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The life of a star, the supernova, related objects and their importance in astronomy and science in general are discussed. Written primarily for science teachers of secondary school chemistry, physics, and earth sciences, the booklet contains a glossary, reference sources, suggested topics for discussion, and projects for individual or group assignment.
We decided to duplicate Eratosthenes' measurement of the size of the Earth. Here we relate our experience the second time we did the project in 1998. This year was unique in that we were funded by a NASA IDEAS (Initiative to Develop Education through Astronomy and Space Science) grant to support curriculum development and a teachers' workshop.
Aspects of electromagnetic radiation and atomic physics needed for an understanding of astronomical applications are explored. Although intended primarily for teachers, this brochure is written so that it can be distributed to students if desired. The first section, Basic Topics, is suitable for a ninth-grade general science class; the style is simple and repetitive, and no mathematics or physics background is required. The second section, Intermediate and Advanced Topics, requires a knowledge of the material in the first section and assumes a generally higher level of achievement and motivation on the part of the student. These latter topics might fit well into junior-level physics, chemistry, or earth-science courses. Also included are a glossary, a list of references and teaching aids, class exercises, and a question and answer section.
Leveraging funds from NASA's Initiative to Develop Education through Astronomy and Space Science (IDEAS) program, we combined the expertise of an archaeoastronomer, a solar scientist, and a teacher to trace humankind's view of the Sun and how that has changed, from the time of Stonehenge in about 1800 B.C.E., to the time of the Maya in 700 C.E., up to the modem era. Our program was aimed at middle-school students in an attempt to explain not only how science is done today, but how science has evolved from the observations of ancient societies. From these varied cultures, we touched on methods of observing the Sun, ideas of the composition of the Sun, and the relationship of the Sun to everyday life. Further, using the von Braun Astronomical Society's Planetarium in Huntsville, Alabama as a test-bed for the program, we illustrated concepts such as solstices, equinoxes, and local noon with approximately 800 eighth grade students from the local area. Our presentation to SEPA will include a description of NASA's IDEAS program and how to go about partnering with a NASA astronomer, some slides from our planetarium program and web-site, and some hands-on activities.
We describe a progressive program in science education called the Initiative to Develop Education through Astronomy (IDEA). IDEA represents a commitment by the Astrophysics Division of NASA Headquarters to pre-collegiate and public learning. The program enlists the full participation of research astronomers in taking advantage of the natural appeal of astronomy and the unique features of space astrophysics missions to generate valuable learning experiences and scientifically accurate and educationally effective products for students, teachers and citizens. One of the premier projects is called Flight Opportunities for Science Teacher EnRichment (FOSTER) - a program to fly teachers aboard the Kuiper Airborne Observatory during actual research missions. IDEA is managed by a visiting scientist with extensive educational background (each of the authors have served in this role), and the program is unique within NASA science divisions for having a full time scientist devoted to education. IDEA recognizes that the rapidly shifting social and political landscape has caused a fundamental change in how science is expected to contribute to society. It is in the enlightened self-interest of all research scientists to respond to the challenge of connecting forefront research to basic educational needs. IDEA is exploring the avenues needed to facilitate these connections, including supplementing research grants for educational purposes.
Imagine the Universe! gives students, teachers, and the general public a window on how high-energy astrophysics is used to probe the structure and evolution of the Universe. This is the universe as revealed by X-rays, gamma-rays and cosmic rays. Information about this exciting branch of astronomy is available in Imagine the Universe! at a variety of reading levels, and is illustrated with on-line graphics, animations, and movies. Information is presented on topics ranging from the Sun to black holes to X-ray and gamma-ray satellites. Imagine! also features a Teacher's Corner with study guides, lesson plans, and information on other education resources. Further descriptions of features of the Imagine! site and the other sites included on the CD-ROM may be found in sections V and VI of the booklet file.
The NASA Central Operation of Resources for Educators (CORE), established in cooperation with Lorain County Joint Vocational School, serves as the worldwide distribution center for NASA-produced educational materials. For a minimal charge, CORE will provide a valuable service to educators unable to visit one of the NASA Educator Resource Centers by making NASA educational audiovisual materials available through its mail order service. Through CORE's distribution network, the public has access to more than 200 videocassette, slide, and CD-ROM programs, chronicling NASA!s state-of-the-art research and technology. Through the use of these curriculum supplement materials, teachers can provide their students with the latest in aerospace information. NASAs educational materials on aeronautics and space provide a springboard for classroom discussion of life science, physical science, astronomy, energy, Earth resources, environment, mathematics, and career education.
The Goldstone Apple Valley Radio Telescope (GAVRT) is an outreach project, a partnership involving NASA's Jet Propulsion Laboratory (JPL), the Lewis Center for Educational Research (LCER), and the Apple Valley Unified School District near the NASA Goldstone deep space communication complex. This educational program currently uses a 34-meter antenna, DSS12, at Goldstone for classroom radio astronomy observations via the Internet. The current program utilizes DSS12 in two narrow frequency bands around S-band (2.3 GHz) and X-band (8.45 GHz), and is used by a training program involving a large number of secondary school teachers and their classrooms. To expand the program, a joint JPL/LCER project was started in mid-2006 to retrofit an additional existing 34-meter beam-waveguide antenna, DSS28, with wideband feeds and receivers to cover the 0.5-to- 14-GHz frequency bands. The DSS28 antenna has a 34-meter diameter main reflector, a 2.54-meter subreflector, and a set of beam waveguide mirrors surrounded by a 2.43-meter tube. The antenna was designed for high power and a narrow frequency band around 7.2 GHz. The performance at the low end of the frequency band desired for the educational program would be extremely poor if the beam waveguide system was used as part of the feed system. Consequently, the 34-meter antenna was retrofitted with a tertiary offset mirror placed at the vertex of the main reflector. The tertiary mirror can be rotated to use two wideband feeds that cover the 0.5-to-14-GHz band. The earlier designs for both GAVRT and the DSN only used narrow band feeds and consequently, only covered a small part of the S- and X-band frequencies. By using both a wideband feed and wideband amplifiers, the entire band from 0.5 to 14 GHz is covered, expanding significantly the science activities that can be studied using this system.
A teacher's guide that concentrates on the electromagnetic spectrum is presented. The subject was chosen because it is part of the middle school curriculum and because an understanding of the different ranges of energy is crucial to an understanding of the high energy astronomy performed by the Astro-1 telescopes to be carried on the Space Shuttle's first astrophysics mission. Various learning activities are outlined.
We present an analysis of high-resolution spectra from the shock-heated plasmas in SN 1987A, based on an observation using the Resolve instrument onboard the X-Ray Imaging and Spectroscopy Mission (XRISM). The 1.7–10 keV Resolve spectra are accurately represented by a single-component, plane-parallel shock plasma model, with a temperature of $2.84_{-0.08}^{+0.09}$ keV and an ionization parameter of $2.64_{-0.45}^{+0.58}$ × $10^{11}\,\,{\rm s\,\, cm}^{-3}$. The Resolve spectra are also well reproduced by the 3D magneto-hydrodynamic simulation presented by Orlando et al. (2020, A&A, 636, A22) suggesting substantial contribution from the ejecta. The metal abundances obtained with Resolve align with the Large Magellanic Cloud value, indicating that the X-rays in 2024 originate from “non-metal-rich” shock-heated ejecta and the reverse shock has not reached the inner metal-rich region of ejecta. Doppler widths of the atomic lines from Si, S, and Fe correspond to velocities of 1500–1700 km s$^{-1}$, where the thermal broadening effects in this non-metal-rich plasma are negligible. Therefore, the line broadening seen in Resolve spectra is determined by the large bulk motion of ejecta. For reference, we determined a $90\%$ upper limit on non-thermal emission from a pulsar wind nebula at $4.3 \times 10^{-13}$ erg cm$^{-2}$ s$^{-1}$ in the 2–10 keV range, aligning with NuSTAR findings by Greco et al. (2022, ApJ, 931, 132). Additionally, we searched for the $^{44}$Sc K line feature and found a $1\sigma$ upper limit of $1.0 \times 10^{-6}$ photons cm$^{-2}$ s$^{-1}$, which translates to an initial $^{44}$Ti mass of approximately $2 \times 10^{-4}\, M_{\odot }$, consistent with previous X-ray to soft gamma-ray observations (Boggs et al. 2015, Science, 348, 670; Grebenev et al. 2012, Nature, 490, 373; Leising 2006, ApJ, 651, 1019).
We report on a detailed spectroscopic study of the gas dynamics and hydrostatic mass bias of the galaxy cluster Abell 2029, utilizing high-resolution observations from XRISM Resolve. Abell 2029, known for its cool core and relaxed X-ray morphology, provides an excellent opportunity to investigate the influence of gas motions beyond the central region. Expanding upon prior studies that revealed low turbulence and bulk motions within the core, our analysis covers regions out to the scale radius $R_{2500}$ (670 kpc) based on three radial pointings extending from the cluster center toward the northern side. We obtain accurate measurements of bulk and turbulent velocities along the line of sight. The results indicate that non-thermal pressure accounts for no more than 2% of the total pressure at all radii, with a gradual decrease outward. The observed radial trend differs from many numerical simulations, which often predict an increase in non-thermal pressure fraction at larger radii. These findings suggest that deviations from hydrostatic equilibrium are small, leading to a hydrostatic mass bias of around 2% across the observed area.
Sagittarius A East is a supernova remnant with a unique surrounding environment, as it is located in the immediate vicinity of the supermassive black hole at the Galactic center, Sagittarius A$^{*}$. The X-ray emission of the remnant is suspected to show features of overionized plasma, which would require peculiar evolutionary paths. We report on the first observation of Sagittarius A East with the X-Ray Imaging and Spectroscopy Mission (XRISM). Equipped with a combination of a high-resolution microcalorimeter spectrometer and a large field-of-view CCD imager, we for the first time resolved the Fe xxv K-shell lines into fine structure lines and measured the forbidden-to-resonance intensity ratio to be $1.39 \pm 0.12$, which strongly suggests the presence of overionized plasma. We obtained a reliable constraint on the ionization temperature just before the transition into the overionization state, of $\gt\! 4\:$keV. The recombination timescale was constrained to be $\lt\! 8 \times 10^{11} \:$cm$^{-3}\:$s. The small velocity dispersion of $109 \pm 6\:$km$\:$s$^{-1}$ indicates a low Fe ion temperature $\lt\! 8\:$keV and a small expansion velocity $\lt\! 200\:$km$\:$s$^{-1}$. The high initial ionization temperature and small recombination timescale suggest that either rapid cooling of the plasma via adiabatic expansion from dense circumstellar material or intense photoionization by Sagittarius A$^{*}$ in the past may have triggered the overionization.
Here, we present results from XRISM/Resolve observations of the core of the galaxy cluster Abell 2319, focusing on its kinematic properties. The intracluster medium (ICM) exhibits temperatures of approximately 8 keV across the core, with a prominent cold front and a high-temperature region (~11 keV) in the north-west. The average gas velocity in the 3' x 4' region around the brightest cluster galaxy (BCG) covered by two Resolve pointings is consistent with that of the BCG to within 40 km s -1 and we found modest average velocity dispersion of 230–250 km s -1 . On the other hand, spatially resolved spectroscopy reveals interesting variations. A blueshift of up to ~230 km s -1 is observed around the east edge of the cold front, where the gas with the lowest specific entropy is found. The region further south inside the cold front shows only a small velocity difference from the BCG; however, its velocity dispersion is enhanced to ~400 km s -1 , implying the development of turbulence. These characteristics indicate that we are observing sloshing motion with some inclination angle following BCG and that gas phases with different specific entropy participate in sloshing with their own velocities, as expected from simulations. No significant evidence for a high-redshift ICM component associated with the subcluster Abell 2319B was found in the region covered by the current Resolve pointings. These results highlight the importance of sloshing and turbulence in shaping the internal structure of Abell 2319. Further deep observations are necessary to better understand the mixing and turbulent processes within the cluster.
Using a grant from NASA's Initiative to Develop Education through Astronomy and Space Science (IDEAS) program, we have developed an inter-disciplinary curriculum for middle-school students which targets both history and astronomy. Our curriculum explores the attitudes and techniques of ancient spiritual leaders, specifically those of the Maya and Inca cultures, who observed and tried to control the Sun. We wish students to understand the probable importance of astronomical observations to these ancient peoples. In addition, using the experience of an archaeologist, we show how modern techniques of viewing the Earth through satellite imagery, has allowed the re-discovery of ancient sites where solar observations and attempted manipulation of the universe took place. To contrast ancient observations of the Sun with modern ones, we use the experience of a solar astronomer and bring to the classroom up-to-date information about solar astronomy and the impact of solar activity on the Earth's environment. In this presentation, we will present fragments of our curriculum as well as results from pre- and post-tests given to participating groups of students. Finally, we will discuss comments from local middle-school teachers who were asked to evaluate our curriculum.
For the past 20 years, the 91 cm telescope in NASA's Kuiper Airborne Observatory (KAO) has enabled scientists to observe infrared sources which are obscured by the earth's atmosphere at ground-based sites, and to observe transient astronomical events from anywhere in the world. To augment this capability, the United States and German Space Agencies (NASA and DARA) are collaborating in plans to replace the KAO with a 2.5 meter telescope installed in a Boeing 747 aircraft: SOFIA - The Stratospheric Observatory for Infrared Astronomy. SOFIA's large aperture, wide wavelength coverage, mobility, accessibility, and sophisticated instruments will permit a broad range of scientific studies, some of which are described here. Its unique features complement the capabilities of other future space missions. In addition, SOFIA has important potential as a stimulus for development of new technology and as a national resource for education of K-12 teachers. If started in 1996, SOFIA will be flying in the year 2000.
DASL-Data and Activities for Solar Learning Data and Activities for Solar Learning (DASL) provides a classroom learning environment based on a twenty-five year record of solar magnetograms from the National Solar Observatory (NSO) at Kitt Peak, AZ. The data, together with image processing software for Macs or PCs, can be used to learn basic facts about the Sun and astronomy at the middle school level. At the high school level, students can study properties of the Sun's magnetic cycle with classroom exercises emphasizing data and error analysis and can participate in a new scientific study, Research in Active Solar Longitudes (RASL), in collaboration with classrooms throughout the country and scientists at NSO and NASA. We present a half-day course to train teachers in the scientific content of the project and its classroom use. We will provide a compact disc with the data and software and will demonstrate software installation and use, classroom exercises, and participation in RASL with computer projection.
Young students find extra-terrestrial life one of the most intriguing of all topics. A project funded by the National Science Foundation and NASA, and administered by the SETI Institute, is underway to devise science lessons for grades 3-9 that draw upon this fascination. The lessons are designed by teachers and persons with long experience at curriculum design, tested in classrooms, revised and retested. Six guides, each containing some 6-10 science lessons, will be finished by summer, 1994.The theme Life in the Universe lends itself naturally to integrated treatment of facts and concepts from many scientific disciplines. The lessons for two completed guides span the origin of planet systems, evolution of complex life, chemical makeup of life, astronomy, spectroscopy, continental drift, mathematics and SETI (Search for Extra-Terrestrial Intelligence). All lessons are hands-on, interesting, and successful.
The purpose of this CRADA is to provide the contractual vehicle for Fermilab to receive funds from the College of DuPage in support of high school student research working with the Fermilab/University of Chicago QuarkNet Center, beginning with the effective date of this CRADA and continuing through 2022. Local QuarkNet Centers provide professional development programs to high school teachers and high energy physics research opportunities to high school teachers and students who participate in the local programs. The Office of Education and Public Engagement at Fermi National Accelerator Laboratory (Fermilab) administers a local QuarkNet Center program on behalf of both Fermilab and the University of Chicago.