| (C) describe and explain the historical origins of
the perceived patterns of constellations and the role of constellations
in ancient and modern navigation.
(6) Science concepts. The student conducts and explains
astronomical observations made from the point of reference of Earth.
The student is expected to:
(A) observe, record, and analyze the apparent movement
of the Sun, Moon, and stars and predict sunrise and sunset;
(B) observe the movement of planets throughout the
year and measure how their positions change relative to the constellations;
(C) identify constellations such as Ursa Major, Ursa
Minor, Orion, Cassiopeia, and constellations along the ecliptic and
describe their importance; and
(D) understand the difference between astronomy and
astrology, the reasons for their historical conflation, and their
eventual separation.
(7) Science concepts. The student knows our relative
place in the solar system. The student is expected to:
(A) demonstrate the use of units of measurement in
astronomy, including astronomical units and light years, minutes,
and seconds;
(B) model the scale, size, and distances of the Sun,
Earth, and Moon system and identify the limitations of physical models;
and
(C) model the scale, sizes, and distances of the Sun
and the planets in our solar system and identify the limitations of
physical models.
(8) Science concepts. The student observes and models
the interactions within the Sun, Earth, and Moon system. The student
is expected to:
(A) model how the orbit and relative position of the
Moon cause lunar phases and predict the timing of moonrise and moonset
during each phase;
(B) model how the orbit and relative position of the
Moon cause lunar and solar eclipses; and
(C) examine and investigate the dynamics of tides using
the Sun, Earth, and Moon model.
(9) Science concepts. The student models the cause
of planetary seasons. The student is expected to:
(A) examine the relationship of a planet's axial tilt
to its potential seasons;
(B) predict how changing latitudinal position affects
the length of day and night throughout a planet's orbital year;
(C) investigate the relationship between a planet's
axial tilt, angle of incidence of sunlight, and concentration of solar
energy; and
(D) explain the significance of Earth's solstices and
equinoxes.
(10) Science concepts. The student knows how astronomical
tools collect and record information about celestial objects. The
student is expected to:
(A) investigate the use of black body radiation curves
and emission, absorption, and continuous spectra in the identification
and classification of celestial objects;
(B) calculate the relative light-gathering power of
different-sized telescopes to compare telescopes for different applications;
(C) analyze the importance and limitations of optical,
infrared, and radio telescopes, gravitational wave detectors, and
other ground-based technology; and
(D) analyze the importance and limitations of space
telescopes in the collection of astronomical data across the electromagnetic
spectrum.
(11) Science concepts. The student uses models to explain
the formation, development, organization, and significance of solar
system bodies. The student is expected to:
(A) relate Newton's law of universal gravitation and
Kepler's laws of planetary motion to the formation and motion of the
planets and their satellites;
(B) explore and communicate the origins and significance
of planets, planetary rings, satellites, asteroids, comets, Oort cloud,
and Kuiper belt objects;
(C) compare the planets in terms of orbit, size, composition,
rotation, atmosphere, natural satellites, magnetic fields, and geological
activity; and
(D) compare the factors essential to life on Earth
such as temperature, water, gases, and gravitational and magnetic
fields to conditions on other planets and their satellites.
(12) Science concepts. The student knows that our Sun
serves as a model for stellar activity. 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 the origins and effects of space weather,
including the solar wind, coronal mass ejections, prominences, flares,
and sunspots.
(13) Science concepts. The student understands 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) describe and communicate star formation from nebulae
to protostars to the development of main sequence stars;
(C) evaluate the relationship between mass and fusion
on stellar evolution;
(D) compare how the mass of a main sequence star will
determine its end state as a white dwarf, neutron star, or black hole;
(E) describe the use of spectroscopy in obtaining physical
data on celestial objects such as temperature, chemical composition,
and relative motion;
(F) use the Hertzsprung-Russell diagram to classify
stars and plot and examine the life cycle of stars from birth to death;
(G) illustrate how astronomers use geometric parallax
to determine stellar distances and intrinsic luminosities; and
(H) describe how stellar distances are determined by
comparing apparent brightness and intrinsic luminosity when using
spectroscopic parallax and the Leavitt relation for variable stars.
(14) Science concepts. The student knows the structure
of the universe and our relative place in it. The student is expected
to:
(A) illustrate the structure and components of our
Milky Way galaxy and model the size, location, and movement of our
solar system within it;
(B) compare spiral, elliptical, irregular, dwarf, and
active galaxies;
(C) develop and use models to explain how galactic
evolution occurs through mergers and collisions;
(D) describe the Local Group and its relation to larger-scale
structures in the universe; and
(E) evaluate the indirect evidence for the existence
of dark matter.
(15) Science concepts. The student knows the scientific
theories of cosmology. The student is expected to:
(A) describe and evaluate the historical development
of evidence supporting the Big Bang Theory;
(B) evaluate the limits of observational astronomy
methods used to formulate the distance ladder;
(C) evaluate the indirect evidence for the existence
of dark energy;
(D) describe the current scientific understanding of
the evolution of the universe, including estimates for the age of
the universe; and
(E) describe current scientific hypotheses about the
fate of the universe, including open and closed universes.
(16) Science concepts. The student understands the
benefits and challenges of expanding our knowledge of the universe.
The student is expected to:
(A) describe and communicate the historical development
of human space flight and its challenges;
(B) describe and communicate the uses and challenges
of robotic space flight;
(C) evaluate the evidence of the existence of habitable
zones and potentially habitable planetary bodies in extrasolar planetary
systems;
(D) evaluate the impact on astronomy from light pollution,
radio interference, and space debris;
(E) examine and describe current developments and discoveries
in astronomy; and
(F) explore and explain careers that involve astronomy,
space exploration, and the technologies developed through them.
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