Knowledge: meeting the learning goals and expectations. Complex Knowledge: demonstrations of learning that go aboveand above and beyond what was explicitly taught. Knowledge: meeting the learning goals and expectations. Foundational knowledge: simpler procedures, isolated details, vocabulary. Limited knowledge: know very little details but working toward a higher level. Understand how our view of the solar system has changed over time and how discoveries made have led to our changing our view of the solar system. Learn planetary characteristics such as number of moons, size, composition, type of atmosphere, gravity, temperature and surface features. Understand the movement of planetary bodies. Understand which planetary characteristics are more important than others when it relates to our understanding of other worlds. Understand how proximity to the sun influences planets. Understand the methods and tools scientists use to learn about other planets and moons in our solar system. Understand the conditions needed for a habitable world and determine if there are habitable worlds in our solar system or outside the solar system. Understand how we look for and study solar systems other than our own.

This is a “light curve.” How are the planet’s size and orbital period shown in the light curve? TIME BRIGHTNESS The depth of the “dip” provides information on the size of the planet. The deeper the “dip,” the larger the planet. For a planet the diameter of Jupiter, the dip is between 1-2% of the starlight. For a planet the size of Earth, the dip is around 0.01%. The time between “dips” is the time between transits. The time between “dips” is the orbital period, or the “year” for the planet. An animation of a transit can be downloaded at: http://kepler.nasa.gov/multimedia/animations/ Select “Transit Graph” 2

Is there a relationship between the planet’s period (time for one orbit)and its distance from its star? Why yes there is….Keplers Third Law!  This is a discussion question: Is there a relationship between the planet’s period (time for on orbit) and its distance from its star? Again, the lamp-bead can be used with a variety of thread lengths, and the relationship between year length an distance will become more obvious. The longer the year, the greater the distance from the Sun/star. Note: This is not a linear relationship. For direct instruction, use the slides on Kepler’s three laws, go to. slides 56,57,58. These slides link to an online website with animations of Kepler’s Laws that allow the user to change the parameters and animate the systems. Depending upon your teaching strategies, you may wish to re-arrange the slides to introduce all three laws before the students begin to work on the light curves, or use the Kepler’s three laws slides to wrap up the lesson and provide the formal instruction for your students on Kepler’s three laws. 3

This is the actual light curves for Kepler 4b This is the actual light curves for Kepler 4b. The upper light curve shows the “dips” on a period of 3.2135 days. The lower chart shows the transit in detail. Kepler 4b transits it star in about 5 hours, from beginning to end of the transit. Note that the upper curve is scaled against “DAYS” (HJD = Heliocentric Julian Days, a precise way in which astronomers measure time, counting days), hence the transits are sharp, pointed dips because they last less than one day. The lower curve is “stretched out” into “HOURS” so that the shape of the transit looks different. The sloping sides show that the light diminishes slowly as the planet begins to block some of the star’s light. It’s flat on the bottom when the planet is entirely in front of the disk of the star, and then sloped again when the transit ends as the planet is exiting from in front of the star. For each Kepler system, these plots are available in the scientific literature. They are also posted on the Kepler website via the “Discoveries” table. Go to: http://kepler.nasa.gov/Mission/discoveries/ Click on the individual planet name (e.g., Kepler-4b) to go to a page with an animation of the system (based on real data), and excerpts from the scientific publication like the plots on this slide.

Lets look at Mars, what is the orbital period? 1.881 YEARS!! This is a discussion question: Is there a relationship between the planet’s period (time for on orbit) and its distance from its star? Again, the lamp-bead can be used with a variety of thread lengths, and the relationship between year length an distance will become more obvious. The longer the year, the greater the distance from the Sun/star. Note: This is not a linear relationship. For direct instruction, use the slides on Kepler’s three laws, go to. slides 56,57,58. These slides link to an online website with animations of Kepler’s Laws that allow the user to change the parameters and animate the systems. Depending upon your teaching strategies, you may wish to re-arrange the slides to introduce all three laws before the students begin to work on the light curves, or use the Kepler’s three laws slides to wrap up the lesson and provide the formal instruction for your students on Kepler’s three laws. 6

Instructions: Choose a light curve. Chart 1: Record the planet name. Determine period of the planet (time between transits) using the online calculator, determine orbital distance. you need to go from hours or days to years for the graph to work Chart 2: Record the planet name. Determine light brightness drop % Calculate the square root of the light brightness drop % Multiply by 10 (T2)1/3

Everyone must complete the table for all planets and then glue them into your science journal The answer the 5 questions on google classroom and attach a picture of your completed charts

You need to go from hours or days to years for the graph to work You need to go from hours or days to years for the graph to work! AU = (p2)1/3