Posted: April 2nd, 2022

Draw diagram essay

NATS 1020 – Earth and Space Science
The H-R Diagram: Absolute Magnitude and Temperature Activity
You may copy BLACK text verbatim in your e-Portfolio
* Re-write text in BLUE in your own words.
* GREEN are notes from me to you.

Title
(Title should be at the top of your page; Be creative and make it catchy)

Objective: To develop a model to demonstrate the relationship between color, temperature, luminosity, mass, and age of stars.

Grade Level: High School
Next Generation Science Standard:
HS-ESS1-1. Students who demonstrate understanding can:
Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation

Background:
The ‘list of stars’ table provides a star’s name, size, distance, temperature, and absolute magnitude. The unit for distance is parsec. One parsec equals 3.26 light-years. The unit for temperature is Kelvin. Absolute magnitude means “brightness” or “luminosity”. The negative numbers are the brightest stars.

Temperature should be plotted on the x-axis. Numbers become greater as you move from right to left (opposite of a normal graph). The tic marks are not evenly spaced because temperature is on a logarithmic scale.

The absolute magnitude (or brightness/luminosity) is plotted on the y-axis. The numbers become greater as you go down (again, opposite of a normal graph).

Procedure: (In this lab, you will be creating a Hertzsprung-Russell Diagram by plotting stars on a graph).
1. Draw a graph on a large sheet of paper 18” x 24” or larger (students sitting 10’ away should be able to see it)
a. x-axis:
b. label “Temperature (K)”
c. make equidistant tic marks ranging from 40,000 K to 2,500 K from left to right. (hottest temperature to the left of the graph and cooling as you move right).
d. y-axis:
e. label “Absolute Magnitude (Mv)”
f. make equidistant tic marks ranging from 14 to -10 from bottom to top with “0” falling somewhere in the middle. The highest magnitude are at the top of the graph and lower magnitude as you move down. (appears “reverse” with negative magnitudes being brighter positive magnitudes.

Should look something like this:

2. Plot the stars listed the table provided
a. Color stars according to their temperature; for example, a star >3500K, color red
• Red: under 3500 K
• Orange: 3,500 to 5,000 K
• Yellow: 5,000 to 6,000 K
• White (draw a circle with no color inside): 6,000 to 7,500 K
• Light Blue: 7,500 to 11,000 K
• Blue: over 11,000 K
b. Draw stars according to their size
• Supergiants:
• Giants
• Average
• Dwarfs

Finished product should look something like this (Please submit any way that’s easiest for you: scan and upload, scan and save as a .jpeg and embed as an image, or take a picture of your handout and embed picture into your e-Portfolio):

3. When plotting stars, approximate the location of stars on the graph. (It does not have to be perfectly placed)
4. Circle and label your graph with the following:
a. Circle the group of low-temperature and high-magnitude stars and label “Red Supergiants”.
b. Circle the group of yellow-red stars below the Red Supergiants and label “Red Giants”.
c. Circle the group of high-temperature and low-magnitude stars and label “Blue Giants”.
d. Circle the group of stars plotted diagonally on the graph and label “Main Sequence Stars”.
e. Circle the group of high-temperature and low magnitude stars and label “White Dwarfs”.

Add a video (You do not have to include you plotting stars, but rather your finished product and a few sentences describing how you plotted the stars. For example, explain how x-axis plots temperature and y-axis plots absolute magnitude. Red stars are cool stars and are plotted on the right side of the chart, blue stars are hot and plotted on the left side of chart. High magnitude at the top, etc.

DO’s and DON’Ts
• Do not use pronouns (I, he, she, etc.). For example, do not write “I did blah, blah, blah”
• Number steps as if you are explaining it to someone else
Add a video of yourself (about 30 seconds to one minute) doing the activity
• The shorter, the better (get to the point); Please do not submit anything more than 2 minutes.
• Please TALK during your video, explain materials used, set up, what you are doing, and how activity meets objective (See reflection below)
• You may place the video anywhere you’d like on the page.
• You may add pictures in addition to your video if you’d like

List of Stars: (Please include table in your e-Portfolio)
Stars for Hertzsprung-Russell Diagram
Name of Stars Type of Star Distance
(parsecs) Temperature
(K) Absolute Magnitude (Mv)
Alpha Centauri average 1.31 5800 4.4
Sirius average 2.7 10400 4.4
Barnard’s Star average 1.83 2800 13.2
Canopus supergiant 30 7400 -3.1
Lalande 21185 average 2.49 3200 10.5
Arcturus giant 11 4500 -0.3
Vega average 8 10700 0.5
Luyten 726-8 dwarf 2.67 2700 15.4
Capella giant 14 5900 -0.7
Ross 154 dwarf 2.94 2800 13.3
Rigel supergiant 250 11800 -6.8
Ross 248 dwarf 3.16 2700 14.7
Procyon average 3.5 6800 2.7
Epsilon Eridani average 3.3 4500 6.1
Betelgeuse supergiant 150 3200 -5.5
Ross 128 dwarf 3.37 2800 13.5
Achernar average 20 14000 -1
Luyten 789-6 dwarf 3.37 2700 14.9
Beta Centauri supergiant 90 21000 -4.1
61 Cygni dwarf 3.4 2800 7.5
Altair average 5.1 8000 2.2
Procyon average 3.47 6800 2.7
Alpha Crucis average 120 21000 -4
Epsilon Indi average 3.51 4200 7
Aldebaran giant 16 4200 -0.2
Sigma 2398 average 3.6 3000 11.1
Spica average 80 21000 -3.6
BD +43.44 average 3.6 3000 10.3
Antares supergiant 120 3400 -4.5
Tau Ceti average 3.64 5200 5.7
Pollux average 12 4900 0.8
CD -36.15693 average 3.66 3100 9.6
Fomalhaut average 7 9500 2
BD +5.1668 average 3.76 3000 11.9
Deneb supergiant 430 9900 -6.9
CD -39.14192 average 3.92 3500 8.7
Beta Crucis giant 150 22000 -2.6
Regulus average 78 10300 -0.52
Sun average 0 5800 4.83
Sirius B dwarf 8.7 25000 11.18
Procyon B dwarf 11.46 10000 13.20
40 Eridani B Dwarf 16.39 24600 11.27

Reflection: (Write this in paragraph form – also say it in your video)
1. How does this activity meet the activity’s objective and the Next Generation Science Standards? (see ‘objective’ above)
a. What region are the majority of stars plotted?
b. Where are the brightest stars located? Where are the dimmest?
c. Where are the hottest stars located? Where are the coolest?
d. What color is the hottest star? The coolest star?
e. Where does our Sun lie in the H-R diagram? What does it say about our Sun?
2. Why might stars of one color be more abundant than stars of another color? (Answer: Please discuss how red stars are cooler and burn through their hydrogen slower; whereas blue stars are hotter and burn through their hydrogen faster)

Important Notes:
• You are creating this lab activity with you as the teacher (not as the student) to demonstrate your science knowledge and competency.
• This e-Portfolio is to serve as a repository of your greatest works that you would showcase to future employers.
• There may be portions you may copy & paste (objective, grade level, and NGSS)
• Please paraphrase the rest of your activity

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