Syllabus outcomes:
8.5.3.2.2 Identify that the surface temperature of a star is related to its colour
8.5.3.2.4 Identify energy sources characteristic of each star group, including Main Sequence, red giants and white dwarfs
Students will learn to:
Students will use computer models and simulators to model the energy processes driving a star
Prior knowledge:
8.5.3.3.1 Gather secondary information to relate brightness of an object to its luminosity and distance
8.5.3.3.2 solve problems to apply the inverse square law of intensity of light to relate the brightness of a star to its luminosity and distance from the observer
Activity:
You will play the 'Life of a star' simulation. Follow a star through all of is life phases! As you are completing the activity, answer the following questions.
8.5.3.2.2 Identify that the surface temperature of a star is related to its colour
8.5.3.2.4 Identify energy sources characteristic of each star group, including Main Sequence, red giants and white dwarfs
Students will learn to:
Students will use computer models and simulators to model the energy processes driving a star
Prior knowledge:
8.5.3.3.1 Gather secondary information to relate brightness of an object to its luminosity and distance
8.5.3.3.2 solve problems to apply the inverse square law of intensity of light to relate the brightness of a star to its luminosity and distance from the observer
Activity:
You will play the 'Life of a star' simulation. Follow a star through all of is life phases! As you are completing the activity, answer the following questions.
Questions:
What happens during the main sequence stage of a star? How is the star producing energy?
When do stars become red giants? What’s happening inside the star?
What is the difference between red giants and supergiants?
Rationale:
This activity is interactive and provides choice, which is a major factor in motivation (Ryan & Deci, 2000). It introduces the students
to the concepts of a star formation, and allows them to explore different types of stars. By engaging the students in games, such as the equilibrium of pressure and gravity relates abstract concepts to more common phenomena and anchors them in the students' minds. By doing one activity at a time it also keep down the cognitive load.
References:
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.