Spectroscopic Evolution of Massive Stars on the Main Sequence F
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• Classifying Stars: HR Diagram • Luminosity, Radius, and Temperature • “Vogt-Russell” Theorem • Main Sequence • Evolution on the HR Diagram
Stars • Classifying stars: HR diagram • Luminosity, radius, and temperature • “Vogt-Russell” theorem • Main sequence • Evolution on the HR diagram Classifying stars • We now have two properties of stars that we can measure: – Luminosity – Color/surface temperature • Using these two characteristics has proved extraordinarily effective in understanding the properties of stars – the Hertzsprung- Russell (HR) diagram If we plot lots of stars on the HR diagram, they fall into groups These groups indicate types of stars, or stages in the evolution of stars Luminosity classes • Class Ia,b : Supergiant • Class II: Bright giant • Class III: Giant • Class IV: Sub-giant • Class V: Dwarf The Sun is a G2 V star Luminosity versus radius and temperature A B R = R R = 2 RSun Sun T = T T = TSun Sun Which star is more luminous? Luminosity versus radius and temperature A B R = R R = 2 RSun Sun T = T T = TSun Sun • Each cm2 of each surface emits the same amount of radiation. • The larger stars emits more radiation because it has a larger surface. It emits 4 times as much radiation. Luminosity versus radius and temperature A1 B R = RSun R = RSun T = TSun T = 2TSun Which star is more luminous? The hotter star is more luminous. Luminosity varies as T4 (Stefan-Boltzmann Law) Luminosity Law 2 4 LA = RATA 2 4 LB RBTB 1 2 If star A is 2 times as hot as star B, and the same radius, then it will be 24 = 16 times as luminous. From a star's luminosity and temperature, we can calculate the radius. -
Stars IV Stellar Evolution Attendance Quiz
Stars IV Stellar Evolution Attendance Quiz Are you here today? Here! (a) yes (b) no (c) my views are evolving on the subject Today’s Topics Stellar Evolution • An alien visits Earth for a day • A star’s mass controls its fate • Low-mass stellar evolution (M < 2 M) • Intermediate and high-mass stellar evolution (2 M < M < 8 M; M > 8 M) • Novae, Type I Supernovae, Type II Supernovae An Alien Visits for a Day • Suppose an alien visited the Earth for a day • What would it make of humans? • It might think that there were 4 separate species • A small creature that makes a lot of noise and leaks liquids • A somewhat larger, very energetic creature • A large, slow-witted creature • A smaller, wrinkled creature • Or, it might decide that there is one species and that these different creatures form an evolutionary sequence (baby, child, adult, old person) Stellar Evolution • Astronomers study stars in much the same way • Stars come in many varieties, and change over times much longer than a human lifetime (with some spectacular exceptions!) • How do we know they evolve? • We study stellar properties, and use our knowledge of physics to construct models and draw conclusions about stars that lead to an evolutionary sequence • As with stellar structure, the mass of a star determines its evolution and eventual fate A Star’s Mass Determines its Fate • How does mass control a star’s evolution and fate? • A main sequence star with higher mass has • Higher central pressure • Higher fusion rate • Higher luminosity • Shorter main sequence lifetime • Larger -
ASTR 545 Module 2 HR Diagram 08.1.1 Spectral Classes: (A) Write out the Spectral Classes from Hottest to Coolest Stars. Broadly
ASTR 545 Module 2 HR Diagram 08.1.1 Spectral Classes: (a) Write out the spectral classes from hottest to coolest stars. Broadly speaking, what are the primary spectral features that define each class? (b) What four macroscopic properties in a stellar atmosphere predominantly govern the relative strengths of features? (c) Briefly provide a qualitative description of the physical interdependence of these quantities (hint, don’t forget about free electrons from ionized atoms). 08.1.3 Luminosity Classes: (a) For an A star, write the spectral+luminosity class for supergiant, bright giant, giant, subgiant, and main sequence star. From the HR diagram, obtain approximate luminosities for each of these A stars. (b) Compute the radius and surface gravity, log g, of each luminosity class assuming M = 3M⊙. (c) Qualitative describe how the Balmer hydrogen lines change in strength and shape with luminosity class in these A stars as a function of surface gravity. 10.1.2 Spectral Classes and Luminosity Classes: (a,b,c,d) (a) What is the single most important physical macroscopic parameter that defines the Spectral Class of a star? Write out the common Spectral Classes of stars in order of increasing value of this parameter. For one of your Spectral Classes, include the subclass (0-9). (b) Broadly speaking, what are the primary spectral features that define each Spectral Class (you are encouraged to make a small table). How/Why (physically) do each of these depend (change with) the primary macroscopic physical parameter? (c) For an A type star, write the Spectral + Luminosity Class notation for supergiant, bright giant, giant, subgiant, main sequence star, and White Dwarf. -
Chapter 16 the Sun and Stars
Chapter 16 The Sun and Stars Stargazing is an awe-inspiring way to enjoy the night sky, but humans can learn only so much about stars from our position on Earth. The Hubble Space Telescope is a school-bus-size telescope that orbits Earth every 97 minutes at an altitude of 353 miles and a speed of about 17,500 miles per hour. The Hubble Space Telescope (HST) transmits images and data from space to computers on Earth. In fact, HST sends enough data back to Earth each week to fill 3,600 feet of books on a shelf. Scientists store the data on special disks. In January 2006, HST captured images of the Orion Nebula, a huge area where stars are being formed. HST’s detailed images revealed over 3,000 stars that were never seen before. Information from the Hubble will help scientists understand more about how stars form. In this chapter, you will learn all about the star of our solar system, the sun, and about the characteristics of other stars. 1. Why do stars shine? 2. What kinds of stars are there? 3. How are stars formed, and do any other stars have planets? 16.1 The Sun and the Stars What are stars? Where did they come from? How long do they last? During most of the star - an enormous hot ball of gas day, we see only one star, the sun, which is 150 million kilometers away. On a clear held together by gravity which night, about 6,000 stars can be seen without a telescope. -
Ptrsa, 365, 1307, 2007
Phil. Trans. R. Soc. A (2007) 365, 1307–1313 doi:10.1098/rsta.2006.1998 Published online 9 February 2007 Giant flares in soft g-ray repeaters and short GRBs BY S. ZANE* Mullard Space Science Laboratory, University College of London, Holmbury St Mary, Dorking, Surrey RH5 6NT, UK Soft gamma-ray repeaters (SGRs) are a peculiar family of bursting neutron stars that, occasionally, have been observed to emit extremely energetic giant flares (GFs), with energy release up to approximately 1047 erg sK1. These are exceptional and rare events. It has been recently proposed that GFs, if emitted by extragalactic SGRs, may appear at Earth as short gamma-ray bursts. Here, I will discuss the properties of the GFs observed in SGRs, with particular emphasis on the spectacular event registered from SGR 1806-20 in December 2004. I will review the current scenario for the production of the flare, within the magnetar model, and the observational implications. Keywords: soft gamma-ray repeaters; short gamma-ray bursts; stars: neutron 1. Introduction Soft gamma-ray repeaters (SGRs) are a small group (four known sources and one candidate) of neutron stars (NSs) discovered as bursting gamma-ray sources. During the quiescent state (i.e. outside bursts events), these sources are detected as persistent emitters in the soft X-ray range (less than 10 keV), with a luminosity of approximately 1035 erg sK1 and with a typical blackbody plus power law spectrum. Their NS nature is probed by the detection of periodic X-ray pulsations at a few seconds in three cases. Very recently, a hard and pulsed emission (20–100 keV) has been discovered in two sources (Mereghetti et al. -
Lithium Abundances in Fast Rotating Bright Giant Stars
Stellar Rotation Proceedings [AU Symposium No. 215, © 2003 [AU Andre Maeder & Philippe Eenens, eds. Lithium Abundances in Fast Rotating Bright Giant Stars J.D.Jr do NascimentoI, A. Lebre", R. Konstantinova-Antova' and J. R. De Medeiros! I-Departamento de Fisico Teorica e Experimental, Universidade Federal do Rio Grande do Norte, 59072-970 Natal, R.N., Brazil; 2-GRAAL, UMR 5024 ISTEEM/CNRS, CC 072, Uniuersiie Montpellier II, F-34095 Montpellier Cedex, France; 3 Institute of Astronomy, 72 Tsarigradsko shose, BG-1784 Sofia, Bulgaria Abstract. We present the results of high resolution spectroscopic observations of Li I resonance doublet at A6707.8 A for fast rotating single stars of luminosity class II and lb. We present a discussion on the link between rotation and Li content in intermediate mass giant stars, with emphasis on their evolutionary status. At least one of the observed stars, HD 232862, a G8I1 with an unusual vsini of 20 km/s, present a Li-rich behavior. 1. The Problem and Observations This work brings the first results of a large observational campaign to deter- mine Li, rotation and CNO abundances for a sample of single bright giants and Ib supergiants, along the spectral region F, G and K. Measurements of Li and CNO surface content of evolved stars is of paramount importance to test quan- titative and qualitative theoretical predictions of the effects of nucleosynthesis and subsequent mixing events on the stellar surface abundances. A survey of bright giants and Ib supergiants along the spectral region F, G and K, has been carried out to study the possible link between the rotational be- havior and CNO abundances (do Nascimento & De Medeiros 2003). -
15.2 Patterns Among Stars
15.2 Patterns Among Stars Our goals for learning: What is a Hertzsprung-Russell diagram? What is the significance of the main sequence? What are giants, supergiants, and white dwarfs? Why do the properties of some stars vary? What is a Hertzsprung- Russell diagram? An H-R diagram plots the luminosity and temperature of stars. Luminosity Temperature Most stars fall somewhere on the main sequence of the H-R diagram. Stars with lower T and higher L than main- sequence stars must have larger radii. These stars are called giants and supergiants. Stars with higher T and lower L than main- sequence stars must have smaller radii. These stars are called white dwarfs. Stellar Luminosity Classes A star's full classification includes spectral type (line identities) and luminosity class (line shapes, related to the size of the star): I - supergiant II - bright giant III - giant IV - subgiant V - main sequence Examples: Sun - G2 V Sirius - A1 V Proxima Centauri - M5.5 V Betelgeuse - M2 I H-R diagram depicts: Temperature Color Spectral type Luminosity Luminosity Radius Temperature Which star is the hottest? Luminosity Temperature Which star is the hottest? A Luminosity Temperature Which star is the most luminous? Luminosity Temperature Which star is the most luminous? C Luminosity Temperature Which star is a main- sequence star? Luminosity Temperature Which star is a main- sequence star? D Luminosity Temperature Which star has the largest radius? Luminosity Temperature Which star has the largest radius? Luminosity C Temperature What is the significance of the main sequence? Main-sequence stars are fusing hydrogen into helium in their cores like the Sun. -
The History of Star Formation in Galaxies
Astro2010 Science White Paper: The Galactic Neighborhood (GAN) The History of Star Formation in Galaxies Thomas M. Brown ([email protected]) and Marc Postman ([email protected]) Space Telescope Science Institute Daniela Calzetti ([email protected]) Dept. of Astronomy, University of Massachusetts 24 25 26 I 27 28 29 30 0.5 1.0 1.5 V-I Brown et al. The History of Star Formation in Galaxies Abstract If we are to develop a comprehensive and predictive theory of galaxy formation and evolution, it is essential that we obtain an accurate assessment of how and when galaxies assemble their stel- lar populations, and how this assembly varies with environment. There is strong observational support for the hierarchical assembly of galaxies, but by definition the dwarf galaxies we see to- day are not the same as the dwarf galaxies and proto-galaxies that were disrupted during the as- sembly. Our only insight into those disrupted building blocks comes from sifting through the re- solved field populations of the surviving giant galaxies to reconstruct the star formation history, chemical evolution, and kinematics of their various structures. To obtain the detailed distribution of stellar ages and metallicities over the entire life of a galaxy, one needs multi-band photometry reaching solar-luminosity main sequence stars. The Hubble Space Telescope can obtain such data in the outskirts of Local Group galaxies. To perform these essential studies for a fair sample of the Local Universe will require observational capabilities that allow us to extend the study of resolved stellar populations to much larger galaxy samples that span the full range of galaxy morphologies, while also enabling the study of the more crowded regions of relatively nearby galaxies. -
Spica the Blue Giant Spica Is on the Left, Venus Is the Brightest on the Bottom, with Jupiter Above
Spica the blue giant Spica is on the left, Venus is the brightest on the bottom, with Jupiter above. The constellation Virgo Spica is the brightest star in this constellation. It is the 15th brightest star in the sky and is located 260 light years from earth, which makes it one of the nearest stars to our sun. Many people throughout history have observed it including Copernicus and Hipparchus. Facts • Spica is a binary star system with the primary star at 10x the sun’s mass and 7x the sun’s radius. It puts out 12,100x the lumens as our sun, placing it in the luminosity range of a sub-giant to giant star. The magnitude reading is +1.04 with a temperature of 22,400 Kelvin. It is a flushed white helium type star. The companion is 7x the sun’s mass and has a radius 3.6x as large. The companion is main sequence. The distance between these two stars is 11 million miles. 80% of the light emitted from this area comes from Spica. Spica is also a strong source of x-rays. Spica is a binary system • There are up to 3 other components in this star system. The orbit around the barycenter, or common center of mass, is as quick as four days. The bodies are so close we cannot see them apart with our telescopes. We know this because of observations of the Doppler shift in the absorption lines of the spectra. The rotation rate of both stars is faster than their mutual orbital period. -
Spectroscopy of Variable Stars
Spectroscopy of Variable Stars Steve B. Howell and Travis A. Rector The National Optical Astronomy Observatory 950 N. Cherry Ave. Tucson, AZ 85719 USA Introduction A Note from the Authors The goal of this project is to determine the physical characteristics of variable stars (e.g., temperature, radius and luminosity) by analyzing spectra and photometric observations that span several years. The project was originally developed as a The 2.1-meter telescope and research project for teachers participating in the NOAO TLRBSE program. Coudé Feed spectrograph at Kitt Peak National Observatory in Ari- Please note that it is assumed that the instructor and students are familiar with the zona. The 2.1-meter telescope is concepts of photometry and spectroscopy as it is used in astronomy, as well as inside the white dome. The Coudé stellar classification and stellar evolution. This document is an incomplete source Feed spectrograph is in the right of information on these topics, so further study is encouraged. In particular, the half of the building. It also uses “Stellar Spectroscopy” document will be useful for learning how to analyze the the white tower on the right. spectrum of a star. Prerequisites To be able to do this research project, students should have a basic understanding of the following concepts: • Spectroscopy and photometry in astronomy • Stellar evolution • Stellar classification • Inverse-square law and Stefan’s law The control room for the Coudé Description of the Data Feed spectrograph. The spec- trograph is operated by the two The spectra used in this project were obtained with the Coudé Feed telescopes computers on the left. -
Supernova: Five Stages in the Death of a Star
Supernova: Five Stages in the Death of a Star 1. Just before explosion 2. The first light flash 3. The flash has gone 4. The proper Supernova 5. A long time after A red super-giant star The core collapses and After hitting the surface at The hot glowing surface The remains of the former approaches the end of its sends a shock wave out. 50 million km/h the shock expands quickly making star are spread over light life. There is no more fuel For a few hours the shock blows the star apart. The the fireball brighter again. years of space. They keep to burn and make it shine. compresses and heats the core turns into a neutron In a few days it will be 10x floating quickly, sweeping Soon its massive dense envelope, thus producing star, a compact atomic the size of the original star up interstellar gas here core is bound to collapse a very bright flash of light nucleus with the mass of and will be discovered by and there, leaving a faint under its own weight. from the inside of the star. the Sun but 10 km in size. supernova hunters. beautiful glow behind… Host galaxy Flash Supernova Schawinksi, Justham, Wolf, et al.: “Supernova shock breakout from a red supergiant”, published in Science 2008 Sources • Image of Veil Nebula a.k.a. • Illustrations and text by Cirrus Nebula by Johannes C. Wolf Schedler and taken from • Image composition by www.universetoday.com/ K. Schawinski am/uploads/veil_lrg.jpg • Image sources (all data are public archives) – Host galaxy NASA/HST, taken by COSMOS team – Supernova NASA/GALEX. -
Exam Study Tips Exam 1 Will Cover the Day of the Exam
Astronomy Picture of the day ASTR 1020: Stars & Galaxies February 18, 2008 • MasteringAstronomy Homework on The HR Diagram is due Feb. 25th. • Reading: Chapter 15, section 15.2. • Exam 1: February 20thth. (Next Class) Young Stars in the Rho Ophiuchi Cloud Cosmic dust clouds and embedded newborn stars glow at infrared wavelengths in this tantalizing false-color view from the Spitzer Space Telescope. 400 ly distance, view is 5 ly across. 1 2 Exam Study Tips Exam 1 will cover • Study with a friend! • Check PowerPoints (on class website) against • All material discussed in class, readings, your notes, homeworks- are you comfortable and tutorial up through today’s class. with the relevant concepts? • Textbook: Chapters 1 (Sections 1.1-1.2), • Do more quiz and review questions in your text and in MasteringAstronomy. Chapter 4, Chapter 5, Chapter 14, Chapter • Check out textbook “Learning Goals” at the 15. beginning of each textbook Chapter and Key • MasteringAstronomy Homeworks on Concepts at end of Chapter. “Scales of the Universe”, “Light and • Review Clicker Questions. Spectroscopy”, “The Sun”, and “The • Exam is closed book but you may bring one sheet of paper (both sides) with notes. Properties of Stars”. 3 4 • Can you use the formula? Examples in The Day of the Exam class, homeworks, sample questions. Bring a #2 pencil and eraser • You may need to “invert” the equation– for example, solve for T using the equation: Bring a calculator if you think you’ll need one wavelength = 2,900,000 nm / T Please be prepared to get started right away