ESSAY. Write your answer in the space provided or on a separate sheet of paper.
Inferring stellar lifetimes: Scientists must often draw on a variety of concepts to develop new understanding.
Take, for example, the inferred lifetimes of stars. What two properties must be precisely measured in order to
estimate the lifetime? Outline the set of observations that must be made in order to determine those properties.
Then discuss the fundamental physics that must be understood to relate these to the rate at which hydrogen is
converted to helium in the stellar core, and to determine the amount of hydrogen available in the core.
Observing Stellar Evolution: Stars evolve on timescales of millions to billions of years, making it impossible for
astronomers to follow the life–cycle of any individual star. Explain how astronomers overcome this limitation.
Be sure to discuss the important role that observations of star clusters play in revealing the evolution of stars.
Our Sun, An Average Star: Often in science it is helpful to talk about a representative example of the objects or
phenomena being studied. However, you must always keep in mind that the average case is not always
representative. For example, our Sun is often described as an “average” star in the Milky Way. In what sense is
this statement true? In what sense is this statement seriously misleading? Do you think it is useful to
characterize the stars in the Milky Way by simply citing our “average” Sun?
Confusing Terminology in Science: Scientists’ love of jargon and acronyms often confounds the public and makes
it impossible for them to read scientific literature. Use the example of spectral types introduced in this chapter
(i.e., the Sun is a “G2” star) as a case study in jargon. What is the historical origin of the spectral types? Why are
the letters in a confusing, non–alphabetical order? Why do you think astronomers persist in using spectral
types? Do you think astronomers should drop this notation, and, if so, what should replace it?