H-R Diagram
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This document discusses the Hertzsprung-Russell diagram (H-R diagram), which plots stars' brightness against their surface temperatures. It shows that 90% of stars are average "main sequence" stars that are not too bright, hot, or large. The remaining 10% are "giants", "supergiants", and "white dwarfs". The H-R diagram demonstrates that hotter stars are usually brighter, while cooler stars appear dimmer.
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Life Cycle Of Stars
All stars begin as nebulae of dust and gas that collapse under gravity into protostars. They fuse hydrogen into helium during the main sequence stage, which is the longest phase in a star's life. A star's ultimate fate depends on its mass. Small mass stars become white dwarfs after the main sequence, while medium mass stars become red giants then white dwarfs. Large mass stars over 15 solar masses may explode as supernovae, leaving behind neutron stars or black holes.
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Neutron stars and white dwarfs
Neutron stars are extremely dense collapsed stars sometimes left behind after a supernova explosion. They are created when giant stars die in supernovas and their cores collapse, compressing the protons and electrons into neutrons. Neutron stars have a diameter of only 20 kilometers but contain 1.5 times the mass of the Sun concentrated into that small, dense space. White dwarfs are stellar remnants composed mainly of electron-degenerate matter. They have a mass comparable to the Sun's but contained within a volume comparable to Earth's. In the future, as the Sun dies it will expand into a red giant, engulfing the inner planets, before collapsing into a hot, dense white dwarf.
THE LIFE CYCLE OF A STAR!
All stars begin as clouds of dust and gas called nebulae. When gravity causes the nebula to collapse, a protostar forms at the center. The protostar grows in size and temperature through nuclear fusion reactions until it becomes a stable main sequence star. Small stars like our Sun will eventually expand into red giants and shed their outer layers, leaving behind dense white dwarf cores. Larger stars may explode as supernovae, collapsing into neutron stars or black holes. The life cycle of a star depends on its initial mass, with smaller stars ending as white dwarfs and more massive stars ending as black holes or neutron stars.
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The Hertzsprung-Russell diagram is a chart that shows the relationship between a star's luminosity or absolute magnitude versus its spectral type, stellar classification, and effective temperature. It plots each star on a graph of magnitude against temperature and color. Most stars occupy the main sequence area of the diagram where they are fusing hydrogen. The diagram can also be used to measure the approximate distance between a star cluster and Earth by comparing apparent and absolute magnitudes.
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All stars begin as nebulae of dust and gas that collapse under gravity into protostars. They fuse hydrogen into helium during the main sequence stage, which is the longest phase in a star's life. A star's ultimate fate depends on its mass. Small mass stars become white dwarfs after the main sequence, while medium mass stars become red giants then white dwarfs. Large mass stars over 15 solar masses may explode as supernovae, leaving behind neutron stars or black holes.
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The document discusses stars, constellations, and the universe. It explains that the universe was created by the Big Bang over 13 billion years ago and contains many galaxies. Stars are large spheres of gases like hydrogen and helium that form from spinning balls of gas. They come in different colors depending on their temperature. There are over 100 billion billion stars in the universe. Constellations are patterns of stars in the sky that different cultures have associated with characters or animals. Star charts can help identify constellations by connecting the stars and accounting for their positions from different locations on Earth.
Star formation
1. Stars form from dense clouds of gas and dust in interstellar space.
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Star characteristics
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Life cycle of stars
There are different life cycle stages for stars depending on their original mass. Low mass stars progress through the stages of nebula, main sequence, red giant, planetary nebula, white dwarf, and black dwarf. High mass stars go through nebula, main sequence, red supergiant, supernova, and either become a neutron star or black hole. The main sequence stage can last billions of years for low mass stars but only millions for high mass stars.
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There are several types of galaxies including spiral, elliptical, irregular, and barred galaxies. Spiral galaxies are the most common type and have tightly or loosely wound spiral arms. The Milky Way is a typical spiral galaxy located in the outer range of the galaxy. Other galaxy types include whirlpool galaxies like M51a, barred galaxies like NGC 1365, and elliptical galaxies which can be very large or small dwarf galaxies. Irregular galaxies have no distinct shape.
Universe and Galaxy ppt
The document discusses the universe, galaxies, and the solar system. It begins by explaining that the universe contains everything that exists, but its size and boundaries are unknown. Galaxies are gravitationally bound systems of stars, gas and dust, such as the Milky Way galaxy. The solar system is located in the Milky Way and contains the Sun and objects that orbit it directly or indirectly, including planets, dwarf planets, asteroids and comets. Black holes are regions of spacetime where gravity is so strong that nothing can escape. The document then provides brief descriptions of asteroids, comets, meteorites and other astronomical objects that make up the observable universe.
The Sun: Our Star
The Sun is made up of hot plasma and provides heat and light to our solar system. It is over 1000 times more massive than all the planets combined. The Sun has an interior of a core, radiation zone and convection zone where nuclear fusion occurs. It also has an atmosphere of a photosphere, chromosphere and corona. The different layers have varying temperatures, from over 15 million Kelvin in the core to around 6,000 Kelvin in the photosphere. The Sun also produces solar wind, prominences and flares.
Constellations
1) On a clear night, the unaided human eye can see about 6,000 stars, though light pollution limits this to a few hundred in urban/suburban areas.
2) Constellations originally referred to patterns of the brightest stars representing mythological figures, though today they are defined regions of the sky regardless of star brightness.
3) The apparent motion of stars is caused by the Earth's rotation on its axis and revolution around the Sun, making some stars appear to rise and set daily or be visible only seasonally.
Star Powerpoint
Stars are formed from clouds of dust and gas collapsing under gravity. They spend most of their life fusing hydrogen into helium in their cores, glowing from the heat and pressure of nuclear fusion. When stars run out of fuel to burn in their cores, they die - smaller stars may become white dwarfs, while larger stars explode as supernovae. The material from exploded stars then disperses to form new dust clouds, starting the next generation of star formation.
Stars
Stars are giant balls of gas that produce light and heat through nuclear fusion at their cores. They vary greatly in size, from dwarf stars like our Sun to massive supergiant stars over 200 times the Sun's diameter. Stars end their lives in different ways depending on their mass - smaller stars become white dwarfs, while larger stars explode as supernovae or collapse into neutron stars and other compact objects.
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The document summarizes the terrestrial and Jovian planets of our solar system, as well as interplanetary debris. It describes the four terrestrial planets - Mercury, Venus, Earth, and Mars - as being made of rock and metal with solid surfaces. It then outlines the gas giants Jupiter and Saturn and ice giants Uranus and Neptune. The document concludes by defining asteroids, comets, and meteoroids as the three main types of interplanetary debris leftover from planetary formation.
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Formation of the Solar System
The document summarizes the formation of the solar system from a large nebula of gas and dust. The nebula began to condense due to gravity, compressing and flattening into a disc. As it heated up from compression, fusion began in the center to form the early sun. Eventually, chunks of material in the disc collided and stuck together through accretion to form planetesimals, which were the building blocks of the inner, rocky planets that were warmer and the outer, gaseous planets that were cooler. Over time, the remaining gas and dust was blown away by the solar wind.
Nebulas
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Galaxies come in different shapes and sizes. The largest are spiral galaxies which have a flattened disk with spiral arms and a bulge in the center. Elliptical galaxies have no definite shape and little gas or dust. Irregular galaxies have an irregular shape and active star formation. Well-known galaxies include the Andromeda Galaxy, Whirlpool Galaxy, Sombrero Galaxy, and Sunflower Galaxy.
Other members of solar system aishi
The document discusses the different members of the solar system including the planets Mercury through Neptune, asteroids, comets, meteoroids, artificial satellites, and more. It explains that asteroids occupy the large gap between Mars and Jupiter, and can be seen through telescopes. Comets revolve around the sun in highly elliptical orbits with long revolution periods. Meteors are small objects that occasionally enter the Earth's atmosphere, though they are commonly called shooting stars. Artificial satellites are man-made objects that orbit Earth closer than the moon.
Neutron stars and white dwarfs
Neutron stars are extremely dense collapsed stars sometimes left behind after a supernova explosion. They are created when giant stars die in supernovas and their cores collapse, compressing the protons and electrons into neutrons. Neutron stars have a diameter of only 20 kilometers but contain 1.5 times the mass of the Sun concentrated into that small, dense space. White dwarfs are stellar remnants composed mainly of electron-degenerate matter. They have a mass comparable to the Sun's but contained within a volume comparable to Earth's. In the future, as the Sun dies it will expand into a red giant, engulfing the inner planets, before collapsing into a hot, dense white dwarf.
THE LIFE CYCLE OF A STAR!
All stars begin as clouds of dust and gas called nebulae. When gravity causes the nebula to collapse, a protostar forms at the center. The protostar grows in size and temperature through nuclear fusion reactions until it becomes a stable main sequence star. Small stars like our Sun will eventually expand into red giants and shed their outer layers, leaving behind dense white dwarf cores. Larger stars may explode as supernovae, collapsing into neutron stars or black holes. The life cycle of a star depends on its initial mass, with smaller stars ending as white dwarfs and more massive stars ending as black holes or neutron stars.
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This document describes different stages and types of stars:
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- Brown dwarfs are failed stars too small to sustain nuclear fusion.
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The document describes different types of stars:
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2) White dwarfs are very small and dense remnants of red giants. They have high temperatures but low luminosities due to their small size.
3) Neutron stars form from massive stars and are very hot and dense, composed mostly of neutrons. Pulsars are rotating, magnetized neutron stars that emit beams of electromagnetic radiation.
Stars - Basic Properties/H- R Diagram
The document discusses properties of stars and methods astronomers use to study them. It describes the composition of the Sun and how its composition is similar to other stars and gas giants. It then explains different types of groups stars can be found in, including constellations, clusters, and binary systems. The document also discusses methods astronomers use to measure stellar distances and properties, including parallax, apparent and absolute magnitude, luminosity, and spectral classification. It introduces the Hertzsprung-Russell diagram and how it relates stellar properties like mass, luminosity, temperature and size.
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Objectives: Stars have a number of properties which, at first glance, may appear to be unrelated. But further analysis shows that they are related after all. Two astronomers, independently of each other, plotted the luminosities of a number of stars versus their temperatures to create what is now known as the "Hertzsprung-Russell", or "H-R" diagram (named after the scientists who invented it), which allows us to study this relationship between properties.
In this lab, you will find that for the majority of stars there is a definite relationship between temperature and luminosity. You will also find out that other properties of stars are also related. In fact, the H-R diagram contains a surprisingly large amount of information in one simple graph.
I. Plotting and understanding the H-R diagram
In the two tables and graph that follow, Temperatures are in Kelvins (K), and Luminosities and Masses are given in units relative to the Sun; the units are called: "Solar Luminosities" and "Solar Masses" respectively, which are abbreviated as L☉ and M☉. Note that the values for the Sun in these units are 1.0 L☉ and 1.0 M☉ by definition. You may ignore the column "Spectral Type" in the tables.
First is a list of the 25 nearest stars in the sky, starting with the nearest:
Next is a list of the 25 visually brightest stars in the sky, starting with the brightest (this list shares a few entries in common with the previous list):
Finally, here is a graph showing each star's Temperature versus Luminosity. Data for the nearest stars have been plotted using a box symbol, while data for the brightest stars have been plotted using an x. For the FIVE stars that appear on both lists, they are plotted on the graph using BOTH symbols -- so you will see a box with an x inside, which looks rather like a filled-in box.
Print out or save a copy of this H-R Diagram (image opens in new browser window, or you can download a PDF of the graph here) so you can draw and write on it in order to answer the following questions. You can either draw on a paper copy, or digitally annotate a copy of the file on your computer. Whether you choose the paper or computer drawing method, you will be handing in your drawing at the end, so be sure to follow all instructions that tell you to write or draw on it! Instructions to write or draw on the diagram will be indicated by an underline, like this.
1.
You should see a general trend among a majority of the stars. This trend is called the "Main Sequence". Circle the main sequence on your diagram -- that is, circle the stars which follow the trend that you observe; the stars are called "main sequence stars", and the trend is the main sequence.
How many stars does it include?
Count the stars and type a whole number: stars.
2.
Describe this trend in one brief but complete sentence in your own words, making sure to include the properties of the stars that are represented (see the graph axes!) and HOW they are related to one anothe.
765742 (1)
The document discusses characterizing stars and their properties. It introduces the apparent and absolute magnitude scales used to measure brightness. Brighter stars are not always hotter, as red giants are cooler but larger than smaller, hotter white dwarfs. Stars vary widely in size, color, temperature, and brightness. They can be as small as 1/100 the Sun's diameter or over 1000 times larger. Unlike our Solar System, most stars are not isolated and are found in pairs or groups.
Stars - Liling
Stars are collections of dust and gas held together by gravity. They can be classified based on characteristics like temperature, luminosity, type, spectral class, and size. The main types of stars are main sequence, dwarf, giant, and supergiant stars. Nuclear fusion is the process by which stars generate energy by fusing hydrogen into helium. A star typically begins as a stellar nebula, collapses under gravity, and progresses through stages as a red giant or supergiant before exploding as a planetary nebula or supernova, eventually becoming a white dwarf, neutron star, or black hole.
Characteristics of Stars
Stars are giant balls of gas, mostly hydrogen, that undergo nuclear fusion. They vary in characteristics like color, temperature, size, brightness, and chemical composition. Color depends on temperature, from red stars at around 2000°C up to blue stars at over 50,000°C. Distance is measured in lightyears, with nearby stars like Sirius being 8.5 lightyears away and more distant stars hundreds or thousands of lightyears. The magnitude scale classifies brightness, with first magnitude stars being the brightest. Spectroscopes are used to analyze a star's spectrum and reveal details about its composition.
Stars print
The document summarizes key information about stars and stellar evolution:
- Proxima Centauri is the nearest star to our sun at about 270 km away, while the next closest stars are much farther.
- A star's apparent brightness depends on both its luminosity and distance from Earth. Luminosity is measured by absolute brightness or total power radiated.
- The Hertzsprung-Russell diagram plots stars' temperatures and luminosities and helped show stages of stellar evolution.
- Stars evolve through stages as giants, dwarfs, white and brown dwarfs, neutron stars, pulsars, planetary and diffuse nebulae as their cores fuse hydrogen and heavier elements.
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IB Astrophysics - stellar radiation and types - Flippingphysics by nothingnerdy
IB Astrophysics - stellar radiation and types - Flippingphysics by nothingnerdy
Objectives Stars have a number of properties which, at first gl.docx
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Composing The Final Proposal
This document provides instructions for interns to complete and submit their final malaria treatment proposal. It guides them through writing an introduction paragraph by copying relevant information from their project summary. It then instructs them to state their design claim by describing the key aspects of the proposed treatment design. For the conclusion, interns are told to summarize why their design should be chosen, describe their design priorities and the trade-offs between criteria, and convince the reader their design is optimal despite the trade-offs. The document also reviews revising the entire proposal, including the three design decision paragraphs, before submitting.
Writing Design Decisions
1. Interns were instructed to review feedback from the project director on their outline and background research and discuss how to strengthen their design decision paragraphs with colleagues.
2. They were then directed to write the three design decision paragraphs for their proposal, using their outline, feedback, and other resources as guides.
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Considering Design Decisions
The document discusses strategies for writing a strong proposal to address the problem of drug-resistant malaria, including focusing on one section of the proposal at a time, using an outline to organize evidence supporting design claims, and reviewing examples to understand how different parts fit together. Interns are asked to gather evidence by outlining their design decisions for three criteria related to minimizing drug resistance, side effects, and cost in order to receive feedback on their evidence and arguments.
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This document outlines steps for interns to review design feedback, interpret how well their design addressed different criteria, and plan iterative testing to improve their design. Interns receive feedback letters evaluating their designs on criteria like minimizing drug resistance, reducing side effects, and lowering treatment costs. They annotate the letters and record notes in a feedback summary table, color-coding results as strongly, moderately, or weakly addressing each criterion. Discussing trade-offs between criteria helps interns prioritize areas for improvement and set targets for their redesign strategies, as it is difficult for one design to strongly address all criteria equally. The goal is to identify an optimal design through iterative testing and choice of priority among criteria.
Designing Malaria Treatments
Engineers at Futura are developing malaria treatments using an iterative design process and simulation tool called MalariaMed. Students practiced this process by running multiple iterative tests of simulated malaria treatment designs, recording the results, and analyzing the data to identify the strongest design. The best design would minimize drug resistance and side effects while keeping costs low, without increasing the malaria parasite population. After analyzing all their results, students selected one design to submit to their project director for feedback on how to further improve their treatment design.
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The document discusses exploring antimalarial drugs to treat malaria. It describes running tests in MalariaMed to investigate how changing the drug type, dose size, and number of treatment days affects various criteria like the total parasite population, drug resistance, patient side effects, and total cost. The tests show that using a larger dose or more days of treatment generally reduces the parasite population more but increases drug resistance faster. In contrast, a smaller dose or fewer days reduces side effects and cost but risks allowing more parasites to survive and the population increasing. Using multiple drugs sequentially is suggested as a way to minimize drug resistance.
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Using a single drug treatment for malaria results in a shift in the parasite population toward increased resistance to that drug over time. Testing different single-drug treatments in the MalariaMed model showed that resistance developed quickly when only one drug was used. Combining multiple antimalarial drugs is preferable to delay the development of resistance compared to reliance on a single drug.
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This document provides guidance to students on developing a scientific argument to explain why stickleback populations changed over 13 generations. It instructs students to use a Reasoning Tool template to organize their claim, evidence, and reasoning. Students are told to annotate their Reasoning Tool by circling their strongest evidence, crossing out unrelated evidence, and connecting related evidence with arrows. They then write an argument referring back to the Reasoning Tool and using suggested sentence starters to clearly articulate their reasoning. For homework, students finalize and revise their written arguments.
Engaging In A Science Seminar
The document describes a classroom lesson where students will participate in a Science Seminar discussion to answer the question "What caused the stickleback population to have less armor and become faster?". The students will be split into two groups - one to lead the discussion in the inner semicircle and one to listen and take notes in the outer semicircle, and they will switch roles halfway through. The goal is for the students to use the evidence cards and their knowledge to build the best explanation for why the environmental change caused the stickleback population to change.
Examining Evidence About Sticklebacks
This document describes a science seminar about stickleback fish. It includes sections where students annotate passages about sticklebacks, are introduced to how the population has changed over generations from having more armor plates to fewer, and examine evidence cards about stickleback traits, environment, and lifespan. The goal is for students to analyze the evidence and determine which of two claims is best supported about what caused the changes in the stickleback population.
Wrapping Up The Newt Mystery
Mutations can introduce new traits into a population. A mutated trait will become more common over generations if it provides an adaptive advantage in the environment. According to the document, a mutation introduced a trait for high poison levels in newts 50 generations ago. When snakes were introduced to the environment 40 generations ago, the high poison levels provided an adaptive advantage by preventing snakes from eating the newts. As a result, the highly poisonous trait became the most common trait in the newt population over many generations.
Mutations In a Population
This document discusses mutations in populations and how traits created by mutations may become more or less common over generations. It describes an activity using a simulation where students will investigate whether mutations can introduce non-adaptive fur traits into an ostrich population in a cold environment. The simulation allows students to observe the population over 50 generations with mutations turned on and analyze changes in fur traits, to see if low-fur traits introduced by mutation become more or less common. Key points emphasized are that mutations occur randomly, can create adaptive, non-adaptive or neutral traits, and adaptive traits will become more common while non-adaptive traits will become less common over time.
Introduction to Mutations
This document describes a lesson about how new traits can emerge in populations through mutations. Students will read an article on mutations and discuss how mutations could explain a new poison level trait appearing in newt populations over time. They will then use a simulation to explore how mutations can introduce variation that allows a population to adapt when the environment changes. By running the simulation with and without mutations turned on, students can compare the outcome for a population of ostrilopes in a cooling environment and see the impact of mutations on the population's ability to survive.
Reviewing Key Ideas About Natural Selection
The document discusses natural selection and reproduction through a lesson on newts. It explains that traits are passed down from parents to offspring, and that individuals with adaptive traits are more likely to survive and reproduce, passing on those traits. The lesson has students complete different activities to understand how adaptive traits like high poison levels in newts became more common in a population over time through this process. It concludes with a self-assessment for students to reflect on their learning.
The Deadly Dare
The document discusses a chapter about natural selection and reproduction. It includes sections about warming up and reading activities for students, including reading an article called "The Deadly Dare" about how poison helps rough-skinned newts survive and how it became more common over generations through natural selection. The chapter asks how some traits become more common over many generations while others become less common.
Reasoning About The Newt Mystery
The document describes students rereading an article on how a newt population evolved to have higher levels of poison over generations. It has the students use evidence from histograms and the article to complete a reasoning tool connecting the evidence to a claim about why the trait for increased poison became more common. The reasoning tool is used to help the students write a scientific argument explaining their claim to share with others.
Survival and Reproduction
The document discusses natural selection and how traits become more or less common over generations within populations. It describes an investigation using a simulation of ostrilopes with different color traits. Data was collected on how many offspring each color trait produced. The data showed that ostrilopes with the yellow color 7 trait reproduced more on average and became more common in the population over time, while ostrilopes with traits like blue 1 and yellow 10 that did not provide camouflage reproduced less and became less common. This occurred because traits that helped ostrilopes survive longer, like yellow 7, allowed them to reproduce more and pass on their genes more frequently.
Reproduction and Traits
The document describes a simulation activity where students use a natural selection simulation to gather evidence about how traits are passed from parents to offspring during reproduction. The simulation shows that while offspring generally inherit traits from their parents, over multiple generations of reproduction the frequency of traits in a population can change as some traits become more or less common than others. The activity provides evidence to refute the claim that reproduction always produces offspring with adaptive traits, since in the simulation non-adaptive traits were still passed down from parents to offspring.
Explaining Changes in Trait Distribution
The document summarizes a lesson on explaining changes in a population of rough-skinned newts over time based on evidence. It discusses:
1) Having students review evidence that the newt population changed, with more highly poisonous individuals now than 50 generations ago.
2) Connecting this to the fact that snakes became part of the newts' environment between the first and second data samples.
3) Concluding that snakes likely caused high poison levels to become an adaptive trait, leading to more poisonous newts over time through natural selection.
Adaptive Traits
This document describes an investigation of how traits change over time in different environments using a simulation of ostrilopes. Students observe an ostrilope population in two environments - one with a predator where being yellow provides camouflage, and one without a predator. In the environment with a predator, the population shifts to being entirely yellow over time as yellow ostrilopes are more likely to survive. In the environment without a predator, the trait distribution changes little. This provides evidence that yellow color is only adaptive in an environment where it provides camouflage from predators. The document then discusses using a modeling tool to predict how traits in a thornpalm population might change over time in response to environmental factors like
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H-R Diagram
- 1. This graph compares a stars brightness or Luminosity to its surface temperature (K)
- 2. This is the HERTZSPRUNG – RUSSELL DIAGRAM Aka: H-R Diagram
- 3. We would find that 90% of all stars in the sky are just “Average” stars (Not Too Bright, Hot, or Large)
- 4. These “Average” stars are called “MAIN SEQUENCE STARS”
- 5. The other 10% of stars make up the “GIANTS”, “SUPERGIANTS” and “WHITE DWARFS”
- 9. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars
- 10. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright
- 11. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright
- 12. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE)
- 13. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE) These stars obey the general rule that says if the star is hot, then it will also be bright, but if it is cooler then it will appear to be dimmer.
- 14. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE) These stars obey the general rule that says if the star is hot, then it will also be bright, but if it is cooler then it will appear to be dimmer. Moderate to hot stars, but dim because of their small size.
- 15. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim DWARF STARS (WHITE OR BLUE) GIANTS SUPERGIANTS These are cooler stars by their temperature, but bright because of their size. Moderate to hot stars, but dim because of their small size. Bright These stars obey the general rule that says if the star is hot, then it will also be bright, but if it is cooler then it will appear to be dimmer.
- 19. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE)
- 20. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE)
- 21. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE)
- 22. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE)
- 23. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE)
- 24. 0.0001 0.001 0.01 0.1 1 10 100 1000 10000 100000 20001000050000 SolarBrightness Temperature (K) H-R DIAGRAM PLOT Nearest Stars Brightest Stars Dim Bright SUPERGIANTS GIANTS DWARF STARS (WHITE OR BLUE)