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Learning Outcomes:: Time/mi N Teacher's Activity
Learning Outcomes:: Time/mi N Teacher's Activity
Learning Outcomes:: Time/mi N Teacher's Activity
20
Checked by
Name of the teacher Signature Head of the Department Signature
Diwakar Srinivasan Lizna Abdulla
Introduction
Time/mi
Teacher’s Activity
n
Greeting the students and discussing the objectives and outcome of the lesson.
10 Luminosity is a measure of objects brightness. It is the amount of light it emits from its
surface. The difference between luminosity and apparent brightness depends on
distance. Luminosity depends on size and temperature. If the size increases, the luminosity
also increases. The total energy output per second of a star is called its luminosity, L. Our
Sun's luminosity is about 3.84 × 1026 W.
The equation for the apparent brightness of a light source is given by the luminosity divided
by the surface area of a sphere with radius equal to your distance from the light source, or
F = L / 4 π d2 where d is your distance from the light source.
Body
Time/mi
Teacher’s Activity Student’s Activity
n
The size of a star. If two stars have the Listening actively and responding.
same effective temperature but differ in Noting down the key points.
size then the larger star has a greater Getting the doubts clarified.
surface area and as it radiates the same Solving numerical problems given to them
amount of energy per unit surface area
15 per second as the smaller star its total
power output or luminosity must be
greater. For two stars of identical size
and temperature, the closer one to us
will appear brighter.
5 In a H-R diagram the luminosity or energy output of a star is plotted on the vertical axis.
Astronomers also use the historical concept of magnitude as a measure of a star's
luminosity. Absolute magnitude is simply a measure of how bright a star would appear if 10
parsecs distant and thus allows stars to be simply compared. The lower or more negative
the magnitude, the brighter the star. By definition a star of magnitude 1 is 100 × brighter
than one of magnitude 6. Our Sun has an absolute magnitude of + 4.8.
Body
Time/mi
Teacher’s Activity Student’s Activity
n
Stars appear to be grouped in four main regions Most stars seem to fall into group A called
25 the Main Sequence . It shows a general trend from cool, dim stars in the lower right corner
up to hot, extremely bright stars in the top left corner which fits in with our expected
relationship between temperature and luminosity. So stars found on it are main sequence
stars. Our Sun is one such example. Others include α Cen, Altair, Sirius, Achernar and
Barnard's Star.
Stars in group B are much larger than main sequence stars. Although they emit the same
amount of energy per square meter as main sequence stars they have have much greater
surface area (area ∝ radius2) the total energy emitted is thus much greater. These stars are
referred to as giants. Examples include Aldebaran and Mira.
The stars in group C are even more luminous than the giants. These are the super giants,
the largest of stars with extremely high luminosities. A red supergiant such as Betelgeuse
would extend beyond the orbit of Jupiter if it replaced the Sun in our solar system. The final
groups of interest are those stars in group D. From their position on the H-R diagram we see
that they are very hot yet very dim. Although they emit large amounts of energy per square
meter they have low luminosity which implies that they must therefore be very small. Group
D stars are in fact known as white dwarfs. Sirius B and Procyon B are examples. White
dwarfs are much smaller than main sequence stars and are roughly the size of Earth.
Introduction
Time/mi
Teacher’s Activity
n
5 Greeting the students and discussing the objectives and outcome of the lesson.
Body
Time/mi
Teacher’s Activity Student’s Activity
n
Listening actively and responding.
Noting down the key points.
Getting the doubts clarified.
Solving numerical problems given to them
Reference http://astronomyonline.org/Science/
Evaluation and Conclusion
Time/mi Asking students to solve problems in class based on luminosity and intensity
n If Star A and Star B have the same luminosity, but A is closer to earth than B, which one will
look brighter? Why?
Ans: Star A will look brighter because it is much closer to Earth than Star B. The closer a star
is to Earth, the brighter it will appear to be
Why are blue stars the hottest? Ans: Hotter objects emit EM radiation at higher frequencies.
Blue has a short wavelength on the visible light portion of the EM spectrum and therefore
5 has a higher frequency.
Two stars have the same apparent magnitude as seen from Earth’s surface. Star A is 33 light
years away. Star B is 346 light years away. Which star has the smaller absolute magnitude?
Ans: Star B must have a smaller absolute magnitude meaning the
star must be brighter than Star A. Star B is more than 10 times farther away, but has to be
brighter in order for both stars to look the same from Earth’s surface.
Checked by
Name of the teacher Signature Head of the Department Signature
Diwakar Srinivasan Lizna Abdulla
Please note that The word "apparent" means "as observed at a particular point X". Different
observers will observe different frequencies depending on their relative velocity to the
source. Apparent frequency is the frequency perceived by an outside observer. It may or
may not match the actual frequency.
Body
Time/mi
Teacher’s Activity Student’s Activity
n
10 Listening actively and responding.
Noting down the key points.
Getting the doubts clarified.
Solving numerical problems given to them
Sign convention :
The sound speed (v) always positive
The observer speed (vobs) is positive if observer
moving toward the source of the sound
The observer speed (vobs) is negative if the
observer moving away from the source of the
sound
The source speed (vsource) is positive if the source
of the sound moving away from the observer
The source speed (vsource) is negative if the source
of the sound moving toward the observer