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Stars and Constellations Module Guide

This module focuses on stars and constellations, outlining their characteristics, patterns in the sky, and their apparent movement throughout the year. It emphasizes the relationship between visible constellations and Earth's position in its orbit, and includes practical learning tasks related to star color, brightness, and navigation. Additionally, it discusses how ancient peoples utilized constellations for agricultural and navigational purposes.

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13 views8 pages

Stars and Constellations Module Guide

This module focuses on stars and constellations, outlining their characteristics, patterns in the sky, and their apparent movement throughout the year. It emphasizes the relationship between visible constellations and Earth's position in its orbit, and includes practical learning tasks related to star color, brightness, and navigation. Additionally, it discusses how ancient peoples utilized constellations for agricultural and navigational purposes.

Uploaded by

rezielvillegas
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Science

QUARTER 3 – MODULE 7_WEEK 8-9:


Stars and Constellations

1
I. Stars and Constellations

After your encounter with this module, you are expected to:
• Content Standards: The relationship between the visible constellations in the sky and Earth’s position
along its orbit.

• Most Essential Learning Competency:


▪ Show which constellation may be observed at different times of the year using models. S9ES-
IIIj-35

This module generally describes the different topics on constellation:


 Lesson 1: __ Characteristics of the Stars
 Lesson 2: __ Pattern in the Sky
 Lesson 3: __Apparent Movement of the Stars through the Night
 Lesson 4:__Different Star Patterns throughout the Year

II. CONCEPT NOTES

Are stars same in size? Are the stars same in color? Are
the stars equally bright? When we look at the night sky, we
see a thousand of stars. In reality, there are approximately
400 billion stars in our galaxy, and there are approximately
170 galaxies. A person can see only about 3,000 stars on
the average. In the figure shows the size of the sun, the
closest star to Earth, as compared to some other stars that
we see at night. Antares is considered as the biggest star
as shown in figure.

Try to look at the sky. What do you see? Do you see images of animals or objects? Observers on
ancient times also imagined group of stars that form picture of animals, objects and people. This
imaginary groups of stars are called Constellation.

2
Constellations that are seen during the different months of the year. Polaris is commonly
known as the North Star.

How Early People Use the Constellations?

While constellations were associated with religion, they also have practical uses. Before the
calendars, people have no way of determining the sow or harvest except by looking at these patterns
in the sky.
Also, constellation also used in navigations. By looking at directions such as used by the movie
“Moana” as recently shown. Polaris is widely used since it does not change its position at anytime of
the night. It allows sailors to find their way as to sail across the seas.

A table represent the Stars and Constellations Used by Matigsalug Manobo in Bukidnon.

Local
Name Western equivalent Month of Appearance Related Agricultural Activity
December to
Baha Taurus February Cleaning the Forest
Pandarawa Pleiades January Start planning to plant crops
Balatik Orion's Belt February Start of planting the crops
Planting of rice, corn and
Malihe March vegetables
Gibbang Gemini April and May End of planting
Malara Canis Minor May Stop planting
Lepu Aquila Late May Harvest time
Buwaya June Start of Rainy season
3
III. LEARNING TASKS
A. Learning Task 1

Instructions: Relate color with temperature of a star and explain the factors that may affect the
brightness of a star. Prepare the materials needed and follow the procedure.

Materials: 2 flashlights (small and big), incandescent light and light dimmer.

A. Color

Procedure:
1. Plug the incandescent lamp to a light dimmer switch.
2. Darken the room and turn the light on the lamp.
3. Adjust the dimmer switch slowly until the bulb becomes dim.
4. Observe and note the color of the glowing filament.
5. Adjust the dimmer switch slowly until the bulb becomes brighter and brighter.
6. Observe and note the color of the glowing filament.

Questions:
1. What is the color of the filament as you dim the bulb?
_______________________________________________________________________________
_______________________________________________________________________________

2. What is the color of the filament as you turn the switch at full power?
_______________________________________________________________________________
_______________________________________________________________________________

3. What happens to the temperature of the filament as the bulb becomes brighter and brighter?
_______________________________________________________________________________
_______________________________________________________________________________

Discussion:
Star colors ranges from red to blue. The color of the star indicates its surface
temperature. The table below shows the surface temperature and color of different nearby stars,
including the sun.
Table of color and temperature of selected stars
STAR COLOR TEMPERATURE in deg Celsius
Sun Yellow 5,700
Epsilon Iridani Orange 4,600
Proxima Centauri Red 2,300

4
Vega White 9,900
Sirius White 10,000
Alnilam Blue 27,000

B. Brightness

Procedure:
1. Place the two identical small flashlights on the table or chair near the front of the room.
2. Darken the room and turn on the two flashlights. Compare the brightness of the two
flashlights.
3. Place one flashlight on a table or chair at the back of the room. Darken the room and turn on
the two flashlights.
4. Observe the two flashlights from the front of the room. Compare the brightness of the two
flashlights. Which flashlight appears brighter?
5. Replace the small flashlight at the back of the room with a brighter flashlight. Compare the
apparent brightness of the two flashlights. Which flashlight appear to be brighter?
6. Adjust the position of the two flashlights until they appear to have the same brightness.

Question:

1. Why do the two flashlights have different brightness?


___________________________________________________________________________
___________________________________________________________________________

Discussion:

The brightness depends on two factors as seen on the earth. These are distance and
actual or absolute brightness of the star. The star as seen on the earth is apparent brightness.
Apparent brightness depends on how far a star is from the Earth.
Astronomers considered the star’s absolute brightness when comparing stars.

B. Learning Task 2

Instructions: Group stars together in a recognizable and different pattern.

Materials: Markers

Procedure:
1. Given a plane map of stars, draw any pattern, name it and tell any story about the figure you have
imagine.
2. Use a plain bond paper and write the bases for coming up with your figure.
5
Draw the imaginary formation of stars you found in the sky in a plain bond paper.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Discussion:
Many of these constellations have names that can be traced back early Babylonians
and Greek civilization, but nearly all cultures have different names for the constellation. Example of
which is the Orion which means hunter but the ancient Filipinos called them Balatik which means
hunting of pigs.

C. Learning Task 3

Instructions: Describe and record the apparent motion of the stars at night.

Materials: None, just see the sky at night.

Procedure:
1. On a clear night sky. Look at the stars from 7pm to 11pm
2. You may choose any of the stars you wish and look again clearly every hour of the night.

Questions: (Please write it in a white bond paper)


1. What do you notice?
__________________________________________________________________________________
__________________________________________________________________________________

2. Are the stars still visible in the succeeding hours? Are still they on their regular position? What
do you think? Write your observations.
___________________________________________________________________________
___________________________________________________________________________

3. How do the stars move? Briefly describe your observations.


___________________________________________________________________________
___________________________________________________________________________

4. How does the motion of the stars similar to the motion of the sun in succeeding hours?
___________________________________________________________________________
___________________________________________________________________________
6
Discussion:
By observing the sun’s movement and position in the sky, we can tell what time
of the day it is. When it seems to rise in the east, it is a morning. When it is above us it is noon
time. When it goes to the west, it is afternoon. Way back before, stars determines the time.
Just like the sun, it rises from east and sets in west.

D. Learning Task 4

Instructions: Explain why some constellations are not seen at certain months.
Materials:

Photograph of the night sky at different month (Such as figure shown in constellation).
Print out of constellations.
Globe
Small toy figure
Lamp

Procedure:

1. Look at the series of pictures or photographs.


2. Look for the Philippines in the globe and used an adhesive tape to put the small toy figure to it.

Questions: (Please write it in a white bond paper)

1. What do you notice?


___________________________________________________________________________
___________________________________________________________________________

2. Why are some stars visible in the month of March but not visible in the month of September?
___________________________________________________________________________
___________________________________________________________________________

3. What constellation are predominant every month?


___________________________________________________________________________
___________________________________________________________________________

Discussion:
An observer from earth will be able to see stars that are on the night side. The stars on
the same side as the sun cannot be seen because sunlight overpowers all the starlights.

7
During summer some constellations such as Orion and Taurus is not visible on earth at
night. It will be visible again during cold season starts. During this time, Scorpius will be seen in the
night sky.
Earth revolves around the orbit, the stars that will concealed by the bright light of the
sun in the previous months will appear in the night sky.

IV REFLECTIONS:

I have learned that______________________________________________________________


________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________

V. REFERENCES
Science 9 Learners Module textbook, pages 213 – 227

VI. ANSWER KEY


Answers may vary on what you have observe in actual scenario.

Compiled by: Nicasio C. Silfavan – Babag National High School, Lapu-Lapu City

Common questions

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Ancient cultures, such as the Babylonians and Greeks, used constellations as both religious symbols and practical tools. Practically, constellations served as a calendar system before the advent of formal calendars, helping to time agricultural activities by indicating seasons. Additionally, navigators used stars like the North Star (Polaris) for orientation across journeys, as it remains a relatively fixed point in the night sky. This combination of religious significance and pragmatic utility underscores the critical role constellations played in ancient societies' daily lives .

Star size, temperature, and color are interrelated factors that contribute to the classification of stars and their life cycles. Massive, hot, blue stars typically have shorter lifespans as they consume their nuclear fuel rapidly, leading to powerful supernova events. Conversely, smaller, cooler, red stars like red dwarfs are more stable, with much longer lifespans. The star's size and color denote its temperature and position in the main sequence of stellar evolution categories, impacting its development and eventual fate .

The perceived, or apparent, brightness of stars is influenced primarily by the star's absolute brightness and its distance from Earth. While a star's absolute brightness is a fixed measure of its true luminosity, the distance significantly affects how bright the star appears to Earth-based observers; closer stars are perceived as brighter, even if they are less luminous intrinsically. Therefore, while both factors are important, distance often has a more immediate impact on perceived brightness .

Constellations like Orion become invisible during certain times because Earth’s position relative to the sun changes as it orbits. When a constellation is in the same area of the sky as the sun, its stars are outshone by the sun’s light, rendering them invisible from Earth. This occurs in a cyclic pattern, indicating that as Earth moves in its orbit, different constellations move into and out of visibility depending on their position concerning the sun .

The apparent motion of stars plays a role similar to the sun's in determining time by tracking their position in the sky. As the stars appear to rise in the east and set in the west, similar to the sun, observers can use these positions to approximate the time. The movement of stars through the night sky mimics the sun’s cycle, making constellations like Orion invisible during certain seasons when they are on the sun's side of the sky .

The apparent brightness of a star as seen from Earth depends on two main factors: its absolute luminosity (the intrinsic brightness if all stars were the same distance from Earth) and its distance from Earth. Stars that are closer tend to appear brighter even if they are intrinsically dimmer than more distant stars because distance diminishes the perceived brightness, similar to why a flashlight appears dimmer when moved farther away .

Educational approaches to teaching about Earth's orbit and constellations’ visibility include using models and practical observations. Modules guide students in understanding how Earth's movement affects which constellations are visible, with activities involving simulations and night sky observations. These methods are effective because they provide visual and experiential learning, reinforcing concepts through practical application and allowing students to accurately mimic the natural phenomena .

The color of a star is an indicator of its surface temperature. Stars emit different colors due to their temperatures; for example, red stars like Proxima Centauri have cooler temperatures (around 2,300°C), while blue stars like Alnilam are much hotter, with temperatures reaching 27,000°C. The sun, a yellow star, has a surface temperature of approximately 5,700°C, illustrating that cooler stars appear red or orange, while hotter stars appear blue or white .

The visibility of constellations changes seasonally due to Earth's orbit around the sun. As Earth revolves, different portions of the sky become visible while others are obscured by sunlight. For instance, Orion and Taurus are visible during certain times of the year but are not seen during others when they move into the hemisphere illuminated by the sun. This cyclical visibility aligns with Earth's position in its orbit, altering the view of the night sky throughout the year .

Constellations are culturally specific, with different civilizations ascribing names and mythologies to star patterns that reflect their unique worldviews. For example, while Greeks referred to the pattern of Orion as the hunter, the ancient Filipinos called it Balatik, which translates to a trap for pigs. This variance reveals how human perception of the night sky is deeply influenced by cultural narratives and practical needs, showcasing the diversity in interpretation and symbolism attributed to celestial bodies .

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