Fall AGU 2005 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

Fall AGU 2005 Acknowledgements Don Dearborn at University of California, Los Angeles (UCLA) for installing the magnetometers and his interaction with the communities while in their town. 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. 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 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. 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. The teachers – without their hard work, this program would not be possible.

Fall AGU 2005 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

Fall AGU 2005 Teachers & Schools SCIENCE CRITERIA: A rural location that is more than feet from cars 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 date (In the past two years) Installed 12 magnetometers Installed 12 magnetometers Directly involved 14 schools with 14 teachers, many more involved indirectly Directly involved 14 schools with 14 teachers, many more involved indirectly 2 teacher workshops held in June ’05 and June ‘06 2 teacher workshops held in June ’05 and June ‘06 Developed, tested, & revised Magnetism on Earth teacher’s guide, now in-use in classrooms Developed, tested, & revised Magnetism on Earth teacher’s guide, now in-use in classrooms Real-time data on the web Real-time data on the web Archived data available on the web soon (debugging interface) Archived data available on the web soon (debugging interface)

Fall AGU 2005 Data Formats 3 ways of displaying the data 3 ways of displaying the data 30 minute plots 30 minute plots We also provide We also provide 24 hour plots Time versus Frequency The color represents spectral Power Time versus XYZ Time versus HDB

Fall AGU 2005 Data on the Web > IN THE CLASSROOM >GEONS Data

Fall AGU 2005 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

Fall AGU 2005 Evaluation results: how are we doing? Three main ways of evaluating program: Three main ways of evaluating program: Teacher PD workshop questionnaires Teacher PD workshop questionnaires Yearly phone interviews with teachers Yearly phone interviews with teachers Direct teacher feedback via or at workshops Direct teacher feedback via or at workshops Our perceptions Our perceptions Cornerstone Evaluation creates reports on data Cornerstone Evaluation creates reports on data Teacher feedback Most chose to be part of this program to motivate and/or involve students in ‘real science’ Most chose to be part of this program to motivate and/or involve students in ‘real science’ All are using ideas/materials from workshops All are using ideas/materials from workshops Many create their own lessons Many create their own lessons Archived data is important Archived data is important Many try to persuade other teachers to use materials Many try to persuade other teachers to use materials All use and THEMIS web page for communication, many value teacher-teacher s All use and THEMIS web page for communication, many value teacher-teacher s At PD workshops, most want more time to cover materials even while rating presentations as ‘clear.’ At PD workshops, most want more time to cover materials even while rating presentations as ‘clear.’

Fall AGU 2005 Sustainability and Multiplier Effects (NASA requires sustainability and dissemination) 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 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). Previous experience lead teacher to express sustainability concerns Established partnerships are invaluable

Fall AGU 2005 The end > IN THE CLASSROOM

Fall AGU 2005 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 Z (down) YD (magnetic east) XH (magnetic north) Not to scale nT -550 nT nT