Syllabus outcomes:
8.5.3.3.3 Process and analyse information using the Hertzsprung-Russell diagram to examine the variety of star groups, including Main Sequence, red giants, and white dwarfs
Students will learn to:
Students will learn to classify a range of real stars and predict their end processes using HR-diagrams to classify the types of stars.
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
8.5.3.2.3 Describe a Hertzsprung-Russel diagram as the graph of a star’s luminosity against its colour or surface temperature
Activity:
You will use first pick 5 stars that are close to the Earth. You can use the following constellation table or research those stars which interest you.
8.5.3.3.3 Process and analyse information using the Hertzsprung-Russell diagram to examine the variety of star groups, including Main Sequence, red giants, and white dwarfs
Students will learn to:
Students will learn to classify a range of real stars and predict their end processes using HR-diagrams to classify the types of stars.
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
8.5.3.2.3 Describe a Hertzsprung-Russel diagram as the graph of a star’s luminosity against its colour or surface temperature
Activity:
You will use first pick 5 stars that are close to the Earth. You can use the following constellation table or research those stars which interest you.
You will now create an HR diagram using the Create-a-Graph online tool - in groups of 2. Plot your five stars on the graph. Describe which part of the diagram the star is in (Main sequence, white dwarf, etc). If the star is not at the end of its lifecycle, predict what its end will be. Justify your reponse.
Rationale:
This activity is the culmination of the syllabus sequence on stars and draws on all the previous learning of the students. It's a collaborative exercise that allows the students to draw on what they have learned and apply it to a real-world scenario. It also allows students to develop their graphing skills. By letting students choose which stars they want to explore it provides an element of autonomy and choice, combined with relating the information to their interests and their every-day experience, combining constructivist instruction (Cunningham & Duffy, 1996) and self-determination theory (Ryan & Deci, 2000).
References:
Cunningham, D., & Duffy, T. (1996). Constructivism: Implications for the design and delivery of instruction. Handbook of research for educational communications and technology, 170-198.
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.
This activity is the culmination of the syllabus sequence on stars and draws on all the previous learning of the students. It's a collaborative exercise that allows the students to draw on what they have learned and apply it to a real-world scenario. It also allows students to develop their graphing skills. By letting students choose which stars they want to explore it provides an element of autonomy and choice, combined with relating the information to their interests and their every-day experience, combining constructivist instruction (Cunningham & Duffy, 1996) and self-determination theory (Ryan & Deci, 2000).
References:
Cunningham, D., & Duffy, T. (1996). Constructivism: Implications for the design and delivery of instruction. Handbook of research for educational communications and technology, 170-198.
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.