* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Packet 3
Dyson sphere wikipedia , lookup
Chinese astronomy wikipedia , lookup
History of astronomy wikipedia , lookup
Orion (constellation) wikipedia , lookup
Star of Bethlehem wikipedia , lookup
Rare Earth hypothesis wikipedia , lookup
Dialogue Concerning the Two Chief World Systems wikipedia , lookup
Constellation wikipedia , lookup
International Ultraviolet Explorer wikipedia , lookup
Canis Minor wikipedia , lookup
Corona Borealis wikipedia , lookup
Aries (constellation) wikipedia , lookup
Auriga (constellation) wikipedia , lookup
Corona Australis wikipedia , lookup
Malmquist bias wikipedia , lookup
Observational astronomy wikipedia , lookup
Cassiopeia (constellation) wikipedia , lookup
Canis Major wikipedia , lookup
Star catalogue wikipedia , lookup
Cygnus (constellation) wikipedia , lookup
Cosmic distance ladder wikipedia , lookup
Perseus (constellation) wikipedia , lookup
Stellar classification wikipedia , lookup
Aquarius (constellation) wikipedia , lookup
H II region wikipedia , lookup
Timeline of astronomy wikipedia , lookup
Stellar evolution wikipedia , lookup
Stellar kinematics wikipedia , lookup
Name _________________________________ Date _____________ Per ______ Teacher _____________________ Reading Guide: Chapter 27.1a (read text pages 547-552) CHARACTERISTICS OF STARS 1d Students know the evidence indicating that the planets are much closer to Earth than the stars are. (Parallax, absolute & apparent magnitude) 1a. What is a star? 1b. What is our sun similar to? 2a. What are their various colors? 2b. Not only do stars vary in color, they also vary in their _____________________ & ____________________. 3b. What is our sun’s diameter? 3c. What is our sun’s mass? 3a. What is our sun’s size? 1c. Are all stars white? 4. Stars also differ in ______________, ________________, ________________ & __________________. COMPOSITION AND TEMPERATURE 5a. What is a spectrometer? 5b. What is a spectrum? 6b. Stars produce which type? 6a. What are the 3 types of spectra? 1. 2. 3. 6c. What will the brightline spectra of a star tell scientists? 7a. What have scientists learned through the spectral 7b. What’s the most common element? _________ analysis of stars? 2nd most? __________ Other elements__________, _________________, __________________. 8. What does the color of a star tell you about the star? Color Average Surface Temp. (Coolest/Hottest/Medium) Blue Yellow Red 9. Our sun is a (hot / cold / medium) temperature star. MOTION 10. What are the 2 types of motion of stars? A) _______________________ B) _____________________ 11a. How’s the actual motion of star’s measured? 11b. What causes the apparent motion of stars? 12. How come when you go outside on an October night you see different stars than on an April night? 13. The Earth moves in 2 different ways thus the, 2 apparent motions of stars are caused by the earth’s R________________________ & R_________________________. 15. Describe blue shift: 14. The 3 actual motions of stars are: A) B) red shift: C) DISTANCE TO THE STARS 16a. Why is the distance to stars measured in light16b. What is a light-year? years? 17. How far are we from the sun? ______________ From Sirius? _____________________ From Proxima Centauri? _____________________ From Polaris (North Star)? __________________ 18c. How close does a star need 18b. Over what time period do to be to use this method? you need to measure parallax? _________________________ 19. When a star is more distant, what 2 measurements do scientists have to make to calculate the distance of a star from Earth? 18a. What is parallax? 1 Name _________________________________ Date _____________ Per ______ Teacher _____________________ Reading Guide: Chapter 27.1b (read text pages 552-554) CHARACTERISTICS OF STARS 1d Students know the evidence indicating that the planets are much closer to Earth than the stars are. (Parallax, absolute & apparent magnitude) STELLAR MAGNITUDES 1. What does the visibility of a star depend on? 2. What are the 2 scales, that astronomers use to describe the brightness of a star, based on? A) B) 3a. Describe apparent magnitude. 3b. Brightness of the star is given a number. Brightest stars = __________________ numbers Dimmest stars = __________________ numbers 4. Draw the apparent magnitude scale. Include Sun, Moon, Venus, Sirius, Polaris, Pluto, Proxima Centauri, faintest star observed with the unaided eye and by a telescope. 5b. What does the apparent brightness of a star depend on? A) B) 6a. Describe absolute magnitude. 6b. If the sun were 32.6 light-years away, what would it’s absolute magnitude be? _____________ 7. Stars that are closer than 32.6 light-years away appear __________________________. Therefore those stars that are further than 32.6 light-years away appear ________________________. 8. How far away a star would be if it’s apparent magnitude and absolute magnitude were equal? _________ Match the following words to the most appropriate definition 5a. Why is the apparent brightness of the sun a lower number than all the other objects in the sky? 9. Apparent Magnitude ______ 10. Absolute Magnitude ______ 11. Moon ______ 12. Sun ______ 13. 32.6 light-years away ______ 14. Bright Stars ______ 15. Dim Stars ______ A. B. C. D. E. F. G. Distance from Earth if absolute magnitude = apparent magnitude Apparent Magnitude = -12.5 Brightness of a star as it looks from Earth Highest numbers Absolute Magnitude = +5 True brightness from 32.6 light-years away Lowest numbers CLASSIFICATION OF STARS 16. H-R diagram stands for _____________________________ - ______________________. 17. This is a graph that plots the star’s _____________ temperature against their ______________ magnitude (true brightness). 18. Where are the following stars located on the HR 19. Majority of stars fall in which category? ___________________________________ diagram? A) Main-sequence: 20. What type of star is Vega? _________________ Betelgeuse? ___________________ B) Giants: Proxima Centauri? _____________________ Companion to Sirius? ______________________ C) Supergiants: 21. How big is a typical white dwarf? D) White dwarfs: Fill in the following table using the HR diagram Star Name Color Temperature Absolute Mag Star Type Anteres Spica 2 Name _________________________________ Date _____________ Per ______ Teacher _____________________ Reading Guide: Chapter 27.2 (read text pages 555-557) STELLAR EVOLUTION 2c Students know the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars. 2d Students know that stars differ in their life cycles and that visual; radio, and X-ray telescopes may be used to collect data that reveal those differences. 2f* Students know the evidence indicating that the color, brightness, and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion. 1a. How long does a typical star live? 1b. How have scientists developed theories about the evolution of stars? 2a. Define nebula: 2c. What causes a nebula to start to contract? 2b. What is it composed of? 3a. Define Protostar: 2d. What force causes the nebula to continue to contract? 3b. What 2 things cause the temperature in the center of the nebula to increase? 1. 2. 3c. How long does the protostar stage last? 3d. At what temperature does nuclear fusion begin? 3e. What is nuclear fusion? 3f. At what point does a protostar become a star? 4. How do astronomers think our solar system formed? 5a. What is the longest stage in a star’s life? 5b. How is energy generated in this stage? 5c. Where is the energy being generated? 5d. How much energy is created by fusing 1g of H into He? 5e. Even though energy is radiating out, why doesn’t the star expand? 5f. How long will a star remain as a main-sequence star? 6a. What is the 3rd stage? _________________________ 7a. Why does the core of the star contract? 8a. How big are giants? 9. What marks the end of the giant stage? 10. Define planetary nebula: 6b. When does a star enter the 3rd stage? 7b. What causes the outer shell to expand greatly? 8b. How big are supergiants? 11. Define white dwarf: 12. Define black dwarf: 13a. Define nova: 13b. When do they occur? Draw a picture (using colors) of a planetary nebula (Fig27-8) 14a. What types of stars have 14b. Define supernova: supernovas? 15a. What heavy elements form during the supergiant stage? 16a. Define neutron star: 17a. Define pulsars: 18a. Define black hole: 15b. When does nuclear fusion stop? 16b. When do they form? 18b. What turns into a black hole? 17b. How are they detected? 3 Name _________________________________ Date _____________ Per ______ Teacher _____________________ Reading Guide: Chapter 27.3 (read text pages 561-565) STAR GROUPS 2a Students know the solar system is located in an outer edge of the disc shaped Milky Way galaxy, which spans 100,000 light years. 1a. What are constellations? 2a. What are galaxies? 1b. How many constellations are recognized by astronomers? _________ 4a. What other things can you 3a. How big is a typical galaxy? find in a galaxy? 2b. How are they bound together? 3b. How many stars? 4b. How many galaxies are thought to be in the universe? 5b. How far away are they? 5a. What are our 2 closest galaxies? A) __________________________________ A) __________________________________ B) __________________________________ B) __________________________________ 6. LIST, DEFINE AND DRAW A DIAGRAM OF EACH TYPE OF GALAXY Draw Define List 1. 2. 3. 4. 7a. Why is our galaxy called the Milky Way? 7b. What is the Milky Way Galaxy? 8. Within our galaxy, where is the sun located? 9b. How old are they? 9a. What are quasars? 7c. Milky Way dimensions? Diameter: ________________ Thickness at Nucleus: ________________ 9c. How do we detect them? 4 9d. How fast can they travel? Name _________________________________ Date _____________ Per ______ Teacher _____________________ Stars: Temperature Vs. Color Introduction: The surface temperature of stars can be determined by looking at the color of a star. The colors of stars range from blue (very hot) to red (cool). Use the brown book (page 674; table 20.4) to fill in the color of the following stars. Star Surface Absolute Spectral color Temp.; K Magnitude Hadar 21,000 -5 Sirius A 10,400 +1.4 Sirius B 10,700 +11.6 Arcturus 4,500 -0.3 Antares 2,900 -4.5 Altair 8,000 +2.2 Ross 2,800 +13.3 Beta Pegasi 2,000 -1.4 Capella 5,900 -0.7 Van Maanen’s 5,800 +10.4 Bernard’s 2,600 +13.2 Pollux 4,100 +1.0 Procyon 6,500 +2.8 Betelgeuse 2,700 -5.6 Mintaka 21,000 -5.1 Part B. Using table (20.4; pg 674), fill in the appropriate temperatures for the following colors. Red = ______________ Orange = ______________ Yellow = ______________Yellow/White = ______________ White = __________________ Blue/White = ______________________ Blue = _______________________ Directions: A. Color the chart according to the colors above. B. Plot and label the stars. -10 -5 0 +5 +10 +15 34,000 30,000 26,000 22,000 18,000 14,000 Temperature (Kelvin) 5 10,000 6,000 2,000 0 Name _________________________________ Date _____________ Per ______ Teacher _____________________ SPECTRA LAB Problem: What types of visible spectra are emitted from glowing objects? Background information: Astronomers have learned about our universe through the study of light given off by stars. Therefore it is important to understand light. In 1665 Newton observed that when white light passes through a prism it produces a rainbow of colors called spectrum. Light travels in waves and each color has a different wavelength: (blue short-red long) How is spectra produced? Every “hot” substance emits photons of light producing an individual spectrum. Draw the 3 Types of Spectra below (pg. 646 in brown book) 1. Continuous spectrum- emitted by a glowing solid, liquid or high pressure gas. Ex: light bulb or the underlying layers in a star. 2. Dark-line spectrum- produced when light through a “cool” gas. Stars produce a dark line spectra because their light passes through their own atmosphere (cooler gases). 3. Bright-line spectrum- emitted by a hot gas is under low pressure. (ex gas tube or a nebula cloud – Orion nebula) What produces a bright-line spectrum? ___________________________ What produces a dark-line spectrum? ___________________________ What produces a continuous spectrum? ___________________________ 6 Name _________________________________ Date _____________ Per ______ Teacher _____________________ Directions: 1. View each of the light sources with the spectra-scope and draw the spectrum below. 2. Determine the spectra type. (C= Continuous, B= Bright Line, D= Dark line) 3. Determine the wavelength (Å) of the brightest color. 1Å=1 Angstrom=10-10m O 4. Calculate the Temperature in K 3 X107 TEMP (O K) = Wave length of Brightest color PART 1 Light Source Violet blue green yellow orange red 4000Å 4500 Å 5000 Å 5500 Å 6000 Å 6500 Å 7000 Å 4 : 5 : 6 : 7 Spectra type (C,B,D) Color of brightest wave length Temp. O K fluorescentclass Overhead projector Reflected-sun 1. What types of spectra did you observe? 2. What light source was the most difficult to observe? PART 2 Light Source Violet blue green yellow orange red 4000 Å 4500 Å 5000 Å 5500 Å 6000 Å 6500 Å 7000 Å 4 : 5 : 6 : 7 Spectrum Type (bright line/ dark line/continuous) Hydrogen Helium Mercury Neon 3. Which is the main gas in stars? PART 3 Chemical Color of Flame Lithium Chloride Strontium Chloride Sodium Chloride Copper Sulfate Magnesium Sulfate 4. What is spectra? How did Newton discover light spectra? (pg. 14- blue book) 5. What type of spectrum did you see for the gas tubes? Why? Pg 15 6. What instrument is used to view and analyze spectra? 7 Name _________________________________ Date _____________ Per ______ Teacher _____________________ H-R Diagram Lab Objective: Investigate the relationship between stars temperature, brightness and diameter. Background: The H-R diagram is a graph of star brightness vs. star temperature. When stars are plotted on an HR diagram they fall into groups. These groupings indicate star sizes and are clues to how the stars change during their lifetime. Quad 3 Quad 1 Procedure: Part A: Quad 2 Quad 4 1. Color the graph (See diagram in textbook: p 554) 2. Label each quadrant of the graph with one of the following: . Hot, Dim c. Cool, Bright d. Cool, Dim a. Hot, Bright Part B: 1. Using the graph below, plot the stars from Group 1. 2. Once you have plotted the stars from Group 1, answer the Groups questions Part C: 1. Using the same graph, plot the stars from Group 2. 2. Once you have plotted the stars from Group 2, answer the Groups 2 questions. Part D: 1. Using the same graph, plot the stars from Group 3. 2. Once you have plotted the stars from Group 3, answer the Group 3 questions. -15 -10 10,000 6,000 8 3,000 Name _________________________________ Date _____________ Per ______ Teacher _____________________ Questions Group 1 Questions: 1. What would you tell someone who thinks that all stars are the same (discuss temperature & brightness)? 2. How does our sun compare to other stars in brightness and temperature? 3. Are the stars scattered randomly on the graph, or is there a pattern? Explain. 4. Would you expect hotter stars to be dim or bright? Does the graph agree with this answer? Group 2 Questions: 1. Do the Group 2 stars follow the same pattern as the Group 1 stars that you plotted? Explain. 2. Overall, are the stars in Group 2 very bright or very dim? 3. Are these stars hot or cool compared to other stars? 4. Is the relationship of brightness to temperature for these stars puzzling, or does it make sense? Explain Group 3 Questions: 1. Compare the areas of the graph where the Group 2 and Group 3 stars are plotted. How are they different? 2. Overall, are the stars in Group 3 very bright or very dim? 3. Are these stars hot or cool compared to other stars? 4. Is the relationship of brightness to temperature for these stars puzzling, or does it make sense? Explain Conclusions: 1. As you can see from the Group 1 stars, the hotter a star is, the brighter it will be. The Group 2 and Group 3 stars do not follow this pattern. Hence, there must be something besides temperature that can affect how bright a star is. Why would their brightness not be strictly related to their temperature? 2. What is the "Main Sequence?" 3. Label the Main Sequence on your H-R Diagram. 4. What percent of all stars are on the Main Sequence? 5. Label "dwarfs" and "giants" on your H-R Diagram. 9 Name _________________________________ Date _____________ Per ______ Teacher _____________________ THE LIFE OF A STAR http://davinci.hollandchristian.org/fs/unit3/STARCYCLE/*STARCYCLE.HTM 10 Name _________________________________ Date _____________ Per ______ Teacher _____________________ The Life Cycle of Different Mass Stars BLACKHOLES 11