ISP 205, Section 3, Spring 1997
Homework 8: Stars
Due: Thursday, 27 March 1997
Name: ________________________
Student Number: ______________
1. (5 pts) Internal Structure of a Main-Sequence star.
Sketch the structure of Vega, showing a cut through its center. Show the
regions where fusion reactions are occurring and regions of differing
composition, if any.
We were looking for a drawing like
click here for a main-sequence star
with the core marked with the composition "H,He."
The primordial helium in the envelope was not required.
2. (5 pts) Internal Structure of a Red Giant star.
Sketch the structure of Aldebaran, showing a cut through its center. Show the
regions where fusion reactions are occurring and regions of differing
composition, if any.
We were looking for a drawing like
click here for a red-giant star
with the core marked with the composition "He," the fusion shell with "H,He",
and the envelope with "H."
The primordial helium in the envelope was not required.
3. (4 pts) Stellar Evolution
What change in a star's core causes it to evolve from a main-sequence
star into a red giant?
When the hydrogen fuel in the core of a main-sequence star is exhausted,
it must start to evolve into something else. This is because the energy
generation stops and the core cools, putting both of the stars balance
conditions out of equilibrium.
4. (3 pts) If an astronomer would like to estimate the total time from
birth to death of a particular star, what is the one property of the star
she most needs to know?
Mass
5. (5 points) Spectra of Spica and Procyon.
Look at locations of Spica and Procyon in the HR diagram, figure 15.9.
Describe how the strength of the calcium and visible hydrogen lines in
their spectra differ.
Spica, a hot star, has stronger hydrogen lines and weaker calcium lines
than the star Procyon.
This is because the more energetic photons in the atmosphere of Spica
have ripped off the outer electron shell of the elements which have
less strongly-bound electrons, like calcium. So calcium absorption lines do
exist for Spica, but they're seen in the bluer end of the spectrum, not
the visible part.
Since hydrogen's one electron is physically close to its nucleus, it takes
the energetic photons of Spica to interact with it.
6. (3 points) In class we have discussed four tests of astrophysical
models of stars. Three of the tests (helioseismology, mass-luminosity
relation, and HR diagram) confirmed the model, but one (neutrinos from
the Sun) did not. Why aren't the models rejected?
(a) The neutrino observations are wrong.
(b) The solar model should be rejected. Astrophysicists are stubborn.
(c) The Sun may be unique and not the same as other stars.
(d) The neutrino experiment depends on both the solar model and the
theory of neutrinos. Either one might be wrong.
(e) Since three out of four tests agree with the predictions of the models,
astrophysicists ignore the one test that is in disagreement with the models'
predictions.
7. (5 points)
1. The structure of a star is determined by two equilibrium or
balance conditions. These are the balance between: PRESSURE and
GRAVITY, and the balance between ENERGY GENERATION and ENERGY LOSS.
Apply these balance conditions to describe what would happen to a star
if its insulation increased, by circling the correct choice in the
paragraph below.
When the insulation increases the luminosity of the star - rate at which
energy is lost - will (decrease) (remain unchanged)
(increase). This will make the temperature in the core
(decrease) (remain unchanged) (increase).
As a result the rate of nuclear reactions will (decrease)
(remain unchanged) (increase) and pressure in the
core will (decrease) (remain unchanged)
(increase). Then the pressure will be (less than)
(the same as) (greater than) the gravity. So the
star will (contract) (not change) (expand).
As a result the insulating ability of the star will (decrease)
(remain unchanged) (increase). This will make the
luminosity (decrease) (remain unchanged)
(increase). This (contraction) (unchanged
state) (expansion) will also (decrease)
(leave unchanged) (increase) the pressure in the the
core. As a result, both the balance conditions will again be
satisfied.
Visions of the Universe
Beth Hufnagel's
home page,
email: hufnage4@pilot.msu.edu
Bob Stein's home page
,
email: steinr@pilot.msu.edu