Linda S. Hodges
University of North Texas
lhodges@coefs.soe.unt.edu

Astronomy - Grades 11 and 12
*112.48  The student is expected to:

c1A demonstrate safe practices during field and laboratory investigations.
c2A plan and implement investigative procedures.
c2B collect data and make measurements with precision.
c2C organize, analyze, evaluate, make inferences, and predict trends from data.
c2D communicate valid conclusions.
c3E research and describe the history of astronomy and contributions of scientists.
c8A identify the approximate motion of the sun.
c8C describe the sun's effects on the Earth.

Independent Study in Technology Applications - Grades 10 -12
*126.29   The student is expected to:

c1A demonstrate knowledge and appropriate use of operating systems and software applications.
c1B  make decisions regarding the selection, acquisition and use of software.
c2A demonstrate proficiency in the use of a variety of electronic devices.
c4A  use local area networks (LANs) and wide area networks (WANs) including the Internet.
c4B  apply appropriate search strategies in the acquisition of information from the Internet.
c4C  pose hypotheses/questions related to a selected problem.
c5A  acquire information using appropriate research stratagies and a variety of electronic formats.
c7A  develop and apply advanced technology application skills.
c7B   identify and solve problems utilizing research methods and advanced technology applications.
c7D   use foundation and enrichment curricular contnent in the creation of products.
c7E   synthesize and generate new information from data gathered from electronic and telecommunications resources.
c11A determine and implement the best method of presenting and publishing findings.
c11B synthesize and publish information in a variety of ways including printed copy, monitor display, and video. 

*   Students will carefully collect and keep data over a long period of time.
*   Students will do a self- directed literature search.
*   Students will develop models to analyze their data.
*   Students will use mathematics as a tool to solve a practical problem.
*   Students will work as a team to accomplish their goals.
*   Students will be able to draw conclusions as to cause and effect.
*   Students will effectively communicate the results of their search.

• Students should have a working knowledge of algebra and geometry.
• 
  Students should have a concept of the motions of the Solar System.
• 
  Students should be able to use a telescope.

___Reflector telescope with finder scope removed
___Full aperture solar filter
___Wide angle, low power eyepiece (40mm or greater)
___Clock
___Video camera (optional)
___Calculator
___Computer

Preparation:

1. Assign the students to investigate sunspots using the Internet.
2. Students should demonstrate safe use of telescope and filter.
3. The computer may be linked to the telescope as a driver with the appropriate software and/or to store video input      data.
4. Students should be familiar with various websites which provide daily data on the sun.

Classroom management:
The classroom should be divided into groups of four or five. Each group should include such jobs as:

1. Team Leader
2. Equipment Technologist
3. Computer Specialist
4. Data Engineer

Questions to investigate:

1. How long do sunspots last?How are sunspots related to the rotation of the sun?
2. What is the rotational period of the sun?
3. What is the difference between the siderial period and the synodic period?
4. What patterns of motion do sunspots exhibit?
5. Do sunspots affect the Earth?
6. At what angle does the sun's pole seem to tilt?

Data Collection:

1. Photograph, videotape, or draw the sun's disk and the sunspots at the appropraite position.
2. Record the time that the data is taken.
3. Data should be recorded every day or two for about one month and kept in a journal along with other research on sunspots.

Calculations:

1. Each group must decide which single sunspot they will plot.
2. Plot the sunspot as it appeared each day onto a disk drawn to represent the sun. There should be as many points on the disk as days the sunspots was spotted.
3. Draw a line through the points.This line could be straight, or it could be slightly curved, depending upon the month of the year.
4. These sunspots represent points on the circumference of a rotating circle. Redraw the diagram to demonstrate this.        Refer to Diagrams 1-4.
5. Measure the angle between the sunspots.
6. Use the time between observations and the angle of rotation for each to determine the rate of rotation.
7. To determine how many days it takes for the sun to rotate once as seen from Earth, divide 360 degrees by the angle of rotation per day.

Communicate results:

Students can choose one of a variety of formats in which to present their results.
         * A mock trial of Gallileo as he defends his discovery of the sun's rotation to the Catholic church.
         * Write an article in correct form so it could be submitted to a journal.
         * A videotaped broadcast of anews program, NOVA, or another science show.
         * Use a multimedia computer format.            

*   Use a rubric or checklist format to decide the degree to which students accomplished the objectives.
*   A written quiz may be used to determine the conceptual understanding of each student.

1. Do not put the telescope in the sunlight until the filter has been attached.
2. Full- aperature solar filters can be obtained from most telescope suppliers for about $100. An example is ORION Telescope Center (800) 447 - 1001.