Guide to Expeditions
Our Expeditions are designed for intermediate to advanced students. Many of these activities lead to open-ended extensions, designed to encourage students to practice science by formulating their own questions and by accessing data to pursue new and novel hypotheses. In general, these projects require extended periods of time to complete as well as the use of spreadsheet programs that enable the plotting of data (e.g., Excel or Google Sheets). Prior experience working with such software will be helpful.
We invite you to share your needs, interests, and challenges with us. And if your students find that they have learned something extraordinary while on their Expedition, let us know that as well! We may try to replicate it for future travels (and travelers) on our site. Contact us at: email@example.com
Expeditions into the Solar System
In this activity, students learn how we know what the Solar System looks like, and how the Earth fits in to the Solar System. The project is divided into three activities: coordinate systems, mapping the Solar System, and Earth, Sun, and Seasons. For more information, see our detailed teaching guide.
Expeditions into the Milky Way
This activity explores the correlation of star color and temperature and the concept of stars as blackbody radiators. The activity covers the topic of color and how it is calculated from the difference of two filter magnitudes. It then invites students to explore how color-color diagrams can be used to identify and classify objects in the SDSS. For more information, see our detailed teaching guide.
The classification of stars by their spectral features is fundamental to our understanding of stellar populations and galaxies. This activity introduces students to the variety of spectral types of stars in our Milky Way galaxy, and dives into the atomic physics underlying the absorption features that lead to these classifications. For more information, see our detailed teaching guide.
This activity guides students through producing and analyzing Hertzsprung-Russell diagrams of star clusters. The first section explores the creation of color-magnitude diagrams, starting with choosing a cluster, and then progresses through the steps required for data extraction and analysis.
Expeditions to Galaxies
The Sloan Digital Sky Survey is not the first effort to map the night sky. Ancient astronomers made maps of the night sky relying on nothing more than their own eyes, meticulously writing down their results.
Technology has improved considerably in the 20th century. Fifty years ago, the Palomar Observatory All Sky Survey (POSS) was completed. Today, in addition to the SDSS, many other all-sky maps are being made. Most of these maps look at the sky with different parts of the electromagnetic spectrum than the SDSS. Different wavelengths of light convey different information about celestial objects, and so give us a more complete understanding of them.
In this project, students are invited to learn about some other sky surveys that are currently underway. Students will see how the data from the different surveys complement each other and give us a more complete understanding of the universe. For more information, see our detailed teaching guide.
The Sloan Digital Sky Survey has observed hundreds of millions of galaxies. In this activity, students will learn about those galaxies: how to classify them, what their important characteristics are, and how astronomers think they evolve. For more information, see our detailed teaching guide.
Expeditions to the Universe
This Expedition retraces the historic research that established the relationship between redshift and distance in galaxies. Students use an SQL query to retrieve the data needed to construct a color-magnitude diagram from the Abell cluster of galaxies, revealing the 1936 redshift-magnitude relationship from Hubble and Humason’s ground-breaking paper.
The idea that we live in an expanding universe is one of the most unexpected and important discoveries of 20th century physical science. For tens of thousands of years, everyone, including astronomers, had assumed that the universe was a stable, unchanging stage on which astronomical events played themselves out. But in the 1910s and 1920s, several physicists and astronomers made several discoveries that defied easy explanation. These discoveries started to come together in the late 1920s, and finally in 1929, an astronomer named Edwin Hubble published a paper that helped to explain these results. In this project, students will retrace Hubble’s steps, seeing the same bizarre phenomena that he saw, and discover for themselves that the universe is expanding. For more information, see our detailed teaching guide.
One of the principal goals of the SDSS is to find the most distant objects ever observed. The light from these distant objects has taken billions of years to reach us. So when we look at them, we are seeing them as they appeared billions of years ago.
But at such enormous distances, the only objects we can see at all are the very brightest objects. This activity explores the brightest and most distant objects in the universe: quasars. Students will learn what they are, what provides their enormous power, and what they can tell us about the early universe. For more information, see our detailed teaching guide.