Black Holes Demonstration Tyler Bruce

Grade Level: 9 Academic Science (SNC1D)

Strand: Earth and Space Science

Specific learning expectations

D3.3 - Describe the major components of the solar system and the universe (e.g., planets, stars,
and galaxies), using appropriate scientific terminology and units (e.g., astronomical units,
scientific notation, and light years)

D3.5 - Explain the causes of astronomical phenomena (e.g., the aurora borealis, solar eclipses,
phases of the moon, comets) and how various phenomena can best be observed from Earth

Prerequisite Student Knowledge

Students that have successfully completed the grade 6 space unit should be able to identify
components of the solar system, including the sun, the earth, and other planets, natural
satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in
qualitative terms (Space 3.1). Students should also have the capability to identify the bodies in
space that emit light (e.g., stars) and those that reflect light(Space 3.2). Earlier in the unit
students will have been educated on the characteristics of planets and celestial bodies as well
as the life cycle of a star, however this will be reviewed quickly at the beginning of the
demonstration.

Purpose and rationale

This demonstration will allow students to actively participate in their own knowledge by
constructing their own specific understanding of black holes. This will be done by applying
correct scaffolding techniques where students will become familiar with the theoretical
components of black holes by actively participating in a physical activity to enhance student
understanding. This activity fits into my personal philosophy of instruction by incorporating
vygotsky's zone of proximal development as well as differentiated instruction, as this activity will
cater to both the needs of the visual and kinaesthetic learner. Students will be asked to
complete a worksheet after the demonstration and label specific questions with a red dot to
determine which concept needs further instruction. The sheet will then be handed in and be
used as both an assessment AS and FOR learning.

Equipment, materials and safety

• Blanket

• Yellow balls

• Heavy Object

• Stopwatch
 • Meter Stick

SAFTEY NOTE

• Students will need to reorganize desks to provide space for the activity

• Students may also be asked throw balls across the blankets, ensure that the area is
clear of any hazards

Instructions

This demonstration will illustrate how the point of singularity modifies space and time as
well as its ability to trap light. First, four students will unfold the blanket labelled space and hold
them at the four corners. The blanket will help to illustrate both space and time, students will be
asked to measure the length of the blanket. Another student volunteer will then demonstrate
how light quanta (yellow balls) travel through space unobstructed this process will be timed to
determine how fast light can travel through the system. After this has been done place the
heavy object in the middle of the blanket illustrating the point of singularity and the modification
of space and time. Students will then be asked to measure the blanket illustrating that the space
has been modified. Students will then roll the balls through the blanket only to find that the light
is tapped in the middle due to the gravitational force, causing an infinite time number to show
that the time component of the black hole is modified. Lastly the class will summarize their
knowledge and complete the worksheet for next class.

Scientific Explanation

Black holes occur at the end of the life cycle of a star after the occurrence of a type two
super nova. However not all stars will result in the formation of a black hole , the occurrence of a
black hole or neutron star is dependent on the size and mass of the star. After the supernova a
large massive star will collapse under its own gravitational force onto itself on a single point in a
phenomena described as singularity. This singular point will be
approximately the size of a large city, a drastic reduction from a
stay hundreds of times larger than our sun. Therefore the
singular point will contain a large amount of matter that has
been compacted to extremely dense mass. This dense mass is
so large that gravity is almost infinitely strong and will not allow
light to escape. It is also large that completely changes the
ways in which we as humans relate to normal space and time
phenomena.

Resources

http://www.telescope.org/pparc/res8.html
http://imagine.gsfc.nasa.gov/docs/science/know_l2/black_holes.html

Ministry of Education Ontario Curriculum, Science and Technology Grades 1-8, Grade 6 SPACE

Ministry of Education Ontario Curriculum, Science Grades 9 Earth and Space Science

Black Holes
Please remember to place a red dot or other identification next to the questions you do not fully
understand and we can go through this together or as a class.

(1) Review : Illustrate and describe the life cycle of a

massive star

(2) The Universe is composed of many different elements list as

many that you can think of

(3)Black holes are formed after a type ____ supernova. After the -
___-plosion the star will ________ upon itself to create a point
called ________ . This area is very ________ and has a very strong
________ force where not even _____ can escape. The point of
_________ will also bend ________ and __________.