What did you do with the data? Please describe every data reduction or data analysis exercise step by step.

On the first day, Ranga broke the teachers and students into two groups: one to process the peek up files and one to process the spectra files. Halfway through the day the groups were to switch. However, due to the complex nature of both processing operations the switch never occurred. Harlan and his students worked on the peek up files while Lauren, Howard, and his students worked on the spectra files. We were given a crash course on using UNIX and the processing programs on the UNIX computers. We tried to process the data using IDL (i.e., create useful spectra files from four raw data files), but we kept running into software problems. This went on all morning until lunch. After lunch we switched to SPICE. We were much more successful processing each of the four files to a recognizable spectra file. However, the four files needed to be averaged together to achieve one spectrum file for low-resolution observations. This required that either text files be produced and then exported to our laptop computers (EXCEL), or a short computer program be written in UNIX. However, neither was done because it was the end of the day (6:00PM). It was decided that this data reduction process took too long and useable spectra files could not be produced and used before the visit was over. It was decided that Ranga would reduce all the data and have them ready as soon as possible.

The second day was spent performing background science calculations and analysis. The students didn't have much to do while the teachers fiddled with the calculations. Since the teachers didn't have a good feel for the calculations, there was no way to include the students. Finally, near the end of the day, Ranga was able to deliver one low-resolution spectrum file. We frantically went about trying to use the file on our laptop computers. We managed to import the file into EXCEL and Graphical Analysis 3. The students were finally able to see spectrum from the dust cloud around the super-massive black hole.

The third day was the most productive. Once the students realized how to identify emission and absorption lines from the graph of the low resolution and high resolution (Ranga had another file ready for us Wednesday morning) spectra files, the students became completely involved in the work. The students were enjoying themselves so much that they almost didn't go to lunch. After lunch, the students worked a bit long identifying emission and absorption lines and then went on a field trip to Mt. Wilson.

What do you plan to do with the data when you return? As part of the data reduction or data analysis? Please list all exercises you plan to do.

Reducing data is impractical at each teacher's high school or middle school. The software and expertise to use the software does not exist at each teacher's high school or middle school. I will only have my students analyze the data. The Spitzer data will be used as part of my Honor's Physics II class. When I teach quantum theory (the photo-electric effect) and the electromagnetic spectrum, the Spitzer infrared data will be studied for emission and absorption lines. Students will also perform library searches for background information on black holes and the surrounding accretion disk. Some of my students will then use the Spitzer data to create a long term research project that will culminate in a science fair project and journal quality paper.