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Star Claims at the Horseshoe Court worksheet preview

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Star Claims at the Horseshoe Court

Use a park group's light test and star facts to argue why the sun looks brighter than other stars.

Grade 5ScienceInteractive · Printable

Aligned to5-ESS1-1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 NGSS standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 5
Subject
Science
Question types
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students interpret a controlled light test to explain how distance affects apparent brightness.
  • Students distinguish how bright a star looks from how much light it gives off.
  • Students argue from evidence that the sun looks brighter because it is much closer to Earth.

How to use

Read the passage and graph together. Have students answer independently, then discuss how the lamp model supports—and limits—an argument about stars.

Curriculum

NGSS standard covered

5-ESS1-1

Argue that the sun looks brighter than other stars because it is much closer to Earth.

Preview

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Name Date

Star Claims at the Horseshoe Court

Use a light test and star evidence to build an argument.

Investigate a Light Model

Read the passage. Use it and the graph to answer the questions.

An Evening Question in the Park

At an evening science gathering beside the city park's horseshoe court, Imani helped prepare a report about stars. Someone asked, “Does the brightest-looking star give off the most light?” The group decided to investigate before writing an answer. They used notes about real stars and a small light model. No one looked directly at the sun.

The group used one battery-powered LED lamp and a light meter. A light meter measures light reaching its sensor. They marked spots 1, 2, and 4 meters from the sensor. First, they placed the lamp at the 1-meter mark. Then they moved it to the other marks. The lamp stayed on the same setting and pointed toward the sensor. The meter stayed in one place, facing the lamp. The background lighting stayed the same.

At each distance, the group recorded the meter reading. They repeated the test and got similar results. The graph shows the first set of readings in units from their meter. These units describe the light reaching the sensor, not the total light leaving the lamp. The students did not measure stars with this meter. The lamp was a model for investigating one factor that could affect how bright a light looks.

Their astronomy notes said that the sun is a star about 150 million kilometers from Earth. Other stars are more than 40 trillion kilometers away. A trillion is a million million, so these distances are much greater than the sun's distance. Sirius, a star visible at night, is about 81 trillion kilometers from Earth. Sirius gives off more light than the sun, yet it looks much dimmer from Earth.

The group used two separate ideas in its report: light output means how much light a source gives off; apparent brightness means how bright it looks from the observer's location. Their task was to explain the sun's apparent brightness using evidence, rather than guessing a star's light output from its appearance.

Light Reaching the Sensor010203040506070801 meter2 meters4 metersLamp distance from sensorMeter reading (units)
1.
Why did the group keep the lamp on the same setting at each distance?
  • A. To make the meter show similar readings at different distances.
  • B. To test distance without also changing the lamp's light output.
  • C. To make the lamp give off less light as it moved farther away.
  • D. To test how different lamp settings affect the meter reading.

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