| (D) examine the relationship of the seasons to equinoxes, solstices, the tropics, and the equator. (9) Science concepts. The student knows that planets of different size, composition, and surface features orbit around the Sun. The student is expected to: (A) compare and contrast the factors essential to life on Earth such as temperature, water, mass, and gases to conditions on other planets; (B) compare the planets in terms of orbit, size, composition, rotation, atmosphere, natural satellites, and geological activity; (C) relate the role of Newton's law of universal gravitation to the motion of the planets around the Sun and to the motion of natural and artificial satellites around the planets; and (D) explore the origins and significance of small solar system bodies, including asteroids, comets, and Kuiper belt objects. (10) Science concepts. The student knows the role of the Sun as the star in our solar system. The student is expected to: (A) identify the approximate mass, size, motion, temperature, structure, and composition of the Sun; (B) distinguish between nuclear fusion and nuclear fission, and identify the source of energy within the Sun as nuclear fusion of hydrogen to helium; (C) describe the eleven-year solar cycle and the significance of sunspots; and (D) analyze solar magnetic storm activity, including coronal mass ejections, prominences, flares, and sunspots. (11) Science concepts. The student knows the characteristics and life cycle of stars. The student is expected to: (A) identify the characteristics of main sequence stars, including surface temperature, age, relative size, and composition; (B) characterize star formation in stellar nurseries from giant molecular clouds, to protostars, to the development of main sequence stars; (C) evaluate the relationship between mass and fusion on the dying process and properties of stars; (D) differentiate among the end states of stars, including white dwarfs, neutron stars, and black holes; (E) compare how the mass and gravity of a main sequence star will determine its end state as a white dwarf, neutron star, or black hole; (F) relate the use of spectroscopy in obtaining physical data on celestial objects such as temperature, chemical composition, and relative motion; and (G) use the Hertzsprung-Russell diagram to plot and examine the life cycle of stars from birth to death. (12) Science concepts. The student knows the variety and properties of galaxies. The student is expected to: (A) describe characteristics of galaxies; (B) recognize the type, structure, and components of our Milky Way galaxy and location of our solar system within it; and (C) compare and contrast the different types of galaxies, including spiral, elliptical, irregular, and dwarf. (13) Science concepts. The student knows the scientific theories of cosmology. The student is expected to: (A) research and describe the historical development of the Big Bang Theory, including red shift, cosmic microwave background radiation, and other supporting evidence; (B) research and describe current theories of the evolution of the universe, including estimates for the age of the universe; and (C) research and describe scientific hypotheses of the fate of the universe, including open and closed universes and the role of dark matter and dark energy. (14) Science concepts. The student recognizes the benefits and challenges of space exploration to the study of the universe. The student is expected to: (A) identify and explain the contributions of human space flight and future plans and challenges; (B) recognize the advancement of knowledge in astronomy through robotic space flight; (C) analyze the importance of ground-based technology in astronomical studies; (D) recognize the importance of space telescopes to the collection of astronomical data across the electromagnetic spectrum; and (E) demonstrate an awareness of new developments and discoveries in astronomy. |
