Learning Outcomes 2. Key Concepts 2. Misconceptions and Teaching Challenges 3. Vocabulary 4. Lesson and Content Overview 5

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1 UNIT 3 GUIDE Table of Contents Learning Outcomes 2 Key Concepts 2 Misconceptions and Teaching Challenges 3 Vocabulary 4 Lesson and Content Overview 5 BIG HISTORY PROJECT / UNIT 3 GUIDE 1

2 Unit 3 Stars and Elements Unit 3 Driving Question: How can looking at the same information from different perspectives pave the way for progress? Learning Outcomes 1. Describe how stars form. 2. Explain what happens in the life of a star and explain what happens when a star dies. 3. Explain how the death of stars results in the creation of heavier elements. 4. Explain why the formation of stars and the emergence of elements are so important in our world. 5. Understand what scholars from multiple disciplines know about a topic and the questions they can ask to gain an understanding of the topic from an integrated perspective. Key Concepts From the darkness of the early Universe, stars bring a new complexity to Big History, adding light, new energy sources, and in their death, many of the chemical elements that surround us. In this unit, students learn how stars were created, how they have changed the Universe, and why they play such an important role in Big History. Students learn how aging and dying stars created new elements, including the elements from which we are made. Finally, they learn how the Universe became more chemically complex as entirely new forms of matter, each with distinctive properties, began to appear in the space between stars. The Formation of Stars As the Universe expanded and cooled, clouds of hydrogen and helium were drawn together by gravity. As these clouds grew larger and denser, the temperature rose until it was finally hot enough for protons to overcome their repulsion to one another and become joined by the strong nuclear force. Bam! A star is born. Sometimes small, sometime huge, these stars can burn for millions if not billions of years. As stars began lighting up all over the Universe, they started to gather together in groups we call galaxies. In turn, these galaxies drew together as well. The Life of a Star As stars burn, they re fueled by a process that combines two hydrogen atoms into one helium atom, which gives off a huge amount of energy. This process will continue at the center of every star until the star runs out of hydrogen. At this stage, the star will start burning helium atoms, fusing them into atoms of carbon. Once the helium runs out, the star will burn the carbon, creating neon. Over time, neon is burned, creating oxygen; oxygen is burned, creating silicon; and finally, silicon is burned, creating iron. At this stage, the process can no longer continue and the star ends its main sequence. BIG HISTORY PROJECT / UNIT 3 GUIDE 2

3 The Death of a Star How fast stars burn depends on their mass. The smaller stars burn fuel slowly and can last millions and millions of years. Larger stars tend to burn faster and live for a shorter amount of time. The larger stars tend to expand greatly once they burn through their fuel, and become red giants. Then, these stars collapse and explode into supernovae, reaching incredibly high temperatures. These explosions are so hot that they are able to fuse together a massive variety of atoms. The Chemical Elements Hydrogen and helium are the most abundant elements in the Universe. They first appeared in the moments after the Big Bang as the Universe cooled and some of the energy converted into matter. Because of the high temperatures at the centers of large dying stars, more elements, such as carbon, oxygen, silicon, and iron, appeared. While important, these are but a few of the elements needed for life as we know it. It s only in the incredibly high temperatures of an exploding star that we get much of the rest of the table of elements. Why This Matters All of the elements found on Earth come from the life or death of a star. There is no other way to create large quantities of elements. In a way, we re all made of stars! Also, the fact that elements can t be created by any other means explains why there are limited quantities of many valuable elements here on Earth, and why we can t simply make more when we need them. We need to understand the nature of these elements and make good use of the limited supplies we have here on Earth. Misconceptions and Teaching Challenges Vocabulary Unit 3 includes a number of vocabulary words that will be unfamiliar to students. These terms will be important in understanding the reading and video content over the unit. It s helpful to allow a little extra time for vocabulary when teaching Unit 3 to support your students comprehension. Understanding Stars There is a ton of information about the lifecycle of stars in this unit. In particular, the main lecture videos are pretty detailed and in-depth. As you come to this topic, it s helpful to set the expectation that these videos will likely need to be viewed at least twice to really understand them. As we ve discussed in the Teaching Guide, the material in our Big History videos is often as detailed as many written articles. It s not easy to simply watch them and get the big ideas. As a helpful aid, try using the Life Cycle of Stars infographic as you follow along to help you think about where we are in the process. Chemistry? What s That? Unit 3 touches on some very complex ideas in chemistry. For many teachers and students, it provides welcome opportunities to dig deeper into the details of nuclear fusion or the periodic table of elements. However, it is not essential to explore the topic in-depth to get at the most essential elements of Big History. You don t have to be a chemist, nor do you have to take a couple of weeks to explain the basics of chemistry (but if you do have the time and resources, have fun with it). What s important to understand here is that everyone is made of the chemical elements formed in the death of stars, and these elements each have different properties. As we get into Units 4 BIG HISTORY PROJECT / UNIT 3 GUIDE 3

4 and 5, we will explore how these elements came to be found on Earth and the role they played in the emergence of life. It s also important for us to consider the scarcity of these natural resources here on Earth when we think about how access to these elements have shaped human political and social behaviors. The Periodic Table If you don t have formal training in chemistry, you might not feel confident about discussing the periodic table of elements. Don t worry. For our purposes, it s enough to know that different elements have different numbers of protons, and some other unique characteristics. As scientists like Mendeleev started looking for ways to explain the similarities among elements, the breakthrough came from borrowing ideas from a simple card game. While the periodic table deserves a great deal of attention from teachers and students, the details are not essential to successfully completing this course. Vocabulary carbon A chemical element with six protons that is the basis for all known life on Earth. chemical element A substance whose atoms are all the same (that is, each atom contains the same number of protons as each of the other atoms in the substance). Sometimes, the word element is used to refer to the atoms or atomic nuclei themselves, as in the statement Many elements are formed as products of dying stars. chemistry The scientific study of the composition, structure, properties, and reactions of different forms of matter. cluster A group of galaxies held together by their mutual gravitational pulls. cosmic horizon The distance in our Universe beyond which we cannot see (46-billion to 47-billion lightyears from Earth). Light from beyond the cosmic horizon has not yet had enough time (in the history of the Universe) to reach us. density The mass per unit of volume of a substance. fusion (also called nuclear fusion) The combining of lighter atomic nuclei into heavier atomic nuclei. This process can release a great deal of energy, and is what powers most stars. galaxy A huge system of stars, interstellar dust, and dark matter, held together by mutual gravitational pull. ion An atom that has a different number of protons than electrons, giving it an overall positive or negative charge. iron A chemical element with 26 protons. The most common chemical element in the planet Earth, iron forms the majority of Earth s inner and outer core. The process of creating new elements through nuclear fusion in stars ends with iron, since fusing atomic nuclei together to produce elements heavier than iron does not produce energy. Milky Way galaxy The spiral-shaped galaxy that contains our Solar System. neutron star One possible end product of supernovae. When a star much more massive than our Sun runs out of fuel, its core may collapse to produce a ball of neutrons more dense than virtually anything else in the Universe. BIG HISTORY PROJECT / UNIT 3 GUIDE 4

5 periodicity Regular, recurring trends. For example, a Cepheid variable star exhibits periodicity because its brightness changes in a regular, predictable way that repeats over time. periodic table of elements The generally accepted system for organizing the known chemical elements. Russian chemist Dmitri Mendeleev first used this method of arrangement in As new elements are discovered, they are added to the table. plasma A state of matter in which protons and electrons are not bound together. This was the state of the entire Universe roughly before 380,000 years after the Big Bang, and is the normal state inside stars. radioactivity The breakdown of an unstable atomic nucleus, such as uranium, through the spontaneous emission of subatomic particles. star A huge, glowing ball of plasma held together by its own gravity. Stars, the first complex entities in the Universe, have structure, stability, and a sustained flow of energy due to nuclear fusion at their centers. supercluster A large group of galaxy clusters that together form some of the largest known structures in the Universe. supernova The explosion of a large star at the end of its life; most chemical elements are created by supernova explosions. Lesson and Content Overview Lesson name Lesson description Content Activity 3.0 How Were Stars Formed? Ever spill jellybeans on the floor? In the new Universe, some atoms like the jellybeans wound up together in pockets. Unlike the jellybean scenario, gravity did its thing. Long story short stars. Watch: How Were Stars Formed? Watch: A Big History of Everything H2 Opening: The Life of a Star Activity: My Threshold Card Activity: Star Comic Vocab Activity: Memorization Activity: DQ Notebook Closing: This Threshold Today 3.1 Creation of Complex Elements Aging and dying stars get hotter than well, they get hot. Hot enough to create new, heavier elements. What s so special about the heavier elements? No gold. No silver. Imagine life without metal. Watch: New Chemical Elements Watch: What Did Stars Give Us? Watch: Stars & Galaxies Crash Course Read: A Little Big History of Silver Watch: Silver Supernova H2 Opening: Is It in There? Vocab Activity: Comprehension Activity: Grading Silver Supernova Closing: Little Big History of an Element BIG HISTORY PROJECT / UNIT 3 GUIDE 5

6 Lesson name Lesson description Content Activity 3.2 Ways of Knowing: Stars and Elements All those new elements what exactly were they and how did they bind to or repel each other? The science of chemistry was born as early scientists studied the properties and structure of chemical elements and compounds. Watch: Ways of Knowing: Intro to Chemistry Watch: Crash Course Chemistry Periodic Table of Elements Read: Dmitri Mendeleev: Building the Periodic Table of Elements Read: Marie Curie: Chemistry, Physics, and Radioactivity Opening: DQ Notebook Activity: What Do You Know? What Do You Ask? Closing: Investigation 3 Investigation: How can looking at the same information from different perspectives pave the way for progress? This unit s investigation uses our changing view of the chemical elements as a case study for how new understanding helps lead to innovation. Aristotle s elements Lavoisier on chemical elements The periodic table Elements, baseball bats, and bike frames Worksheets Investigation Writing Additional content Additional content items, including image galleries, can be used to augment lessons or customize your own unit. Threshold 2: Stars Light Up (video) Structure in the Universe (gallery) Stars (gallery) A Big History of Everything H2 (video) Navigating the Periodic Table (video) From Alchemy to Chemistry (article) Learning tips Random facts Related galleries, images, websites, and videos Web links Assessments Unit 3 includes lesson and glossary quizzes. Also included is a required Investigation writing assessment. Lesson Quizzes Glossary Challenge Investigation Writing Actions The Unit Log is required for every unit. Unit Log BIG HISTORY PROJECT / UNIT 3 GUIDE 6

7 BIG HISTORY PROJECT / UNIT 3 GUIDE 7

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