PROJECT “ASTROTOP” IN ISRAEL: PROJECT “ASTROTOP” IN ISRAEL: RESEARCH PROJECTS OF PUPILSRESEARCH PROJECTS OF PUPILS

IN SPACE-ASTRONOMY FIELDIN SPACE-ASTRONOMY FIELD

1.1. What is ASTROTOP? Aim, basic principles?What is ASTROTOP? Aim, basic principles?

2.2. What is place of ASTROTOP in the science education in Israel?What is place of ASTROTOP in the science education in Israel?

3.3. What is structure of ASTROTOP’s project? Interaction between pupils-What is structure of ASTROTOP’s project? Interaction between pupils-researchers, their teachers and scientists-supervisors?researchers, their teachers and scientists-supervisors?

4.4. Examples of ASTROTOP Projects (winners of Pan-European contests Examples of ASTROTOP Projects (winners of Pan-European contests Discovery Space and SkyWatch).Discovery Space and SkyWatch).

5.5. Search of the International cooperationSearch of the International cooperation..

Dr. Lev Pustil’nik, Dr. David Pundak

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1. What is ASTROTOP? Aim, basic principles?1. What is ASTROTOP? Aim, basic principles? ASTROTOP is the system of astronomical research projects for High School students (K12)ASTROTOP is the system of astronomical research projects for High School students (K12)

The Aim: to convert study of sciences in school and in teacher colleges from the process of The Aim: to convert study of sciences in school and in teacher colleges from the process of violence of “stupid” pupils by “stupid” teachers into process of join research of collaborators in the violence of “stupid” pupils by “stupid” teachers into process of join research of collaborators in the field of join interest.field of join interest.

• Why astronomy and space science?Why astronomy and space science?• Change of the paradigm from study to research = change of educational unit from “knowledge” to Change of the paradigm from study to research = change of educational unit from “knowledge” to

“research project”“research project”• ““Privatization” of knowledge and experience by pupilPrivatization” of knowledge and experience by pupil

Basic Principles: Basic Principles: • Using of the natural interest to space-astronomy “hot” questions to “exotic” objects (from Big Bang Using of the natural interest to space-astronomy “hot” questions to “exotic” objects (from Big Bang

black holes and dark energy up to space weather/solar activity influence on the Earth civilization) – black holes and dark energy up to space weather/solar activity influence on the Earth civilization) – themes of the project are independent choice of the pupil from wide prpared database of the themes themes of the project are independent choice of the pupil from wide prpared database of the themes and objects.and objects.

• Research and study of the several alternative hypothesis as way to find answer Research and study of the several alternative hypothesis as way to find answer • Preparation of the depositary of observational data and tools for its analysis in the form, accepted for Preparation of the depositary of observational data and tools for its analysis in the form, accepted for

pupils K12 level (electron table format and description of catalogs, images, light curves)pupils K12 level (electron table format and description of catalogs, images, light curves)

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2.a. What is place of ASTROTOP in the system of science education?2.a. What is place of ASTROTOP in the system of science education?

ASTROTOP is final part of the multilevel program ASTROTOP is final part of the multilevel program “Blossoms of Science”“Blossoms of Science”• ““Blossoms of Science” base on the educational approach alternative to classic: involving child in Blossoms of Science” base on the educational approach alternative to classic: involving child in

creative production of knowledge as soon as possible: form children garden and elementary school creative production of knowledge as soon as possible: form children garden and elementary school (in form of specialized computer games) up to high school students (K12) in form of mini and macro (in form of specialized computer games) up to high school students (K12) in form of mini and macro projects. Main code of the program: pupil study nature as scientist-researcher (“ask me”=Socrates' projects. Main code of the program: pupil study nature as scientist-researcher (“ask me”=Socrates' system), not as animal – object of training (army system).system), not as animal – object of training (army system).

Main scheme is:Main scheme is:ASTROTOP system:ASTROTOP system: “question=>hypothesis=>formulation of the possible observational/experimental “question=>hypothesis=>formulation of the possible observational/experimental test=>data accumulation=>data processing=>critical analysis of results=>rejection of false hypothesis test=>data accumulation=>data processing=>critical analysis of results=>rejection of false hypothesis with selection of a remnant as “possibly correct” => repeating process up to rejection of the all alternative with selection of a remnant as “possibly correct” => repeating process up to rejection of the all alternative explanation beside the one, accepted as “true””explanation beside the one, accepted as “true””

ASTROTOP allow to pupil-participants from last classes of high school to study selected actual topics of ASTROTOP allow to pupil-participants from last classes of high school to study selected actual topics of space physics/astronomy on the base of real experimental or observational data, obtained in real time or space physics/astronomy on the base of real experimental or observational data, obtained in real time or from archives of the last years, with using existed mechanisms of “Virtual Observatory” (from SOHO and from archives of the last years, with using existed mechanisms of “Virtual Observatory” (from SOHO and GOES up to SLOAN digital survey).GOES up to SLOAN digital survey).

ASTROTOP process lead to change of pupil’s educational paradigm from “user-consumer” to “author-creator” and, in ASTROTOP process lead to change of pupil’s educational paradigm from “user-consumer” to “author-creator” and, in result, to “privatization” of the obtained knowledge and higher quality of knowledge.result, to “privatization” of the obtained knowledge and higher quality of knowledge.

ASTROTOP give to pupils-participants basic experience of the scientific approach in search of answer on numerous ASTROTOP give to pupils-participants basic experience of the scientific approach in search of answer on numerous questions about world around and allow to reproduce this scheme in the future in wide fields of problem. questions about world around and allow to reproduce this scheme in the future in wide fields of problem.

ASTROTOP for many pupils, participated in the project simulated their involving into the science and choice of the ASTROTOP for many pupils, participated in the project simulated their involving into the science and choice of the scientific career in their life as predominant version of their development in adult life. scientific career in their life as predominant version of their development in adult life.

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2.b. What is place of ASTROTOP in the system of 2.b. What is place of ASTROTOP in the system of science education?science education? ASTROTOP process lead to change of pupil’s educational ASTROTOP process lead to change of pupil’s educational

paradigm from “user-consumer” to “author-creator” paradigm from “user-consumer” to “author-creator” and, in result, to “privatization” of the obtained and, in result, to “privatization” of the obtained knowledge and higher quality of knowledge.knowledge and higher quality of knowledge.

ASTROTOP give to pupils-participants basic experience of ASTROTOP give to pupils-participants basic experience of the scientific approach in search of answer on numerous the scientific approach in search of answer on numerous questions about world around and allow to reproduce this questions about world around and allow to reproduce this scheme in the future in wide fields of problem. scheme in the future in wide fields of problem.

ASTROTOP for many pupils, participated in the project ASTROTOP for many pupils, participated in the project simulated their involving into the science and choice of the simulated their involving into the science and choice of the scientific career in their life as predominant version of scientific career in their life as predominant version of their development in adult life. their development in adult life.

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Technology of the ASTROTOPTechnology of the ASTROTOP

Selection of Selection of SubjectSubject of interest. of interest. Study of a Study of a BackgroundBackground. . Preparation of Preparation of Research ProposalResearch Proposal. . Focus on the Focus on the Research QuestionResearch Question. . Formulation of Formulation of Hypothesis and CriteriaHypothesis and Criteria of their test. of their test. Planning of Planning of Methodology of Testing and Data Methodology of Testing and Data

CollectionCollection. . Data CollectionData Collection from Internet and our Data Base. from Internet and our Data Base. Data ProcessingData Processing and Analysis of Result. and Analysis of Result. Formulation of the ConclusionsFormulation of the Conclusions of the analysis and of the analysis and

selection of the “false” and “possible true” models and selection of the “false” and “possible true” models and theory descriptions.theory descriptions.

Final discussionFinal discussion with attention to new questions that with attention to new questions that arise from the Research.arise from the Research. COSPAR-2008

Three basic elements of ASTROTOP:Three basic elements of ASTROTOP:

Close collaboration between pupils-Close collaboration between pupils-researchers, school teachers prepared as researchers, school teachers prepared as local supervisors, and professional local supervisors, and professional scientists as scientific supervisors.scientists as scientific supervisors.

Internet-Based Depositary-database of Internet-Based Depositary-database of prepared scenariosprepared scenarios of possible research of possible research (in present time – 40 scenarios, in our (in present time – 40 scenarios, in our plan –up to 100) in the form acceptable plan –up to 100) in the form acceptable for pupil and his teacher - supervisorfor pupil and his teacher - supervisor

Support of Min. Education by additional Support of Min. Education by additional point to authors of successful point to authors of successful ASTROTOP research (from 1 up to 4)ASTROTOP research (from 1 up to 4)

Astronomical Research Projects for High School Students

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50 prepared Proposals-Scenarios for ASTRO-TOP Researches50 prepared Proposals-Scenarios for ASTRO-TOP Researches The Earth and it’s surroundingsThe Earth and it’s surroundings Cosmic RaysCosmic Rays

• The interaction between Cosmic Rays and the Earth Atmosphere.The interaction between Cosmic Rays and the Earth Atmosphere.• The interaction between Cosmic Rays, Earth Magnetosphere and Solar activity.The interaction between Cosmic Rays, Earth Magnetosphere and Solar activity.

From Solar Storms to Magnetic StormsFrom Solar Storms to Magnetic Storms• From Solar Storms in the sun to Magnetic storms on Earth.From Solar Storms in the sun to Magnetic storms on Earth.• The Northern Lights: Are they dangerous?The Northern Lights: Are they dangerous?• Solar eruptions and their shock waves impact on earth.Solar eruptions and their shock waves impact on earth.

The SunThe Sun Sun spotsSun spots

• Sunspots and the Solar Magnetic Field.Sunspots and the Solar Magnetic Field.• Proof of the solar rotation through sunspots.Proof of the solar rotation through sunspots.• The Rotation of the Sun: from Galileo to present day.The Rotation of the Sun: from Galileo to present day.• Solar cycle activity and the effect on the Earth.Solar cycle activity and the effect on the Earth.

The Solar SystemThe Solar System Eclipses in the solar SystemEclipses in the solar System

• Lunar eclipses and measuring the radius of the moon.Lunar eclipses and measuring the radius of the moon.• Solar eclipses on other planets.Solar eclipses on other planets.• Eclipses of Jovian moons and measurement of the velocity of lightEclipses of Jovian moons and measurement of the velocity of light..

Kepler’s Laws in the Solar SystemKepler’s Laws in the Solar System• Kepler’s Laws and the definition of the masses of the planets.Kepler’s Laws and the definition of the masses of the planets.• High and Low Tides and Cannibalism in the Universe.High and Low Tides and Cannibalism in the Universe.

StarsStars The colors of the StarsThe colors of the Stars

• What does the Star’s color tell us.What does the Star’s color tell us.• Populations in the world of the stars.Populations in the world of the stars.

Spectroscopy of the StarsSpectroscopy of the Stars• The Continual Spectrum of the Stars.The Continual Spectrum of the Stars.• The Line Spectrum of the Stars.The Line Spectrum of the Stars.• Eclipses in the world of the Stars: Measurement of the Physical Size of the Stars through their eclipses.Eclipses in the world of the Stars: Measurement of the Physical Size of the Stars through their eclipses.

Galaxies and QuasarsGalaxies and Quasars• Measuring the Mass of the Quasars in the Universe.Measuring the Mass of the Quasars in the Universe.• What is the weight of the Black Hole in the Galaxy Center?What is the weight of the Black Hole in the Galaxy Center?• Populations of the stars and nebulae in our Galaxy – Milky Way.Populations of the stars and nebulae in our Galaxy – Milky Way.

The UniverseThe Universe The Evolution of the Universe – Hubble’s LawThe Evolution of the Universe – Hubble’s Law

• Run-away of galaxies from Supernova observations in them – manifestation of the dark energy.Run-away of galaxies from Supernova observations in them – manifestation of the dark energy.• Measuring the distances and run-away velocity for spiral galaxies – Hubble law discovery.Measuring the distances and run-away velocity for spiral galaxies – Hubble law discovery.• Searching for the structure of the universe on a global scale using deep survey of the galaxies in polar strip.Searching for the structure of the universe on a global scale using deep survey of the galaxies in polar strip.• Gamma bursts, their position on the sky and possible nature.Gamma bursts, their position on the sky and possible nature.

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Example of ASTROTOP research project:Example of ASTROTOP research project: The interaction between Cosmic Rays, Earth Magnetosphere and Solar activity –The interaction between Cosmic Rays, Earth Magnetosphere and Solar activity –Project –winner in National contest 2004 (Daniel Shvartsman, Science and Art Academy, Jerusalem).Project –winner in National contest 2004 (Daniel Shvartsman, Science and Art Academy, Jerusalem).

The Subject The influence of the Atmosphere, Magnetosphere and Solar activity on Cosmic Ray.

The Aims • To discover the relationship between changes in atmosphere/magnetosphere and of the Cosmic Ray flux.

• To discover the relationship between the changes in the Cosmic Ray flux and Solar activity (shock waves in the solar wind).

Objects Cosmic Ray, Atmosphere, Magnetosphere, Solar wind, Solar flare.

Research questions • What is Cosmic Ray and how is it measured? What are the possible reasons for changes in Cosmic Ray with time? Dependence of Cosmic Ray to the magnetic field of magnetosphere and to the CME? Dependence between Cosmic Ray and “Space Weather”?

Background Knowledge

Background in Physics: Modern Physics - movement of the charged particle in electric and magnetic fields.

Astronomical Background: Cosmic Ray, Earth atmosphere and magnetosphere, Solar Wind and Solar Flares.

Mathematical and Computer background:   EXCEL   -   Statistics

Required Data Cosmic Ray Observation Data from the Global network of monitoring stations.

Stages of the project

• Collecting observational data of long time period of time (months, years) from two different Cosmic Ray monitors: one near the north pole and the other near the equator.

Collecting data from the internet on changes of the magnetosphere with X-rays from the Sun, in the density and speed of the Solar Wind over e specific time frame.

Data analysis with presentation on graphs of the synchronic changes in Cosmic Ray, magnetic field, solar wind and solar x-rays.

Search correlation between changes in the magnetic Field and Cosmic Ray variations. Search of the relationship solar wind disturbances after flare and Cosmic Ray flux.

Suggested sites Cosmic Radiation: a Nasa site – introductory level. Cosmic Radiation: a Nasa site – advanced level. A Site with links to sources on Cosmic Radiation. The Cosmic Ray center in Israel (recommended). Data from Mount Hermon. Data from around the north pole: Russia / Finland. Data from Global Network on Cosmic Rays – long term. http://spidr.ngdc.noaa.gov/spidr

5000

6000

7000

8000

9000

10000

1958 1969 1980 1991 2002

0

100

200

300

400

500

Flux(CR) - MoscowSunspot Number (USA)"Anti" Spot Number

CR Flux daily variations

8,500

8,550

8,600

8,650

8,700

8,750

8,800

8,850

8,900

0 24 48 72 96 120

144

168

192

216

240

264

288

312

336

360

384

408

432

456

480

504

528

552

576

600

624

648

672

696

720

744

Anticorrelation between variation of incorrected Cosmic ray flux and atmospheric pressure for 01-13 May 2003

600,000

610,000

620,000

630,000

640,000

650,000

660,000

670,000

680,000

690,000

700,000

0 100 200 300 400 500 600 700 800

time (hours from 00:00 10 May 2003

flu

x C

R (

un

cco

rr)

5,810

5,830

5,850

5,870

5,890

5,910

5,930

5,950

5,970

5,990

6,010

UNCORR

PRES

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Belle Tamir, Sharet High SchoolBelle Tamir, Sharet High School

Nitzan Atia, Tchernichovsky High School, Nitzan Atia, Tchernichovsky High School,

Netanya, Israel.Netanya, Israel.Winners of the Pan-European Winners of the Pan-European

SkyWatch ContestSkyWatch ContestAthens, 2005Athens, 2005

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27d- variations of Cosmic rays

9000

9100

9200

9300

9400

9500

0 27 54 81 108 135 162 189days from 01 November-1996

Co

smic

Ray

Flu

x

6250

6300

6350

6400

6450

6500

6550

6600

6650

Flux(Moscow)Model-27dFlux(Ohulu)

Cosmic Rays arrive to Earth by diffusion through solar wind. Modulation Cosmic Rays arrive to Earth by diffusion through solar wind. Modulation of solar wind by 27-d solar rotation must lead to 27-d cosmic ray of solar wind by 27-d solar rotation must lead to 27-d cosmic ray

variation.variation.

Cosmic ray data during solar minimum 1996-1997 from Russia and Cosmic ray data during solar minimum 1996-1997 from Russia and Finland show that the effect is real.Finland show that the effect is real.

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Time Intervals between disturbances of magnetic field (bursts Kp) in many cases are about 27 days – solar

rotation period – manifestation of the 27-d “echo” effect

Index Kp variation in November 1996-July 1997

146

120

14

4071

68

221

196

168

182

15520818 45

0

1

2

3

4

5

6

1 28 55 82 109 136 163 190 217 244 271 298

day from 01 Nov 1996

Kp

26

27 26

28

26

27 26

2625

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First places in Pan-European competitions of educational project in astronomy (SkyWatch 2005 and Discovery Space 2006, SkyWatch 2007).

Hundreds pupils, who tested themselves as researchers and continue this activity in universities and after..

Unique experience in different national-religious-mentality groups of Unique experience in different national-religious-mentality groups of Israel society from orthodox Jews (Hasid's school from Migdal Ha Israel society from orthodox Jews (Hasid's school from Migdal Ha Emeq), Arabian Muslims (school in Um Al Fahm) and Arabian Emeq), Arabian Muslims (school in Um Al Fahm) and Arabian Christians (school in Nazareth) up to atheist groups from kibbutzes of Christians (school in Nazareth) up to atheist groups from kibbutzes of Jordan Valley – successful joint research in space/astrophysics field Jordan Valley – successful joint research in space/astrophysics field with natural experience of inter-group collaboration.with natural experience of inter-group collaboration.

Results after 10 year experienceResults after 10 year experience

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Thank you!Thank you!

We are interesting in collaboration with We are interesting in collaboration with another science education groupsanother science education groups

(join projects, adaptation of (join projects, adaptation of ASTROTOP approach to another ASTROTOP approach to another

fields)fields)COSPAR-2008

Kindergarten+ Elementary School: 7-13 yearsUnits: Nano-Projects from “Touch the Sky”=1-2 h

Blossoms of Science:Blossoms of Science: Study of the world as Scientific Research. Study of the world as Scientific Research.

Units-ProjectsUnits-Projects

Intermediate School: 13-17 yearIntermediate School: 13-17 year

Units: Mini-Projects in “Day of Science”, “Portable Lab and Mobile Observatory”, “Summer Astronomical Camps” =4-6 h

Internet sources: “Internet Astronomical School”, “Astronomy Picture of the Day”, “Tours in the Solar System”

High School: (17-18 years) - High School: (17-18 years) - ASTROTOP

Units: Macro-Projects in real astronomical themes with real observational data from solar activity up to Big Bang=100h=**

back

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Active Astronomy Teacher Guide

• Pedagogy: – Discovery approach– Peer instruction– Student learns like a researcher– Paves the way from the class to the boundaries of the Universe.

• Physics Education Research (PER)

• Background in astronomy for physics teachers.