The document discusses how astronomers can learn about stars by analyzing the light they emit. Key points include:
- Parallax is used to measure the distance to nearby stars by observing how their positions shift relative to background stars over the year as Earth orbits the sun. Closer stars have larger parallax shifts.
- Absolute magnitude indicates a star's intrinsic brightness, while apparent magnitude depends on both brightness and distance from Earth. Brighter or larger stars have smaller magnitudes.
- Spectroscopy breaks light into a spectrum that reveals the chemical composition of a star by dark absorption lines that different elements produce. Temperature can also be inferred from spectrum.
- The inverse square law states that a star's apparent brightness reduces with the square of
The document discusses key properties and processes of the Sun. It begins by explaining that the Sun is actually a star at the center of our solar system, composed primarily of hydrogen and helium. It then describes the Sun's internal structure, with nuclear fusion occurring in its core, producing immense heat and light. This nuclear fusion process involves combining hydrogen atoms to form helium, releasing energy. The Sun emits electromagnetic radiation across the spectrum as a result of these nuclear fusion reactions in its core.
The document discusses the Doppler effect and how it provides evidence for the Big Bang theory. It explains that the Doppler effect is when the frequency of a wave changes depending on whether the source of the wave is moving towards or away from an observer. It then asks what would happen to sound waves in front of and behind a moving object compared to a stationary object. Finally, it notes that the Doppler effect can cause absorption lines in spectra to shift towards the red or blue side when observing celestial objects, providing evidence that the universe is expanding.
Earthquakes occur when built-up stress causes rocks beneath the earth's surface to suddenly break along faults. Rocks experience stress as the tectonic plates they reside in move and push against each other. This stress accumulates until it surpasses the rocks' elastic limit, at which point the rocks snap in an earthquake. The type of fault that forms depends on whether the rocks experience tension, compression, or shearing forces from plate movement.
This document discusses seismic waves and how they help reveal the internal structure of Earth. P-waves pass through solids and liquids while S-waves only pass through solids, allowing scientists to determine that Earth has a liquid outer core. It also describes two scales used to measure earthquakes - the Richter scale measures magnitude based on wave amplitude, while the Mercalli scale measures earthquake intensity through damage levels. Additional sections discuss online earthquake labs and hazards caused by earthquakes like fires, liquefaction, and destructive tsunamis generated by underwater seismic activity.
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.
Stars go through life cycles like humans, being born from collapsing gas clouds, burning hydrogen through nuclear fusion on the main sequence, and eventually dying. Medium and low mass stars end as white dwarfs after shedding their outer layers, while high mass stars explode as supernovae, leaving behind neutron stars or black holes. Neutron stars are incredibly dense, rotating rapidly, while black holes have event horizons beyond which nothing, not even light, can escape.
This document provides an overview of the scale of the universe from planets to galaxies. It discusses that our solar system is part of the Milky Way galaxy, which is one of billions of galaxies in the universe. It also explains key concepts like light years, the Big Bang theory, and uses an analogy that the expansion of the universe is like raisins in rising bread to illustrate how galaxies are not moving through space but rather space itself is expanding.
The document discusses how astronomers can learn about stars by analyzing the light they emit. Key points include:
- Parallax is used to measure the distance to nearby stars by observing how their positions shift relative to background stars over the year as Earth orbits the sun. Closer stars have larger parallax shifts.
- Absolute magnitude indicates a star's intrinsic brightness, while apparent magnitude depends on both brightness and distance from Earth. Brighter or larger stars have smaller magnitudes.
- Spectroscopy breaks light into a spectrum that reveals the chemical composition of a star by dark absorption lines that different elements produce. Temperature can also be inferred from spectrum.
- The inverse square law states that a star's apparent brightness reduces with the square of
The document discusses key properties and processes of the Sun. It begins by explaining that the Sun is actually a star at the center of our solar system, composed primarily of hydrogen and helium. It then describes the Sun's internal structure, with nuclear fusion occurring in its core, producing immense heat and light. This nuclear fusion process involves combining hydrogen atoms to form helium, releasing energy. The Sun emits electromagnetic radiation across the spectrum as a result of these nuclear fusion reactions in its core.
The document discusses the Doppler effect and how it provides evidence for the Big Bang theory. It explains that the Doppler effect is when the frequency of a wave changes depending on whether the source of the wave is moving towards or away from an observer. It then asks what would happen to sound waves in front of and behind a moving object compared to a stationary object. Finally, it notes that the Doppler effect can cause absorption lines in spectra to shift towards the red or blue side when observing celestial objects, providing evidence that the universe is expanding.
Earthquakes occur when built-up stress causes rocks beneath the earth's surface to suddenly break along faults. Rocks experience stress as the tectonic plates they reside in move and push against each other. This stress accumulates until it surpasses the rocks' elastic limit, at which point the rocks snap in an earthquake. The type of fault that forms depends on whether the rocks experience tension, compression, or shearing forces from plate movement.
This document discusses seismic waves and how they help reveal the internal structure of Earth. P-waves pass through solids and liquids while S-waves only pass through solids, allowing scientists to determine that Earth has a liquid outer core. It also describes two scales used to measure earthquakes - the Richter scale measures magnitude based on wave amplitude, while the Mercalli scale measures earthquake intensity through damage levels. Additional sections discuss online earthquake labs and hazards caused by earthquakes like fires, liquefaction, and destructive tsunamis generated by underwater seismic activity.
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.
Stars go through life cycles like humans, being born from collapsing gas clouds, burning hydrogen through nuclear fusion on the main sequence, and eventually dying. Medium and low mass stars end as white dwarfs after shedding their outer layers, while high mass stars explode as supernovae, leaving behind neutron stars or black holes. Neutron stars are incredibly dense, rotating rapidly, while black holes have event horizons beyond which nothing, not even light, can escape.
This document provides an overview of the scale of the universe from planets to galaxies. It discusses that our solar system is part of the Milky Way galaxy, which is one of billions of galaxies in the universe. It also explains key concepts like light years, the Big Bang theory, and uses an analogy that the expansion of the universe is like raisins in rising bread to illustrate how galaxies are not moving through space but rather space itself is expanding.
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.
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.
3. Interns were reminded to save their work in progress but not submit, as they will continue working on the introduction and conclusion sections during their next workday. They should review tasks and determine if any unfinished work needs completion after hours.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 Selectiondwinter1
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 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.
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.
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.
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.
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.
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
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.
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.
3. Interns were reminded to save their work in progress but not submit, as they will continue working on the introduction and conclusion sections during their next workday. They should review tasks and determine if any unfinished work needs completion after hours.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 Selectiondwinter1
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 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.
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.
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.
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.
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.
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
43. STARS DON’T MOVE ALONG THIS SEQUENCE;
RATHER THEY SIT AT THE SAME PLACE FOR
A LONG TIME FUSING THEIR HYDROGEN INTO
HELIUM. 20b
MS
44. THIS IS A SEQUENCE IN MASS.
STARS AT THE BRIGHT END ARE
MASSIVE, AND THOSE AT THE FAINT,
RED END HAVE VERY LOW MASSES. 20c
MS
45. THE MORE MASSIVE STARS
CONSUME THEIR HYDROGEN FUEL
MUCH FASTER THAN THE LOWER-
MASS STARS. 20d
MS
46. WHEN FUEL BECOMES SPARSE IN THE STELLAR
CORE, STARS READJUST THEIR INTERNAL
STRUCTURE AND MOVE RED-WARD ALONG THE
SUB-GIANT BRANCH (SGB). 21
MS
SGB
47. THEY START TO BURN THE HYDROGEN IN
A SHELL AROUND THE CORE AND BECOME
BIG AND BLOATED AS THEY MOVE UP THE
RED GIANT BRANCH (RGB). 22a
MS
SGB
RGB
48. AS THE SHELL-BURNING CONTINUES,
MORE AND MORE HELIUM GETS
DEPOSITED ONTO THE CORE.
22b
MS
SGB
RGB
49. WHEN THE CORE HAS ENOUGH MASS, IT IS
FINALLY ABLE TO IGNITE HELIUM INTO
CARBON.
22c
MS
SGB
RGB
50. THE STAR READJUSTS ITS STRUCTURE
AGAIN AND FINDS ITSELF ON THE
HORIZONTAL BRANCH (HB).
23a
MS
SGB
RGBHB
51. THE HELIUM FUEL IS NOT AS
POTENT AS THE HYDROGEN, SO
IT RUNS OUT QUICKLY.
23b
MS
SGB
RGBHB
52. THAT IS WHY THERE ARE SO FEW
STARS ON THE HB COMPARED TO THE
MS. STARS DO NOT SPEND MUCH
TIME ON THE HB. 23c
MS
SGB
RGBHB
53. WHEN THE HELIUM IS GONE, THE STAR
HAS NO MORE FUEL. WITH NOTHING LEFT
TO BURN, IT FADES AWAY INTO BLUE
DARKNESS AS A WHITE DWARF (WD). 24
MS
SGB
RGBHB
WD
54. SINCE A STAR’S
COLOR AND
BRIGHTNESS TELL
US ITS
EVOLUTIONARY
PHASE, WE CAN
EASILY IDENTIFY
STARS BY PHASE
IN THE IMAGE.
25
MS
SGB
RGBHB
WD