Total Duration: |
91 to 120 Minutes |
Materials and Resources: |
The following information is taken from the NASA activity: Photons in the Radiative Zone; Which Way is Out? Teacher Guide: Teacher Background and Materials (pages 1-3) Additional Materials: protractors and rulers Student Activity: Student Activity (pages 4-5) Student Text: Student Text Student Engage Reading Article: Photon Reading Article Student H.O. Writing/Extend Questions: Photon Writing Questions Exit Slip questions: Photon Exit Slip |
Technology Resources Needed: |
No technology is necessary for this lesson. However, extensions could be developed that utilize technology. |
Background/Preparation: |
1. Before class, make copies of Photon Reading Article, Photon Writing questions, Photon Exit Slip and Student Activity, “Photons in the Radiative Zone: Which Way is Out?” If you have not already done so, makes copies of the Handout “Standard Model of the Sun” and Student Text, “Models in Science”. (Note: The Photon Reading Article, The Standard Model of the Sun and the Models in Science could be shown on a Smart-Board/projection unit, discussed as a class, and eliminate the need for photocopies/handouts. The Writing Questions and the Exit Slip questions can be handed out individually or can also be shown on a Smart-Board/projection unit for students to copy, answer and turn-in.) Engage Before beginning Student Activity, group class into pairs and hand out the Photon Reading Article. Have students read the article and as a class, discuss the information contained in the article. This will serve as an engaging activity to introduce the students to the photon. Explore After reading the article, individually have students think of a way to physically demonstrate how a photon exits the sun (and write it down). Then have them turn to their partner and discuss their strategy (noting any similarities and potential difficulties with each strategy). This will require students to "dig deeper" into the material. Explain With the students still grouped into the same pairs, hand the first two pages (the instructions and the maze) of Student Activity “Photons in the Radiative Zone: Which Way is Out?” to each student or each pair of students. Instruct them to complete the maze in pencil, since they may wish to make more than one try to the problem. Tell them to follow the instructions at the top of the page. They should draw only straight lines until they run into a barrier. At this point, they should use a protractor to determine the angle at which the line away from the barrier should be drawn. The angle of reflection should equal the angle of incidence. Again, the line of reflection should be drawn using a straight edge. The goal of the assignment is to find a way out of the maze. Ask one student in each group to record the problem-solving processes on the student activity sheet they used to work their way out of the maze. They should record whether or not the process was successful and why it was or was not. They may begin to wonder whether or not it is possible to work their way out of the maze. Assure them that there are a number of ways to do this. Elaborate When they have worked their way out of the maze (or you have called time), bring them back together for a general class discussion. Have each group report to the class the successful and unsuccessful problem-solving processes they tried as they completed the assignment. Display the Photon Writing Questions and have the students individually complete the Photon Writing Assignment. (This can be extended as a homework assignment.)
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Assessment Strategies |
Evaluate Review the characteristics and the purpose of a good scientific model (Models in Science) and follow this with questions similar to the following: 1. In the maze model that you worked on
2. Critique this model of the sun’s radiative zone. Was it a good model, an adequate model, or a poor model? Defend your rating of the model. 3. (Elaborate) Divide the class into teams of four students to design another, perhaps better, model for the path of a photon in the radiative zone of the sun. Have the students do the activity over (record data on the Student Activity sheet) with the new model. Have each group decide if the old model or the new model did a better job at representing the path progression. Make sure they have data to defend their choice. 4. (Evaluate) A more formative assessment option is the Photon Exit Slip. (Choose one or both of the questions below to use as an exit slip). Have students turn in before they leave the class. What is solar energy and how is it formed? Solar energy is derived from the sun in the form of solar radiation. Solar energy essentially created by a massive fusion reaction. Technically known as nuclear fusion, this process releases an incredible amount of energy in the form of light and heat. +[H2 + H2 à He + energy (heat and light)]
How long does it take for the photon made in the core of the sun to reach the surface? This varies on the random walk of the photon and the density of the material in each of the suns layers. If the length of the walk is 0.1 mm then the time it takes to reach the surface is 500,000 years. If the length of the walk is 1cm then the time it takes to reach the surface is 5000 years. +[core, (radiative zone, conductive zone), photosphere, chromosphere, corona]
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Acceleration: |
Have the students create a presentation utilizing a presentation program (Power Point, Prezi, etc.) that compares the old model vs the new model of the photon emission through the radiative zone. Ensure that the students choose which model they feel is the better model, provide data that supports their claim, and be able to defend their position. |
Intervention: |
Here are some suggestions for students who need extra assistance:
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View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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