Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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Youtube:
http://tiny.cc/SimpleABbieC
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Slideshare:
https://www.slideshare.net/AbbieMahinay
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Blogger:
https://simpleabbiec.blogspot.com/?m=1
This unit has been designed to support Year 3 teachers. It integrates some of the Primary Connections Ideas and acknowledges these, yet also add additional resources. We have tried to incorporate higher order thinking skills within the unit.
If you like this resource like and share http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/ (I am trying to win my son an iPad. The resource on this site with the most likes wins an iPad Mini).
Detailed Desription of Stars. What is a Star? , Classification of stars, Hertzsprung-Russel Diagram, Spectral Classes, Luminosity, Variable Stars, Composite Stars, Neutron Stars, Black Holes, Star Clusters, Supernovae, Binary Star, Chandrashekhar Limit, Limit Value Calculation Formulae, Applications of the limit, Tolman-Openheimer Volkoff Limit, About Subrahmanyam Chandrasekhar
'A star is a luminous sphere of plasma held together by its own gravity. The nearest star to Earth is the Sun. Many other stars are visible to the naked eye from Earth during the night, appearing as a multitude of fixed luminous points in the sky due to their immense distance from Earth. Historically, the most prominent stars were grouped into constellations and asterisms, the brightest of which gained proper names. Astronomers have assembled star catalogues that identify the known stars and provide standardised stellar designations. However, most of the stars in the Universe, including all stars outside our galaxy, the Milky Way, are invisible to the naked eye from Earth. Indeed, most are invisible from Earth even through the most powerful telescopes.'
Deep Behavioral Phenotyping in Systems Neuroscience for Functional Atlasing a...Ana Luísa Pinho
Functional Magnetic Resonance Imaging (fMRI) provides means to characterize brain activations in response to behavior. However, cognitive neuroscience has been limited to group-level effects referring to the performance of specific tasks. To obtain the functional profile of elementary cognitive mechanisms, the combination of brain responses to many tasks is required. Yet, to date, both structural atlases and parcellation-based activations do not fully account for cognitive function and still present several limitations. Further, they do not adapt overall to individual characteristics. In this talk, I will give an account of deep-behavioral phenotyping strategies, namely data-driven methods in large task-fMRI datasets, to optimize functional brain-data collection and improve inference of effects-of-interest related to mental processes. Key to this approach is the employment of fast multi-functional paradigms rich on features that can be well parametrized and, consequently, facilitate the creation of psycho-physiological constructs to be modelled with imaging data. Particular emphasis will be given to music stimuli when studying high-order cognitive mechanisms, due to their ecological nature and quality to enable complex behavior compounded by discrete entities. I will also discuss how deep-behavioral phenotyping and individualized models applied to neuroimaging data can better account for the subject-specific organization of domain-general cognitive systems in the human brain. Finally, the accumulation of functional brain signatures brings the possibility to clarify relationships among tasks and create a univocal link between brain systems and mental functions through: (1) the development of ontologies proposing an organization of cognitive processes; and (2) brain-network taxonomies describing functional specialization. To this end, tools to improve commensurability in cognitive science are necessary, such as public repositories, ontology-based platforms and automated meta-analysis tools. I will thus discuss some brain-atlasing resources currently under development, and their applicability in cognitive as well as clinical neuroscience.
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
Slides from:
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Track: Artificial Intelligence
https://www.etran.rs/2024/en/home-english/
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
2. How to Navigate
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Click on the buttons to navigate.
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How To Overview HRD Stars
Guided
Practice
Quiz ResourcesMain
3. All about Stars: Overview
Today you will be learning about the life cycle of a star through
its different stages of development.
Nebula
Nebulae consist of
clouds of dust and
gas. This is where
all stars are born.
Stars
Stars are massive
balls of gas that
give off light and
heat. Stars can live
for billions of years.
The Death of a Star
When stars die they
become either
neutron stars, black
holes, or white
dwarfs.
Transition
A supernova
explosion or a
planetary nebula
are what happens
to a star before it
dies.
Main How To Overview HRD Stars
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Practice
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4. Overview
You will also learn how to classify stars!
In order to better understand the life
cycle of a star and the different stages
they go through, it is important to
understand how they are classified.
Stars are classified based on their
temperatures, luminosity (absolute
magnitude), color, and size.
White dwarf
Nebula
The Sun
Black hole
The Andromeda Galaxy
Main How To Overview HRD Stars
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Practice
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5. Hertzsprung-Russell Diagram
All stars are different! Some are just beginning their, forming in a
nebula. Some are middle-aged, enjoying the long life of a main
sequence star, and some have begun to die. The Hertzsprung-
Russell (HR) Diagram is a tool that allows us to examine the
relationships between stars. It is like family portrait in a sense. The
HR diagram shows stars of different ages and different stages, all at
the same point in time.
On the HR diagram, each star is represented by a dot.
The position of each dot tell us two things about a star: its
luminosity (absolute magnitude) and its temperature. The vertical
axis represents a star’s luminosity. Luminosity is the amount of
energy radiated per second, but you can also think of it as how
bright or dim a star appears. All stars on this scale are compared to
each other based on a reference – our sun! The horizontal axis
represents the star’s surface temperature (not core temperature).
This labeled using the Kelvin temperature scale. On the next page
you will learn more about the Kelvin scale!
O B A F G K M OBAFGKM in the HR Diagram
Main How To Overview HRD Stars
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6. Condition oF oC oK
Water boils 212 100 373
Room
Temperature
72 23 296
Water Freezes 32 0 273
Absolute Zero -460 -273 0
Kelvin
Kelvin is a
measure of
temperature,
like Fahrenheit
and Celsius
Kelvin (oK) is the measure of temperature that astronomers use to
describe how hot stars and other celestial objects are. When
Celsius is at 0, you can see that Kelvin (K) is at 273 degrees. On a
night when its snowing outside and the temperature is 32 oF, you
can tell your friends that it is 273 degrees outside! Degrees Kelvin,
that is!
Main How To Overview HRD Stars
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Practice
Quiz Resources
7. Class Temperature Star Color
O 30,000 - 60,000 °K Blue
B 10,000 - 30,000 °K Light Blue
A 7,500 - 10,000 °K White
F 6,000 - 7,500 °K White (yellowish)
G 5,000 - 6,000 °K Yellow (like the Sun)
K 3,500 - 5,000 °K Orange
M 2,000 - 3,500 °K Red
Most stars are classified by their characteristics into a spectral class. The spectral classifications are
OBAFGKM. The traditional mnemonic for remembering the spectral types are “Oh Be A Fine
Guy/Girl Kiss Me.” The hottest stars are an O class and the coolest stars are a M class. The spectral
types are enhanced by numbers 0 through , with a 0 indicating a hotter star and a 9 indicating a
cooler star in a spectral class. For example, an A5 is five tenths away from a B0 and a F0. An A2
star would be hotter than an A8 star. Our sun is a G2, which is fairly hot for a G class. Below is a
chart that will help you see the differences between the classes in degrees Kelvin.
Main How To HRDOverview Stars
Guided
Practice
Quiz Resources
8. Now that you’ve learned all about the HR diagram, the Kelvin scale, and the spectral class its time to
focus more specifically on the life cycle of stars. Stars form in the nebulae, become average, main
sequence or a massive stars, go through a transition of either a supernova or planetary nebula, then
die as a white dwarf, neutron star or a black hole.
This can also be a
Blue Supergiant.
Black dwarf
A white dwarf that has
cooled down enough
that it no longer emits
light. This remains a
theory for now, since
the universe is none
have been observed.
Main How To Overview HRD Stars
Guided
Practice
Quiz Resources
9. All stars are formed out of nebulae (nebula, singular). There are 5 main types of nebulae: Emission, Reflection, Dark, Planetary, and
Supernova Remnant. Nebulae consist of dust, gas, and other materials. Inside of nebulae things can be pretty quite and calm – until
a star or other celestial body passes by. This stirs things up! Swirls and ripples spread throughout, due to the gravity of the celestial
body that passes either through the nebula or nearby it. Piles of matter build, forming gigantic clumps of dust and gas. The clumps
of dust and gas, called protostars, become larger. As they become larger, gravity squeezes them tighter. Pressure builds and heat
increases. A star is formed! Now let’s take a look at the different types of nebulae.
Emission Nebulae are clouds of
high temperature gases that
have an abundance of hydrogen.
This is the most colorful of the 5
types, but usually appear to have
a lot of red due to the amounts
of hydrogen.
Reflection Nebulae
are clouds of dust
that reflect the light
of nearby stars.
They normally
appear blue.
Dark Nebulae are
clouds of dust that
block the light of
whatever is behind it.
They are physically
very similar to
Reflection Nebulae.
Planetary Nebula are
created when a star
nearing the end of its
life casts off its outer
layers.
Supernova Remnants are
created when a massive
star explodes near the end
of its life. This blows a
large portion of the star
(gas) through space. The
Crab Nebula is a well-
known example, created by
a supernova.
Main How To Overview HRD Stars
Guided
Practice
Quiz Resources
10. You have learned about nebulae, where stars are formed. Now you will learn about main sequence stars, average stars. The
majority of stars in the sky are main sequence stars. Our Sun a G2 star, Sirius A an A1 star, and Bellatrix B2 are main sequence
stars. You have already learned about the HR Diagram. Let’s have another look with closer attention on just the main sequence
stars.
Main sequence stars have a vast range in luminosity, color, temperature, and size as you can see in the diagram. They are the ones
that seem to group together in a diagonal line. They can be the larger, more luminous blue stars that burn hot and bright, seen at
the top left. They can be the average sized yellow, yellow-orange stars, like our sun. Or, they can be the smaller, cooler red dwarf
stars, seen at the bottom right.
Stars convert hydrogen into helium through nuclear fusion, releasing energy that radiates out while gravity pushes in.
You may imagine that a more massive star in the main sequence would live a longer life because it would have more fuel at its core
to burn. That would be wrong - the opposite it true! The more massive blue stars at the upper left have a stronger gravitational
force pushing inwards so their cores get hotter. Higher temperatures mean nuclear reactions occur at a much greater rate. Thus,
they use up their fuel much quicker than lower mass stars, such as red dwarfs. A star with only half the mass of the sun can spend
80 billion years in main sequence, while the sun will spend approximately 10 billion.
Sirius A
Bellatrix
Main How To Overview HRD Stars Quiz
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Practice
Resources
11. Giants and Supergiants! Oh my! Giant stars are more massive and more luminous than main sequence stars, even though they may
have around the same surface temperature. Giants, therefore, are above the main sequence in the HR diagram.
Pollux
Arcturus
Aldebaran
Pollux once was a type A main sequence star. It has since
exhausted the hydrogen from its core and evolved into a giant
star. It is now a K0 star with a surface temperature of about
4,600 oK. Arcturus is a K1 orange-red giant, 4,300 oK, and
Aldebaran is a K5 red giant, 4,010 oK. Giant stars evolved from
main sequence stars. They are older stars that have burned their
hydrogen cores.
Giant stars evolve from main sequence stars A,F,G,K,M. Supergiants
evolve from massive O and B type stars. Just like giant stars,
Supergiants are older stars that have burned their hydrogen cores. Due
to their extreme masses, O and B spectral classes have the shortest life
spans of about 30 million years. Betelgeuse and Antares are both red
supergiants. Betelgeuse is a M2, 3,500 oK. Antares is a M1 and is about
3,400 oK. Rigel is a blue supergiant; it is a B8 with a surface
temperature of about 11,000 oK. Deneb is a blue-white supergiant, that
was probably an O star during its main sequence life.
Deneb
Rigel
Betelgeuse
Antares
Main How To Overview HRD Stars
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Quiz Resources
12. A supernova is an energetic explosive event, which occurs at the end of a stars lifetime. The reason this occurs at
the end of a supergiant’s lifetime is because its nuclear fuel becomes exhausted and the star is no longer supported
by the release of nuclear energy. After the supernova explosion, it blasts its outer layer into space. These outer
layers are called supernova remnants, which you’ve read about already But, what happens to the rest of the star
that has not been blasted into space? It becomes either a neutron star or a black hole.
Giant stars do not explode as a supernova, like the
supergiant stars, but they do go through a process of
change at the end of their lives. This change is called
Planetary Nebula. When this occurs the outer layers of
the star are expelled through strong stellar winds.
What remains of the star becomes a white dwarf.
Main How To Overview HRD Stars
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13. A neutron star is what
may develop at the end of
a supergiant’s life, after
the event of a supernova.
It is the stellar remnant
of a supergiant.
A white dwarf is what our sun
will eventually become one
day, after about 10 billion
years. The are the stellar
remnants of giant stars.
Black holes are dense, matter-packed small areas with a
gravitational force so strong that nothing, not even light,
can escape. A supergiant’s death can be a black hole’s
beginning.
Main How To Overview HRD Stars
Guided
Practice
Quiz Resources
14. Guided Practice
1. Describe the surface temperatures and color:
A. a hot O2 star
B. a cool M3 dwarf
C. a G2 star like our sun
2. What is the spectral type of star with:
A. a surface temperature of 10,000 K
B. a surface temperature of 5,000 K
3. What is the color of a star with:
A. a spectral class A0
B. a surface temperature of 4,000 K
4. All stars form in a _____________.
5. Pollux, a red giant, was once a _________ star.
6. When a supergiant gets older and uses up its fuel,
it explodes as a ___________.
7. After going through supernova, the star will die
out as a ___________ or a ___________.
8. A red giant star will expel its outer layer in an
event called ___________.
9. A red giant star will eventually die out as a
_________.
Click on this button to go back to the section and find the
answers for questions 1-3.
Main How To Overview HRD Stars
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15. Quiz
True or False
1. Kelvin is a measurement of temperature.
2. An O class star has a cooler surface temperature than a K class star.
3. An average sized star will eventually become a red giant.
4. A massive O, B class star will eventually become a supergiant.
5. After going through a supernova, the remains of the star will become a white dwarf.
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16. Answers to Quiz
1. It is true that Kelvin is a measure of temperature. Astronomers use Kelvin for celestial objects.
2. This is false because an O class star is hotter than a K class star. O class stars are the hottest. M class
stars are the coolest.
3. It is true that an average sized star will become a red giant. Main sequences stars A-M will all eventually
become red giants.
4. It is true that both O and B stars will become supergiants, because O and B stars are massive.
5. This is false. After a star goes through supernova it will become either a neutron star or a black hole. It
will not become a white dwarf.
Congratulations!! You have completed the lesson on the life cycle of stars!!
Main How To Overview HRD Stars
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17. Resources
1. National Aeronautics and Space Administration. NASA.
nasa.gov
2. Astrophysics and Astronomy. Instituto Scientia
astrophysical.org
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