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Magnetic data in the classroom using a sustainable Education and Outreach program

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.

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Magnetic data in the classroom using a sustainable Education and Outreach program

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  1. Magnetic data in the classroom using a sustainable Education and Outreach program L. M. Peticolas1, N. Craig1, S. Odenwald2, and A. Walker3 1. University of California, Berkeley 2. Astronomy Café 3. Cornerstone Evaluation

  2. Acknowledgements • Don Dearborn at University of California, Los Angeles (UCLA) for installing the magnetometers and his interaction with the communities while in their town. • David Pierce at UCLA for creating software that produces plots of the data for the website and teacher use. • Igor Ruderman and Tim Quinn at UC Berkeley for getting the real-time and archived data on the web • Daniele Meilhan at UC Berkeley for maintaining contact with the teachers every week. • The teachers – without their hard work, this program would not be possible.

  3. THEMIS and Magnetometers • Time History of Events and Macroscale Interactions During Substorms (THEMIS) • 5 satellites align every 4 days with each other and with observatories in North America. • The observatories have a magnetometer and/or a camera observing aurora. Earth’s global aurora can follow a pattern called a substorm. The light ‘eruption’ is called onset Movie courtesy of IMAGE

  4. Fort Yates, ND GPS Buried Cable to Mag. Sensor Teachers & Schools SCIENCE CRITERIA: A rural location that is more than - 100 feet from cars - 0.5 mile from trucking routes - 1 mile from railroad tracks The states with research-grade magnetometers at schools: AK, OR, NV, MT, ND, SD, WI, MI, PA, and VT

  5. Accomplishments to date(In the past two years) • Installed 12 magnetometers • Directly involved 14 schools with 14 teachers, many more involved indirectly • 2 teacher workshops held in June ’05 and June ‘06 • Developed, tested, & revised Magnetism on Earth teacher’s guide, now in-use in classrooms • Real-time data on the web • Archived data available on the web soon (debugging interface)

  6. Data Formats • 3 ways of displaying the data • 30 minute plots • We also provide 24 hour plots Time versus Frequency The color represents spectral Power Time versus XYZ Time versus HDB

  7. http://ds9.ssl.berkeley.edu/themis> IN THE CLASSROOM >GEONS Data Data on the Web

  8. Lesson Examples (science & data) • Background science lessons • Exploring Magnetism and Magnetism on Earth teacher guides • Space Science Weekly Problem • Using data in the classroom • Correlations of magnetism data with other space weather data • Soda bottle Magnetometer comparison to research-grade school magnetometer

  9. Evaluation results: how are we doing? • Three main ways of evaluating program: • Teacher PD workshop questionnaires • Yearly phone interviews with teachers • Direct teacher feedback via email or at workshops • Our perceptions • Cornerstone Evaluation creates reports on data Teacher feedback • Many try to persuade other teachers to use materials • All use email and THEMIS web page for communication, many value teacher-teacher emails • At PD workshops, most want more time to cover materials even while rating presentations as ‘clear.’ • Most chose to be part of this program to motivate and/or involve students in ‘real science’ • All are using ideas/materials from workshops • Many create their own lessons • Archived data is important

  10. Sustainability and Multiplier Effects(NASA requires sustainability and dissemination) Previous experience lead teacher to express sustainability concerns • Yearly PD workshops • Mission Observatory in AK +2 • Community Outreach +public • Teacher-Teacher Outreach (Michigan Science Teacher Association workshops) +100 • THEMIS-GLOBE Bay Mills partnership +30 • Student Observation Network Established partnerships are invaluable In conclusion, this type of program is only possible with the commitment of funds and personnel: teachers, E/PO folks, scientists, engineers, software engineers…, over the long term (4+ years).

  11. The end http://ds9.ssl.berkeley.edu/themis > IN THE CLASSROOM

  12. Not to scale XH (magnetic north) 21615 nT -550 nT YD (magnetic east) Z (down) 45175 nT The GEONS Data • X: the strength in nT of the magnetic field in the direction of magnetic north pole • Y: the strength in nT of the magnetic field in the magnetic east direction • Z: the strength in nT of the magnetic field pointing down 22:36:46 UT 12/02/2005 (30 min plot) 23:06:46 PM 12/02/2005 Shawano

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