Project STAR: The Universe in Your Hands
This textbook, copyrighted by the President and Fellows of
The book is a product of Project STAR, a program that was
As that excerpt indicates, Project STAR is not, and does not
claim to be, an encyclopedic survey of astronomy. It is a book
built around investigation and observation, and it puts much
emphasis on measurements. Most of the measurements are made with
simple devices, and many of the devices are constructed by the
student.
The book has fifteen chapters, each dominated by one or more
activities. A typical chapter begins with a set of questions,
then presents three or four activities and a concluding
discussion. The discussion gives the student a theoretical basis
for understanding what the activities have demonstrated, and it
ends with "Homework" and "Self-Test" problems. (Curiously, the
discussion in every chapter uses future-tense verbs in referring
to things that the student already has done; this suggests that
the discussion was originally intended to be placed before,
rather than after, the activities. In chapter 3, for instance,
the discussion starts on page 57, and it tells the student that
he "will" construct a celestial sphere and "will" use the sphere
to explore the reasons why Earth has seasons. But the student
has already done those things, in activities that were given on
pages 44 through 56.)
The chapter-opening questions serve an interesting purpose.
Before the student does any reading, he is asked to write down
his answers to queries about topics that the chapter will
consider, or he is asked to gather answers by surveying his
friends, parents or teachers. Later, as he studies the chapter,
he probably will learn that his initial answers, or those that he
gathered from his acquaintances, were incorrect. The questions
have been calculated to expose common misconceptions, as some
examples will show: Why is the weather warmer in summer than in
winter? If you look at the North Star through a department-store
telescope, is the star's image bigger or smaller than (or the
same size as) the image that you see with your naked eye? What
is a galaxy? -- and how many galaxies are there in the universe?
A couple who have four sons are expecting another child: Will the
new baby more probably be a boy than a girl? Will it more
probably be a girl than a boy? Or are both possibilities equally
likely?
The 39 activities in Project STAR require care and diligence, but
they rarely require any complicated equipment. To measure
angles, the student compares them with the angle subtended by
his finger, his hand or his fist (held at arm's length), and this
usually eliminates the need for trigonometric formalisms. To
make a Rumford photometer, which the writers call a "wax
photometer," he uses paraffin blocks and aluminum foil.
Unfortunately, some of the activities will not work well. One of
the earliest, Activity 1.2, asks the student to trace the Sun's
path through the sky in a simple and clever way. Given a plastic
hemisphere, the student centers it on a point marked on a
horizontal piece of white cardboard; then he moves the point of a
wax pencil until the shadow of the tip of the pencil falls onto
the center point, and he makes a mark on the hemisphere. A
series of such marks, made over a reasonable period of time, will
nicely describe the path of the Sun -- but alas, the Project STAR
writers allow the student to make only three marks, over a
period of 30 minutes. While this enables the student to
complete the activity during one class period, it means that the
marks on the hemisphere will be very close together. Any attempt
to extrapolate the diurnal path of the sun from such closely
grouped points will probably fail. (The writers are aware of
this, and they later ask the student to perform the same
exercise during a weekend, making measurements throughout an
entire day. This can yield excellent results, but how many
students will actually do it?)
Some other activities present a difficulty that is unavoidable:
They require the student to observe stars or planets at night, or
to make measurements at sunrise or sunset. These tasks have to
be performed outside of class, of course, and the student will
not be able to solicit help from his teacher if he runs into
trouble.
Nevertheless, a persistent student will learn a goodly amount of
astronomy and a great deal about doing science. The Project
STAR activities lead the student through observations of the
daytime sky, then through observations of the nighttime sky, and
thence to model-building and simple astrometry. Many students
(and many teachers as well) will probably be astonished to see
how much they can infer from a set of crude but cleverly
conceived measurements.
Activity 5.1 is a lovely experiment in which the student learns
the inverse-square law for brightness by utilizing an unfrosted
light bulb and a graph-paper grid. Light from the bulb passes
through a square hole in a piece of cardboard, then falls onto
the grid (whose squares have the same size as the hole in the
card). As the student moves the grid farther and farther from
the piece of cardboard, he records the number of grid squares
that receive illumination, and he soon finds that this number
varies with the square of the distance between the bulb and the
grid. (There is one tricky bit, though. The writers don't
explain that the bulb must have a linear filament, which can be
turned end-on to approximate a point source of light. This is
not the kind of filament found in the bulbs sold by supermarkets;
if the student tries to use a supermarket bulb in performing
Activity 5.1, the penumbra cast on the grid may cause substantial
errors.)
From such modest beginnings, the student progresses to more
sophisticated undertakings. Given a series of pictures that
show the apparent size of Venus as it passes through its phases,
the student is led to understand why the Copernican picture of
the solar system is correct. Given a diagram that shows how the
apparent diameter of the Sun varies during the year, the student
estimates the eccentricity of Earth's orbit, and he learns that
the seasons do not depend on the Sun-to-Earth distance. Later,
the student makes a small refracting telescope, measures its
magnification, observes various objects through the telescope,
and determines how far away they are; and the writers explain
that one can determine an object's absolute size if the object's
distance is known, or vice versa. Still later, the student
learns how to make apparent-brightness and intrinsic-luminosity
estimates for stars.
With an inexpensive diffraction grating, the student builds a
cardboard spectrometer and a crude "colorometer," and he makes
some simple spectral measurements. The writers introduce the
Hertzsprung-Russell diagram (although they do not call it by that
name), and they lead the student to make some inferences about
the nature of stars. Inevitably, the amount of measurement that
the student can perform diminishes as the book's astronomical
scope expands, but the book's emphasis on observation, modeling
and investigation is maintained throughout. The last, delightful
chapter, which introduces the student to probability theory,
includes an activity that demonstrates the silliness of
astrology.
Project STAR presents some exemplary historical material, such as
the explanation of why Columbus was obliged to convince his
backers that the smallest available estimates of Earth's
dimensions were the correct ones -- which they were not! There
are also some failures, however. The account of the Ptolemaic
model of the solar system is muddled, and the writers have erred
badly in presenting and interpreting an engraving of Tycho Brahe
and his mural quadrant (page 40). They have cropped the part of
the engraving that shows how Tycho actually used the quadrant in
making observations, and their caption suggests that they don't
understand what the name "mural quadrant" means. (It means that
the quadrant was mounted on a curved wall -- not that the
quadrant stood near a mural painting which depicted Tycho's
observatory, instruments and assistants.) And it is misleading,
at least, to say that when Annie Jump Cannon went to college (in
1884), she was "one of the first women from her home state of
Delaware to do so." The writers' implication -- that it was
novel and remarkable for a woman to go to college in 1884 -- is
false. Oberlin College, founded in 1833, had admitted women from
the outset, and by 1884 the United States had numerous women's
colleges and coeducational colleges.
There are a few scientific mistakes as well. For example, the
description of the photoelectric effect is wrong; light shining
on a metal does not increase the metal's conductivity, as the
description implies, but causes emission of electrons from the
metal's surface. The two blackbody-emission spectra shown on
page 259 are so different in shape that they cannot both be
correct. And it surely is not true that you can see "even in the
darkest room."
Finally, there are some pedagogic mistakes or oversights. The
writers introduce the concept of fixed stars by saying that "The
stars . . . always seem to have the same positions with respect
to each other," but they fail to give a clear, unambiguous
explanation of the physics embodied in that phrase "with respect
to each other." Some of the drawings (such as those on pages 32
and 34) seem too crude to convey the information they are
intended to convey. The statement that "The size of the unit
area depends on the units in which the area . . . is measured" is
confusing nonsense (page 111). The statement that light is
"mysterious" is silly (page 113). The account of how Cepheid
variables and RR Lyrae stars are used in finding astronomical
distances is not as clear as it should be. In particular, the
writers don't explain the crucial point that the absolute
calibration of Cepheids requires observations of one or more
Cepheids whose parallax is known. (This is a surprising lapse in
a book that devotes so much space to the relations among
distance, absolute size and angular size.) These slips, and some
others like them, should be corrected when Project STAR goes into
its next edition.
The writing, overall, is rather dull but acceptable, given that
much of the book consists of detailed descriptions of activities.
The problems presented to the student are generally interesting,
and challenging, and some of them have practical implications.
(An example is the problem on page 72, which leads the student to
see how eaves can keep summer sunlight out of a house but permit
winter sunlight to enter.) The copy-editing seems good; I
detected only five or six typographical errors in the whole book.
Project STAR is accompanied by a fine Teacher's Guide which
provides thoughtful, clear answers to problems, and which deals
thoroughly with the pitfalls that may be encountered in
performing the activities. It even warns the teacher about
instances in which students may try to fudge their results, and
it proffers advice about forestalling such fudging. The Project
STAR writers have obviously worked carefully through their own
material!
Who will benefit from using this good book? Not the teacher who
wants to "cover" all of astronomy, and not the student who is
unwilling to expend time and effort in studying and in doing
laboratory work. But for the teacher who wants to teach real
science, and for the student who wants to learn to think like a
scientist, Project STAR is just the thing.
Lawrence S. Lerner is a professor in the Department of Physics
and Astronomy at California State University, Long Beach. He
served on the panel that wrote the current framework for science
education in California's public schools, and he is a director of
The Textbook League.
Reviewing a science text for high-school honors courses
1993. 384 pages. ISBN: 0-8403-7715-0.
Harvard College, is printed and sold by the Kendall/Hunt
Publishing Company, 4050 Westmark Drive, Dubuque, Iowa 52002.
sponsored by the Harvard-Smithsonian Center for Astrophysics and
supported by the National Science Foundation. The acronym STAR
stands for Science Teaching through its Astronomical Roots.
For Serious Teachers and Students,
This Book Is Just the ThingLawrence S. Lerner
Project STAR: The Universe in Your Hands is the work of people
who know a great deal about astronomy and who have thought hard
about how and why they want to teach it. Their approach is
stated in the book's preface:
Our purpose is simple: To help you learn about science. Our
philosophy is more complicated: We believe you learn science
better by making measurements and observations than by memorizing
"facts." Understanding science also requires understanding
concepts, which are mostly much harder to learn than facts. But
a single concept, or theory, can usually allow you to understand
a large number of facts. . . . Everybody has ideas about how the
world works; we believe your teacher should ask you about your
ideas first and then help you to test their accuracy by showing
you how to make the relevant measurements and observations.