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Fort Hays State University Emporia State University Earth and Space Science Modeling Workshop Title Page for Implementation & Evaluation Project Teacher(s): Gary Pinkall and Jaimi Burke Date Submitted: 2008 Content Area(s) of your project: Star Characteristics Grade Level: Sixth, Seventh, and Eighth ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 1 Contextual Information and Learning Environment Adaptations GROUP 7B TEAM MEMBER #1 Gary Pinkall GRADE 7th Environment (Rural/Suburban/Urban community & District/School/Classroom): I teach in a rural district. The city and schools are declining slightly in population. There has been an increase in the number of Hispanic students in the last few years. Great Bend Middle School USD 428 Ethnic, Cultural, and Gender Make-up: District: Male 48%- Female 52% White 73%, African American 3%, Hispanic 23%, Other 1%. School: Male 46% - Female 54%, White 75%, Hispanic 19%, African American 3%, Other 2% Socio-Economic Status (SES) Make-up: %Free or Reduced Lunch School: Disadvantaged 47%, Non-disadvantaged 53% Students with Special Needs: %Students with Disabilities, %English Language Learners, %Migrant We will need to get these values after school starts. GROUP 7B TEAM MEMBER #2 Jaimi Burke GRADE 7th Environment (Rural/Suburban/Urban community & District/School/Classroom): Hanston is a rural agricultural community. The majority of the population either earns income directly from agriculture or from agriculture indirectly. According to the internet site http://www.city-data.com 46% of adults have education beyond high school. The median household income is $38,125 according to the same internet site as stated above. The population of the district is decreasing. In 2006-2007 the Hanston and Pawnee Heights school districts combined their students and the middle school, 6-8th grade, had approximately 56 students. My class size ranged from 15-22 students. The average class size for 6-8th grade would have been 18.6 students. For the 2007-2008 school the enrollment at the middle school, 6-8th grade, will be 43 students. My ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 2 class size will range from 9 to 19 with an average class size of 14.3 students. The sixth grade class has 9 students, seventh grade has 16 students, and eighth grade has 19 students. The population of both districts is declining. Hanston High School and USD 228 Ethnic, Cultural, and Gender Make-up: Ethnicity Building District State White 93.33% 94.62% 74.45% Hispanic 1.67% 1.08% 11.17% African American 0.00% 0.00% 8.48% Other 5.00% 4.30% 5.90% Building District State Male 61.67% 51.61% 51.67% Female 38.33% 48.39% 48.31% Building District State Econ. Disadvantaged 28.33% 36.56% 38.25% Non-Econ Disadvantaged 71.67% 63.44% 61.75% Building District State Gender Make-up Socio-Economic Status (SES) Make-up: Students with Special Needs: Students with Disabilities ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 3 Students with disabilities 6.67% 9.78% 13.78% Students without disabilities 93.33% 90.22% 86.22% Building District State LEP Students 0.00% 0.00% 5.52% Non-LEP Students 100% 100% 94.48% Building District State Migrant Students 0% 0% 1.21% Non-Migrant Students 100% 100% 98.78% Limited English Proficiency (LEP) Migrant Students Environment (Rural/Suburban/Urban community & District/School/Classroom): Pawnee Heights is composed of two towns, Burdett and Rozel. Pawnee Heights also draws students from the Larned area. Burdett and Rozel are both rural towns based on agriculture. The majority of the population either earns income directly from agriculture or from agriculture indirectly. According to the internet site http://www.city-data.com 41% of adults in Burdett have education beyond high school. The median household income is $37,000 according to the same internet site as stated above. 43 According to the internet site http://www.epodunk.com 44% of adults in Rozel have education beyond high school. The median household income is $33,750 according to the same internet site as stated above. ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 4 Total enrollment at the grade school, grades K-5, is 82 students. The average class size is 14 students. Total enrollment at the high school, grades 9-12, is 90 students. The average class size is 23 students. The population of both districts is declining. Pawnee Heights High School and USD 496 Ethnic, Cultural, and Gender Make-up: Ethnicity Building District State White 97.26% 95.08% 74.45% Hispanic 1.37% 1.09% 11.17% African American 1.37% 1.64% 8.48% Other 0.00% 2.19% 5.90% Building District State Male 39.73% 41.53% 51.67% Female 60.27 % 58.47% 48.31% Gender Make-up Socio-Economic Status (SES) Make-up: Building District State Econ. Disadvantaged 42.47% 44.26% 38.25% Non-Econ Disadvantaged 57.53% 55.74% 61.75% Building District State Students with Special Needs: Students with Disabilities ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 5 Students with disabilities 9.59% 10.93% 13.78% Students without disabilities 90.41% 89.07% 86.22% Building District State LEP Students 0.00% 0.00% 5.52% Non-LEP Students 100% 100% 94.48% Building District State Migrant Students 0% 0% 1.21% Non-Migrant Students 100% 100% 98.78% Limited English Proficiency (LEP) Migrant Students Learning Goal and Objectives Instructional Goal: Students will understand how stars are classified, the characteristics of the sun, and the beginnings of stellar evolution. State Standards: STANDARD 1: SCIENCE AS INQUIRY Grades 5-7 SCIENCE AS INQUIRY – The student will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry. STANDARD 4: EARTH and SPACE SCIENCE Grades 5-7 EARTH and SPACE SCIENCE – The student will apply process skills to explore and develop an understanding of the structure of the earth system, earth’s history, and earth in the solar system. Benchmark 3: The student will identify and classify stars, planets, and other solar system components. Indicator 1. ▲ compares and contrasts the characteristics of stars, planets, moons, ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 6 comets, and asteroids. STANDARD 4: EARTH AND SPACE SCIENCE Grades 8-12 EARTH AND SPACE SCIENCE – The student will develop an understanding of energy in the earth system, geochemical cycles, the formation and organization of the earth system, the dynamics of the earth/moon/sun system, and the organization and development of the universe. Benchmark 4: The student will develop an understanding of the organization of the universe, and its development Indicator 1. ▲understands stellar evolution. ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 7 Instructional Design and Implementation Characteristics, Classification, and Life Cycle of Stars Modeling Unit Group 7 B Gary Pinkall, Cari Rohleder, Jaimi Burke Introduction This unit classifies stars by color, age, apparent brightness, and distance from earth. It also identifies the sun as a star and compares its characteristics to other stars. Stellar evolution is introduced in this unit as well. Essential Understandings All stars are different. Characteristics of a star with the sun as one example. A star has a life cycle. Essential Questions How do you classify stars? What are the characteristics of the sun? Does a star last forever? Standards 1) Grade 5-7. Standard 4, Benchmark 3, Indicator 1 2) Grade 8-12. Standard 4, Benchmark 4, Indicator 1 Background Knowledge Needed This unit would come after comparing and contrasting planets, asteroids, moons, comets, and such. Through this unit there is information about both waves and spectrum. It may be necessary for the students to know more than what is given in this unit about waves and spectrum. ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 8 Sequence *all prepared documents are included a) b) c) d) e) Pre-test and discussion Color and Temperature of Stars Color and Temperature of Stars Star Characteristic Card Match The Stars - Types of Stars (internet activity) f) g) h) i) Sun video and discussion Diagramming the Stars - H-R Diagram Life Cycle (Stellar evolution) Post-test Suggested Time Line (for 45 minute class period) Day 1 – Pre-test and pre discussion Day 2 – Color and Temperature of Stars - Wavelength discussion and activity Day 3 – Color and Temperature of Stars – Spectroscope activity Day 4 – Star Characteristic Card Match and The Stars - Types of Stars Day 5 – Sun video, discussion, and Diagramming the Stars - H-R Diagram Day 6 – Life Cycle (Stellar evolution) Day 7 – Conclusion and post-test Important teacher notes Color and Temperature of Stars Wavelength activity – students will become familiar with properties of waves, such as wavelength, frequency, and amplitude. Spectroscope activity - facilitates developing the relationship between temperature and color of stars. Star Characteristic Card Match and discussion of characteristics This activity is purely a way to introduce concepts and terms to the students without having them read out of the textbook. Hand out the cards – set “A” has the beginning of the statement, set “B” has the ending of the statement. The students will have to find their match. After finding their match – they will present their statement to the class. If they did not make a correct match – try again later!! This will lead to discussion about each statement. The students will need to write down the terms and concepts to have for reference and study. The Stars - Types of stars Ask students how they think astronomers group the stars. After they give their ideas discuss stars are classified by their size, mass, brightness, color, temperature, spectrum, and age. Stars can be classified as one type of star early in its life and then be classified as another star when it gets older. You could ask the students - Suppose you walk into the gym during a basketball game? What do you see? Babies, toddlers, young children, high school students, parents, and grandparents? How could you figure out which came first and which came last? What would you use? (Size, appearance, etc.) How could astronomers figure out the relation between these different types of stars? What could they use? ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 9 There is a star song at www.kidsastronomy.com/stars.htm you may find useful. To familiarize students with different types of stars have them visit www.kidsastronomy.com/stars.htm and complete the worksheet provided. As they read through the descriptions they will not only become familiar with star types but also the organization of the H-R diagram, and the life cycle of stars. Through this web page students could also go on to learn about black holes and super novas. There may be a better way to develop student understanding of the different types of stars; however, at this time we don’t know what it is. Sun video and discussion Sun video from teachersdomain.org. (The video is saved with this document.) After discussing the characteristics and types of stars discuss everything the students know about the sun. Then show the students the characteristics of the sun video on teachersdomain.org. The video lasts approximately 1 min. 30 sec. Following the video discuss what the students now know about the sun. You could definitely have the students whiteboard their thoughts or answers to the following questions. Teachers Domain had the following questions listed. These would be great encompassing questions to ask your students. 1. Compare our Sun with other stars in terms of size and temperature. 2. What is the Sun’s role in the solar system? 3. What does the narrator mean when she says that the sunlight you see actually left the Sun 8.5 minutes ago? 4. The Sun is about 150 million kilometers away from Earth. How does that compare to the distance of other stars? Information you may want to discuss about the sun might include the following (some facts may be more than you want to discuss with stars): The sun is a star Closest star to Earth It is a main sequence, yellow, Primary energy source for average sized star Earth It is approximately mid-way through its life cycle – about 5 billion years old Hydrogen turns to helium through fusion It is a big ball of burning gas and is very hot Takes 8 minutes for light to reach the Earth It is 93 million miles away The diameter is approximately 110 times the Earth’s diameter One million Earth’s fit in the sun (volume) ©Physical Science with Mathematical Modeling Workshop 2007 A NCLB-ITQ Professional Development Funded Program 10 Diagramming the Stars - H-R diagram – worksheet/activity Have students complete the diagramming the stars worksheet to help them see where different stars are located on the H-R diagram. Students could complete the worksheet as groups or assign each group a question and have them complete the worksheet as a class. Students could individually complete the worksheet; join a group, and whiteboard an answer to a particular question. Students may not achieve one hundred percent accuracy on this activity because of lack of background knowledge. This is to allow them to try to come up with the classification diagram themselves, look at their results and compare and learn from the true diagram. After completion of the worksheet show the students the true H-R diagram and familiarize them with how to use the chart. As an assessment tool the students could draw a blank H-R diagram on their whiteboards then as you tell them a star’s characteristics they could plot the star on the diagram. Life cycle/Stellar Evolution – The students now know how stars are classified and have delved a bit into how they change types over their life time. Now students will be given images to place in order from birth to death representing a mid-sized star. Students whiteboard their conclusions. This activity lets students use problem solving and reasoning skills to develop an answer which leads into discussions about the stages in the life cycle of a star. Discuss what they come up with and conclude the correct order. After the students complete this activity, have them draw each phase with labels. To assess student understanding of the life cycle of a star have the students act out the life cycle of a star. Have students work in teams. Students may create props to make their role play more interesting (and accurate). Ask students to create a script and have a narrator read the script to describe what is happening during their play. This activity only touches on a sector of what a teacher could delve into. To show the life cycle of a star both nasa.gov and chandra.harvard.edu have great graphics. Sources: Holt, Rinehart, and Winston Astronomy short course text and materials Copyright 2005 www.teachersdomain.org www.kidsastronomy.com http://chandra.harvard.edu/ http://www.dmns.org/main/minisites/spaceOdyssey/teachersGuide/grades48/pdf/stellarEvol ution.pdf -great questions – could be made into a game www3.nsta.org/main/news/stories/science_teacher.php?news_story_ID=50175 Astronomy Modeling- Activity 4B NASA Amazing Space Activity- “Star Light, Star Bright”. http://amazing-space.stsci.edu/resources/explorations/ Revised by bwalizer 7-18-06 There is a galaxy song by Clint Black and Monte Python that might be fun at the beginning or end of the unit. There are worksheets at the end of the unit that correlate with the song. This is not to be used as a factual teaching resource, just for engaging properties. Teacher Notes – intentionally left blank for your thoughts Revised by bwalizer 7-18-06 Name _______________________ Date ________________ Stars Pre/Post Test _____ 1. The majority of stars in our galaxy are a. blue stars b. white dwarfs c. main-sequence stars _____ 2. Which star is a cool star? a. a red star b. a white star c. a blue star d. a purple star _____ 3. Which star is a warm star? a. a red star b. a yellow star c. a blue star d. an orange star _____ 4. What is a star made of? a. many kinds of gases c. both gases and solids d. red giants b. many kinds of solids d. gases, solids, and liquids _____ 5. What is a star’s magnitude? a. its temperature b. its brightness c. its size _____ 6. Our sun is a a. planet b. galaxy d. star c. asteroid d. its age _____ 7. Which of the following shows the sequence of a star’s life cycle from its earliest stage to its latest stage? a. white dwarf, main sequence, red giant b. main sequence, red giant, white dwarf c. red giant, white dwarf, main sequence d. main sequence, white dwarf, red giant _____ 8. All of the following characteristics are used to classify stars EXCEPT a. age b. name c. brightness d. temperature _____ 9. Which one of the following is NOT true about stars? a. a star goes through many changes during its life cycle. b. a star can become a different type of star as it gets older. c. A star can be classified as more than one type of star during its life cycle. d. A star does not change during its life cycle. _____ 10. Which one of the following statements is true about a star? a. A star’s outer layers are hot and thin. b. A star’s outer layers are hot and dense. c. A star’s inner layers are cool and dense. d. A star’s inner layers are hot and dense. Revised by bwalizer 7-18-06 _____ 11. Some of the light that radiates from a star a. is absorbed by elements in a star’s atmosphere. b. is absorbed by the star’s inner layers. c. is absorbed by other stars. d. is emitted through the universe. _____ 12. A scientist can identify a star’s composition by looking at a. the star’s prism. b. the star’s continuous spectrum c. the star’s absorption spectrum d. the star’s color _____ 13. What unit of measurement do astronomers use to determine distances from Earth to the stars? a. mile b. yard c. light-year d. year _____ 14. When stars are different colors, we can conclude they have different a. sizes b. layers c. temperatures d. gases _____ 15. The H-R diagram shows the relationship of a star’s surface temperature and its a. color b. size c. apparent magnitude d. absolute magnitude _____ 16. What type of star is our sun? a. main sequence b. super nova _____ 17. Is a star born? a. yes b. no _____ 18. Does a star die? a. yes b. no _____ 19. What is a wavelength? a. how high a wave rises or falls c. how fast a wave travels c. giant star b. the distance from one crest to another crest d. the distance from the crest to the trough _____ 20. The higher the frequency the ____________ the star. a. hotter b. cooler c. larger Revised by bwalizer 7-18-06 d. red dwarf d. closer Teacher Key Date ________________ Stars Pre/Post Test __C_ 1. The majority of stars in our galaxy are a. blue stars b. white dwarfs c. main-sequence stars __A_ 2. Which star is a cool star? a. a red star b. a white star c. a blue star d. a purple star __C__ 3. Which star is a warm star? a. a red star b. a yellow star c. a blue star d. an orange star __A__ 4. What is a star made of? a. many kinds of gases c. both gases and solids d. red giants b. many kinds of solids d. gases, solids, and liquids __B__ 5. What is a star’s magnitude? a. its temperature b. its brightness c. its size __D__ 6. Our sun is a a. planet b. galaxy d. star c. asteroid d. its age __B__ 7. Which of the following shows the sequence of a star’s life cycle from its earliest stage to its latest stage? a. white dwarf, main sequence, red giant b. main sequence, red giant, white dwarf c. red giant, white dwarf, main sequence d. main sequence, white dwarf, red giant __B__ 8. All of the following characteristics are used to classify stars EXCEPT a. age b. name c. brightness d. temperature __D__ 9. Which one of the following is NOT true about stars? a. a star goes through many changes during its life cycle. b. a star can become a different type of star as it gets older. c. A star can be classified as more than one type of star during its life cycle. d. A star does not change during its life cycle. __D__ 10. Which one of the following statements is true about a star? a. A star’s outer layers are hot and thin. b. A star’s outer layers are hot and dense. c. A star’s inner layers are cool and dense. d. A star’s inner layers are hot and dense. Revised by bwalizer 7-18-06 __A__ 11. Some of the light that radiates from a star a. is absorbed by elements in a star’s atmosphere. b. is absorbed by the star’s inner layers. c. is absorbed by other stars. d. is emitted through the universe. __C__ 12. A scientist can identify a star’s composition by looking at a. the star’s prism. b. the star’s continuous spectrum c. the star’s absorption spectrum d. the star’s color __C__ 13. What unit of measurement do astronomers use to determine distances from Earth to the stars? a. mile b. yard c. light-year d. year __C__ 14. When stars are different colors, we can conclude they have different a. sizes b. layers c. temperatures d. gases __D__ 15. The H-R diagram shows the relationship of a star’s surface temperature and its a. color b. size c. apparent magnitude d. absolute magnitude __A__ 16. What type of star is our sun? a. main sequence b. super nova __A__ 17. Is a star born? a. yes b. no __A__ 18. Does a star die? a. yes b. no __B__ 19. What is a wavelength? a. how high a wave rises or falls c. how fast a wave travels c. giant star b. the distance from one crest to another crest d. the distance from the crest to the trough __A__ 20. The higher the frequency the ____________ the star. a. hotter b. cooler c. larger d. closer Revised by bwalizer 7-18-06 d. red dwarf Teacher Notes Color and Temperature of Stars Activities Materials: Rope or spring wave demonstrator Incandescent light bulb controlled by a rheostat - (to make a crude version – wire a dimmer switch into an extension cord to plug the light bulb apparatus into) Student Spectroscope Infrared Thermometers Captured Images from Spectrometer Images of various Stars **If do not have a rheostat controlled light bulb, you could possibly use different wattages of light bulbs Wavelength activity: 1. Using background knowledge and class discussion, review terms related to Electromagnetic Waves: Wavelength, frequency, amplitude. 2. Using a long rope or spring wave demonstrator, have kids produce transverse waves with: Different wavelengths and different frequency, trying to keep the amplitude the same as much as possible. 3. Have students whiteboard their findings/observations of the amount of “energy” it takes to produce different frequencies of waves. Emphasize that the higher the frequency, the more energy it takes to produce the waves if the amplitude is kept the same. Spectroscope Activity: 1. Have students look at an incandescent light bulb controlled by a rheostat. As the setting is changed from low to high, have students observe how the color of the bulb is affected. Ask “What color is the light when the setting is on low? High?” Ask what they think is happening to the temperature of the bulb as the settings are changed. 2. Using infrared thermometers have students record the temperature of the bulb at different settings. 3. Have students use the spectroscopes to look at the same bulb as the settings are changed. Ask the students “What colors are the most intense when the setting is low? High?” Help students realize that at the lower settings, the red shades are more intense. As the setting is increased, the yellow and blues become more intense. Note: This may be difficult for students to see on their own. Once pointed out, most should notice the difference. 4. Show captured images of the different light settings made on a Vernier Spectrometer. These images will show the color shift from the low to high settings. 5. Next show captured spectrometer readings of different colored stars. Ask students to guess which are hotter. Again, the higher the peak frequency, the hotter the star. Note: White and blue stars have the highest frequency, thus the hotter temperature. Revised by bwalizer 7-18-06 Actual image captured from spectrometer of incandescent bulb. Red line is dimmer light, blue line is brightest light. Compare the peaks of each line. The higher the frequency (color) of the wave, the more energy, and the higher the temperature. 6. Leave the spectrometer image up so students can see it. Have students whiteboard. Ask students where they would put a might brighter light on the graph. Ask students how temperature compares to color. This should lead into a discussion about the correlation between color and temperature. Emphasize that the higher wavelengths (Yellows) have a higher temperature than the lower wavelengths (Reds). Remind them to think back to the rope waves activity as well. Could also discuss magnitude and brightness. If you would move the light bulb far away, the light would appear dimmer, but actually it is the same brightness. 7. Show students pictures of actual star’s visual spectrum and have them correlate the stars based on color and temperature. Ask students what they think our star’s visual spectrum would look like. Star pictures from NASA Amazing Space Activity- “Star Light, Star Bright”. http://amazing-space.stsci.edu/resources/explorations/ Revised by bwalizer 7-18-06 Rigel Intensity Vega Intensity Pollux Intensity Revised by bwalizer 7-18-06 Polaris Intensity Betelgeuse Intensity Revised by bwalizer 7-18-06 8. Show students images of stars and discuss how they appear different colors and why. Resources: Astronomy Modeling- Activity 4B NASA Amazing Space Activity- “Star Light, Star Bright”. http://amazing-space.stsci.edu/resources/explorations/ http://chandra.harvard.edu/photo/2005/orion/orion.jpg Revised by bwalizer 7-18-06 Student copy Star Characteristic Card Match Students will match the “A” cards with the “B” cards to make a complete CORRECT statement. Set A A star is made of A star’s absorption spectrum shows Temperature differences between stars result in Apparent magnitude is Absolute magnitude is Light year is Parallax is Hot stars are Cool stars are Scientists classify stars by Revised by bwalizer 7-18-06 Set B temperature and brightness. red. blue. an apparent shift in the position of an object when viewed from different locations. the distance light travels in one year; about 9.5 trillion kilometers. the brightness a star would have at a distance of 32.6 light-years from Earth. the brightness of a star as seen from the Earth. color differences you can see. the colors of light that a star’s atmosphere absorbs different elements as gases. instead of emitting. This The inner layers are hot and indicates some of the very dense. The outer layers elements that are in the star’s are cool gases. atmosphere. Revised by bwalizer 7-18-06 Teacher information Star Characteristic Card Match Students will match the “A” cards with the “B” cards to make a complete CORRECT statement. (You may want to make the “A” cards one color and the “B” cards another color.) The teacher will need to discuss the information after the students match up and present their statement. Important information (taken from HRW Astronomy book) 1. Elements in a star’s atmosphere absorb some of the light that radiates from the star. Because different elements absorb different wavelengths of light, astronomers can tell what elements a star is made of from the light they observe from the star. 2. Spectrum – when you look at white light through a glass prism, the rainbow of colors seen. Astronomers use a spectrograph to break a star’s light into a spectrum. This gives astronomers information about the composition and temperature of a star. An electrically charged element is made of bright emission lines; a star’s spectrum is made of dark emission lines. A star’s atmosphere absorbs certain colors of light in the spectrum, which causes black lines to appear. The spectrum of a star is called an absorption spectrum which is produced when light from a hot solid or dense gas passes through a cooler gas. (A star’s atmosphere is cooler than the inner layers of a star.) The pattern of lines in a star’s absorption spectrum shows some of the elements in the star’s atmosphere. 3. The temperature of star result in the color of the star. Hot – Blue Blue-white Yellow-white Yellow Orange Cool – Red Magnitude is shown in numbers – positive numbers represent dimmer stars and negative numbers represent brighter stars. 4. Apparent magnitude is the brightness of a star. Some stars are brighter than other stars because of their size or energy output, not because of their distance from Earth 5. Astronomers use a star’s apparent magnitude and its distance from Earth to calculate its absolute magnitude. Absolute magnitude is the actual brightness of a star. If all stars were the same distance away, their absolute magnitudes would be the same as their apparent magnitudes. The sun, for example, has an absolute magnitude of +4.8, which is ordinary for a star. But because the sun is so close to Earth, the sun’s apparent magnitude is -26.8, which makes it the brightest object in the sky. Revised by bwalizer 7-18-06 6. Stars are far away so astronomers use light-years to measure the distances from Earth to the stars. A light-year is the distance that light travels in one year. 7. Stars near the Earth seem to move, while more distant stars seem to stay in one place as Earth revolves around the sun. A star’s apparent shift in position is called parallax. Astronomers use parallax and simple trigonometry to find the actual distance to stars that are close to Earth. Extra topic to discuss – During each season, the Earth faces a different part of the sky at night (because of Earth’s tilt and revolution around the sun which causes seasons). This is why different constellations may be seen at different times of the year. The apparent motion of the sun and stars in our sky is due to Earth’s rotation. Each star is also moving in space. Because stars are so distant, however, their actual motion is hard to see. Stars also move extremely slowly. Key 1. A star is made of 1. different elements as gases. The inner layers are hot and very dense. The outer layers are cool gases. 2. A star’s absorption spectrum shows 2. the colors of light that a star’s atmosphere absorbs instead of emitting. This indicates some of the elements that are in the star’s atmosphere. 3. Temperature differences between stars result in 3. color differences you can see. 4. Apparent magnitude is 4. the brightness of a star as seen from the Earth. 5. Absolute magnitude is 5. the brightness a star would have at a distance of 32.6 lightyears from Earth. 6. Light year is 6. the distance light travels in one year; about 9.5 trillion kilometers. 7. Parallax is 7. an apparent shift in the position of an object when viewed from different locations. 8. Hot stars are 8. blue. 9. Cool stars are 9. red. 10. by Scientists classify stars by Revised bwalizer 7-18-06 10. temperature and brightness. Name ________________________ Date ________________ The Stars Instructions: Write a description of each of the following types of stars in complete sentences, and in your own words. Use colored pencils to illustrate each type of star. Hint: Visit http://www.kidsastronomy.com/stars.htm to find help. 1. Red Dwarf . . . . . 2. Yellow Star . . . . . 3. Blue Giant . . . . . Revised by bwalizer 7-18-06 4. Giant Star . . . . . 5. Super Giant Star . . . . . Revised by bwalizer 7-18-06 Name __________________ Diagramming the Stars Revised by bwalizer 7-18-06 Bright Relative Brightness Dim Revised by bwalizer 7-18-06 Teacher Key Diagramming the Stars Changed y-axis scale to read dim on bottom, bright on top – as relative brightness Lesson from HRW Revised by bwalizer 7-18-06 Student Copy Life Cycle of a star activity Pictures to be cut out and put in correct order from birth to death Revised by bwalizer 7-18-06 Teacher Key Life Cycle of a Star Activity Have the students put the images numbered 6, 7, 8, 10, 13, 20, and 23 in order from birth to death. This will represent a mid-sized star. The students could then whiteboard their ideas and explain why they put them in such an order. Students may not get these in the correct order – that is okay. This activity lets students use problem solving and reasoning skills to develop an answer which leads into discussions about the stages in the life cycle of a star. If the images are arranged in a straight line, the result would be as shown below: A stellar nursery (8) from which a proto-planetary system is formed (10) contains a Sun-like star (7), which evolves to the red giant stage (23), becomes unstable when fusion stops in the core (6), develops into a planetary nebula (13), and eventually becomes so spread out and tenuous that the structure of the nebula is no longer visible in optical light, leaving behind the white dwarf stellar core (20). The images can be used to represent several scenarios of stellar evolution and can be arranged in many different ways. A lot of flexibility exists in the arrangements and different sequences are fine as long as students can reasonably describe and defend their choices. The image set includes sequences for massive stars and two different types of supernova events. The website contains a variety of visual answer keys that are equally valid. Revised by bwalizer 7-18-06 Lesson adapted from http://chandra.harvard.edu as well as Our Cosmic Connection article by Donna L. Young, Feb 2005, p29-31 in The Science Teacher by NSTA www3.nsta.org/main/news/stories/science_teacher.php?news_story_ID=50175 Revised by bwalizer 7-18-06 Name ________________ The Galaxy Song 1. Our planet is revolving at what speed? ______________________ 2. We are orbiting the sun at what speed? _____________________ 3. What is the source of all our power? ________________________ 4. The sun and you and me and all the stars that you can see are moving at what rate? _____________________ 5. The earth is a part of what galaxy? ________________________ 6. Our galaxy contains how many stars? _______________________ 7. How big is our galaxy from one side to the other? ______________ 8. How thick is our galaxy? __________________________________ 9. Out by earth, our galaxy is how wide? ________________________ 10. How far is earth from the center of the galaxy? _________________ 11. The galaxy goes around once every how many years? ___________ 12. Our galaxy is one of how many? ________________________ 13. Our universe keeps doing what? ____________________________ 14. What is the speed of light? _________________________________ 15. What is the fastest speed there is? ___________________________ Revised by bwalizer 7-18-06 16 .Why should we hope there is intelligent life somewhere out in space? ___________________________________________________ Teacher Key The Galaxy Song 1. Our planet is revolving at what speed? 900 mph 2. We are orbiting the sun at what speed? 19 miles per sec 3. What is the source of all our power? Sun 4. The sun and you and me and all the stars that you can see are moving at what rate? A million miles a day 5. The earth is a part of what galaxy? Milky Way 6. Our galaxy contains how many stars? 100 billion 7. How big is our galaxy from one side to the other? 100,000 light years 8. How thick is our galaxy? 16,000 light years 9. Out by earth, our galaxy is how wide? 3,000 light years 10. How far is earth from the center of the galaxy? 30,000 light years 11. The galaxy goes around once every how many years? 200 million years 12. Our galaxy is one of how many? Millions of billions 13. Our universe keeps doing what? Expanding Revised by bwalizer 7-18-06 14. What is the speed of light? 12 million miles/min. 15. What is the fastest speed there is? Speed of light 16 .Why should we hope there is intelligent life somewhere out in space? I’m afraid that we’ve been cheated here on earth. Team Member #1 Gary Pinkall will be teaching the unit in mid to late January. Team Member #2 Jaimi Burke will be teaching the unit in mid to late February. Assessment Plan Table Type of Assessment Format of Assessment 1. Diagnostic (pre-assessment) Multiple choice 2. Formative (worksheets, activities, and discussions) 3. Summative (post-assessment) Problem solving, interpret diagrams, whiteboarding Multiple choice Revised by bwalizer 7-18-06 Analysis of Assessment Procedures - For the Unit YOU Developed UNIT 7B TEAM MEMBER #1 Gary Pinkall GRADE 7th Graphic Representation-For the Unit You Developed Leaning Gains-For the Unit You Developed Formula: Student # (Post Assessment % - Pre Assessment %) (100% - Pre Assessment %) Pre assessment % score Post assessment % score = Actual Gain Potential Gain Learning Gain Score 1 (M ) 2 (F) 3 (M) 4 (M) 5 (M) 6 (M) 7 (M) 8 (M) 9 (F) 10 (F) 11 (M) 12 (F) 13 (F) 14 (M) 15 (F) 16 (F) 17 (M) Group Average Reflection and Self-Evaluation - For the Unit YOU Developed Effects of Decisions on Student Learning (successful activities): Implications For Future Teaching Of This Unit (include a focus on unsuccessful activities): Revised by bwalizer 7-18-06 Knowledge Of Your Students’ Performance In The State Assessments: Implications For Professional Development/Continuous Learning (personal goals): Analysis of Assessment Procedures - For the Unit YOU Developed UNIT 7B TEAM MEMBER #3 Jaimi Burke GRADE 7TH Graphic Representation-For the Unit You Developed Learning Gain Scores by Gender 1 0.75 Learning Gain Score 0.72 0.8 0.6 0.4 0.2 0 Females Males Gender Revised by bwalizer 7-18-06 Leaning Gains-For the Unit You Developed Formula: Student # (Post Assessment % - Pre Assessment %) (100% - Pre Assessment %) Pre assessment % score 1 (M) 2 (M) 3 (F) 4 (M) 5 (M) 6 (F) 7 (F) 8 (F) 9 (F) 10 (F) 11 (F) 12 (F) 13 (F) 14 (F) 15 (F) 16 (F) 17 (F) 18 (M) 19 (F) 20 (F) 21 (M) 22 (F) Revised by bwalizer 7-18-06 Post assessment % score 42 42 33 75 67 67 58 50 75 42 33 42 83 50 67 50 67 92 75 33 75 67 100 100 75 100 83 100 92 92 100 92 88 83 100 75 100 58 67 92 92 83 100 92 Group Average = Actual Gain Potential Gain Learning Gain Score 1.00 1.00 0.62 1.00 0.48 1.00 0.81 0.84 1.00 0.86 0.82 0.71 1.00 0.50 1.00 0.16 0.00 0.00 0.68 0.75 1.00 0.76 0.73 Diagnostic and Summative Assessment 22 22 22 22 21 21 20 20 19 18 22 Number of Correct Responses 21 19 18 16 16 16 15 17.6 12 12 Diagnostic Assessment 13.2 Summative Assessment 8.8 3 2 1 4.4 0 1 2 3 4 5 6 7 8 9 10 11 Test Item by Number Reflection and Self-Evaluation - For the Unit YOU Developed Effects of Decisions on Student Learning (successful activities): Implications For Future Teaching Of This Unit (include a focus on unsuccessful activities): Knowledge Of Your Students’ Performance In The State Assessments: Implications For Professional Development/Continuous Learning (personal goals): Revised by bwalizer 7-18-06