Solar Spectra: A look into temperatures and

elements present on the sun

by: Vera C. Dillard
Grade levels: 6th - 12th
Time Requirements: Approximately 2 to 4 hours preparation time and 5 to 10
class periods (50 minutes each)

Student prerequisites: Students should have learned about the periodic table of
elements and element symbols, the four states of matter and composition of
matter, the parts of an atom, chemical and physical properties and changes,
convection currents, the electromagnetic spectrum, our solar system, light,
vision and color. Students should also possess skills in graphing as well as
reading and interpreting various graphs. Students should understand the English
and Metric measuring systems and their conversions.

Topics covered by this lesson:

1. Our sun - its parts, composition and activity - includes sunspots, CME's
etc.
2. How temperature affects the color of a star - as it appears to us in visible
light
3. Types and classes of stars
4. Energy produced by electron loss and ionization
5. Solar spectrum and element absorption/emission lines
6. Solar and space weather and its effects on Earth

Optional ~ higher grade levels

1. Radiation, blackbody radiation
2. Wien's Law calculations
3. Hydrostatic equilibrium
4. Sunspots and the Zeeman effect
5. Doppler effect and stellar motions

Brief Overview: Students will look at various graphs and data from solar
observatories and distinguish what elements are being releasted (emitted) and
which elements are being absorbed in the sun's photosphere.

Unit Features:
Video - www.nso.edu
http://canopy.lmsal.com/schryver/Public/homepage/coolstaroverview.html
http://www.trincoll.edu/~bwalden/ast103/sun2.html

Images - www.nso.edu
http://cse.ssl.berkeley.edu
http://vestige.lmsal.com/TRACE/POD/TRACEpodoverview.html

Simulations - www.nso.edu

Interactive Features - http://teachspacescience.stsci.edu/cgi-bin/ssrtop.plex

Electronic Bulletin Board – www.spaceweather.com , www.hao.ucar.edu

Other Interesting Features – www.astronomynotes.com

Materials Required for this Lesson:
1. Background information for the teacher - available in this packet
2. Images - some available in this packet (others available online, see links
in 'Lesson Plan References' and 'Related Lesson Plans')
3. Wireless network in classroom - for teacher demonstrations and simulations
4. Computer lab or computer carosel in classroom - for student groups or
partners research on various websites provided
5. LCD projector and white screen to show DVD/CD Rom videos, power point
presentation, and pictures to class
6. Student worksheets/labsheets and handouts - available on this site
7. Stop watches for lab activity
8. Sun Print Paper – if necessary – see DAY 1 activities
9. Blank transparency paper, wet erase markers, and overhead projector
10. STUDENTS: Will need a notebook and pencil

Teacher's Component - Solar Spectra Lesson

*Background Information,Explanations and Ideas (available in Power point)

*Web links to Images, Simulations,Tools,and Data used in Lesson
*Worksheets
*Handouts
*Vocabulary
*Homework Assignments

Student Activities - Solar Spectra Lesson

*Lecture Notes, Power point Presentation of Background Information

*Simulations,Images,Tools,Data that will be used by the student
*Explanations, Questions,and Activities
*Worksheets
*Handouts
*Vocabulary
*Homework Assignments

Click here for Click here for Click here for

Complete lesson Power point handouts and
with internet links graphs
 Click here for Click here for
References and National Science
Related lessons Standards

LESSON PLAN CONTENT: Solar Spectra

by: Vera C. Dillard
TABLE OF CONTENTS: *NOTE: Please read entire lesson before starting in
classroom.
A. Purpose
B. Objective
C. Simulations, Tools, Data, Illustrations, and Images
D. Procedure (breakdown of lesson with day-by-day procedures)
E. Assessment
F. Extensions, Related Resources and Homework Assignments (Vocabulary List)
G. National Science Standards
H. References
I. Related Lessons
J. Handouts, worksheets, and graphs

A. Purpose:
The purpose of this lesson is to familiarize students with solar astronomy and
with the processse of scientific research carried out by professional
astronomers using up-to-date data resources. Students will be able to
participate in an astrophysics lab accessing data from the National Solar
Observatory. They should come away from this lab with an understanding of some
of the processess astronomers, physists and solar physists go through while
doing their research.

B. Objective:
Using this lesson will help your students become familiar with various types of
spectra, particularly spectra from our closest star, the sun. Students will
become familiar with how astronomers and physists use spectroscopy to
distinguish what elements are being absorbed and what elements are being emitted
based on temperature. Once your students become familiar with all background
information, your students will look at various wavelength and intensity graphs
and determine what element(s) are being absorbed or emitted. Students will
calculate the wavelength on the graphs in nanometers to Angstoms. Students will
then match up the converted calculations to the list of elements in The
Catalogue to determine which element(s) is represented on the graph. Students
will also use two general graphs showing emission and absorption to determine if
the element is being emitted or absorbed by the sun's atmosphere. Students will
also learn the purpose and importance to this work and research as it is
pertanent to life on Earth.

C. Simulations, Tools, Data, Illustration, and Images: One for each student
unless otherwise noted -
- References for Day 1 and 2 - background information in power point
presentation

- Light and Spectrum Illustrations – “A Diagram showing Continuum,

Emission, and Absorption” go to
http://cse.ssl.berkeley.edu/lessons/indiv/timothyk/em_gas.html and
http://cse.ssl.berkeley.edu/lessons/indiv/timothyk/light_spec.html part of
Timothy Key’s lesson plan ‘Sky Map’ and ‘Guest Investigator Puzzle’ see -
http://cse.ssl.berkeley.edu/lessons/indiv/timothyk/skymap.html

- Catalogue List of Element Wavelengths – handout – attached file (see

section ‘J.’ of lesson plan)

- Copy of all element absorption/emission graphs – attached files (see

section ‘J.’ of lesson plan) One set for each group of students. Each
set can be different.

- Chart for student data – attached file (see section ‘J.’ of lesson
plan)
- Worksheet for lab activity – attached file (see section ‘J.’ of lesson
plan)

List of Illustrations and Images used in this lesson:

Background information illustrations and images – *Also see Power Point
presentation Notes.

http://eo.nso.edu/tlrbse/sites.htm = links to images, movies, background

information and lesson plans

1. Our sun - its parts, composition and activity = www.nso.edu ,

www.astronomynotes.com (also has movies of granulation), www.spaceweather.com ,
http://bass2000.obspm.fr/home.php - France observatory images
http://zebu.uoregon.edu/~imamura/122/feb14/feb14.html "The Quiet vs. Active
Sun" -images, jpegs, animations of the sun, sunspots, granulation, CME's,
prominences etc.
http://zebu.uoregon.edu/~imamura/122/lecture-1/sun.html

2. How temperature affects the color of a star =

www.astronomynotes.com , http://zebu.uoregon.edu/~imamura/122/lecture-4/mk.html
"Spectral Classification" Chart, also see some links below for number 3 Types
and classes of stars

3. Types and classes of stars = http://ccinfo.ims.ac.jp/periodic-

main.html (periodic table of the elements), www.astronomynotes.com ,
www.astro.washington.edu/labs/clearinghouse/labs/spectclass/spectralclassweb.htm
l , www.softcom.net/users/vherte/science/lessons/starclass.pdf
(chart: classification of stars), www.eudesign.com/mnerns/startemp.htm

4. Energy produced by electron loss and ionization =

http://zebu.uoregon.edu/~imamura/122/lecture-4/atomic.html
- diagram of atom with explanation

5. Solar spectrum and element absorption/emission lines =

http://jilawww.colorado.edu/~pja/stars02/ ,
www.astro.uiuc.edu/~kaler/sow/spectra.html ,
www.astro.washington.edu/labs/clearinghouse/labs/labs.html
www.harmsy.freeuk.com/fraunhofer.html ,
www.noao.edu/image_gallery/html/im0600.html ,
http://zebu.uoregon.edu/~imamura/122/lecture-4/Kirchhoff.html

6. Solar and space weather and its effects on Earth = www.nso.edu ,

www.spaceweather.com , www.noaa.gov

Optional - additional lessons and/or higher grade level -

1. Radiation, blackbody radiation = http://hea-
www.harvard.edu/~efortin/thesis/html/Black_body.shtml

2. Wien's Law = www.astro.umd.edu/education/astro/sprop/wien.html ,

www.amastro.org/at/ph/phwl.html - gives a diagram of Wien's Displacement Law,
http://astrosun.tn.cornell.edu/academics/courses/astro201/wiens_law.htm

3. Hydrostatic equilibrium = www.astronomynotes.com

4. Zeeman effect (sunspots) = www.astronomynotes.com ,

http://230nsc1.phy-astr.gsu.edu/hbase/quantum/zeeman.html ,
www.infoplease.com/ce6/sci/A0853329.html , www.wikipedia.org/wiki/Zeeman_effect

5. Doppler effect and stellar motions = http://hea-

www.harvard.edu/~efortin/thesis/html/Doppler.shtml

D. Procedure:
From this lesson your students should be able to interpret and apply data and
information learned as a result from analyzing graphs taken from the sun's
atmosphere. Analyzation includes; what elements are present in the sun's
atmosphere and are the elements being absorbed or emitted. Further
investigation can be taking from these graphs such as Wein's Law calculations
and Hydrostatic equilibrium, an optional lesson for higher grade levels.

The first two to three days of this lesson are mainly to prepare the students
for the last day or two of the lesson. These first few days can be taught with
or without computers. I have only provided rough guidelines because you will
probably have to adapt these days to your needs and the class's abilities. If
you are going to use a class period or half a class period to let students
research these topics on line or do some of the complementing lessons, you will
need one computer for each group of four students. Following are the details
for teaching each day's lesson:
DAY 1 AND 2:
On the first and second day you should introduce your students to the subject of
astronomy (stars and our sun in particular) if they are not already familiar
with the topic. The first day or two of the lesson structure has been left
flexible so that you can adjust the material to your class's needs, with a
different level of introduction depending upon the previous experience of your
class. I encourage you to allow your students to browse the world wide web of
the various links provided in this lesson. These links contain various
background information, images and animations of the sun, stars, and solar and
stellar spectra. "Images and animations are one of the best ways to catch the
students attention in the context of astronomy." Timothy J. Keys and Isabel
Hawkins – ‘The Great Investigator Puzzle Lesson’

Students should have an understanding of the sun, its layers, composition and
activity. Students should know the color of our star, the sun, as well as what
determines a star's color. Students should be familiar with the different
classes of stars and star colors. Students should comprehend how the sun
produces energy by electron loss and ionization. Students should review light
and spectrum information, wavelengths, the more familiar optical region and its
relation to the emission spectrum and absorption spectrum. Finally students
should example why it is important to study the sun and its activies. This
final portion can be done before and after the lesson. To show students what
they know, what they want to know, and what they learned - see ‘KWL chart’ below
for more details.

This can be accomplished a variety of ways; lecture notes, handouts and class
discussion, and web browsing (either teacher based browsing with LCD projector
and white screen - students follow along, or student partner or group browsing,
depending on your sources and student needs.)

Materials:
- References for day 1 and 2 - background information - see Power point
presentation or you may use your own materials for teaching students the
background information.
Light and Spectrum Illustrations –
- “A Diagram showing Continuum, Emission and Absorption”
http://cse.ssl.berkeley.edu/lessons/indiv/timothyk/light_spec.html
- Computer(s) to show power point presentation and/or have students
research and browse the web.

Teachers - if you prefer to do an opening lesson activity before starting the

lecture/powerpoint, here are two ideas:
(1) KWL CHART: K = What you know (about the sun), W = What you want to know
(about the sun), and L = What you learned (about the sun). This activity can be
done before the start of this mini-unit lesson (K and W) and at the end of the
mini-unit lesson (L).

Usually I use a blank transparency sheet with wet erase markers on the overhead
projector and white screen. Each heading (K), (W) and (L) each have their own
column. Students also draw the chart into their notebooks. Students come up
with what to put in the chart. You can either do this as an entire class -
prompting students with clues, cues and questions. Or you can have students
complete the task in small groups.
(2) Sun Print Paper activity: This activity involves art, nature,
investigation, and experimentation as well as fun for students! Pick up a
package of Solar Print Paper at your local science museum or learning tools shop
or you can order it on the web at
http://www.physlink.com/estore/cart/SolarPrintKit.cfm Read the package for
directions and ideas. Then let the students be creative!

DAY 3:
On the third day you should continue to review and familiarize your students to
the background information.

For higher grade levels the second day should be taken to review the processes
that professional astronomers go through to be chosen as an observer or guest
observer or "GO" (pronounced gee-ohh), and thus be able to have access to
satellites, information, and telescope data at various observatories and
satellite based ground sites all over the world. Go through the Guest Observer
Handout (adapted from Timothy J. Keys and Isabel Hawkins The Guest Investigator
(GI) Puzzle) with the class and discuss ways in which your students can present
themselves as professional astronomers. "Every student can include their
educational background and every student has used at least one piece of
observational equipment: their eyes! Using the ['GO'] Proposal Template, your
students can write a proposal to observe. . ." the Sun with the Dunn Solar
telescope or the Hilltop telescope at the National Solar Observatory in Sunspot,
New Mexico. "This exercise can be done individually or in groups." {You may
also choose, for high grade levels, to have the students or groups present their
proposal to the class. Students can peer evaluate each other's proposals as part
of the assessment. *see DAY 4

Materials:
- GO Handout (adapted from Timothy J. Keys and Isabel Hawkins, The Guest
Investigator Puzzle) – file attached to this lesson plan.
- GO Proposal Template (adapted from Timothy J. Keys and Isabel Hawkins,
The Guest Investigator Puzzle) – file attached to this lesson plan.

DAY 4:
On the fourth day, your students should either be starting the 'GO' Guest
Observer process or completing it (for higher grade levels) by presenting their
proposals to the class. (NOTE: The 'GO' assignment can also be given as
homework!)

DAY 5:
On the fifth day, your students should be ready to do the Solar Spectra
Wavelength and Intensity Graph Lab. You, the teacher should familiarize
yourself with the answer key and graphs at the end of this lesson.
***(NOTE: Teachers, make sure you specify to your students what is expected of
them while doing the lab activity and their lab group duties!)

Materials: One per student, unless otherwise noted

- Wavelength and Intensity Graphs - one set per
group
- Chart for recording lab data and worksheet
 - Stop watches – for students to keep track of time left in class
period, one per group
- Catalogue List of Element Wavelength handout

Understanding the graph:

The y-axis shows the Intensity. Where the intensity is the highest, more
photons are escaping the solar atmosphere. The x-axis shows the Wavelength of
the atom represented on this graph. In order to figure out what atom is being
represented, students must match up the average wavelength in nanometer to the
wavelength in Angstroms on the Catalogue List of Elements (provided in this
lesson for handout). Students should use the black lines on each of the graphs
provided to figure out highest intensity and lowest intensity. Students will
fill in the lab chart appropriately (provided in this lesson for handout).

{Converting nanometers (nm) to Angstroms (A): Multiply nm wavelength by 10 to

get from nm to A. Divide A wavelength by 10 to get from A to nm.}

Example: 121 x 10 = 1210 or 1210 ÷ 10 = 121

The wavelength for Hydrogen in Angstroms is 1210. This is a Hydrogen atom line
graph. The intensity at which most photons are being emitted is approximately
1.05 x 10‾¹º. The intensity at which most photons are being absorbed is
approximately 2.5 x 10‾¹¹. (Emission lines are peaks outward or higher.
Absorption lines are peaks or dips lower/downward.)
DAY 6:
On the sixth day, your students should be finishing up the Solar Spectra
Wavelength and Intensity Graph Lab. Provide ample opportunity for discussion
within each student group and for a class debate after the students have
completed the Lab.

DAY 7 AND 8:
These days can be used to finish up any remaining parts of the lesson plan that
have not yet been covered. I have designed this lesson so that there can be a
lot of flexibility. If you need more days to cover the background information
or an extra day to allow students to present their ‘GO’ proposals or debate the
type of elements present in the solar data, these two extra days were added for
those specific needs.

DAY 9 AND 10:

Follow up lesson: "~Closing Lesson~" at the end of the power point
presentation; 'Why is it important to study the Sun?' 'Effects of the Sun's
activity on Earth.' 'And Why would we want to learn more about our Sun?' This
portion of the lesson is designed for classroom discussion. Get the students
involved, thinking and communitcating with one another.

Also, if you chose to do the KWL CHART lesson opener - listed below - part of
your closing lesson can be filling in the 'L' portion of your chart. Helps
students review what they have learned!

Materials:
- KWL Chart from first class session
- Computer and LCD projector to show power point presentation

E. Assessment:

Individual Student Grade: Suggestions -

1. Grade the student's Guest Observer proposal.
2. Vocabulary - can be given as homework depending on grade level. As the
teacher, you can make your own requirements for this assignment.
3. Notes/Journal - depending on class level, students can be required to take
notes and or keep a journal. As the teacher, you can make your own requirements
for this assignment.
4. Quiz over background information and/or vocabulary.

Group Grade: Suggestions -

1. Grade the group's Solar Spectra element determinations (chart) for a group
grade.
2. Grade the group's Guest Observer presentation (if applicable)
3. Grade the group's participation in the Lab activity. To keep all students
involved, the group must stay on task and work well with one another. Various
teacher assessments are available for this type of grading.

Example ~ The group must assign a leader, timekeeper, and notetaker, and of
course someone to record the data on the group's chart. There are various roles
that each person in the group must play:
  Leader = making sure everyone has a 'say' or input in the decisions
that are being made. Making sure everyone participates by
contributing opinions on the determination of the solar spectra
data.

 Timekeeper = must make sure the group stays on task and a good pace
to complete the Lab activity.

 Notetaker = takes the 'minutes' of the group's discussions i.e. who

has what role/job in the group, if there are any disagreements over
interpretation of data - what were they etc., to later hand in to
the teacher as part of the group's grade.

 Recorder = takes the final group determinations and records them on

the chart to later hand in to the teacher as part of the group's
grade. Help's the group reach a concensus and acts as a metiator if
there are disagreements of interpretation among the group.

F. Extentions, Related Resources, and Homework Assignments:

Vocabulary list - again this is just a rough idea of vocabulary that can be
used. This list can be modified to fit your classroom needs.
sunspot
umbra
penumbra
CME - coronal mass ejection
corona
chromosphere
photosphere
prominance
solar flare
filament
solar wind
spectroscopy
spectrum
electromagnetic spectrum
magnetosphere
aurora borealis
Kelvin
continuous spectrum
emission spectrum
absorption spectrum
speed = wavelength x frequency
Bohr model of Hydrogen atom
white dwarf
red giant
ultraviolet light
H alpha (6563)
gamma rays
visible light
speed of light
Planck's Constant (E=hv)
photon
nanometers
Angstroms
 blackbody radiation
stellar luminosity
Hertzsprung-Russell Diagram
Ion
Ionization
plasma
Zeeman effect
G band
CH molecule
polarization
spectral classification
heliosphere
main sequence of stars (OBAFGKM)
granulation
opacity
effective temperature (Te)

www.spaceplace.nasa.gov/teachers/eo3_spectroscopy.pdf "Taking Apart the Light"

reading literature and worksheet

www.astro.washington.edu/labs/clearinghouse/labs/Solarspec/sunspec.html
"Identifying Lines in the Solar Spectrum" reading background information and
worksheet activity

http://csep10.phys.utk.edu/astr162/lect/sun/spectrum.html "The Solar Spectrum"

reading literature and images

www.harmsy.freeuk.com/fraunhofer.html "Prominent Fraunhofer lines" solar

spectrum model picture used in lesson below - just a larger version

www.astro.washington.edu/kristine/Astro101/HW4/ "The Solar Spectrum" homework -

can be modified for lower grade levels or used for Advanced Placement classes

www.geocities.com/rlaude2000/cb211spectra.htm "Grating Slit Spectrograph Feb.

7th, 1997" For higher grade levels or Advanced Placement classes - reading
literature and images

G. Ties to Science Framework(s):

National Science Standards and Benchmarks -

H. References:
www.5clir.org/bar.html
"Astronomical Spectroscopy" by A.D. Thackerey
"The Zeeman effect in the G band" H. Uitenbroek
www.nso.edu
www.colorado.edu
http://cse.ssl.berkeley.edu
www.consol.ca/downloads/MathCad/Blackbody_Radiation.pdf
www.cis.rit.edu/class/simg217/03-star_temperatures.ppt
www.gettysburg.edu/academics/physics/clea/CLEAhome.html
www.astro.uu.nl/~rutten
www.astronomynotes.com
http://hea-www.harvard.edu/~efortin/thesis/html/spectroscopy.shtml

I. Related Lessons:
http://teachspacescience.stsci.edu/cgi-bin/ssrtop.plex - many lessons and images
for different grade levels
www.NASAexplores.com - "tasty pixel" lesson
www.hao.ucar.edu - Great Moments in the History of Solar Physics (1) and (2)
www.solar.nrl.navy.mil/sl2_hrts.html - HRTS Spacelab-2 Experiment
www.chem4kids.com
www.kapili.com
http://sohowww.nascom.nasa.gov
Fireworks "Light and Color" - http://pyrotechnics.yaia.com/chemistry.html
www.astronomynotes.com - has additional questions for students "review
questions"

RELATED LINKS:
http://olemiss.edu/courses/astr103/Topics-Extrasolar/Classification-L.html
www.phy.olemiss.edu/Astro/Topics-Extrasolar/Classification-R.html

http://curious.astro.cornell.edu/index.php - this website allows students to

ask a real astronomy their pressing questions about astronomy, our solar system,
galaxies and other celestial bodies. Questions such as:
"Why aren't there any green stars?"
"What is the life cycle of a star?"
"What can we learn from the color of a star?"
"What do galaxy's color's mean?"

http://en.wikipedia.org - free encyclopedia

J. Handouts, worksheets, and graphs:

‘GO’ Handout – 1
‘GO’ Proposal Template - 1
Solar Lab Activity Chart - 1
Solar Lab Worksheet – 1
Catalogue List of Element Wavelengths
Emission and Absorption Graph Handouts:
- Hydrogen (H)
- Sodium (Na)
- Magnesium (Mg I)
- Silicon (Si)
- Iron (Fe I and Fe 33)
- Nickel (Ni I)
- Aluminum (Al)
- Titanium (Ti II)
- Carbon (C)
- Calcium (Ca II)
- Oxygen (O I)

Contact Information:
Vera C. Dillard
Email: veradillard@yahoo.com
Bernalillo Middle School,
Bernalillo, New Mexico