Syllabus outcomes:
8.5.3.2.2 Identify that the surface temperature of a star is related to its colour
8.5.3.2.3 Describe a Hertzsprung-Russel diagram as the graph of a star’s luminosity against its colour or surface temperature
Students will learn to:
Students will learn how to determine temperature from a star’s colour and graph it on an HR diagram against luminosity
Students will use HR diagrams to identify the stages in a star’s lifecycle and how this cycle differs based on a star’s mass and composition
Prior knowledge:
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
Activity:
Watch the following video explain Hertzsprung-Russel diagrams:
8.5.3.2.2 Identify that the surface temperature of a star is related to its colour
8.5.3.2.3 Describe a Hertzsprung-Russel diagram as the graph of a star’s luminosity against its colour or surface temperature
Students will learn to:
Students will learn how to determine temperature from a star’s colour and graph it on an HR diagram against luminosity
Students will use HR diagrams to identify the stages in a star’s lifecycle and how this cycle differs based on a star’s mass and composition
Prior knowledge:
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
Activity:
Watch the following video explain Hertzsprung-Russel diagrams:
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Now, you will create your own star and observe its evolution. After clicking on the link, you can choose the size and metal content of your star. After you've created it, observe it from birth to death, and answer the following questions:
Questions:
Describe your mass, star metal content and its eventual fate (black hole/neutron star/white dwarf)
What happens during the main sequence stage of a star? How long is the main sequence for your star?
Do you think the star would be in the main stages longer or shorter if your star was bigger? Explain your reasoning, then check using the simulator.
Trace the lifecycle of your star on this HR diagram:
Rationale:
The use of a simulator to create a star with student-determined properties allows students a serious measure of control over their own learning, which has been shown to be key in both motivating and anchoring content (Ryan & Deci, 2000). Moreover, the simulation has multiple layers of complexity, with an optional tab that allows students to explore in more detail the different aspects of a star's lifecycle, allowing a degree of differentiation, which is also facilitated by a visual representation of the star (catering to visual learners) as well as data that describes the stars' evolution. The use of a video makes this a type of flipped classroom situation, where teacher doesn't deliver information but play a role in facilitating the learning process and getting students to think about the implications of the HR diagrams, which is a cornerstone of constructivist teaching (Vygotsky, 1987).
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.
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 52-91.
Describe your mass, star metal content and its eventual fate (black hole/neutron star/white dwarf)
What happens during the main sequence stage of a star? How long is the main sequence for your star?
Do you think the star would be in the main stages longer or shorter if your star was bigger? Explain your reasoning, then check using the simulator.
Trace the lifecycle of your star on this HR diagram:
Rationale:
The use of a simulator to create a star with student-determined properties allows students a serious measure of control over their own learning, which has been shown to be key in both motivating and anchoring content (Ryan & Deci, 2000). Moreover, the simulation has multiple layers of complexity, with an optional tab that allows students to explore in more detail the different aspects of a star's lifecycle, allowing a degree of differentiation, which is also facilitated by a visual representation of the star (catering to visual learners) as well as data that describes the stars' evolution. The use of a video makes this a type of flipped classroom situation, where teacher doesn't deliver information but play a role in facilitating the learning process and getting students to think about the implications of the HR diagrams, which is a cornerstone of constructivist teaching (Vygotsky, 1987).
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.
Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 52-91.