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

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

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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