Space

Sciences

Course Overview
Course Introduction
The Space Sciences curriculum is designed to introduce students to Astronomy, Astrophysics and
Space Technology. Students will dive into a range of subjects that will expand their horizons as they
become acquainted with the Universe. They will learn about how the Universe is observed, both
past and present, and how we explain what we see. Students learn how to classify different celestial
bodies, from relatively small asteroids and planets to huge galaxies and the wide Universe. Plenty of
discussion and brainstorming on thought-provoking questions will lead to their curiosity being
sparked and the strengthening their critical thinking skills.

Students will be encouraged to use their creativity whether that is by conducting their own
experiments, creating posters, composing various pieces of writing as well as designing and crafting
models. The course provides opportunities for students to develop problem solving, decision
making, teamwork, planning, and time management skills, in addition to skills in other areas such as
writing and public speaking.

Course Description
How big is the solar system? How do we observe stars? What are black holes? In this course,
students learn about the principles of Astronomy, its history, its operation, and the scientific
theories within it. The students participate in hands-on, creative activities, experiments, research
along with mathematical and scientific exercises to study the nature of the Universe.

Students will learn about the foundations of Astronomy and the key figures throughout its
development. They will also explore instruments, observatories, and theories from the past. They
will learn about the current outstanding questions in this science as well as modern day
advancements in space technologies both international and in the KSA. The students will be
familiarised with the night sky, for example recognising constellations and moon sighting. The
science topics that will be covered include the Solar System, radiation and spectra, distances, the life
of stars, galaxies, black holes, dark matter, and life in the Universe.

Throughout the course, they will be presented with role models, both living and in the past, to
inspire those who are interested in pursuing the Space Sciences.

In summary, by the end of the course, students should acquire a better understanding of the work
done by space scientists and also broad knowledge of many fields in Astronomy.

Course Goals
The primary goal of this course is for students to be introduced to a broad range of topics in the
Space Sciences and to acquire the basic skills used in this field such as calculation, experimentation,
research, presentation, instrumentation, and modelling. Throughout this course they will develop
the ability to:

• use mathematics and scientific techniques, to measure, record, and display quantitative
evidence
• interpret data quantitatively and qualitatively to deduce properties of astronomical systems
• contextualize the development of the Space Sciences
• apply the techniques of the physical sciences such as Physics and Chemistry to astronomical
systems
• research effectively through investigating and explaining a diverse range of space topics
• describe a variety of astronomical systems and instrumentation

1
 • demonstrate a proficient understanding of the course’s knowledge and skills
• acquire knowledge of the different celestial objects and the astronomical scales they span
• express understanding through oral and written communication (in group work, class
discussions, and presentations).

The specific objectives for each of the 15 days are listed at the beginning of that day’s lesson plans.

2
 Space
Sciences

Content Overview

Week 1
Day 1 (pg. 13) Day 2 (pg. 39) Day 3 (pg. 56) Day 4 (pg. 67) Day 5 (pg. 80)
Starter activity: Starter activity: Starter activity: Starter activity: Starter activity:
Astronomy Photo Astronomy Photo Astronomy Photo Astronomy Photo Astronomy Photo
of the Day of the Day of the Day of the Day of the Day

Important Muslim Space Rocks Distance International

objects in the Astronomers recap comparisons Space Station
night sky
Recap Scales of the Review scales of Making a Space
Origin of the Planets of the universe the universe Station with a
names of stars solar system budget
Solar system Telescopes
Contribution and Order and distances Phases of the
motivation for distance of Satellites Moon
researching planets Distance
Astronomy for between Earth KSA Hijri calendar
Muslims Shape of the and Moon observatories
solar system Moonsighting
Muslim Parallax
Astronomers and Pluto The Future of
their Astronomical KSAs Space
manuscripts. Properties of Units
Meteorites/ Prince sultan bn
Constellations Comets/ Solar system Salman’s space
Asteroids review travel
Maryam Al-
Astrolabi When do meteor Discover the
showers occur? cosmos
Instruments for
observing the Advantages and Discover space
cosmos disadvantages of scientists
comets and
Pre-Course asteroids
Assessment Quiz
Impact from
craters

3
Week 2

Day 1 (pg. 130) Day 2 (pg. 150) Day 3 (pg. 172) Day 4 (pg. 199) Day 5 (pg. 215)
Starter activity: Starter activity: Starter activity: Starter activity: Starter activity:
Astronomy Photo Astronomy Photo Astronomy Photo Astronomy Photo Astronomy Photo
of the Day of the Day of the Day of the Day of the Day

Planetary travel Inverse Square Ice-breaker: Stars Age of star Black Holes
Law of Light quiz clusters
Satellites
Multiwavelength Colours of stars Systems of star Types of Black
James Webb astronomy classification Holes
Space Telescope Colours of stars
Urbanisation and using spectra The Lifecycle of Formation and
Electromagnetic light pollution Stars action of Black
Spectrum Star properties Holes
Planispheres Star life cycle
Types of Temperatures of loops Cutting-edge
Radiation Stars research
Elements present
Star spectra within stars Discover the
cosmos
Spectroscopes Clay Star activity
Discover space
Supernovae scientists
forensics

Lifecycle of stars
poster making

Week 3

Day 1 (pg. 228) Day 2 (pg. 244) Day 3 (pg. 255) Day 4 (pg. 266) Day 5 (pg. 276)
Starter activity: Starter activity: Starter activity: Starter activity: Starter activity:
Astronomy Photo Astronomy Photo Astronomy Photo Astronomy Photo Astronomy Photo
of the Day of the Day of the Day of the Day of the Day

Components of a History of Hubble’s Law Special relativity Quasars

Galaxy Cosmological
models of the An Expanding What makes a Pulsars
Classification of Universe Universe world habitable?
Galaxies Binary Stars
The Doppler The history of the What does life
Galaxies in Effect Universe look like? Review
different light
The Big Bang What is the Are aliens Current research
The Milky Way Universe made communicating in Cosmology
of? with us? presentations

4
 Space
Sciences

Citizen Science Weeklong

Projects project: research Evidence for dark Drake equation Discover the
in Cosmology matter Finding life cosmos
Weeklong
project: research Weeklong Weeklong Discover space
in Cosmology project: research project: research scientists
in Cosmology in Cosmology

Materials List

In addition to the materials listed, you also need access to computers (1 per student) with internet
access, a projector, a whiteboard, and a printer which will be used regularly.

Students are asked to provide some of their own materials, such as a notebook, pens, pencils and a
calculator.

The following arts and crafts materials should be procured locally, enough for the whole class and be
used in any poster making or worksheet activities:

• Markers/ Felt-tip pens

• Colouring Pencils
• Coloured Paper
• Coloured Card
• Scissors
• Glue Sticks
• Transparent Tape

Week 1
Item Vendor Can be Item # Amount Website
Found Needed
Locally
White Amazon Yes 00540 2 sheet https://www.amazon.com/Printworks-
card per Cardstock-Certified-Projects-
student 00540/dp/B07FX5LCXK/ref=sr_1_2?crid=2
2PN25V3IG2DM&keywords=white+craft+c
ard&qid=1642891409&sprefix=white+craf
t+card%2Caps%2C195&sr=8-2

Acetate Amazon No 75925 1 sheet https://www.amazon.com/Hygloss-75910-

per Products-Transparency-
student Projectors/dp/B0776Z8DGX/ref=sr_1_5?cr
id=2RCXX6S814NCL&keywords=acetate%2
Bsheets&qid=1642891587&sprefix=acetat
e%2Bsheet%2Caps%2C213&sr=8-5&th=1

Split-pin Amazon Maybe B08MPR 2 per https://www.amazon.com/Fastener-

fastener HKP6 Student AJulyBee-Fasteners-Decorative-
(one for Scrapbooking/dp/B08MPRHKP6/ref=sr_1_
next 20?crid=FB6J648TOJBC&keywords=split+pi
week)

5
 n+fastener&qid=1642891728&sprefix=spli
t%2Caps%2C213&sr=8-20

Baking Amazon Maybe 2109- 1 per https://www.amazon.com/Wilton-Recipe-

pan 6823 group Non-Stick-9-Inch-
Square/dp/B07329RYLC/ref=sr_1_14?crid
=358BNUHQ4J8DT&keywords=baking+pan
&qid=1642891886&sprefix=baking+pan%2
Caps%2C207&sr=8-14

Flour Procure 1 per

locally group
Cocoa Procure 1 per
Powder locally group
Sieve Procure 1 per
locally group
Marbles Amazon Maybe B0185G 1 per https://www.amazon.com/POPLAY-
RQV6 group Beautiful-Marbles-Multiple-
Whistle/dp/B0185GRQV6/ref=sr_1_1_ssp
a?crid=C5E8SRU9YSD0&keywords=marble
s&qid=1642891977&sprefix=marble%2Ca
ps%2C199&sr=8-1-
spons&psc=1&spLa=ZW5jcnlwdGVkUXVhb
GlmaWVyPUFGVEhLRVVYSEpEN1MmZW5j
cnlwdGVkSWQ9QTA1MjY0MjkyTExIM0cxV
TIyNUZTJmVuY3J5cHRlZEFkSWQ9QTA3Nz
M0NDEyWUk5MzcxQjRTVkZLJndpZGdldE5
hbWU9c3BfYXRmJmFjdGlvbj1jbGlja1JlZGly
ZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ==

Rubber Amazon Maybe B07K46 1 per https://www.amazon.com

balls 4YLW group /dp/B07K464YLW/ref=sspa_dk_detail_1?p
19mm sc=1&pd_rd_i=B07K464YLW&pd_rd_w=bx
W9N&pf_rd_p=9fd3ea7c-b77c-42ac-b43b-
c872d3f37c38&pd_rd_wg=WSrGb&pf_rd_
r=07AERCCVHV6QP1M05Y8Z&pd_rd_r=21
7a1e1c-7ae0-40f8-a9eb-
17a8f2d268d4&spLa=ZW5jcnlwdGVkUXVh
bGlmaWVyPUEyWEFSMUVEVVdSWkgwJm
VuY3J5cHRlZElkPUEwMjg4MDI2MkFJOEtN
OFBFRUlINyZlbmNyeXB0ZWRBZElkPUEwM
Dk1NzY5MkcwMk9ZQkFYSEdKWiZ3aWRnZ
XROYW1lPXNwX2RldGFpbCZhY3Rpb249Y2
xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNr
PXRydWU=

Rubber Amazon Maybe B08F5C 1 per https://www.amazon.com/Entervending-

balls 9BC4 group Bouncy-Balls-Colorful-
45mm Bouncing/dp/B08F5C9BC4/ref=pb_allspark
_dp_sims_pao_desktop_session_based_3
4/147-0014082-

6
 Space
Sciences

8717431?pd_rd_w=s6JRE&pf_rd_p=e8961
23b-6614-49c5-873e-
d532e726c2f0&pf_rd_r=P1TBCHP3C0FDS1
DJFGKQ&pd_rd_r=3340e898-49da-442b-
934a-
e7806eee585e&pd_rd_wg=Qdxtg&pd_rd_
i=B08F5C9BC4&psc=1

Ruler Procure 1 per

locally group
Game Amazon Maybe 1 per
pieces student
Dice Amazon Maybe B00508 1 per https://www.amazon.com/Bicycle-Dice-
ZS40 group 10-Die-
Package/dp/B00508ZS40/ref=sr_1_omk_4
?crid=250I9EP1G6ZAI&keywords=dice&qid
=1642892313&sprefix=dice%2Caps%2C19
0&sr=8-4

Play doh Amazon Maybe 570015 3 lbs https://www.amazon.com/Crayola-Dough-

034 3lb-Bucket-
Yellow/dp/B0015ZV6CK/ref=sr_1_2?crid=1
FUV23S4GV3YY&keywords=playdoh+3+lbs
&qid=1642892270&sprefix=play+doh+3lbs
%2Caps%2C222&sr=8-2

A2 card Amazon Maybe B07KGN 1 per https://www.amazon.com/Hestya-

WWP4 group Multicolor-Plastic-Tabletop-
Component/dp/B07KGNWWP4/ref=sr_1_
1_sspa?crid=1CUPI4RM2RFF7&keywords=
game+pieces&qid=1642892349&sprefix=g
ame+pieces%2Caps%2C192&sr=8-1-
spons&psc=1&spLa=ZW5jcnlwdGVkUXVhb
GlmaWVyPUFKWVE4UkJCQk44VUUmZW5
jcnlwdGVkSWQ9QTAzMDM2ODAzMDVK
WUNETE5ZOFpDJmVuY3J5cHRlZEFkSWQ9
QTAwOTAzNTQyM0pXS1ZQQ1gyNE05Jnd
pZGdldE5hbWU9c3BfYXRmJmFjdGlvbj1jbG
lja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9d
HJ1ZQ==

Straws Procure 5 per

locally group

7
Week 2
Item Vendor Can be Item # Amou Website
Found nt
Locally Need
ed
Black Amazon Maybe 2867 5 https://www.amazon.com/Hamilco-Black-
poster sheets Colored-Cardstock-
card per Thick/dp/B07FJYCX92/ref=sr_1_4?crid=1S4U
group HP3UMV8B5&keywords=black+poster+card&
qid=1643069098&sprefix=black+poster+car%
2Caps%2C472&sr=8-4

Mini- Amazon No M2A01C 1 per https://www.amazon.com/Maglite-

Maglite group Incandescent-2-Cell-Flashlight-
flashlight Combo/dp/B0000AS1G5/ref=sr_1_2?crid=3IJ
TFK6B8GXJV&keywords=Mini-
Maglite+flashlight&qid=1643069437&sprefix
=mini-
maglite+flashlight%2Caps%2C430&sr=8-2

Stapler Procure 1
locally
Compass Procure 5
points locally
String Amazon Yes 1 yarn https://www.amazon.com/Mira-Handcrafts-
per Acrylic-Yarn-
group Bonbons/dp/B07B7M5RBW/ref=sr_1_1_sspa
?crid=23I17RJDLXYJ3&keywords=yarn&qid=1
643069579&sprefix=yarn%2Caps%2C181&sr
=8-1-
spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGl
maWVyPUEzMkRFM00zOVFWVVpIJmVuY3J5
cHRlZElkPUEwMjgxMDUyMkYzWEtTNUZFN0c
4VyZlbmNyeXB0ZWRBZElkPUEwNzA4MTAxM
0pXVUVZT0hZVzJZNSZ3aWRnZXROYW1lPXN
wX2F0ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZ
kb05vdExvZ0NsaWNrPXRydWU=

Coloured Amazon No B08T1R 1 bag https://www.amazon.com/Zsail-Multicolor-

beads ZSBV Bracelet-Necklace-
Supplies/dp/B08T1RZSBV/ref=sr_1_2?crid=1
BKU77EIY3Q9N&keywords=colored%2Bbead
s&qid=1643069664&sprefix=colored%2Bbea
d%2Caps%2C177&sr=8-2&th=1

Clay Amazon No B09GVK Red, https://www.amazon.com/dp/B09GVK7V4Z/

7V4Z Yello ref=sspa_dk_detail_4?psc=1&pd_rd_w=qxE6
w, W&pf_rd_p=9fd3ea7c-b77c-42ac-b43b-
Orane c872d3f37c38&pd_rd_wg=c5fv0&pf_rd_r=BX
, KF06N7WNZ1R490M9F3&pd_rd_r=90d50a62
-e96d-4f56-8102-

8
 Space
Sciences

Green e2ab0f8e8a17&spLa=ZW5jcnlwdGVkUXVhbG
, Blue lmaWVyPUEyNERIMlVWSTZXTkZQJmVuY3J5c
HRlZElkPUEwMzM0MjkzTk1DSU05R09PWDl
OJmVuY3J5cHRlZEFkSWQ9QTEwMzcwMzhXT
U1QM0Y3VElJV0Imd2lkZ2V0TmFtZT1zcF9kZX
RhaWwmYWN0aW9uPWNsaWNrUmVkaXJlY
3QmZG9Ob3RMb2dDbGljaz10cnVl

Candles Amazon Yes 1 (and https://www.amazon.com/Sivim-Birthday-

some Candles-Holders-
spare) Decoration/dp/B092H5DZG9/ref=sr_1_7?crid
=QI0187IRN529&keywords=cupcake+candles
&qid=1643069847&sprefix=cupcake+andles
%2Caps%2C608&sr=8-7

Matches Amazon Yes 281279 1 box https://www.amazon.com/GreenLight-

86 Diamond-Strike-Matches-
Count/dp/B005XP4FKI/ref=sr_1_4?crid=2K4G
UAGDL56ZR&keywords=matches&qid=16430
69905&sprefix=matches%2Caps%2C229&sr=
8-4

Cupcakes Procure 1
locally
Coloured Amazon Maybe CHA-24 1 per https://www.amazon.com/AmazonBasics-
chalk stude Dustless-Chalk-Eraser-
nt Assorted/dp/B07XTF3W8Z/ref=sr_1_5?crid=
22JQDMZZIK6MX&keywords=colored+chalk&
qid=1643069978&sprefix=colored+chalk%2C
aps%2C209&sr=8-5

Spherical Amazon Yes B01B3G 2 https://www.amazon.com/Amscan-Perfect-

Balloons 649K Yello Balloons-Decoration-
w and Pieces/dp/B01B3FQLNK/ref=sr_1_3?keyword
1 s=spherical%2Bballoons&qid=1643070101&s
white prefix=spherical%2Bbaloo%2Caps%2C193&sr
balloo =8-3&th=1
n per
group
Index Amazon Maybe HA-040 1 per https://www.amazon.com/Home-Advantage-
cards stude Index-Cards-
nt Blank/dp/B07GSDZJ3S/ref=sr_1_2_sspa?crid
=6BGIFINQ8X7P&keywords=index+cards&qid
=1643071031&sprefix=index+cards%2Caps%
2C249&sr=8-2-
spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGl
maWVyPUExSFFVNERXWEVCSUZOJmVuY3J5c
HRlZElkPUEwNTk5OTU2MzFTS0RUMEtHMTd
PUCZlbmNyeXB0ZWRBZElkPUEwMjQyNzY4W
loxWDEzU0ZEMUJRJndpZGdldE5hbWU9c3Bf

9
 YXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm
90TG9nQ2xpY2s9dHJ1ZQ==

Inkjet Amazon No KNSMYX 1 per https://www.amazon.com/Transparency-

transpare GS12 stude Film-Projector-Transparencies-Transparent-
ncies nt Definition/dp/B092B61GBH/ref=sr_1_1_sspa
?crid=1Q9JF6TS0RYLW&keywords=inkjet+tra
nsparencies&qid=1643071081&sprefix=inkjet
+transparencie%2Caps%2C203&sr=8-1-
spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGl
maWVyPUEzODc2QUZGRUJWMVBOJmVuY3J
5cHRlZElkPUEwMTEwNDU3MktSR0xWNjY3S
0RNVyZlbmNyeXB0ZWRBZElkPUEwNTAwMT
UyMkxNQkxGSUhWQUQ3UyZ3aWRnZXROY
W1lPXNwX2F0ZiZhY3Rpb249Y2xpY2tSZWRpc
mVjdCZkb05vdExvZ0NsaWNrPXRydWU=

Scotch Amazon Yes 6122 1 per https://www.amazon.com/Scotch-Brand-

tape group Dispensered-Writeable-
Engineered/dp/B0000DH8HQ/ref=sr_1_2?cri
d=26IQKTKO92S6D&keywords=scotch+tape&
qid=1643071121&sprefix=scotch+tap%2Caps
%2C213&sr=8-2

Aluminiu Procure 1m
m foil locally per
group
Pin Procure 1 per
locally group
Stretch Amazon No 1m https://www.amazon.com/FabricLA-Double-
fabric per Brushed-Spandex-
group Jersey/dp/B07VXYFYRC/ref=sr_1_1_sspa?crid
=4WSWGEJOE8QY&keywords=stretchy+fabri
c&qid=1643071775&sprefix=stretchy+fabric
%2Caps%2C195&sr=8-1-
spons&psc=1&smid=A2L5M3WZO00P4Y&spL
a=ZW5jcnlwdGVkUXVhbGlmaWVyPUExWDYz
NDM5QkpFNU5KJmVuY3J5cHRlZElkPUEwMjk
0MTc0MzdZUlRLQ1BYWUtDQSZlbmNyeXB0Z
WRBZElkPUEwOTU0NzE2MktTTktJNDZZQjMx
NyZ3aWRnZXROYW1lPXNwX2F0ZiZhY3Rpb24
9Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaW
NrPXRydWU=

Heavy Amazon No 1 per https://www.amazon.com/Cyfie-Weighted-

ball group Softballs-Coordination-
Promoting/dp/B07D76GNBF/ref=sr_1_11?cri
d=1L00YQT8OBWAL&keywords=heavy+ball&
qid=1643071597&sprefix=heavy+ball%2Caps
%2C404&sr=8-11

10
 Space
Sciences

Week 3
Item Vendor Can be Item # Amount Website
Found Needed
Locally
Cotton Amazon Maybe B07T7Z 1 bag https://www.amazon.com/DecorRack-
balls 7BR6 per Applying-Multi-Purpose-Absorbent-
group Household/dp/B07T7Z7BR6/ref=sr_1_5?k
eywords=cotton+balls&qid=1643142278&
sprefix=cotton+ba%2Caps%2C185&sr=8-5

White Amazon Maybe 00304 1 bottle https://www.amazon.com/Elmers-

Elmers per Washable-No-Run-School-
glue group Bottle/dp/B012UHCYHM/ref=sr_1_1?keyw
ords=white+elmers+glue&qid=164314278
6&sprefix=white+elmer%2Caps%2C229&sr
=8-1

Glitter Amazon Maybe LL-135 Red, https://www.amazon.com/Glitter-

blue, LEOBRO-Assorted-Scrapbook-
gold, Eyeshadow/dp/B07MKJ4PCT/ref=sr_1_20?
and crid=1B3REV5H2ZTPQ&keywords=glitter&
silver qid=1643142876&sprefix=glitter%2Caps%
glitter 2C212&sr=8-20
bottle
per
group
Large Procure 1 per
Rubber locally student
band
Paper Procure 1 per
Plate locally group +
2 for
teacher
Coins Procure 7-10 per
locally group +
teacher
Screwdriv Amazon Maybe SD-002 1 per https://www.amazon.com/Choice-9-Piece-
er group + Precision-Screwdriver-
teacher Phillips/dp/B0747DYJJR/ref=sr_1_11?crid=
2D06UWJH9BCBL&keywords=star+screwd
river+multipack&qid=1652115770&sprefix
=star+screwdriver+multipack%2Caps%2C2
88&sr=8-11
Measurin Amazon Maybe 933903 1 per https://www.amazon.com/Measure-
g tape 699908 group + Measuring-Double-Fabric-
0 teacher Measurements/dp/B09TF6J1B4/ref=sr_1_
57_sspa?crid=36V4PWAP3NGE3&keyword
s=tape+measure+pack&qid=1652115600&
sprefix=tape+measur%2Caps%2C761&sr=8
-57-
spons&psc=1&smid=ANM13ZCCW3BDB&s

11
 pLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUFP
NUQ2V1hOVEhNSk8mZW5jcnlwdGVkSWQ
9QTAzMjYzNjUyVDA4NEhPUjhGRzJOJmVu
Y3J5cHRlZEFkSWQ9QTAzNDY3MzgxRFJEN
ElHWkZQSThCJndpZGdldE5hbWU9c3BfYn
RmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm
90TG9nQ2xpY2s9dHJ1ZQ==
Graph Procure Few
Paper locally pages
per
student

12
 Space
Sciences

Week 1 Day 1: The History of Astronomy

Introduction:

Students will learn about the history of Astronomy with special attention paid towards the role of
Muslim figures and Islam in the shaping of progress in Astronomy. The day begins as it will begin
every day during this course by looking at the Astronomy Photo of the Day released by NASA. This is
a warm-up activity in which there should be identification and discussion on whatever the subject of
the photo is.

In the first part of the lesson the students will obtain an overview of the night sky through Stellarium
(software for showing the night sky) and this will be used as a tool to clearly see the influence of
Arab culture on Astronomy. This will lead onto specifically looking at the relationship between Islam
and Astronomy technologically and the reasons for this through discussion and mind mapping. The
remainder of the lesson will focus on Muslim astronomers and their discoveries and contributions.
The manuscripts of these figures documenting their astronomical observations will be presented and
inspired by this, the students will be asked to draw a constellation too. To finish, the students will
learn about a female Muslim astronomer named Maryam Al-Astrolabi known for her excellence in
producing Astrolabes and will be quizzed on it. Then finally, they will create their own Astrolabes!

At the end of the day students will have to complete the pre-course assessment.

Objectives:

Increase sense of belonging and self-confidence in the science of Astronomy.

Broaden understanding of the history of science.

Familiarise with the night sky including brightest objects and constellations.

Link and reason the relationship between Islam and Astronomy and find a sense of purpose in
studying this science.

Relate to past astronomers.

Develop introductory astronomical instrument making skills.

Skills Acquired:

Discussion Skills Memorization of terms Instrument making

Process Information Creative Skills Following Instructions
Making links Research Skills Reflection

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: 15 Engage students with the broad scope of
the Universe cosmos Astronomy Photo celestial objects, features of the Universe and
look like? of the Day current astronomical events.
What does Important Tour of the night 45 Familiarise with the night sky. Identify the key
the night sky objects in the sky on Stellarium celestial objects that can be seen by the naked
look like? night sky Software eye and the constellations.

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 Origin of the 40 Recognise the mark Arab cultural astronomy
names of has left on Astronomy till this day.
stars
What is the Contribution Discussion 50 Introduce the ways Islamic Scholars
relationship and contributed to the Field of Astronomy during
between motivation for the Islamic Golden Age. Brainstorm and
Astronomy researching discuss the reasons behind the strong
and Islam? Astronomy for motivation for astronomical research during
Muslims the Islamic Golden Age.
Who were Muslim Presentation 30 Bring to light the numerous Muslim scholars
the Muslim Astronomers who mastered the science of astronomy.
Astronomers? and their
manuscripts.
Constellations Draw a 20 Draw and learn the shape/name of a
constellation constellation(s).
Who was Maryam Al- Lecture material 30 Use comprehension skills to extract key
Maryam Al Astrolabi followed by quick information from video to complete quiz on
Astrolabi? quiz. Mayam Al-Astrolabi.
Instruments Make an Astrolabe 60 Follow instructions to create a functional
for observing astrolabe and learn how to use it.
the cosmos
How much do Pre-Course 45 MCQs 60 To assess the students’ level before the Space
you know? Assessment Sciences course.
Quiz

Key Resources:

Resource 1.1: Astronomy Photo of the Day

Duration: 15 mins

Grouping: Whole class

Materials needed:

• Display board

Teacher’s preparation:

https://apod.nasa.gov/apod/astropix.html

• Visit the above link which will display the astronomy photo of the day. A new one will appear
each day.

Instructions:

• Discuss the photo, what is being shown?

• Ask a student to read out the description. How was it taken? Allow students to identify
unfamiliar terms, and explain what they mean. Discuss any related physics topics, and relate
to the science that they already know. This will take some on-the-spot thinking and it’ll get
easier throughout the weeks!

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• Save the photo to a PowerPoint so that the students can vote on their favourite photo at the
end of the week. This is for easy access, but the photos will still be available if you click on
the back arrow for photos from previous days.

Resource 1.2: Exploring the Night Sky using Stellarium Software

Duration: 85 mins
Grouping: Whole class
Materials needed: Display board, student handout

Teacher’s Preparation
https://stellarium-web.org/
• Use Stellarium to give a tour of the night sky by visiting the above link.
• Make sure you familiarise yourself with this software before the class.
• Allow the website to access your location so the sky is set to the sky as it is in KSA.
• Make sure the time is set to night. You can forward the time in the bottom right corner.
• Turn on the constellations by clicking on at the bottom of the screen.
• Turn off the landscape by clicking on at the bottom of the screen as some objects you will be
showing will be below the horizon.
• Drag your cursor around the screen to show students the night sky.
• Ask if anybody knows any constellations.
• Use search functionality at the top of the screen to find following key objects and zoom into them to
get a closer look, you should take on the role of a tour guide:
o Sun
o Moon – Does anybody know what phase it is in right now?
o Sirius - the brightest star, only star mentioned in the Quran (49: An-Najm).
o Proxima Centauri - the closest star
o Polaris - north star, nearest to the celestial north pole (points you to the north), used for
direction. For example, finding the Qibla for prayer.
o Andromeda galaxy – nearest galaxy.
o Helix nebula- nearest planetary nebula, where planets are born.
o Crab nebula – supernova remnant, what is left over when a star explodes.
o Jupiter – largest planet in the solar system
o Saturn – planet with rings
o Venus and Mars – neighbouring planets to Earth
o Mercury – closest planet to Earth
• Look at the constellation of ‘Orion’ (constellation option when you search), talk about its Arabic
history:
o In the west this constellation is known as Orion the Hunter, can click to show the
constellation art, make sure you are zoomed out enough to see the whole constellation.
Turn off the constellation art for the rest of the demonstration to reduce clutter.
o In Arab society this figure was known as Al-Jawza the Huntress, students can refer to e-
book. The stars in this constellation have names originating from the Arabic names used
during the Islamic Golden Age, this is the case for many of the constellations. Try to let them
guess what the Arabic word it derived from is:
▪ Betelgeuse (pronounced beetle juice) from yad al-jawza, ‘the Hand of al-jawza'. In
Renaissance times was wrongly transliterated with ya into b and daal into t resulting
in Betelgeuse.
▪ Rigel from rijl, ‘foot’.

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 ▪ Saiph, as-sayf, the sword.
▪ Famous Orions belt, string of stars in the middle of the constellation:
• Mintaka, Al-Mintaqa, the Girdle.
• Alnitak, Al-Nitaq, the Belt.
• Alnilam, translation error. From An-Nidhaam, the string of Pearls.

Student’s Handout

Al-Jawza, the Huntress

Resource 1.3: Introducing the relationship between Islam and Astronomy

Duration: 50 mins
Grouping: Whole class
Materials needed: Student handout

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Teacher’s Preparation
• Introduce the students to the relationship between Islam and astronomy including the following
points and any further material you would like to include:

Astronomy thrived and was one of the main sciences during the Islamic Golden Age or Medieval period.
Around 10000 manuscripts were written, and 1000 astronomical instruments created. Ancient Muslims
scientists began updating methods for measuring, inheriting knowledge from ancient sources from Greece,
Iran, and India. They continued to develop models of the universe, and the movements of planets within it.
The math required for astronomy was also advanced in large part by Islamic scholars. They developed
spherical trigonometry and algebra, two forms of math fundamental to precise calculations of the stars.

Extra information for after the activity:

One of the major reasons for Muslims’ curiosity in stars was largely because of the specific requirements of
Islam. In Islam it is important to accurately determine the time and direction of Mecca for daily prayers.
Also, for example, correctly predicting sunrise and sunset for fasting during the month of Ramadan is
necessary. Not only that, but they created a new calendrical system by refining scientific instruments that
would help observation methods of the appearance of the moon which was the start of the lunar month in
Islamic calendars.

• Ask the students: was there anything you were surprised by?

• Instruct students to make a mind map (refer to template) in groups to answer the question: ‘Why
was Astronomy a popular science among Islamic Scholars?’.
• Ask students to share their ideas
• Some reasons (class discussion):
o The Qur’an encourages everybody to look up to the universe and ponder the Creation of
Allah. Refer to verses in student handout: pick students to recite and read translation out
loud.
o The prophet ‫ ﷺ‬used to sometimes stargaze before his night prayers!
o Astronomy was a useful science for:
▪ Determining times for the 5 daily prayers
▪ Determining the start of the month for the Islamic calendar
▪ Navigation: land and sea.
▪ Finding directions, such as the Qibla towards Makkah.

• Supplementary video if needed: https://www.youtube.com/watch?v=Le-zVy_wYRk

Student’s Handout

Astronomical Verses in the Quran

There are over 200 verses on the heavens!

• Surah Ali-Imran, Verse 190:

‫إ َّن ىِف َخلْ ىق ٱ َّلس َم ٰـ َ َٰو ىت َوٱ ْ َْل ْر ىض َوٱ ْخ ىتلَ ٰـ ىف ٱل َّ ْيلى َوٱلَّنَّ َا ىر لَـَاي َ ٰـ ٍت ى ِ ُْل ۟و ىِل ٱ ْ َْللْبَ ٰـب‬
ِ
{Indeed, in the creation of the heavens and the earth and the alternation of the day and night there are
signs for people of reason}

• Surah Al-Hijr, Verse 16:

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 ‫َولَقَدْ َج َعلْنَا ىِف ٱ َّلس َما ٓ ىء بُ ُرو ًجا َو َزيَّن َّ ٰـهَا لىلن َّ ٰـ ىظر َىين‬
{Indeed, We have placed constellations in the sky, and adorned it for all to see}

• Surah Ya-Seen, Verse 40:

َ ‫َل ي َْس َب ُح‬

‫ون‬ ‫ََل ٱلشَّ ْم ُس يَنۢ َب ىغى لَهَا ٓ َٱن تُدْ رىكَ ٱلْقَ َم َر َو ََل ٱل َّ ْي ُل َساب ُىق ٱلَّنَّ َا ىر ۚ َو ُ ل‬
ٍ َ َ‫ك ىِف ف‬
{It is not for the sun to catch up with the moon, nor does the night outrun the day. Each is travelling in an
orbit of their own}

Resource 1.4: Introducing the relationship between Islam and Astronomy: Presentation

Duration: 30 mins
Grouping: Whole class
Materials needed: Display board

Teacher’s Preparation
• To introduce the topic, ask the students if they know of or can name any Muslim Astronomers.
• Present PowerPoint ‘Muslim Astronomers’, look at slide notes for further information and
commentary on the slide content.
• You may conduct further research to ensure you can answer any student questions or add more
information.
• Discussion questions:
o In what way do you think the science of Astronomy supplemented the Islamic sciences such
as Fiqh and Tafsir?
o How is it possible these scholars were masters of so many different sciences?
o Why do you think these old astronomy manuscripts are still referred to today?

Resource 1.5: Constellations: Drawing exercise

Duration: 20 mins
Grouping: Individual
Materials needed: Student handout, plain paper (1 per student), markers

Teacher’s Preparation
Inspired by the constellations in the manuscripts by Muslim astronomers, now it’s time for the students to
have a go themselves:
• Pass sheets from the Student Handout around the classroom.
• Let the students pick a constellation and draw it.

Student’s Handout

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Resource 1.6: Introducing Maryam Al-Astrolabi

Duration: 30 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s Preparation
• Instruct student to read about Maryam Al-Astrolabi and then answer the questions at the end.

Student’s Handout

1.6) Maryam Al-Astrolabi

Stars have been a major part of human’s historic life. Whether it entailed the search of their personality in
zodiac signs, a route on sea to new worlds or a wish for a better future. From astronomy to navigation to
dreams, stars can give some people a source of direction in their lives. Even, in 10th century Syria, there was
a Muslim woman who found a way of living through the stars: Mariam Al-Ijiliya.

Craft inherited from father to daughter

Mariam Al-Ijiliya lived in tenth century Aleppo, Syria. History gives a glimpse on her reputation as the chief
astrolabe manufacturer of her time. She was famous for her skilful instrument making. Mariam came from a
family of engineers and manufacturers. After her father, she became the apprentice of Bastulus, noted
compiler Ibn Al-Nadim. Bastulus was a well-known astrolabe manufacturer in Baghdad and the scientist on
record as having created the world’s oldest surviving astrolabe. It seems that Mariam’s hand-crafted designs
were so intricate and innovative that she was employed by Sayf-Al-Dawla, the Emir of Aleppo, serving him
from 994 AD until 967 AD.

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Tools that named her “Al-Astrolabi”

Astrolabes are useful tools in the science of the celestial objects. They are devices for intricate navigation
and time-telling. The global positioning instruments determine the position of the sun and planets, tell time
and navigation by finding location by latitude and longitude. Not only in science are these tools helpful. In
Muslim society, astrolabes find the Qibla, prayer times, and determine starting days for Ramadan and Eid. In
both science and Islam, astrolabes play a vital role, thus, making such instruments was a prestigious career.
To top that career, in 1990, the main-belt asteroid 7060 ’Al-‘Ijliya’, discovered by Henry E. Holt at Palomar
Observatory, was named in her honor.

Questions

What is Maryam Al-Astrolabi’s original name?

……………………………………………Maryam Al-Ijliya……………….………………………..……
What was Maryam famous for?
……………………………………………Skilful instrument making ……………………………………
What are astrolabes for?
………………………………Devices for intricate navigation and time-telling…………………………
What century did Maryam live in?
…………………………………………10th century……………………………………………………
Where did Maryam make astrolabes?
………………………………………...Aleppo, Syria……………………………………………………

Resource 1.10: Make and Astrolabe/Sundial

Duration: 60 mins
Grouping: Individual
Materials needed: White card, acetate, split-pin fastener, printer

Teacher’s Preparation
https://in-the-sky.org/astrolabe/
• The above link is a complete tutorial on how to make an astrolabe out of card, and other materials.
Prepare these before the class for each student.
• This tutorial needs to print on acetate, if this is not possible can create a sundial instead (see below).
• Read carefully how an astrolabe is used (on next page on link).

EquatorialSundial.pdf
• If not possible to make an astrolabe, make a sundial: use the tutorial in the above pdf.
• Relate to prayer times:
o When there is no shadow (sun overhead) it is time for Dhuhr.
o When the shadow length is the same as the length a stick in the ground, it is time for Asr.

Resource 1.11: Pre-course assessment

Duration: 60 mins

Grouping: Individual

Materials needed: Pre-course assessment

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Teacher’s Preparation

• Find the document named ‘Pre-course Assessment’. This contains two versions of 45 MCQs,
‘simple’ and ‘difficult’. The answers are the same for each and are given below:
1. a
2. b
3. b
4. c
5. a
6. c
7. d
8. a
9. a
10. a
11. d
12. a
13. a
14. a
15. c
16. a
17. b
18. a
19. c
20. d
21. d
22. b
23. c
24. a
25. b
26. d
27. c
28. a
29. a
30. d
31. d
32. d
33. c
34. b
35. a
36. b
37. c
38. a
39. a
40. d
41. d
42. d
43. a
44. b
45. c

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Week 1 Day 2: The Solar System

Introduction:

Students will learn about the Solar System including the planets, moons, asteroids, meteorites, and
comets in this 6-hour lesson.

It begins with a warm-up activity looking at the Astronomy Photo the Day. To recap yesterday’s
history of Astronomy, the students will be instructed to create a fact file on a chosen Muslim
Astronomer of the past.

The first part of the lesson studies the planets, their order, and their distance from the sun. This is
done in a visual way using a paper strip activity. Then the students use their creativity by drawing a
comic to explain the shape of the solar system: why is the solar system flat? Next, the students use
their debating skills to argue against or for Pluto’s status as planet.

The second part of the lesson studies the identification of what is a meteorite, meteoroid, comet
asteroid and moon? This is done by a class discussion, completing a worksheet, producing a meteor
shower calendar, discussing the advantages and disadvantages of asteroids and comets, and carrying
out an experiment in groups on the impact of craters.

Objectives:

Extend knowledge of famous Muslim astronomers of the past.

Solidify knowledge of the planets in the solar system.

Reinforce understanding of the differences between the meteorites, comets, asteroids etc.

Increase confidence in debate and putting arguments forward.

Develop creativity in the planning of scientific experimentation.

Process information and 1) communicate it in a simplified way, 2) present it in a compact format.

Skills Acquired:

Creativity Measuring Estimation

Discussion Debate Science Communication
Evaluation Investigation Research
Data Collection Group Work Classification
Observation Identification Planning

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the cosmos Starter 15 Engage students with the broad scope of
the Universe activity: celestial objects, features of the Universe and
look like? Astronomy current astronomical events.
Photo of the
Day (1.1)

39
 Who were Muslim Astronomers Make a fact 40 Research and present succinctly information
the Muslim Recap file on chosen on a Muslim astronomer.
Astronomers Astronomer.
?
What is the Planets of the solar Mind map on 20 Establish key concepts and facts about the
Solar system whiteboard planets.
System? Order and distance Visualizing the 30 Illustrate the distances between the planets
of planets planets in the and their order.
solar system
on paper strip
Shape of the solar Understanding 45 Understand the role of spin and angular
system the flatness of momentum in morphing the shape of
the solar planetary systems.
system: draw
a cartoon
Pluto Class debate: 50 Debate and evaluate arguments for what it
Is Pluto a takes for a celestial object to be named a
planet? planet.
What are Properties of Worksheet 40 Differentiate the subtleties between different
Meteorites/ Meteorites/ Comets/ space rocks and evaluate understanding of
Comets/ Asteroids said differences.
Asteroids/ When do meteor Create meteor 40 Be informed about when meteor showers
Meteriods? showers occur? shower occur throughout the year and how to look for
calendar them.
Advantages and Discussion 20 Discuss and weigh the advantages and
disadvantages of disadvantages of the role comets and
comets and asteroids asteroids play of Earth.
Impact from craters Experiment 60 Investigate and draw conclusions on what
effects the impact that space rocks have when
colliding into the Earth.

Key Resources:

Resource 2.1: Introducing the relationship between Islam and Astronomy: Student Research

Duration: 40 mins
Grouping: Individual
Materials needed: Display board, laptops, paper

Teacher’s Preparation
• Return to the presentation slides on Muslim Astronomers from resource 1.4 and find the last slide
with a list of Muslim astronomers.
• Ask students to choose one astronomer and create a fact file by conducting online research. This
fact should include their name, the age they lived in, where they are from, and what they are
famous for.

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Resource 2.2: Planets Mind Map

Duration: 20 mins
Grouping: Whole class
Materials needed: Whiteboard

Teacher’s Preparation
• Summarise the information below in a mind map with diagrams (e.g. of Solar System) on the white
board. You must include the different components of the Solar System. You may add any further
relevant information.
• Let students take notes. There is a notes section at the end of the notebook for them to use.
• Information:
The solar system consists of:
➢ a star - the Sun
➢ planets and dwarf planets in orbit around the Sun
➢ satellite moons in orbit around most of the planets
➢ comets and asteroids in orbit around the Sun
There are eight planets, including the Earth, and smaller dwarf planets, such as Pluto, Ceres and Eris.
The Sun's gravity keeps the planets, dwarf planets, comets and asteroids in orbit. The gravity of a planet
keeps its own satellites in orbit.
The planets take different amounts of time to go around the Sun. A single orbit is called the planet's year,
and the further out a planet is the longer its year takes.
The orbits of the planets in the solar system are almost circular – with the Sun near the centre.

Resource 2.3: Solar system scale activity

Duration: 30 mins
Grouping: Individual/Whole class
Materials needed: A strip of paper 3” wide by 24” long and a pencil (per student).

Teacher’s preparation
• Allow students to follow instructions in handbook independently.
• Then demonstrate the activity using the instructions below, you may wish to practice this before the
class. (Resource from Astronomy Day from McDonald Observatory)
• Make sure students know order of planets in solar system, recite together as class.

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Student’s Handout
Solar System Distances
1) Place the piece of paper on your desk in front of you vertically (so that it is tall instead of fat). In very
small letters, write “Sun” on the very top edge of the strip and “Pluto” on the very bottom edge.
2) Fold the strip in half (top to bottom) and open it up again, showing the crease.
3) What planet do you think might belong on the crease (halfway from the Sun to Pluto)? Write your guess
on the crease.
4) Write in the rest of the planets on the strip of paper, making sure you put them in order and keep their
relative locations where you think they should be.
5) When your teacher provides the “answer key”, write down the answers on the other side of the paper.
Compare the correct answers to your own. How did you do?

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Resource 2.4: Shape of the Solar System

Duration: 45 mins
Grouping: Pairs
Materials needed: Student handout, colouring pencils

Teacher’s preparation
• Prepare a presentation on why the solar system is flat. (Optional resource: Why is the Solar System
Flat? ). You must cover the following concepts: angular momentum and its conservation, gravity,
nebulae, energy loss in collisions, and examples of other flat systems in space.
• Ask students to work in pairs to draw a storyline/comic to illustrate why the solar system is flat.
Each panel of the comic should have a short description.

Student’s Handout
Why is the Solar System flat?
Draw your comic showing why the Solar system is flat in the 4 panels below. Write a short description of
each panel below it.

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Resource 2.5: Is Pluto a Planet?

Duration: 50 mins
Grouping: 2 groups
Materials needed: Laptops

Teacher’s preparation
• Familiarise yourself with the arguments for and against Pluto being a planet.
• Split class into two: for and against Pluto being a planet, each side must research and put together
arguments for a debate. (30 mins) Then debate, one side at a time(15 mins). Students should raise
their hand if they want to speak.

Resource 2.6: Meteoroids, Comets, Moons and Asteroids

Duration: 40 mins
Grouping: Whole class/ Individual
Materials needed: Student handout, whiteboard

Teacher’s preparation
• Ask the class if they know the difference between Meteorites/Comets/Asteroids.
• Ask: What do they think they are made from? How big do they think they are? How did they form?
(Prepare answers for this)
• Write out the following mind maps on the whiteboard board (resource from
https://k12workbook.com/worksheet-concept/comets-asteroids-meteors-coloring-page ).

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 • Then ask students to fill in the worksheet below using the information you have just presented on
the board.

Student’s Handout with answers

Meteoroids, Asteroids, Comets, and Moons

Review

Asteroids orbit in the Asteroid Belt between Mars and Jupiter.

The Earth’s moon creates Tides.

A large body in space made of rock, ice, and frozen gas:

Meteoroid
Asteroid
Comet
Moon

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A large body in space made of rock and minerals:

Comet
Meteoroid
Asteroid
Moon

Describe what occurs from the motion of a comet.

Comets are surrounded by gas and dust. When a comet nears the sun, the gas burns up. This creates a
tail behind the comet.

What occurs when meteoroids hit the Earth’s atmosphere? What happens if they don’t? What is it
called if they reach the Earth’s surface?
Meteoroids burn when they pass through our Earth’s atmosphere. When they flash light, they’re called
meteors. Some meteoroids do not make it through the Earth’s atmosphere and disappear. If a
meteoroid actually reaches the Earth’s surface, it’s called a meteorite.

Problems

1. Large meteorites are hardly slowed by Earth’s atmosphere. Assuming the atmosphere is 100km
thick and that a large meteorite falls perpendicular to the surface, how long does it take to reach
the ground? The typical speed of meteoroids is 42 km/s and the gravitational acceleration of Earth
is approximately 10 m/s2.

Hint: Use the equation

1 2
𝑠 = 𝑢𝑡 + 𝑎𝑡
2

where s is displacement, u is initial velocity, a is acceleration, and t is time.

Answer:

First, it is a good idea to convert all values to the same units. E.g. meters: 100km = 100 000 m and 42
km/s = 42 000 m/s.

Next, the equation given is a quadratic equation which has the solution:
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎
So, in this case:

−𝑢 ± √𝑢2 + 2a𝑠
𝑡=
a
Plugging in the numbers you should get the answer:
Time = 2.4 s

2. If a single asteroid 1 km in diameter were to be fragmented into meteoroids 1m in diameter, how

4
many would it yield? (Hint: the volume of a sphere is 𝑉 = 𝜋𝑟 3 ).
3

Answer:

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 First calculate the volume of the asteroid (remember to use radius and not diameter):
4
𝑉𝑎𝑠𝑡𝑒𝑟𝑜𝑖𝑑 = 𝜋(500)3
3
Next, calculate the volume of each fragment:
4
𝑉𝑚𝑒𝑡𝑒𝑜𝑟𝑜𝑖𝑑 = 𝜋(1)3
3
The number of meteoroids the asteroid would yield is given by
𝑉𝑎𝑠𝑡𝑒𝑟𝑜𝑖𝑑
= (500)3 = 125,000,000
𝑉𝑚𝑒𝑡𝑒𝑜𝑟𝑜𝑖𝑑

3. If a trillion (1012) asteroids, each 1 km in diameter, were assembled into one body, how large would
it be? Compare that to the size of the Earth (Earths radius is approximately 6400 km)

Answer:

4
𝑇𝑜𝑡𝑎𝑙 𝑣𝑜𝑙𝑢𝑚𝑒 (𝑘𝑚3 ) = 1012 × 𝜋(1)3
3
3 3 3
Assembled radius = √ 𝑇𝑜𝑡𝑎𝑙 𝑉𝑜𝑙𝑢𝑚𝑒 = √1012 = 104 𝑘𝑚
4𝜋

This is greater that the radius of the Earth.

S
Resource 2.7: Meteor Showers

Duration: 40 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation
• Students should use the information in the handout to fill in their calendars. (resource from:
https://www.inverse.com/science/meteor-shower-2022-calendar )
• Answer set:
(these showers are repeated every year at the same dates, so only change the years in the table)
Meteor Shower Start Date End Date Peak Date Average Peak
Meteor Number
Quadrantids 28/12/2021 12/1/2022 2/1/2022 80
Lyrids 14/4/2022 30/4/2022 22/4/2022 20
Eta Aquariids 19/4/2022 28/5/2022 6/5/2022 30
Delta Aquariids 12/7/2022 23/8/2022 28/7/2022 20 (not on webpage,
ask students to
estimate from the
information given)

Perseids 17/7/2022 24/8/2022 13/8/2022 Few (due to full

moon)

Leonids 6/11/2022 30/11/2020 17/11/2022 15

Geminids 4/12/2022 17/12/2022 12/12/2022 150

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Student’s Handout
Meteor Showers 2022

Quatrinids
• The new year gets off to a bang every year — but we are not talking about fireworks in this instance.
We’re talking about the Quadrantids meteor shower. This meteor shower is essentially the shrapnel
from an object NASA dubs 2003 EH1, which they say is either an asteroid or a “rock comet.” Most
meteor showers stem from comets, so the likely asteroid origin is a distinctive detail.
• This meteor shower is best viewed by skywatchers in the Northern Hemisphere. It also coincides
with a New Moon on January 2, 2022, so the night sky may make for ideal viewing conditions.
• The dates during which the Quadrantid meteor shower will be visible bridge the gap between 2021
and 2022, occurring over the course of December 28, 2021, to January 12, 2021.
• The Quadrantids will peak — meaning the moment when there could be the most meteor sightings
— at 4:40 p.m. Eastern on January 3, 2022. The peak number of meteors stargazers may spot
ranges between 40 and 120 per hour, although NASA says the average is 80 meteors an hour at the
peak.
• This peak lasts only four to six hours, and it takes eyes at least half an hour to adjust to the dark, so
give yourself plenty of time to acclimate to the cold and dark and wait for any passing clouds to
clear.

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Lyrids
• The Lyrid meteor shower occurs each year in the spring season. These meteors are essentially the
shrapnel of Comet C/1861 G1 Thatcher, which, as the name implies, was discovered in 1861 by a
man named A.E. Thatcher. It is a long-period comet, orbiting the Sun once every 415 years or so.
• As the name Lyrids suggests, these meteors appear to originate from the constellation Lyra.
According to NASA, this meteor shower is also one of the most well-documented in the history
books, with records of sightings dating back to 687 B.C.E.
• In 2022 the Lyrid meteor shower will take place from April 14, 2022, to April 30, 2022.
• Also called the April Lyrids, these shooting stars reach their climax on April 22 and April 23 — just
before the month’s final quarter Moon. That means their headiest moments will also be moonlit
— romantic, but it may also obscure the view.
• The meteor shower will be at its maximum at 3 p.m. Eastern. Stargazers can expect 20 meteors an
hour during these peak hours — fewer than the Perseids and Quadrantids, yes, but these meteors
are known for their luminosity and speed.

Eta Aquariids
• The Eta Aquariids are not the most famous meteor shower, but they stem from maybe the most
famous comet: Comet 1P/Halley. The comet passes Earth every 75 years (the next flyby is in 2061).
Edmond Halley, an English astronomer who lived in the 17th and 18th centuries, lends his name to
the celestial body, as he accurately predicted when it would next fly by.
• The Eta Aquariids will shower down during the period between April 19 to May 28. They will be at
their maximum during May 6 and May 7, peaking at 4 a.m. Eastern.
• While these meteors aren’t the most gorgeous, there will be only a crescent Moon in the sky,
leaving the backdrop dark and full of potential. At their peak, skygazers could see as many as 60
meteors an hour and as few as 30.
• The number of meteors you see could depend on where you are in the world. While most of the
action happens in the Southern Hemisphere, Northerners can see about 30 meteors per hour at the
peak.
• The Eta Aquariids get their name because they mostly fly from the constellation Aquarius but can
come from anywhere in the sky. Eta Aquarii is one of the brightest stars in this constellation.

Delta Aquariids
• So, the Delta Aquariids are not the most stunning of meteor showers, but 2022’s shower could be
exceptional.
• These meteors stem from Comet 9P Machholz. Amateur American astronomer Donald Machholz
discovered the comet in 1986. Delta, the third brightest star in the constellation Aquarius, helped
distinguish this meteor shower from the Eta Aquariids, radiating from Aquarius in the heavens.
• In 2022, the Delta Aquariids will rain down to Earth from July 12 until August 23. They will be at
their maximum over the night of July 28 through to July 29.
• The reason why this year’s shower may be more special than usual is to do with the Moon. The New
Moon occurs on the same night as the meteor shower reaches its peak, and dark skies promise
optimal viewing conditions for these faint meteors.

Perseids
• The Perseids are truly the Met Gala of celestial activity. Unfortunately, the (almost) Full Moon could
interfere a little with visibility. But still, it is worth marking your calendars for late July through most
of August for these beautiful celestial burners.
• The Perseids stem from the comet 109P/Swift-Tuttle, but this shower’s name comes from its
radiant, which is the astronomical term for the part of the night sky where these meteors appear to
fall from — in this case, the radiant is near the constellation Perseus.

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• This constellation, located next to another star spread, Andromeda, invokes the Ancient Greek
mythological hero Perseus, who slew the snake-haired, stone-eyed Medusa.
• This show is one not to miss and can easily make your summer. Also, did we mention there are
fireballs? Yes, the Perseids produce explosions of light and color that outlive the average meteor
streak. Their brightness comes from the fact that they originate from larger particles than typical
meteors.
• The Perseids are active between July 17 and August 24. They will peak on August 13 at 4:40 p.m.
Eastern.

Leonids
• This winter shower makes November days and nights a little brighter — but be warned: The Leonids
are a “wildcard” show. Sometimes, the show is particularly stunning, but in typical years, the meteor
shower may appear more ordinary (if such a thing can be called “ordinary”).
• These meteors are the product of Comet 55P/Tempel-Tuttle. The small Tempel-Tuttle takes 33 years
to orbit the Sun. This comet’s hyphenated name is because it was discovered twice, once in 1865 by
Ernst Tempel and then in 1866 by Horace Tuttle.
• Though 2022 is set to be a typical year, you’ll definitely want to mark your calendars for November
2034, when there will be a cyclonic peak that produces hundreds of meteors per hour. This
phenomenon occurs every 33 years.
• Radiating from the constellation Leo, these meteors can appear from anywhere in the sky.
• The Leonids rain down from the skies over November 6 through November 30. They will be at their
maximum in the evening of November 17 through November 18 at 7 p.m. Eastern, with as many as
15 meteors per hour expected during these peak moments.
• At the peak, the Moon will be approaching half-fullness, so while it will dampen some of the fainter
meteors, there still could be a good show. This is another light storm known for fireballs, which have
more flair than your average meteor.

Geminids
• The Geminids are an unusual meteor shower — mostly because they are thought to be the product
of an asteroid and not a comet. The asteroid in question is 3200 Phaethon, which recent research
suggests is an active asteroid, meaning that it expels material like a comet. In Phaethon’s case, that
may be due to sodium vaporizing from the asteroid as it gets close to the Sun over the course of its
orbit.
• Ultimately, the Geminids are a great note to end on before the Quadrantids start again in early
2023. Worldwide observers can also savor their 24-hour-long peak.
• The Geminids will appear in the night sky between December 4 and December 17. They will be at
their maximum on December 12 at 9 a.m. Eastern, but the entire day and night of December 12
should make for excellent viewing.
• At the peak, there may be as many as 150 meteors in an hour.
• Part of what makes this shower so great is it’s visible starting at 9 p.m. or 10 p.m. on December 11,
so you don’t need to put on a pot of coffee for the night.

Meteor Shower Calendar 2022

Pick 5 meteor showers from above to add to your personal meteor shower calendar below. Add any fun

facts or notes about the meteor shower in the notes column.

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 Meteor Shower Start Date End Date Peak Date Average Peak Meteor Notes
Number

Resource 2.8: Comets and Asteroids: Life nurturer or life destroyer?

Duration: 40 mins
Grouping: Whole class/ Individual
Materials needed: Student handout, whiteboard

Teacher’s preparation
• Discuss the following points with the class, encourage students to express their opinion on the
question.
• Origin: Occasionally asteroids are pulled out of the asteroid belt by the gravity of nearby Jupiter or
Mars, causing their orbits to end up in the vicinity of the Earth. Over 20,000 near Earth asteroids
have been identified, though only about 38 of them have the potential to pose a problem for the
Earth in the next 100 years.
• Asteroids and Comets are thought to have brought water to our planet allowing for the existence of
life. (Reading: https://www.scientificamerican.com/article/how-did-water-get-on-earth/)

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• Craters formed through asteroids or comets impacting our planet. This impact can be devastating
for life on Earth and is usually the reason given for the extinction of dinosaurs. (Reading:
https://www.inverse.com/article/30509-worst-effects-asteroid-hits-earth).
• Jupiter protects Earth from comets? (Reading: https://earthsky.org/space/is-it-true-that-jupiter-
protects-earth/)

Resource 2.9: Creating Craters Experiment

Duration: 60 mins
Grouping: Groups of 3/4
Materials needed: Large baking pan, flour, cocoa powder, sieve, balls, ruler, student handout.

Teacher’s preparation
• Read through instructions carefully and prepare materials. (Reading for experiment, material list
and video demonstration )
• Explain to the students the steps for carrying out the experiment.
• Students should carry out experiment in groups, fill in the result table and then write out their
scientific report.
• Resource originally from Newton’s Second Law of Motion (2017, March 12).

Student’s Handout

Creating Craters Experiment

In this experiment you will be studying the different variables that go into crater impacts. Follow the
instructions below:

1. Fill the baking pan with flour.

2. Use the sieve to put a thin layer of cocoa powder on top of the flour.
3. Try dropping a ball into the pan from about half a meter above it (optionally, use the meter stick so
you can drop from a consistent height).
4. Look at the resulting impact crater. What color is the surface immediately around the crater? How
does that compare to the surface of the rest of the pan? How far did the flour and cocoa powder
spread? Optionally, use the ruler to measure these distances.

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 5. Try dropping the same ball from a different height. What does the resulting crater look like?
6. Try dropping balls of different sizes from the same height, and examine the resulting craters.
7. You can even try throwing a ball sideways so it hits the pan at an angle, instead of coming straight
down. How is the resulting impact pattern different from when you dropped the balls straight
down?
8. If needed, smooth out the surface of the pan, and sift a fresh layer of cocoa powder on top.

Results Table

Record each trial

here then answer
Motion Used Material Width of Impact Depth of Impact
the following
questions.

Trial 1

Trial 2

Trial 3

Experiment Report

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Claim (Write a sentence stating what causes larger craters to be created.)

Objects that weigh more dropped in a more motion-oriented way will create a larger “crater” in the flour.
The physical properties, such as shape and weight of the object, and the motion, such as dropping, spinning,
and laying it on its side, directly affect the size of the “crater” created during the experiment.
Evidence (Provide evidence from the lab to support your claim.)
The physical properties of the objects, such as shape and weight, changed the width and depth of the crater
created when dropping the object. When the grape, blueberry, and rock were dropped, the different types
of motion (dropping, spinning, and dropping on its side) played a part in the size of the crater by changing
the types of motion created.
Reasoning (Explain how your evidence supports your claim. Describe how the physical properties and
motion of the object directly impacted the size of the crater.)
Motion of an object and physical properties of an object both impact the size of the crater created when
dropping the object. Some objects used in the experiment were larger than other with rougher or smoother
physical features, which directly impacted the width and depth of the crater that was created with the drop.
In the universe, motion of objects like asteroids, comets, and meteoroids create craters like this every day.
Each of those objects have diverse physical features and motion patterns.

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Week 1 Day 3: Measuring Distances in the Universe

Introduction:

Students will learn how to measure and in what unit to measure distances in the Universe as well as
gain an intuition for what these distances are in this 6-hour lesson.

After discussing the Astronomy Photo of the Day, the students will spend the morning recapping
yesterday’s lesson. They will first consolidate understanding of different space rocks by playing a
board game in groups.

Students will first be shown the immense scale of the Universe by carrying out calculations
themselves to demonstrate this. Next, the focus will zoom into the Solar System. The class will
create a scaled model of the Solar System out of Play Doh and then demonstrate the distance and
sizes of the Earth and Moon using cut-outs in small groups.

The next part of the lesson will be about how to measure distances, a very common and simple way
is using parallax which can be explained using a demo where the students blink back and forth whilst
looking at their thumbs. After, the students learn about common astronomical units through a
worksheet on their definitions and practicing astronomical unit conversion calculations.

The final wind down activity is to draw the solar system from memory to review all that the students
have learnt whilst nurturing their creativity.

Objectives:

Consolidate knowledge of space rocks.

Grasp the different scales present in the Universe.
Demonstrate the distances between bodies in the solar system
Learn the different methods of measuring distances in the Universe.
Be familiar working with astronomical units.

Skills Acquired:

Approximation Model Identify

Contextualize Record Comprehension
Review Research Compare
Creative Teamwork Estimate
Follow instructions Sketch Mathematical Calculation
Unit conversion

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: 15 Engage students with the broad scope of
the cosmos Astronomy celestial objects, features of the Universe
and current astronomical events.

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Universe Photo of the

look like? Day (1.1)
What Difference Board game 60 Learn about how meteorites are discovered,
happens to between a how many are found, and the chances of
a meteoroid, meteorite landings.
meteoroid meteor,
as it moves meteorite,
from outer asteroid, and
space to comet
the Earth’s
surface?
How big is Scales of the Calculations 30 Make calculations showing the wide range
the universe of scales in the Universe.
Universe?
How big is Solar system Play doh 60 Create a scaled model of the solar system.
the Solar distances activity
System? Distance between Cut out activity 45 Relate the size of the Earth, the size of the
Earth and Moon Moon, and the Earth-Moon distance
How do we Parallax Demonstration 30 Understand the parallax method used to
measure calculate distances to celestial objects.
distances? Astronomical Matching 20 Identify units that are used when measuring
Units activity the Universe.
Calculations 60 Convert between commonly used units of
measurement in Astronomy.
Wind down Solar system Sketching the 40 Exhibit the distances and orders of the
review solar system planets in a drawing in this creative review
of what was leant earlier.

Key Resources:

Resource 3.1: Space Rocks Board Game

Duration: 60 mins
Grouping: Groups of 4
Materials needed:
• Game pieces (pdf in folder)
• Dice
• Space board game and cards (pdf in folder)

Teacher’s preparation
• Read through the instructions, preparation, and background carefully in the following link:
https://www.lpi.usra.edu/education/explore/planetary-defense/space_rocks/
• You will need to print out the board game for each group (4 students each). Make enlarged copies
of the game board by using the largest paper possible in your copy machine (11 by 14 inch works
well).
• The game cards can be projected, but better if you print out the cards document double sided and
cut out for each group.

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Resource 3.2: Comparison of Universal scales to the size of the Earth

Duration: 30 mins
Grouping: Individual
Materials needed:
• Student handout
• Calculators

Teacher’s preparation

• Table of scales reproduced from: https://looksbysharon.com/model-of-the-solar-system.html

• How many earths fit? Use diameter of earth to see how many earths fit between us and other
astronomical objects. Let the students pick 6 objects from the table to perform this calculation for.
• Student’s will need a calculator. Encourage students to write large numbers in standard form.

Student’s Handout
How many Earths fit?
Use the scales in the table below to calculate how many Earths fit between us and 6 objects of your
choosing by using the equation:
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑓𝑟𝑜𝑚 𝑆𝑢𝑛 𝑡𝑜 𝑜𝑏𝑗𝑒𝑐𝑡
Number of Earths =
𝐷𝑖𝑎𝑚𝑒𝑡𝑒𝑟 𝑜𝑓 𝐸𝑎𝑟𝑡ℎ
Diameter of the Earth = 12,756 km

Object Distance from Sun (km)

Mercury 57.9 x 106
Venus 108.2 x 106
Earth 149.6 x 106
Mars 227.9 x 106
Jupiter 778.3 x 106
Saturn 1,427.0 x 106
Uranus 2,869.0 x 106
Neptune 4,497.1 x 106
Pluto 5,900 x 106
Alpha Centauri (nearest star) 4.04 x 1013
Sirius (brightest star in night sky) 8.17 x 1013
Deneb (one of the most luminous stars known) 1.33 x 1016
Centre of Milky Way 42.62 x 1017

Object How many Earths fit?

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Resource 3.3: Scales of the Solar System with Play-Doh

Duration : 60 mins
Grouping: Whole class/ small groups
Materials needed:
• Student handout
• 3lbs of Play-doh (minimum quantity of Play-doh required for this activity)
• Paper
• Pens
• Rulers

Teacher’s preparation
• Read through instructions and prepare materials.
• Present the demonstration to the class.
• Credit: resource from https://stereo.gsfc.nasa.gov/classroom/scales.shtml

The Solar System with Play-Doh

1) Procedure: Earth – Moon
• Have students predict and make models of the size and distance of the MOON in relation to the
EARTH.
• Divide the Play-doh into 50 equal sized balls (as equal as possible). Choose an average sized ball and
set it aside. Squash the other 49 back together. You now have the EARTH and MOON.
• Now comes the relative distance. The distance between the EARTH and the MOON should be equal
to 30 EARTH diameters.
• Have students compare their original model with the scale model they just created. Get them to
think about why they thought that before. (NOTE: the misconception of the relative size and
distance between the EARTH and the MOON is due to perspective which comes from the
photographs we have all seen of both. In order to get both the EARTH and the MOON in the same
photo, one has to take a photo of them one in front of the other and slightly off to one side.
2) Procedure: Earth – Moon – Mars
• Divide your dough in half. One half is the EARTH.
• Make seven balls out of the other half. One ball is MARS.
• Take another one of the seven balls and divide it into seven. One of those is the MOON.
• You can also do scales with this model…but MARS is far! If you used 3lbs of Play-doh for this model,
the distance between EARTH and MARS would be 7 city blocks!
3) Procedure: Solar System
• Write the name of each of the nine planets on separate pieces of paper. Spread the 59abelled
papers out on a table. This is where you will be placing the Play-doh to make each of the planets.

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 • Make 10 equal balls. Squash 6 of them together…this will be JUPITER. Place the ball on the paper
60abelled JUPITER. Take another 3 and squash them together…this is only part of SATURN (you will
add to SATURN two more times before the activity is over). Place the ball on the paper 60abelled
SATURN.
• Divide the ball of Play-doh that is left into 10. Squash 5 of them together and add them to SATURN.
Take 2 and squash them together…this is NEPTUNE. Place the ball on the paper 60abelled
NEPTUNE. Take another 2 and squash them together…this is URANUS. Place the ball on the paper
60abelled URANUS.
• With the ball that is left, make 10 equal sized balls. Squash 9 of them together…add them to
SATURN. SATURN is now complete!
• Divide the remaining ball into 2. 1 is EARTH. Place the ball on the paper 60abelled EARTH.
• Now is when things get tricky! Divide the ball that is left into 10. 9 of them make up VENUS. Place
the ball on the paper 60abelled VENUS.
• Make 10 balls out of the 1 that is left. Use 9 to make create MARS. Place the ball on the paper
60abelled MARS.
• Divide the ball of Play-doh that is left into 10. 9 of them make up MERCURY (Place them on the
paper 60abelled MERCURY) and the one left is PLUTO! Place the ball on the paper 60abelled PLUTO.

NOTE: Why isn’t the Sun included in this activity? The Sun is so much larger than all of the planets that
if you use a 3lb tub of Play-doh to make the 9 planets, it would take 980 tubs to make the Sun!

Resource 3.4: Earth-Moon distance activity

Duration: 45 mins
Grouping: Groups of 3
Materials needed: Earth moon cut-outs (per group)

Teacher’s preparation
• Resource from: https://www.tada101.com/2021/08/two-active-learning-explorations-for-
introductory-astronomy.html
• Print ‘earth_moon_scale.pdf’ (shown below) for each group and cut-out.
• Instructions:
o The sizes of the Earth and Moon are at the correct scale with respect to each other.
o Give each group time to guesstimate how far apart they think the pair of worlds is with
respect to their sizes and to place them at appropriate distances apart somewhere in the
classroom.
o Then reveal that the Moon is about 30 Earth-diameters away from the Earth and ask for a
volunteer group to set their Earth and Moon at this distance for everyone to see.

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Resource 3.5: Parallax Demonstration

Duration: 30 mins
Grouping: Individual photo
Materials needed: Display board

Teacher’s preparation
• This is demonstration is to show the students one of the methods of measuring distances to stars
used by astronomers.
• Ask the students to stick their thumb in front of their face, moving it forward and back, and blinking
one eye and then the other. This gives them an intuition for how parallax works. The closer their
thumb the more it moves back and forth as they switch eyes.

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 • Project the photo below (from https://www.starrynighteducation.com/resources_free.html), to
show and explain how a similar idea is used to measure the distance to stars. (optional resource:
https://www.youtube.com/watch?v=CWMh61yutjU)

The Earth at opposite ends of its orbit around the Sun is represented by the two eyes. The change
of the position of the star from these two positions in the orbit determines how far away the star is.

Resource 3.6: Astronomical units matching worksheet

Duration: 20 mins
Grouping: Individual
Materials needed: Student handout 3.6

Teacher’s preparation
• Instruct the students to complete the worksheet

Student’s handout
3.6) Astronomical Units of distance definitions

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The distance at which 1

au subtends an angle of
Kilometers one arcsecond (approx.
(km) 30.9 trillion km)
Unit of length
Light in the metric
system equal
year to 1000 metres
Distance from
Earth to the
Parsec sun (approx.
150 million km)

A unit of angular measurement

The astronomical measured on the sky equal to
1
unit (au) of a degree
3600

The distance of the

moon from the
Arcsecond earth ( approx.
40,000 km)
The distance that light
Lunar travels in vacuum in
one Julian year (approx.
distance 9.46 trillion km)

Resource 3.7: Astronomical Unit calculations

Duration: 60 mins
Grouping: Individual
Materials needed: Student handout 3.7

Teacher’s preparation:
• Read through the worksheet and answers below and understand how all the calculations are
carried out.
• Worksheet adapted from: https://www.nasa.gov/stem-ed-resources/yoss-scale-of-solar-
system.html.

Instructions:

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 • There are two parts to the handout, allow 25 mins for each part.
• You can ask a student to read the introduction to each worksheet.
• Offer the students assistance when needed.
• Spend 5 minutes going through answers for each worksheet.
• Answer key below.

Student’s Handout
Astronomical Units
Our solar system is so big it is almost impossible to
imagine its size if you use ordinary units like feet or
miles. The distance from Earth to the Sun is 93
million miles (149 million kilometers), but the
distance to the farthest planet Neptune is nearly 3
billion miles (4.5 billion kilometers). Compare this
to the farthest distance you can walk in one full
day (70 miles) or that the International Space
Station travels in 24 hours (400,000 miles).

The best way to appreciate the size of our solar

system is by creating a scaled model of it that
shows how far from the sun the eight planets are located. Astronomers use the distance between Earth and
sun, which is 93 million miles, as a new unit of measure called the Astronomical Unit. It is defined to be
exactly 1.00 for the Earth-Sun orbit distance, and we call this distance 1.00 AUs.
Problem 1 - The table below gives the distance from the Sun of the eight planets in our solar system. By
setting up a simple proportion, convert the stated distances, which are given in millions of kilometers, into
their equivalent AUs, and fill-in the last column of the table.
Answer: In the case of Mercury, the proportion you would write would be
149 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 𝑘𝑚 57 million km
= then X = 1 AU x (57/149) = 0.38
1 AU 𝑋

Planet Distance to the Sun in millions Distance to the Sun in

of kilometres Astronomical Units
0.38
Mercury 57
0.72
Venus 108
1.00
Earth 149
1.52
Mars 228
5.20
Jupiter 780
9.58
Saturn 1437
19.14
Uranus 2871
30.20
Neptune 4530

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Problem 2 – Suppose you wanted to build a scale model of our solar system so that the orbit of Neptune
was located 10 feet from the yellow ball that represents the sun. How far from the yellow ball, in inches,
would you place the orbit of Jupiter?
Answer: The proportion would be written as:
30.20 𝐴𝑈 5.2 𝐴𝑈
= then X = 10 feet x (5.2/30.2) so X = 1.72 feet
10 𝑓𝑒𝑒𝑡 𝑋

Since 1 foot = 12 inches, the unit conversion is written as

𝟏𝟐 𝒊𝒏𝒄𝒉𝒆𝒔
𝟏. 𝟕𝟐 𝒇𝒆𝒆𝒕 × = 𝟐𝟎. 𝟔𝟒 𝐢𝐧𝐜𝐡𝐞𝐬
𝟏 𝒇𝒐𝒐𝒕

Visiting the Planets at the Speed of Light!

The fastest way to get from place to place in our

solar system is to travel at the speed of light,
which is 300,000 km/sec (670 million miles per
hour!). Unfortunately, only radio waves and other
forms of electromagnetic radiation can travel
exactly this fast. When NASA sends spacecraft to
visit the planets, scientists and engineers have to
keep in radio contact with the spacecraft to gather
scientific data. But the solar system is so vast that
it takes quite a bit of time for the radio signals to
travel out from Earth and back.

Problem 1 – Earth has a radius of 6378 kilometres. What is the circumference of Earth to the nearest
kilometre?

Answer: C = 2 π R so C = 2 x 3.141 x (6378 km) = 40,067 km.

Problem 2 – At the speed of light, how long would it take for a radio signal to travel once around Earth?

Answer: Time = distance/speed so Time = 40,067/300,000 = 0.13 seconds. This is about 1/7 of a second.

Problem 3 – The Moon is located 380,000 kilometers from Earth. During the Apollo-11 mission in 1969,
engineers on Earth would communicate with the astronauts walking on the lunar surface. From the time
they asked a question, how long did they have to wait to get a reply from the astronauts?
Answer: From the proportion:
0.13 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 𝑋 380000
= 𝑤𝑒 ℎ𝑎𝑣𝑒 𝑋 = × 0.13 −= 1.23 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
40067 𝑘𝑚 380000 𝑘𝑚 40067
This is the one-way time for the signal to get to the moon from Earth, so the round-trip time is twice this or
2.46 seconds.

Resource 3.8: Sketching the Solar System

Duration: 40 mins

Grouping: Individual

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Materials needed: Paper, colouring pencils and pens

Teacher’s preparation

• Give each student a blank sheet of paper.

• Instruction for class:
Sketch a to-scale diagram of the Solar System, including (at minimum) the Sun and all 8 planets. (You don’t
have to label the planets, but you do have to include all 8.) Do not focus on your artistic talent, but you must
make a legitimate attempt to show, to the best of your ability, properly scaled distances between the
planets.
(from: https://www.tada101.com/2021/10/michael-dunham-human-solar-system-activity.html)

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Week 1 Day 4
Introduction:

The first part of the day is a continuation of work on distances from yesterday. After the starter,
Next, they will carry out a simple calculation with a surprising conclusion on the scaled distances
between small celestial bodies compared to larger ones. To review this subject, the students will
then be given an hour to produce big posters as creatively as possible in groups illustrating all the
scales present in the Universe.

The second part of the day is on methods of observing the universe. First, they will play a game on
how satellites are built to observe different objects in the Universe at different wavelengths and
then they will research the different types of modern telescopes and present it in groups. Lastly,
they will learn about the observatories in the KSA.

Objectives:

Visualize the separation of celestial objects on different scales.

Be grounded in the history of astronomical observation.

Distinguish between the different types of telescopes.

Learn about how different satellites work.

Locate where observatories in KSA are.

Skills acquired:

Comparison
Approximation Creativity Compilation
Contextualising Research Presentation
Manufacture Mapping

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does the Discover the Starter activity: 15 Engage students with the broad
Universe look cosmos Astronomy Photo scope of celestial objects,
like? of the Day features of the Universe and
current astronomical events.
Resource: Refer to resource 1.1
Universal Comparing Calculation 40 Make approximate calculations to
distance size and exercise show that the scaled distances
comparison, distance to between galaxies are shorter
what is closer? show galaxies than that between stars/planets,
are “closer” meaning galaxies are much more
together than likely to collide.
stars
Resource: Refer to resource 4.1

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How big is the Review scales Group poster 60 Consolidate what has been learnt
Universe? of the making so far in the context of sizes and
(review) universe scales.
Resource: Refer to resource 4.2
How do current Satellites Games on 60 Understand the way satellites are
telescopes building satellites built and their purpose.
operate? 50 Learn about how we
communicate with satellites.
Resource: Refer to resource 4.3
Telescopes Group 75 Research the different types of
presentations telescopes.
Resource: Refer to resource 4.4
Where are KSA KSA Map the locations 60 To inform the geography of KSA
observatories? observatories of observatories astronomy centres.
Resource: Refer to resource 4.5

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Resource 4.1: What is closer? Calculating and comparing Universal scales

Duration: 40 mins

Grouping: Individual (discuss in pairs)

Materials needed:

• Student handout 4.3

• Pens/pencils

Teacher’s preparation:

• This is an estimation calculation for the students to think about how close together objects
in space are.
• Read through the worksheet and answers below.
• The main takeaway point is that although intuitively you would think planets or stars are
closer together (which they are by distance), galaxies are much ‘closer’ together in terms of
the ratio between their size and distance! An analogy that might be helpful is to imagine 10
marbles uniformly suspended in a room and then to imagine 10 beach balls uniformly
suspended in a room, the beach balls are ‘closer’ together due to their size. Similarly, stars
are millions of diameters apart, but galaxies are tens of diameters apart.

Instructions:

• Instruct students to complete worksheet, they may discuss and collaborate in pairs.
• Go through calculations and answers with the class.

Student’s Handout

How close together are celestial objects?

On the basis of the ratio of the ‘characteristic’ distance between two of the objects below to their
‘characteristic’ size (diameter), which are ‘closer’ together, planets in the solar system, stars in the
Milky Way Galaxy, or galaxies in the local Universe?

This is an orders of magnitude estimate. The ratio you must calculate for each object is:

𝐶ℎ𝑎𝑟𝑎𝑐𝑡𝑒𝑟𝑖𝑠𝑡𝑖𝑐 𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝐶ℎ𝑎𝑟𝑎𝑐𝑡𝑒𝑟𝑖𝑠𝑡𝑖𝑐 𝐷𝑖𝑎𝑚𝑒𝑡𝑒𝑟

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 Characteristic Values

Planet Diameter 107 m

Distance between Planets 1011 m
Star Diameter 109 m
Distance between Stars 1016 m
Galaxy Diameter 1020 m
Distance between Galaxies 1022 m

Use the space below to carry out your calculations.

For Planets = 104

For Stars = 107

For Galaxies = 102

Pick which of the objects below are closest to one another.

0 Planets
0 Stars
Galaxies

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Resource 4.2: How big is the Universe? Group poster making

Duration: 60 mins

Grouping: Groups of 4/5

Materials needed:

• A2 card
• Coloured markers
• Colouring pencils
• Glue sticks
• Scissors
• Coloured paper
• Laptops for student research
• Blue Tack/Tape to put up posters on the wall

Teacher’s preparation:

• This is a review activity, meaning that the class revises specific content covered in the
previous days through activities.
• Prepare the materials for each group.
• Go over possible content the students can include in their posters such as size of the solar
system, galaxies, groups of galaxies and clusters of galaxies. These have mostly been covered
in previous lessons.
• The cosmic web, clusters of galaxies and groups of galaxies haven’t been discussed in detail
but research these and mention them to the class so that if they wish to, they can include
them in their posters.
• Learn about large scale structure such as the cosmic web and encourage students to include
this in their posters.

Instructions:

• Put students into groups.

• Each group should make a large A2 poster with drawings answering the question: ‘How big is
our universe?’. Let them be as creative as they want including any information they have
recently learned. This could include information about observable universe, large scale
structure, sizes of different objects such as clusters of galaxies groups of galaxies, galaxies ,
the Solar System etc.
• Idea: create an infographic ordering the largest structures to the smallest!
• They are allowed to also use internet resources/research to create their posters.
• If possible, put the posters on the wall when they’re done.

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Resource 4.3: Satellites

Duration: 50 mins

Grouping: Individual

Materials needed:

• Laptop for each student to play the game.

Teacher’s preparation:

• There are two parts to this lesson, they both involve the students going through games with
an accompanying worksheet. The first part will teach students the different components needed
to build a satellite to look at different objects at different wavelengths. The second part will
teach the students how we communicate with satellites once they’re in space.
• Go through both games so you can aid the students in class.
• Identify any new terminology and familiarise yourself with its meaning.

Instructions for game 1:

https://jwst.nasa.gov/content/features/educational/buildItYourself/index.html

• In preparation, make sure you go through each pathway in the game. You can use the
documents under ‘Transcripts of The Game Content’ in the link above.
• Let the students individually go through the game.
• They must read all the information and explanations in the labels of the different choices
they select throughout to benefit from this activity.
• Tell them to go through all three levels, increasing the complexity of their satellite, whilst
filling out their options in the worksheet below.
• If there is time encourage them to go through the game multiple times, observing different
objects at different wavelengths and using new components.

Instructions for game 2:

https://spaceplace.nasa.gov/dsn-game/en/

• In preparation, watch the ‘How to play’ video in the link above.

• Before you let the students have a go, they must read the information on the Deep Space
network in the worksheet (reproduced from the same link).
• Briefly instruct them on how to play the game, it should be straightforward.
• Let them have a go at the game.
• Challenge the class to see who can uplink and downlink data the fastest. Allow them to play
a second time, this time recording all their times on the whiteboard.
• The top three data communicators in the class can play a third time, battling to see who can
be number one!
• Now instruct the student to return to the worksheet and fill in the questions at the end.
• Go through the answers with the class.

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Student’s Handout:

4.3) Build your Satellite

Fill in the following worksheet as you go through the game.

Level 1

What would What What What optics

you like to wavelength do instruments would you like
study? you want to will you use? to use?
use?

Briefly describe the data your satellite produced:

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

Level 2

What What
What objects wavelength instruments What optics
would you like do you want will you use to would you like
to study? to use for: observe: to use for:

1. Object 1: Wavelength 1: Instrument 1:

2. Object 2: Wavelength 2: Instrument 2:

Briefly describe the data your second satellite produced for both objects:

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

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……………………………………………………………………………………………………………………………………………………..

Level 3

What objects What What

would you like wavelength instruments What optics
to study? do you want will you use to would you like
to use for: observe: to use for:

1.
Object 1: Wavelength 1: Instrument 1:

2.
Object 2: Wavelength 2: Instrument 2:

3.
Object 3: Wavelength 3: Instrument 3:

Briefly describe the data your third satellite produced for all three objects:

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………..

Communicating with Satellites

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How does NASA talk to its faraway spacecraft?

With the big antenna dishes of the Deep Space Network (DSN)!

Big antennas are used to send information to — and receive information from — NASA’s robotic
explorers in the solar system and beyond. Scientists call this process “uplinking” and “downlinking.”
An antenna "uplinks" instructions to a spacecraft and "downlinks" the spacecraft's data and images
back to Earth.

How does the DSN work?

The Deep Space Network has three big antenna complexes evenly spaced around the world. There is
one in California, one in Spain and one in Australia. That means that as the world turns, at least one
antenna complex can always contact the spacecraft no matter where they are in the sky above
Earth.

The locations of the three DSN antennas around the world: California, Spain and Australia. Credit: NASA/JPL-Caltech

As Earth turns, the antennas need to rotate and move their large, curved dishes to keep in touch
with the spacecraft. What happens when the spacecraft appears to set over the horizon from the
antenna’s point of view? The spacecraft’s signal is picked up by another DSN antenna complex on
the other side of the world.

With this design, NASA keeps track of all the information and instructions going to and from its
spacecraft. Pretty cool, right?!?

DSN quiz

1. What does DSN stand for?

Deep Space Network
2. True or False: Antennas can receive data from satellites but cannot send data to satellites.
False, they can both send and receive!

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 3. How many DSN antennas are there around the world?
3
4. Name 3 NASA satellites that DSN communicates with.
New Horizons, Juno, Mars reconnaissance orbiter (MRO), Parker Solar Probe (PSR), Lunar
renaissance orbiter (LR0)

Resource 4.4: Telescope group research and presentations

Duration: 75 mins

Grouping: Groups of 3

Materials needed:

• Laptops
• Student handout 4.6.

Teacher’s preparation:

• Briefly research each of the telescopes listed in the instructions below.

Instructions:

• This is research exercise for groups of 3 to create a PowerPoint no more than 10 slides.
• Assign each group one of the following telescope types to research:
1. Reflecting
2. Refracting
3. Radio
4. Xray
5. Spectroscope
• Each group should cover the questions in the handbook.
• Each group should present to the whole class.

Student’s Handout

Telescopes

For the type of telescope you have been assigned, make a slideshow, no more than 10 slides, with
the following information:

• When was it invented?

• By who?
• What does it do? / How does it work?
• What does it look like?
• What types of things does it help detect in the universe?
• What discoveries have been made due to this type of telescope?
• Names of any famous telescopes of this kind?
*Include at least 2 images- 1 of the telescope, and 1 of the types of images it can take.

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Resource 4.5: Mapping the locations of KSA observatories

Duration: 45 mins

Grouping: Individual

Materials needed:

• Student handout 4.7

• Pencil/Pen

Teacher’s preparation:

• Read through the worksheet and check the answers.

• Make sure you can explain what an observatory is, the role of a Hilal committee and the
significance of stargazing locations (spots with little light pollution).

Instructions:

• Instruct the students to fill in the worksheet with the names of the locations of
observatories (green), stargazing locations (blue), and Hilal committee location (red) in the
KSA.
• Tell them to check their answers with their neighbours.

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 Student’s Handout

Map of KSA Observatories

Using the map and colour code, fill in the table below with the location names.

Observatories Stargazing locations Hilal Committee locations

Observatories Stargazing locations Hilal Committee locations

e.g. Makkah ………………………………………………. ……………………………………………….
………………………………………………. ………………………………………………. ……………………………………………….
………………………………………………. ………………………………………………. ……………………………………………….
………………………………………………. ………………………………………………. ……………………………………………….
………………………………………………. ………………………………………………. ……………………………………………….
………………………………………………. ………………………………………………. ……………………………………………….

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………………………………………………. ………………………………………………. ……………………………………………….

………………………………………………. ………………………………………………. ……………………………………………….
………………………………………………. ……………………………………………….
………………………………………………. ……………………………………………….

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Week 1 Day 5: Astronomy in the KSA

Introduction:

This final day of week 1 is all about the space sciences and how they operate in the KSA. First, the
students explore an international space project, the International Space Station. The students will
learn about it through worksheets and an attempt to create a space station themselves on a budget.
This will tie in with King Salman’s trip to the ISS towards the end of the day.

Then they will learn one of the important goals of KSA observatories: to sight the moon to determine
the months of the Islamic calendar. This will include completing exercises on the phases of the
moon, a quiz on the Hijri calendar and a tutorial on how the students can sight the moon
themselves.

Next, students will learn about what space science research is happening in the country and the
future vision in this field through a class discussion. Then, the students will create a play on King
Salmans journey to space in groups, an important event in the history of Space Sciences in Saudi.

To finalise the week, the students will vote on their favourite image from among the Astronomy
Photos discussed throughout the week and then learn about Mishaal Al-Shimemry, the first Saudi
woman to join NASA.

Objectives:

Extend knowledge on the International Space Station.

Identify phases of the moon and why they appear like that.
Know how to moon sight to participate in determining the Hijri calendar.
Be inspired by the research currently being done in KSA and the space scientist of the week.

Recreate King’s Salmans journey to the International Space Station.

Skills Acquired:

Aspire Observe Creativity

Comprehension Budgeting Teamwork
Puzzle solving Construction Pair work
Communication Acting Direction

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: 15 Engage students with the broad scope of
the cosmos Astronomy Photo celestial objects, features of the Universe and
Universe of the Day (1.1) current astronomical events.
look like?
What are International Worksheet 30 Know what space stations are and the
Space Space Station components they are made from.
Stations? Making a Crafts activity 60 Get insight into the coordination needed to
Space Station manage large science missions and projects
with a budget and how expensive they are.

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How does Phases of the Worksheets 60 Learn the phases of the moon and be able to
the Islamic Moon sketch and explain them.
Calendar Hijri calendar Quiz 30 Understand that the Islamic calendar is based
work? on the phases of the moon.
Moonsighting Video Tutorial 30 Be able to observe the new moon to mark the
start of an Islamic month.
What Space The Future of TED talk video 20 Realize opportunities available for a space
Research is KSAs Space science career in KSA.
being done Research
in the KSA?
How did Prince sultan Create play re- 90 Be informed of Prince sultan bn Salman’s
King Salman bn Salman’s enacting the journey into space.
go to space travel journey
Space?
What can Discover the Astronomy Photo 15 Use a democratic approach to pick the most
inspire you cosmos of the Week astonishing astronomical object seen this
to go into week.
Astronomy? Discover Space Scientist of 10 Inspire the students with role models working
space the week in the space sciences industry.
scientists

Key Resources:

Resource 5.1: The International Space Station

Duration: 30 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation
• Go through the worksheets on the International Space Station and answers.
• Instruct students to make their way through, and if their times go through the answers as a class..
• Source: www.nasa.gov.uk

Student’s Handout
• Answers:

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Resource 5.2: Make a Space Station

Duration: 60 mins
Grouping: Groups of 5
Materials needed: Scrap materials like straws, card, small boxes, yoghurt pots etc.

Teacher’s preparation

• Go through the ‘Making a Space Station’ PowerPoint to understand the task.

• The students should be put into groups to make a space station using scrap materials like straws,
card, small boxes, yoghurt pots etc.
• If not possible, they can just draw the space station.
• Students must be aware of the given money budget.
• They must use logic and rationale in justifying their choices. The task is differentiated, and some
suggestions have been given. For more able students, an element of numeracy has been included.
Less able students can cut out the module names and rank them by ordering the cut outs. Most
students should be able to use the priority pyramid to rank their module choices.
• Ref: https://www.tes.com/teaching-resource/make-a-space-station-7556243

Resource 5.3: Phases of the Moon

Duration: 60 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation

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 • Familiarise yourself with the phases of the Moon, especially with how they arise in relation to the
Moons position with the Sun and Earth. This is so that you may address any confusions the students
have.
• Go through the worksheet and their answers.
• Let students work through the sheets in the handbook independently.

Student’s Handout (with answers)

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Resource 5.4: The Hijri Calendar

Duration: 30 mins
Grouping: Whole class
Materials needed: Whiteboard and pens

Teacher’s preparation
• Starter: Ask the class to name Islamic months in order. Write on board. Then correct any mistakes
and add any missing months.
• Class quiz, ask questions and the students should raise their hand to answer:

1. What is the name of the first Islamic month?

2. What is the name of the calendar that follows the moon?
3. How many months are in the Islamic calendar?
4. What are the names of the months in the Islamic calendar?
5. What is the current Islamic year?
6. How many days are in a Islamic year?
7. How many days are in a Islamic month?
8. How many sacred months are in Islam?
9. What are the sacred months in Islam?
10. What is the name of the calendar that follows the sun?

Answers:

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1.Muharram 2.Hijri 3.Twelve 4.Muharram, Safar, Rabi al Awwal, Rabi ath Thani, Jamada ul Ula, Jamada ul
Ukhra, Rajab, Shabaan, Ramadan, Shawwal, Dhul Q’ada, Dhul Hijjah 5. 1443/1444 check before the class!
6.A year is 354 or 355 7.A month is 29 or 30 8.Four 9.Muharram, Rajab, Dhul Q’ada, Dhul Hijjah
10.Gregorian

Ref: https://islamichomeeducation.com/learning-resources/teach-child-hijri-calendar

• Write these two keywords on the board: Local, Observational

Explain that these two elements are the cornerstones of the Islamic calendar according to the sunnah. Each
local community should go out at the end of every Hijri month to look for the newborn hilaal.

Resource 5.5: How is the beginning of the Islamic month determined?

Duration: 30 mins
Grouping: Whole class/Pairs
Materials needed: Student handout

Teacher’s preparation
• Read up on how to sight the new moon including what direction to look in, using the measurement
of a handspan from the point of sunset, using binoculars or a telescope to look for it etc.
• In class explain that the new lunar month is determined by sighting the new moon (hilaal) on the
29th and/or 30th of every Hijri month.
• Go through the steps for sighting the Moon in the student handout with the class, pick a few
students in the class to stand up and explain how to sight the moon. (Optional: watch this tutorial
for sighting the new moon: https://www.youtube.com/watch?v=iD4gf67n9cc )
• Encourage them to do this with their families, allow them to chat in pairs about possible locations
they could moonsighting, places where the western horizon is visible unobstructed by buildings or
trees.

Student Handout
5.5) How to sight the Hilaal?

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 Resource 5.6: The Future of KSAs Space Research

Duration: 20 mins
Grouping: Whole class
Materials needed: NA

Teacher’s preparation
• Class discussion on what the students see as barriers in pursuing the space sciences and possible
solutions.
• Introduce the following space science initiatives in Saudi: ‘The Saudi Youth Space Association’,
‘Ajyal Space Program’ and ‘Saudi Space Commission’. Make sure to direct them to internet
resources they each provide.
• (Optional video: https://www.youtube.com/watch?v=VYJUO7vb_3k )

Resource 5.7: Prince sultan bn Salman’s space travel

Duration: 90 mins
Grouping: Groups of 4
Materials needed: Printer

Teacher’s preparation
• Students should create a play re-enacting Prince sultan bn Salman journey to space. Put them into
groups of 4 with the following characters: Prince sultan bn Salman, one of his crew mates, a
member of Prince sultan bn Salman’s family, and a NASA coordinator.
• The play should last around 5-10 mins.
• Look for and provide the students with the old newspaper articles about the Sultans space journey,
print them off and distribute amongst all the groups. They can use these for information and
inspiration (Suggested articles:
https://www.albawaba.com/editors-choice/lost-space-prince-sultan-and-his-7-day-tour-1295559
https://feature.arabnews.com/prince-sultan-in-space/
https://saudigazette.com.sa/article/592495/SAUDI-ARABIA/Seven-Days-in-Space-tells-Prince-Sultans-story-
of-fasting-praying-in-space
)
• Let each group perform their version of the story to the rest of the class.
• Let the class vote on the best performance.

Resource 5.8: Astronomy Photo of the Week

Duration: 15 mins
Grouping: Whole class
Materials needed: Display board, printer, blue tack

Teacher’s preparation
• Vote for Astronomy photo of the week using the PowerPoint you have compiled throughout the
week.
• Print the winning photo off and stick on a classroom wall.

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Resource 5.9: Space Scientist of the Week

Duration: 10 mins
Grouping: Whole class
Materials needed: NA

Teacher’s preparation
• Prepare a short verbal presentation on Mishaal Al-Shimemry- the first Saudi Woman to join NASA.
You must include Mishaal’s background, journey to her career, her company and her achievements.
• (Optional video : https://www.youtube.com/watch?v=VyDUVc2jndA )

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WEEK 1 APPENDICES

Week 1 Day 2 Appendix

Appendix 1: Articles for resource 2.8

1. Scientific American: How Did Water Get on Earth? by Sabrina Stierwalt

About 70 percent of our planet’s surface is covered with water, and it plays an important role in our
daily lives. But how did water get on Earth in the first place?

About 70% of the surface of our planet Earth is covered in water. We are nestled in our solar system
at just the right distance from the Sun for this liquid water to exist. Any farther and that water would
be frozen in ice. Any closer and temperatures would be too hot and we would be at risk for a
runaway greenhouse effect similar to what’s happening on the scorching surface of Venus. Our not-
too-cold, not-too-hot position in the so-called ”Goldilocks zone” is a pretty good thing because, of
course, water is necessary for life.

But how did that water get here? Water is a defining characteristic of our planet and it plays such an
important part of our daily lives. Understanding how water arrived on Earth is a key part of
understanding how and when life evolved here as well. But we don’t even know how it where it
came from. Scientists are still actively researching how our planet got to be so wet in the first place.

The Early Earth

Our current picture of planet formation starts with a protoplanetary disk—that’s a large disk of gas
and dust swirling around our newly-formed Sun. As the grains of dust and ice in the disk interact
with themselves, those grains begin to form bigger and bigger clumps. Eventually those clumps form
what we call planetesimals, the building blocks of rocky and giant planets.

But in the early period of our solar system’s formation, that disk was much hotter at the position
where our Earth sits now. So even though there were most likely water molecules present in the

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mess of debris that made up the disk, it was too hot for water to condense into a liquid, causing it to
evaporate instead. What’s more, the early Earth did not yet have an atmosphere making it easier for
any liquid water droplets to be blown off into space. This leaves us with a bit of a puzzle. If the Earth
could not have formed from the disk with its oceans already intact, how did they get here?

Comets vs Asteroids

If Earth’s water wasn’t formed along with the Earth, then, planetary scientists suspect, it must have
been delivered later via extraterrestrial messenger. Both asteroids and comets visit the
Earth and are known to harbor ice. (Not sure of the difference between an asteroid and a comet?
Check out my earlier episode.) In fact, models of the compositions of asteroids and comets suggest
that they even harbor enough ice to have delivered an amount of water equal to Earth's oceans.

So, problem solved? Not quite. Was it a comet or an asteroid that brought Earth’s water? Was it a
single event, or many? And how long ago did this happen?

One way to determine whether an asteroid or a comet brought us our oceans is to look at the
chemical make-up of these cosmic objects and compare that make-up to the Earth to see which are
more alike. For example, a water molecule always has 10 protons (8 from its oxygen molecule and
one each from its hydrogen molecules) and usually has 8 neutrons (from the oxygen molecule only).
But different isotopes of water may have extra neutrons. Heavy water, for example, is what we call
water made from oxygen and deuterium, which is an isotope of hydrogen, or just hydrogen with an
added neutron.

One study published in the journal Science in 2014 looked at the relative amounts of different
isotopes of water—water molecules with varying numbers of neutrons—on meteorites believed to
have fallen to Earth from the ancient asteroid Vesta. Vesta is the second largest object in the
Asteroid Belt and has a heavily cratered surface suggesting a violent past full of collisions.

The Vesta rock samples had the same distribution of isotopes seen on Earth. Now, that doesn’t
mean that Vesta was necessarily the source of our water but that an object or objects similar to
Vesta in age and in composition could be responsible.

But the dispute is still far from settled. For a while, studies of comets seemed to back up the idea
that Earth’s water came from asteroids. The recent Rosetta spacecraft was the first to orbit a comet
and then also the first to send a lander (called Philae) to the comet’s surface. Thanks to Rosetta and
Philae, scientists discovered that the ratio of heavy water (water made from deuterium) to “regular”
water (made from regular old hydrogen) on comets was different than that on Earth, suggesting
that, at most, 10% of Earth’s water could have originated on a comet.

2. Inverse article: The 7 Worst Immediete Effects of an Asteroid Hitting Earth, Ranked by
Cassie Kelly

Unlike the dinosaurs, humans have a pretty good idea of what will happen if a six-mile-across
asteroid smacks the planet, thanks to a new study that ranks the lethality of the worst effects of
such an impact.

“This is the first study that looks at all seven impact effects generated by hazardous asteroids and
estimates which are, in terms of human loss, most severe,” Clemens Rumpf, lead author of the study

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and senior research assistant at the University of Southampton in the United Kingdom, said of the
findings.

The results, published in the journal Geophysical Research Letters, were compiled by working with
computer simulated models of high magnitude impacts to land and sea, and how they would have
riptide effects across the globe. Here are the worst-case scenarios ranked by severity:

7. Seismic Shaking

The earth would likely rumble, but as the least devastating effect, it would only account for about
0.17 percent of the total lives lost. In a world with seven billion people, though, that’s still around 11
million people. So, NBD.

6. Cratering

Still less than one percent, cratering left by an impact would cause infrastructure like bridges and
homes to collapse into giant pits. But, because this is the result of a direct hit, it would have to be in
a major city or populated region for it to cause true destruction.

5. Airborne debris

Just as we saw with the meteor impact in Chelyabinsk, Russia in 2013, the majority of injuries and
deaths were caused by broken glass flying into unsuspecting faces watching the blast through their
windows. Ouch.

4. Tsunami

Giant waves would probably be a larger issue if the asteroid hits the ocean. As most humans live on
the coast, however, this could lead to up to 70 to 80 percent of losses. But, inland humans would be
saved, so it kind of defeats the purpose of an asteroid. Kind of.

3. Thermal Radiation

Accounting for 30 percent of fatalities, thermal radiation would roast humans to death, or at least
result in some pretty horrendous burns. If a human survives this one, the radiation would most likely
lead to poisoning or cancer in the end.

2. Overpressure Shock

Overpressure shocks from an impact are tied with the worst of the worst and could lead to the
rupture of internal organs, meaning humans could literally explode. Unless you’re superhuman and
made of adamantium, you won’t be surviving this one.

1. Wind Blast

There’s a reason wind blasts are tied with overpressure as the most gruesome. After a large enough
blast, bodies could be blown to bits, burned up, or dislocated and thrown across the state. Both
pressure shock and wind blast would account for 60 percent of total fatalities.

This chart breaks down the effects depending on a land or sea impact:

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Geophysical Research Letters

The scientists believe this study will help mitigate the effects of a asteroid strike, saying that small
towns in the target area would be better off evacuating. But, if it’s going to hit a large city, we may
want to consider launching a missile at the rock.

“If only 10 people are affected, then maybe it’s better to evacuate the area,” Rumpf said. “But if
1,000,000 people are affected, it may be worthwhile to mount a deflection mission and push the
asteroid out of the way.”

As cynical as it may seem, this study is our best hope for getting out of the way. Luckily, Rumpf says,
“the likelihood of an asteroid impact is really low.”

3. EarthSky article: Is it true that Jupiter protects Earth? by Deborah Byrd

The answer is yes … and no. Some astronomers believe that one reason Earth is habitable is that the
gravity of Jupiter does help protect us from some comets. Long-period comets, in particular, enter
the solar system from its outer reaches. Jupiter’s gravity is thought to sling most of these fast-
moving ice balls out of the solar system before they can get close to Earth. So long-period comets
are thought to strike Earth only on very long timescales of millions or tens of millions of years.
Without Jupiter nearby, long-period comets would collide with our planet much more frequently.

In addition, in recent decades, astronomers have been able to see signs of comets that have crashed
into Jupiter. There was Comet Shoemaker-Levy 9 in 1994. And, in 2009, astronomers observed a
dark gash in one side of the giant planet, likely caused by a comet.

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A NASA Hubble Space Telescope image of Comet Shoemaker-Levy 9, taken on May 17, 1994. At this
point, the comet had broken into 21 icy fragments stretched stretched across 1.1 million kilometers
(710 thousand miles) of space, or 3 times the distance between Earth and moon. When this picture
was taken, these fragments were on a mid-July collision course with the gas giant planet Jupiter.
Image via Wikimedia Commons.

Taking one for the team? Brown spots mark the places where fragments of Comet Shoemaker-Levy 9
tore through Jupiter’s atmosphere in July 1994. Image and caption via Wikimedia Commons.

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In 2009, amateur astronomer Anthony Wesley noticed a dark mark on Jupiter. It turned out to be a
scar from an impact with some object, presumably a comet.

But Jupiter creates both good and bad conditions for earthly life. Consider that its powerful gravity
prevented space rocks orbiting near it from coalescing into a planet, and that’s why our solar system
today has an asteroid belt, consisting of hundreds of thousands of small flying chunks of debris.

Today, Jupiter’s gravity continues to affect the asteroids – only now it nudges some asteroids toward
the sun, where they have the possibility of colliding with Earth.

Another interesting story comes from several centuries ago. The late Brian G. Marsden, former
director of the the International Astronomical Union’s Central Bureau for Astronomical Telegrams,
related it to Dennis Overbye of the New York Times in 2009, shortly after the dark gash appeared on
Jupiter. It’s rare for a comet to come within 1 astronomical unit of Earth (that is, one Earth-sun
distance, 92 million miles, or about 150 million kilometers). But, in the year 1770, a Comet Lexell
streaked past Earth at a distance of only a million miles. Dr. Marsden told Overbye that :

… the comet had come streaking in from the outer solar system three years earlier and
passed close to Jupiter, which diverted it into a new orbit and straight toward Earth.

The comet made two passes around the sun and in 1779 again passed very close to Jupiter,
which then threw it back out of the solar system.

It was as if Jupiter aimed at us and missed.

So is Jupiter Earth’s protector? The answer is … sometimes!

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Appendix 2: Experiment material for resource 2.9

Introduction

How did the Moon get its craters? What about the craters on Earth? Why do they look the way they
do? Find out in this fun science activity, as you make your own craters by dropping balls into a tray
of flour.

Materials

• Large baking pan or shallow cardboard box

• Flour (enough to fill the pan)
• Cocoa powder (enough to create a thin layer on top of the flour)
• Sieve or sifter
• Balls of various sizes
• Optional: ruler and meter stick

Prep Work

This project is messy—if possible, you should do it outside. If you must do the project inside, lay
down a sheet or towels first to make clean-up easier.

Instructions

Fill the baking pan with flour.

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Use the sieve to put a thin layer of cocoa powder on top of the flour.

Try dropping a ball into the pan from about half a meter above it (optionally, use the meter stick so
you can drop from a consistent height).

Look at the resulting impact crater. What color is the surface immediately around the crater? How
does that compare to the surface of the rest of the pan? How far did the flour and cocoa powder
spread? Optionally, use the ruler to measure these distances.

Try dropping the same ball from a different height. What does the resulting crater look like?

Try dropping balls of different sizes from the same height, and examine the resulting craters.

You can even try throwing a ball sideways so it hits the pan at an angle, instead of coming straight
down. How is the resulting impact pattern different from when you dropped the balls straight
down?

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If needed, smooth out the surface of the pan, and sift a fresh layer of cocoa powder on top.

Cleanup

If you did the project inside, vacuum or sweep up any flour and cocoa powder that got on the floor.

What Happened?

You should have found that the bigger the ball, or the faster it was moving, the bigger the resulting
crater would be. This is because larger, faster-moving balls have more kinetic energy than smaller,
slower-moving balls. This energy is transferred to the flour and cocoa powder when the ball hits the
ground, causing it to fly outward, creating the crater (and a mess!). You should also have seen that
the impacts churned up the "soil," bringing some of the white flour to the surface near the impact
site. While the pattern around the crater was probably symmetric if you dropped the ball straight
down, sideways impacts would result in asymmetric patterns as more flour/cocoa powder were
thrown in one direction than the other.

Digging Deeper

Craters are round, bowl-shaped depressions surrounded by a ring, like the one shown below. Impact
craters are made when a meteorite crashes into a planet or moon (as opposed to volcanic craters,
which are created when a volcano erupts). Just like in your science experiment, the size and shape of
the crater depends on how big the meteorite was and how fast it was going when it hit the ground.
A bigger, faster-moving meteorite will create a bigger crater, sometimes throwing material very far
away from the impact site.

Some of the craters on the Moon are so big that you can see them with the naked eye! While Earth
has over 100 known impact craters, not all of them are obvious. Unlike the Moon, Earth has an
atmosphere with weather that causes erosion (wind and rain), along with animals and plants that
can move soil and change landscapes over time. So, some craters on Earth's surface may be eroded
or overgrown. Many meteoroids (they are called meteoroids while they are still in space, and
meteorites once they hit the ground) also burn up in Earth's atmosphere, never reaching the ground
at all.

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Week 1 Day 3 Appendix

Appendix 1: Instructions for Space Rocks Board Game

Explore - Planetary Defense - Space Rocks! A Meteorite Board Game

Overview

Players assume the roles of meteorites and play a board game to learn about meteors, meteoroids,
and meteorites. They compete to get to Antarctica, where they have the chance to be found and
studied by scientists! The game can be played as a whole group activity, in teams, or by individuals.

Preparation

• Print the Space Rocks game board; if possible, laminate or glue to poster board
• Determine whether you will project the questions from a computer or use physical cards. If
using cards, print and cut apart the Space Rocks! Game Cards. (Laminating the cards will
increase their durability)

Activity

1. Welcome and introduce the topic. Ask participants what they know about meteorites. After
participants have shared and compared their thoughts, share some background:
o Impacts cause explosions that blast meteoroids off of the surface of their parent
body and eventually land on the surface of another moon or planet.
o Most meteorites come from asteroids, such as the large asteroid Vesta.
o While they are moving through space, these rocks are known as meteoroids.
o While they pass through the Earth’s atmosphere, they create a streak of light called
a meteor.
o Most meteoroids are small and burn up in Earth’s atmosphere.
o Many meteorites land in the ocean or other locations where they are never
discovered.
o On Earth, we have found meteorites from the Moon, Mars, and asteroids.

Describe the game: they will be playing individually or in teams to move their rock from a
parent body (the Moon, Mars, Vesta, or Bennu) to Earth; their goal is to land their rock on
Antarctica where it has a larger chance of being discovered.

2. Set up the game. Place the game board in the centre of each group of players and place the
cards (question-side down) nearby. If more than 4 participants are playing, either conduct
multiple games or invite them to play as teams. Invite each player or team to select their
“meteoroid” game piece to move about the game board, starting from one of the four
corners (parent bodies): Moon, Mars, Vesta, or Bennu.
3. Rules of the game. Make sure that everyone understands the game and their role in it
before proceeding to play. Reassure them that they can ask for your help in the process, if
needed, as the game is played.
o The players or teams will move from their parent body (Moon, Mars, Vesta, or
Bennu) in toward the Earth. The first player or team to land in Antarctica and
correctly answer a final question wins.
o Whether they can move forward depends on both what they roll on the dice and
whether they can answer a card question correctly. If they don’t roll the correct

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 number or answer the question correctly, they need to stay in the same spot until
it’s their turn again.
o If a group is playing together as a single team, then all can help to answer the
questions.
o More information about the correct answers is available on a cheat sheet that the
facilitator can use to explain the answers, or that the players can review after the
game.
4. Game Instructions.
o Roll a die to determine which player or team will go first. The player or team with
the highest number will begin the game. Play always passes to the player on the left.
The rules for their play depends on which zone their piece is in.

Leaving the Parent Body (Moon, Mars, Vesta, or Bennu)

o The first player or team rolls a die. If they roll an odd number, their turn ends. If the
player rolls an even number, then an impact has occurred, which may blow your
rock into space to become a meteoroid. Another player picks a card and reads the
question aloud for the active player to answer. If they answer correctly, they can
move forward to the Meteoroid Zone before their turn ends.
o The die passes to the player or team on the left; again, they need to roll an even
number and then answer a card question correctly to move forward to the next
zone. If player answers the question incorrectly, they will remain in their current
position and pass the die.
o Continue passing the die to the left.

The Meteoroid Zone: Once in the meteoroid zone, a player needs to roll a 5 or a 6 to
approach Earth. If they roll 1 -4, their turn ends. If the player rolls a 5 or a 6, then their space
rock is approaching Earth. Another player picks a card and reads the question aloud for the
active player to answer. If they answer correctly, they can move forward to the Meteor Zone
before their turn ends. The Meteor Zone: Once in the meteor zone, a player needs to roll an
odd number to land on Earth. If they roll an even number, their turn ends. If the player rolls
an odd number, and answers a question correctly, they can move forward to the Meteorite
Zone before their turn ends. The Meteorite Zone: Once in the meteorite zone, a player
needs to roll a 1 to determine whether they landed in Antarctica, where they are more likely
to be discovered by scientists. If they roll 2-6, their turn ends. If the player rolls a 1, and
answers a question correctly, they land in Antarctica and win.

Conclusion

Discuss how unlikely it is for a rock to be blown off another object and land somewhere on Earth
where it can be found and studied. And yet hundreds or thousands are found each year!

Background Information

Additional details and background information about the questions for the game facilitator: this
information is geared toward teens and young adults who can facilitate discussion of the questions
and answers. It is not necessary for younger game players to review this information.

What is a meteor/ what is a meteorite / What is a shooting star/ What is a meteoroid?

Meteoroids are often small particles, usually no bigger than a grain of sand. When meteoroids enter

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Earth’s atmosphere, they produce brilliant streaks of light that can be seen in our sky. These brief
streaks of light (often called ‘shooting stars’) are meteors. Meteorites are meteoroids that have
landed on Earth’s or another planet’s surface.

Why does a meteor glow? Which object does not have meteors?
A meteor is the streak of light we see in the sky as a meteoroid passes through our atmosphere;
however, most of the meteoroids are very small—the size of a grain of sand. We don’t actually see
the meteoroid. Instead, we are seeing the air itself glowing as it is ionized from the heat of the
meteoroid speeding through it.

Since meteors are the glowing gases as a meteoroid passes through an atmosphere, objects without
an atmosphere (like the Moon) do not have meteors. However, meteors may have occurred on
Moon about 3.5 billion years ago, when it was surrounded by a temporary atmosphere.

How fast does a meteoroid move in our atmosphere?

Meteoroids are moving incredibly fast (around 50 thousand miles per hour) as they orbit the Sun;
our Earth runs into them.

What are the different types of meteorites? What do most meteorites look like?
Most meteorites found on Earth are pebble to fist size, but some are larger than a building.
Meteorites may look very much like Earth rocks, but some have the appearance of a burned exterior
called a fusion crust. They may also have thumbprint-like depressions. This crust forms when the
exterior of the meteoroid is melted by friction as it passes through the atmosphere.

Scientists classify meteorites into three groups: stony meteorites, iron meteorites, and stony iron
meteorites. Stony meteorites make up about 95% of the meteorites reaching Earth. Iron meteorites
make up about 5% of the meteorites found on Earth; these come from the cores of shattered
planetary bodies (often from a shattered asteroid). These have high amounts of iron and nickel.
Scientists thought they knew the origins of the stony and stony iron meteorites, but new evidence
has caused them to reconsider. Stony-iron meteorites are in between the other two types of
meteorites. These are rare — only about 1% of the meteorite finds on Earth are stony iron
meteorites.

What causes meteor showers/ Which is a meteor shower?

Meteor showers occur when Earth passes through the trail of dust left by a comet along its highly
elliptical orbit. The particles enter Earth's atmosphere and most burn up. Some meteor showers,
such as the Perseids in August and the Geminids in December, occur annually when Earth's orbit
takes it through the debris path left along the comet's orbit. Comet Halley's trails are responsible for
the Orionids meteor shower.

What is an asteroid? Which is not an asteroid? Asteroid features.

Asteroids are rocky bodies ranging from 620 miles (1000 km) wide down to dozens of meters, which
orbit our Sun or another asteroid. Ceres is the largest of the asteroids, and Vesta is the second
largest. Bennu is an asteroid that the OSIRIS-REx mission is studying.

Most asteroids are irregularly shaped and all have craters from impacts with other asteroids.
However, the largest asteroid, Ceres, has sufficient gravity to become nearly spherical, so it is also
classified as a dwarf planet! Vesta, another large asteroid, has evidence of ancient lava flows on its
surface. Some asteroids, such as Ceres, have large amounts of ice. Asteroids are too small to have an
atmosphere, so they cannot have storms.

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What are the types of asteroids?
Asteroids are classified by their composition. Most of the known asteroids (over 75%) are C-type
(carbon-rich) asteroids, located in the outer region of the main asteroid belt. These asteroids are
composed of silicate rocks along with some organic compounds and hydrated minerals like clays.
Stony or silicate-rich (S-type) asteroids dominate the inner part of the asteroid belt, closest to the
Sun. These asteroids are composed of rocky materials and small amounts of metallic iron. M-type
(metallic) asteroids are predominantly metallic iron and nickel.

Where do most meteorites come from?

Meteorites are ejected from a rocky body by an impact by an asteroid or comet. More than 50,000
meteorites have been found on Earth. Most come from asteroids; in particular, several different
types of meteorites appear to be from the asteroid Vesta. A few meteorites originate from the Moon
and Mars. Meteorites also fall on other solar system bodies. The Mars Exploration Rover,
Opportunity, has discovered six meteorites during its travels on Mars.

What makes an impact crater?

Craters are roughly circular, excavated holes made by impact events. When an asteroid or comet
strikes the solid surface of a planet or another asteroid, a shock wave spreads out from the impact,
creating a crater much bigger than the asteroid or comet. The asteroid or comet is shattered into
small pieces and may melt or vaporize.

How long have asteroids been hitting the planets? Do large or small asteroids hit the Earth more
frequently?
Early in the formation of the solar system (4.5 billion years ago), frequent and large impacts were
common for all of the planets and moons. Impacts still occur across our solar system, but at a
reduced rate. Scientists estimate that Earth and the other terrestrial planets are struck by, on
average, five asteroids less than 2 kilometers (a little over 1 mile) across every million years. Larger
impacts also still occur, but are more rare.

Which is hit by the smallest particles from asteroids and comets?

The Moon does not have an atmosphere to shield the surface from small particles; Earth, Venus, and
Mars have atmospheres that burn up the smallest particles from asteroids and comets.

Between the Earth, Moon, and Mars, which does an asteroid hit the fastest?
Asteroids orbit the Sun at high speeds. When asteroids approach a massive planet, the gravity of
that planet pulls them faster. Asteroids hit Earth at a faster speed because the Earth’s gravity is
greater than the Moon’s or Mars’.

Where did an impact cause a mass extinction?

An asteroid or comet caused a mass extinction on Earth about 66 million years ago, extinguishing
dinosaurs and most other life. None of the other planets are known to have any life.

Which hits the Earth most frequently: asteroids or comets?

Asteroids hit Earth more frequently. Most asteroids follow orbits between the planets Mars and
Jupiter, in planes close to Earth’s (the ecliptic). Comets follow highly elongated orbits around the
Sun, which carry them high above and below Earth’s orbit, making them less likely to impact Earth.

Which asteroid is the OSIRIS REx mission orbiting?

In 2020, this mission continues to orbit the small asteroid Bennu; it will collect a sample of the
asteroid to return to Earth for study.

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On Earth, where and when do meteorites fall?

Meteorites fall everywhere on Earth, all the time. They are easier to find in areas with less
vegetation like deserts. Scientists travel to Antarctica annually to collect meteorites from bases of
mountain ranges where glaciers deposit them.

Names of meteorites:
Meteorites can be named after the places where they are found. For instance, the largest
carbonaceous chondrite ever found on Earth, Allende is named after a village in northern Mexico
called Pueblito de Allende, where it fell in 1969. Meteorites found in Northwest Africa start with
NWA in their names followed by a specific number for each meteorite. Shergotty is a meteorite that
was found in Shergotty, India. Later this was identified as a type of Mars meteorite, and the related
group of meteorites were named Shergottites.

Mars meteorites:
Are ejected from the surface during an impact on Mars, if they are thrown faster than 3 miles per
second. They have gases embedded in the meteorites that match the composition of the Martian
atmosphere. By 2019, scientists had identified 224 meteorites from Mars. The oldest Mars
meteorites were formed on the surface of Mars over 4 billion years ago, but spend much less time in
space before landing on Earth; for instance, Dhofar 019 spent 20 million years in space.

Lunar meteorites:
Meteorites from the Moon can also be called Lunaites. These are ejected from the surface during an
impact on the Moon (on all sides of the Moon), if they are thrown faster than 1.5 miles per second.
Scientists first identified a meteorite as from the Moon in 1981; by 2019, scientists had identified
about 400 meteorites from the Moon that had landed on Earth. None of the lunar meteorites was
seen falling as a meteor, and none have been found in North America.

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 Week 1 Day 5 Appendix
Appendix 1: Articles for resource 5.6

Saudi Gazette: ‘Seven Days in Space’ tells Prince Sultan’s story of fasting, praying in space
"Seven Days in Space" opens a window on the experiences of five astronauts and their
spaceship Discovery in 1985. But it is the author, whose writing is detailed and captivating,
who relates his experiences and discoveries on a space voyage that shaped him into a
humane leader.

Prince Sultan Bin Salman, chairman of the Board of Directors of the Saudi Space Commission
and the author, recollects that the time of his journey into space was during Ramadan, and
reveals that this period also enhanced his closeness with the Almighty.

As he along with the other astronauts were launched into space, Prince Sultan reveals the
happiness in creating history as the first Arab and Muslim astronaut in space was dwarfed
by the feeling of fulfillment on performing prayers, fasting, and reciting the Qur’an aboard
the mission.

For the first time aboard a space mission, Prince Sultan wrote that he performed prayers
and fasted 36 years ago. This he reveals in his book: "Seven Days in Space," in which he
captures the tiniest of details.

Highlighting memories from a space mission in Ramadan, Prince Sultan recalls how he
abided by fasting and praying in space, and recalls an emotional moment when he told his
father, King Salman, that he had recited the entire Holy Qur’an aboard the Space Shuttle
Discovery.

In Saudi Arabia, the holy month of Ramadan is a great reminder of the historic space mission
of Prince Sultan Bin Salman, who was an active member of NASA’s Space Shuttle Discovery
mission in 1985.

It was also the first time in history when a human performed the Muslim prayers, kept the
obligatory fasting during Ramadan and recited the whole Qur’an in space.

Normally, during Ramadan Muslims fast between dawn and sunset, pray at night and recite
the Qur’an frequently during the month. People were curious to know, how it felt to fast on
a space mission in such different circumstances? And how did it feel to pray and recite the
Qur’an?

That’s what the book answers to the full. Prince Sultan reveals his feelings while performing
prayers, fasting, and reciting the Qur’an aboard the shuttle Discovery, and how he drew
strength from Almighty Allah in the exceptional circumstances.

This year’s Ramadan too comes under the shadow of coronavirus (COVID-19) pandemic that
has seen home quarantine precautions imposed on all, which has made praying at mosques
impossible, including daily prayers, Friday prayer and Ramadan-specific Taraweeh, an
additional ritual performed following night (Isha) prayer.

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And people should take a leaf out of this book, which provides a reminder to the faithful
that Allah shows the way even during extraordinary situations and alleviates all issues.

In the book, Prince Sultan says he performed all rituals, thanks to the blessings of Allah, on
the first day of the mission — that was Ramadan 29.

Before the mission, the prince was advised by the then Grand Mufti (Supreme Imam) of
Saudi Arabia Sheikh Abdulaziz Bin Baz that he is exempt from fasting temporarily, but on his
return from space he had to make up the days he missed fasting.

The prince chose otherwise, preferring to fast aboard the mission and to continue his
commitment to fasting during the days of training and preparations that preceded the
mission at NASA Johnson Space Center in Houston.

NASA officials too had advised Prince Sultan, during his training period, that they would
follow up on his health and the health condition of his alternate (astronaut) Abdul Mohsen
Al-Bassam on the first week of training in Ramadan.

NASA had told them that they would have to stop fasting if health problems arose during
training. However, the training period ended without issues, and Prince Sultan got
permission to continue fasting during the flight, he recalls.

Prince Sultan states that he was impressed with how Allah, the Almighty, gave him the
blessing and the spirit that enabled him to fast the whole month without major suffering or
a health issue.

He remembers that even on some days, he used to fast without the Suhoor meal that
precedes dawn, even though he never ceased to abide by the fasting regimen. Even prayers
and recitals of the Qur’an were a regular practice of our day, adds the prince.

On the first day of the ‘Discovery’ mission, some 387 kilometers into the sky, the prince felt
fatigue due to insufficient sleep, change in gravity, and lower levels of body fluids. But he
never gave up.

“I fasted following the time zone of the state of Florida, from which the shuttle was
launched into space. The last thing I did before the launch was pray at dawn, and invoked
Allah to bless all my loved ones, entire Muslims and my fellows on the mission.

“I invoked Allah to bestow success on us all in this challenging mission, so that we honor the
confidence of everyone who trusted us. The dawn prayer made me comfortable and
optimistic,” says the prince.

In space, the prince used to perform prayers within the shuttle. “You have to fix your feet
inside a special fastener to stand firm inside the shuttle, because gravity is zero,” said Prince
Sultan.

“But full prostration (sujood) was impossible, only a partial one was possible. At this
ambience, prostration causes dizziness,” he added.

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On recitation of the Qur’an, Prince Sultan says before heading to the shuttle for the launch,
he kept a tiny Qur’an in his pocket to use it regularly during mission.

“Allah gave me the blessing to recite the whole Qur’an in five days only. After performing
my daily tasks including scientific experimentation, photography and follow-up of the launch
of Arabsat, I dedicated a considerable part of my free time to recitation,” said the prince,
adding that sleeping for six hours was sufficient.

The prince reminisced on how he got emotional and shed tears when he told his father, King
Salman, in a phone call from space about his excitement on completing the recitation of the
whole Qur’an.

The prince also had Qur’anic audiotapes with him, which he listened to for comfort and
peace before going to bed.

Reciting the Qur’an, said the prince, prompts us to contemplate the greatness of the Creator
of the Universe and the mystery of our existence and universe.

“From time to time, I used to look out of shuttle’s window to observe the magnificence of
Allah and greatness of his creations.”

Arab News: When a Saudi went to space by Noor Osama Nugali

As the world celebrates the 50th anniversary of the moon landing, Prince Sultan bin
Salman, son of the king, talks exclusively to Arab News about how he became the first
Arab, Muslim – and royal – in space

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Fifty years ago, on July 20, 1969, one not-so-small event changed how we see the world. Two
American astronauts, Neil Armstrong and Buzz Aldrin, did what was once thought
impossible: They took man’s first steps on the moon. Armstrong famously said: “That’s one
small step for man, one giant leap for mankind.” True to his words, advancement in space
has skyrocketed since the Apollo 11 mission, opening up doors for space scientists to reach
for the stars.
It was only 16 years later that the first Arab, Muslim — and royal — astronaut traveled into
space, and he will be in Houston for the Apollo mission anniversary. As the second son of
Saudi Arabia’s King Salman, he needs little introduction. Prince Sultan bin Salman Al-Saud,
the recently appointed chairman of the Saudi Space Commission, was aboard Discovery
when it launched into space on NASA Mission STS-51G on June 17, 1985.
As the world reflects on one of mankind’s most dramatic achievements, Prince Sultan, who
recently released his book “7 Days in Space,” sat down with Arab News for a special one-on-
one interview to talk about his own remarkable journey, the first small step for the future of
Saudis in space.
First steps
How the moon landing inspired a young prince

In Saudi Arabia’s capital Riyadh, a 13-year-old boy first heard of the historic moon landing
via radio. After discussing the Apollo 11 mission at his school, the Model Capital Institute,
Prince Sultan could barely wait to get back home to the palace to watch it on television. The
picture quality might have been poor and the sound garbled, but footage of the landing
captured his imagination.

“Humans made airplanes and made advances in industry, but for humans to leave their own
planet, that’s really something else,” Prince Sultan said, sitting in his office in Riyadh.

As a young boy, the prince saw Saudi military students in Riyadh strut proudly in their
uniforms and envisioned himself alongside them. However, his dreams were put on hold
when he was diagnosed with rheumatism in junior high. The illness kept him away from
school for a year and made strenuous physical activity impossible for several years.

Traveling to the US to continue his studies in mass communications at the University of

Denver in 1974 (he later obtained a master's in social science from Syracuse University in
1999), Prince Sultan was determined to realize his dream of flying. He took aviation lessons
during his free time and gained his private pilot license in 1977 from the US Federal Aviation
Administration.

At the time, space flight was not on his agenda, the prince revealed, after he “dismissed as
impossible the idea that somebody from the Arab world” would venture into space.
However, following the Kingdom’s key role in the Arab League’s formation of Arabsat, a
satellite communications company, in 1976, the impossible began to seem possible.

Arabsat launched its first satellite, Arabsat-1A, on a French rocket in February 1985. With its
second satellite, Arabsat-1B, ready to be launched the same year by the National
Aeronautics and Space Administration (NASA), the Arab League’s member countries were

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permitted to select a payload specialist to travel aboard the space shuttle Discovery. Saudi
Arabia won the slot.

Before the Saudi Air Force, Prince Sultan earned his private pilot license.

Before the Saudi Air Force, Prince Sultan earned his private pilot license.

The search for the best candidate took months. Lacking the usual 12-month time frame for
training, the selection was restricted to qualified pilots who spoke fluent English and were
physically prepared for the rigors of space travel. After clocking 1,000 flying hours and
passing intensive medical examinations in Riyadh and the US, Prince Sultan was an obvious
choice. He asked his parents for permission to submit his name as one of the candidates and
received their blessing.

NASA accepted two candidates — the primary payload specialist and a backup who would
be trained to take over if the primary astronaut was forced to drop out of the mission.
Prince Sultan was named the primary payload specialist. At 28, he would be the youngest
astronaut on the crew. Maj. Abdulmohsen Hamad Al-Bassam, a 36-year-old instructor in the
Royal Saudi Air Force, was selected as his backup.

When he was chosen for the mission, Prince Sultan was working as an official at the Saudi
Ministry of Information. “I only transitioned to become a part of the Ministry of Defense,
the Saudi Air Force, when we came back,” he said.

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Prince Sultan as a child.

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Prince Sultan as a child.

Prince Sultan's official NASA portrait showing his mission patch.

Prince Sultan's official NASA portrait.

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Training

Prince Sultan and Patrick Baudry preparing for a posture experiment.

Prince Sultan and Patrick Baudry in training.

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With his space helmet at the Johnson Space Center in Houston.

At the Johnson Space Center in Houston.

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Preparing for space, fasting for Ramadan

In order to take part in the space mission, Prince Sultan and his backup, Al-Bassam, had to
undergo demanding physical preparation that consisted of 114 hours of what NASA calls
“habitability” training, learning to adapt to the daily routines of life in a space shuttle.

It takes anywhere between six to 18 months of intensive training to go into space, but the
mission was moved up, so the pair had only 10 weeks to learn all the scientific and technical
information, as well the exercises for the task of payload specialist. At times the training
would last 16 hours a day, even during Ramadan when they were fasting.

“When we started the training and started the mission, you know, it became evident that
we had a lot of work to do, especially since our mission was scheduled for the winter and
then pulled back to the summer,” Prince Sultan recalled. “So, time was compressed. We
were asked whether we were ready to work double shifts.”

The crew, clockwise from Prince Sultan: John Fabian, Daniel Brandenstein, John Creighton,
Steven Nagel, Shannon Lucid and Patrick Baudry.

The STS -51G crew photo.

The prince was undaunted and did not fear the challenges ahead. “Brave people are people
who feel fear but still go forward,” he said.

However, one fear did resonate with him: “I was actually fearful of not flying, that I would
be sick or fall or break something and then, you know, we’ll be pulled out of the mission and
maybe we’ll never get into another mission. That was my biggest fear.”

Two weeks of training were conducted in Saudi Arabia, and the rest at NASA bases in Florida
and Houston. In April 1985, the two men joined the mission’s six other astronauts, five of
whom were from the US: Mission commander Daniel Brandenstein and pilot John
Creighton, along with three mission specialists, John Fabian, Steven Nagel and Shannon
Lucid, a graduate of NASA’s first astronaut class to include women. With Prince Sultan and
Patrick Baudry, a payload specialist from France, this crew was the shuttle program’s most
international line-up. Brandenstein called on the human resources department in Aramco’s
Houston office to give his crew an introduction to Saudi customs.

Prince Sultan speaks highly of his comrades, saying they worked in unison and “became like
family.” During the Houston training, he would break the fast with Madinah Al-Munawara
dates, and Fabian tried one with him. After that, they shared the dates together with
everyone who came to the service office at the Johnson Space Center every day.

During training, each of the astronauts chose their three daily meals with snacks that they
would have in space; some would be fresh, while others would be dehydrated. Prince Sultan
would be fasting for a day in space for Ramadan, but otherwise his meals consisted of
Chinese sweet and sour chicken, steamed sweet corn, cauliflower with cheese, tuna,
shrimp, salmon, meat, pasta, fruit salad, orange and pineapple juice, tea and decaffeinated
coffee.

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While the astronauts were in training, Discovery was being readied for its flight by a team
working in the Kennedy Space Center’s Vehicle Assembly Building.

Discovery, named after the ships used by explorers Henry Hudson and James Cook, was the
third space shuttle orbiter to join the fleet since NASA launched its first, Columbia, in 1981.
With nine missions that year, 1985 was NASA’s busiest yet; the program was curtailed after
the Challenger, NASA’s second space shuttle, broke apart on liftoff in 1986, only six months
after Prince Sultan traveled into space. His mission, designated STS-51G, would be
Discovery’s fifth journey into space.

A team of about 30 NASA engineers and technicians supervised the slow-motion “roll-out”
on a crawler-transporter that inched the shuttle more than 5 km toward launch pad 39A,
the same platform used for the Apollo 11 mission.

From there, any number of factors could have delayed the timing of the mission. The
evening before Discovery’s launch, lightning struck the launch pad’s support structure, but
fortunately did not cause a delay.

Following NASA tradition, the astronauts enjoyed a barbecue dinner at a private beach
house on Cape Canaveral’s Neptune Beach, from where it was possible to see their home in
space illuminated by bright searchlights in the Florida sky.

Liftoff

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Watch NASA footage of Prince Sultan suiting up for the launch.

'It’s nothing like anything you've seen'

Launch day finally arrived on June 17, 1985. The astronauts woke at 2 a.m. to get suited up
for their journey into space, performing a ceremonial walkout to their bus ride to Launch
Pad 39A. At 7.33 a.m. the Discovery’s three main engines started up, and the rocket
boosters ignited with a deafening roar, the ground beneath rumbling ferociously.

STS-51G had a perfect liftoff, the spacecraft soaring into orbit through a near-cloudless
Florida sky, cheered and applauded by about 230 Arab guests of NASA. Among them were
29 Saudi princes, including four of Prince Sultan’s brothers — Prince Fahd, Prince Ahmed,
Prince Abdul Aziz and Prince Faisal — along with Prince Bandar bin Sultan, the Saudi
ambassador to the US; Dr. Ali Al-Mashat, director-general of Arabsat; and Gene
Roddenberry, creator of the science-fiction series “Star Trek.”

Prince Sultan’s backup was also watching from the ground. “This is one of the greatest
moments,” Al-Bassam said. “He (Prince Sultan) is the first Muslim to travel into space.”

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While the cheering continued outside, inside the space shuttle the astronauts confronted a
very different situation. When a space shuttle takes off, the rocket boosters deliver enough
thrust to escape the force of gravity before separating about two minutes after launch.
Hence the G-force, or what fighter pilots refer to as “pulling Gs” — a pressure that is greater
and lasts longer for astronauts, equivalent to three times the force of gravity humans are
normally exposed to on Earth.

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'And we have a go:' Watch Discovery's countdown and liftoff.

Amid the rockets’ deafening noise, the extreme G-force hit every inch of the astronauts’
bodies, pressing on their lungs and forcing them to breathe in small gasps. The boosters
separated in a bright flash, engulfing the shuttle’s front windows in flame for half a second.

It was an experience they had trained for, but Prince Sultan said: “When those rocket
boosters ignite, there is no switch to turn them off. It’s solid, dark fuel. It’s just going to
burn. So, you’re in it. And when the space shuttle starts flying and then starts turning, you
know, this is amazing because then you start ‘pulling the Gs’ on the stomach, so you literally
can’t breathe. You try to gasp for breath, and it goes on, not like flying a fighter. It goes on
for over a minute, just pressure on the body.”

Doubts can creep in when the pressure and noise assault the senses. “That’s when you start
thinking, wait a minute, you know, maybe this is it,” Prince Sultan said. “You’re going to die
of suffocation, but you don’t. The training allows you to react, to try to push the breathing.”

After the quietness of space settles in, strange things start to happen in zero gravity, when
everything becomes weightless. “These things start coming off. The rocket boosters come
out, and it becomes much more quiet. When you get into space, what hits you first is little
things floating, little nails, little things that started flying around from the shaking.”

The moment the astronauts were safely in space, the colossal experience began to sink in.
“It’s nothing like anything you’ve seen,” the prince recalled. “What hits you is the blackness.
People say space is black, but it’s really the light shifting. It makes you see it as that color.
And it’s in the middle of nowhere.

“And you are alone. We were totally alone there. And it’s a small world. These visuals go
with you through your lifetime.”

The mission
Reading the Qur'an in space

Once the drama of the liftoff had passed, it was time for the astronauts’ real work to begin,
with seven days to conduct their experiments and deploy their equipment while they circled
the Earth 111 times.

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Eight hours after liftoff, the crew deployed Morelos-A, Mexico’s first communications
satellite, which would provide TV programs to remote areas of the country. As a payload
specialist, Prince Sultan’s main task was to oversee the deployment of Arabsat-1B, which
was performed successfully from the Discovery’s cargo bay on June 18; Telstar-3D for AT&T
in the US followed the next day.

On June 20, the crew used the shuttle’s mechanical arm to deploy the Shuttle Pointed
Autonomous Research Tool for Astronomy, a 1,000-kg box with instruments to map X-ray
emissions in the universe, including the Milky Way. It was retrieved two days after
observations.

Another experiment involved the Strategic Defense Initiative of then-US president Ronald
Reagan, a proposed space-based missile defense system involving lasers dubbed “Star
Wars.” Discovery carried a target that would be tracked by a laser beam projected from a
test site in Hawaii, testing the capability to track a moving object in space.

Prince Sultan conducted other scientific experiments aboard the shuttle, including one that
measured ionized gas in rocket exhaust, in conjunction with King Fahd University of
Petroleum and Minerals. In another, the prince took photos of southwestern Saudi Arabia,
which were used to help develop a groundwater exploration program and research into
sand movement in the Kingdom.

Prince Sultan's photos of southwestern Saudi Arabia, including Jeddah, above, taken from
space with a Hasselblad camera.

Prince Sultan's photos of southwestern Saudi Arabia, including Jeddah, above.

Observing Earth from space was more than just a scientific experiment. It helped Prince
Sultan realize that we are all connected. “The first day or so we all pointed to our countries.
The third or fourth day we were pointing to our continents. By the fifth day, we were aware
of only one Earth,” he said.

The astronauts had eight hours reserved for sleep before being woken by mission control
with daily music. On the sixth day, as a nod to Prince Sultan, they played a song, “Abaad
Kontom Wala Garayebein” (“Near or Far“), by the Saudi singer Mohammed Abdo.

Since Prince Sultan sleeps as little as five to six hours each day, he decided to use the spare
time wisely, by reading the Qur’an in space. “I’m not saying I finished it and I read very
slowly because I just wanted to have that honor,” he said. “You know, I was really doing it
for my father and mother, not for myself.”

The Qur'an from his father that Prince Sultan read in space.

The Qur'an from his father that Prince Sultan read in space.

In a teleconference broadcast on “Arab Live,” in which King Fahd wished Prince Sultan a
successful mission, his father, then governor of Riyadh, appeared alongside the king, and
talked to him about the Qur’an. “My father, when he called me on this space shuttle, said: ‘I

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learned today that you finished the Qur’an,’ and he was very happy about it,” the prince
said.

To this day, he holds this accomplishment dear to his heart, knowing that King Salman is
proud of him for being the only person to read the Qur’an in space.

The TV broadcast of the royal call to space.

As for his mother, the prince knew he was in her prayers, because she would be in Makkah
with his younger sister, Princess Hussah. In a rare interview, Princess Sultana Al-Sudairi told
Saudi Arabia’s Al-Jazeera newspaper before the launch: “His father and I received an
invitation to attend the launch ceremony, but we decided to stay close to the Kaaba, and I
promised him that I will worship around the Kaaba as he flies around in space. His siblings
insisted on going. His father decided to stay with me, so I do not stay alone.”

She would not wait for long. At 4 a.m. on June 24, Houston’s Johnson Space Center woke
the astronauts: “Hello, good morning, you’re all preparing to come back, correct?”

That was a reminder for the astronauts to prepare for re-entry nine hours later, a tricky
procedure that involves positioning the orbiter and firing up its engines to re-enter the
atmosphere at 22 times the speed of sound, until the shuttle can glide safely back to Earth.

After passing over the Pacific Ocean, Discovery touched down on runway 23 at Edwards Air
Force Base at 6.11 a.m. — a flawless landing during a California sunrise.

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Watch the landing of Discovery.

“We completed our mission safely. Our mission was actually flawless, Alhamdulillah,” Prince
Sultan said.

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A tuna break in space.

A tuna break in space.

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With the sun rising 16 times a day in space, the astronauts used eye masks to sleep.

With the sun rising 16 times a day in space, the astronauts used eye masks to sleep.

Hello, Discovery: King Salman, with the late King Fahd, speaks to his son in space.

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King Salman, with the late King Fahd, speaks to his son in space.

Making contact aboard the space shuttle.

Making contact aboard the shuttle.

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Back on Earth

In Taif, Prince Sultan greets his mother, Princess Sultana, in a shower of rose petals.

Greeting his mother, Princess Sultana, in a shower of rose petals.

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Arriving in California, Prince Sultan embraces his brother Prince Abdul Aziz, surrounded by
his other brothers, from left, Prince Ahmed, Prince Fahd and Prince Faisal.

Prince Sultan embraces his brother Prince Abdul Aziz, surrounded by his other brothers.

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Prince Sultan with Neil Armstrong, the first man to walk on the moon, in Geneva in 2001.

Prince Sultan with Neil Armstrong.

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With his son, Prince Salman, at the Johnson Space Center in Houston on the 10th
anniversary of his mission in 1995.

With his son, Prince Salman, in Houston on the 10th anniversary of his mission in 1995.

Prince Sultan’s new missions

When the astronauts disembarked in California, Prince Sultan was welcomed back by his
brothers, Prince Bandar, Al-Bassam and Dr. Al-Mashat of Arabsat. After a medical exam, the
prince flew back to the Johnson Space Center in Houston.

More love was bestowed on him and his team when he returned to Saudi Arabia. Arriving
dressed in his spacesuit at the airport in Taif, he was greeted by crowds of Saudis who
showered him with rose petals as he was greeted by King Fahd, his father and mother, his
sister and many of his uncles.

Upon his arrival in Taif, Prince Sultan was appointed a major in the Saudi Air Force. The
pilot-turned-astronaut also became an unofficial ambassador, as many honored him with
medals of achievement commemorating his journey. He met with many world leaders,
including Ronald Reagan, Jordan’s King Hussein, Pakistani leader Muhammad Zia-ul-Haq,
Singapore’s first prime minister Lee Kuan Yew, Palestinian President Yasser Arafat and UAE
President Sheikh Zayed.

He also met the astronauts from the Apollo 11 mission, including Michael Collins, Buzz
Aldrin and Neil Armstrong. “When I met (Armstrong) I had a really nice conversation with
him. He spoke about his upcoming book, spoke about the moon vision,” Prince Sultan
recalled. “I also became close to Buzz Aldrin, the second man on the moon.”

Prince Sultan returned from space with a better appreciation of his own blessings, growing
up in a caring household and being born a Muslim. He points out that the five pillars of Islam
extend to far more than praying five times a day, and that while some people may do so
diligently, this is not enough. “You can pray while you’re doing something good, and I tell
them: ‘There is a world out there that needs your help and that needs you to be part of it.’”

Seeing Earth from space gave him a broader perspective. “It takes you to the next
dimension,” he says. “Your care and your passion for things become more global, more
universal.”

In that sense, Prince Sultan was well prepared for his next mission. He was appointed
secretary general of the Saudi Commission for Tourism and National Heritage in 2000, and
began work to preserve the treasures of the Kingdom. “Finally, people believed that our
heritage and culture are not just important but are critical to our future, totally critical,” he
said. “Every other civilized country has believed that.”

Rising to president and chairman, and then with the rank of minister in 2009, Prince Sultan
oversaw the master plan that would secure the heritage of his country, including having five
important areas designated UNESCO World Heritage Sites, beginning with Al-Ula’s Madain
Saleh in 2008 and ending with Al-Ahsa Oasis in 2018.

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With this important mission accomplished, it was fitting that the prince would come full
circle, being appointed as chairman to another newly formed government body in
December 2018 — the Saudi Space Commission.

“When I was told to move to this, to create this new commission, it just gave me a pause
that my life has always been, for some reason, startups, always for some reason to take a
challenge and to do it to the next level.”

The space commission is still in its early days, but Prince Sultan brought with him a team
from the tourism commission to begin work on the new project. He gave the ones he left
behind an inspiring farewell: “Working for your country and its people gives more years to
your life. I will not miss you, for I will see you. We are proud that this commission sprouted
from our country with its citizens working hard for it. As for myself, I’m returning to my
rightful spot.”

His rightful spot, indeed. As the country’s first astronaut, he is now looking to build a new
generation of Saudi astronauts, whose work will benefit not only the country but also the
whole world. “This country has been built for so many generations, and each generation
paves the way for the next generation, and creates the platform for the next generation to
take it to the next level.”

But remembering the hard work it took to get into space, the prince makes clear that there
will be no free rides. “When I look at the next generation that is going to go to space,
they’re going to have to be a 360 kind of generation of men and women who will embrace
their country. They know why they’re going to space. It’s not a personal junket.”

He reveals some of the Saudi Space Commission’s current activities, which include a master
plan, recruitment and talks with stakeholders. “We’ll be announcing the formation of the
board of directors with the commission, the International Advisory Board. These are star
names; some have flown to space, and others have done big things in space. Those are the
people that will actually advise us on everything we’re doing.”

The commission will also have a youth advisory board, as Prince Sultan sees the value in
bringing generations together. “This generation can see more clearly their place in the
universe. They’re more of a universal generation. But you don’t dismiss the generations
before that have done these big things in this country. Unifying this country was the biggest
mission of all. Keeping it safe, stable and unified is a mission for all of us.”

Recently, the prince has taken some exploratory trips, including to Russia in April 2019,
where he met with officials at the Russian space agency, Roscosmos, to discuss areas of
cooperation and potential investments in the space sector. He is also working at developing
a generations program to inspire future Saudi astronauts. “There’s going to be something
that kids can relate to, people can interact with … and it will emanate from our own
culture.”

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Asked if he would venture into space again, this most humble prince cannot resist: “Now
that I think about it, if you send me today, you know, I’m healthy, Alhamdulillah. I’m not
saying you should send me today, but I’ll take a mission if one comes.”

Albawba: Lost in Space: Prince Sultan and His 7-Day Tour

His book, 7 Days in Space, describes his experiences before, during and after the launch.

When better to publish a book about space than the month of the 50th anniversary of the
Apollo moon landing?

And who better to write it than Prince Sultan bin Salman — the first Arab, first Muslim and
first royal in space?

Prince Sultan spent seven days (plus 1 hour, 38 minutes and 52 seconds) in orbit in 1985 as a
payload specialist aboard the US Discovery space shuttle.

His book, 7 Days in Space, describes his experiences before, during and after the launch.

“I think it’s the only natural thing to do,” Prince Sultan, now 63 and chairman since
December of the new Saudi Space Agency, said.

The book is filled with pictures that take readers behind the scenes of what a space mission
is really like. It includes personal recollections and photos of the royal family throughout his
expedition. There are pictures of the gifts his parents gave him, such as a Qur’an, and the
significance of them being taken into space.

The introduction was written by the late Prince Sultan bin Abdul Aziz, who proudly describes
the success of the mission and what it meant to the Kingdom. It also includes remarks from
King Fahd, King Abdullah, King Salman and Princess Sultana Al-Sudairi, Prince Sultan’s
mother.

After he returned from his mission, Prince Sultan was hailed a hero in the Arab world. He
still flies his own planes around the world, as he looks to keep the flame of adventure alive.

7 Days in Space will be released in major bookstores and is available online in the Apple and
Android stores.

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Week 2 Day 1: Exploring the Universe

Introduction:

This six-hour lesson is divided into two. The first part is on planetary observation. The students are
encouraged to think of reasons why we would visit the planets through a holiday advert activity and
then are directed to research how this is done using satellites. We then shift our focus to the future
of space observation. The astronomy community has been currently eagerly awaiting the launch of
the James Webb Space Telescope for many years and it has finally been launched in December 2021,
so now we’re waiting for the results! The students will learn about why it’s going to be so special by
playing a game whilst filling in a worksheet and then producing a TV news interview promoting the
telescope in pairs.

The second part of the day will be introducing the students to the electromagnetic spectrum which
will be the main topic of day 2. They will familiarize themselves with the EM spectrum by doing
group research work, each group focussing on a part of the spectrum. This will be guided by
questions supplied on a worksheet such as: What is the radiations wavelength/frequency/energy?
What are its health risks? What are sources of exposure? What technology makes use of this
radiation? If there is time, groups are encouraged to present their research.

Next the class will focus on a particular type of radiation: Infrared. They will first begin by
familiarising themselves with its origin and how it is transmitted. The students will learn how
different the universe looks at different wavelengths! Some stars may be invisible in the optical
range but visible in Infrared or UV.

To end the day there is a wind down colouring activity to recap what has been learnt throughout the
day.

Objectives:

Understand that satellites are used or both interplanetary travel and communications.

Increase awareness of how large science projects are conducted such as satellites and space-based
telescopes.

Research the entire range of the electromagnetic spectrum.

Learn about how Infrared radiation is transmitted.

Observe how the Universe looks like at different wavelengths.

Skills Acquired:

Science Communication Acting Present

Research Creative writing Independence
Teamwork Design Comprehension

Content Overview:

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Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: 15 Engage students with the broad
the Universe cosmos Astronomy Photo of scope of celestial objects, features
look like? the Day of the Universe and current
astronomical events.
Resource: Refer to resource Week 1, 1.1.
Where can Planetary travel Create a holiday 50 Delve into planetary features.
we go in the advert for a planet
Solar Resource: Refer to resource 1.1.
System? Satellites for Present information 50 Discover how we can visit other
interplanetary on a NASA satellite planets.
travel Resource: Refer to resource 1.2.
What will James Webb Telescope worksheet 50 Be aware of a current major space
telescopes Space Telescope project: JWST and identify
do in the (has been components.
future? launched now Resource: Refer to resource 1.3.
after many Role play for TV 60 Develop science communication
years) interview about skills key for the continuation of
telescope JWST. science.
Resource: Refer to resource 1.4.
What is the Introduction to Reading 45 Familiarise with the
Electromagn the comprehension electromagnetic spectrum.
etic electromagnetic worksheet
Spectrum? spectrum Resource: Refer to resource 1.5
Types of Group research work 60 Learn in more detail the EM
Radiation on the different parts spectrum and encourage critical
of the Electromagnetic thinking through guided research.
Spectrum.
Resource: Refer to resource 1.6.
Electromagnetic Label and colour in the 30 Consolidate the order of the
Spectrum electromagnetic electromagnetic spectrum, aid
Review spectrum. future retention.
Resource: Refer to resource 1.7, credit to Cloey Holzman

Key Resources:

Resource 1.1: Planetary Vacation

Duration: 50 mins
Grouping: Individual
Materials needed: Paper, Colouring pens/markers, laptops.

Teacher’s preparation
• Ask the students to make a holiday poster/brochure about their favourite planet, ask them: ‘If
you could, where would you go in the solar system?’
• Encourage creativity, they should suggest the ‘attractions’ of the planet, things to see, all in all
they are trying to sell their planet as a holiday destination (disregarding the fact they’re
inhospitable).

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 • Students can use internet resources to find information for making this poster.

Resource 1.2: Interplanetary travel

Duration: 50 mins
Grouping: Individual
Materials needed: Laptops, display board.

Teacher’s preparation
• Following on from the previous exercise, instruct students to search for a satellite that has
been to their chosen planet already from the list in the handout.
• Each student must prepare a 5 min presentation to present to their group (3-4 students per
group) about that satellite and its journey to their planet. They may use a few PowerPoint
slides to show pictures taken by their satellite.
• Students are not limited to the information on the NASA website, but this is rather just a
starting point.

Student’s Handout

1.2) Solar system exploration

Pick a satellite that has already visited your favourite planet from the table below and put together a
short presentation to present to your group.

Planet Missions
Mercury MESSENGER

Venus Magellan
Pioneer

Mars Hubble
InSight
Mars Exploration Rover
Mars Global Surveyor
Mars Odyssey
Mars Pathfinder
Mars Reconnaissance Orbiter
Mars Science Laboratory, Curiosity
MAVEN
Phoenix
Viking

Jupiter Europa Mission

Galileo
Hubble
Juno
Pioneer
Voyager

Saturn Cassini

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Hubble
Pioneer
Voyager

Neptune Hubble
Voyager

Uranus Hubble
Voyager

Resource 1.3: Telescope Worksheet

Duration: 50 mins
Grouping: Individual
Materials needed: Student handout.

Teacher’s preparation
• Instruct students to go through the Scope it out sheet then answer the questions at each
level.
• They should fill in the Scope It Out worksheet as they go through the levels.
• You should go through all the levels prior to the class, take special care reading the
instructions so you can help the students if they get stuck.

Student’s Handout
Scope It Out
Level Zero

The two basic kinds of telescopes are the reflector and the refractor.

A refracting telescope works similarly to a magnifying glass. Light enters the end of the telescope
where it is bent and focused by a convex (curved outward) glass lens. The light travels to the end of the
tube where it is magnified by a concave (curved inward) lens in the eyepiece. For viewing ease, many
modern telescopes have what is called a “diagonal” mirror at the end of the telescope that simply
angles the light toward the eyepiece.

Who invented This?

The first refracting telescopes appeared in the Netherlands around 1608. Since Galileo improved the
design and popularized the telescope in 1609, he gets much of the credit! Galileo was the first to use a
telescope to study space – in fact, he discovered Jupiter's four largest moons!

More about refractors:

You might be most familiar with a refractor telescope, at least partly because their design allows them
to be very simple, compact, and portable. Astronomers as far back as Galileo have used refractors to
make important discoveries. But refractors have their limits. For one thing, it’s a challenge to use lenses
when building bigger and more powerful telescopes because big, powerful lenses need to be thick.
(Think eyeglass lenses for very poor eyesight!) A big, thick lens is also heavy and would need to be
flawless to allow light to travel through it. Additionally, refractors have a flaw called chromatic
aberration, which happens when a lens doesn’t correctly focus all colours (wavelengths) of light to the
same point. Reducing this effect requires increasingly long telescope tubes, allowing for a longer focal
length for the telescope. What is the alternative to a refractor? Enter the reflecting telescope!

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Light enters the top of a reflecting telescope and hits the primary mirror (located at the bottom end of
the tube), where it is reflected and focused. The angled secondary mirror, near the eyepiece, reflects
the light to where it can be easily seen by the observer. The eyepiece contains a magnifying lens to
enlarge the image.

Who invented this?

Though reflecting telescopes have been around since 1616, Sir Isaac Newton's design from 1668 was
the first practical one. He added an angled secondary mirror that allowed the observer to more easily
view the image created by the telescope. Newton's design is what you see here, which is why this is
called a Newtonian Reflector. We will see more of another design, called a Cassegrain Reflector, later.
Its arrangement of mirrors differs slightly from Newtonian Reflector, and thus it reflects light slightly
differently.

More about reflectors:

Building large, powerful refractor telescopes can be a challenge, which is why the reflecting telescope
has increased in popularity for astronomical research. Unlike a powerful lens, which would need to be
thick, a mirror can be very thin. Making a large, near-perfect mirror surface is easier than creating a
large, perfect lens, and because only one side of the mirror has to be reflective, they are easier to clean
and polish. Because mirrors can be thin and light, they are much easier to launch into space than lenses
are, which is why nearly all space telescopes are reflecting telescopes. (Reflectors also do not have the
issues that refractors do with chromatic aberration, which happens when a lens doesn’t correctly focus
all colours (wavelengths) of light to the same point.)

Level Zero Questions

1. Define:
Reflector Telescope

Refractor Telescope

1. Who invented/is credited with the refracting telescope? What date did the discovery occur?

2. Draw a diagram to show how the light travels as it enters the top of the telescope until the light
is seen by the observer.

3. Who invented/is credited with designing the first reflecting telescope? What date did the
discovery occur?

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Level One

Let’s compare our simple Newtonian reflecting telescope to the James Webb Space Telescope. The
Webb doesn’t have a tube, it’s true – but it’s still a reflecting telescope, and as such, it has many of
the same components.

Telescope Tube – Sunshield

The tube of a reflecting telescope not only holds the mirrors
in place, but it also keeps ambient light out. The tube also
protects the mirrors from fingerprints and scratches. Webb
will observe primarily infrared light, often from very faint
and distant objects. The sunshield will keep infrared light (or
heat) from the Sun/ EarthMoon, as well as the spacecraft
itself, from reaching the mirror and the instruments.

Primary Mirror – Primary Mirror

The primary mirror is the main light-gathering surface on
a reflecting telescope. Traditionally, telescope mirrors are
created by covering a precisely curved piece of glass with a
reflective coating. A very large glass mirror would be very
heavy and expensive to launch into space. Instead of glass,
Webb’s primary mirror is made of beryllium, a very
lightweight t and strong material. Webb’s primary mirror is
very large – it is over six times larger in area than the Hubble’s glass primary
mirror. The mirror is made up of 18 hexagonal segments that work together as a single mirror.

Secondary Mirror – Secondary Mirror

A secondary mirror is the second light-gathering surface
in a reflecting telescope. When light enters a telescope,
such as the Newtonian reflector that we are showing
here, it is gathered by the primary mirror and then
reflected towards the secondary mirror, which then
directs the light to where the observer can view it. The
Webb also has a secondary mirror that directs the light
from the primary mirror to where it can be collected by the Webb’s
instruments. The path the light takes is slightly different for the Webb than
for a Newtonian reflector.

Observer/Eyepiece – "ISIM"
Instead of a person with their eye to a magnifying eyepiece,
Webb has instruments that sit right behind the primary
mirror. They are contained in a box-like structure, called the
"Integrated Science Instrument Module” (ISIM). The
instruments are what receive the collected light and process
it, just like your eye and your brain would!

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 Focus Knob – Mirrors
Though the Webb doesn’t have an eyepiece with a focus knob, it
can still be focused. Webb's secondary mirror is moveable and
can be adjusted to focus the telescope. Each segment of Webb’s
18-section primary mirror is also adjustable.

Viewfinder – Startrackers
To locate astronomical objects in the sky, many telescopes
have an attached viewfinder. A viewfinder is really a small
simple refracting telescope with lenses - the magnification isn't
very high, so it will allow you to easily zero in on the object you
wish to observe.
The Webb has star trackers that are used to coarsely point the
telescope.

Tripod – Backplane
The telescope tube may hold the mirrors in place, but the tripod
serves as a steady base structure for the telescope and its
components. On the Webb, the mirror segments are held in
place by a special backplane structure, built to keep the
telescope mirrors steady. On the backside of the backplane, the
ISIM box containing the instruments are attached.

Level One Questions

Match the seven components on the Newtonian Telescope with the corresponding component on
the James Webb Space Telescope.

Newtonian Telescope James Webb Space Telescope

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

Level Two

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In level One, we showed you which parts of a simple reflecting telescope corresponded to the parts of
the James Webb Space Telescope. In this level we will compare the James Webb Space Telescope to the
Hubble Space Telescope!

Hubble Housing – Webb Sunshield

The housing of the Hubble performs a similar job to the
Webb’s sunshield. The Hubble’s housing contains many
layers of insulation to protect its mirrors from extreme
temperatures. The Webb’s five-layered sunshield helps to
keep its mirrors and scientific instruments cool by
protecting them from both the heat of the sun and the
warm spacecraft bus electronics. The Webb does not need a tube, because the
only stray light at its location comes from the sun, and is blocked by the sunshield.

HST Primary Mirror – Webb Primary mirror

The mirrors on these two telescopes are a study in
contrasts. Hubble’s mirror is 2.4 meters in diameter, while
Webb’s will be 6.5 meters. This gives Webb over six times
more collecting area than Hubble! If Webb had a
traditional mirror like Hubble’s it would be enormously
heavy. Hubble’s mirror weighs 1825 pounds – nearly a ton!
Can you imagine how heavy this would make Webb’s much
larger mirror? To solve this, Webb’s mirror is made up of 18 hexagonal segments made of
ultralightweight Beryllium. The segments will act together as a single mirror.

Hubble Secondary Mirror – Webb Secondary Mirror

Hubble’s secondary mirror is within the telescope’s housing,
positioned in front of the primary mirror, so it can redirect
light back through the hole in the centre of the primary focal
area. Though Webb doesn’t have a tube, it has a similarly
positioned secondary mirror and the light is directed in the
same manner. This type of a telescope is called a Cassegrain reflector. The secondary mirrors on both
Hubble and Webb are adjustable. Their distances away from their primary mirrors can be altered, so
that the telescopes can be properly focused.

Hubble Instruments – Webb ISIM

Neither space telescope has an observer with their eye
to an eyepiece – instead there are instruments to
collect and record data from the sources being
observed. The instruments are located behind the
primary mirrors of both satellites. Hubble has optical
and infrared cameras and two spectrographs. Webb’s
instruments are in a box called the ISIM or “Integrated
Science Instrument Module” and include several
cameras, each sensitive to a different region of the infrared region of the electromagnetic spectrum,
and two spectrographs. Webb’s instruments will be extremely sensitive.

Level Two Questions

1. What is the function of the James Webb Space Telescope’s sunshield?

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 2. How do the diameters of the mirrors compare for the Hubble Space Telescope and the James
Webb Space Telescope?

3. How many hexagonal segments does the James Webb Space Telescope have?

4. What is the ISIM? What is the ISIM’s function?

Resource 1.4: Future Telescope: James Webb Space Telescope

Duration: 60 mins
Grouping: Pairs
Materials needed: Display board, laptops, paper.

Teacher’s preparation

•Put the class into pairs and instruct them all to read up on the James Webb Space Telescope
(JWST).
(Optional: print off the following article for all pairs to read through https://spaceplace.nasa.gov/james-
webb-space-telescope/en/)
• Each pair should create a dialogue for a TV programme promoting, informing, and raising
awareness about JWST. One student should play role the interviewer and the other a James
Webb Scientist.
• Optional: they can use the following video for inspiration:
https://www.youtube.com/watch?v=rlz2nNfknww
• The interview should be under 3 minutes.
• Choose a few pairs to share their dialogue with the class.

Resource 1.5: Introduction to the Electromagnetic Spectrum

Duration: 45 mins
Grouping: Individual
Materials needed: Student handout.

Teacher’s preparation

• Read through the worksheet and handout and identify all the properties of electromagnetic
waves mentioned.
• Students can work together through the sheet.

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Student’s handout

1.5) The Electromagnetic Spectrum

There are many kinds of energy in the universe. The energy given off from the sun is radiant energy,
scientifically called electromagnetic radiation. Produced by nuclear reactions at the core of the sun,
this energy streams from the surface of the sun in waves of different lengths. The shortest and
longest wavelengths are invisible to our eyes, but the medium wavelengths are the visible radiation
we call sunlight. Most of the sun’s energy is released in these visible wavelengths.

All substances have kinetic energy that is expressed by vibrations of their atoms or molecules. The
vibrations result in radiation. The electromagnetic (EM) spectrum is a name given to all of the
different types of radiation. Electromagnetic radiation is energy that spreads out as it travels. Visible
light radiation that comes from a lamp in someone’s house or radio wave radiation that comes from
a radio station are two types of electromagnetic radiation. Other examples of EM radiation are
microwaves, infrared and ultraviolet radiation, X-rays and gamma rays. Hotter, more energetic
objects and events create higher energy radiation than cool objects. Only extremely hot objects or
particles moving at very high speeds can create high-energy radiation like X-rays and gamma rays.

A common assumption is that radio waves are completely different than X-rays and gamma rays.
They are produced in very different ways, and we detect them in different ways. However, radio
waves, visible light, X-rays, and all the other parts of the electromagnetic spectrum are
fundamentally the same. They are all forms of electromagnetic radiation.

All substances give off electromagnetic radiation in the form of electromagnetic waves. The motion
of different waves enables scientists to classify them into different parts of the electromagnetic
spectrum.

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Waves are measured by their length (wavelength) in meters. They are also measured by the number
of waves that pass a point in space each second or their frequency. Electromagnetic waves vary in
their lengths from very short waves (billionths of a centimetre) to very long waves (hundreds of
kilometres). It is important to remember that the various kinds of electromagnetic radiation differ
only in their wavelength and frequency. They are alike in all other respects.

However, some electromagnetic radiation is strong enough to penetrate certain substances (skin, for
example) while other forms are not. Similarly, some electromagnetic radiation is capable of causing
damage to molecules and cells. You may know that people are cautioned to limit their time in the
sun for this reason, since exposure to ultraviolet radiation can cause skin cancer.

Properties of Electromagnetic Radiation

Fill in the table with 6 properties of electromagnetic radiation and a brief description of each.

1) ______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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2)______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3)______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

4)______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

5)______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

6)______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Resource 1.6: Types of radiation

Duration: 60 mins
Grouping: Groups of 3
Materials needed: Student handout, laptops.

Teacher’s preparation

• Print out the research guides give below.

• Hand one out to each group and instruct them to research and answer all the questions on
the sheet.
• This should be a guide for them to quickly prepare a presentation to inform the class about
that type of EM radiation.
• Ask each group to present their findings towards the end.

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Student handout

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Resource 1.7: The Electromagnetic Spectrum Notes

Duration: 30 mins
Grouping: Individual
Materials needed: Student handout, colouring pencils.

Teacher’s Preparation
• Give out colouring pencils and allow the students to label and colour in the electromagnetic
spectrum in their handbook.
• Below are the answers:

Student’s Handout

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Week 2 Day 2: Light and pollution

Introduction:

In today’s lesson the students will be conducting a number of investigations and experiments all
surrounding light. The first is an experiment on the inverse square law of light describing the
relationship between light intensity and distance and relating it to how distances to astronomical
objects are measured. This will be group work and the groups should conduct the experiment as well
as analyse the results together.

The next section of the class will illuminate the students on how different cosmic structure can be
seen with different forms of radiation. The students will make use of an online interactive tool to
explore this concept.

The last section of the day is on how modern urban environments have detrimental effects on the
ability of astronomers to get a clear view of space. The students will write a local newspaper article
on the topic, fun headings/subheadings and creativity should be encouraged. Then, the students will
conduct an experiment showing the impact on light pollution on the visibility of stars. Finally, the
students will learn about planispheres and how they can be sued to demonstrate light pollution.

Objectives:

• Demonstrate that the brightness of a source of light is a function of the inverse square of its
distance.
• Understand how the brightness of light could be used to measure distances, even to stars
and far away galaxies.
• Compare the Universe as seen through different wavelengths.
• Describe and measure the properties of stars in a scientific way
• Engage in societal and global issues related to astronomy.
• Measure and calculate the effect of lights impediment to ground-based astronomy.
• Employ simple equipment and tools to gather data and extend the senses.
• Extend knowledge of stars to societal and global issues (eg. effects of urbanisation, light
pollution and energy possibilities)
• Increase self-confidence and self-organization in individual and collective research and
communication.

Skills Acquired:

Analysis Calculation Comparison

Following instructions Data Collection Graphing
Observation Discussion Measurement
Writing Scientific Investigation Empathy
Creativity Collaboration Description
Critical thinking Teamwork Problem solving
Scientific inquiry

Content Overview:

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Topic Sub-topic Activity Time Aim

Question (mins)
What does the Discover the Starter activity: 15 Engage students with the broad
Universe look cosmos Astronomy Photo of scope of celestial objects, features
like? the Day of the Universe and current
astronomical events.
Resource: Refer to resource Week 1, 1.1.
How does Inverse Square Experiment on the 135 Collect, analyse, and evaluate data
Electromagnet Law of Light relationship from constructed experiment. This
ic radiation between distance includes conducting calculations,
travel through and brightness of graphing and discussion.
space? light and how
astronomers
measure distances to
far away objects.

Resource: Refer to resource 2.1, credit: WISE

What do Multiwavelength Wavelength 40 Recognise how unique the universe
different Astronomy matching activity looks at different wavelengths and
astronomical the importance of observing at each
objects look to see different structures.
like when
seen at
different
wavelengths?
Resource: Refer to resource 2.2
How does Effects of Write a newspaper 60 Persuade the public of the
light pollution urbanisation and article on the effects disadvantages of urban light
affect light pollution on of light pollution on pollution.
Astronomers? observation observing the night
sky.

Resource: Refer to resource 2.3

Experiment to 60 Learn how light pollution affects the
demonstrate the visibility of stars by making
effect of light measurements and calculations.
pollution using
magnitude readers.
Resource: Refer to resource 2.4
Take-Home Activity: 60 Compare and analyse the skies; infer
Creating your own effects of urbanisation and light
cardboard pollution.
planisphere.

Resource: Refer to resource 2.5

Key Resources:

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Resource 2.1: Inverse Square Law of Light

Duration: 135 mins

Grouping: Groups of 4
Materials needed:

• Per student: Student Handout, Calculator.

• Per group: 3 sheets black poster card (10.5” x 13”) , White card (two 10.5” x 13” and
one 11” x 2”), Mini-Maglite flashlight
• Scissors, ruler, transparent tape, pencil, stapler

Teacher’s Preparation

Before the lesson

You must prepare a shade box for each group, here are the instructions:

1. Construct the Box:

• On both long sides of the white 10.5” x 13” card stock, use a ruler and pencil to measure and
mark small notches for each centimetre. Be sure to start measuring right at the end of the
card. Number the notches on both sides. Draw straight lines joining the notches at 4, 5, 10,
12, 14, 15, 18, 20, 24, 25, 28 and 30 centimetres.

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• Tape the graph paper to one sheet of black 10.5” x 13” poster board. Tape this to a second
sheet of black poster board, joining the two along the long sides. The two boards should be
like an open book with the graph paper on the left side. Stand upright to create one corner
of the box.
• To create the bottom of the box, tape the white card with cm lines to the piece of black
poster board that has the graph paper. Make sure the centimetre markings are visible with
the 1 cm mark closest to the graph paper.

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 • To create the top of the box, balance the third sheet of black poster board on top of the
sides of the box. NOTE: Each completed box will have only four pieces (top and bottom, back
and one side.

2. Construct the Light Window:

• Now, draw a line lengthwise through the centre of the remaining piece of white 10.5” x 13”
card stock. Measure and cut a 1 x 1 cm square hole in the poster board centred on this line
with the bottom of the square 16 cm from one end of the card stock. It is important that the
window is located at a height of 16 cm because that is how tall the MiniMagliteTM is when
standing up in candle mode.

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3. Construct the Holder for the MiniMaglite

• Fold the 11” x 2” card stock in half at the 5.5” (14 cm) point.
• Starting from the fold, measure 3 cm towards the open ends. Draw a line along the width
(short side) at this point. Staple along this line.
• Starting from the open ends, measure 2 cm towards the crease. Draw a line along the width
(short side) at the 2 cm point. Staple along this line.
• Fold the open ends outward along the 2 cm line, to create a butterfly crease.
• NOTE: It is important to measure accurately when constructing the holder since it will
ensure that the light is kept at a constant 10 cm distance from the window.

4. Attach the Holder to the Window Card

• Tape or staple the holder’s ends on the centre line of the poster board that has the 1 x 1 cm
hole. It generally works best if the holder is near the window.

5. Convert the MiniMagliteTM into Candle Mode

• Unscrew the flashlight head to expose the bulb.

• Place the head face down on a stable flat surface.
• Placing the flashlight barrel into the head. Putting the MiniMagliteTM barrel into the head is
important for stability and also to ensure the light bulb is the correct height for the activity.

NOTE: Avoid touching the light bulb as it may be hot.

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6. Putting it all Together

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• Slip the MiniMaglite into the holder. Place the holder opposite the graph paper in the box.
The square of light made when the Mini-Maglite™ shines through this hole will shine on the
graph paper.

During lesson: Part 1 Gathering Data (60 mins)

• Tell students to imagine they are standing a sidewalk at night and see a motorcycle coming
towards them on the street. Ask them how the light from the motorcycle’s headlight would
change as it comes closer. Would the light become brighter or dimmer as the motorcycle got
closer? (As the distance decreases, the light becomes brighter.)
• Tell students that astronomers use these same concepts to estimate the distances of stars.
Explain that in this activity, students will measure the relationship between distance and
brightness.
• Divide students into groups and give each pair an assembled shade box, window card, data
table and graph paper. Have students set up their shade box with the MiniMagliteTM or
miniature bulb in the window card.
• Turn off the classroom lights and have students place the bulb at a distance of 10 cm from
the graph paper. (The window card should be pressed up against the graph paper.) Students
count how many squares on the graph paper are lit then record the distance and number of
illuminated squares in the first two columns of the data table.
• Students put the bulb different distances from the graph paper (e.g. 14, 15, 18, 20, 24, 25,
28, 30 cm), and count how many squares on the graph paper are lit at each distance. Remind
students to make sure to measure the distance from the bulb, not the window card.
Students record distances and number of squares illuminated in the first two columns of the
data table.
• Students measure the size of the squares in the graph paper to determine the area of each
square. If you use the graph paper provided with this activity the sides should be 1/2 cm,
and thus each square has an area of 1/4 cm2. Students calculate the area illuminated at each
distance measured and record it in the third column of the data table.
• To complete the fourth column of the data table, students will need to calculate the relative
brightness for each distance using the formula B/B0 = 1/A. Before having students do the
calculations, discuss with them the meaning behind the formula.
• Remind students that what we are interested in knowing is how distance affects the amount
of light that falls on each square. The amount of light received per area is called brightness.
The amount of light given off by the bulb and passing through the hole in the card always
remains constant. This is called luminosity.
• So, what we want to calculate is the brightness relative to some standard brightness (say the
brightness of the bulb on the graph paper at 10 cm). Let’s look at the relationships
mathematically. We call brightness B, area A, and the luminosity L, and we can write the
following:
𝐿 𝐿
𝐵 = for any distance, and 𝐵0 = for your standard distance (10 cm).
𝐴 𝐴0
𝐵 𝐴0
So, the relative brightness is = (L cancels out because it is the same for both).
𝐵0 𝐴

With a standard distance of 10 cm, the area illuminated was 1 cm2. So, 𝐴0 = 1 and we
have:

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 𝐵 1
=
𝐵0 𝐴

Next, have students calculate the relative brightness for each distance, and record it in the
last column of the data table.

NOTE: If you are using graph paper that has different size squares, the same formula will
work.

NOTE: In the formula, “B/B0” represents the relative brightness and since it is a ratio, it is
dimensionless.

During lesson: Part 2 Graphing, Analysing and Discussing (60 mins)

• Using the information from the data table, students make a graph of the relative brightness
as a function of distance. The x axis represents distance (in cm) and the y axis represents
apparent brightness.
• After students have completed their graphs, discuss the results as a class. In examining your
graph, can you determine how brightness depends on distance? Is it directly proportional,
inversely proportional, proportional to the inverse square, etc.? Have students come up with
a statement that explains the relationship between brightness and distance. Show the
students the completed graph that measures the measured relative brightness versus the
theoretical brightness for the inverse square law of light.
• Discuss with students how astronomers use the inverse square law of light to measure
distances to stars or galaxies, using these notes:

The light from the Mini-Maglite™ spreads out equally in all directions. As the distance from the bulb
to the graph paper increases, the same amount of light spreads over a larger and larger area and the
light reaching each square becomes correspondingly less bright.

Adjust the distance from the bulb to the graph paper to 10 cm. At this distance, the graph paper
touches the card. A 1 cm2 area will be illuminated. When the graph paper is moved 20 cm from the
card, 4 cm2 will be illuminated on the graph paper. When the graph paper is moved 30 cm from the
card, 9 cm2 will be illuminated, and so on. The area illuminated will increase as the square of the
distance.

The brightness of light is the power (energy per second) per area. Since the energy that comes
through the hole you cut is constant but spreads out over a larger area, the brightness (or intensity)
of light decreases. Since the area increases as the square of the distance, the brightness of the light
must decrease as the inverse square of the distance. Thus, brightness follows the inverse-square
law.

If you had two light bulbs and knew that they both give off the same amount of light (same
luminosity/power), then you could calculate the relative distance between the two of them simply
by measuring their relative brightness. If you also knew what the luminosity/power of the bulbs was,
you would then be able to determine the distance to both bulbs. Or, if you knew the distance to one
of the bulbs you could determine the distance to the other one.

This is how astronomers use the inverse square law of light to measure distances to stars or galaxies.
They find stars that are the same kind (same size and temperature) and, therefore, have the same
luminosity. They measure the brightness of the stars and can determine distances if they know

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either what the luminosity of the stars is or the actual distance to one of the stars by some other
method.

Cepheid variable stars are particularly useful in determining astronomical distances. Cepheids are
stars whose brightness increases and decreases in a regular period of time. Because the relationship
between brightness and period is standard, if the variability period is known then the brightness can
be inferred. Once the brightness of the star is known, its distance can be calculated by comparing it
to another Cepheid star. Thus, Cepheid variables act as the “standard candles” of astronomical
distances.

Example results

Assume that the area illuminated is proportional to the square of the distance and solving for the
constant of proportionality.

A = kd2. For d = 10 cm, A = 1 cm2. Thus, k = 1/100

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Final questions for students (15 mins)

At the end of the lesson, ask students to complete the following questions (in order of increasing
difficulty).

1. Using your completed graph for reference, if the relative brightness is 0.60, what would be the
distance of the light source? (Answer: Approximately 13 cm)

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2. Using your completed graph for reference, if the distance of the light source increased to 40 cm,
how would its relative brightness change? (Answer: The relative brightness would decrease and
move closer to 0.)

3. Two stars (A & B) have the same relative brightness. Star A is at a distance of 100 light-years. Star
B is at a distance of 400 light-years. Which star is more is more luminous and by how much? Show
your work. (Answer: Star B is 16 times more luminous. B=L/4*Pi*d2 so BA/BB = 1 = (LA/LB)*(dB/dA)2
so LB/LA = (400/100)2 = 16)

4. Two stars (C & D) are the same type of star and have the same luminosity. Star D appears to have
only 1.2% of the brightness of Star C. Star C is known to be 20 light-years away. How far away is Star
D? Show your work. (Answer: BD/BC = 0.012 = (LD/LC)*(dC/dD)2 so dC/dD = SQRT(0.012) and dD =
20/SQRT(0.012) = 182 light-years)

Student’s handout

Distance from Bulb # of Squares Area Illuminated Relative Brightness

(cm) Illuminated (cm)

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Resource 2.2: Multiwavelength astronomy

Duration: 40 mins
Grouping: Individual
Materials needed: Laptops

Teacher’s Preparation

• Read the instructions on this online activity: http://astrog80.astro.cf.ac.uk/multiwavelength-

universe/ .
• Instruct the students to individually go through the activity matching each wavelength for all
the objects.
• Discuss their thoughts as a class. How the size and structure of the objects changes
depending on what wavelength you’re observing at. Each wavelength may be revealing
different components of the object. For example, infrared showing the regions where dust is
present and UV showing where young stars are forming.

Resource 2.3: Urbanisation and light pollution news article

Duration: 60 mins
Grouping: Individual
Materials needed: Laptops

Teacher’s Preparation

• Read about urban light pollution and its effect on ground-based astronomy. (Recommended
article: https://www.darksky.org/light-pollution/)
• In the lesson, instruct the students to each write a newspaper article, in the correct format,
on the modern-day struggles of observational astronomy due to light pollution.
• Students should include the following in their research the following: Urban sky-glow, light
trespass, glare, clutter, satellites vs. ground-based astronomy, and the importance of
preserving the night sky. This should be one-page long with images.

Resource 2.4: How light pollution affects the stars: magnitude readers

Duration: 60 mins
Grouping: Individual
Materials needed: Transparencies, printer, coins

Teacher’s Preparation

Background:

Light pollution:

Light pollution is stray light emitted from poorly designed and aimed lighting installations. This
happens mostly around urban centres, where city lights diminish the view of stars and planets. A
satellite view at night shows light pollution as glowing regions around urban areas.

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Magnitude:

Magnitude is the logarithmic measure of the brightness of an object, in astronomy, measured in a

specific wavelength or passband, usually in optical or near-infrared wavelengths. The sun has an
apparent magnitude of -27, a full moon -13 and the brightest planet Venus measures -5. The
brightest man-made objects, Iridium flares are ranked at -9 and the International Space Station -6.

Preparation:

Before making the Magnitude Reader in class, overlay the transparency on the printout of the
template. Notice that the template printout repeats a pattern of rectangles labelled 1 through 5
three times. Cut the template printout and transparency into thirds, preserving that pattern of
rectangles. Make as many templates as there are students.

Choose the constellation you will be viewing as part of the activity, and find a picture of it (as with
Orion in this activity). Print out 1 constellation picture per student. (During the winter months in the
Northern Hemisphere and the summer months in the Southern Hemisphere, Orion is an easily
recognizable constellation in the early evening).

Before students estimate the magnitudes of the stars, you may want to have a star party to teach
students how to find the constellation and how to use their magnitude readers to estimate stellar
magnitudes in the chosen constellation.

Making the Magnitude Reader:

1. Have the students cut out the 5 rectangles (attachment 1) which labelled as 1 through 5 with each
transparency still overlaid on top of each template. From this point on, the students do the
following.

2. Use a coin to trace and cut out 5 circles on the index card or, instead, slightly bend the card
lengthwise in half and cut 5 ‘V’s to create 5 diamond shaped cut-outs. Make sure that the cut-out
holes are all slightly spaced in a row across the widest portion of the index card.

3. Label the 5 cut-out holes #1 through 5 from left to right across the index card as shown in the
picture below. Tape transparency piece #1 across hole #1, making sure that the transparency piece
covers that hole. In all these steps, when you tape the transparency piece to the index card, the tape
should not cover the holes. It does not matter if the rough side of the transparency is face up or
down.

4. Tape transparency piece #2 across holes #1-2, making sure that the transparency piece covers
those holes.

5. Tape transparency piece #3 across the holes #1-3, making sure that the transparency piece covers
those holes.

6. Tape transparency piece #4 across holes #1-4, making sure that the transparency piece covers
those holes.

7. Tape transparency piece #5 across the length of the index card.

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8. The 1st hole should have 5 layers of transparency and the 5th hole should have only 1 layer of
transparency.

Estimating the Magnitudes of the Stars:

During winter months in the Northern Hemisphere and the summer months in the Southern
Hemisphere, the constellation Orion is visible in the first half of the evening. You can choose to use
the drawing of Orion (attachment 1) or that of another constellation that is up in the evening at
another time of year. Have the students go out on a moonless, cloudless night in their backyard for a
few minutes with the drawing of the constellation and a pencil in hand, and ask them to find the
constellation in the night sky. Backyard lights should be off. The students should allow at least 5
minutes outside for their eyes to adapt to the dark.

The students view each star in the constellation through the Magnitude Reader. For each star in the
drawing of the constellation, the students write down the smallest number of the hole through
which they can see the star. This is an estimate of the magnitude or brightness of the star. For
instance, a star that has a magnitude of 3 will be seen through holes #3, 4 and 5. But the student will
record only hole #3.

Note that the students will not be able to see some of the stars on the drawing because of light
pollution. Once they have recorded the magnitude for all the stars shown on the drawing of Orion,
the highest magnitude (highest number that they record) will be the limiting magnitude (the faintest
star) overall that can be seen in the Orion. The students should also record the lighting situation
where their data are recorded. Have the students bring their results to class. As a class, compare the
results. Remember that the lower the magnitudes are, the brighter the stars; the higher the
magnitudes are, the dimmer or fainter stars. The students can then estimate how many stars they
have lost (e.g., they are unable to see) across their whole sky because of light pollution in their
location.

Evaluation

Place the limiting magnitude and number of stars lost on a map of your town at the location where
the students took their measurements. Discuss the results and following questions with the
students:

• What do you think the result would be (e.g., how many stars are lost) if you took a
measurement closer to the nearest town or city?
• How about farther away?
• Are the outdoor lights bright or dim?
• Are they as bright as a full Moon?
• How many are they?
• How far away are they?
• How did each star compare to the other students’ data in the context of their lighting
situations (e.g., at different locations)?
• In situations with brighter light, were the same stars dimmer or brighter?
• How accurate is this data?
• What is the impact of light pollution? How can we reduce its impact?

Template:

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Orion constellation:

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Resource 2.5: Make a Planisphere

Duration: 60 mins
Grouping: Individual
Materials needed:

• Scissors for each student

• A few compass points
• A split-pin fastener for each student
• A little glue

Teacher’s Preparation

• Be able to explain the function and design of a planisphere

• Compare different planispheres and explain why the location makes such a difference
• Create your own planisphere and put it into action, giving students a glimpse of what to
expect when they head home for the activity later today!
• Make sure you have printed one copy of the handout for each student. Take note that the
central star wheel and the body of the planisphere should be printed on paper or thin card.
The grid of lines should ideally be printed onto transparent plastic. The materials have been
specially created for use in Riyadh.
• In class instructions:
1. Spend 20 mins explaining what a planisphere is and show them the results of your
own planisphere and night observation.
2. Explain the activity to the students and hand out the worksheets, making sure that
there are enough materials for each student.
3. Allow students 5 mins to read the instructions and clarify doubts.
4. Students will have 30 mins to make their planispheres.

Student’s handout

In this individual activity, you will make your own planisphere for observation later tonight. You have
10 mins to get this done!

1. Cut out the star wheel and the body of the planisphere. Also cut out the shaded grey area of the
planisphere’s body and the grid of lines which your teacher has printed onto transparent plastic.

2. The star wheel has a small circle at its centre, and the planisphere’s body has a matching small
circle at the bottom. Make a small hole (about 2mm across) in each. Use a compass point and
enlarge the hole by turning in a circular motion.

3. Slot a split-pin fastener through the middle of the star wheel, with the head of the fastener
against the printed side of the star wheel. Then slot the body of the planisphere onto the same
fastener, with the printed side facing the back of the fastener. Fold the fastener down to secure the
two sheets of cardboard together.

4. Stick the plastic grid of lines over the viewing window which you cut out from the body of the
planisphere.

5. Fold the body of the planisphere along the dotted line, so that the front of the star wheel shows
through the window which you cut in the body

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Week 2 Day 3: Properties of Stars

Introduction:

Students will learn about the properties and classification of stars in this 6-hour lesson. They will
start by making simple observations about the night sky: Why do some stars appear brighter than
others? Are stars typically the brightest objects in the sky? Why are stars of different colours? Will
stars ever run out of light? How long would it take to travel to the Sun, the Earth’s star?

The class begins as usual with an astronomy photo of the day discussion, then the class swiftly
moves onto answering intuitive questions to gauge the background understanding of the class and
to mark questions that will be revised through the lesson. Students will be encouraged to find out
different pathways of knowledge leading to satisfactory answers to the above questions.

The next part if the lesson is about the properties of stars mainly their colour, temperature and size
through reading comprehension, individual research, and presentation. Then the class will learn
about how we observe these properties using spectroscopy through worksheets, data collection in
groups and finally building their own spectroscope!

Objectives:

Describe and measure the properties of stars in a scientific way

Analyse and make inferences from scientific data

Make links between stars and fundamental aspects of Chemistry and Physics (eg. the periodic table
of elements and energy conservation)

Perform a simple analysis of spectral lines to classify 15 spectral models into four classes

Increase self-confidence and self-organization in individual and collective research and

communication

Build a spectroscope to familiarise with its mechanics

Skills acquired:

Self-assessment Comprehension Research skills

Describing Generalising Measurement
Analysing data Communicating Creativity
Iterative design Discussion skills Developing model
Team management Following instructions Inferring
Decision-making Observation Evaluation

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Content overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does the Discover the Starter activity: 15 Engage students with the broad
Universe look cosmos Astronomy Photo of scope of celestial objects, features
like? the Day of the Universe and current
astronomical events.
Resource: Refer to resource Week 1, 1.1.
What do you Classroom Ice- Quiz 30 Self-assess knowledge; prime
know about Breaker Activity curiosity for the content to follow
stars?
Resource: Refer to resource 3.1
What are the Colour, size, and Reading 45 Learn the basics of why stars appear
properties of temperatures of Comprehension & to be different colours
stars? stars Discission: What
Colour Is a Star?

Resource: Refer to resource 3.2

Individual Research 45 Describe and communicate

& Presentation: scientifically about the properties of
Using Virtual stars
Visualizations

Resource: Refer to resource 3.3

Worksheet 30 Compare stellar temperature to star
size.
Resource: Refer to resource 3.4
What can we The spectrum of a Worksheet activity: 60 Understand stars can be classified
learn from a Star Barcode Spectra based on the line sin their spectra.
star’s Analyse spectra and come to
spectrum? conclusions from observations.
Resource: Refer to resource 3.5
Stellar spectra Group Work: Why 60 Collect data from spectra
can’t we see green representations and make critical
stars? inferences; use physical props to
demonstrate knowledge.
Resource: Refer to resource 3.6
Practical Project: 75 Use engineering skills to build
Building a functioning scientific equipment.
Spectroscope
Resource: Refer to resource 3.7

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Key Resources:

Resource 3.1: Stars quiz

Duration: 30 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation:

• This is a simple 9-question quiz that should get students started on the day’s key terms and
concepts. The teacher should let students work on the quiz—without external references or
help— for 10 mins, then collect feedback and scores from the class. After that, the teacher
should use the remaining 15 mins to go through the questions and illustrate key concepts.
• If desired, the teacher can reproduce these questions in the style of a gameshow that the
class attempts competitively individually or in groups at the same time. The questions and
answers are shown below.

Student’s handout (with answers)

1. The solar system contains planets of many different sizes. Which planet do you think is the
largest?

a) Venus
b) Mars
c) Jupiter
d) Saturn

2. The smallest planet in our solar system is one-third the size of the earth, which means that the
earth is of course three times the size of that smallest planet. Which planet is this?

a) Pluto
b) Mars
c) Neptune
d) Mercury

Think back to question 1, where you guessed our solar system’s largest planet. If the earth is three
times larger than the smallest planet, how many times larger than the earth do you think the solar
system’s largest planet would be?

Answer: 1000 times.

3. The further away from the sun, the colder it gets. Which planet do you think is furthest away from
the sun?

a) Mercury
b) Neptune
c) Uranus
d) Saturn

4. The rings of Saturn are one of the most striking and distinctive images of our solar system. What
are these rings made of?

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a) Small-particles of ice and rock

b) Copper
c) Dirt
d) Lava

5. Our solar system centres around our most important star, the Sun, which provides the earth with
the heat and energy that allows it to support life! How warm do you think it is on the surface of the
sun?

a) 100 degrees Celsius

b) 1000 degrees Celsius
c) 5,500 degrees Celsius
d) 10,000 degrees Celsius

6. When we look at the Sun, we actually can’t see all of it, only part. There’s a name for the visible
part of the sun. What is it?

a) Atmosphere
b) Allosphere
c) Stratosphere
d) Photosphere

7. What are dwarf planets?

a) Small chunks of debris that have broken off from a larger celestial body
b) Very small planet-like objects that maintain a regular orbit and a regular shape
c) Celestial bodies that orbit fully-fledged planets
d) Objects that burn brightly in the night sky before disappearing

8. Halley’s Comet is the most famous comet in our solar system. It can be seen from the earth and
was considered by to be of great astrological significance in many ancient cultures, and some
contemporary ones. How often can it be seen?

a) Every year
b) Every 10 years
c) Every 35 years
d) Every 75 years

9. Why do astronauts on space missions need to exercise all the time?

a) They get bored separated from their home environments

b) Their muscles don’t really need to work to hold them up in zero-gravity, so they need to
exercise to maintain muscle tone
c) There is a higher risk of depression in space, which can be counteracted with lots of exercise
d) They burn fewer calories while in space, so frequent exercise is necessary to prevent becoming
overweigh

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Resource 3.2: Reading Comprehension: What Colour Is a Star?

Duration: 45 mins
Grouping: Pairs
Materials needed: Student handout

Teacher’s preparation:

• Students should read the following passage in pairs, discuss the following questions
together, and then write down their answers.
• Give students fifteen minutes to read and answer all questions.
• After that, come together as a class and briefly discuss the answers for the remaining 30
mins. The tutor should also use this time to go through some simple calculations involving
effective temperature, mass, density, and radius of stars.

Student’s handout:

3.2) What Colour Is a Star?

You might think that all stars are the same, because they seem to look alike! They all appear to be
twinkling points of light spread out across the night sky. But if you take a closer look, can you see any
differences? You’ll notice, if you pay attention, that some stars look a lot brighter than others. Why
would this be?

One explanation is that stars are located at different distances from the earth. Often, stars closer to
us seem brighter, while stars that are further away seem dimmer. But there’s another explanation:
Stars actually give off light at different intensities and frequencies. When we look at photographs of
stars taken with specialised photographic equipment, we see that stars are actually different
colours!

Why would this be? Actually, for a long time, scientists did not know! At the end of the nineteenth
century, astronomers and space scientists began to develop new techniques of astral photography
and spectroscopy. This means separating the light that comes from a star into its component
colours, or wavelengths.

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The spectrum of a star turns out to be a combination of two different kinds of spectra. The inside of
a star is a gaseous sphere, which gives off continuous spectrum. This means that it gives off light at
all frequencies. Stars also have a kind of outside, however. Just like the earth, stars are surrounded
by atmospheres. These atmospheres absorb the light given off by the inside of the star at different
frequencies. This means that the stars look different to observers on earth, because different stars
alter the continuous spectrum given off by the interior of the star in different ways.

Spectroscopy

We can actually measure this by looking at the star’s continuous spectrum and seeing if there are
any “gaps.” Wherever the atmosphere has absorbed a specific wavelength, we see a gap. Using this
information, we can classify stars into different categories.

In the early 1900s, physicist Max Planck made an important discovery. He realised that the kind of
light that stars give off is actually very closely related to stars’ temperatures. It turns out that hotter
stars give off light from the blue part of the spectrum, while cooler stars appear red. Some time
later, the physicist Cecilia Payne-Gaposchkin figured out that the wavelengths of light emitted by
stars depended on the temperature of the elements found in their atmospheres. This insight allowed
scientists to make all kinds of further discoveries about stars’ physical properties!

To take one example, in the early twentieth century scientists assumed that stars and the earth had
roughly the same physical composition. But Cecilia Payne-Gaposchkin was able to prove that stars
were mostly composed (about 87%) of hydrogen, along with some helium (about 10%).

Classifying stars

The classification system we use for stars today arranges stars by their temperatures. This system
was originally proposed by Annie Jump Canon and then was later modified and updated by Payne-
Gaposchkin. Because it was updated in this way, it’s not in alphabetical order. So, the hottest stars
are known as O-type stars, with the next hottest called B-type, all the way down to M.

Scientists often use silly mnemonics to remember classification systems. One you can use to
remember the order of star classifications, from hottest to coolest, is:

Oh Boy An F-Grade Kills Me

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Each letter is broken down into ten subclassifications, again, from hottest to coolest.

To look at an example everyone is surely familiar with, our sun is known as a G2 star, with a surface
temperature of about 5500 degrees Celsius. Sirius, the brightest star in the night sky, is an A0, while
Betelgeuse, a cooler star (though still tenth brightest in the night sky), is an M2; it appears red.

Stars can appear in all different colours, with one exception: No stars in our night sky appear green?
This is strange; why would this be?

It’s because of the way that the human eye processes colour. Stars do emit light in the green
wavelength—they sometimes even emit more green light than any other colour. But when stars
emit green light, they also emit light on the red, blue, and orange wavelengths. Our eyes mix these
different colours together and perceive them as other colours—never green.

The light emitted by our sun actually peaks in the green part of the spectrum, believe it or not—but
the different wavelengths of light it emits mix together to make white. But isn’t the light from the
sun yellow? Not so much, actually. It turns out that some of the wavelengths of the light from the
sun get scattered away by nitrogen molecules in the earth’s air, which makes the sun appear yellow,
and is also the reason why the sky looks blue!

Discussion Questions

1. Why do some stars appear brighter than others?

2. Why do stars seem to emit different colours?
3. What role does a star’s atmosphere play in our perception of a star’s colour?
4. What is a spectrum?
5. What is spectroscopy?
6. Do hotter stars put out more light at the blue or red end of the spectrum?
7. Which is hotter, a G1 star or a G2 star?
8. Why are there no green stars?
9. Is the light from our sun really yellow? Why does it appear so?

(The following video can be used for reference or as a supplemental resource:

https://www.youtube.com/watch?v=ld75W1dz-h0&list=PL8dPuuaLjXtPAJr1ysd5yGIyiSFuh0mIL )

Resource 3.3: Individual Research & Presentation: Using Virtual Visualisations

Duration: 45 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation:

• Thoroughly familiarize yourself with the 100,000 Stars Chrome Visualization

(https://stars.chromeexperiments.com/), especially paying attention to the Sun, Sirius A
(brightest), and Proxima Centauri (closest).
• Conduct general research on the brightest and nearest stars listed on the student’s handout
below.
• Be able to explain the key terms: light years, apparent/absolute magnitude
• After presentations, get students to cut out their mini poster and collate on the classroom
display board

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Student’s handout:

In this individual activity, you will find out more about a single star using the visualization tool and
other online resources. The goal is to construct a fascinating, absolutely mind-boggling fact sheet
about your star to tell your classmates. You have 15 mins to prepare your findings!

1. Take a look at the tables of the brightest and nearest stars in the sky. Try to locate one star of your
interest in the visualization and confirm your choice with your teacher.

2. Now, find out more about your star on the visualization page. What are some of its interesting
characteristics? Where is it located? What is its approximate age?

3. Fill in all your answers on the fun fact sheet. You might need to consult other online resources to
collect sufficient and accurate information. Remember to cross-check and ascertain the authority
and accuracy of your sources! If you’re unsure, please ask your teacher for help.

4. After you’ve got your answers, cut out your fact sheet and rehearse how you will present these
facts to your classmates in the most fun way possible. Convince them that your star is the most
attractive!

Fun Fact Sheet about my Star:_______________________

One adjective to describe my star: _______________!

My star is __________ years old and is expected to live for another ______________ years.

It is a ___________ star (type), is _____________ in colour and is approximately ___________

light years from the sun, which means it will take approximately ___________ years for Voyager
to get there. Its closest neighbours are ___________ and ___________ .

Another three fun facts about my star:

1.

2.

3.

Research compiled by:

The Brightest Stars in the Sky

Name Distance Apparent Magnitude Absolute Magnitude Temperature

(light years)
Sun - -26.72 4.8 5800
Sirius 8.6 -1.46 1.4 9600
Canopus 74 -0.72 -2.5 7600
Rigil Kentaurus 4.3 -0.27 4.4 5800
Arcturus 34 -0.04 0.2 4700
Vega 25 0.03 0.6 9900

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 Capella 41 0.08 0.4 5700
Rigel ~1400 0.12 -8.1 11,000
Procyon 11.4 0.38 2.6 6600
Achernar 69 0.46 -1.3 22,000
Betelgeuse ~1400 0.50 -7.2 3300
Hadar 320 0.61 -4.4 25,000
Acrux 510 0.76 -4.6 26,000
Altair 16 0.77 2.3 8100
Aldebaran 60 0.85 -0.3 4100
Antares ~520 0.96 -5.2 3300
Spica 220 0.98 -3.2 2600
Pollux 40 1.14 0.7 4900

The Nearest Stars within about 12 light years of the Sun

Name Distance (light Apparent Magnitude Absolute Magnitude Temperature

years)
Proxima Centauri 4.24 11.10 15.53 2800
Alpha Centauri A 4.35 -0.01 4.37 5800
Alpha Centauri B 4.35 1.34 5.72 4900
Barnard's Star 5.98 9.54 13.23 2800
Wolf 359 7.78 13.46 16.57 2700
Lalande 21185 8.26 7.48 10.46 3300
Sirius A 8.55 -1.46 1.45 9900
Sirius B 8.55 8.44 11.34 12,000
Luyten 726-8A 8.73 12.56 15.42 2700
UV Ceti 8.73 12.52 15.38 2600
Ross 154 9.45 10.45 13.14 3000
Ross 248 10.32 12.29 14.79 2799
Epsilon Eridani 10.52 3.73 6.19 5084
Lacaille 9352 10.74 7.34 9.75 3626
Ross 128 10.92 11.13 13.51 3180
EZ Aquarii 11.27 13.33 15.64 2650
Procyon A 11.27 0.38 2.66 6530
Procyon B 11.27 10.70 12.98 7740
61 Cygni A 11.40 5.21 7.49 4526
61 Cygni B 11.40 6.03 8.31 4077
Gliese 725 11.53 8.90 11.16 3680
Gliese 15 11.62 8.08 10.32 3730
Epsilon Indi 11.82 4.69 6.89 4630

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Resource 3.4: Star temperature, size and colour Colouring Sheet

Duration: 30 mins
Grouping: Individual
Materials needed: Student handout, colouring pencils

Teacher’s preparation:

• Make sure you can explain the relationship between the three variables.
• Use this table as an answer key:

Student’s handout:

Colour in the diagram below to show how the colours of stars change with temperature. Are cooler
stars orange or white? Are hotter stars blue or red? Give it a go!

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Resource 3.5: Barcode Spectra Activity

Duration: 60 mins
Grouping: Pair work
Materials needed: Student handout

Teacher’s preparation:

Background:

Most of the elements with an atomic number greater than four occur naturally on Earth, but it is
theorized that some elements were created by primary synthesis during the early formation of the
universe and in the later formation of stars. By examining stars, and the light emitted, scientists can
use spectral analysis to determine elements that are present and even determine the origins of the
universe.

There are three main types of electromagnetic spectra. A continuum spectrum is produced by white
light and is composed of all wavelengths, or all colors, in the visible spectrum. An emission line
spectrum is produced when the electrons in an element are excited and produce photons. The
specific wavelength shows up as a colored line that acts to identify the element. An absorption
spectrum is the pattern of dark lines and colors made when light passed through an absorbing
medium, such as the gases in the outer layer of stars. The dark lines represent the colors that are
absorbed. Because each type of atom absorbs a unique range of colors, the absorption spectrum can
be used to identify the composition of the outer layers of a star. It can also be used to determine the
temperature of the outer layers.

Using a spectrograph, scientists can literally take an image of the composition of a star and get a
“fingerprint” for that particular star, called a spectrum. Scientists have cataloged different spectra
and formed classes of stars – stars with similar characteristics and make up – based on these
spectra. These are called star atlases. Like the bar code activity, the atlases help scientists study
existing stars and classify new ones identified in outer space.

Stars are classified using letter names. In order from the hottest to the coolest, the range is this: O,
B, A, F, G, K, M, L, to T. The letters are out of order because early classifications were based solely on
the appearance of various absorption lines. Later scientists discovered a correlation between
temperature and the classes were rearranged.

Instructions:

1. Ask students if they are familiar with how bar codes on packaging work. Bar codes contain
information based on the location and width of their lines. Scientists have learned to view stars in a
similar manner. Each star has a unique fingerprint based on what elements are present. This
fingerprint can be viewed using instrumentation designed to separate the light emitted from the star
into different spectrums. This instrument is called a spectrograph. Scientists learn a lot about the
make-up of stars in this way.

2. Allow students to read through ‘Bar code stellar spectra’ sheet. Allow students to complete the
proposed classification section.

3. Direct students to the visual aid: “Elements in the Stars.” By examining the wavelengths of light
emitted from the stars, astronomers can compare the wavelengths with the wavelengths of known
elements and determine the make-up of the star. Stars come in all different sizes and compositions.
The chart on page two of the visual aid shows the wavelength of elements commonly found in stars.

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4. Explain many astronomers have catalogued different spectra by plotting the wavelengths and
formed classes of stars – stars with similar composition and temperature – based on these spectra.
These are called star atlases. Like the bar code activity, the atlases help scientists study existing stars
and classify new ones identified in outer space. One of the Atlases is called the Jacoby-Hunter-
Christian Atlas. It contains the spectra of 161 stars within a certain range.

5. Divide students into pairs. Explain students will work together to decide the closest match for
unknown stars AA, BB and CC by comparing them to examples from the Jacoby-Hunter-Christian
Atlas using the ‘Identifying stars’ worksheet. Once pairs have finished, ask them to consult with
another pair to compare findings, then discuss student reasoning behind classification decisions as a
class.

Answers:

Student’s handout:

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Bar Code Stellar Spectra

Background Information: Vocabulary

You are probably familiar with the bar codes on sale spectra (plural of spectrum) - values
merchandise in stores. The codes contain important that vary over a continuum
information unique to each item. Scanners use these codes
to quickly identify and price the items sought for purchase. In spectrum - a set of values within a
some way these bar codes are similar to the spectra of stars. continuum
The light emitted by stars can be broken into different spectroscope - an instrument
spectra. Astronomers use sensitive Instrumentation called a designed to separate light waves
spectroscope to separate the light. Stellar spectra look into a spectrum
similar to a rainbow except many dark lines also appear.
Those dark lines represent different elements in the The visible light spectrum can be
atmosphere of the star. The atoms of the element absorb the seen when light is separated using a
light at that wavelength and produce a dark line. Each prism. A rainbow is formed when
element has a specific signature All stars of a given spectral light passes through water droplets
class have similar spectral shapes and lines. There are some in the atmosphere.
spectra that have not yet been identified.

Directions:

Use the Key: Bar code stellar classes A-D to classify the "bar Key:
code spectra of stars 1-15. A correct classification will have Bar code stellar classes A-D:
all the key lines and thicknesses. There may also be other
lines present that cannot be identified. Similarly, in real
stellar spectra some lines cannot yet be identified. Record
your proposed classification (A, B, C or D) in the table.

Hint: Cut out the key for easier comparison of the codes.

Unknown star spectra bar codes 1-15 Proposed Classification (A, B, C or D)

Star 1 Star 2 Star 3

Star 4 Star 5 Star 6

Star 7 Star 8 Star 9

Star 10 Star 11 Star 12

Star 13 Star 14 Star 15

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Elements In The Stars

Astronomers place stars into spectral classes based on the light emitted. By viewing the spectra, and
corresponding wavelengths, the elements that make up the star can be identified. The wavelengths
of all known elements have been catalogued, Unknown Stars AA and BB show the presence of
different elements.

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Unknown Star CC shows yet a different set of wavelength

fingerprints. The chart below lists the wavelength of elements
in the range shown in Unknown Stars AA, BB and CC.

Hydrogen Balmer a 6563 Metals Ca ll 3933

b 4861 Metals Call 3968
c 4340 Hydrogen Balmer e 3970
d 4101 Helium He 1 4026
e 3970 Metals Mn I 4032
Metals Fel 4045
Helium He 1 4026 Metals NIV 4058
Helium He 1 4388 Metals Sr II 4077
Helium He 1 4471 Metals Si IV 4089
Helium He 1 7065 Metals NIII 4097
Helium He 2 4339 Hydrogen Balmer d 4101
Helium He 2 4542 Metals Fell 4175
Helium He 2 4686 Molecular Bands CN 4215
Metals Sr II 4215
Metals Cal 4226
Molecular Bands CH "G band" 4300 Metals Fell 4233
Molecular Bands CN 4215 Metals Sc II 4246
Molecular Bands C2 4697 Metals CII 4267
Molecular Bands TIO 4584 Molecular Bands CH "G band" 4300
Molecular Bands TiO 4625 Metals Till 4300
Molecular Bands TiO 4670 Metals Fel 4325
Molecular Bands TIO 4760 Helium He 2 4339
Molecular Bands MgH 4780 Hydrogen Balmer C 4340
Helium He 1 4388
Metals CII 4267 Metals Till 4444
Metals C III 4649 Helium He 1 4471
Metals C III 5696 Metals Mg II 4481
Metals CIV 4658 Helium He 2 4542
Metals CIV 5805 Metals Si III 4552
Metals NIII 4097 Molecular Bands TiO 4584
Metals NIII 4634 Metals NV 4605
Metals NIV 4058 Molecular Bands TiO 4625
Metals NIV 7100 Metals NIII 334
Metals NV 4605 Metals C III 4649
Metals OV 5592 Metals CIV 4658
Metals Na l 5890 Molecular Bands TIO 4670
Metals Mg II 4481 Helium He 2 4686
Metals Si III 4552 Molecular Bands C2 4697

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Metals Si IV 4089 Molecular Bands TIO 4760
Metals Cal 4226 Molecular Bands MgH 4780
Metals Call 3933 Hydrogen Balmer b 4861
Metals Call 3968 Metals OV 5592
Metals Sc II 4246 Metals C III 5696
Metals Till 4300 Metals CIV 5805
Metals Till 4444 Metals Na l 5890
Metals Mn1 4032 Hydrogen Balmer a 6563
Metals Fel 4045 Helium He 1 7065
Metals Fel 4325 Metals NIV 7100
Metals Fell 4175
Metals Fell 4233
Metals Sr II 4077
Metals Sr II 4215

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Identifying Stars

Directions: Compare Unknown Stars AA, BB and CC to the Jacoby-Hunter-Christian Atlas to find the
closest match. Pay close attention to scale Record your findings.

1. Unknown Star AA most resembles ________

from the Jacoby.Hunter Christian Atlas:
A. O Series
B. B Series
C. A Series
D. F Series
E. M Series

2. Unknown Star BB most resembles ________

from the Jacoby-Hunter-Christian Atlas:
A. O Series
B. B Series
C. A Series
D. F Series
E. M Series

3. Unknown Star CC most resembles________

from the Jacoby-Hunter-Christian Atlass
A. O Series
B. B Series
C. A Series
D. F Series
E. M Series

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Resource 3.6: Group Activity: Why are there no green stars?

Duration: 60 mins
Grouping: Groups of 4 or 5
Materials needed: Student handout. For modelling exercise: different coloured LED lights, prisms,
candles, chalk/markers to illustrate spectra.

Teacher’s preparation:

• Secure suitable props for the students to use in their demonstrations in advance of class ü
Have all students read the below handout individually for about 5 mins
• Instruct students to write down any questions that occur to them as they read. Each student
must write down at least two questions
• Come back together as a class and take 10 mins to discuss answers to at least two questions
from each group. Try to discuss the questions that have caused the students the most
difficulty
• After discussion each group has 15 mins to discuss how they can best explain in a 4 min
demo to the entire class why there are no green stars. Each group can use a selection of
materials and models. The tutor is encouraged to be creative with the materials and models
provided.
o Some examples include: different coloured LED lights, prisms, candles,
chalk/markers to illustrate spectra, and so forth
o Presentations should refer to

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▪ The physical structure of stars and the chromosphere

▪ Surface temperature and kinetic energy
▪ The visible spectrum
▪ The chromaticity graph

Student’s handout:

3.6) Why are there no green stars?

How many stars are there in the universe? Somewhere around 1024. Written out, that looks like:

1,000,000,000,000,000,000,000,000

We know from our earlier work that stars have wavelengths of light in all colours. So how many of
these stars appear green and purple to observers on the earth?

Exactly zero.

Let’s find out why. As we know, stars have different layers. The outermost layer is called its
chromosphere, or colour sphere. Logically enough, this is where a star’s colour comes from!

The colour of the chromosphere is determined by the star’s temperature. This means that we can
tell a star’s temperature just by looking at its colour.

This looks a lot like the spectrum of light we’re all used to, except there’s one major difference.

Just like the visible spectrum of light, the spectrum of star colours begins at blue, moves through
yellow, and ends at red. But where we have green on the visible spectrum, we have white on the
star colour chart. Why is this the case?

It’s directly related to the temperature of a star. Any object’s temperature comes from the vibration
of its particles. If we look at the equation for average kinetic energy, we can see this clearly. (For the
moment, don’t worry about understanding the meaning of every symbol in the equation.)

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 1 3
𝑚𝑣 2 = 𝑘𝐵 𝑇
2 2
1
Where the left side of the equation ( 𝑚𝑣 2 ) represents the average kinetic energy of an object, and T
2
represents the temperature. Basic mathematics tells us that as T increases, the average kinetic
energy of the object will also increase!

As particles vibrate together at extraordinary speeds, they collide with each other. When collisions
occur, they lose some energy, which is then carried away as light.

But particles don’t necessary lose the same amount of energy each time a collision occurs. In fact,
they lose different amounts of energy. This results in the emission of light of different frequencies.
This is why stars release light across one section of the spectrum of colours, rather than releasing
light of only one wavelength. For example, consider the spectrum of light produced by the sun:

The human eye can only perceive a small sliver of the light the sun produces. We call this sliver
visible light.

Within the spectrum of visible light, there are colours that the human brain can perceive that have
only a single wavelength of light. We call these colours monochromatic colours, or single-colour
colours.

All other colours are combinations of multiple colours, or polychromatic colours.

The below chart is called a chromaticity graph. The edge of the chart represents monochromatic
colours of only one wavelength. All of the colours represented in the interior of the chart represent
polychromatic colours, made up of a mixture of different wavelengths. The further we go towards
the middle of the chart, the more we see different wavelengths mixing together.

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The black curve inside the chromaticity graph shows how different star temperatures display as
different colours. We see that stars on the cooler end of the spectrum show up as red. Stars towards
the hotter end of the spectrum show up as blue. Stars towards the middle of the spectrum,
however, show up as white. You can see that stars with a surface temperature of 6000 K are situated
right between the green, blue, purple, and red spectra. This means that this light consists of a
mixture of all different wavelengths, and in the human brain, it shows up as white!

Resource 3.7: Project: Make Your Own Spectroscope

Duration: 75 mins
Grouping: Groups of 3
Materials needed:

• Student handout
• lamp with incandescent lightbulb that can be exposed
• lamp with fluorescent lightbulb that can be exposed
• hole punch
• 2 transparency sheets for slide projectors
• diffraction grating sheet (available from most science supply stores at minimal cost)
• Each group will require one of each of the following:
o ½ cardboard file folder
o sheet of black construction paper
o 3 lined flashcards (standard size 7.6cm x 12.7cm)
o Tape
o Scissors
o Paper clips

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Teacher’s preparation:

• Carefully review the instructions for students below and ensure you understand the entirety
of the process
• Acquire all of the necessary materials
• In advance of class, make the following preparations:
o Place the diffraction grating sheet between the two transparency sheets. Be careful
with the diffraction grating sheet; it’s easily damaged, so try to touch it as little as
possible
o Using scissors, cut the diffraction grating-transparency sheet combination into
separate 10 x 20mm pieces. You will give one 10 x 20mm piece to each pair or group

Student’s handout:

3.7) Build a spectroscope!

Spectroscopes allow scientists to divide light into their component spectra, and, as we have seen in
previous lessons, are critical to the study of stars and the analysis of their physical composition. In
this activity we will be making our own spectroscopes, which we can then use to analyse the spectra
of various light sources.

Instructions

1. Cut one of the flashcards in half, which will produce two cards of an equal size. Cut a small strip
off of the longer side of one of the cards. This will be soon be useful in securing the different parts of
the spectroscope together.

2. Fold each of the cards in half along the shorter side. Cut a small slit into the fold roughly 5mm
from each end of the card. Use the hole punch to create a hole over the fold roughly 20mm from
one edge of the card. Unfold the card. Cut a small strip off the long side of the other half of the card
roughly 5mm in width.

3. Tape the piece of diffraction grating provided by your teacher over the hole in the index card,
aligning it with the edges of the card. Be careful not to put tape over the hole.

4. Look through the diffraction grating at a light source in the room. Your teacher should make a
couple of different lamps available for you to examine. Congratulations, you now have a

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rudimentary spectroscope, although you’re not done yet. What do you see when you look through
the grating? Discuss in your groups and write answers to the following questions:

a) Where in your visual field, relative to the light source, do you see the spectrum?

b) In what order do the colours appear?

c) What would make the spectrum more distinct and easier to examine

5. We will now make an improvement to our spectroscope. Take your ½ cardboard file folder and
place your sheet of black construction paper on top. You can secure them together with a paper clip
if you wish. Roll them together along the long edge of the folder so that the construction paper is on
the inside of the tube. The diameter of the tube should be slightly smaller than the width of your
index card. Secure the tube with a ring of tape.

6. Attach a paper clip to one end of the tube so that it sticks out slightly over the opening. Fold the
small strip of paper you prepared in step 1 in half.

Using the paper clip, the small slit you cut in the card, and the folded strip of paper, affix the
diffraction grating-card to the end of the tube, as in the diagram below.

7. Congratulations! You now have a fully realised spectroscope. Look through the tube at a light
source and see what happens.

8. Now use your spectroscope to look at an incandescent lightbulb and then a fluorescent lightbulb,
one after the other. Write down your answers to the following questions.

a) What differences do you note between them?

b) How would you describe these differences?

9. Try making a small slit in an unused half of a cardboard folder, and then hold the slit in front of the
light source. Look at the light source, through the slit, with your spectroscope. You may need to
widen the slit slightly to produce the desired effect.

a) Does observation of the light source work better with or without the slit?

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10. Using two flashcards, make an adjustable slit. Cut a rectangular hole, roughly 10 x 30mm, into
the centre of one card, and fold the card along the edges, as shown below. Cut the second flashcard
such that it can sit within the channels made by the folds in the first flashcard. By sliding the second
flashcard back and forth, you will be able to adjust the width of the slit.

11. Place your adjustable slit in front of your spectroscope. Look at a light source and adjust it until
you achieve optimal results.

12. If possible, go outside to try your spectroscope on natural light. DO NOT LOOK DIRECTLY AT THE
SUN. Instead, look at another section of sky, or at clouds. What kind of results do you get from the
sun? Is this consistent with what you learned about the wavelengths of light produced by the sun?

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Week 2 Day 4: The Life of Stars

Introduction:

Students in this 6-hour lesson will learn about systems of stellar classification, the lifecycle of stars,
their structure, composition and the formation of elements form hydrogen within stars. They will
begin the day with a discussion of the Astronomy photo of the Day. Next, they will continue
yesterday’s subject of the properties of stars, this time focussing on age. Also linked to yesterdays
work, students will write a report on how these properties of stars such as colour and temperature
have been used to create different systems of stellar classification.

The lesson will then move onto the new topic on the life of stars, students will discover the answers
to questions such as How are stars born? And What stages do they go through in their lives? This will
be done through discussion, completing worksheets and puzzles in pairs, and then creating a
bracelet representing the stellar lifecycle.

The next part of the lesson focusses on what stars are made of. This involves learning about nuclear
fusion which occurs inside stars to create heavier elements. The students will be taught this to
induce a class discussion followed by a craft exercise to create a clay model showing the layers of
elements present in stars in which the heavier element layers are situated towards the centre.

At the end of the day instruct the students to work on resource 5.1 in preparation for tomorrow’s
starter activity.

Objectives:

Be able to use a star gauge to find the ages of stars.

Classify stars according to their properties using different systems.
Extend knowledge and describe of the lifecycle of stars and their composition.
Create visual aids for presenting the lifecycle of stars.
Assemble models to illustrate the inner structure of stars.
Make links between stars and fundamental aspects of Chemistry and Physics (nuclear fusion/
elements)
Understand the formation of elements within stars and at the end of their lives.

Skills acquired:

Following instructions Teamwork Evaluation

Measure Estimation Observation
Write Research Report
Creativity Model building Discussion skills
Scientific inquiry Puzzle solving Brainstorming

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Content overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does the Discover the Starter activity: 15 Engage students with the broad
Universe look cosmos Astronomy Photo of scope of celestial objects, features
like? the Day of the Universe and current
astronomical events.
Resource: Refer to resource Week 1, 1.1.
How old are Age of stars in a Group Work: Identify 60 Experiment with luminosity &
stars? cluster and H-R the age of star colour
diagrams clusters using a star
gauge
Resource: Refer to resource 4.1
How are stars Systems of Pair work on 50 Discover and explain the different
classified? classification research and writing ways stars can be classified.
a report

Resource: Refer to resource 4.2

How are stars The Lifecycle of Worksheets 50 Study the key steps in the lifecycle
born and how Stars of the stars and key terms
do they associated and test this
evolve? understanding.
Resource: Refer to resource 4.3
Star Life Cycle Loops 45 Make a bracelet to symbolize the
activity with beads. life cycle a star goes through.

Resource: Refer to resource 4.4

What are stars Elements present Brainstorm 20 Grasp the details of what a star is
made of? within stars composed of as well as the
mechanism in which they were
formed (nuclear fusion).
Resource: Refer to resource 4.5
Clay star activity 120 Exhibit the ‘onion’ structure found
on stars: as the stars get hotter
heavier elements are produced at
the centre creating layers emanating
outwards.
Resource: Refer to resource 4.6

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Key Resources:

Resource 4.1: Age of star clusters

Duration: 60 mins
Grouping: Groups of 4/5, making 5 groups
Materials needed: Student handout, star cluster for each group.

Teacher’s preparation:

• Conduct research and summarize the characteristics of star clusters vs galaxies

• Use simulations to help students visualize star clusters (an interesting video on Hubblesite
shows star clusters colliding: https://hubblesite.org/video/4/science/23-star-clusters)
• Be familiar with the 5 star clusters selected for this groupwork activity: Group 1 Jewelbox (16
million years old), Group 2 M34 (180 million years old), Group 3 M35 (95 million years old),
Group 4 M39 (280 million years old), Group 5 NGC188 (4300 million years old)
• Make sure you have printed one copy of the handout for each student. Everyone in the
same group should get the same image of their unique star cluster.

Instructions:

1. Spend 10 mins explaining what a star cluster is and how it is different from a galaxy. Link
observable properties of star clusters to previous activities and explain the use of a simple star gauge
to measure the age of a star cluster.

2. Explain the activity to the students and break them into groups of 4 or 5.

3. Hand out the worksheet to the students. Each group of 4 or 5 students will all get the same
worksheet with their unique star cluster.

4. Allow students 5 mins to read the instructions and clarify doubts.

5. Students will have 20 mins to work on finding out the age of their star cluster.

6. Go around the groups to make sure that everyone is on the right track.

7. Start writing the ages of each group’s star cluster on the board as groups reach their conclusions.

8. For differentiated learning: groups that reach an accurate answer extremely quickly can be
prompted to do further research on the star cluster. Provide the name of the cluster and have them
look it up and communicate to the class after the activity.

9. Have all answers ready on the board after 20 mins. Make sure to assist groups that are struggling.

10. Conclude the activity in 10 mins. Arrange the star clusters in terms of ascending age and identify
their names. Allow students to deduce the implications of a young vs old star cluster. Project visual
simulations of the youngest and oldest star clusters and give interesting facts on them to encourage
memory retention and investigative questioning.

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Student’s handout:

4.1) Age of Star Clusters

In this group activity, we will look at an image of a star cluster and use a “star gauge” to measure
brightness and color. The goal is to construct a Hertzsprung-Russell diagram of the star cluster and
estimate the age of the cluster. You have 20 mins as a group to give us the answer!

1. Examine the print of your unique star cluster. Can you tell the approximate boundary of the
cluster in space? Outline where you think the boundaries of the cluster are with a marker.

2. Now, use a ruler to draw a square about 5 cm square on a side around the centre of the cluster.

3. What property of the stars in the image gives you information about the brightness of the star?

Answer:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4. What property of the stars in the images gives you information about the temperature of the
star?

Answer:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

5. Use the star gauge to measure the brightness and temperature of each star in the square you
have drawn. Divide this work between members of your group. Be systematic - start in one corner
and mark off each star you measure as you plot it in the graph.

6. When you have plotted all the stars in the 5 cm box, draw a line on your graph indicating the
location of the main sequence of the star cluster. Label the line "main sequence."

7. Circle any stars in your HR diagram that might be "field" stars and not part of the cluster.

8. Estimate the age of the star cluster by comparing your HR diagram with the sample diagrams
shown below the graph. Call your teacher to your group so he/she can write down your answer on
the board!

Answer:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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Resource 4.2: Systems of stellar classification research

Duration: 50 mins
Grouping: Pairs
Materials needed: Laptops

Teacher’s preparation:

• Read up on the following stellar classification systems: Harvard, Yerkes and Morgan-Keenan
systems.
• Instruct students to research these systems in pairs and to create a page report on their
classification divisions and criteria, including diagrams and tables.

Student’s Handout:

4.2) Systems of stellar classification research

Your task is to research in pairs different models of stellar classification. You should create a page
report on the divisions and criteria of the following systems:

• Harvard spectral classification

• Yerkes and Morgan-Keenan spectral classification

You must include diagrams and tables to illustrate both classifications. You must include information
on luminosity, radius, and temperature of the classes.

Resource 4.3: Lifecycle of stars worksheets

Duration: 50 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation:

• Tell students to complete activities in the handbook. The first is a comprehension exercise,
then crossword, word connect and lastly maze.

Student’s handout (+answers):

4.3) The Lifecycle of stars

You will complete a series if activities below where you will learn about the different stages in the
life of a star. But first, read the information below.

A star's life cycle is determined by its mass. The larger the mass, the shorter the life cycle. A star's
mass is determined by the amount of matter that is available in its nebula, the giant cloud of gas and
dust in which it is born. Over time, gravity pulls the hydrogen gas in the nebula together and it
begins to spin. As the gas spins faster and faster, it heats up and is known as a protostar. Eventually
the temperature reaches 15,000,000 °C and nuclear fusion occurs in the cloud's core. The cloud
begins to glow brightly. At this stage, it contracts a little and becomes stable. It is now called a main
sequence star and will remain in this stage, shining for millions or billions of years to come.

As the main sequence star glows, hydrogen in the core is converted into helium by nuclear fusion.
When the hydrogen supply in the core begins to run out, the core becomes unstable and contracts.
The outer shell of the star, which is still mostly hydrogen, starts to expand. As it expands, it cools and

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glows red. The star has now reached the red giant phase. It is red because it is cooler than it was in
the main sequence star stage and it is a giant because the outer shell has expanded outward. All
stars evolve the same way up to the red giant phase. The amount of mass a star has determines
which of the following life cycle paths it will take after the red giant phase.

MEDIUM STARS

Throughout the red giant phase, the hydrogen gas in the outer shell continues to burn and the
temperature in the core continues to increase. At 200,000,000 °C the helium atoms in the core fuse
to form carbon atoms. The last of the hydrogen gas in the outer shell is blown away to form a ring
around the core. This ring is called a planetary nebula. When the last of the helium atoms in the core
are fused into carbon atoms, the medium size star begins to die. Gravity causes the last of the star's
matter to collapse inward and compact. This is the white dwarf stage. At this stage, the star's matter
is extremely dense. White dwarfs shine with a white hot light. Once all of their energy is gone, they
no longer emit light. The star has now reached the black dwarf phase in which it will forever remain.

MASSIVE STARS

Once massive stars reach the red giant phase, the core temperature increases as carbon atoms are
formed from the fusion of helium atoms. Gravity continues to pull carbon atoms together as the
temperature increases forming oxygen, nitrogen, and eventually iron. At this point, fusion stops and
the iron atoms start to absorb energy. This energy is eventually released in a powerful explosion
called a supernova. A supernova can light up the sky for weeks. The temperature in a supernova can
reach 1,000,000,000 °C. The core of a massive star that is 1.5 to 4 times as massive as our Sun ends
up as a neutron star after the supernova. Neutron stars spin rapidly giving off radio waves. If the
radio waves are emitted in pulses (due to the star's spin), these neutron stars are called pulsars. The
core of a massive star that has 8 or more times the mass of our Sun remains massive after the
supernova. No nuclear fusion is taking place to support the core, so it is swallowed by its own
gravity. It has now become a black hole which readily attracts any matter and energy that comes
near it. Black holes are not visible. They are detected by the X-rays which are given off as matter falls
into the hole.

Star Life

In the list below you will find the steps in the life cycle of a massive star. The steps are not in order.
Using the information you have learned about massive stars, order the steps in the order in which
they occur in a star's life cycle.

1. A supernova occurs.

2. Nuclear fusion occurs which causes the star to glow.

3. If it is a massive star, a neutron star forms. If it is a super massive star, a black hole forms. 4.
Gravity pulls hydrogen gas together to form a cloud.

5. Iron, which acts as an energy sponge, forms within the star.

6. A red giant forms when the star's hydrogen level drops.

7. A main sequence star, which can live for millions or even billions of years, forms.

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Space Spirals

Complete the word spiral by filling in the star term described by each numbered clue. Write the first
letter of the first answer in the box numbered 1. Fill in one letter per box moving clockwise around
the spiral. The first letter of each answer should be written in a numbered box. Be careful! Each new
word may overlap the word before it by one or more letters.

Example:

1. planet closest to Earth 1M A R 2S

2. name of the star in our solar system

4H O T U
3. opposite of south
T R O 3N
4. opposite of cold

Your turn:

1. name given a new star

2. balls of gas giving off heat and light

3. powerful star explosion

4. force which pulls gas atoms together

5. the largest stars end their lives as ______ holes

1 2

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 Star Connection

Draw a line to connect each word to the group of words that best describes

1. Star The medium size star in our solar system

2. Sun To shine brightly

3. Core A star that does not give off light

4. Glow A glowing ball of gas

5. Red Giant A giant explosion that took place in space a

very long time ago

6. Expand The middle

7. Black Dwarf A large star that glows red

8. Big Bang To grow larger

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Resource 4.4: Star Life Cycle Loops

Duration: 45 mins
Grouping: Groups of 4
Materials needed:

• Student handout
• String
• Coloured beads
• Scissors
• Star life cycle journeys poster (pdf)

Teacher’s preparation:

• Read through instructions and prepare materials for students e.g., cut string into 50cm
pieces.
• Print out the star lifecycle journeys poster for each group.
• Instruct the students to follow the instructions in class.

Student’s handout:

4.4) Star Life Cycle Loops

Stars are not alive, but they change over time in a way that can be described as a life cycle. The birth,
growth, and death of stars is illustrated in the Star Life Cycle Journeys poster. The poster helps you
picture the two looping life cycles while you make this two-loop bracelet.

What you need

• String or yarn to form your bracelet (about 50 cm or 20 in)

• Scissors
• 1 green bead
• 2 blue beads
• 2 yellow beads
• 2 red beads
• 1 orange bead
• 1 white bead
• 1 purple bead
• 1 black bead

What you do

1. Measure the length of your double bracelet by wrapping the string

three times around your wrist. Cut the string at this length. Make your
string easier to thread through the beads by wrapping a square of
tape around each end, like a shoelace.

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2. Each bead represents a stage in a sun-like or a massive star’s life

cycle. Match the colours on the Star Life Cycle Journeys poster. Place
the beads along the crease in the following order: Green, Blue,
Yellow, Red, Orange, White, Blue, Yellow, Red, Purple, Black.
3. All stars form from a star-forming nebula. This is the green bead. Slip it
onto your string and tie a knot around it to hold it in place in the
middle of the string.
4. Add the blue, yellow, red, orange, and white beads, in this order, to
one side of the string. These beads represent the life cycle of a star
like our Sun. Push the beads as close to the centre of the bracelet as
possible so that they do not slip off.
5. Prepare the second side of the string to create the life cycle of a
massive star. Add the blue, yellow, red, purple, and black beads, in this
order, to this side of the string. Push the beads as close to the centre
of the bracelet as possible, so that they do not slip off.
6. Thread the tip of one end of the string through the green bead. Then
thread the tip of the other end through the green bead, in the
OPPOSITE direction.
7. Tie off your bracelet in one of these two ways: a) Tie the two tips in a
knot around the green bead to form a bracelet; or b) Wrap one end of
the string around the bracelet loops. Tie a knot with that string. Repeat
with the other end of the string, on the other side of the green bead.

What’s going on

You just made a bracelet with a code that represents what we know about the life cycles for both
sun-like and massive stars! Space telescopes help us understand these details of our universe.

The James Webb Space Telescope (Webb) builds on the successes of the Hubble Space Telescope
(Hubble). Webb is 100 times more powerful than Hubble with a much larger mirror. Webb's science
goals push beyond the science learned by Hubble, helping us peer into the earliest galaxies and
massive clouds of dust where stars and planetary systems are born.

Resource 4.5: What are stars made of? Brainstorm

Duration: 20 mins
Grouping: Groups of 4
Materials needed: Paper (A3 preferably), coloured markers.

Teacher’s preparation:

• Let students brainstorm in groups what they think stars are made of and then present the
main points in the link below on the whiteboard in a simplified way and discuss. They should
put their ideas into a mind map on the paper provided, remember to refer to the mind map
template.
• Allow each group to share their thoughts with the rest of the class.
• You should explain how elements are formed through fusion, present the onion skin
structure, and the role of supernovae in element production.

What are stars made of? (Lecture material)

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1. High Mass Stars: Mass > 8 MSun

• The cores of the high mass stars are so large than when the fuel is burnt out, they
cannot be stabilized even by denegerate pressure, and collpase further. High mass
stars can have many successive stages of
o fusion of an element in a core and lighter elements in shells around the core
o exhaustion of the element
o core collapse and heating
o fusion of higher mass elements
o etc...
• The general trend is for the star's surface to become cooler and to become a blue
giant and later a red supergiant.
• But there are several oscillations from red (super)giant to blue giant and back phase,
correspondent to ignition of the next, heavier, fuel in the core.
• Star loses signifcant mass during super giant stage

2. The “Onion-skin” layers of a Supergiant Star

• Over time the internal structure of a high mass star has an "onion-skin"
character with layers of elements layered over each other, with highest mass
elements at the centre.
• Final structure has inert iron core, outer shells of heavier elements
undergoing nuclear fusion.

3. Iron is the End-Point of Nuclear Reactions

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• Under normal circumstances iron doesn't fuse in a star.

• The strong nuclear force which binds nuclei together is a short range force,
so there is a limit to how large a nucleus can be.
• Iron is the most stable element. Two types of nuclear reactions in nature:
o Fusion reactions: light elements are fused (or glued) together to form
heavier elements. These reactions are exothermic (release energy) as
long as the reactants are lighter than iron. In order to fuse iron into a
heavier element, energy would have to be supplied.
o Fission reactions: heavy elements are are split into lighter elements.
(Eg. reactions in nuclear reactors which use Uranium) These reactions
are exothermic if the reactants are heavier than iron.

Resource 4.6: Clay Star Activity

Duration: 120 mins

Grouping: Whole class / pairs
Materials needed: Coloured clay, ruler

Teacher’s preparation:

• Read through instructions and you may use the following video to familiarise yourself with
the method and purpose of this activity: https://www.youtube.com/watch?v=7E-0j90Cwpk
• In class, slowly go through the demonstration with the class following along in pairs.
• Explain what each of the layers of the star symbolize and how the elements were formed.
This should include an explanation of nuclear fusion, starting within hydrogen and forming
heavier elements within the star.

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Instructions:

For this demonstration, we use the following colour correlations as an example, but the colours can
be changed. Regardless of the colours you use, it is easier to see the layers if adjacent colours
contrast with each other.

Make the clay star in 5 color-coded layers.

1. Start by making a ball about 2 inches in diameter using the blue clay
2. Completely cover that ball with a layer of green clay about an inch thick
3. The next layer will be orange in color with a shell thickness of ~ 1 inch
4. The next layer will be yellow in color with a shell thickness of ~ 2 inches
5. The next layer will be red in color with a shell thickness of ~ 2-3 inches

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Week 2 Day 5: The Death of Stars

Introduction:

In today’s lesson, the students will play a space forensics game to learn about the death of stars-
supernovae. Then, students will work in groups to create a poster summarising what they have
learnt from yesterday in the form of a lifecycle diagram of the formation of a star to the remnant left
after its death. This should include a drawing of each of the stages and a brief description.

For the remainder of today’s lesson, the students will focus on black holes: what they are, how they
are formed, the range of masses they encompass, and the cutting-edge research that is currently
being conducted on black holes. This is done through an introductory comprehension worksheet
followed by a research activity which they will present on the different types of black holes. There
will be 2 1-hour modelling activities which will require thorough preparation from the teacher in
terms of material and preparation of background knowledge and discussion questions (all provided
in resource). There will be a quick discussion on the recent Nobel Prize given to Black Hole research
to expose the students to cutting edge research and give them an idea about how it is conducted.

To end the week, the students will vote on their favourite image from among the Astronomy Photos
discussed throughout the week and then learn about Sarah al-Amiri, the woman leading UAE’s mars
mission.

Objectives:

Understand the process of a star’s death and the different possibilities of remnants depending on
the stars mass.

Define what black holes are.

Research the different kinds of Black Holes.
Model the formation of black holes and their gravitational influence.
Engage with cutting-edge research.

Skills acquired:

Creativity Investigation Note taking

Discuss Review Group work
Scientific writing skills Summarise Model
Observe Comprehension Demonstrate
Scientific inquiry

Content overview:

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Topic Sub-topic Activity Time Aim
Question (mins)
What does the Discover the Starter activity: 15 Engage students with the broad
Universe look cosmos Astronomy Photo of scope of celestial objects, features
like? the Day of the Universe and current
astronomical events.
Resource: Refer to resource Week 1, 1.1.
How do stars Supernovae Stars exploding- 40 Learn about supernovas in a fun and
die? NASA forensics game engaging way.
Resource: Refer to resource 5.1
Lifecycle of Stars Poster making 50 Consolidate knowledge of the stellar
review cycles.

Resource: Refer to resource 5.2

What are Definition of a Comprehension 30 Learn about what black holes are,
black holes? Black Hole worksheet how they are formed and how they
were discovered.
Resource: Refer to resource 5.3
Types of Black Research activity on 50 Produce scientific research report
Holes the types and with bibliography.
properties of Black
Holes.
Resource: Refer to resource 5.4
Formation and Modelling the 120 Demonstrate and discuss how a
action of Black formation and action black hole is formed through the
Holes of black holes- 2 collapse of a star. Visualize the way
Activities matter curves space-time which
results in gravity.
Resource: Refer to resource 5.5
Current Research Nobel prize research 25 Recognise that many unknowns
remain with regards to the nature of
black holes and that this is a very
active field of research.
Resource: Refer to resource 5.6
What can Discover the Vote for Astronomy 15 Use a democratic approach to pick
inspire you to cosmos Photo of the Week the most astonishing astronomical
go into object seen this week.
Astronomy? Resource: Refer to resource 5.7
Discover space Space Scientist of 15 Inspire the students with role
scientists the week: Introduce models working in the space
Sarah Al-Amiri sciences industry.
Resource: Refer to resource 5.8

Key Resources:

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Resource 5.1: Supernovae interactive game and Planetary Nebula

Duration: 40 mins
Grouping: Individual, groups of 4
Materials needed: Student handout, laptops

Teacher’s preparation:

• Before the class:

o https://imagine.gsfc.nasa.gov/educators/programs/spaceforensics/ This is
interactive game is made in the style of a criminal investigation, the crime being the
death of a star through an explosion (i.e., a supernova). Go through the game
yourself, so you know where the character needs to go to find all the information
about supernovae and can guide the students in the class.
o Tell them to write down everything they learn about supernovae in their case notes.
• In class, ask students to share what they found in with the class and write down their points
in a mind map on the white board.
• Then present the following information on dredge-ups and planetary nebula that are also
evidence of a dying star:

Planetary Nebulae

1. How evolving stars disperse carbon into the interstellar medium?

o Energy is transported outward from a star’s core by one of two processes:
i. The passage of energy in the form of electromagnetic radiation
ii. Up-and-down movement of a star’s gases (convection)
o Convection plays a very important role in giant stars, and it helps supply the cosmos
with elements essential to life.
o During, the final stages of a star’s life, the convection zone extends all the way down
to a stars core.
o At these times, the convection can ‘dredge-up’ the heavy elements produced in the
core by fusion, transporting them all the way to the surface.
o This ‘dredge-up’ can happen up to three times and leads to carbon being found on a
stars surface.

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 o These stars tend to have strong stellar winds that eject the carbon in an expanding
shell as seen here (star at the centre):

o This process enriches the interstellar medium with elements that are said to be the
basis of life.

2. What remains after a supernova explosion?

o A star of moderately low mass dies by gently ejecting its outer layers, creating
planetary nebulae.
o This is through steady stellar winds.
o This creates a beautiful glowing nebula.
o Display these beautiful photos on the board:

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o As a dying star ejects it outer layers, the star’s hot core becomes exposed and emits
ultraviolet radiation which excited the expanding shells of ejected gases and causes
them to glow.
o Caution! Planetary nebulae have nothing to do with planets, they were misnamed
due to historical reasons.

Student’s handout:

5.1) Space Forensics Case Notes

As you make your way through the game, write down everything you learn about supernovae.

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Resource 5.2: Make a poster on the life of stars

Duration: 50 mins
Grouping: Groups of 4
Materials needed: A3 paper, colouring pencils, coloured paper, scissors, coloured markers.

Teacher’s preparation:

• Instruct the groups to each make an A3 poster using colouring pencils and markers
illustrating the entire lifecycle of stars from birth to death. Challenge them to be as creative
as possible.
• Ask each group to display and present their posters at the end if time allows.

Resource 5.3: Black Holes Comprehension Worksheet

Duration: 30 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation:

• Instruct students to read the sheet with information on Black Holes and then answer the
questions. Answers provided below.

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Student’s Handout (with answers):

5.3) BLACK HOLES

Black holes are a mystery of outer space. People are able to see
stars, planets, and other objects in the sky. Black holes are invisible
though and people cannot see them. Astronomers are scientists
who study outer space. They can look at planets and stars but
cannot look at black holes. This is why they are such a mystery.

DEFINITION

A black hole is not actually a hole. It is an area in space with very

strong gravity, a force that pulls objects together. A black hole's
gravity is much stronger than Earth's. Its gravity is stronger than anything in the universe. If an
object gets too close to a black hole, it will be pulled in by gravity. Anything that falls into a black
hole disappears. Even light cannot escape, which is why a black hole is invisible. It does not give off
any light. Strange things occur around black holes, making them a popular subject of stories even
though they are real

FORMATION

Black holes form when giant stars run out of hydrogen gas and explode at the end of their life cycle.
This explosion is called a supernova. Some of the star blasts off into space. What is left behind has at
least three times more mass than the Sun That mass shrinks down to a single point. that forms a
new black hole. Astronomers think that much larger black holes, called supermassive black holes,
exist. Their mass is millions or billions of times that of the Sun. Astronomers are not sure how a
supermassive black hole forms, but they have a few theories. Astronomers think that supermassive
black holes are located at the centre of most galaxies. The Sun is part of Earth's galaxy, the Milky
Way. A huge black hole is thought to be located at the centre of the Milky Way galaxy too, but the
Earth is too far away to fall into it. Black holes do not live forever though They slowly evaporate and
return their energy to the universe (all of outer space).

DISCOVERY

Two scientists, John Michell and Pierre-Simon Laplace, proposed the idea of the black hole in the
18th century. A physicist named John Archibald Wheeler came up with the term "black hole" in
1967. Astronomers continue to study black holes.

IDENTIFY

Use the word bank to identify each description

Supernova Light Astronomer Gravity

Milky Way Invisible Universe hydrogen

Gravity A force that pulls objects together

Invisible Unable to be seen

Supernova A large, dying star that has exploded

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 Astronomer A scientist who studies outer space

Milky Way Earth is part of this galaxy

Hydrogen Stars are made of this gas

Light Cannot escape black holes

Universe All of outer space

Multiple Choice:

Choose the best answer.

What is the main reason astronomers are unable to see black holes?

A. They do not reflect light

B. They are too far away
C. They do not actually exist

Which is true about black holes?

A. They can be seen with telescopes

B. They live forever
C. They are a mystery of outer space.

Which of the following has the most mass?

A. Earth
B. Sun
C. Black Holes

Resource 5.4: Black Holes Research

Duration: 50 mins
Grouping: Individual
Materials needed: Student handout, laptops

Teacher’s preparation:

• This research activity should expose the students to the strangeness of black holes. The
instructions are included in the student’s handout.
• Ask students to share some of the answers to their research questions before the end of the
lesson.

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Student’s handout
5.4) Black Hole Research
Your goal today will be to research black holes, types of black holes, and answer some of the
questions about them.
You must use at least three sources for your research. Web sources must be from at least semi-
reputable sites. Please keep track of what sources you use.
Here are some suggested sites to use:
• NASA
• National Science Foundation
• Phys.org
• Scientific American
• News articles
Questions to explore
• Why is there no light?
• Do they lead anywhere?
• What is spaghettification?
• What happens inside of one?
• What happens if two collide?
• How dangerous are they?
• Do they suck stuff in?
• What would happen if you went into one?
• How large do they get?
• Is it possible to escape one?
• Do they bend time?
• How big are they in terms of size and mass?
• What is their purpose?
• Are there white holes?
• What actually happens inside of them?
• How do we find black holes?
• Can we see them?
• Do they have infinite gravity?
• Did the Universe come from a black hole?

Research guide
Types of Black Holes:

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Sources you used: ………………………………………………………………………………………………………………………..

Research Question 1: ………………………………………………………………………….

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Sources you used: ………………………………………………………………………………………………………………………..

Research Question 2: ………………………………………………………………………….

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Sources you used: ………………………………………………………………………………………………………………………..

Resource 5.5: Formation and action of Black Holes

Duration: 120 mins

Grouping: Groups of 4

Activity 1: Modelling the formation of a black hole (60 mins)

This activity will demonstrate to students how a black hole is formed through the collapse of a
massive star, once the core of the star is unable to support the weight of the outer layers of gas
surrounding it.

Materials needed per group: A balloon, a few sheets of aluminium foil, each approximately 30 cm
square, a pin for popping the balloon.

Teacher’s preparation:

Instructions

1. Have the students inflate the balloon and tie it closed. They should then wrap the balloon in
several layers of aluminium foil to create the model star.
2. Explain that the layers of foil represent the different gas layers of the star, and the balloon
that gives them their shape is analogous to the hot burning core of the star. Inside the core,
the heat created by thermonuclear fusion exerts a pressure on the gas layers of the star,
which keeps them from collapsing.

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3. Have the students simulate the effect of gravity by trying to lightly compress the balloon.
The pressure of the core is such that the star cannot collapse from gravity.
4. When a star reaches the end of its life, it runs out of fuel in the core and is no longer able to
hold up the gas layers. Have the students pop the balloon with the pin, which simulates this
process.
5. Again, they should try to compress the balloon with their hands to mimic the effect of
gravity. This time, they will be able to compress the foil into a small ball, which simulates the
formation of a black hole. Note that the mass of the small ball is the same as that of the
model star, but their sizes are quite different.

Discussion

• If a real star were the size of the balloon, then how big would the black hole really be? Is the
crumpled ball too large or too small to represent a real black hole? Answer: The crumpled
ball is much too large to represent a black hole. Even a real black hole, formed from a
massive star, is smaller than the tip of a pencil.
• What would happen if you used more pieces of aluminium foil to make the gas layers in the
star? Would the star be more massive? What about the black hole?

Building the star with more layers of gas (represented by the foil) would make the star more
massive. It would also result in the formation of a more massive black hole, since there would be
more material with which to form the black hole.

• The concept of density (mass per unit volume) could be introduced here. Which has a higher
density, the star or the black hole? Although they have a different size, the star and black
hole have the same mass, since they are made from the exact same amount of material.
However, since the black hole is smaller, it has more material contained in less volume, and
therefore has a higher density.

Activity 2: Modelling the action of a black hole (60 mins)

Materials needed per group: Stretch fabric 40 cm long, a small marble, a very heavy ball

Teacher’s preparation:

Instructions

• Ask several students to stretch the fabric horizontally until it becomes taut, to represent two-
dimensional space.

• Place the marble on the stretch fabric, and make it roll across the surface of the fabric. Its path
should be a straight line, similar to that of a light ray travelling through space.

• Place the heavy ball on the stretch fabric, and you will see how it deforms the fabric of space.
Space becomes curved around the heavy mass.

• Make the marble roll close to the mass; its trajectory should be altered by the deformation of the
stretch fabric. This is similar to what happens to light passing close to a massive object that deforms
the space surrounding it. Try varying the speed of the marble to see how its path changes.

• The more concentrated the central mass (that is, the heavier the large ball), the more curved the
fabric will be. This increases the depth of the ‘gravitational well’, from which a marble would not be
able to escape.

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• As the marble passes close to the large ball, it starts to revolve around the ‘black hole’ and
eventually falls in. Once it is there, you can see how things may easily fall into a black hole but have
difficulty getting out. This is what happens with black holes: their gravity deforms space in such a
way that light or other objects fall in and cannot escape.

Discussion

• What happens when you decrease the speed of the marble? Why? When the speed of the marble
is high enough, the marble has enough energy to escape the gravity of the black hole. However, if
the speed of the marble is too low, the force of gravity from the black hole is too strong and the
marble will not be able to escape.

• What happens when you use a heavier large ball? What about a heaver marble? Because more
massive objects create a stronger gravitational force, in both cases you will need to throw the
marble harder for it to escape the gravity of the black hole.

• How would you be able to tell if there is a black hole somewhere by observing the motions of the
stars? If a black hole becomes massive enough, stars that pass nearby will become trapped in its
gravitational field and begin to orbit the black hole, much as the planets in our Solar System orbit the
Sun. By observing the motions of many stars, astronomers can look for stars that have orbits around
the same central point. If they cannot see an object at this central point, this is evidence that a black
hole could be present there.

Resource 5.6: Black Hole Nobel Prize Research

Duration: 25 mins
Grouping: Pairs / Whole class
Materials needed: Laptops

Teacher’s preparation:

• The Nobel Prizes for Physics in 2020 was awarded for research on black holes. Familiarise
yourself with the details of the research. (recommended resource:
https://www.astronomy.com/news/2020/10/2020-nobel-prize-in-physics-awarded-for-
work-on-black-holes.)
• Ask students to look up what exactly this research was about in pairs and see if they could
understand what specifically about black holes did the scientists figure out. (pretty difficult!)
• Discuss as a class.

Resource 5. 7: Vote of Astronomy Photo of the Week

Duration: 15 mins
Grouping: Whole class

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Materials needed: Display board, printer, blue tack

Teacher’s preparation:

• Vote for Astronomy photo of the week using the PowerPoint you have compiled throughout
the week.
• Print the winning photo off and stick on a classroom wall.

Resource 5.8: Discover a space scientist

Duration: 15 mins
Grouping: Whole class
Materials needed: NA

Teacher’s preparation:

• Prepare a short verbal presentation on Sarah Al-Amiri, the woman leading UAE’s Mars
mission. You must include Sarah’s background, journey, and her achievements.
• Optional video: https://www.youtube.com/watch?v=BR7FxlPxkr0

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Week 3 Day 1: Galaxies

Introduction:

After this 6-hour lesson students will be able to answer questions like: What is a galaxy? What are
the shapes that galaxies come in? What is inside galaxies? How are they classified? How do they
rotate? What galaxy are we in? What part of the galaxy are we located? This will be done through
discussion, mind mapping, research, presenting, worksheets, hands-on crafts activities, videos and
data analysis.

The final part of the day will be spent towards a week-long research project on the big questions
remaining in Cosmology.

Objectives:

Recognize that galaxies are a collection of billions of stars held together by gravity.

Extend knowledge on galaxies, their composition, classification, and rotation.

Situate our location in the Milky Way.

Explore how galaxies look at different wavelengths.

Create possible classification schemes.

Model our galaxy to scale.

Analyse and classify NASA images of galaxies.

Contribute to citizen science.

Skills Acquired:

Brainstorm Mind map Compare

Predict Describe Observe
Classify Explain Calculate
Model Construct Measure
Present Creattivity Inquire

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: Astronomy 15 Engage students with the broad
the cosmos Photo of the Day scope of celestial objects,
Universe features of the Universe and
look like? current astronomical events.
Resource: Refer to resource Week 1, 1.1
What are Components Brainstorm 15 Warm-up the students to get
galaxies? of a Galaxy thinking about what galaxies

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are and come up with ideas for

what they are made of.
Resource: Refer to resource 1.1
Classification Galaxy Classification activity 70 Develop a galaxy classification
of Galaxies scheme by using NASA images
of galaxies. Learn Edwin
Hubble’s classification scheme
and compare to your own.
Resource: Refer to resource 1.2 (credit: McDonalds Observatory)
Galaxy Gallery group activity. 30 Describe galaxies, predict their
classification, and compare
with other galaxies.
Resource: Refer to resource 1.3
Observing An activity about gathering 70 Learn about false-colour
galaxies in and interpreting astronomical imaging and see how observing
different data in many wavelengths galaxies at different
light wavelengths gives information
about galactic structure and
composition.
Resource: Refer to resource 1.4 (credit: McDonald Observatory)
The Milky Make your own galaxy activity. 90 Build a scale model of our
Way galaxy. Identify major
components of our galaxy.
Calculate scale distances in a
model of our Galaxy
Visualize our place in our
Galaxy using your model.
Resource: Refer to resource 1.5 (credit: McDonalds Observatory)
How are Citizen Scientists make use of the 30 See the variety of types of
galaxies Science public to help with data galaxies and develop the eye to
analysed? Projects analysis, today the students classify galaxies.
will have a go! Using the link
below, challenge the students
to who can classify the most
galaxies in the given time.
Resource: Refer to resource 1.6
What Current Students will work in pairs on 40 Develop strong research skills
remains research in a presentation throughout the as tough concepts will be
unanswered Cosmology week exploring possible tackled and simplified for their
in cosmological questions that presentation.
Cosmology? are still being researched to
this day.
Resource: Refer to resource 1.7

Key Resources:

Resource 1.1: Components of a galaxy mind map

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Duration: 15 mins
Grouping: Groups of 4
Materials needed: A3 paper, coloured markers, colouring pencils

Teacher’s preparation:

• Brainstorm/mind map in groups on the question: what is a galaxy? and what they are made
of?
• Encourage the students to be creative with drawings and remember to use the mind map
template provided.
• The takeaway points in this activity should include the following, but you may include more
from your own understanding and reading.
o Components of a galaxy: Stars, Planets, Rocks, Gas, Black Holes, Dust, Dark Matter
and Cosmic Rays.
o The force that brings all these components together is gravity.
o There is no solid definition of what a galaxy is. Recall multiwavelength astronomy! A
galaxy looked completely different when you observe at different wavelengths such
as infrared and ultraviolet.
o Galaxies come is all shapes, sizes, and colours. However there have been attempts
to classify them.

Resource 1.2: Galaxy classification activities

Duration: 70 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation:

• There are three parts:

1. Sort the galaxies by creating and applying a classification scheme based on
appearance.
2. Sort the galaxies by using Edwin Hubble’s classification scheme.
3. Evaluation.
• Read through each section, all instructions are included in the handout.
• Student’s work through individually but can collaborate and discuss with others.
• After they have had a go at the reflection question’s, have a class discussion about the
answers.

Student’s handout:

1.2) Galaxy Classification

Part I: Developing a classification scheme

Although Immanual Kant first advanced the idea of "island universes" to explain the observed
compact clouds during the eighteenth century, it wasn’t until this century that astronomers began to
develop an understanding of the nature of galaxies. Below there are fifteen galaxy photographs.

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Your first task is to sort the galaxies by creating and applying a classification scheme based on
appearance. Complete the table below.

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Part II: Applying Hubble’s Classification Scheme

Read the information below on Edwin Hubble’s classification scheme developed in the 1920’s and
then fill in the table using his scheme.

Hubble’s Classification Scheme

Edwin Hubble developed a galaxy classification scheme consisting of four types: elliptical, spiral,
barred spiral, and irregular. Three of these types are represented in the "tuning fork" diagram below.

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Elliptical Galaxies

An elliptical galaxy shows no spiral structure and can vary from almost round (what Hubble called
E0) to almost cigar shaped (called E7). This classification is based on our perspective from Earth and
not on the actual shape.

Spiral Galaxies

As their name implies, spiral galaxies have outstretched, curving arms suggestive of a whirlpool or
pinwheel. Hubble distinguished different sub-classes according to the tightness of the arms and the
size of the nucleus. He called these Sa, Sb, and Sc. In terms of the arms, Sa is the tightest wound
while Sc is the most open. In terms of the nucleus, Sa has the largest while Sc has the smallest. The
galaxies that appear to have a spiral disc but no visible arms are called S0.

Barred Spirals

Barred spirals show the same spiral structure as normal spirals, and also a prominent bar through
the nucleus. The spiral arms emerge from the end of the bar. The sub-classifications are the same as
for normal spirals.

Irregulars

Certain galaxies lack either an obvious spiral structure or nuclear bulge, appearing instead as a
random collection of stars with no obvious order. They are distinguished from ellipticals by their lack
of symmetry.

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Reflection Questions

Question 1: Unless there is an underlying model, classification systems are completely arbitrary as
long as the defining characteristics are clear to everyone. Which of the two systems, yours or
Hubble’s, does your group prefer? Why?

Question 2: Hubble viewed the tuning fork diagram as representing an evolutionary sequence for
galaxies. Using the tuning fork diagram, propose an evolutionary sequence for galaxies.

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Question 3: Astronomers now realize that the tuning fork diagram does not represent an
evolutionary sequence. Does this mean that Hubble’s scheme is useless? Explain.

Resource 1.3: Galaxy gallery group activity

Duration: 30 mins
Grouping: Groups of 4
Materials needed: Display board

Teacher’s Preparation:

• You are provided a PowerPoint named ‘galaxyimages’ that you should present to the class.
• The instructions to the students are:
o This gallery contains 8 pictures of galaxies. For each picture, complete the following
tasks in your notes:
▪ Discuss the photograph as a group
▪ Describe in your notebook what the galaxy looks like
▪ Make predictions about what type of galaxy it is
▪ Compare the photo to the other photographs you have seen
• They should identify if the galaxy is spiral, elliptical, or irregular. Other features of the
galaxies like its colour, any dust surrounding it, and filaments coming out of it.

Resource 1.4: Galaxies in Different Light

Duration: 70 mins
Grouping: Pairs
Materials needed: Display board, Student handouts: ‘Falsecoloring.pdf’, ‘MultiwavelengthSG.doc’
and ‘GalaxyCards.pdf’ (one per pair), coloured markers (at least 4 colours for each pair)

Teacher’s Preparation:

Introduction

Throughout this activity students should begin to realize that there is a wealth of information that
we can learn about many objects in nature even if we can't see it with our own eyes. Students will
review basic concepts about the electromagnetic spectrum, and then learn about false-color
imaging, Wien’s law, and galactic astronomy. They will combine all of this knowledge to see how
observing galaxies at different wavelengths enables astronomers to gather huge amounts of

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fascinating information about galactic structure and composition. Visually inspecting the
multiwavelength images should enable students to recognize the variety of “hidden” information
that can be gathered from looking at more than just the visible part of the spectrum. For instance,
while some galaxies have features that are obscured by dust in visible light, the infrared images
show the light the dust emits and what may be concealed inside of it. Or they may see that X-ray and
radio observations give astronomers a means of seeing largescale structure that may not be visible
in ultraviolet, visible, or infrared.

Instructions

• You must print and cut out the galaxy images from the Standard Image Sets. Recommended:
print on card stock; print with low toner to enable students to see details – printing with
normal toner levels makes contrast on the cards too extreme.
o Standard Image Set: Print enough copies for each pair of students to have one entire
set. Cut the image cards apart. The images will be sorted as per the following
instructions. All images have a label below them indicating the wavelength of the
image. Sort the cards by wavelength so there are three subsets of images – visible,
radio, and ultraviolet.
• Group students into pairs, then pass out one Student Worksheet "Multiwavelength
Astronomy: Your World in a Different Light" to each pair.
o Begin by asking students what different wavelengths can tell us about things in the
real world. Students may answer that infrared is heat so you can tell how hot
something is, or that people use x-rays to see inside the body/luggage. Give the
example of a doctor trying to learn more about you because you're sick. What
wavelengths do doctors use? Visible light - they look you over on the outside;
infrared - they take your temperature; X-rays - used to see through your
skin/deeper inside you. If you are very ill, they may use an MRI (radio wave), or
treat a cancer with gamma rays.
o Instruct the pairs of students to read page 1.
o Have the students read ‘X-ray Challenge’ and answer the questions.
▪ The mystery object is a pocket solar calculator. The bright areas are the
circuitry (the denser materials).
▪ This image is made by emitting X-rays through the calculator, and then
catching the remaining radiation on the on the other side (usually with film).
The bright areas are those that reflect the X-rays, hence the rays don’t make
it to the film. The dark areas are where the X-rays made it all the way
through without being reflected by any dense material. (Note: astronomers
usually utilize X-rays in a different way…they are interested in the object that
is emitting the radiation, not so much in what is in between. This picture is
only used to emphasize the idea that scientist can detect “hidden” objects by
looking at different wavelengths.)
• Pass out the “Multiwavelength Astronomy: False Color Galaxies” sheets.
o Each group should get both pages 1 and 2. Pass out markers so each pair has the 4
colors.
o Have each student take a sheet and color according to the legend. Students may
realize while coloring that their picture does not match their partner’s. This is
intentional.

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o After students have filled in the sheets using markers, explain that both members of
each pair have an image of the same galaxy. The image on page 1 is from the radio
band, and page 2 is in the visible. Stress that the differences are due to different
details seen in different wavelengths. This is how astronomers get more
information by looking in different wavelengths. Sometimes they see structures that
were not observable in other wavelengths. Have students note details visible in one
wavelength and not the other.
o The students should also read the short paragraph about pixilation and resolution at
the bottom of their sheet. (The exact same paragraph is on both pages).
• Have the students read through pages 3 and 4 of the Student Guide and answer the
questions.
o Answer to question on page 3: Hotter objects give off their maximum radiation at
shorter wavelengths.
o Answer to question on page 4: Hot young stars (100,000 K) emit most of their
radiation in the Ultraviolet part of the electromagnetic spectrum.
• Have the students turn to page 5.
o Explain that specific parts of a galaxy emit light in different wavelengths. When
astronomers take images that are in different wavelengths, they see the features
that emit light there. In order to view the differences, astronomers use "false
colors" (similar to the dog images) to denote different wavelength regions.
o For instance, ultraviolet images highlight areas of the galaxy where there are hot,
young stars. For spiral galaxies, this is often in the spiral arms. In visible
wavelengths, these stars appear blue. Most stars in general are seen when viewed
in visible light, this includes stars like our sun. The nucleus (core) of a spiral galaxy
has more evolved (cooler and older) red stars. In some visible images, astronomers
see dark areas caused by dust that block the light coming from behind; since the
dust emits light in the infrared, astronomers can detect structures, using infrared
observations, that are sometimes obscured in the visible. X-rays indicate very hot
gas in and around the galaxy, along with very energetic stars (green). Cool gas in the
galaxy emits radio radiation. Knowing these features match certain wavelengths,
astronomers can better determine the structure of the galaxies in the images.
• Matching sets of image cards activity (pages 6,7, & 8 of the Student Guide)

(An important thing to note is that the images of each galaxy are all of the same orientation and
scale, as you may see in these examples that can be inspected via the Power Point Answer Guide:

-Orientation: the x-ray image of M82 really is showing matter at right angles to the plane of the
galaxy seen in the other images.

-Scale: M100 -In the ultraviolet images looks as though it could be a zoom-in of the centre of the
galaxy, but it is not. The crescent shape doesn't seem to strictly match the spiral arms, and yet the
size and orientation of this image is the same as the others.)

The images on the cards are negatives of the real pictures (black and white are reversed). This
saves ink and results in crisper, longer lasting images.

• Pass out, to each pair of students, the RADIO and VISIBLE card sets from the Standard Image
Set. DO NOT pass out the Ultraviolet cards yet.
• Have each pair designate one of themselves as a data recorder. This student will write their
data on the answer sheet.

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• Ask the pairs of students to match the image cards so each visible card has a radio mate.
There should be eight image card pairs. This works best when students line up the eight
images from one set across the top of their desks, then match the corresponding image
cards below. Then have the data recorder write down their answers on page 6 of their
worksheet and justify their decisions in the “Reasoning” column. Give students a time limit
for each matching set. 5-6 minutes is suggested, no more. DON’T GIVE THE ANSWERS YET
• Have students put aside the radio image set. Pass out the ULTRAVIOLET card set. Ask
students to match the image cards in ultraviolet and visible, so there are eight pairs, each
with a visible and ultraviolet image card. The data recorder should record answers and
reasoning on page 7 of the student worksheet. Give students the 5-6 minute time limit for
matching and recording.
• Leaving the visible-ultraviolet matches out on the desk, have students then get out their
radio image card set and match them so that for each galaxy, there are three images – one
in visible, one in radio, and one in ultraviolet. Have the data recorder record their answers
on page 8. Give students a 5-6 minute time limit.
• Discuss which wavelengths were the least similar (hardest to match) and why. Students may
respond radio and ultraviolet. These two wavelengths are the farthest apart in the
electromagnetic spectrum (out of the three they were asked to match). Also, many pictures
have poor resolution and are highly pixilated (especially in the radio band). This is usually
due to differences in telescopes used to gather the images. Ask students if different parts of
a galaxy are seen more easily in some wavelengths than others (e.g. spiral arms, core, dust,
gas, stars).
• ANSWERS to matching activity:
Visible Ultraviolet Radio Galaxy Name
1 VII C M94
2 IV A M100
3 III G M31
4 II H M101
5 VI D M33
6 I F M82
7 V E M81
8 VIII B SMC

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Resource 1.5: Make your own Galaxy

Duration: 90 mins
Grouping: Pairs
Materials needed: Student handout, student instructions, cotton balls, black poster board, metric
ruler, glue, glitter, scissors

Teacher’s Preparation:

• The Hubble Space Telescope has revealed a universe full of galaxies, and stunning detailed
structures within nearby galaxies. A galaxy is a gravitationally bound system of stars, gas,
and dust. They range in size from a few thousand light years to a few hundred thousand
light-years in diameter for the luminous matter. In this activity, students apply mathematical
concepts of scale to make a model of our Galaxy, the Milky Way. They use their model and
data to elaborate on the question: do galaxies collide?
• Print off the instruction’s handout named ‘build_your_own_galaxy.pdf’ for each pair.
• Read through the instructions and the handout.
• Make your own version of the galaxy to demonstrate.
• Prepare materials for the students.
• In class, instruct the students to make their galaxy and read through the rest of instructions
handout.
• Next tell them to fill in the student handout, answers have been provided below.

Student’s handout (+answers):

1.5) Make your own galaxy

Introduction

The Hubble Space Telescope has revealed a universe full of galaxies, and stunning detailed structures
within nearby galaxies. A galaxy is a gravitationally bound system of stars, gas, and dust. They range
in size from a few thousand light years to a few hundred thousand light-years in diameter for the
luminous matter. In this activity, you will apply mathematical concepts of scale to make a model of
our Galaxy, the Milky Way. You will use your model and data to elaborate on the question: do
galaxies collide?

On a clear dark night, you can see hundreds of bright stars.

The scale factor of my model is: _________________light-years per centimetre,

Where are most of the bright stars you can see without optical aide in your model?

Fill in the table below:

STAR AND DIAMETER DISTANCE MASS RATIO SCALE DISTANCE

CONSTELLATION SUN = 1 FROM SUN (ESTIMATED) DISTANCE : FROM SUN SUN
LIGHT-YEARS SUN = 1 DIAMETER DIAMETER = 1
Spica, Virgo 8 261 18

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 Rigel, Orion 70 815 10
Betelgeuse, Orion 600 489 15
Deneb, Cygnus 200 1402 25
Altair, Aquila 2 17 1.8
Vega, Lyra 2.7 26 2.7
Antares, Scorpius 800 391 15
Sirius, Canis Major 1.6 8.5 2.3
1 light-year = 9.4605 x 1015 meters, Sun's radius = 6.9599 x 108 meters, Sun's mass=2 x 1030 kilograms

Elaborate

There are three galaxies beyond the Milky Way that you can see without optical aide: Andromeda
Galaxy, Small Magellanic Cloud, Large Magellanic Cloud.

How does the ratio of the separation of galaxies to their size compare to stars?

Fill in the table below:

GALAXY LUMINOUS DISTANCE FROM MASS SUN = 1 RATIO SCALE DISTANCE

DIAMETER MILKY WAY DISTANCE : FROM MILKY WAY
LIGHT-YEARS LIGHT-YEARS DIAMETER MILKY WAY
DIAMETER = 1
Milky Way 100,000 2 x 1011

Andromeda 125,000 2,500,000 3 x 1011

Galaxy
Large 31,000 165,000 2 x 1010
Magellanic
Cloud
Small 16,000 200,000 6 x 109
Magellanic
Cloud
Sun's mass= 2 x 1030 kilograms

Do you think galaxies collide? Why or why not?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Resource 1.6: Citizen Science, Zooniverse

Duration: 30 mins
Grouping: Individual
Materials needed: Laptops

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Teacher’s Preparation:

• Citizen science is when members of the public help scientists process and analyse data. One
of the most famous examples of this is Galaxy Zoo in which people can classify galaxies.
• A version of galaxy zoo has been developed for school students to have a go:

https://www.zooniverse.org/projects/klmasters/galaxy-zoo-for-schools-outreach

• Go to the link and press ‘Get Started’, you can then go through the tutorial and get
classifying!

Resource 1.7: Cosmology Research and Presentation

Duration: 40 mins
Grouping: Groups of 4
Materials needed:

Teacher’s Preparation

• In today’s lesson students will be introduced to the field of Cosmology and presented the
questions to choose from, as well as getting started on their research.
• The students should work in pairs making to sure to share the workload evenly in both the
research and presentation making. Slides should not contain excessive text and should
mostly be composed of figures.
• This will be challenging as these are tough questions even the brightest minds cannot figure
out! Encourage them to do what they can and explain what it is they find puzzling in their
presentations.
• They will then spend some time at the end of the next three days researching and working
on their presentation slides.
• On the last day, the students will all present their work.

Student’s Handout

Cosmology Research Presentation

• Cosmology is the study of the Universe as whole. From its creation to its evolution, till its
death.
• In this project, you will spend time each day researching and preparing slides to present on
Friday in pairs.
• The presentation should last 5-7 minutes.
• You will be researching questions that we still don’t know the answers to!
Your task is to delve into the research that has been done so far.
• Possible questions are given below, but you can come up with your own research question
as well!

o What is dark energy?

o What is the shape of space?

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o How will the Universe end?

o What is inside a black hole?
o Why does time only move forwards?
o What is inflation?
o How were the first elements created?
o How were the first galaxies created?

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Week 3 Day 2: The Big Bang Theory

Introduction:

In this 6-hour lesson student will learn about the Big Bang and the evidence that is used to support
it. But firstly, the students will explore what theories preceded the Big Bang through a research and
present activity. To comprehend the evidence of the Big Bang students will first need to be familiar
with the concepts of redshift and the doppler effect. This understanding will be taught by a
presentation followed by a worksheet to consolidate the new knowledge. The next 3 hours focuses
on the main subject, the Big Bang. The teacher will present slides showing the key events
surrounding the Big Bang and then students will complete worksheets on the fate of the Universe.
The teacher will also demonstrate the concept of the big bang and redshifts using a balloon.
Throughout the teacher stimulate the students with discursive questions. The students will bring all
they have learnt together by creating an infographic explaining the Big Bang in pairs.

Objectives:

Learn about redshift and how it is used to determine velocities of celestial objects (Doppler Effect).

Recognize the evolution of cosmological models and scientific theories over time.

Understand the evidence used to support the Big Bang.

Be able to conduct research in a methodical manner with citation.

Communicate scientific ideas through infographics.

Explore current Cosmology research.

Skills Acquired:

Research Comprehension Critical Thinking

Science Communication Planning Teamwork
Discussion skills Creativity Brainstorming

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: Astronomy Photo of 15 Engage students with the
the cosmos the Day broad scope of celestial
Universe objects, features of the
look like? Universe and current
astronomical events.
Resource: Refer to resource 1.1
What is the History of Research task 60 Research a model of the
History of Cosmological Universe and a tool used
Scientific models of in forming such a model
Cosmology? the Universe that was utilized in the
past.
Resource: Refer to resource 2.1

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How do we Redshift Presentation 25 Learn what redshift is and

know how its cause.
fast objects
Resource: Refer to resource 2.2
in space are
moving? The Doppler Worksheet on the doppler effect and 55 Understand applications
Effect how this effect is observed in stellar of redshift and the
spectra. doppler effect.

Resource: Refer to resource 2.3

How did the The Big Bang The Big Bang presentation and 90 Be able to provide
Universe worksheets empirical evidence for
begin? the Big Bang.
Resource: Refer to Resource 2.4
Big Bang Infographic 100 Communicate ideas
around the Big Bang in
the form of an
infographic.
Resource: Refer to resource 2.5 (credit: Mr Lo the Science Bro)
What Current Students will work in pairs on a 40 Develop strong research
remains research in presentation throughout the week skills as tough concepts
unanswered Cosmology exploring possible cosmological will be tackled and
in questions that are still being simplified for their
Cosmology? researched to this day. presentation.
Resource: Refer to resource 1.7

Key Resources:

Resource 2.1: The Big Bang Presentation and Worksheet

Duration: 60 mins
Grouping: Individual
Materials needed: Student handout, laptops

Teacher’s Preparation

▪ Using the link below assign an idea and a tool to each student so there is a roughly equal split
between the 7 ideas and 7 tools.
▪ Each student should summarise the information on their two topics through notetaking in the
student handout.
▪ Afterwards, go through the list of ideas and tools and pick one person to talk through their
summary of each.
▪ https://history.aip.org/exhibits/cosmology/index.htm

Student’s handout:

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 2.1) Cosmic Journey: A History of Scientific Cosmology

What idea are you researching?

………………………………………………………………
Describe this Cosmological model
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
What tool are you researching?
………………………………………………………………
Describe this tool for observing the Universe
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………

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Resource 2.2: Redshift presentation

Duration: 25 mins
Grouping: Whole class
Materials needed: Display board, stopwatch (on phone)

Teacher’s Preparation:
• Conduct background research on the below topics to ensure that you can answer any student
questions that come up (optional resource: https://www.khanacademy.org/science/cosmology-
and-astronomy/universe-scale-topic/big-bang-expansion-topic/v/red-shift )
• Load or create slides for the PowerPoint presentation. You can also use the whiteboard to draw
diagrams for examples.
• The presentation should include all the following:
• Why is it important to know about redshift? Calculating redshifts allows us to measure
distances across the universe! Knowing about redshift will allow us to understand reasoning
behind the Big Bang Theory.
• Make sure students are familiar with the idea that light is a wave, and what we see (visible
light) is only a part of the electromagnetic spectrum.
• If a galaxy is moving very fast away from Earth, the light emitted from it will be redshifted.
• If a galaxy is moving very fast toward Earth, the light emitted from it will be blueshifted.
• Redshift demonstration (optional video fro preparation:
https://www.youtube.com/watch?v=pCwGa4rVfGc )
o Best to do this activity outside or where there is space.
o Divide the class into two, the wave and the observers.
o Assign a timekeeper in the wave group, the star. The rest of thre group will
represent light waves emitted by the star.
o The time keeper will shout go every three seconds go and each time one of the
students in Group A will walk forward at a constant speed in a straight line.
o Make sure the group know which order they will go in
o tell the observers that each student represents a peak of a light wave that is
being emitted by the star
o the observers should see that the peaks of the waves are evenly spaced
o now perform the demonstration again, this time as soon as the first student has
started walking, the wave group should start slowly and steadily walking
backwards whilst still releasing a light wave peak every 3 seconds
o the observers should notice that the wave becomes spread out as a group are
moving backwards its wavelength distance between peaks has increased
o when an object is moving away light for me appears to have an increased
wavelength, it is redshifted.
o You can also perform the same demonstration with the wave group moving
forwards
o to the observers the wave will appear to be squashed its wavelength will have
decreased when an object is moving towards us its light will appear to have a
shorter wavelength, this is blue shift.
• We can measure the redshift of a galaxy by looking at the positions of emission or absorption
lines in its spectrum.

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 • Spectral line patterns in an emission or absorption spectrum and determine whether they have
been redshifted or blueshifted. You can determine based on spectral lines in an emission or
absorption spectrum, whether a galaxy is moving away from or toward Earth.

• The presentation must include an explanation of the following equations with examples:
∆𝜆 𝑣 Δ𝑓 𝑣
= , =
𝜆 𝑐 𝑓 𝑐
Redshift is symbolised by z:
𝜆𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 − 𝜆𝑟𝑒𝑠𝑡
𝑧 =
𝜆𝑟𝑒𝑠𝑡
Example: if a distant galaxy emits a characteristic spectral line of 91 nm (ultraviolet light at the 'Lyman
limit') but when observed on Earth it appears to be 640 nm (red) we can calculate the red shift using this
equation:

641 − 91
𝑧 = = 6.03
91
Resource 2.3: The Doppler Effect

Duration: 30 mins
Grouping: Class/ Individual
Materials needed: The Doppler Effect (Word doc)

Teacher’s Preparation:
• Go through the worksheets and solidify your knowledge of the Doppler Effect for any questions
that may arise from the student’s.
• In class, introduce the doppler effect using the information below and link it back to the
presentation on redshift.
• Then ask the students to complete the worksheets on their own
• Doppler effect

The Doppler effect is usually noticed when a vehicle with a siren approaches and moves away from an
observer.

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If a fire engine passes us we notice the pitch of the siren to be higher coming towards us and lower going
away from us.

The apparent shift in frequency is due to the wavelength changing, as shown in the diagram, and the speed
of the sound staying constant.

Resource 2.4: The Big Bang Presentation and Worksheet

Duration: 90 mins
Grouping: Whole class/ Individual
Materials needed: Display board, Student handout

Teacher’s Preparation
• Load and go through ‘The Big Bang theory’ PowerPoint presentation.
• Here is the breakdown of this section:
o Go through the slides for the big bang which show key events.
o Home and Away Task (instructions in PowerPoint)
o Question pupils on what evidence they think might exist for the Big Bang theory
o Pupils may also like to think about what our universe would look like if it started
with a big bang
o Draw two dots on a balloon and blow it up and question pupils on what is
happening to the distance between them
o Link to red shift by having one dot as the Earth and the other as a star
o Students should fill in the ‘Fate of the Universe’ worksheet using the Big Yawn info
sheet.
Student’s handout:

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THE BIG YAWWWWN

The big yawn starts off with all off the mass of the universe compressed into a tiny, infinitesimally
small point called a singularity. The amount of mass compressed into this point, however, is
relatively low.
The mass EXPLODES outwards in what we call ‘The Big Bang’! In the early universe, most of the
matter is at temperatures so high that atoms cannot hold together. Matter and energy spread out
at EXTREMELY high speed and the universe begins to cool down.
The universe continues to expand, even though billions of years have passed since the big bang.
The expansion is not slowing down. There is not enough mass and so gravity in this universe is
weak. The expansion of the universe can’t be stopped and the universe will continue to expand
forever…
Hundreds of billions of years have passed since the big bang. The universe is still expanding.
However, the stars have all run out of fuel and all life in the universe has died out. The universe is a
cold, dark place and it will continue to expand forever. This is the big yawn.

THE BIG CRUNNNCH

The big crunch starts off with all off the mass of the universe compressed into a tiny, infinitesimally
small point called a singularity. The amount of mass compressed into this point, however, is
relatively high!
The mass EXPLODES outwards in what we call ‘The Big Bang’! In the early universe, most of the
matter is at temperatures so high that atoms cannot hold together. Matter and energy spread out
at EXTREMELY high speed and the universe begins to cool down.
The universe continues to expand, even though billions of years have passed since the big bang.
However, the expansion is slowing down. There is a lot of mass in the universe and so gravity is
strong. The expansion of the universe will eventually stop…
As time passes, the expansion slows and eventually stops. Gravity then begins to pull the universe
back together. Everything is pulled back towards the original point of the big bang. Eventually, all
of the mass in the universe will be compressed back into the singularity that it started with. The
universe ends with a big crunch!
Fates of the Universe
Fill in the following:

Big Crunch

Describe conditions at the start of the Universe

Describe the Universe as it continues to evolve

Describe the overall fate of the Universe

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 Big Yawn

Describe conditions at the start of the Universe

Describe the Universe as it continues to evolve

Describe the overall fate of the Universe

Flat Universe

Describe conditions at the start of the Universe

Describe the Universe as it continues to evolve

Describe the overall fate of the Universe

Resource 2.5: Big Bang Infographic

Duration: 100 mins

Grouping: Groups of 3
Materials needed: Student handout, A3 paper, colouring pencils, coloured markers

Teacher’s Preparation
• First, instruct students to brainstorm in partners:
o What is an infographic?
o What information goes on an infographic and how should it look?

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• Then allow students to conduct research and create infographic as instructed in handout. Give
them A3 sheets and coloured markers to work in groups.
Student’s Handout
BIG BANG INFOGRAPHIC
Directions: in your group you will research the Big Bang and create an infographic on it. Use the table and
rubric below to guide your thinking and organize your work. The infographic should include….
1. Topic: The topic of the infographic is specific in nature and is intended to inform or convince the viewer
(Big Bang)
2. Type: The type of infographic chosen (for example, timeline or informational) highly supports the
content being presented.
3. Objects: The objects included in the infographic are relevant and support the topic of the infographic.
(Images/Statistics/Key Information)
4. Data visualizations: The data visualizations present accurate data and are easy to understand.
5. Style: Fonts, colors, and organization are aesthetically pleasing, appropriate to the content, and
enhance the viewer’s understanding of the information in the infographic.
6. Citations: Full bibliographic citations for all sources used are included.

Research and Content

Content and Research/Notes Citations (Where did you get

Components it from)

Topic Source:
(Definition)
Author:

Title:

Date:

Numbers Source:
(Statistics and
numerical
information about Author:
the Big Bang)

Title:

Date:

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 Summary: Source:
(What happened in
the first moments
after the Big Bang? Author:
What’s happening
now?)
Title:

Date:

Insight - Critical Source:

Thinking
(How does this
connect to our lives Author:
today?)

Title:

Date:

Make a draft of the poster below:

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Week 3 Day 3: History of the Universe and Dark Matter

Introduction:

After the usual starter, today the students will begin by continuing the topic of the expansion of the
Universe but developing a more mathematical description through understanding Hubble’s law. The
students will plot data and try to deduce Hubble’s law themselves. The teacher will then
demonstrate Hubble’s law using a rubber band accompanied by discussion, fairly similar to
yesterday’s balloon demonstration but with a focus on Hubble’s law.

Next, the students will learn about the age of the Universe and key events that have occurred since
then by constructing a timeline. A recap of the fate of the Universe can be had here as well.

The next part of the lesson focusses on Dark Matter. It is first introduced by considering what the
Universe is composed of through a class discussion and then the class will carry out an experiment in
groups to learn about how exactly we can know dark matter exists if we cannot see it.

Objectives:

Identify how the expansion of the Universe is mathematically described by Hubble’s law.

Learn that the universe is very old.

Discover that the Earth was created relatively recently.

Estimate the age of the Universe.

Give evidence for the existence of dark matter.

Recognize that the nature of dark matter is unknown.

Skills Acquired:

Plot Calculate Model

Observe Scientific investigation Measure
Deduction Note take Map
Chart Explain

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover Starter activity: Astronomy 15 Engage students with the broad
the the Photo of the Day scope of celestial objects,
Universe cosmos features of the Universe and
look like? current astronomical events.
Resource: Refer to resource 1.1
How fast is Hubble’s Worksheet to plot Hubble’s 60 Practice mathematical skills in
the Law law using data and deduce the relation to understanding how
Universe nature of the Universes we know the Universe is
expanding? expansion. expanding,
Resource: Refer to resource 3.1
An Teacher rubber band 35 Understand the implications of
Expanding demonstration Hubble’s Law
Universe

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 Resource: Refer to resource 3.2
How old is The Construct a timeline showing 60 Learn that the Universe is
the history of various events from the around 14 billion years old and
Universe? the beginning of the universe what has roughly happened
Universe to the present day during its evolution.
Resource: Refer to resource 3.3 (credit: Royal Observatory Greenwhich)
What is What is Create a pie chart presenting 30 Recognise that most of the
Dark the the composition of the Universe is made of an unknown
Matter? Universe Universe. substance.
made of? Resource: Refer to resource 3.4
Evidence Paper plate group activity 120 Conduct an experiment, collect
for dark data, and use indirect evidence
matter to find “hidden matter” in the
plates.

Resource: Refer to resource 3.5 (credit: Sanford)

What Current Students will work on a 40 Develop strong research skills as
remains research presentation throughout the tough concepts will be tackled,
unanswered in week exploring possible processed, and simplified for
in Cosmology cosmological questions that their presentation.
Cosmology? are still being researched to
this day.
Resource: Refer to resource 1.7

Key Resources:

Resource 3.1: Hubble’s law worksheet

Duration: 45 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s Preparation

• Instruct students to complete the worksheet in the handout.

• This activity is for the students to reproduce the evidence for the Universes expansion.
Edwin Hubble found that most galaxies are moving away from us and that the further away
from us the galaxy is the faster it’s moving away! This implies that the Universe is expanding.
• If there is time you may introduce the formula for Hubble’s’ law:
𝒗 = 𝑯𝟎 𝒅
where v is the velocity of the galaxies observed moving away from us, and d is the distance
to the galaxies. H0 is Hubble’s constant which characterizes the universes expansion.

Student’s Handout

3.1) Hubble’s Law

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In 1929 Edwin Hubble used a measurement system called redshift to measure the speed of a range
of different galaxies. He found out two things about each galaxy, their speed and distance from us.

Distance 0.21 0.26 0.27 0.27 0.45 0.5 0.8 1.1 1.4 2.0
(Mpc)
Velocity 130 70 185 220 200 270 300 450 500 800
(km/s)

Complete the graph below using Hubble’s data:

Edwin Hubble looked at his data and found a strong correlation in his data. Before Hubble started his
investigations in the 1920s, the scientific community thought that the sun was surrounded by stars,
and that nothing else existed.

Hubble’s discovery that the galaxies were all moving was revolutionary!

State the relationship between the distance and speed the galaxies are travelling at.

……………………………………..…………………………………….……………………………………..……………………………………..

……………………………………..…………………………………….……………………………………..……………………………………..

……………………………………..…………………………………….……………………………………..……………………………………..

Explain the theory Hubble concluded from this relationship.

……………………………………..…………………………………….……………………………………..……………………………………..

……………………………………..…………………………………….……………………………………..……………………………………..

……………………………………..…………………………………….……………………………………..……………………………………..

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Answers:

1. The further the galaxy (larger distance) the faster it is travelling (higher speed).
2. The galaxies aren’t really moving away from us, instead the space between is expanding. The
further away a galaxy is the more expanding space in between us and it, so the galaxy will be
seen to be moving away from us at a faster speed.

Resource 3.2: Rubber band demonstration

Duration: 30 mins
Grouping: Whole class
Materials needed: Rubber bands, markers

Teacher’s Preparation

• This part of the lesson is on understanding the implications of Hubble’s law which is an
expanding Universe.
• In class discuss the following points before moving onto the rubber band demonstration:
o Hubble's Law is an empirical law.
o Hubble discovered a relationship between two measurable properties of galaxies:
their velocities and their distances. Given this relationship, though, it naturally leads
to several questions. These questions are:
• What is the cause of this relationship?
• Why should more distant galaxies have larger velocities?
• Rubber band demonstration, give each student a rubber band and demonstrate this whilst
they follow along:

Draw dots on a rubber band 1 cm apart, these represent galaxies.

If you pull on the rubber band, the distance between the dots will grow.

If the initial distance between each dot is 1 cm (Dot B is 1 cm away from Dot A, Dot C is 2 cm
away, and Dot D is 3 cm away) and you pull on the rubber band so that the dots are now 2 cm
apart, then from Dot A, Dot B will be 2 cm away, Dot C will be 4 cm away, and Dot D will be 6 cm
away. Dot C will have moved twice as far from Dot A in the same amount of time as Dot B did,
and Dot D will have moved three times as far from Dot A in the same amount of time as Dot B
did. Therefore, from Dot A's point of view, the more distant dots will appear to have moved
faster than the closer dots (remember, the velocity of an object is the distance traveled divided
by the time it takes to go that distance). If we were to repeat the previous experiment, but
measure the distances between the dots from Dot B's point of view, we would find that Dot B
would draw the same conclusion as Dot A. That is, all the dots would appear to be moving away
from Dot B, and the farther dots would appear to move faster.

• The rubber band demonstration above allows us to draw several conclusions about the
universe.
o The galaxies are not really moving through space away from each other. Instead,
what is happening is the space between them is expanding (just like the rubber band
expanded, separating the dots fixed to it from each other). As the universe expands,
the galaxies get farther from each other, and the apparent velocity will appear to be
larger for the more distant galaxies.

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o The Earth and the Milky Way are not special in seeing that all galaxies appear to be
moving away from us. If we were on a different galaxy, we would also see all the
other galaxies appear to be moving away from us because of this expansion.
• If there is time, address the question: where is the centre of the Universe?

Resource 3.3: Timeline of the Universe

Duration: 60 mins
Grouping: Individual
Materials needed: A3 paper, ruler
Teacher’s Preparation

• First brainstorm as a class: How is the Universe changing? Explain how quantities of matter,
radiation, and vacuum effects whether the universe is flat, open, or closed.
• Then direct the students to the handout which they should read and then follow the
instructions to construct their timelines.
• Finally discuss the timeline and the possible endings of the Universe.

Student’s handout

3.3) The history of the Universe

The Universe as we know it began 13.8 billion years ago, in an event called the Big Bang. However,
there was no explosion, the Universe popped into existence in all directions simultaneously.
Eventually over time atoms formed, then stars, galaxies, planets and everything else we see today.

Create your own timeline of the evolution of the Universe. Use an A3 piece of paper and draw a line
(in pencil) 28 cm long. This will represent the timeline from Big Bang to now. A length of 2 cm on this
line = 1 billion years. Mark your billion year intervals similar to the line below:

1 billion years = 1000 million years.

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Mark the following events on your timeline:

1. Big Bang = 0 years

2. First stars form = 200 million years

3. Milky Way forms = 600 million years

4. Solar System forms = 9.3 billion years

5. Life begins on Earth = 10.2 billion years

6. Dinosaurs wiped out = 13.74 billion years

7. Universe now = 13.8 billion years

Resource 3.4: Composition of the Universe

Duration: 20 mins
Grouping: Whole class
Materials needed: Whiteboard, whiteboard markers

Teacher’s Preparation

• Draw the above pie chart on the board without the labels.
• Ask the students what they think the Universe is made up of?
• Explain everything we see planets, stars, galaxies etc is actually only 5% of the Universes
content! Label the ‘Ordinary matter’ slice.
• Label Dark Energy. Around 70% of the Universe is made up of Dark Energy… we think. We
know very little about dark energy, scientists are not even sure it exists. But it is what
scientists think is causing the Universe to expand.
• The remaining 25% of the Universe is made up of Dark Matter and this is what we’ll spend
time exploring today.
• Discussion points for Dark Matter:
o We cannot see dark matter! Why? Dark matter emits no electromagnetic radiation.
For this reason, it cannot be sensed by astronomers.
o Dark matter does have gravity. The effect of its gravity is seen on the motion of
nearby objects. This is how we detect it!

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o Dark matter may be ordinary matter that is dark. It may be different from ordinary
matter. It may be a combination of the two. Nobody knows! There are many
theories for what it could be.
o In fact emphasise to the students that dark matter is just a hypothesis that is yet to
be proved or confirmed, there are several alternative theories that try to explain it
away such as modifying the theory of gravity!

Resource 3.5: Paper plate activity

Duration: 120 mins

Grouping: Groups of 4
Materials needed: Paper plates, coins, student handout, tape, ruler, screwdriver

Teacher’s Preparation

• During this investigation, students will use several methods to determine what "hidden
matter" lies between two paper plates.
• This is a demonstration for how scientists look for dark matter to test whether the dark
matter hypothesis is correct. The same observational results are also used to test other
theories.
• Before the class prepare a ‘Hidden Matter Plate’ for each group:

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 • In the introduction discuss the following points:
o Think about our universe. What makes up our universe? (Write all ideas on board)
o Ask students to describe movement in the universe…

• Then carry out the following demonstration:

o Ask students to imagine that the universe could be represented by a paper plate.
Spin one plate, without any hidden masses, on a pencil and ask students to share
their observations. This will represent the observation scientist expected when they
looked at distant stars and galaxies.
o Now spin a second plate, with the extra mass. This represents the actual observation
scientists made. This unexpected observation led scientists to determine that there
must be something more to the galaxy than we can see.
• Now the students will carry out an investigation:
o Each group will receive a “hidden matter” plate to represent the universe.
o Tell students that their task will be two-fold. First, they need to determine how
much mass is present in their universe. Second, they will need to determine its
distribution.
o Students should work together to determine a procedure of determining the mass in
the universe. To do this they will also have access to tools. (1 paper plate, a coin, a
scale.)
o Students should follow the instructions in the student handout, then record their
procedure and results.
• Once their done, have a class reflection on the following points:
o How is this similar to what scientists do to study dark matter?
o Just like today, the search for dark matter involves indirect measurements and
investigations. It would have been very easy to tear apart the paper plate in order to
discover how much "hidden matter" there was and where it was located. Everyday,
scientists wish they could do that very thing to the Universe! Alas, they cannot. So
when we study a subject such as dark matter, it is important to understand the tools
at hand to probe its nature -- since we cannot just take the easy way out!
o Scientists at NASA have measured the total mass of galaxies from measuring
gravitational binding, just like you have to measure the total mass of your plate to
discover your hidden mass.
o Gravitational lensing allows us to detect Dark Matter. If you held the plate to a light,
you applied the same idea to find the hidden mass in your plate.
o You rotated the plate and determined that the hidden masses affected the way it
rotated. Dark Matter does the same thing to galaxies.

Student’s handout

3.5) Probing what you cannot see

Astronomers have known for many years that most of the matter (at least 90%, if not more) in the
Universe is invisible; we cannot see it; over the whole range of the electromagnetic spectrum, it
does not radiate any light that we can detect. It is, in effect, "hidden" from our usual ways of
learning about the Universe. Identifying this "dark matter" is a crucial step in the understanding of
the Universe. Whatever it is, dark matter emits no light, and so, we are left to ask ourselves the
following questions: "If we can't see it, how do we know it’s there? How do we know its exact
location? How do we determine its mass?"

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In this investigation, you will use several methods to determine what "hidden matter" lies between
two paper plates. Through analogies associated with the cutting-edge research that is now going on
with dark matter, you will uncover the "hidden matter" in your lab.

Materials

• Ruler
• Tape Measure
• Balance or Scale
• Flashlight or strong light source
• Pencil and paper
• Coins
• Two loose paper plates

Procedure

1. Determine the mass of the two paper plates and a quarter.

2 Paper Plates _________________ Quarter _________________

2. Determine the mass of your "hidden mass" plate. _______________________

3. From this, calculate the number of hidden masses you are looking for.

Number of Masses Hidden in the Plates ____________________________

4. Hold the missing mass plate near a strong light source, such as a flashlight.
5. Locate the positions of the masses. Trace carefully around their perimeters on the convex
paper plate side.
6. Measure the distances from the centre of the plate to each mass location. Draw the
locations and write the distances to each location in the diagram below.

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7. What pattern do you notice?

__________________________________________________________________

__________________________________________________________________

8. Given what you now know, set up a table with the possibilities for the number of masses at
each location.

9. Place your missing mass plate on the screwdriver such that it is spin around its centre. Is the
plate flat or does it tilt to one side? Spin it around its axis of a few times. Does the same side
always stay lower? What does this tell you about the distribution of mass inside the plate?

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10. Given your observations, how many of the hidden masses are there in the plates, how many
do you now know the locations of, and how many masses are you still looking for?

____________________________________________________________

____________________________________________________________

11. Use your extra quarters and your table of possibilities for the number of masses at each
location to reveal the hidden mass(es). How will you know when you have discovered the
missing mass distribution?

____________________________________________________________

____________________________________________________________

12. Draw the locations and original mass distribution at each location in the diagram below.

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Week 3 Day 4: The nature of time and extra-terrestrial life

Introduction:

Two topics are covered in today’s lesson. The first is on the nature of time and space. This is under
the umbrella of special relativity but should only be an introduction without the need of mentioning
any mathematics. The teacher will guide them through concepts behind special relativity which they
will answer questions on.

The second topic is on life outside of earth. This topic will be approached in a fun way and will
involve the students reading a comic made by NASA and playing a few science games online, which
will make them investigate topics such as the likelihood of extra-terrestrial life existing and what
even is life? The students will assess the suitability of different locations in the solar system to be
home to life (the teacher is welcome to introduce the idea of the habitable ‘goldilocks’ zone) in an
hour-long group activity. Then the students will write a letter to NASA to try to convince them to
send a satellite or rover mission to their chosen planet or moon. The previous exercise should help
them back up their arguments.

At the end of the day, the students will continue working on their cosmology presentations in pairs.

Objectives:

Introduce concepts from special relativity such as length contraction and time dilation.

Discuss the twin paradox that arises from special relativity.

Explore the possibility of extra-terrestrial life.

Understand the conditions needed for life to exist.

Discover the methods used to search for extra-terrestrial life.

Skills Acquired:

Analysis Teamwork Critical Thinking

Evaluate Discussion Identify
Reason Letter writing Process information

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: Astronomy 15 Engage students with the broad
the cosmos Photo of the Day scope of celestial objects,
Universe features of the Universe and
look like? current astronomical events.
Resource: Refer to resource 1.1
Does time Introduction Presentation and worksheet 55 Understand how the nature of
change!? to Special time and space changes with
relativity speed.

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Resource: Refer to resource 4.1

Is there life Introduction Comic reading 40 Introduce the search for life
out there? outside the planet Earth through
NASA’s investigation.
Resource: Refer to resource 4.2
What makes Fill in table by gathering 60 Search for a habitable world by
a world information from fact cards. identifying what environments
habitable? can harbour life.
Resource: Refer to resource 4.3
Are aliens Games 90 Use signal-processing to search
communicat for signs of intelligence from
ing with us? beyond Earth.
Recognize how tricky it is to
determine what is biologically
alive and what isn’t.
Estimate the chances of there
being other civilizations outside
of Earth.
Resource: Refer to resource 4.4
Finding life Letter writing 60 Critically think about where to
put our efforts in the search for
life.
Resource: Refer to resource 4.5
What Current Students will work on a 40 Develop strong research skills as
remains research in presentation throughout the tough concepts will be tackled,
unanswered Cosmology week exploring possible processed, and simplified for
in cosmological questions that their presentation.
Cosmology? are still being researched to
this day.
Resource: Refer to resource 1.7

Key Resources:

Resource 4.1: Introduction to special relativity

Duration: 30 mins
Grouping: Whole class/individual
Materials needed: Student handout, board

Teacher’s Preparation

• Before the lesson, read the class instructions and any further reading on special relativity to
answer any confusions in the class.
• In class, go through the instructions detailed below.
• Optional video to play in class: https://www.youtube.com/watch?v=AInCqm5nCzw
• At the end, the students should fill in the worksheet in the handout.

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Instructions

First, you must challenge the students notion of space and time.

Permanence?

• Get students to picture this scenario:

Suppose all the buildings in Singapore are in constant motion. Suppose the ground underneath your
feet is always shifting about. Suppose all the objects around you formed and dissolved randomly.

• Ask students these questions:

Does it make any sense to say “I’m going to Raffles Hotel”? Where is Raffles Hotel now? Where will it
be in 5 minutes’ time?

Did you arrive at where you are standing, or did that portion of the ground arrive at your feet?

• At the level of electrons?

• At the level of stars and galaxies?
• Ask students to fill in the worksheet in the handbook and go through the answers as a class.

Permanence is peculiar to our level of existence

• Get students to picture this scenario:

Imagine you lose consciousness after taking a drug. While you were unconscious you were taken up
in a balloon. It is night when you wake up and you see darkness all around you. You have lost your
memory, but not your reasoning powers.

Suppose there are celebrations going on, but you can’t see or hear what’s happening below you. All
you can see are brief flashes of light, set against a background of complete darkness.

• Ask students these questions:

Will anything seem permanent? What will space mean to you? Will you think of space the same way
you think of it now?

Simultaneity

Get students to come back to situation where permanence holds.

• Introduce students to the idea of an event in special relativity:

An event is any occurrence for which we know its exact location and the time it occurred.

• Ask students this question:

Do two events that appear simultaneous to you also appear simultaneous to everybody else?

• Introduce the concept of a carrier of information:

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We know something is taking place only because our senses have managed to detect and
interpret information arriving from the occurrence. We call this occurrence an event. The
information we obtain must have a carrier for it to reach us, i.e. light, sound or other forms of
matter.

• Get students to picture this scenario:

Two events take place very far apart; light from event A takes a few seconds to travel from the
location of event A to that of event B. Assume light is the only carrier of information. An
observer equidistant from the two events will observe that they happened simultaneously.
Illustrate this to students on whiteboard.

• Ask students these questions:

What about an observer who is located closer to event A than event B? Will these two events
still seem simultaneous to him?

Can we say that time is absolute?

Historical Development

Give students the historical context in which the Theory was developed. Get them to appreciate
what Einstein tried to achieve with his theory.

1. Relate the following:

Before Einstein developed the Theory of Special Relativity, the laws of mechanics were found
to be the same in all inertial frames, but this was not the case for the laws of
electromagnetism.

Einstein found this state of affairs to be aesthetically unsatisfying, and he postulated that all
the laws of nature are the same in all inertial frames. All consequences of Special Relativity
result from the application of this postulate and a second postulate which states that the
speed of light in empty space is an absolute constant of nature.

2. Explain to students what it means to have something known as a postulate:

A postulate is a statement that is assumed to be true.

3. Ask students this question:

How can we come up with Theories or Laws that are only based on assumptions?

4. Explain to students that this is acceptable, as long as the predictions of the theory can be
shown to be true. Once this is done, we can more or less say that the assumptions that were
made are not wrong.

5. Now finally recap and consolidate the following key term:

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 o Time dilation: the moving observer's reference frame experiences the same laws of
physics as it is for the observer at rest, but events do not happen simultaneously for
everyone. Events that seem simultaneous to the observer at rest are not
simultaneous to the moving observer.
Consequently, each tick on the moving observer's clock takes a longer time interval
per tick. This is called time dilation.

o Length contraction is when objects appear shorter the faster they are moving in
relation to the observer. This effect only occurs as objects reach very high speeds.

o The two fundamental laws:

1. Constant speed of light

2. Laws of physics are the same in every inertial frame.

Student’s handout

4.1) Does time change!?

1. Who proposed the theory of special relativity?

Albert Einstein

2. When does special relativity not apply?

 When things are moving very fast

 When things are moving very slow
 When things are not accelerating

3. State the first assumption of special relativity:

The laws of physics are the same in all frames.

4. State the second assumption of relativity:

The speed of light is always the same.

5. If two events appear to occur at the same time to one person, do they have to be
simultaneous to someone else?

No, depends on where you are and how fast you’re moving (time dilation)

6. If something is moving faster will its measured length be:

i. Stretched
ii. Squished (length contraction)
iii. The same

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Resource 4.2: Cosmic reading

Duration: 40 mins
Grouping: Pairs
Materials needed: Printed comic

Teacher’s Preparation:

• Print off the comic named ‘astrobiology_issue_1_full’ (double-sided 2-page per sheet) for
students to read in pairs.
• Ask them to write down anything they learn and at the end ask them all t contribute to a
mind map about attempts in the search for extra-terrestrial life.

Resource 4.3: What makes a world habitable?

Duration: 60 mins
Grouping: Groups of 4
Materials needed: Astrobiology cards (printed), student handout

Teacher’s Preparation

• This is a group activity where students will be given cards with facts about planets and
moons in the solar system. They will also be given information about key habitability factors.
They should read through both and assess the habitability of each world.
• Print out pages the document named ‘astrobiology_cards’ double sided from the above link,
making a copy for each group in the class and cut the cards out, 4 per sheet.
• Instruct the students to carry out their investigation in groups and to fill in the table in the
handbook.

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Student’s handout

4.3) What makes a world habitable?

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Resource 4.4: Are aliens out there? Games

Duration: 90 mins
Grouping: Individual
Materials needed: Laptops, student handout

Teacher’s Preparation:

• This part of the lesson the student’s will have a bit of fun by playing 3 games and
reading/filling in their accompanying worksheets:

1. What does life look like?

http://www.scigames.org/game.php?id=lookingforlife

2. Are aliens communicating with us?

http://www.scigames.org/game.php?id=listeningforlife

3. The Drake Equation

http://www.scigames.org/game.php?id=drakeequation

Student’s handout:

4.4) What does life look like?

As you make your way through the game ‘Looking for Life’ note down three characteristics of things
that are alive and not alive in the table below.

Alive Not alive

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 Are aliens communicating with us?

Is There Anyone Out There? Scientists involved in the Search for Extraterrestrial Intelligence (SETI)
are tuned in. But there may be more "sounds" out there than you think: not just radio and tv from
humans, but signals from a whole variety of natural sources. Which of the signals in this game do
you think sound "intelligent"? Would you recognize another civilization if it called? What kind of
message would you send that another species might recognize?

Fill in the table below as you listen to the sound clips:

Intelligent or Natural? Source of sound

1.

2.

3.

4.

5.

6.

7.

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The Drake Equation

Are We Alone? In 1961 Frank Drake wrote the Drake Equation as a way of stimulating discussions
about the possibility of civilizations beyond Earth. Thirty years later we discovered the first planets
around other stars - alien worlds as big as our Jupiter. Since then, we've found many such extra-solar
planets, and estimate that there could be 500 million habitable zone worlds in our galaxy alone in a
Universe of over 100 billion galaxies. What are the odds that there's intelligent life on one of those
worlds? This activity lets you walk through the Drake Equation, which breaks down that question
into several separate questions. Some of those we now have reasonable estimates for, while others
are still just guesses. What's yours?

Resource 4.5: Write a letter to NASA

Duration: 60 mins
Grouping: Individual
Materials needed: NA

Teacher’s Preparation

• Instruct the students to write a letter in their notes convincing NASA to send a mission to a
chosen planet or moon in the solar system to look for life!
• They should write it in the correct letter format and their letter should be one page long. It
should include reasoning as to why they chose that planet/moon and a sketch of it.

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Day 5: Diversity of celestial objects

Introduction:

In today’s lesson, the student’s will study various astronomical bodies that have not been looked in
detail thus far. These include active galactic nuclei, quasars, neutron stars, pulsars, variable stars,
double stars, and binary star systems. This will be through lecturing, research, and a hands-on lab
experiment.

Then there will be a quick review of some astronomical definition through a couple of puzzles. Next,
every pair will present the work they have been preparing all week on a cutting-edge cosmology
topic.

Finally, the students will vote on the astronomy photo of the week for the last time and be
introduced to the space scientist of the week: Anousheh Ansari.

Objectives:

Extend knowledge on active galactic nuclei, quasars, neutron stars and pulsars.

Analyze data using the ‘folding’ method to characterize the period of astronomical sources such as
binary star systems.

Review knowledge gained throughout the course.

Present research projects on Cosmology.

Gain insight into possible careers in the space sciences.

Skills Acquired:

Research skills Review Team work

Data analysis Presentation skills Summarising information
Graphing Following instructions Reflection

Content Overview:

Topic Sub-topic Activity Time Aim

Question (mins)
What does Discover the Starter activity: Astronomy 15 Engage students with the broad
the cosmos Photo of the Day scope of celestial objects,
Universe features of the Universe and
look like? current astronomical events.
Resource: Refer to resource 1.1
What are Quasars Lecture material followed 45 Learn the features of quasars
the by questions for the and how they are powered by a
brightest students to answer. supermassive black hole.
objects in
the
Universe? Resource: Refer to resource 5.1
What are Neutron stars Research activity. 50 Learn why some aging stars
Pulsars? and Pulsars pulsate and vary in luminosity.

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Resource: Refer to resource 5.2

Why do Binary star Time that Star activity 90 Work with data collected by
some stars systems NASA satellites to find periodic
show motion in astronomical sources.
periodicity? Resource: Refer to resource 5.3.
Can you Review of Crossword and wordsearch 30 Recap the definitions of different
remember astronomical activities. terms learnt throughout the day
these objects and week.
astronomy
definitions? Resource: Refer to resource 5.4.
What Current Students will all present 90 Develop strong research skills as
remains research in their cosmology research. If tough concepts will be tackled,
unanswere Cosmology there is time allow for processed, and simplified for
d in questions from the their presentation.
Cosmology? audience.
Resource: Refer to resource 1.7
What can Discover the Vote for Astronomy Photo 20 Use a democratic approach to
inspire you cosmos of the Week using the pick the most astonishing
to go into PowerPoint you have astronomical object seen this
Astronomy? compiled during the week. week.
Place winning photo on
classroom wall.
Resource: Refer to Resource 5.5
Discover Space Scientist of the 20 Inspire the students with role
space week: Anousheh Ansari models working in the space
scientists sciences industry.
Resource: Refer to Resource 5.6

Key Resources:

Resource 5.1: Quasars

Duration: 45 mins
Grouping: Whole class
Materials needed: Display board

Teacher’s preparation:

• This part of the lesson will consist of first presenting material to the class and then the
followed by a class discussion.
• Make sure you have done the necessary background reading for the discussion and you may
also prepare PowerPoint slides to present.

Quasars

• Quasars are enigmatic objects that appear almost like star: points of light in the sky. But
unlike the stars we see, quasars occur in the farthest reaches of the Universe and thus may
be the key to our understanding the history and structure of space.
• Although quasars are relatively faint in visible light, they are among the strongest radio
sources in the sky, and therefore must radiate prodigious amounts of energy.

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• Quasars turn out to be small (on a galactic scale), so ordinary methods of generating energy
are not sufficient.
• Consequently, the most efficient method of generating energy – matter being gobbled up by
a super massive black hole – has been invoked to explain the energy of quasars.
• Quasars are a subset of extremely luminous active galaxies, galaxies which have a lot of
energy coming from their centre (nucleus).
• Most galaxies go through an active phase when the black hole at the centre is flooded with
matter and triggers powerful outbursts such as jets. This is relatively short-lived and then the
supermassive black hole becomes dormant.

• The word quasar originated form QSR, a contraction of “quasi-stellar radio source”. This is
because when they were first observed they looked like stars but not quite.
• However, there are some quasars that are also radio quiet.
• Since, quasars have the largest redshifts known, Hubble’s law tells us that they are the most
distant objects we can see.
• They are luminous than entire ordinary galaxies even though they are very small.
• Quasars also show raid variation in intensity.
• Quasars are tightly related to the cores of galaxies; they are just so bright we can’t see the
rest of the galaxy they occupy. This is because there is a ‘coevolution’ of the supermassive
black hole at the centre and the rest of the galaxy. For example, the mass of the black hole is
correlated with the mass of the galaxy.
• Quasars were identified to be so far away due to unidentified emission lines in their spectra,
these are emission lines that had been very cosmologically redshifted due to the expansion
of the Universe.

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• A quasars luminosity can be calculated from its apparent brightness and distance using the
inverse- square law.

A quasar billions of light years away!

Discussion Questions

• Do you think our current galaxy is an active galaxy? Do you think it ever was in the past?
Could it have hosted a quasar when it was young?
• Why can we see quasars from great distances?
• What evidence shows that quasars are ultra-luminous but must be small?
• What makes quasars and active galaxies so tremendously energetic?
• What features of quasars suggest that they may be closely related to galaxies?

Resource 5.2: Pulsars Research activity

Duration: 50 mins
Grouping: Individual
Materials needed: Laptops, student handout

Teacher’s preparation:

• In this task, the students will individually create a poster on their laptops on Pulsars.
• Make sure you’re familiar with all the research points they need to include as mentioned in
the handout.
• Leave at least 5 minutes at the end to play these pulsar sounds to the class:
https://www.parkes.atnf.csiro.au/people/sar049/eternal_life/supernova/pulsars.html
• Some sound like clicking and others like knocking on a door! Discuss with the class on what
the sounds tell you about the period of the neutron stars rotation.

Student’s handout:

5.2) What are Pulsars?

You are tasked with creating a poster on your laptops about Pulsars. You must at least 5 of the
following points:

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 • The discovery of pulsars by Jocelyn Bell Burnell
• What are pulsars?
• Diagram of the pulsar with the radiation beam,
magnetic field and rotation.
• What radiation do pulsars emit?
• Why do they emit this radiation?
• The lighthouse model of a Pulsar
• The Crab pulsar
• Do we see all pulsars?
• How do pulsars ‘slow down’?

Make sure you include plenty of images and diagrams!

Resource 5.3: Binary systems: Time that Star

Duration: 90 mins
Grouping: Groups of 3
Materials needed:

For teacher

• Binary Star Data Set ‘data_set.doc’

• Binary Star Plot Set ‘plot_set.doc’
• Sample of epoch folding

For each group

• Calculator
• Metric ruler
• Graph paper
• Red and blue pencils
• Binary Star Data Set worksheet ‘data_set.doc’
• Sample of Epoch Folding worksheet ‘epoch_folding.doc’
• 3 Wrap-up worksheets ‘wrap_up.doc’

Teacher’s preparation:

• Familiarise yourself with binary stars, pulsars, and light curves.

Instructions

• Discuss definition of cycle or periodicity.

• Ask students, "What would we do with data like these?"

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Light curve of GX 301-2's stellar rotation retrieved from the HEAO-1 satellite. GX 301-2 is a
system where a rotating neutron star is in orbit with a supergiant B star.

• Ask, "Do you see the measured brightness of the source 'repeating' itself? Where? Describe
what seems to be happening", and "Can you determine the period here?".
• By being able to interpret the graphed data, students will hopefully respond with answers
close to 700 seconds – which is the correct length of the period. But now tell students that
there has to be a way to be more mathematical method to determining a period within a set
of data – something better than just guessing something close!
• Here are some sample data points for intensity (in increments of 100,000) over time (in
months). Is there periodic behaviour in these data? If so, what is the period?

Time 1 2 3 4 5 6 7 8 9 10 11 12
Intensity 11 9 7 5 3 1 3 5 7 9 11 9

Time 13 14 15 16 17 18 19 20 21 22 23 24
Intensity 7 5 3 1 3 5 7 9 11 9 7 5

Students should copy these data on their paper and create a line plot on graph paper.

Now the students are ready to determine the true, mathematical period through the method called
Epoch Folding. The following 8 steps are for the student to follow. You may want to make photo
copies or instruct students to copy them from the overhead.

• Guess the length of the period.

• Locate the section of the plot for your guess of a period, starting with the smallest time on
the x-axis. Color over the line it makes with a red pencil.
• Locate the next period segment which should be an exact and adjacent match to the curve
of the first period. Color over the line the second period makes with a blue pencil.

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 Graph of the sample data with the first period shown in red and the second period shown in
blue.
• Starting from the left end of the x-axis, find the 1st data point on the red curve and the 1st
data point on the blue curve and determine the mean of their y values (in this case, intensity
is the y value). For this first data point, we will call its x-axis value "Time Bin #1".
• Continue to do this with the remaining points on the curves, calling the x-axis values "Time
Bin #2", "Time Bin #3", etc. and associating the y value of mean with the x value "Time Bin".

The two black dots represent the first locations on adjacent curves. The white squares
represent the second two.

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• Create a chart that looks like this and import the appropriate, calculated data.

Time Bin Intensity

1
2
3
4
5
6
7
8
9
etc.

• Plot the data from that chart.

• Does it make a curve? Does it resemble the plot of your guessed period? If so, you have the
period!

The resulting graph if the initial guess for the object's period was a good one will resemble
the period of the object you saw in the original data.

• Does it make a straight line, or an approximate straight line? If so, the period you guessed is
wrong and you need to go back to step one of the Epoch Folding instructions and begin
again.

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 The resulting graph if the initial guess for the object's period was a bad one will be an
approximate straight line and will not resemble the period you saw in your original data.

• This method can be used with any periodic data set, though most data sets won't be as clean
as this sample set!

The correct period for these data is 11 months. Be sure to show students both an example of correct
Epoch Folding and an example incorrect Epoch Folding as well.

Tell students that they now need to copy (or have a photocopy of) the GX301-2 data and create a
line plot on graph paper.

• Next tell students to use Epoch Folding to confirm the period they guessed for GX301-2.

Answer: After guessing the length of the period and binning the data, students should arrive at the
answer of 700 seconds. That is, the pulsar is rotating and completing its cycle every 700 seconds.

Now in their groups:

The students are now ready to complete Epoch Folding on the data of each binary star system listed
below.

1. Stellar Rotation Period

Have students determine the stellar rotation periods of GX 301-2 and Cen X-3 data using the
provided data for each.

GX 301-2 is a system where a rotating neutron star is in orbit with a supergiant B star. The
stellar rotational period data were retrieved from the HEAO-1 satellite.

Cen X-3 is a system where a pulsar is in orbit around a 17 solar mass (17x the mass of the
Sun) O star (very large blue star). This is a peculiar source where long term variations are
seen in both the pulsar period and the orbital period. It has been hypothesized that this is

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due to a third "body" that may exist within this system. The stellar rotation data were
retrieved from the EXOSAT.

2. Orbital Period

Have students determine the orbital periods of Cir X-1 and GX 301-2 using the provided data
for each.

Cir X-1 is a system where a neutron star is in orbit with a low mass companion (possibly an
M star). The Cir X-1 orbital data were retrieved from the RXTE satellite's All Sky Monitor. The
rotational period of the neutron star is currently not known.

GX 301-2 is a system where a rotating neutron star is in orbit with a supergiant B star. The
orbital period data were retrieved from the Vela 5B satellite's All Sky Monitor.

The students are ready to determine the orbital and stellar rotation periods through the method of
Folding. The 8 steps of Folding should be used. It is probably worthwhile to review these steps at this
point.

Instruct the students to use Epoch Folding on the data sets in the following order:

1. The Cen X-3 stellar rotation period data, trying the following periods; start at 3.6 seconds
and add multiples of 0.6 seconds after that, such as 3.6, 4.2, 4.8, etc.

Answer: The pulsar rotation period of Cen X-3 is 4.8 seconds.

2. The GX 301-2 stellar rotation period data, trying the following periods; start at 650 seconds
and add multiples of 25 seconds after that, such as 650, 675, 700 etc.
Answer: The stellar rotation period of GX 301-2 is 700 seconds
3. The Cir X-1 orbital period data, trying the following periods; start at 14.6 days and add
single days after that, such as 14.6, 15.6, 16.6, etc.
Answer: The orbital period if Cir X-1 is 16.6 days.
4. The GX 301-2 orbital period data, trying the following periods; start at 35.5 days and add
multiples of 3 days after that, such as 35.5, 38.5, 41.5, etc.

Answer: The orbital period of GX 301-2 is 41.5 days.

• Finally, they should fill in the wrap-up worksheet and then bring the students together to
see if everyone agrees on the rotation and orbital periods they determined.

Resource 5.4: Crossword and wordsearch review

Duration: 30 mins
Grouping: Individual
Materials needed: Student handout

Teacher’s preparation:

• Instruct students to complete the activities in the student handout.

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Student’s handout:

5.4) Astronomy Wordsearch

Fill in the word in the word definitions and find the words in the wordsearch below.

TIME DILATION is the effect where time passes slower for an observer travelling faster.

EXOPLANET is a planet outside the Solar System

A PULSAR is a highly magnetised neutron star that emits beams out of its poles.

A BINARY STAR is a system of two stars that in orbit around each other.

QUASAR is an extremely luminous active galactic nucleus powered by a supermassive black hole.

A LIGHT CURVE is a graph of light intensity of a celestial object over time.

DARK MATTER is a hypothetical form of matter thought to account for 85% of our Universe.

T W F Y U X B I S K A D Q
H I G S F A L P L I R A S
B A M R C S Q U A S A R D
I E H E V D F L M L N K U
N P N G D N C S B H R M L
A I Y E B I H A S S T A P
R F Q D U T L R D E Y T F
Y R O N K W O T P R Z T X
S T D M L R O E I C X E W
T Y S D P T I D G O O R U
A E X O P L A N E T N S I
R I O D P J H G X B N R M
E L I G H T C U R V E T Z

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Astronomy Crossword

Fill in the crossword using the clues below.

Down

1. The time needed for one object to complete an orbit around another.

3. A graph of light flux received from a star over wavelength.

5. A theory explaining the beginning and expansion of the Universe.

Across

2. An increase in the wavelength of light.

4. A collapsed core of a massive supergiant star composed entirely of neutrons.

6. The total amount of energy emitted by a star per unit of time.

1 5
P B
E I
2
R E D 3S H I F T G
I P B
4
O N E U T R O N S T A R
D C N
T G
R
U
6
L U M I N O S I T Y

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Resource 5.5: Vote of Astronomy Photo of the Week

Duration: 20 mins
Grouping: Whole class
Materials needed: Display board, printer, blue tack

Teacher’s preparation:

• Vote for Astronomy photo of the week using the PowerPoint you have compiled throughout
the week.
• Print the winning photo off and stick on a classroom wall.
• This week spend a little longer reviewing and picking with the class the astronomy photo of
the course! Ask them why they considered this to be the most impressive.
• Have a class discussion on the variety of photos that you have seen throughout the course
and try to get the students to recall as many of the photos that had been discussed.

Resource 5.6: Discover a space scientist

Duration: 20 mins
Grouping: Whole class
Materials needed: NA

Teacher’s preparation:

• Prepare a short verbal presentation on Anousheh Ansari, an Iranian American astronaut who
is the first self-funded woman to fly to the International Space Station. You must include
Anousheh’s background, journey, and her achievements.
• Optional videos: https://www.youtube.com/watch?v=rSQlIrVzcRE,
https://www.youtube.com/watch?v=Vl9Fn4WK6T4
• Take this opportunity to address any concerns the students have with regards to pursuing a
career is the space sciences, and to discuss possible careers in the space sciences.

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References consulted

1. Science in School. (2013). The European Journal for Science Teachers. Heidelberg, (27)

2. STEM engagement resources for K-12 Educators on NASA’s website. (n.d.). Retrieved June
30, 2022, from https://www.nasa.gov/stem/foreducators/k-12/index.html

3. “Classroom Activities & Resources.” (n.d.). Retrieved June 30, 2022, from
https://mcdonaldobservatory.org/teachers/classroom

4. “Creating craters.” (n.d.). Retrieved June 30, 2022, from

https://www.sciencebuddies.org/stem-activities/creating-
craters?class=AQX1SQsheJtmFVKrfPNRZRQ0kvjkJts4o4UnEyVVdbJaYXyA0yne0C4gO4X8jHRbBViMhP
TSpzhV-f5m8eXN79zH

5. “How Light Pollution Affects the Stars: Magnitude Readers.” (n.d.). Retrieved June 30, 2022,
from http://astroedu.iau.org/en/activities/1402/how-light-pollution-affects-the-stars-magnitude-
readers/

6. “James Webb Space Telescope.” (n.d.). Retrieved June 30, 2022, from https://jwst.nasa.gov/

7. “Meteor Shower 2022 Calendar.” (n.d.). Retrieved June 30, 2022, from
https://nc.inverse.com/science/meteor-shower-2022-calendar

8. “Peering into the darkness: Modelling black holes in primary school.” (n.d.). Retrieved June
30, 2022, from https://beta.scienceinschool.org/article/2013/blackholes/

9. “Probing what you cannot see.” (n.d.). Retrieved June 30, 2022, from
https://universe.sonoma.edu/activities/dm_labsheet.html

10. “Space Rocks! A Meteorite Board Game.” (n.d.). Retrieved June 30, 2022, from
https://www.lpi.usra.edu/education/explore/planetary-defense/space_rocks/

11. Alaska Department of Education and Early Development. (2011). “The Spectrum of a Star.”

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