Shooting Stars on Camera: colour, composition and contrasts

Transcription

1 Shooting Stars on Camera: colour, composition and contrasts Overview Teacher details: Content omitted Scientific/Engineer partner details: Content omitted Relevant qualifications and/or experience: Content omitted Title for the project: Shooting Stars on Camera: colour, composition and contrasts Page 1

2 Has either partner applied for a Partnership Grant before? If yes, please list which years: No Summary and description: 30 students will determine the composition (iron, magnesium, sodium and calcium) of meteors by measurement of their spectra, as well as their origins and speed from their trajectories. Two separate showers will be recorded, and any sporadic meteors caught on camera during the observing runs. In addition they will learn about meteorite and micrometeorite collection techniques, and how to distinguish them from terrestrial rocks and dust using magnets, microscopes and spectroscopy. They will go out and observe 2 winter meteor showers from the Leonids (Nov), the Geminids (Dec) and the Quadrantids (Jan), observing their frequency, trajectory and spectra. They will attempt to photograph the spectra of meteorites using a wideangle camcorder. Students will also observe showers using the STEM organisation's remoteaccess wideangle camera located at an observatory in Majorca. Students will compare results from the two locations (UK and Majorca) for frequency, trajectory and composition. They will analyse and evaluate the data, and present findings to academics and apply for presenting a science festival. Students will observe showers with the aid of the StarWalk 2 App, which will help them to locate the showers, and indicate the constellations from which the meteors emanate. The STEM Partner will work with the students, open the project with an introduction workshop, and accompany the students to observe meteors. They will also setup the camera remote observing sessions, assist in data analysis and help students put together their communications. Intended learning outcomes: The intended learning outcomes of the project are that the students will have: gained knowledge about extra-terrestrial materials; learnt transferable skills of communication, project management and team work; developed confidence in judgement and decision-making and experienced at firsthand the excitement of being a 'working scientist'. The outcomes will be attained as follows: 1. Planning and management of the project alongside a professional scientist will teach students how a project is constructed and developed, as well as contingency plans for if things go wrong (eg, no meteors observed because of poor weather). Page 2

3 2. Collection and evaluation of data and discussion of associated errors will involve judgement and decision-making skills, as well as knowledge of extraterrestrial materials 3. Presentation of results to different audiences using different media will develop communication skills. It will also test how well the students have managed the project and understood the science behind what they have been studying. 4. The students will have access to equipment beyond that found in a school laboratory (an electron microscope) and not introduced in the current school curriculum. This will add a new dimension and skills to their learning, and give insight to the work of a research scientist. 5. Using the STEM organisation's remote-access wide-angle camera located in Majorca will also be a new opportunity for students, enriching their experience in technology and ICT. 6. The students will be able to interact with academics and research students to explore questions about science and the university environment, inspiring the desire for a career in science. What is the investigative component of the project?: Students will learn about different types of extra-terrestrial material by: observing meteors; analysing meteorites and finding the best way to distinguish between terrestrial and extraterrestrial specimens. The students will: 1. Undertake preliminary research on the nature of meteorites, micrometeorites, and meteor showers, using websites and journals, framing the questions that they will research. 2. Attend a lecture and workshop by the STEM Partner, in which they will use magnets and microscopy to distinguish meteorites and micrometeorites from terrestrial rocks and dust. Samples will be collected from school site and sourced by science-partner. Students will be able to operate an electron microscope remotely, to obtain data. 3. Observe at least two of the winter meteor showers (the Leonids, Geminids or Quadrantids) and will set-up a specially adapted camcorder, which will record the night sky. They will also note the frequency (using tally counters) and trajectory (using the Star-Walk2 App) of the meteors. 4. Take part in a remote-access viewing session, setting up the STEM partner s wide-angle camera in Majorca to record the night sky during the meteor showers. 5. Take the camera recordings from the UK and Majorca, and note all the meteors, their frequency, speed, trajectory and composition. Compare camera data with the direct measurements taken in the UK. Page 3

4 Page 4 6. Analyse the data by using spreadsheets to produce graphs comparing and contrasting the results. Measurements or iron, magnesium, calcium and sodium in the meteors will be compared with data from different meteorites. 7. Create a presentation and report the work to different audiences, Including academics and students at the STEM organisation. 8. Additional enrichment activities will also be undertaken, should time permit, eg preparation of an artwork depicting the showers using the trajectory data. Start date: 01 Oct 2015 End date: 10 Oct 2016 Are there any other STEM professionals involved in the project?: No Headteacher's name: Content omitted Headteacher's address: Content omitted

5 Costs Size of grant: 2780 Total cost of project and potential additional funders: No other potential funders. Item name Quantity Unit cost ( ) Total ( ) Justification Low light-level Camcorder 1 1, , Low light-level camcorder to record meteors, as this is known to give good quality spectra Star Analyser-100 filter & spacer ring To measure meteor spectra Cover of lessons at school (1 day) Coach to STEM organisation Coach to observing site Star Walk app for ipads Travel to school for STEM partner Accompany students to STEM organisation, to use electron microscope and talk about research To visit STEM organisation To carry out observations The help observe and map meteors To visit the school Grand total ( ): 2, Page 5

6 Involvement Year of study and approximate number of core participants: England and Wales R Scotland P1 P2 P3 P4 P5 P6 P7 S1 S2 S3 S4 S5 S6 S7 N. Ireland P1 P2 P3 P4 P5 P6 P7 S8 S9 S10 S11 S12 S13 S14 Core Total per year Total number of core pupils involved: 30 Total number of pupils in school: 600 Will any other pupils be involved in the project (secondary participants)?: All students in Years 7, 8 and 9 will be invited to attend the lecture by the STEM partner on comets and involvement in famous astrophysics projects. How are pupils selected?: All students will be invited to attend the project, following the STEM partner s lecture. They will need to apply and commit to all sessions. All students will be encouraged to apply, and if more than 30 students do so, then they will be asked to write, in not more than 150 words, why they want to do the project. Entries will be judged by the school and STEM partner on the basis of enthusiasm, clarity and reasoning. The number of 30 students has been chosen as 1) It is the maximum number that the school allows in school clubs, and 2) Past experience has informed that is a reasonable number to work with practically, as the group will be easy to manage, enabling good quality of teaching and attention to be given to all students, throughout the programme. Page 6

7 Will any other schools be involved?: If successful, the project will be expanded to include a local primary school through open evenings and school visits. Page 7

8 Planning STEM partner's involvement: I will be working with 30 students to plan an investigation of meteors from two showers: the Leonids and the Geminids. I will help the students collect data on magnesium, iron, calcium and sodium contents of meteors, along with their frequency and trajectories. I will particularly teach the students about meteorites and micrometeorites and the different issues surrounding their collection, as well as how to distinguish real meteorites from terrestrial rocks and dust using magnets and microscopy with spectroscopy. I will accompany the students to the observing site on at least two occasions, to observe the Leonids (Nov) and the Geminids (Dec), plus possibly the Quarantids (Jan). I will help students observe showers with the aid of the StarWalk 2 App, which will help them to locate the showers in the correct place, and show the students the constellations that the showers are from. I will train the students how to photograph the spectra of meteorites using a camcorder with diffraction grating, and help them interpret the spectra determine meteor composition. I will enable students to look at the same meteor showers using a remote access wide-angle camera, so they can contrast the information obtained from two locations. I will help students collate, analyse and evaluate data, and enable them to produce a poster and presentation to be given to academics at my organisation. I will also work with the wider school by giving a lecture on meteorites, and the work that I have been doing on famous astrophysics projects. If appropriate, I will also assist the students in preparation of a manuscript for presentation at an international conference and to a peer-reviewed journal. Activity Time spent per session Frequency? Introduction session on meteors and 1 hour 1 session at school meteorites Set up project with students 2 hours 1 session at school Observation of meteor showers 3 hours 2 sessions at observing site Evaluation of data 4 hours 1 session Presentation of results 4 hours 1 session Analysis of meteorites and 4 hours 1 session micrometeorites Workshops for after school club 1 hour 1 session per fortnight during in term time Total time spent (estimate): Page 8

9 30 hours Timeline for the project: Date Activity Who involved? October 2015 Introductory lecture to school Years 7, 8 and 9, both partners October 2015 Selection of students, Students with both partners introductory workshop November 2015 Observe Leonids Students with both partners November 2015 Lab analysis of meteorites Students with both partners and micrometeorites December 2015 Observe Geminids Students with both partners January 2016 Observe Quadrantids (if Students with both partners required) February 2016 Data reduction and Students with both partners interpretation sessions May 2016 Present at science festival (if Students with both partners successful entry) June 2016 Present research at school Students with both partners Open Evening August 2016 Present research poster at conference Both partners (students, if required) Evaluation: Evaluation of the project would be through comparison of the attitudes and aspirations of the students before and after the project. There will be a pre-project questionnaire (mainly tick boxes and judgement on scale of 1-5, but with space for comments). The same questionnaire would be repeated after the project was completed. As well as the before/after questions, the students would be asked to fill in a brief 'what did you like/dislike, what worked/didn't work' report after the project was completed. The attitudes of the students would be monitored throughout the project, mainly by encouraging them to use social media to comment on the work and its progression. Project legacy: Efforts will be made to publish all experimental methods, results, conclusions in an academic style report. Work done by the students will be submitted to the press, school news bulletin, and their website. Students will also produce an academic poster and presentation to relay school, the STEM organisation, and the science festival 2016 (if given a place). Their article will also be submitted to the Young Scientist Journal and potentially another article in a peer-reviewed astronomy journal. Page 9

10 The equipment will be used to continue the project, or an adjusted version of the project after the completed date. Any other information related to the planning of the project: None Page 10

11 Other How did you hear about the Partnership Grants Scheme?: STEMNET regional contact. Are you planning to submit the project for a CREST award?: Silver Is your school a member of the STEM Clubs network?: No Page 11

12 Quotes, proof of costs and market research for items more than 100 omitted for exemplar application.