Apparent and Absolute Magnitude

MODULE #2

APPARENT AND ABSOLUTE MAGNITUDE

ESTIMATED TIME TO COMPLETE: One 50-minute period

MODULE OBJECTIVE:

Students will be able to describe the relationship between star brightness and distance from Earth.

CONCEPT(S) LEARNED IN THIS MODULE:

Stars appear to have different brightness because some are, in fact, brighter and because they are at different distances from Earth.

STANDARDS ADDRESSED IN THIS MODULE:

AAAS Project 2061 Benchmarks

The stars differ from each other in size, temperature, and age, but they appear to be made up of the same elements that are found on the earth and to behave according to the same physical principles. Unlike the sun, most stars are in systems of two or more stars orbiting around one another. (4A, Grades 9-12)

Maryland State Department of Education High School Science Core Learning Goals

The student will use a variety of resources to identify techniques used to investigate Earth and the Universe.

TECHNOLOGY-ENHANCED INSTRUCTIONAL STRATEGIES UTILIZED IN THIS MODULE:

Image Presentation
Information Searches

Module Overview

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Components Brief Description of Module Activities Student Grouping Materials / Technology

Engagement Students are shown some lamps of different brightness and asked some questions relating inherent brightness and distance. Individual or small groups Overhead projector (OP) or PowerPoint (PP) to post the Warm Up questions.

Exploration Discussion of student answers and presentation of various images of star fields showing stars of different brightness. Activity: Students will make their own constellations by connecting bright stars with lines to form pictures of their own choosing. Individual OP or PP to show images of star fields

Handout of Activity.

Explanation Presentation and discussion of student work, and of the constellations seen by the ancients. Individual Handout of constellations with explanation.

Extension Description of absolute and apparent magnitudes. Students should understand that the dim and insignificant stars in the handout could be very bright and distant (and could even be galaxies) or very dim and nearby. Individual Sequence of images zooming into a dim "star" that is then revealed to be a galaxy. This can be accomplished with software such as Starry Night.

Evaluation Students will be evaluated on the quality and creativity of their constellations. Individual Rubric (of student's design if desired)

EXPECTED MODULE OUTCOMES:

Students will gain further appreciation for the sunís position in space among the stars and how these are not all the same and are located at various distances from us.

PERFORMANCE-BASED ASSESSMENT OF MODULE OUTCOMES:

Students will be able to describe how some stars are dim and others bright and explain how their various distances from us influence how bright they look from Earth.

Components	Brief Description of Module Activities	Student Grouping	Materials / Technology
Engagement	Students are shown some lamps of different brightness and asked some questions relating inherent brightness and distance.	Individual or small groups	Overhead projector (OP) or PowerPoint (PP) to post the Warm Up questions.
Exploration	Discussion of student answers and presentation of various images of star fields showing stars of different brightness. Activity: Students will make their own constellations by connecting bright stars with lines to form pictures of their own choosing.	Individual	OP or PP to show images of star fields Handout of Activity.
Explanation	Presentation and discussion of student work, and of the constellations seen by the ancients.	Individual	Handout of constellations with explanation.
Extension	Description of absolute and apparent magnitudes. Students should understand that the dim and insignificant stars in the handout could be very bright and distant (and could even be galaxies) or very dim and nearby.	Individual	Sequence of images zooming into a dim "star" that is then revealed to be a galaxy. This can be accomplished with software such as Starry Night.
Evaluation	Students will be evaluated on the quality and creativity of their constellations.	Individual	Rubric (of student's design if desired)

MODULE #2

APPARENT AND ABSOLUTE MAGNITUDE

Module Overview

Unit Flow Chart Unit Description Modules: 1 2 3 4 5 6 7 8

Unit Flow Chart
Unit Description
Modules: 1 2 3 4 5 6 7 8