Exploration of the Sun

Exploration of the Sun - Should We Do It?

A WebQuest Created By:

Lon L. Eilders, II

University of Tennessee at Chattanooga

Grade Band: 9-12 Earth Science

The Sun always rises and always sets; this is a guaranteed fact. Since man began his existence on this planet, the Sun has been an object of curiosity and even worship. Many space exploration flights, costing exuberant amounts of money, have been dedicated to studying the Sun.

Task

You have just been hired by NASA as part of a committee to evaluate its Sun Exploration Program and determine whether the proposed budget for this program for next year will be approved of slashed. You must do background research on the information this program has already discovered about the Sun and on the different programs in the process of exploring the Sun. You will present this information to the committee with a poster presentation. You must also submit a position paper to the committee in support of or against the future exploration of the Sun. You have two weeks to submit your proposal and presentation to the committee.

Process

Work in groups of four.

The poster and presentation will be done as a group. Each person will submit their own position paper.

Create a poster for your presentation using the following site and the links contained within the site:

Solar System Bodies: The Sun

Your poster must contain a profile of the Sun's major characteristics: (Check Solar System Bodies: The Sun and the link Views of the Solar System to acquire this information)

spectral type, radius, volume, surface area, mass, mean density, gravity at surface, escape velocity, sidereal rotation period, synodic period, mean distance from the Earth, solar constant, inclination of equator to ecliptic, age, effective temperature, velocity relative to near stars, and principle chemistry

If any of these terms are unfamiliar to you, check an astronomy textbook (provided by the teacher) to learn their meaning; you may be asked during your presentation by the panel to discuss what they mean.

The poster should also include a description of the composition of the sun (the six layers). Check the link entitled StarDate: The Sun.

You poster must briefly describe the four major Sun Exploration programs currently being conducted by NASA: SOHO, TRACE, Ulysses, and Genesis. (Use links for each program within Solar System Bodies: The Sun)

Answer these questions:

What is SOHO? Who is involved in SOHO? Where was it built? When was it launched? What is TRACE? What is its mission? When was TRACE launched? What is Ulysses? What does it study? When was it launched? Toward what planet was it launched? What is Genesis? What is it studying? When was it launched? When and where will it be recovered? Any other information you find important about any of the programs (cost, problems, etc.).

Using the information presented on the website above or any of the links within it (you may pull in outside sources as well), write a position paper on whether or not NASA should continue to study the Sun. (This is the individual part of the project, not a group effort)

Include the following: a position statement, supporting information, organization that allows for clarity, tone of letter yields persuasion, correct sentence structure, and correct punctuation and capitalization.

Evaluation

Students will be evaluated as a group on their posters and on their presentations. Each student will be individually evaluated on their position paper.

Rubrics (Word Document)

Rubrics (PDF File)

Poster Rubric

Content	Possible points	Self Assessment	Teacher Assessment
Turned in on time	5
Neat and attractive layout.	5
Profile of Sun- answered all characteristic	10
Composition- description of all six layers	10
Four Sun Exploration Programs- brief description and answered all questions	10
Total	40

Oral Presentation Rubric

Oral Presentation Rubric	Possible Points	Self-Assessment	Teacher Assessment
Provided depth in coverage of topic.	10
Presentation was well planned and coherent. (Evidence of rehearsal)	10
Presenters were models of thoughtfulness. Explanations to questions where given.	10
Communication Skills (eye contact, posture, clear voice, appropriate volume, transitions between speakers smooth, and all members presented)	10
Total Possible Points	40

Rate each category according to the following scale: 9-10 = excellent, 7-8 = very good, 5-6 = good, 3-4 = satisfactory, 1-2 = poor, and 0 = unsatisfactory.

Position Paper Rubric

	4	3	2	1	Self Assessment	Teacher Assessment
Position Statement	Position is clearly stated and consistently maintained. Clear references to the issue(s) are stated.	Position is clearly stated and consistently maintained. References to the issue(s) at hand are missing.	Position is stated, but is not maintained consistently throughout work.	Statement of position cannot be determined.
Supporting Information	Evidence clearly supports the position; evidence is sufficient.	Evidence clearly supports the position; but there is not enough evidence.	Argument is supported by limited evidence.	Evidence is unrelated to argument.
Organization	Structure of work is clearly developed.	Structure developed reasonably well, but lacks clarity.	Some attempt to structure the argument has been made, but the structure is poorly developed.	There is a total lack of structure.
Tone Of Letter	Tone is consistent and enhances persuasiveness.	Tone enhances persuasiveness, but there are inconsistencies.	Tones does not contribute to persuasiveness.	Tone is inappropriate to purpose.
Sentence Structure	Sentence structure is correct.	Sentence structure is generally correct. Some awkward sentences do appear.	Work contains structural weaknesses and grammatical errors.	Work pays little attention to proper sentence structure.
Punctuation & Capitalization	Punctuation and capitalization are correct.	There is one error in punctuation and/or capitalization.	There are two or three errors in punctuation and/or capitalization.	There are four or more errors in punctuation and/or capitalization.
				Total (out of 24)---->

Final Score Rubric

Poster Score	40
Presentation Score	40
Position Paper Score X2	48
Total	128

Conclusion

NASA appreciates the hard work and dedication you showed to complete this very important project.

Teachers

Grade Band: 9-12 Earth Science

Tennessee State Standards: 9-12 Earth Science

1.2 examine the components of the solar system.

1.3 examine the sun, earth, moon relationships and their gravitational effects.

1.4 investigate the exploration of space.

Purpose: To encourage students to learn about the attributes of the Sun and its exploration through the exciting use of the Internet. To encourage the presentation of data by a poster. To assess student learning through a non-conventional means (Presentation and Position Paper).

Preceding and Ensuing Events of Instruction: The teacher should first show the IMAX movie Solar Max (40 minutes) which is available through slingshot. This should prompt student interest in the topics covered in this WebQuest. Ordering information at www.slingshotdvd.com

The teacher will have to acquire an Astronomy textbook and an example of position paper prior to the lesson.

This WebQuest can prompt future interest of students in the processes that drive the solar system and the universe.

Learning Improvements: Students will be allowed to do independent research which should lead to a move away from extrinsic rewards to greater intrinsic rewards. Learning will be reinforced when the students assemble and evaluate the research they have done.

Improvements and Expansions: This WebQuest can be expanded by introducing exploration of the different planets.

Credits/References

Museum of Science and Industry, Heliograph Pty Ltd, and Australian Film Finance Corp. Pty. Ltd. (1991). Solar Max [DVD] Burbank, CA: Slingshot DVD Corp.

NASA Office of Space Science. (2003). Solar system bodies: the sun. Retrieved June 3, 2003, from http://solarsystem.nasa.gov/features/planets/sun/sun.html

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