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In this lesson, students examine the idea of inflation in the Universe using rising raisin bread dough as a model for universal expansion. Students will read the Cosmic Times 1993 edition and use two articles: Pancake or Oatmeal Universe - What's... (View More) for Breakfast and Inflation in the Universe to help them make observations. The students will observe a bowl of oatmeal to explain the lumpiness and smoothness of the universe. Then the students will use raisin bread to describe how the universe went through a period of inflation to expand into its current form today. This lesson is part of the Cosmic Times teacher guide and is intended to be used in conjunction with the 1993 Cosmic Times Poster. (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)

Students investigate magnetic fields in two and three dimensions, and compare the magnetic field of a pulsar to that of the Earth and other astronomical objects. This is Activity 3 of the Supernova Educator Guide developed by the XMM-Newton and... (View More) GLAST E/PO programs. The guide features extensive background information, assessment rubrics, student worksheets, extension and transfer activities, and detailed information about physical science and mathematics content standards. Note: In 2008, GLAST was renamed Fermi, for the physicist Enrico Fermi. (View Less)

In this activity students are challenged to create a model of the universe in a single class period. This activity is designed to elicit student ideas and preconceptions about the contents and organization of the cosmos. Most students will be... (View More) somewhat familiar with solar system objects, but may be confused about the relationship of stars to planets, and about their relative distances. This activity is part of the "Cosmic Questions Educator's Guide" developed to support the Cosmic Questions exhibit. The activites in the guide can be used in conjunction with or independently of the exhibit. (View Less)

In this activity, students will use a simulator of an orbiting X-ray observatory to observe a supernova remnant, the expanding gas from an exploded star. They will take X-ray spectral data, analyze them, and answer questions based on that data. This... (View More) resource consists of a manual and software for the Introductory Astronomy Lab Exercise, from CLEA (Contemporary Laboratory Experiments in Astronomy). The manual includes introductory activities for students, background information, an instructor's guide, a student handout, an answer key, a software user's guide, and a glossary. The student section of the activity starts on page 13. See Related & Supplemental Resources for a link to download the software. Note: the software is only available for Windows. (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)

This is an activity about angular measurement. Learners will explore the relationship between angular size, actual size, and distance by using their finger, thumb and fist as a unit of angular measurement. Includes teacher background, student data... (View More) sheet, and extensions. (View Less)

In this activity, students determine the direction to a gamma ray burst using the times it is detected by three different spacecraft located somewhere in the solar system. We assume that all the spacecraft are in the plane of the Earth's orbit... (View More) around the Sun; that is, there is no third dimension and that we are only concerned with two dimensions, x and y. We also assume the burst is billions of light years away, so the incoming gamma rays are traveling along parallel lines. This activity is part of a unit that is designed to use gamma-ray bursts - unimaginably huge explosions that signal the births of black holes - as an engagement tool to teach selected topics in physical science and mathematics. The guide is based on the 5E instructional sequence and features background information, assessments, student worksheets, extension and transfer activities. (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)