This lesson fits into the following Science Standards.

**Science as Inquiry** (from
<http://www.nap.edu/readingroom/books/nses/html/index.html>)

From the National Standards

\- Content Standards A and D

**[Lesson Plan]{.underline}**

**[Objectives]{.underline}**

1\. Students will be able to identify questions and concepts that guide
scientific

> investigations.

2\. SWBAT use technology and mathematics to improve investigations and

> communications.

3\. SWBAT formulate and revise scientific explanations and models using
logic and

> evidence.

**[Grade Level]{.underline}**

High School (Earth Science or Physics)

**[Author]{.underline}**

Kim Cochrane, Bowie High School, Bowie, MD

**[Prerequisites]{.underline}**

Students will need the following skills:

1\. ability to graph data and analyze the data

2\. an introductory knowledge of astronomy and how to detect objects in

> space

3\. working knowledge of the electromagnetic spectrum

**[Time]{.underline}**

The teacher has some control over how long this takes. The teacher sets
time limits

at each station. Also, if more than one computer is available for use at
any given

> time, parts of this may be given for homework. It will take about 110
> minutes as written.

**[Materials]{.underline}**

All of the following will be needed.

1.  Graph paper

2.  Ruler

3.  Computer (at least one)

4.  Printed version of articles if the students will not have access to
    a computer to view them

5.  AstroCapella 2.0 CD and CD player

6.  Candle and matches

7.  Three pieces of adjoined computer paper (or three pieces of paper
    taped together lengthwise with a line drawn through the middle (for
    use in activity IV)

8.  Cards with parts of the EM spectrum written on them (see activity
    IV)

***[Warm Up]{.underline}***

1.  Have students listen to the High Energy Groove song from
    AstroCapella

2.  Have students listen and read the words this time just to the second
    verse, while they are listening the students will write down any
    words that they hear that relate to astronomy or a topic that they
    have heard and define them from previous knowledge

3.  Either go around the room for responses or collect responses or have
    students in group discuss the definitions (teacher depending)

4.  Make a list of the science words they discussed in class

***[Body]{.underline}***

Split the class into five groups. The groups will have about 20 minutes
to complete each of the following activities. Each activity is designed
for groups and each has an assessment built into it. It is the teacher's
responsibility to set up and monitor the activities. The groups will
rotate through all of the activities.

> I. Articles with questions
>
> II\. Wein's Law (need candle and holder with matches)
>
> III\. Graphing and analyzing the graphs
>
> IV\. EM Spectrum
>
> V. Web quest on computer

**[Activities]{.underline}**

**I. Articles**

Each group will be assigned one of the following articles. The sites for
articles related to the song are below. Each group will be given the
questions associated with their article, because they are appropriate to
their specific article. The article can be found online or printed by
the teacher before class (if there is a limited amount of time or
computer space). See the worksheets for the questions on each article.

[Web Sites for the articles are below and the worksheets are on the next
five pages.]{.underline}

1\. <http://chandra.harvard.edu/press/01_releases/press_020101.html>

2\. <http://chandra.harvard.edu/press/02_releases/press_062502.html>

3\. <http://chandra.harvard.edu/press/02_releases/press_020602.html>

4\. <http://universe.gsfc.nasa.gov/press/2002/020422d.html>

5\. <http://chandra.harvard.edu/press/02_releases/press_041902.html>

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity I**

**Article One**

You are to read the article either from the paper version or the
computer version. If you have the computer version, please make sure to
access the links and look at the pictures to gain a full understanding
of the image and text in front of you.

Name of article assigned to you
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site of article
<http://chandra.harvard.edu/press/01_releases/press_020101.html>

Answer the questions based on the article. Write your answers on your
own paper. Make sure that you use COMPLETE sentences and complete
thoughts when answering the questions.

1\. What did scientists find in the center of our galaxy? What body may
it help to

regulate?

2\. Where is Srg A East located (specifically), and how old is it?

3\. What kinds of elements are found in Srg A East? Why is their
presence in the

object important?

4\. What effects did the two shock waves each have after the supernova
explosion?

5\. What conclusions did radio astronomers make in regards to the halo
of gas

> surrounding Sgr A East?

6\. Based on this result, develop a theory about what powers distant
active galaxies posess.

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity I**

**Article Two**

You are to read the article either from the paper version or the
computer version. If you have the computer version, please make sure to
access the links and look at the pictures to gain a full understanding
of the image and text in front of you.

Name of article assigned to you
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site of article
<http://chandra.harvard.edu/press/02_releases/press_062502.html>

Author(s) of the article
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Answer the questions based on the article. Write your answers on your
own paper. Make sure that you use COMPLETE sentences and complete
thoughts when answering the questions.

1\. Where did scientists find the "Bulls-eye" pulsar? How are scientists
going to use

this discovery by the Chandra X-ray observatory?

2\. What, specifically, did the image of the supernova show?

3\. How old is the pulsar? How large is the ring surrounding the pulsar?

4\. How are high-energy particles, which can be seen in the X-ray
spectrum, formed?

5\. Where and how was the neutron star formed?

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity I**

**Article Three**

You are to read the article either from the paper version or the
computer version. If you have the computer version, please make sure to
access the links and look at the pictures to gain a full understanding
of the image and text in front of you.

Name of article assigned to you
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site of article
<http://chandra.harvard.edu/press/02_releases/press_020602.html>

Answer the questions based on the article. Write your answers on your
own paper. Make sure that you use COMPLETE sentences and complete
thoughts when answering the questions.

1\. What does this picture reveal to NASA scientists about the distant
galaxy and

the quasar PKS 1127-145?

2\. How will scientists use the information gathered from the quasar PKS
1127-145

> (3 ways )?

3\. How did scientists get the information gathered from the quasar PKS
1127-145?

4\. How can scientists measure the amount of oxygen in distant galaxies?

5\. How are oxygen and silicon distributed through out the galaxies?

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity I**

**Article Four**

You are to read the article either from the paper version or the
computer version. If you have the computer version, please make sure to
access the links and look at the pictures to gain a full understanding
of the image and text in front of you.

Name of article assigned to you
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site of article <http://universe.gsfc.nasa.gov/press/cw02_13.html>

Answer the questions based on the article. Write your answers on your
own paper. Make sure that you use COMPLETE sentences and complete
thoughts when answering the questions.

1\. How did the scientists measure the neutron star's orbital velocity?
What is the

Doppler shift?

2\. What two theories did this discovery help to confirm?

3\. Why did the scientists believe that neutron stars may evolve into
fast-spinning pulsars?

4\. Compare and contrast the different characteristics of the neutron
star and

> pulsar.

5\. Why (two ways) is using X-ray radiation a good way to observe the
neutron

star?

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity I**

**Article Five**

You are to read the article either from the paper version or the
computer version. If you have the computer version, please make sure to
access the links and look at the pictures to gain a full understanding
of the image and text in front of you.

Name of article assigned to you
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site of article
<http://chandra.harvard.edu/press/02_releases/press_041902.html>

Answer the questions based on the article. Write your answers on your
own paper. Make sure that you use COMPLETE sentences and complete
thoughts when answering the questions.

1\. What is the size of the galaxies from the picture? What is happening
to the

galaxies? Why is this picture important to scientists?

2\. What happened when the smaller galaxies joined to formed Arp 220?

3\. How does an event such as this affect the formation of the galaxy?

4\. How close is the Arp 220 galaxy to us? How much radiation does the
galaxy give

off relative the amount of radiation the sun gives off?

5\. Describe the two theories that explain the extraordinary luminosity
of Arp

220?

**II. Wein's Law**

The students will need a brief knowledge of Wein's law, lab rules, and
basic algebra. The following worksheet contains the student information
and questions to answer. The students only need supervision and eye
protection when lighting the candle.

The following web site was used as background information.

[www.ldeo.columbia.edu/dees/ees/climate/lectures/energy/wavelength.html](http://www.ldeo.columbia.edu/dees/ees/climate/lectures/energy/wavelength.html)

The following pages are the student worksheets.

**[\*\*\*For teachers with more than one computer in the
classroom\*\*\*]{.underline}**

Another good way to teach students Wein's Law is through the Internet.
Sending the students to
<http://csep10.phys.utk.edu/guidry/java/wien/wien.html> will give them
visual aides and activities dealing with Wein's Law. It is a good
substitution to the activity below.

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity II**

**Wein's Law**

1\. Wein's Law describes the relationship between the wavelength of
maximum intensity of a black body to its temperature.

> Wein\'s Law
>
> lmax = a/T
>
> a = 2989 if l (intensity) is measured in microns (constant)
>
> lmax = maximum intensity
>
> T = Temperature measured in Kelvin
>
> Remember that K = 273 + C
>
> (From the site
> [www.ldeo.columbia.edu/dees/ees/climate/lectures/energy/wavelength.html](http://www.ldeo.columbia.edu/dees/ees/climate/lectures/energy/wavelength.html))

2\. An example:

Picture liquid iron. It starts out as a very hot liquid and gives off a
very bright, white light. As the liquid iron cools its color changes to
yellow then orange and finally to red. At room temperature it is gray or
black. At this point the peak wavelength of emission is outside the
visible spectrum, and we can no longer detect any changes with our eyes.
This, however, is a good example of how the temperature is affecting the
intensity and type of radiation given off by an object.

(The idea is from the web site
<http://www.geography4kids.com/files/en_temp.html>, which is no longer
available.)

**[Question]{.underline}**

1\. According to the above data how are the color of an object and the
radiation

> interrelated?
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Give another example of the same phenomenon described in #2 above.

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Activity]{.underline}** \*\*\*YOU WILL NEED **EYE PROTECTION** FOR
THIS PART OF THE ACTIVITY\*\*\*

> 1\. Carefully light the candle in front of you. Make sure that you
> strike the match
>
> away from you and that the match is completely out and cool before you
>
> through it into the trash can. Watch the candle burn.
>
> 2\. Look carefully to flame. What color is the flame closest to the
> bottom of the
>
> wick? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ What is the color of the flame
> farthest from
>
> the wick? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. Sketch and COLOR the flame and wick as it appears on the candle.
Make sure

> that you include all of the subtle color changes found on the flame in
> your
>
> sketch.
>
> A\) What colors do you observe within the flame?
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> B\) What do the different colors of the candle tell you about the
>
> temperatures of the flame. Describe one "real life" experience
>
> where this data is helpful.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Calculation]{.underline}**

1.  Use Wein's law to determine the following answers.

> A\) A scientist measured the temperature of a celestial body at 270
> degrees
>
> Celsius. What would the maximum wavelength intensity of this body be?
>
> **Show your work.**
>
> B\) What part of the EM spectrum does this wavelength fit into?
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

C\) Would you be able to detect this type of radiation on the surface of
the Earth?

> Why?
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

D\) How would this information be useful if you were trying to study
this celestial

> body? (three ways)
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**III. Analyze the graphs**

The students will need a brief knowledge of graphing and graph
interpretation. They will also need graph paper, pencils, and rulers.
The following worksheet contains student information and questions to
answer.

The following web site was used as background information.

<http://www.amastro.org/at/ph/phwl.html>

The student worksheets are on the following pages.

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity III**

**Graphing**

1\. There are many types of graphs that scientists use to describe the
world around them. One type of graph is a spectral graph. The spectral
graph looks at the electromagnetic spectrum and compares it to a
specific characteristic (for example brightness). Below are two spectral
graphs.

[Analyze the graph]{.underline}

![](media/image1.png){width="4.1in" height="3.186111111111111in"}
Analyze the image from (<http://www.amastro.org/at/ph/phwl.html>)

Below is another type of spectral graph. The following spectral graph
compares the wavelength of the EM spectrum to the intensity of the wave.

Analyze this image from
http://csep10.phys.utk.edu/astr162/lect/stars/cindex.html

![](media/image2.png){width="4.945138888888889in"
height="2.3541666666666665in"}

QUESTIONS:

> 1\. What do the graphs describe in relationship to temperature,
> wavelength, and
>
> brightness emission spectrums from a black body?
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Compare and contrast the wavelengths between Spica, The Sun, and
Antares.

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. Why is it very important for the scientists to have a working
knowledge of

> Wein's Law in their studies of X-ray radiation?
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. A second type of graph is a light curve. In the following light
curve time and the pulses

of light coming from an X-ray binary star system are compared. This is
different from the spectral graph in many ways. After you graph the
following light curve think about the differences between the two types
of graphs.

**[Graphing Activity]{.underline}**

1\. Graph the following real data from the Vela X-1 283 second pulsar
data on your graph paper. Vela X-1 is an X-ray binary star system with a
normal star orbiting along with a neutron star pulsar.

+-------------------------------------+--------------------------------+
| Pulses                              | Time (s)                       |
|                                     |                                |
| (Counts/sec)                        |                                |
+-------------------------------------+--------------------------------+
| 550                                 | 8050                           |
+-------------------------------------+--------------------------------+
| 370                                 | 8060                           |
+-------------------------------------+--------------------------------+
| 215                                 | 8075                           |
+-------------------------------------+--------------------------------+
| 160                                 | 8080                           |
+-------------------------------------+--------------------------------+
| 170                                 | 8085                           |
+-------------------------------------+--------------------------------+
| 199                                 | 8110                           |
+-------------------------------------+--------------------------------+
| 230                                 | 8125                           |
+-------------------------------------+--------------------------------+
| 375                                 | 8145                           |
+-------------------------------------+--------------------------------+
| 380                                 | 8150                           |
+-------------------------------------+--------------------------------+
| 383                                 | 8155                           |
+-------------------------------------+--------------------------------+
| 380                                 | 8160                           |
+-------------------------------------+--------------------------------+
| 330                                 | 8180                           |
+-------------------------------------+--------------------------------+
| 440                                 | 8200                           |
+-------------------------------------+--------------------------------+
| 399                                 | 8210                           |
+-------------------------------------+--------------------------------+
| 210                                 | 8225                           |
+-------------------------------------+--------------------------------+
| 145                                 | 8230                           |
+-------------------------------------+--------------------------------+
| 140                                 | 8235                           |
+-------------------------------------+--------------------------------+
| 330                                 | 8250                           |
+-------------------------------------+--------------------------------+
| 475                                 | 8255                           |
+-------------------------------------+--------------------------------+
| 485                                 | 8265                           |
+-------------------------------------+--------------------------------+
| 425                                 | 8275                           |
+-------------------------------------+--------------------------------+
| 440                                 | 8290                           |
+-------------------------------------+--------------------------------+
| 355                                 | 8310                           |
+-------------------------------------+--------------------------------+
| 358                                 | 8320                           |
+-------------------------------------+--------------------------------+
| 360                                 | 8330                           |
+-------------------------------------+--------------------------------+
| 380                                 | 8340                           |
+-------------------------------------+--------------------------------+
| 320                                 | 8347                           |
+-------------------------------------+--------------------------------+
| 140                                 | 8360                           |
+-------------------------------------+--------------------------------+
| 145                                 | 8370                           |
+-------------------------------------+--------------------------------+
| 142                                 | 8375                           |
+-------------------------------------+--------------------------------+
| 170                                 | 8395                           |
+-------------------------------------+--------------------------------+
| 150                                 | 8400                           |
+-------------------------------------+--------------------------------+
| 210                                 | 8425                           |
+-------------------------------------+--------------------------------+
| 360                                 | 8440                           |
+-------------------------------------+--------------------------------+
| 315                                 | 8460                           |
+-------------------------------------+--------------------------------+
| 425                                 | 8475                           |
+-------------------------------------+--------------------------------+
| 330                                 | 8490                           |
+-------------------------------------+--------------------------------+
| 202                                 | 8510                           |
+-------------------------------------+--------------------------------+
| 140                                 | 8530                           |
+-------------------------------------+--------------------------------+
| 435                                 | 8540                           |
+-------------------------------------+--------------------------------+
| 480                                 | 8545                           |
+-------------------------------------+--------------------------------+
| 460                                 | 8550                           |
+-------------------------------------+--------------------------------+
| 470                                 | 8555                           |
+-------------------------------------+--------------------------------+
| 395                                 | 8590                           |
+-------------------------------------+--------------------------------+
| 450                                 | 8605                           |
+-------------------------------------+--------------------------------+
| 500                                 | 8625                           |
+-------------------------------------+--------------------------------+
| 425                                 | 8640                           |
+-------------------------------------+--------------------------------+
| 210                                 | 8655                           |
+-------------------------------------+--------------------------------+
| 240                                 | 8660                           |
+-------------------------------------+--------------------------------+
| 200                                 | 8665                           |
+-------------------------------------+--------------------------------+
| 210                                 | 8670                           |
+-------------------------------------+--------------------------------+
| 165                                 | 8675                           |
+-------------------------------------+--------------------------------+

QUESTIONS:

1\. What are the maximum and minimum points from your graph?

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. How many cycles of data did you graph?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. Why do you think there is such a fluctuation in the data?

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> 4\. What do the shape of the curve and the fluctuations tell you about
> the
>
> emissions coming from the Neutron Star Pulsar?
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. How does this graph correlate to or help to explain the nature of
the object?

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6\. Compare and contrast the light curve and the spectral curves.

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**IV. EM Spectrum**

In order to do this activity the teacher will need to set up the
following pieces of "equipment" prior to the students arrival to class.

> 1\. Get a long poster board or tape about four pieces of regular sized
> paper
>
> together lengthwise. You can laminate this for safe keeping. On the
> paper
>
> you will need to draw a long line down the middle. This paper will be
> used to represent the EM spectrum.
>
> 2\. You will need 3x5 cards or pieces of construction paper all cut to
> about the same
>
> size. You will need three colors of cards or construction paper.

3\. On the green cards place one of the following words per card. Red UV
Rays

> IR waves orange
>
> Microwaves yellow
>
> Radio Waves green
>
> Visible light blue
>
> Gamma Rays indigo
>
> X-rays violet

These represent the different parts of the spectrum.

4\. On the yellow cards place one of the following words per card.

> 10^-3^ nm
>
> 1 nm
>
> 1 mm
>
> 1 m
>
> 1 km
>
> 10^-6^ nm
>
> These numbers represent the wavelengths of the different parts of the
>
> spectrum.

5\. On the pink cards place on the following words per card.

The Electromagnetic Spectrum

High frequency

Low frequency

High Wavelength

Low Wavelength

In order for the students to complete this activity they will need a
working knowledge of the EM spectrum and its parts. The activity is
explained in the student worksheet. It is important for the teacher to
understand that the green cards will be located above the line (from #1
above), the yellow cards will be located below the line, and the pink
cards will be located above or below the line as appropriate. The
teacher may wish to use Velcro to stick the cards directly onto the
lined paper. Another option is for the teacher to simply draw a line on
the blackboard. The cards can all have magnets on the back of them, and
the students can simply stick the cards on the board as appropriate.
This will prevent problems of the cards blowing off of the paper.

See the following page for the student worksheet and questions to
answer.

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity IV**

**Electromagnetic Spectrum**

Please use the cards on your table to complete the following activities
and answer the following questions.

[Activity]{.underline}

1\. Arrange the cards on the line provided by your teacher.

-   The line may be drawn on poster board or the board.

-   You should notice that there are three different colors of cards on
    the table.

-   The yellow cards should be placed in their appropriate places below
    the line, the green cards should be placed in their appropriate
    places above the line, and the pink cards should be placed in their
    appropriate places above and below the line.

-   [Everyone]{.underline} in the group is to participate in this
    activity.

2\. Now that you have the cards in the appropriate order and place draw
a sketch of the EM

Spectrum below. Make sure that you copy every card as it is in front of
you. This

> will be graded based on how many you place in the correct spots. Make
> sure that you label your sketch.

Answer the following questions in complete sentences where appropriate.

1\. Which visible color has the highest frequency and shortest
wavelength? \_\_\_\_\_\_\_\_\_\_\_\_

2\. How are radio and gamma rays different?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. How (specifically) are radio and gamma rays similar?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4\. Why are the similarities and differences important to know in terms
of studying the

objects in space?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5\. Give a use for each of the parts of the EM spectrum below.

Radio waves
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Microwaves
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Infra red rays
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Visible rays
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Ultra Violet rays
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

X-rays
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Gamma Rays
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6\. Which rays are unable to penetrate the Earth's atmosphere in great
quantities?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7\. Why are they unable to penetrate the atmosphere?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

8\. Why is that good news for the living things on the planet?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**V. Mini Web Quest**

> [The students will need the computer and Internet access to complete
> these tasks. The tasks are written in a step by step manner that the
> students can follow in completing their journey through the world of
> X-rays.]{.underline}

See the following worksheet for student directions.

[Web sites used in the Web Quest are]{.underline}

<http://rxte.gsfc.nasa.gov/docs/xte/outreach/epo2002.html>

<http://heasarc.gsfc.nasa.gov/docs/xte/learning_center/discover_0400.html>

<http://heasarc.gsfc.nasa.gov/docs/xte/learning_center/discover_0200.html>

<http://imagine.gsfc.nasa.gov/docs/science/know_l2/sun.html>

<http://heasarc.gsfc.nasa.gov/docs/objects/heapow/archive/solar_system/moon_pspc.html>

[Worksheets are on the next page.]{.underline}

Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Activity V**

**Mini-Web Quest**

Follow the following directions. Make sure that while you are on the
computer you only look at the sites on this paper or relevant links from
the sites listed on this paper. Answer all of the questions on your own
paper. When answering the questions make sure you label which question
you are answering and which part of the quest the question comes from.

A\) Turn the computer on and go to
<http://heasarc.gsfc.nasa.gov/docs/xte/learning_center/discover_0400.html>.
This is a RXTE web site. Look through this page and pay close attention
to the pictures. About half way through the page you see information
under the heading "Watching the X-ray Sky\..." Read the information and
watch the animations associated with the reading.

Answer the following questions based on the long animation.

QUESTIONS:

1\. The movie depicts the X-rays that are being emitted from various
objects in

> space. Name at least four objects that emit X-rays.

2\. What are some characteristics of an object that emits X-rays?

3\. Why can't we see these images with our eyes?

4\. Why do satellites have to be in space for our instruments to pick up
the

> X-rays.

B\) Go to the site
<http://heasarc.gsfc.nasa.gov/docs/xte/learning_center/discover_0400.html>.
You can do this by typing in the above address, clicking on the above
address, or by clicking on the link "RXTE Learning Center Discoveries
Page" from the original page. Look through the information on this page.

QUESTIONS:

1\. Why do scientists use the RXTE?

2\. What is the most prominent X-ray emitting object

3\. What is the Crab Nebula?

C\) Go to
<http://heasarc.gsfc.nasa.gov/docs/xte/learning_center/discover_0200.html>Read
this link and answer the following questions.

QUESTIONS:

1\. What is the only sign of a black hole that scientists can observe?
Why?

2\. What is an accretion disk, and why is it visible in the X-ray
spectrum?

> 3\. What happened on September 15^,^ 1999? Why was this unusual? What
> did scientists see before and after September 15, 1999?

4\. Describe a quasar in terms of its characteristics.

D\) Go to <http://imagine.gsfc.nasa.gov/docs/science/know_l2/sun.html>

QUESTIONS:

1\. Why is the sun an excellent source of X-rays even though its
temperature is only

> measured at 6000K?

2\. Scroll down and watch the movie of the sun in quick time format.

A\) Just by watching the movie, describe what you see.

B\) What causes the flares that are being emitted from the sun?

E\) Go to
http://imagine.gsfc.nasa.gov/docs/science/know_l2/crab_xray_orig.html

QUESTIONS:

1\. Just by looking at this image, what can you tell about the X-ray
emissions?

2\. What can you tell about the temperature of this object relative to
other

> objects?

F\) Go to
<http://heasarc.gsfc.nasa.gov/docs/objects/heapow/archive/solar_system/moon_pspc.html>

QUESTIONS:

1\. Why does it appear that the moon is emitting X-rays?

2\. Why is the entire moon not emitting the same amount of X-rays?

***[Closure]{.underline}***

Orally discuss the activities that the students encountered. You may
want to go over questions the students have or devise questions of your
own. It is the teacher's choice to devise and implement a formal
assessment.