Dieter Hartmann, a high-energy physicist, presents a story-based lesson on the science of Gamma-Ray astronomy. The lesson focuses on gamma-ray bursts; examining their sources, types, and links to the origin and evolution of the Universe. The... (View More) story-based format of the lesson also provides insights into the nature of science. Students answer questions based on the reading guide. A list of supplemental websites is also included. (View Less)

The Cosmic Times Gallery Walk and Cosmic Times Jigsaw lessons serve as extensions to the Cosmic Times suite of curriculum support materials. They are intended to provide an introduction to Cosmic Times as a whole, giving students the larger picture... (View More) of how our understanding of the universe has changed over the last century. During the Gallery Walk lesson, students peruse the Cosmic Times posters to answer open-ended questions. During the Jigsaw lesson, students work in cooperative teams to understand the primary scientific advances over the past century that have contributed to our current understanding of the universe. (View Less)

This website presents basic information and concepts about Cosmology and our current best understanding of the Universe. Cosmology is the scientific study of the large scale properties of the Universe as a whole. It endeavors to use the scientific... (View More) method to understand the origin, evolution and ultimate fate of the entire Universe. Like any field of science, cosmology involves the formation of theories or hypotheses about the universe which make specific predictions for phenomena that can be tested with observations. Depending on the outcome of the observations, the theories will need to be abandoned, revised or extended to accommodate the data. Includes sections on: Big Bang Theory, Big Bang Tests, Beyond the Big Bang, and Our Universe. (View Less)

In this lesson, students consider observations and inferences to determine the support for each of two theories on the origin of the universe: Steady State and Big Bang. Working with partners, students draw from a set of Evidence cards (master... (View More) provided, which needs to be copied and cut into cards) and decide if the statement describes direct evidence as an observation/experiment or if it describes an inference or interpretation. They then look at two models describing the origin of the universe, and then assign Evidence cards to each theory (with blank cards provided for evidence they believe applies to both models). Students then review each others work and discuss. This lesson is part of the Cosmic Times teachers guide and is intended to be used in conjunction with the 1955 Cosmic Times Poster. (View Less)

In this lesson, students measure the size of several galaxies to reproduce a plot of Hubble's Law. The goal of this lesson is to give students the chance to simulate the process that led to the notion that the universe is expanding, provide insight... (View More) into how this idea was reached, and inform students about the nature of our universe. This lesson is part of the Cosmic Times teacher's guide and is intended to be used in conjunction with the 1929 Cosmic Times Poster. (View Less)

In this lesson, students explore the cosmic microwave background to understand why it permeates the universe and why it peaks as microwave radiation. Students should be able to explain that the origin of the background radiation is the uniform... (View More) thermal radiation of the big bang and that the radiation produced was evenly distributed around the small early universe, causing it to permeate today's universe. This activity is part of the Cosmic Times teachers guide and is intended to be used in conjunction with the 1965 Cosmic Times Poster. (View Less)

In this lesson, students explore the cosmic microwave background to understand why a completely smooth (isotropic) background poses problems for the Universe we see today. Students will participate in an engagement activity which demonstrates how... (View More) very small variations in a pattern are unrecognizable without the use of technology. In the exploration and explanation sections of the lesson, students will understand why Big Bang theory requires variations in Cosmic Microwave Background (CMB) radiation (anisotropy); they also examine the significance of both anisotropic and isotropic observations. Finally, in the extension and evaluation sections, students complete activities that further reinforce and demonstrate their understanding of the material presented. This activity is part of the Cosmic Times teachers guide and is intended to be used in conjunction with the 1993 Cosmic Times Poster. (View Less)

This fact card presents an overview of cosmic microwaves, light waves left over from the Big Bang after they have been stretched out by the expansion of the universe. The energy from microwave ovens are used as a reference point from everyday life.... (View More) Microwaves in space are contrasted with the energy produced by microwave ovens. (View Less)