magnetic data in the classroom using a sustainable education and outreach program
DESCRIPTION
Magnetic data in the classroom using a sustainable Education and Outreach program. L. M. Peticolas 1 , N. Craig 1 , S. Odenwald 2 , and A. Walker 3 1. University of California, Berkeley 2. Astronomy Café 3. Cornerstone Evaluation. Acknowledgements. - PowerPoint PPT PresentationTRANSCRIPT
Fall AGU 2005
Magnetic data in Magnetic data in the classroom the classroom
using a sustainable using a sustainable Education and Education and
Outreach programOutreach programL. M. PeticolasL. M. Peticolas11, N. Craig, N. Craig11, S. , S. OdenwaldOdenwald22, and A. Walker, and A. Walker33
1. University of California, Berkeley1. University of California, Berkeley2. Astronomy Café 2. Astronomy Café
3. Cornerstone Evaluation3. Cornerstone Evaluation
Fall AGU 2005
AcknowledgementsAcknowledgements
Don DearbornDon Dearborn at University of California, Los at University of California, Los Angeles (UCLA) for installing the magnetometers Angeles (UCLA) for installing the magnetometers and his interaction with the communities while in and his interaction with the communities while in their town.their town.
David PierceDavid Pierce at UCLA for creating software that at UCLA for creating software that produces plots of the data for the website and produces plots of the data for the website and teacher use.teacher use.
Igor RudermanIgor Ruderman and and Tim QuinnTim Quinn at UC Berkeley for at UC Berkeley for getting the real-time and archived data on the webgetting the real-time and archived data on the web
Daniele MeilhanDaniele Meilhan at UC Berkeley for maintaining at UC Berkeley for maintaining contact with the teachers every week.contact with the teachers every week.
The teachersThe teachers – without their hard work, this – without their hard work, this program would not be possible.program would not be possible.
Fall AGU 2005
THEMIS and THEMIS and MagnetometersMagnetometers
Time History of Events and Time History of Events and Macroscale Interactions Macroscale Interactions During Substorms (THEMIS)During Substorms (THEMIS)
5 satellites align every 4 5 satellites align every 4 days with each other and days with each other and with observatories in North with observatories in North America. America.
The observatories have a The observatories have a magnetometer and/or a magnetometer and/or a camera observing aurora.camera observing aurora.
Earth’s Earth’s global global aurora aurora can can follow a follow a pattern pattern called a called a substorsubstorm. m. The The light light ‘eruption‘eruption’ is called ’ is called onsetonset
Movie courtesy of IMAGEMovie courtesy of IMAGE
Fall AGU 2005
Teachers & SchoolsTeachers & Schools
Main AC Power
GMAG sensor
Buried under the ground
GPS
Magnetometer Computer
Roof of Building
Inside of Building
Internet connection
|-- 5 inch --|
|-- 5 inch --|
|---
6 in
ch -
--|
|----
----
----
----
----
---
-- 4
0 in
ch -
----
----
----
----
----
----
----
-|
Chassis
USB cable
SCIENCE CRITERIA: A rural location that is more than - 100 feet from cars - 0.5 mile from trucking routes - 1 mile from railroad tracks
PHOTO of real setup
Fort Yates, ND
GPS
Buried Cable to Mag. Sensor
The states with research-grade magnetometers at schools: AK, OR, NV, MT, ND, SD, WI, MI, PA, and VT
Fall AGU 2005
Accomplishments to Accomplishments to datedate
Installed 12 magnetometersInstalled 12 magnetometers Directly involved 14 schools Directly involved 14 schools
with 14 teachers, many with 14 teachers, many more involved indirectlymore involved indirectly
2 teacher workshops held 2 teacher workshops held in June ’05 and June ‘06in June ’05 and June ‘06
Developed, tested, & Developed, tested, & revisedrevised Magnetism on Magnetism on EarthEarth teacher’s guide, now teacher’s guide, now in-use in classroomsin-use in classrooms
Real-time data on the webReal-time data on the web Archived data available on Archived data available on
the web soon (debugging the web soon (debugging interface)interface)
Fall AGU 2005
Data on the Data on the WebWeb
http://ds9.ssl.berkeley.edu/themis > IN THE CLASSROOM>GEONS Data>GEONS Data
Fall AGU 2005
Data FormatsData Formats
30 minute 30 minute plotsplots
24 hour 24 hour plotsplots
3 ways of 3 ways of displayindisplaying the datag the data
Time versus Time versus FrequencyFrequencyThe color The color represents spectral represents spectral PowerPower
Time versus Time versus XYZXYZ
Time versus Time versus HDBHDB
Fall AGU 2005
Lesson Examples (science Lesson Examples (science & data)& data)
Background science lessonsBackground science lessons Exploring MagnetismExploring Magnetism and and
Magnetism on EarthMagnetism on Earth teacher guidesteacher guides
Space Science Weekly Space Science Weekly ProblemProblem
Using data in the classroomUsing data in the classroom Correlations of magnetism Correlations of magnetism
data with other space weather data with other space weather datadata
Soda bottle Magnetometer Soda bottle Magnetometer comparison to research-grade comparison to research-grade school magnetometerschool magnetometer
Fall AGU 2005
Evaluation results: how are Evaluation results: how are we doing?we doing?
Three main ways of evaluating program: Three main ways of evaluating program: Teacher PD workshop questionnairesTeacher PD workshop questionnaires Yearly phone interviews with teachersYearly phone interviews with teachers Direct teacher feedback via email or at Direct teacher feedback via email or at
workshopsworkshops Our perceptionsOur perceptions
Cornerstone Evaluation creates reports on Cornerstone Evaluation creates reports on datadata
Teacher feedbackTeacher feedback Most chose to be part of Most chose to be part of this program to motivate this program to motivate and/or involve students in and/or involve students in ‘real science’‘real science’ All are using All are using ideas/materials from ideas/materials from workshopsworkshops Many create their own Many create their own lessonslessons Archived data is Archived data is importantimportant
Many try to persuade Many try to persuade other teachers to use other teachers to use materialsmaterials All use email and All use email and THEMIS web page for THEMIS web page for communication, many communication, many value teacher-teacher value teacher-teacher emailsemails At PD workshops, most At PD workshops, most want more time to cover want more time to cover materials even while rating materials even while rating presentations as ‘clear.’presentations as ‘clear.’
Fall AGU 2005
Sustainability and Sustainability and Multiplier EffectsMultiplier Effects(NASA requires sustainability and (NASA requires sustainability and dissemination)dissemination)
Yearly PD workshopsYearly PD workshops Student Observation Student Observation
NetworkNetwork Mission Observatory in AKMission Observatory in AK THEMIS-GLOBE Bay Mills THEMIS-GLOBE Bay Mills
partnershippartnership Teacher-Teacher Outreach Teacher-Teacher Outreach
(Michigan Science Teacher (Michigan Science Teacher Association workshopsAssociation workshops
Community OutreachCommunity Outreach
In conclusion, In conclusion, this type of program is only possible this type of program is only possible with the commitment of funds and personnel, teachers, with the commitment of funds and personnel, teachers, E/PO folks, scientists, engineers, software engineers…, E/PO folks, scientists, engineers, software engineers…, over the long term (4+ years).over the long term (4+ years).
Previous experience lead teacher to express Previous experience lead teacher to express sustainability concernssustainability concerns
Established partnerships are invaluable
Fall AGU 2005
The endThe end
http://ds9.ssl.berkeley.edu/themis
> IN THE CLASSROOM> IN THE CLASSROOM
Fall AGU 2005
OutlineOutline
The programThe program THEMIS mission and magnetometersTHEMIS mission and magnetometers Choosing the schools and teachers Choosing the schools and teachers Accomplishments to dateAccomplishments to date
Data on the webData on the web ExamplesExamples Soda bottle mag with data comparisonSoda bottle mag with data comparison Take a long time to get runningTake a long time to get running
EvaluationEvaluation Professional Development Workshops Professional Development Workshops Challenges and benefit to research in Challenges and benefit to research in
the classroom the classroom ConclusionsConclusions
Importance of sustaining the program Importance of sustaining the program Commitment of funds and personel Commitment of funds and personel
Our perceptions:
• Summer technology issues• Difficult to find do-able and meaningful research topics in the classroom• Yearly PD workshops very important with difficult science concepts
Fall AGU 2005
Choosing Schools and Choosing Schools and TeachersTeachers
Montana Space Grant Coordinated the Space Grants in 8 states to have state wide competitions.
In all, 25 schools participated: PA-8, MT-7, 3-ND, AK, 1-MI,WI, SD, OR
1 school per state was selected = 8 Concerns about rural location,
security, sustainability, longevity, and time commitment for teachers.
Those who were interested, were very interested.
THE THEMIS E/PO program selected NV and VT sites.
Fall AGU 2005
The GEONS DataThe GEONS Data
X: the strength in nT of the X: the strength in nT of the magnetic field in the direction magnetic field in the direction of magnetic north pole of magnetic north pole
Y: the strength in nT of the Y: the strength in nT of the magnetic field in the magnetic magnetic field in the magnetic east direction east direction
Z: the strength in nT of the Z: the strength in nT of the magnetic field pointing downmagnetic field pointing down
22:36:46 UT 12/02/2005 (30 min plot)23:06:46 PM 12/02/2005 Shawano
Z (down)
YD(magnetic east)
XH (magnetic north)
Not to scale
21615 nT
-550 nT
45175 nT
Fall AGU 2005
Data on the Web:Data on the Web: Benefis Benefis &Challenges&Challenges
Fall AGU 2005
Evaluation:Evaluation: Workshops Workshops