Transcript Experiencing Astronomy Research in Schools

Experiencing Astronomy
Research in Schools
Webster, Aguilar, Higdon
Strand: Embracing Technology
NSES: Inquiry methods
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GEARS Outline
• How is Georgia Experiencing
Astronomy Research in Schools?
• Organization: Vertically aligned program
• Content: Inquiry and scientific tools as
primary driver, content secondary
• Some examples from the curriculum
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GEARS
• Georgians Experience Astronomy
Research in Schools
• NASA funded
• Virtual School curriculum development
• Teacher workshops
• Resource Teacher training
• Goal is to have 100% of GA students to
be able to access curriculum
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Vertically Aligned
• Unify standards with teacher
preparation
– New standards
– New courses for teachers online
– Extra workshops
– New curriculum
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New Standards: Perfect
Timing
• Georgia Performance Standards
adopted 2004 in many fields
• Astronomy adopted in 2008
• Common characteristics of science and
nature of science across all science in
9-12.
• New HS enrollees must take 4 credits
of science
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More science = need
more teachers
• Content bolstering courses in statewide
online MAT program for career
changers to help pass standardized test
• GA Southern University: Space Science
for Teachers
– EDSC 5161: Our Solar System
– EDSC 5162: Stars, Galaxies and the
Universe
– Provide a framework for teachers to
introduce or enhance a performance-based
astronomy curriculum in K-12 education.
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Virtual School Curriculum
• Online curriculum
• School operated by GA Dept. of
Ed.
• Available to all GA schools
• Curriculum also available for
blended use
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Resource Teachers
• Outstanding teachers
recruited to take online
astronomy courses
• Take an online teaching
endorsement
• Take workshops
• Lead workshops
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Summer Workshops
• To go where no student has
ventured before:
• Using NASA archives to make your
own discoveries!
• Computer based activities
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Modeling Inquiry Process
• SCSh3. Students will identify and
investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
.
d. Graphically compare and analyze data points and/or
summary statistics
• SCSh1.
Students will use tools and
instruments for observing, measuring, and
manipulating scientific equipment and
materials.
– b. Use technology to produce tables and graphs.
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Science Skill
Development
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Sequence of Inquiry
• Engage - a demo or description of
planet search efforts
• Explore with some simulations
• Explain techniques and content
• Elaborate using real data
• Evaluate research project or have a
performance assessment using real or
simulated data
•
http://cheller.phy.georgiasouthern.edu/gears/Units/2010%20Workshop/Kepler/
Intro-Kepler-Activity.html
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Kepler Content Standard
• SAST1. Students will explain the tools
used by astronomers to study
electromagnetic radiation to determine
composition, motions, and other physical
attributes of astronomical objects.
• e. Quantitatively analyze data from telescopes (e.g.
spectra, multi-wavelength photometry, and images)
and/or other astronomical sources (e.g. tide tables,
sky charts).
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Engage: Planet demos
• Brainstorm how you might detect
planets.
http://www.youtube.com/watch?v=WApazS6-mu4
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Explore: Simulation
• Perfect data, also known as a
model!
http://astro.unl.edu/naap/esp/animations/transitSimulator.html
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Explain: Simulation
• Simulated
‘noisy’
data
http://astro.unl.edu/naap/esp/animations/transitSimulator.html
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Elaborate: Real data
http://archive.stsci.edu/prepds/kepler_hlsp/
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Real Data
Math class (0,0) as origin
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Introduce plotting in Excel
• Resizing Axis
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Introduce plotting in Excel
• Why are all my numbers the same
on the horizontal axis?
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Introduce plotting in Excel
• How
many
transits
in the
interval?
• (gaps in
real
data)
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Evaluate: Potential
Research Projects
• Examine data that is not confirmed
transit and see if find one.
• Citizen Science: PlanetHunters.org
• Performance Tasks relating to
creating or interpreting graphs
http://archive.stsci.edu/kepler/data_search/search.php
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What ties do you see
• For Physics? Chemistry? Physical
Science? Earth Science?
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Spectra Standards
SCSh7. Students analyze how scientific knowledge
is developed. Students recognize that:
a. The universe is a vast single system in which the
basic principles are the same everywhere.
SAST2. Students will describe the scientific view of
the origin of the universe, the evolution of
matter and the development of resulting celestial
objects.
a. Outline the main arguments and evidence in support
of the standard cosmological model. (e.g. elements,
solar systems, and universe)
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Spectra & Supernova
• Used your flame test or your
spectroscopes
• So what…
Søren Wedel Nielsen
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Stellar/Solar Spectra
Image credit: NOAO/AURA/NSF
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Sun
• Clockwise
from top left:
171 Å, 284 Å.
Soft X-ray,
10830 Å
Fe IX/X
He I
Fe XV
X-ray
SOHO, SOHO, Yohkoh, Kitt Peak
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Ds9 - for Supernovae
• Chandra Education has free tools for
analysis
• Chandra has location, time and energy
data since they capture each photon
• Download image
• Pick a location
• Make an energy spectrum
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X-Ray Spectra
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Database use
http://www.atomdb.org/Webguide/webguide.php
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Compare where
• Energy filter
– S: 2.461 (2.41 to
2.51 keV) Red
– Si: 1.865 (1.81 to
1.91 keV) Green
– Ca: 3.9 (3.85 to 3.95
keV) Blue
http://www.physicsclassroom.com/class/light/u12l2d.cfm
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PR
Energy: Red 0.95-1.26 keV, Green 1.632.26 keV, Blue 4.1-6.1 keV
http://chandra.harvard.edu/photo/2005/tycho/
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What ties do you see
• For Physics? Chemistry? Physical
Science? Earth Science?
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Galaxy Standards
SCSh6. Students will communicate scientific investigations
and information clearly.
c. Use data as evidence to support scientific arguments and
claims in written or oral presentations.
SAST1. Students will explain the tools used by astronomers
to study electromagnetic radiation to determine
composition, motions, and other physical attributes of
astronomical objects.
d. Discuss how spectroscopy provides information about the
inherent properties and motions of objects.
SAST4. Students analyze the dynamic nature of astronomy
by comparing and contrasting evidence supporting cur
rent views of the universe with historical views.
a. Evaluate the impact that technological advances, as an agent of
change, have had on our modern view of the solar system and
universe.
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Galaxies - patterns
• Describe how the HI gas matches
(or not) the visible light. (Write this
down.)
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Hydrogen Gas
• Hydrogen (left) ,Visible (right)
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Hydrogen - zoom
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Hydrogen - 2nd type
• Visible (left), Hydrogen (right)
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Draw conclusions
• After observing multiple spiral and
elliptical galaxies …
• Which ones have more hydrogen?
• If hydrogen is necessary for
making new stars, which type of
galaxy should be making more
stars?
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Generate hypothesis
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Hypothesis generation
• Create a testable hypothesis (use
fact learned earlier than young
stars emit lots of ultra violet light)
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Which has more star
formation? Red = visible
Blue/Red = UV
Blue/Green = UV
NGC 1316
M33
Credit: NASA/JPL-Caltech
http://www.galex.caltech.edu/media/glx2009-01f_img02.html
Credit: NASA/JPL-Caltech/CTIO
http://www.galex.caltech.edu/media/glx2007-05f_img05.html
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New Understandings
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Research & Extension
•
•
•
•
Galaxy mergers
Galaxy Zoo - classification
Galaxy Zoo Merger
Irregular galaxies
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GEARS summary
• GEARS has been developed to link the
standards, curriculum, and teacher
training into a seamless process.
• Curriculum is data driven and inquiry
focused.
• Curriculum will be delivered through
Virtual School and in blended teaching
•
This program is funded by NASA Office of Education Grant NNX09AH83A and
supported by the Georgia Department of Education, Columbus State University,
and Georgia Southern University
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Standards/Outcomes
• Audience members will be able to
identify the strategies allowing
alignment within the program.
• Contrast GEARS curriculum with
curriculum they are familiar with.
• Plan to get in touch with us!
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Abstract
•
Astronomy is an exciting and interesting elective course for high schools and integrating astronomy
into physics, physical science, and chemistry allows teachers to tap into a vast repository of inquiry
based activities using authentic data to meet content standards. In this session you will learn about the
technology focused curriculum developed by the Georgians Experience Astronomy Research in
Schools project. It brings together free software, access to NASA data, and astronomy related lesson
plans to support scientific inquiry as an integral part of science content. Learn why taking color images
allows astronomers to trace the chemical evolution of a supernova blast and how your students can
create their own three color images. Use data from the Kepler mission to identify the signatures of
extrasolar planets. Lessons are designed to make students plot data, analyze images, and create and
revise models to understand physical phenomena from Newton’s Laws of motion to the wave nature of
light. Advanced units include opportunities for students to design and test their own hypothesis.
Funding for this project is from NASA Office of Education Grant NNX09AH83A and supported by the
Georgia Department of Education, Columbus State University, and Georgia Southern University.
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