SPACE ACADEMY: Using Earth Observations in Science Teaching
Catherine L. Muller1a, Ojha, A.2, Hill, S. 2, Remedios, J.J. 1, Moore, T.3, Wells, A. 1, Barstow, M.3, Jarvis, T.5, Brown, C.6, Allen, S. 2, Green, J.7, Althorpe, S.7, Williamson, R.8, Carr, C.9, Knight, P.10
1Earth Observation Science Group, Space Research Centre, University of Leicester, Leicester, LE1 7RH, UK, aemail:
2National Space Centre, Exploration Drive, Leicester, LE4 5NS, UK
3IESSG, University of Nottingham, Nottingham, University Park, Nottingham, NG7 2RD, UK
4Department of Physics and Astronomy, University of Leicester, Leicester, LE1 7RH, UK
5Departmentof Education, University of Leicester, Leicester, LE1 7RH, UK
6 STEMNET, 246 High Holborn, London, WC1V 7E, UK
7Robert Smyth School, Market Harborough, Leicestershire, LE16 7JG, UK
8Thomas Deacon Academy, Peterborough, Cambridgeshire, PE1 2UW, UK
9John Leggott Sixth Form College, Scunthorpe, DN17 1DS, UK
10Gleed GirlsTechnology College, Spalding, Lincolnshire, PE11 2EJ, UK
Summary
The UK’s first Space Academy has recently been be set up at the National Space Centre, with partners at the University of Leicester, the University of Nottingham, the Regional Science Learning Centre for the East Midlands, STEMNET and the East Midlands Development Agency. A series of curriculum-focused masterclasses have been developed, using the context of ‘space’ and ‘climate change’ to boost learners’ engagement with, and understanding of, science. Using expertise from the University of Leicester and the University of Nottingham, the use of Earth Observations (EO) and global navigation satellite systems (GNSS) are incorporated within each of the masterclasses, in addition to Space-related themes. The day-long masterclasses are delivered by lead educators and outreach researchers, and incorporate theory, demonstrations, practical activities, hands-on exhibits and computer-based exercises to inspire learners and, more importantly, to support them in their formal curriculum studies.. This paper will provide an overview of Space Academy and demonstrate the ways in which EO is incorporated into each of the masterclasses (chemistry, biology, applied science and geography). Using this model, not only is the science of EO examined, but in turn, EO is used as a means to improve understanding in a number of key science areas required as part of the UK curriculum.
Keywords: Education, climate change, Space, Earth observations
1. Introduction
1.1 Space Academy overview
The Space Academy is a partnership between the National Space Centre, the University of Leicester, University of Nottingham, Science Learning Centre East Midlands, STEMNET and EMDA. The National Space Centre is the lead organisation and many of the educational activities are held at the centre itself.
1.2 Space Academy aims and objectives
The Space Academy programme works simultaneously with learners, educators, scientists and industry to:
· Enrich the learning experiences and educational outcomes of students aged 9-19 with a new focus on those in the 14-19 age range. This is achieved by a range of curriculum-based intensive programmes that use the contexts of space and climate change to boost learners’ engagement and understanding in a range of subject areas including the STEM subjects (sciences, technology, engineering and mathematics) as well as geography and environmental sciences. The programme is aimed at both academic and vocational learning routes in the UK 14-19 curriculum, encompassing traditional academic programmes as well as the new vocational pathways.
· Enhance the subject understanding and teaching of classroom teachers through masterclasses, workshops, seminars, and conferences conducted by internationally recognised experts in the fields of space sciences, climate change and education.
· Show learners how they can map out careers using science, technology, engineering and mathematics by hosting careers fairs and industry visits to put them in direct contact with the industries that most need educational backgrounds in these STEM subjects.
1.3 Students – formal and informal education
The Space Academy programme provides progressive support for students of all abilities in a number of subject areas. Masterclasses in physics for 14-16 age range students and 16-19 age range students have been piloted and evaluated. Masterclasses are defined as intensive, day-long curriculum focused programmes delivered by Lead Educators with the support of research scientists. Masterclasses in chemistry, biology, geography, environmental science, applied science and mathematics are currently under development for piloting in June 2009.
1.4 Masterclass development and delivery – the role of Space Academy Outreach Scientists and Space Academy Lead Educators
Space Academy Outreach Researchers are university scientists, funded by the project and embedded in research groups who spend 25% of their time in active science research and 75% of their time working to develop and deliver masterclasses. Space Academy Lead Educators are teachers who have been assessed by UK national assessment agencies as having outstanding teaching ability across a range of pupil ability and ages. They are seconded from their schools to work with the Space Academy project for a fixed number of days per academic year. Researchers and teachers work together to ensure programmes under development are curriculum-focused and include contemporary science and up-to-date discoveries and information. The use of Lead Educators ensures that multiple learning styles are catered for in a programme to stretch students of all abilities. Both Researchers and Lead Educators deliver a given masterclass programme.
2. The Masterclasses
Following the successful pilot and implementation of the physics A-level and GCSE masterclasses (‘Away day to Mars’), masterclasses for chemistry A-level, biology A-level, applied science BTEC/GCSE and geography GCSE were developed during 2008/2009 and piloted in July 2009. Each masterclass has its own narrative which has been developed by the Space Academy team. Details of each of the masterclasses, along with information on the narrative and how EO is incorporated into each are provided in the following sections, beginning with a generic, introductory topic which is taught in all masterclasses – the electromagnetic spectrum and remote sensing. Within the masterclasses, not only is the science of EO examined, but in turn, EO is used as a means to improve understanding in a number of key science areas required as part of the UK curriculum.
Please note, space science and Global navigation satellite systems (GNSS) are also heavily incorporated within these masterclasses, and although the way in which they are incorporated will briefly be covered, this paper will focus the way in which EO is used.
A ‘teachers pack’ (in the form of student booklets and/or a DVD) accompanies each of the masterclasses, containing information and extension work to take back to the classroom after the masterclass to allow them to extend the Space Academy learning experience.
2.1 All Masterclasses – Electromagnetic Spectrum & Remote Sensing
In all the masterclasses, EO is introduced by examining the electromagnetic spectrum and remote sensing. There are a number of activities which are used to exemplify this, whilst a PowerPoint presentation provides more information on the EO applications related to each demo:
· The topic is introduced by demonstrating transverse and longitudinal waves using a ‘slinky’;
· Coloured ‘gels’ are used to examine absorption spectra, and ‘diffraction glasses’ are used to examine the components of visible light;
· Two web cams are used to examine reflected near-IR (NIR) radiation – one is a regular web cam, the other has the IR filter removed. These web cams are used to observe a living and a non-living plant, providing an introduction to EO applications, such as normalised difference vegetation index (NDVI). It is also an example of passive remote sensing (figure 2);
· A thermal IR camera is used to examine water temperatures, buy examining the circulation patterns that occur when hot and cold waters are mixed – this has links to sea surface temperature observations, and weather and climate;
· A UV lamp and UV key rings to are used to examine ‘secret messages’ written with UV-sensitive pens and the benefit of sun screens - this introduces fluorescence and provides an example of active remote sensing;
· Laser distance measurers are used as another example of active remote sensing, with links to synthetic aperture radar (SAR) applications (rainfall radars are also discussed);
· A microwave detector is used to examine minor microwave sources, such as mobile phones, with links to communication.
a) b)
Figure 2: A simple and inexpensive demonstration showing the extent to which healthy plants reflect NIR –dead plants can also be examined for added impact. Useful for illustrating NDVI. Example images taken with a) a web-cam with the IR filter removed and b) a web-cam with IR filter intact.
2.2 Chemistry - ‘Earth Through Alien Eyes’
• Narrative: The idea stems from the search for life on other planets - the evidence we would look for, and processes and theories that would be involved in determining whether life exists. However, in order to more appropriately incorporate EO into the masterclass, the concept was essentially reversed - it was decided that the learners would be given roles as ‘extraterrestrial beings’ who would be searching for the existence of life on planet Earth. Interestingly, this concept was originally examined by Carl Sagan et al. in 1993, in a paper entitled, “A Search for Life on Earth” - in this paper it was assumed that we did not know that life existed on Earth. He examined the evidence for life using data from the 1990 Galileo spacecraft fly-by of Earth, finding evidence of oxygen and methane from spectral absorption, and radio transmissions.
Table 1: Chemistry lessons which have been piloted, with descriptions (other lessons under development)
Lesson / Curriculum links / Example demo/activity1. Introduction / Introduction to the day, storyline, to the deliverers and to EOS (UoL) and GNSS (UoN)
2. Spectroscopy / Introduction to principles of spectroscopy / - Demos using UV lamp, IR camera
- Molecular disco
- Absorption spectra using coloured gels
- Sodium vapour lamp shadow demo
3. IR spectroscopy / Infra red spectroscopy & greenhouse effect / - Carbon dioxide absorption of heat using IR camera and candle
4. Mass spectroscopy / Mass spectrometry, fragmentation / - Role play of a mass spectrometer and organic molecules
5. NMR spectroscopy / Nuclear magnetic resonance spectroscopy / - Magnet demo
6. Problem Solving / Identifying unknowns from IR, MS and NMR spectra / - Identifying unknowns from IR, mass, NMR,UV/vis spectra as expected for A-level exam
- Examining Earth’s “unknown” atmosphere using IASI and MIPAS IR spectra and a GoogleEarth overlay
7. Hydrosphere II / Acid base, equilibrium / - Making universal indicator and a rainbow in a cylinder
- Diet coke and menthos demo
8. Biosphere II / Arenes, carbonyls, acids & derivatives, amines, amino acids / - Chirality and smells
9. Electrical Power / Electrochemistry, redox / - Battery-temperature activity
- Methane Whoosh bottle
- Hydrogen fuel cell activity
10. A2 Rates / A2 Rates / - Light sticks-temperature activity
- Luminol reactions
Table 1 provides an overview of the lessons and topics covered. EO applications are introduced, and examples are used to support the various lessons. Spectroscopy is introduced and examined using a range of techniques – the learners’ understanding is then tested by a range of ‘problem-solving’ exercises. Infra red spectral plots of a number of atmospheric constituents from IASI on Metop and MIPAS on ENVISAT are presented to the learners as ‘unknown’ spectral analyses from Earth’s atmosphere. They are given the task of determining which gases are present, by examining the spectral plots using a full annotated spectra and an IR correlation chart which provide information on what parts of the IASI/MIPAS spectral range are sensitive to absorption by the gases. Once the learners have determined what species the spectral plots correspond to, they are then given time to examine a GoogleEarth overlay, in which the spectral plots are geo-located at regions in which elevated concentrations are found (example ‘case studies’). For example, SO2 and links to the Katasochi volcanic eruption, CH4 and Siberian permafrost; CO and the 2009 Australia fires, NO2 during the UK summer 2006 heatwave. Along with the spectral ‘pop-ups’, each case study contains information regarding the spectra, the specific case study, and information regarding the specific environmental issues, and a number of satellite image drapes. Figure 1 shows a screen shot of the GoogleEarth overlay displaying one of the case studies.
Figure 1: Screen-shot of the GoogleEarth Space Academy Chemistry overlay showing the SO2 case study (Example SO2 IR spectra and image drapes of the Kasatochi volcanic eruption – images from the Alaska Volcano Observatory (2008) http://www.avo.alaska.edu/activity/Kasatochi.php)
2.3 Biology – ‘The Blue Oasis’
• Narrative: This masterclass broadly follows an Earth history-present-future approach, within which there is a synergy of contemporary and traditional science issues, such as evolution (links to Earth history and DNA), life on other planets (links to space and extremophiles), migration (satellite tracking and climate change), adaptation, and future scenarios for Planet Earth (links to climate change) – all of which cover curriculum subjects.
Table 2: Biology lessons which have been piloted, with descriptions (other lessons under development)
Lesson / Curriculum links / Overview / Example demo/activity1. From Mantis Shrimp to Satellites / Biology-related applications / Introduction to remote sensing, electromagnetic spectrum, EO applications, GNSS / - Demos using web cam, UV lamp, IR camera, microwave detector
- Use of GoogleEarth overlay showing satellites orbiting Earth
- Preserved mantis shrimp exhibit
2. Earth History / Geology, climate, evolution / A walk through deep history – each group has a different historic period / - Activity boxes (containing activities and demos related to different historic eras)
- Research: ‘Deep history’ computer software and poster presentation by groups
3. Is the life out there? / extremeophiles, what is life? Astrobiology / What would life be like on other planets if it existed? Links to extreme life on Earth / - Activity examining ‘unknown’ compounds to determine which is alive
4. From DNA to Darwin / DNA, diversity and evolution / DNA fundamentals; looking back at how species have evolved / - Extracting DNA activity
5. Migration / Migration / Use of GNSS to track migrating animals; use of EO to track disease and animals using indicator parameters such as temperature; phytoplankton, human migration / - GoogleEarth overlays
- Blowfly larvae/chi squared activity
6. Future Earth / Climate change impacts; impacts of increasing temperature on aspects of biology / IPCC predictions; climate and environmental modelling. / - Climate Change debate/quiz
- Video clips
Table 2 provides an overview of the biology lessons. Within this masterclass, EO is introduced prior to the Earth history lesson, in order to provide background information on the space technology that will be incorporated into the masterclass. A mantis shrimp specimen is used to provide a ‘biological’ link to remote sensing theory – this is the only species to have hyperspectral vision, and therefore provides a link to the electromagnetic spectrum and remote sensing. Furthermore, they have three parts to their eyes and use trinocular vision to assess depth to a higher degree of accuracy - this provides an equally convenient link to GNSS. In order to involve the learners during this lesson, we have a preserved mantis shrimp exhibit, which is passed round to allow the learners to see the eyes in a ‘hands-on’ manner; we then use a range of equipment to demonstrate parts of the electromagnetic spectrum and remote sensing, as described above.