318 Willamette Hall 14:00-15:50 |
Instructor: Jim Imamura
Office: 457 Willamette Hall
Office Hours: Tu/Th 10:00-12:00 or by appointment
E-mail: imamura@uoregon.edu
Phone: 541-346-5212
Course: Astr 321: Stellar Structure and Evolution |
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Chapters 2.1,2.3, 3, 5.1,5.3,5.4, 7, and 8: Why Do We Study Stars?, How Do We Study Stars?, Properties of Stars, Spectral Analysis: Lines and MK Spectral Classification, Tying Things Together: Hertzsprung-Russell (HR) Diagram, Mass-Luminosity Relation, Mass-Radius Relation, ... |
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Chapter 10: Interiors of Stars. We consider the basic equations of stellar structure: mass conservation, momentum conservation (hydrostatic equilibrium), and energy conservation. |
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Chapter 10: Interiors of Stars. We continue with the microphysics needed for the modeling of stars such as formulations for the pressure, stellar energy sources (thermal energy, gravitational contraction, nuclear energy), nuclear reactions, quantum mechanical tunneling, and energy transport (radiation transport, convection, and conduction). Chapter 11: The Sun. The detailed properties of the Sun are considered, the active versus quiet Sun, and tests of the structure of the Sun, Solar Neutrino Problem and Solar Oscillations. |
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Test 1 |
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Chapter 10: Main Sequence, general properties of Main Sequence stars, masses, luminosities, radii, surface temperatures; scaling laws and homology; lower mass limit to Main Sequence, Heisenberg Uncertainty Principle, Pauli Exclusion Principle, degeneracy pressure (nonrelativisitc and relativistic); upper limit to main sequence stars, radiation pressure, Eddington limit, energy equation and virial theorem; numerical solution of stellar structure equations. |
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Chapter 12: Star Formation: Interstellar Medium, interstellar clouds, Giant Molecular Clouds, Jeans limit, virial theorem, as applies to star formation; cloud collapse; fragmentation, and Salpeter initial mass function, formation of binary star and planetary systems (Star Formation) |
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Chapter 13: Main Sequence and Post-Main Sequence Stellar Evolution. Rusell-Vogt theorem; high mass versus low mass stars; stellar nucleosynthesis; endpoints of stellar evolution. We follow the post-Main Sequence evolution of the Sun through the ascent of the Asymptotic Giant Branch (AGB), through the Planetary Stage, and into the White Dwarf stage (Chapter 16). We pay particular attention to thermal pulsing, stellar nucleosynthesis, and white dwarf cooling. |
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Test 2 |
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Chapter 13: Main Sequence and Post-Main Sequence Stellar Evolution. (Continued) We follow the post-Main Sequence evolution of the Sun through the ascent of the Asymptotic Giant Branch (AGB), through the Planetary Stage, and into the White Dwarf stage (Chapter 16). We pay particular attention to thermal pulsing, stellar nucleosynthesis, and white dwarf cooling. We consider Type Ia SN parying particular attention to nucleosynthesis and the standardizable nature of Type Ia SN and the expansion of the Universe. |
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Chapter 13: Main Sequence and Post-Main Sequence Stellar Evolution. We follow the post-Main Sequence evolution of massive stars through Type II SN (Chapter 15) into the neutron star stage (second half of Chapter 16) with particular attention paid to SN 1987a, the last historical supernova and its implications for progenitor stars of Type II SN, the core-collapse scenario (in particular through neutrinos). |
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Stellar Evolution, Supernovae | |||
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Chapter 17: General Relativity and Black Holes. Brief introduction to special and general relativty with particular emphasis on aspects relevant to stellar structure and evolution; space-time, the metric, how space and time are coupled, Schwarzschild and Kerr black holes, Schwarschild radius, event horizon, singularity. Particular emphases is directed toward the recent discovery of gravitational wave radiation from merging black hole systems by the Laser Interferometer Gravitational-wave Observatory (LIGO) and the study of the binary pulsar |
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Gravitational Waves |
Please let me know within the first two weeks of the term if you need assistance to fully participate in the course. Participation includes access to lectures, web-based information, in-class activities, and exams. The Accessible Education Center (http://aec.uoregon.edu/) works with students to provide an instructor notification letter that outlines accommodations and adjustments to class design that will enable better access. You are encouraged to contact the Accessible Education Center in 360 Oregon Hall at 541-346-1155 or uoaec@uoregon.edu for assistance with access or disability-related questions or concerns. Attendance when Ill or Symptomatic
Students who are ill or have symptoms should be held harmless in attendance policies.
Academic Misconduct
The University Student Conduct Code (available at conduct.uoregon.edu) defines academic misconduct. Students are prohibited from committing or attempting to commit any act that constitutes academic misconduct. By way of example, students should not give or receive (or attempt to give or receive) unauthorized help on assignments or examinations without express permission from the instructor. Students should properly acknowledge and document all sources of information (e.g. quotations, paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any question about whether an act constitutes academic misconduct, it is the student's obligation to clarify the question with the instructor before committing or attempting to commit the act. Additional information about a common form of academic misconduct, plagiarism, is available at https://researchguides.uoregon.edu/citing-plagiarism.
Inclement Weather
It is generally expected that class will meet unless the University is officially closed for inclement weather. If it becomes necessary to cancel class while the University remains open, this will be announced on Canvas and by email. Updates on inclement weather and closure are also communicated in other ways described here: https://hr.uoregon.edu/about-hr/campus-notifications/inclement-weather/inclement-weather-immediate-updates
Academic Disruption due to Campus Emergency
In the event of a campus emergency that disrupts academic activities, course requirements, deadlines, and grading percentages are subject to change. Information about changes in this course will be communicated as soon as possible by email, and on Canvas. If we are not able to meet face-to-face, students should immediately log onto Canvas and read any announcements and/or access alternative assignments. Students are also encouraged to continue the readings and other assignments as outlined in this syllabus or subsequent syllabi.
In the event that the instructor of this course has to quarantine, this course may be taught online during that time.
Reporting Obligations
I am a [designated reporter/student-directed employee]. For information about my reporting obligations as an employee, please see Employee Reporting Obligations on the Office of Investigations and Civil Rights Compliance (OICRC) website. Students experiencing any form of prohibited discrimination or harassment, including sex or gender-based violence, may seek information and resources at safe.uoregon.edu, respect.uoregon.edu, or investigations.uoregon.edu or contact the non-confidential Title IX office/Office of Civil Rights Compliance (541-346-3123), or Dean of Students offices (541-346-3216), or call the 24-7 hotline 541-346-SAFE for help. I am also a mandatory reporter of child abuse. Please find more information at Mandatory Reporting of Child Abuse and Neglect.
Mental Health and Wellness
Life at college can be very complicated. Students often feel overwhelmed or stressed, experience anxiety or depression, struggle with relationships, or just need help navigating challenges in their life. If you're facing such challenges, you don't need to handle them on your own--there's help and support on campus.
University Health Services help students cope with difficult emotions and life stressors. If you need general resources on coping with stress or want to talk with another student who has been in the same place as you, visit the Duck Nest (located in the EMU on the ground floor) and get help from one of the specially trained Peer Wellness Advocates. Find out more at health.uoregon.edu/ducknest.
University Counseling Services (UCS) has a team of dedicated staff members to support you with your concerns, many of whom can provide identity-based support. All clinical services are free and confidential. Find out more at counseling.uoregon.edu or by calling 541-346-3227 (anytime UCS is closed, the After-Hours Support and Crisis Line is available by calling this same number.
Basic Needs
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live and believes this may affect their performance in the course is urged to contact the Dean of Students Office (346-3216, 164 Oregon Hall) for support.
This UO webpage includes resources for food, housing, healthcare, childcare, transportation, technology, finances, and legal support: https://blogs.uoregon.edu/basicneeds/food/
Accommodation for Religious Observances
The University makes reasonable accommodations, upon request, for students who are unable to attend a class for religious obligations or observance reasons, in accordance with the university discrimination policy which says, "any student who because of religious beliefs, is unable to attend classes on a particular day shall be excused from attendance requirements and from any examination or other assignment on that day. The student shall make up the examination or other assignment missed because of the absence." To request accommodations for this course for religious observance, visit the Office of the Registrar's website (https://registrar.uoregon.edu/calendars/religious-observances) and complete and submit to the instructor the Religious Accommodation Request form prior to the end of the second week of the term.
Accommodation for University-Sponsored Events
University-sponsored events are considered verifiable, legitimate reasons for participating students to miss class. When students miss class for university-sponsored activities, faculty are stronly encouraged to make pedagogically sound and justifiable modifications that will enable the students to be successful in the course where possible. However this request has limits and conditions.
Students who participate in university-sponsored activities that might cause them to miss class are responsible for providing documentation signed by a university employee verifying their participation in the activity and listing the dates that they might miss class. This should be done during week one of the term.