gears workshop tuesday 2011. warm up good morning! complete form online complete paper evaluation up...
TRANSCRIPT
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GEARS Workshop Tuesday
2011
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Warm Up• Good morning!• Complete form online • Complete paper evaluation up to activities
completed • Create a code name to add to top of sheet so
you can get the same one back each day – OR keep yours safe all week to turn in on Friday.
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Flux Simulator• Flux Simulator for Fluxiness we found
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So for same bulb
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Engage: Flux Lab• How can we use the inverse square law of
light to find out how luminous the sun is?• Think for a few minutes in groups of 4 or 5.
Brainstorming.
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Flux Lab – groups of 3-4• Demonstrate the concept in the room with 2
light bulbs.• Explain that there are 2 measurements to
make – distance to bulb for equal brightness wax – each
person decides – Color of wax on each side when equal brightness
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Photometer Lab EquationOne of these items is the light bulbOne of these items is the SunL is the power
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For same fluxiness
Where the d represents distance to the wax from sun or bulb
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Discussion• % error • Color – each person better have something
written down• Sources of error: Brainstorm
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% error• Used when know actual value and you are
doing a verification lab. • Provides a measure of the accuracy of your
results (hint – see characteristics of science)
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% difference• Used when you don’t know the answer.
Provides a measure of the precision of your results.
• Helps identify outliers.
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Accuracy & Precision
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Wien’s Law – Color and Temperature
Wavelength in meters from this formula1 nanometer = 10-9 meter1 meter = 109 nanometer
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Find Temperature of the Sun• You need the radius of sun from the pinhole
camera experiment. • Prize to the group with the closest
measurement if your workshop facilitator thinks it is OK
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Find color of the Sun• http://eosweb.larc.nasa.gov/EDDOCS/
Wavelengths_for_Colors.html • Compare with what you saw.
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Explain: Flux Lab• We used inverse square law model & known source• We assumed Sun was blackbody (known from other
observations) • We used Stefan-Boltzmann model and pinhole
camera radius (from geometry and knowing distance) to get temperature of the sun as blackbody
• We used Wien’s Law model for peak wavelength of blackbody emitter using the temperature
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Models• Models (aka theories, math equations,
previously tested ideas) help extend our knowledge of the world around us
• Why can’t we just go measure the temperature of the Sun?
• How do we measure anything in astronomy?
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Sun• Insert advertisement here– Fall workshop– Resource Teachers– GEARS wiki
• Sun & Space Weather Introduction
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Elaborate: Intrinsic Properties of Stars
• Let’s think back to initial categories made of star image
• Having made a few measurements now – let’s list the intrinsic properties of stars on the board together
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Organizing Stars• Astronomers want nothing more than to
classify and categorize – just like every other scientist
• First thing we do is try to plot things on graphs to see if there is a pattern
• Let’s plot two intrinsic properties against one another.
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This is on board – not in powerpoint
• Start with axes only• Point out logarithmic scaling• Point out backwards temperature• Add main sequence – units of solar lum – what
that mean• Test for understanding – ask where blue stars• Ask where red stars• Ask where luminous, cold, hot, less luminous
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• Add white dwarfs• Ask for understanding – hot cold dim not• Add supergiants• Add giants
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• Hey.. You know – dwarfs, giants.. Seems to imply something about radius
• Blackbodies follow Stefan-Boltzmann relation• Luminosity and temperature and radius all
related.
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Radius on HR diagram
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WOW!• What a great diagram – 3 intrinsic properties
in one graph!
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Mass?• Yes indeedy… mass for main sequence is on
this diagram too. • Luminosity – Mass Relation
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Age on diagram?• Sort of – if high mass main sequence star –
know something. As they fuse such a short time
• But what about if it is a G star, like the Sun?• Need groups of stars and use a model
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Composition?• No… but hey• Luminosity, Mass, temperature, radius, and
age… on one graph!• Models of blackbodies allow us to know more
about stars than we can get from observations alone.
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Elaborate more: Create a diagram
• If time – if not, assign for HW. • Nearby Stars• Bright Stars• Cluster 1• Cluster 2• Put all on same axes!• See today’s online agenda for a data file.
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Your Graphs• Did all the graphs look the same?
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Stellar Evolution• Engage: What are some questions you have
about stars right now?• Brainstorm a list on your whiteboards.
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Explore: Stellar Evolution• Simulators – as on agenda. • Is the main sequence for stars on the L-T
diagram a sequence of age?
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Explain• Stars are simply balance (or imbalance) of forces – in
vs. out. • Formation – gravity stronger than gas pressure force• Main sequence – gravity in balance with gas pressure
force (btw – fusion!)• Unbalance signals end of main sequence –exciting
things happen• Then back in balance for end state
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Star Formation• What are some of the things you notice about
places where we find young stars?
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Star Formation
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M16 – X-ray stars
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Star Formation• Accompanied by dust!– Collapse requires cold – think ideal gas law– “Dust” protects from light from nearby stars that
might heat gas
• Wispy gas – the future fuel for the star• And some very powerful stars that are very
high temperature – emitting lots of light at X-ray and UV- the signatures of young stars
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Explain: • Do all stars evolve the same way?• Do all stars take the same amount of time to
evolve?• What is your evidence to support your claim?
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Summary: • Really high mass• High mass• The Sun and the lower mass stars• http://cheller.phy.georgiasouthern.edu/
gears/Units/2-StellarEvolution/2Stars_7.html • Compare main sequence lifetimes, end states.
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End of Stars• Main sequence is the stage of existence where
stars are fusing hydrogen to helium• Spend largest fraction of their existence doing
this• More massive stars – short lived• Low mass stars – long lived• Range – 100,000 years – 100 billion years!
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BPPSC – Red Giant – on left. Artist conception - right
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Planetary Nebula
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White dwarf – Artist impression
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Supergiant to Supernova
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Crab SNR + Pulsar
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Black Holes• http://hubblesite.org/explore_astronomy/
black_holes/
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Black Hole• G1915
+105. 14 solar masses.
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Patterns + models = stellar evolution theory
• Along with physical models of gravity, gas pressure, electrostatic repulsion, nuclear physics
• Plus some nice spectral line measurements• Get a beautiful scenario of stellar evolution• Imagine the Universe powerpoint
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Star Lifetimes• http://astrosun2.astro.cornell.edu/
~mcomins/lab10_solutions.pdf
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Cluster ages• What is a cluster? And why are they
important?• Globular cluster distribution told us shape of
our own galaxy• Globular clusters helped us learn about
interstellar “dust”• Help us determine age of our galaxy
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M30 Cluster
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Clusters of stars – ages
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Which one is younger?
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Go back to diagrams made earlier in XL
• What can those clusters tell you now about age of the cluster? At least relative ages?
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Extra fun question• High mass stars fusion Hydrogen to Helium• So do low mass stars• Stars are made up primarily of Hydrogen• So… high mass stars should have lots more
hydrogen to fuse than low mass stars• How come high mass stars fuse hydrogen for
so much less time?
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Misconception alert• http://aspire.cosmic-ray.org/labs/star_life/
hr_interactive.html• Comes from images like on next page.
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Life after main
sequence
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Evaluate: Can you fill in this concept map?
• Vocab – Red Giant, black hole, white dwarf, planetary nebula, neutron star, supernova
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Journey to the Stars • Pairs: One watch and jot down areas in which
students could have misconceptions or in which a misconception is addressed
• One watch and note some ‘student worksheet’ ideas.
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Extra bonus material• It seems like temperature measuring is hard –
have to figure out the exact place of the peak wavelength or know the radius of star
• So is luminosity measuring – adding up all the light at all wavelengths…
• How do we really measure temperature and luminosity?
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• Magnitude (absolute in a filter, such as U, B, V, R, I, J, K)
• and ‘color’ which is difference between two magnitudes (e.g. B-V, U-B, J-K)
• http://astro.unl.edu/naap/blackbody/blackbody.html• http://astro.unl.edu/naap/blackbody/filters.html • http://astro.unl.edu/naap/blackbody/animations/
filters.html
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Outcomes• Identify end phases of stars like the sun• Match evolutionary stages to initial mass
ranges• Relate atmospheric properties to astronomical
equipment needed• Relate mass of star to lifetime and power • Correctly identify colors and luminosities of
stars using an HR diagram