Stellar Evolution Project

Stellar Evolution
For this assignment, you will show your understanding of how stars change during their existence by choosing one of
the following:
1) creating a 1 to 4 frame comic.
2) writing a poem.
3) creating a set of character sketches (with portraits).
Look over your notes from class about stellar evolution and chapter 29 in your textbook. Be aware of the different
paths a star may follow in stellar evolution and the reasons for differences in evolution of stars. Connect these
different paths to the different classifications of stars as shown on the H-R diagram you created. Be able to describe
how stars must find equilibrium between gravity and the forces created by nuclear fusion.
Consider the concepts of stellar evolution and think of a metaphor/analogy to use that can show the concepts well
(like the gambler in the video). Decide which of the methods listed at the page top you would like to use to show
your understanding of stellar evolution. Your project must show the perspectives of at least three different star
pathways. We have created comics and poems in class before and the same standards apply. You may examine your
previous handouts for that information.
The basic stages of stellar evolution to include:
• origins of stars (how born)
• equilibrium of gravity and nuclear fusion to form a star
• role of nuclear fusion in the formation of heavier elements
• how the star’s mass affects the path of the star through the star cycle
• different ways stars die (and why these deaths are different)
Write an artist’s statement that explains the process and concepts behind what you create. This statement should
include three parts (clearly identified and separate):
What did you do What science knowledge does this project represent Explain the science behind the project.
Describe what stages of stellar evolution you show and the different types of stars you examine. Be sure to define
and explain relevant terms.
How did you do it Explain how the project connects to the concepts you describe above. What metaphors do
you use to show your understanding Describe how you consider the viewpoint for at least three different types of
stars/outcomes in your project. Be specific.
Why did you do it the way you did Discuss what prior knowledge or preferences led you to create the project in
the way you did. From all of your brainstorming ideas, why did you end up choosing this one How did this idea
help you understand stellar evolution better
The artist statement must be typed and turned in as instructed. DUE DATE:
Scoring
Project (8 pts)
Artist
Statement
(8 pts)
4 3 2 1
Generally accurate for at least Accurately shows three
four elements of stellar elements of stellar
evolution.
evolution.
May need artist statement for Marks, etc. detract from
reader to understand clearly. viewing.
Neatly presented. Marks, etc.
do not detract from viewing.
Accurately and clearly
all of the elements of
stellar evolution.
Neatly presented.
Completely and
accurately covers all
three sections with
detail and examples.
Accurately covers all three
sections described above.
Descriptions are complete
enough to show
understanding.
Description of process and
product largely accurate,
but includes significant
errors and/or not clearly
connect to comic/concept.
Does not accurately show
elements of stellar
evolution.
Messy.
Does not describe concepts
or comic very accurately.

Creating a Character Sketch: elements to include
• Name
• Age
• Height
• Eye color
• Hair color
• Other physical traits
• What is the character’s major goal
• Why is this goal important to the character
• Are there past events that affect the relevance of this goal
• Describe your character’s life experiences up until now/ family
situation/motivations/pet peeves, etc.
• What are the character’s future ambitions
Each character should have a simple portrait (color optional).
Stages of Stellar Evolution to address:
• birth of star
• main sequence
• death
Terms
Protostar Nebula Main sequence star
White dwarf Red giant Red Supergiant
Planetary nebula Black hole Neutron star
Supernova Hydrogen burning/ thermonuclear fusion Formation of heavier elements
Significance of
temperature/color/spectra
H-R diagram
Significance of mass
Gravity
9-11 ES1A Stars have “life cycles.” During most of their
“lives”, stars produce heavier elements from
lighter elements starting with the fusion of
hydrogen to form helium. The heaviest
elements are formed when massive stars “die”
in massive explosions.
• Connect the life cycles of stars to the
production of elements through the process
of nuclear fusion.
9-12 SYSD Systems can be changing or in equilibrium. • Analyze whether or not a system (e.g.,
population) is changing or in equilibrium. *c
9-11 PS3E Electromagnetic waves differ from physical
waves because they do not require a
medium and they all travel at the same
speed in a vacuum. This is the maximum
speed that any object or wave can travel.
Forms of electromagnetic waves include X-
rays, ultraviolet, visible light, infrared, and
radio.
• Determine whether a state of equilibrium is
static or dynamic (e.g., inflows equal
outflows). *c
• Illustrate the electromagnetic spectrum with
a labeled diagram, showing how regions of
the spectrum differ regarding wavelength,
frequency, and energy, and how they are used
(e.g., infrared in heat lamps, microwaves for
heating foods, X-rays for medical imaging).
In grades 9-11 students learn the current scientific theory about the origin of the universe and subsequent
formation of our Solar System. These discoveries are based on the important concept that the physical principles
that apply today on Earth apply everywhere in the universe, now and in the distant past. These fundamental
concepts help students make coherent sense of the universe and engage in further wondering and learning.