Beyond the Solar System Instructions: Read Each Question Carefully Before Selecting the BEST Answer
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Plasma Physics and Pulsars
Plasma Physics and Pulsars On the evolution of compact o bjects and plasma physics in weak and strong gravitational and electromagnetic fields by Anouk Ehreiser supervised by Axel Jessner, Maria Massi and Li Kejia as part of an internship at the Max Planck Institute for Radioastronomy, Bonn March 2010 2 This composition was written as part of two internships at the Max Planck Institute for Radioastronomy in April 2009 at the Radiotelescope in Effelsberg and in February/March 2010 at the Institute in Bonn. I am very grateful for the support, expertise and patience of Axel Jessner, Maria Massi and Li Kejia, who supervised my internship and introduced me to the basic concepts and the current research in the field. Contents I. Life-cycle of stars 1. Formation and inner structure 2. Gravitational collapse and supernova 3. Star remnants II. Properties of Compact Objects 1. White Dwarfs 2. Neutron Stars 3. Black Holes 4. Hypothetical Quark Stars 5. Relativistic Effects III. Plasma Physics 1. Essentials 2. Single Particle Motion in a magnetic field 3. Interaction of plasma flows with magnetic fields – the aurora as an example IV. Pulsars 1. The Discovery of Pulsars 2. Basic Features of Pulsar Signals 3. Theoretical models for the Pulsar Magnetosphere and Emission Mechanism 4. Towards a Dynamical Model of Pulsar Electrodynamics References 3 Plasma Physics and Pulsars I. The life-cycle of stars 1. Formation and inner structure Stars are formed in molecular clouds in the interstellar medium, which consist mostly of molecular hydrogen (primordial elements made a few minutes after the beginning of the universe) and dust. -
Astronomy, Astrophysics, and Cosmology
Astronomy, Astrophysics, and Cosmology Luis A. Anchordoqui Department of Physics and Astronomy Lehman College, City University of New York Lesson I February 2, 2016 arXiv:0706.1988 L. A. Anchordoqui (CUNY) Astronomy, Astrophysics, and Cosmology 2-2-2016 1 / 22 Table of Contents 1 Stars and Galaxies 2 Distance Measurements Stellar parallax Stellar luminosity L. A. Anchordoqui (CUNY) Astronomy, Astrophysics, and Cosmology 2-2-2016 2 / 22 Stars and Galaxies Night sky provides a strong impression of a changeless universe G Clouds drift across the Moon + on longer times Moon itself grows and shrinks G Moon and planets move against the background of stars G These are merely local phenomena caused by motions within our solar system G Far beyond planets + stars appear motionless L. A. Anchordoqui (CUNY) Astronomy, Astrophysics, and Cosmology 2-2-2016 3 / 22 Stars and Galaxies According to ancient cosmological belief + stars except for a few that appeared to move (the planets) where fixed on sphere beyond last planet The universe was self contained and we (here on Earth) were at its center L. A. Anchordoqui (CUNY) Astronomy, Astrophysics, and Cosmology 2-2-2016 4 / 22 Stars and Galaxies Our view of universe dramatically changed after Galileo’s telescopic observations: we no longer place ourselves at the center and we view the universe as vastly larger L. A. Anchordoqui (CUNY) Astronomy, Astrophysics, and Cosmology 2-2-2016 5 / 22 Stars and Galaxies Is the Earth flat? L. A. Anchordoqui (CUNY) Astronomy, Astrophysics, and Cosmology 2-2-2016 6 / 22 Stars and Galaxies Distances involved are so large that we specify them in terms of the time it takes the light to travel a given distance light second + 1 ls = 1 s 3 108 m/s = 3 108m = 300, 000 km × × light minute + 1 lm = 18 106 km × light year + 1 ly = 2.998 108 m/s 3.156 107 s/yr × · × = 9.46 1015 m 1013 km × ≈ How long would it take the space shuttle to go 1 ly? Shuttle orbits Earth @ 18,000 mph + it would need 37, 200 yr L. -
Beyond the Solar System Homework for Geology 8
DATE DUE: Name: Ms. Terry J. Boroughs Geology 8 Section: Beyond the Solar System Instructions: Read each question carefully before selecting the BEST answer. Use GEOLOGIC VOCABULARY where APPLICABLE! Provide concise, but detailed answers to essay and fill-in questions. Use an 882-e scantron for your multiple choice and true/false answers. Multiple Choice 1. Which one of the objects listed below has the largest size? A. Galactic clusters. B. Galaxies. C. Stars. D. Nebula. E. Planets. 2. Which one of the objects listed below has the smallest size? A. Galactic clusters. B. Galaxies. C. Stars. D. Nebula. E. Planets. 3. The Sun belongs to this class of stars. A. Black hole C. Black dwarf D. Main-sequence star B. Red giant E. White dwarf 4. The distance to nearby stars can be determined from: A. Fluorescence. D. Stellar parallax. B. Stellar mass. E. Emission nebulae. C. Stellar distances cannot be measured directly 5. Hubble's law states that galaxies are receding from us at a speed that is proportional to their: A. Distance. B. Orientation. C. Galactic position. D. Volume. E. Mass. 6. Our galaxy is called the A. Milky Way galaxy. D. Panorama galaxy. B. Orion galaxy. E. Pleiades galaxy. C. Great Galaxy in Andromeda. 7. The discovery that the universe appears to be expanding led to a widely accepted theory called A. The Big Bang Theory. C. Hubble's Law. D. Solar Nebular Theory B. The Doppler Effect. E. The Seyfert Theory. 8. One of the most common units used to express stellar distances is the A. -
A Star Is Born
A STAR IS BORN Overview: Students will research the four stages of the life cycle of a star then further research the ramifications of the stage of the sun on Earth. Objectives: The student will: • research, summarize and illustrate the proper sequence in the life cycle of a star; • share findings with peers; and • investigate Earth’s personal star, the sun, and what will eventually come of it. Targeted Alaska Grade Level Expectations: Science [9] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating. [9] SD4.1 The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing that a star changes over time. [10-11] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, analyzing data, developing models, inferring, and communicating. [10] SD4.1 The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing phenomena in the universe (i.e., black holes, nebula). [11] SD4.1 The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing phenomena in the universe (i.e., black holes, nebula). Vocabulary: black dwarf – the celestial object that remains after a white dwarf has used up all of its -
190 6Ap J 23. . 2 4 8C the LUMINOSITY of the BRIGHTEST
8C 4 2 . 23. J 6Ap 190 THE LUMINOSITY OF THE BRIGHTEST STARS By GEORGE C. COMSTOCK The prevailing opinion among astronomers admits the presence in the heavens of at least a few stars of extraordinary intrinsic bril- liancy. ‘ Gill, Kapteyn, and Newcomb have under differing forms announced the probable existence of stars having a luminosity exceeding that of the Sun by ten-thousand fold or more, possibly a hundred-thousand fold, and Canopus is cited as an example of such a star. It is the purpose of the present article to examine the evidence upon which this doctrine is based, and the extent to which that evidence is confirmed or refuted by other considerations. As respects Canopus, the case is presented by Gill, Researches on Stellar Parallax, substantially as follows. The measured par- allaxes of this star and of a Centauri are respectively ofoio and 0^762, and their stellar magnitudes are — 0.96 and+ 0.40; i. e., Canopus is 3.50 times brighter than a Centauri. The light of the one star, is therefore 3.50 times as great as that of the other. But since a Centauri has the same mass and the same spectrum as the Sun, and therefore presumably emits the same quantity of light, we may substitute the Sun in place of a Centauri in this com- parison, and find from the expression given above that Canopus is more than 20,000 times as bright as the Sun. I have sought for other cases of a similar character, using a method slightly different from that of Gill. -
Equation of State of a Dense and Magnetized Fermion System Israel Portillo Vazquez University of Texas at El Paso, [email protected]
University of Texas at El Paso DigitalCommons@UTEP Open Access Theses & Dissertations 2011-01-01 Equation Of State Of A Dense And Magnetized Fermion System Israel Portillo Vazquez University of Texas at El Paso, [email protected] Follow this and additional works at: https://digitalcommons.utep.edu/open_etd Part of the Physics Commons Recommended Citation Portillo Vazquez, Israel, "Equation Of State Of A Dense And Magnetized Fermion System" (2011). Open Access Theses & Dissertations. 2365. https://digitalcommons.utep.edu/open_etd/2365 This is brought to you for free and open access by DigitalCommons@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. EQUATION OF STATE OF A DENSE AND MAGNETIZED FERMION SYSTEM ISRAEL PORTILLO VAZQUEZ Department of Physics APPROVED: Efrain J. Ferrer , Ph.D., Chair Vivian Incera, Ph.D. Mohamed A. Khamsi, Ph.D. Benjamin C. Flores, Ph.D. Acting Dean of the Graduate School Copyright © by Israel Portillo Vazquez 2011 EQUATION OF STATE OF A DENSE AND MAGNETIZED FERMION SYSTEM by ISRAEL PORTILLO VAZQUEZ, MS THESIS Presented to the Faculty of the Graduate School of The University of Texas at El Paso in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Department of Physics THE UNIVERSITY OF TEXAS AT EL PASO August 2011 Acknowledgements First, I would like to acknowledge the advice and guidance of my mentor Dr. Efrain Ferrer. During the time I have been working with him, the way in which I think about nature has changed considerably. -