Astronomy Star Project

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Some people spend money to have a star named after them (it’s a scam, don’t do it!). Others wish on stars. You will be assigned your own “personal” star that you are to study in greater detail by applying the material from the course lectures, textbook, videos, and sources on the Internet. For some aspects, you will need to research your star using other external resources, including the Internet. Be sure you cite all your references!
There is no prescribed format or length for this project. Instead, you are encouraged to use your own creativity. Possible formats could include a PowerPoint presentation, a video presentation, a podcast, a web page, a poster or even a standard written report. Be creative! Feel free to include graphics, hyperlinks, music, bulleted lists, etc… Regardless of the format that you use, your project must clearly include (and identify) the following information about your star:
1. Distance, Location, Names, and Magnitude.
a. How far away is your star? Compare/contrast this with our Sun.
b. Where is your star located?
c. How would you go about finding it in the Maryland (or your local) night sky?
d. What other names does your star have?
e. What are the absolute and apparent magnitudes/luminosity of your star? Be sure to explain what these two terms mean. Compare/contrast this with our Sun.
2. Star’s Story. Find out more about your assigned star from a historical perspective. This is not technical information but rather, myths, history, or cultures that involved your star. Is this star part of a constellation or asterism? Does it have historical significance?
3. Classification. Discuss the specific spectra of your star. Be sure to explain what this means. Compare/contrast this with our Sun. How is this star classified? Be sure to include spectral type and luminosity class.
4. H-R Diagram.
a. Where does your star fit on the H-R diagram? Compare/contrast this with our Sun.
b. Discuss this in terms of both its size and lifetime. Compare/contrast this with our Sun.
5. Lifetime.
a. What is the lifespan of your star? Compare/contrast this with our Sun.
b. How old is your star right now? Compare/contrast this with our Sun.
c. How far advanced is your star in its lifecycle?
6. Interesting Facts. What are some other interesting facts you’ve learned about your star? What makes it unique or interesting?
7. Observations. What observations (with a telescope/observatory) have been made of this object? What have these observations discovered about this star?
8. Works Cited/Bibliography. Include the sources you used to create your presentation/project. NOTE: WIKIPEDIA IS NOT A CITABLE SOURCE.

Recommended Sources for Research:
www.astronomynow.com
jpl.nasa.gov
civspace.jhuapl.edu/
www.nasa.gov
www.teachastronomy.com
www.space.com
www.skyandtelescope.com
http://www.astronomy.com/
www.esa.int (The European Space Agency)
www.spaceflightnow.com
www.astrobites.com

Sample Solution

dardised networking across schools with libraries of curated content – essentially the model we have implemented in Moscow. As far as resources are concerned, the big demand is not only for content, but comprehensive guidance on teaching the content – so that each learning resource comes with instructions and examples of ‘how to teach’. This is especially important in developing countries where the teachers’ knowledge and skills are low. Online teacher communities will continue to become more and more important as centres for the sharing of resources, practice and mutual support.
Subject-wise, although traditional emphasis has always been on STEM subjects, the overriding priority for education systems is, and will continue to be, literacy.
In most countries Technical and Vocational Education will become increasingly important, especially as economies move from the production of simple commodities (agriculture, raw materials) to complex (manufactured goods, technology and services). The biggest challenge for TVE from a teaching and learning perspective is assessment – how do we define competencies and skills in this sector, and how do we assess and certify them to international standards? Technology that allows for the assessment of complex skills both in the classroom and onsite (through mobile devices) would be extremely valuable. There is also an opportunity to use A.I. for this, as it will allow for the assessment of intricate tasks and projects beyond simple testing.
We are seeing a move away from high stakes international testing (such as PISA, TIMS etc.) and the use of statistics and Big Data in education. There has been little evidence to date that these systems are useful to course correct or inform policy and practice. Despite the efforts of bodies like the OECD these tests struggle to assess the complex competencies and skills that will increasingly be needed over the next few years. While they have certain political currency, the impact on classroom practice appears to be largely negative as teachers are under increasing pressure to compile data, which detracts from teaching itself, and teach to the test. National boards, like OFSTED in the UK, are now moving away from the statistical ‘evidence of progress’ towards inspections focussed on the quality of teaching and learning in the classroom and we are seeing similar trends worldwide.
In summary – for centralised and developing education systems the next three to five years will see:
1. The need for standardised and central administrative control over resources, co

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