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**Earth and space science**

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The activity begins with information on general characteristics of stars and the criteria used to classify of them into four stellar groups. Learners are then provided with “Star Status” sheets that provide both factual information and... (View More) anthropomorphic descriptions of six stars representing the stellar groups. Learners use the information on the sheets to “act out” the star, while others guess the star class that is being represented. This activity was designed for use in a library program. (View Less)

This resource shows how generations of explorers have taken us, step by step, further into the expanse of the universe. Using photographs and text, this resource takes readers out of our solar system, into the realm of the stars, the galaxies, and... (View More) finally the vast panorama of the observable universe. (View Less)

In this activity, a three-part questionnaire launches students on discussions about where objects in space are located, and when they formed. By physically manipulating images of objects in space, students represent their own mental models of space... (View More) and time, which lays the foundation for thinking about the size and scale of the universe. This actvity can be used to assess students? understanding and introduce concepts before proceeding to other activities that follow this one. This activity is part of the "Cosmic Questions: Our Place in Space and Time" educators guide that developed to support the Cosmic Questions exhibit. This activity can be used in conjunction with, or independently of, the exhibit. (View Less)

In this activity students convert antilogs to logs, and logs to antilogs using scientific notation as an intermediate step. They will thereby develop a look-up table for solving math problems by using logarithms. This is activity D2 in the "Far Out... (View More) Math" educator's guide. Lessons in the guide include activities in which students measure,compare quantities as orders of magnitude, become familiar with scientific notation, and develop an understanding of exponents and logarithms using examples from NASA's GLAST mission. These are skills needed to understand the very large and very small quantities characteristic of astronomical observations. Note: In 2008, GLAST was renamed Fermi, for the physicist Enrico Fermi. (View Less)

In this activity students construct multiplying slide rules scaled in Base-10 exponents and use them to calculate products and quotients. They will come to appreciate that super numbers (exponents, orders of magnitude and logarithms) play by... (View More) different rules of arithmetic than ordinary numbers (numbers, powers of ten and antilogs). This is activity A2 in the "Far Out Math" educator's guide. Lessons in the guide include activities in which students measure,compare quantities as orders of magnitude, become familiar with scientific notation, and develop an understanding of exponents and logarithms using examples from NASA's GLAST mission. These are skills needed to understand the very large and very small quantities characteristic of astronomical observations. Note: In 2008, GLAST was renamed Fermi, for the physicist Enrico Fermi. (View Less)

In this activity students construct Log Tapes calibrated in base-ten exponents, then use them to derive relationships between base-ten logs (exponents) and antilogs (ordinary numbers). This is activity B1 in the "Far Out Math" educator's guide.... (View More) Lessons in the guide include activities in which students measure,compare quantities as orders of magnitude, become familiar with scientific notation, and develop an understanding of exponents and logarithms using examples from NASA's GLAST mission. These are skills needed to understand the very large and very small quantities characteristic of astronomical observations. Note: In 2008, GLAST was renamed Fermi, for the physicist Enrico Fermi. (View Less)