# Tools of the Trade

Suggested Grade Level(s): 9-12

Estimated class time: 2-3 class periods (depending on how much research
time is given in-class, and length of time given to each student/group
for presentations to the class)

# Summary

This activity allows students to gain a more authentic understanding of
the process astronomers follow when they seek funding to construct and
launch a new observatory. Students play the role of an astronomer (or
team of astronomers if the activity is assigned to a group) who is
trying to answer a question that cannot be answered with existing data.
Obtaining the data requires the use of an instrument that *does not
exist*. The student astronomer will research an existing or recently
proposed observatory to learn: the question(s) that astronomers hope to
answer with data it collects, the instruments housed in the observatory
and what each does, the cost to construct and launch, the orbit
characteristics and power source for space-based observatories. Using
this information, the student will develop a proposal that will be
presented to the class. The class controls funding and will decide if
they feel the project is well defended and worthy of funding.

# Objectives

-   Students will understand the process used by astronomers to design,
    construct, launch, and fund an observatory.

-   Students will understand the relationship between advances in
    technology and improved understanding of the universe.

-   Students will discuss the type of data their observatory collects
    and the question(s) it can provide the answer(s) to.

-   Students will provide a persuasive argument in support of their
    project

# National Science Standards

-   NS.9-12.1 SCIENCE AS INQUIRY

> As a result of activities in grades 9-12, all students should develop

-   Abilities necessary to do scientific inquiry

-   Understandings about scientific inquiry

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-   NS.9-12.4 EARTH AND SPACE SCIENCE

> As a result of their activities in grades 9-12, all students should
> develop an understanding of

-   Origin and evolution of the universe

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-   NS.9-12.5 SCIENCE AND TECHNOLOGY

> As a result of activities in grades 9-12, all students should develop

-   Abilities of technological design

-   Understandings about science and technology

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-   NS.9-12.7 HISTORY AND NATURE OF SCIENCE

> As a result of activities in grades 9-12, all students should develop
> understanding of

-   Science as a human endeavor

-   Nature of scientific knowledge

-   Historical perspectives

# Knowledge Prerequisite

Students must have a solid understanding of the Electromagnetic (EM)
Spectrum. They should know that different forms of radiation provide
different types of information about objects in space. It is also
important that they have a clear understanding of the limitations of
Earth-based observatories as well as the limitations of space-based
telescope (weight, volume, damage from high energy radiation).

# Teacher Background

This activity is designed to challenge students to find relevant,
meaningful, and correct information about observatories that have been
constructed and placed in service over the past twenty years. Some of
the information they find will be quite technical and for that reason,
not particularly useful. You will need to monitor the research phase
closely to ensure they are only using information they understand and to
encourage them extend their research to answer any and all residual
questions.

Students may need coaching to polish their presentation skills.

# Materials

-   Students will need access to the school library and/or the internet
    to conduct research.

-   A projection system for student PowerPoint or video presentations

# Procedure:

### I. Engagement 

Ask students if they are planning on asking their parents for a car
sometime in the future. After they have responded you will demonstrate
"how not to ask parents for a car."

Ask the students to play the role of a parent and you (the teacher) will
play the role of the petulant teenager. Walk into the classroom with
your arms folded, scowl a bit for effect, and then make the following
demand to your "parents" ..."*you need to give me a car*."

Have the students discuss why this is probably not a good approach and
then encourage discussion where they will bring up all the important
reasons why it is in the parents' best interests to give the teenager
the car. Point out to the students that they have just modeled the type
of persuasive argument astronomers must engage in when they require
funding for a new observatory.

### II. Exploration/Explanation

In this phase, students will collect information about observatories
that are presently in operation or which are scheduled for launch in the
future

1.  Explain to students that they are taking on the role of a young,
    passionate astronomer that is trying to answer an important
    question. The astronomer is frustrated because a specialized
    observatory is needed to answer the question. Either a new
    observatory is needed to collect the data, or funding must be
    continued for an existing observatory and it is the astronomer's job
    to develop a proposal to receive funding to design, construct and
    launch this new observatory, or to keep an existing observatory in
    operation.

> (Clarify that they will simulate the actions of real astronomers who
> were responsible for the design, construction and launch of existing
> observatories, or the continued operation.)

1.  Students should select an observatory, or they may be assigned.
    Following is a suggested list of observatories they may select from.

> EXISTING

-   Hubble Space Telescope

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-   Chandra X-Ray Observatory

-   Spitzer Space Telescope

-   SWIFT

-   HESSI

-   ACE

-   Wilkinson Microwave Anisotropy Probe (WMAP)

-   Fermi Gamma-ray Space Telescope

> PROPOSED

-   SNAP

-   ADEPT

-   Destiny

-   International X-ray Observatory (IXO)

-   Laser Interferometer Space Antenna (LISA)

2.  Schedule time in the Library or a Computer Lab for students to
    discover the following about their observatory.

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A.  What important question or questions will be answered using data
    obtained by this observatory?

B.  What instruments will be used on the observatory? What type of data
    will each instrument collect? What part(s) of the EM spectrum will
    be collected and studied?

C.  The characteristics of the orbit of the observatory

D.  Power source for the observatory

E.  The cost to design, construct, and launch the observatory.

> If the costs for each of these can be found, students should report
> them individually, otherwise a total cost may be given. If an existing
> observatory is selected, students should also research the annual cost
> to keep the observatory in operation.
>
> Students may have some difficulty finding cost information. If not
> found, they should still provide all other required information and
> present their proposal.
>
> 4\. Students will use this information to create a proposal designed
> to

-   educate the class about the properties of the observatory and the
    cost, and the question that will be answered with data collected.

-   persuade the class to authorize and fund their observatory.

> Students should create a technology-based product (PowerPoint^TM^ or
> video) to use in their presentation to the class.

### III. Evaluation 

Have students present their proposal to the class. The teacher will
score the presentation with one rubric that evaluates the accuracy and
completeness of the information (see suggested rubric below), the
quality of the visual product and the persuasive quality of the
presentation.

Students will also score the persuasive quality of the presentation on a
separate rubric. The student scores will be combined with the teacher's
score to derive a final score.

[Optional]{.underline}

When all students have presented, explain to the class that we can't
afford to keep all of the existing observatories in operation and build
all the new ones. In fact we can only afford to fund a total of six (or
we can only afford to fund \$1 billion in new missions). Using their
rubrics for each presentation, have students write a brief essay
explaining which six they feel should be funded and clearly state why
they selected each one.

SCORING RUBRIC -- For use by Teacher

+--------------+-------------+-------------+-------------+------------+
|              | # Excellent | # Good      | # Fair      | # Poor     |
+--------------+-------------+-------------+-------------+------------+
| **The        | The         | A general   | Questions   | Question   |
| Question(s)  | question or | idea of the | are not     | is not     |
| to be        | questions   | question(s) | complete or | presented  |
| answered**   | are clearly | is          | clear.      | or is so   |
|              | stated in   | presented,  | Language    | technical, |
|              | language    | but         | used is too | vague or   |
|              | the student | language    | technical   | confusing  |
|              | and class   | used is     | or vague    | as to be   |
|              | can         | somewhat    | for clarity | me         |
|              | recognize   | technical   |             | aningless. |
|              | and         | or too      |             |            |
|              | understand  | vague for   |             |            |
|              |             | good        |             |            |
|              |             | clarity.    |             |            |
+--------------+-------------+-------------+-------------+------------+
| **Instr      | All         | Most of the | Some of the | Some       |
| umentation** | instruments | instruments | instruments | i          |
|              | on the      | on the      | are         | nstruments |
|              | observatory | observatory | identified  | are        |
|              | are         | are         | but minimal | in         |
|              | accurately  | accurately  | attempt is  | accurately |
|              | identified  | identified  | made to     | i          |
|              | and their   | and a good  | explain     | dentified, |
|              | operati     | attempt is  | their       | no attempt |
|              | on/function | made to     | operation   | is made to |
|              | is clearly  | explain     | and         | explain    |
|              | explained.  | their       | function    | their      |
|              |             | operation   |             | operation  |
|              |             | and         |             | or         |
|              |             | function.   |             | function   |
+--------------+-------------+-------------+-------------+------------+
| **Data/EM    | All forms   | Most forms  | Most forms  | Inaccurate |
| spectrum to  | of data to  | of data to  | of data to  | and/or     |
| be           | be          | be          | be          | incomplete |
| collected**  | collected   | collected   | collected   | i          |
|              | are given   | are given,  | are given.  | nforma­tion |
|              | and their   | and some    | No attempt  | about the  |
|              | relevance   | attempt is  | is made to  | data is    |
|              | to the      | made to     | discuss     | given. No  |
|              | Question is | discuss     | their       | attempt is |
|              | discussed.  | their       | relevance   | made to    |
|              |             | relevance   | to the      | discuss    |
|              |             | to the      | Question.   | relevance  |
|              |             | Question.   |             | to the     |
|              |             |             |             | Question.  |
+--------------+-------------+-------------+-------------+------------+
| **Orbit      | The         | The         | Properties  | Properties |
| Chara        | properties  | properties  | of the      | of the     |
| cteristics** | of the      | of the      | ob          | obs        |
|              | ob          | ob          | servatory's | ervatory's |
|              | servatory's | servatory's | orbit are   | orbit are  |
|              | orbit are   | orbit are   | explained   | not        |
|              | explained   | explained,  | in          | explained, |
|              | in clear    | but         | confusing   | or a       |
|              | language    | language    | or unclear  | graphic is |
|              | that the    | used is     | language.   | not used   |
|              | student and | somewhat    | An          |            |
|              | class can   | technical   | irrelevant  |            |
|              | recognize   | or too      | graphic or  |            |
|              | and         | vague for   | no graphic  |            |
|              | understand. | good        | is used.    |            |
|              | A quality   | clarity. A  |             |            |
|              | graphic is  | graphic is  |             |            |
|              | also used   | also used   |             |            |
|              | to present  | to present  |             |            |
|              | this        | this        |             |            |
|              | information | i           |             |            |
|              |             | nformation. |             |            |
+--------------+-------------+-------------+-------------+------------+
| **Power      | The power   | The power   | The power   | The power  |
| Source**     | source is   | source is   | source is   | source is  |
|              | accurately  | accurately  | accurately  | identified |
|              | identified  | identified. | identified. | in         |
|              | and a clear | Some        | No attempt  | correctly. |
|              | explana­tion | attempt is  | is made to  | No attempt |
|              | of how it   | made to     | explain how | is made to |
|              | works is    | explain how | it works    | explain    |
|              | given.      | it works,   |             | how it     |
|              |             | but         |             | works.     |
|              |             | lan­guage is |             |            |
|              |             | somewhat    |             |            |
|              |             | technical   |             |            |
|              |             | or too      |             |            |
|              |             | vague.      |             |            |
+--------------+-------------+-------------+-------------+------------+
| **Costs**    | A detailed  | Most costs  | Most costs  | Few costs  |
|              | explana­tion | are clearly | are clearly | are        |
|              | of costs is | and         | identified, | i          |
|              | given. For  | accurately  | but some    | dentified, |
|              | existing    | identified. | are not     | and/or     |
|              | units, this |             | accurate.   | many are   |
|              | includes:   |             |             | not        |
|              | design,     |             |             | accurate   |
|              | co          |             |             |            |
|              | nstruction, |             |             |            |
|              | launch      |             |             |            |
|              | costs in    |             |             |            |
|              | addition to |             |             |            |
|              | yearly      |             |             |            |
|              | operational |             |             |            |
|              | costs.      |             |             |            |
|              | Proposed    |             |             |            |
|              | units do    |             |             |            |
|              | not need to |             |             |            |
|              | include     |             |             |            |
|              | yearly      |             |             |            |
|              | operational |             |             |            |
|              | costs.      |             |             |            |
+--------------+-------------+-------------+-------------+------------+
| **Persuasive | A solid     | A good      | An attempt  | Minimal    |
| Argument**   | argument is | attempt is  | is made to  | attempt to |
|              | given that  | made to     | show how    | show how   |
|              | d           | show how    | the data    | the data   |
|              | emonstrates | the data    | collected   | collected  |
|              | how the     | collected   | will be     | will be    |
|              | data        | will be     | used to     | used to    |
|              | collected   | used to     | answer the  | answer the |
|              | will be     | answer the  | Q           | Q          |
|              | used to     | Question(s) | uestion(s), | uestion(s) |
|              | answer the  | and to      | but the     | and the    |
|              | Q           | discuss the | explanation | e          |
|              | uestion(s). | benefit of  | is overly   | xplanation |
|              | The benefit |             | technical   | is so      |
|              | of having   | having the  | and/or too  | technical  |
|              | the         | Question(s) | vague to    | or vague   |
|              | Question(s) | answered.   | have much   | as to be   |
|              | answered    |             | meaning for | m          |
|              | will also   |             | the student | eaningless |
|              | be clearly  |             | and the     | to the     |
|              | explained.  |             | audience.   | student    |
|              | If other    |             | Minimal     | and the    |
|              | advances    |             | discussion  | audience.  |
|              | could       |             | of the      | No or      |
|              | depend on   |             | benefit of  | little     |
|              | this new    |             | answering   | discussion |
|              | knowledge,  |             | the         | of the     |
|              | they should |             | Question(s) | benefit of |
|              | be          |             | is          | answering  |
|              | presented   |             | presented.  | the        |
|              |             |             |             | Q          |
|              |             |             |             | uestion(s) |
|              |             |             |             | is         |
|              |             |             |             | apparent.  |
+--------------+-------------+-------------+-------------+------------+
| **           | The product | The product | The product | The        |
| Presentation | is highly   | is          | is          | product is |
| Product**    | effective   | effective   | marginally  | more       |
|              | and         | and         | effective   | d          |
|              | a           | a           | and         | istracting |
|              | ppropriate. | ppropriate. | a           | than       |
|              | Graphics    | Graphics    | ppropriate. | s          |
|              | and text    | and text    | Graphics    | upportive. |
|              | are clear,  | are         | and text    | Graphics   |
|              | links are   | generally   | are         | and texts  |
|              | functional  | clear,      | difficult   | are very   |
|              | and         | links are   | to see or   | difficult  |
|              | supportive. | functional  | follow, and | to see or  |
|              | Sop         | and         | some links  | follow,    |
|              | histication | supportive. | do not      | some links |
|              | is evident  | Modest      | function or | do not     |
|              | in the      | sop         | the         | function   |
|              | design of   | histication | relevance   | and the    |
|              | the         | is evident  | is unclear. | relevance  |
|              | pr          | in the      | The design  | of those   |
|              | esentation, | design of   | is          | that do is |
|              | and         | the         | i           | unclear.   |
|              | excessive   | pr          | nconsistent | Design is  |
|              | or          | esentation, | and there   | unclear    |
|              | irrelevant  | and limited | is          | and        |
|              | animation   | irrelevant  | excessive   | d          |
|              | and sound   | animation   | use of      | istracting |
|              | is avoided. | and sound   | sound       | and there  |
|              | No more     | is used. No | effect and  | is         |
|              | than two    | more than   | animation.  | excessive  |
|              | mechanical  | five        | In excess   | use of     |
|              | errors      | mechanical  | of five     | sound      |
|              | (spelling,  | errors.     | mechanical  | effect and |
|              | grammar,    |             | errors      | animation. |
|              | etc.)       |             |             | Little     |
|              |             |             |             | attention  |
|              |             |             |             | to         |
|              |             |             |             | mechanics  |
|              |             |             |             | is evident |
+--------------+-------------+-------------+-------------+------------+
| TOTAL SCORE  |             |             |             |            |
+--------------+-------------+-------------+-------------+------------+