1. Planned sequence of activities
Developing the "Multiwavelength Astronomy: Galaxies in a Different Light" Activity
Mary Kay Hemenway, Shardha Jogee, Kyle Fricke, and Randi Worhatch (University of Texas at Austin),
and Laurie Ruberg (Wheeling Jesuit University, Center for Education Technologies)
Goal
To produce a series of activities for high school students that
will be related to the science PI's research
are linked to standards
are engaging for high school students at several levels and varying abilities
"Multiwavelength Astronomy" is designed to lead high school students to an understanding of how astronomers use different wavelengths to learn about the nature of galaxies. In developing the activity we followed guidelines from the NASA-funded Virtual Design Center created by the Center for Educational Technologies at Wheeling Jesuit University. With the project rationale and standards-alignment analysis completed, we surveyed high school students from several classes about their understanding of and interest in topics related to galaxy research. Their responses, and later pilot tests with secondary teachers and students, informed the development team's efforts. Among the topics are the electromagnetic spectrum, false-color imaging, image resolution, Wien's law, and galaxy morphology. These were chosen to serve as pre-requisites for future analysis activities that involve students using data sets from the HST Advanced Camera for Surveys, from the Galaxy Evolution, Morphology and SEDs (GEMS) survey, one of the widest-area galaxy surveys conducted in two filters with HST to date, as well as data from other observatories. Our description of the development process will illustrate how we structured activities to move from introductory, hands-on sorting of images (in this activity) to computer intensive and conceptually challenging activities (future) with the design goal of incrementally increasing student conceptual learning. Products for this activity include student and teacher guides, series of images in different wavelengths, a PowerPoint presentation, and sample materials for student assessment and evaluation of the activities.
Support from NASA grants NAG and NNG-06GB99G and NSF grant AST is gratefully acknowledged.
Planned sequence of activities
Visual image classification of galaxies
(Introduce galaxy sorting by types in visual wavelengths)
Multi-wavelength inspection of galaxies
(Respond to survey results - interest in wavelengths other than visual) THIS ACTIVITY
Stellar evolution
(Scaffold step needed to understand why different types of galaxies have different types of stars; this includes a fair amount of physics.)
Far, far away
(Use the Galaxies and Cosmos Explorer Tool (GCET) to examine very distant galaxies. GCET uses an Internet interface.)
Long, long ago
(Redshift is a time label that indicates age of the universe when the light left the galaxy. Compare and contrast galaxies over time using GCET.)
Students pilot test the activity
Important Concepts
of the Activity
Astronomers use data from many regions of the EM-spectrum.
False color images make information at "invisible" wavelengths easy to view at a glance.
Different detectors result in different resolutions, similar to different pixel sizes.
Everything emits radiation - Wien's law.
Different types of celestial objects emit different types of radiation.
Telescope/instrument capabilities vary in capacity to receive wavelengths, field of view, and resolution.
Pilot Testing Results
Changed galaxy cards to be negatives - easier to notice details AND less toner needed to make copies.
Changed galaxy cards to be all the same size.
Added information on cards about the telescopes used and provided data sheets about the telescopes based on student interest.
Added "coloring" exercise on resolution (surveys show positive student response).
Expanded activity beyond sorting to include reflection on making choices.
Added expert interpretation of sample images to provide examples of scientific reasoning for the sorting exercise.
Restructured this activity to be "low tech" using paper cards easily duplicated at teacher request when classroom computers are not available.
Expanded accompanying PowerPoint that shows color images of galaxies in different wavelength regions.
Virtual Design Center (VDC) Principles
Designers should enhance learners’ problem solving skills.
Research question should pique learners' curiosity.
Research question should spark learners' ideas about possible answers.
Designers should offer learners choices as learners conduct investigations.
Designers should provide support by fostering multiple abilities.
Designers should provide support by promoting self-regulated learning.
Designers should encourage team work.
Designers should provide scaffolding to learners.
Designers should help learners justify their solutions through argumentation
Assessment should be designed to examine and foster inquiry and understanding.
Materials for Multiwavelenth Astronomy
Above: galaxies in different wavelengths & study guide
Below: exercise in pixels and false colors
Interactions with VDC
Initial meeting at 2006 ASP conference
Requested facilitation, October 2006
Telecoms in October, November, December
Written comments from VDC in January 2007
Meeting at AAS Seattle meeting, January 2007
Telecom in April 2007 (after final pilot test)
Materials submitted to the VDC for review at several stages of the project included original EPO proposal for the project, the results of the student surveys, copies of the activity in progressive stages.
Advice helped the development team focus on objectives and ways to increase student learning. The big change from prior activity development was initiating a procedure to test and refine the investigation question before we started writing the activity. Student interest in multi-wavelength observations and technologies drove the team to insert this activity as part of the scaffolding to prepare students for the Galaxies and Cosmos Explorer Tool.
VDC Steps
project rationale
standards alignment
investigation question
assessment
best practices
learning technology
Procedure
Receive EPO award for development of high school astronomy activity that uses state-of-the-art research results on galaxies.
Seek advice from VDC facilitators.
Align with standards.
Survey audience to find out what they know and what they are interested in. (Simple questions, open-ended answers - categories such as bored, liked a little, liked a lot.) 29 physics, 14 AP physics, 7 astronomy students [Sept 2006].
Use survey results to develop materials.
Pilot test the materials with teachers [December 2006] and with target audiences of students [January 2007 and April 2007].
Revise after each pilot test.
For more information about working with the Virtual Design Center:
For copies of the activity, contact Mary Kay Hemenway at
For more information about GCET: