8 Astrophysics
- Syllabus
- 2024
- Section
- 8
- Level
- —

A numerical value becomes a physical measurement only when its unit identifies the kind of quantity measured. In astrophysics, choose the unit from the quantity named, not from the size of the number.
| Physical quantity | Unit name | Symbol | Astrophysics example |
|---|---|---|---|
| mass | kilogram | kg | a satellite of mass 1200 kg |
| distance or orbital radius | metre | m | an orbital radius of 7.0 × 10⁶ m |
| speed | metre per second | m/s | an orbital speed of 7.5 × 10³ m/s |
| acceleration | metre per second squared | m/s² | an acceleration of 9.8 m/s² |
| force | newton | N | a gravitational force of 500 N |
| time or time period | second | s | an orbital period of 5400 s |
| gravitational field strength | newton per kilogram | N/kg | a field strength of 9.8 N/kg |
Selection method: identify the physical quantity first, then copy the matching unit symbol after the value. The words in the quantity are decisive: orbital speed uses m/s, orbital radius uses m, time period uses s, and gravitational field strength uses N/kg.
Keep the related units distinct. kg measures mass, whereas N measures force such as weight. m/s measures speed, whereas m/s² measures acceleration. N/kg measures gravitational field strength, not force. Unit symbols are case-sensitive and do not take plurals: write 500 N and 1200 kg, not 500 n or 1200 kgs.
The universe is the largest structure in this hierarchy: it contains billions of galaxies. Each galaxy is itself a collection of billions of stars.
| Structure | What it contains or where it belongs |
|---|---|
| universe | billions of galaxies |
| galaxy | billions of stars |
| Milky Way galaxy | the galaxy that contains our Solar System |
| Solar System | the Sun together with the objects that orbit it, including planets and their moons |
Read the containment chain from small to large: Earth is a planet in the Solar System; the Solar System is in the Milky Way galaxy; the Milky Way is one of the billions of galaxies in the universe.
The Solar System is not a galaxy, and the Milky Way is not the universe. A galaxy contains billions of stars, whereas the Solar System is organised around one star—the Sun.
Gravitational field strength, g, is the gravitational force acting per kilogram of mass at a position. It is measured in N/kg and is not the same everywhere.
A more massive planet produces a stronger gravitational field, while the field becomes weaker farther from the planet's centre. Surface gravitational field strength therefore depends on both the planet's mass and the distance from its centre to its surface. Different planets and moons have different masses and sizes, so their surface values of g differ.
At Earth's surface, g is about 10 N/kg; at the Moon's surface it is about 1.7 N/kg. The Moon's much smaller mass is the main reason its surface gravitational field is weaker.
A body's atmosphere or its distance from the Sun does not by itself set its surface g. Also distinguish field strength from force: g describes force per kilogram at a position, while the force on a particular object also depends on that object's mass.
An orbit needs a force directed inward towards the object being orbited. In astronomical orbits, gravity supplies this inward force.
An orbiting object is moving forwards, but gravity continually changes the direction of its velocity towards the central body. The combination produces a curved path around that body. Without the inward gravitational force, the object would continue along a straight-line path rather than remain in orbit.
| Orbiting object | Central body attracting it |
|---|---|
| moon | planet |
| planet | Sun |
| artificial satellite | Earth |
| comet | Sun |
Gravity does not push an object forwards around its orbit; it pulls inward and changes the direction of motion. ‘Gravitational field strength’ describes a field at a position, whereas ‘gravitational force’ is the force that acts on the orbiting object.
Moons, planets and comets all follow gravitational orbits, but they differ in what they orbit and in the shape and motion of their paths.
| Object | Usually orbits | Typical path | Distance and speed during one orbit |
|---|---|---|---|
| moon | a planet | nearly circular | distance from the planet and speed are approximately constant |
| planet | the Sun | nearly circular | orbital radius and speed are approximately constant |
| comet | the Sun | much more elliptical | distance and speed vary; it moves fastest when closest to the Sun |
A comet's strongly elliptical path takes it through a wide range of distances from the Sun. Its speed changes along the path, unlike the approximately steady speed of a moon or planet in a nearly circular orbit.
‘Elliptical’ does not mean that only comets have ellipses: circles are a special case of ellipses, and real planetary and lunar orbits are slightly elliptical. The useful comparison is that comet orbits are usually far more elongated.
For an approximately circular orbit, mean orbital speed equals the circumference of the orbit divided by the time for one complete orbit.
v=\frac{2\pi r}{T}
v is orbital speed, r is orbital radius measured from the centre of the orbit, and T is the time period for one orbit. Rearrangements are T=2πr/v and r=vT/(2π). Use compatible units: metres with m/s, kilometres with km/s, and convert the period to seconds when speed is per second.
Example: a satellite has orbital radius 7100 km and period 5800 s. v=(2π×7100)/5800=7.69 km/s, so its orbital speed is about 7.7 km/s.
Use orbital radius, not height above a planet's surface and not the diameter. The equation uses the length 2πr of one circular orbit; it gives a mean speed and does not describe the changing instantaneous speed of a comet on a strongly elliptical path.
Stars can be classified by the colour of the light from their surfaces. Stars with similar observed colours belong in the same colour group.
Use the colour itself as the classification evidence: common groups include red, orange, yellow, white and blue-white. For example, two red stars share a colour classification even if they differ in size, brightness or evolutionary stage.
Colour classification describes one observable property; it does not identify a unique star and does not by itself mean that two stars have the same mass, brightness or age. Do not classify by apparent brightness when the requested property is colour.
A star's surface colour is related to its surface temperature. Moving from red towards blue-white corresponds to increasing surface temperature.
| Surface colour | Relative surface temperature |
|---|---|
| red or orange-red | coolest |
| orange | cooler |
| yellow | intermediate |
| white | hotter |
| blue-white | hottest |
The Sun appears yellow, while Betelgeuse appears red. The colour relationship therefore shows that the Sun has a higher surface temperature than Betelgeuse. Likewise, a blue-white star has a higher surface temperature than a yellow star.
This relationship concerns surface temperature, not the temperature of the star's core. Brightness, distance from Earth and mass are different properties and cannot replace colour when comparing surface temperature from this evidence.
A star with a mass similar to the Sun follows the ordered path nebula → main sequence star → red giant → white dwarf.
A Sun-like star does not become a red supergiant, supernova, neutron star or black hole. Those stages belong to the high-mass route. The required final stage here is white dwarf; later cooling beyond that stage is outside this objective.
A star with a mass much larger than the Sun begins like a Sun-like star but follows a different route after the main sequence. Its mass determines that later pathway.
The ordered sequence is: nebula → protostar → high-mass main sequence star → red supergiant → supernova → neutron star or black hole. After leaving the main sequence, the star expands into a red supergiant; its core then collapses and the outer layers explode as a supernova.
| Outcome after the supernova | Meaning |
|---|---|
| neutron star | an extremely compact stellar remnant |
| black hole | a remnant whose gravity is strong enough that light cannot escape |
The final outcome is neutron star or black hole—not both in sequence. A high-mass star does not normally finish as a white dwarf, and a supernova is an explosive stage rather than the final remnant.
Absolute magnitude represents how bright a star would appear if every star were viewed from the same standard distance: 10 parsecs, about 32.6 light-years.
Using one fixed distance removes the effect that nearby stars look brighter than identical distant stars. Absolute magnitude can therefore compare the stars' brightness on a common basis rather than their apparent brightness from Earth.
The magnitude scale runs backwards: a lower or more negative absolute magnitude means a brighter star. For example, a star with absolute magnitude −4 is brighter at the standard distance than one with absolute magnitude +6.
Absolute magnitude is not the brightness seen from the star's actual distance. Apparent brightness depends on distance from the observer; absolute magnitude deliberately places every star at the same standard distance for comparison.
A Hertzsprung–Russell (HR) diagram classifies stars by surface colour or temperature on the horizontal axis and absolute magnitude or luminosity on the vertical axis.
Draw the horizontal axis with hot blue or white stars on the left and cool red stars on the right, so temperature decreases from left to right. Draw absolute magnitude with bright, low or negative values at the top and dim, high positive values at the bottom; a typical scale runs from −5 at the top to +15 at the bottom.
| Region | Position on the HR diagram |
|---|---|
| main sequence | diagonal band from upper left to lower right |
| red giants | upper right: cool but bright |
| white dwarfs | lower left: hot but dim |
Drawing method: label both axes and their directions first; add the main-sequence diagonal; then place and label the red-giant region above and to the right, and the white-dwarf region below and to the left. The Sun lies on the main sequence.
Do not reverse the temperature axis: the hottest stars are on the left. Do not infer brightness from temperature alone; red giants are cool yet bright, while white dwarfs are hot yet dim. An HR diagram is for stars, not planets or moons.
The Big Bang theory describes the universe as beginning in an extremely hot, dense state. Since then, the universe has expanded and cooled.
Past-to-present sequence: an early hot, dense universe → continuing expansion → increasing size and falling average temperature → the cooler, much larger universe observed today. The theory describes the expansion of the universe itself, not matter exploding from one location into an already existing universe.
The main observational arguments are that light from distant galaxies is red-shifted, showing large-scale expansion, and that cosmic microwave background radiation is detected throughout space as cooled radiation from the hot early universe. These independent observations match predictions of the theory.
A scientific theory is supported by observations rather than proved by its name. The Big Bang model does not say that the universe has stayed the same size or temperature; expansion and cooling are central to its past evolution.
Two observations support the Big Bang theory: the cosmological red-shift of galaxies and cosmic microwave background radiation (CMBR). Each links the present universe to an earlier, hotter and denser state.
| Observation | What is measured | Why it supports the Big Bang |
|---|---|---|
| cosmological red-shift | spectral lines from most distant galaxies are shifted to longer wavelengths; more distant galaxies generally have greater red-shift | galaxies are receding and the universe is expanding; reversing that expansion places matter closer together in the past |
| CMBR | faint microwave radiation arrives from all directions and is nearly uniform | it is consistent with radiation from a once-hot universe whose wavelength increased as the universe expanded and cooled |
The evidence is stronger as a pair: red-shift describes continuing large-scale expansion, while CMBR is a surviving signal of the universe's hotter past. Both are consequences expected from the same expanding-universe history.
Naming red-shift or CMBR is not the complete explanation. The observation must be connected to expansion, earlier closeness or higher past temperature. Red-shift is evidence from galaxies; CMBR is background radiation, not ordinary light from one nearby star.
When a wave source moves relative to an observer, the observer detects a different wavelength and frequency from those emitted by a stationary source. This is the Doppler effect.
| Relative motion | Observed wavelength | Observed frequency |
|---|---|---|
| source moving towards observer | shorter | higher |
| source moving away from observer | longer | lower |
A source moving towards the observer emits successive wavefronts from positions closer to the observer, so the wavefronts arrive more closely spaced. Moving away spreads their arrival positions farther apart. For visible light, a shift to longer wavelength towards the red end of the spectrum is called red-shift.
The change depends on relative motion along the line between source and observer, not simply on the source being far away. The observed wavelength and frequency change together in opposite directions; a longer wavelength means a lower frequency, not a lower wave speed in vacuum.
The fractional change in wavelength equals the galaxy's recession speed as a fraction of the speed of light.
\frac{\Delta\lambda}{\lambda_0}=\frac{v}{c},\qquad \Delta\lambda=\lambda-\lambda_0
λ0 is the reference wavelength measured for the same spectral line at rest, λ is the wavelength observed from the galaxy, Δλ is the change, v is galaxy velocity and c is the speed of light. For red-shift, λ>λ0, so Δλ is positive. Use the same units for both wavelengths and the same speed units for v and c.
Example: a hydrogen line has λ0=605 nm and is observed at λ=683 nm. Δλ=683−605=78 nm, so v=3.0×108×(78/605)=3.9×107 m/s.
Calculate the wavelength change before forming the ratio; do not use the observed wavelength in place of λ0. Wavelength units cancel only when they match. If the question asks for observed wavelength after finding Δλ, use λ=λ0+Δλ for a red-shift.
Light from more distant galaxies generally shows a greater cosmological red-shift than light from nearer galaxies.
| Galaxy comparison | Spectral-line shift | Observed wavelength | Inferred recession speed |
|---|---|---|---|
| nearer galaxy | smaller red-shift | less increase above the reference wavelength | lower |
| farther galaxy | greater red-shift | greater increase above the reference wavelength | higher |
For the same reference spectral line, if galaxy Q is twice as far away as galaxy P and follows the observed distance–speed relationship, Q recedes about twice as fast and has about twice the wavelength change. Its detected line is therefore shifted farther towards longer wavelengths.
Compare the same identifiable spectral line with its laboratory reference wavelength. A greater observed wavelength is interpreted as greater red-shift only after this reference comparison; distance does not change which element emitted the line.
Cosmological red-shift shows that galaxies are separating on a large scale, which is evidence that the universe is expanding.
Reasoning chain: most distant galaxies show red-shift → their light has longer wavelength → they are moving away → more distant galaxies generally show greater red-shift and higher recession speed → distances between galaxies are increasing as the universe expands.
If this expansion is traced backwards in time, galaxies and matter were closer together. Continuing the backward model leads to the hot, dense early state described by the Big Bang theory, so the distance–red-shift pattern supports both present expansion and the universe's past evolution.
One red-shifted galaxy alone would show only that one source is receding. The evidence for universal expansion is the systematic pattern across many galaxies, especially the increase of recession speed with distance. Red-shift is an observation; expansion is the conclusion drawn from that pattern.