Astronomy Activities/Demonstrations

Communicating Astronomy 101 School CAP 2010 Cape Town, South A rica, 10 12 !arch 2010

Communicating Astronomy 101 School CAP 2010

Build a Solar Viewer Activity

Background
The aim of this activity is to show students how to build a solar viewer that will allow them to safely view a pro ected image of the Sun! and allow them to safely trac" sunspots and watch eclipses# $ote% &o ma"e it clear to learners never to loo" directly at the Sun under any circumstances! since it will cause permanent and irreparable damage to their sight# They can! however! observe what is happening to the Sun through a solar viewer! as described here#

Materials required
Two pieces of 'not too thic"( white cardboard Aluminium foil A pair of scissors A pin Some cellotape )inoculars or telescope 'optional(

Procedure
1# Cut a five centimetre s*uare in the centre of one piece of card# 2# +se a piece of aluminium foil to cover the s*uare hole and tape to the card# Pierce a small hole in the centre of the foil using a pin or the sharp end of a pencil# ,# Stand with your bac" to the Sun and hold the card with aluminium foil above your shoulder or to your side! in the direction of the Sun# +se the other piece of cardboard to show the light passing through the hole in the aluminium foil# -# )y changing the distance between the two pieces of card you can change the si.e and brightness of the Sun/s image# 0# 1olding the two pieces of card appro2imately one metre apart wor"s best#

An alternative
An alternative is to use a telescope or pair of binoculars to pro ect an image of the Sun# 1ow you can use binoculars to produce a pro ected image of the Sun# At no time should you loo" through the binoculars or telescope to view the Sun# 3f you use binoculars attach them to a tripod and cover one lens with a piece of card# Aim the binoculars or telescope at the Sun and pro ect the image on to a screen or wall# To protect the binoculars or telescope from becoming hot and overheating! turn them4it away from the Sun every minute or so#
This document is a modified version of the CS356 'Australia( online 7)uild a Solar 8iewer9 activity

Communicating Astronomy 101 School CAP 2010

Things to discuss with learners

Show the learners the simple ray diagram! li"e the one below! showing how the viewer wor"s# As" them to e2plain or thin" about why the image gets larger 'and fainter( when moving the cards further away from each other#! and the opposite when moving them closer# 3f any sunspots are visible! the students can ma"e simple picture of the position of the sunspots every second day# As" students to try to estimate the rotation rate of the Sun by watching the sunspots move across the Sun# &iscuss with students what sunspots are! and why they appear dar"er than the rest of the Sun#

To the Sun

Image of Sun

This document is a modified version of the CS356 'Australia( online 7)uild a Solar 8iewer9 activity

Communicating Astronomy 101 School CAP 2010

Curved Space Demonstration

Background
The aim of this activity is to demonstrate Einsteins interpretation of gravity as a curve in space time around a massive o!"ect rather than as a force# The stronger the gravity $larger the mass% the more space time is &arped# The idea is to demonstrate in '( &hat is actually a )( pro!lem* +n this demonstration '( space time is represented !y a 2( surface of stretcha!le fa!ric# ,y placing a heavy mass on the surface of the fa!ric students &ill see ho& the fa!ric is distorted or curved !y the mass in the same &ay that space time is curved !y mass# This curvature &ill have an effect on other o!"ects placed on the fa!ric# -!"ects travelling on the surface of the fa!ric &ill follo& the the curve in the surface#

Materials required
A .ula .oop /ycra material $enough to cover the hula hoop% .eavy !all $may!e from a !oules set0 or a really !ig heavy mar!le% Tennis !all Ping pong !all 1ar!le

Procedure
1# Stretch the lycra material across the hula hoop and firmly attach it around the edge of the hula hoop $se&ing or stapling% so that you are left &ith circular flat surface of lycra# 2# .ave t&o people hold the hula hoop steady hori2ontally so that you can loo3 do&n at the surface# '# Place a heavy !all in the middle of the fa!ric0 and note ho& the fa!ric is curved# )# Place various !alls at rest on the surface at the edge and note &hat happens to them# 4# Place various !alls on the surface0 &ith some initial speed perpendicular to the radius of the hula hoop# (escri!e &hat happens to their direction of travel# $5ou should see the !alls 6or!iting7 the central mass%#

Communicating Astronomy 101 School CAP 2010

Density and Composition of the planets Activity

Background
The aim of this activity is to provide students with an idea of how planetary scientists deduce the compositions of planetary bodies via measurements of their si e and mass !and hence density"# Students will have the opportunity to measure the density of a variety of common materials$ and to compare these values with those found for the planets to deduce what type of materials the planets are composed of#

Materials required
A piece of iron or steel$ aluminium and some pieces of roc% &eighing scales A graduated cylinder or bea%er$ large enough to hold the roc%'metal samples &ater and a water container !a (ug is fine" Calculators$ pens

Procedure
1# )easure the mass of two pieces of metal and two pieces of roc%# 2# )easure the volume of the samples by placing them in a bea%er or cyclinder of water and watching how much the water level rises# *# Calculate the density of each sample using the formula+ ,ensity - )ass ' .olume# /# Calculate the densities of the planets from the mass and volume information provided in the wor%sheet# 0# Compare the density values you get for each of the planets with those from the roc%s'metals to deduce what sort of materials the planets are made from#

Communicating Astronomy 101 School CAP 2010 )aterial )ass !%g" .olume !cm*" .olume !m*" ,ensity !%g'm*"

1int+ As a rule of thumb$ gaseous or icy materials have densities about the same as water$ roc%y materi2 als about 22* times the density of water$ and metallic materials about 3 to 4 times the density of water# 5ntermediate densities indicate mi6tures of materials#

Planet )ercury .enus 9arth )ars :upiter Saturn ;ranus <eptune Pluto

)ass !%g" *#*0 6 102* /#83 6 102/ 0#43 6 102/ 7#/2 6 102* 1#40 6 1023 0#78 6 1027 8#78 6 1020 1#02 6 1027 1#*0 6 1022

.olume !m*" 7#08* 6 1014 4#28/ 6 1020 1#08* 6 1021 1#7*1 6 1020 1#/*1 6 102/ 8#231 6 102* 7#8** 6 1022 7#20/ 6 1022 3#100 6 1018

,ensity !%g'm*"

Composition

Questions (for learners to answer

1# &hat do you notice about the distribution of densities of the planets and Pluto= 2# &hich planets ' dwarf planet would float on water=

Communicating Astronomy 101 School CAP 2010

Determining the Angular Diameter of the Sun Activity

Background
In this activity the reflected image of the Sun is used to observe the Earth's rotation and to measure the angular diameter of the Sun !ote" #o ma$e it clear to learners never to loo$ directly at the Sun under any circumstances% since it &ill cause 'ermanent and irre'arable damage to their sight

Materials required
A 2(litre bottle 1 small 'iece of 'le)iglass mirror *less than 0 + cm ) 0 + cm, A stand to $ee' the bottle from rolling% any of the follo&ing &ill &or$" -. ) -. ) /. 'iece of &ood &ith a 1. dee' 00 degree channel cut into one of the -. ) /. faces 12 the bottom 'art of an em'ty egg carton 12 a 'air of bric$s 12 a 'air of large boo$s E'o)y or hot glue 3ater Sturdy &hite vie&ing screen *foam core or 'oster board, 3atch &ith a second hand or a sto'&atch Pencil

Procedure
1 4a$e sure your stand &ill 'revent the cylinder of the bottle from rolling E'o)y or hot glue the mirror near the middle of the bottle% along the length of the cylinder Allo& time for the glue to set 5ill the bottle &ith &ater before using it *See 5igure 1as an e)am'le, 2 6a$e the bottle &ith the mirror and its stand outside along &ith the screen% the &atch% and a 'encil !ever loo$ directly at the Sun7 8ocate the Sun in the s$y% and 'lace the bottle on its stand so that the mirror directly faces the Sun 9 Place the vie&ing screen several metres a&ay from the mirror% facing the mirror :ou may need a 'artner to hold the vie&ing screen in 'lace 2otate the cylinder so that an image of the Sun a''ears on the screen :ou &ill get the best results &hen the mirror is 'er'endicular to the Sun's rays% and the vie&ing screen is 'arallel to the mirror *6his is easier to achieve &hen the Sun is closer to the hori;on Also try this at different times of day and different times of year , - 1bserve the image of the Sun on the screen 3hat do you notice< + 6race the image of the Sun on the vie&ing screen% and start timing Sto' timing &hen the image of the sun has moved com'letely out of the circle you have traced 6ry this several times =ary the si;e of the image and time it again 3hat do you notice<
6his document is a modified version of the online e)'loratorium edu >2eflections of a Star? activity

Communicating Astronomy 101 School CAP 2010

Explanation
6he tiny mirror is reflecting light from the Sun and 'roducing an image of the Sun on the screen 6here are t&o similar triangles in this e)'eriment 1ne is an isosceles triangle &hose base is the diameter of the Sun% and &hose congruent sides are rays coming from each side of the Sun's diameter to&ard your mirror 6he base of the second triangle is the diameter of the Sun's image on the screen Its congruent sides are rays coming from the mirror Since these are similar triangles% the angular diameter of the image on the screen is the same as the angular diameter of the Sun in the s$y 6he Earth's s'inning causes the image of the Sun to a''ear to move across the screen 3hat is the angular velocity of the Earth's s'in< If the Earth s'ins 9@0 degrees 'er 2- hours% then it s'ins 1+ degrees 'er hour or 0 2+ degrees 'er minute 6he time it ta$es for the Sun's image to move .one sun diameter. is about 2 minutes 5or larger or smaller images% the time &ill be constant% as it is a measure of another constant% the s'in of the Earth 6he angular diameter of the Sun can be found using a 'ro'ortion" 1+ degreesA@0 minutes B ) degreesA2 minutes #uring 'eriods of suns'ot activity% you can safely observe suns'ots this &ay 2emembering that this is a reflected image% can you find the location of the suns'ots on the sun based on &hat you see on its image<

Figure

6his document is a modified version of the online e)'loratorium edu >2eflections of a Star? activity

Communicating Astronomy 101 School CAP 2010

Making Craters Activity

Background
By making observations of craters, scientists can gain information about the size an mass of the ob!ects that strike a surface" #ou can $ractice these skills by oing this activity"

Materials required
A large tray or shallo% $an, such as a cookie sheet &ark san 'lour, sugar, or another %hite $o% ere material A collection of (meteorites() small ob!ects of ifferent sizes, sha$es, an masses *e"g" marbles, stones, balls, etc"+ A balance scale to measure the mass of each ob!ect A ruler ,ra$h $a$er Ste$ la er *o$tional+

Procedure
1" -n a se$arate sheet of $a$er, create a chart like the one overleaf an recor all your ata on the chart to make com$arisons" 2" 'ill the tray %ith san " S$rinkle a thin layer of flour over the to$ of the san " .he flour %ill make it easier for you to observe the features of your crater" /" Select a (meteorite( to ro$ onto your surface" 0easure the mass an ob!ect an recor your ata on the chart" 1" 0easure the height from %hich the meteorite %ill be ro$$e " 2" &ro$ the meteorite onto the surface" Carefully remove it an measure the size an e$th of the crater" 0easure the istance bet%een the crater an the furthest $articles of san or flour that %ere thro%n out of the crater %ith the im$act of the meteorite" 3" -n the gra$h $a$er, create a ma$ of the location of each crater" 4umber the craters accor ing to the se5uence in %hich they %ere create " 6" 7e$eat ste$s 2 2, %ith ifferent starting heights an using other ob!ects, until you have create several craters" .ry ro$$ing or tossing a fe% meteorites at an angle rather than straight o%n onto the surface" iameter or %i th of the

.his ocument is a mo ifie version of the 4-8A -nline classroom activity calle 9&ooms ay Asteroi :

Communicating Astronomy 101 School CAP 2010 ;i th of meteorite 0ass of meteorite <eight or angle from %hich meteorite is ro$$e Sha$e of crater &iameter of crater &e$th of crater &istance of furthest $articles thro%n

Questions (for learners to answer)

Ans%er the follo%ing on a se$arate sheet 1" <o% can you tell %hich craters %ere forme first or last= 2" ;hat variables affect the sha$e an size of the crater= /" ;hat features are ifferent bet%een craters forme by a meteorite that falls straight o%n an a meteorite that strikes at an angle= 1" ;hat features are similar among all the craters= 2" Carefully e>change your tray of san %ith another grou$ an analyze the craters in the tray you receive" ;hich craters seem to be ol est= ;hich seem to be youngest= ;hat evi ence can you fin about the size an mass of the meteorites= ;hich craters %ere forme by meteorites that struck at an angle= After you have investigate the other grou$?s craters, e>change gra$h $a$er so that you can check your analysis"

.his ocument is a mo ifie version of the 4-8A -nline classroom activity calle 9&ooms ay Asteroi :

Communicating Astronomy 101 School CAP 2010

The Outer Atmosphere Ejection during a Supernova Explosion Demonstration

Background
The aim of this activity is to demonstrate how the outer layers of a star are ejected during a supernova e plosion! "n this demonstration the #as$et#all represents the outer part of the core of the star and the tennis #all represents the atmospheric layers of the star! %hen the core of the star implodes it contracts catastrophically! At the end of the contraction the material in the core comes together with such a large amount of force that it re#ounds! As the core contracts& all the outer atmospheric layers are also contracting and following the core! They are less dense and ta$e a little longer to contract than the core! %hen the core '#as$et#all( re#ounds& the atmospheric layers 'tennis #all( are still in)falling towards the core! The re#ounding core meets the incoming atmospheric layers with enough energy to literally #low the atmospheric layers away from the star due to the transfer of momentum from the #as$et#all to the tennis #all! This is the supernova e plosion!

Materials required
Tennis #all *as$et #all or a foot#all

Procedure
1! +irst drop the tennis #all and #as$et#all individually on the floor to see how far a#ove the floor the #as$et#all and the tennis #all re#ound! 2! Then place the tennis #all on top of the #as$et#all and hold them out in front of you! ,! -et go of #oth #alls at the same time so that they fall towards the floor together! .! %hen the two #alls hit the floor the tennis #all will suddenly re#ound with enough energy to hit the ceiling/

*ased on Chandra we#page http011chandra!harvard!edu1graphcs1edu1formal1demos1ejection!pdf

Communicating Astronomy 101 School CAP 2010

The 30 m Solar System Activity

Background
The aim of this demonstrations is to demonstrate the relative sizes and distances between the lanets and the Sun in our solar system! "t is also #ey to oint out that the lanets orbit the Sun! This activity is ideally conducted outside$ as it re%uires a lot of s ace! "t may also be nice to highlight one interesting fact about each solar system body! &or older children you may wish to get them to calculate the scaled down sizes and distances! 'e do not do this in this e(am le! Solar system body Actual diameter )#m* 1$,-,$000 01.1 12$100 12$.12 4.04 10,$000 120$200 21$100 0-$200 Scaled +iameter )cm* 0!.10!00, 0!004 0!00. 0!00, 0!0.0 0!042 0!024 0!024 0!001 0 2.$-00$000 101$200$000 10-$200$000 22.$-00$000 ..1$,00$000 1$02.$000$000 2$14-$400$000 0$0-.$000$000 2$-10$000$000 Actual distance from Sun )#m* 0 0!, 0!24 0!.. 1!1. 0!01 .!,2 10!.2,!11 ,0!01 Scaled distance from Sun )m*

Sun /ercury 3enus 5arth /ars 6u iter Saturn 7ranus 8e tune

Pluto 22.0 )the dwarf lanet9*

Materials required
10 mar#ers for the Sun$ each lanet and Pluto A iece of card )ideally laminated* with a color hoto of each body to be attached to each mar#er! Also have a scaled drawing of each body ne(t to the hoto$ showing the scaled size of the body )these may actually be dots$ or not even visible* /easuring ta e for measuring out distances for the mar#er ositions :lue tac )or Presti#* to attachcard to the mar#ers

Communicating Astronomy 101 School CAP 2010

Procedure
1! 5( lain to the students what the aim of the activity is; to illustrate the relative sizes and distances between the Sun$ lanets and Pluto! This activity is ideally conducted with 2<, students er mar#er$ with the mar#ers laced along a straight line! +etermine ahead of time where to osition the Sun=s mar#er so as to have enough s ace to osition all the other mar#ers! 2! Position the Sun=s mar#er and attach the icture card! ,! >ave students measure the correct distance to /ercury from the Sun=s mar#er osition! >ave them lace their mar#er down at the correct osition and attach the a ro riate card! 0! ?e eat for all the other lanets and Pluto! 2! 5( lain the criteria needed for an ob@ect to be classified as a lanet and e( lain why Pluto has been downgraded to a Adwarf lanetB classification!

Communicating Astronomy 101 School CAP 2010

The Parallax Activity

Background
In this activity students investigate the relationship between the parallax and distance Parallax is one o! the most !undamental methods astronomers use to establish the distance scale in the "niverse #his activity needs at least 2 students per!orming it

Materials required
A small thin pencil or stic$ #wo metre stic$s A small table or barstool A large blac$ %or white& board with some chal$ %white board& mar$ers Some clear cellotape

Procedure
1 #ape one metre stic$ hori'ontally on to the small table %or barstool& securely( with measuring tic$s !ace up 2 Place this table %or barstool& a !ew meters away !rom the blac$ %or white& board( with the 1m mar$ o! the meter stic$ pointing perpendicular to the board ) Place the small pencil at the 2*cm mar$ + As$ one student #o loo$ directly along the meter stic$ towards the blac$ %white& board As$ the student to close his le!t eye( and then his right As$ the student what does she,he notice about the position o! the pencil * As$ the student to only close his le!t eye #hen as$ the second student to ma$e a mar$ on the blac$ %white board& o! the position the pencil( as seen by the !irst student #he chal$ %or white board mar$er& can be used !or this #his might be a bit tric$y at !irst( but let the students play around with it a bit - #hen as$ the !irst student only close his right eye .ow as$ the second student to ma$e a second mar$ at the position o! the pencil( as seen by the !irst student / As$ the second student to measure the distance between the two mar$s( using the second metre stic$ and record the measurement on a piece o! paper 0 As$ the students to repeat steps + to /( placing the pencil at the *0 cm( /*cm and 1 m mar$s 1 As$ students to calculate the relative shi!t %2 amount pencil appears to shi!t 3 amount pencil appears to shi!t when at 2* cm& and record their results in the table below

Communicating Astronomy 101 School CAP 2010 Position o! Pencil %in cm& 2* *0 /* 100 Parallax %relative shi!t& 1

Questions (for learners to consider)

As$ students to imagine the pencil moving !urther and !urther away( and to express their thoughts as to the use!ulness o! parallax as the distance increases Show them a diagram( such as the one below( which illustrates how astronomers use to parallax to calculate the distance to stars #hen explain to them what a light year is %distance light travels in one year 2 1 * x 1012 $m& #hen as$ them to calculate how small the parallax angle would be !or a star that is + light4years %about the distance to the closest star& given that the Sun45arth distance is about 1*0 million $m

Communicating Astronomy 101 School CAP 2010

The Rocket Launch Activity

Background
The aim of this demonstration is to illustrate the principle of rocketry. This activity ill use the ater rocket modules from the S.A.A.!. The activity can "e used in groups of # or so$ depending on ho many rocket modules you have and ho many launches you care to do% &ave fun%

Materials required
A fe 2 litre plastic "ottles S.A.A.! rocket launcher module ith attached pump Ample supplies of ater

Procedure
1. 'irst do 2() rocket test launches. 'ill the 2 litre "ottles ith various amounts of ater *may"e +$ , and - of the "ottle.. Check also ith an empty "ottle and full "ottle. 2. &old the "ottle rocket gently ith second and third finger against the mouth of the "ottle *this is to avoid loss of ater.. ). Plug it upside do n into the launcher. #. Connect the pump to the launcher hen the "ottle rocket is steady. /. Starting pumping$ see hat happens to the "ottle rocket0 1hy does it happen2

Questions (for learners to consider)

1. 1hat forces are acting on the rocket hile on transit. 2. 3s the eight of the rocket constant2 45plain. ). 1hat factors influence the ma5imum height reached2 #. 45plain ho you could increase the height reached "y the rocket.

Communicating Astronomy 101 School CAP 2010

The Universal Expansion Activity

Background
The aim of this demonstration is to illustrate how galaxies are moving apart from one and other in all directions as the niverse expands! The discovery of the expansion of the niverse was made in 1"2"# when astronomer $dwin %u&&le o&served that galaxies are moving away from the $arth! %e also found that the speed of recession was proportional to their distance! %u&&le realised that this actually implied that all galaxies are moving away from each other# and not 'ust from the $arth! The movement of the galaxies is not actually through space &ut is due to the expansion of space itself &etween the galaxies! This activity can &e done in groups of around four or less!

Materials required
A &alloon (inder clip Tape measure# or string with a metre stic) Permanent mar)er Pen

Procedure
1! *nflate the &alloon to a&out +0cm circumference ,grapefruit si-e.! 2! /oll the nec) of the &alloon and clamp it using the &inder clip to stop air escaping! 0! sing a permanent mar)er mar) a point near the e1uator of the &alloon! 2a&el this % for home! +! Starting from %# measure 1cm intervals along the &alloon3s e1uator# mar)ing five distinct points! 2a&el these points 145! 5! 6easure the distances from % to each point# and record the values! 7! *nflate the &alloon further to a circumference of a&out 70cm and clamp the nec)! 8! 9escri&e what happens to the points! :! /e4measure the distances from % to each point and record the values! "! Calculate the distance that each point has moved!

(ased on ;ASA guide http<==connect!larc!nasa!gov=connect>&a)=pdf=mirror!guides!pdf

Communicating Astronomy 101 School CAP 2010 Point 1 2 0 + 5 ?riginal distance from % @inal distance from % 9istance travelled

Question (for learners to consider

Ahat do you notice a&out the relationship &etween the distance travelled and the original distance from %B

(ased on ;ASA guide http<==connect!larc!nasa!gov=connect>&a)=pdf=mirror!guides!pdf