Cosmos teacher’s notes
issue 32
www.cosmosmagazine.com
COSMOS
teacher’s notes
by Kate Anderson
and Sally Parker
Edited by Fiona MacDonald
Designed by Lucy Glover
Featured
article:
Absence of
evidence
Contents
1. Introduction
Fast facts, soak it up (literacy
activities) and backgrounder.
6. Matrix
The teaching tool that brings
you a differentiated approach
to the search for extraterrestrial
intelligence (SETI).
8. Linked Activity 1
Carry out a series of quick
activities to learn about parts of
the electromagnetic spectrum.
13. Linked Activity 2
Carry out an experiment to learn
about radio waves.
15. Appendix A
Brainstorming the
electromagnetic spectrum.
What is it, how do we use it, is it
harmful to humans?
16. Appendix B
Glossary of terms related to the
article.
17. Appendix C
Summarising the article.
issue 31
issue 32
19. Appendix D
Use the template to design
questions in relationship to SETI.
COSMOS Teacher’s Notes © 2005-2010
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For conditions of use, see the last page.
Sponsored by Edith Cowan University
2010 Call for Nominations
Q The Prime Minister’s Prize for Excellence in Science Teaching
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Nominations are now being sought for the Prime Minister’s Prizes for Excellence
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OUTSTANDING ACHIEVEMENT IN SCIENCE – EXCELLENCE IN SCIENCE TEACHING
INTRODUCTION
Cosmos teacher’s notes
issue 32
introduction
Absence of
Evidence
This article focusses on the search for
extraterrestrial intelligence (SETI) using
technologies that are based on picking up
signals from the electromagnetic spectrum.
The first seti search was
conducted by frank drake in
april, 1960.
1. Backgrounder
The primary aim of the search for extraterrestrial
intelligence is “to explore, understand and explain the
origin, nature and prevalence of life in the universe”.
For thousands of years humans have looked to the
stars and wondered if we’re alone, however it’s only over
the past 50 years that the search for extraterrestrial
intelligence has started to be regarded as a science.
Many attribute the birth of modern SETI to the
publication of Giuseppe Cocconi and Philip Morrison’s
paper "Searching for Interstellar Communication" in
the journal Nature in 1959. It was the first time that a
scientific approach had been taken with the search
and it suggested a way for us to communicate with
extraterrestrial civilisations – via the electromagnetic
spectrum. In 1960 Frank Drake became the first to put
this idea into action – he used a radio telescope to listen
to two Sun-like stars: Epsilon Eridani and Tau Ceti.
“Any detection of signal from
another civilisation will
most likely be an accidental
one…not meant for us. “
“Thanks to a small but
growing cadre of scientists
and engineers, talk of
advanced civilisations
elsewhere was no longer the
stuff of Star Trek.”
“Aliens might seek to make
contact. the main question,
according to morrison and
cocconi, is what means would
they choose? electromagnetic
waves – such as radio and
light – would be the obvious
choice."
http://en.wikipedia.org/wiki/File:EM_Spectrum_Properties_edit.svg
istockphoto; wikimedia
Scientists use radio telescopes
to listen to stars that may be
orbited by habitable planets.
The electromagnetic spectrum
The electromagnetic (EM) spectrum is the range of all
electromagnetic waves that are emitted from objects.
Various parts of the spectrum are used in many
household items, such as microwaves, television and
radio. Physicists suggest that if there are aliens out there
and they are searching for life such as ours, they would
most likely attempt to make contact via radio waves
because of their ability to cross huge distances across the
galaxy while avoiding most interactions with matter that
would blur signals in most other regions of the spectrum.
Radio waves are used to transmit the content of
radio and TV shows, phone calls and SMS. They have
extremely long wavelengths (up to a football field) and
can cross distances between stars without dispersing.
What are we listening for?
The majority of SETI searches have focussed on the
frequencies between 1420–1667 MHz. This is because
1420 MHz is the emission frequency of hydrogen, the
most common element in the universe, and 1667 MHz
is the emission frequency of another common molecule,
hydroxyl. Because hydrogen and hydroxyl combine
to form H2O, or water ¬ the basic component of life
– scientists call this bandwith the ‘water hole’.
3
0.3
100
O2
10
1
0.1
rom
ion f
miss
s
ron e electron
hrot
Sync erstellar
int
NOISE TEMPERATURE (degrees Kelvin)
30 O2
H20
The
‘water hole’
H
H20
OH
3°K cosmic
background
1
10
Where the variables are:
• the rate of star formation in our galaxy at the time our Solar System was formed (R*)
• the fraction of stars that have planets around them (Fp)
• the number of planets per star able to sustain life (Ne)
• the fraction of Ne planets where life evolves (Fl)
• the fraction of Fl where intelligent life evolves (Fi)
• the fraction of Fi that communicate (Fc)
• the lifetime of a communicating civilisation (L).
Biology, Chemistry & Environmental Science
@ Edith cowan university
wavelength (centimetres)
300
which provides a framework for estimating the number of
possible intelligent civilisations in our galaxy:
N= R* x Fp x Ne x Fl x Fi x Fc x L.
Quantum
limit
100
Frequency (gigahertz)
Background noise (black) is created by celestial sources and the water
vapour and oxygen in Earth’s atmosphere, which absorbs radiation then reradiates noise with broad peaks.
But how can we distinguish between signals from
Earth or from space? The main difference is their spectral
width – how much room on the radio dial they take up.
Signals with a bandwidth less than about 300 Hz are
classified as artificial. Scientists are therefore searching
for such narrow band signals. It is also assumed
that signals from extraterrestrials will be focussed,
intermittent and drift over time, creating a Doppler
shift. This is because the speed at which the planets are
moving relative to each other constantly changes.
is there someone out there?
Given the number of stars and planets in the universe,
many scientists believe it is unlikely that the Earth is the
only one that contains life. In 1960 SETI pioneer, Frank
Drake, came up with the now famous Drake equation,
Edith Cowan University (ECU) has a number of
courses that can help kick-start a career in biology,
chemistry and environmental science. Graduates
who understand how our ecosystems function are
increasingly in demand as businesses, governments
and people become eager to minimise their negative
impact on the environment.
The new Conservation and Wildlife Biology degree
gives students the practical experience and knowledge
to make a positive difference to the environment.
Graduates qualify for a wide range of jobs including
biodiversity management, environmental consulting
and conservation.
For students interested in our oceans, coastlines
and rivers, there’s the Marine and Freshwater Biology
degree. The course has an emphasis on practical
work, including trips to beaches and marine parks, and
shows students first hand how ecosystems operate.
Students will be equipped for a range of rewarding
careers across government, academia and industry.
Based at ECU’s Joondalup Campus in Perth, both
degrees pack as many camps and excursions into the
three years as possible, and students have the chance
to collaborate with the Department of Environment
and Conservation. Many of the lecturers are practising
ecologists and environmental scientists who have a
passion for and up-to-date understanding of their
subject area.
It’s an important and exciting time to be studying
the world’s vulnerable ecosystems. Biodiversity
is competing with human population growth,
industrialisation and environmental change, and
society is becoming increasingly concerned with the
health of the environment. Gaining a degree in the
biology, chemistry and environmental science area
at ECU gives graduates the opportunity to work in a
broad range of locations, from coral reefs to mines,
both in Australia and overseas.
photolibrary
issue 32
INTRODUCTION
Cosmos teacher’s notes
issue 32
SETH SHOSTAK / SETI INSTITUTE
As there are many unknowns in the equation, N could
range from fewer than 1,000 to more than a billion.
The SETI Institute is targeting stars with
characteristics that will allow them to be surrounded by
habitable planets. These include Sun-like stars and also
M-type stars, which make up nearly 80% of all stars.
There is a wide area to search, and the SETI Institute is
focussing on stars near us for the time being.
SETI today
SETI originated with Frank Drake in Green Bank, West
Virginia, but has since continued all over the world – even
in Australia, where the Parkes radio telescope in New
South Wales was used.
Currently the SETI Institute in California is responsible
for the hunt of extraterrestrial intelligence, and it is
astronomers such as Jill Tarter and Seth Shostak who are
leading the search. The latest SETI project is the Allen
Telescope Array (ATA). The ATA is an array of antennas
that can be used silmultaneously in order to create an
extremely powerful radio telescope that will be capable
of monitoring signals from an area of the sky several
times the size of the full Moon. Although 350 telescopes
are planned for the array, 42 have currently been built
and are operational as part of stage one.
INTRODUCTION
Cosmos teacher’s notes
issue 32
2. Soak it up! (literacy activity)
3. useful websites
Activity 1
Brainstorm the electromagnetic spectrum using
Appendix A. What is it, how do you use it, what does it
mean to the search for extraterrestrial intelligence?
The SETI Institute
The home page of the SETI Institute has lots of
information on the project, the Allen Telescope Array and
the scientists involved.
www.seti.org
Activity 2
Create a glossary. Use the table in Appendix B to define
any science words that are related to this article.
Activity 3
Summarise the article using the questions in Appendix C.
Activity 4
Using a question builder, students design a number of
questions around the SETI project and then try to answer
them. Our question builder in Appendix D is adapted
from:
Langrehr, John. (2002) 'Question Time for the Gifted'
Gifted July, 124, 12-14.
The electromagnetic spectrum
This NASA page explains the electromagnetic spectrum
and different types of waves in easy to understand ways,
and also mentions their various uses.
imagine.gsfc.nasa.gov/docs/science/know_l1/
emspectrum.html
The Harvard SETI Home Page
Harvard University also runs a SETI program, that uses
radio telescopes like the SETI Institute, but is also looking
for optical signals from extraterrestrial intelligence.
seti.harvard.edu/seti/
SETI@home
SETI@home is a scientific experiment that uses
Internet-connected computers to help in the search
for extraterrestrial intelligence. You can participate by
downloading and analyzing radio telescope data.
setiathome.berkeley.edu/
INTRODUCTION
Cosmos teacher’s notes
clint mccullough
PORTRAIT
Clint McCullough
aquatic ecotoxicologist
Clint McCullough should have guessed from a young age
that he would end up working in water. “As a kid I was
always mucking around in bush streams out the back,” he
says. Originally from New Zealand but now at Edith Cowan
University in Perth, McCullough has dedicated his career to
restoring and managing aquatic ecosystems.
But he took a while to get back to his childhood passion.
He first came to Australia to study marine biology at
James Cook University in North Queensland, but ended up
working as an environmental consultant. It was only after
he became annoyed with the bureaucracy of consulting in
2000 that he decided to complete a PhD in Ecotoxicology
in the Northern Territory – and found his calling.
McCullough now works as an aquatic ecotoxicologist
and investigates the impact chemical toxicants have
on freshwater ecology. As co-principal of Mine Water
and Environment Research group based at Edith Cowan
University, he works with the mining industry and
government bodies to help operations co-exist sustainably
with natural water bodies.
In addition to McCullough's ecotoxicology work he is
involved in many classic freshwater ecology projects. Along
with a postgraduate student, he is currently investigating
ecological requirements for the black-stripe dwarf
galaxias (Galaxiella nigrostriata). This unique fish lives in
wetlands that dry up over summer and has evolved a life
history strategy called aestivating – where individuals
bury themselves in damp sediment and go into a kind of
hibernation until the water returns.
McCullough believes that this type of research is of
great importance to environmental conservation and to
ultimately developing industries that are sustainable. “In a
continent as dry as Australia, freshwater ecology is a field
of great significance.” – Sally Sherwen
issue 32
COSMOS
SCIENCE MATRIX
What do the row headings mean?
What is the COSMOS Science Matrix?
A learning matrix such as the COSMOS Science Matrix is
a flexible classroom tool designed to meet the needs of a
variety of different learning styles across different levels
of capabilities. Students learn in many different ways –
some are suited to hands-on activities, others are strong
visual learners, some enjoy intellectually challenging
independent hands-off activities, while others need more
guidance. The matrix provides a smorgasbord of science
learning activities from which teachers and/or students
can choose.
Row heading
Description of activity
Scientific
procedure
Hands-on activities that follow
the scientific method. Includes
experiments and surveys. Great for
kinaesthetic and logical learners, as
well as budding scientists.
Thinking about science and its role in
Science
philosophy society. Includes discussion of ethical
issues, debates and hypothetical
situations. An important part of
science in the 21st century.
Can I use the matrix for one or two lessons, or for a
whole unit of study?
Either! The matrix is designed to be time flexible as well
educationally flexible. A time frame for each activity
is suggested on the matrix. Choose to complete one
activity, or as many as you like.
Being
creative
with
science
Is there room for student negotiation?
Yes! Students can be given a copy of the matrix and
choose their own activities, or design their own activities
in consultation with their classroom teacher.
For all those imaginative students with
a creative flair. Great for visual and
musical learners and those who like to
be innovative with the written word.
Here we consider scientific and
Science
time travel technological development as a linear
process by looking back in time or
travelling creatively into the future.
‘Me’ the
scientist
Can I use the matrix for a class assessment?
Yes! You can set up a point system – perhaps one lesson
equals one point. Students can be given a number of
points to complete. If they choose less demanding
activities, they will have to complete more of them.
Personalising the science experience in
order to engage students more deeply.
What do the column headings mean?
1. Read and revise
2. Read and relate
3. Read and review
Designed to enhance student
comprehension of information.
Gives the student the opportunity to
apply or transfer their learning into a
unique format.
Involves the more challenging tasks of
analysing, and/or assessing information
in order to create and express new ideas
and opinions.
cosmos science matrix
Cosmos teacher’s notes
issue 32
Scientific
procedure
Science philosophy
Being creative
with science
Science
time travel
‘Me’ the scientist
Watch several experiments on You Tube demonstrating the
Doppler effect. Now design your own Doppler effect experiment
where you can collect quantitative data after manipulating a single
variable. Write a full scientific report with an aim, hypothesis,
method, results, discussion and conclusion. Don’t forget to add an
introduction explaining what the Doppler effect is.
3. Read and review – four or five lessons
How much are SETI scientists relying on the fact that they are
searching for life that is equal to or more intelligent than we
are? What exactly do they mean by ‘intelligent’ life? Discuss the
rationale behind anticipating that life elsewhere has reached a
similar level of intellectual sophistication as we have? What chance
have we of detecting life that is something similar to the bacteria
or other microscopic organisms found here on earth? And how
much more likely would this kind of life be possible compared to
‘intelligent’ life?
2. Read and relate – three or four lessons
Create an artist’s impression of the kind of environment that could
be needed to support life on another planet. Consider the elements,
and simple and complex molecules that would need to be present
as gases, liquids and/or solids. What would the terrain look like?
What sort of weather would occur? Design your own planet from
the information you have gathered about the conditions needed to
support life. It might help to consider the sort of life form that could
exist on your proposed planet.
1. Read and revise – one or two lessons
Do you believe there is intelligent life beyond earth? The SETI project costs Governments and tax payers a huge
Why or why not?
amount of money. Should scientists be using our money to
search for signs of intelligent life outside earth? Why or why not?
Support your argument with well-researched evidence.
Complete the circuit of activities on the
electromagnetic spectrum using Linked Activity 1.
Design your own EM spectrum wall chart showing the properties
of the spectrum and using visual images to represent the uses of
each different type of wave length
What is the future of SETI? Pretend it is the Year 2200. Will we still
be searching for extraterrestrial intelligence? Will we be looking
for different signals? What part of the EM spectrum will be used to
search for extraterrestrial signals?
Use the experiment in Linked Activity 2 to examine the
properties of radio waves.
Describe what people thought about SETI in the
1960s. Compare this to what scientists think about
it now.
Or
Using the dates from the article draw up a timeline
for the SETI project highlighting major discoveries
and their dates.
Draw up a timeline of the development of the first simple
telescope to the more complex Allen Telescope Array recently
developed.
Or
Create a timeline of the history of the development of life on
earth. Include major events such as first; organic molecules,
membranes and cells, heterotrophic prokaryotes, autotrophic
prokaryotes, when the atmosphere changed from anoxic to
oxic, eukaryotic cells, colonial cells, multicellular organisms. A
what point might life reach the point that it can be detected from
space?
You are a science communicator interested in how scientific events
and phenomenon are viewed by the general public. Collect images
of many of the different types of alien life forms conveyed in film.
Compare their qualities and features with the kinds of life SETI is
looking for. Pretend you have been approached by PIXAR to design
a more realistic alien life form than the usual humahoid alien.
Produce several animated diagrams of your alien life form showing
various features and their function.
Or
Assist SETI by seeking permission to use a computer to download
BOINC so that you can search for your self. Go to: http://boinc.
berkeley.edu/download.php
Don’t forget to read the rules and policies before you start.
Design an advert for a science magazine to raise
awareness and support for the SETI project.
Pretend you are Jocelyn Bell, who first heard a pulse
from outer space. Write a journal entry describing
how you felt about your discovery and what you
thought it was.
Pretend you were a scientist at the meeting at Green Bank
in November 1960 where there was a discussion about the
prospects of establishing contact with other worlds. How
did you feel being at the meeting? Write a summary of what
was discussed. Describe the emotions in the room and the
possibilities that people were so passionate about.
Or
You are a science teacher preparing a lesson on microscopes for
your students. Prepare a lesson for students to learn about the
difference and similarities between light microscopes and radio
microscopes. Make sure you know all the answers yourself. If you
would like, ask your teacher if you or they can deliver the lesson
to your class mates.
cosmos science matrix
Cosmos teacher’s notes
issue 32
Linked Activity 1
Learning about the electromagnetic spectrum
Carry out the following activities and answer the questions as you go.
Station 1 – Light waves
Most of the electromagnetic spectrum is invisible to humans, except for light, which we see as different colours.
Each of the waves making up the electromagnetic spectrum are similar to light waves. You can look at the properties of
light waves and apply them to other waves in the electromagnetic spectrum.
You will need:
• light boxes
• power pack
What to do:
1. Use the light boxes to try and demonstrate three properties of light, including: reflection, refraction (bending) and the colours of the waves making up white light.
2. Write down how you demonstrated these properties using the light box, lenses and mirrors.
Questions:
1. Can you explain in your own words why light waves are reflected and refracted?
2. What cosmic bodies emit light from outer space?
3. What instruments are used to detect light waves from outer space?
4. Why can white light be divided into different colours? What is the property of light that allows us to see different colours?
5.On the wave diagram below mark the amplitude and wavelength of the wave.
Activities
Cosmos teacher’s notes
Activities
Cosmos teacher’s notes
issue 32
Linked Activity 1 cont
Learning about the electromagnetic spectrum
Station 2 – Light spectra
Scientists use instruments called spectroscopes to measure the frequencies of light waves coming from cosmic bodies
such as stars. Each element, such as hydrogen or nitrogen, has a particular spectrum that it emits. The major elements
that make up stars can therefore be determined by looking at their emission spectra. Knowing the elements that make up
particular stars can tell scientists what age the stars are and other information. In this activity you will be recording the
emission spectra for certain elements.
You will need:
• a spectroscope
• five spectrum tubes (hydrogen, helium, neon, mercury, nitrogen).
• one incandescent light bulb
• a packet of coloured pencils
What to do:
Use the spectroscope to record the light spectrum emitted by the incandescent light globe and the spectrum tubes.
Measure and draw the wavelength of any line spectra that appear on the blank spectra below. Sketch the range of any
colours observed using the coloured pencils, and note the regions where the colours are most bright and most dim.
1. Incandescent light bulb
1.7
1.8
1.9
2.0
2.2
2.4
2.6
2.8 3.0 3.2 3.4
eV
nm
700
500
600
400
slit
2.Hydrogen spectrum tube
1.7
1.8
1.9
2.0
2.2
2.4
2.6
2.8 3.0 3.2 3.4
eV
nm
700
500
600
400
slit
3.Helium
1.7
1.8
1.9
2.0
2.2
2.4
2.6
2.8 3.0 3.2 3.4
eV
nm
700
600
500
400
slit
Activities
Cosmos teacher’s notes
issue 32
Linked Activity 1 cont
Learning about the electromagnetic spectrum
4.Neon spectrum tube
1.7
1.8
1.9
2.0
2.2
2.4
2.6
2.8 3.0 3.2 3.4
eV
nm
700
500
600
400
slit
5. Mercury
1.7
1.8
1.9
2.0
2.2
2.4
2.6
2.8 3.0 3.2 3.4
eV
nm
700
500
600
400
slit
6.Nitrogen
1.7
1.8
1.9
2.0
2.2
2.4
2.6
2.8 3.0 3.2 3.4
eV
nm
700
600
500
400
slit
Thinking about what has happened:
1. Use your results to classify the major elements making up the Sun by looking at its emission spectrum below.
2.List any other applications for spectroscopy in the search for extraterrestrial intelligence.
10
issue 32
Linked Activity 1 cont
Learning about the electromagnetic spectrum
Station 3 – X-rays
X-rays are a part of the EM spectrum that are invisible but they are all around us every day. They are most commonly
used to diagnose broken bones. X-rays are also produced by cosmic objects such as stars in space.
You will need:
• X-ray films of various regions of the body
What to do:
• Look at the X-ray images and try and identify the sections of the body they are showing.
• Describe what the X-ray images looks like.
Thinking about what has happened:
1.How are the X-rays used to see inside the body?
2. What are the benefits of using X-rays?
3.Are there any precautions that should be taken when using X-rays?
4. What instruments are used to pick up X-rays from outer space?
11
Activities
Cosmos teacher’s notes
issue 32
Linked Activity 1 cont
Learning about the electromagnetic spectrum
Station 4 – Gamma rays (DEMO)
Gamma rays have the most energy of any wave in the spectrum due to a high frequency, or short wavelength. They are very
dangerous as can burn the skin and damage cells. They are used to kill living things such as bacteria from food packaging.
They are found naturally in the universe but are not ideal candidates for communication between stars.
You will need:
• Geiger counter
• range of alpha, beta and gamma radioactive isotopes such as
-
americium 241
-
polonium 215
-
bismuth 210
-
polonium 218
-
caesium 137
-
radium 226
-
cobalt 60
• other common substances that you want to test for radioactivity. For example, water, your skin, books or a TV.
• a ruler
What to do:
1. Place the ruler on a flat surface and place the Geiger counter at the 20 cm mark.
2. Turn the Geiger counter on and measure the amount of background radiation coming from the room. Record your results in the table provided.
3.Now take one of your radioactive sources and place it on the 0 cm mark of your ruler. Record the reading on the Geiger counter in the table below.
4.Repeat this for all your radioactive sources and any other household/classroom objects you want to test.
Source
Radioactivity (reading on the Geiger counter)
background radiation
Thinking about what is happening:
1. Why do you need to measure the background radiation in the room?
2. What objects gave off the most radioactivitiy?
3. What is happening to the atoms of an object when it is giving off radiation?
12
Activities
Cosmos teacher’s notes
Activities
Cosmos teacher’s notes
issue 32
Linked Activity 2
properties of radio waves
Background information:
Radio waves are transmitted by cosmic bodies such as planets and stars. They are also surrounding us every day. They
are used by radio and television broadcasting, mobile phones, remote controls, keyless car locks, satellite navigation,
radar and much more. This activity will look at the quality of radio waves in different circumstances.
AIM
To examine the properties of radio waves
MATERIALS
• Radio with FM and AM frequencies. (The radio is the receiver and captures radiowave signals and changes them into sound waves for us to hear.)
1. Pick a radio station on the FM band.
2.Keep the radio on this station and choose several areas around the school that differ in their acoustics. For example, inside a classroom, under a stairwell, in the bathroom or in an open field.
3. Turn the radio on in each of the environments and record the characteristics of the signal in the table below.
4.Repeat steps 1 to 3 using an AM station.
RESULTS
FM wave properties
Acoustic environment
Signal strength (did it
fade?)
Signal clarity (was there
interference?)
Sound quality
Signal strength (did it
fade?)
Signal clarity (was there
interference?)
Sound quality
AM wave Properties
Acoustic environment
13
istockphoto
METHOD
issue 32
Linked Activity 2 cont
properties of radio waves
Discussion
1. Where were the FM waves the best quality? Why?
2. Where were the AM waves the best quality? Why?
3. Was there a difference between the clarity of the signal between FM and AM waves?
4.Research how a radio telescope works. Why do scientists use these technologies? What is the future of the radio telescope?
14
Activities
Cosmos teacher’s notes
issue 32
Appendix A
the electromagnetic spectrum
1. What is the electromagnetic spectrum?
2.List as many parts of the electromagnetic spectrum that you can think of that are used in our daily lives.
3. Describe what you think electromagnetic waves are made from. Where do they come from?
4. Why are parts of the electromagnetic spectrum thought to be important in the detection of extraterrestrial intelligence?
5. Do you think there is life on other planets? Why? Why not?
6. Do you think it is important for scientists to look for life in outer space? Why? Why not?
15
appendix
Cosmos teacher’s notes
issue 32
Appendix B
Glossary of terms
Word
Definition
frequency
hz
radio telescope
interplanetary scinitillation
quasars
interference
galaxy
gamma rays
electromagnetic spectrum
interstellar communication
wavelength
emission frequency
doppler shift
light year
pulsars
16
appendix
Cosmos teacher’s notes
appendix
Cosmos teacher’s notes
issue 32
Appendix C
Summarising
Answer the following questions related to the article 'Absence of evidence'.
1. What does SETI stand for?
2.As you read the article fill in the table below that summarises research into SETI.
Scientist
Date
University/organisation Findings
3. What does LGM stand for? How did the term come about?
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Why was the finding significant?
issue 32
Appendix C cont
Summarising
4. Which parts of the electromagnetic spectrum (range of frequencies) are scientists using to try and detect alien signals
and why?
5. Explain in your own words what ‘emission frequencies’ are?
6. What is the ‘water hole’? Why is it named this?
7. Explain how Project Ozma worked and why it was important to the SETI project?
8. What is the ‘Wow!’ signal? Why was it named this? Why is it significant to the SETI project?
9. What is the Allen Telescope Array?
10. Why is the Allen Telescpe Array the best chance that we've had so far to communicate with extra terrestrials?
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appendix
Cosmos teacher’s notes
issue 32
Appendix D
Question building
Design a number of questions about SETI using the question builder below and then try to answer them.
Each question should start with a word from step 1, followed by a word from step 2.
The four step question builder
Step 1 – choose one of the following words for each question
What
When
Why
Which
Who
How
Step 2 – choose one of the following words to add to your selection from step 1
is/are/do (for a question in the present)
did/was (for a question in the past)
would/could/can (for a question about possibility)
might (for a question about prediction)
Step 3 – write your four different SETI-related questions in the spaces below
1.
2.
3.
4.
Step 4
Have a go at answering your own questions or swap with a friend. You can present your responses in any format you wish.
Here are some ideas: a PowerPoint presentation, a poem, a report, a letter, a lecture, a mindmap or a classroom discussion.
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appendix
Cosmos teacher’s notes
Cosmos teacher’s notes
issue 32
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