1. “If you wish to make an apple pie from scratch you must first invent the universe.“
-Carl Sagan

2. Your Assignment…
“If you wish to make an apple pie from scratch you must first invent the universe.“
-Carl Sagan
Paragraph and Diagram on google classroom
Pick an element that can be found in apple pie and trace its evolutionary history to a star or the universe.
Address the constant recycling of elements here on earth, as well as the formation of elements in the cores of active stars and supernovae.
Describe the way in which these elements were dispersed from the star through space and ultimately to the Earth.
create a diagram that illustrates the meaning of this statement. Diagram should also include whatever you need to better explain the scientific concept.
There will be test questions regarding this assignment

3. Remember, Your Apple Pie Story Is Due At Midnight On Google Classroom

4. Learning Goals:
4. Complex Knowledge: demonstrations of learning that go aboveand above and beyond what was explicitly taught. 3. Knowledge: meeting the learning goals and expectations. 2. Foundational knowledge: simpler procedures, isolated details, vocabulary. 1. Limited knowledge: know very little details but working toward a higher level.
How do stars differ from moons and planets, and from one another?
How does the classification of stars help us understand how they evolve over their lifetimes?
What are the different types of stars?
What happens when different types of stars die?
Why is it important for us to understand stars?

5. Main Star Characteristics
Size
Mass
Radius
Color
Temperature
Spectral class
Lifetime

6. Of the stars in this image, which do you think are:
Hottest?
Coldest?
Biggest in diameter?
Smallest in diameter?
Brightest?
Least bright?
What information did you use to determine these properties of the stars?
Do you have enough information to determine all of these properties? If not, what other information would you need?

7. Temperature and color Wein’s law!
Objects at different temperatures emit spectra that peak at different wavelengths
Max = c/T(K)
Sketch a visual representation of the following idea
Hotter objects emit radiation at shorter wavelengths (high energy) so they will appear bluer
Cooler objects emit most of their radiation at longer wavelengths (low energy), so they appear redder.

8. Stellar characteristics
Spectral class
Radius
(sun=1)
Mass
Temp.
Color
Lifespan
Examples
Abundance O B A F G K M

10. Spectral class
Temperature
(kelvin)
Color O
+31,000
Blue B
10,000-31,000
Blue-White A
7,400-10,000
White F
6,000-7,400
Yellow-white G
5,300-6,000
Yellow K
3,900-5,300
Orange M
2,200-3,900
Red

11. But the sun is white, not yellow
It is a simple way to organize based on what is called the color index
It takes into consideration the difference between two measurements of the magnitude (brightness) of a star made at different wavelengths. The longer being subtracted from the shorter. Usually Blue Light and Visible Light (sometimes they use UV Light)
Bottom Line – We see it as white, but it is categorized as yellow. Just go with it.

12. Spectral class
Temperature
(kelvin)
Color O
+31,000
Blue B
10,000-31,000
Blue-White A
7,400-10,000
White F
6,000-7,400
Yellow-white G
5,300-6,000
Yellow K
3,900-5,300
Orange M
2,200-3,900
Red

13. Size of Stars http://apod.nasa.gov/apod/ap110222.html4Q
Size of Stars

14. Look at your playing card
Make a picture postcard of your star. On your postcard, you should:
Create a colorful picture of the star on the blank side
On the lined side, point out the important and exciting features of the star
Also include and highlight other characteristics such as:
color
surface temperature
mass
diameter
special features
Where in it’s life cycle is it
A - Red dwarf 2 - White dwarf 3 - Brown dwarf 4 - Yellow Dwarf 5 - White main-sequence star 6 - Red giant 7 - Pulsar 8 - Binary Star 9 - Blue supergiant 10 - Protostar J - Cepheid variable star Q - Neutron star K – Your Choice of the above