1. 07/12/061 Active Galaxies and Mathematical Models Fill in your information here. Fill in your information here.

2. 207/12/06 The NASA Educator Ambassador Program at SSU You should modify this slide to fit you Swift GLAST XMM-Newton

3. 307/12/06 What is GLAST? GLAST: Gamma-Ray Large Area Space Telescope GLAST: Gamma-Ray Large Area Space Telescope Planned for launch in 2007 Planned for launch in 2007 GLAST has two instruments: GLAST has two instruments: –Large Area Telescope (LAT) –GLAST Burst Monitor (GBM) GLAST will look at many different objects within the energy range of 10keV to 300GeV. GLAST will look at many different objects within the energy range of 10keV to 300GeV. LAT GBM

4. 407/12/06 What are Gamma Rays?

5. 507/12/06 High Energy Objects They’re big! They’re big! They’re bright! They’re bright! They’re beautiful! They’re beautiful! We observe the most violent and energetic objects in space using gamma rays.

6. 607/12/06 Radio Lobe Galaxy (discovered early 1900s) Radio lobes Jet Accretion Disk

7. 707/12/06 Seyfert Galaxy (discovered 1940s)

8. 807/12/06 Blazars (discovered recently)

9. 907/12/06 More About Galaxies Normal galaxy Normal galaxy –A system of gas, stars, and dust bounded together by their mutual gravity. VS. Active galaxy Active galaxy –An galaxy with an intensely bright nucleus. At the center is a supermassive black hole that is feeding.

10. 1007/12/06 One Object… Three Perspectives Modify this slide to fit audience for doing Activity 1 Modify this slide to fit audience for doing Activity 1 Note: This works well with envelopes containing necessary materials. Note: This works well with envelopes containing necessary materials.

11. 1107/12/06 Components of an Active Galaxy

12. 1207/12/06 Let’s take another look… Radio Lobes: view perpendicular to accretion disk

13. 1307/12/06 Let’s take another look… Seyfert: view at an angle to accretion disk

14. 1407/12/06 Let’s take another look… Blazar: view directly down a jet:

15. 1507/12/06 Match the models! Did your model demonstrate the different views? Did your model demonstrate the different views? If your student are mathematically sophisticated, show the conic sections and the equations that represent them. If your student are mathematically sophisticated, show the conic sections and the equations that represent them. Show how the conic sections and the equations match the physical model. Show how the conic sections and the equations match the physical model.

16. 1607/12/06 Active Galaxies Booklet http://glast.sonoma.edu/teachers/agna/agnacti027.pdf NASA-developed materials NASA-developed materials –Overview: Who? How? What’s needed? How to modify what’s needed? –Student handouts –Instructors’ notes –Estimated times for activities –Mapped to standards

17. 1707/12/06 Back to the model Activity 1: Building Perspectives with Active Galaxies Science Concepts: There are different components in active galaxies. There are different components in active galaxies. Different viewing angles lead to dramatic differences in the appearance of simple objects. Different viewing angles lead to dramatic differences in the appearance of simple objects. Duration: Duration: 60 minutes

18. 1807/12/06 What next? This model leads to… more mathematical models! This model leads to… more mathematical models! We’ve seen an example of using a model to solve one problem. Let’s explore others! We’ve seen an example of using a model to solve one problem. Let’s explore others! –Excel spreadsheet used to predict consequences of budget changes. –Graph to compare sets of data. –Equations to model behavior of real objects.

19. 1907/12/06 Additional Activities Activity 2: Using small angles to model concept of measuring at large distances. (see slides at end of presentation) Activity 2: Using small angles to model concept of measuring at large distances. (see slides at end of presentation) Activity 3: Measuring at large distances using the speed of light. Activity 3: Measuring at large distances using the speed of light.

20. 2007/12/06 How does this apply? NSES Content Standard A: Science as Inquiry Content Standard A: Science as Inquiry –Abilities necessary to do scientific inquiry –Students make calculations to test the small angle formula (hypothesis and observation). –Using their own calculations, the students formulate and revise the theory about an object’s size. –After having analyzed measurements of nearby objects, students answer questions that engage thought and analysis about real objects in space. –Understanding about scientific inquiry –Students learn how scientists determine the distance and/or size of an object in space. Content Standard B: Physical Science Content Standard B: Physical Science –Motion and Forces –Jets of materials are ejected at velocities light speed from the black hole in an Students answer questions to help them how big the jets from AGs are, and how can see them at vast distances. Content Standard D: Earth and Space Science Content Standard D: Earth and Space Science –Origin and Evolution of the Universe –Active galaxies are a fundamental part of the evolutionary process of the universe. Content Standard E: Science and Technology Content Standard E: Science and Technology –Understanding about science and technology –The small angle formula is an essential tool used by astronomers to get physical dimensions of astronomical objects. Content Standard G: History and Nature of Science Content Standard G: History and Nature of Science –Science as a human endeavor –Students answer questions about the ability of the human eye to distinguish objects, showing how this activity affects them in daily life. –Students see that by working in groups they can formulate better hypotheses about scientific inquiries due to the extra input from others.

21. 2107/12/06 Active Galaxies Educator Unit Essential question: Essential question: –What do active galaxies look like when viewed from different distances? Science concepts: Science concepts: –The small angle approximation has limits. –The angular size of an object depends on its distance and its physical diameter.

22. 2207/12/06 How will you use this? What have we covered? What have we covered? Where and how will you use it in your classroom? Where and how will you use it in your classroom? I’ll give you the booklet… or you can order them on the order form. I’ll give you the booklet… or you can order them on the order form. http://epo.sonoma.edu/orderformpublic.html

23. 2307/12/06 The end! Slides following this one are remnants of the original canned presentation! Slides following this one are remnants of the original canned presentation! Insert or edit as you see fit. Insert or edit as you see fit.

24. 2407/12/06 Zooming in on Active Galaxies Mathematically, angular diameter, linear diameter, and distance can be combined in an extremely useful and simple equation that uses the small angle approximation. As seen in the figure above, the angular diameter  depends on the distance to the object (D) and its actual linear diameter (d) according to: tan(  /2) = d/2D The students will show in this activity, that for very small values of  measured in radians, tan(  ) = . Using this approximation, the equation relating distance and linear size simplifies further to  /2 = d/2D or more simply  = d/D

25. 2507/12/06 Zooming in on Active Galaxies Let’s Get Busy You will have 25 minutes to complete: Part B # 1-9 And Part C # 10-14

26. 2607/12/06 Some things that may help

27. 2707/12/06 Answers to Part B Answers for questions 3 through 8 will depend on each student’s height. To the right is a reference table with distances given the students’ height 9. On average, the typical human eye can see objects about 1/60th of a degree across, so the answer to this question is “no.”

28. 2807/12/06 Active Galaxy Animation

29. 2907/12/06 Galaxies and Black Holes Zooming in to see the central torus of an Active Galaxy. Zooming in to see the central torus of an Active Galaxy. Jet Accretion disk Black Hole

30. 3007/12/06 Monstrous black holes At the heart of every galaxy lies a black hole, millions to billions times the mass of our Sun At the heart of every galaxy lies a black hole, millions to billions times the mass of our Sun HST/NGC 4261 800 light years

31. 3107/12/06 Two Views of an Active Galaxy View at an angle to jet View at 90  from Jet Radio Lobe GalaxySeyfert Galaxy

32. 3207/12/06 Another view of an Active Galaxy Looking down the Jet From this view, we see the Active Galaxy emitting gamma rays and X-rays. Blazar Galaxy Quasar 3C279

33. 3307/12/06 Answers to Part C – –10) 13.0 centimeters. Note the significant figures should reflect 0.1 cm accuracy. – –11) The distance should be 149 cm. This will depend on their measuring accuracy. – –12) This will depend on their distance measurement, but should be close to the actual disk size of 13 cm. – –13) This will depend on their accuracy. They should be within 10% or so of the measured size. – –14) 893.8 meters. – –15) 17.5 centimeters. Note the significant figures should reflect 0.1 cm accuracy. – –16) The distance should be 200.5 cm, and will depend on their measuring accuracy.

34. 3407/12/06 Answers to Part C – –17) This will depend on their distance measurement, but should be close to the actual lobe size of 17.5 cm. – –18) This will depend on their accuracy. They should be within 10% or so of the measured – –size. – –19) 1203.2 meters. – –20) 446.9 meters. – –21) 1.38 million light years. – –22) 100 million / 1.38 million = 73, so the magnification would be 73X.

35. 3507/12/06 Masses of Black Holes Primordial – can be any size, including very small (If <10 14 g, they would still exist) Primordial – can be any size, including very small (If <10 14 g, they would still exist) “Stellar mass” black holes – must be at least 3 M o (~10 34 g) – many examples are known “Stellar mass” black holes – must be at least 3 M o (~10 34 g) – many examples are known Intermediate black holes – range from 100 to 1000 M o - located in normal galaxies – many seen Intermediate black holes – range from 100 to 1000 M o - located in normal galaxies – many seen Massive black holes – about 10 6 M o – such as in the center of the Milky Way – many seen Massive black holes – about 10 6 M o – such as in the center of the Milky Way – many seen Supermassive black holes – about 10 9-10 M o - located in Active Galactic Nuclei, often accompanied by jets – many seen Supermassive black holes – about 10 9-10 M o - located in Active Galactic Nuclei, often accompanied by jets – many seen

36. 3607/12/06 Brainstorm Time How can we use this in our science classroom? How can we use this in our science classroom? –Astronomy Lessons –Introductions to small angle approximation in Math classes –….

37. 3707/12/06 Resources http://glast.sonoma.edu/teachers/teachers.html http://glast.sonoma.edu/teachers/teachers.html http://glast.sonoma.edu/teachers/teachers.html –Here you can find an html version of the AGN Guide and a PDF printable version, and other supplemental materials. http://glast.sonoma.edu/scitech/gru/agn/index.html http://glast.sonoma.edu/scitech/gru/agn/index.html http://glast.sonoma.edu/scitech/gru/agn/index.html http://ircamera.as.arizona.edu/NatSci102/lectures/agns.htm (really cool pictures for students) http://ircamera.as.arizona.edu/NatSci102/lectures/agns.htm (really cool pictures for students) http://ircamera.as.arizona.edu/NatSci102/lectures/agns.htm Want more materials from us? Want more materials from us? –Visit: http://epo.sonoma.edu/orderforms/orderformpublic.html http://epo.sonoma.edu/orderforms/orderformpublic.html

38. 3807/12/06 Extra Slides

39. 3907/12/06 Answers to Part A

40. 4007/12/06 Black Hole Structure Schwarzschild radius defines the event horizon Schwarzschild radius defines the event horizon R sch = 2GM/c 2 R sch = 2GM/c 2 Not even light can escape, once it has crossed the event horizon Not even light can escape, once it has crossed the event horizon Cosmic censorship prevails (you cannot see inside the event horizon) Cosmic censorship prevails (you cannot see inside the event horizon) Schwarzschild BH

41. 4107/12/06 How does this apply? California Grades 9-12 1. Astronomy and planetary exploration reveal the solar system's structure, scale, and change over time. As a basis for understanding this concept: 1. Astronomy and planetary exploration reveal the solar system's structure, scale, and change over time. As a basis for understanding this concept: d. Students know the evidence indicating that the planets are much closer to Earth than the stars are. d. Students know the evidence indicating that the planets are much closer to Earth than the stars are. e. Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. (This one could be) e. Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. (This one could be) g.* Students know the evidence for the existence of planets orbiting other stars. g.* Students know the evidence for the existence of planets orbiting other stars. 2. Earth-based and space-based astronomy reveal the structure, scale, and changes in stars, galaxies, and the universe over time. As a basis for understanding this concept: 2. Earth-based and space-based astronomy reveal the structure, scale, and changes in stars, galaxies, and the universe over time. As a basis for understanding this concept: a. Students know the solar system is located in an outer edge of the disc- shaped Milky Way galaxy, which spans 100,000 light years. a. Students know the solar system is located in an outer edge of the disc- shaped Milky Way galaxy, which spans 100,000 light years. b. Students know galaxies are made of billions of stars and comprise most of the visible mass of the universe. b. Students know galaxies are made of billions of stars and comprise most of the visible mass of the universe. d. Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. d. Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. e.* Students know accelerators boost subatomic particles to energy levels that simulate conditions in the stars and in the early history of the universe before stars formed. e.* Students know accelerators boost subatomic particles to energy levels that simulate conditions in the stars and in the early history of the universe before stars formed. Earth’s Place in the Universe

42. 4207/12/06 What GLAST will see… Active Galactic Nuclei (AGN) Active Galactic Nuclei (AGN) Gamma Ray Bursts (GRBs) Gamma Ray Bursts (GRBs) Pulsars Pulsars Solar flares Solar flares Cosmic gamma ray background Cosmic gamma ray background Unidentified sources Unidentified sources Cosmic rays (indirectly, through gamma rays seen when cosmic rays hit interstellar gas) Cosmic rays (indirectly, through gamma rays seen when cosmic rays hit interstellar gas) Dark matter (perhaps) Dark matter (perhaps)