to the history of the periodic table early on. This will come after the activity.
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2. Distribute “decks” of cards to each group of 2-3 participants.
~1 min ~10 min
3. Ask participants to arrange the cards. a You should give as little guidance as possible. b There is no correct answer. c Be prepared to justify your answer.
High Expectations: Participants may be frustrated at first, but they can do this! Have them look for patterns and relationships. If they arrange by color—push them to give it more effort or arrange the cards again.
4. Have participants share with each other. a Have participants pick one member of their group to stay at their arrangement and share. b Have all other participants walk around and listen to see: How others’ arranged their cards. Why they arranged the cards this way. How they dealt with “missing” cards/suits.
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~10 min High Expectations: Any arrangement the participants come up with—so long as it has some logic behind it—is praiseworthy.
Cosmic Chemistry Facilitator Guide: Day 3
5. Engage participants in sense-making using Triads. Ask a question like: Look/listen for: Why didn’t • Not everyone had the same cards everyone arrange (information). the cards in the • Some “decks” were same way? smaller/larger. • Everyone has their own way of thinking. What is similar • All made of cards/had some about all of the similar information. arrangements? What features of • Suits (clubs, spades, diamonds, the cards hearts). allowed/helped you • Numbers/dots. to arrange the • Colors (black, red). cards the way you • Similar arrangement of did? information on the card (for example, the number is always found in the upper left corner). What questions did • Good questions. this bring up for you?
6. Have participants share with the whole class–what did we learn? 7. Engage participants in reflection using the Collaboration Rubric. a Have participants rate themselves during this activity. b Direct participants to exchange papers (rotate one to the left or right) and rate their classmate during this activity. c Have participants return the ratings sheet. d Ask participants to compare the ratings and consider where they can improve. e At the end of this day participants need to hand their rubrics to you so you can rate them.
Cosmic Chemistry Facilitator Guide: Day 3
~10 min
~5 min ~10 min High Expectations: Have participants use a different color marker for each coding. Help participants connect their collaboration to future endeavors/ careers/efforts.
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8. Relate the activity to the Periodic Table of Elements. a Many elements were known in the 1800s. ~ ½ of a deck of cards is representative of the data that was known because, by the end of the 1800s, about half of the currently known elements had been discovered. b Organization was a problem. Several scientists came up with different ways to organize the elements, but none of these systems was accepted by all scientists. Mendelev made two tables– the second is the basis for the modern periodic table. Optional: Play Wider Table from Periodic Videos.
~5 min
Tip!
Participants may have the misconception that the periodic table is already perfect. It can be helpful to remind them that the table is rearranged all the time.
9. Give participants time to move to the back and explore the many different periodic tables link.
~5 min
10. Engage the participants in sense-making using Think-Pair-Share.
~5 min
Ask a question like: How is the Mendeleev chart shown different from the current periodic table? How is the card activity similar to the information scientists had at the time?
Look/listen for: • Placement of many elements is different–for example Silver (Ag).
• •
There was no correct way for Mendeleev to arrange the cards You can predict the “missing” element from the other information.
Tip!
Have participants record their thoughts in their KWL as the think portion.
11. Remind participants that they should be able to . . . a Explain how the process or arranging cards is similar to the process used to develop one of the original periodic tables.
Break
10 min
Have participants give you their collaboration rubrics so you can rate them this evening and give them your feedback in the morning.
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Cosmic Chemistry Facilitator Guide: Day 3
Activity: It’s All in the Family
90 min
The next sequence of activities has participants seek useful information in the arrangement of element cards. Each participant creates one element card—and all of the cards are formatted similarly (like the playing cards, but with more information). Participants are asked to use the cards to make comparisons and look for patterns between different groupings of the elements. The last activity is for participants to seek common traits of a family—those things that make the family distinct. Participants will present their findings for the class. Goal • Seek similar traits among different groups of elements. What You Need • Copies of Element Research Cards for each participant • Colored pencils or markers What to Do 1. Explain the activity. a Arranging the playing cards was easy because they all had similar (simple) information displayed. b We should be able to do the same thing with the elements—just like Mendeleev. c First we need cards! d Each person picks one element they would like to research. e They will be the class expert on that element. f They will create an element card that will show the information about their element. 2. Play the Elements Song as participants think about which element they want. a “Simply the name of all the chemical elements, set to a possibly recognizable tune.”—Tom Lehrer, songwriter This version is sung by Daniel Radcliffe (yes, Harry Potter!) although other versions are available.
Cosmic Chemistry Facilitator Guide: Day 3
~3 min Tip!
Discourage the use of H and He as we will learn lots about them in the coming days.
~5 min
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3. Have participants select an element with an atomic number between 3 and 36. a Keep track of these so no two participants are doing the same element.
~2 min Tip!
If you have a small class size, limit them to the alkali metals, oxygen family, and noble gases. These families have traits that are distinctive for use later on.
4. Give participants time and internet access to research their element. a Directions are on the participant sheet. b Possible resources are listed on the Google site.
~25 min High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
5. Help participants connect their research to the next activity. a Earlier participants arranged a deck of cards. b Now they have element cards—and we can play with their arrangement.
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~1 min
Cosmic Chemistry Facilitator Guide: Day 3
6. Model the activity using groups based on elemental state. a Having participants move into groups according to state—solids in one corner, liquids in another, gases in a third. b Asking participants to compare the elements in their grouping.
~10 min
Tip!
Participants might struggle with comparisons–let them struggle, but provide suggestions like putting their papers on the table (just like the element cards) that encourage them to persevere.
~10 min
7. Repeat the activity using groups based on periods of the periodic table. Tip!
Encourage participants to look for trends in atomic mass and number (what they are most familiar with).
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8. Repeat the activity using participant suggestions of ways to arrange the elements. a For example: Line up according to atomic mass (what Mendeleev had to work with). Color Group according to date of discovery. Group around uses. Alphabetically? See Tip on Day 2 page 4. b After each, facilitate a participant discussion around— What does this arrangement tell us?
~10 min Tip!
Be on the look-out for preconceptions about properties being “owned.”
~1 min
9. Have participants move to family groups–maybe there’s something to the columns instead of the rows. 10. Have participants compare the members of their family of elements and look for the common traits. a Traits, you know, like my families big nose or receding hairline–I mean, you can pick them out of a crowd just by their . . .
~10 min
11. Have participants plan their 2-3 minute presentations to the class. a Presentations must include everyone and address: Family name Common traits Two cool things you learned! Visuals are optional
~10 min
Break
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10 min
Cosmic Chemistry Facilitator Guide: Day 3
Presentations: It’s All in the Family
30 min
The ability to present information is a valuable skill participants need to practice. It also holds participants accountable for their learning when they present to their peers. Goals • Present the similarities of elements within a family to the class. • Determine characteristics of a quality presentation. What to Do 1. Give each group 2-3 minutes to present their family to the class.
~20 min Tip!
Go in the same order of families/groups as seen in the periodic table–start with the alkali metals on the left and move across. This helps participants structure their learning.
2. Engage participants in sense-making using Headline News! Look/listen for: • What made the presentations effective and fun? o Use of humor. o Engaging information. o Smooth presentation delivery. o Engaging imagery.
Cosmic Chemistry Facilitator Guide: Day 3
~10 min Tip!
Listen for any traits listed on the Presentation Rubric, introduced on Day 4. You can use those that overlap to connect this experience to Day 4.
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Museum Exhibit Overview
15 min
The museum exhibit should come as a natural extension of the learning within the two weeks of Cosmic Chemistry. Introducing it now will give participants time to think about what they want to explore further. Goal • Describe the requirements of the museum exhibit. What You Need • For each participant: o Museum Exhibit Content & Format options o Presentation Rubric What to Do 1. Explain the Museum Exhibit. a Purpose: Determine a topic of interest to explore further, conduct research to deepen your knowledge, create an engaging museum exhibit, and present your new knowledge to your peers. b 3-5 minute presentation. c Encourage you to work in teams (just like scientists), but don’t have groups larger than 4 people.
2. Have participants count off into five groups. Each group will explore a different exhibit option.
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~2 min High Expectations: Emphasize the connection to scientists using poster sessions to disseminate information.
~2 min
Cosmic Chemistry Facilitator Guide: Day 3
3. Have participants read about the different content options and prepare a 30 second advertisement for the other participants. Option 1: Oh, What a Trip!: A cosmic or chemistry career of your choice. Option 2: Cleanroom Technology: Real world applications of cleanroom technology. Option 3: Elemental Origins: Find out how elements heavier than Helium form! Option 4: Community Career Connections: Examine the role of chemistry based career in your community. Option 5: Do It Yourself: Design your own pursuit and have it approved by your instructor. 4. Have participants share their ads with the class. 5. Inform participants of “Due” Dates: a Pick your topic as early as the first week. b Deadline for proposal is day 7. Proposal includes: option number presentation format names of presenters
~7 min Tip!
Talk with participants about structure vs. creativity.
~3 min ~2 min Tip!
Look for ideas for your final project!
6. Remind participants that they should be able to . . . a Describe the requirements of the museum exhibit
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Wrap Up
10 min
Incorporating daily time to revisit participant knowledge allows you to gain a sense of participant understanding of not only the chemistry and Genesis content, but also a deep theme of Cosmic Chemistry—Science as a human endeavor that seeks to understand the world around us. Goal • Reflect on the knowledge you gained today. What You Need • Long butcher paper (from the day before) • Markers What to Do 1. Have participants engage each other in sense-making using Participant-led Mind-Mapping. Select a different three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the following five questions: a What were our questions? How does looking for patterns and using logic help us understand science? What is an element, anyway? b What did we do today? Elemental Introductions Modeling the Periodic Table with a deck of cards Element Research Element Shuffle It’s All in the Family Presentations c What did you learn today? d How does what you learned today connect to what we have done? (All three days!) e What questions do you have?
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~10 min High Expectations: Monitor the process and help pull in participants who are not participating.
Cosmic Chemistry Facilitator Guide: Day 3
Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Recognize that models are used frequently in chemistry to help scientists understand how things work. • Determine ways a model is an accurate representation and is limited in the way it represents a phenomena or process. • Recognize the location of general families on the periodic table, such as alkali metals, halogens, and noble gases. • Identify the atomic mass on a chemical symbol. • Define element. • Research one element and its properties. • Explain that the elements in the columns of the periodic table are referred to as groups/ families and share similar properties.
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What’s the “Buzz”? Buzz is a media term for anything that creates excitement—and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Goal • Share the excitement of what you learned today with your social network.
2–5 min
What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities. a Today you will be asked to: Write a sentence or two about something you have learned that intrigued you. OR What do you want to know more about?
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Cosmic Chemistry Facilitator Guide: Day 3
Preparation for Day 4
30 min
1. Answer the following questions: a How did the presentations go?
b
What support can you provide to help the participants improve?
2. Review participant Collaboration Rubrics and provide feedback. a
Some participants will rate themselves very highly in all areas; challenge them to look at what could be improved.
3. Review the curriculum and setup materials for tomorrow. 4. Read/Review the background information documents: a
The Modern Periodic Table.
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Day 3 Resources
What Elemental Skeletons Live in Your Closet?! PARTICIPANT ACTIVITY My element is: ________________________________________________________________________ My element belongs to the _____________________________________________ family on the Periodic Table. •
Atomic symbol
_______________
•
Atomic mass
_______________
•
Atomic number
_______________
•
Number of neutrons
_______________
•
Solid/Liquid/Gas
_______________
•
Melting point
_______________
•
Boiling point
_______________
•
Color
_______________
•
Draw a way to remember your element in the box:
•
Date of discovery
•
Isotopes _____________________________________________________________________________ Ions
•
_______________
_____________________________________________________________________________
Uses for your element: 1) __________________________________________________________ 2) __________________________________________________________ 3) __________________________________________________________
•
This element is obtained from ______________________________________ which is a rock/animal/gas.
•
Other Cool Information: _________________________________________________________________
________________________________________________________________________________________ Cosmic Chemistry Participant Activity: Day 3
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Background Knowledge
A Historic Overview: Mendeleev’s Periodic Table
IT'S ALL IN THE FAMILY Think about your family today. It may consist of you, one or two adults who are your parents or guardians, and one or more siblings. You may have an extended family including one or more grandparents, aunts, uncles, and cousins. All of you share a family relationship. You may share certain characteristics. Has anyone ever told you that you look, walk, or talk like your mother or father, grandmother or grandfather? You might even have a family member who has an interest in genealogy and who has mapped out your family history, including a chart known as a family tree. If you have seen such a tree, you know that each name represents a person, and that some individuals on the tree are more closely related than others. Now, think of the periodic table of elements. It too is a chart that shows relationships. Like many families, certain individual elements in this chart share characteristics, some more closely than others. However, all are related.
THE TRIAD MODEL A German scientist, Johan Dobereiner (1780-1849), tried to classify elements into smaller and simpler subgroups. In 1829, he observed that elements with similar physical and chemical properties fall into groups of three. He called these related groups of three elements triads. One of these triads included chlorine, bromine, and iodine; another consisted of calcium, strontium, and barium. In each of these triads, the atomic weight of the intermediate element is approximately the average of the atomic weights of the other two elements. The density of that element is approximately the average of the densities of the other two elements. The problem with this arrangement was that Dobereiner’s model became outdated as new elements were identified. A good model is able to incorporate newly understood information. Dobereiner’s Triad Model was not useful, since several newly discovered elements did not “fit” into it.
Johan Dobereiner
THE LAW OF OCTAVES In 1864, an English chemist, John Newlands, arranged the known elements in increasing order of their atomic weights. He noted that chemically similar elements occurred every eight elements. Lighter sodium was like potassium, and so on through pairs of elements until fluorine and chlorine, the seventh pair. Since potassium followed fluorine (the noble gases had not yet been discovered), Newlands called the repeating pattern the Law of Octaves since the eighth element resembled the first. His Law of Octaves was based on this observation. However, there were some deficiencies in Newland’s proposed arrangement. Several known elements did not fit his pattern. Newlands did not allow for the possibility of the discovery of additional elements at a later date. Further, he did not question whether all the atomic masses known to that date were correct. Newlands’ Law of Octaves was not a good model for explaining the relationship among the elements.
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MENDELEEV In the mid-1800s, most chemists worldwide were convinced that the elements existed in families that had similar physical and chemical properties. However, there was no widely accepted chart that explained relationships in chemical properties among chemical groups. The periodic table, an information organizing tool that we take for granted today, began as a simple question in the mind of a Russian scientist, Dmitrii I. Mendeleev (1843-1907). What is the relationship of the elements to one another and to the chemical families to which they belong? Mendeleev's passion for understanding the families of elements took him into previously uncharted territory. He felt that the newly understood atomic mass measurements would have greater significance once scientists clearly understood the relationships among the elements. Mendeleev wrote his ideas into the chemistry textbooks from which he taught. In Principles of Chemistry, published in 1869, Mendeleev introduced a concept he called the Periodic Law that stated:
Dmitri Mendeleev
The properties of the elements are a periodic function of their atomic weights.
He subsequently published several versions of a periodic table of the elements, including all elements known at that time. How was Mendeleev able to chart the relationships among the 63 known elements? It all started in a game of cards.
A GAME OF CARDS In order to understand the properties of the known elements and their relationships to one another, Mendeleev developed a card game. He wrote out the properties of each element on a different card and spent a great deal of time arranging and rearranging them. He was looking for patterns or trends in the data on the cards. His friends called this game “Patience.” Mendeleev first arranged all the cards from lowest to highest atomic mass. The lightest element known in Mendeleev’s time was hydrogen. Its properties were not like any other known element. So Mendeleev decided to leave it out of his game. Scientists who are initially struggling to understand a large mass of data commonly ignore, at least for a time, those data points that seem too different from the others. These unusual instances are termed outliers. Whether or not outliers can eventually be explained by a model often makes or breaks the scientific theory from which the model derives. The second lightest element known to Mendeleev was lithium. H
We now know that the second lightest element, between hydrogen and lithium, is helium. But helium was not discovered on earth until 1895. So Mendeleev started his game with the element lithium.
In order of increasing atomic mass, Mendeleev thought about the elements beryllium, boron, carbon, nitrogen, oxygen, and fluorine. These elements were all different in their physical and chemical properties, thus seeming to belong to different families. Mendeleev put their cards in a vertical row, with lithium at the top and fluorine at the bottom.
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Li Be B C N O F
Cosmic Chemistry Background Knowledge: Day 3
Li Be B V N O F
The known element next most massive after fluorine was sodium. It shared many physical and chemical properties with lithium. They seemed enough alike to be classified as belonging to the same family. Thus Mendeleev put sodium’s card as the top of a second column, just to the right of lithium’s card.
Na
Li Be B V N O F
From there things worked amazingly well. Mendeleev was thinking about the similar properties of the next elements. Magnesium, following sodium, had physical and chemical properties similar to beryllium, which followed lithium. In the same manner, Mendeleev placed aluminum next to boron; silicon next to carbon; phosphorus next to nitrogen; sulfur next to oxygen; and chlorine next to fluorine.
Na Mg Al Si P S Cl
Mendeleev must have felt great pleasure in how this card game was turning out. Repeating patterns are called periodic. Mendeleev eventually called this arrangement the periodic table of the elements. Li Be B C N O F
Na Mg Al Si P S Cl
K Ca
PROBLEMS AND PREDICTIONS Mendeleev encountered the first problem with his model in the next set of elements. Potassium headed the third column, since its properties were similar to those of sodium and lithium. Calcium was next, and it fit well with magnesium and beryllium.
The next known element was titanium. According to Mendeleev’s model, it should have belonged to the same chemical family as boron and aluminum. But titanium’s properties were similar to those of silicon. Li Be B C N O F
Na Mg Al Si P S Cl
K Ca Ti
Li Be B C N O F
Na Mg Al Si P S Cl
K Ca ??Ti?
Mendeleev did not give up. He decided to put titanium in the row with carbon and silicon. He left a gap next to boron and aluminum. He predicted that an unknown element would some day be found with an atomic mass between 40 (for calcium) and 48 (for titanium), whose properties would be similar to those of boron and aluminum. In fact, in 1878 the element scandium was discovered. Its atomic mass was almost 45, and it had properties as predicted by Mendeleev.
Mendeleev continued laying down his cards and felt comfortable identifying two more gaps or “missing” elements in the fourth column, in the third and fourth rows. His genius is shown in his ability to recognize the potential for missing data and to use existing data to predict the properties of these unknown elements. Mendeleev left spaces on his periodic tables because he did not "force" the known elements to fit any preconceived pattern. The absence of elements with certain physical and chemical properties also indicated that not all existing elements had yet been discovered. Mendeleev interpolated from what he knew to make predictions about what was missing. These predictions guided the search for other elements. Mendeleev not only suggested that elements similar to aluminum and silicon should exist. He predicted several properties of "ekasilicon." “Eka” means “first,” “beyond,” or “after” in Greek. Mendeleev thought ekasilicon would have a specific gravity of 5.5, and its oxide would have a specific gravity of 4.7. He was right on both counts. These values are close to those eventually found for germanium. Gallium (similar to aluminum) and germanium (similar to silicon) were discovered in 1871 and 1886, respectively.
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Prediction of Properties of an Unknown Element Ekasilicon
Germanium
Atomic weight
72
72.32
Specific gravity
5.5
5.47
Color
dark grey
greyish-white
Formula of oxide
EsO2
GeO2
Specific gravity of oxide
4.7
4.70
Formula of chloride
EsCl4
GeCl4
Specific gravity of chloride
1.9
1.887
Boiling point of chloride
below 100°C
83°C
Mendeleev focused on the chemical properties of the elements. He concluded that certain commonly accepted values for atomic masses were incorrect. He calculated that the atomic mass of chromium would be greater than the value being used at that time. Although there was a place in the table for chromium between calcium and titanium based on the incorrect value for its atomic weight, the properties of chromium did not fit with this placement. By 1871, Mendeleev had modified and improved his first periodic table of the elements. He used its organization of information to predict the existence of ten elements (now known as Sc, Ga, Ge, Tc, Re, Po, Fr, Ac, and Pa). He fully described in great detail four of these (Sc, Ga, Ge, and Po). He did this by interpolating information from what was known. Mendeleev became world famous because of his development of the periodic table of the elements. He traveled throughout Europe, visiting with other famous scientists. However, Mendeleev was a political liberal. Czar Alexander II, who ruled Russia in the late 1800s, did not approve of Mendeleev. Therefore, Mendeleev was never recognized by being elected to the Russian Academy of Sciences. However, Mendeleev was honored posthumously in 1955 when Mendelevium, manmade element number 101 in the modern periodic table, was named for him.
101
258
Md Mendelevium
CONCLUSION The periodic table that hangs in many classrooms and laboratories today has a 130 year history. It is the family tree of the elements. Although Dimitri Mendeleev's periodic table is certainly not the only chart that organizes elements based on their properties, his table was the first to illustrate the periodic relationship between chemical groups. This table is a tool that furthers understanding of the chemistry of the elements. From Mendeleev's Periodic Law and his determination to find some order to the characteristics of the elements, scientists have been able to proceed with their scientific inquiries in a logical and systematic manner.
Adapted from Genesis Mission.
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Cosmic Chemistry Background Knowledge: Day 3
Day 4
DAY 4: Modeling the Periodic Table Overview Today picks up where yesterday left off; the participants progress from properties of a family of elements to looking at the trends in all elements and using these trends to create a new version of the periodic table. The computerized interactive format allows participants to change and analyze schemas quickly, exemplifying the value contemporary technology offers. Ultimately, modeling Mendeleev’s process will lead participants to grasp the logic underlying the periodic table families and some basic aspects of the overall structure of the table. Again, participants will be required to present their knowledge to their peers.
Essential Questions • •
Can we use patterns to learn more? How do parts of an atom/element interact?
Cosmic Chemistry Facilitator Guide: Day 4
Daily Goals 1. Create an arrangement of the elements based on trends. 2. Distinguish protons, neutrons, and electrons by charge, mass, and location in the atom.
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Daily Agenda
Vocabulary Emphasize bold words
8:30 – 8:50
Activity: Welcome & Elemental Introductions • Model the placement of electrons outside the nucleus.
8:50 – 9:15
Activity: Who Am I? • Describe the basic properties of protons, neutrons, and electrons. • Model the placement of protons, neutrons, and electrons around an atom.
9:15 – 9:25
Break
9:25 – 9:35
Activity: Collaboration Rubric Review
Atom Atomic Number Atomic/Elemental Symbol Electron Shell Atom Electron Neutron Nucleus Proton
• Reflect on the way you collaborate with others. 9:35 – 10:45
Activity: Elemental Trends • Model a trend within the elements. • Create a display of your trend.
10:45 – 11:40
Activity: Presentation Rubric • Rate a sample presentation using the Presentation Rubric. • Create your presentation using the Presentation Rubric.
11:40 – 11:50
Break
11:50 – 12:35
Presentations: Our Periodic Table
12:35 – 12:55
• Share your new periodic table with the class. Wrap Up
Atom Element Atomic Number Atomic/Elemental Symbol Periodic Table Element
Periodic Table Element
• Reflect on the knowledge you gained today. 12:55 – 1:00
What’s the “Buzz”? • Share the excitement of what you learned today with your social network.
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Vocabulary in Chemistry Courses • Vocabulary in Astronomy or Earth Science Courses
Cosmic Chemistry Facilitator Guide: Day 4
Activity: Welcome & Elemental Introductions
Finishing the introductory activity from Days 1–3, participants arrange their element cards to show different kinds of information and you gain further insights into your participants. This activity is the initial introduction to electron configuration, which will be used later today and also in the days following.
20 min
Goal • Model the placement of electrons outside the nucleus. What You Need • Element cards from Days 1–3. • Space on a wall or bulletin board for participants to post their elements. • Tape or thumbtacks for posting the element cards. What to Do 1. Ask participants to silently form groups of four consisting of an oldest child, a youngest child, a middle child, and an only child. 2. Explain today’s introductory activity. a Model an atom by using people to represent the parts of an atom. b On the back of their element card: Draw a nucleus and two electron levels. Place their name in the nucleus (center). Fill the two electron levels with the names of as many relatives as they wish so that the number of relatives in each electron level corresponds to the number of electrons each level can hold. • Level 1—2 electrons • Level 2—8 electrons
~3 min ~1 min Tip!
The scale on the slide may create misconceptions given that the nucleus appears to be the same size as the electrons. This is what the audio clip at the end of the “Who Am I?” activity is meant to address.
Grandma
Mom
Me
Brother
StepDad
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3. Give participants time to fill in their element cards.
~5 min
4. Have participants share their atoms with their group.
~5 min
5. Engage the participants in sense-making using Headline News! Listen/look for: • Similarities in the arrangements, thoughtful responses. Challenge: In a real • Level 1. atom, which level do • Protons and electrons are attracted you think would fill to each other. up first and why?
~5 min High Expectations: Relate electron filling back to the magnets on day 1 – unlike charges (+ and -) attract.
6. Continue the sense-making by reposting the element cards in 8 groups by similar numbers of relatives (electrons) in Level 2. a Ask if this shows us anything new? b Connect the activity to: Scientists are always seeking more information. the card game rearrangements from yesterday. forward to their own arrangement of the elements today.
~ 5 min
7. Remind participants that they should be able to . . . a Model the placement of electrons outside of the nucleus.
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Activity: Who Am I?
This inductive thinking activity is another fun way for participants to learn and solidify the properties of the subatomic particles: proton, neutron, and electron. Because it is kinesthetic, it allows you and your participants to build a more solid mental model of an atom. Participants often reveal really good thinking during this activity.
25 min
Goal • Describe the basic properties of protons, neutrons, and electrons. What You Need • Cards with the words: o proton, o neutron, o electron. • One word per card and enough cards to have one card per participant. • Tape to fix the cards to the participants’ backs. • 1 blank sheet of paper per participant. What to Do 1. Introduce the activity. a Each participant will have a card taped to their back. b They need to figure out what they are using only yes or no questions.
~3 min
2. Tape cards to participants’ backs.
~2 min
3. Optional (based on pre-test results) Show the “Who Am I?” web page and let participants begin asking yes or no questions of each other. Encourage questions only relating to mass or charge.
~2 min
Tip!
Only show this slide if your participant entry data indicates many of them have no rudimentary grasp of this concept.
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4. Once all participants have figured out what they are, have them move to groups by particle—one group for electrons, etc.
~1 min
5. Engage participants in Sense-Making. Ask a question like: What questions did you ask to determine what particle you were?
Listen/look for: Knowledge of the charge, mass, and location of protons, electrons, and neutrons.
6. Designate a place for a nucleus and have participants model an atom with their bodies by moving to the place their particle would be found. a Challenge participants to tell you what atom they have just formed . . . Atomic number? Atomic mass? Number of electrons? • If they are really getting it begin to introduce the concept of an ion b Help participants connect their knowledge of charge to this model. Does it make sense for all the protons (+ charge) to be in one spot? Shouldn’t they push against each other? • Does this mean that some other force is acting at this scale to hold the nucleus together? (Yes!)
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~5 min High Expectations: “Knowing this will really make you ready for chemistry.”
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7. Have participants sit and draw a picture of an atom on a blank sheet of paper.
~1 min
8. Play “What’s wrong with this picture?” Click on the link click on listen click on the second icon on the top left of the screen.
~ 3 min
Tip!
This presentation can be easy to miss. The first icon is a tale of Rutherford. The second addresses what is wrong with the most common representation of an atom. Be sure to find it before you facilitate the session.
~2 min
9. Ask participants to talk in Triads about how their mental model of an atom changed as they went through the activity. 10. Remind participants that they should be able to to . . . a Describe the basic properties of protons, neutrons, and electrons.
Break
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10 min
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Activity: Collaboration Rubric Review
10 min
This time is for your participants to review their collaboration rubric from yesterday. Goal • Reflect on the way you collaborate with others. What You Need • Collaboration Rubrics from yesterday with your feedback for each participant. What to Do 1. Give participants a few minutes to read your feedback from yesterday.
~5 min High Expectations: When reviewing the feedback from the collaboration rubric–keep the tone positive.
2. Ask participants to begin thinking about one thing they could improve about their collaboration—and circle it on their sheet.
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~5min
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Activity: Elemental Trends
This first portion of today’s activities gives participants time to arrange and rearrange the elements to show a trend of information (just like their earlier rearrangements of the class element cards). They then create a new arrangement of the elements to show a trend of their choosing. So this is a partially inductive exercise, because there is no right answer—just like in realworld science.
70 min
Goals • Model a trend within the elements. • Create a display of your trend. What You Need • Computer with Internet connection. • Copy of the periodic table. • Optional: A copy for each participant group of the Periodic Table schema (spreadsheet). What to Do 1. Group participants using the trend of shoe size. a Have participants line up—silently!—by increasing shoe size. b Ask: What is a “trend?” What other trend are the participants displaying right now (increasing height) Are there exceptions to this rule? (yes) Is it still helpful to see the pattern of increasing shoe size and height? (yes) c Have participants count off so they form groups of three.
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~5 min
Tip!
Return participants to the question of “Can we use patterns to learn more?” Use this question throughout the day to help participants seek patterns.
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2. Activate background knowledge of “trends.” a Ask participants: What is a “trend?” b Have participants refer to a copy of the periodic table as they watch a short video that demonstrates a chemical trend. Increasing reactivity of the alkali metals as we move down the group (or family) c Help participants make sense of the video. Ask a question like: Listen/look for: What trend(s) was • As atomic number increased—the fire this video showing? increased • As atomic number increased they used a smaller sample • As the explosions got bigger—the reaction took less time to begin
~7 min
3. Provide participants with an overview of the activity. a Your group is going to create an arrangement of the elements– that is not the same as the ones we did yesterday (color, alphabetical, atomic number etc.). b Your task is to take the information in the wiki page for Elements and organize it to show a trend. The wiki page lists: Each element, along with its characteristics, as a separate row. You can sort and organize the elements in a variety of ways on the screen. c Pick one (at most two) trends to show on your table. d For added challenge, direct participants to the second table that shows atomic characteristics.
~3 min
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High Expectations: Encourage participants to use a few different trends before picking one for their final arrangement. Participants may have specific reasons for the placement of elements in certain groups or in certain patterns on their model. Allow participants to explore and have new discoveries to help them see the arrangement.
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4. Give groups independent time to work and develop their arrangement of the elements to show a trend. Note: This will be used as a visual aid for their presentations later in the day. a Monitor group progress. b Provide assistance.
~50 min
Tip!
Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
High Expectations: “Good warmup! Now get cracking on your real arrangement.”
5. Remind participants that they should be able to to . . . a Model a trend within the elements. b Create a new periodic table to display their trend.
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Activity: Presentation Rubric
Knowledge is great, but sharing it is even better. Your participants need to take a break from their creative process and begin to focus on the presentation that they will give to their peers at the conclusion of the day. By using the rubric to rate a presentation, they will learn how it can be applied to their presentation as well. Rubrics show participants a path to excellence and allow them to see how several characteristics contribute to a successful presentation. This is followed by a dedicated time for participants to create and practice their presentations, which helps them create higher quality products. This is an opportunity for you to see what they have learned and reinforce their progress. Goals • Rate a sample presentation using the Presentation Rubric. • Create your presentation using the Presentation Rubric.
55 min
What You Need • A copy of the Presentation Rubric for each participant. • Internet access. What to Do 1. Introduce the presentation they will give about their elemental arrangement. a 4-5 minutes b Must include: What trend(s) they are showing. What else this tells us (like the shoe size and height). What questions this brought to your mind. Connect it’s arrangement with the most common table. c To their peers–who will rate them using the Presentation Rubric. 2. Introduce the Presentation Rubric. a Give participants a few minutes to read the rubric. b Have participants use the Presentation Rubric to rate the following videos from the Periodic Table of Videos: (focus on the differences between someone who is trying, practicing, and mastering.) Introduction Nasty chemicals Ethiopian table Optional: Astronomer’s Periodic Table Small Periodic Table
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~3min
~15 min
Tip!
Connect the presentation characteristics to the presentations from yesterday.
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~5 min
3. Engage participants in sense-making using Triads. a How did they rate the different presentations? 4. Have participants design and practice (at least once) their presentations. a Encourage participants to consider the presentation rubric as they plan their periodic table presentations.
~30 min Tip!
Participants may not know how to practice. Suggest presenting: • •
Break
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In front of another group With the other group members acting as the audience
10 min
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Presentations: Our Periodic Table
Participant presentations are an effective way of holding them accountable for their learning and informing other participants at the same time.
45 min
Goals • Share your new periodic table with the class. What You Need • A copy of the Presentation Rubric for each participant to rate the presentations with.
Tip!
This is a good time to address audience behavior.
What to Do 1. Provide time for each group to share their new arrangement of the elements in the periodic table. a They should address What trend(s) are they showing? What else does this tell us (like with the shoes and height)? What questions this brought to your mind. Connect it’s arrangement with the most common table. b Do not ask for questions afterwards—let participants see all presentations before discussing.
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~35 min High Expectations: “It’s show time! I want to see all of your great thoughts and effort!”
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~10 min
2. Engage participants in sense-making using Placemat. Ask a question like: What was useful about the different arrangements? Without naming the group, use the presentation rubric to identify three things that went well. Without naming the group, use the presentation rubric to identify things that could be improved. What would you do differently next time? a
Listen/look for: • Trends!
•
Things that went well–don’t be afraid to add to the mats for this.
•
Things that should be worked on.
Tip!
“And even if someday we communicate with another part of the universe, we can be sure that one thing that both cultures will have in common is an ordered system of the elements that will be instantly recognizable by both life forms.” -John Ensley Cambridge University Science Writer
•
Good thoughts.
Relate participant responses to their preparations of the museum exhibit in Cosmic Chemistry.
3. Remind participants that they should be able to to . . . a Share their new Periodic Table with the class.
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Wrap Up
Incorporating daily time to revisit participant knowledge allows you to gain a sense of participant understanding of not only the chemistry and Genesis content, but also a deep theme of Cosmic Chemistry–Science as a human endeavor that seeks to understand the world around us.
20 min
Goal • Reflect on the knowledge you gained today. What You Need • Long butcher paper (Each day’s wrap-up will build on the day before) • Markers What to Do 1. Engage the participants in sense-making using Participant-led MindMapping. Select a different three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the following five questions: a What were our questions? Can we use patterns to learn more? How do parts of an atom/element interact? b What did we do today? Elemental Introductions Who Am I? Modeling the Periodic Table Presentations c What did you learn today? d How does what you learned today connect to what we have done? e What questions do you have? What is earth’s atmosphere like? How does this relate to Genesis?
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~20 min Tip!
Wonder aloud why atomic mass can be a decimal number when protons and neutrons have whole number masses. This helps setup participants for the concept of isotopes and abundances next week.
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Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Explain that elements are organized in the periodic table by increasing atomic number. • Calculate the number of protons, neutrons, or electrons from a given elemental symbol that may be an isotope and/or ion. • Identify the location of protons, neutrons, and electrons in an atom. • Recall that the mass of protons and neutrons are relatively equal. • Recall that the mass of an electron is much less than either a proton or neutron. • Identify the charge of a proton (positive), a neutron (neutral), and an electron (negative). • Diagram the relationship of the subatomic particles (electron, proton, and neutron) in an atom. • Describe how the same information can be modeled in different ways. For example, the process used to create the periodic table.
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What’s the “Buzz”?
2-5 min
Buzz is a media term for anything that creates excitement–and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Goal • Share the excitement of what you learned today with your social network. What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities. a Today you will be asked to: Post the link to the coolest video you saw with a caption. OR Describe the trend your group chose and what it showed.
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Preparation for Day 5 1. Answer the following question: a How did your participants do at seeking and highlighting patterns during their presentations?
15-30 min
2. Review the curriculum and setup materials for tomorrow. 3. Read/Review the background information: a
Proton Smasher.
4. Optional: a
Review the video of Atomic Challenge.
b
Review the video of Proton Smasher.
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Day 4 Resources
The Modern Periodic Table Background Knowledge Chemists at Los Alamos National Laboratory, a Genesis partner organization, supply the nation with purified chemicals. Their Web site displays a modern periodic table of the elements. At the Web site http://mwanal.lanl.gov//CST/imagemap/periodic/periodic.html you may click on any element and access information about its physical and chemical properties, as well as other fascinating facts.
READING THE MODERN PERIODIC TABLE Our modern day periodic table is expanded beyond Mendeleev's initial 63 elements. Most of the current periodic tables include 108 or 109 elements. It is also important to notice how the modern periodic table is arranged. Although we have retained the format of rows and columns, which reflects a natural order, the rows of today's tables show elements in the order of Mendeleev's columns. In other words the elements of what we now call a "period" were listed vertically by Mendeleev. Chemical "groups" are now shown vertically in contrast to their horizontal format in Mendeleev's table. Note also that Mendeleev's 1871 arrangement was related to the atomic ratios in which elements formed oxides, binary compounds with oxygen; whereas today's periodic tables are arranged by increasing atomic numbers, that is, the number of protons a particular element contains. Although we can imply the formulas for oxides from today's periodic table, it is not explicitly stated as it was in Mendeleev's 1871 table. The oxides ratio column was not shown in earlier Mendeleev versions. Can you think of a reason why not?
GROUPS The modern periodic table of the elements contains 18 groups, or vertical columns. Elements in a group have similar chemical and physical properties because they have the same number of outer electrons. Elements in a group are like members of a family--each is different, but all are related by common characteristics. Notice that each group is titled with Roman numerals and the letters A and B. Scientists in the United States and Europe now use different titles to refer to the same groups. To avoid confusion, the Roman numerals and letters designating groups will eventually be replaced by the numerals from one to eighteen.
PERIODS Each of the table's horizontal rows is called a period. Along a period, a gradual change in chemical properties occurs from one element to another. For example, metallic properties decrease and nonmetallic properties increase as you go from left to right across a period. Changes in the properties occur because the number of protons and electrons increases from left to right across a period or row. The increase in number of electrons is important because the outer electrons determine the element's chemical properties. The periodic table consists of seven periods. The periods vary in length. The first period is very short and contains only two elements, hydrogen and helium. The next two periods contain eight elements each. Periods four and five each have 18 elements. The sixth period has 32 elements. The last period is not complete yet because new exotic or man-made elements are still being made in laboratories.
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CLASSIFICATION OF GENERAL PROPERTIES The general properties of elements allow them to be divided into three classifications—metals, nonmetals and metalloids. The distribution of metals is shown in your Periodic Table as boxes colored yellow, purple and two shades of blue. Metalloid elements are in the diagonal boxes colored pink and nonmetal elements are above the diagonal line to the right of the metalloids, in boxes colored green, gold, and red. Notice that hydrogen's box is colored green, even though it is at the top of a group of metals.
METALS As you can see, the vast majority of the known elements are metals. Many metals are easily recognized by non-chemists. Common examples are copper, lead, silver and gold. In general, metals have a luster, are quite dense, are good conductors of heat and electricity. They tend to be soft, malleable and ductile (meaning that they are easily shaped and can be drawn into fine wires without breaking). All of these properties are directly related to the fact that solid metals are crystals formed from positive ions surrounded by mobile electrons. This mobility allows electrons to absorb and reflect light in many wavelengths, giving the metals their typical luster. It also permits electrons to absorb thermal and electrical energy from the environment or neighboring electrons and transfer this energy to other electrons; in this way, heat and electricity can be conducted throughout the metal. These mobile electrons hold the positive metallic ions so tightly that even when the metal sample is only a few layers thick, as in gold foil, the sample stays intact. So, the density, malleability, and ductility of metals are also due to electron mobility. The difference in the coloring on the Periodic Table indicates that the most metallic elements are those on the left side of the table. The Group I Alkali Metals and the Group II Alkaline Earths have more metallic characteristics than elements farther right whose square are colored blue, especially those that border on the metalloid elements. Generally speaking, the most metallic metals are in the bottom left corner. As you move toward the upper right on the periodic table, elements become less metallic in property.
ALKALI METALS The alkali (IA) metals show a closer relationship in their properties than do any other family of elements in the periodic table. Alkali metals are so chemically reactive that they are never found in the element form in nature. All these metals react spontaneously with gases in the air, so they must be kept immersed in oil in the storeroom. They are so soft that they can be cut with an ordinary table knife, revealing a very "buttery," silvery metal surface that immediately turns dull as it reacts with water vapor and oxygen in the air. The chemical reactivity of alkali metals increases as the atomic number increases. Their reactions with halogens, elements in Group VIIA, are especially spectacular because some of them emit both light and heat energy. They react with other nonmetals, albeit more slowly, forming compounds that are very stable. They also react with acids, forming hydrogen gas and salts; with water they form hydrogen gas and metallic hydroxides, which are sometimes called bases. They react with hydrogen to form metallic hydrides, which form strong bases in water. In all these reactions, the metals form ionic compounds, in which each metal atom loses one electron to form a positively-charged ion or cation. All compounds of alkali metals are soluble in water. These compounds are widely distributed. Large mineral deposits of relatively pure compounds of sodium and potassium are found in many parts of the world. Sodium and potassium chlorides are among the most abundant compounds in sea water. Potassium compounds are found in all plants and sodium and potassium compounds are essential to animal life—including human life. Lithium (Li) is the alkali metal of most interest to Genesis scientists.
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ALKALINE EARTH METALS The alkaline earth (IIA) metals also exhibit the typical metal characteristics of high density, metallic luster and electrical and thermal conductivity. Rocks and minerals containing silica, magnesium, and calcium compounds are widely distributed. These chemicals are also abundant as compounds in sea water. Their chlorides are abundant in sea water. Radium, the largest of the alkaline earths, is a radioactive element that occurs naturally only in very small quantities. Chlorophyll, the green coloring in plants, is a magnesium-containing compound. Calcium is a major component of animal bones, teeth and nerve cells. Alkaline earth elements form compounds by losing, or in the case of beryllium, sharing two electrons per atom. These atoms hold their electrons more tightly than alkali metals. They are, therefore, smaller than and not so chemically reactive as the neighboring alkali metals. They do not require special storage because the surface of these metals reacts with air, forming a tightly adhering layer that protects the metal and prevents additional reactions. None of them is found naturally as a free element. The chemical reactivity of these elements increases with size. Calcium, strontium, and barium react with water forming hydrogen and alkaline compounds. Magnesium reacts with steam to produce magnesium oxide. Common oxides of alkaline earth metals include lime (CaO) and magnesia (MgO), which react with water to produce strongly alkaline solutions. The alkali metals also react readily with many other types of chemicals, including acids, sulfur, phosphorus, the halogens (Group VIIA), and, with the exception of beryllium, hydrogen. Alkaline earth halides are quite soluble in water. The water solubility of their hydroxides increases, but the solubility of their carbonates and sulfates decrease with increasing atomic number. The presence of calcium and magnesium ions in water make it "hard" because they form insoluble salts with soap. Solid calcium carbonate deposits form on container surfaces when water evaporates. Magnesium (Li), calcium (Ca), barium (Ba), and beryllium (Be) are all of interest to Genesis researchers.
TRANSITION METALS The transition (or heavy) metals have most of the usual properties of metals. Their densities, which are greater than the Group IA and IIA metals, increase and then decrease across a period. The transition metals are also called heavy metals because their atoms are relatively small and their large numbers of protons and neutrons give them relatively large masses. There is a great variance in the chemical reactivity of transition metals. All the transition elements react with halogens and most react with sulfur and oxygen. The elements from scandium through copper form compounds that are soluble in water. The heavier elements of Group VIIB are sometimes called the platinum metals, which, in addition to gold, are very non-reactive. One of the main uses for transition metals is the formation of alloys—mixtures of metals—to produce tools and construction materials for specific uses. For example, structural steel alloys, which are used in automobiles and building construction, can contain as much as 95% iron. There are also carbon and at least six different high-alloy steels, some which contain manganese, chromium, nickel, tungsten, molybdenum and cobalt: all transition metals. Copper, silver and gold are sometimes known as coinage metals because they can be found naturally in the free state and because they tarnish slowly. Since prehistoric times, they have been used in coins, utensils, weapons, and jewelry. Although many transition metals have very high melting and boiling points, mercury (Hg) has such a low melting point that it is a liquid at room temperature.
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All the transition metals are electrical conductors, with copper, silver and gold being among the best; they vary from very good to only fairly good thermal conductors. Some of the transition metals exhibit colored luster and some of them are more brittle than the Group IA and IIA metals. Whereas the compounds of the Group IA and IIA metals are white, many of the transition metal compounds are brightly colored. Many heavy metal compounds, such as those of mercury, cadmium, zinc, chromium and copper, are poisonous. When transition metal ions are present in even small percentages in crystalline silicates or alumina, the minerals become gems. Rubies are gems in which small numbers of chromium ions are substituted for aluminum ions in aluminum oxide. Chromium substitution for a small number of aluminum ions in another clear crystal, beryllium aluminum silicate, forms the green gem known as emerald. Alexandrine may appear red or green due to chromium ion substitution in its crystal. Iron ions can produce red garnets, purple amethysts, and blue aquamarines. Iron and titanium ions cause yellow-green peridot, and blue turquoise gems are colored by copper ions. Titanium and chromium are two transition metals about which Genesis scientists expect to learn a great deal.
RARE EARTH METALS The rare earth metals consist of the lanthanide series and the actinide series. Because they are difficult to find, they are termed rare earths. They often appear to be an add-on to the rest of the periodic table, but actually, they should be shown in the center of the table. The table should be split after 137 barium, and the Lanthanide series inserted. The Actinide series should be inserted after 88 radium.
(Lanthanides) The fourteen lanthanide elements follow lanthanum (La) in the periodic table. They generally occur together in a phosphate mineral such as monazite. They are so similar in chemical and physical properties that they are especially difficult to separate from each other. Promethium (Pm) is unstable, and is not found in nature. An unstable isotope of an element decays or disintegrates spontaneously, emitting various types of radiation. Another name for an unstable isotope is a radioisotope. In some instances, the decay process is slow, with the unstable atom lasting days or months. In others, the process is rapid, lasting tiny fractions of a second. In addition to radiation, the unstable element changes its nucleus to become one or more other lighter elements. Approximately 5,000 natural and artificial or manmade radioisotopes have been identified.
(Actinides) The fourteen actinides follow actinium (Ac) in the periodic table. They are all unstable, and most do not occur in nature. Less is known about these elements than about any other family, since some of them have only been produced in tiny quantities. Uranium (U) is the most well-known naturally occurring member of this group of elements. Mendelevium (Md), element number 101, is named for Dmitri Mendeleev, the Russian chemist who first arranged the elements in a table in order of increasing atomic mass. Examining radioactive nuclei in solar wind is one of the measurement objectives of the Genesis mission.
OTHER METALS Other metals include heavier elements of Groups IIIA, IVA, and VA. They form a staircase inside the periodic table. The metals in Group IIIA are aluminum (Al), gallium (Ga), indium (In), and thallium (Tl). The metals in Group IVA are tin (Sn) and lead (Pb), and the only metal in Group VA is bismuth (Bi). As atomic number decreases within each group, their metallic character gets weaker. For instance, boron (B), above aluminum in Group IIIA, is a metalloid rather than a metal. Aluminum, tin, and lead are readily recognized as metals by non-chemists.
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Aluminum (Al) is the only true metal in Group IIIA. Aluminum ores are found in great abundance in the Earth’s crust, but the metal’s manufacture by an electrochemical process from bauxite ore requires ten times the energy needed to produce steel. Because aluminum is light, strong, very malleable and resists corrosion, it is an especially good industrial and construction metal. The principal use of tin (Sn) is as a corrosion-resistant coating for iron, although it is widely used in alloys, such as bronze and solder. Lead (Pb) is the principal constituent of lead storage batteries, but it is also used to form solder. Its use in paints has been discontinued because of its toxic effect on the human body. Bismuth (Bi) is hard and brittle; it is used in alloys with low melting points that are used for electrical safety appliances.
METALLOIDS The metalloids include boron (B), silicon (Si) and germanium (Ge), arsenic (As) and antimony (Sb), tellurium (Te) and polonium, (Po). Note that they are arranged in stair steps between the metals and nonmetals. Metalloids have some of the properties of metals and nonmetals—and each metalloid has its own unique mixture. A few are shiny like metals, but do not really have a metallic luster. Some metalloids have very high melting and boiling points; others do not. Others conduct electricity—but their electrons are mobile in only certain directions, so they are called semi-conductors. This makes them useful in designing transistors and other solid state electronic components. Genesis scientists are interested in boron because the collection wafer material is pure silicon.
NONMETALS The nonmetallic elements are in the upper right portion of the Periodic Table. At room temperature and pressure, many of them exist as gases, but one is a liquid. Others are either the hardest or the softest of solids. The nonmetals have few chemical properties in common. They range from fluorine, the most active nonmetal, to the most nonreactive of the elements, the noble gases. Millions of compounds formed from carbon, hydrogen, oxygen, sulfur and nitrogen are known as organic chemicals. Oxides of sulfur and nitrogen have been identified as atmospheric pollutants. Nonmetallic compounds also include salts as well as many acids and bases. Many of these salts are found in soil or dissolved in ocean water. Any ions formed by nonmetals are negatively charged. Almost eighty percent of our atmosphere is made up of nitrogen gas and most of the rest is oxygen, which is necessary for human respiration and metabolism. There are negligible amounts of noble gases in our atmosphere. Many of the nonmetals are colored, including yellow sulfur, red and yellow phosphorus, yellow-green fluorine, pale yellow chlorine, red-brown bromine, and violet-black iodine. Others, like oxygen, nitrogen, and the noble gases are colorless. Only sulfur is found as a free element in nature. Some of the nonmetals are molecular, such as the diatomic halogens, nitrogen, and oxygen; phosphorus forms molecules of four atoms and sulfur is found in rings of eight atoms. The noble gases exist as monoatomic gases. On the other hand, any sample of carbon, whether it be the graphite in your pencil lead or a diamond, is one large molecule of carbon atoms. If metal atoms are closely packed like stacked building materials, leading to high densities, then the low density of nonmetals is like the same building materials widely distributed with open spaces between them in the constructed building. Electrons in the crystalline structures of nonmetallic solids are tightly held in chemical bonds; so, nonmetals are notably good electrical and thermal insulators.
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HALOGENS The halogens are the gases in Group VIIA of the periodic table. Their name indicates that they are salt-formers. This is appropriate since they react easily with other elements, especially the alkali and alkaline earth elements in the left columns of the periodic table. They are all considered highly reactive elements. Chlorine (Cl) is one of the halogens. It is a highly poisonous yellow and green-colored gas. It combines easily with an explosive alkali metal called sodium (Na) to form a compound called sodium chloride. The compound’s chemical formula is NaCl, and it goes by the common name of table salt. Actually the term salt is used in a more general sense to mean any compound of a halogen with an alkali metal or alkaline earth metal. These can combine in many different arrangements. Some types of salts include magnesium bromide (MgBr2) and potassium iodide (KI). Except for the noble gases, the chemical reactivity of nonmetals decreases as the size of the family member increases. Fluorine is the most electronegative of the elements, which means that it has the most attraction for a pair of electrons being shared. It is so reactive that metal flakes, glass, and even water will react brightly in it, so it requires special handling and great care in its use and storage. Melting points and boiling points increase as the size of the atom in the family increases. Note the physical states of the halogens. Fluorine and chlorine are gases, bromine is a liquid, and iodine is a solid at room temperatures. Astatine is a radioactive member of the halogen family and radon has some radioactive isotopes that are dangerous to human health. Fluorine (F), the lightest halogen, is also the most reactive element on Earth. It is also the most electronegative, having the ability to steal electrons from other elements easily. This dangerously reactive element requires special handling and great care in its use and storage.
NOBLE GASES The noble gases were unknown in Mendeleev's time. The lightest and most stable of these gases, helium, was discovered from its bright yellow solar spectral line in 1868. The existence of helium on Earth was not discovered until 1895. The noble gases are Group 0 in the periodic table. These elements are termed noble because they do not interact with other elements to form compounds. Another way to say this is that they are inert. Their atoms do not even interact with each other, so they exist as mono atomic gases. Examining noble gas elements and isotopic ratios in solar wind is a major science objective of the Genesis mission. The foil collectors returned from the moon on Apollo missions provided precise solar wind helium (He) and neon (Ne) isotope ratios not previously known. One surprise was a 20Ne/22Ne ratio that was 38% higher than that of samples of Earth’s atmosphere. The results of the Genesis mission may help scientists better understand the solar system’s diversity of noble gas distribution.
HYDROGEN Chemists are not in agreement about the placement of hydrogen on the periodic table. In the periodic table in this module, hydrogen is shown as a nonmetal, but placed above Group 1A metals, because it also exhibits some chemical properties similar to those metals. It exists in the free state as diatomic molecules and it reacts with active metals in much the same manner as the halogens. But it also found bonded to other nonmetals in organic compounds.
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Hydrogen is the most abundant element in the universe. It is estimated that ninety percent of the atoms in the universe are hydrogen atoms. The sun and other stars appear to be composed largely of hydrogen, as do the gases found in interstellar space. Hydrogen is a component of more compounds than any other element and makes up 11% of the mass of water, its most abundant compound. It is found in only negligible quantities uncombined on the Earth, even though it is the ninth most abundant element in the Earth's crust. Hydrogen is the principal energy source in the Sun's high temperature nuclear fusion reaction. This major nuclear reaction, which occurs at temperatures in excess of 40,000,000°C, is thought to involve the combination of the nuclei of a deuterium atom and a tritium atom to form a helium nucleus and a neutron. In examining the modern periodic table, one notices the chemical elements arranged in groups and periods. They are classified by their general physical and chemical properties into their groups: metals, metalloids, and nonmetals, which can be further subdivided. These classifications help chemical researchers understand known elements and predict the properties of new manmade elements.
Adapted from Genesis Mission.
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Day 5
DAY 5: How Does the Sun Make Elements? Overview Today, participants reconnect with the cosmic aspect of this course. They begin by connecting element formation with the nuclear fusion that occurs in the Sun. Then they will “model the model” of nuclear fusion in the core of the Sun. Using small, Velcro®-dotted wiffle balls to represent protons, participants will try to get two balls to stick or fuse together while blindfolded. Items for classroom discussion focus on the current Standard Solar Model, the observational instrumentation and data that formed the basis for the model, and on the necessity for further scientific studies of the Sun and solar wind.
Essential Questions
Daily Goals
• How does the Sun “make” elements?
1. Model nuclear fusion in the core of the Sun.
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Daily Agenda
Vocabulary Emphasize bold words
8:30 – 9:00
Activity: Welcome & Atomic Challenge • Model placement of protons, neutrons, and electrons in elements 1–20. • Describe what makes one element chemically different from another.
9:00 – 10:00
Atom Atomic Mass Atomic Number Electron Electron shell Element Nucleus Neutron Proton
Atom Element Proton Nucleus Neutron
Atom Fusion Nucleus Proton
Guest Presentation: Communication in Science • Describe the importance of communication in science careers. • Describe how communication is an essential component of building scientific knowledge. • Describe components of an effective presentation.
10:00 – 10:15
Video: Forging the Elements • Describe the relationship between the elements and the Sun.
10:15 – 10:25
Break
10:25 – 11:40
Activity: Proton Smasher • Model how the fusion reaction in the Sun produces elements.
11:40 – 11:50
Break
11:50 – 12:00
Wrap Up • Reflect on the knowledge you gained today.
12:00 – 12:30
Team Building • Allow participants to reflect on their first week.
12:30 – 12:35
Electron Proton
What’s the “Buzz” • Share the excitement of what you learned today with your social network.
Vocabulary in Chemistry Courses
• Vocabulary in Astronomy or Earth Science Courses
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Activity: Welcome & Atomic Challenge
This game will be the daily opening activity for the remainder of Cosmic Chemistry. Today participants engage in a simple version of the game to orient them to the game board and pieces; they will also practice using the periodic table of elements to determine the number of protons, neutrons, and electrons in each element. This slow start is scaffolding the participants’ knowledge and skills so they are successful with future games.
30 min
Goals • Model placement of protons, neutrons, and electrons in elements 120. • Describe what makes one element different from another. What You Need • Candy to sort participants into groups of 2–3. • Atomic Building Game from CPO Science. • A copy of the periodic table for each participant. What to Do 1. Group participants using candy. a Before class, determine how many groups you will need to form groups of 3 participants. b Get different colored candy, like Jolly Ranchers™, and put them in a container that represents the number of groups and the number of people in each group. For example, if you need six groups with three people, you would have three pieces of six different colors of candy. c Have participants pull a piece of candy (and not eat it!) as they enter the class. d Direct participants to find all of the people who have the same kind of candy. e After they form the groups, participants can eat the candy. 2. Activate participant background knowledge. a Yesterday you learned about protons, neutrons, and electrons. Now play a game to build atoms!
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~2 min
~1 min
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3. Provide participants an overview of the Atomic Building Game. a Different colored marbles represent the different parts of an atom: green/red = protons blue = neutrons yellow = electrons b How to play: Begin with the board clear of marbles Add marbles to the board to create an element • Protons and neutrons go in the nucleus • Electrons go in the energy levels (shells) Announce the element name, atomic number, and atomic mass. To keep everyone honest, the other players must check the new atom and say: • “I think your atom is correct” OR • “I challenge your atom.” If everyone thinks the atom is correct, then play continues to the next player on the right. If an atom is challenged, then all players should see whether the atom is correct or not. If the atom has been incorrectly built or identified, then it should be corrected. Each person builds the next element on the periodic table. Start with hydrogen, then helium, then lithium, etc.
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~5 min
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4. Demonstrate a few elements (H and He). a Build Hydrogen Reinforce the location of the proton (atomic number). Reinforce that the number of protons is equal to the number of electrons. Hydrogen, atomic number 1, atomic mass 1. For example:
~2 min Tip!
Clarify that this means that Hydrogen has no neutrons!
Element Symbol 1
0
H
1 Atomic number
Atomic number —
Protons___1__ b
1
charge —_____0__
Electrons ____1__
Atomic mass
1
–Atomic — ____1 number Neutrons _____0__
Leave the marbles on the board
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c
Using Hydrogen as a starting place, build helium. Helium, atomic number 2, atomic mass 4.
Tip!
Element Symbol 4
Draw out the connection between helium’s 2 electrons (full shell) and its membership in the noble gas family–which we learned on day 3— don’t react very often! Wonder aloud if the other noble gases have a similar arrangement of electrons.
0
He
2 Atomic number
Atomic number —
Protons___2__
2
charge —_____0__
Electrons ____2__
Atomic mass
4
–Atomic — ____2 number Neutrons _____2__
5. Distribute game boards and have participants build elements 1-20 in their groups. a Build the elements sequentially. Note: Participants do not need to complete all 20 elements to gain the foundational knowledge they need for the games next week. b When you can show that everyone in the group gets it–then you can begin skipping elements and progressing further down the table.
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~15 min
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6. Engage participants in sense-making using Back-to-Back (with someone not in their group). Ask a question like: Listen/look for: What makes the • Number of protons. elements different? What did you notice • Protons and electrons are equal. about the • Protons and neutrons are similar, but relationships rarely exactly equal. (Just like the between the element cards) numbers of protons, neutrons and electrons? In what ways is this • Real particles are not colored. game different from • Particles are not the same size. real atoms? • Electrons move. What surprised you • Growing understanding of elemental about this game? composition.
~5 min Tip!
Connect the charges (+ -) and the reason electrons fill from lower to higher levels (attraction).
7. Remind participants that they should be able to . . . a Model placement of protons, neutrons, and electrons in elements 1-20. b Describe what makes one element different from another.
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Guest Presentation: Communication in Science
The presentations participants gave over the last few days (periodic families, periodic tables) should have your participants thinking about how scientists communicate. Participants have used the Presentation Rubric to consider what makes a good presentation, and they have also learned using different communication methods, like videos, web simulations, blogs, and podcasts. All of these methods of communication help people understand science and its importance. At this time, you will have a local speaker talk with the participants about the importance and power of communication in science and how it relates to potential career paths. Goals • Describe the importance of communication in science careers. • Describe how communication is an essential component of building scientific knowledge. • Describe components of an effective presentation. What You Need • Guest speaker or video
60 min
Tip!
Make this presentation more interactive, if possible!
High Expectations: “You’ve done such a good job all week, I’m sure this will be wonderful.”
What to Do 1. Explain to participants how the interview will be structured.
~1 min ~1 min
2. Review any behavioral expectations prior to the presentation. I really liked how we did _______ on Tuesday. Let’s do that again. Tip!
Look for ideas for your final project!
3. Welcome and introduce the speaker.
~25 min
4. Have participants ask any questions they have. For example: a What kinds of classes did you take? b What’s a typical day for you?
~15 min
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5. Engage the participants in sense-making using Find a Sole Mate. Ask a question like: Look/listen for: What did you learn • The importance of communication in from the science. presentation? • Possible career paths.
6. After the presenter leaves, have participants rate the presenter using the Presentation Rubric. a Rate the presenter b Discuss with a partner c Share your thoughts with the class.
~5 min Tip!
Point out to participants that one of the final project options is to learn more about the role of chemistry in your community.
~ 15 min Tip!
Encourage participants to look for ideas for their own presentation.
7. Remind participants that they should be able to . . . a Describe the importance of communication in science careers. b Describe how communication is an essential component of building scientific knowledge. c Describe components of an effective presentation.
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Video: Forging the Elements
15 min
This video allows participants to connect their learning of the periodic table back to the composition of the Sun and Solar System formation. It sets participants up for a deeper understanding of the fusion process that occurs within stars and the modeling of that process later in the day. Goals • Describe the relationship between the elements and the Sun. What You Need • Computer with Internet access. What to Do 1. Introduce the activity. a The Atomic Building Game shows what elements are made of, but how are elements made in real life?
~1 min Tip!
Connect this to participants’ prior learning!
2. Watch the video. a Play Origins Hour 4 Back to the Beginning Chapter 5: Forging the Elements Note: You will need to scroll down and select the media player of your choice.
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~8 min Tip!
Test the media player beforehand.
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~5 min
3. Engage the participants in sense-making using Think-Pair-Share. Ask a question like: How do elements relate to the Sun?
Listen/look for: • Fusion in the Sun makes the elements.
What is special about iron? How does the board game that we played earlier relate to the video?
•
Causes the Sun to go supernova.
•
Game shows what happens when you add protons to elements (change their identity). Video showed how elements are made in stars.
•
Tip!
Point out to participants that one of the final project options is to learn more about the way heavy elements are formed (forged) in the Sun.
4. Remind participants that they should be able to . . . a Describe the relationship between the elements and the Sun.
Break
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10 min
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Activity: Proton Smasher
In this activity, participants will model the proton-proton fusion reaction that produces elements in the Sun’s core. Just as protons in the Sun’s core are unable to fuse instantly, participants will find it very challenging to get the symbolic protons to fuse and may notice that the balls must collide at the right speed, at the right angle, and with enough energy for fusion to occur.
75 min
Additionally, participants will set their own learning goal about collaboration. When participants set their own goals, it taps into their personal motivation and allows them to express their personal needs and desires. Goals • Describe how the fusion reaction in the Sun produces elements. What You Need For your reference • Background Information For each participant • A copy of the Participant Worksheet • A blank copy of the Collaboration Rubric For each group • 2 wiffle balls with 10 Velcro® 5/8” dots (sticky back) attached evenly around them (see illustration). • Blindfolds • String • Masking tape • Stopwatch or clock • An area to play Proton Smasher What to Do 1. Group participants into sets of 4 using clusters based on similar color of clothing. 2. Provide participants with a blank copy of the Collaboration Rubric and ask them to set a personal goal for their work in a group today. a Steps: Pick one category on the rubric that you feel you could improve on the most. Focus on that category and make a goal for yourselves and write on the bottom of the rubric. Work on that goal during your group project. b Reflect on Goal Setting What was the point of writing it down? So you’re more likely to work on it.
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~2 min ~5min
Tip!
It’s ok for participants to keep these goals private.
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3. Activate participant background knowledge: a Ask participants to listen for how energy is produced in the core of the Sun. b Play the You Tube Video Why Does the Sun Shine? (The Sun is a Mass of Incandescent Gas) by They Might be Giants. c Explain that today they will be modeling the first step in this complicated reaction–called fusion.
~4 min
4. Provide participants an overview of the model. a Hydrogen has one proton–modeled by a ball with Velcro strips. b In this model the “bullet” ball and “target” ball represent protons in the core of the Sun. These protons move about at high rates of speed—due to tremendous amounts of heat—and occasionally smash into one another. c Each person will take turns trying to get the “bullet” ball (proton) to stick to the “target” ball (proton) once while sighted and once while blindfolded. Why Blindfolded? • The inside of the Sun is dark! • Protons can’t “see.” d Each participant will have a total of 10 swings (5 sighted, 5 blindfolded) to get the “bullet” balls to stick to the “target ball.” e As they are trying to get the ball to stick, another group member will time how long it takes for them to take their 5 throws sighted and then 5 throws blindfolded. —called the elapsed time— f All group members will record the number of “sticks,” “hits,” and “misses” —as well as the elapsed time—for each participant on their participant activity sheet.
~5 min
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5. Move to the Proton Smasher area and let the participants “smash” the protons! a If participants finish early, get them thinking about ways to improve the model. b Take cell phone pictures of proton’s smashing for What’s the “Buzz”?
6. Have participants complete the calculations on their worksheet.
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~20 min High Expectations: Remind frustrated participants that it takes a given solar proton 14,000 million years to find another hot proton with which to fuse. Protons may travel for long periods without colliding with another proton in the Sun’s core. They may also collide with one another many times without "fusing."
~15 min
Cosmic Chemistry Facilitator Guide: Day 5
7. Engage the participants in sense-making using placemat. This activity modeled fusion or the beginning of the fusion process in the middle of the Sun that releases energy in the form of light. Ask a question like: Listen/look for: How do the hits, • Hits model proton collisions. sticks, and misses • Sticks model fusion of the protons model the real (very rare). For one particular proton, interaction of two it may take 14,000 million years to protons? “stick” with another! • Misses model all of the times the protons zoom right past each other (very often) or the repulsive forces between the two positive charges push the protons away from one another. What are some • More than 2 protons in the Sun. limitations of this • No repulsion: Balls did not actively model? repel one another like protons would. • The end particle looks like two balls—it should look like one new nucleus. • Low velocity: In the Sun’s core, the protons are moving faster. • Target is stationary: In the Sun’s core, the particles are in constant motion. • Only parts of the balls had Velcro on them: Covering the whole surface of the balls with Velcro would have more realistically modeled that fusion of the two nuclei was not dependent upon the geometry of the collision. • No radiation or short-lived energetic particles resulting from the fusion. • Not the same temperature as the sun. • Force of interactions: fusion takes place very quickly–the balls may not interact so quickly. What are some ways • Accept any reasonable ways to address to improve the the model’s limitations. model? Why were you • There is no visible light (or radiation) in blindfolded? the center of the Sun, so if the protons had eyes, they can’t “see” where the other protons are. • Protons are colliding with other protons “in the dark.” • Prevents aiming so reduces “sticks.” Cosmic Chemistry Facilitator Guide: Day 5
~15 min
Tip!
Help participants make the connection between this and Exo’s discovery. The Sun is a star.
High Expectations: Drop a hint about charged protons and repulsion (Connect back to the magnets). Watch for misconceptions about physical bouncing vs. electrical repulsion.
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~10 min
8. Engage participants in reflection using the Collaboration Rubric. a Have participants rate themselves during this activity. b Direct participants to exchange papers (rotate one to the left or right) and rate their classmate during this activity. c Have participants return the ratings sheet. d Ask participants to compare the ratings and consider where they can improve. e At the end of this day participants need to hand their rubrics to you so you can rate them.
~5 min
9. Wrap up by showing the Fusion Love video–a different way to communicate the concept of fusion: a Reinforce the end of the video that shows one new particle (atom scale)–not two stuck together (subatomic scale).
Tip!
Since the video is short–~ 1 min—you may want to play it more than once.
10. Remind participants that they should be able to . . . a Describe how the fusion reaction in the Sun produces elements.
Break
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10 min
Cosmic Chemistry Facilitator Guide: Day 5
Wrap Up
Incorporating daily time to revisit participant knowledge allows you to gain a sense of participant understanding of not only the chemistry and Genesis content, but also a deep theme of Cosmic Chemistry–Science as a human endeavor that seeks to understand the world around us.
10 min
Goal • Reflect on the knowledge you gained today. What You Need • Long butcher paper (Each day’s wrap-up will build on the day before) • Markers What to Do 1. Engage the participants in sense-making using Participant-led MindMapping. Select different three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the following five questions: a What was our question? How does the Sun “make” elements? b What did we do today? Atomic Builder Game Presentation: Communication in Science Forging the Elements Proton Smasher c What did you learn today? d How does what you learned today connect to what we have done? e What questions do you have?
~10 min
Tip!
At the end of the wrapup, setup a revised structure for the new knowledge coming next week.
Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • • • • •
•
Recognize that models are used frequently in chemistry to help scientists understand how things work. Determine ways a model is an accurate representation and is limited in the way it represents a phenomena or process. Diagram the relationship of the subatomic particles (electron, proton, and neutron) in an atom. Explain that the number of protons provides the identity of the atom. Explain that the Sun forms new elements through fusion reactions. Describe how the same information can be modeled in different ways. For example, fusion reactions in the Sun.
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Team Building
Taking the participants outside to “play” provides them mental relief and reinforces the camaraderie you are building in your class. The games listed are only suggestions—feel free to substitute with your favorite chemistry related game!
30 min
Goal • Allow participants to reflect on their first week. What You Need • Paper • Tape • Markers • A large open area
Tip!
If you have more than one group at a location, consider combining with the other group for added fun.
What to Do 1. Play an active game: Nucleus–Lord of Matter a Rules are similar to Red-Light, Green Light–but using proton and electron. b The nucleus stands at one end of the field. c Other participants are electrons at the other end of the field. d When the nucleus is facing away (Proton) the electrons are attracted e When the nucleus turns around (Electron) the electrons are repelled and must freeze in place. (Those that do not freeze are sent back to the beginning line.) f The first electron to touch the proton becomes the next nucleus. 2. Play a calming relationship building game: Behind Your Back a Tape a sheet of paper to each participant’s back. b Give each participant a marker. c Explain that “Behind your back” everyone else will write a positive message about you. d The game ends when all of the papers are filled.
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~10 min
~10 min Tip!
Behind your Back makes a nice keepsake for the participants.
Cosmic Chemistry Facilitator Guide: Day 5
3. Play an active relationship building game: Clump! a Explain the game: b Instructor calls out the number of people in a clump and the topic. c Participants must move to be in a clump or you are out! Note: Out participants can rejoin in the next round. d Some good clumps form around participants: Favorite food/class/movie Other summer activities Dream cars
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~10 min
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What’s the “Buzz”?
2-5 min
Buzz is a media term for anything that creates excitement–and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Goal • Share the excitement of what you learned today with your social network. What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities. a Today you will be asked to: Invite your social network to share in your cosmic experience by attending the museum exhibits next week at noon!
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Preparation for Day 6 1. Answer the following question: a During the wrap-up, did the participants see how the story of the day helped them understand that elements form through fusion?
30-45 min
2. Review participant Collaboration Rubrics and provide feedback. 3. Review the curriculum and setup materials for Monday. 4. Read/Review the background information: a Here Comes the Light b
The Fraunhofer Lines
5. Cover all windows in the classroom that face outside. 6. Optional: a
Review the video of Here Comes the Light.
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Day 5 Resources
Element Symbol
Atomic number
Atomic number —
Atomic mass
charge — _____________
Protons_______
Electrons _______
–Atomic number — ___________
Neutrons _______
Element Symbol
Atomic number
Atomic number —
Protons_______
Atomic mass
charge — _____________
Electrons _______
–Atomic number — ___________
Neutrons _______
Proton Smasher PARTICIPANT ACTIVITY
You will work on this assignment in teams. One student in each group should record: the start and finish times, the number of “hits,” “misses,” and “sticks” The team captain will designate the order in which team members swing the “bullet” ball at the “target” ball. Each member will have five swings at the “target” during each trial.
The goal of this assignment is to make the bullet ball stick to the target ball by swinging it. During the first trial, you will be able to see the target. For the second trial, you will be blindfolded.
1. Note the time started on the line so labeled. Record the number of team hits, sticks, and misses. First trial Finish time:
Number of team hits
Start time:
Number of team sticks
Time elapsed: Team instructions and comments:
Number of team misses
Second trial (blindfolded) Finish time:
Number of team hits
Start time:
Number of team sticks
Time elapsed: Team instructions and comments:
Number of team misses
2. Calculate the number of hits and sticks per minute for each trial and record them here: First trial Hits/minute sticks/minute Second trial
Hits/minute
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sticks/minute
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Proton Smasher Background Knowledge In the Student Activity, "Proton Smasher," how many tries resulted in “hits” and “sticks” in one minute? Any ratio greater than one in 14,000 million years is better than the rate of fusion in the sun’s core. That’s right, students were modeling one step: 1H
+
1H
2D
+
oe +
+
νc
in the fusion reaction that occurs in the sun’s core. It has been calculated that it takes a given solar proton 14,000 million years to find a “hot partner” with which to fuse. Protons may travel for long periods without colliding with another proton in the sun's core. They may also collide with one another many times without "fusing." You may have noticed that they must collide at the right speed, at the right angle, and with enough energy for fusion to occur. And what was the significance of your trying to hit the “target” while blindfolded. Well, if we could see the sun’s core it would be black, since all the photonic energy produced from the proton-proton fusion is too great to be visible to the human eye. So, protons are colliding with other protons “in the dark,” just like you modeled when you were blindfolded. You have just modeled some important properties of the sun’s core: its innermost zone. Actually, you “modeled the model” of the Standard Solar Model. No one has ever seen the sun’s core, and for obvious reasons, probably no one ever will. [For more detailed information about the fusion processes that occur in the sun’s core, read “The Nuclear Fire of the Sun” found in Appendix A.]
Early Models of the Sun’s Energy How does “invisible fire” fit with our visual observation that the sun is a “ball of fire” in the sky? The ball of fire model appears to be very reasonable. Our eyes perceive lots of light from the Sun—so much, in fact, that we are cautioned NEVER TO LOOK DIRECTLY AT IT. And we feel the heat of the sun on our skin, just like we do when we are close to a fire. So, isn’t it understandable that early scientists observing the exterior of the sun with the only scientific instruments available—their eyes and telescopes—thought the sun could be a cooling ball of hot iron or a gigantic globe of burning coal?
Image courtesy of NASA
Later, the concept of a gravitationally-energized Sun led to proposals that the Sun was fueled by: a) meteors falling into it from outer space; b) consuming whole planets that released their gravitational energy upon impact with the Sun; c) contraction in which its potential energy was changed to thermal energy; and, d) the collision of small rock-like pieces from outer space that formed the original Sun.
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New Scientific Instruments and Discoveries Lead to New Model The analysis of materials by the technique of mass spectrometry played a pivotal role in the development of the Standard Solar Model. It was through the mass spectrometric determination of the “exact” mass of helium that it was learned that the mass of an atom of helium was 0.8% less than the mass of four hydrogen atoms. This observation was at odds with the then-current theory that the atomic weight of any element is an exact multiple of the atomic weight of hydrogen. It was this finding that gave physicists in the 1920’s the final clue needed to propose that the furnace in the interior of stars is fueled by sub-atomic energy. [For a more detailed history of solar theories and models, see “The Nuclear Fire of the Sun” in Appendix A.] Scientists have calculated a model of the sun, using information that employed current technology and analytical instrumentation. Over the past 25 years, hundreds of changes have been made in the Standard Solar Model in an effort to obtain increasingly good numerical agreement between the model and the observed sun. The Standard Solar Model predicts that the sun’s structure consists of a core that is surrounded by three shells or layers. [Use the handout “Standard Model of the Sun” as a reference as we explore the sun and solar wind.] These shells are referred to as the radiative layer (or zone), the convection layer, and the photosphere, which is the surface layer. The photosphere separates the opaque solar mass from the atmospheric regions, which are the chromosphere and the corona.
The Invisible Fire Although much remains unknown about the structure of the sun, particularly in its interior, the current model includes an extremely dense core. About 50% of the sun’s total mass, but only about 1.5% of the total volume, are found in the core. The temperature is thought to be around 15 million Kelvin. These conditions are so extreme that all atomic materials present are stripped of their electrons, forming a hot brew of protons, neutrons, nuclei, and free electrons. The pressure at the core is perhaps 250 billion times greater than the pressure of the Earth’s atmosphere. The sun does not suffer gravitational collapse only because of this stupendous outward pressure, which is generated by the heat produced in the core. Nor does it explode like a hydrogen bomb, because the enormous mass of the gases above the core contains its explosiveness. As noted above, the core density is extremely high. A bucket full of core material would be so heavy that you would be unable to lift it. At the core we find the nuclear inferno that produces the energy which ultimately is spewed forth into space. The sun’s energy is manifested in the form of short wavelength gamma rays, which can be regarded as tiny packets of energy called photons, the particle component of electromagnetic radiation. If we could see into the core it would appear black, since none of the energy produced there lies in the visible part of the spectrum. Through collisional losses, the gamma ray photons are soon reduced to longer wavelength and less energetic x-ray photons, which remain outside of the visible part of the electromagnetic spectrum.
Mass Spectrograph It is estimated that at core temperatures only one proton in 100 million has enough energy to fuse during a collision. Putting it another way, the reaction rate is so low that a specific proton would require 14,000 million years to find a suitable “hot” partner with which to collide in a successful fusion event! Since the sun is only (!) about 4.5 billion years old, most of its protons have not yet found fusion partners. So, what are the details and consequences of this rare event? First, remember that the two exceedingly “hot” protons that are hydrogen atoms without electrons collide. This violent event results in the fusion of the two nuclei and the formation of a deuteron, a positron, and a neutrino. This
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The instrument called a mass spectrograph was developed in 1919 by Francis Aston in Cambridge, England. The importance of this technology was immediately recognized, and Aston was awarded the Nobel Prize for his work in 1922. Read Appendix B for information about how Mass Spectroscopes work.
Cosmic Chemistry Background Knowledge: Day 5
event can be written conveniently in equation form, where superscripts attached to elemental symbols represent mass number: 1H
+
→
1H
2D
oe +
+
+ νc
(Equation 1)
The symbols oe+ and νc represent a positron and a neutrino, respectively. The deuteron, 2D, differs from a regular hydrogen nucleus in that it contains a neutron in addition to a proton. In this reaction one of the protons has been changed into a neutron, with the formation of a new nucleus containing one proton and one neutron. The key transformation can be written: →
1p +
1n o
(Equation 2)
But wait! There is something wrong with Equation 2. On the left side is a positive charge and on the right side there is no charge. Nature does not permit charge to vanish into thin air, so there must be more to the equation. Note that the mass numbers are conserved, keeping Mother Nature happy in this respect. What is needed is the addition of a species having a mass number of zero and a charge of plus one to the right side of the equation. Enter the positron,oe+, which is a positively charged electron—a piece of antimatter. So now we can write Equation 2 more correctly as: →
1p +
1n o
+ oe +
(Equation 3)
Now charge and mass number are conserved and Mother Nature is happy with one small and subtle reservation. Nature also requires momentum to be conserved. If a positron goes flying out of the system (Equation 3), there must be something that flies out in the opposite direction, since it has been determined that the positron momentum is not balanced by recoil of the proton. Enter another weird species in the sub-atomic zoo, the neutrino, which is represented by the symbol νc. More is said in the Student Text “Models in Science” about neutrinos, since they have perplexed physicists for sixty years. Suffice it to say that we now have a reasonably good understanding of the necessity of adding positrons and neutrinos in Equation 1. The next step in the so-called proton-proton cycle that fuels the sun is the collision of another proton with the deuteron formed in Equation 1 to produce a helium nucleus containing 2 protons and one neutron, i.e., 3He. 1H
+ 2D →
3He
+
γ
(Equation 4)
The symbol γ represents a gamma ray photon. Finally, as the last step, two helium-3 nuclei collide to form helium-4, (4He), and two protons. 3He
+
→
3He
4He
+
2 1H
(Equation 5)
The overall net reaction becomes: 4 1H
→
4He
+
2 oe+ + 2νc
+
2γ
(Equation 6)
To this point nothing has been said about the production of photons in this sequence of events, (Equations 1, 4, and 5), with the exception of the gamma ray photon in Equation 4. Equation 6 is the overall net reaction. Photons are important since they are the packets of energy in which the sun’s power is manifested and which ultimately work their way outward from the core. We also need to keep in mind that the hydrogen nuclei (protons) at the core are hydrogen atoms from which electrons have been ripped away (ionized), and that the boiling cauldron of colliding protons is also populated with an immense number of ionized electrons. And therein lies the end of this part of the story. The positrons formed in step 1 and carried through to reaction 6 instantaneously encounter their anti-partners—the electrons—and there ensues a kiss of death, with the particles annihilating each other and producing a flash of radiant energy in the form of additional gamma ray photons.
Cosmic Chemistry Background Knowledge: Day 5
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Of course the positron and the electron both have mass (albeit small). Their combined masses are destroyed completely and turned into energy, according to the Einstein relationship E= mc2. It turns out that mass is actually lost in each of the steps. It all fits together nicely. The scenario above is called the proton-proton chain and it is by far the most important process for producing the sun’s energy, although it is not the only set of reactions that occurs. Given all of this, you might ask how the prodigious energy production from the sun can arise from the proton-proton chain when the reaction rate is so low. This is especially puzzling when we know that it takes a given proton 14,000 million years to find a "hot" partner. The answer is that there are great numbers of protons available in the sun. Based on the sun’s luminosity and the energy released per proton-proton chain event, it can be shown that the number of core reactions occurring every second is about 9 x 1037 and that mass is being consumed at the astounding rate of 4.4 x 109 kg per second! This mind-boggling number might seem alarming at first glance. Is the sun in danger of running out of hydrogen? No! Absolutely not! Consider the fact that the mass of the sun is almost 2 x 1030 kg. In other words, the sun still has a lot of hydrogen to work with. In fact, over the 4.5 billion years that the sun has shone, only about 0.03% of its mass has been consumed. Not to worry.
Adapted from Genesis Mission.
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Cosmic Chemistry Background Knowledge: Day 5
Day 6
DAY 6: How Do We Know What the Sun Is Made of? Overview Friday’s Proton Smasher activity gave participants a model to understand the nuclear fusion that occurs in the Sun. Today, we delve into how scientists know that the Sun contains hydrogen and helium (along with a smattering of other elements). We begin with a guest speaker who addresses how scientists use light as a tool. The cosmic part of the day begins with flame tests to talk about emission spectra and that each element emits a characteristic spectrum. In the activity, Here Comes the Light, participants use a spectroscope to investigate different kinds of light. They use what they learned in the flame tests to help them interpret emission spectra. At the end of the activity, participants will investigate the famous Fraunhofer spectral lines to prove that the Sun is composed of elements in addition to hydrogen and helium. This is followed by an activity that uses spectra to identify the composition of other Solar System bodies. To help participants further cement their conception that light can provide information about what elements are present in Solar System bodies, this is followed by a video that ties elemental spectra back into the composition of the Solar System. So as the day progresses, the participants are exposed to light in ways that increase the ways we can measure it!
Essential Questions • How can light be used as a tool? • How do we know what the Sun is made of?
Daily Goals • • •
Cosmic Chemistry Facilitator Guide: Day 6
Define ion. Explain how light is used to identify elements. Explain how light is used to identify the composition of Solar System bodies.
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Daily Agenda
Vocabulary Emphasize bold words
8:30 – 9:00
Activity: Welcome & Atomic Challenge • Model placement of protons, neutrons, and electrons in ions of elements 1–20. • Describe what makes one ion different from another.
9:00 – 9:45
9:45 – 9:55
Guest Speaker: Light as a Tool • Describe one way light can be used as a tool to learn about the world around us. Break
9:55 – 10:25
Demonstration: Flame Tests • Recognize that metals can be identified by the color they change a flame.
10:25 – 11:55
11:55 – 12:05 12:05 – 12:50
Atomic Mass Atomic Number Element Electron Electron shell Ion Proton
Electron Electron shell
Activity: Here Comes the Light • Describe how a spectroscope works. • Recognize that each element has its own spectra. • Explain how scientists know that the Sun contains hydrogen and helium. • Explain how scientists know that the Sun contains elements other than hydrogen and helium. Break
Element Electron Electron shell
Activity: Decoding Cosmic Spectra and Video: A Universe Hospitable to Life
Element
• Identify the elements in several cosmic bodies. • Explain how the light (reflected off of or emitted by) tells us about the composition of bodies in space. 12:50 – 1:00 1:00
Wrap Up • Reflect on the knowledge you gained today. What’s the “Buzz”? • Share the excitement of what you learned today with your social network. Vocabulary in Chemistry Courses • Vocabulary in Astronomy or Earth Science Courses
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Cosmic Chemistry Facilitator Guide: Day 6
Activity: Welcome & Atomic Challenge
30 min
Today we continue playing the game that participants learned on Friday. But, we add a twist—participants must use their knowledge of the periodic table of elements to determine the number of protons, neutrons, and electrons in each ion they create. Goals • Model placement of protons, neutrons, and electrons in ions of elements 1–20. • Describe what makes one ion different from another. What You Need • Candy to sort participants into groups of 2–3. • Atomic Building Game from CPO Science. • A copy of the periodic table for each participant. • Butcher paper (for sense-making using Placemat) What to Do 1. Group participants using Clump! (from Friday) a Groups of 4 b Topic is something that helps you get energized! Or share with each other something you did over the weekend that involved Chemistry. 2. Remind participants of the rules of the game from Friday: a Begin with the board clear of marbles b Add marbles to the board to create an element Protons and neutrons go in the nucleus. Electrons go in the energy levels (shells). The electrons should be placed in the lowest energy levels with one energy level filled before filing the next energy level. c Announce the element name, atomic number, atomic mass, and charge. d To keep everyone honest, the other players must check the new atom and say: “I think your atom is correct” OR “I challenge your atom.” e If everyone thinks the atom is correct, then play continues to the next player on the right. f If an atom is challenged, then all players should see whether the atom is correct or not. If the atom has been incorrectly built or identified, then it should be corrected. g Each person builds the next element on the periodic table. Start with hydrogen, then helium, then lithium, etc.
Cosmic Chemistry Facilitator Guide: Day 6
~2 min
~1 min
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3. Reveal the twists for today’s game: a Making ions instead of elements. b Only add 7 marbles at a time. c A neutral atom (like you made last Friday) contains equal numbers of protons and electrons. d An ion contains a different number of electrons than protons. e As a result, ions have a charge (+ or -). f Most commonly, the atom loses or gains electrons to have a full outer shell.
~5 min
4. Have participants demonstrate a few ions (H and He). a Build a Hydrogen Ion. Reinforce the location of the proton (atomic number). Remind participants that the number of protons is no longer equal to the number of electrons. Hydrogen, atomic number 1, atomic mass 1, charge of +1. (If positive, this is the proton you “smashed” on Friday.) b Using Hydrogen as a starting place, build Helium. Helium, atomic number 2, atomic mass 4, charge of +2. (If this is a +2 charger, then this is the atom you formed in proton smasher on Friday.)
~2 min
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Tip!
Help participants to build connections between “Proton Smasher” and this activity. Two hydrogen ions gives an atomic number of 2, which is Helium!
Cosmic Chemistry Facilitator Guide: Day 6
5. Distribute game boards and have participants build positive or negative ions starting at hydrogen. a Remind participants to: State the charge of the ion. Do not create neutral atoms. Keep everyone honest by other players checking the new atom and saying either: • “I think your atom is correct” OR • “I challenge your atom.” If everyone thinks the atom is correct, then play continues to the next player on the right. If an atom is challenged, then all players should see whether the atom is correct or not. If the atom has been incorrectly built or identified, then it should be corrected.
~15 min Tip!
Allow participants to build ions of noble gases–you can help them discover that noble gases are not likely to form ions as part of the sensemaking at the end of this morning’s activity.
Note: Participants do not need to complete all ions to gain the foundational knowledge they need. 6. Engage participants in sense-making using Placemat. Ask a question like: Listen/look for: What makes ions • Number of electrons. different from • Positive or negative charge. neutral atoms? Why would atoms • If there are only a few electrons in the gain/lose electrons? outer shell, they are easy to pull off. • A positively charged atom comes by and attracts them away. • The atom is hot—and the heat causes the electron to jump off of the atom. • Gain a complete outer shell. What is the most • Number of electrons. extremely charged (+ • Imbalance of charge. or -) ion you made? • Relationship to full outer shells’ of Why do you think electrons. that could (or could not) happen? Why are noble gases • Their outer shell is already complete. unlikely to form ions? • The outside of the atom is the electrons. • Reactions happen when electrons interact.
Cosmic Chemistry Facilitator Guide: Day 6
~5 min
Tip!
Point out that gaining an electron gives a negative charge to the ion.
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7. Remind participants that they should be able to: a Model placement of protons, neutrons, and electrons in ions of elements. b Describe what makes one ion different from another.
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Cosmic Chemistry Facilitator Guide: Day 6
Guest Speaker: Light as a Tool
At this time, you will have a local speaker talk with the participants about ways their profession employs light and how it relates to potential career paths. Goal • Describe one way light can be used as a tool. What You Need • Guest speaker • Butcher paper (for sense-making)
45 min
High Expectations: “Last week we had some amazing speakers. I’m sure you’ll learn as much from our speaker today.”
What to Do 1. Explain to participants how the presentation will be structured.
~1 min
2. Review any behavioral expectations prior to the speaker. a I really liked how we did _______ last week. Let’s do that again.
~1 min Tip!
Look for ideas for your final project!
3. Welcome and introduce the speaker.
~25 min
4. Have participants ask any questions they have. For example: a What kinds of classes did you take? b What’s a typical day for you?
~15 min
5. After the speaker has left, ask participants to rate the speaker using their presentation rubric.
Cosmic Chemistry Facilitator Guide: Day 6
~3 min
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6. Engage the participants in sense-making using Find a Sole mate. Ask a question like: Listen/look for: What? • Possible career paths So What? • How light can be used as a tool Now What? • Connections to the presentation rubric • Ideas for their presentations • Enthusiasm
~5 min Tip!
Point out to participants that one of the final project options is to learn more about the role of chemistry in your community.
7. Remind participants that they should be able to . . . a Describe one way light can be used as a tool.
Break
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10 min
Cosmic Chemistry Facilitator Guide: Day 6
Demonstration: Flame Tests
30 min
In order to understand how scientists know that the Sun contains hydrogen and helium, participants must first recognize that each element emits a unique light pattern or characteristic emission spectra when heated. This activity starts as simple flame tests of one element and ends with participants making connections to ions and being ready to comprehend the spectrum from the Sun. Goal • Recognize that metals can be identified by the colored light they emit when put in a flame. What You Need • A Bunsen burner • A way to show a flame test of the following elements: Cu Li Na K Mg Ca Sr Ba What to Do 1. Connect to what participants just learned about ions. Ask a question like: Listen/look for: How do electrons • Reasonable predictions, such as: behave when they • Leave the atom (create an ion). are heated? • Get excited to a higher electron shell. a
~5 min
Explain that when electrons get excited (heated or lots of energy added), they will either leave or move up a shell or two. When they fall back down to the lower shell (because they are attracted to the positive protons), they release energy (as light).
Cosmic Chemistry Facilitator Guide: Day 6
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2. Demonstrate basic flame tests. a Introduce the idea of a flame test. Quick test for presence of certain metals. Place sample in flame to heat it. Gives off a characteristic/unique color. b Set the ground rules for participant observation of a flame test. Stay back. Don’t crowd one another. c Do a sample flame test for participants to observe. Copper d Ask participants to take a picture of at least one of the flame tests with their cell phone. Note: This picture may be used for “What’s the Buzz?” at the end of the day. e Do the following flame tests. Be sure to announce the name of the element as you go. Note: They are listed as you travel down the periodic family. Li Na K Mg Ca Sr Ba Cu
~10 min
3. Challenge participants to identify a single element by the color it gives off (without you announcing the element). a Give participants easily identified elements at first (like Cu or K). b Work your way up to more difficult elements to distinguish (like Sr and Li).
~5 min High Expectations: “See, identifying elements isn’t too hard at all!”
4. Optional: Challenge participants to identify a pair of elements by the color they give off (without you announcing the element). a Give participants easily identified pairs of elements at first (like Sr and Cu) b Work your way up to more difficult elements to distinguish (like Na and K).
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~5 min Tip!
If you’re running short on time, skip this challenge.
Cosmic Chemistry Facilitator Guide: Day 6
5. Engage the participants in sense-making using Triads. Ask a question like: Listen/look for: What elements were • Copper—only element that turned easy to distinguish green. and why? • Potassium—only element that turns violet. What elements were difficult to distinguish and why? From the flame tests, what elements would you predict are in the Sun? Why? What would have been helpful to distinguish the elements?
•
Strontium and Lithium—both red.
• •
Calcium—similar color as the Sun Lithium—similar color as the Sun
•
A tool that can tell them apart (relate this to spectrometers in the next activity).
~5 min High Expectations: Ask participants to predict if they think Copper is in the Sun.
In the next activity, we will use spectrometers to observe spectra of different types of light. 6. Remind participants that they should . . . a Recognize that metals can be identified by the colored light they emit when put in a flame.
Cosmic Chemistry Facilitator Guide: Day 6
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Activity: Here Comes the Light
This activity introduces participants to spectroscopes and has participants use them to evaluate different light sources—fluorescent lights, incandescent bulbs, and the Sun.
90 min
Goals • Describe how a spectroscope works. • Recognize that each element has its own characteristic emission spectra. • Explain how scientists know that the Sun contains hydrogen and helium. • Explain how scientists know that the Sun contains elements other than hydrogen and helium. What You Need For each participant or group of participants: • A set of colored pencils that include the basic colors (red, orange, yellow, green, blue, purple). • Small handheld spectroscope. • Participant worksheet in color. For the class: • Fluorescent lamp and fixture. • A 60-watt (or lower) frosted or clear light bulb, with lamp. • A stainless steel frying pan or another object with a shiny metal surface. Caution Ahead!! Participants must never look directly at the Sun. To do so could result in serious damage to their eyes. What to Do 1. Have participants interact with the spectroscopes as you introduce them. a Spectroscopes: Measure the wavelengths of light Refract (break up) light into different wavelengths • Wavelengths are measureable b How to use a spectroscope: Aim the spectroscope slit away from the brightest portion of the light source. Find the scale at the bottom of the field of view. See the bright lines. c Each element has a unique signature of light.
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~5 min Tip!
If you have extra time, repeat the flame tests and have the participants use the spectroscopes to identify the elements.
Cosmic Chemistry Facilitator Guide: Day 6
2. Discuss emission spectra. a The rainbow represents the spectrum of pure visible light. b White light is made up of all the colors of the visible spectrum. c Passing white light through a prism separates it into the different wavelengths/colors of light (red, green, blue, etc.). d Heating a gas with electricity, or a metal salt in a flame, causes it to give off light. e Passing the light given off (emitted) by the heated gas or metal salt through a prism does something different: it creates a line spectra.
~5 min
3. Use the online emission spectrum site to connect the flame test to spectroscopes. a Show the line spectra for the elements used in the flame tests. b Have participants compare the line spectra for the elements they found difficult to distinguish (like Lithium and Strontium).
~5 min
4. Have participants use the spectroscope to observe the light from a fluorescent light source and record their observations. Note: Participants should record the brightest bars only.
~5 min
5. Have participants use a spectroscope to observe the light from an incandescent source and record their observations.
~5 min
6. Compare the spectra the participants have just observed. Ask a question like: Listen/look for: What was similar • Colors they have in common. between the two spectra? What was different • Fluorescent had more gaps. between the two spectra? Do you think you • Yes! would be able to identify an incandescent light or a fluorescent light from the spectra? Which kind of light • Good reasons for their prediction. do you think models the Sun better? Why?
Cosmic Chemistry Facilitator Guide: Day 6
~10 min High Expectations: For added challenge, setup a similar looking incadescant light and a flourescant light and ask participants to identify them!
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7. Activate participants background knowledge about the Sun. a Play Learn About the Sun with Poetry. b Remind participants of things the video said that are relevant to the lesson: Sun provides light. Looking directly at the Sun is not advised!
~5 min
8. Take the participants outside and have them use the spectroscope to observe the light from the Sun reflecting off of the bottom of the stainless steel frying pan and record their observations.
~20 min
Caution!! Participants must never look directly at the Sun. To do so could result in serious damage to their eyes. 9. Debrief participant observations. Ask a question like: Listen/look for: Is the spectrum from • Incandescent the Sun more like the • Continuous spectrum (like the incandescent or incandescent bulb) fluorescent light? Why?
~ 2 min
10. Discuss Absorption Spectra. a Emission spectra for an element is reversed for absorption. b What would happen if two elements were absorbing the light? c Show a solar spectrum and Fraunhofer Lines. This is the Sun’s spectra. The dark lines are called Fraunhofer Lines • Absorption spectra Indicate the elements present in the light source, in this case, the Sun.
~5 min
11. Have participants use the table of Fraunhofer lines (A through K) to determine the elements present in the Sun. a Participants should record their responses on their data sheet.
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Tip!
Reshow the Why the Sun Shines video from last week (Day 4) and help participants make a connection across days.
~10 min
Cosmic Chemistry Facilitator Guide: Day 6
12. Engage participants in sense-making using Back to Back. Ask a question like: Listen/look for: How do we know the • H’s absorption spectrum is present in Sun contains the Sun’s spectra. Hydrogen?
~10 min High Expectations: Wonder aloud: “If the Sun contains all the naturally occurring elements, why can’t we see them in the spectroscope?”
13. Remind participants that they should be able to . . . a Describe how a spectroscope works. b Recognize that each element has its own characteristic emission spectra. c Explain how scientists know that the Sun contains hydrogen and helium. d Explain how scientists know that the Sun contains elements other than hydrogen and helium.
Break
Cosmic Chemistry Facilitator Guide: Day 6
10 min
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Activity: Decoding Cosmic Spectra and Video: A Universe 45 min Hospitable to Life This online interactive helps participants connect the absorption spectrum of the Sun to the different absorption spectra that are reflected from objects in space (such as stars, planets, nebula, and galaxies). This moves participants from the fairly qualitative observations they have been making this morning into more quantitative ones and helps them apply their learning to a real-life situation. Goals • •
Use your knowledge of spectra to identify the composition of several cosmic bodies. Explain how the light reflected off of or emitted by other bodies tells us about their composition.
What You Need • Participant Sheet What to Do 1. Group participants by having them find a new partner with a similar interest in sports (team, type, no interest, etc.). 2. Activate participants’ background knowledge of measurement. a Have participants discuss in their groups the answers to the following questions: Ask a question like: Listen/look for: Why was the • Allowed way to see what light each spectroscope helpful element emitted. in identifying elements? Could line spectra be represented in a different way? (Computers don’t represent this in the same way . . .)
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• •
Yes! Participants should acknowledge that there are always different ways of representing information—although they may not know what they are.
~2 min ~5 min High Expectations: “I want to see more than two hands, because I know that more than two people know this.”
Cosmic Chemistry Facilitator Guide: Day 6
3. Show participants the identification of one of the elements in the Sun. a Shows both line and graphical spectra. b Try to identify the peak marked with blue question mark on the graphical spectra You can cycle through the line spectra. The first match is not Hydrogen (look at the spectra), but Magnesium.
~2 min Tip!
Try this game yourself before doing it with participants.
4. Have participants move to the computers and identify the elements and compounds in the Sun and Jupiter. (Note: The other celestial bodies are not in our Solar System.)
~20 min
5. Ask the participants to do a Think-Pair-Share about what they have just learned. Ask a question like: Listen/look for: What was easy? • Good thoughts. How would you • Graph scales were not even change this program • Some dips very small to make it better? • Have to go in the computer’s order What clues did you • Had to match all of the spectral lines use to determine a correct match?
~5 min
~10 min
6. Play Nova Video Chapter 6: A Universe Hospitable to Life. Tip!
If you’re anticipating that some of your student’s will struggle with the idea that there could be life on other planets, refer to the Science and Faith resource sheet.
7. Engage the participants in sense-making using Draw It!
~5 min
8. Remind participants that they should be able to . . . a Use spectra to identify the composition of several cosmic bodies. b Explain how the light reflected off of or emitted by other bodies tells us about their composition. Cosmic Chemistry Facilitator Guide: Day 6
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Wrap Up
Daily time to revisit participant knowledge allows you gain a sense of participant understanding of a deep theme of Cosmic Chemistry–Science as a human endeavor that seeks to understand the world around us.
10 min
Goals • Reflect on the knowledge you gained today. What You Need • Long Butcher Paper (from last week) • Markers What to Do 1. Engage the participants in sense-making using Participant-Led MindMapping. Select a different three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the following five questions: a What were our questions? How can light be used as a tool? How do we know what the Sun is made of? b What did we do today? Atomic challenge: Ions Light as a Tool Speaker Flame Tests Here Comes the Light Decoding Cosmic Spectra A Universe Hospitable to Life c What did you learn today? How will it prepare you for chemistry? d How does what you learned today connect to what we have done? (For the past six days!) e What questions do you have?
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~10 min Tip!
Be sure participants understand that spectroscopy can tell you if something is present, but not how much of it is there (abundance).
High Expectations: If no one else asks, be sure to ask: If we can detect elements from the Sun with a spectroscope, why did we need to send the Genesis spacecraft to collect elements? Answer: To measure isotopes, we needed to collect material from the Sun and study it here on Earth.
Cosmic Chemistry Facilitator Guide: Day 6
Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Define ion. • Explain that atoms gain or lose electrons to form ions. • Calculate the number of protons, neutrons, or electrons from a given elemental symbol that may be an isotope and/or ion. • Explain that absorbed or emitted light can be used to identify elements or molecules. • Describe how the same information can be modeled in different ways. For example, mass spectrometry.
Cosmic Chemistry Facilitator Guide: Day 6
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What’s the “Buzz”?
Buzz is a media term for anything that creates excitement—and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Objective • Share the excitement of what you learned today with your social network.
2-5 min
What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities a Today you will be asked to: Post the coolest thing you learned about light. OR Post the flame test picture—with a caption.
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Cosmic Chemistry Facilitator Guide: Day 6
Preparation for Day 7 1. Answer the following questions: a What’s the one thing you’re sure the participants got from today?
b
30-45 min
What’s the one thing participants are still struggling with? How will you help them?
2. Review the curriculum and setup materials for tomorrow. 3. Read/Review the background information: a Isotopes. 4. Optional: a Review the video for Analyzing Tiny Samples.
Cosmic Chemistry Facilitator Guide: Day 6
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Day 6 Resources
Here Comes the Light!
Answer Key
Introduction Light is made of very tiny waves. In order to measure it, we need really small units. The wavelength of light is often expressed either in nanometers or Angstrom units. Both are simply measurements of size, like meter and centimeter are measurements. Crazy itty bitty size! A nanometer is 10-9meters – that’s right 0.000 000 001 meters. An angstrom is 10-10meters – or 0.000 000 000 1 meters. So one Angstrom is ten times tinier than one nanometer. 450 nanometers (nm)= 4,500 Angstroms (A). PART 1 a) After time to explore and talk about what you see with your spectroscope in general, begin. The spectrum of pure visible light is shown below. Use the spectroscope to mark the scale with the wavelengths of light: • 400, 450, 500, 550, 600, 650, and 700 nanometers.
Visible Light
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b) Observe the spectrum of a fluorescent light. Mark the scale as you did for pure visible light. Draw what you observe. Use color and pay attention to the scale. Note and reproduce as accurately as possible any especially bright lines of color. Estimate and record the wavelengths of the bright lines. Flourescent Light
c) Now observe the spectrum of an incandescent light bulb. Draw what you observe. Use color and pay attention to the scale. Note and reproduce as accurately as possible any especially bright lines of color, Estimate and record the wavelengths of the bright lines. Incandescent Light
d) Which spectrum do you predict to be more like the spectrum of the Sun? PART 2 a) With Extreme Care and your teacher’s guidance: Use the spectroscope to look at a reflection of sunlight (off of the bottom of a stainless steel pan) Draw what you observe. Use color and pay attention to the scale. Estimate and record the wavelengths of the bright lines.
NEVER L OOK D IRECTLY AT THE SU N !
Reflected Sunlight
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Cosmic Chemistry Answer Key: Day 1
NOTE: Your spectroscope scale is in nanometers and this scale is in Angstroms. So, don’t let the extra 0 throw you off!
PART 3 Many years ago Fraunhofer used a spectroscope and observed lines in the light coming from the Sun. The sun gives off pure light, but the elements in the Sun absorb some of the wavelengths the light from the Sun. a) Use the table below to identify the absorption lines (lettered for easy reference) for Hydrogen and Helium in the spectrum above. Element
Wavelength (Angstroms)
Absorption Lines
H2
hydrogen
4861 & 6563
F, C
He
helium
4472, 5016, 5876
D
O2
oxygen
6867 – 6884, 7594 - 7621
B, A
Na
sodium
5896 & 5890
D
Ca
calcium
3934, 3968, 4308
K, H, G
Fe
iron
4308, 5270
G, E
b) Prove from spectroscopic measurements that at least one element other than H2 or He exists on the Sun. Explain your thinking!! H2 and He only account for a few absorption lines. They do not explain the absorption lines see @ 3900 so some other elements must be present.
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Here Comes the Light!
PARTICIPANT ACTIVITY
Introduction Light is made of very tiny waves. In order to measure it, we need really small units. The wavelength of light is often expressed either in nanometers or Angstrom units. Both are simply measurements of size, like meter and centimeter are measurements. Crazy itty bitty size! A nanometer is 10-9meters – that’s right 0.000 000 001 meters. An angstrom is 10-10meters – or 0.000 000 000 1 meters. So one Angstrom is ten times tinier than one nanometer. 450 nanometers (nm)= 4,500 Angstroms (A). PART 1 a) After time to explore and talk about what you see with your spectroscope in general, begin. The spectrum of pure visible light is shown below. Use the spectroscope to mark the scale with the wavelengths of light: • 400, 450, 500, 550, 600, 650, and 700 nanometers.
Visible Light
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b) Observe the spectrum of a fluorescent light. Mark the scale as you did for pure visible light. Draw what you observe. Use color and pay attention to the scale. Note and reproduce as accurately as possible any especially bright lines of color. Estimate and record the wavelengths of the bright lines. Flourescent Light
c) Now observe the spectrum of an incandescent light bulb. Draw what you observe. Use color and pay attention to the scale. Note and reproduce as accurately as possible any especially bright lines of color, Estimate and record the wavelengths of the bright lines. Incandescent Light
d) Which spectrum do you predict to be more like the spectrum of the Sun? PART 2 a) With Extreme Care and your teacher’s guidance: Use the spectroscope to look at a reflection of sunlight (off of the bottom of a stainless steel pan) Draw what you observe. Use color and pay attention to the scale. Estimate and record the wavelengths of the bright lines.
NEVER L OOK D IRECTLY AT THE SU N !
Reflected Sunlight
186
Cosmic Chemistry Participant Activity: Day 1
NOTE: Your spectroscope scale is in nanometers and this scale is in Angstroms. So, don’t let the extra 0 throw you off!
PART 3 Many years ago Fraunhofer used a spectroscope and observed lines in the light coming from the Sun. The sun gives off pure light, but the elements in the Sun absorb some of the wavelengths the light from the Sun. a) Use the table below to identify the absorption lines (lettered for easy reference) for Hydrogen and Helium in the spectrum above. Element
Wavelength (Angstroms)
H2
hydrogen
4861 & 6563
He
helium
4472, 5016, 5876
O2
oxygen
6867 – 6884, 7594 - 7621
Na
sodium
5896 & 5890
Ca
calcium
3934, 3968, 4308
Fe
iron
4308, 5270
Absorption Lines
b) Prove from spectroscopic measurements that at least one element other than H2 or He exists on the Sun. Explain your thinking!! _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ ___________________________________________________________________________________________ Cosmic Chemistry Participant Activity: Day 6
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Decoding Cosmic Spectra Answer Key Instructions: You will be asked to identify particular elements according to their wavelengths. The question mark highlighted in blue represents the wavelength of the element that you are trying to match. Use the arrow keys at the bottom to flip through the spectra for the different elements. When you find the element with a spike at the wavelength represented by the blue question mark, click “Match.” Once you find the correct match for the blue question mark, go through the process again to find the next match. 1. Put a check next to the elements in the Sun’s spectrum (identify all question marks):
()
Hydrogen
Iron
Magnesium
Sodium
Oxygen
________ Methane ________ Ammonia
2. Put a check next to the elements in Jupiter’s spectrum (identify all question marks):
()
Hydrogen
()
Iron
________ Magnesium ________ Sodium ________ Oxygen
Methane
Ammonia
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Decoding Cosmic Spectra PARTICIPANT ACTIVITY Instructions: You will be asked to identify particular elements according to their wavelengths. The question mark highlighted in blue represents the wavelength of the element that you are trying to match. Use the arrow keys at the bottom to flip through the spectra for the different elements. When you find the element with a spike at the wavelength represented by the blue question mark, click “Match.” Once you find the correct match for the blue question mark, go through the process again to find the next match. 1. Put a check next to the elements in the Sun’s spectrum (identify all question marks): ________ Hydrogen ________ Iron ________ Magnesium ________ Sodium ________ Oxygen ________ Methane ________ Ammonia Add a check next to other elements found in the Sun’s spectrum. 2. Put a check next to the elements in Jupiter’s spectrum (identify all question marks): ________ Hydrogen ________ Iron ________ Magnesium ________ Sodium ________ Oxygen ________ Methane ________ Ammonia
Add a check next to other elements found in the Jupiter’s spectrum. Cosmic Chemistry Participant Activity: Day 6
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Here Comes the Light!
Background Knowledge This activity introduces students to the use of a spectroscope and to the nature of radiant energy, with special emphasis on visible light. At the end of the activity they will investigate the famous Fraunhofer spectral lines and prove that the Sun is composed of other elements in addition to hydrogen and helium, which of course are the two key elements of the Standard Solar Model. The first part of the activity familiarizes students with the use of a spectroscope, where they initially will observe two fundamentally different kinds of spectra from common sources-such as incandescent and fluorescent lamps. They will learn that there are both quantitative and qualitative observations that can be made. These lines of investigation will lead them to discover some aspects of the first two of Kirchoff’s laws, which state that: a. A liquid, solid, or gas at high pressure will produce a continuum spectrum when heated to incandescence. That is to say, the visible spectrum from the source will contain all wavelengths of light. b. A gas, when heated under low pressure, will emit only bright spectral lines at certain characteristic wavelengths rather than a continuum. The students will then be introduced to the idea of an absorption spectrum. The critical difference between emission and absorption spectra (one is the inverse of the other) should be emphasized. This then will be related to Kirchoff’s third law, which states that: c. If a cool gas is placed in front of a hot, incandescent, continuous-spectrum source it will absorb certain colors or wavelengths from the continuum spectrum of the source. The third law will not be investigated directly in this activity because such experiments are difficult to set up. Nevertheless, based on their understanding of absorption the students should be able to rationalize the third law. Finally, the students will turn their attention to the sun and use their knowledge to identify a heavy element in the Sun’s outer layer. This activity is very flexible in nature and the exact procedures followed will depend on the materials and spectroscope(s) that you have available. The students are encouraged to pursue independent lines of investigation as well. However, it cannot be overemphasized that UNDER NO CIRCUMSTANCES SHOULD THE STUDENTS TRY TO OBSERVE THE SUN DIRECTLY.
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The Fraunhofer Lines Background Knowledge The text on "Electromagnetic Radiation" notes that photons may be absorbed by an atom causing an electron to jump from one orbital to another. Each jump, or excitation, is associated with one specific energy and, therefore, one specific wavelength. Through the study of absorptions of this type, it has been shown that in the "cool," wispy outer layers of the sun one can find evidence for atoms of many of the elements. How does this work? Look at it this way. The photosphere emits radiation that covers a broad spectrum of wavelengths. For example, the visible radiation arriving at Earth contains all of the colors of the rainbow and is often called "white light" because we do not see the individual colors until they are separated from each other with, say, a prism. Now let us imagine a situation where we observe sunlight (INDIRECTLY!!) through a filter that absorbs all of the yellow and green wavelengths. What we would see is no longer white light, but rather the radiation allowed to pass through the filter—the red, orange, blue, and violet all mixed together. This light would be some shade of purple, reflecting the mixing of reddish with bluish wavelengths. Now, let's imagine a filter that absorbs only one wavelength of visible light rather than the one above that absorbs a range of wavelengths. If we pass white light through this filter, the single wavelength will be removed from the white light and the resulting observed light would not contain that wavelength. Clearly this filter might be an atom because atoms absorb specific wavelengths of light. In effect, atoms have signatures. A device called a spectrograph is used by solar scientists to spread out the visible portion of the sun's radiation into its components, displaying the various wavelengths as a colored ribbon ranging from violet through blue and on to green, yellow, orange, and red. The absence of a given wavelength or set of wavelengths in the spectrograph's display indicates that an atom has acted as a filter and absorbed its own characteristic wavelengths. These absences show up as a dark line superimposed on the colored ribbon. Such absences were first observed in the sun's spectrum by Joseph von Fraunhofer in 1814, and the dark lines observed are now referred to as Fraunhofer lines. The various atoms in the cool, wispy gases of the outer layers of the sun act as filters for the light emitted from deeper, hotter, and more dense regions. By analyzing the absorbed light and comparing it to the results of atomic filtering experiments here on Earth, it becomes possible to read the signature of the atom that served as a filter. Thus, it becomes possible directly to obtain information about the elemental composition of the sun. Over the years the study of spectral lines has been of enormous importance to astronomy, not only in studies of the sun, but also celestial objects.
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Day 7
DAY 7: What Can Isotopes Tell Us? Overview Yesterday, participants learned that spectroscopy tells us what elements are in the Sun, but cannot tell us how much of each isotope is present. Today gets at the heart of the Genesis mission’s question: What are the abundances of elements (and which specific isotopes) are in the Sun? Today participants dig deeply into the concept of an isotope. First, they make isotopes in the atom builder game and then investigate isotopes in Analyzing Tiny Samples. The activity models isotopic masses by having participants experimentally determine the mass of several “new” heavy elements. The participants are challenged to think carefully about the basic building blocks of nature as they model the elements. Revisiting the concept will help them to develop a clear understanding of what is meant by “atomic weight” and how averages and abundance both come into play in determining atomic weights. Next, participants select their topics and teams for the final project. They begin teambuilding by finding things they have in common and things that are unique about their team members. They then have time to research their final museum exhibit. The process over the next few days helps them to develop a dynamic and interactive presentation for their parents, peers, and community members! Finally, participants reconnect what they have learned about spectrometry with the Genesis mission. This builds a connection back to their understanding of the importance and advantages of sample return missions like Genesis.
Essential Questions • What is an isotope? • What can isotopes tell us?
Cosmic Chemistry Facilitator Guide: Day 7
Daily Goals 1. Define isotope. 2. Describe how isotope weight and abundance combine to calculate atomic weight. 3. Research a topic drawn from Cosmic Chemistry.
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Daily Agenda
Vocabulary Emphasize bold words
8:30 – 9:00
Activity: Welcome & Atomic Challenge • Model placement of protons, neutrons, and electrons in isotopes of elements. • Describe what makes one isotope different from another.
9:00 – 10:10
Activity: Analyzing Tiny Samples • Describe how the mass of the isotope and abundance are combined to calculate atomic weight. • Describe that scientists use mass spectroscopy to measure actual elemental abundances.
10:10 – 10:20
Break
10:20 – 10:50
Activity: Museum Exhibit Topic and Team Selection
Atomic Mass Atomic Number Electron Isotope Neutron Proton Abundance Atomic Number Ion Isotope
• Select your concluding project topic. • Select your concluding project team. • Select your concluding project format. 10:50 – 11:15
Activity: We’ve Got a Lot in Common! Part 1 • Identify things that your team members have in common and ways they are unique.
11:15 – 12:20
Activity: Museum Exhibit Research •
Research your topic in depth.
12:20 – 12:30
Break
12:30 – 12:50
Activity: We’ve Got a Lot in Common! Part 2
• Solar Wind
• Compare spectroscopy and the solar wind sample return from Genesis. 12:50 – 1:00
Wrap Up • Reflect on the knowledge you gained today.
1:00
What’s the “Buzz”? • Share the excitement of what you learned today with your social network.
Vocabulary in Chemistry Courses
• Vocabulary in Astronomy or Earth Science Courses
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Cosmic Chemistry Facilitator Guide: Day 7
Activity: Welcome & Atomic Challenge
30 min
Today we continue playing the atomic challenge game. Instead of building ions, participants must use their knowledge of the periodic table of elements to determine the number of protons, neutrons, and electrons to create isotopes. Goals • Model placement of protons, neutrons, and electrons in isotopes of elements. • Describe what makes one isotope different from another. What You Need • Atomic Building Game from CPO Science • 1 cup per participant to hold marbles • A copy of the periodic table for each participant What to Do 1. Group participants by birth month or season (if needed) to form groups of 4. 2. Reveal the double twist for today’s game: a Making isotopes instead of ions. Isotopes contain a different number of neutrons. Most commonly the atom has only 1–2 neutrons more or fewer than the most common isotope. Review the placement of atomic mass. b You are trying to get rid of all of your marbles. Divide the marbles equally amongst all players. Only allowed to add 7 marbles in a turn. To keep everyone honest, the other players must check the new atom and say: • “I think your atom is correct” OR • “I challenge your atom.” If everyone thinks the atom is correct, then play continues to the next player on the right. If an atom is challenged, then all players should see whether the atom is correct or not. If the atom has been incorrectly built or identified, then the offending player must take all of the marbles from the board and the next player on the right takes a turn.
Cosmic Chemistry Facilitator Guide: Day 7
~2 min ~5 min
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3. Describe how to “create” an isotope: a Calculate the number of neutrons (atomic mass minus atomic number). b Add 1 or 2. c This is your number of neutrons for your isotope. d Remind participants that the atomic mass of your isotopes will not be what is shown on the periodic table.
~2 min Tip!
If you are using the CPO Science game, you can use the provided periodic table that lists common isotopes.
4. Demonstrate an isotope: 2H. a Build an isotope of Hydrogen. Hydrogen, atomic number 1, atomic mass 2, charge of 0. b Remind participants that there can be more than one isotope for a given element.
~2 min
~15 min
5. Distribute game boards and have participants build isotopes of elements. Tip!
Allow participants to build unusual isotopes—the next activity will help them understand isotopes in greater depth.
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Cosmic Chemistry Facilitator Guide: Day 7
6. Engage participants in sense-making using Inside and Outside Circles. Listen/look for: • Isotopes still have the same number of protons, but the mass number changes when the number of neutrons change. That is why some atoms on the periodic table have the same mass number. • Neutrons do not “identify” elements, but they do add mass. • The “identity” of an element is established by number of protons. • Questions about why some elements have the same atomic mass (such as nickel and cobalt).
~5 min High Expectations: Reinforce participants’ efforts to make sense of challenging concepts by saying something like “You are rock stars–you’re really starting to pull this together.”
7. Remind participants that they should be able to . . . a Model placement of protons, neutrons, and electrons in isotopes of elements. b Describe what makes one isotope different from another.
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Activity: Analyzing Tiny Samples
70 min
The Genesis mission returned atoms that had the equivalent mass of a few grains of sand. Really tiny samples of atoms are measured with a mass spectrometer. In the first part of the activity, participants model isotopes with coins and experimentally determine the mass of several “new” heavy elements (represented with pennies and dimes). Once they have a clear understanding of what is meant by “atomic weight” and how averages come into play in determining atomic weights, they will be introduced to the real way scientists identify and measure tiny samples: mass spectrometers. A short video clip introduces participants to the fundamentals of mass spectrometer operation. They are challenged to analyze the results of a mass spectrometric experiment conducted on actual solar wind material collected from space. Goals • Describe how the mass of the isotope and abundance are combined to calculate atomic weight. • Describe that scientists use mass spectroscopy to measure actual elemental abundances. What You Need • For each pair of participants: o Analyzing Tiny Samples sheet o A balance capable of measuring masses to the nearest 0.1 gram o Samples of new “superheavy” coin elements modeled as follows: Penny Count 4 1
Labeled 1 Pn 2 Pn
Count 1 2 1 • Butcher paper for sense-making
Labeled 1 Di 2 Di 4 Di
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Tip!
Participants may need assistance or review of how to operate the balances at your facility.
Dime
Cosmic Chemistry Facilitator Guide: Day 7
What to Do 1. Split participant groups from the Atomic Challenge activity into pairs according to one of the following: Tallest & shortest Oldest & youngest 2. Introduce the activity. a This morning’s game modeled atoms and isotopes with marbles. b This activity models atoms with coins. c Hand out samples of new “superheavy” coin elements. d Each “coin” (two glued together count as one) represents one atom of the “new superheavy elements.” e Point out the way atomic mass is being represented in this activity. 1 means 1 coin, 2 is for 2 coins.
Cosmic Chemistry Facilitator Guide: Day 7
~2 min
~3 min
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3. Have participants compare average and actual masses of the first sample (Pn). a Hand participants the first sample of element (Pn). b Ask participants to take the mass of the entire sample and compute the average mass of one atom. c
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑒𝑛𝑡𝑖𝑟𝑒 𝑠𝑎𝑚𝑝𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑡𝑜𝑚𝑠 𝑖𝑛 𝑠𝑎𝑚𝑝𝑙𝑒
=
15 𝑔 5 𝑎𝑡𝑜𝑚𝑠
= 3.0 g / atom
Ask participants to determine the masses of each atom in the sample. 1 Pn 2.5 g 1 Pn 2.5 g 1 Pn 2.5 g 1 Pn 2.5 g 2 Pn 5.0 g
~10 min Tip!
Use only post 1982 pennies for this activity. Pennies made before 1982 weigh more than the ones this activity is planned for, which will cause errors in your data.
d Debrief the Pn sample. Ask a question like: List
en/look for: If you were to put • No. your hand in the • Most of the atoms only have one sample bag and pull penny, (mass 2.5 g). out one atom of Pn, • Only one atom contains 2 pennies would it weigh the worth of mass (5 g). average mass (3.0 g/atom)? Why or why not? What are some more • Increase sample size. ways to get a more • Other reasonable answers. accurate mass of the new heavy element? Have participants think about the last question as they analyze the second sample.
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4. Have participants compare average and actual masses of the second sample (Di). a Hand participants the second sample element (Di). b Ask participants to take the mass of the entire sample and compute the average mass of one atom.
𝑚𝑎𝑠𝑠 𝑜𝑓 𝑒𝑛𝑡𝑖𝑟𝑒 𝑠𝑎𝑚𝑝𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑡𝑜𝑚𝑠 𝑖𝑛 𝑠𝑎𝑚𝑝𝑙𝑒
=
20 𝑔 4 𝑎𝑡𝑜𝑚𝑠
=5.1 g / atom
c
Ask participants to determine the masses of each atom in the sample. 1 Di 2.25 g 2 Di 4.51 g 2 Di 4.51 g 4 Di 9.0 g
d
Ask if any new ideas came to the participants about ways to get a more accurate mass of the new heavy element. Listen to their responses.
5. Introduce participants to the idea of a weighted average. a Purpose: Takes into account how frequently an isotope occurs (Abundance). b Have participants determine the abundance of each isotope in their samples. Labeled 1 Pn 2 Pn
Abundance 4 1
1
1 2 1
Di Di 4 Di 2
c
Have participants convert this into percent abundance. Labeled
Abundance
1
4 1
Percent Abundance 80% 20%
1 2 1
25% 50% 25%
Pn Pn
2
1
Di Di 4 Di 2
Cosmic Chemistry Facilitator Guide: Day 7
~5 min
~15 min High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
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d
Explain how to calculate a weighted average: Multiply the mass of one atom by its percent abundance. 𝑀𝑎𝑠𝑠 𝑜𝑓 1𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒 = 2.5𝑔 𝑥 0.8 = 2 𝑔 Do this for each member of the sample. 𝑀𝑎𝑠𝑠 𝑜𝑓 2𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒 = 5.0𝑔 𝑥 0.2 = 1.0 𝑔 Add all of these masses together to get the weighted average of the element. Pn �𝑀𝑎𝑠𝑠 𝑜𝑓 1𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒� +
(𝑀𝑎𝑠𝑠 𝑜𝑓 2𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒) = 2 𝑔 + 1 𝑔 = 3 𝑔 e Have participants calculate the weighted average of Di. �𝑀𝑎𝑠𝑠 𝑜𝑓 1𝐷𝑖 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒� + �𝑀𝑎𝑠𝑠 𝑜𝑓 2𝐷𝑖 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒� + (𝑀𝑎𝑠𝑠 𝑜𝑓 4𝐷𝑖 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒) = 0.56𝑔 + 1.13𝑔 + 2.25𝑔 = 3.94 𝑔
f Debrief the calculations of weighted average. Ask a question like: Listen/look for: Which calculation • Weighted average. (straight average 3.4 • Accounts for the frequency of the g or weighted different isotopes. average of 3.0 g) is • Most likely to encounter an atom of more representative Pn that weighs 2.5 g and a Di that of the mass of either weighs 4.51 g. heavy element Pn or Di? Why? Why are most atomic • Most atoms have isotopes. masses decimal (not • Weighted averages are used to whole) numbers? calculate the mass—which results in decimal values for mass. How does our model • Help us think about weighted average work well? and abundance. • Relates back to atomic mass on the periodic table. How is this model limited?
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• Difference in masses between real isotopes is much smaller because neutrons don’t weigh as much as an entire coin. 2 • Di was created by putting two Di together, which is really like sticking two atoms together.
High Expectations: If participants finish early, they can move to the back and work on their K-W-L chart.
High Expectations: Challenge participants to relate this back to the atomic challenge game they played this morning.
Cosmic Chemistry Facilitator Guide: Day 7
6. Setup the Why are isotopes cool? video clip by saying: a Why do we care about isotopes? b What can they tell us? c Let’s listen to Genesis scientist, Dr. Amy Jurewicz talk about why isotopes are cool and why Genesis wanted to sample the Sun.
7. Play the video Processing the Atom a Scientists can identify and weigh individual atoms using Mass Spectroscopy. Ask a question like: Listen/look for: Why does the video • Ions are charged mention ions? • Scientists use the charge to move the atoms around b
Remind participants that mass spectroscopy tallies the mass of all isotopes of the element.
Cosmic Chemistry Facilitator Guide: Day 7
~7 min Tip!
You may want to warn participants that they shouldn’t let Amy’s voice get in the way of her message.
~5 min Tip!
Cue participants in to the fact that yesterday we were talking about using light to identify elements (spectrometry) and that today we are talking about using mass to identify and measure different isotopes (spectroscopy).
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~ 5 min
8. Remind participants about ratios and how they are used in mass spectrometry. a b
c
d
Explain that ratios allow us to compare quantities. Explain how ratios can be applied to isotope abundances. Compare the abundance of less abundant isotopes to more abundant isotopes. Relate this to the activity above • In the Pn sample above 1Pn is more abundant than 2Pn. • Compare the abundance of 1Pn to 2Pn 1Pn is 4 times more abundant than 2Pn • Expressed as a ratio is : Abundance of 1Pn : Abundance of 2Pn 1 or 4 or 0.25 (after dividing) Have participants use ratios to compare the Di isotopes. Labeled Percent Ratio being Calculated Abundance calculated isotope ratio 1 Di 25% 2 1 Di 50% Di/2Di 0.50 Explain that the isotopic abundance ratios are useful for comparing and contrasting samples from earth to samples from space.
9. Listen to Amy Jurewicz explain how the interactive simulation of the mass spectrometer works. 10. Have participants explore the interactive simulation of mass spectroscopy.
Tip!
Connect abundance back to the periodic table–this is why we have decimal values for mass.
~3 min ~10 min High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
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11. Engage the participants in sense-making using Placemat! Ask a question like: Listen/look for: How would you • Correct placement of mass represent an atom • Correct placement of charge that is both an isotope and an ion? How would you describe how Genesis analysis takes place with a mass spectrometer? How is this similar to the Sampling the Sun activity we did last week? How is this different from the Sampling the Sun activity we did last week?
• Pictures • Good descriptions
Cosmic Chemistry Facilitator Guide: Day 7
Tip!
Pull out the box of beads from the Sampling the Sun Activity to help participants make the connection between that model and the science.
• Both techniques result in a tally of the abundance of different elements. • Scale—Sampling the Sun is with beads because people cannot handle atoms. • Movement—More movement of the atoms than there are of the beads. • Isotopes—Sampling the Sun did not include measurements of isotopes. • This activity had more to do with mass and isotopes.
12. Remind participants that they should be able to . . . a Describe how the mass of the isotope and abundance are combined to calculate atomic weight. b Describe that scientists use mass spectroscopy to measure actual elemental abundances.
Break
~10 min
10 min
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Activity: Museum Exhibit Topic and Team Selection
30 min
This activity will encourage your participants to find teammates who would like to present about similar topics for the final project. From this point forward, all work should be done in their Project Team (unless two teams need to be grouped to share supplies). Goals • • •
Select your concluding project topic. Select your concluding project team. Select your concluding project format.
What You Need • Index cards
High Expectations:
For each participant: • •
“I know your exhibits are going to be exceptional!”
Museum Exhibit Content Options sheet Museum Exhibit Format Options sheet
What to Do 1. Ask participants to choose their Museum Exhibit Content. a Have them review the list of presentation options and look for something that sparked their interest. b
~5 min
Ask participants to move to different areas of the room based on the topic they want to explore for their museum exhibit.
1 4
5
2
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2. Ask participants to discuss their project ideas with those interested in the same topic. 3. Give participants the set of format options and associated directions. 4. Have participants decide if they want to complete the final project as a team or individually.
~5 min ~10 min ~2 min High Expectations: Encourage participants to work in groups– like real scientists do.
5. Have participants write a preliminary proposal on an index card. State why you (or your group) have chosen a certain topic (option number). a State what format you plan to focus on for your presentation. b State the names of the presenters in your group.
~5 min
6. Review, make suggestions for improvement (as needed), and approve proposals as they are given to you.
~5 min
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Activity: We’ve Got a Lot in Common! Part 1
25 min
This activity builds team relationships and helps participants to see the advantages of a sample return mission (like Genesis). Goals
•
Identify things that your team members have in common and ways they are unique.
What to Do 1. Ask participants to find something that their group members have in common. 2. Ask participants to find something that makes each member of their group unique. 3. Have participants share out their answers with the class.
~10 min ~10 min ~5 min
4. Remind participants that they should be able to . . . a Identify things that your team members have in common and ways they are unique.
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Activity: Museum Exhibit Research
65 min
Now we begin digging deeply into the topic of the participants’ museum exhibit. Goal • Research your topic in depth. What You Need • K-W-L Chart for each participant/participant group (If they have been working on their chart’s online, have them share the documents with each other!) • Computer with access to the internet and presentation software (like Prezi, Google Presentation, Inspiration) for participants to organize research • Newsprint or poster board and colored markers to display groupings and patterns from data. • Collaboration Rubric for each participant. What to Do 1. Provide participants with a blank copy of the Collaboration Rubric and ask them to set a personal goal for today’s group work.
High Expectations: Encourage participants to utilize a more sophisticated resource like Prezi!
~2 min
2. Make sure all groups know the format of the museum exhibits: Each exhibit will be given 5 minutes to present followed by 2 minutes for audience questions and feedback. • Feedback should be in the form of one thing the person liked (front of card) and one thing that could be improved (back of card). Audience members will have 1 minute to move to another exhibit.
~2 min
3. Give participants time to revisit their K-W-L research and find anything they already know they want to include in their final presentations.
~5 min
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~50 min
4. Turn participants loose to research their final topic in depth.
High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
~2 min
5. Engage the participants in sense-making using Think-Pair-Share. Hint: Group members should pair with someone not in their group! Ask a question like: What is the coolest thing you just learned?
Listen/look for: • Fun facts • Enthusiasm
6. Engage participants in reflection using the Collaboration Rubric. a Have participants rate themselves during this activity. b Direct participants to exchange papers (rotate one to the left or right) and rate their classmate during this activity. c Have participants return the ratings sheet. d Ask participants to compare the ratings and consider where they can improve.
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~5 min
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Activity: We’ve Got a Lot in Common! Part 2
20 min
This activity helps participants connect their learning back to the Genesis mission and see the advantages of a sample return mission. Goal • Compare identification of elements using light (spectroscopy) and the direct measurement of isotopes in the solar wind sample return from Genesis (spectrometry). What You Need • Collaboration Rubric for each participant.
High Expectations: Encourage participants to utilize a more sophisticated resource like Prezi!
What to Do 1. Have participants setup a Venn Diagram to determine ways that identifying elements from light (spectroscopy) and direct measurement of isotopes (spectrometry) are alike and different. a Relate back to yesterday and what you could tell using that technique. b Think back to today. What could you tell from analyzing tiny samples?
Identifying elements using light
Cosmic Chemistry Facilitator Guide: Day 7
~15 min Tip!
Only use the spectroscopy and spectrometry terms here if it’s clear that your participants have a good grasp of the two different terms.
Direct measurement of isotopes
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~5 min
2. Have participants share out their answers. Ask a question like: Listen/look for: In what ways are • Both are used in science identifying elements • Both use technology from light • Both can be used to identify elements (spectroscopy) and of the Sun direct measurement • Both are ways of collecting data about of isotopes the Solar System (spectrometry) alike? What makes identifying elements from light (spectroscopy) unique? What makes direct measurement of isotopes (spectrometry) unique?
Tip!
Relate the idea of sample return back to Sampling the Sun from Day 2.
• Measures elements present • Involves analyzing light • Can be used on Earth • • • •
High Expectations: Use ways direct measurement is unique to return to the question of the day: “What can isotopes tell us?”
Measures isotopes of elements Used a spacecraft Collected charged particles (IONS) Particles can be analyzed with large machines (that can’t be carried on a spacecraft) on earth now and in the future with new technology
~2 min
3. Play clip of Dr. Don Burnett, Genesis Mission Principal Investigator, talking about why this was a sample return mission. 4. Remind participants that they should be able to . . . a Compare identification of elements using light (spectroscopy) and the direct measurement of isotopes in solar wind sample return from Genesis (spectrometry).
Break
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10 min
Cosmic Chemistry Facilitator Guide: Day 7
Wrap Up
10 min
Daily time to revisit participant knowledge allows you gain a sense of participant understanding of a deep theme of Cosmic Chemistry–Science as a human endeavor that seeks to understand the world around us. Goal
•
Reflect on the knowledge you gained today.
What You Need • Long butcher paper (from last week) • Markers What to Do 1. Engage the participants in sense-making using Participant-Led MindMapping. Select a different three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the following five questions: a What were our questions? What is an isotope? What can isotopes tell us? b What did we do today? Atomic Challenge: Isotopes Analyzing Tiny Samples Final Project Topic and Team Selection We’ve Got a Lot in Common! c What did you learn today? How will it prepare you for chemistry? d How does what you learned today connect to what we have done? (At any point in Cosmic Chemistry!) e What questions do you have?
Cosmic Chemistry Facilitator Guide: Day 7
~10 min
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Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Recognize that models are used frequently in chemistry to help scientists understand how things work. • Determine ways a model is an accurate representation and is limited in the way it represents a phenomena or process. • Explain the relationship between number of neutrons and atomic mass. • Describe the relationship between isotopic abundance and atomic mass. • Define isotope. • Calculate the number of protons, neutrons, or electrons from a given elemental symbol that may be an isotope and/or ion. • Describe how the same information can be modeled in different ways. For example, isotopes.
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What’s the “Buzz”?
Buzz is a media term for anything that creates excitement—and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Objective • Share the excitement of what you learned today with your social network.
2-5 min
What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities. a. Today you will be asked to: Describe what an isotope is and why it is important. OR Describe a cool thing you will share in your museum exhibit.
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Preparation for Day 8 1. Answer the following question: a How are you going to support your participants as they tackle their museum exhibits?
15-30 min
2. Review the curriculum and setup materials for tomorrow. 3. Optional: a Review the video of Cosmic Abundances.
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Day 7 Resources
Analyzing Tiny Samples Answer Key PART 1 Pn!
1. Generally speaking, it is easier to take the mass of an entire sample of atoms instead of the mass of an individual atom. a b
Measure the mass of the entire sample of Pn. Calculate the average mass of one “atom” of Pn.
15.0 g
3.0 g/atom 2. What if we could measure each “atom” – that would give us better information, right? a. Record the mass of each “atom” in your sample below.
Pn Data Table “Element” 1 Pn
Mass (units) 2.5 g
1
Pn
2.5 g
1
Pn
2.5 g
1
Pn
2.5 g
2
Pn
5g
b. If you were to put your hand in the sample bag and pull out one atom of Pn, would it weigh the average mass? Why?
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PART 2 3. Generally speaking, it is easier to take the mass of an entire sample of atoms instead of the mass of an individual atom. a b
Measure the mass of the entire sample of Di. Calculate the average mass of one “atom” of Di.
20 g
5.1 g/atom 4. What if we could measure each “atom” – that would give us better information, right? a. Record the mass of each “atom” in your sample below.
Di Data Table “Element” 1 Di
Mass (units) 2.25 g
2
Di
4.51 g
3
Di
4.51 g
4
Di
9.0 g
b. If you were to put your hand in the sample bag and pull out one atom of Di, would its weight be the same as the average mass you calculated? Why?
This method doesn’t seem to be working very well. What do we need to take into account to make the mass more accurate?
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Cosmic Chemistry Participant Activity: Day 7
PART 3 5. Determine the abundance of each isotope and convert that into percent abundance.
isotope
Abundance
1Pn
4
2Pn
1
Abundance Data Table Percent isotope abundance 80% 1Di 20%
Abundance 1
Percent abundance 25%
2Di
2
50%
4Di
1
25%
6. Calculate the weighted average of Pn and Di. Pn
Di
𝑀𝑎𝑠𝑠 𝑜𝑓 1𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒 = 2.5𝑔 𝑥 0.8 = 2 𝑔 𝑀𝑎𝑠𝑠 𝑜𝑓 2𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒 = 5.0𝑔 𝑥 0.2 = 1.0 𝑔 Pn �𝑀𝑎𝑠𝑠 𝑜𝑓 1𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒� + (𝑀𝑎𝑠𝑠 𝑜𝑓 2𝑃𝑛 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒) = 2 𝑔 + 1 𝑔 = 3 𝑔
�𝑀𝑎𝑠𝑠 𝑜𝑓 1𝐷𝑖 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒� + �𝑀𝑎𝑠𝑠 𝑜𝑓 2𝐷𝑖 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒� + (𝑀𝑎𝑠𝑠 𝑜𝑓 4𝐷𝑖 𝑥 % 𝑎𝑏𝑢𝑛𝑑𝑎𝑛𝑐𝑒) = 0.56𝑔 + 1.13𝑔 + 2.25𝑔 = 3.94 𝑔
7. Which calculation (straight average or weighted average) is more representative of the mass of either heavy element Pn or Di? Why?
Weighted average is more representative of mass because it accounts for the frequency of the different isotopes. Most likely to encounter an atom of Pn that weighs 2.5 g and a Di that weighs 4.51 g.
8. Why are most atomic masses decimal (not whole) numbers?
Most atoms have isotopes. Weighted averages are used to calculate the mass—which results in decimal values for mass.
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Analyzing Tiny Samples PARTICIPANT ACTIVITY PART 1 Pn!
1. Generally speaking, it is easier to take the mass of an entire sample of atoms instead of the mass of an individual atom. a b
Measure the mass of the entire sample of Pn. Calculate the average mass of one “atom” of Pn.
________________ g
________________ g/atom 2. What if we could measure each “atom” – that would give us better information, right? a. Record the mass of each “atom” in your sample below.
Pn Data Table “Element”
Mass (units)
b. If you were to put your hand in the sample bag and pull out one atom of Pn, would it weigh the average mass? Why?
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PART 2 3. Generally speaking, it is easier to take the mass of an entire sample of atoms instead of the mass of an individual atom. a b
Measure the mass of the entire sample of Di. Calculate the average mass of one “atom” of Di.
________________ g
________________ g/atom 4. What if we could measure each “atom” – that would give us better information, right? a. Record the mass of each “atom” in your sample below.
Di Data Table “Element”
Mass (units)
b. If you were to put your hand in the sample bag and pull out one atom of Di, would its weight be the same as the average mass you calculated? Why?
This method doesn’t seem to be working very well. What do we need to take into account to make the mass more accurate?
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Cosmic Chemistry Participant Activity: Day 7
PART 3 5. Determine the abundance of each isotope and convert that into percent abundance.
isotope
Abundance
1Pn
Abundance Data Table Percent isotope abundance 1Di
2Pn
Abundance
Percent abundance
2Di 4Di
6. Calculate the weighted average of Pn and Di.
7. Which calculation (straight average or weighted average) is more representative of the mass of either heavy element Pn or Di? Why?
8. Why are most atomic masses decimal (not whole) numbers?
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Isotopes Background Knowledge When an element has atoms that differ in the number of neutrons in the nuclei, these atoms are called different isotopes of the element. All isotopes of one element have identical chemical properties. This means it is difficult (but not impossible) to separate isotopes from each other by chemical processes. However, the physical properties of the isotopes, such as their masses, boiling points, and freezing points, are different. Isotopes can be most easily separated from each other using physical processes. Most atoms of the element hydrogen contain only one proton in their nuclei. Each of these atoms has a mass of 1.008 amu. There exist atoms of hydrogen that have either one or two neutrons in the nucleus in addition to the single proton. These are called deuterium or tritium, having masses of 2.014 amu and 3.016 amu Figure 1 respectively. Deuterium and tritium are isotopes of hydrogen. An atom of deuterium has two particles in its nucleus, and tritium has three. Since atoms of both deuterium and tritium have only one proton in their nuclei, they only have one electron. They behave, chemically, like other hydrogen atoms. Mass Number and Atomic Mass of Hydrogen, Deuterium, and Tritium
The sum of the number of protons and neutrons in the nucleus of an atom is called that element’s mass number. This is not the same as the element’s mass. Since different isotopes of an element contain different numbers of neutrons in the nuclei of their atoms, isotopes of the same element will have different atomic masses. This was shown above for the three isotopes of hydrogen. The symbol for an isotope is the symbol for the element followed by the mass number. Hydrogen is symbolized as H-1, while deuterium is symbolized as H-2. What would we call an atom that had three particles in its nucleus, like tritium, but two were protons and one was a neutron? This would be an uncommon isotope of a different element, helium (He3). Because there were two protons in this nucleus, there would also be two electrons in the probability cloud around it. Since it is the electrons that determine the chemical properties of an atom, this would be a different kind of atom than hydrogen. The presence of two rather than one electron would cause it to have distinctive chemical properties. Thus, this must be a different Cosmic Chemistry Background Knowledge: Day 7
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element, and it is named helium. The most common isotope of helium (4He) has two protons and two neutrons in the nucleus of each atom. Figure 2
3
4
Diagram of Tritium, He, and He
To distinguish between elements, we often refer to their atomic numbers. The atomic number is the number of protons in the nucleus of an atom of that element (which is equal to the number of electrons around that atom’s nucleus). Hydrogen’s atomic number is 1, while helium’s atomic number is 2. Gold has an atomic number of 79, which means it has 79 protons in its nucleus. The modern periodic table of the elements shows the different elements arranged in increasing order of atomic number. There are 92 elements found in nature and several more exotic, manmade elements. Based on their chemical and physical properties, scientists have invented a tool to show relationships among these elements. It is known as the periodic table of the elements.
Adapted from Genesis Mission.
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Day 8
DAY 8: Digging a Little Deeper Overview During the last two weeks, participants have engaged in projects, lab exercises, research, and interactive simulations related to the Genesis mission and chemistry. Today, participants will further expand their understanding of one of those activities and dig a little deeper into what they want to learn more about and create a way to teach it to others. Participants end the day with an activity called Cosmic Abundances, during which they learn about log scales in depth and identify the abundances of elements in our Solar System as a whole. This sets the stage for understanding the results of the Genesis mission on Day 9.
Essential Questions • • •
Why does abundance matter? What tools do we use to help us communicate about large numbers? How can your museum exhibit be meaningful to both you and your audience?
Cosmic Chemistry Facilitator Guide: Day 8
Daily Goals 1. Research a topic drawn from Cosmic Chemistry. 2. Develop an effective presentation.
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Daily Agenda 8:30 – 9:10
Vocabulary Activity: Welcome & Atomic Challenge—Anything Goes! • Model placement of protons, neutrons, and electrons in atoms, (isotopes or ions) of elements.
9:10 – 10:45
Activity: Museum Exhibit Creation
10:45 – 10:55
Break
10:55 – 12:25
Activity: Cosmic Abundances
Atom Electron Ion Isotope Neutron Proton
• Develop an effective presentation. Abundance
• Describe how a linear scale differs from a log scale. • Model a log scale. • Read a graph that uses a log scale.
12:25 – 12:35
Break
12:35 – 12:55
Wrap Up
12:55 – 1:00
• Reflect on the knowledge you gained today. What’s the “Buzz”? •
Emphasize bold words
Share the excitement of what you learned today with your social network.
Vocabulary in Chemistry Courses
• Vocabulary in Astronomy or Earth Science Courses
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Cosmic Chemistry Facilitator Guide: Day 8
Activity: Welcome & Atomic Challenge—Anything Goes!
40 min
Today is the final day for playing the game participants learned on Day 5. Today, we pull out all the stops and turn the game into a competition—participants must use their knowledge of the periodic table to determine the number of protons, neutrons, and electrons in each atom they create. They can make neutral atoms, isotopes, ion–anything they can come up with, but there’s a catch–they can only add 7 marbles to the board in a given turn. Goal • Model placement of protons, neutrons, and electrons in isotopes, ions, or plain atoms of elements. • Describe what makes isotopes, ions, and atoms different from one another. What You Need • Atomic Building Game from CPO Science • 1 cup per participant to hold marbles • A copy of the periodic table for each participant What to Do 1. Have participants sit in their final project groups.
~2 min
2. Remind participants of the rules of the game from Friday: a Begin with the board clear of marbles. b Add marbles to the board to create an element or ion or isotope: Protons and neutrons go in the nucleus. Electrons go in the energy levels (shells). The electrons should be placed in the lowest energy levels with one energy level filled before filing the next energy level. c Announce the element name, atomic number, atomic mass, and charge.
~1 min
3. Reveal the twist for today’s game: a Object becomes to play all of your marbles. b Each player takes turns adding 7 or fewer of their marbles to the atom. c Only challenge atoms that you think are incorrect. d If an atom is challenged, then all players should see whether the atom is correct or not. If the atom has been incorrectly built or identified, then the offending player must take all of the marbles from the board and the next player on the right takes a turn. If you challenge, and the atom is correct, then you take all of the marbles.
~5 min
Cosmic Chemistry Facilitator Guide: Day 8
Tip!
Suggest that participants can bluff to use their marbles up faster. Just watch out for getting caught!
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~30 min
4. Distribute game boards and let participants play. a Monitor the game to be sure participants are challenging one another.
~5 min
5. Engage participants in sense-making using Find a Sole Mate. Listen/look for: What… • made this game different from previous day’s games? o Rules o Difficulty • kinds of particles are emitted from the Sun? o Atoms o Ions o Isotopes So what… • Solar wind consists of a mix of isotopes and ions Now what… • Better understanding of what makes isotopes, ions, and atoms different from one another. 6. Remind participants that they should be able to . . . a Model placement of protons, neutrons, and electrons in isotopes, ions, or plain atoms of elements. b Describe what makes isotopes, ions, and atoms different from one another.
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Activity: Museum Exhibit Creation
95 min
Before participants get back to work, get them thinking about the information from the audience’s perspective. This will make them create a more engaging presentation and enhance their audience’s learning experience. Goal • Develop an effective presentation. What You Need • Butcher paper for placemat • Blank paper for storyboard brainstorm What to Do 1. Have participants do a Think-Pair-Share about the presentations you have experienced in the last two weeks. a What did the presenters do that helped engage you? b How does the presentation rubric help you think about your presentation? 2. Have participants (in their groups or individually) complete a Placemat to answer the following questions about their presentation. Ask a question like: Listen/look for: When people come • Good ideas. to our presentation/exhibit, I want them to experience . . . When people walk • Good ideas. away from our presentation/exhibit, I want them to know ... When people walk • Good ideas. away from our presentation/exhibit, I want them to feel like . . . 3. Make sure all groups know the format of the museum exhibits: Each exhibit will be given 5 minutes to present followed by 2 minutes for audience questions and feedback. • Feedback should be in the form of one thing the person liked (front of card) and one thing that could be improved (back of card). Audience members will have 1 minute to move to another exhibit. Cosmic Chemistry Facilitator Guide: Day 8
~10 min
~ 10 min
~2 min
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4. Have participants (as a group) create a storyboard for their presentation. a NOTE: a storyboard is just like a comic strip – it shows what happens in a sequence. b Ask: What is the best way to communicate your information?
~ 10 min High Expectations: “If it comes from you, it’s going to be awesome!”
~60 min
5. Give participants more time to research and work on their museum exhibit.
High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
~5 min
6. Engage the participants in Sense-making using Back-to-Back with a person outside of their museum exhibit group. Ask a question like: Give a preview of your exhibit. What questions would you ask?
Break
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Listen/look for: • Enthusiasm! •
Need to start thinking about these, because they should be asking questions on Friday!
10 min
Cosmic Chemistry Facilitator Guide: Day 8
Activity: Cosmic Abundances
90 min
Atoms are pretty small and by the time you have enough of them to measure, the number is pretty big. In order to compare the abundance of elements (and isotopes) in the solar system, participants need to understand how to read a log scale. This activity challenges participants to think about scales that can be used on graphs in a different way. Participants begin by creating a linear scale and then learning about a log scale. They model both using a meter stick and a wideopen space in order to comprehend the vast differences in the size of the two scales. Then they interpret a graph about the abundance of various elements in the Universe. They use this graph to identify the abundances of elements that make up specific objects in the Universe and then explore element abundances in our Universe as a whole. This sets participants up for successful understanding of the results of the Genesis mission they will see tomorrow! Goals • Describe how a linear scale differs from a log scale. • Model a log scale. • Read a graph that uses a log scale. What You Need • A copy of the Collaboration Rubric for each participant. For each team • Blank graph paper (8.5” x 11”) • Meter sticks • Masking tape, 2 rolls, at least 2” wide • Sharpie® • Large open area (hallway, track, football field) • Copies of Making Sense of Cosmic Scale on 11x17 paper What to Do 1. Provide participants with a blank copy of the Collaboration Rubric and ask them to set a personal goal for today’s group work.
Cosmic Chemistry Facilitator Guide: Day 8
~2 min
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2. Activate participant background knowledge. a Hand participant groups (or pairs of participants if they are working alone for their final project) one piece of blank graph paper per person. b Ask the groups to create a scale on the y-axis of the information shown below: 1 mm 10 mm 100 mm 1000 mm 10,000 mm 100,000 mm c
Debrief the layout of the graph with the different groups.
Ask a question like: How did you determine the scale for the y-axis?
Listen/look for: • Began at the bottom of the page and started moving up. • Took the largest number (100,000 mm) and divided by the number of lines on the graph paper.
What made this process challenging?
•
Trying to fit the large numbers on the scale while still being able to distinguish between the smaller numbers.
What strategies did you try to overcome these challenges?
• • •
Tape paper together. Compress the scale. Started at 100,000 (top of scale) instead of 1 (bottom of scale). Consulted group–we are smarter in a group than alone. Space!
• If we really want to get to 100,000 mm what do we need?
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•
~7 min
High Expectations: Allow your participants to struggle with this scale graph. They need to see why a linear graph won’t hold the information we are asking it to, before they will be able to understand the need for a log scale.
Cosmic Chemistry Facilitator Guide: Day 8
3. Since participants need more space, let’s have each group build a model scale of these values in the hall (or football field or track). a Hand out meter sticks, masking tape, and Sharpies®. b Move participants to the area where they will build their scales. c Monitor as participants make measurements and mark each point with tape. Be sure they are writing the value on the tape with the Sharpie®. d Return to classroom and debrief the exercise: Ask a question like: Listen/look for: How did building the • Could see it better. model scale help • Got a better sense of how big the you? graph would need to be. Would this graph be easy to read? Why?
• •
No. It’s too big.
How would you do this if you were stuck at your desk?
•
Good thoughts.
Cosmic Chemistry Facilitator Guide: Day 8
~30 min Tip!
If you’re working outside you may want to bring bamboo skewers or popsicle sticks to put in the ground so participants can see their marks from a distance.
Tip!
Some participants may need help with the conversions between mm and the other units of measure –give them time and assistance to work it out.
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4. Discuss a different scale for the y-axis. a The scale you created is called a linear scale. (Each value on the scale is equal and new values are generated by adding that value to the one before.) b Instead of adding, let’s try multiplying between values. c Have participants draw a second y-axis to the right of the first one. d To make this easy, let’s use multiples of 10. First line is 1 Second line is 10 Third line is 100 Fourth line is 1,000 Etc. e This would make it easier/possible to graph data that has a wide range of values. f To make this even easier, instead of writing all those zeros, let’s write the values in powers of 10. g Have participants draw a third y-axis to the right of the second one. One is special and we’re going to skip it and come back to it at the end. One ten is 10 OR 101 One hundred is the same as two tens (10 x 10) OR 102 One thousand is the same as 10 x 10 x 10 OR 103 Etc. Return to the first value (1) and ask participants to make a prediction about the power of the 10 (10 to the what?) based on the pattern they see with the other values. • The answer: 100 h The math term for a scale using growth by powers of 10 is a logarithmic graph or log graph for short. Ask a question like: What are the advantages of using a log scale over a linear scale?
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~8 min Tip!
Some participants may need a new graph paper for this portion of the exercise.
Tip!
If your participants are ready, connect the log scale into the pH scale for acids or the Richter scale for earthquakes.
Tip!
Anything raised to 0 has a value of 1. Encourage participants to ask their math teacher about this next year!
Listen/look for: • Represents vast numbers in a limited space. • Able to show wide variety of data. • Can create it at your desk.
Cosmic Chemistry Facilitator Guide: Day 8
5. Expand the log scale beyond what participants measured in this activity and connect it to the Genesis mission. a Pull up How Big Is Big Website b Explain the connection to Genesis: Mission involved: • very large distances (space). • very small things (atoms of solar wind). Spacecraft traveled millions of miles to collect atoms with a mass equal to 5 grains of sand. c
d
e
~5 min
Before beginning the video, orient participants to the screen. Log scale (powers of 10) across the top Image on the left shows • objects related to the Genesis mission of the correct size to show the log scale (for example the genesis capsule is about 1.5 meters across) • countdown from 14,000,000,000,000 meters to 0.000,000,000,001 meters o decimal stays in the same place for reference Image on the left shows • an image of a familiar object of similar size Click on the yellow arrow just to the right of 100 (1.5 m). This is the size of the Genesis capsule. Press play so participants can watch as the scale goes from a frame of reference they are familiar with to one that is much smaller. Click on 1013 and press play so they can get a sense of the entire scale.
Cosmic Chemistry Facilitator Guide: Day 8
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6. Connect the log scale to the abundance of elements in the universe. a The actual abundance of elements in the universe covers a wide range of values. b To communicate all values on one graph, we need to use a log scale for the y-axis. c Interpret a simplified version of the graph together. Ask a question like: Listen/look for: How is the x-axis ordered? How abundant is Au? How abundant is Ba?
•
Increasing atomic number
• •
10 100
How much more abundant is Ba than Au?
•
10 times more
How much more abundant is O than Ne?
•
10 times more
How much more abundant is O than Li?
•
1,000,000 times more
7. Have participants interpret a graph of the abundance of elements in the universe: a Pass out participant copies of Making Sense of Cosmic Scale. b Have participants discuss answer the questions as a team. c Monitor and provide groups with feedback about their interpretation of the graph.
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~5 min High Expectations: “This is a challenging concept and I’m proud to see how well you are doing with it.”
Tip!
Remind participants that 6 is the number of decimal places/zeros.
~15 min High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
Cosmic Chemistry Facilitator Guide: Day 8
8. Engage the participants in sense-making using Headline News! Listen/look for: • Connections to the Proton Smasher activity from Friday. o Sun is mostly comprised of Hydrogen and Helium o Hydrogen and Helium are most abundant elements in Solar System o Sun produces (makes) heavier elements • The abundance of heavier elements goes down as the atomic number increases. • Heavier elements are less abundant.
~15 min Tip!
Relate the graph to participant’s own display of information in their museum exhibit.
~10 min
9. Engage participants in reflection using the Collaboration Rubric. a Have participants rate themselves during this activity. b Direct participants to exchange papers (rotate one to the left or right) and rate their classmate during this activity. c Have participants return the ratings sheet. d Ask participants to compare the ratings and consider where they can improve. 10. Remind participants that they should be able to . . . a Describe how a linear scale differs from a log scale. b Model a log scale. c Read a graph that uses a log scale.
Break
Cosmic Chemistry Facilitator Guide: Day 8
10 min
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Wrap Up
Daily time to revisit participant knowledge allows you gain a sense of participant understanding of a deep theme of Cosmic Chemistry–Science as a human endeavor to understand the world around us.
20 min
Goals • Allow participants to reflect on their knowledge. What You Need • Long butcher paper (Each day’s wrap-up will build on the day before) • Markers What to Do 1. Engage the participants in sense-making using Participant-Led MindMapping. Select a different three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the following five questions: a What were our questions? Why does abundance matter? What tools do we use to help us communicate about large numbers? How can your museum exhibit be meaningful to both you and your audience? b What did we do today? Atomic Challenge: Anything Goes! Museum Exhibit Creation Cosmic Abundances c What did you learn today? How will it prepare you for chemistry? d How does what you learned today connect to what we have done? (Both weeks!) e What questions do you have?
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~30 min Tip!
Make sure that participant’s conceptions of the following terms are correct: • • • • •
Atom Element Ion Isotope Matter
Cosmic Chemistry Facilitator Guide: Day 8
Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Determine ways a model is an accurate representation and is limited in the way it represents a phenomena or process. • Calculate the number of protons, neutrons, or electrons from a given elemental symbol that may be an isotope and/or ion. • Explain the relationship between number of neutrons and atomic mass. • Define compound. • Define matter. • Describe what it is like to communicate with others remotely. • Describe how Genesis scientists used reasoning, insight, or creativity to overcome a challenge that happened during the mission.
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What’s the “Buzz”?
Buzz is a media term for anything that creates excitement–and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Goal • Share the excitement of what you learned today with your social network.
2-5 min
What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities. a. Today you will be asked to: Post the coolest thing you learned. OR Describe a cool thing you will share in your museum exhibit.
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Preparation for Day 9
45-60 min
1. Answer the following questions: a How do you think your participant’s conception of isotopes and ions has matured since they first arrived? How would you help them clarify their conceptions before the final Genesis results tomorrow?
b
What surprised you about your participants struggles during the Cosmic Abundances activity?
2. Review the curriculum and setup materials for tomorrow. 3. Read/Review the Genesis Mission background information: How Does Studying the Solar Wind Tell Us About the Origin of Planets? 4.
Planetary Diversity: Solar Nebular Supermarket.
Optional: a
Review the video of Genesis Results.
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Day 8 Resources
Making Sense of Cosmic Scale Answer Key
Copper (Cu) whole number
power of 10
log representation
1,000,000,000,000.00 10,000,000,000.00 100,000,000.00 1,000,000.00 10,000.00 100.00 1.00 00.01
1012 1010 108 106 104 102 100 10-2
12 10 8 6 4 2 0 -2
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Cosmic Chemistry Answer Key: Day 8
Gold (Au)
Making Sense of Cosmic Scale Answer Key 1) From the graph, determine the abundances of the following elements in powers of 10: a. Hydrogen (H) 12 b. Copper (Cu) 4.1 c. Yttrium (Y) 2.1 d. Gold (Au) 1 e. Lead (Pb) 2 f. Molybdenum (Mo) 2 g. Vanadium (V) 4
2) Use the graph to describe the relationship between the abundance of the following elements: a. Hydrogen (H) and Helium (He) Hi is 10 times more abundant than He b. Hydrogen (H) and Copper (Cu) H is 100,000,000 times more abundant than Cu c. Vanadium (V) and Lead (Pb) V is 100 times more abundant than Pb d. Hydrogen (H) and Vanadium (V) H is 100,000,000 times more abundant than V e. Hydrogen and Aluminum (Al) H is 1,000,000 times more abundant than Al f. Hydrogen (H) and Gold (Au) H is 100,000,000,000 times more abundant than Au
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Cosmic Chemistry Answer Key: Day 8
Making Sense of Cosmic Scale PARTICIPANT ACTIVITY
Copper (Cu) whole number
power of 10
log representation
1,000,000,000,000.00 10,000,000,000.00 100,000,000.00 1,000,000.00 10,000.00 100.00 1.00 00.01
1012 1010 108 106 104 102 100 10-2
12 10 8 6 4 2 0 -2
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Cosmic Chemistry Participant Activity: Day 8
Gold (Au)
Making Sense of Cosmic Scale PARTICIPANT ACTIVITY 1) From the graph, determine the abundances of the following elements in powers of 10: a. Hydrogen (H) b. Copper (Cu) c. Yttrium (Y) d. Gold (Au) e. Lead (Pb) f. Molybdenum (Mo) g. Vanadium (V)
2) Use the graph to describe the relationship between the abundance of the following elements: a. Hydrogen (H) and Helium (He) b. Hydrogen (H) and Copper (Cu) c. Vanadium (V) and Lead (Pb) d. Hydrogen (H) and Vanadium (V) e. Hydrogen and Aluminum (Al) f. Hydrogen (H) and Gold (Au)
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Cosmic Chemistry Participant Activity: Day 8
Day 9
DAY 9: How Do Elements Relate to the Solar System? Overview Today two of the themes woven throughout Cosmic Chemistry, elements and the Solar System, are pulled together for participants. First, participants will watch a short clip of the principal investigator, Dr. Don Burnett, discussing some of the results of the Genesis mission. Next, participants take part in creating an active model of Solar System Formation. They begin as elements and use the physical property of melting point to decide at what distance from the Sun different elements would solidify. The solid particles then accrete (stick together), forming planets of differing composition. This activity will give participants a baseline model for the formation of the Solar System. A standard model for the formation of the Solar System is one of the major unsolved problems of modern science. Ultimately, the correct theory will be validated by its accurate predictions of chemical and isotopic compositions relative to the average nebular composition preserved in the surface layers of the Sun. The Genesis mission provided solar abundances at the precision required in order to test the many theories that exist. This is followed by a video about the tests the Genesis spacecraft underwent to be sure it would perform its task in space and the three types of solar wind that it captured. Next, Dr. Dan Reisenfeld presents some discoveries of Genesis about isotopes of oxygen in fast solar wind and how those help support one of many theories about Solar System formation.
Essential Questions • •
What could have caused the planets to have such different compositions? How has the Genesis mission changed our understanding of the Solar System?
Cosmic Chemistry Facilitator Guide: Day 9
Daily Goals 1. Describe one theory of Solar System formation. 2. Explain that the elemental abundances from the Sun can be used as a reference to compare with the diverse bodies of our Solar System. 3. Describe one finding from the Genesis mission. 4. Develop an effective presentation.
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Daily Agenda
Vocabulary Emphasize bold words
8:30 – 8:45
Activity: What Do I Like? (Matter Revisited) Give examples of matter
Matter
8:45 – 10:15
Activity: Solar System Formation
Compound Element • Solar Wind
•
Model the formation of the Solar System according to the solidification theory
10:15 – 10:25
Break
10:25 – 10:55
Video: Testing to Assure Mission Success • •
Webinar: Genesis Results
11:40 – 11:50
Break
11:50 – 12:40
Activity: Museum Exhibit • Decide how to best present your topic to your audience. Wrap Up • Reflect on the knowledge you gained today and over the last two weeks.
12:40 – 1:00
1:00
Explain a result of the Genesis mission.
Atom Isotope
What’s the “Buzz”? • Share the excitement of what you learned today with your social network.
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Solar wind
Identify the three types of solar wind. Describe one of the tests scientists used to make sure the Genesis spacecraft would work in space.
10:55 – 11:40
•
•
Vocabulary in Chemistry Courses
•
Vocabulary in Astronomy or Earth Science Courses
Cosmic Chemistry Facilitator Guide: Day 9
Activity: What Do I Like? (Matter Revisited)
15 min
The last 8 days have allowed your participants to gain a deep understanding of the concept of matter. This activity gives you a chance to assess participant knowledge about matter. Goal Give examples of matter. What You Need • Overhead or white board What to Do 1. Refresh participant’s memory of the game. a You will be providing examples of your likes and dislikes, based on a rule. b The participants will try to figure out the “rule” by asking you questions. c You will provide the participants with feedback about their questions by categorizing the answers as likes and dislikes. d The goal is for all groups to figure out the rule.
2. Engage participants in one quick round of practice. Do not tell the participants the “rule.” a The rule is you like movies coming out this summer. b Give three examples and record them on the board to get the participants started. I Like But I do not like (Will vary by session) Casablanca Gone with the Wind Ben Hur c Give the participants time (~2 min) to come up with one example of something they think you would like and one example of something you would not like. d Have each group select a member to say their example of what you like and do not like aloud to the class. e As groups share, provide them feedback about their examples and record it appropriately on the board or overhead. f Ask the groups to silently raise their hands if they think they know the rule. g Repeat steps b–e until all groups raise their hands. h Ask each group to select a speaker to share what they think the rule is. i After hearing from all groups, reveal the rule.
Cosmic Chemistry Facilitator Guide: Day 9
~2 min Tip! Once students figure out the “rule,” they can still participate by creating examples that they think will help their classmates to figure it out!
~5 min Tip! Make this list personal and allow your participants to learn something about you!
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3. Engage participants in the final round. Do not tell the participants the “rule.” a The rule is you like matter. b Give three examples. I like But I do not like Atoms Ions Isotopes Mass Hair Particles Cars Air
c d e f g h
Shadows Gravity Heat Sound Acceleration Radiation X-Rays Attraction between magnets (magnetic force) Participants Light Give the participants time (~2 min) to come up with one example of something they think you would like and one example of something you would not like. As groups share, provide them feedback about their examples and record it appropriately on the board or overhead. Ask the groups to silently raise their hands if they think they know the rule. Repeat steps b–e until all groups raise their hands. Ask each group to select a speaker to share what they think the rule is. After hearing from all groups, reveal the rule.
~10 min Tip! Matter takes up space and has mass. There is a lot of matter to choose your examples from!
4. Remind participants that they should be able to . . . a Give examples of matter.
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Activity: Solar System Formation
A standard model for the formation of the Solar System is one of the major unsolved problems of modern science. Scientists do not agree on one “right answer.” This activity (adapted from a NASA Dawn mission activity) allows your participants to model the solidification theory of the formation of the Solar System. According to this theory, condensation of particles of various elements (Solidification theory) and compounds from gasses to solids and then their accretion into planetary bodies. This will help them connect chemistry to the cosmos and provide them with context for the discussions of Genesis results.
90 min
Goal • Model the formation of the Solar System according to the solidification theory. What You Need • A large open area where participants can run • 30 minutes–1 hour to set up temperature lines with ropes and pin down temperature cards ahead of time–this takes about 30 minutes with 2 people and will take longer with 1. See diagram below. • 7 Ropes (~ 100 feet each) to mark solidification lines • Temperature Cards • Solidification Cards • Butcher paper for sense-making
Tip!
You can group multiple classes together for this activity and adapt the groups based on how many participants you have.
500 oC 1000 oC 1500 oC 2000 oC 2500 oC
Sun >3000 oC
Cosmic Chemistry Facilitator Guide: Day 9
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What to Do 1. Connect this activity to the prior two weeks. a We know: Elements have properties. Planets are not made of the same kinds of elements and compounds. Genesis sampled solar wind–a fossil of the early Solar System. b Ask: How do elements relate to the scientific theory of formation of the Solar System? 2. Introduce the activity. a Model the formation of the Solar System. b Each participant will model either an element or a compound that was found in the early solar system. Hand out one solidification card to each participant Review the terms: • Boiling point • Melting point Check for participant comprehension about the relationship between melting point and boiling point and the states of matter. Ask a question like: Listen/look for: If the temperature is • Solid. below your substance’s melting point, then the substance is a . . . If the temperature is • Gas. above your substance’s boiling point, then the substance is a . . . If the temperature is • Liquid. between the melting and boiling point then the substance is a... 3. Have participants move to the location for the model.
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~2 min High Expectations: “This is an activity where you will do a wonderful job!!”
~10 min Tip!
Watch for preconceptions about physical changes meaning that atoms themselves change.
High Expectations: Wait for at least 6 students to raise hands before selecting a respondent. This gives students time to think about the response and more students a chance to get selected to respond.
~5 min
Cosmic Chemistry Facilitator Guide: Day 9
4. Explain the model. a Ask: What determines the state of matter? (Temperature!) b Modeling the early solar nebula: Here is the early Sun at a temperature of 2000oC. As you get further from the Sun–it gets colder, so each rope line marks a different temperature (marked with a card). The early solar nebula and the Solar System today were/are flat disks–so the flat surface you are on is appropriate to the model.
~5 min Tip!
Relate gas and dust in the early nebula back to dust bunnies. If your participants are really prepared, you can relate the electrostatics back to the cleanroom!
~10 min
5. Have participants move from the Sun outward to the place where the particles of element would most likely be found as a solid. a Verify they are in the correct location. Tip!
Note: Some compounds (like water) have multiple correct locations
6. Have participants come back to the Sun and discuss: Ask a question like: Listen/look for: What, if anything, • Melting point. does your matter • Metals are closer to the Sun. have in common with • Lighter materials condensed further other matter in your from the Sun. temperature region? Those of you who are • 0° C is the melting point of water so labeled water, did participants may have trouble you have a difficult deciding if they are solid on the line time deciding where or beyond the line (both are true). you belonged? Why or why not? How long do you • In reality, it probably took around 100 think this really took million years. and why? How does this relate • Remind participants that they didn’t to the Cosmic represent just one atom, but a whole Abundances Activity bunch of them. (Mention the number from yesterday? of atoms in a penny has a log value of 23).
Cosmic Chemistry Facilitator Guide: Day 9
Having the participants move outward from the Sun provides another connection to the Sun as the origin of matter in the solar system.
~15 min Tip!
If you’re anticipating that some of your participant’s will struggle with the process of solar system formation, refer to the Science and Faith resource sheet.
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7. Explain the next phase of the model–accretion (building) of small particles into planets. a This game is similar to “tag.” When you tag a person they have to stay near you as you form a planet. The goal is to tag as many participants as you can in your ring as the game progresses. b Particles will jog (not run) in a counter clockwise circular path around the “Sun”–because the solar nebula is spinning counter clockwise. keep your arms close to your sides until the come close to another participant. If one particle tags another, they form a pair and can now extend their arms in order to tag other particles. 8. Have participants accrete into planets. a Before participants move inside: Ask them to name their planets and share out the name and composition. Participants should see what types of planets formed closer to the Sun and what kinds formed further from the Sun. 9. Move back to the classroom. 10. Play Results of the Genesis Mission Video.
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~5 min High Expectations: Misconceptions to watch for: the Sun is not rotating. The Sun is made of light (not matter).
~15 min
~5 min ~10 min
Cosmic Chemistry Facilitator Guide: Day 9
11. Engage the participants in Sense-making using Placemat. Ask a question like: Listen/look for: What kinds of • Ones made of hard metallic matter planets form closer (like iron, carbon, oxides) because to the Sun? Why? they have high melting points. What kinds of • Ones made of water ice and ices of planets form further methane and ammonia because they from the Sun? Why? have low melting points. How does this • Genesis collected solar wind as a connect to the “fossil record” of the isotopic Sampling the Sun abundances of the original solar activity (Beads on nebula. Day 2)? How does this relate • Comparing solar nebula which is the to the results of origin of the materials used to form Genesis? planets. How is the model • Occurs on a flat plane–the early solar accurate? system was disk shaped. • Takes into account the properties of the elements involved. • Movement–solar system only spins counterclockwise • Melting Point, Boiling Point How is the model • Play—Atoms weren’t playing tag. inaccurate? • Scale—Many more atoms were present in the original Solar System.
~10 min High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
In the early Solar System this material solidified and accreted into a diverse set of material ranging from dust to meteoroids to asteroids, comets, and planets! 12. Remind participants that they should be able to . . . a Model the formation of the Solar System according to the solidification theory.
Break
Cosmic Chemistry Facilitator Guide: Day 9
10 min
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Video: Testing to Assure Mission Success
30 min
Space is a dangerous place for all spacecraft–but even more so for one that contains delicate solar wind collectors like Genesis. The spacecraft was put through many different tests to assure that it would survive the trip. This video also teaches your participants about the three types of solar wind–which is important background knowledge for them to have before they participate in the next webinar, where a Genesis scientist (Dr. Dan Reisenfeld, who appears in the video) discusses some of the results of the mission. Goals • Identify the three types of solar wind. • Describe one of the tests scientists used to make sure the Genesis spacecraft would work in space. What You Need • Projector • Speakers What to Do 1. Activate background knowledge of the conditions in space and what solar wind is made of (in terms of capturing it). a The conditions in space are: Cold and filled with dust. b A spacecraft would need to be able to: Survive the cold and conditions of space. c What are you catching in solar wind: Ions from the Sun. d So, how do you hold an ion?
~1 min
2. Introduce the Testing to Assure NASA Mission Success Video a The goal of the Genesis Mission was to capture solar wind ions and bring them back to Earth. b To collect them, we need a spacecraft and instruments that can withstand space. c The video we are going to watch will: Demonstrate how instruments on the spacecraft were tested in preparation for monitoring and collecting solar wind. Introduce the three different types of solar wind. 3. Play Testing to Assure NASA Mission Success.
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~1 min
~10 min
Cosmic Chemistry Facilitator Guide: Day 9
4. Engage the participants in sense-making using Inside/Outside Circles. Questions like: Describe some of the tests conducted to ensure that the Genesis instruments would work in space.
What are the three types (regimes) of solar wind? Which type is of most interest to Genesis Scientists? What questions do you still have about the Genesis mission? How does this relate to “We’ve Got a Lot in Common?”
Listen/look for: • Shot with gun to simulate small meteoroids impacting the grid. • Concentrator grid was dipped in liquid nitrogen to make sure the shape of the grid wires was not affected by the cold • White noise vibration test • Compression test • Fast • Slow • Coronal mass ejections
High Expectations: Relate these tests back to career opportunities during the wrapup.
High Expectations: •
Good questions to ask
•
Sample return has a lot of advantages (repeatability of measurements, instruments do not need to fit on a spacecraft)
Note: One common question many participants have is “Why didn’t they test the parachute?” Good questions often reveal complex answers. According to Don Sweetnam, Project Manager for the Genesis Mission, there were three factors that contributed to a decision to reduce the amount of testing on the sample return capsule–which included eliminating a test of the switch to deploy the parachute (investigation revealed the switch was the issue): 1. Spacecraft development was behind schedule to get to the launch pad. 2. The project was concerned about not having enough money to complete development and was looking at ways to save money. 3. The project felt that the switch to release the parachute should be cut, because it had been successfully tested for another sample return spacecraft (Stardust–launched 2 years before Genesis). The thinking at the time was that the Genesis use of the same switch and system should not encounter any problems. All spacecraft have an independent committee of experts that reviews their plans. This outside committee looked at the detailed designs for Genesis, talked with the Genesis engineers, and looked for deficiencies in their plan. They reviewed the three factors above and were convinced that, under the circumstances, the project was taking a reasonable course of action. Cosmic Chemistry Facilitator Guide: Day 9
~10 min
If your participants are asking good questions, help them realize how their questions have changed from the beginning of the program.
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Webinar: Genesis Results
45 min
Dr. Dan Reisenfeld came to UM in 2004 after seven years as a research scientist at Los Alamos National Laboratory in New Mexico–the location of the video you just watched. Professor Reisenfeld leads the space science group at the University of Montana, which is involved in a number of NASA missions, including the Genesis mission which returned a sample of the solar wind to Earth for analysis. In addition to helping make sure the Genesis spacecraft survived the journey, Dr. Reisenfeld helped design the solar wind concentrator that helped scientists collect less Hydrogen and Helium and more of the other elements (specifically oxygen) they were interested in. Goal • Explain a result of the Genesis mission.
Tip!
“Look for ideas for your final project!”
What You Need • Computer • Speakers What to Do 1. Setup participant expectations for the webinar. Dr. Dan Reisenfeld worked on the Genesis Concentrator and Monitors. The concentrator was a new instrument that rejected hydrogen and helium (since they make up most of the sun, we wanted know what else was present) and concentrated the heavier, remaining elements onto a target. This video will discuss some of the mission’s findings and what it is like to work on a mission like Genesis. 2. Play the recording of Dr. Reisenfeld. Note: May want to stop the recording periodically and check for participant comprehension.
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~1 min
~25 min
Cosmic Chemistry Facilitator Guide: Day 9
3. Engage the participants in sense-making using Headline News! Listen/look for: • Discussion of Isotopes • Theories of Solar System Formation • The process of science (where new information generates more questions)
Break
Cosmic Chemistry Facilitator Guide: Day 9
~10 min High Expectations: “Aren’t you feeling smart? You understood what Dr. Reisenfeld was saying!”
10 min
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Activity: Museum Exhibit
50 min
Participants need dedicated time to create their visual aids and practice giving their presentations. Goal • Develop an effective visual aid. What You Need Copy of the Museum Exhibit Options. Presentation Rubric. What to Do 1. Give participants some guidance about visual aids and models. a Have them review their presentation against the presentation rubric. Ask: Where do you think you’ll come out? What more do you have to do to get where you want to be? b There are also some tips on the format page of the participant site.
~5 min High Expectations: Remind participants to dress up tomorrow because they will be presenting to important people (District administrators, Parents, Peers).
~2 min
2. Make sure all groups know the format of the museum exhibits: a Each exhibit will be given 5 minutes to present followed by 2 minutes for audience questions and feedback. Feedback should be in the form of one thing the person liked (front of card) and one thing that could be improved (back of card). b Audience members will have 1 minute to move to another exhibit. 3. Remind participants that they are expected to ask questions of the other exhibitors. Provide the following prompts/starters, so nobody is left hanging at the end of their presentation. a How does this relate to…? b What would happen if…? c Can you give me an example of…?
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~40 min
4. Give participants time to make visual aids and practice their presentations. Note: All group members should present. Tip!
Students should practice making their presentations to each other, deciding who will present each portion.
High Expectations: Circulate among the participants and encourage deep thinking by asking questions from the Developing Scientific Thinking with Effective Questions Handout.
5. Provide participant groups a way to select which museum session (1 or 2) they will be presenting in. Note: A sample sheet is provided on the facilitator site.
~5 min High Expectations: Screening presentations and providing feedback helps participants with all aspects of their presentations, from misspellings to reminding them to not turn their backs on the audience when using visual aids. .
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Wrap Up
20 min
This is the last time to revisit participant knowledge. Be sure to assess participant understanding of a deep theme of Cosmic Chemistry–Science as a human endeavor to understand the world around us. Goal • Allow participants to reflect on their knowledge. What You Need • Long butcher paper (Each day’s wrap-up will build on the day before) • Markers What to Do 1. Engage the participants in sense-making using Participant-Led MindMapping. Select a different three participants to lead the mind mapping. Fill out the butcher paper with the participant responses to the following five questions: a What were our questions? What could have caused the planets to have such differing compositions? How has the Genesis mission changed our understanding of the Solar System? b What did we do today? What Do I Like? Matter Revisited Final Project Research and Creation c What did you learn today? d How does what you learned today connect to what we have done? (Both weeks!) e What questions do you have?
~20 min
Chemistry Class Connections What participants do today will lay a foundation to help them be successful in their high school Chemistry class. For example, in a typical Chemistry class, it’s likely that they will need to know or be able to: • Describe that scientists work in teams. • Describe that scientists communicate with others. • Recognize that scientists have diverse interests, talents, qualities, and motivations.
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What’s the “Buzz”?
Buzz is a media term for anything that creates excitement–and you want your participants to be buzzing about Cosmic Chemistry as they leave each day. This is built-in time for them to share their experiences in Cosmic Chemistry with their friends and family, and it will hopefully help keep their parents connected to their participants’ learning! Goal • Share the excitement of what you learned today with your social network.
2-5 min
What You Need • Cell phone or computer What to Do 1. Have participants compose a quick message to their social network about the day’s activities. a. Today you will be asked to: Promote your Museum Exhibit for tomorrow–don’t forget when and where!
~5 min High Expectations: If you want to hold participants accountable for their posts, have them show you their posts before they hit “send” on their way out. Engage with participants by checking where they are and expressing interest in things they are saying.
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Preparation for Day 10
15 min
1. Answer the following questions: a Looking back over the last two weeks, what are you proud of and what will you do differently next time?
b
What kinds of question(s) are you going to ask the participants when you visit their museum exhibits?
2. Review the curriculum and setup materials for tomorrow.
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Cosmic Chemistry Facilitator Guide: Day 9
Day 9 Resources
Museum Signup Sheet Session 1 Class 1 1.
Class 2 1.
2.
2.
3.
3.
4.
4.
5.
5.
Session 2 Class 1 1.
Class 2 1.
2.
2.
3.
3.
4.
4.
5.
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Day 10
DAY 10: Now, I Know . . . Overview During Cosmic Chemistry, participants have engaged in projects, lab exercises, research, and interactive simulations related to chemistry. On this last day of Cosmic Chemistry, participants will make their presentations, participate in a survey of knowledge gleaned, and engage in a Cosmic Celebration over lunch to reflect on their two weeks’ experience.
Essential Questions
Daily Goals
• What do you know about chemistry that you didn’t know before? • Are you ready for chemistry? • What’s your new path after cosmic chemistry?
1. Present your museum exhibit. 2. Reflect on the ways you are ready for chemistry and the rest of your life!
Daily Agenda 8:30 – 9:00
Activity: Final Touches
9:00 – 9:45
• Check that your presentation/exhibit is good to go! Museum Session 1 • Present your final project.
9:45 – 9:55
Break
9:55 – 10:40
Museum Session 2 • Present your final project.
10:40 – 11:10
Post Cosmic Survey • Show how much you’ve learned in Cosmic Chemistry.
11:10 – 11:20
Break
11:20 – 11:40
Welcome Parents and Show Them Exhibits •
Present your final project.
11:40 – 12:00
Panel: Ready for Chemistry
12:00 – 12:20
• Describe the ways that you are ready for chemistry. Celebratory Lunch
12:20 – 12:25
What’s the “Buzz”? •
Cosmic Chemistry Facilitator Guide: Day 10
Gift cards for each participant!
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Activity: Final Touches
30 min
This is time for participants to make those last minute adjustments to their presentations. Goal • Check that your presentation/exhibit is good to go! What You Need • Final exhibit • Group members What to Do 1. Coach participants about simple things they can do to be successful today in front of their community.
~2 min ~20 min
2. Give participants one last chance to tweak their final exhibit before they present. 3. Make sure all groups know: a If they are in Session 1 or Session 2. b The format of the sessions Each session has multiple exhibits. (You may not be able to see them all!) Each exhibit will be given 5 minutes to present followed by 2 minutes for audience questions and feedback. • Feedback should be in the form of one thing the person liked (front of card) and one thing that could be improved (back of card). Audience members will have 1 minute to move to another exhibit. 4. Ask audience members to move to the museum area and find an exhibit.
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~5 min Tip! Let participants know what auditory cue–for example, a bell or a buzzer–will signal start and end times for presentations.
~ 5 min
Cosmic Chemistry Facilitator Guide: Day 10
Museum Session 1
45 min
Museum sessions allow participants to present (holding them accountable) in a fun atmosphere that is a little less intimidating than a presentation to a larger audience. Goals • Present your final project. What You Need • Index cards at each museum exhibit for audience feedback. • Laptops, projectors, screen, extension cords, power strips, etc. (if available and/or requested by participants) What to Do 1. Keep the presentations moving by cuing start and stop times for presentations. a End about 5 minutes early to allow groups to read their feedback and reflect on their presentation! b Remind participants to ask challenging questions of others.
~45 min Tip! Place index cards on exhibit tables along with pens and clipboards before the presentations.
Break
10 min
Museum Session 2 (Same format as Session 1)
45 min
a
After this session, congratulate all participants on the amount of effort they put into their exhibits.
b
Ask them to share with each other something they learned or a good question that was asked.
High Expectations: Visit the exhibits yourself and affirm your participant’s progress.
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Post Cosmic Survey
30 min
In order to understand the effectiveness of the Cosmic Chemistry program, participants are asked to take a short assessment. The assessment is identical to the one participants took before beginning Cosmic Chemistry. Goal • Show how much you’ve learned in Cosmic Chemistry. What You Need • Copy of the Cosmic Survey What to Do 1. Explain the surveys. a Purpose: we want to understand what you now know about Chemistry. b Ask participants to respond to each of the questions. c It will take you about 30 minutes to respond.
~2 min High Expectations: “You have learned so much these weeks that I know you’re going to do very well!”
~30 min
2. Give participants time to complete the surveys.
Break
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10 min
Cosmic Chemistry Facilitator Guide: Day 10
Welcome Parents and Show Them Exhibits
20 min
In order to share their learning over the last two weeks, participants are asked to do one (or maybe two) encore presentations of their final project for their parents. Goal • Present your final project. What to Do 1. Welcome parents and other community members and explain the format.
~5 min ~15 min
2. Allow parents to move through the museum.
Tip!
Go to presentations for those who don’t have parents at that station.
Panel: Ready for Chemistry
20 min
In order to understand the effectiveness of the Cosmic Chemistry program, a panel of former participants and chemistry teacher talks about ways the participants are now ready for chemistry. Goal • Describe the ways that you are ready for chemistry. What You Need • Former Cosmic Chemistry participants • Chemistry teachers What to Do 1. Ask the panel members to share: a Ways Cosmic Chemistry participants are ready for chemistry. b Advice for how to be successful in chemistry. 2. Ask if the audience has questions. a Answers to any questions the audience raises.
Cosmic Chemistry Facilitator Guide: Day 10
~20 min Tip!
Got a little time before lunch? Ask each table to come up with a chemistry rap or rhyme.
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Celebratory Lunch
20 min
What to Do 1. During the Celebratory Lunch, ask participants to reflect on their two week experience and share anecdotal comments and perspectives.
What’s the “Buzz”?
~20 min
2-5 min
What You Need • Gift cards and Participation Certificates for each participant! What to Do 1. Thank participants for their participation in Cosmic Chemistry and let them know you are looking forward to seeing them in Chemistry class next year!
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~5 min
Cosmic Chemistry Facilitator Guide: Day 10
Sense-Making
Sense-Making Strategies Strategy Ask Participants to: Individual and Small Group (3-4) Strategies Think-Pair-Share a Think about a question. b Pair with a partner and discuss thoughts and possible responses. c Share a key idea with the whole group. Triad a Have three participants discuss a question. b Share one or two key ideas with the whole group. a. Listen actively to avoid repetition and allow collective understanding to build. Finding a Sole a Write one idea or concept that you found particularly interesting or important Mate from the segment—the “what?” b Write why that concept or idea is important—the “so what?” c Think about how your thinking has changed based on that new idea—the “now what?” d Find your “sole mate”—someone who has similar shoes— to share what their “what, so what, and now what?” are. Draw it! a Write a word or draw a symbol that represents an activity concept which you found important. Have participants do this; then explain the next steps. b Stand and hold your paper up. c Pair with someone with a word or symbol similar to yours and explain your thinking. d Share key ideas with the whole group. Headline News! a Pair with a partner. b Write a headline that captures an important point from the activity. c Share your headlines with the whole group. d Post the headlines around the room. Placemat On butcher paper, a Draw a diagonal line from the center to the corners nearest them. b Copy one of the questions (each does a different one) from the board at the top of their space. c Write the response to the question. d Turn the placemat to the right. e Review the previous answer to the question. f Add what you can to it. g Taking one question at a time, teams take turns being the first to share key ideas with the whole group. a. Listen actively to avoid repetition when it’s your groups turn to share and allow collective understanding to build.
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Large Group (15-20) Strategies Back-to-Back a Form two lines, standing back-to-back with a person from the other line. b Listen to the question the teacher asks related to the activity. c Reflect until the teacher calls “Turn” (usually about 30 seconds) “Turn.” d Discuss their reflections with the individual with whom they were back-to-back. e Repeat as many times as desired or as time allows. Inside/Outside Circles
a b c d e f g
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Write two questions you have about the content of the activity. Form two circles—inside/outside—facing each other. Each person in the inside circle asks one of his or her questions to the person they face in the outside circle. The person in the outside circle responds to the question. Everyone moves two people to their right. Each person in the outside circle to poses one of their questions to the person they face in the inside circle. Repeat as many times as desired or as time allows.
Cosmic Chemistry Sense-Making Strategies
Developing Scientific Thinking with Effective Questions
Cosmic Chemistry Developing Scientific Thinking with Effective Questions
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Tweed, A. (2009). Designing effective science instruction: What works in science classrooms. Arlington, Va.: National Science Teachers Association.
Reprinted by permission of McREL. All rights reserved.
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Cosmic Chemistry Developing Scientific Thinking with Effective Questions
Mind-Mapping Create an Individual Mind Map 1. Individually, choose five-ten key words/ideas from the day 2. Create a mind map (concept map) showing the link between them or links to prior day. For example:
Atomic Number
• Determines element
Compound
• Elements that have been combined
Atom Element Solar wind
• Contains one type of atom
• Charged atoms emitted by the Sun 3. Partner with another particpant and share your maps. a. Add links and notes as make sense Create a Class Mind Map 4. Begin with one pair sharing a concept and the connection they made between them. a. Record on the class mind map. 5. Ask for other connections that groups made. a. Add them to the class mind map, asking for suggestions to build connections. Create a Unit Mind Map 6. After completing today’s mind map, review maps from previous days. a. Ask if anything on should be changed as a result of today’s lesson. If so, note it on the class mind map. 7. Ask if there are any outstanding (unanswered) questions. If so, write them on the class mind map. Note: Be sure that all voices that want to be heard are heard.
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Genesis Mission
The Genesis Mission: An Overview When looking to the skies, we may wonder: ♦ ♦ ♦
What is the Sun made of?
What makes Earth different from other planets?
Are the planets made of the same stuff as the Sun?
Of course, we have no eyewitness account of the formation of the solar system. Scientists are attempting to understand what happened back then from pieces of evidence including meteorites and interstellar dust grains. An additional piece of evidence that would help in this quest for understanding is an accurate knowledge of the detailed composition of the Sun.
One of the scientists studying the formation of planets is Don Burnett, principal investigator of the Genesis mission. He designed a NASA project to collect a sample of solar material that may help scientists answer important and puzzling questions.
In August 2001, NASA launched the Genesis spacecraft. The spacecraft is not a time machine; it cannot go back to the time of formation of the solar system. What it will do is the next best thing. The Genesis spacecraft journeyed toward the Sun. It went to a place outside the Earth's magnetic field where the Earth and Sun gravities are balanced. While in orbit, the spacecraft bathed in solar wind that is flung out from the Sun. Solar wind particles are similar to material from which the planets formed, and are atoms, ions, or high-energy particles.
Once in position, the Genesis spacecraft uncovered its collectors. Particles of solar wind were embedded into ultra-pure silicon wafers and other pure materials. After 29 months in orbit, the sample collectors were re-stowed and returned to Earth. In September 2004, an exciting mid-air recovery of the sample return capsule will take place over the Utah desert. The solar wind samples will be stored and cataloged under ultra-pure cleanroom conditions and made available to the world’s scientific community for study. The Genesis mission will yield the first samples of extraterrestrial materials returned in the new millennium. These particles of solar wind will provide significant insights for scientists as they interpret the results of other NASA planetary missions.
G enes is Ed uca t ion an d Pub lic O u treac h http://genesismission.jpl.nasa.gov McREL Genesis EPO • e-mail:
[email protected]
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How Does Studying the Solar Wind Tell Us About the Origin of Planets? Most scientists believe our solar system was formed 4.6 billion years ago with the gravitational collapse of the solar nebula, a cloud of interstellar gas, dust, and ice created from previous generations of stars. As time went on the grains of ice and dust bumped into and stuck to one another, eventually forming the planets, moons, comets, and asteroids as we know them today. How this transition from solar nebula to planets took place has both fascinated and mystified scientists. Why did some planets, like Venus, develop thick, poisonous atmospheres, while others, like Earth, become hospitable to life? Partial answers are available from the study of the chemical compositions of the solar system bodies. This information suggests that moons, planets, and even asteroids are significantly different in composition. These differences represent "fossil residues" of the planets’ creation and provide invaluable insight into how the solar nebula formed into planets. Scientists can model various processes for planet formation, but they are hampered by one major question. What was the original solar nebula made of? The Sun, which contains well over 99 percent of all the material in the solar system, may contain the answer. While its interior has been modified by nuclear reactions, the outer layers of the Sun are thought to be composed of the same material as the original solar nebula. It would be difficult to collect a sample from the hot, turbulent surface of the Sun. Instead, the Genesis scientists will collect material flung out from the Sun. This material is called solar wind. By positioning the Genesis spacecraft outside Earth's magnetic field, researchers will capture this interesting material and return it to Earth. High precision analyses can then be carried out with some of the most sophisticated laboratory instruments in the world. Comparing the Sun's composition to data about planetary composition may provide another piece of the puzzle in our continuing search for knowledge about the origins of the planets.
Cosmic Chemistry
Genesis Education and Public Outreach http://genesismission.jpl.nasa.gov McREL Genesis EPO • e-mail:
[email protected]
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The Sun is a Star By Christopher Boozer Astrophysical and Planetary Sciences Department, University of Colorado, Boulder The star nearest to the planet Earth is the sun. The sun’s diameter is 1.4 million kilometers and its distance from Earth is 150 million kilometers. But what do numbers that big really mean? To get an idea of size, use a grapefruit to represent the sun. Set it down and walk a dozen steps away. Turn around and hold up a grain of rice to represent the Earth. The sun is not just bigger than the Earth (or any other planet), it’s much bigger. It is almost 110 times farther across than the Earth, and contains almost 99.9% of the mass in the whole solar system.
NASA, JPL
In the high-tech Grapefruit/Rice Model of the Universe, how far from Earth are other stars? The closest star would be another grapefruit placed in London, England. Most of the nearby stars are spaced about that far apart and thus are at distances from Earth even harder to imagine. Although people have been trying to understand the stars for centuries, it has only been in the 20th century that we have recognized the huge variations among stars, and where the sun fits in. Sun and Five Largest Planets, sizes, but not distances, to scale
Like all stars, our sun is made mostly of hydrogen (a little over 73%) and some helium (a little under 25%), with just a few percent of heavier elements, like lithium, calcium, oxygen, and iron. In fact, the nuclear reactions inside the sun (like other stars) produce many of these heavier elements. Though they make up a very small fraction of the sun’s composition, and a similarly small fraction of the universe’s composition, these other elements are extremely important to us. The sun is a modest specimen. Full-fledged stars can be as small as roughly one-tenth the mass of the sun. Others are over 100 times as massive as the sun. Differences in stellar mass cause variations in total energy emitted (luminosity) and temperature. The temperature of a star (or any other object) affects that star’s color and the wavelengths of radiation it emits. Warm objects (like people) give off radiation, but it takes tools like military night goggles to see this radiation. For an object that is thousands of degrees hot (like a star), the wavelength of radiation emitted is visible. We name different visible wavelengths as colors. The range of star temperatures gives them different colors. Cooler stars are red; the hottest stars are blue-white. The yellow sun is a little below average temperature for a star. The heat, light, and solar wind from the sun provide an energy source for most processes on the Earth’s surface. Heat, absorbed by the atmosphere and oceans, powers storms and other weather and climate phenomena. Fossil fuel energy, like coal and gasoline, comes from chemical bonds that were originally formed by plants absorbing the sun’s light (photosynthesis). Finally, solar wind streaming out from the sun energizes the system of magnetic fields and ions that surround the Earth, and can cause great damage to satellites and electrical power networks.
G e n e s is E d u c a t i o n a n d P u b l ic O u t r e a c h h t t p : / / g e n e s is m is s io n .jp l . n a s a . g o v G e nes is E P O • e- m a i l : g e n e s is e p o @ m c r e l. o r g
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Cosmic Chemistry: Planetary Diversity
Solar Nebula Supermarket
STUDENT TEXT GENESIS: IN THE BEGINNING Most cosmologists believe that the universe was created about 15 billion years ago with the Big Bang, a cosmic explosion that resulted in an expanding cloud containing only the two lightest elements—hydrogen and helium. At that time there would have been only one period in the periodic table! That's even better than earth, fire, air, and water! But wait! The plot thickens!
As stars lived out their lives, their structures and properties changed as their nuclear fuels were depleted. When the stars' hydrogen and helium reserves were depleted, their cores began to contract rapidly, causing a dramatic increase in temperature. If the stars had sufficient mass, their core temperatures were high enough to trigger fusion cycles in which their helium atoms fused to make neon, manganese, oxygen, silicon, and sulfur. (See Appendix A, "The Nuclear Fire of the Sun" in the Genesis module Cosmic Chemistry: The Sun and Solar Wind). The most massive stars employed other fusion reactions, successively burning carbon, neon, oxygen and silicon. The ultimate products of such reactions were elements near iron in the periodic table—V, Cr, Mn, Fe, Co, and Ni. Since fusion between nuclei cannot produce nuclides heavier than the iron-group elements, these elements probably were formed by capture of neutrons, produced by helium burning. Subsequent decay of these neutrons into final stable products (protons and electrons) resulted in elements with greater atomic numbers than iron-group elements. As these stars became unstable, their lives ended as supernovae, at which time they either exploded violently, rapidly creating even heavier elements, and spewing much of their stellar material into space, or released the nuclear material from their interior zones to the surface where it was lost to space when the outer layers were blown off. The end results of these two processes were similar, however. The space among the stars was enriched with heavy elements, some of which condensed to form small solid grains out of which some new stars were possibly formed. As this process occurred over and over, each generation of stars contained higher abundances of heavy elements than the previous generation. These heavy elements, in turn, provided the building blocks of planetary beginnings in the form of dust and gas.
NASA
NASA
In places where there were higher concentrations of these gases, mutual gravitational attractions among the gas molecules led to the formation of the first generation of stars. When enough material had fallen into a new star, the pressure and temperature at its center became high enough to start the process of nuclear fusion, in which the nuclei of hydrogen and helium merged to form heavier elements. These fusion reactions released light energy—and the stars began to shine!
Our hydrogen-burning sun belongs to a generation of stars created about 4.5 billion years ago from a cloud of interstellar dust, ice crystals and gas that collapsed to form the nebula from which the sun and the rest of the solar system grew. This cloud contained most of the elements of the periodic table, the result of material accumulated from several generations of supernovas and their related nuclear processes.
STUDENT TEXT
Cosmic Chemistry
GENESIS
293
1
CURRENT COMPOSITION OF THE SUN H
10
10
Figure 1
[abundance of H is greater than 10
10
atoms]
9
He 8
O
10
C
7
N
10
Mg Si Ne
6
Fe
S
Abundance (in atoms)
10
10
10
5
Na
Ni
Ar Cl Cr P Mn KTi Co Zn
4
3
Al Ca
F
V
10
Cu
2
Ge Sc
1
Ga
10
Sr Zr Rb
B
1
10
Y Mo Ba W Pt Ru In Ce Nb Cd Au Gd Ir Pd Sb Nd Yb Lu Os Bi [abundances of Re and La Sm Dy Cs Tl Er Ag Hf U are less than 10-2 atoms] Eu Pr Tm Th U Re
Be Li -1
10 -2 0
10
20
30
40
50
60
70
80
90
Element Atomic Number Figure 1. Spectroscopically derived concentrations of chemical elements in the solar atmosphere plotted on a logarithmic scale vs. their atomic numbers. Note. The data in Figure 1 are from Geochemistry Pathways and Processes by S. M. Richardson & H. Y. McSween Jr., 1989, Englewood Cliffs, NJ: Prentice Hall and Solar System Evolution: A New Perspective by S. R. Taylor, 1992, Cambridge, MA: Cambridge University Press. Almost seventy of the currently known elements have been observed in the sun's photosphere, chromosphere, or the corona. The relative atomic abundances of most of these observed elements in the sun are shown in Figure 1. Clearly hydrogen and helium are the dominant elements because only these two emerged from the "Big Bang," and, in most cases, subsequent fusion reactions formed the elements between helium and the iron-group. Note that when the abundances of these elements are plotted logarithimically against their atomic numbers (as they are in Figure 1), there is a
STUDENT TEXT
Cosmic Chemistry
GENESIS
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2
rapid exponential decrease with increasing atomic number, reflecting decreasing production in the more advanced fusion cycles. Our sun presently is burning only hydrogen, so the heavier elements must have been inherited from an earlier generation of stars. (See Student Activity "Where Does It Fit?" in Cosmic Chemistry: The Sun and Solar Wind.) NASA
The abundances of the elements Li, Be, and B, may be abnormally low because they have been reduced by bombardment with neutrons and protons the sun's lifetime. The fact that elements with even atomic numbers are more likely to be stable may account for higher abundances of elements with even rather than odd atomic numbers.
SOLAR NEBULA COMPOSITION Most of the theories of the origin and development of the solar system depend on a knowledge of the original composition of the material from which the sun and planets were formed. How can current data from our sun help reconstruct the composition of the solar system's elemental composition 4.5 billion years ago? Most of the mass (99%) of the original solar nebula has been preserved in the outer layers of the sun, so the constituents in those layers are presumed to be very similar to that of the whole solar system. Although nuclear processes have modified the composition at the sun's core, little mixing has occurred among the surface layers and the inner layers, so the original elemental nebular composition has, for the most part, been preserved. (See Appendix C, "The Structured Sun," in Genesis module, Cosmic Chemistry: The Sun and Solar Wind.) The abundance of those elements thought to be major constituents of the primordial solar nebula, are listed in Table1 below. Hydrogen and helium are thought to have been the most prevalent elements in the primordial gas. By mass, the mixture was probably 74% hydrogen and 24% helium. At temperatures below 200 K, hydrogen was found as molecules, rather than as charged particles—protons and electrons—as is now the case in most of the sun's interior. The remaining two percent of elements present included carbon, nitrogen, and oxygen. At temperatures no higher than 200 K, these elements would most likely be found bonded to available hydrogen to form methane, ammonia, and water. Other noble gases, such as Ne and Kr, were present in such low abundance as to be negligible. In the colder portions of the nebula, carbon probably would form "ices," such as solid CO and CO2 rather than methane. About one fourth of the condensed material contained metals and silicate "rock," with the metals probably including iron, magnesium, calcium, aluminum, nickel, chromium, manganese, potassium, and titanium.
STUDENT TEXT
Cosmic Chemistry
GENESIS
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3
Current abundance of chemical elements observed in the sun—Table 1 Element
Hydrogen Helium Oxygen Carbon Nitrogen Neon Iron Silicon Magnesium Aluminum Sulfur Potassium Calcium Titanium Chromium Manganese Nickel
Current Abundance (percent of atoms) 92.1 7.8 .061 .030 .0084 .0076 .0037 .0031 .0024 .00026 .0015 .000012 .00019 .0000074 .000042 .000029 .00015
Constituents of Cool Primordial Nebula* (percent by mass) 74 Hydrogen 24 Helium Condensed Solids .95 Water .5 Methane .5 Rock .05 Ammonia
Note. The data in Table 1 are from The New Solar System by J. K. Beatty & A. Chaikin, (Eds.), 1990, Cambridge, M Cambridge Publishing Press; Geochemistry Pathways and Processes by S. M. Richardson & H. Y McSween Jr., 1989, Englewood Cliffs, NJ: Prentice Hall; and Solar System Evolution: A New Perspective by S. R. Taylor, 1992, Cambridge, MA: Cambridge University Press. The nebula, which can be considered the transition state between the remains of our stellar ancestors and the new planetary objects, including our sun and the planets that evolved from it, had some rotational motion. As it rotated, the cloud flattened until it was shaped like a very large compact disk, about 1010 kilometers in diameter, about the distance from the sun to Pluto. The density of the cloud at this distance may have reached 1000 g cm-3. At some point the disc reached a steady state, where the gravitational forces balanced the combined forces of gas pressure and outward centrifugal force. Near the center of the disc, where most of the nebular mass resided, the infant sun formed and nuclear fusion began, heating nearby regions by radiation.
THE CONDENSATION THEORY From the data given in the student activity it appears that every planet has a different elemental and molecular composition. Planetary scientists have explained these differences using many theories, models, and assumptions about the evolution of the solar system, but which of these is accurate? In this activity we will consider only whether or not the varying composition of the planets could be explained by differences in temperatures at which the nebula condensed. According to the condensation theory, the heat produced by the contraction of the nebular cloud evaporated the ice crystals, dissociated hydrogen molecules into hydrogen atoms, and left micro grains of nebular materials that continued to orbit the immature sun. The physical and dynamic conditions accompanying the collapse of the solar nebula suggest that temperatures of almost 2000 K and pressures of 10-2 atmosphere probably were achieved. These conditions would lead to at least partial, if not complete, evaporation of solids.
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Cosmic Chemistry
GENESIS
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4
Subsequent condensation of nebular constituents, upon cooling, could have been an important process in establishing the chemical characteristics of the early solar system. At a certain point the rotating nebular disc began to cool by infrared radiation, leading to condensation of different components. The nebular components that condensed first, the theory continues, were the most refractory—hard materials able to withstand high temperatures. The first substances condensed were metallic oxides, such as aluminum oxide and calcium titanium oxide. (See Figure 2.) Grains began to form at rates that could have been as much as 1 cm/yr. As temperatures began to drop iron/nickel alloys condensed and at temperatures below 1600 K, magnesium silicates formed as rocky particles. As the nebular cooling continued, sodium and potassium silicates, now called feldspar materials, formed. At even lower temperatures, there were reactions between the mineral grains and residual gases, forming iron minerals. Next in order of condensates were the hydrated minerals, formed when water in the gas cloud reacted with some of the grains of calcium, iron, and magnesium minerals. Water ice and ices of methane and ammonia formed at temperatures below 200 K. Because of gravitational attraction between solid grains, the solids migrated very quickly in astronomical terms (probably over a period of one hundred years) to the equatorial plane of the disc and the chances of inelastic collisions among particles grew. Small grains started sticking together to form larger planetesimals. Still larger protoplanets, which had diameters of several hundred kilometers and which consisted primarily of solids, continued to form over an estimated period of 108 years. When the protoplanets stopped growing, most of the planetesimals had joined together to form the nine stable planets. It follows from the above scenario that planetesimals made of rock from grains of dust probably were the first to be formed because they were made from components with higher freezing temperatures. These included calcium, aluminum, and titanium oxides; metals like iron, nickel, cobalt; and magnesium silicates. They were probably surrounded by an atmosphere of lighter gases, such as hydrogen and helium, which did not condense but were gravitationally attracted to the protoplanets. According to the theory under consideration, the four rocky planets—Mercury, Venus, Earth, and Mars— formed closest to the sun in this way. (See Figure 2) The temperature of the outer solar system, where the giant planets were forming further from the sun, probably was between 100 to 200 K. The condensation in the outer parts of the nebula occurred in a manner similar to that described for the rocky planets, although there probably were larger numbers of ice crystals present in this portion of the nebula. The rocks and metals in the planetesimals were, again, probably the first to aggregate because of their higher freezing temperatures, giving the giant planets their rocky cores. As these protoplanets grew sufficiently large they attracted large amounts of hydrogen and helium gas from their surroundings. When the larger bodies were being formed, the nebular cloud dissipated and sunlight sublimed any unshielded ice to the outer reaches of the solar system. It is theorized that, during this time, that the solar wind of the still immature sun had an intensity of approximately 108 times its current value, so it could have acted as a solar whisk broom, sweeping away particles smaller than a few centimeters in size. Figure 2 shows the temperatures and distances from the sun at which planetary components from the primordial solar nebula would be expected to condense.
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Figure 2 2000
1800
1600
1 calcium, aluminum, and titanium oxides, metallic tungsten and osmium
2 metallic iron, nickel, cobalt and their alloys
3 magnesium si licates
Temperature (K)
1400
1200
4 sodium and potassium silicates
1000
800
5 iron sulfide
600 6 lowest temperature for unoxidized iron
7 hydrated calcium minerals
400
8 hydrated iron and magnesium minerals 200 9 water ice
10 other ices
0 1.0
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1 AU
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
0.4 0.7
1.0 1.5
5.2
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Earth
Venus
Mercury
Distance from Sun (AU)
Figure 2. Temperature (K) and distance from sun (AU) at which major planetary constituents would condense from primordial solar nebula. Note. [Note that the shaded region on the horizontal axis represents only 1.0 AU, whereas the other axis units are 10 AUs.] The data in Figure 2 are from The New Solar System by J. K. Beatty & A. Chaikin, (Eds.), 1990, Cambridge, MA: Cambridge Publishing Press; Geochemistry Pathways and Processes by S. M. Richardson & H. Y McSween Jr., 1989, Englewood Cliffs, NJ: Prentice Hall; and Solar System Evolution: A New Perspective by S. R. Taylor, 1992, Cambridge, MA: Cambridge University Press. If the condensation theory has any validity, each planet should reflect the composition of solid particles present in the solar nebula corresponding to its distance from the sun. Planets should become less metallic and posses more ice as one goes farther from the sun and the mineral composition of rocks also should vary predictably among the planets. Because of the characteristic high density of metals, one would predict a direct relationship between the abundance of metals in a planet's structure and its density. As you answer the questions that are part of this activity, you will be making the same kinds of decisions about the validity of this model that scientists have been making for decades.
STUDENT TEXT
Cosmic Chemistry
GENESIS
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6
Rubrics
Collaboration Rubric Use this as a tool to reflect on your own participation as well as guide your working group as a whole. Faltering Frequently talking about something besides the task and letting other group members do the work.
Disinterested in working in a group. Does not collaborate, may not cooperate. Insensitive toward the opinions and feelings of others in the group. May use “put-downs” or refuse to listen actively to others. Does not respond to prompting by peers or teacher.
Does not try to solve their own problems or help others solve problems. Ignores safety rules established by the instructor and encourages others to do this as well.
Trying
Practicing
Focus Focuses on the task and what Talks about the task sometimes, needs to be done most of the time. but other group members must sometimes nag, prod, and remind individual to keep on-task. Contribution Ok working in a group, but Carries out own role in group contributes only when invited to do willingly and cheerfully. Facilitates so. group interactions. Group Dynamics Cooperates with others and is open May not always respond with respect to the opinions and feelings to different opinions, perspectives, and feelings of others in the group. of others in the group. Does Listens well. respond to prompting by others and cooperates with them.
Problem Solving Does not suggest or refine Strives to identify problems and solutions, but is willing to try suggest solutions. solutions suggested by others. Class Safety Follows all safety rules established Follows all safety rules established by the instructor, but does not hold by the instructor and encourages others accountable. others to do so.
Mastering Stays focused on the task throughout the entire exercise and helps others retain their focus.
Enthusiastic about the value of working in a group; fully engaged and supports for group success. Actively supports interaction that is positive, respectful, and enhances the collaboration of all group members. After listening well, builds on others’ ideas thoughtfully. Affirms other’s contributions. Actively identifies and suggests solutions to problems. Weighs pro’s and con’s of suggested solutions. Follows all safety rules established by the instructor and holds others accountable to them.
My goal for today is: ____________________________________________________________________________________________________________________________ Cosmic Chemistry Collaboration Rubric
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Presentation Rubric Faltering
Trying
Practicing
Delivery Presenter is prepared and speaks Presenter is prepared, but may clearly and directly to the audience. appear uncomfortable. Delivery Delivery is clean with infrequent moves along but includes distractions. The presenter makes distractions (many “ums”). frequent eye contact with the Presenter makes some effort to make eye contact only a few times audience, and may try to include members with questions connected but may speak to the visual aid to the content. rather than the audience. Content All information provided is Information presented is part of a Presentation consists of facts or relevant–it tells a story well known story – the audience ideas that are not connected to a incorporating interesting ideas. The may not be learning much that is clear storyline. Ideas or concepts may not be clearly explained. The new. The organization may make it organization helps make effective connections. The presenter builds hard for the audience to make organization does help the connections or see the information upon what the audience already audience understand what the knows to create new knowledge. in a new way. presentation is all about. Visual Aids Visual aids provide some detail, but Visual aids are well done and help Visual aids are not clearly connected to the presentation, nor do not help tell the story. Labeling tell the story. They are referred to during the presentation. They are referred to by the presenter. They may be partial and may not labeled and effort has been made consistently include sources. are not strong quality. They are to include all sources. labeled either poorly or not at all. Credibility Three or more scientific sources are One or no valid sources were used. Two to three sources used; one included; two are reliable sources: Presenter does not mention where may be from some questionable, NASA internet sites, scientific non-scientific sources—tabloid they obtained the information journals (i.e., Scientific American, they are presenting. Presentation magazines, or internet sources. Science, Smithsonian, New York Presenter makes some effort to may include hearsay ("My friend provide references to their sources Times Science pages). The told me...," "I saw a movie that presenter refers to sources. to support their ideas. showed...") as evidence. Presenter does not seem prepared or appears very uncomfortable. Presenter reads heavily from their notes (sometimes mispronouncing words) and does not engage with the audience, perhaps staring at floor or frequently turning away from the audience.
Cosmic Chemistry Presentation Rubric
Mastering Presenter is well prepared and appears comfortable with their topic. Delivery is interesting and flows logically. Presenter speaks clearly and directly to the audience, striving to engage all members by asking questions or encouraging feedback from the audience. Information is well ordered and tells an engaging story. The organization helps the listener make connections to what they already know to create new knowledge. The presenter stretches the audience's thinking. Visual aids are creative, well executed, labeled informatively, and consistently referred to in order to enhance the audience's understanding of the story. Three or more scientific sources are included from current, reliable scientific sources. Presenter weaves source information into storyline. Clearly labels and credits sources for diagrams and refers to all sources at least once.
301
Museum Exhibits
Museum Exhibit Format Options A) Google Presentation: • Use graphs and images to tell the story. Keep text to a minimum. • Use a Sans Serif font for body text (it’s easier to read) and save fancier fonts for the headers. • Fonts should be 20 pt or greater so that they can be easily seen. • Put dark text against a light background and light text against a dark background so that it is easier to read (if you use a lighter font you should also increase the size of the font a bit). • Avoid centered text. Keep it to the right or the left. • Use one or two images per slide so that you don’t distract the reader. B) Poster: • Have an eye-catching headline. • Use graphs and images to tell the story. Keep text to a minimum. • Use large text. • Try to focus on a few, clear, simple points. • Avoid too many numbers and images. • Try to make your poster neat, uncluttered, and well-labeled. • Start with the general, then move to the specific. • Avoid all capital letters. C) Physical Model: • Try to keep objects on the right scale. • Keep it simple and don’t try to demonstrate too much. D) Prezi: • Three lessons are available (including tips on presentation) to demonstrate how to make a Prezi: http://prezi.com/learn/
Cosmic Chemistry Museum Exhibit Format Options
305
Museum Exhibit Content Options Select one of the options below: •
Option 1: Oh! What A Trip: A cosmic or chemistry career of your choice. o o
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Option 2: Cleanroom Technology: Real world applications of cleanroom technology. o
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Find out more about the cosmic or chemistry career you found interesting. You must interview at least 2 people in the field of science to learn about how their choices in high school affected their future career. Some questions you might ask them: What did you do in High School that affected your career? What advice would you give to me about things to do now to help me in my future career? Your presentation should include the specific details of the science career and the steps you need to take now to make this career a reality.
Learn more about cleanrooms and their applications. Begin by taking the cleanroom field trip tour http://genesismission.jpl.nasa.gov/educate/Field_Trip/genesis/cd_index.html. Visit all the rooms, do all the activities, etc. List some questions you might have about working in a cleanroom. You must investigate one specific use of a cleanroom not discussed in class, think of the cleanrooms in hospitals (burn unit, infectious disease), universities, aerospace industry, etc. Your presentation should include the real world benefits of the way the cleanroom technology is applied.
Option 3: Elemental Origins: Find out how elements heavier than Helium form! o o
Learn more about the origin of “Heavy elements” - such as sodium, iron, and magnesium in the Sun. You must: Read over the PowerPoint that describes the processes that formed different elements in the universe. Check out the Star Explodes, Turns Inside-Out posting at http://www.nasa.gov/mission_pages/chandra/multimedia/casa2012.html Do more research about how the Sun forms heavy elements and how they get into solar wind. Your presentation should explain the origin of heavy elements in the Sun and show some possible explanations of the presence of heavy elements in the solar wind.
Cosmic Chemistry Museum Exhibit Content Options
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Option 4: Community Career Connections: Examine the role of a chemistry based career in your community. o
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Create a question about chemistry in your community, such as: What is your city doing to make sure a chicken farm isn’t putting harmful chemicals into the water? Why does your family’s truck engine need oil? Then complete the following steps: Create a question: • What chemicals are used to keep lawns green and why do they work? Add a second question that puts it in the context of your community: • What are the pros and cons of using those chemicals in our community? Add a third question that describes an associated career. • Who are the people who make sure our water is safe for drinking even if we use lawn chemicals? You must research the answers to your three questions. Your presentation will share how the chemistry based career relates to your community.
Option 5: Do It Yourself: Design your own pursuit and have it approved by your instructor. Your instructor will be sure it is as challenging as the options above.
Cosmic Chemistry Museum Exhibit Content Options
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