Download Constellation ProjectConstellation Project(es)

Constellation Project Direction: Write down the purpose and answer any questions in the project. Purpose: Can you use multiple tables to decode the spectral class of a star? Procedures: Use the pdf titled: “sky star chart” to answer the following questions: 1. What does the Y-­‐axis intervals (numbers) go up or down by? 2. What does the X-­‐axis intervals (numbers) go over by? 3. What is the name of the constellation at the X and Y coordinates of (-­‐50, 1 hr). 4. What is the name of the constellation at the X and Y coordinates of (30, 10 hr). 5. What are the X and Y coordinates of Capricornus. 6. What are the X and Y coordinates of Monoceros. Project: 7. What is the name of your Northern Hemisphere constellation? 8. What is your constellations coordinates? 9. What is the story of how your constellation got its name? (use the pdf “Stories of the constellation”) and the internet. Make sure to put the story in your OWN words. Stories should be longer than 5 sentence. 10. Show story to teacher when complete. 11. If you selected a constellation that is not in the “Stories of the Constellation” research on the internet your constellations story. If you still can not find it, write your own story for your constellation. See the teacher for more details. 12. Answer the following questions based on the charts found on the teachers webpage 13. Use the Star Color and Temperature chart to answer the following questions a. What color is the hottest on color and temperature chart? b. What color is the coldest on color and temperature chart? c. Does the temperature range go up by a constant (same) number from color to color? d. What do you think the letters on the right stand for? e. What are similarities dealing with the information (star color and temperature) from the 2 tables on the first page? f. What are difference dealing with the information (star color and temperature) from the 2 tables on the first page? g. Which table is easier to read? Why do you feel this way? 14. Use the Kinds of Stars chart to answer the following questions a. What is the largest type of star from the Kind of Star chart? b. Other than the unknown, what is the smallest kind of star from the Kind of Star chart? c. What do the letters are on right mean? d. Where else have you seen these roman numeral in the real world? e. What is a pattern you can see form the Kinds of Star and the called “Life Cycle of a Star” f. What does a White dwarf planet eventually turn into? (Use Life cycle of stars chart) g. What 2 types of stars can a main sequence star turn into eventually? (Use Life cycle of stars chart) h. What are some similarities you see from the Kind of Star chart and the Star Size Cutout chart? 15. Open the app on your tablet titled “Star Chart” 16. On the upper right hand corner click on the top right symbol then scroll down to your constellation. 17. Use the star chart app on your table to fill in on the data table you taped onto your sheet filling in the Spectral Class, Distance, and Name of the Star for each of the stars in your constellation. 18. Using the Star Information Chart to decode each “spectral class”, filling in the remaining table headings. 19. When you have completed your data table show your teacher. 20. Using the “distance in light years” from your data table draw a line to show the scale of how much distance is between each of the stars in your constellation. Use the scale factor of 1 light year = .01 cm and draw on the large black construction paper your model. 21. Label each line with the # you have assigned to each stars name. 22. Count the number of each size star you need. 23. Get the appropriate stars from the bins (or you may have cut a couple if there are none remaining) by looking at your data table and getting the appropriate sizes. 24. Color the stars accordingly using a colored pencil, marker, or crayon. 25. Put your stars that you have colored into the appropriate layout to best replicate the constellation on the large black construction paper. Do this first without gluing them down. 26. After the stars are in an alignment that makes and looks like your constellation glue the stars into the appropriate spots. 27. Using white chalk, connect the stars to make the appropriate look of your constellation. 28. Show your teacher when you have completed. Analyzing the Data: A. Are all stars a constellation near each other? B. Why do you think that all the stars in a constellation look like they are the same distance? C. What real world situation have you seen things that look the same size and distance until you get up to them? D. Why do all stars in a constellation look like they are all the same size from Earth, but in reality they are not?