SpaceTelescpeLetterJuan+ICS16DO2

I picked the rates 2, 5, 4, 1, and 3, for Resolution because I based the order of the rates off of how short the times are. For Spectrograph, I picked 3, 1, 4, 5, and 2 because I based the order of the rates off of how big the range is, from largest to smallest. For Field of View, I based these off of how little the Arc Minutes would be, from 5, 2, 3, 1, and 4. For the Time to Focus, I used the order 4, 2, 5, 3, and 1 because I was put the order in from smallest amount of time to the most. And finally, for the Max Viewing Time, I set the order from the most viewing time, so the order is 4, 3, 1, 5, and 2.

SWBAT:


 * Define and solve a real world problem given Data and a mission.
 * Collaborate with a partner to research, and solve problem.
 * Write a response letter to a client explaining clearly their selection and process scientifically.
 * Re-analyse their original solution with additional data, and defend answer.
 * Examine the EM field, and uses for technology, and research.

Define the following terms

Energy

Radiation

Wavelength

Frequency

Reflect

Refract

Absorb

Information from class notes, The order is from lowest energy on the left to highest energy.

Electromagnetic Spectrum

Radio Microwave Infrared Visible UV X-Ray Gamma Ray

Wavelength hints: 10nm-400nm UV 400nm-700nm Visible light 700nm-1000nm IR 1000nm-3000nm Microwave 3000nm-5000nm Radio

Answer each question as TRUE or FALSE. After each answer, write one or two sentences from the website that provides evidence to support your answer.

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Reflection Questions
 * 1) The electromagnetic spectrum is made up of only visible light.
 * 2) Microwaves are used to communicate with satellites because they can pass through parts of our atmosphere
 * 3) Mechanical waves such as sound cannot travel through space
 * 4) Waves in the electromagnetic spectrum with long wavelengths have the most energy
 * 5) Because we knowing how fast light travels and how it is reflected, we can use this information to figure out how far away objects are.
 * 6) Different types (wavelengths) of light are refracted (bent) differently.
 * 7) EXTRA CREDIT Using question 6: Why do you think this would be a problem when making a telescope using lenses?
 * 8) Even though we can’t see it with our eyes, cooler objects such as planets and people emit infrared waves that can be studied with special instruments.
 * 9) Ultraviolet light from space is easily researched using ground telescopes.
 * 10) A star that emits mostly yellow visible light is hotter than a red star.
 * 11) Absorption lines in the visible spectra and patterns of reflectance can be used to tell us what distant objects like stars and planets are made of.

1. What characteristic does your group feel is most important in your ranking system?

2. Why do you feel this is more important than the others?

3. Can you properly explain your selection process?

Readiness Questions 1. What is the Problem?

2. Who is the client?

3. What is the client asking your team to do?

4. What things do you need to include in your solution?

5. Do you think there is more than one correct answer to what the client is asking? Why or why not?

Science Standards SC.8.E.5.11: Identify and compare characteristics of the electromagnet spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs.

SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Language Arts Standards

LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts.

MEA-RUBRIC (Space Telescope)

+3% if extra credit question is correct ||
 * REQUIREMENT || 1 (Unsatisfactory) || 2(Developing) || 3(Effective) || 4(Excellent) ||
 * 1st Response Letter (10%) || Students may mention their top choice and process, but little to no explanation is given. It could not be repeated. || Students make a choice and attempt to explain the process. Repeating the process may be difficult. || Students make a choice and explain the process. It could be repeated using different data. || Students clearly explain their choice and process. It could be easily repeated using different data. Process is well thought out and logical. ||
 * 2nd Response Letter: Choice (10%) || Students may not mention a top choice. No explanation is given. || Students state their top choice and attempt a brief explanation. || Students state their top choice and explain why they made this selection. || Students state their top choice and defend it with a comprehensive explanation. ||
 * 2nd Response Letter: Process (40%) || Students may mention their process, but little to no explanation is given. It could not be repeated. || Students attempt to explain the process by which their selection was made. Repeating the process may be difficult. || Students explain the process by which their selection was made. It could be repeated using different data. || Students clearly explain the process by which their selection was made. It could be easily repeated using different data. Process is well thought out and logical. ||
 * Question Sheet & Evidence (30%) || 4 or fewer questions answered correctly with proper evidence. No evidence cited earns a Zero (0) in this section. || 5-6 questions answered correctly with proper evidence || At least 7 questions correct with proper evidence. || All questions answered correctly with proper, clear evidence cited.
 * Spelling & Grammar (10%) || Many errors in spelling & grammar. || Some errors in spelling & grammar. || Few errors or errors with difficult spelling or grammar. || Little to no errors in spelling or grammar. ||