Activity: Identifying Elements in Supernova Remnants

Days Needed 1 Class period
Grade level 9 - 12

Objectives

Using X-ray line data, the students will identify elements contained in supernova remnants. Students will compare and contrast Supernova Remnant Spectral Data from different X-ray observatories.

Science and Math Standards

NCTM
NSES
Content Standard 1:
- Mathematics as Problem Solving		 Content Standard A:
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
Content Standard 4:
- Mathematical Connections.
 Content Standard B:
- Structure of Atoms
- Interactions of energy and matter
Content Standard 8
- Geometry from an Algebraic Perspective		 Content Standard G:
- Nature of Scientific Knowledge

Prerequisites

Introduction

In groups of 2 or more, the students will be given several X-ray spectra from the ASCA X-ray satellite and will be asked to determine what elements are present using a chart listing elements and the energies of their emission lines. Following a class discussion of their results, they will then be given simulated or real XMM-Newton spectra of the same sources and asked to determine which elements are present. Finally, one can compare these results with future missions: the students will be given simulations from both ASTRO-E and Constellation-X and asked to determine what elements are present. Compare and contrast their findings as a class.

Exploration

Materials

Supernova Remnant Spectra

Hand out the Student Worksheet to the class.

  • Student Worksheet.

    Have the class do the activity and answer the quetsions on the worksheet. The teacher may collect and grade them.

    Extension - Coming Soon!

    The empty space in our Universe is not actually empty. It is filled with gas. As X-rays from a source, such as a supernova remnant, travel long distances to reach our X-ray observatories, they interact with this gas and can be absorbed by it. The more gas between the satellite and the remnant, the more the spectrum will be affected by this absorption. X-rays with the lowest energies are affected most strongly. The remnant N103B/Sheet 3 is found in a nearby galaxy called the Large Magellanic Cloud (150,000 light years away). Use a Venn Diagram to compare and contrast its spectrum with the supernova remnant spectrum of Tycho/ Sheet 2 (7,000 light years away). Identify the emission lines in each spectrum in the same way as you ientified the lines in the simulated spectra of Tycho's supernova remnant. Also think about the external conditions that could have caused the similarities and differences in these two remnants' X-ray spectra.

    Two X-ray satellite telescopes were sent out into space about 1 million kilometers above Earth to observe the supernova remnants Tycho and W49B. The telescopes obtained the Tycho spectra below (download and print the MSWord document tycho-w49b-compare.doc) as well as W49B spectra. In one paragraph, tell the meaning of emission lines, the difference between the emission lines, and explain why there would exist apparent difference in these lines. Contrast the Tycho emission lines. Contrast the W49B emission lines.

  • Tycho and W49b supernova remnant X-ray spectra - Coming Soon!

    Evaluation

    Formative assessment and observation should be evident throughout the lesson. The worksheet, final questions during closure or a future quiz may serve as summative assessment.

    Closure

    Direct students to write for ten minutes in their journals summarizing the lab and all procedures in this lesson. Encourage students to then share their findings and what they might have written in their journals.

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