The Effects of Frequency Step Variation on H1 Range Observations with the SRT of the Sun in Transit.

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The Effects of Frequency Step Variation on H1
Range Observations with the SRT of the Sun in
Transit.

• Robert Keeney
• James McClinton
• Renee Saucedo
• Radio Astronomy
• ST 562

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Question How will varying the frequency steps
effect the data quality received from the SRT
while observing a given source?
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Step Frequency Graphic
0.04 MHz step 0.02 MHz either side of
centerline frequency

1420.56 MHz
1420.5 MHz
1420.52 MHz
1420.44 MHz
1420.48 MHz
25 total steps
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Step Frequency Chart
Frequency Range
Step Values
0.005
1420.438 - 1420.563
0.01
1420.375 - 1420.625
0.02
1420.25 1420.75
0.04
1420.0 1421.0
1419.5 1421.5
0.08
1418.5 1422.5
0.16
0.32
1416.5 1424.5
1420.5 MHz
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Purpose
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• Independent Variable
• Frequency Step Value
• Dependent Variables
• Frequency vs. Intensity Graph Resolution and
  Distribution
• Generated Images

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• Constants
• Time of Observation
• Source
• Software, Equipment, and Location
• Center Frequency
• Number of Steps on Either Side of the Center
  Frequency
• Number of Scan Points
• Interference Sources
• Control
• Default of 0.04 MHz to be taken every other
  reading.

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• Procedure
• Use an offset setting of 12 azimuth and 3
  elevation, centerline frequency of 1420.5 MHz
  and 25 channels throughout the procedure.
• At 1130 am on Monday, 19 July 04, take a
  baseline scan of the sun using the default
  settings. (Centerline frequency 1420.5 MHz, 25
  channels, step setting 0.04 MHz.)
• Perform subsequent scans varying only the
  frequency step settings to 0.005, 0.01, 0.02,
  0.08, 0.16, and 0.32 MHz, with a baseline scan
  (0.04 MHz) in between each.
• After each scan, take a screen snapshot of the
  generated image and accompanying graphs, as well
  as a screen capture of the frequency vs.
  intensity graph.

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Results
Baseline
Step 0.005
Step 0.01
Step 0.02
Step 0.04
Step 0.08
Step 0.16
10
Step 0.005
11
Step 0.01
12
Step 0.02
13
Step 0.04
14
Step 0.08
15
Step 0.16
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Baseline
Step 0.04
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Generated Images
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Step 0.005
Step 0.32
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Radio Astronomy Lesson Plan
Measuring the Wavelengths, Frequencies, and
Energies of Laser Light by Diffraction Patterns
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• Objectives
• Students will calculate the wavelength,
  frequency, and energy level of two separate laser
  beams by measurements taken from diffraction
  patterns.
• Students will demonstrate an understanding of the
  relationships among wavelength, frequency and
  energy level of electromagnetic radiation.
• Students will apply algebraic and trigonometric
  properties to investigate methods of calculating
  the wavelength of light from a given diffraction
  setup.

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• Prior Knowledge
• Students will be expected to
• understand that light exhibits wavelike
  properties.
• be familiar with the concepts of single and
  double slit diffraction, and interference
  patterns.
• be able to solve for a given variable in an
  equation and determine an unknown angle using
  trigonometric ratios.

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• Materials
• Two lasers of different wavelengths
• Several diffraction gratings with different slit
  widths
• Stands
• Rulers and meter sticks
• Wall or screen on which to project patterns
• Long (pointy) stick to jab students with if they
  mess around with the lasers.

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Procedure A lecture with a demonstration of a
diffraction pattern setup to include the
following Discussion on the significance of the
terms of the equation Relate the quantities of
wavelength and frequency through the
equation Relate frequency to energy by the
equation
Where h is Planks Constant (h6.63x10-34Js)
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Diffraction Setup
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Diffraction Pattern Diagram
Students will be tasked to derive the
relationship by use and understanding of this
diagram. (and sharp, pointy stick persuasion if
necessary)
Diffraction Grating
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Student Tasks Students will be broken into
groups of two or three. With the previous
information, the groups will then be tasked to
develop a method to determine the wavelength, and
thus the frequencies and energy levels of each
laser, using a meter stick and calculator. The
above will be repeated for two additional
diffraction gratings of different widths. They
will additionally need to describe their
method(s) in written form and record their
results. Once groups are finished, the compiled
data will be presented to the class and the
results compared to published data. Teacher will
monitor location of sharp pointy stick to assure
it does not fall into the wrong hands.
27
9th 12th grade Math Standards

• Strand ALGEBRA, FUNCTIONS, AND GRAPHS
• Standard Students will understand algebraic
  concepts and applications.
• Benchmark Represent and analyze mathematical
  situations and structures using algebraic
  symbols.
• Performance Standards
• Simplify numerical expressions using the order of
  operations, including exponents.
• Evaluate the numerical value of expressions of
  one or more variables that are polynomial
• Know, explain, and use equivalent representations
  for algebraic expressions.
• Solve formulas for specified variables
• Benchmark Understand patterns, relations,
  functions, and graphs.
• Performance Standards
• Identify the independent and dependent variables
  from an application problem.

28
9th 12th grade Math Standards

• Strand ALGEBRA, FUNCTIONS, AND GRAPHS
• Standard Students will understand algebraic
  concepts and applications.
• Benchmark Use mathematical models to represent
  and understand quantitative relationships.
• Performance Standards
• Use a variety of computational methods (e.g.,
  mental arithmetic, paper and pencil,
  technological tools).
• Generate an algebraic sentence to model real-life
  situations.
• Benchmark Analyze changes in various contexts.
• Performance Standards
• Analyze the effects of parameter changes on these
  functions
• Solve routine two- and three-step problems
  relating to change using concepts such as ratio
  proportion.

29
9th 12th grade Math Standards

• Strand GEOMETRY AND TRIGONOMETRY
• Standard Students will understand geometric
  concepts and applications.
• Benchmark Analyze characteristics and
  properties of two- and three-dimensional
  geometric shapes and develop mathematical
  arguments about geometric relationships.
• Benchmark Use visualization, spatial reasoning,
  and geometric modeling to solve problems.
• Performance Standards
• Solve real-world problems using congruence and
  similarity relationships of triangles
• Understand and use elementary relationships of
  basic trigonometric functions defined by the
  angles of a right triangle
• Guidance / Topics for Further Study
• Trigonometry allows a student to consider
  periodic functions.
• Students will be able to solve trigonometric
  equations
• Students will be able to apply trigonometric
  functions to solve physical problems

30
9th 12th grade Math Standards

• Strand DATA ANALYSIS AND PROBABILITY
• Standard Students will understand how to
  formulate questions, analyze data, and determine
  probabilities.
• Benchmark Formulate questions that can be
  addressed with data and collect, organize, and
  display relevant data to answer them.
• Performance Standards
• Know the characteristics of a well-designed and
  well-conducted experiment.
• Recognize sources of bias in poorly designed
  experiments
• Understand the role of randomization in
  well-designed surveys and experiments.
• Benchmark Select use appropriate statistical
  methods to analyze data.
• Performance Standards
• Understand the meaning of measurement data and
  categorical data, and of the term variable.
• For bivariate data, be able to display a scatter
  plot and describe its shape.
• Describe and interpret the relationship/correlatio
  n between two variables using technological tools
  

31
9th 12th grade Science Standards

• Strand I SCIENTIFIC THINKING AND PRACTICE
• Standard I Understand the processes of
  scientific investigations and use inquiry and
  scientific ways of observing, experimenting,
  predicting, and validating to think critically.
• Benchmark I Use accepted scientific methods to
  collect, analyze, and interpret data and
  observations and to design and conduct scientific
  investigations and communicate results.
• Performance Standards
• Describe the essential components of an
  investigation.
• Design and conduct scientific investigations.
• Use appropriate technologies to collect, analyze,
  and communicate scientific data.
• Convey results of investigations using scientific
  concepts, methodologies, and expressions,
  including scientific language and symbols,
  diagrams, charts, and other data displays
  mathematical expressions and processes, clear,
  logical, and concise communication reasoned
  arguments.
• Understand how scientific theories are used to
  explain and predict natural phenomena.

32
9th 12th grade Science Standards

• Strand I SCIENTIFIC THINKING AND PRACTICE
• Standard I Understand the processes of
  scientific investigations and use inquiry and
  scientific ways of observing, experimenting,
  predicting, and validating to think critically.
• Benchmark III Use mathematical concepts,
  principles, and expressions to analyze data,
  develop models, understand patterns and
  relationships, evaluate findings, and draw
  conclusions.
• Performance Standards
• Create multiple displays of data to analyze and
  explain the relationships in scientific
  investigations.
• Use mathematical models to describe, explain, and
  predict natural phenomena.
• Use technologies to quantify relationships in
  scientific hypotheses (e.g., calculators,
  computer spreadsheets and databases, graphing
  software, simulations, modeling).
• Identify and apply measurement techniques and
  consider possible effects of measurement errors.
• Use mathematics to express and establish
  scientific relationships.

33
9th 12th grade Science Standards

• Strand II THE CONTENT OF SCIENCE
• Standard I (PHYSICAL SCIENCE) Understand the
  structure and properties of matter, the
  characteristics of energy, and the interactions
  between matter and energy.
• Benchmark II Understand the transformation and
  transmission of energy and how energy and matter
  interact.
• Performance Standards Interactions of Energy and
  Matter
• Understand that electromagnetic waves carry
  energy that can be transferred when they interact
  with matter.
• Describe the characteristics of electromagnetic
  waves, including origin and potential hazards of
  various forms of electromagnetic radiation energy
  of electromagnetic waves carried in discrete
  energy packets (photons) whose energy is
  inversely proportional to wavelength.
• Know that each kind of atom or molecule can gain
  or lose energy only in discrete amounts.
• Explain how wavelengths of electromagnetic
  radiation can be used to identify atoms,
  molecules, and the composition of stars.

34
9th 12th grade Science Standards

• Strand II THE CONTENT OF SCIENCE
• Standard I (PHYSICAL SCIENCE) Understand the
  structure and properties of matter, the
  characteristics of energy, and the interactions
  between matter and energy.
• Benchmark III Understand the motion of objects
  and waves, and the forces that cause them.
• Performance Standards Motion
• Describe wave propagation using amplitude,
  wavelength, frequency, and speed.
• Explain how the interactions of waves can result
  in interference, reflection, and refraction.
• Describe how waves are used for practical
  purposes (e.g., seismic data, acoustic effects,
  Doppler effect).