Characteristics of Stars
... in the prime of their lives . . 16.ln these stars, the force of Jlravity pushing in equals the force of nuclear _fusion__ pushing out and so the star is stable. 17. When a nebula grows and the force of gravity attracts more and more dust and gas, the temperature warms and a -protostar is formed. 18. ...
... in the prime of their lives . . 16.ln these stars, the force of Jlravity pushing in equals the force of nuclear _fusion__ pushing out and so the star is stable. 17. When a nebula grows and the force of gravity attracts more and more dust and gas, the temperature warms and a -protostar is formed. 18. ...
Stellar Remnants White Dwarfs, Neutron Stars & Black Holes
... • For Main Sequence stars of mass greater than about 20 Solar masses the remnant of the star left behind after a supernova explosion is too large (more than 3 Solar masses) to be a white dwarf or even a neutron star. • These remnants collapse to form Black Holes. • No light can escape from a Black H ...
... • For Main Sequence stars of mass greater than about 20 Solar masses the remnant of the star left behind after a supernova explosion is too large (more than 3 Solar masses) to be a white dwarf or even a neutron star. • These remnants collapse to form Black Holes. • No light can escape from a Black H ...
absolute past
... distances by measuring the time it takes for light to travel from one event to another (therefore, we no longer measure distances in a metrical system). In Hawking’s illustration to the right, one sends a pulse of radio-waves (traveling with the same speed as light) out to an object, and measure the ...
... distances by measuring the time it takes for light to travel from one event to another (therefore, we no longer measure distances in a metrical system). In Hawking’s illustration to the right, one sends a pulse of radio-waves (traveling with the same speed as light) out to an object, and measure the ...
Problems with the Perfect Circles
... distances by measuring the time it takes for light to travel from one event to another (therefore, we no longer measure distances in a metrical system). In Hawking’s illustration to the right, one sends a pulse of radio-waves (traveling with the same speed as light) out to an object, and measure the ...
... distances by measuring the time it takes for light to travel from one event to another (therefore, we no longer measure distances in a metrical system). In Hawking’s illustration to the right, one sends a pulse of radio-waves (traveling with the same speed as light) out to an object, and measure the ...
Physics116_L37
... 9. Astronaut Jill leaves Earth in a spaceship and is now traveling at a speed of 0.280c relative to an observer on Earth. When Jill left Earth, the spaceship was equipped with all kinds of scientific instruments, including a meter stick. Now that Jill is underway, how long does she measure the mete ...
... 9. Astronaut Jill leaves Earth in a spaceship and is now traveling at a speed of 0.280c relative to an observer on Earth. When Jill left Earth, the spaceship was equipped with all kinds of scientific instruments, including a meter stick. Now that Jill is underway, how long does she measure the mete ...
WHY BOTHER? EDUCATIONAL APPLICATIONS OF STAR FORMATION RESEARCH
... mathematics and science to take firm command of their own futures (“Before It’s Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century,” Glenn 2000) Approximately 40% of all Earth Science teachers have not taken courses in these science ...
... mathematics and science to take firm command of their own futures (“Before It’s Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century,” Glenn 2000) Approximately 40% of all Earth Science teachers have not taken courses in these science ...
12.7 Mirages, Apparent Depth, Rainbowsfill
... actually a combination of Red, Orange, Yellow, Green, Blue, Indigo, and Purple. When a beam of sunlight comes down to Earth, the light is white. But, if the light beam happen ___________________________________________ ___________________________________________________________ ...
... actually a combination of Red, Orange, Yellow, Green, Blue, Indigo, and Purple. When a beam of sunlight comes down to Earth, the light is white. But, if the light beam happen ___________________________________________ ___________________________________________________________ ...
Progenitor stars of supernovae
... •For R ∼ 1016 cm, material ejected ∼ 50 year before! •Double-degenerate system not possible. Not enough mass. •Single degenerate. Favorable. •Not main sequence stars or compact Helium stars. •High velocity required. •Compatible with Early red giant phase stars. ...
... •For R ∼ 1016 cm, material ejected ∼ 50 year before! •Double-degenerate system not possible. Not enough mass. •Single degenerate. Favorable. •Not main sequence stars or compact Helium stars. •High velocity required. •Compatible with Early red giant phase stars. ...
The Life Cycle of Stars Webquest
... Task #4: Types of Stars Continue to read on to the section “Types of Stars” on the same webpage http://www.seasky.org/cosmic/sky7a01.html and answer the following questions: 1. What does the main ...
... Task #4: Types of Stars Continue to read on to the section “Types of Stars” on the same webpage http://www.seasky.org/cosmic/sky7a01.html and answer the following questions: 1. What does the main ...
Ten Years Of XMM-Newton: Scientific Achievements And Future Prospects Norbert Schartel
... • Distance to globular clusters is well known ...
... • Distance to globular clusters is well known ...
HR Diagrams
... Do you think that taller students tend to weigh more or less than shorter students? You could examine this by plotting the students in your class on a graph, with height on one axis and weight on the other. Each student would be plotted as a point on the graph. What do you think that graph would loo ...
... Do you think that taller students tend to weigh more or less than shorter students? You could examine this by plotting the students in your class on a graph, with height on one axis and weight on the other. Each student would be plotted as a point on the graph. What do you think that graph would loo ...
Final Review Questions. 1. Compare the atmospheric scale height of
... n = 1017 cm−3 ? 25. Go back to Worksheet #10 and do it again! Make sure to explain why a solar MS star evolves the way it does off the MS. Is the mass of the star constant during this evolution? 26. Derive the mass-radius relationship for white dwarfs in the non-relativistic limit. 27. Why do object ...
... n = 1017 cm−3 ? 25. Go back to Worksheet #10 and do it again! Make sure to explain why a solar MS star evolves the way it does off the MS. Is the mass of the star constant during this evolution? 26. Derive the mass-radius relationship for white dwarfs in the non-relativistic limit. 27. Why do object ...
Moffat
... shear viscosity and dominates the density of matter at cosmological scales and, because of its clumping due to gravitational collapse, allows the formation of structure and galaxies at sub-horizon scales well before recombination. • We do not postulate the existence of cold dark matter in the form o ...
... shear viscosity and dominates the density of matter at cosmological scales and, because of its clumping due to gravitational collapse, allows the formation of structure and galaxies at sub-horizon scales well before recombination. • We do not postulate the existence of cold dark matter in the form o ...
Space
... • From where did our universe come from you ask? Why did it appear? • Answers: A theory about the origins of our universe (where planets, stars, moons all began). • Occurred about 10 billion to 20 billion years ago. • A huge explosion of a small volume of matter. • The universe is unexplainably huge ...
... • From where did our universe come from you ask? Why did it appear? • Answers: A theory about the origins of our universe (where planets, stars, moons all began). • Occurred about 10 billion to 20 billion years ago. • A huge explosion of a small volume of matter. • The universe is unexplainably huge ...
Starry Lives, Starry Skies
... The handout sheet has examples of objects in each stage, but it would be good for students to use the Web or some astronomy books to find examples for themselves. 4. Have them make a star map of the location of one object for each stage, using the Your Sky Tonight star chart. Most sky objects a ...
... The handout sheet has examples of objects in each stage, but it would be good for students to use the Web or some astronomy books to find examples for themselves. 4. Have them make a star map of the location of one object for each stage, using the Your Sky Tonight star chart. Most sky objects a ...
F03HW12
... one solar mass giant. This presents a paradox because massive stars evolve faster than low mass stars, so the five solar mass stars should leave the main sequence before the one solar mass star. The solution to this paradox is mass transfer. Suppose that the system was originally composed of a five ...
... one solar mass giant. This presents a paradox because massive stars evolve faster than low mass stars, so the five solar mass stars should leave the main sequence before the one solar mass star. The solution to this paradox is mass transfer. Suppose that the system was originally composed of a five ...
Chapter 11 Review
... 1. What makes up most of interstellar matter? 2. Briefly explain how a star forms. 3. Is our Sun a low mass, intermediate mass, or high mass star? 4. Describe a supernova. 5. How does a black hole form? 6. What is a star’s spectrum? 7. Explain the Doppler effect. ...
... 1. What makes up most of interstellar matter? 2. Briefly explain how a star forms. 3. Is our Sun a low mass, intermediate mass, or high mass star? 4. Describe a supernova. 5. How does a black hole form? 6. What is a star’s spectrum? 7. Explain the Doppler effect. ...
Calculating_Main_Sequence_Lifetimes_StudentGuide
... begin new fusion reactions involving the burning of Helium, Carbon, Oxygen, Magnesium and Neon. A star with a mass greater than 10 solar masses can develop thermonuclear reactions until it creates Iron. This will cause an ending to its life in a supernova type II. The luminosity (L) of a star is the ...
... begin new fusion reactions involving the burning of Helium, Carbon, Oxygen, Magnesium and Neon. A star with a mass greater than 10 solar masses can develop thermonuclear reactions until it creates Iron. This will cause an ending to its life in a supernova type II. The luminosity (L) of a star is the ...
Lecture2
... How can the Sun and Moon have the same angular size (30´)? A) The Sun and the Moon are the same size ✪ B)The Sun is much larger than the moon, but is also much farther away ...
... How can the Sun and Moon have the same angular size (30´)? A) The Sun and the Moon are the same size ✪ B)The Sun is much larger than the moon, but is also much farther away ...
Mars Project
... All star start their lives as a dense part of a nebula. (A big cloud of gas and dust spread out in space.) in the dense part of the nebula the gas and dust becomes so dense and hot that a star is born. ...
... All star start their lives as a dense part of a nebula. (A big cloud of gas and dust spread out in space.) in the dense part of the nebula the gas and dust becomes so dense and hot that a star is born. ...
Astronomical spectroscopy
Astronomical spectroscopy is the study of astronomy using the techniques of spectroscopy to measure the spectrum of electromagnetic radiation, including visible light, which radiates from stars and other hot celestial objects. Spectroscopy can be used to derive many properties of distant stars and galaxies, such as their chemical composition, temperature, density, mass, distance, luminosity, and relative motion using Doppler shift measurements.