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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 --|
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6 in
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0 in
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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
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 dateAccomplishments to date(In the past two years)(In the past two years)
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 FormatsData Formats
3 ways of 3 ways of displayindisplaying the data g the data
30 minute 30 minute plotsplots
We also We also provide provide
24 hour 24 hour plotsplots 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
Data on the Data on the WebWeb
http://ds9.ssl.berkeley.edu/themis > IN THE CLASSROOM>GEONS Data>GEONS Data
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 Mission Observatory in AK Mission Observatory in AK
+2+2 Community Outreach Community Outreach +public+public Teacher-Teacher Outreach Teacher-Teacher Outreach
(Michigan Science Teacher (Michigan Science Teacher Association workshops) Association workshops) +100+100
THEMIS-GLOBE Bay Mills THEMIS-GLOBE Bay Mills partnership partnership +30+30
Student Observation NetworkStudent Observation Network
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
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