Survey of Astronomy Parent Lesson Planner 0890517436, 9780890517437
This Survey of Astronomy Curriculum Guide contains materials for use with Taking Back Astronomy, Our Created Moon, The S
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English Pages 252 [253] Year 2013
Lessons for a 36-week course!
Contents
Astronomy Worksheets for Use with
Moon Worksheets for Use with
Astronomy Worksheets for Use with
Quizzes Section
Answer Keys
Worksheet Answer Keys
Quiz Answer Keys
Worksheet Answer Keys
Quiz Answer Keys
Worksheet Answer Keys
Quiz Answer Keys
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Overview: This Survey of Astronomy PLP contains materials for use with Taking Back Astronomy, Our Created Moon, Created Cosmos DVD, The Stargazer’s Guide to the Night Sky, and Our Created Moon DVD. Materials are organized in the following sections: Study Guide Worksheets
Q
Quizzes Answer Key
SURVEY OF ASTRONOMY
Lessons for a 36-week course!
Features: Each suggested weekly schedule has five easy-to-manage lessons which combine reading, worksheets, and vocabulary-building. Worksheets, quizzes, and tests are perforated and three-hole punched – materials are easy to tear out, hand out, grade, and store. As always, you are encouraged to adjust the schedule and materials as you need to in order to best work within your educational program. Workflow: Students will read the pages in their book and then complete each worksheet. Tests and quizzes are given at regular intervals with space to record each grade. Calculating Credits: This course should take between 60 to 90 hours to complete, depending on any additional hours spent on added research, essay writing assignments, or suggested lab work, if assigned. Elective courses that take 60 hours are commonly assigned ½ credit, while those 120 hours or more are assigned a full credit; core courses require over 150 hours for a credit. Based on whether this is being used as a core or elective course, make your final credits calculation based on the total hours of coursework completed in the year.
Approximately 30 to 45 minutes per lesson, five days a week Includes answer keys for worksheets and quizzes Worksheets for each chapter
Dr. John C. Whitcomb is president of Whitcomb Ministries, Inc., and founder and professor of Christian Workman Schools of Theology. Dr. Jason Lisle is the Director of Research and a featured speaker and writer for the Institute for Creation Research, and formerly the Planetarium Director for the Creation Museum in KY.
STUDY GUIDE/General SCIENCE/Astronomy
Designed for grades 10 to 12 in a oneyear course to earn 1 science credit
ISBN-13: 978-0-89051-743-7
®
EAN
Suggested labs (if applicable)
$17.99 U.S.
Parent Lesson Planner
Quizzes are included to help reinforce learning and provide assessment opportunities
Dr. Donald DeYoung is Chairman of the Science and Mathematics Department, Grace College, Winona Lake, Indiana.
First printing: November 2013 Second printing: June 2014 Copyright © 2013 by Master Books®. All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission of the publisher, except in the case of brief quotations in articles and reviews. For information write: Master Books®, P.O. Box 726, Green Forest, AR 72638 Master Books® is a division of the New Leaf Publishing Group, Inc.
ISBN: 978-0-89051-743-7 Unless otherwise noted, Scripture quotations are from the New King James Version of the Bible.
Printed in the United States of America Please visit our website for other great titles: www.masterbooks.net For information regarding author interviews, please contact the publicity department at (870) 438-5288
Since 1975, Master Books has been providing educational resources based on a biblical worldview to students of all ages. At the heart of these resources is our firm belief in a literal six-day creation, a young earth, the global Flood as revealed in Genesis 1–11, and other vital evidence to help build a critical foundation of scriptural authority for everyone. By equipping students with biblical truths and their key connection to the world of science and history, it is our hope they will be able to defend their faith in a skeptical, fallen world. If the foundations are destroyed, what can the righteous do? Psalm 11:3; NKJV As the largest publisher of creation science materials in the world, Master Books is honored to partner with our authors and educators, including: Ken Ham of Answers in Genesis Dr. John Morris and Dr. Jason Lisle of the Institute for Creation Research Dr. Donald DeYoung and Michael Oard of the Creation Research Society Dr. James Stobaugh, John Hudson Tiner, Rick and Marilyn Boyer, Dr. Tom Derosa, and so many more! Whether a pre-school learner or a scholar seeking an advanced degree, we offer a wonderful selection of award-winning resources for all ages and educational levels. But sanctify the Lord God in your hearts, and always be ready to give a defense to everyone who asks you a reason for the hope that is in you, with meekness and fear. 1 Peter 3:15; NKJV
Permission to Copy Permission is granted for copies of reproducible pages from this text to be made for use within your own homeschooling family activities or for small classrooms of 10 or less students. Material may not be posted online, distributed digitally, or made available as a download. Permission for any other use of the material needs to be made prior to use by email to the publisher at [email protected].
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Lessons for a 36-week course! Overview: This Survey of Astronomy PLP contains materials for use with Taking Back Astronomy, Our Created Moon, Created Cosmos DVD, The Stargazer’s Guide to the Night Sky, and Our Created Moon DVD. Materials are organized in the following sections: Study guide worksheets
Q
See page 12 for labs.
Quizzes Answer Key
Features: Each suggested weekly schedule has five easy-to-manage lessons which combine reading and worksheets. Worksheets and quizzes are perforated and three-hole punched — materials are easy to tear out, hand out, grade, and store. As always, you are encouraged to adjust the schedule and materials as you need to in order to best work within your educational program. Workflow: Students will read the pages in their book and then complete each section of the course materials. Tests are given at regular intervals with space to record each grade. Younger students may be given the option of taking open-book quizzes. Lesson Scheduling: Space is given for assignment dates. There is flexibility in scheduling. For example, the parent may opt for a M-W schedule rather than a M, W, F schedule. Each week listed has five days but due to vacations the school work week may not be M-F. Please adapt the days to your school schedule. As the student completes each assignment, he/she should put an “X” in the box. Approximately 30 to 45 minutes per lesson, five days a week Includes answer keys for worksheets and quizzes Worksheets for each chapter.
Quizzes are included to help reinforce learning and provide assessment opportunities Designed for grades 10 to 12 in a oneyear course to earn 1 science credit Suggested labs (if applicable) 4
Dr. Donald DeYoung is Chairman of the Science and Mathematics Department, Grace College, Winona Lake, Indiana. He is a graduate of Michigan Tech University (B.S., M.S., Physics), Iowa State University (Ph.D., Physics), and Grace Seminary (M.Div.). Dr. John C. Whitcomb is president of Whitcomb Ministries, Inc., and founder and professor of Christian Workman Schools of Theology. He has been a professor of Old Testament and theology for more than 50 years and is widely recognized as a leading Biblical scholar. Dr. Jason Lisle is the Director of Research and a featured speaker and writer for the Institute for Creation Research, and formerly the Planetarium Director for the Creation Museum in KY. He holds bachelor of science degrees in physics and astronomy from Ohio Wesleyan University, and a master’s and PhD in Astro-physics from the University of Colorado in Boulder.
Contents Course Description.................................................................................................................................... 5 Suggested Daily Schedule........................................................................................................................... 6 Worksheets............................................................................................................................................... 13 Quizzes.................................................................................................................................................. 181 Answer Keys........................................................................................................................................... 215 Course Description
The Stargazer’s Guide to the Night Sky Find Orion, a well-known constellation, and within it you can easily see the red supergiant star Betelgeuse over 3000 trillion miles away without binoculars or a telescope! At 60,000 times the diameter of Earth, it is a celestial sight! Or marvel at our galaxy, the Milky Way, shining brightly overhead in late summer as you see the dark patches of dust as well as light spots containing entire star clusters! Learn the best ways and optimal times to observe planets and stars. Discover how you can choose the best telescope for you. Incudes 150 beautiful, full-color star-charts and other easy to use illustrations for success. “How do phases of the moon work? When will the next solar eclipse take place? What is that bright star setting in the west? How do I find Saturn? What sorts of objects can be seen with binoculars?” These questions and many more are easily answered with the helpful tips and basic understanding of astronomy presented in this book. Take a few moments to stand and look up at the glorious night sky, appreciating the majestic beauty of God’s vast universe.
Taking Back Astronomy Take a breathtaking look at the universe in this comprehensive guide to the heavens! Sit back and explore the world at your fingertips. This book explains the scale and size of the universe that is hard for our minds to imagine, yet can only indicate the Master’s hand at work. Marvel at over 50 full-color, rarely seen photos of stars, nebulas, and galaxies. Study the facts that challenge secular theories and models of the universe — how it began and how it continues to amaze the scientific community. Explore numerous evidences that point to a young universe: magnetic poles of planets, the spiral shape of galaxies, comets and how long scientists think they can last, and much more. Step out among the stars and experience the truly awesome power of God through this glimpse of His vast creation.
Our Created Moon For eons the moon has intrigued humanity. From its creation through the current issues of space exploration, the moon has been both a light in the night and a protective shield of earth placed perfectly by God, regulating our seasons and keeping our atmosphere purified. Billions of dollars have been spent to reach its surface and discover its secrets; open these pages and discover those secrets for yourself.
Our Created Moon DVD In this illustrated presentation, Dr. Don DeYoung looks at four of the most popular ideas evolutionists have to offer regarding the moon’s origin, and logically concludes that this “lesser light” could only have been placed in its orbit by an all-knowing, all-powerful Creator.
Created Cosmos DVD Our universe is truly an amazing thing. The vastness of space boggles the mind, and the beauty of diversity we find there points to a Creator. The Psalmist wrote, “When I consider Your heavens, the work of Your fingers, the moon and the stars, which You have ordained, what is man that You are mindful of him, and the Son of man that You visit him?” (Ps. 8:3–6). Take a tour through the universe during this awe-inspiring presentation.
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First Semester Suggested Daily Schedule Date
Day
Assignment First Semester–First Quarter
Day 1 Day 2 Week 1
Day 3 Day 4 Day 5 Day 6 Day 7
Week 2
Day 8 Day 9 Day 10 Day 11 Day 12
Week 3
Day 13 Day 14 Day 15 Day 16 Day 17
Week 4
Day 18 Day 19 Day 20 Day 21 Day 22
Week 5
Day 23 Day 24 Day 25
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Read Pages 4-5 • The Stargazer’s Guide to the Night Sky • (SGNS) Intoduction - Short Answers Stargazer Introduction: Worksheet 1 • Pages 15-16 Lesson Planner • (LP) Read Pages 6-10 • (SGNS) Motions in the Sky — Basic - Short Answers Stargazer Ch1: Worksheet 1 • Pages 17-18 • (LP) Read Pages 11-15 • (SGNS) Motions in the Sky — Basic - Short Answers Stargazer Ch1: Worksheet 2 • Pages 19-20 • (LP) Read Pages 16-20 • (SGNS) Motions in the Sky — Basic - Short Answers Stargazer Ch1 • Worksheet 3 • Pages 21-22 • (LP) Read Pages 21-23 • (SGNS) Motions in the Sky — Basic - Short Answers Stargazer Ch1 • Worksheet 4 • Pages 23-24 • (LP) Read Pages 24-27 • (SGNS) Motions in the Sky — Advanced - Short Answers Stargazer Ch2: Worksheet 1 • Pages 25-26 • (LP) Read Pages 28-33 • (SGNS) Motions in the Sky — Advanced - Short Answers Stargazer Ch2: Worksheet 2 • Pages 27-28 • (LP) Read Pages 34-37 • (SGNS) Motions in the Sky — Advanced - Short Answers Stargazer Ch2: Worksheet 3 • Page 29 • (LP) Read Pages 38-41 • (SGNS) Motions in the Sky — Advanced - Short Answers Stargazer Ch2: Worksheet 4 • Page 31 • (LP) The Stargazer’s Guide to the Night Sky: Chapters 1-2 Quiz Pages 183–186 • (LP) Read Pages 42-47 • (SGNS) Understanding the Eye - Short Answers Stargazer Ch3: Worksheet 1 • Page 33 • (LP) Read Pages 48-53 • (SGNS) Astronomy with the Unaided Eye - Short Answers Stargazer Ch4: Worksheet 1 • Page 35 • (LP) Read Pages 54-61 • (SGNS) Astronomy with the Unaided Eye - Short Answers Stargazer Ch4: Worksheet 2 • Page 37 • (LP)
Due Date Grade
Date
Week 6
Week 7
Week 8
Week 9
Day
Assignment
Due Date Grade
Day 26 Read Pages 62-69 • (SGNS) with the Unaided Eye - Short Answers Day 27 Astronomy Stargazer Ch4: Worksheet 3 • Page 39 • (LP) Stargazer’s Guide to the Night Sky: Chapters 3-4 Quiz Day 28 The Pages 187–188 • (LP) Day 29 Read Pages 70-74 • (SGNS) Events - Short Answers Day 30 Celestial Stargazer Ch5: Worksheet 1 • Page 41 • (LP) Day 31 Read Pages 75-79 • (SGNS) Events - Short Answers Day 32 Celestial Stargazer Ch5: Worksheet 2 • Page 43 • (LP) Day 33 Read Pages 80-83 • (SGNS) Events - Short Answers Day 34 Celestial Stargazer Ch5: Worksheet 3 • Page 45 • (LP) Day 35 Read Pages 84-87 • (SGNS) Events - Short Answers Day 36 Celestial Stargazer Ch5: Worksheet 4 • Page 47 • (LP) Day 37 Read Pages 88-91 • (SGNS) Basics - Short Answers Day 38 Telescope Stargazer Ch6: Worksheet 1 • Page 49 • (LP) Day 39 Read Pages 92-96 • (SGNS) Basics - Short Answers Day 40 Telescope Stargazer Ch6: Worksheet 2 • Page 51 • (LP) Day 41 Read Pages 97-100 • (SGNS) Basics - Short Answers Day 42 Telescope Stargazer Ch6: Worksheet 3 • Page 53 • (LP) Day 43 Read Pages 101-105 • (SGNS) Basics - Short Answers Day 44 Telescope Stargazer Ch6: Worksheet 4 • Page 55 • (LP) Stargazer’s Guide to the Night Sky: Chapters 5-6 Quiz Day 45 The Pages 189–190 • (LP) First Semester–Second Quarter
Week 1
Day 46 Read Pages 106-108 • (SGNS) Observing Sessions - Short Answers Day 47 Telescope Stargazer Ch7: Worksheet 1 • Page 57 • (LP) Day 48 Read Pages 109-115 • (SGNS) elescope Observing Sessions - Short Answers Day 49 T Stargazer Ch7: Worksheet 2 • Page 59 • (LP) Day 50 Read Pages 116-121 • (SGNS)
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Date
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
8
Day
Assignment
Observing Sessions - Short Answers Day 51 Telescope Stargazer Ch7: Worksheet 3 • Page 61 • (LP) Day 52 Read Pages 122-127 • (SGNS) The Moon and the Sun - Short Answers Day 53 Stargazer Ch8: Worksheet 1 • Page 63 • (LP) Day 54 Read Pages 128-133 • (SGNS) The Moon and the Sun - Short Answers Day 55 Stargazer Ch8: Worksheet 2 • Page 65 • (LP) The Stargazer’s Guide to the Night Sky: Chapters 7-8 Quiz Day 56 Pages 191 • (LP) Day 57 Read Pages 134-138 • (SGNS) The Planets - Short Answers Day 58 Stargazer Ch9: Worksheet 1 • Page 67 • (LP) Day 59 Read Pages 139-143 • (SGNS) The Planets - Short Answers Day 60 Stargazer Ch9: Worksheet 2 • Page 69 • (LP) Day 61 Read Pages 144-148 • (SGNS) The Planets - Short Answers Day 62 Stargazer Ch9: Worksheet 3 • Page 71 • (LP) Day 63 Read Pages 149-152 • (SGNS) The Planets - Short Answers Day 64 Stargazer Ch9: Worksheet 4 • Page 73 • (LP) Day 65 Read Pages 153-157 • (SGNS) The Planets - Short Answers Day 66 Stargazer Ch9: Worksheet 5 • Page 75 • (LP) Day 67 Read Pages 158-163 • (SGNS) The Planets - Short Answers Day 68 Stargazer Ch9: Worksheet 6 • Page 77 • (LP) Day 69 Read Pages 164-167 • (SGNS) Star Classifications and Telescope Viewing - Short Answers Day 70 Stargazer Ch10: Worksheet 1 • Page 79 • (LP) Day 71 Read Pages 168-175 • (SGNS) Star Classifications and Telescope Viewing - Short Answers Day 72 Stargazer Ch10: Worksheet 2 • Page 81 • (LP) The Stargazer’s Guide to the Night Sky: Chapters 9-10 Quiz Day 73 Pages 193–194 • (LP) Day 74 Read Pages 176-189 • (SGNS) Deep Sky Objects - Short Answers Day 75 Stargazer Ch11: Worksheet 1 • Page 83 • (LP) Day 76 Read Pages 190-196 • (SGNS) Deep Sky Objects - Short Answers Day 77 Stargazer Ch11: Worksheet 2 • Page 85 • (LP) Day 78 Read Pages 197-203 • (SGNS) Deep Sky Objects - Short Answers Day 79 Stargazer Ch11: Worksheet 3 • Page 87 • (LP) Day 80 Read Pages 204-211 • (SGNS)
Due Date Grade
Date
Week 8
Week 9
Date
Day
Assignment
Due Date Grade
Deep Sky Objects - Short Answers Day 81 Stargazer Ch11: Worksheet 4 • Page 89 • (LP) Day 82 Read Pages 212-221 • (SGNS) Deep Sky Objects - Short Answers Day 83 Stargazer Ch11: Worksheet 5 • Page 91 • (LP) Day 84 Read Pages 222-227 • (SGNS) Astrophotography - Short Answers Day 85 Stargazer Ch12: Worksheet 1 • Page 93 • (LP) Day 86 Read Pages 228-233 • (SGNS) - Short Answers Day 87 Astrophotography Stargazer Ch12: Worksheet 2 • Page 95 • (LP) Day 88 Read Pages 234-235 • (SGNS) - Short Answers Day 89 Astrophotography Stargazer Ch12: Worksheet 3 • Page 97 • (LP) Guide to the Night Sky: Chapters 11-12 Quiz Day 90 Stargazer’s Pages 195 • (LP) Mid-Term Grade
Day
Assignment
Due Date
Grade
Second Semester–Third Quarter
Week 1
Week 2
Week 3
Day 91 Watch Our Created Moon DVD Day 92 Read Pages 6 • Our Created Moon • (OCM) Day 93 Read Pages 7–10 • (OCM) Nearest Neighbor - Questions, Activities Day 94 Our Our Created Moon Ch1: Worksheet 1 • Pages 101–102 • (LP) Day 95 Read Pages 11–15 • (OCM) Nearest Neighbor - Questions, Activities Day 96 Our Our Created Moon Ch1: Worksheet 2 • Pages 103–106 • (LP) Day 97 Read Pages 16–21 • (OCM) Nearest Neighbor - Questions, Activities Day 98 Our Our Created Moon Ch1: Worksheet 3 • Pages 107–110 • (LP) Day 99 Read Pages 22–25 • (OCM) Nearest Neighbor - Questions, Activities Day 100 Our Our Created Moon Ch1: Worksheet 4 • Pages 111–112 • (LP) Day 101 Read Pages 26–28 • (OCM) Nearest Neighbor - Questions, Activities Day 102 Our Our Created Moon Ch1: Worksheet 5 • Pages 113–114 • (LP) Created Moon Chapter 1 Quiz Day 103 Our Pages 197–200 • (LP) Day 104 Read Pages 29–32 • (OCM) of the Moon - Questions, Activities Day 105 History Our Created Moon Ch2: Worksheet 1 • Pages 115–116 • (LP)
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Date
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
10
Day
Assignment
Day 106 Read Pages 33–36 • (OCM) of the Moon - Questions, Activities Day 107 History Our Created Moon Ch2: Worksheet 2 • Pages 117–118 • (LP) Day 108 Read Pages 37–39 • (OCM) of the Moon - Questions, Activities Day 109 History Our Created Moon Ch2: Worksheet 3 • Pages 119–120 • (LP) Day 110 Read Pages 40–43 • (OCM) of the Moon - Questions, Activities Day 111 History Our Created Moon Ch2: Worksheet 4 • Pages 121-124 • (LP) Day 112 Read Pages 44–46 • (OCM) of the Moon - Questions, Activities Day 113 History Our Created Moon Ch2: Worksheet 5 • Pages 125–126 • (LP) Day 114 Read Pages 47–49 • (OCM) of the Moon - Questions, Activities Day 115 Purposes Our Created Moon Ch3: Worksheet 1 • Pages 127–128 • (LP) Day 116 Read Pages 50–54 • (OCM) of the Moon - Questions, Activities Day 117 Purposes Our Created Moon Ch3: Worksheet 2 • Pages 129–132 • (LP) Day 118 Read Pages 55–58 • (OCM) of the Moon - Questions, Activities Day 119 Purposes Our Created Moon Ch3: Worksheet 3 • Pages 133–134 • (LP) Created Moon Chapters 2–3 Quiz Day 120 Our Pages 201–204 • (LP) Day 121 Read Pages 59–62 • (OCM) Moon in Scripture - Questions, Activities Day 122 The Our Created Moon Ch4: Worksheet 1 • Pages 135–136 • (LP) Day 123 Read Pages 63–67 • (OCM) Moon in Scripture - Questions, Activities Day 124 The Our Created Moon Ch4: Worksheet 2 • Pages 137–138 • (LP) Day 125 Read Pages 68–72 • (OCM) Moon in Scripture - Questions, Activities Day 126 The Our Created Moon Ch4: Worksheet 3 • Pages 139–140 • (LP) Day 127 Read Pages 73–77 • (OCM) the Critics - Questions, Activities Day 128 Answering Our Created Moon Ch5: Worksheet 1 • Pages 141–142 • (LP) Day 129 Read Pages 78–81 • (OCM) the Critics - Questions, Activities Day 130 Answering Our Created Moon Ch5: Worksheet 2 • Pages 143–144 • (LP) Day 131 Read Pages 82–84 • (OCM) the Critics - Questions, Activities Day 132 Answering Our Created Moon Ch5: Worksheet 3 • Pages 145–146 • (LP) Day 133 Read Pages 85–87 • (OCM Observing & Living on the Moon - Questions, Activities Day 134 Our Created Moon Appx1–2: Worksheet 1 Pages 147–148 • (LP) Created Moon Chapters 4–5 Quiz Day 135 Our Pages 205–208 • (LP)
Due Date
Grade
Date
Day
Assignment
Due Date
Grade
Second Semester–Fourth Quarter
Week 1
Week 2
Week 3
Week 4
Week 5
Day 136 Watch Created Cosmos DVD Day 137 Read Pages 6–13 • Taking Back Astronomy • (TBA) - Questions Day 138 Introduction Taking Back Intro: Worksheet 1 • Page 151 • (LP) - Activities Day 139 Introduction Taking Back Intro: Worksheet 1 • Page 152 • (LP) Day 140 Read Pages 14–19 • (TBA) Splendor of God’s Creation - Questions, Activities Day 141 The Taking Back Ch1: Worksheet 1 • Pages 153–154 • (LP) Day 142 Read Pages 20–25 • (TBA) Splendor of God’s Creation - Questions, Activities Day 143 The Taking Back Ch1: Worksheet 2 • Pages 155–156 • (LP) Day 144 Read Pages 26–31 • (TBA) Universe Confirms the Bible - Questions, Activities Day 145 The Taking Back Ch2: Worksheet 1 • Page 157–158 • (LP) Day 146 Read Pages 32–39 • (TBA) Universe Confirms the Bible - Questions, Activities Day 147 The Taking Back Ch2: Worksheet 2 • Pages 159–160 • (LP) Day 148 Study for Quiz Back Astronomy Chapters 1-2 Quiz Day 149 Taking Pages 209–210 • (LP) Day 150 Read Pages 40–45 • (TBA) Age of the Universe - Questions, Activities Day 151 The Taking Back Ch3: Worksheet 1 • Pages 161–162 • (LP) Day 152 Read Pages 46–50 • (TBA) Age of the Universe - Questions, Activities Day 153 The Taking Back Ch3: Worksheet 2 • Pages 163–164 • (LP) Day 154 Read Pages 51–59 • (TBA) Age of the Universe - Questions Day 155 The Taking Back Ch3: Worksheet 3 • Page 165 • (LP) Age of the Universe - Activities Day 156 The Taking Back Ch3: Worksheet 3 • Page 166 • (LP) Day 157 Read Pages 60–65 • (TBA) Age of the Universe - Questions, Activities Day 158 The Taking Back Ch3: Worksheet 4 • Pages 167–168 • (LP) Day 159 Read Pages 66–73 • (TBA) Age of the Universe - Questions, Activities Day 160 The Taking Back Ch3: Worksheet 5 • Pages 169–170 • (LP)
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Date
Week 6
Week 7
Week 8
Week 9
Day
Assignment
Due Date
Grade
Day 161 Study for Quiz Back Astronomy Chapter 3 Quiz Day 162 Taking Pages 211–212 • (LP) Day 163 Read Pages 74–79 • (TBA) Day 164 Read Pages 80–84 • (TBA) Bible and Modern Astronomy - Questions Day 165 The Taking Back Ch4: Worksheet 1 • Page 171 • (LP) Bible and Modern Astronomy - Activities Day 166 The Taking Back Ch4: Worksheet 1 • Page 172 • (LP) Day 167 Read Pages 85–90 • (TBA) Bible and Modern Astronomy - Questions, Activities Day 168 The Taking Back Ch4: Worksheet 2 • Page 173 • (LP) Day 169 Read Pages 91–96 • (TBA) Day 170 Read Pages 97–101 • (TBA) Bible and Modern Astronomy - Questions Day 171 The Taking Back Ch4: Worksheet 3 • Page 175 • (LP) Bible and Modern Astronomy - Activities Day 172 The Taking Back Ch4: Worksheet 3 • Page 176 • (LP) Day 173 Read Pages 102–107 • (TBA) of the World Views - Questions Day 174 War Taking Back Ch5: Worksheet 1 • Page 177 • (LP) of the World Views - Activities Day 175 War Taking Back Ch5: Worksheet 1 • Page 178 • (LP) Day 176 Read Pages 108–116 • (TBA) of the World Views - Questions Day 177 War Taking Back Ch5: Worksheet 2 • Page 179 • (LP) of the World Views - Activities Day 178 War Taking Back Ch5: Worksheet 2 • Page 180 • (LP) Day 179 Study for Quiz Back Astronomy Chapters 4–5 Quiz Day 180 Taking Pages 213–214 • (LP) Final Grade
Suggested Optional Science Lab: Survey of Astronomy There are a variety of companies that offer science labs that complement our courses. These items are only suggestions, not requirements, and they are not included in the daily schedule. We have tried to find materials that are free of evolutionary teaching, but please review any materials prior to presentation. The following items are available from www.HomeTrainingTools.com. A good telescope is highly recommended. AS-ASTRLAB Astrolabe Kit AS-BACSTAR Backyard Stars Guide AS-STARLOC Star and Planet Locator 12
Astronomy Worksheets for Use with The Stargazer’s Guide to the Night Sky
Stargazer’s Guide to the Night Sky
Introduction
Day 2
Introduction Worksheet 1
Name
Short Answers 1. What are you expecting and hoping to learn from this course?
2. What are three different ways you can observe the night sky?
3. Is there a difference in the sky depending on whether you live in the Southern or Northern Hemisphere?
First Semester/First Quarter
15
4. Is there a difference in the sky depending on the season?
5. What are the two largest celestial objects we can view?
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First Semester/First Quarter
Stargazer’s Guide to the Night Sky
Motions in the Sky — Basic
Day 4
Chapter 1 Worksheet 1
Name
Short Answers 1. Why is there a trend of east-to-west motion when observing the sun, moon, and stars?
2. What is this trend of the earth’s rotation called?
3. What is the approximate rotation time of the earth that relates to other objects in the sky as well?
First Semester/First Quarter
17
4. Name the concept that is useful for understanding the positions and motions of stars.
5. Name the concept that involves expanding the earth’s equator into space.
6. What are constellations called that are close enough to the celestial pole that they are visible all night, year-round?
7. Since the 23 hours and 56 minutes period is the length of time it takes the earth to turn as seen from a distant star, this is called a “_________________.”
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First Semester/First Quarter
Stargazer’s Guide to the Night Sky
Motions in the Sky — Basic
Day 6
Chapter 1 Worksheet 2
Name
Short Answers 1. Describe the difference between the sidereal day and the solar day.
2. Since stars rise two hours earlier every month, they rise ___ hours earlier after six months.
3. Why is it difficult to observe planets, globular clusters, and nebulae when the moon is full?
4. The moon rises (on average) about ______________ later each day.
First Semester/First Quarter
19
5. Why is it ironic that the moon is called “the moon” in regards to the gravitational pull of the earth and sun?
6. The phases of the moon are not related to the earth’s shadow, but to the ____________ of the day side of the moon we can see from our position.
7. It takes _____ days for the moon to go through its phases, and ____ days for its orbital period.
20
First Semester/First Quarter
Stargazer’s Guide to the Night Sky
Motions in the Sky — Basic
Day 8
Chapter 1 Worksheet 3
Name
Short Answers 1. The motion of the planets is complicated because their apparent motion in the sky is the combination of their _________ around the sun, plus the ______________ in position due to Earth’s motion around the sun.
2. What is responsible for the seasons on Earth?
3. Describe what the two coordinate systems widely used in astronomy are based on.
4. _________ describes how high above the horizon an object is (in angle).
First Semester/First Quarter
21
5. __________ describes how far along the horizon an object is to the right of due north.
6. Equatorial coordinates are based on the _______________. In particular, they are based on the celestial __________.
22
First Semester/First Quarter
Stargazer’s Guide to the Night Sky
Motions in the Sky — Basic
Day 10
Chapter 1 Worksheet 4
Name
Short Answers 1. Stars with a declination that is less than your latitude will pass _____ of zenith when they cross the meridian; and stars with a greater declination will pass _____ of zenith.
2. Which RA coordinates can be seen depends on the time of ___ and the time of ____.
3. Once calibrated on an object whose RA and Dec you know, you can use _______ circles on a telescope to find any other RA or Dec.
4. What is the best way to get a feel for the motions in the sky?
First Semester/First Quarter
23
5. A star wheel or planisphere helps you find stars by lining up the ________ with the _________ on the planisphere.
6. A planisphere helps find constellations, but will not help with ____ or the _____.
24
First Semester/First Quarter
Stargazer’s Guide to the Night Sky
Motions in the Sky — Advanced
Day 12
Chapter 2 Worksheet 1
Name
Short Answers 1. The sun’s ____________ is zero on the vernal equinox or autumnal equinox, so the sun is above the horizon for exactly ____ hours.
2. What does the term “equinox” mean?
3. What does the term “solstice” mean?
4. Anyone observing from the _____ Circle will experience 24 hours of sunlight on the summer solstice.
First Semester/First Quarter
25
5. In the Northern Hemisphere, days are longer in the ____ and _____ seasons, and shorter in the ______ and ________ seasons.
6. The moon orbits roughly in the _____, not the celestial equator.
26
First Semester/First Quarter
Stargazer’s Guide to the Night Sky
Motions in the Sky — Advanced
Day 14
Chapter 2 Worksheet 2
Name
Short Answers 1. When will the first quarter moon make its highest arc in the sky?
2. There are two kinds of eclipses: (1) A _____ eclipse, when the moon’s shadow falls on the earth, and (2) a _____ eclipse, when the earth’s shadow falls upon the moon.
3. The term “_____” is the generic term for the two points of intersection on any two great circles.
4. The configuration of the sun, moon, and Earth is about the same every 18.031 years, and is called the ________ cycle.
First Semester/First Quarter
27
5. The earth actually has two shadows. A darker inner shadow called the “________” and a lighter outer shadow called the “__________.”
6. During a total solar eclipse, the bright surface of the sun (the __________) is completely blocked by the moon.
7. Any given spot on the earth experiences a total solar eclipse once every ____ years or so.
28
First Semester/First Quarter
Stargazer’s Guide to the Night Sky
Motions in the Sky — Advanced
Day 16
Chapter 2 Worksheet 3
Name
Short Answers 1. When the moon is farther from the earth, it appears smaller than the sun, and when it passes directly in front of the sun it leaves a thin “ring” or “____________.”
2. The moon seems to wobble a bit from week to week, which is called “____________.”
3. Planets orbit the sun in slightly _______ paths with the sun at one focus of the ellipse.
4. The ___________ planets are Mars, Jupiter, Saturn, Uranus, and Neptune.
5. _______________ is when a planet is “behind” the sun.
6. All the planets orbit the sun in the same direction: ______________.
7. _______ and ____________ are the two inferior planets whose orbits lie closer to the sun than Earth does.
First Semester/First Quarter
29
Stargazer’s Guide to the Night Sky
Motions in the Sky — Advanced
Day 18
Chapter 2 Worksheet 4
Name
Short Answers 1. A _______ transit is when Mercury or Venus cross directly in front of the sun during inferior conjunction.
2. Comets are icy objects and generally have _________ orbits.
3. Meteor showers are generally caused by debris left behind by a ________.
4. The most impressive, reliable meteor shower is the _____ meteor shower, occurring around August 12th each year.
5. The sun traces out a thin figure-eight shape across the sky with each day, which is called___________.
6. The constellation in which the sun is found at equinox shifts with time. This phenomenon is called the “____________________________.”
First Semester/First Quarter
31
Stargazer’s Guide to the Night Sky
Understanding the Eye
Day 21
Chapter 3 Worksheet 1
Name
Short Answers 1. The human eye has two different types of light-detecting cells: _____ and _____.
2. Rods are far more sensitive to _______ than cones, and are thus able to detect much fainter objects.
3. When looking at faint objects through a telescope, you must avoid looking ____________ at the object.
4. The rods contain a chemical (__________) that is light sensitive.
5. Using a ___ ________ at night helps you see without impacting your dark-adapted vision.
6. As a general guideline, it takes about ___ minutes to dark adapt your eyes.
7. Eating _______ really does help improve your night vision because of the carotene in them.
First Semester/First Quarter
33
Stargazer’s Guide to the Night Sky
Astronomy with the Unaided Eye
Day 23
Chapter 4 Worksheet 1
Name
Short Answers 1. Stars are named based on their _________, and the ________________ in which they are found.
2. The constellation Orion is mentioned in the biblical book of _____, dating back to about 2000 B.C.
3. _________ are groups of bright stars that are not one of the official 88 constellations.
4. Mintaka is a blue bright giant, so one of the ________, ________ stars in the night sky.
5. Because its light fades and grows, Algol is often called the “______ Star.”
6. _________ is the brightest star visible in Earth’s nighttime sky.
7. Since it is in the constellation Canis Major, Sirius is sometimes referred to as “_____________.”
First Semester/First Quarter
35
Stargazer’s Guide to the Night Sky
Astronomy with the Unaided Eye
Day 25
Chapter 4 Worksheet 2
Name
Short Answers 1. In mid-April, the constellation that dominates the evening sky is _____.
2. Polaris or the “______ _______” is the one star that doesn’t move noticeably with the time of night or time of year.
3. __________ is the center star in the handle of the Dipper.
4. __________ used to be the North Star around the year 2800 B.C.
5. The constellation ____________ is dominated by the bright red supergiant Antares.
First Semester/First Quarter
37
Stargazer’s Guide to the Night Sky
Astronomy with the Unaided Eye
Day 27
Chapter 4 Worksheet 3
Name
Short Answers 1. The Summer _________ is made up of Vega, Altair, and Deneb.
2. The brightest star in the constellation Cygnus is _______, which means the “tail.”
3. The constellation Corona Autralis is also known as the __________ ____________.
4. The Great _______ is comprised of Markab, Scheat, Algenib, and Alpheratz.
5. The constellation Andromeda is shaped like a curved ___________.
6. At a distance of 2.9 million light years, _____, or “the Andromeda Galaxy,” is the farthest and largest object that can easily be seen with the unaided eye.
First Semester/First Quarter
39
Stargazer’s Guide to the Night Sky
Celestial Events
Day 30
Chapter 5 Worksheet 1
Name
Short Answers 1. A _____________ is when one celestial body passes closely by another.
2. A ____________ occurs when three or more objects come close together in the sky.
3. A ___________ _________________ occurs when a planet passes by another celestial object three times in a row.
4. An ________________ is when one celestial object passes directly in front of another, blocking the background object from sight.
5. Only ________ eclipses are true eclipses, where we observe the shadow of one body falling on another.
6. Total ______ eclipses are far more common than total ______ eclipses.
First Semester/First Quarter
41
Stargazer’s Guide to the Night Sky
Celestial Events
Day 32
Chapter 5 Worksheet 2
Name
Short Answers 1. The __________ method is a way to safely view the sun during a solar eclipse.
2. A meteor, sometimes called a “falling star,” is caused by a small bit of matter falling from space and burning up as it is _________ by atmospheric resistance.
3. The term “________” refers to the bright streak in the sky. The rock causing the streak is called the “___________.” The rock that hits the earth’s surface is called a “___________.”
4. During a meteor shower they will appear to move away from the same point in space. This point is called the “__________.”
5. A particularly bright meteor is called a “__________.”
6. The visible trail that glows behind a bright meteor is called a “______.”
7. A “_________ __________” is a rare occurrence where the sky appears to be raining meteors.
First Semester/First Quarter
43
Stargazer’s Guide to the Night Sky
Celestial Events
Day 34
Chapter 5 Worksheet 3
Name
Short Answers 1. The only meteor shower known to be associated with an asteroid rather than a comet is the _________.
2. The _________________ are the best winter meteor showers.
3. The two meteor showers associated with Halley’s Comet are the ____ ______ and the _______.
4. Approximately every 33 years, the ________ produce a meteor storm.
5. The reason rainbows are colorful is because the water droplets split the sunlight into its constituent _________________.
6. A ________ ___________ is caused by the reflection and refraction of sunlight off of ice crystals in thin, high cirrus clouds.
First Semester/First Quarter
45
Stargazer’s Guide to the Night Sky
Celestial Events
Day 36
Chapter 5 Worksheet 4
Name
Short Answers 1. The word “Corona” means “________.”
2. Both _________ __________and _______________ are caused by sunlight reflecting off of dust in the solar system.
3. ___________ orbit the earth in about 90 minutes.
4. ________ is the worst time to try to view satellites.
5. The iridium _______ is the temporary brightening of a satellite associated with the company Iridium Communications Inc.
First Semester/First Quarter
47
Stargazer’s Guide to the Night Sky
Telescope Basics
Day 38
Chapter 6 Worksheet 1
Name
Short Answers 1. One of the telescope’s most important functions is to make faint things ______ enough to be seen.
2. For the telescope, _________ power is the ability to “separate” things that are close together.
3. The overall ability of a telescope is determined by the diameter of the primary lens or primary mirror; the “__________.”
4. The two kinds of telescopes are ____________ and reflectors.
5. _____________ use curved mirrors to reflect and focus incoming light.
6. _____________ use lenses only, no mirrors.
7. “__________ aberration” is when bright objects you view through a refractor are surrounded by a little purple halo.
First Semester/First Quarter
49
Stargazer’s Guide to the Night Sky
Telescope Basics
Day 40
Chapter 6 Worksheet 2
Name
Short Answers 1. Reflectors use a curved ________ instead of a primary lens to bring light to a focus.
2. Newtonians are reflecting telescopes named after ______ _________.
3. The ___________________ is generally considered to be the best all-around general-use telescope for amateur astronomers.
4. “____________” is when dew collects on the corrector plate of a telescope.
5. A “____ ________” can prevent dew from collecting as you observe the night sky.
First Semester/First Quarter
51
Stargazer’s Guide to the Night Sky
Telescope Basics
Day 42
Chapter 6 Worksheet 3
Name
Short Answers 1. Binoculars or a small telescope will allow you to observe the moon, bright stars, open star clusters, the ____________ Galaxy, and some bright comets.
2. A ______ allows the telescope to pivot in at least two directions.
3. A _______-__________ is a motor that slowly rotates the telescope in the opposite direction that Earth rotates.
4. Telescope mounts come in two varieties: ______________ mounts and __________ (alt-azimuth) mounts.
5. A ________________ telescope is the name of the second small refractor telescope often attached to the larger one.
6. A ________ adds a laser-produced artificial spot, concentric circles, or crosshairs that indicate exactly where the telescope is pointed.
7. If you want to do astrophotography, get a __________-controlled system.
First Semester/First Quarter
53
Stargazer’s Guide to the Night Sky
Telescope Basics
Day 44
Chapter 6 Worksheet 4
Name
Short Answers 1. The most important tip for setting up a telescope for the first time is to set it up _____________.
2. You can begin the alignment of the telescope as soon as it is dark enough to see the ______ _______.
3. If a telescope is computer controlled, turn it on, and begin the _____ - ________ program.
4. Spotter scopes (1)_______, (2)_________, and (3)__________ the image.
First Semester/First Quarter
55
Stargazer’s Guide to the Night Sky
Telescope Observing Sessions
Day 47
Chapter 7 Worksheet 1
Name
Short Answers 1. The clearest nights will generally be the _____________ nights.
2. A _______ flashlight is best because the colored light will not spoil dark adaptation.
3. A ________ laser pointer is useful for pointing out celestial objects to other people.
4. If the telescope temperature does not match the air temperature, all objects will appear fuzzy and “wavy” due to ___________ within the telescope.
5. Expect about a _______ _________ to become more or less fully dark adapted.
6. A _____ __________ drastically reduces the amount of heat the corrector plate can radiate to space.
First Semester/Second Quarter
57
Stargazer’s Guide to the Night Sky
Telescope Observing Sessions
Day 49
Chapter 7 Worksheet 2
Name
Short Answers 1. _____________ pollution is the brightening of the nighttime sky caused by artificial lights.
2. The full moon is about _____ times brighter than first quarter due to the way the sunlight is reflected.
3. Even the slight ______________ differences in the air cause motion that can be seen in a telescope, causing ripples to blur the image of any object you are viewing.
4. ____________ elevations are generally better than _____________ elevations; you’re looking through less atmosphere.
5. Much of the “bad seeing” occurs within the telescope itself, so make sure it reaches ______ equilibrium before starting any serious viewing.
6. When observing the skies, it is suggested that you observe the ________ objects first, then the _______ objects later on.
7. For almost all telescopic objects, it is recommended by the author to use the __________ magnification possible.
First Semester/Second Quarter
59
Stargazer’s Guide to the Night Sky
Telescope Observing Sessions
Day 51
Chapter 7 Worksheet 3
Name
Short Answers 1. The higher the magnification, the _________ the target will appear, and the _________ the field of view.
2. “________________” is the process of aligning the mirrors of a reflecting telescope.
3. Use ___________ vision when looking at faint objects, not looking directly at them.
4. A moment of “good seeing” can occur when objects viewed through a telescope become _____ and exceptionally ___________.
5. The best way to find deep sky objects is with a technique called “________ ___________.”
First Semester/Second Quarter
61
Stargazer’s Guide to the Night Sky
The Moon and the Sun
Day 53
Chapter 8 Worksheet 1
Name
Short Answers 1. The moon looks best in a telescope when it is in or near _______ quarter or ______ quarter.
2. The dividing arc between day and night on the moon is called the “_____________.”
3. It is common for larger craters on the moon to have a _________ peak.
4. Faults are best viewed near the terminator where their shadows are __________.
5. _________ are large dark regions on the moon.
6. ________ are very light-colored streaks that radiate away from some craters.
7. The “_____ __________” makes the moon appear larger when it is near the horizon.
First Semester/Second Quarter
63
Stargazer’s Guide to the Night Sky
The Moon and the Sun
Day 55
Chapter 8 Worksheet 2
Name
Short Answers 1. Do not use a “________” filter that is designed for the eyepiece, as these are unsafe.
2. The center of the sun is noticeably ____________ than the limb, or outer section.
3. The sun is gaseous and hotter in the ___________ than the _____________.
4. Sunspots are _______ regions on the sun caused by intense magnetic fields.
5. The temperature of the sun’s surface is around _______ degrees Celsius.
6. Sunspots have an ___-year cycle.
7. The sun’s _________ magnetic field lies below the surface of the sun, and is oriented in an east-west direction.
First Semester/Second Quarter
65
Stargazer’s Guide to the Night Sky
The Planets
Day 58
Chapter 9 Worksheet 1
Name
Short Answers 1. Jupiter takes about one year on average to move from one ____________ to the next.
2. Planets lie roughly in the ________, which marks the path that the sun appears to travel.
3. ______ is a noticeably red object in the sky.
4. Only Venus, the moon, and the sun shine brighter than ________.
5. The best time to see Jupiter is when the planet is in _________, which occurs when the earth is in between Jupiter and the sun.
6. The zones on Jupiter consist of higher altitude clouds made primarily of __________.
7. The four most visible moons of Jupiter are called the ________ satellites.
First Semester/Second Quarter
67
Stargazer’s Guide to the Night Sky
The Planets
Day 60
Chapter 9 Worksheet 2
Name
Short Answers 1. The red spot _________ time is the time the red spot on Jupiter will be centered best for viewing.
2. Jupiter’s rapid ____________, less than ten hours, is faster than any other planet.
3. Since its moons orbit around its equator, it is very common for the moons to ______ Jupiter.
4. Jupiter has a nearly ___-year orbital period.
5. Venus is only visible in the ____ shortly after sunset or in the ____ shortly before sunrise.
6. Venus is often called “the evening star” or “the morning star” since it dominates the sky when near greatest ______________.
7. _________ of Venus happen only twice per century, and the two events are always separated by eight years.
First Semester/Second Quarter
69
Stargazer’s Guide to the Night Sky
The Planets
Day 62
Chapter 9 Worksheet 3
Name
Short Answers 1. Saturn is physically about _____ times the diameter of Earth.
2. Though Saturn is about ___________ miles away from Earth, its distance doesn’t change very much.
3. The moons of Saturn are comprised of trillions of tiny _______ that orbit its equator.
4. The division or “gap” between the A and B rings of Saturn is called the “_______ _______.”
5. Saturn has over ___ moons, the largest being ______.
6. The true tilt of Saturn’s axis of rotation remains constant at _____ degrees.
First Semester/Second Quarter
71
Stargazer’s Guide to the Night Sky
The Planets
Day 64
Chapter 9 Worksheet 4
Name
Short Answers 1. Saturn takes ____ years to orbit the sun.
2. One can observe a “ring-less” Saturn when the planet is ____-____.
3. Mars only looks good when it is very near _______________.
4. Mars can appear over ____ times larger at opposition.
5. To the unaided eye, Mars appears a vivid ____ color.
6. The ____ Crater was the landing site for the science lab Curiosity.
First Semester/Second Quarter
73
Stargazer’s Guide to the Night Sky
The Planets
Day 66
Chapter 9 Worksheet 5
Name
Short Answers 1. The darkest feature on Mars, _____ ______, passes through Mars’ equator.
2. On Mars, the valley _______ often fills up with fog and so appears almost white.
3. The ____ ______ change size with the Martian seasons.
4. The rotation period of Mars is ___-hours and 37 minutes.
5. The ________ __________ is called the Grand Canyon of Mars.
6. Mars has two tiny moons: ________ and _________.
7. Mercury is the closest planet to the sun, and takes only ____ days to complete one orbit.
First Semester/Second Quarter
75
Stargazer’s Guide to the Night Sky
The Planets
Day 68
Chapter 9 Worksheet 6
Name
Short Answers 1. Uranus appears as a featureless _____ sphere, lying at a distance of around 1.8 billion miles from Earth.
2. A moderately large backyard telescope can theoretically view five moons of Uranus: Miranda, Ariel, Umbriel, ________, and __________.
3. Neptune is essentially the twin of __________ in physical size and color.
4. The only moon of Neptune visible with a moderately sized backyard telescope is ________.
5. Pluto is now a part of a new class of objects: the Trans-____________ Objects (TNOs).
6. Near ______________, Pluto is actually slightly closer to the sun than Neptune.
7. Pluto takes ____ years to orbit the sun once.
First Semester/Second Quarter
77
Stargazer’s Guide to the Night Sky
Star Classification and Telescope Viewing
Day 70
Chapter 10 Worksheet 1
Name
Short Answers 1. The brightness of stars as we see them from Earth are classified according to their “__________ ____________.”
2. In star classification, the lower numbers represent the ___________ stars.
3. The __________ ____________ of a star is the apparent magnitude that a star would have if it were placed 10 parsecs away from the observer.
4. Stars are classified based on their ___________ features, which is the presence or absence of certain wavelengths of light.
5. _____ stars are the hottest and _____ stars are the coolest.
6. Stars are organized into one of seven classes in order from hottest to coolest: __, ___, ___, ___, ___, ___, and ___.
7. The seven classes of stars are subdivided into a range of ___ categories within each class (represented by a letter), and based on their _____ within a given temperature class.
First Semester/Second Quarter
79
Stargazer’s Guide to the Night Sky
Star Classification and Telescope Viewing
Day 72
Chapter 10 Worksheet 2
Name
Short Answers 1. Double stars are called __________ stars.
2. _____________ doubles are two stars that appear to be close together, but are in fact at different distances.
3. _____________ binaries are true binaries, two stars that can be separated in a telescope.
4. ______, the southernmost star in the Southern Cross is a visual binary.
5. The ____________-Russell diagram is a graph that plots the absolute magnitude of a star against its surface temperature.
6. ______ mass stars are cool and red, _________ mass stars are yellow, and ________ mass stars are hot and blue.
First Semester/Second Quarter
81
Stargazer’s Guide to the Night Sky
Deep Sky Objects
Day 75
Chapter 11 Worksheet 1
Name
Short Answers 1. Some of the best galaxies, star clusters, and nebulae that can be viewed by a small telescope are found in the __________ list, first published in 1781.
2. There are two types of star clusters, which are denser regions of stars: ______ clusters and ________ clusters.
3. ____________ clusters typically consist of about 100,000 stars, and are always spherical in shape.
4. To the unaided eye, the _________ look like a tiny little dipper consisting of about six or seven stars.
5. A number of Messier objects are found along the Milky Way in and around the constellations _______________ and ________________.
First Semester/Second Quarter
83
Stargazer’s Guide to the Night Sky
Deep Sky Objects
Day 77
Chapter 11 Worksheet 2
Name
Short Answers 1. M3 is a compact globular star cluster found to the northwest of ________.
2. One of the best globular clusters visible in the Northern Hemisphere, _____, is found in the constellation Hercules.
3. The most spectacular globular cluster visible from Earth is _______ _________.
4. A ___________ is a cloud of hydrogen and helium gas spread over a vast region of space.
5. A nebula will glow if _____ are close to it, heating it.
6. A ___________ nebula is large and does not have a distinct boundary.
7. A ___________ nebula is produced by the ejected gas of a star, and is generally smaller than other types of nebulae
First Semester/Second Quarter
85
Stargazer’s Guide to the Night Sky
Deep Sky Objects
Day 79
Chapter 11 Worksheet 3
Name
Short Answers 1. The Ring Nebula (M57) is located between Sulafat and Sheliak in the small constellation ____.
2. M27 is called the _________ Nebula because of its quasi-circular, two-lobed structure.
3. The ____________ Nebula is a good wintertime planetary nebula, found in the constellation Gemini.
4. The ________ Nebula, M17, is sometimes called the Omega Nebula or Horseshoe Nebula.
5. The Eagle Nebula is well known even among non-experts because of a Hubble image sometimes called “the Pillars of __________.”
6. In winter, Hubble’s variable nebula (NGC 2261) resembles a __________.
7. A ___________ is a collection of around 100 billion stars.
First Semester/Second Quarter
87
Stargazer’s Guide to the Night Sky
Deep Sky Objects
Day 81
Chapter 11 Worksheet 4
Name
Short Answers 1. The first basic classification of galaxies is the __________ galaxies, which are disk-shaped, with a brighter bulge at the center of the disk.
2. The second basic classification of galaxies, and the one most fall under because of their basic shape, is the _____________ galaxies.
3. The third basic classification of galaxies is the ____________ galaxies, which are a blend between an elliptical and a spiral.
4. The fourth and final basic classification of galaxies is the __________ galaxies, because they do not fit the other specified shapes.
5. Perhaps the best example of a face-on grand design spiral galaxy is the _________ Galaxy (M51).
First Semester/Second Quarter
89
Stargazer’s Guide to the Night Sky
Deep Sky Objects
Day 83
Chapter 11 Worksheet 5
Name
Short Answers 1. The _______ cluster, more than ten degrees across, presents a view of a large number of galaxies simultaneously.
2. The largest and brightest member of the Virgo cluster is _____.
3. The ______________ Galaxy (M104) has a striking dust lane around its perimeter.
4. The worst time to look for galaxies is late summer because of the “zone of ____________.”
5. ____________ are small, blue objects that have enormous redshifts.
6. An _______ ____________ _________ (AGN) is a galaxy whose center is unusually bright, and sometimes gives off powerful radio signals.
7. A QSO is a “Quasi-________ Object.”
First Semester/Second Quarter
91
Stargazer’s Guide to the Night Sky
Astrophotography
Day 85
Chapter 12 Worksheet 1
Name
Short Answers 1. Placing a digital camera up to the eyepiece of a telescope to take a picture is called “_____ imaging.”
2. _________________ is when the field of view will be reduced in the camera, with soft-edges that are reduced in brightness relative to the center.
3. The best way to do astrophotography is using a CCD, which stands for “________ ________ device.”
4. You generally need three color filters for color photos, which are ____, ________, and ________.
5. For color photos you can also use a SSC, a “_______ _______ color” CCD.
6. A _____ mirror allows you to quickly check on the target object with your eye, and then quickly switch back to CCD imaging mode.
7. A dark frame image is dependent on (1) _____________ and (2) time exposure.
First Semester/Second Quarter
93
Stargazer’s Guide to the Night Sky
Astrophotography
Day 87
Chapter 12 Worksheet 2
Name
Short Answers 1. The higher the temperature, the greater the _____ current will be.
2. In “____ fielding,” if the gain for each photoreceptor is known, you can divide the final image by this value to compensate for the unequal gain of the various pixels.
3. Image ___________ is the best way to get long time exposure images on telescopes that have only mediocre tracking.
4. When the photoreceptors are not sensitive to light at all, these are said to be “_____ pixels.”
5. For best results in capturing a lunar eclipse, keep the entire moon ______________.
6. Star ________ are the tracks, often circular, that appear because of the combination of the earth’s rotation and long exposure setting.
First Semester/Second Quarter
95
Stargazer’s Guide to the Night Sky
Astrophotography
Day 89
Chapter 12 Worksheet 3
Name
Short Answers 1. Only the biblical God as described in the pages of Scripture can make sense of the ________ ______ of nature, which describe the predictable behavior of the cosmos.
2. The fact that natural laws can be expressed by _____________ laws confirms that the universe was designed to be understood by the human mind.
3. _____________ ____________ said that doing astronomy is like “thinking God’s thoughts after Him.”
4. Did this course meet or exceed your initial expectations? Why or why not?
First Semester/Second Quarter
97
Moon Worksheets for Use with Our Created Moon
Our Created Moon Our Nearest Neighbor
Day 94
Chapter 1 Worksheet 1
Name
Short Answers 1. What is a moon?
2. How is the moon described in Genesis 1:16?
3. What three Hebrew words refer to the moon in the Old Testament?
4. What is the Greek word for “moon” in the New Testament and what does it mean?
5. How far away is the moon?
6. What keeps the moon in the sky?
7. What does the word “centripetal” mean?
Second Semester/Third Quarter
101
8. What is the elusive force that occurs between objects — Even over large stretches of empty space and continues to puzzle scientists?
9. What do physical laws say about the universe?
10. Who said, “That’s one small step for man; one giant leap for mankind?”
Discussion Question “If the moon’s tangent speed ceased, it then would fall directly toward the earth and collide with us. On the other hand, if gravity ceased, the moon would leave its Earth orbit on a straight line path like a stone from a whirling slingshot.” (pg. 10, Our Created Moon) Secular science and evolutionary theories often rely on random events over long periods of time to explain the world we see. The Bible tells us that God created everything — including the universe — and it was good. Knowing the precision of how the moon stays in the sky, what do you think about these two opposing worldviews in explaining the moon? What details from what you have read so far support your answer?
Bonus Activity Research Newton’s law of universal gravitation. How does this help us understand the effects of gravity? What do you need to know to use the following formula to determine the gravity force between two objects?
ð F is the ______________________________. ð G is the ______________________________. ð m1 is the ______________________________. ð m2 is the ______________________________. ð r is the ______________________________.
102
Second Semester/Third Quarter
Our Created Moon Our Nearest Neighbor
Day 96
Chapter 1 Worksheet 2
Name
Words to Know breccias libration lowlands lunar eclipse lunar highlands regolith sidereal period synodic period Short Answer 1. How large is the moon?
2. What is another name for the mutual balance point or center-of-mass between two objects?
3. E xplain what is meant by “a many body problem” in physics in how it relates to the gravity interactions between celestial objects like the moon, sun, or earth.
4. W hy is the size of the moon considered to be unusual compared to other moons we see in our solar system?
Second Semester/Third Quarter
103
5. Why is the moon also referred to as a “secondary” or “double planet” companion to earth?
6. Why do we see only one side of the moon?
7. W hat are some of the previous theories on what created lunar craters? What is the predominant idea of their origin today?
8. How many estimated craters are thought to be on the moon, larger than one kilometer in size?
9. How does the lack of an atmosphere tie in with the presence of the craters?
10. There are impact craters on earth, but they don’t look the same as those on the moon. Why?
11. What are three varieties of moon rocks that have been collected?
104
Second Semester/Third Quarter
12. How is soil on the moon different from that on earth?
13. Do lunar crystalline rocks contain the same chemical minerals that are found in earth rock?
14. What do crystalline rocks hint about the moon’s history?
15. Are sodium, potassium, and lead found in rocks on the moon?
16. All moon rocks contain more heat-resistant elements than rocks on earth — true or false?
17. Where is anorthosite found on the moon?
18. What rocks help give color to the maria area of the moon?
Second Semester/Third Quarter
105
19. What shape are lunar rocks?
20. What do the small bright beads of colored glass in the lunar soil indicate?
Discussion Question Although it cannot produce light on its own, how is the moon’s ability as a reflector critical in understanding Genesis 1:16?
Bonus Activities 1. R esearch lunar mass. Can you find the answer to the following equation? Why are complex equations like this one vital to the success of the space program? 1 lunar mass = ____________ x _____________ kilograms 2. Research the moon as a reflector. Are there substances on the moon’s surface that help to reflect light or is the sheer size of the moon and the intensity of sunlight what makes the moonlight bright?
106
Second Semester/Third Quarter
Our Created Moon Our Nearest Neighbor
Day 98
Chapter 1 Worksheet 3
Name
Words to Know cold traps neap tides spring tides Short Answer 1. By total weight, what percentage of water do most earth rocks contain?
2. What is the assumed significance of water on the moon?
3. How might water have gotten to the moon?
4. Is there life on the moon?
5. Why were the first lunar rock samples and astronauts put into isolation for a time at the end of their space missions to the moon?
6. What two things are missing from the moon that would help with the possibility of life?
7. If life is found in the universe, what are the three possible explanations for it?
Second Semester/Third Quarter
107
8. Why is abiogenesis not a realistic expectation for life to occur?
9. Is there biblical support for life in space beyond that on earth?
10. What causes the moon phases?
11. In what Bible verses is the new moon mentioned?
12. Were some Old Testament festivals timed with the phases of the moon?
13. What do the moon phases affect here on earth?
14. What is the cause for the high spring tides?
15. Though not proven, what other things are often attributed to the moon and its phases?
16. When does a lunar eclipse occur?
17. How often do lunar eclipses occur?
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18. What is a solar eclipse?
19. Why don’t lunar and solar eclipses happen every month?
20. How long does a total eclipse last?
21. What causes the earth’s tides?
22. How does the moon’s proximity to one side of the earth or the other impact tides?
23. How quickly can the tidal bulge move at the earth’s equator?
24. Does the moon’s gravity affect the crust of the earth?
25. In what quarters of the moon’s phases do neap tides occur?
Discussion Question Explain how the size and relative distance of the moon and the sun can help eclipses to occur.
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Bonus Activities 1. Research the latest findings on the question of whether or not the moon has water at www.nasa.gov. Why is water an important component of potential future missions to the moon? 2. Identify the various phases of the moon.
110
Second Semester/Third Quarter
Our Created Moon Our Nearest Neighbor
Day 100
Chapter 1 Worksheet 4
Name
Short Answer 1. How many unmanned Soviet landings have there been on the moon?
2. What American president in 1961 set the national goal of a manned moon exploration?
3. What does it mean for a space mission to be a “manned” one?
4. Describe the Saturn rockets used in the Apollo program for manned flights to the surface.
5. Where on the moon’s surface did Astronaut Neil Armstrong take his first steps on July 20, 1969?
6. When did the Apollo program end and how do we continue to study the moon without manned missions?
7. What are the names of the two moons of Mars?
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8. When were Jupiter’s largest moons discovered and by whom?
9. Are there marked similarities among the moons of our solar system that would suggest a common spontaneous origin?
10. Which American president began NASA in order to study the possibilities of space exploration?
Discussion Questions 1. What global pressures helped to initiate the Apollo space program’s moon exploration? How did these factors help or hurt space exploration in your opinion?
2. After reading the facts about NASA on page 25 of Our Created Moon, do any of the facts change some misconception you have had about the history, purpose, and events of NASA missions?
Bonus Activity Create an informative chart and detail key factors of the Apollo Missions to the moon, or choose a particular manned Apollo mission to the moon and write a two-page essay about some aspect of the mission.
112
Second Semester/Third Quarter
Our Created Moon Our Nearest Neighbor
Day 102
Chapter 1 Worksheet 5
Name
Short Answer 1. Has water been found in trace amounts on the moon?
2. Why have scientists been trying to find recoverable amounts of water on the moon’s surface?
3. What was one extreme method NASA used to try and find water molecules on the moon?
4. Earth’s surface contains an abundance of water and it is also found in three states of solid, liquid, and gas — is this a commonly found substance throughout our own solar system?
5. Why was the South Pole of the moon a target for probes trying to find water on the moon?
6. Why hasn’t there been a continuing search for life on the moon?
7. About how much of the earth’s surface is covered by water?
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8. What is one chief lesson you can take away from the explorations of space?
9. Which of the Apollo missions was considered a “successful failure”?
10. How long is a trip to the moon by rocket?
Discussion Questions Which among the moons described in this part of the reading is to you the most interesting one, and why?
Bonus Activity Complete the moon phase calendar activity on page 27 of the book.
114
Second Semester/Third Quarter
Our Created Moon
History of the Moon
Day 105
Chapter 2 Worksheet 1
Name
Words to Know accretion Roche limit Short Answer 1. What are three popular older theories about the origin of the moon?
2. What is the fission theory, and what is Charles Darwin’s connection to it?
3. What are the four main reasons that the fission theory could not explain the origins of the moon?
4. Explain the capture theory and problems with the theory explaining the origin of the moon.
5. What are two other names for the nebular theory?
6. What are two problems with the nebular theory?
7. How do nebular clouds become stable?
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8. By size comparison, how does the moon relate to typical gas clouds?
9. What is the one known account of the moon’s formation that fits all the known facts?
10. Are there often new theories on the origin of the moon?
Discussion Question Why would the biblical account of the moon’s formation be reliable?
Bonus Activity Create a poster that shows and explains each of the three popular moon origins theories. See if you can find the verse in the Bible that explains the formation of the moon.
116
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Our Created Moon
History of the Moon
Day 107
Chapter 2 Worksheet 2
Name
Words to Know ex nihilo planetesimal Short Answer 1. What is the most popular lunar origin theory today?
2. Explain what this collision theory means.
3. Why is it so popular among some scientists?
4. What are some of the results of computer simulations on the collision theory?
5. What are the main problems with the collision theory?
6. Explain the concept of the Roche limit.
7. Due to tidal effects, which way is the moon spiraling in relation to the earth — inward or outward?
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8. How does the Roche limit and the increasing distance between the earth and the moon impact the possible age of the earth?
9. What is the creation view of the moon? Answers will vary; it should line up with biblical truths of Genesis. It is one of the celestial bodies that glorifies God who created it during the creation week, and it was created after the earth and vegetation.
10. Why was the moon created on the fourth day of the creation week? Wording of the answer may vary but it needs to focus on the concept that the Creator is greater than His creation — the heavens.
Discussion Questions 1. How does the Roche limit create issues for the fission and collision theories of the moon?
2. There is a deliberate sequence in the creation account found in the Book of Genesis. Discuss the logic or practicality of the order of how things were created.
Bonus Activity Develop an oral, written, or video presentation on the creation view of the moon or do a two-page essay summarizing the creationist viewpoint of the moon based on the text on pages 25 and 34 of Our Created Moon.
118
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Our Created Moon
History of the Moon
Day 109
Chapter 2 Worksheet 3
Name
Words to Know radioisotope dating method yom Short Answer 1. What are two of the interpretations that differ from a literal one of the creation week?
2. How does an understanding of hermeneutics help to clarify how to interpret the Book of Genesis?
3. What are four solid arguments for the biblical creation occurring as set forth in Genesis?
4. What are some arguments against the literal creation week account?
5. What is the age of the moon according to secular science?
6. What is the age of other planets, moons, and the sun according to secular science?
7. How do scientists calculate long ages?
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8. Is it scientifically possible to date the age of a rock with absolute certainty?
9. What do the authors mean by the phrase “young earth”?
10. What two factors do creationists use to get that date for the age of the moon?
Discussions Questions 1. What are some alternate theories about a day in Genesis being longer than a 24-hour period?
2. What do you think about the concept of an all-powerful Creator being able to instantly create something like the universe from nothing? What does this tell you about God?
Bonus Activity Research the eruptions of Mount St. Helens in the 1980s and focus on radiometric dating of the rocks. How does an event like this one help to reinforce skepticism over secular dating for rocks?
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Our Created Moon
History of the Moon
Day 111
Chapter 2 Worksheet 4
Name
Short Answer 1. What is the half-life (secular dating of billions of years) of the following isotopes: a. Carbon-14 ____________
b. Uranium-235 ____________
2. Why are certain kinds of atoms unstable or radioactive?
3. Why is knowing the half-life of a parent element important in radioisotope dating?
4. How is dating by using carbon 14 different than the other parent elements?
5. Which of the parent elements is only applied to once-living organisms?
6. What assumptions have to be made when it comes to radioisotope dating?
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7. How are earth rocks different than moon rocks when it comes to dating them?
8. Are all scientific dating processes infallible — yes or no?
9. What is the temperature on the moon in the shadows?
10. Why does the moon have an ever-growing layer of dust on its surface?
11. The word “influx” refers to what?
12. How did Surveyor landings on the moon help to clear up confusion about the depth of moon dust?
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13. What is lunar recession and what force on earth impacts it?
14. What does lunar recession have to do with the age of the moon discussion?
15. Do scientists make an assumption regarding lunar recessions?
16. What are TLPs?
17. What are some examples of TLPs?
18. Why are TLPs such a surprise?
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19. What three lunar craters have been the site of numerous TLPs?
20. Which early astronomer observed TLPs during 1783–1787?
Discussion Questions 1. Discuss how evolutionary theories are intertwined with radiometric dating.
2. In what two ways do creationists differ from secular scientists on the moon’s dust being an indicator of its age?
Bonus Activity On page 43 of the book it gives three stages in accepting new scientific theories — look into the scientific method, and learn what the difference is between observable science and historical science. Then make up a scientific theory related to the moon and consider how it would be treated under the scientific method.
124
Second Semester/Third Quarter
Our Created Moon
History of the Moon
Day 113
Chapter 2 Worksheet 5
Name
Short Answer 1. Why are there still astronaut footprints on the moon?
2. When did Crater Bruno form?
3. Share what the eyewitnesses saw during the event it is believed that Crater Bruno formed.
4. Who was Giordano Bruno?
5. Why are secular scientists skeptical of this history?
6. What does debris, avalanches, and cave-ins on the inside walls of a moon crater imply?
7. What is the evolutionary-focused perspective on the moon’s future?
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8. The theory of galaxies throughout the universe merging into black holes and becoming very cold and dark, with no available energy anywhere, is known as what?
9. What tangible evidence was there for an effect on the moon that occurred with the Apollo 12 moon landing?
10. Was computer technology more advanced when there were manned missions to the moon than it is today?
Discussion Questions 1. What are your thoughts on what secular scientists say will happen to the sun in the future — becoming a red giant star and eventually vaporize planets and vastly alter life on earth — and then shrink to a white dwarf star?
2. Do you see a reason for the continued study of space? Whether you agree or disagree, be able to articulate your answer.
Bonus Activity Look up the following verses — how do they differ from the secular view of the universe’s future? Show your answer in a chart that shows the contrast between these two worldviews. • Isa. 65:17, 66:22 • 2 Pet. 3:13 • Rev. 21:1 126
Second Semester/Third Quarter
Our Created Moon Purposes of the Moon
Day 115
Chapter 3 Worksheet 1
Name
Words to Know albedo harvest moon Short Answer 1. How do the alternate names for the moon reflect the seasonal usefulness of the moonlight?
2. What is the Native American name for the moon that occurs and is also known as Hunters Moon?
3. What month do the following “moons” occur? a. Strawberry Moon _____________ b. Oak Moon ______________ c. Egg Moon ______________ d. Flower Moon ______________ 4. After September 21st, on average how much later does the moon rise every night?
5. What are three other names of Lenten Moon?
6. What characteristic of the moon’s surface allows it to reflect light equally in all directions?
7. What is the average reflectivity of the moon?
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8. What is the average reflectivity of the earth?
9. What is the average reflectivity of Venus?
10. Why is the moon’s average reflectivity a benefit to us?
Discussion Question What are some examples of how moonlight is beneficial?
Bonus Activity Choose five of the alternate names of the moon. Research them, and share your findings in a two-page essay.
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Our Created Moon Purposes of the Moon
Day 117
Chapter 3 Worksheet 2
Name
Words to Know calendar vernal equinox Short Answer 1. Who wrote the following: a. His kingdom spread from shore to shore, Till moons shall wax and wane no more. b. The moon, the governess of the floods, pale in her anger washes all the air. 2. Give two examples of how the moon has been the theme in classical musical arrangements.
3. What is the Latin word that means “to call”?
4. Did Old Testament Hebrews use the lunar calendar?
5. On a lunar calendar, was there an exact number of lunar cycles each year?
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6. Why was a thirteenth month added every three years to the lunar calendar?
7. What significance does the “horned moon” have for some Arab countries?
8. What predictable events of the moon allow there to be a lunar calendar?
9. What is the connection between the moon and the date for Easter each year?
10. Which Roman emperor set the date on the calendar for when Easter would be celebrated?
11. What will be the date for Easter in the year 2027?
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12. Does the moon affect our seasons and weather? If so, how?
13. How do the visible lunar mares (seas) reflect the thought that the moon could affect our weather on earth?
14. What benefits do a full moon provide to the earth?
15. How many degrees below the equator is the Tropic of Capricorn?
16. How is the California grunion an example of animal behavior connected to the moon?
17. Are there other examples of marine animals that follow this common reproductive cycle?
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18. Why does the moon wrasse fish need the moon?
19. How is the moonlight important to the life cycle of a salmon?
20. How is our very breath dependent on the lunar tides?
Discussion Questions 1. Why do you think so many artistic people have been inspired by the moon and its many phases?
2. Discuss some of the other ways that animals are affected by the moon.
Bonus Activity Create a poster that shows the importance of the tides to the health of the oceans. You can find the related text on page 54 of the book.
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Our Created Moon Purposes of the Moon
Day 119
Chapter 3 Worksheet 3
Name
Words to Know corona Short Answer 1. How could the moon be an energy source for the earth?
2. What natural resources, if any, are to be found on the moon?
3. How does the moon protect us from space collisions?
4. Which other planet in our solar system also helps to protect the earth from collisions, and why is it so effective?
5. What was the name of the comet that struck Jupiter in 1994 and helped to highlight the danger of space collisions?
6. How often does a “blue moon” occur?
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7. What celestial event is being described in Amos 8:9, and when may it have happened?
8. How often does the moon make a complete revolution about the earth?
9. Is the moon perfectly round as it appears or egg-shaped?
10. How quickly do the earth and the moon equators move in miles per hour?
Discussion Questions 1. What is a solar eclipse?
2. What is the value of an eclipse?
Bonus Activity Go to the library and check out a book that includes works of art or just look for book covers. See if you can find ten works of art or books that contain an artistic representation of the moon. Make a list of the ten examples.
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Our Created Moon
The Moon in Scripture
Day 122
Chapter 4 Worksheet 1
Name
Short Answer 1. What do some people feel the moon represents in the Bible?
2. Which biblical figure is credited with the following text related to the moon: a. “They shall fear You as long as the sun and moon endure, throughout all generations” (Ps. 72:5). b. “Established forever like the moon, even like the faithful witness in the sky” (Ps. 89:37). c. “The moon moving in brightness” across the night sky (Job 31:26). d. “There is one glory of the sun, another glory of the moon” (1 Cor. 15:41). 3. What is the double-revelation theory?
4. In terms of those who support the double-revelation theory, if there is a conflict between the two, why do some maintain that the theologian must change his interpretation of Scripture?
5. Who is attributed to have said, “The Bible tells us how to go to heaven, not how the heavens go”?
6. What is a cosmology?
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7. What is a cosmogony?
8. What is the problem with assuming that only science can give us an appropriate and adequate explanation of the creation of the universe?
9. Why do many consider the Bible to be the ultimate history book of the universe and that it can be trusted to explain things in terms of scientific concepts all around us?
10. Are Scripture and science mutually contradictory?
Discussions Question What is your reaction to the following excerpt from the book: The early chapters of Genesis, we are told, were written primarily to give us answers only to such “spiritual” questions as “Who?” and “Why?” Scientists, however, must answer the important questions, “When?” and “How?”
Bonus Activity What are three problematic issues with the double-revelation theory? Can you create a visual chart that explains the concepts?
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Second Semester/Third Quarter
Our Created Moon
The Moon in Scripture
Day 124
Chapter 4 Worksheet 2
Name
Words to Know Enuma Elish ex nihilo Short Answer 1. What is the “language of appearance” in Scripture, and how does it apply to the first scriptural reference to the moon?
2. What is another example of “language of appearance” in Scripture?
3. When was the Enuma Elish written?
4. What language was Enuma Elish written in?
5. Does the Bible talk about “moon worship”?
6. Was moon worship prevalent in the last third millennium BC?
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7. Which great Sumerian city was especially devoted to the worship of the moon before the time of Abraham?
8. What the name of the Akkadian moon god?
9. What is the biblical stance on nature worship, like giving the moon and the sun special significance about our health, personalities, decisions, etc.?
10. Did the Curse, or Fall of Man, affect the moon?
Discussion Questions 1. Compare and contrast the Enuma Elish with the biblical account of creation. How does the biblical text provide a reasonable sequence of creation and explanation of what we see today, versus the Enuma Elish?
2. It is clear that moon worship was common in the time of Abraham, but he chose to follow “the true Creator of the moon” — yet less than a thousand years later, the Jewish people were indulging in moon worship. What does this say about how culture can impact your faith?
Bonus Activity See if you can find a moon map — visit the NASA website, for example (www.nasa.gov). Print it out and on a clear evening, see if you can identify anything visually on the moon that is marked on the map. 138
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Our Created Moon
The Moon in Scripture
Day 126
Chapter 4 Worksheet 3
Name
Short Answer 1. What are two words that refer to madness or fanatical behavior that came from being correlated with the full moon?
2. Joshua’s long day was mentioned in the Bible and another ancient book. What was the name of that book?
3. What is another biblical event mentioned in Our Created Moon that echoes this change in the natural laws regarding the sun or the moon?
4. What does the Hebrew word mopheth mean?
5. Is it true that modern computers have calculated the positions of the sun and moon in a way that these two supernatural events can be proven?
6. How big is the moon’s largest crater?
7. What are two names for the moon’s largest crater?
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8. How many craters are on the moon, a kilometer or more in size?
9. What literary connection do the moons of Uranus have?
10. How did Ancient Egyptians explain the movement of the sun with a scarab beetle?
Discussion Questions 1. The biblical event of Joshua’s long day — beyond the idea of it being a miracle, what are some additional theories of what may have occurred to make that day longer?
2. Scientists would argue that such an event would have catastrophic effects and there is no way to prove it scientifically, but to someone who believes in the biblical account, what kinds of arguments would they use to defend this account as a real event?
Bonus Activities 1. Ever heard of a moondial? Do you think a simple sundial would work as a moondial on the night of a full moon? Try it and see if it works. Be sure to record your experience testing this idea.
2. Using a Bible concordance, look up the word moon in Scripture. Develop a chart regarding how many books mention the word, what specific passages mention it, in what context the word is used, and the total number of usages in the Old and New Testaments. Or create a visual display of the biblically stated destiny of the moon on page 71 of Our Created Moon.
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Second Semester/Third Quarter
Our Created Moon Answering the Critics
Day 128
Chapter 5 Worksheet 1
Name
Words to Know mediocrity principle scientific method Short Answer 1. Who stated the following: “For when I look at the moon I do not see a hostile, empty world. I see the radiant body where man has taken his first steps into a frontier that will never end.”
2. In what way do many deny any special significance to the earth or moon?
3. How is the scriptural view of the earth much different from the view of the earth using the mediocrity principle?
4. Which American mathematics professor is credited with coming up with the suggestion that the moon could be blown up or destroyed to make life better on earth?
5. What would life be like on the earth if the moon were gone?
6. How is the suggestion that our universe is just one of many universes a way of supporting evolutionary concepts?
7. Is the idea of multiple universes something that can be proven or scientifically explored? And what is the sample size of the known universe?
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8. What does the phrase “God-of-the-gaps” reasoning refer to?
9. Does a belief in creation mean you have to be opposed to science research and inquiry?
10. What does the Latin word scientia mean?
Discussion Questions 1. Our Created Moon shares two comments regarding the God-of-the-gap reasoning. What are they?
2. The book states, “The supernatural has been redefined as superstition. . . .” What does this mean?
Bonus Activity Secular and creation scientists are both looking at the same evidence but reaching different explanations for it because of different worldviews and starting points. Using the moon as an example, answer the following questions, giving both the secular and creationist answers. Then create two questions of your own about the moon and answer them the same way. Questions: How old is the moon? How was the moon formed? How is the moon beneficial to life on earth? Why is it important to study the moon? (Add your question here) (Add your question here)
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Secular
Creationists
Our Created Moon Answering the Critics
Day 130
Chapter 5 Worksheet 2
Name
Short Answer 1. How long is a light year?
2. Does great distance in space require vast time scales?
3. Do measurements of light clearly show a changing speed today?
4. Are there possible indications found by the physics community that there was a slightly more rapid light speed in the distant past?
5. Relativity theory and experimental data indicate time itself is a quantity that can be _________________ or _______________.
6. This kind of variation in the passage of time becomes significant at _____________ speeds and ________________ mass.
7. How is the concept of relativistic time dilation explained in your book regarding the creation of the earth?
8. If the moon is young, why does it look so old?
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9. When was it a popular idea that the moon was made of green cheese?
10. Can you give an example of a scientific theory that was popular but with time, perception and support of it changed?
Discussion Questions 1. Contrast the concepts of the big-bang theory and a supernaturally formed universe in terms of being about to see the light of distant objects in a young universe.
2. Are scientific theories always right, and how can perception of a theory change with time?
Bonus Activity Choose at least four names from the list of scientists who also support creation on page 79 of your book. Write a mini-biography of each and see if you can find an image of them as well. Try to fit all this information into no more than two pages of text. NOTE: If you wish to do a bigger project for a greater number of possible points, use this list of names to do a research paper about creation scientists. You will need to have a strong and clear topic for the paper. Be sure to include references to the source material you use and format the paper in the appropriate way.
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Second Semester/Third Quarter
Our Created Moon Answering the Critics
Day 132
Chapter 5 Worksheet 3
Name
Short Answer 1. What marine fossil animal is used to “prove” the moon was 60 percent closer to the earth 400 million years ago?
2. Why is the theory of the chambered nautilus fossils being evidence of shorter lunar months still an unproven hypothesis?
3. How many days in a current lunar month?
4. One trip around the moon is equal to a round trip flight from what American city to what European city?
5. Why do alleged Bible errors by critics not mean that the book is unreliable to use in understanding the world around us?
6. What is the numerical value of pi?
7. What is the name of the metal vessel described in 1 Kings 7:23?
8. How many zeros are in a quintillion?
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9. In quintillions of kilograms, what is the mass of the moon?
10. At 238,866 miles from earth, how many times would one have to walk around the earth to reach the distance to the moon?
Discussion Questions 1. How can a fossilized chambered nautilus be used to calculate there were short lunar months in the distant past?
2. Choose one of the two supposed Bible errors on page 83 of your book. Read the biblical text referenced and then the explanation given in the text. Does your perception of the supposed error change with this information? Explain why or why not.
Bonus Activity Choose five different objects or people and then weigh them on a scale. Then divide each of their weights by 6 and you will know what the weight of the object or person would be on the moon. 1. ____________________________ weight: _______________ 2. ____________________________ weight: _______________ 3. ____________________________ weight: _______________ 4. ____________________________ weight: _______________ 5. ____________________________ weight: _______________
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Second Semester/Third Quarter
Our Created Moon
Observing the Moon Living on the Moon
Day 134
Appendicies 1–2 Worksheet 1
Name
Short Answer 1. Who first noticed the moon’s Alpine Valley?
2. The crater called Bessel is located in which circular sea of basalt on the moon?
3. Which of the United States is the same size as the Sea of Crises on the moon?
4. What is a “maria” on the moon?
5. What is the name of the largest maria on the moon?
6. Which lunar crater is three times deeper than the Grand Canyon?
7. What is the hair-like line running for 70 miles in the Sea of Clouds?
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8. Which lunar mountains run along the edge of the Mare Imbrium?
9. What are some of the benefits of living on the moon?
10. What are some the political complications of lunar colonization?
Discussion Question Imagine a scenario where lunar colonization is being planned among at least four different countries. Is there an existing governmental body that could be in charge of this? What are some of the questions that would need to be answered to avoid conflict among them — especially if the countries are not currently allies of one another?
Bonus Activity See if you can collect images from NASA (www.nasa.gov) of each of the moon sites listed on page 85 of your book! Then create a fun visual poster using the images!
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Second Semester/Third Quarter
Astronomy Worksheets for Use with Taking Back Astronomy
Taking Back Astronomy
Introduction
Day 138 & 139
Introduction Worksheet 1
Name
Words to Know worldview naturalism big bang nebular accretion Short Answer Questions 1. A worldview is really a kind of ____________. It prevents us from being objective and “open-minded” about certain things. 2. A correct worldview can help us draw _______________ _____________________ about the evidence. 3. The Bible claims to be the _______________________ ___________ ____ _______. 4. Ultimately, we can base our beliefs about origins on the Word of God, or the speculations of other ________________ _________________. 5. The Bible provides a _______________ ____________________ for the interpretation of scientific evidence in the field of astrophysics, as it does for other areas of science. Discussion Questions 1. Discuss why the creation versus evolution debate is not primarily about science, but instead about worldviews.
2. What do you think it means to have the “mind of Christ”? How would having the mind of Christ affect your worldview?
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Activities Use your Bible to answer the following questions. Include at least one Scripture reference with each answer. How was the universe formed?
When was the universe formed?
Where did mankind come from?
Why am I here?
Why is there so much pain and death in the world?
What is the definition of truth?
152
Second Semester/Fourth Quarter
Taking Back Astronomy
The Splendor of God’s Creation
Day 141
Chapter 1 Worksheet 1
Name
Words to Know angular size Fusion Short Answer Questions 1. The _____________ is the nearest celestial body and is roughly the size of the continental United States. 2. The sun, like other ____________, is a glowing hot ball of ______________ ________. 3. The sun derives energy from the fusion of hydrogen to _________________ in the core. 4. According to Genesis, the moon was designed to rule the _____________ , and the sun was designed to rule the ______________. 5. We cannot see the structure of our own galaxy because we are within it. To us it looks like a faint cloud band stretching across the sky, thus giving it the name _________________ ____________. Discussion Questions 1. Discuss the purposes of the created universe as stated in Psalm 19:1 and Genesis 1:14.
2. Discuss why the sun and moon appear to be the same size when viewed from the earth.
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Activities Write a one-page essay on one of the following prompts: a. How do you feel when confronted with the amazing supernatural power of the Creator?
b. How do you believe the universe declares the glory of God?
154
Second Semester/Fourth Quarter
Taking Back Astronomy
The Splendor of God’s Creation
Day 143
Chapter 1 Worksheet 2
Name
Words to Know nebula galaxy Virgo Cluster Local Group Short Answer Questions 1. When a nebula is heated by ________________ ____________, it glows, often with vivid and beautiful colors. 2. The Milky Way belongs to a cluster of galaxies called the ______________ _______________. 3. The sun gives off more energy every second than one billion major cities would produce in _________ __________. 4. God has created innumerable galaxies with a wide range of shapes and sizes. Clusters of galaxies are organized into even larger bodies called ____________________________. 5. How many stars are estimated to be in the Milky Way? Discussion Questions 1. Read Psalm 8, 1 Peter 5:7, Luke 12:7, John 3:16. Discuss how it makes you feel to know that this same God cares about you individually.
2. After reading these pages we get an idea that the universe is so vast it is beyond our ability to comprehend, yet Genesis 1:16 states simply that God “also made the stars.” Why to do you think the Bible speaks more about God’s plan for mankind than of all His other created works?
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Activity Memorize Psalm 8:3–4.
156
Second Semester/Fourth Quarter
Taking Back Astronomy
The Universe Confirms the Bible
Day 145
Chapter 2 Worksheet 1
Name
Words to Know astronomy astrophysics terminator redshift Pythagoras general relativity Short Answer Questions 1. What two Scriptures speak about the earth being round?
2. What percentage of the earth’s surface is comprised of water? 3. When light is redshifted by motion it is referred to as the __________________ ____________. 4. Observations have shown that the redshift of a galaxy is proportional to its ______________ from our galaxy. 5. The more distant a galaxy is, the more its light is shifted toward the red; this is called the _______________ __________. Discussion Questions Discuss the reasons why universal expansion is a reasonable explanation for the redshifting observed in the universe, and why this theory does not necessary support the big-bang theory.
Second Semester/Fourth Quarter
157
Activity An activity that will demonstrate the Doppler effect can be found at http://near.jhuapl.edu/Education/ lessonDoppler/.
158
Second Semester/Fourth Quarter
Taking Back Astronomy
The Universe Confirms the Bible
Day 147
Chapter 2 Worksheet 2
Name
Words to Know Ptolemy gravity Short Answer Questions 1. _______________ is the property of an object to resist a change in its motion. 2. Einstein’s equation E = mc2 demonstrated that ____________ and __________________ are really the same thing manifesting in different ways. 3. The total number of stars that can be distinctly seen (from both hemispheres under ideal, dark sky conditions) with the unaided eye is around ________________. 4. The clockwork precision of the planets as they orbit the sun is due to their strict obedience to God’s ____________________________. 5. Ideas in _____________ _______________ can change from time to time, but the Bible has demonstrated itself to be consistently true without the need for change. Discussion Questions 1. An important concept in physics is the conservation of energy. Explain this concept.
2. Discuss the Scriptures which teach that the universe obeys physical laws — see Jeremiah 33:25, Isaiah 40:26, Genesis 1:14–19. In your own words, explain how these Scriptures impact your view of scientific observation and evidence.
Second Semester/Fourth Quarter
159
Activities 1. “Virtual experiments” with gravity can be found at the following web address: www.pbs.org/wgbh/nova/physics/galileo-experiments.html.
2. Using independent research, write an explanation of Galileo’s experiment with gravity at the Leaning Tower of Pisa.
160
Second Semester/Fourth Quarter
Taking Back Astronomy
The Age of the Universe
Day 151
Chapter 3 Worksheet 1
Name
Words to Know circular reasoning uniformitarianism Short Answer Questions 1. You must believe in _____________ _____________ to be an evolutionist. 2. The big bang attempts to explain the origins of the universe without ____________. 3. According to the currently favored version of the big bang, the universe will continue to ________________ indefinitely and grow ________________. 4. Naturalism is an unbiblical concept since the Bible makes it clear that God created the universe _______ ________________________. 5. Naturalism often leads to __________________________ age estimates when applied to supernaturally created things. Discussion Questions 1. Explain specifically how we can deduce the age of the earth by using the Bible.
2. Have a discussion about God’s supernatural nature. What evidence can you find in the Bible that God is a supernatural being and that He has supernatural power? What evidence can you find in the world today? Is the power of the Creator limited by the things He created?
Second Semester/Fourth Quarter
161
Activity Using independent research, find at least six quote-worthy statements about young-earth creationism from six different contemporary creation scientists. Example: “As for me, the critics have increased my confidence. My feeling after working through each criticism has been, ‘Is that the best they can do? They must not have been able to find a real error of any importance.’ I hope that you also will become more confident in this strong evidence for the young world presented in Scripture, thus gaining more confidence in the Bible itself.” —D. Russell Humphreys, Ph.D., Creation Physicist
162
Second Semester/Fourth Quarter
Taking Back Astronomy
The Age of the Universe
Day 153
Chapter 3 Worksheet 2
Name
Words to Know fallacy (fallacious) singularity Cosmic Microwave Background (CMB) electromagnetic radiation Short Answer Questions 1. Both naturalism and uniformitarianism are merely ________________ ___________________. 2. The argument that distant starlight disproves the biblical account of creation and supports an old “bigbang” universe is based on ____________ ____________________. 3. The universe has an extremely uniform _________________________ at great distance. 4. _______________ is the fastest way of transferring energy since nothing can travel faster. 5. _________________ is a variation of the big-bang theory in which the universe experiences an accelerated phase of expansion shortly after the big bang. Discussion Questions 1. Discuss the concept of creation week being a supernatural event and why it is unreasonable to expect a naturalistic explanation for the events of creation.
2. Explain the faulty reasoning in the statement “Distant starlight disproves the biblical account of creation and supports an old ‘big-bang’ universe.”
Second Semester/Fourth Quarter
163
Activities Using independent research, answer the following questions: a. Who first measured the speed of light?
b. In what year?
c. How was it calculated or derived?
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Second Semester/Fourth Quarter
Taking Back Astronomy
The Age of the Universe
Day 155 & 156
Chapter 3 Worksheet 3
Name
Words to Know eisegetical dipole magnetic field Short Answer Questions 1. The belief which states that the days of creation were not actually literal days but instead vast ages is called the ___________ _____________ position. 2. ______________ _______________ develop on earth because the moon is closer to one side of the earth than the other, and thus gravity pulls harder on the near side. 3. The magnetic field surrounding the earth protects life by deflecting dangerous ______________ ___________________ in the atmosphere. 4. The earth’s magnetic field is caused by ____________________ ________________ within its interior. 5. The earth’s magnetic field becomes ________________________ as time progresses. Discussion Questions 1. Explain the “day-age” position, and the problems associated with this rationale.
2. Explain how the rate of recession of the moon supports a young earth.
Second Semester/Fourth Quarter
165
Activity God knows the future (Isa. 46:9–10). It follows therefore, that He knew there would be men who would try to refute His entire word (the Bible) by saying that the biblical account of creation is not true. He must also have known that the interpretation of the word “day” would become an issue for Christians. Could this be one reason why Genesis 1:5, 1:8, 1:13, 1:19, 1:23, and 1:31 are present in the creation account? Do these words leave any room for doubt as to what is meant by the word “day” in this context? Read Genesis 1. Write a two page essay explaining your beliefs on the age of the earth and why this issue has become such a hot topic in our time.
166
Second Semester/Fourth Quarter
Taking Back Astronomy
The Age of the Universe
Day 158
Chapter 3 Worksheet 4
Name
Words to Know magnetic dynamo plasma toroidal remanent magnetism Short Answer Questions 1. Many of the planets of the solar system also have strong _____________ ____________________ __________________. 2. The sun reverses its magnetic field every _________________ years. 3. The sun is so hot that most of its atoms are ____________________. 4. ___________________ is highly sensitive to magnetic fields, and interacts with them much more strongly than neutral gas. 5. The magnetic fields of the planets today are consistent with the simple decay produced by ________________ ___________________________. Discussion Questions 1. Briefly explain the model produced by Dr. Russ Humphreys which can explain the present magnetic field strength of the planets in the solar system.
2. Almost any model can be “adjusted” to fit existing data. Explain why Dr. Humphreys’ model has additional credibility.
Second Semester/Fourth Quarter
167
Activities Additional resource recommendation: http://creation.com/d-russell-humphreys-cv. Read the web article entitled “The Moon’s Former Magnetic Field.”
168
Second Semester/Fourth Quarter
Taking Back Astronomy
The Age of the Universe
Day 160
Chapter 3 Worksheet 5
Name
Words to Know differential rotation aphelion perihelion Oort Cloud Short Answer Questions 1. The solid central portion of a comet is called the __________________. 2. Comets generally have a region of vaporized material surrounding them, called the ____________. 3. As comets approach the sun, they speed up and slingshot around the sun, moving fastest at the closest point. It is during these points of close approach that many comets develop a tail, which is a stream of _____________________ ________________ which extends away from the comet. 4. Often two tails develop on comets: an ___________ tail consisting of light charged particles, and a ______________ tail containing heavier materials. 5. Secular astronomers have invented the idea of an ______________ ________________ in an attempt to reconcile the short life span of comets with their belief that the universe is billions of years old. Discussion Questions 1. Explain how spiral galaxies are consistent with the biblical age of the universe.
2. Explain the problems with the theory proposed by secular astronomers regarding “spiral density waves.”
Second Semester/Fourth Quarter
169
Activity Visit the NASA website (www.nasa.gov) and locate the Astronomy Picture of the Day section. Choose a date that is special to you (like your birthday) and see what the image of the day was. What random and interesting facts did you learn?
170
Second Semester/Fourth Quarter
Taking Back Astronomy
The Bible and Modern Astronomy
Day 165 & 166
Chapter 4 Worksheet 1
Name
Words to Know baryon antimatter extra-solar planet positron Short Answer Questions 1. Energy can indeed be transformed into matter. This can be done in a laboratory. Such reactions always produce an equal amount of a substance called _______________________. 2. The universe is made almost entirely of _________________. 3. Scientific observation has shown that matter and antimatter are always produced in ____________. 4. When particles and anti-particles touch, they destroy each other and release enormous amounts of ________________. 5. According to secular models of solar system formation, the earth, moon, sun, and all the planets have supposedly formed from a ______________________ _________________. Discussion Questions 1. Explain the baryon number problem.
2. Explain the problems with the collapsing nebula hypothesis.
Second Semester/Fourth Quarter
171
Activity Using independent research, write a two-page report on Johannes Kepler and his discovery of the Laws of Planetary Motion.
172
Second Semester/Fourth Quarter
Taking Back Astronomy
The Bible and Modern Astronomy
Chapter 4 Worksheet 2
Day 168
Name
Short Answer Questions 1. The sun takes about ________ days to rotate once at its equator. 2. A very significant point of conflict between the secular view of the universe and the biblical view has to do with the ____________________ of the earth. 3. ____________ is the most “earthlike” planet next to the earth itself. 4. The giant gas planets in our solar system are: ___________________, _________________, _______________, and ________________________. 5. The extra-solar planets we have discovered so far appear to be much like the gas planets of our solar system, large balls of ___________________ _____________. Discussion Question Discuss the qualities of the earth that make it totally unique in the universe.
Activity Memorize Isaiah 45:18
Second Semester/Fourth Quarter
173
Taking Back Astronomy
The Bible and Modern Astronomy
Day 171 & 172
Chapter 4 Worksheet 3
Name
Terms to Know extraterrestrial life UFO Short Answer Questions 1. Extraterrestrial life is an ___________________________ concept. 2. The obvious problem with the evolutionary view of of extraterrestrial life has become known as the _________________ ____________________ which begs the question “If other life does exist, where is everybody?” 3. In a way, a belief in extraterrestrial life has become a secular replacement for __________. 4. What Scripture says that God’s invisible qualities are clearly revealed in the natural world so that there is no excuse for rejecting God? 5. How does 1 Corinthians 1:20 describe the world’s wisdom? Discussion Questions 1. Explain why belief in extraterrestrial life is not consistent with a biblical worldview.
2. Discuss God’s plan for the redemption of mankind.
Second Semester/Fourth Quarter
175
Activity Write down God’s plan for the redemption of mankind from memory.
176
Second Semester/Fourth Quarter
Taking Back Astronomy
War of the World Views
Day 174 & 175
Chapter 5 Worksheet 1
Name
Terms to Know presupposition materialism epicycles geocentrism heliocentrism Short Answer Questions 1. Without a number of foundational ______________________________ about reality we could not make sense of anything. 2. Some worldviews cannot be entirely correct because they are _________________ ________________. 3. Only a creation-based worldview allows for the existence of ________________ morality. 4. The battle between opposing worldviews is not primarily about the evidence itself, but how the evidence is ___________________. 5. The geocentric model was strongly promoted by the Greek astronomer __________________. Discussion Question Explain why external evidence can never prove or disprove a person’s worldview in an absolute sense.
Second Semester/Fourth Quarter
177
Activities Answer the following questions from the perspective of naturalistic or a uniformitarian worldview: How was the universe formed?
When was the universe formed?
Where did mankind come from?
Why am I here?
What happens to people when they die?
Why is there so much pain and death in the world?
What is the definition of truth?
Over the course of the next week be thinking about how the facts presented in this book may or may not have affected your personal world view.
178
Second Semester/Fourth Quarter
Taking Back Astronomy
War of the World Views
Day 177 & 178
Chapter 5 Worksheet 2
Name
Terms to Know bias Short Answer Questions 1. When a person is committed to a particular assumption or worldview, no amount of evidence can change his mind, because the evidence can always be explained away by additional __________________. 2. According to Genesis 1:27, God made human beings in His own ________________. As such, we reflect in a finite, limited way some of God’s infinite _________________________. 3. Only the biblical worldview can provide a basis for logical thought and scientific inquiry which is __________-_______________________, makes sense of the _____________________ _____________________, and provides an absolute ______________ ______________________. 4. In which Scripture did Jesus use logic by arguing that He could not be merely a spirit because a spirit does not have flesh and bone? 5. God’s world confirms what we read in ____________ ______________. Discussion Question Pages 112–114 of Taking Back Astronomy give a very clear presentation of the gospel. How have you responded to this question; “Is God real, and if so, what is my response to Him?”
Second Semester/Fourth Quarter
179
Activity Write a two-page essay explaining how a person’s worldview affects every area of life, including finances, morality, art, relationships, politics, etc. Explain how you believe a person’s worldview can grow or change, and how your personal worldview may have grown or changed since you first became a Christian.
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Second Semester/Fourth Quarter
Quizzes Section
Q
The Stargazer’s Guide to the Night Sky Concepts & Comprehension
Answer Questions:
Quiz 1
Scope: Chapters 1–2
Total score: ____of 100
Name
(5 Points Each Question)
1. What is this trend of the Earth’s rotation called?
2. Name the concept that is useful for understanding the positions and motions of stars.
3. What are constellations called that are close enough to the celestial pole that they are visible all night, year-round?
4. Since stars rise two hours earlier every month, they rise ___ hours earlier after six months.
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5. The moon rises (on average) about ______________ later each day.
6. The motion of the planets is complicated because their apparent motion in the sky is the combination of their _________ around the sun, plus the ______________ in position due to Earth’s motion around the sun.
7. Equatorial coordinates are based on the _______________. In particular, they are based on the celestial __________.
8. A star wheel or planisphere helps you find stars by lining up the _____ with the _____ on the planisphere.
9. What does the term equinox mean?
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10. What does the term solstice mean?
11. In the Northern Hemisphere, days are longer in the ____ and _____ seasons, and shorter in the ______ and ________ seasons.
12. The configuration of the sun, moon, and Earth is about the same every 18.031 years, and is called the ________ cycle.
13. The Earth actually has two shadows. A darker inner shadow called the “________” and a lighter outer shadow called the “__________.”
14. When the moon is farther from the earth, it appears smaller than the sun, and when it passes directly in front of the sun it leaves a thin “ring” or “____________.”
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15. Planets orbit the sun in slightly _______ paths with the sun at one focus of the ellipse.
16. _______________ is when a planet is “behind” the sun.
17. Meteor showers are general caused by debris left behind by a ________.
18. The most impressive, reliable meteor shower is the _____ meteor shower, occurring around August 12th each year.
19. The sun traces out a thin figure-eight shape across the sky with each day, which is called ___________.
20. The constellation in which the sun is found at equinox shifts with time. This phenomenon is called the “____________________________.”
186
Q
The Stargazer’s Guide to the Night Sky Concepts & Comprehension
Answer Questions:
Quiz 2
Scope: Chapters 3–4
Total score: ____of 100
Name
(10 Points Each Question)
1. The human eye has two different types of light-detecting cells: ________ and ___________.
2. When looking at faint objects through a telescope, you must avoid looking ____________ at the object.
3. Using a _______ _____________ at night helps you see without impacting your dark-adapted vision.
4. As a general guideline, it takes about ___ minutes to dark adapt your eyes.
5. Stars are named based on their _____________, and the ________________ in which they are found.
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6. The constellation Orion is mentioned in the biblical book of _______, dating back to about 2000 B.C.
7. Because its light fades and grows, Algol is often called the “____________ Star.”
8. ___________ is the brightest star visible in Earth’s nighttime sky.
9. Polaris or the “___________ _________” is the one star that doesn’t move noticeably with the time of night or time of year.
10. The constellation Corona Autralis is also known as the ______________ _____________.
188
Q
The Stargazer’s Guide to the Night Sky Concepts & Comprehension
Answer Questions:
Quiz 3
Scope: Chapters 5–6
Total score: ____of 100
Name
(5 Points Each Question)
1. A __________________ is when one celestial body passes closely by another.
2. An ___________________ is when one celestial object passes directly in front of another, blocking the background object from sight.
3. The term “___________” refers to the bright streak in the sky. The rock causing the streak is called the “_______________.” The rock that hits the earth’s surface is called a “______________.”
4. During a meteor shower they will appear to move away from the same point in space. This point is called the “_______________.”
5. A “____________ _____________” is a rare occurrence where the sky appears to be raining meteors.
6. The only meteor shower known to be associated with an asteroid rather than a comet is the ________________.
7. Approximately every 33 years, the ______________ produce a meteor storm.
8. The reason rainbows are colorful is because the water droplets split the sunlight into its constituent ____________________.
9. A ___________ ___________ is caused by the reflection and refraction of sunlight off of ice crystals in thin, high cirrus clouds.
10. The word corona means “_____________.”
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11. ____________________ orbit the earth in about 90 minutes.
12. The iridium _____________ is the temporary brightening of a satellite associated with the company Iridium Communications Inc.
13. The overall ability of a telescope is determined by the diameter of the primary lens or primary mirror; the “_________________.”
14. The two kinds of telescopes are __________________ and reflectors.
15. “________________ aberration” is when bright objects you view through a refractor are surrounded by a little purple halo.
16. Reflectors use a curved ______________ instead of a primary lens to bring light to a focus.
17. Binoculars or a small telescope will allow you to observe the moon, bright stars, open star clusters, the _______________________ Galaxy, and some bright comets.
18. A _____________-_____________ is a motor that slowly rotates the telescope in the opposite direction that Earth rotates.
19. Telescope mounts come in two varieties: ___________________ mounts and _________________ (alt-azimuth) mounts.
20. A _______________ adds a laser-produced artificial spot, concentric circles, or crosshairs that indicate exactly where the telescope is pointed.
190
Q
The Stargazer’s Guide to the Night Sky Concepts & Comprehension
Answer Questions:
Quiz 4
Scope: Chapters 7–8
Total score: ____of 100
Name
(10 Points Each Question)
1. The clearest nights will generally be the _________________ nights.
2. The full moon is about __________ times brighter than first quarter due to the way the sunlight is reflected.
3. Much of the “bad seeing” occurs within the telescope itself, so make sure it reaches ________________ equilibrium before starting any serious viewing.
4. For almost all telescopic objects, it is recommended by the author to use the _________________ magnification possible.
5. The higher the magnification, the _______________ the target will appear, and the _______________ the field of view.
6. “_______________________” is the process of aligning the mirrors of a reflecting telescope.
7. Use _________________ vision when looking at faint objects, not looking directly at them.
8. The best way to find deep sky objects is with a technique called “________ ___________.”
9. The dividing arc between day and night on the moon is called the “______________________.”
10. ________________ are large dark regions on the moon.
191
Q
The Stargazer’s Guide to the Night Sky Concepts & Comprehension
Answer Questions:
Quiz 5
Scope: Chapters 9–10
Total score: ____of 100
Name
(4 Points Each Question)
1. Planets lie roughly in the _______________, which marks the path that the sun appears to travel.
2. Only Venus, the moon, and the sun shine brighter than _______________.
3. The zones on Jupiter consist of higher altitude clouds made primarily of _______________.
4. The four most visible moons of Jupiter are called the _______________ satellites.
5. The red spot _____________ time is the time the red spot on Jupiter will be centered best for viewing.
6. Jupiter has a nearly _____-year orbital period.
7. Venus is often called “the evening star” or “the morning star” since it dominates the sky when near greatest ______________________.
8. ____________ of Venus happen only twice per century, and the two events are always separated by eight years.
9. Saturn is physically about _____ times the diameter of Earth.
10. The division or “gap” between the A and B rings of Saturn is called the “___________ ____________.”
11. One can observe a “ring-less” Saturn when the planet is __________-______.
12. Mars only looks good when it is very near ____________________.
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13. The ____________ Crater was the landing site for the science lab Curiosity.
14. On Mars, the valley ___________ often fills up with fog and so appears almost white.
15. Mars has two tiny moons: _______________ and _______________.
16. Mercury is the closest planet to the sun, and takes only _____ days to complete one orbit.
17. A moderately large backyard telescope can theoretically view five moons of Uranus: Miranda, Ariel, Umbriel, _______________, and _______________.
18. The only moon of Neptune visible with a moderately sized backyard telescope is _______________.
19. Pluto is now a part of a new class of objects: the Trans-_______________ Objects (TNOs).
20. Near ____________________, Pluto is actually slightly closer to the sun than Neptune.
21. The brightness of stars as we see them from Earth are classified according to their “________________ ________________.”
22. The seven classes of stars are subdivided into a range of ______ categories within each class (represented by a letter), and based on their __________ within a given temperature class.
23. Double stars are called _____________ stars.
24. ______________, the southernmost star in the Southern Cross, is a visual binary.
25. The __________________-Russell diagram is a graph that plots the absolute magnitude of a star against its surface temperature. 194
Q
The Stargazer’s Guide to the Night Sky Concepts & Comprehension
Answer Questions:
Quiz 6
Scope: Chapters 11–12
Total score: ____of 100
Name
(10 Points Each Question)
1. Some of the best galaxies, star clusters, and nebulae that can be viewed by a small telescope are found in the ___________________ list, first published in 1781.
2. There are two types of star clusters, which are denser regions of stars: ___________ clusters and ___________________ clusters.
3. A ________________ is a cloud of hydrogen and helium gas spread over a vast region of space.
4. The Eagle Nebula is well known even among non-experts because of a Hubble image sometimes called “the Pillars of ____________________.”
5. The first basic classification of galaxies is the _____________ galaxies, which are disk-shaped, with a brighter bulge at the center of the disk.
6. The second basic classification of galaxies, and the one most fall under because of their basic shape, is the ____________________ galaxies.
7. Star _______________ are the tracks, often circular, that appear because of the combination of the earth’s rotation and long exposure setting.
8. Only the biblical God as described in the pages of Scripture can make sense of the _________________ __________ of nature, which describe the predictable behavior of the cosmos.
9. The fact that natural laws can be expressed by ____________________ laws confirms that the universe was designed to be understood by the human mind.
10. ___________________ _________________ said that doing astronomy is like “thinking God’s thoughts after Him.”
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Q
Our Created Moon Concepts & Comprehension
Words to Know:
Quiz 1
Scope: Chapter 1
Total score: ____of 100
Name
(5 Points Each Answer)
breccias sidereal period synodic period spring tides Short Answer Questions: (4 Points Each Answer) 1. What is a moon?
2. What three Hebrew words refer to the moon in the Old Testament?
3. What is the Greek word for “moon” in the New Testament, and what does it mean?
4. What does the word “centripetal” mean?
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5. What do physical laws say about the universe?
6. How large is the moon?
7. Why is the size of the moon considered to be unusual compared to other moons we see in our solar system?
8. What are some of the previous theories on what created lunar craters? What is the predominant idea of their origin today?
9. There are impact craters on earth, but they don’t look the same as those on the moon. Why?
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10. What do crystalline rocks hint about the moon’s history?
11. What shape are lunar rocks?
12. What two things are missing from the moon that would help with the possibility of life?
13. What causes the moon phases?
14. When does a lunar eclipse occur?
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15. What causes the earth’s tides?
16. Which American president in 1961 set the national goal of a manned moon exploration?
17. Where on the moon’s surface did Astronaut Neil Armstrong take his first steps on July 20, 1969?
18. Are there marked similarities among the moons of our solar system that would suggest a common spontaneous origin?
19. What was one extreme method NASA used to try and find water molecules on the moon?
20. Why was the South Pole of the moon a target for probes trying to find water on the moon?
200
Q
Our Created Moon Concepts & Comprehension
Words to Know:
Quiz 2
Scope: Chapters 2–3
Total score: ____of 100
Name
(2 Points Each Answer)
accretion Roche limit albedo vernal equinox ex nihilo Short Answer Questions: (2 Points Each Answer) 1. What are three popular older theories about the origin of the moon?
2. What is the fission theory, and what is Charles Darwin’s connection to it?
3. Explain the capture theory and problems with the theory explaining the origin of the moon.
4. Explain what the collision theory means.
5. What are the main problems with the collision theory?
6. Due to tidal effects, which way is the moon spiraling in relation to the earth — inward or outward?
201
7. How does the Roche limit and the increasing distance between the earth and the moon impact the possible age of the earth?
8. What are four solid arguments for the biblical creation occurring as set forth in Genesis?
9. What is the age of the moon according to secular scientists?
10. How do secular scientists calculate that age?
11. What is the half-life (secular dating of billions of years) of the following isotopes: a. Carbon 14 __________________
b. Uranium 235 __________________
12. Why are certain kinds of atoms unstable or radioactive?
13. How is dating by using carbon 14 different than the other parent elements?
14. What assumptions are made when it comes to radioisotope dating?
202
15. Why does the moon have an ever-growing layer of dust on its surface?
16. The word “influx” refers to what?
17. What are some examples of TLPs?
18. What three lunar craters have been the sites of numerous TLPs?
19. Why are there still astronaut footprints on the moon?
20. What do debris, avalanches, and cave-ins on the inside walls of a moon crater imply?
21. What tangible evidence was there for an effect on the moon that occurred with the Apollo 12 moon landing?
22. What characteristic of the moon’s surface allows it to reflect light equally in all directions?
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23. Why was a 13th month added every three years to the lunar calendar?
24. What predictable events of the moon allow there to be a lunar calendar?
25. Does the moon affect our seasons and weather? If so, how?
26. How is the moonlight important to the life cycle of a salmon?
27. How could the moon be an energy source for the earth?
28. How does the moon protect us from space collisions?
29. How often does the moon make a complete rotation around the earth?
30. How quickly do the earth’s and the moon’s equators spin?
204
Q
Our Created Moon Concepts & Comprehension
Words to Know:
Quiz 3
Scope: Chapters 4–5
Total score: ____of 100
Name
(10 Points Each Answer)
cosmogony cosmology mediocrity principle scientific method Short Answer Questions: (2 Points Each Blank) 1. What do some people feel the moon represents in the Bible?
2. What is the problem with assuming that only science can give us an appropriate and adequate explanation of the creation of the universe?
3. What is the “language of appearance” in Scripture, and how does it apply to the first scriptural reference to the moon?
4. When was the Enuma Elish written?
5. What language was Enuma Elish written in?
6. Does the Bible talk about “moon worship”?
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7. What is the biblical stance on nature worship, like that of giving the moon and the sun special significance about our health, personalities, decisions, etc.?
8. Joshua’s long day was mentioned in the Bible and another ancient book. What was the name of that book?
9. What does the Hebrew word mopheth mean?
10. How many craters are on the moon?
11. In what way do many deny any special significance to the earth or moon?
12. What would life be like on the earth if the moon were gone?
13. Does a belief in creation mean you have to be opposed to science research and inquiry?
14. What does the Latin word scientia mean?
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15. How long is a light year?
16. Do measurements clearly show a changing light speed today?
17. Are there possible indications found by the physics community that there was a slightly more rapid light speed in the distant past?
18. Relativity theory and experimental data indicate time itself is a quantity that can be _________________ or _______________.
19. This kind of variation in the passage of time becomes significant at _____________ speeds and ________________ mass.
20. If the moon is young, why does it look old?
21. Can you give an example of a scientific theory that was popular but with time, perception and support of it changed?
22. Why is the theory of the chambered nautilus fossils being evidence of shorter lunar months still an unproven hypothesis?
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23. Why do alleged Bible errors by critics not mean that the book is unreliable to use in understanding the world around us?
24. How many zeros in a quintillion?
25. In quintillions, how much does the moon weigh?
26. The crater called Bessel is located in this circular sea of basalt on the moon.
27. What is a “maria” on the moon?
28. What is the name of the largest maria on the moon?
29. Which lunar crater is three times deeper than the Grand Canyon?
30. What are some the political complications of lunar colonization?
208
Q
Takling Back Astronomy Concepts & Comprehension
Words to Know:
Quiz 1
Scope: Chapters 1–2
Total score: ____of 100
Name
(5 Points Each Answer)
Naturalism Angular size Fusion Virgo Cluster Redshift General relativity Short Answer Questions: (2 Points Each Blank) 1. A correct worldview can help us draw _______________ _____________________ about the evidence. 2. The more distant a galaxy is, the more its light is shifted toward the red; this is called the _______________ __________. 3. The Bible provides a _______________ ____________________ for the interpretation of scientific evidence in the field of astrophysics, as it does for other areas of science. 4. The sun, like other ____________, is a glowing hot ball of ______________ ________. 5. The sun derives energy from the fusion of hydrogen to _________________ in the core. 6. When a nebula is heated by ________________ ____________, it glows, often with vivid and beautiful colors. 7. When light is redshifted by motion it is referred to as the __________________ ____________. 8. God has created innumerable galaxies with a wide range of shapes and sizes. Clusters of galaxies are organized into even larger bodies called ____________________________. Applied Learning Activity:
(10 Points Each Question)
9. Explain why the creation versus evolution debate is not primarily about science, but instead about worldviews.
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10. Explain why the sun and moon appear to be the same size when viewed from the earth.
11. Explain the reasons why universal expansion is a reasonable explanation for the redshifting observed in the universe, and why this theory does not necessary support the big-bang theory.
12. An important concept in physics is the conservation of energy. Explain this concept.
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Q
Takling Back Astronomy Concepts & Comprehension
Words to Know:
Quiz 2
Scope: Chapter 3
Total score: ____of 100
Name
(5 Points Each Answer)
Fallacy (fallacious) Eisegetical Remanent magnetism Differential rotation Aphelion Perihelion Short Answer Questions: (2 Points Each Blank) 1. According to the currently favored version of the big bang, the universe will continue to ________________ indefinitely and grow ________________. 2. _______________ is the fastest way of transferring energy since nothing can travel faster. 3. ______________ _______________ develop on earth because the moon is closer to one side of the earth than the other; and thus gravity pulls harder on the near side. 4. The earth’s magnetic field is caused by ____________________ ________________ within its interior. 5. The earth’s magnetic field becomes ________________________ as time progresses. 6. Many of the planets of the solar system also have strong _____________ ____________________ __________________. 7. The sun reverses its magnetic field every _________________ years. 8. The sun is so hot that most of its atoms are ____________________. 9. Secular astronomers have invented the idea of an ______________ ________________ in an attempt to reconcile the short life span of comets with their belief that the universe is billions of years old. Applied Learning Activity:
(10 Points Each Question)
10. Explain specifically how we can deduce the age of the earth by using the Bible.
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11. Explain the concept of creation week being a supernatural event and why it is unreasonable to expect a naturalistic explanation for the events of creation.
12. Explain how the rate of recession of the moon supports a young earth.
13. Explain how spiral galaxies are consistent with the biblical age of the universe.
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Q
Takling Back Astronomy Concepts & Comprehension
Words to Know:
Quiz 3
Scope: Chapters 4–5
Total score: ____of 100
Name
(5 Points Each Answer)
Antimatter Extra-solar planet Presupposition Materialism Epicycles Bias Short Answer Questions: (2 Points Each Blank) 1. Scientific observation has shown that matter and antimatter are always produced in ____________. 2. When particles and anti-particles touch, they destroy each other and release enormous amounts of ________________. 3. The giant gas planets in our solar system are: ___________________, _________________, _______________, and ________________________. 4. The obvious problem with the evolutionary view of extraterrestrial life has become known as the _________________ ____________________ which begs the question “If other life does exist, where is everybody?” 5. Without a number of foundational ______________________________ about reality we could not make sense of anything. 6. When a person is committed to a particular assumption or worldview, no amount of evidence can change his mind, because the evidence can always be explained away by additional __________________. 7. Only the biblical worldview can provide a basis for logical thought and scientific inquiry which is __________-_______________________, makes sense of the _____________________ _____________________, and provides an absolute ______________ ______________________. Applied Learning Activity:
(10 Points Each Question)
8. Explain the baryon number problem.
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9. Explain the problems with the collapsing nebula hypothesis.
10. List the qualities of the earth that make it totally unique in the universe.
11. Explain why external evidence can never prove or disprove a person’s worldview in an absolute sense
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Answer Keys
The Stargazer’s Guide to the Night Sky
Worksheet Answer Keys
1. Answers will vary.
3. The first is based on our local horizon. The second is based on the celestial sphere.
2. With your eyes alone, with binoculars, or with a telescope.
5. Azimuth
Introduction – Worksheet 1
4. Altitude
3. Yes. There are many similarities, but star charts can vary.
6. celestial sphere, equator
4. Yes. The book includes star charts depending on the seasonal skies.
Chapter 1 – Worksheet 4
5. The moon and the sun.
2. day, year
Chapter 1 – Worksheet 1 1. This is because of the earth’s rotation on its axis; because the earth is spinning in the opposite direction. 2. It is called “diurnal motion.” 3. It is an approximate 24-hour cycle. 4. It is called the “celestial sphere.” 5. It is called the “celestial equator.” 6. They are called “circumpolar” constellations.
1. south, north 3. setting 4. It’s best to get outside and watch. 5. date, time 6. planets, moon Chapter 2 – Worksheet 1 1. declination, 12 2. It means “equal night.” 3. It means “sun stop.”
7. Sidereal day
4. Arctic
Chapter 1 – Worksheet 2
6. Ecliptic
1. The sidereal day is the true rotation rate of Earth as seen from a distant star. The solar day is how long it takes for the sun to return to its highest point in the sky as viewed from a location on Earth. 2. 12 3. It washes out nearly everything else in the sky.
5. Spring/summer, fall/winter
Chapter 2 – Worksheet 2 1. On the spring equinox 2. Solar, lunar 3. Node 4. Saros
4. 50 minutes
5. Umbra, penumbra
5. The gravitational pull of the sun on the moon is about twice the pull of the sun on the moon.
7. 400
6. percentage 7. 29.3, 27.5
6. Photosphere
Chapter 2 – Worksheet 3 1. Annulus
Chapter 1 – Worksheet 3
2. Libration
1. true motion, apparent shift
3. Elliptical
2. The earth’s rotation axis that is tilted relative to its orbit around the sun by 23.4 degrees.
4. Superior 5. Conjunction
217
6. Counterclockwise
2. Deneb
7. Mercury, Venus
3. Southern Crown
Chapter 2 – Worksheet 4 1. Solar 2. Elliptical
4. Square 5. bullhorn 6. M31
3. Comet
Chapter 5 – Worksheet 1
4. Perseid
1. Conjunction
5. Analemma
2. Massing
6. Precession of the equinoxes
3. Triple conjunction
Chapter 3 – Worksheet 1 1. Rods, cones 2. Light
4. Occultation 5. Lunar 6. Lunar, solar
3. Directly
Chapter 5 – Worksheet 2
4. Rhodopsin
1. Projection
5. Red light
2. Heated
6. 30
3. Meteor, meteoroid, meteorite
7. Carrots
4. Radiant
Chapter 4 – Worksheet 1 1. Brightness, constellation 2. Job
5. Fireball 6. Train 7. Meteor storm
3. Asterisms
Chapter 5 – Worksheet 3
4. Hottest, brightest
1. Geminids
5. Demon
2. Quadrantids
6. Sirius
3. Eta Aquarids, Orionids
7. The Dog Star
4. Leonids
Chapter 4 – Worksheet 2 1. Leo
5. Wavelengths 6. Solar halo
2. North Star
Chapter 5 – Worksheet 4
3. Mizar
1. Crown
4. Thuban
2. Zodiacal light, gegenchein
5. Scorpius
3. Satellites
Chapter 4 – Worksheet 3 1. Triangle 218
4. Winter 5. Flare
Chapter 6 – Worksheet 1
Chapter 7 – Worksheet 2
1. Bright
1. Light
2. Resolving
2. Nine
3. Aperture
3. Temperature
4. Refractors
4. Higher, lower
5. Reflectors
5. Thermal
6. Refractors
6. Brighter, fainter
7. Chromatic
7. Lowest
Chapter 6 – Worksheet 2
Chapter 7 – Worksheet 3
1. Mirror
1. Blurrier, smaller
2. Isaac Newton
2. Collimation
3. Schmidt-Cassegrain
3. Averted
4. Dewing
4. Still, clear
5. Dew shield
5. Star hopping
Chapter 6 – Worksheet 3
Chapter 8 – Worksheet 1
1. Andromeda
1. First, third
2. Mount
2. Terminator
3. Clock-drive
3. Central
4. Equatorial, horizon
4. Longest
5. Spotting (or “spotter”)
5. Maria
6. Telrad
6. Ejecta
7. Computer
7. Moon illusion
Chapter 6 – Worksheet 4
Chapter 8 – Worksheet 2
1. During the day
1. Solar
2. North Star
2. Brighter
3. Auto alignment
3. Interior, exterior
4. Invert, magnify, brighten
4. Darker
Chapter 7 – Worksheet 1 1. Coldest 2. Red
5. 6,000 6. 1 7. Toroidal
3. Green
Chapter 9 – Worksheet 1
4. Convection
1. Constellation
5. Half hour
2. Ecliptic
6. Dew shield
3. Mars
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4. Jupiter
Chapter 9 – Worksheet 6
5. Opposition
1. Blue
6. Ammonia
2. Titania, Oberon
7. Galilean
3. Uranus
Chapter 9 – Worksheet 2 1. Transit 2. Rotation 3. Eclipse
4. Triton 5. Neptunian 6. Perihelion 7. 248
4. 12
Chapter 10 – Worksheet 1
5. West, east
1. Apparent magnitude
6. Elongation
2. Brighter
7. Transits
3. Absolute magnitude
Chapter 9 – Worksheet 3 1. Nine 2. A billion 3. Moonlets
4. Spectral 5. Blue, red 6. O, B, A, F, G, K, and M 7. Ten, size
4. Cassini division
Chapter 10 – Worksheet 2
5. 60, Titan
1. Binary
6. 26.7
2. Optical
Chapter 9 – Worksheet 4 1. 29.5 2. Edge-on 3. Opposition
3. Visual 4. Acrux 5. Hertzsprung 6. Low, medium, high
4. Five
Chapter 11 – Worksheet 1
5. Red
1. Messier
6. Gale
2. Open, globular
Chapter 9 – Worksheet 5 1. Syrtis Major 2. Hellas
3. Globular 4. Pleiades 5. Sagittarius, Scorpius
3. Ice caps
Chapter 11 – Worksheet 2
4. 24
1. Arcturus
5. Valles Marineris
2. M13
6. Phobos, Deimos
3. Omega Centauri
7. 88
4. Nebula
220
5. Stars
Chapter 12 – Worksheet 1
6. Diffuse
1. Afocal
7. Planetary
2. Vignetting
Chapter 11 – Worksheet 3 1. Lyra 2. Dumbbell 3. Eskimo 4. Swan
3. Charge coupled 4. Red, green, blue 5. Single shot 6. Flip 7. Temperature
5. Creation
Chapter 12 – Worksheet 2
6. Comet
1. Dark
7. Galaxy
2. Flat
Chapter 11 – Worksheet 4 1. Spiral 2. Elliptical 3. Lenticular
3. Stacking 4. Dead 5. Framed 6. Trails
4. Irregular
Chapter 12 – Worksheet 3
5. Whirlpool
1. Universal laws
6. Galaxy
2. Mathematical
Chapter 11 – Worksheet 5 1. Virgo
3. Johannes Kepler 4. Answers will vary.
2. M87 3. Sombrero 4. Avoidance 5. Quasars 6. Active galactic nucleus 7. Stellar
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The Stargazer’s Guide to the Night Sky
Quiz Answer Keys
Quiz 1 – Chapters 1–2
2. Occultation
1. It is called “diurnal motion.”
3. Meteor, meteoroid, meteorite
2. It is called the “celestial sphere.”
4. Radiant
3. They are called “circumpolar” constellations.
5. Meteor storm
4. 12
6. Geminids
5. 50 minutes
7. Leonids
6. True motion, apparent shift
8. Wavelengths
7. Celestial sphere, equator
9. Solar halo
8. Date, time
10. Crown
9. It means “equal night.”
11. Satellites
10. It means “sun stop.”
12. Flare
11. Spring/summer, fall/winter
13. Aperture
12. Saros
14. Refractors
13. Umbra, penumbra
15. Chromatic
14. Annulus
16. Mirror
15. Elliptical
17. Andromeda
16. Conjunction
18. Clock-drive
17. Comet
19. Equatorial, horizon
18. Perseid
20. Telrad
19. Analemma 20. Precession of the equinoxes
Quiz 4 – Chapters 7–8
Quiz 2 – Chapters 3–4
2. Nine
1. Rods, cones
3. Thermal
2. Directly
4. Lowest
3. Red light
5. Blurrier, smaller
4. 30
6. Collimation
5. Brightness, constellation
7. Averted
6. Job
8. Star hopping
7. Demon
9. Terminator
8. Sirius
10. Maria
9. North Star
1. Coldest
10. Southern Crown
Quiz 5 – Chapters 9–10
Quiz 3 – Chapters 5–6
2. Jupiter
1. Conjunction
3. Ammonia
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1. Ecliptic
4. Galilean
Quiz 6 – Chapters 11–12
5. Transit
1. Messier
6. 12
2. Open, globular
7. Elongation
3. Nebula
8. Transits
4. Creation
9. Nine
5. Spiral
10. Cassini division
6. Elliptical
11. Edge-on
7. Trails
12. Opposition
8. Universal laws
13. Gale
9. Mathematical
14. Hellas
10. Johannes Kepler
15. Phobos, Deimos 16. 88 17. Titania, Oberon 18. Triton 19. Neptunian 20. Perihelion 21. Apparent magnitude 22. Ten, size 23. Binary 24. Acrux 25. Hertzsprung
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Our Created Moon Chapter 1 – Worksheet 1 1. Any natural satellite that orbits a planet that holds it captive by the planet’s gravity force. It moves in a continuous elliptical orbit. 2. Answers will vary depending on version of Bible used. For example, “The lesser light that rules the night,” which is from the NKJV. 3. hõdesh, ya-reah, lebana 4. selene; white one 5. Answers can vary: between 225,600 and 251,815 miles, with an average of 238,712 miles (384,090 km) ; 238,712 miles (center to center); 384,090 km; a light travel time of 1.3 seconds; a three-day trip for Apollo astronauts; at 60 mph the trip would take 52 months; equal to ten trips around the world; 400 times closer than the sun. 6. Answers can vary but should focus around the combination of gravity and the orbit in combination helping keep the moon in orbit; for example: the moon’s tangent speed and falling motion add together to result in a smooth, curving orbit around the earth 7. Center-seeking 8. Gravity 9. Answer will vary — should refer to orderliness and also being constant. It is not something that changes over time but has been in existence since the beginning. 10. Neil Armstrong Discussion Question Answers will vary. Bonus Activity force between the masses gravitational constant (see if you can find this calculation in your research) first mass second mass distance between the centers of the masses Chapter 1 – Worksheet 2 breccias — rocks composed of small rock fragments, 224
Worksheet Answer Keys glass, and soil that have been compacted into cohesive rocks libration — the “rocking” slightly back and forth of the moon in orbit lowlands — large, flat areas that cover one-half of the moon’s visible side lunar eclipse — occurs when the earth is lined up exactly between the sun and moon lunar highlands — rugged mountain ranges that appear from earth as light-colored patches regolith — the general lunar surface collection of dust, pebbles, and boulders sidereal period — the moon’s rotation time with respect to the stars (approximately 27½ days) synodic period — the time from one full moon to the next (approximately 29⅓ days) 1. Answers may vary: one-quarter the size of earth; diameter of 2,160 miles or 3,475 km; 81 times smaller than the earth 2. Fulcrum 3. It refers to a moment-by-moment analysis in terms of physics and is about the ever-changing center-of-mass position. It changes depending on the position of the various objects. 4. Answers can vary but should be related to the ratio or proportion of the moon compared to earth. Our moon is considered large in terms of proportion of size in ratio to earth when compared to other planets with moons in our solar system. 5. Because most lunar masses are less than 0.025 percent of their planets or less than 5 percent of the diameter of their planets. When you consider the size of the earth, our moon is very large in comparison. 6. Because of its orbit — once a day on its axis as it orbits the earth. 7. Volcanic activity, giant gas bubbles, and collapsed sinkholes; impact craters 8. 200,000 craters 9. Answers may vary in wording but should note that without an atmosphere for them to burn up
as they travel through, approaching space rocks hit the moon without anything to stop them. 10. Answers may vary in wording but should be focused on forces of erosion; for example: forces like erosion by wind, water, and tectonic processes alter the craters. 11. Crystalline rock, soil, and breccia 12. There is no organic matter in the lunar soil and very little moisture; it consists mostly of the powdered remains of meteorite collisions. 13. Yes 14. A rapid cooling of the surface at some point 15. No 16. True 17. The lunar highlands 18. Basalt 19. Answers may vary a bit but should refer to them being sharply angular rather than rounded. 20. They indicate the melting of material during past impacts and subsequent rapid cooling Discussion Question
2. That water may also bring some sign of evolved life having been there or still there 3. Answer will vary; no definitive answer, but the common theory is by meteorites or comets 4. No 5. To prevent possible contamination by an unknown microbe many felt might be found on the moon 6. Life-building carbon and free oxygen 7. Spontaneous evolution (abiogenesis), supernatural creation, or contamination from the earth 8. A zero probability of it happening and the failure of every origin-of-life experiment since those of Louis Pasteur 9. No 10. They are a result of our partial view of the sunlit portion of the moon. 11. Psalm 81:3; Isaiah 1:13; Ezekiel 46:1; and Hosea 2:11 12. Yes
13. Tides; slight influence on the weather Answers will vary — but it should reflect that the 14. A lineup between the sun, earth, and moon and moon’s large size and its function as a reflector their resulting gravity that contributes to the help explain the greater and lesser lights noted in tidal pull on the earth the Scripture from our human perspective here on earth. 15. Answers will vary.
Bonus Activities 1. 7.35 × 10 kilograms; answers will vary 22
16. When the earth is lined up exactly between the sun and the moon.
2. Answers will vary; regolith as a substance on the moon’s surface may also be mentioned.
17. Once or twice a year
Chapter 1 – Worksheet 3
19. Because the moon is usually positioned above or below the plane of the earth-sun system.
cold traps — protected spots near the moon’s poles that are in permanent shadows neap tides — during the first and third quarter moon phases, the sun and moon are 90 degrees apart and earth tides then are lower spring tides — tides are highest during the full moon and new moon phases when there is a lineup between the sun, earth, and moon, and the gravity of both objects then contribute to the tidal pull on the earth 1. At least 1 to 2 percent
18. When the moon is exactly between the earth and the sun
20. Usually just a few minutes 21. Mainly the pull of the moon’s gravity and a smaller amount of the sun’s gravity 22. The side of the earth nearest the moon feels the greatest gravitational pull and bows slightly outward in a high tide. The far side of earth, feeling the least gravity attraction, bows slightly away from the moon to produce another high tide.
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23. 1,000 miles per hour 24. Yes 25. First and last quarter Discussion Question Answers will vary. Should focus on the size of the moon and the sun in relation to one another and the earth, as well as their distances to earth that allow them to appear to be the same size in the sky. Bonus Activities 1. Answers will vary. Counter clockwise from the right 1. New 2. Waxing Crescent 3. First Quarter 4. Waxing Gibbous 5. Full 6. Waning Gibbous 7. Third Quarter 8. Waning Crescent Chapter 1 – Worksheet 4 1. 21 2. President John F. Kennedy 3. This means people are onboard for the duration of the space mission. 4. Three-stage, 360 feet long, generating 7.5 million pounds of thrust on liftoff 5. Sea of Tranquility 6. Apollo 17 in 1972; lunar reflectors and continued study of moon rocks 7. Phobos and Deimos 8. 1610 by Galileo 9. No — each is unique. 10. President Woodrow Wilson Discussion Questions 1. Answer will vary, but should take into account the Cold War or the technological competition between the United States and the Soviet Union. 2. Answers will vary. Chapter 1 – Worksheet 5 1. Yes 226
2. Because it creates the possibility of a manned lunar base or hydrogen fuel for spacecraft launches on the moon 3. Deliberately crashing two probes into the lunar surface 4. No — and especially not in all three states 5. Some felt frozen water might have accumulated there deep within craters that are not reached by sunlight and it is persistently cold. 6. The idea was given up when the Apollo astronauts found a sterile, lifeless lunar surface 7. About three-quarters 8. That the earth is unique. 9. Apollo 13 10. 60 to 70 hours Discussion Question Answers will vary, but the moon must be identified by name, the planet it orbits, and what features factored in making this choice. Chapter 2 – Worksheet 1 accretion — a growth of the earth and its moon from dust and gas occurring side by side in space Roche limit — breakup of a moon occurs within about 2.44 planetary radii of its host planet 1. Fission or splitting off of material from earth; capture of an external moon by the earth’s gravity, condensation of nebulous gas and dust at the same time 2. A theory that the earth was once molten and spinning rapidly, a growing tidal bulge was occurring because of the sun, which was eventually thrown or fissioned from the earth to form the moon; one of Charles Darwin’s sons was a champion of this idea. 3. Rotation time of the earth would need to be ten times more than it currently is; the moon’s composition materials are different than those of earth; the moon’s orbit doesn’t match what it should if this theory were viable; it could not have survived intact within the Roche limit. 4. A wandering moon passed too close to earth, and it was captured in the earth’s gravitation; it isn’t really explaining the origin of the moon
if the moon arrived intact; no explanation for the slowing of the moon to enter a permanent earth orbit; no other moons have been observed originating in this way; the high circular orbit of the moon is not the orbit it would have to be if this theory explained the moon’s origins 5. Sister or condensation theory 6. The precise balance needed in the buildup of solid matter and the assumption that a nebular contraction will occur in the first place 7. Need to be compressed externally until inward gravity becomes the dominant force
internal gravity force. 7. It spirals slowly outward. 8. By knowing the moon moves 1 to 2 inches away from earth each year, it shows that the moon would have been too close to the earth in the distant past. 9. Answers will vary; it should line up with biblical truths of Genesis. It is one of the celestial bodies that glorifies God, who created it during the creation week, and it was created after the earth and vegetation.
8. The moon is smaller by thousands of times, and the gas clouds are still expanding.
10. Wording of the answer may vary, but it needs to focus on the concept that the Creator is greater than His creation — the heavens.
9. The account in the biblical Book of Genesis
Discussion Questions
10. Not really — mostly variations on existing ones
1. Both involve having a moon already positioned near the earth; this would mean we would have a broken moon in rings like Saturn. Answers will vary.
Discussion Question Answers will vary — should focus on the source being the Word of God or that God was present and knew how it occurred Chapter 2 – Worksheet 2 ex nihilo — from no previously existing matter (literally, out of nothing)
2. Answers will vary. Chapter 2 – Worksheet 3 radioisotope dating method — involves chemical analysis to determine the ratios of parent and daughter atoms in a sample
planetesimal — a large Mars-sized space object said by some evolutionists to have collided with earth and yom — Hebrew word translated day formed the moon 1. Answers should include theistic evolution, progressive creation, day-age theory, the gap 1. The collision or giant-impact theory theory 2. A chance collision occurred billions of years ago 2. It focuses not only on the context of the verses but when an object the size of Mars hit the earth, also the known literary figures of speech; for expartially melting both and throwing debris. ample, there are no examples of poetry in the first 3. It avoids the weaknesses of earlier theories chapter of Genesis, and therefore the text seems to 4. Some think it would take multiple collisions, and have been intended to be interpreted literally. others show that multiple moons should result. 3. Answers may vary but need to focus on: yom, 5. Answers may vary but should include one or more of the following: the question of how a ring of debris would form the moon; the Roche limit; and the low probability of celestial objects colliding; how does this explain the dozens of other moons in the solar system?
6. It is related to gravity and the proximity of a planet’s moon; it refers to the distance in which an orbiting moon would break up by way of gravity if the planet’s force exceeds the moon’s
evening and morning, clear designation of work and rest days, linking of word “days” with the word “years”
4. Answers may vary, should focus on: differing opinions of what the word “day” means; was a day a thousand years as it seems to imply in Psalm 90 and 2 Peter 3; it is more “reasonable” than the biblical account to some; different interpretation of the seventh day — a day of rest; other answers could include secular science time
227
lines or the teaching of evolution 5. 4.6 billion years 6. 4.6 billion years 7. Based on radioisotope studies of moon rocks and meteorites 8. No 9. This is a view by creationists that the earth and universe and all things are around 6,000 years old. 10. Skepticism of radioisotope dating results and the record of biblical history Discussion Questions 1. Answers may vary but should include one or more of the following points: perhaps a day as described in the Bible could be a thousand years or up to even a billion years or the seventh day is still continuing because God continues to rest so it may not be the basis for a seven-day week. NOTE: Although not addressed in the book, the student may be aware of things like the gap theory, theistic evolution, and other related concepts in terms of general knowledge. Though not addressed in this book in a lengthy way, the answers would be appropriate in the context of this question. 2. Answers will vary because this is asking the student for a personal view or opinion. Answers should, however, be detailed enough to demonstrate the student is able to support his answer either biblically or with other referenced details or sources of information in some way. For example: In the Bible, God is shown in many ways to be all-knowing and powerful. And while it may be hard for our minds to understand the concept that God can do these things, His Word makes clear He could have done it all instantly, yet the creation week shows a deliberate sequence. God is a Creator with the power to speak things as vast as the universe into being and create humans separate from animals, giving us a special place in creation. Chapter 2 – Worksheet 4 1. a. 5,730 years b. 0.704 billion years 228
2. Usually because of an excess number of neutrons in their atomic nucleus 3. If you know the parent half-life, the age of an object can be calculated from the later composition of its atoms. 4. It is limited to a much shorter time scale than other isotopes. 5. Carbon 14 6. What the original composition of the sample was and not knowing what changes may have occurred over the history of the sample 7. Moon rocks are usually much older in terms of secular dating data 8. No 9. -292 degrees F 10. There are no weather elements to move the dust around. 11. The rate of dust fall on the moon. 12. Some scientists assumed there could be huge layers of dust from the moon being supposedly billions of years old, but the moon only has a thin layer of dust. 13. Lunar recession is the moon’s spiraling outward movement from the earth each year, increasing the earth-moon separation slightly; tidal forces 14. It creates time scale issues that do not come close to the secular age of the earth, an idea that makes little sense when tidal problems and perhaps destruction of the moon itself would be probable under that scenario. 15. They do if they assume the rate has always stayed the same. 16. Transient lunar phenomena 17. Answer can include some of the following: local color changes, glowing clouds, bright spots, streaks of light, hazes, mists, and even measurable quake activity 18. Secular science thinks activities on the moon stopped around three billion years ago, yet there are these numerous occurrences that show geologic activity on the moon continues. 19. Aristarchus, Plato, and Alphonsus 20. William Herschel
Discussion Questions 1. Answers will vary but should concentrate on billions of years or an assumption of an old universe. 2. Answers will vary but should focus on the following concepts. Assuming the universe is very old, the evolutionary viewpoint predicts a greater amount of dust and debris in the early stages of the solar system’s formation. Creationists believe in a much younger universe without billions of years for dust accumulation. Also the rate of dust influx is uncertain, so the question remains open if lunar dust is a strong argument of a recent creation. Bonus Activity Answers will vary. Chapter 2 – Worksheet 5 1. No liquids or wind exist there to erode the footprints. 2. It was witnessed forming in AD 1178 from a probable major impact. 3. Medieval chronicles relate that “just after sunset, it was reported by five men that the upper horn of a new moon split and from the division point fire, hot coals, and sparks spewed out . . . this phenomenon was repeated a dozen times or more. Then the moon took on a blackish appearance.” 4. He was burned at the stake for heresy by the church hierarchy of his day in 1600.
question of how science can predict this result. What evidence is there that this will happen to this particular star in this particular solar system? 2. Answers will vary — whatever the opinion, it needs to be supported with concrete concepts. Chapter 3 – Worksheet 1 albedo — name given to the average reflectivity of the moon harvest moon — name given to the full moon occurring nearest the autumn equinox, around September 21 1. Answers will vary but should focus on the following text: Throughout history, moonlight has guided evening travelers on land and sea. Also, the moon is especially useful to agriculture. Consider, for example, the “harvest moon.” This name is given to the full moon occurring nearest the autumn equinox, around September 21. Due to the tilt of its orbit, the harvest moon rises at nearly the same time on several successive evenings. During the rest of the year, the moon rises about 50 minutes later each night. The harvest moon provides extra light for farmers at the fall harvest time. A compensating delay of the moon’s rising occurs in March, six months later. The chart above displays some of the other full moons; their traditional names in American folklore give hints as to the seasonal usefulness of their light. 2. Beaver Moon
5. They assume large lunar impacts only occur once every million years or so, and they assume very old ages for the moon’s craters.
3. a. b. c. d.
6. Extensive weathering on a short time scale
4. About 50 minutes later
7. It will continue to move far from earth; increased revolving and rotation times; and at one point, will only be seen from one side of the earth.
5. Answers will vary — should be one of the following: Worm Moon, Crow Moon, Crust Moon, Sugar Moon, Sap Moon
8. Heat death
6. Its roughness
9. The moon vibrated for 55 minutes.
7. 7 percent
10. No
8. 31 percent
Discussion Questions
9. 76 percent
1. Answers will vary, but it should focus on the
10. The limited amount of reflected moonlight
June December April May
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is sufficient for our needs and provides a soft, attractive light. Discussion Question Answers can vary but need to discuss specific applications. For example, it has helped to guide travelers on land and sea, gives extra light for farmers at important harvest times, and is pleasant to enjoy Bonus Activity 1. Answers will vary. Chapter 3 – Worksheet 2 1. a. Isaac Watts b. William Shakespeare 2. Moonlight Sonata, Claire de Lune 3. calendar 4. Yes 5. No 6. To reconcile the difference between the lunar year of 354 days and the year of seasons having 365.25 days. 7. Answers can vary — should include one or more of the following: they still follow the lunar calendar; a crescent moon is commonly shown on their flags; and it also has become the symbol for the religion of Islam 8. Its motions, phases, and eclipses 9. To determine Easter for a particular year, look at the calendar and find the date of the vernal equinox, the first day of spring, around March 20–22. Now look for the next full moon, often indicated on calendars. Easter will then fall on the following Sunday. 10. Constantine the Great 11. March 28 12. The moon helps to stabilize the earth’s tilt angle, making seasons less severe and more predictable. 13. During the first quarter phase, the visible lunar mares (seas) have names that describe fair weather: Tranquillity (Tranquillitatis), Serenity (Serenetatis), Fertility (Foecunditatis), and Nectar (Nectaris). The third quarter moon was historically associated with stormy weather 230
with these mare names: Storms (Procellarum), Moisture (Humorum), Clouds (Nubium), and Rains (Imbium). 14. Slight additional light and warmth, with a fractionally slight rise in the average temperature 15. 23.5 degrees 16. During spring and summer these small fish spawn during the full moon phase. At this time of extra high tides, the grunion leave their eggs buried in the sand at the shoreline. Two weeks later, at the next high tide during the new moon phase, the young hatchlings are swept back out to sea. 17. Yes 18. They depend on moonlight for illuminating their food at night 19. These fish undergo cell structure modification during their transition between fresh and salt water. This cell change is found to occur when the moon is new or in its thin crescent phase. 20. Answers can be worded differently but must focus on the fact that most plant life is in seawater and play a vital role in changing carbon dioxide into oxygen. If the plants died, there would be insufficient oxygen to survive on earth. Discussion Questions 1. Answers will vary because it is asking for the student’s opinion. 2. Sample answers can vary or focus on some aspects of the following: On a shorter time scale, daily tides control the activity of barnacles, crabs, snails, clams, oysters, and shore birds. Successful fishermen know the importance of time of day and the moon phase when fishing in the ocean or inland waters. Fiddler crabs show especially complex behavior, with color changes adjusted to sunshine and feeding activity directed by tides. Many animals apparently use the relative positions of the sun and moon to tell direction. These include fish, turtles, spiders, and insects. Their celestial navigation must take into account the ever-changing orientation of the sun and moon. In addition to the sun and moon, many migrating birds use the stars as a compass. We know very little about the mechanisms, memory, and instincts involved in animal migration.
Chapter 3 – Worksheet 3 corona — the outer atmosphere of the sun made of hot gases 1. Tidal power stations that use the rise and fall of water to spin turbines similar to the ones at hydroelectric dams. 2. Extended sunlight could be used to power solar energy collectors; lunar soil has enough minerals to grow plants; high quartz in the lunar soil could be melted down to make glass and ceramics; lunar soil contains a number of common elements — oxygen, silicon, titanium, and iron 3. The moon’s gravity attracts many rocks that would otherwise collide with the earth. 4. Jupiter; its mass is larger than the other planets combined. 5. Comet Shoemaker-Levy 6. About every 2.7 years 7. An eclipse; 784 B.C. and 763 B.C. 8. 27.3 days 9. Egg-shaped 10. 1,000 miles per hour; 10 miles per hour Discussion Questions 1. Wording of the answer will vary, but it should contain main details from the following text: As the moment of totality approaches, twilight comes and confused birds give evening calls. The deep shadow of the moon hurtles across the land at over 1,000 miles an hour. Darkness then arrives like a light that has been switched off. Stars appear overhead and the outer atmosphere of the sun, the corona, glows around the edge of the moon’s disk. With the sun blocked, air temperature quickly drops by several degrees. Minutes later, the sun begins to uncover and daylight appears once again. 2. Answers can vary — should focus on the following: An eclipse provides information on the sun’s corona, its outer atmosphere of hot gases. Precise eclipse measurements reveal the sun’s exact diameter. Eclipses also help date the past. Many ancient historical records include
mention of eclipses. This data unlocks the exact chronology and thus the true history of a large segment of the first millennium B.C. The significance of the eclipse data for biblical studies is incomparably great, for it provides confirmation, unavailable for well over two thousand years, that the chronological systems employed by Old Testament scribes were perfectly accurate. Bonus Activity Answers will vary. Chapter 4 – Worksheet 1 1. Faithfulness, a model of performance and dependability, and a symbol of God’s glory, and potentially a sign of God’s judgment 2. a. b. c. d.
Solomon Ethan the Ezrahite Job Apostle Paul
3. This theory maintains that God has given man two distinct and ultimate revelations of truth, each of which is fully authoritative in its own realm: the revelation of God in Scripture (i.e., special or biblical revelation) and the revelation of God in nature (i.e., general or natural revelation). 4. Because if it doesn’t match the scientists, then it is saying the information is presenting God as being deceptive on vital matters, but this is incorrect — God cannot lie, so somehow the creation account told in the first chapters of Genesis has to be interpreted in a way that lines up with science. 5. Johann Kepler 6. A theory concerning the basic structure and character of the universe 7. A theory concerning the origin of the universe and its parts 8. Answers may vary — needs to be centered around the following concept: The truth of the matter is that the Word of God not only provides us with the only reliable source of information as
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to the who and the why of these great events but also provides essential information concerning the when and how. 9. Answers will vary — should focus on the sovereignty and knowledge of God. For example: By making so many detailed statements about history, chronology, geography, astronomy, geology, and zoology, the author of Genesis is showing His hand as one who expects to be taken seriously and who actually provides material suitable for investigation. 10. Answers will vary — should be no, but there can be additional detail. For example: No — it is the interpretation of the Bible that gives many that impression Discussion Question Answers will vary. Bonus Activity Answers can be variations in wording on the following points: 1. Proponents of the theory do not recognize the tremendous limitations that inhibit the scientific method when applied to the study of ultimate origins. 2. A dvocates of the double-revelation theory overlook the scientific problems that plague currently popular naturalistic/evolutionary theories concerning the origin of the material universe and of living things. 3. M ost proponents of the double-revelation theory underestimate and even deny the supreme authority and self-evident clarity of God’s special revelation in Scripture. Chapter 4 – Worksheet 2 Enuma Elish — Mesopotamian creation myth written on seven clay tabletss ex nihilo — a Latin term for creation meaning “out of nothing.” God called material things into existence by His Word. 1. Wording on the answer may vary, but the basic concept is that “language of appearance” is used to provide accurate descriptions of something in simple or easy terms people can understand rather than technical or scientifically detailed descriptions; the Bible refers to the moon as “the 232
lesser light to rule the night.” It describes the softer light of the moon in comparison to the sun 2. Answers can vary, but the two other examples in the book include: text is Revelation 7:1, which speaks of the earth having four corners, which corresponds to north, south, east, and west directions of the wind; “the rising of the sun” in Revelation 7:2 (NASB), and Psalm 19:4–6. 3. About 1800 BC 4. Akkadian 5. Yes — it is in Job 15 and addresses the superiority of God to His creation, the moon — and that worshiping the moon is a form of idolatry — which means worshiping an object. Other examples included those from Deuteronomy 4 and 17 as well as Amos 5, Psalm 121, Isaiah 3, Judges 8, and 2 Kings 21 and 23. 6. Yes, very. 7. Ur 8. Sin 9. Wording of the answer can vary. The proper place of the moon and the sun and other aspects of nature in terms of worship is that they are merely secondary objects created by God for our benefit, not for control of our lives or decisions. 10. Answers may vary but it needs to be centered around the fact that no one really knows or that there is no evidence of that. For example: No one really knows. There are some theories like that of a possible tenth planet that could have been responsible for some of the moon’s craters, but there is no scriptural, geological, or astronomical evidence of that. Discussion Question Answers can vary, but they should recognize the logical sequence of the creation week and the significance of major events within it. Also would be good to note how mankind is treated differently in the different creation accounts. In one they are slaves; in the other they are special creations made in the Creator’s own image with dominion over the earth. Bonus Activity Answers will vary, but this is question related to
understanding worldviews and how culture can influence it in ways you may not realize at first. The popularity of moon worship among cultures that surrounded the Jewish people eventually took its toll on their worship of God. They were influenced greatly by these surrounding cultures despite all God had done for them. Chapter 4 – Worksheet 3 1. Lunatic, lunacy 2. Book of Jasher 3. The one with King Hezekiah and the shadow cast by the sun that went ten steps backward. 4. Sign 5. No — they have not. 6. 26,000 square miles 7. “Bailly” or “fields of ruin” 8. Over 200,000 craters 9. The names are derived from Shakespearean characters. 10. The beetle was divine and pushed it in its assumed orbit around the earth. Discussion Questions
2. By saying the earth and moon occurred by chance, and the earth is just average-sized in a solar system in the distant outer region of the Milky Way galaxy located in a vast universe. 3. Can include any of the following points: Earth was created three days before the sun, moon, and stars. The divine purpose of the stars relates directly to the earth: to provide signs, a calendar system, illumination (Gen. 1:14), and to declare God’s glory to mankind (Ps. 19:1). Earth is also a universal reference point in that Christ walked here among men and will one day return again. Also, an unseen spiritual battle between the forces of good and evil focuses on this earth and extends to high places (Eph. 6:12). 4. Alexander Abian 5. Some scientists conclude that, on a long time scale, the earth would have a rapid rotation, high winds, severe seasons, and a poisonous atmosphere. In other words, without the moon, we could not exist. 6. Those who support this concept say that with a sufficient number of universes, at least one of them is bound to be ideal for the evolution and development of life, and we happen to live in it.
7. No, it is not; one 1. Various explanations have been offered to explain 8. It is a phrase used by critics of the creation the long day, including a solar eclipse, the use story who say belief in the creation by God is a of nonliteral poetic language, or perhaps an cover for a lack of scientific knowledge — and alteration of the earth’s rotation. assuming creationists do not understand things 2. God is in control of everything — He is not like the origin of life, they simply say God did it bound to natural laws — if He wants them to to fill in the gaps of knowledge. stop, He can command them because He created 9. No — it is the opposite. We need to learn more them and everything else. It is impossible to about the creation to take better care of it. scientifically analyze a miracle because they are supernatural. And this event is part of the Bible, 10. Knowledge God’s written Word — inerrant and trustworthy. Discussion Questions Chapter 5 – Worksheet 1 mediocrity principle — the assumption that there is nothing unique about the evolution of life on earth scientific method — can be summarized in four steps: (1) understand the problem, (2) predict a solution, (3) carry out this solution, and (4)ask, “Is the problem solved?” If not, return to step 2. 1. David R. Scott (Commander Apollo 15)
1. Answers need to relate to the following points: First, it is certainly true that science has “closed the gap” in many areas of knowledge. At the same time, however, every scientific discovery opens up new fundamental gaps in our understanding. In other words, over time the number of gaps in our knowledge increases rather than decreases. Second, evolution theory includes some very fundamental gaps that remain forever beyond natural explanation. One example is the mystery of the spontaneous origin 233
of life. Such “gaps” in scientific understanding are to be expected by creationists. After all, a supernatural origin lies beyond science inquiry. 2. Answers can vary. Essentially, those who support this idea are saying that people who believe things happen that cannot be explained by science are irrational or without logic, or driven by fear and a lack of true understanding. However, if you support the biblical view, then you understand the spiritual dimension lies entirely beyond the scientific method. Scientific analysis alone cannot give a complete picture of origins, history, or the future. Bonus Activity See chart answers at the bottom of the page. Chapter 5 – Worksheet 2 1. 6 trillion miles (9.5 trillion km) 2. No — although that is at the heart of the bigbang theory. 3. No 4. Yes 5. contracted or stretched 6. high, large 7. The possibility thus exists that, while normal 24hour creation days took place on the earth, vast ages transpired in space, and light traveled great distances. Questions:
8. Just because it gives that impression doesn’t meant that the moon’s features are as old as secular science assumes that it is. The important factor in aging is the rate of change in the past. As the events of Mount St. Helens show, a catastrophic event can quickly change the appearance of the landscape. 9. 16th and 17th centuries 10. Answers can vary, could include: acceptance of plate tectonics and continental drift, the change from geocentricism to heliocentricism. Discussion Questions 1. In the big-bang theory, distance and time are directly connected. The expansion of the universe to its present vast size from a concentrated initial point requires billions of years. However, the creation view does not require this constraint of a gradual big-bang expansion. Instead, the vast universe was instantly and supernaturally formed. In this way the light from distant galaxies reached the earth immediately. This concept of a mature, fully functioning universe is consistent with creation. 2. No, although sometimes theories are presented as definitive truth and become the standardized view on something. With time and further study, they can turn out to be wrong or slightly incorrect.
Secular
Creationists
How old is the moon? 4.6 billion years old
Around 6,000 years old
How was the moon formed? How is the moon beneficial to life on earth?
Supernaturally created by God
Why is it important to study the moon? (Add your question here) (Add your question here)
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fission theory, capture theory, nebular; most popular today is the lunar collision theory
It helps to cause the ocean tides, protects the earth from collisions with other objects, stabilizes the earth’s spin-axis, helps us see at night, affects plants and animals on earth It’s important to learn about the moon to better understand how it is beneficial to our planet and to understanding the history of our solar system and universe. Answers will vary according to the question. Answers will vary according to the question. .
It’s important to learn more about God’s creation to be better stewards of it.
Chapter 5 – Worksheet 3
Appendicies 1–2 – Worksheet 1
1. The chambered nautilus
1. Christiaan Huygens
2. It is not known if the chambered nautilus grows according to daily or lunar cycles. Also lunar records of banding from banding in corals and other Nautloid species do not match the chambered nautilus reports.
2. Sea of Serenity
3. 29.5 days
3. Washington 4. This is a region of the moon’s surface that appears darker. 5. Ocean of Storms
4. New York to London
6. Crater Tycho
5. The supposed errors are not errors at all, but selections misunderstood by the biblical critics themselves.
8. The Apennines
6. Approximately 3.14 7. The Sea 8. 18 9. 73,000 quintillion kilograms 10. A little over 9 ½ times! Discussion Questions 1. As the nautilus grows, it incorporates two repeating structures: first, new chambers in which it lives, and second, growth lines within each chamber. It is usually assumed that the growth lines occur daily and further that a new chamber is tidally induced with each lunar cycle. If true, then the nautilus does indeed preserve a historical record of the number of days per lunar month. The number of growth lines is found to decrease sharply for fossil shells when compared with modern specimens, as few as 9 days each lunar month instead of the current 29. Thus, the conclusion is drawn that the fossils reveal short lunar months in the distant past.
7. It is a fault line, and it is also known as the railway or straight wall. 9. Answers can vary — can include: use telescopes without the interference of light or stray radio signals from earth; the gravity on the moon is just 1/6th that of earth’s — could do a lot of research on low gravity behavior of crystals, metal, and more; if significant water could be found, a lunar outpost in which food can be grown is a possibility; oxygen and hydrogen could be used as rocket fuel, which means missions could be launched from the moon; lots of lunar metal ores could be mined; and a variety of other things — tourism, national security, new frontiers of research. 10. Competition among countries could lead to conflicts over control of the moon; also there would be ownership and boundary lines to be worked out. Discussion Question 1. Answers will vary.
2. Answers will vary.
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Our Created Moon Quiz 1 – Chapter 1
Quiz Answer Keys being sharply angular rather than rounded.
breccias — rocks composed of small rock fragments, glass, and soil that have been compacted into cohesive rocks
12. Life-building carbon and free oxygen
libration — the “rocking” slightly back and forth of the moon in orbit
14. When the earth is lined up exactly between the sun and the moon.
sidereal period — the moon’s rotation time with respect to the stars (approximately 27½ days) synodic period — the time from one full moon to the next (approximately 29½ days) spring tides — tides are highest during the full moon and new moon phases when there is a lineup between the sun, earth, and moon and the gravity of both objects then contribute to the tidal pull on the earth 1. Any natural satellite that orbits a planet that holds it captive by the planet’s gravity force. It moves in a continuous elliptical orbit.
13. They are a result of our partial view of the sunlit portion of the moon.
15. Mainly the pull of the moon’s gravity and a smaller amount of the sun’s gravity 16. President John F. Kennedy 17. Sea of Tranquility 18. No — each is unique. 19. Deliberately crashing two probes into the lunar surface 20. Some felt frozen water might have accumulated there deep within craters that are not reached by sunlight and it is persistently cold.
2. hõdesh, ya-reah, lebana
Quiz 2 – Chapter 2–3
3. selene; white one 4. Center-seeking
accretion — a growth of the earth and its moon from dust and gas occurring side by side in space
5. Answer will vary — should refer to orderliness and also being constant. It is not something that changes over time but has been in existence since the beginning.
Roche limit — breakup of a moon occurs within about 2.44 planetary radii of its host planet albedo — name given to the average reflectivity of the moon
6. Answers may vary: one-quarter the size of earth; diameter of 2,160 miles or 3,475 km; 81 times smaller than the earth
vernal equinox — the first day of spring, around March 20–22
7. Answers can vary but should be related to the ratio or proportion of the moon compared to earth. Our moon is considered large in terms of proportion of size in ratio to earth when compared to other planets with moons in our solar system. 8. Volcanic activity, giant gas bubbles, and collapsed sinkholes; impact craters 9. Answers may vary in wording but should be focused on forces of erosion; for example: forces like erosion by wind, water, and tectonic processes alter the craters. 10. A rapid cooling of the surface at some point 11. Answers may vary a bit, but should refer to them 236
ex nihilo — from no previously existing matter (literally, out of nothing) 1. Fission or splitting off of material from earth; capture of an external moon by the earth’s gravity, condensation of nebulous gas and dust at the same time 2. A theory that the earth was once molten and spinning rapidly, a growing tidal bulge was occurring because of the sun that was eventually thrown or fissioned from the earth to form the moon; one of Charles Darwin’s sons was a champion of this idea. 3. A wandering moon passed too close to earth and it was captured in the earth’s gravitation; it isn’t really explaining the origin of the moon
if the moon arrived intact; no explanation for the slowing of the moon to enter a permanent earth orbit; no other moons have been observed originating in this way; the high circular orbit of the moon is not the orbit it would have to be if this theory explained the moon’s origins 4. A chance collision occurred billions of years ago when an object the size of Mars hit the earth, partially melting both and throwing debris. 5. Answers may vary but should include one or more of the following: the question of how a ring of debris would form the moon; the Roche limit; and the low probability of celestial objects colliding. How does this explain the dozens of other moons in the solar system? 6. It spirals slowly outward. 7. Knowing the moon moves one to two inches away from earth each year shows that if the moon had formed billions of years ago, it would have broken up because of how close it would have been to the earth. 8. Answers may vary but need to focus on: yom, evening and morning, clear designation of work and rest days, linking of word “days” with the word “years” 9. 4.6 billion years 10. Based on radioisotope studies of moon rocks and meteorites 11. a. 5,730 years b. 0.704 billion years 12. Usually because of an excess number of neutrons in their atomic nucleus 13. It is limited to a much shorter time scale than other isotopes. 14. What the original composition of the sample was and not knowing what changes may have occurred over the history of the sample 15. There are no weather elements to move the dust around. 16. The rate of dust fall on the moon. 17. Answer can include some of the following: local color changes, glowing clouds, bright spots, streaks of light, hazes, mists, and even measurable quake activity
18. Aristarchus, Plato, and Alphonsus 19. No liquids or wind exist there to erode the footprints. 20. Extensive weathering on a short time scale 21. The moon vibrated for 55 minutes. 22. Its roughness 23. To reconcile the difference between the lunar year of 354 days and the year of seasons having 365.25 days. 24. Its motions, phases, and eclipses 25. The moon helps to stabilize the earth’s tilt angle, making seasons less severe and more predictable. 26. These fish undergo cell structure modification during their transition between fresh and salt water. This cell change is found to occur when the moon is new or in its thin crescent phase. 27. Tidal power stations that use the rise and fall of water to spin turbines similar to the ones at hydroelectric dams. 28. The moon’s gravity attracts many rocks that would otherwise collide with the earth. 29. 27 days 30. 1,000 miles per hour; 10 miles per hour Quiz 3 – Chapter 4–5 cosmogony — a theory concerning the origin of the universe and its parts cosmology — a theory concerning the basic structure and character of the universe mediocrity principle — the assumption that there is nothing unique about the evolution of life on earth scientific method — can be summarized in four steps: (1) understand the problem, (2) predict a solution, (3) carry out this solution, and (4) ask, “Is the problem solved?” If not, return to step 2. 1. Faithfulness, a model of performance and dependability, a symbol of God’s glory, and potentially a sign of God’s judgment 2. Answers may vary but needs to be centered around the following concept: The truth of the matter is that the Word of God not only provides us with the only reliable source of information as 237
to the who and the why of these great events but also provides essential information concerning the when and how. 3. Wording on the answer may vary, but the basic concept is that “language of appearance” is used to provide accurate descriptions of something in simple or easy terms people can understand rather than technical or scientifically detailed descriptions; the Bible refers to the moon as “the lesser light to rule the night” — it describes the softer light of the moon in comparison to the sun 4. About 1800 BC 5. Akkadian 6. Yes — it is in Job 15 and addresses the superiority of God to His creation, the moon — and that worshiping the moon is a form of idolatry — which means worshiping an object. Other examples included those from Deuteronomy 4 and 17 as well as Amos 5, Psalm 121, Isaiah 3, Judges 8, and 2 Kings 21 and 23. 7. Wording of the answer can vary. The proper place of the moon and the sun and other aspects of nature in terms of worship is that they are merely secondary objects created by God for our benefit, not for control of our lives or decisions. 8. Book of Jasher 9. Sign 10. Over 200,000 large craters 11. By saying the earth and moon occurred by chance, and the earth is just average-sized in a solar system in the distant outer region of the Milky Way galaxy located in a vast universe. 12. Some scientists conclude that, on a long time scale, the earth would have a rapid rotation, high winds, severe seasons, and a poisonous atmosphere. In other words, without the moon, we could not exist. 13. No — it is the opposite. We need to learn more about the creation to take better care of it.
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14. Knowledge 15. 6 trillion miles (9.5 trillion km) 16. No 17. Yes 18. contracted or stretched 19. high, large 20. Just because it gives that impression doesn’t meant the moon’s features are as old as secular science assumes it is. The important factor in aging is the rate of change in the past. As the events of Mount St. Helens show, a catastrophic event can quickly change the appearance of the landscape. 21. Answers can vary, could include: acceptance of plate tectonics and continental drift, the change from geocentricism to heliocentricism. 22. It is not known if the chambered nautilus grows according to daily or lunar cycles. Also lunar records of banding from banding in corals and other Nautloid species do not match the chambered nautilus reports. 23. The supposed errors are not errors at all but selections misunderstood by the biblical critics themselves. 24. 18 25. See page 235 26. Sea of Serenity 27. This is a region of the moon’s surface that appears darker. 28. Ocean of Storms 29. Crater Tycho 30. Competition among countries could lead to conflicts over control of the moon; also there would be ownership and boundary lines to be worked out.
Taking Back Astronomy Introduction, Worksheet 1 worldview — a particular philosophy of life or conception of the world: the Christian worldview is based on the Bible. naturalism — a philosophical viewpoint according to which everything arises from natural properties and causes, and supernatural or spiritual explanations are excluded or discounted big bang — secular theory of the origin of the universe which proposes that all mass, energy, and space were contained in a point which rapidly expanded to become stars and galaxies over billions of years nebular accretion — a part of the nebular hypothesis by which celestial bodies allegedly formed when gas and dust particles coalesced in a process called accretion, forming protoplanets or planetesimals
Worksheet Answer Keys Why is there death and suffering in the world? Romans 5:12 How should we live? Philippians 1:27 Chapter 1, Worksheet 1 angular size — the angular size or diameter of an object refers to the size that it appears to be. Angular size is normally defined as an angle in proportion to the object’s actual size divided by the distance from which it is observed fusion — a nuclear reaction in which the nuclei of atoms combine to form more massive nuclei which releases energy in the process 1. moon 2. stars, hydrogen gas 3. helium
1. bias
4. night, day
2. correct conclusions
5. Milky Way
3. authoritative Word of God
1. According to Psalm 19:1, the universe reveals the majesty of the Creator. God also created the celestial bodies to be for signs, seasons, days, and years (Gen. 1:14).
4. human beings 5. logical foundation 1. The debate is really about which interpretation of the evidence is best. Both creationists and evolutionists examine the same evidence and study the same principles of genetics, chemistry, and physics. They draw different conclusions about origins because they have different worldviews. 2. Answers will vary, but a good place to start the discussion would be that having the mind of Christ implies that one would think, love, and live like Christ. As we grow in our knowledge and understanding of Christ and the Bible we will gain a deeper understanding of our worldview.
2. The sun is about 400 times more distant than the moon and, remarkably, it is also 400 times larger than the moon thus making both celestial bodies appear to be the same size. This is an example of angular size. 3. Discussions will vary. Chapter 1, Worksheet 2 nebula — a cloud in outer space made of hydrogen gas galaxy — a system of millions or billions of stars, together with gas and dust, held together by gravitational attraction
Activities – Here is one Scripture verse that addresses each question, but many more can be found!
Virgo Cluster — the massive cluster of about 2,000 galaxies that lies in the constellation Virgo
What is the purpose of our existence? Isaiah 43:7 How did this world come about? Genesis 1:1
Local Group — the cluster of a few dozen galaxies of which our galaxy is a member
What happens when we die? Romans 12:8
1. nearby stars
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2. Local Group
5. Hubble law
3. one year
1. Most astronomers believe that expansion of the universe is the most likely cause for redshifting because expansion would naturally lead to this result. More distant galaxies would be more redshifted because their light has been traveling longer and has thus been expanded by a greater amount. The Hubble law is the evidence — distant galaxies show greater redshifts than nearby galaxies.
4. superclusters 5. 100 billion 1. Discussions will vary. 2. Discussions will vary but the student should understand that mankind is God’s crowning achievement, His masterpiece, and should understand that every person is precious and important to Him. Suggested Scriptures; Ephesians 2:10, Psalm 139:13-14. Chapter 2, Worksheet 1 astronomy — the branch of science that deals with celestial objects, space, and the physical universe as a whole astrophysics — the branch of astronomy concerned with the physical nature of stars and other celestial bodies, and the application of the laws and theories of physics to the interpretation of astronomical observations terminator — the dividing line between the light and dark part of a planetary body redshift — the displacement of spectral lines toward longer wavelengths (the red end of the spectrum) in radiation from the distant galaxies and celestial objects
An expanding universe does not necessarily support the big-bang theory. Just because the universe is apparently expanding does not mean that it was ever infinitely small; nor does this indicate that a big bang caused the expansion. The big bang is a theory which intends to explain universal expansion within the framework of naturalism. It is interesting that the Bible recorded the notion of an expanding universe thousands of years before secular science came to accept the idea. Chapter 2, Worksheet 2 Ptolemy — Greek astronomer and geographer of the 2nd century, A.D. gravity — the natural force which causes objects to fall toward the earth 1. mass
Pythagoras — Greek philosopher known as Pythagoras of Samos. He sought to interpret the entire physical world in terms of numbers and founded their systematic and mystical study. He is best known for the theorem of the right-angled triangle.
2. mass, energy
2. 70%
Chapter 3, Worksheet 1
3. 10,000 4. ordinances 5. secular science
1. The principle of conservation of energy states that energy cannot be created nor destroyed. general relativity — a theory of gravitation developed There are many kinds of energy; heat, light, by Albert Einstein in which gravity is described as sound, electricity, etc. . . . We can change one a geometrical curvature in space and time. One type of energy into another and we can move prediction of this theory is that gravitational fields energy from one place to another, but the total slow the passage of time — a phenomenon that has quantity of energy in the universe is constant been verified using atomic clocks. and cannot be changed. 1. Isaiah 40:22, Job 26:10 3. Doppler effect 4. distance 240
circular reasoning — the logical fallacy in which a premise presupposes the conclusion in some way, yet provides no reason at all to believe its conclusion
uniformitarianism – the theory that changes in the earth’s crust during geological history have resulted from the action of continuous and uniform processes. Often contrasted with catastrophism. 1. vast ages (or billions of years) 2. God 3. expand, colder 4. supernaturally 5. exaggerated 1. The Bible teaches that the entire universe was created in six earth-rotation days (Exod. 20:11). Furthermore, the Bible provides the age differences between parents and descendants when listing certain genealogies. From these kinds of biblical references, we know that the elapsed time between Adam and the birth of Christ was roughly 4,000 years. From other historical records, we know that Christ was born roughly 2,000 years ago. Since Adam was created on the sixth day of the creation week, we can conclude that the earth, the entire universe, and everything in it were created approximately 6,000 years ago. 2. Discussions will vary. Some points for discussion: creation, miracles, Christ’s Resurrection, the Holy Spirit, the Bible, the act of prayer, fulfilled prophecy. Chapter 3, Worksheet 2 fallacy (fallacious) — a statement or an argument based on false or invalid evidence singularity — the initial condition in the big-bang theory in which the entire universe (including space, time, and mass) is contained in an infinitesimal volume Cosmic Microwave Background (CMB) — an invisible source of electromagnetic radiation (microwaves) which seems to be coming from all directions in space. Big-bang supporters interpret the CMB as radiation left over from the big bang. electromagnetic radiation — a kind of radiation including visible light, radio waves, gamma rays, and X-rays, in which electric and magnetic fields vary simultaneously 1. philosophical assumptions
2. faulty reasoning 3. temperature 4. Light 5. Inflation 1. It is ridiculous to argue that a supernatural explanation is wrong because it cannot be explained by natural causes. This would be circular reasoning. Now, it is perfectly fine to ask the question, “Did God use natural means to get the starlight from galaxies to earth? And if so, what is the mechanism?” However, if no natural mechanism is apparent, this cannot be a legitimate criticism against supernatural creation anymore than a lack of a natural mechanism for Christ’s Resurrection could invalidate that event. 2. First, the distant starlight argument is based on the fallacious assumptions of naturalism and uniformitarianism. It assumes that the light got here entirely by natural means, and traveled at a constant rate, over a constant distance, with time also being constant. The evolutionist insists that if we cannot show a naturalistic mechanism for a particular event of the creation week (like distant starlight), then the Bible cannot be trusted. Since many of the events that happened during the creation week were supernatural in essence, it is irrational to demand a naturalistic explanation for them. It is also important to note that the big-bang theory also has a light travel-time problem known as the “horizon problem.” If both models have the same problem in essence (a light traveltime problem), then that problem cannot be used to support one model over the other. Activity Answer a. Olaf Roemer b. 1676 c. Roemer noted that the time elapsed between eclipses of Jupiter with its moons became shorter as the earth moved closer to Jupiter and became longer as the earth and Jupiter drew farther apart. This anomalous behavior could be accounted for by a finite speed of light. He calculated that the speed of light was something like 2.14 x 108 meters per second 241
Chapter 3, Worksheet 3
Chapter 3, Worksheet 4
eisegetical — a process of interpreting a text using one’s own ideas or presuppositions
magnetic dynamo — a theory that planetary magnetic fields can be recharged over time by a process through which motion within the planets generates a magnetic field
dipole — a pair of equal and oppositely charged or magnetized poles separated by a distance magnetic field — a region around a magnetic material or a moving electric charge within which the force of magnetism acts 1. day-age 2. tidal bulges 3. cosmic radiation 4. electric currents 5. weaker 1. In an attempt to marry the biblical account of creation with modern scientific thought on the age of the earth, many Christians believe that instead of creating in six literal days God created over six long periods of time. Even if the dayage position were true, it would not bring the biblical account into alignment with the secular story of origins since the order of events is different between the two. Another point day-age followers point out is that the Hebrew word for day does not always indicate a “day” in the ordinary sense, but can sometimes mean an unspecified period of time. However, the Hebrew language obeys grammatical rules, one of which is that the meaning of a word is always determined by its context. In the following contexts, the word “day” means an ordinary day and not a period of time: a) when combined with an ordinal number, b) when associated with the word “morning”, c) when associated with the word “evening”, d) when “evening” and “morning” occur together, e) when contrasted with “night.” 2. Six thousand years ago, the moon would have been about 800 feet closer to the earth since it moves about an inch and a half farther away from the earth every year. But if the earth and moon were over 4,000,000,000 years old, as bigbang supporters teach, then the moon would have been so close that it would have actually been touching the earth. 242
plasma — an ionized gas consisting of positive ions and free electrons in proportions resulting in more or less no overall electric charge, typically at low pressures (as in the upper atmosphere and in fluorescent lamps) or at very high temperatures (as in stars and nuclear fusion reactors) toroidal — from the word torus, meaning doughnut shaped remanent magnetism — the magnetization left behind in a medium after an external magnetic field is removed 1. dipole magnetic fields 2. eleven 3. ionized 4. plasma 5. electrical resistance 1. Dr. Humphreys’ model estimates the initial strength of each magnetic field at the moment of its creation, then the model computes their present strengths based on 6,000 years of decay from electrical resistance. 2. Dr. Humphreys’ model successfully predicted the present magnetic field strengths of the planets Uranus and Neptune before they were measured by the Voyager spacecraft. Specific, successful predictions are the mark of a good scientific model. Dr. Humphreys’ model also predicted that Mars would have remanent magnetism, which has now been confirmed. Chapter 3, Worksheet 5 differential rotation — the condition in which different parts of an object rotate at different speeds; one example would be a spiral galaxy whose inner regions rotate faster than its outer regions aphelion — the point in the orbit of a celestial body at which it is farthest from the sun perihelion — the point in the orbit of a celestial body at which it is nearest to the sun
Oort Cloud — a hypothetical vast reservoir of icy masses orbiting far away from the sun 1. nucleus 2. coma 3. vaporized material 4. ion, dust 5. Oort Cloud 1. A spiral galaxy is constantly becoming more and more twisted up as the spiral becomes tighter due to differential rotation. After a few hundred million years, the galaxy would be wound so tightly that the spiral structure would no longer be recognizable. The fact that we see lots of spiral galaxies today suggests that they are not nearly as old as the big-bang theory requires. 2. Secular astronomers have proposed that “spiral density waves” create new spiral arms in the spiral galaxies. The problem is that no such waves have been observed. Furthermore, the spiral density wave notion assumes that stars can form spontaneously. Chapter 4, Worksheet 1 baryon — a class of particles that are composed of exactly three quarks. Baryons participate in strong nuclear force interactions and include such particles as protons and neutrons. antimatter — a substance identical to ordinary matter except that the electrical charges of particles are opposite. I.e., an antiproton has a negative charge whereas a proton is positive. extra-solar planet — an extrasolar planet (or exoplanet) is a planet which orbits a star other than the sun, and therefore belongs to a planetary system other than our solar system positron — an anti-electron 1. antimatter 2. matter 3. pairs 4. energy 5. collapsing nebula 1. If the big bang were true, it should have produced antimatter. In fact there should be
as much antimatter in the universe as ordinary matter — yet there is virtually none. The almost complete absence of antimatter in the universe testifies to its supernatural origin. 2. The collapsing nebula hypothesis proposes that small rocky planets orbit close to the sun, whereas the giant gas planets orbit farther away. This is true in our solar system, but contrary to the expectations of the collapsing nebula hypothesis most of the extra-solar planets now identified have not fit this model. Chapter 4, Worksheet 2 1. 25 2. uniqueness 3. Mars 4. Jupiter, Saturn, Uranus, and Neptune 5. hydrogen gas 1. The earth is the only planet known to have plate tectonics. Liquid water exists in abundance on earth. The earth has an abundance of free oxygen. The earth is at just the right distance from the sun for life to be possible. Chapter 4, Worksheet 3 extraterrestrial life — life originating outside of earth and its atmosphere UFO — unidentified flying object 1. evolutionary 2. Fermi paradox 3. God 4. Romans 1:20 5. foolishness 1. God created the earth to be inhabited and to sustain life. Scripture does not tell us that He created the heavens to be inhabited — but to be for signs and seasons, to give God glory, to give light upon the earth, and for His pleasure. 2. The Bible teaches that the first man (Adam) rebelled against God (Gen. 3). As a result, sin and death entered the world (Rom. 5:12). We are all descended from Adam and Eve (Gen. 3:20) and have inherited from them a sin nature
243
(Rom. 6:6, 20). This is a problem: sin is a barrier that prevents man from being right with God (Isa. 59:2), but God loves us (despite our sin) and provided a plan of redemption — a way to be reconciled with God. After Adam and Eve sinned, God made coats of skins to cover Adam and Eve (Gen. 3:21). He therefore had to kill an animal(s). This literal action is symbolic of our salvation; an innocent Lamb (Christ — the Lamb of God) would be sacrificed to provide a covering for sin (John 1:29). In the Old Testament, people would sacrifice animals to the Lord as a reminder of their sin (Heb. 10:3) and as a symbol of the One to come (the Lord Jesus) who would actually pay the penalty for sin. The animal sacrifices did not actually pay the penalty for sin (Heb. 10:4, 11). Animals are not related to us; their shed blood cannot count for ours, but the blood of Christ can. Christ is a blood relative of ours since He is descended from Adam as are we; all human beings are of “one blood” (Acts 17:26). Furthermore, since Christ is also God, His life is of infinite value and thus His death can pay for all the sins of all people. That is why only the Lord Himself could be our Savior (Isa. 45:21). Therefore, Christ died once for all (Heb. 10:10)..
epicycle — a small circle whose center moves around the circumference of a larger one geocentrism — having or representing the earth as the center, as in former astronomical systems heliocentrism — is the theory that the sun is at the center of the universe and/or the solar system 1. presuppositions 2. internally inconsistent 3. absolute 4. interpreted 5. Ptolemy 1. External evidence cannot prove or disprove a person’s worldview in an absolute sense because evidence is always interpreted in light of that person’s worldview. Chapter 5, Worksheet 2 bias — prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair 1. assumptions 2. image, attributes 3. self-consistent, scientific evidence, moral standard
Chapter 5, Worksheet 1
4. Luke 24:39
presupposition — a thing tacitly assumed beforehand at the beginning of a line of argument or course of action
5. God’s Word 1. Answers will vary.
materialism — the philosophy that all that exists is material
Taking Back Astronomy
Quiz Answer Keys
Quiz 1 – Chapters 1–2
which it is observed.
Naturalism — a philosophical viewpoint according to which everything arises from natural properties and causes, and supernatural or spiritual explanations are excluded or discounted.
Fusion — a nuclear reaction in which the nuclei of atoms combine to form more massive nuclei which releases energy in the process.
Angular size — the angular size or diameter of an object refers to the size that it appears to be. Angular size is normally defined as an angle in proportion to the object’s actual size divided by the distance from 244
Virgo Cluster — the massive cluster of about 2000 galaxies that lies in the constellation Virgo. Redshift — the displacement of spectral lines toward longer wavelengths (the red end of the spectrum) in radiation from the distant galaxies and
celestial objects. General relativity — a theory of gravitation developed by Albert Einstein in which gravity is described as a geometrical curvature in space and time. One prediction of this theory is that gravitational fields slow the passage of time — a phenomenon that has been verified using atomic clocks. 1. correct conclusions 2. Hubble law 3. logical foundation
recorded the notion of an expanding universe thousands of years before secular science came to accept the idea. 12. The principle of conservation of energy states that energy cannot be created nor destroyed. There are many kinds of energy; heat, light, sound, electricity, etc. We can change one type of energy into another and we can move energy from one place to another, but the total quantity of energy in the universe is constant and cannot be changed.
4. stars, hydrogen gas
Quiz 2 – Chapter 3
5. helium
Fallacy (fallacious) — A statement or an argument based on false or invalid evidence
6. nearby stars 7. Doppler effect 8. superclusters 9. The debate is really about which interpretation of the evidence is best. Both creationists and evolutionists examine the same evidence and study the same principles of genetics, chemistry, and physics. They draw different conclusions about origins because they have different worldviews.
Eisegetical — a process of interpreting a text using one’s own ideas or presuppositions Remanent magnetism — the magnetization left behind in a medium after an external magnetic field is removed Differential rotation — the condition in which different parts of an object rotate at different speeds; one example would be a spiral galaxy whose inner regions rotate faster than its outer regions
10. The sun is about 400 times more distant than the moon and remarkably; it is also 400 times larger than the moon thus making both celestial bodies appear to be the same size. This is an example of angular size.
Aphelion — the point in the orbit of a celestial body at which it is farthest from the sun
11. Most astronomers believe that expansion of the universe is the most likely cause for redshifting because expansion would naturally lead to this result. More distant galaxies would be more redshifted because their light has been traveling longer and has thus been expanded by a greater amount. The Hubble law is the evidence — distant galaxies show greater redshifts than nearby galaxies.
2. light
An expanding universe does not necessarily support the big-bang theory. Just because the universe is apparently expanding does not mean that it was ever infinitely small; nor does this indicate that a big bang caused the expansion. The big bang is a theory which intends to explain universal expansion within the framework of naturalism. It is interesting that the Bible
Perihelion — the point in the orbit of a celestial body at which it is nearest to the sun 1. expand, colder 3. tidal bulges 4. electric currents 5. weaker 6. dipole magnetic fields 7. eleven 8. ionized 9. Oort Cloud 10. The Bible teaches that the entire universe was created in six earth-rotation days (Exod. 20:11). Furthermore, the Bible provides the age differences between parents and descendants when listing certain genealogies. From these kinds of biblical references, we know that the elapsed
245
time between Adam and the birth of Christ was roughly 4,000 years. From other historical records, we know that Christ was born roughly 2,000 years ago. Since Adam was created on the sixth day of the creation week, we can conclude that the earth, the entire universe, and everything in it were created approximately 6,000 years ago.
Extra-solar planet — an extra-solar planet (or exoplanet) is a planet that orbits a star other than the Sun, and therefore belongs to a planetary system other than our solar system
11. The evolutionist insists that if we cannot show a naturalistic mechanism for a particular event of the creation week (like distant starlight), then the Bible cannot be trusted. This is unrealistic. Since many of the events that happened during the creation week were supernatural in essence, it is irrational to demand a naturalistic explanation for them. It is ridiculous to argue that a supernatural explanation is wrong because it cannot be explained by natural causes. This would be circular reasoning. Now, it is perfectly fine to ask the question, “Did God use natural means to get the starlight from galaxies to earth? And if so, what is the mechanism?” However, if no natural mechanism is apparent, this cannot be a legitimate criticism against supernatural creation anymore than a lack of a natural mechanism for Christ’s Resurrection could invalidate that event.
Materialism — the philosophy that all that exists is material
12. Six thousand years ago, the moon would have been about 800 feet closer to the earth since it moves about an inch and a half farther away from the earth every year. But if the earth and moon were over 4,000,000,000 years old, as bigbang supporters teach, then the moon would have been so close that it would have actually been touching the earth. 13. A spiral galaxy is constantly becoming more and more twisted up as the spiral becomes tighter due to differential rotation. After a few hundred million years, the galaxy would be wound so tightly that the spiral structure would no longer be recognizable. The fact that we see lots of spiral galaxies today suggests that they are not nearly as old as the big bang theory requires. Quiz 3 – Chapterw 4–5 Antimatter — a substance identical to ordinary matter except that the electrical charges of particles are opposite. I.e., an antiproton has a negative charge whereas a proton is positive 246
Presupposition — a thing tacitly assumed beforehand at the beginning of a line of argument or course of action
Epicycles — a small circle whose center moves around the circumference of a larger one Bias — prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair 1. pairs 2. energy 3. Jupiter, Saturn, Uranus, and Neptune 4. Fermi paradox 5. presuppositions 6. assumptions 7. self-consistent, scientific evidence, moral standard 8. If the big bang were true, it should have produced antimatter. In fact there should be as much antimatter in the universe as ordinary matter — yet there is virtually none. The almost complete absence of antimatter in the universe testifies to its supernatural origin. 9. The collapsing nebula hypothesis proposes that small rocky planets orbit close to the sun, whereas the giant gas planets orbit farther away. This is true in our solar system, but contrary to the expectations of the collapsing nebula hypothesis most of the extra-solar planets now identified have not fit this model. 10. The earth is the only planet known to have plate tectonics. Liquid water exists in abundance on earth. The earth has an abundance of free oxygen. The earth is at just the right distance from the sun for life to be possible. 11. External evidence cannot prove or disprove a person’s worldview in an absolute sense because evidence is always interpreted in light of that person’s worldview.
Taking Back Astronomy – Glossary angular size — the angular size or diameter of an object refers to the size that it appears to be. Angular size is normally defined as an angle in proportion to the object’s actual size divided by the distance from which it is observed. antimatter — a substance identical to ordinary matter except that the electrical charges of particles are opposite. I.e., an antiproton has a negative charge whereas a proton is positive. aphelion — the point in the orbit of a celestial body at which it is farthest from the sun astronomy — the branch of science that deals with celestial objects, space, and the physical universe as a whole astrophysics — the branch of astronomy concerned with the physical nature of stars and other celestial bodies, and the application of the laws and theories of physics to the interpretation of astronomical observations baryon — a class of particles that are composed of exactly three quarks. Baryons participate in strong nuclear force interactions and include such particles as protons and neutrons. bias — prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair big bang — secular theory of the origin of the universe which proposes that all mass, energy, and space were contained in a point which rapidly expanded to become stars and galaxies over billions of years circular reasoning — the logical fallacy in which a premise presupposes the conclusion in some way, yet provides no reason at all to believe its conclusion Cosmic Microwave Background (CMB) — an invisible source of electromagnetic radiation (microwaves) which seems to be coming from all directions in space. Big bang supporters interpret the CMB as radiation left over from the big bang differential rotation — the condition in which different parts of an object rotate at different speeds; one example would be a spiral galaxy whose inner regions rotate faster than its outer regions dipole — a pair of equal and oppositely charged or magnetized poles separated by a distance eisegetical — a process of interpreting a text using one’s own ideas or presuppositions electromagnetic radiation — a kind of radiation including visible light, radio waves, gamma rays, and X-rays, in which electric and magnetic fields vary simultaneously epicycles — a small circle whose center moves around the circumference of a larger one extra-solar planet — an extra-solar planet (or exoplanet) is a planet which orbits a star other than the sun, and therefore belongs to a planetary system other than our solar system extraterrestrial life — life originating outside of earth and its atmosphere fallacy (fallacious) — a statement or an argument based on false or invalid evidence fusion — a nuclear reaction in which the nuclei of atoms combine to form more massive nuclei which releases energy in the process galaxy — a system of millions or billions of stars, together with gas and dust, held together by gravitational attraction general relativity — a theory of gravitation developed by Albert Einstein in which gravity is described as a geometrical curvature in space and time. One prediction of this theory is that gravitational fields slow the passage of time — a phenomenon that has been verified using atomic clocks.
247
geocentrism — having or representing the earth as the center, as in former astronomical systems gravity — the natural force which causes objects to fall toward the earth heliocentrism — the theory that the sun is at the center of the universe and/or the solar system Local Group — the cluster of a few dozen galaxies of which our galaxy is a member magnetic dynamo — a theory that planetary magnetic fields can be recharged over time by a process through which motion within the planets generates a magnetic field. magnetic field — a region around a magnetic material or a moving electric charge within which the force of magnetism acts materialism — the philosophy that all that exists is material naturalism — a philosophical viewpoint according to which everything arises from natural properties and causes, and supernatural or spiritual explanations are excluded or discounted nebula — a cloud in outer space made of hydrogen gas nebular accretion — a part of the nebular hypothesis by which celestial bodies allegedly formed when gas and dust particles coalesced in a process called accretion, forming protoplanets or planetesimals perihelion — the point in the orbit of a celestial body at which it is nearest to the sun plasma — an ionized gas consisting of positive ions and free electrons in proportions resulting in more or less no overall electric charge, typically at low pressures (as in the upper atmosphere and in fluorescent lamps) or at very high temperatures (as in stars and nuclear fusion reactors) presupposition — a thing tacitly assumed beforehand at the beginning of a line of argument or course of action Ptolemy — Greek astronomer and geographer of the 2nd century, A.D. Pythagoras — Greek philosopher known as Pythagoras of Samos. He sought to interpret the entire physical world in terms of numbers and founded their systematic and mystical study. He is best known for the theorem of the right-angled triangle. redshift — the displacement of spectral lines toward longer wavelengths (the red end of the spectrum) in radiation from the distant galaxies and celestial objects remanent magnetism — the magnetization left behind in a medium after an external magnetic field is removed singularity — the initial condition in the big-bang theory in which the entire universe (including space, time, and mass) is contained in an infinitesimal volume terminator — the dividing line between the light and dark part of a planetary body toroidal— from the word torus, meaning doughnut shaped UFO — unidentified flying object uniformitarianism — the theory that changes in the earth’s crust during geological history have resulted from the action of continuous and uniform processes. Often contrasted with catastrophism. Virgo Cluster — the massive cluster of about 2,000 galaxies that lies in the constellation Virgo worldview — a particular philosophy of life or conception of the world: the Christian worldview is based on the Bible
248
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SCIENCE STARTERS: ELEMENTARY GENERAL SCIENCE & ASTRONOMY
APPLIED SCIENCE: STUDIES OF GOD’S DESIGN IN NATURE 1 year 7th – 9th grade 1 Credit
1 year 3rd – 6th grade
Package Includes: Made in Heaven, Champions of Invention, Discovery of Design, & Parent Lesson Planner
Package Includes: Water & Weather – Student, Student Journal, and Teacher; The Universe – Student, Teacher, & Student Journal; Parent Lesson Planner
7 Book Package 978-0-89051-816-8
4 Book Package 978-0-89051-812-0
$54.99
$50.99
ELEMENTARY WORLD HISTORY
CONCEPTS OF BIOGEOLOGY & ASTRONOMY
1 year 3rd – 6th
1 year 7th – 9th grade ½ Credit
Package Includes: The Big Book of History; Noah’s Ark: Thinking Outside the Box (book and DVD); & Parent Lesson Planner
3 Book, 1 DVD Package 978-0-89051-815-1
Package Includes: Exploring the World Around You, Exploring the World of Astronomy, & Parent Lesson Planner
3 Book Package 978-0-89051-813-7
$66.96
ELEMENTARY GEOGRAPHY AND CULTURES
½ year language studies 10th – 12th ½ Credit
1 year 3rd – 6th grade
Package Includes: It’s Not Greek to Me DVD & Parent Lesson Planner
Package Includes: Children’s Atlas of God’s World, Passport to the World, & Parent Lesson Planner
3 Book Package 978-0-89051-814-4
$41.99
INTRO TO BIBLICAL GREEK
1 Book, 1 DVD Package 978-0-89051-818-2
$49.99
$33.99
INTRO TO ECONOMICS: MONEY, HISTORY, & FISCAL FAITH ½ year economics 10th – 12th ½ Credit Package Includes: Bankruptcy of Our Nation, Money Wise DVD, & Parent Lesson Planner
2 Book, 4 DVD Package 978-0-89051-811-3
$57.99
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P.O. Box 726 Green Forest, AR 72638
Tim Dudley
Josh Shields
James Davis
Louanne Dietrich
[email protected]
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