Describes a course teaching planetary science to elementary school students in collaboration with a university. Chronicles how a partnership between an elementary school teacher and a university-based research scientist effectively shaped the teacher's understanding of values and attitudes inherent in science education. Presents a model for…

This activity is more concerned with illustrating the process of scientific discovery than with astronomy. Students are involved in observing the Moon and noting the simultaneous location of the Sun. A manual with observation log and diagrams is provided. Requires no special equipment and takes a discovery learning approach. (LZ)

Provides an example to develop critical thinking skills based on the presentation and analysis of spacecraft measurements of phenomena associated with the aurora. (MVL)

Provides instructions for helping students construct a three-dimensional model of a constellation. Aluminum foil spheres with various diameters are used to represent stars with various apparent magnitudes. The positions of the stars in the model are determined from constellation maps and by converting actual star distances into millimeters. (PR)

Examined is the science of catastrophism and its role in planetary and earth science. The effects of impacts on earth with extraterrestrial origins are discussed. Perspectives on the age and dynamics of the earth's crust are presented. (CW)

Reprinted from the original Russian manuscript of Yakov Zeldovich, this article chronicles his studies of the universe and his attempts to construct a theory of its evolution. He provides the high school student with compelling cosmological discussions about uniformity, galactic clusters, radiation, evolution, the big bang, and gravitational…

Two ways to visually enhance the concept of space curvature are described. Viewing space curvature as a meterstick contraction and the heavy banana "paradox" are discussed. The meterstick contraction is mathematically explained. (KR)

Describes the use of a radio telescope to arouse new interest among students. The article partitions into the following sections: (1) Radio Astronomy--Which Level; (2) First Steps: The Site--The Antenna; (3) The Electronics: Do It Yourself, or Store Bought; (4) Field Test: Music of the Spheres; (5) Getting Started: Entry Level Projects; and (6)…

Described are activities that allow students to identify stars, planets, nebulae, and another galaxy. Practical preparations for the field trip are included as well as directions for observing the moon, looking at constellations, measuring the sky, plotting the paths of shooting stars, and planet spotting. (KR)

Discussed is the construction of a simple apparatus, the sky window, which can be used to investigate astronomy concepts. Activities using the sky window are suggested. (CW)

Described is how an ordinary FM radio or television receiver can indicate when a meteor streaks overhead by receiving distant broadcast signals. Temperature inversions and the presence of ionized clouds can also be detected using receivers. Information on the troposphere and ionosphere and directions for the activity are included. (KR)

Information on how a shortwave radio can be used to make empirical observations about solar activity and the Earth's geomagnetic field is provided. How to interpret transmissions of shortwave propagation information, weather conditions, and highly accurate time signals from shortwave stations is discussed. (KR)

A way for students to refresh and use their knowledge in both mathematics and physics is presented. By the study of the properties of the "Runge-Lenz" vector the subjects of algebra, analytical geometry, calculus, classical mechanics, differential equations, matrices, quantum mechanics, trigonometry, and vector analysis can be reviewed. (KR)

Proposed is a method of learning about relevant aspects of a research scientist's work by analyzing "real" data. The way in which students used real data from an astronomy project is described. The procedures for the analysis and evaluation of the end results are included. (KR)

Presents two methods to teach the phases of the Moon: (1) students use a Styrofoam ball (Moon), light bulb (Sun), and one's own head (Earth) to model the Earth-Moon-Sun system; (2) students use their hands to represent the location of the Sun, Earth, and Moon during a teacher controlled "Moon Dance." (MVL)