IRAS 18357-0604 – an analogue of the galactic yellow hypergiant IRC +10420?

Context. Yellow hypergiants represent a short-lived evolutionary episode experienced by massive stars as they transit to and from a red supergiant phase. As such, their properties provide a critical test of stellar evolutionary theory, while recent observations unexpectedly suggest that a subset may explode as Type II supernovae. Aims. The galactic yellow hypergiant IRC +10420 is a cornerstone system for understanding this phase since it is the strongest post-RSG candidate known, has demonstrated real-time evolution across the Hertzsprung-Russell diagram and been subject to extensive mass loss. In this paper we report on the discovery of a twin of IRC +10420 - IRAS 18357-0604. Methods. Optical and near-IR spectroscopy are used to investigate the physical properties of IRAS 18357-0604 and also provide an estimate of its systemic velocity, while near- to mid-IR photometry probes the nature of its circumstellar environment. Results. These observations reveal pronounced spectral similarities between IRAS 18357-0604 and IRC +10420, suggesting comparable temperatures and wind geometries. IR photometric data reveals a similarly dusty circumstellar environment, although historical mass loss appears to have been heavier in IRC +10420. The systemic velocity implies a distance compatible with the red supergiant-dominated complex at the base of the Scutum Crux arm; the resultant luminosity determination is consistent with a physical association but suggests a lower initial mass than inferred for IRC +10420 (≲20 M⊙ versus ~40 M⊙). Evolutionary predictions for the physical properties of supernova progenitors derived from ~18–20 M⊙ stars – or ~12–15 M⊙ stars that have experienced enhanced mass loss as red supergiants – compare favourably with those of IRAS 18357-0604, which in turn appears to be similar to the the progenitor of SN2011dh; it may therefore provide an important insight into the nature of the apparently H-depleted yellow hypergiant progenitors of some Type IIb SNe.

A conceptual map about alternating current circuits

Teachers are deeply concerned on how to be more effective in our task of teaching. We must organize the contents of our specific area providing them with a logical configuration, for which we must know the mental structure of the students that we have in the classroom. We must shape this mental structure, in a progressive manner, so that they can assimilate the contents that we are trying to transfer, to make the learning as meaningful as possible. In the generative learning model, the links before the stimulus delivered by the teacher and the information stored in the mind of the learner requires an important effort by the student, who should build new conceptual meanings. That effort, which is extremely necessary for a good learning, sometimes is the missing ingredient so that the teaching-learning process can be properly assimilated. In electrical circuits, which we know are perfectly controlled and described by Ohm's law and Kirchhoff's two rules, there are two concepts that correspond to the following physical quantities: voltage and electrical resistance. These two concepts are integrated and linked when the concept of current is presented. This concept is not subordinated to the previous ones, it has the same degree of inclusiveness and gives rise to substantial relations between the three concepts, materializing it into a law: The Ohm, which allows us to relate and to calculate any of the three physical magnitudes, two of them known. The alternate current, in which both the voltage and the current are reversed dozens of times per second, plays an important role in many aspects of our modern life, because it is universally used. Its main feature is that its maximum voltage is easily modifiable through the use of transformers, which greatly facilitates its transfer with very few losses. In this paper, we present a conceptual map so that it is used as a new tool to analyze in a logical manner the underlying structure in the alternate current circuits, with the objective of providing the students from Sciences and Engineering majors with another option to try, amongst all, to achieve a significant learning of this important part of physics.