=Paper=
{{Paper
|id=Vol-2547/paper11
|storemode=property
|title=Using interactive technologies to study the evolution of stars in astronomy classes
|pdfUrl=https://ceur-ws.org/Vol-2547/paper11.pdf
|volume=Vol-2547
|authors=Svitlana L. Malchenko,Davyd V. Mykoliuk,Arnold E. Kiv
|dblpUrl=https://dblp.org/rec/conf/aredu/MalchenkoMK19
}}
==Using interactive technologies to study the evolution of stars in astronomy classes==
https://ceur-ws.org/Vol-2547/paper11.pdf
145
Using interactive technologies to study the evolution of
stars in astronomy classes
Svitlana L. Malchenko1[0000-0001-8291-6642], Davyd V. Mykoliuk1 and Arnold E. Kiv2
1 Kryvyi Rih State Pedagogical University, 54, Gagarin Ave., Kryvyi Rih, 50086, Ukraine
malchenko.svitlana@kdpu.edu.ua, mikoluyk99@gmail.com
2 Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel
kiv@bgu.ac.il
Abstract. In astrophysics, a significant role is played by observations. During
astronomy classes in the absence of surveillance tools interactive programmes
such as an interactive programme for space objects simulation can be used as
Universe Sandbox2. The aim of this work is to implement interactive programmes
for effective astronomy teaching, understanding material and increasing
cognitive interest. We observe the evolution of stars while using Universe
Sandbox2 during the study of the topic “Evolution of stars”. Using this
programme students have an opportunity to get acquainted with the existence of
stars with different masses, their differences, to observe changes in the physical
characteristics of stars such as: mass, temperature, speed velocity, luminosity,
radius and gravity. It will help to develop the ability to analyze, to compare, to
form scientific worldview, to develop the attraction for research, to raise the
interest for studying astronomy.
Keywords: education, astronomy, computer technology, interactive
programmes, Universe Sandbox2.
Modern educational technologies are aimed at teaching students to work
independently [9; 10; 13; 14], as this quality gives opportunity for them to adapt
successfully in the conditions of a rapidly changing society. The ability to learn will
allow them to improve experience and knowledge, to analyze and to use the
achievements of science and technics in the professional activity. The number of hours
to study astronomy is clearly not enough for its quality of teaching and for students to
master it at a sufficient level, which also indicates the need to devote the most part of
the material for independent study [11; 13]. However, most teachers consider students’
independent work only as homework, textbook reproductive study, writing synopses,
problem solving and preparing projects. Learning a new material independently is
difficult for schoolchildren. Normally they do not do a boring work or they do it
mechanically. In the context of the modern new Ukrainian school it is necessary to
increase the role of independent work for obtaining sufficient astronomical knowledge
but at the same time it is necessary to change the approach to the individual work. It
should not be exclusively reproductive homework, it should include interesting tasks
for students which they will perform both during and after the classes or at home [12].
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
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Modern technologies are developing enough fast and their use will help to enhance
the study of astronomy. For example, such computer and mobile applications as Sky
Map, Star Walk 2, etc. and 3-D pens for design 3-D models could be used [2, 5]. It is
clear that the use of modern technologies requires additional time, knowledge and skills
both of teachers and students.
Nowadays, while teaching astronomy didactic and psychological principles of
developmental teaching, individualization and differentiation of teaching, activity and
comprehension approaches must be implemented [16]. The transition to the
competence approach means reorienting the process to the result of education in the
activity, changing the emphasis on the accumulation of normatively defined
knowledge, skills and abilities in order to form and to develop individual’s ability for
practical actions, the use of experience in specific situations [14]. The activity approach
to the organization of the educational process in astronomy allows not only to solve the
problem of effective mastering the astronomical knowledge successfully, but also to
form students’ ability to plan their activities independently and competently in different
situations.
Today children comprehend the lesson material when information and
communication technologies (ICT) are used with greater interest [19]. Such form of
organization of various subjects’ study becomes more effective and facilitates the new
material perception by children. The use of ICT during astronomy lesson develops
visual thinking, imagination, visual memory. It becomes possible with the use of star
maps, educational pictures, demonstrations, video and audio materials, animated
images that are presented in electronic form.
The use of interactive technologies affects the level of student’s formation of high
internal and external motivation, activity in information and cognitive activity while
studying astronomy. And so that it manifests itself in self-determination and self-
realization of the personality. Innovative technologies allow to reproduce the high level
of visualization of the happening events and processes, the ability of simulation and
occurring of their simulation with different values of parameters. Also it allows to
reproduce individualization and differentiation of educational material in respect to the
student’s cognitive abilities as well as the ability to control mastering and understanding
teaching material in the classroom for the teacher’s management or independent work
so that it enables to have an operational feedback for the correcting educational process.
Workshops provide the students with an opportunity to increase theoretical
knowledge, to study principles of physical phenomena development, to use
fundamentals of scientific experiments, and skills in mathematical analysis of measured
results.
Due to the rapid development of computer technologies, it is possible to implement
interactive technologies in the work of educational institutions [1; 6]. The
implementation of such technologies improves and facilitates astronomy classes.
Firstly, visual aids should be used because while learning astronomy it is difficult for
pupils or students to understand and to get the idea without realizing how and in what
way an astronomical (physical) process passes. Secondly, the use of computer
programmes makes easy to implement practical tasks and laboratory work, moreover it
allows to extent their quantity. Thirdly, taking into account the fact that it is given not
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enough time for astronomy study, so the organization of the independent work with the
use of interactive technologies will increase the amount of knowledge or even will
expand the students’ horizons.
The aim of this work is to implement interactive computer and mobile programmes
for the independent work in effective astronomy teaching as well as understanding
material and increasing cognitive interest. An additional aim of this work is the
introduction of astronomical practical work for children with educational needs.
Instead of the usual methods of teaching the desire to develop students’ ability to
work with multiple sources of information has come, and one of the main goals has
become not only to provide graduates with specific knowledge but also a need to teach
them how to learn. Exactly the mentioned previously will allow to improve experience
and knowledge during the whole life, to analyze and to use achievements of science
and technology in the professional activity.
The use of modern informational technologies in the process of organization of
independent work simplifies teacher’s organization of independent work in astronomy
and has a number of advantages:
─ modern educational products;
─ possibility of choice of individual working schedule;
─ the use of accents transfers on electronic transmitters;
─ variability of tasks taking into account children’s potential possibilities and
capabilities;
─ increase of students’ professional motivation;
─ an objective checking possibility of the level of mastering educational material.
The use of informational technologies in organization of students’ independent work
allows not only to intensify their work but also to make base of further permanent self-
education.
E-learning environments, that help children to get learning material, include distance
learning, interactive exercises, e-testing, mobile applications [15]. New informational
technologies such as laptops, smartphones allow children with special educational
needs to participate in the educational process without using functional restrictions and
residence [4; 5; 17]. Mostly, it is a kind of salvation because due to the sufficient
development of technology, they can get education of different levels even without
leaving home. Distance learning is used in different countries of the world and that
allows, for example, to live in Ukraine and study in Denmark.
Lately the problem of children’s “inclusive education” in general educational
establishments becomes more essential. And if this issue is studied at primary school,
attention is paid not sufficiently to the study of children with the special needs in science
and mathematics. ICT implementation allows a teacher to take into account the
students’ individual educational needs and consequently to involve such children to the
astronomy study. Unfortunately, the astronomy study is paid not enough attention in
secondary educational establishments and scientific literature. The educational process
for children with the special educational needs at senior school lays in personality-
centered education. In this case the role of a teacher is to find an approach to every
student with individual needs and to involve him to cognition.
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To strengthen an effect in the studies of children with the special educational needs,
teachers use audio and video materials, pictures, fragments of films, other visual aids,
but it is important to make visualization concrete [8]. It is possible and necessary to use
a great quantity of illustrative material, atlases, star catalogue, map of the starry sky
while teaching astronomy. Students with autistic disorder have unique possibilities for
astronomy study. In astrophysics, a considerable role is played by supervisions.
Realistic observations cannot be made in astronomy classes, so virtual computer or
mobile applications will help the teacher to increase practical and research components,
to bring astronomy study closer to the modern scientific level. By doing their own
research students do not only understand the learning material better, but also develop
their own research skills, imagine the world’s scientific picture better. The use of these
applications is possible in the classroom and at home while accomplishing individual
work. Learning with the help of computer programmes (applications) makes easier the
understanding of the material and contributes raising of cognitive activity.
Interesting graphic arts, pictures, virtual trip are interesting and encourage the
effective astronomy self-learning as they are children’s visual acquaintance with these
programmes. Such programmes can be used in the educational; process for the students
with the special educational needs because students can accomplish the majority of the
mentioned tasks independently. While working with computer programmes a student
can choose complication and speed of work taking into account his own individual
features. Thanks to the free access to these programmes all students have an
extracurricular time to continue studying, to analyse material independently and to
make conclusions.
One of the most interesting question for students and one of the task for an
astronomer is star evolution. The theme “Evolution of stars” in the 10-11th grades is
devoted about one hour for the study on the standard level. Video, animations, other
visualization give an opportunity to understand the physical processes that take place
and how physical parameters depend on the evolution process. In this work we also
represent interactive computer programmes, for example, Universe Sandbox2 which is
used as an interactive computer programme for space objects simulation.
Universe Sandbox is a physics-based space simulator that allows you to create, to
destroy and to interact on an unimaginable scale [3]. Universe Sandbox was introduced
in 2008. Moreover, its current version is now available. It includes desktop and virtual
reality mode. Universe Sandbox2 fully supports three of the major VR solutions: HTC
Vive, Oculus Rift+Touch and Windows Mixed Reality. With a headset this simulator
allows to create one’s own virtual reality in order to see and to interact with digital
content in the environment. This virtual reality is great for demonstrating scale and
distance in a tangible way. Also it can make astrophysical concepts tangible for students
like nothing else. With its help the influence of gravity on various objects in the
universe can be seen and planetary systems can be simulated.
It is possible through mapping walls and objects, then through superimposing
images, that it makes to look like as right objects in front of you. This also allows
interactions between the real and digital worlds as, for example, with the use of
Universe Sandbox. It means that it is possible to explore the Solar System in a living
room and to smash stars against walls.
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The laws of physics are performed for planets, stars and other space objects,
therefore, this programme may become highly interesting for studying not only
astronomy but also physics.
The lesson goal of the topic “Stars. Evolution of the stars” is to understand how,
why, where and from what stars are formed. The classes are offered to combine
traditional learning tools and the use of modern electronic technologies. After learning
new material, the computer programme Universe Sandbox2 is introduced to the
students. It has the ability to:
─ consider and modify our Solar System with known planets, starting with Mercury
and ending with Neptune;
─ change mass of the planets;
─ make your own Planetary system;
─ observe the collision process of galaxies with further development of this process;
─ control the motion of asteroids, meteorites and comets;
─ monitor the moment of birth and death of the stars (this process is shown in details);
─ monitor the situation in which the Sun goes out and how the Solar system model will
look like without the Sun;
─ put Black Hole in galaxy or a planetary system and to analyze what could happen.
As a practical exercise, it is suggested that students use the Universe Sandbox2 to
explore the evolution of the Sun and any other stars with larger mass. Students can
accomplish this task under the teacher’s guidance (if it is possible in the class or after
it) or independently at home, at the end of the lesson or at the next lesson. Students
make conclusions concerning the time of evolution, the final stage of the evolution of
the stars, and the change in the physical parameters of the studied stars.
Task for students: using a computer programme watch the evolution of stars with
different masses. Complete the table in order to do the analysis.
Initial data Intermediate data Final data
Mass, M○
Radius, km
Surface temperature, K
Volume, V○
Time, billion year
It is the brief instruction to the programme in order to accomplish the task. In order
to watch the evolution of the star of the Sun type, a student must launch the Universe
Sandbox2 programme, open the MENU (press the “Home” button, it is on the top left).
In the menu press “Open” button, then select the “Explosions” tab, and open the
simulation called “Stellar Evolution of our Sun”, and for the other stars you need to
click on the star itself and informational panel with physical characteristics (mass,
radius, density, temperature and speed) will appear on the right side of the monitor. The
additional information about the star (title, age, surface temperature, luminosity,
rotation speed, gravity attraction) will appear on the informational panel.
Stars with different masses at different stages of evolution are shown in Fig. 1-3.
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Fig. 1. Star of the Sun type with age of 7 million years
Fig. 2. Star with mass of 10 Sun masses with age of 22.4 million years
Table 1 presents the evolution process of the stars with the Sun mass. The evolution of
the star was observed from the stage of the main sequence to the stage of the red giant.
From the data in the table all physical characteristics were increasing in the process of
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stars’ development. A red giant was formed with a smaller mass but larger in size in
the process of this model development as a result of simulation.
Fig. 3. Star with mass of 15 Sun masses 2,78 hours later after the explosion
Table 1. Star with the Sun mass
Initial data Intermediate data Final data
Mass, M○ 1 1,2 0,541
Radius, km 6955000 848960 1219169
Surface temperature, K 5775 5805 5173
Volume, V○ 1,03 1,82 6,51
Time, billion year 4,66 8,55 11,2
The star evolution model is standard and is already presented in the programme.
During the development of this model the star size enlarges, change of temperature and
mass are observed.
The results of observations on the model of a massive star are given in Table 2. As
Table 2 shows, the radius, temperature and volume of the star increased. As a result of
the evolution, a star of considerable size with the same mass but with a lower
temperature was formed. At the final stage of evolution, a clear cloud of gases emerged
near the star.
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Table 2. Star with 10 Sun masses
Initial data Intermediate data Final data
Mass, M○ 10,1 10,1 10,1
Radius, km 7025583 26323386 55057486
Surface temperature, K 19964 13917 8133
Volume, V○ 1030 62877 495659
Time, billion year 22,4 23,4 25,1
Table 3 presents the evolution of the star with 260 Sun masses. The evolution was
observed from the stage of the main sequence to the stage of supernova. From the data
in the table all physical characteristics were increasing in the process of evolution of
the stars. A black hole was formed as a result of development simulation of this model.
Table 3. Star with 260 Sun masses
Initial data Intermediate data Final data
Mass, M○ 260 265 15
Radius, km 22325550 29243869 44,3
Surface temperature, K 54500 56000 54227
Volume, V○ 33048 74274 25·1016
Time, billion year 1,70 1,75 –
Students have an opportunity to get acquainted with the existence of stars with
different masses, their differences, to observe changes in the physical characteristics of
stars such as mass, temperature, speed velocity, luminosity, radius and gravity thanks
to practical task accomplishment with the help of this programme. It is also necessary
to pay attention to the time of evolution of stars with different masses, it can take a long
period of time: from several millions to tens of billions of years.
At the end of this class, students can answer the questions:
1. What is protostars?
2. What is realization of a stellar evolution?
3. What changes during the evolution of the stars?
4. Can we study the stellar evolution when we observe the life of a single star? Why?
5. Are all stars born from collapsing clouds of gas and dust?
6. How different is evolution of stars of different masses?
7. Does the mass of the stars change during their life?
8. How does the size of the stars change during stellar evolution?
9. What is the duration of life of stars?
10. When does the star become a black hole?
11. Which stars have the smallest size?
12. Tell about the evolution of low-mass stars.
13. What is the difference evolution of giant and supergiant in comparison to low-mass
stars?
14. What happens after a low-mass star ceases to produce energy through fusion?
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Students also can prepare presentation about the life cycle of a Sun-like star, brown
dwarfs and sub-stellar objects, red-giant-branch phase, planetary nebula, etc.
The task of modeling the evolution of stars was offered to the students of the 11th
grade of Kryvyi Rih Lyceum No 35, who study astronomy at the standard level, and
and also this task was offered to the students who study physics at Kryvyi Rih State
Pedagogical University as a major subject. Pupils as well as students performed this
task after having studied the theme “Stars. The evolution of stars” after classes.
Finally, we can do the following conclusions:
1. Universe Sandbox2 is a simulation software which allow to explore a star evolution
in the virtual reality (using HTC Vive, Oculus Rift+Touch or Windows Mixed
Reality). Computer simulation of the stars evolution in astronomy study provides
students with knowledge on the peculiarities of stars with different masses (form,
size, temperature). Furthermore, it helps to understand the evolution of the stars with
different masses, to recognize the physical characteristics and processes taking place
into the stars, to consider the conditions of the formation of supernovae, neutron stars
and black holes. It will help to develop the ability to analyze, to compare, to form
scientific worldview, to attract for a research, to raise the interest to astronomy study.
2. The basic result of implementing practical works in astronomy are the obtained
knowledge and abilities which allow students to determine learning tasks; to find the
optimum methods of tasks realization; to use different information sources; to
estimate the results; to organize one’s own research activity. Therefore, practical
tasks in astronomy have an important place in the educational activity, so that the
conducting of such tasks is possible even without the special astronomic equipment.
3. Interactive programmes implementation will help students to master the material
better, it will allow to visualize educational material, to develop students’ spatial
representation, to increase the level of cognitive activity and to provide an effective
self-mastering the knowledge in astronomy. Besides the implementation of
computer interactive programmes, ICT allows to organize an individual work in
astronomy and to involve children with special educational problems into the process
of studying astronomy.
4. Experience of using the opportunities of modern computer technologies shows their
high efficiency in the course of school astronomy. ICT open new opportunities in
order to create virtual space, in which it is possible to observe the processes that are
inaccessible in realities due to the classroom conditions.
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