1. Learning Teams Red - Favorite hobbies Green - Favorite place on earth Blue – Teaching situation (Grade level, courses, etc) Yellow – Favorite activity for students Brown – Professional Development (Likes in and dislikes of recent learning) Orange - Wildcard (tell us anything about yourself!)

2. Gayle Levy, IRIS Consortium IRIS Seismographs in Schools Program September 19, 2008

3. 100’s of research grade 1000’s of AS1s 10,000’s using seismology data Using seismological data to increasing students awareness of the “active Earth system,” & enhance their understanding of its structure & function Vision for Educational Seismology

4. AS1 Seismograph Distribution (Image produced by Russ Welti, IRIS) Over ~140 AS1s distributed to schools & science centers since 2000

5. Why an AS1s in the classroom? Inexpensive, open design allows components to be easily viewed Increases student proximity to content –Earthquake frequency –Plate tectonics –Epicenter location –Magnitude calculation –Leads into web tool explorations such as determining earth structure Explore POS/science fair projects Flexible classroom implementation

6. Basic Implementation Only runs AS1 prior to and following the geophysics unit Keeps record of what version of software is being run etc. Prints seismograms and posts them next to a world map so students can view them

7. Intermediate Implementation Same as Basic Implementation Keeps station catalog of events recorded on station looking up parameters on USGS website. Has SnagIt running so helicorder is displayed on the web Shares image files of events recorded with other teachers Calculates magnitudes for events from records for very large events Determines distance to event from records for very large events Downloads data from SpiNet for further exploration or comparison

8. Advanced Implementation Same as Intermediate Implementation Assigns students on rotating basis to keeps station catalog of events recorded by looking up parameters on USGS website Assigns students to keep station catalog of events not recorded by the AS-1 (notifications by USGS) Analyzes data for smaller events or other interesting recordings for process of science Has students calculate magnitude of events from records for very large events Has students determines distance to event from records for very large events Has students explore process of science with data or use data for science fair projects. Uploads large events to SpiNet to share with other teachers Runs geophysics club

10. Outcomes for workshop Set-up, calibrate, operate and troubleshoot their AS-1 seismograph. Use data collected from their AS-1 seismograph as an integral part of their seismology/plate tectonics instruction. –New content knowledge –New activities using seismic data in the classroom –Experience using both activities and data Participate as part of a larger community of educational seismograph users.

11. Participate…… as an active participant learning through demonstrations and activities, as an educator, aware of how your students will interact with the materials and activities, and as an peer, providing feedback and suggestions to the presenters and the other participants.

12. Leaving Ready to Implement Idea/Action & Details Relation to instruction Resources Necessary ($, Time, Personnel) Target Start Target Completion What?Why?

13. A few caveats before we begin our sessions Seismograms are inherently complex because the Earth is complex Seismogram interpretation is real science which is often messy. Thus a bit of data (seismogram) isn’t really enough to provide a clear picture… tie to USArray (seismologists used to do what teachers do) Magnitude is not universal… that results will vary from station to station. magnitude