1. 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

2. 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.

3. 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

4. Fall AGU 2005 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 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

5. Fall AGU 2005 Accomplishments to date 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)

6. Fall AGU 2005 Data on the Web http://ds9.ssl.berkeley.edu/themis http://ds9.ssl.berkeley.edu/themis > IN THE CLASSROOM http://ds9.ssl.berkeley.edu/themis >GEONS Data

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

8. 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

9. 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 email or at workshops Direct teacher feedback via email 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 email and THEMIS web page for communication, many value teacher-teacher emails 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.’ At PD workshops, most want more time to cover materials even while rating presentations as ‘clear.’

10. Fall AGU 2005 Sustainability and Multiplier Effects (NASA requires sustainability and dissemination) Yearly PD workshops Student Observation Network Mission Observatory in AK THEMIS-GLOBE Bay Mills partnership Teacher-Teacher Outreach (Michigan Science Teacher Association workshops Community Outreach 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

11. Fall AGU 2005 The end http://ds9.ssl.berkeley.edu/themis > IN THE CLASSROOM

12. Fall AGU 2005 Outline The program The program THEMIS mission and magnetometers THEMIS mission and magnetometers Choosing the schools and teachers Choosing the schools and teachers Accomplishments to date Accomplishments to date Data on the web Data on the web Examples Examples Soda bottle mag with data comparison Soda bottle mag with data comparison Take a long time to get running Take a long time to get running Evaluation Evaluation Professional Development Workshops Professional Development Workshops Challenges and benefit to research in the classroom Challenges and benefit to research in the classroom Conclusions Conclusions 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

13. Fall AGU 2005 Choosing Schools and Teachers 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.

14. 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 21615 nT -550 nT 45175 nT

15. Fall AGU 2005 Data on the Web: Benefis &Challenges

16. Fall AGU 2005 Evaluation: Workshops