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[email protected]@ColumbusState.edu after May

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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

SOHO, SOHO, Yohkoh, Kitt Peak

Fe IX/X Fe XV

He I X-ray


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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 1.63-2.26 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 StandardsSCSh6. 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?

Credit: NASA/JPL-Caltech/CTIO

Red = visibleBlue/Green = UV

NGC 1316http://www.galex.caltech.edu/media/glx2007-05f_img05.html

http://www.galex.caltech.edu/media/glx2009-01f_img02.html

M33Credit: NASA/JPL-Caltech

Blue/Red = UV


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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.

[email protected] [email protected] after may 1 experiencing astronomy research in schools...

Documents

space science

nature of science

ga students

online astronomy coursestake

scientific tools

scientific problems

credits of sciencemore

simulationperfect data