Lesson 1A: A History of Thinking about Planetary Models

Lesson 1A: A History of Thinking about Planetary Models

Estimated Time: three 45 minute periods

Indicator (s): Core Learning Goal 1

The student will explain scientific concepts and processes through drawing, writing, and /or oral communication.

The student will produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results.

The student will communicate conclusions derived through a synthesis of ideas.

The student will identify and evaluate the impact of scientific ideas and /or advancements in technology on society

Indicator(s): Core Learning Goal 2

The student will research various planetary models.

At least: Ptolemy, Copernicus, Kepler, and Galileo

Student Outcome(s):

The student will be able to synthesize the history of ideas about planetary models by conducting research and preparing a presentation for peers.

Brief Description:

Students will gain an historical perspective of scientific thought with regard to planetary models and then present their findings to the class using a computer-generated presentation.

Background knowledge/ teacher notes:

In the 16^th century, the Polish astronomer Nicholas Copernicus replaced the traditional Earth-centered view of planetary motion with one in which the Sun is at the center and the planets move around it in circles. Although the Copernican model came quite close to correctly predicting planetary motion, discrepancies existed. This became particularly evident in the case of the planet

Mars, whose orbit was very accurately measured by the Danish astronomer Tycho Brahe.

The German mathematician Johannes Kepler, who found that planetary orbits are not circles, but

ellipses, solved the problem. Kepler described planetary motion according to three laws.

Law I: Each planet revolves around the Sun in an elliptical path, with the Sun occupying one of the foci of the ellipse.

Law II: The straight line joining the Sun and a planet sweeps out equal areas in equal intervals of time.

Law III: The squares of the planets’ orbital periods are proportional to the cubes of the semimajor axes of their orbits.

(NASA Observatorium Education-Reference Module,

http://observe.ivv.nasa.gov/nasa/education/reference/orbits/orbit_sim.html )

The teacher may wish to begin this learning activity and then proceed to the next lesson to allow additional work time out of class for students to prepare their presentations.

Lesson Description:

ENGAGE

Students they have been hired by "The History of Science Channel" to create a presentation for viewers about our knowledge of the planetary system earth is a part of. Their "segment" will be the history of scientific thought leading up to out current view of the solar system model. Students should include how the political climate or cultural climate may have affected the work of the scientist. Divide the students into work groups investigating the work and contributions of each of the following:

Ptolemy

Galileo

Copernicus

Kepler

Other historical scientists as designated by instructor

Adaptive strategy:

Work with students to develop a scoring tool for the final product. Presentations should be computer-generated, either in part or using presentation software.

GT: Create a web page for the Earth/Space Systems Science curriculum as a result of this learning activity.

Education Elements:

BACKGROUND

From Stargazers to Starships is a complete on line astronomy book that can be used to teach or supplement an astronomy course. This link goes directly to the table of contents for this book.

http://www-istp.gsfc.nasa.gov/stargaze/Sintro.htm

EXPLORE

Use the internet and other research opportunities to collect data for presentations.

Education Elements:

BACKGROUND/GLOSSARY/LINKS

This site is the home page of "Windows to the Universe". Their purpose is to develop a fun and different Web site about the Earth and Space sciences. Windows to the Universe is graphics intensive!

http://www.windows.ucar.edu/

EXPLAIN

Students create and present their TV segments of scientific models by each of the designated scientists.

Education Elements:

BACKGROUND/GLOSSARY/LINKS

This site is the homepage of NASA’s Observatorium. It provides a wealth of resources related to the study of the Solar System.

http://observe.ivv.nasa.gov/nasa/education/reference/orbits/orbit_sim.html

EXTEND

Have students develop a graphic organizer to show the similarities and differences of the scientific ideas and the progression of scientific thought.
Accommodation: This could become a class or small group activity.

Education Elements:

BACKGROUND

Early history, false leads, and specific information about individuals who contributed to the development of early planetary models.

http://www-istp.gsfc.nasa.gov/stargaze/Ssolsys.htm

EVALUATE

Journal Write: Explain how each of the scientists contributed to our current thinking. What role did political climate or cultural issues affect the progress of scientific thought?

Materials:

Internet

Computer presentation software

Resources:

Claudius Ptolemaeus. Available:

http://ptolemy.berkeley.edu/

The Life and Works of Claudius Ptolemy. Available:

http://www.norfacad.pvt.k12.va.us/project/ptolemy/ptolemy.htm

Galileo. Available:

http://www.norfacad.pvt.k12.va.us/project/galileo/galilei.htm

Galileo GALILEI. Available

http://galileo.imss.firenze.it/museo/b/egalilg.html

The Scientific Revolution. Available:

http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/scientificrev.html

Nicolas Copernicus. Available:

http://www.windows.umich.edu/cgi-bin/tour_def/people/ren_epoch/copernicus.html

Kepler's laws. Available:

http://www.cvc.org/science/kepler.htm

NASA Observatorium Education-Reference Module. Available: http://observe.ivv.nasa.gov/nasa/education/reference/orbits/orbit_sim.html

ENGAGE	Students they have been hired by "The History of Science Channel" to create a presentation for viewers about our knowledge of the planetary system earth is a part of. Their "segment" will be the history of scientific thought leading up to out current view of the solar system model. Students should include how the political climate or cultural climate may have affected the work of the scientist. Divide the students into work groups investigating the work and contributions of each of the following: Ptolemy Galileo Copernicus Kepler Other historical scientists as designated by instructor Adaptive strategy: Work with students to develop a scoring tool for the final product. Presentations should be computer-generated, either in part or using presentation software. GT: Create a web page for the Earth/Space Systems Science curriculum as a result of this learning activity. Education Elements: BACKGROUND From Stargazers to Starships is a complete on line astronomy book that can be used to teach or supplement an astronomy course. This link goes directly to the table of contents for this book. http://www-istp.gsfc.nasa.gov/stargaze/Sintro.htm
EXPLORE	Use the internet and other research opportunities to collect data for presentations. Education Elements: BACKGROUND/GLOSSARY/LINKS This site is the home page of "Windows to the Universe". Their purpose is to develop a fun and different Web site about the Earth and Space sciences. Windows to the Universe is graphics intensive! http://www.windows.ucar.edu/
EXPLAIN	Students create and present their TV segments of scientific models by each of the designated scientists. Education Elements: BACKGROUND/GLOSSARY/LINKS This site is the homepage of NASA’s Observatorium. It provides a wealth of resources related to the study of the Solar System. http://observe.ivv.nasa.gov/nasa/education/reference/orbits/orbit_sim.html
EXTEND	Have students develop a graphic organizer to show the similarities and differences of the scientific ideas and the progression of scientific thought. Accommodation: This could become a class or small group activity. Education Elements: BACKGROUND Early history, false leads, and specific information about individuals who contributed to the development of early planetary models. http://www-istp.gsfc.nasa.gov/stargaze/Ssolsys.htm
EVALUATE	Journal Write: Explain how each of the scientists contributed to our current thinking. What role did political climate or cultural issues affect the progress of scientific thought?