Background on Star Formation
Notes from a U of Oregon lecture on star formation ... not as good as Luisa's lecture notes but a good launching point ... http://abyss.uoregon.edu/~js/ast122/lectures/lec13.html
The list of sources that Lori suggests we consider are here:
- target selection for brc34 21h32m51.2s +58d08m43s
- target selection for brc36 21h35m32.6s +57d31m50s
- target selection for brc31 20h50m43.4s +44d21m53s
- target selection for brc27 07h04m07.8s -11d16m43s
- target selection for brc38 21h40m02.2s +58d20m31s RULE THIS OUT BECAUSE SPITZER DATA IS DONE
Let's collect information on literature references for each of these. Look in both ADS and SIMBAD for papers and previously known sources within about
30' 10' of these positions.
CONCLUSION OF VOTES: we should do BRC 27 AND BRC 34!
Star formation: Diane
The role of Bright Rimmed Clouds (BRC’s) in star-formation processes makes them a topic of ongoing interest. Whether external ionization shocks compress the neutral gas into compact globules or bright rims, the boundary between neutral gas and gas ionized by incident photons is thought to be rich in potential sites for star formation. Drawn from the lists of Sugitani, Fukui, and Ogura (1991), Allen and Peterson (2010?) imaged 32 bright-rimmed clouds located at estimated distances d < 1.2 kpc, finding young stellar objects in 75% of the clouds they studied.
We propose to conduct further examinations of BRC 27 and BRC 34 to search for additional young stellar objects. BRC 27 is located in the molecular cloud Canis Majoris R1. BRC 34 has a variety of features worthy of deeper examination; dark nebulae, molecular and IC clouds, emission stars, and IR sources. Allen and Peterson (2010?) found one Class I protostar in BRC 27 and 34. Far more Class II T-Tauri stars were found in the same BRC's. Beyond that, these two BRC’s have not been well studied. We believe there is more to find in these BRC’s using Spitzer Space Telescope wavelengths. --Sartore 18:05, 22 February 2011 (PST)
(help me out here...Am I citing work correctly? This is a first effort, and I feel like it isn't anywhere near enough content. Finding out anything about these two BRC's was a major effort. I've got more details, but do not know whether I would be stepping on other parts of the proposal. - Diane)
BRC 27: John
BRC 34: Marcella
... drop what you have here ...
Mark Analysis plan. Detailed information on what data are available, and what you plan to do with them (e.g. more than "I'm sure Spitzer observed this at some point"). How you are going to reduce the data. Kind of analysis planned. Tools you will use.
Education and Outreach
Starting with a general introduction to the physical properties of light, students and teachers will collaborate to synthesize observations across the spectrum. They will compare images obtained by IRAC, MIPS and IRAS to learn about spatial resolution. Evidence will be presented to help students understand how the universe is changing, how stars and planets are forming, and how stars evolve from birth to eventual death. Combining images at different wavelengths, students will be able to produce false-color images that enhance the features of young stellar objects and the ISM composition and structures.
A key initiative in science education is authentic research. Using archival Spitzer data in this project allows our students the experience to assume an active role in the process of project development, teamwork, data collection and analysis, interpretation of results, and formal scientific presentations. They will learn about the instrumentation used in infrared astronomy and the necessity of space-based telescopes. Students and teachers will use spreadsheet and graphing programs to generate color-color plots and color-magnitude diagrams to determine stellar properties. These activities will be age-appropriate and will be shared with other teachers through educational presentations at state, regional and national conferences.
Communication is an important tool in science education. Modeling the collaboration of scientists across the world, students will use the CoolWiki to post their queries and hold on-line discussions about their analysis methods and subsequent results. The CoolWiki is designed to provide a place for teachers, students, and scientists to interact and share the materials they've developed, work on new materials, and collaborate on current projects. The wiki also provides a resource for other teachers to learn how to use the materials we've developed. The wiki is a dynamic place, constantly changing and growing. (need to develop this thought further...)
Team Spitzer at Breck School Similar to previous NITARP/Spitzer projects, a small cadre of Breck School juniors and seniors will work together on this BRC project. Beginning with short tutorials on the general principles of star formation, scientific articles will be read and discussed in weekly "brown-bag discussions." Once the students feel comfortable with the material, the team will be divided into pairs to work cooperatively on the data analysis.
... drop one paragraph per teacher here ...
--CJohnson 19:40, 22 February 2011 (PST)