1.2b light from stars
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1. The document discusses how the brightness of stars is affected by their temperature, size, and distance from Earth. Hotter, larger, and closer stars appear brighter, while cooler, smaller, and more distant stars appear dimmer. 2. The color of a star is related to its temperature - hotter stars emit more short-wavelength blue and ultraviolet light, while cooler stars emit more long-wavelength red and infrared light. 3. By analyzing the spectral lines of starlight, astronomers can determine the chemical composition of stars and what elements are present. Different elements produce distinctive patterns of lines in the star's spectrum.
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1.2e the sun and stars
This document defines key terms related to stars and their life cycles. It describes the evolution of massive stars from red giants to supergiants and their explosive deaths as supernovae, leaving behind neutron stars or black holes. Lower mass stars end as white dwarfs. The document also defines terms like photosphere, chromosphere, sunspots, and features of the Sun like coronal streamers, holes, and filaments.
1.2a what are stars
Ancient Greeks thought stars were fixed to a celestial sphere and did not realize they were other suns. This view was incorrect because stars are actually enormous balls of hot, glowing gases that are extremely far away from Earth. A constellation is a recognizable pattern of stars in the night sky that forms an imaginary outline or picture and has been given a name, such as Orion or Ursa Major.
1.2a what are stars
Ancient Greeks thought stars were fixed to a celestial sphere and did not realize they were other suns. This view was incorrect because stars are actually enormous balls of hot, glowing gases that are extremely far away from Earth. A constellation is a recognizable pattern of stars in the night sky that forms an imaginary outline or picture and has been given a name, such as Orion or Ursa Major.
1.1f the origin and fate of the universe
The document discusses the origin and fate of the universe. It provides a timeline of cosmic events from the formation of hydrogen and helium nuclei shortly after the Big Bang to the formation of our solar system around 4.6 billion years ago. It also explains that the ultimate fate of the universe, whether it expands forever or contracts back into a "big crunch", depends on the total mass of the universe and its interaction with gravitational forces.
1.1e the origin of the universe - further investigation of the big bang theory
The document provides instructions for a classroom activity on the Big Bang Theory. Students are asked to complete a Frayer Model in their notebook about the Big Bang Theory, showing at least 4 ideas about it. They are also asked to give 4 things that were happening after the Big Bang, provide 4 proofs that the Big Bang really happened, and tell 3 new things they learned from the activity. The teacher emphasizes no excuses, just results, and reminds students to show up, engage, and produce meaningful work.
1.1e the origin of the universe - further investigation of the big bang theory
The Big Bang Theory proposes that the universe began approximately 13.8 billion years ago from the violent expansion of space and time starting from an extremely dense and hot state called a singularity. As the universe expanded and cooled, the first simple atomic elements like hydrogen and helium formed. Over millions of years, gravity caused matter to accumulate into dense clouds that collapsed and formed the first stars and galaxies. The early universe was dominated by hydrogen and helium, with heavier elements forming later in dying stars.
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Chapter 2
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1.2b light from stars
- 1. Light from Stars 1.2b No Excuses, Just Results! Show-up, Engage & Produce
- 2. Meaningful Class Participation and Effort Category 3 2 1 0 Quality of Provides work of the Provides high quality Provides work that Provides work that highest quality. work. occasionally needs to be usually needs to be Work checked/redone. checked/ redone to ensure quality Focus on Consistently stays Focuses on the task and Focuses on the task and Rarely focuses on the focused on the task and what needs to be done what needs to be done task and what needs to the Task what needs to be done. most of the time. Other some of the time. Other be done. Lets others do Very self directed. group members can group members must the work. count on this person. sometimes nag, prod, and remind to keep this person on task. Preparedn Brings needed Almost always brings Almost always brings Often forgets needed materials to class and is needed materials to needed materials but materials or is rarely ess always ready to work. class and is ready to sometimes needs to ready to get to work. work. settle down and get to work. Effort Work reflects an Work reflects a strong Work reflects some Work reflects very little excellent effort from effort from this student. effort from this student. effort on the part of this this student. student.
- 3. ACHIEVE South High School Activity • INDEPENDENT STUDENT WORK Conversation • Level 2 - soft conversation. Help • Ask neighbor. If he/she doesn't know, then raise your hand Integrity • Do your own work! Effort • Work on task with notebook open. Value • Concepts in notes reinforced. Efficiency • Read instructions. Use notes & examples in notebook.
- 4. Light from Stars Read “Why do some stars appear Read “The color of a star is related to its brighter than others?” P536 temperature” on Page 537. Explain how star’s: Explain the following. 1. temperature 1. What is the result of varied light 2. size, and wavelengths in terms of star color? 2. Explain what might happen if we change the 3. distance wavelength of light from shorter to longer, affect their brightness. and from longer to shorter? Light from Stars? Read “Spectral lines reveal the composition of stars” on Page 537, 538 Explain how we determine what elements are found on stars. Tell four new things you learned today. No Excuses, Just Results! Show-up, Engage & Produce