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Beyond OurSolar SystemChapter 16 LectureNatalie Burszt

Chapter 16 discusses cosmology, including Edwin Hubble's discoveries, the classification of stars using the Hertzsprung-Russell diagram, the evolutionary stages of stars, and the different types of stellar remnants like white dwarfs, neutron stars, and black holes. It also covers the types of galaxies, the Big Bang theory, and the formation of the solar system according to nebular theory, comparing terrestrial and jovian planets. Additionally, it outlines the major features of Earth's moon and the processes that shaped its surface.

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Beyond Our Solar System Chapter 16 Lecture Natalie Bursztyn Utah State University Foundations of Earth Science Eighth Edition © 2017 Pearson Education, Inc. 1 Define cosmology. Describe Edwin Hubble’s most significant discovery about the universe. Focus Questions 16.1 © 2017 Pearson Education, Inc. 2 Cosmology Study of the Universe Light-year Distance light travels in one year Slightly less than 10 trillion km The Universe is ~13.8 billion years old
The Universe © 2017 Pearson Education, Inc. 3 The Universe © 2017 Pearson Education, Inc. 4 The Universe © 2017 Pearson Education, Inc. 5 The Universe © 2017 Pearson Education, Inc.
6 Define main-sequence star. Explain the criteria used to classify stars as giants. Focus Questions 16.2 © 2017 Pearson Education, Inc. 7 Hertzsprung-Russell Diagram Shows the relation between stellar brightness (absolute magnitude) and temperature Diagram is made by plotting each star’s: Luminosity (brightness) and Temperature Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 8 Parts of an H-R diagram Main-sequence stars 90% of all stars Band through the center of the H-R diagram Sun is in the main-sequence Giants (or red giants) Large and very luminous
Upper-right on the H-R diagram Very large giants are called supergiants Only a few percent of all stars Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 9 White dwarfs Fainter than main-sequence stars Small (approximate the size of Earth) Lower-central area on the H-R diagram Not all are white Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 10 Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 11
List and describe the stages in the evolution of a typical Sun- like star. Focus Question 16.3 © 2017 Pearson Education, Inc. 12 Stars exist because of gravity Two opposing forces in a star are: Gravity: contracts Thermal nuclear energy: expands Stages Birth In dark, cool, interstellar clouds (nebulae) Gravity contracts the cloud Temperature rises Becomes a protostar Stellar Evolution © 2017 Pearson Education, Inc. 13 Protostar Gravitational contraction of gasses continues Core reaches 10 million K Hydrogen nuclei fuse Become helium nuclei Process is called hydrogen fusion
Energy is released Outward pressure balanced by gravity Star becomes a stable main-sequence star Stellar Evolution © 2017 Pearson Education, Inc. 14 Main-sequence stage Stars age at different rates Massive stars Use fuel faster Exist for only a few million years Small stars Use fuel slowly Exist for perhaps hundreds of billions of years 90% of a star’s life is in the main-sequence Stellar Evolution © 2017 Pearson Education, Inc. 15 Red giant stage Hydrogen burning migrates outward Star’s outer envelope expands Surface cools Surface becomes red Core collapses as helium converts to carbon
Eventually all nuclear fuel is used Gravity squeezes the star Variable stars alternately expand and contract Never reach equilibrium Stellar Evolution © 2017 Pearson Education, Inc. 16 Stellar Evolution © 2017 Pearson Education, Inc. 17 Burnout and death Final stage depends on mass Low-mass star 0.5 solar mass Red giant collapses and becomes a white dwarf Intermediate-mass (Sun-like) star Between 0.5 and 8 solar masses Red giant collapses, planetary nebula forms, then becomes a white dwarf Massive star Over 8 solar masses Terminates in a supernova Interior condenses and may produce a hot, dense object that is
either a neutron star or a black hole Stellar Evolution © 2017 Pearson Education, Inc. 18 Stellar Evolution © 2017 Pearson Education, Inc. 19 Compare and contrast the final state of Sun-like stars to the remnants of the most massive stars. Focus Question 16.4 © 2017 Pearson Education, Inc. 20 White dwarves Small (some no larger than Earth) Dense Can be more massive than the Sun Spoonful weighs several tons
Atoms take up less space Electrons displaced inward Called degenerate matter Hot surface Cools to become a black dwarf Stellar Remnants © 2017 Pearson Education, Inc. 21 Stellar Remnants © 2017 Pearson Education, Inc. 22 Neutron stars Forms from a more massive star Star has more gravity Squeezes itself smaller Remnant of a supernova Gravitational force collapses atoms Electrons combine with protons to produce neutrons Small size Stellar Remnants
© 2017 Pearson Education, Inc. 23 Neutron stars Pea size sample Weighs 100 million tons Same density as an atomic nucleus Strong magnetic field First one discovered in early 1970s Pulsar (pulsating radio source) Found in the Crab Nebula (remnant of an a.d. 1054 supernova) Stellar Remnants © 2017 Pearson Education, Inc. 24 Stellar Remnants © 2017 Pearson Education, Inc. 25 Black holes More dense than neutron stars Intense surface gravity lets no light escape As matter is pulled in
Becomes very hot Emits x-rays Cygnus X-1 First black hole to be identified Orbits a massive supergiant companion once every 5.6 days Accretion disk—gases spiral around a “void” while emitting a steady stream of x-rays Stellar Remnants © 2017 Pearson Education, Inc. 26 Stellar Remnants © 2017 Pearson Education, Inc. 27 List the three major types of galaxies. Explain the formation of large elliptical galaxies. Focus Questions 16.5 © 2017 Pearson Education, Inc. 28
Galaxies—collections of interstellar matter, stars, and stellar remnants that are gravitationally bound Three basic types of galaxies Spiral galaxy Arms extending from nucleus Large diameter of 20,000 to 125,000 light years Contains both young and old stars e.g., Milky Way Barred spiral galaxy – band of stars extending outward from central bulge merges with spiral arms Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 29 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 30 Galaxies and Galactic Clusters
© 2017 Pearson Education, Inc. 31 Elliptical galaxy Ellipsoidal shape Most are smaller than spiral galaxies; however, they are also the largest known galaxies All small galaxies are known as dwarf galaxies Irregular galaxy Lacks symmetry About 25% of all galaxies Contains mostly young stars For example, Magellanic Clouds Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 32 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 33 Galactic cluster Group of galaxies
Some contain thousands of galaxies Local Group Our own group of galaxies Consists of more than 40 galaxies May contain many undiscovered dwarf galaxies Supercluster Huge swarm of galaxies May be the largest entity in the universe Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 34 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 35 Galactic Collisions Driven by one galaxy’s gravity disturbing another A large galaxy may engulf a dwarf satellite galaxy Two dwarf satellite galaxies are currently merging with the Milky Way Two galaxies of similar size may pass through one another without merging Interstellar matter will likely interact Triggers an intense period of star formation
In 2 to 4 billion years, 50% probability that Milky Way and Andromeda Galaxies will collide and merge Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 36 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 37 Describe the big bang theory. Explain what it tells us about the universe. Focus Questions 16.6 © 2017 Pearson Education, Inc. 38 Big Bang Theory Describes the birth, evolution, and fate of the universe
Universe was once confined to a “ball” that was: Supermassive Dense Hot About 13.8 billion years ago, universe began expanding rapidly in all directions The Big Bang Theory © 2017 Pearson Education, Inc. 39 Doppler effect Change in wavelength due to motion Movement away stretches the wavelength Longer wavelength Light appears redder Movement toward “squeezes” the wavelength Shorter wavelength Light shifted toward the blue The Big Bang Theory © 2017 Pearson Education, Inc. 40 The Big Bang Theory
© 2017 Pearson Education, Inc. 41 Most galaxies exhibit a red Doppler shift (cosmological red shifts) Far galaxies Exhibit the greatest shift Greater velocity Discovered in 1929 by Edwin Hubble Hubble’s Law Recessional speed of galaxies is proportional to their distance Expanding universe accounts for red shifts The Big Bang Theory © 2017 Pearson Education, Inc. 42 The Big Bang Theory © 2017 Pearson Education, Inc. 43 Predictions of the Big Bang Theory If the universe is unimaginably hot, then researchers should be
able to detect the remnant of that heat Continued expansion of the universe would stretch the waves so by now they are detectable as long-wavelength radio waves Cosmic background radiation Detected in 1965 The Big Bang Theory © 2017 Pearson Education, Inc. 44 Fate of the universe Two possibilities: “Big chill” Stars slowly burn out Replaced by invisible degenerate matter and black holes Travel outwards through an endless, dark, cold universe “Big crunch” Outward flight of galaxies slows and eventually stops Gravitational contraction causes all matter to collide and coalesce into high-energy, high-density state, from which the universe began The Big Bang Theory © 2017 Pearson Education, Inc. 45 The Big Bang Theory
© 2017 Pearson Education, Inc. 46 Final fate depends on density of the universe If density is more than the critical density, universe will contract If density is less than the critical density, universe will expand forever The Big Bang Theory © 2017 Pearson Education, Inc. 47 Two other constituents complicate the fate of the universe: Dark matter One quarter of the universe Produces no detectable light energy Exerts a force much like gravity Dark energy Exerts a force that pushes matter outward Though to be the dominant force in behind the fate of the universe Predicts universe will expand forever The Big Bang Theory
© 2017 Pearson Education, Inc. 48 The Nature of the Solar System Chapter 15 Lecture Natalie Bursztyn Utah State University Foundations of Earth Science Eighth Edition © 2017 Pearson Education, Inc. Explain the geocentric view of the solar system. Describe how it differs from the heliocentric view. Focus Questions 15.1 © 2017 Pearson Education, Inc. 2 Ancient Greeks Used philosophical arguments to explain natural phenomena Also used observational data Most held a geocentric view of the universe
“Earth-centered” view Earth as a motionless sphere at the center of the universe Stars on the celestial sphere Transparent, hollow sphere Celestial sphere turns daily around Earth Aristarchus first to propose heliocentric (sun-centered) universe Ancient Astronomy © 2017 Pearson Education, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. Ptolemaic system a.d. 141 Geocentric model To explain retrograde motion, Ptolemy used two motions for the planets – Large orbital circles, called deferents, and – Small circles, called epicycles Ancient Astronomy
© 2017 Pearson Education, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. List and describe the contributions to modern astronomy of Nicolaus Copernicus, Tycho Brahe, Johannes Kepler, Galileo Galilei, and Isaac Newton. Focus Question 15.2 © 2017 Pearson Education, Inc. 9 Nicolaus Copernicus (1473–1543) Concluded Earth was a planet Constructed a model of the solar system that put the Sun at the center, but he used circular orbits for the planets Ushered out old astronomy The Birth of Modern Astronomy
© 2017 Pearson Education, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Tycho Brahe (1546–1601) Precise observer Tried to find stellar parallax The apparent shift in a star’s position due to the revolution of Earth Did not believe in the Copernican system because he was unable to observe stellar parallax The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Johannes Kepler (1571–1630) Ushered in new astronomy Planets revolve around the Sun Three laws of planetary motion Orbits of the planets are elliptical Planets revolve around the Sun at varying speeds There is a proportional relation between a planet’s orbital period and its distance to the Sun (measured in astronomical
units (AU’s)— One AU averages about 150 million kilometers, or 93 million miles) The Birth of Modern Astronomy © 2017 Pearson Education, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Galileo Galilei (1564–1642) Supported Copernican theory Used experimental data Constructed an astronomical telescope in 1609 Four large moons of Jupiter Planets appeared as disks Phases of Venus Features on the Moon Sunspots The Birth of Modern Astronomy © 2017 Pearson Education, Inc. The Birth of Modern Astronomy
© 2017 Pearson Education, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Sir Isaac Newton (1643–1727) Law of universal gravitation Proved that the force of gravity, combined with the tendency of a planet to remain in straight-line motion, results in the elliptical orbits discovered by Kepler The Birth of Modern Astronomy © 2017 Pearson Education, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Describe the formation of the solar system according to the nebular theory. Compare and contrast the terrestrial and Jovian planets. Focus Questions 15.3
© 2017 Pearson Education, Inc. 20 Nebular theory Planets formed ~ 5 billion years ago Solar system condensed from a solar nebula Most material collected at center as the hot protosun Other material formed a flattened rotating disc Matter in the disc cooled and collided forming planetesimals Our Solar System: An Overview © 2017 Pearson Education, Inc. As the protoplanets formed, the materials that compose them separated Dense metallic elements (iron and nickel) sank toward their centers Lighter elements (silicate minerals, oxygen, hydrogen) migrated toward their surfaces Process called chemical differentiation Due to their surface gravities, Venus and Earth retained atmospheric gases Due to frigid temperatures, the Jovian planets contain a high percentage of ices Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview
© 2017 Pearson Education, Inc. Two groups of planets occur in the solar system Terrestrial (Earth-like) inner planets Mercury, Venus, Earth, Mars Small, dense, rocky Low escape velocities Jovian (Jupiter-like) outer planets Jupiter, Saturn, Uranus, Neptune Large, low density, gaseous—gas giants Massive Thick atmospheres composed of hydrogen, helium, methane, and ammonia High escape velocities Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc.
Planetary Impacts Occurred throughout history of solar system Bodies that have little or no atmosphere No air resistance to prevent impact Smallest pieces of debris reach the surface At high velocities, debris produces microscopic cavities on individual mineral grains! Large impact craters result from collisions with massive bodies, such as asteroids and comets Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc. List and describe the major features of Earth’s Moon. Explain how maria basins were formed. Focus Questions 15.4
© 2017 Pearson Education, Inc. 30 General characteristics Diameter of 3475 km (2150 mi) Unusually large compared to its parent planet Density 3.3 times that of water Comparable to Earth’s crustal rocks Perhaps Moon has a small iron core Gravitational attraction is one-sixth of Earth No atmosphere Tectonics no longer active Surface bombarded by micrometeorites Gradually make the landscape smooth Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Consensus is that the Moon formed as a result of a collision Mars-sized body collided with semimolten Earth ~4.5 billion years ago Some ejected debris thrown into orbit coalesced to form the Moon Impact model Consistent with Moon having Proportionately smaller core than Earth’s Lower density than Earth Earth’s Moon: A Chip Off the Old Block
© 2017 Pearson Education, Inc. Lunar surface Two types of terrain: Maria (singular, mare), Latin for “sea” Dark regions Fairly smooth lowlands Originated from asteroid impacts and lava flooding Highlands Bright, densely cratered regions Make up most of the Moon Make up all of the “back” side of the Moon Older than maria Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Lunar surface Craters Most obvious features of the lunar surface Ejecta Occasional rays Associated with younger craters Earth’s Moon: A Chip Off the Old Block
© 2017 Pearson Education, Inc. 35 Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Lunar surface Lunar regolith Covers all lunar terrains Gray, unconsolidated debris Composed of: Igneous rocks Breccia Glass beads Fine lunar dust Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Outline the principal characteristics of Mercury, Venus, and Mars.
Describe their similarities to and differences from Earth. Focus Questions 15.5 © 2017 Pearson Education, Inc. 39 Mercury: The Innermost Planet Smallest planet Revolves around the Sun quickly (88 days) Rotates slowly on its axis Mercury’s day–night cycle lasts 176 Earth-days Resembles Earth’s Moon in that it has very low reflectivity, no sustained atmosphere, numerous volcanic features, and a heavily cratered terrain Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc. Venus: The Veiled Planet Orbits in a near perfect circle every 225 Earth-days Rotates in the opposite direction of other planets Rotates slowly: 1 Venus day is 243 Earth-days
Has the densest atmosphere of the terrestrial planets 97% carbon dioxide Extreme greenhouse effect Surface temperature averages about 450°C day and night Surface is completely hidden by a thick cloud layer of tiny sulfuric acid droplets Terrestrial Planets © 2017 Pearson Education, Inc. Composition probably similar to Earth’s Weak magnetic field means internal dynamics must be very different from Earth’s More than 1000 volcanoes >20 km wide identified Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc.
Mars: The Red Planet Fourth planet from the Sun Half the diameter of Earth Revolves around the Sun in 687 Earth-days to highs of 68°C at the equator in summer Very thin atmosphere: 1% as dense as Earth’s Consists of 95% carbon dioxide Small amounts of nitrogen, oxygen, and water vapor Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc. Two-third of Mars’ surface is cratered highlands If Mars had abundant water, it would flow north, forming an ocean Mars has some of the largest volcanoes in the solar system, including Olympus Mons The dominant force of erosion is wind Poleward of 30°, water ice is found within 1 m of surface Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets
© 2017 Pearson Education, Inc. Summarize and compare the features of Jupiter, Saturn, Uranus, and Neptune, including their ring systems. Focus Question 15.6 © 2017 Pearson Education, Inc. 50 Jupiter: Lord of the Heavens Largest planet—very massive 2.5 more massive than combined mass of planets, satellites, and asteroids Orbits the sun once ever 12 Earth years Rapid rotation—slightly less than 10 hours Banded appearance Multicolored Bands are aligned parallel to Jupiter’s equator Generated by wind system’s rapid rotation Great Red Spot In planet’s Southern Hemisphere Counterclockwise rotating cyclonic storm Jovian Planets © 2017 Pearson Education, Inc.
Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Three main cloud layers: Warmest, lowest layer Mainly water ice Appears blue-gray Cooler middle layer Ammonium hydrosulfide droplets Brown to orange-brown Upper layer Ammonia ice White, wispy Jovian Planets © 2017 Pearson Education, Inc. At least 67 moons Four largest moons discovered by Galileo Callisto—Outermost Galilean moon Europa—Smallest Galilean moon Ganymede—Largest Jovian satellite
Io—Innermost Galilean moon and volcanically active Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Saturn: The Elegant Planet 29 Earth years for one revolution around the Sun Similar to Jupiter in Atmosphere Composition Internal structure Most striking feature is ring system Discovered by Galileo in 1610 Ring nature determined by Christiaan Huygens 50 years later Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc.
Other features of Saturn Dynamic atmosphere 93% hydrogen and 3% helium by volume Clouds composed mainly of ammonia, ammonium hydrosulfide, and water Segregated by temperature Large cyclonic storms similar to Jupiter’s Great Red Spot Emits roughly twice as much energy as it receives Must have an internal heat source Jovian Planets © 2017 Pearson Education, Inc. Saturn’s Moons 62 known moons; 53 named moons Vary significantly in size, shape, surface age, and origin 23 “original” satellites formed in tandem with parent planet Titan Largest Saturnian moon Second largest moon in the solar system Has a substantial atmosphere Enceladus Cryovolcanism – eruption of magmas derived from partial melting of ice Jovian Planets © 2017 Pearson Education, Inc. Saturn’s Rings Composed of small particles (mainly water ice, lesser amounts of rocky debris) that orbit the planet Most fall into one of two categories of particle density
Thought to be debris ejected from moons Origin is still being debated Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Uranus and Neptune: Twins Uranus: The Sideways Planet 84 Earth years for one revolution Rotates “on its side” Rings Large moons have varied terrains Neptune: The Windy Planet 165 Earth years for one revolution Dynamic atmosphere One of the windiest places in the solar system Great Dark Spot White cirrus-like clouds above the main cloud deck Jovian Planets
© 2017 Pearson Education, Inc. Uranus’s Moons Uranus’s five largest moons have varied terrains Innermost was recently geologically active Uranus’s Rings Discovered in 1977 that Uranus had five rings More recent observations indicate that Uranus has atleast 10 rings Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Neptune’s Moons 14 known satellites Triton Largest Neptune moon Cryovolcanism Icy magma is a mixture of water ice, methane, and probably ammonia Generate outpourings of ice lavas great distances across the surface Occasionally produce explosive eruptions Ice equivalent of volcanic ash Neptune’s Rings
Neptune has five named rings Two broad and three narrow Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. List and describe the principal characteristics of the small bodies that inhabit the solar system. Focus Question 15.7 © 2017 Pearson Education, Inc. 69 Other solar system objects classified into two broad categories: Small solar system bodies—including asteroids, comets, and meteoroids Dwarf planets Small Solar System Bodies © 2017 Pearson Education, Inc.
Asteroids: Leftover Planetesimals Small bodies that remain from the formation of the solar system Most in asteroid belt between Mars and Jupiter Some have very eccentric orbits Many recent impacts on the Moon and Earth were collisions with asteroids Irregular shapes Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Comets: Dirty Snowballs Loose collections of rocky material, dust, water ice, and frozen gases (ammonia, methane, and carbon dioxide) Nucleus—small central body 1 to 10 km diameter Frozen gases vaporize when near the Sun Produces a glowing head called the coma Some may develop a tail that points away from Sun Originate in Kuiper belt or Oort cloud
Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Meteors, Meteoroids, and Meteorites Called meteors when they enter Earth’s atmosphere A meteor shower occurs when Earth encounters a swarm of meteoroids associated with a comet’s path Called meteorites when they are found on Earth Types classified by composition Irons Mostly iron, 5–20% nickel Stony Silicate minerals with inclusions of other minerals Stony irons Mixtures Small Solar System Bodies
© 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Dwarf Planets Orbit the sun Essentially spherical due to their own gravity Not large enough to sweep their orbits clear of other debris Pluto’s diameter: 2370 km (1470 mi) ~1/5 Earth’s diameter <1/2 Mercury’s diameter Eris (Kuiper belt object) Ceres (largest-known asteroid) Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies
© 2017 Pearson Education, Inc. CEC Standards and High Leverage Practices (HLPs)-ELSE 6163 1 CEC Standards CEC 1.1 Ability to understand how language, culture, and family background influence the learning of individuals with exceptionalities. CEC 1.2 Ability to use an understanding of human development and individual differences to respond to the needs of individuals with exceptionalities. CEC 2.1 Ability through collaboration with general educators and other colleagues, to create a safe, inclusive, culturally responsive learning environment to engage individuals with exceptionalities in meaningful learning activities and social interactions.
CEC 2.2 Ability to use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. CEC 2.3 Knowledge of how to intervene safely and appropriately with individuals with exceptionalities in crisis. CEC 6.2 Knowledge of legal foundations for special education (Manifestation determination review and disciplinary procedures CEC 7.1 Ability to use theory and elements of effective collaboration High Leverage Practices-Social/Emotional Behavioral Practices HLP 7 Establish a consistent, organized, and respectful learning environment. HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior. HLP 9 Teach social behaviors. HLP 10 Conduct functional behavioral assessments to develop individual student behavior support plans.
HLP 14 Teach cognitive and metacognitive strategies to support learning and independence. HLP 21 Teach students to maintain and generalize new learning across time and settings. HLP 22 Provide positive and constructive feedback to guide students’ learning and behavior. CEC Standards and High Leverage Practices (HLPs)-ELSE 6163 1 CEC Standards CEC 1.1 Ability to understand how language, culture, and family background influence the learning of individuals with exceptionalities. CEC 1.2 Ability to use an understanding of human development and individual
differences to respond to the needs of individuals with exceptionalities. CEC 2.1 Ability through collaboration with general educators and other colleagues, to create a safe, inclusive, culturally responsive learning environment to engage individuals with exceptionalities in meaningful learning activities and social interactions. CEC 2.2 Ability to use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. CEC 2.3 Knowledge of how to intervene safely and appropriately with individuals with exceptionalities in crisis. CEC 6.2 Knowledge of legal foundations for special education (Manifestation determination review and disciplinary procedures CEC 7.1 Ability to use theory and elements of effective collaboration High Leverage Practices-Social/Emotional Behavioral Practices HLP 7 Establish a consistent, organized, and respectful
learning environment. HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior. HLP 9 Teach social behaviors. HLP 10 Conduct functional behavioral assessments to develop individual student behavior support plans. HLP 14 Teach cognitive and metacognitive strategies to support learning and independence. HLP 21 Teach students to maintain and generalize new learning across time and settings. HLP 22 Provide positive and constructive feedback to guide students’ learning and behavior. Final Reflection of ELSE 6163
Purpose The purpose of this assignment is two-fold. First, to acquaint you with the professional standards established through the Council for Exceptional Children (CEC) and High Leverage Practices (HLPs). Second, to allow you the opportunity to reflect on what you have learned in this course over the session in regards to the CEC standards which serve as objectives for the course. As you work through your courses in preparation for becoming a special educator, you can continue to monitor your progress as you acquire the knowledge and skills identified within the professional standards. It is important for you, as a future professional educator, to be aware of the standards governing your field. (ICC7K3). Directions A. Review the CEC Standards and HLPs addressed in this course (See File-CEC Standards and HLPs related to Assessment–ELSE 6163) B. Identify and Categorize the knowledge and skills that you consider Met or NOT Met. a. MET means that you feel comfortable in demonstrating this skill into practice.
b. NOT MET means that you do not feel comfortable in demonstrating this skill into practice in your classroom. C. For each of the skills that you have MET provide ONE example that demonstrates you have met this knowledge and skill set based on a class assignment or activity and how you may use these skills to work with students with exceptionalities in your current or future teaching assignment. D. For each of the skills that you have NOT MET provide a specific way or plan of action to improve/strengthen these knowledge and skills sets that will benefit the students with exceptionalities in your current or future teaching assignment. E. Assignment should be formatted according to APA guidelines (cover page, headers, page numbers, and a reference page with correct APA citation).
Final Reflection of ELSE 6163 Rubric Final Reflection Paper Exemplary Acceptable Unacceptable 45-50 40-44 0-39 Reflection provides a clear and detailed description that categorizes the candidate’s knowledge and skills in regards to the CEC Standards and High Leverage Practices (HLPs) addressed in the course. The candidate provides detailed examples and implications for
current or future teaching for skills met; and a specific way or plan of action to strengthen the skills that are not met for current and future teaching. The reflection paper correctly addresses all APA guidelines and formatting (cover page with running head, headers, page numbers, and a reference page with correct APA citation of sources used AND is free of spelling and grammatical errors. Reflection provides an adequate description and identification of the candidate’s knowledge and skills in regards to the CEC Standards and High Leverage Practices (HLPs) addressed in the course. The
candidate provides adequate details and implications for current or future teaching for skills met; and an adequate plan of action to strengthen the skills that are not met for current and future teaching. The reflection paper has no more than 2 APA errors AND/OR spelling and/or grammatical errors. Reflection provides vague and minimal description and identification of the candidate’s knowledge and skills in regards to the CEC Standards and High Leverage Practices (HLPs) addressed in the course. The candidate provides vague and minimal details and implications for current or future
teaching for skills met; and a broad and vague plan of action to strengthen the skills that are not met for current and future teaching. The reflection paper has more than 3 APA errors AND/OR spelling and/or grammatical errors.

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Beyond OurSolar SystemChapter 16 LectureNatalie Burszt

  • 1.
    Beyond Our Solar System Chapter16 Lecture Natalie Bursztyn Utah State University Foundations of Earth Science Eighth Edition © 2017 Pearson Education, Inc. 1 Define cosmology. Describe Edwin Hubble’s most significant discovery about the universe. Focus Questions 16.1 © 2017 Pearson Education, Inc. 2 Cosmology Study of the Universe Light-year Distance light travels in one year Slightly less than 10 trillion km The Universe is ~13.8 billion years old
  • 2.
    The Universe © 2017Pearson Education, Inc. 3 The Universe © 2017 Pearson Education, Inc. 4 The Universe © 2017 Pearson Education, Inc. 5 The Universe © 2017 Pearson Education, Inc.
  • 3.
    6 Define main-sequence star. Explainthe criteria used to classify stars as giants. Focus Questions 16.2 © 2017 Pearson Education, Inc. 7 Hertzsprung-Russell Diagram Shows the relation between stellar brightness (absolute magnitude) and temperature Diagram is made by plotting each star’s: Luminosity (brightness) and Temperature Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 8 Parts of an H-R diagram Main-sequence stars 90% of all stars Band through the center of the H-R diagram Sun is in the main-sequence Giants (or red giants) Large and very luminous
  • 4.
    Upper-right on theH-R diagram Very large giants are called supergiants Only a few percent of all stars Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 9 White dwarfs Fainter than main-sequence stars Small (approximate the size of Earth) Lower-central area on the H-R diagram Not all are white Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 10 Classifying Stars: H-R Diagrams © 2017 Pearson Education, Inc. 11
  • 5.
    List and describethe stages in the evolution of a typical Sun- like star. Focus Question 16.3 © 2017 Pearson Education, Inc. 12 Stars exist because of gravity Two opposing forces in a star are: Gravity: contracts Thermal nuclear energy: expands Stages Birth In dark, cool, interstellar clouds (nebulae) Gravity contracts the cloud Temperature rises Becomes a protostar Stellar Evolution © 2017 Pearson Education, Inc. 13 Protostar Gravitational contraction of gasses continues Core reaches 10 million K Hydrogen nuclei fuse Become helium nuclei Process is called hydrogen fusion
  • 6.
    Energy is released Outwardpressure balanced by gravity Star becomes a stable main-sequence star Stellar Evolution © 2017 Pearson Education, Inc. 14 Main-sequence stage Stars age at different rates Massive stars Use fuel faster Exist for only a few million years Small stars Use fuel slowly Exist for perhaps hundreds of billions of years 90% of a star’s life is in the main-sequence Stellar Evolution © 2017 Pearson Education, Inc. 15 Red giant stage Hydrogen burning migrates outward Star’s outer envelope expands Surface cools Surface becomes red Core collapses as helium converts to carbon
  • 7.
    Eventually all nuclearfuel is used Gravity squeezes the star Variable stars alternately expand and contract Never reach equilibrium Stellar Evolution © 2017 Pearson Education, Inc. 16 Stellar Evolution © 2017 Pearson Education, Inc. 17 Burnout and death Final stage depends on mass Low-mass star 0.5 solar mass Red giant collapses and becomes a white dwarf Intermediate-mass (Sun-like) star Between 0.5 and 8 solar masses Red giant collapses, planetary nebula forms, then becomes a white dwarf Massive star Over 8 solar masses Terminates in a supernova Interior condenses and may produce a hot, dense object that is
  • 8.
    either a neutronstar or a black hole Stellar Evolution © 2017 Pearson Education, Inc. 18 Stellar Evolution © 2017 Pearson Education, Inc. 19 Compare and contrast the final state of Sun-like stars to the remnants of the most massive stars. Focus Question 16.4 © 2017 Pearson Education, Inc. 20 White dwarves Small (some no larger than Earth) Dense Can be more massive than the Sun Spoonful weighs several tons
  • 9.
    Atoms take upless space Electrons displaced inward Called degenerate matter Hot surface Cools to become a black dwarf Stellar Remnants © 2017 Pearson Education, Inc. 21 Stellar Remnants © 2017 Pearson Education, Inc. 22 Neutron stars Forms from a more massive star Star has more gravity Squeezes itself smaller Remnant of a supernova Gravitational force collapses atoms Electrons combine with protons to produce neutrons Small size Stellar Remnants
  • 10.
    © 2017 PearsonEducation, Inc. 23 Neutron stars Pea size sample Weighs 100 million tons Same density as an atomic nucleus Strong magnetic field First one discovered in early 1970s Pulsar (pulsating radio source) Found in the Crab Nebula (remnant of an a.d. 1054 supernova) Stellar Remnants © 2017 Pearson Education, Inc. 24 Stellar Remnants © 2017 Pearson Education, Inc. 25 Black holes More dense than neutron stars Intense surface gravity lets no light escape As matter is pulled in
  • 11.
    Becomes very hot Emitsx-rays Cygnus X-1 First black hole to be identified Orbits a massive supergiant companion once every 5.6 days Accretion disk—gases spiral around a “void” while emitting a steady stream of x-rays Stellar Remnants © 2017 Pearson Education, Inc. 26 Stellar Remnants © 2017 Pearson Education, Inc. 27 List the three major types of galaxies. Explain the formation of large elliptical galaxies. Focus Questions 16.5 © 2017 Pearson Education, Inc. 28
  • 12.
    Galaxies—collections of interstellarmatter, stars, and stellar remnants that are gravitationally bound Three basic types of galaxies Spiral galaxy Arms extending from nucleus Large diameter of 20,000 to 125,000 light years Contains both young and old stars e.g., Milky Way Barred spiral galaxy – band of stars extending outward from central bulge merges with spiral arms Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 29 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 30 Galaxies and Galactic Clusters
  • 13.
    © 2017 PearsonEducation, Inc. 31 Elliptical galaxy Ellipsoidal shape Most are smaller than spiral galaxies; however, they are also the largest known galaxies All small galaxies are known as dwarf galaxies Irregular galaxy Lacks symmetry About 25% of all galaxies Contains mostly young stars For example, Magellanic Clouds Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 32 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 33 Galactic cluster Group of galaxies
  • 14.
    Some contain thousandsof galaxies Local Group Our own group of galaxies Consists of more than 40 galaxies May contain many undiscovered dwarf galaxies Supercluster Huge swarm of galaxies May be the largest entity in the universe Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 34 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 35 Galactic Collisions Driven by one galaxy’s gravity disturbing another A large galaxy may engulf a dwarf satellite galaxy Two dwarf satellite galaxies are currently merging with the Milky Way Two galaxies of similar size may pass through one another without merging Interstellar matter will likely interact Triggers an intense period of star formation
  • 15.
    In 2 to4 billion years, 50% probability that Milky Way and Andromeda Galaxies will collide and merge Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 36 Galaxies and Galactic Clusters © 2017 Pearson Education, Inc. 37 Describe the big bang theory. Explain what it tells us about the universe. Focus Questions 16.6 © 2017 Pearson Education, Inc. 38 Big Bang Theory Describes the birth, evolution, and fate of the universe
  • 16.
    Universe was onceconfined to a “ball” that was: Supermassive Dense Hot About 13.8 billion years ago, universe began expanding rapidly in all directions The Big Bang Theory © 2017 Pearson Education, Inc. 39 Doppler effect Change in wavelength due to motion Movement away stretches the wavelength Longer wavelength Light appears redder Movement toward “squeezes” the wavelength Shorter wavelength Light shifted toward the blue The Big Bang Theory © 2017 Pearson Education, Inc. 40 The Big Bang Theory
  • 17.
    © 2017 PearsonEducation, Inc. 41 Most galaxies exhibit a red Doppler shift (cosmological red shifts) Far galaxies Exhibit the greatest shift Greater velocity Discovered in 1929 by Edwin Hubble Hubble’s Law Recessional speed of galaxies is proportional to their distance Expanding universe accounts for red shifts The Big Bang Theory © 2017 Pearson Education, Inc. 42 The Big Bang Theory © 2017 Pearson Education, Inc. 43 Predictions of the Big Bang Theory If the universe is unimaginably hot, then researchers should be
  • 18.
    able to detectthe remnant of that heat Continued expansion of the universe would stretch the waves so by now they are detectable as long-wavelength radio waves Cosmic background radiation Detected in 1965 The Big Bang Theory © 2017 Pearson Education, Inc. 44 Fate of the universe Two possibilities: “Big chill” Stars slowly burn out Replaced by invisible degenerate matter and black holes Travel outwards through an endless, dark, cold universe “Big crunch” Outward flight of galaxies slows and eventually stops Gravitational contraction causes all matter to collide and coalesce into high-energy, high-density state, from which the universe began The Big Bang Theory © 2017 Pearson Education, Inc. 45 The Big Bang Theory
  • 19.
    © 2017 PearsonEducation, Inc. 46 Final fate depends on density of the universe If density is more than the critical density, universe will contract If density is less than the critical density, universe will expand forever The Big Bang Theory © 2017 Pearson Education, Inc. 47 Two other constituents complicate the fate of the universe: Dark matter One quarter of the universe Produces no detectable light energy Exerts a force much like gravity Dark energy Exerts a force that pushes matter outward Though to be the dominant force in behind the fate of the universe Predicts universe will expand forever The Big Bang Theory
  • 20.
    © 2017 PearsonEducation, Inc. 48 The Nature of the Solar System Chapter 15 Lecture Natalie Bursztyn Utah State University Foundations of Earth Science Eighth Edition © 2017 Pearson Education, Inc. Explain the geocentric view of the solar system. Describe how it differs from the heliocentric view. Focus Questions 15.1 © 2017 Pearson Education, Inc. 2 Ancient Greeks Used philosophical arguments to explain natural phenomena Also used observational data Most held a geocentric view of the universe
  • 21.
    “Earth-centered” view Earth asa motionless sphere at the center of the universe Stars on the celestial sphere Transparent, hollow sphere Celestial sphere turns daily around Earth Aristarchus first to propose heliocentric (sun-centered) universe Ancient Astronomy © 2017 Pearson Education, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. Ptolemaic system a.d. 141 Geocentric model To explain retrograde motion, Ptolemy used two motions for the planets – Large orbital circles, called deferents, and – Small circles, called epicycles Ancient Astronomy
  • 22.
    © 2017 PearsonEducation, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. Ancient Astronomy © 2017 Pearson Education, Inc. List and describe the contributions to modern astronomy of Nicolaus Copernicus, Tycho Brahe, Johannes Kepler, Galileo Galilei, and Isaac Newton. Focus Question 15.2 © 2017 Pearson Education, Inc. 9 Nicolaus Copernicus (1473–1543) Concluded Earth was a planet Constructed a model of the solar system that put the Sun at the center, but he used circular orbits for the planets Ushered out old astronomy The Birth of Modern Astronomy
  • 23.
    © 2017 PearsonEducation, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Tycho Brahe (1546–1601) Precise observer Tried to find stellar parallax The apparent shift in a star’s position due to the revolution of Earth Did not believe in the Copernican system because he was unable to observe stellar parallax The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Johannes Kepler (1571–1630) Ushered in new astronomy Planets revolve around the Sun Three laws of planetary motion Orbits of the planets are elliptical Planets revolve around the Sun at varying speeds There is a proportional relation between a planet’s orbital period and its distance to the Sun (measured in astronomical
  • 24.
    units (AU’s)— OneAU averages about 150 million kilometers, or 93 million miles) The Birth of Modern Astronomy © 2017 Pearson Education, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Galileo Galilei (1564–1642) Supported Copernican theory Used experimental data Constructed an astronomical telescope in 1609 Four large moons of Jupiter Planets appeared as disks Phases of Venus Features on the Moon Sunspots The Birth of Modern Astronomy © 2017 Pearson Education, Inc. The Birth of Modern Astronomy
  • 25.
    © 2017 PearsonEducation, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Sir Isaac Newton (1643–1727) Law of universal gravitation Proved that the force of gravity, combined with the tendency of a planet to remain in straight-line motion, results in the elliptical orbits discovered by Kepler The Birth of Modern Astronomy © 2017 Pearson Education, Inc. The Birth of Modern Astronomy © 2017 Pearson Education, Inc. Describe the formation of the solar system according to the nebular theory. Compare and contrast the terrestrial and Jovian planets. Focus Questions 15.3
  • 26.
    © 2017 PearsonEducation, Inc. 20 Nebular theory Planets formed ~ 5 billion years ago Solar system condensed from a solar nebula Most material collected at center as the hot protosun Other material formed a flattened rotating disc Matter in the disc cooled and collided forming planetesimals Our Solar System: An Overview © 2017 Pearson Education, Inc. As the protoplanets formed, the materials that compose them separated Dense metallic elements (iron and nickel) sank toward their centers Lighter elements (silicate minerals, oxygen, hydrogen) migrated toward their surfaces Process called chemical differentiation Due to their surface gravities, Venus and Earth retained atmospheric gases Due to frigid temperatures, the Jovian planets contain a high percentage of ices Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview
  • 27.
    © 2017 PearsonEducation, Inc. Two groups of planets occur in the solar system Terrestrial (Earth-like) inner planets Mercury, Venus, Earth, Mars Small, dense, rocky Low escape velocities Jovian (Jupiter-like) outer planets Jupiter, Saturn, Uranus, Neptune Large, low density, gaseous—gas giants Massive Thick atmospheres composed of hydrogen, helium, methane, and ammonia High escape velocities Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc.
  • 28.
    Planetary Impacts Occurred throughouthistory of solar system Bodies that have little or no atmosphere No air resistance to prevent impact Smallest pieces of debris reach the surface At high velocities, debris produces microscopic cavities on individual mineral grains! Large impact craters result from collisions with massive bodies, such as asteroids and comets Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc. Our Solar System: An Overview © 2017 Pearson Education, Inc. List and describe the major features of Earth’s Moon. Explain how maria basins were formed. Focus Questions 15.4
  • 29.
    © 2017 PearsonEducation, Inc. 30 General characteristics Diameter of 3475 km (2150 mi) Unusually large compared to its parent planet Density 3.3 times that of water Comparable to Earth’s crustal rocks Perhaps Moon has a small iron core Gravitational attraction is one-sixth of Earth No atmosphere Tectonics no longer active Surface bombarded by micrometeorites Gradually make the landscape smooth Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Consensus is that the Moon formed as a result of a collision Mars-sized body collided with semimolten Earth ~4.5 billion years ago Some ejected debris thrown into orbit coalesced to form the Moon Impact model Consistent with Moon having Proportionately smaller core than Earth’s Lower density than Earth Earth’s Moon: A Chip Off the Old Block
  • 30.
    © 2017 PearsonEducation, Inc. Lunar surface Two types of terrain: Maria (singular, mare), Latin for “sea” Dark regions Fairly smooth lowlands Originated from asteroid impacts and lava flooding Highlands Bright, densely cratered regions Make up most of the Moon Make up all of the “back” side of the Moon Older than maria Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Lunar surface Craters Most obvious features of the lunar surface Ejecta Occasional rays Associated with younger craters Earth’s Moon: A Chip Off the Old Block
  • 31.
    © 2017 PearsonEducation, Inc. 35 Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Lunar surface Lunar regolith Covers all lunar terrains Gray, unconsolidated debris Composed of: Igneous rocks Breccia Glass beads Fine lunar dust Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Earth’s Moon: A Chip Off the Old Block © 2017 Pearson Education, Inc. Outline the principal characteristics of Mercury, Venus, and Mars.
  • 32.
    Describe their similaritiesto and differences from Earth. Focus Questions 15.5 © 2017 Pearson Education, Inc. 39 Mercury: The Innermost Planet Smallest planet Revolves around the Sun quickly (88 days) Rotates slowly on its axis Mercury’s day–night cycle lasts 176 Earth-days Resembles Earth’s Moon in that it has very low reflectivity, no sustained atmosphere, numerous volcanic features, and a heavily cratered terrain Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc. Venus: The Veiled Planet Orbits in a near perfect circle every 225 Earth-days Rotates in the opposite direction of other planets Rotates slowly: 1 Venus day is 243 Earth-days
  • 33.
    Has the densestatmosphere of the terrestrial planets 97% carbon dioxide Extreme greenhouse effect Surface temperature averages about 450°C day and night Surface is completely hidden by a thick cloud layer of tiny sulfuric acid droplets Terrestrial Planets © 2017 Pearson Education, Inc. Composition probably similar to Earth’s Weak magnetic field means internal dynamics must be very different from Earth’s More than 1000 volcanoes >20 km wide identified Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc.
  • 34.
    Mars: The RedPlanet Fourth planet from the Sun Half the diameter of Earth Revolves around the Sun in 687 Earth-days to highs of 68°C at the equator in summer Very thin atmosphere: 1% as dense as Earth’s Consists of 95% carbon dioxide Small amounts of nitrogen, oxygen, and water vapor Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets © 2017 Pearson Education, Inc. Two-third of Mars’ surface is cratered highlands If Mars had abundant water, it would flow north, forming an ocean Mars has some of the largest volcanoes in the solar system, including Olympus Mons The dominant force of erosion is wind Poleward of 30°, water ice is found within 1 m of surface Terrestrial Planets © 2017 Pearson Education, Inc. Terrestrial Planets
  • 35.
    © 2017 PearsonEducation, Inc. Summarize and compare the features of Jupiter, Saturn, Uranus, and Neptune, including their ring systems. Focus Question 15.6 © 2017 Pearson Education, Inc. 50 Jupiter: Lord of the Heavens Largest planet—very massive 2.5 more massive than combined mass of planets, satellites, and asteroids Orbits the sun once ever 12 Earth years Rapid rotation—slightly less than 10 hours Banded appearance Multicolored Bands are aligned parallel to Jupiter’s equator Generated by wind system’s rapid rotation Great Red Spot In planet’s Southern Hemisphere Counterclockwise rotating cyclonic storm Jovian Planets © 2017 Pearson Education, Inc.
  • 36.
    Jovian Planets © 2017Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Three main cloud layers: Warmest, lowest layer Mainly water ice Appears blue-gray Cooler middle layer Ammonium hydrosulfide droplets Brown to orange-brown Upper layer Ammonia ice White, wispy Jovian Planets © 2017 Pearson Education, Inc. At least 67 moons Four largest moons discovered by Galileo Callisto—Outermost Galilean moon Europa—Smallest Galilean moon Ganymede—Largest Jovian satellite
  • 37.
    Io—Innermost Galilean moonand volcanically active Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Saturn: The Elegant Planet 29 Earth years for one revolution around the Sun Similar to Jupiter in Atmosphere Composition Internal structure Most striking feature is ring system Discovered by Galileo in 1610 Ring nature determined by Christiaan Huygens 50 years later Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc.
  • 38.
    Other features ofSaturn Dynamic atmosphere 93% hydrogen and 3% helium by volume Clouds composed mainly of ammonia, ammonium hydrosulfide, and water Segregated by temperature Large cyclonic storms similar to Jupiter’s Great Red Spot Emits roughly twice as much energy as it receives Must have an internal heat source Jovian Planets © 2017 Pearson Education, Inc. Saturn’s Moons 62 known moons; 53 named moons Vary significantly in size, shape, surface age, and origin 23 “original” satellites formed in tandem with parent planet Titan Largest Saturnian moon Second largest moon in the solar system Has a substantial atmosphere Enceladus Cryovolcanism – eruption of magmas derived from partial melting of ice Jovian Planets © 2017 Pearson Education, Inc. Saturn’s Rings Composed of small particles (mainly water ice, lesser amounts of rocky debris) that orbit the planet Most fall into one of two categories of particle density
  • 39.
    Thought to bedebris ejected from moons Origin is still being debated Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Uranus and Neptune: Twins Uranus: The Sideways Planet 84 Earth years for one revolution Rotates “on its side” Rings Large moons have varied terrains Neptune: The Windy Planet 165 Earth years for one revolution Dynamic atmosphere One of the windiest places in the solar system Great Dark Spot White cirrus-like clouds above the main cloud deck Jovian Planets
  • 40.
    © 2017 PearsonEducation, Inc. Uranus’s Moons Uranus’s five largest moons have varied terrains Innermost was recently geologically active Uranus’s Rings Discovered in 1977 that Uranus had five rings More recent observations indicate that Uranus has atleast 10 rings Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. Neptune’s Moons 14 known satellites Triton Largest Neptune moon Cryovolcanism Icy magma is a mixture of water ice, methane, and probably ammonia Generate outpourings of ice lavas great distances across the surface Occasionally produce explosive eruptions Ice equivalent of volcanic ash Neptune’s Rings
  • 41.
    Neptune has fivenamed rings Two broad and three narrow Jovian Planets © 2017 Pearson Education, Inc. Jovian Planets © 2017 Pearson Education, Inc. List and describe the principal characteristics of the small bodies that inhabit the solar system. Focus Question 15.7 © 2017 Pearson Education, Inc. 69 Other solar system objects classified into two broad categories: Small solar system bodies—including asteroids, comets, and meteoroids Dwarf planets Small Solar System Bodies © 2017 Pearson Education, Inc.
  • 42.
    Asteroids: Leftover Planetesimals Smallbodies that remain from the formation of the solar system Most in asteroid belt between Mars and Jupiter Some have very eccentric orbits Many recent impacts on the Moon and Earth were collisions with asteroids Irregular shapes Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Comets: Dirty Snowballs Loose collections of rocky material, dust, water ice, and frozen gases (ammonia, methane, and carbon dioxide) Nucleus—small central body 1 to 10 km diameter Frozen gases vaporize when near the Sun Produces a glowing head called the coma Some may develop a tail that points away from Sun Originate in Kuiper belt or Oort cloud
  • 43.
    Small Solar SystemBodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Meteors, Meteoroids, and Meteorites Called meteors when they enter Earth’s atmosphere A meteor shower occurs when Earth encounters a swarm of meteoroids associated with a comet’s path Called meteorites when they are found on Earth Types classified by composition Irons Mostly iron, 5–20% nickel Stony Silicate minerals with inclusions of other minerals Stony irons Mixtures Small Solar System Bodies
  • 44.
    © 2017 PearsonEducation, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies © 2017 Pearson Education, Inc. Dwarf Planets Orbit the sun Essentially spherical due to their own gravity Not large enough to sweep their orbits clear of other debris Pluto’s diameter: 2370 km (1470 mi) ~1/5 Earth’s diameter <1/2 Mercury’s diameter Eris (Kuiper belt object) Ceres (largest-known asteroid) Small Solar System Bodies © 2017 Pearson Education, Inc. Small Solar System Bodies
  • 45.
    © 2017 PearsonEducation, Inc. CEC Standards and High Leverage Practices (HLPs)-ELSE 6163 1 CEC Standards CEC 1.1 Ability to understand how language, culture, and family background influence the learning of individuals with exceptionalities. CEC 1.2 Ability to use an understanding of human development and individual differences to respond to the needs of individuals with exceptionalities. CEC 2.1 Ability through collaboration with general educators and other colleagues, to create a safe, inclusive, culturally responsive learning environment to engage individuals with exceptionalities in meaningful learning activities and social interactions.
  • 46.
    CEC 2.2 Abilityto use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. CEC 2.3 Knowledge of how to intervene safely and appropriately with individuals with exceptionalities in crisis. CEC 6.2 Knowledge of legal foundations for special education (Manifestation determination review and disciplinary procedures CEC 7.1 Ability to use theory and elements of effective collaboration High Leverage Practices-Social/Emotional Behavioral Practices HLP 7 Establish a consistent, organized, and respectful learning environment. HLP 8 Provide positive and constructive feedback to guide students’ learning and behavior. HLP 9 Teach social behaviors. HLP 10 Conduct functional behavioral assessments to develop individual student behavior support plans.
  • 47.
    HLP 14 Teachcognitive and metacognitive strategies to support learning and independence. HLP 21 Teach students to maintain and generalize new learning across time and settings. HLP 22 Provide positive and constructive feedback to guide students’ learning and behavior. CEC Standards and High Leverage Practices (HLPs)-ELSE 6163 1 CEC Standards CEC 1.1 Ability to understand how language, culture, and family background influence the learning of individuals with exceptionalities. CEC 1.2 Ability to use an understanding of human development and individual
  • 48.
    differences to respondto the needs of individuals with exceptionalities. CEC 2.1 Ability through collaboration with general educators and other colleagues, to create a safe, inclusive, culturally responsive learning environment to engage individuals with exceptionalities in meaningful learning activities and social interactions. CEC 2.2 Ability to use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. CEC 2.3 Knowledge of how to intervene safely and appropriately with individuals with exceptionalities in crisis. CEC 6.2 Knowledge of legal foundations for special education (Manifestation determination review and disciplinary procedures CEC 7.1 Ability to use theory and elements of effective collaboration High Leverage Practices-Social/Emotional Behavioral Practices HLP 7 Establish a consistent, organized, and respectful
  • 49.
    learning environment. HLP 8Provide positive and constructive feedback to guide students’ learning and behavior. HLP 9 Teach social behaviors. HLP 10 Conduct functional behavioral assessments to develop individual student behavior support plans. HLP 14 Teach cognitive and metacognitive strategies to support learning and independence. HLP 21 Teach students to maintain and generalize new learning across time and settings. HLP 22 Provide positive and constructive feedback to guide students’ learning and behavior. Final Reflection of ELSE 6163
  • 50.
    Purpose The purpose ofthis assignment is two-fold. First, to acquaint you with the professional standards established through the Council for Exceptional Children (CEC) and High Leverage Practices (HLPs). Second, to allow you the opportunity to reflect on what you have learned in this course over the session in regards to the CEC standards which serve as objectives for the course. As you work through your courses in preparation for becoming a special educator, you can continue to monitor your progress as you acquire the knowledge and skills identified within the professional standards. It is important for you, as a future professional educator, to be aware of the standards governing your field. (ICC7K3). Directions A. Review the CEC Standards and HLPs addressed in this course (See File-CEC Standards and HLPs related to Assessment–ELSE 6163) B. Identify and Categorize the knowledge and skills that you consider Met or NOT Met. a. MET means that you feel comfortable in demonstrating this skill into practice.
  • 51.
    b. NOT METmeans that you do not feel comfortable in demonstrating this skill into practice in your classroom. C. For each of the skills that you have MET provide ONE example that demonstrates you have met this knowledge and skill set based on a class assignment or activity and how you may use these skills to work with students with exceptionalities in your current or future teaching assignment. D. For each of the skills that you have NOT MET provide a specific way or plan of action to improve/strengthen these knowledge and skills sets that will benefit the students with exceptionalities in your current or future teaching assignment. E. Assignment should be formatted according to APA guidelines (cover page, headers, page numbers, and a reference page with correct APA citation).
  • 52.
    Final Reflection ofELSE 6163 Rubric Final Reflection Paper Exemplary Acceptable Unacceptable 45-50 40-44 0-39 Reflection provides a clear and detailed description that categorizes the candidate’s knowledge and skills in regards to the CEC Standards and High Leverage Practices (HLPs) addressed in the course. The candidate provides detailed examples and implications for
  • 53.
    current or future teachingfor skills met; and a specific way or plan of action to strengthen the skills that are not met for current and future teaching. The reflection paper correctly addresses all APA guidelines and formatting (cover page with running head, headers, page numbers, and a reference page with correct APA citation of sources used AND is free of spelling and grammatical errors. Reflection provides an adequate description and identification of the candidate’s knowledge and skills in regards to the CEC Standards and High Leverage Practices (HLPs) addressed in the course. The
  • 54.
    candidate provides adequate details andimplications for current or future teaching for skills met; and an adequate plan of action to strengthen the skills that are not met for current and future teaching. The reflection paper has no more than 2 APA errors AND/OR spelling and/or grammatical errors. Reflection provides vague and minimal description and identification of the candidate’s knowledge and skills in regards to the CEC Standards and High Leverage Practices (HLPs) addressed in the course. The candidate provides vague and minimal details and implications for current or future
  • 55.
    teaching for skills met;and a broad and vague plan of action to strengthen the skills that are not met for current and future teaching. The reflection paper has more than 3 APA errors AND/OR spelling and/or grammatical errors.