PolarTREC STEM Experience Report

Kate Miller

Ice Cube Neutrino Observatory 2016

PolarTREC Expedition Page https://www.polartrec.com/expeditions/ice-cube-neutrino-observatory-2016

   

This program is supported by the National Science Foundation under award 1345146. Anyopinions, findings, and conclusions or recommendations expressed by this program are those of thePIs and coordinating team and do not necessarily reflect the views of the National ScienceFoundation.Janet Warburton and Judy Fahnestock Education Project Managers Arctic Research Consortium of the US (ARCUS) 3535 College Rd. Suite 101 Fairbanks, AK 99709 (907) 474­1600 info@polartrec.com www.polartrec.com

Kate at the Ceremonial South Pole (Photoby Samuel Flis)

Looking out over the vast Antarcticplateau at the South Pole. (Photo by KateMiller)

The Importance of Teacher/Researcher CollaborationTeachers should go on science expeditions to see what real science looks like in action. Thisexperience will then help a teacher better prepare the next generation of scientists, his/her students.Before my own expedition, I would try to incorporate real-world projects into my curriculum,recognizing that a well-designed project allows students to not only learn the content but alsodevelop scientific practices. I used to stress the value of skills such as critical thinking, problemsolving and collaborating, emphasizing to students that they’d need this one day in the “real world.”But I didn’t fully grasp what this meant because I hadn’t experienced the real world of scientific

research for myself. Going on a science expedition hasallowed me to observe first-hand the mindset andabilities that benefit real scientists conducting cutting-edge research. This has allowed me to design andimplement more authentic and meaningful instruction inmy classroom.Teachers on science expeditions also become rolemodels to students, parents, and the public at large,sharing the joy of learning for the sake of learning. It iseasy to fall into a rhythm as a teacher, becoming expertin the topics required for the classes we teach. To stepoutside of that familiarity, we as teachers allow

ourselves to enjoy being a learner again. Beingtransparent about a lack of expertise in a subject, theinsecurities felt when learning something new, and theexcitement that comes from fulfilling a curiosity can beincredibly impactful for an audience of all ages.Teachers who go on science expeditions show byexample the pleasure that comes from reigniting aninnate curiosity about the world (or universe) around us.In the report that follows I hope to expand on these twothemes. I will also explain how my PolarTRECexpedition has positively impacted my ownunderstanding of science and how I teach science, as well as the various outreach activities aimedat engaging my local community.

Summary of Pre-Expedition and Expedition Activities

Kate Miller at the Ceremonial South Polenear the Amundsen-Scott South PoleStation. (Photo by Jim Madsen)

In November 2015 I was selected as a participant for the 2016-2017 Antarctic field season forPolarTREC, a professional development program managed by the Arctic Research Consortium ofthe United States (ARCUS) and funded by the United States National Science Foundation (NSF).PolarTREC pairs teachers with researchers in polar regions. I was paired with Dr. James (Jim)Madsen, Professor, Chair, and Associate Director for Education and Outreach at the University ofWisconsin at River Falls (UWRF). Through skype sessions with Dr. Madsen, I began learning aboutthe IceCube Neutrino Observatory.

In February 2016, I spent a week in Fairbanks, AK for PolarTREC orientation. Here we were trainedon everything from cold weather safety to posting journals with limited internet connectivity. Later

that year, in July 2016, I spent two weeks in the summerworking at Upward Bound at the UWRF, under thesupervision of Dr. Madsen. Alongside other teachers, Iled high school students in programming Arduino robotsto interact with the environment (seek out light, turnaround when hitting the wall, etc.). The connection wasthen made between the robots’ interactions and theinteractions of particles, such as neutrinos interactingwith the South Pole ice in the IceCube NeutrinoObservatory.

In December 2016 I travelled to New Zealand, spendingtwo weeks exploring the South Island for leisure. On January 9, I deployed to the Amundsen-ScottSouth Pole Station, spending one night at McMurdo Station on the way. I traveled along with fiveother IceCube/Askaryan Radio Affect (ARA) members - Mike DuVeronis, Keiichi Mase, Ming-YuanLu, Michael Larson, and Samuel Flis.  We joined James Casey and Martin Wolf who were already(and continue to live) at the South Pole, as well as Jim Madsen, Samantha Pedek and Dylan Frikkin.

We arrived at the South Pole in the afternoon on January 11th. We acclimatized, unpacked cargo,and took a vehicle training. Throughout myapproximately three week stay at the South Pole, Iassisted the the team in three main areas: (1) digging upARA 1 equipment; (2) laying power and fiber opticcables in trenches in preparation for the deployment ofthree new ARA stations next year; and (3) conductingcalibration and stress tests on the IceCube detector.

Jim Madsen and Kate Miller at theGeographic South Pole near theAmundsen-Scott South Pole Station.(Photo by Samantha Pedek)

Kate Miller laying cable in a trench inpreparation for one of three new ARAstations scheduled to deploy next season.(Photo by Ming-Yuan Lu)

On January 19th, a live webcast connected members ofthe IceCube team with classrooms around the world,including my own students. The 30-minute presentationwas followed up by several questions from students.Overall, it was successful outreach event, engagingstudents of a variety of different ages.

The re-deployment process started on January 29 when we left the South Pole. I spent three nightsat McMurdo Station allowing time to hike Observation Hill and visit Scott Base. I returned to myhome in Washington, D.C. on February 1 and returned to my classroom on February 6. I am currentlyorganizing several outreach events in my local area in the coming months.

Classroom ConnectionsI teach two courses: General Physics and International Baccalaureate (IB) Physics Standard Level(SL).

In IB Physics, there is an explicit link between the content in Topic 7: Atomic, Nuclear and ParticlePhysics and the physics of the IceCube Neutrino Observatory. In this unit, students learn about thefundamental structure of matter, organizing sub-atomic particles into the standard model. Studentsare pushed to use relevant vocabulary such as fermions, baryons, mesons, quarks, and leptonswhen categorizing particles. A formal lesson plan entitled “What Everything is Made Of – theStructure of Matter” posted on the PolarTREC website outlines an activity where students explorethe properties of several sub-atomic particles, creating their own model of organization that this then

compared to the traditional standard model.

In General Physics, the content does not lend itself to asdirect of a connection. However, a recent shift towardEngineering practices within the physics department atmy school creates an opportunity for a focus on thescientific practices I observed in action on myexpedition. Building in opportunities for students tostruggle and scaffolding the use of critical thinking andproblem solving skills during those struggles is crucial todeveloping the mindset of a scientist. I plan to talk withstudents about the perseverance necessary to doscience, sharing my South Pole experiences with them

as evidence that this is how science is really conducted. In particular, I think the iPhone Drop project

Kate flying four of the winning flags at theCeremonial South Pole. (Photo byMichael Larson)

(where students design, create, and market a cell phone case) and the Rollercoaster project (where

students design, create, and market a model roller coaster) present opportunities for the

development of these skills.

There are several additional connections that are applicable to the content taught in both General

Physics and IB Physics SL. These connections include, but are not limited to: (1) Pressure - how

much pressure is there at the bottom of an IceCube hole when it is filled with water? Does the

pressure increase or decreases when the water freezes?; (2) Collisions/Conservation of Momentum -

Knowing that neutrinos are nearly massless, explain how a neutrino can have a large momentum.

Explain why the particle produced (a muon) in the collision between a neutrino and a neutron or

proton travels in almost the same direction as the incoming neutrino.; (3) Distance/Time/Velocity -

Knowing that the time resolution of the DOMs is ~2ns, what distance does this correspond to for the

speed of light?; (4) General conservation laws - momentum, energy, mass, flavor, etc..; and (5)

Electrostatics – outlining how charge affects the ways in which particles interact. As outlined in my

formal lesson plan entitled “Interactions of Charges,”, students can explore this topic by building

their own electroscope and bringing charges objects near it.

It is clear to me that the implementation of these

connections has already deeply impacted my students.

When interviewed by the Arlington Public Schools'

Greenscene team, my IB Physics students said: "When

you have a teacher with real-world experience with what

you're learning, it makes it more interesting and

entertaining"; "You can tell with Ms. Miller doing the

things she did that this is real physics, this is current

physics that's being done right now."; "Right now we're

studying particle physics and so she's been able to take

what she's learned in Antarctica about neutrinos and tell

it to us and help us incorporate that into our learning.";

and "Just having a teacher who has had that whole

experience just shows how much passion she has for what we're learning and science in general, so

as students we're able to feel that same passion. It really has an impact on the classroom and the

environment." (watch the full video here).

Expectations and Outcomes

The first thing I expected to learn during my expedition was the theory behind IceCube, developing

an in depth understanding between theory and detection of particles. I would say that I definitely

have expanded my own understanding of the properties of neutrinos, how we indirectly detect them,

Students Apara and Tessa showing off the

DOM - Digital Optical Module - at

Antarctica Night. (Photo by Shane

Armstrong)

A bulletin board created by my students

to keep the school informed on my

expedition. (Photo by Kate Miller)

and why the IceCube telescope is at the South Pole. I feel confident explaining the science ofIceCube to students with little prior knowledge as well as experienced teachers with a more complex

understanding.Second, I expected to develop an understanding of theday-to-day life of a field researcher in an extreme,remote environment. Living at the South Pole forapproximately three weeks, I feel I have met this goal. Itried very hard to get to know as many people and try asmany things as possible while at the South Pole. I haveexperienced trying to sleep when the sun never sets,watched movies with friends in the lounge, showeringfor just 2 minutes twice per week, eating (amazing) foodin the Galley, driving a Piston Bully (a vehicle made todrive in snow), and sitting in the Greenhouse just toenjoy the humidity. In addition to living at the SouthPole, I was also fortunate to visit McMurdo Station for 4

total days on my travels to and from. This allowed me to experience two out of the three permanentUnited States research stations in Antarctica.Finally, I wanted to see how field scientists create solutions to problems that arise when limitedresources are available. This happened on manyinstances, but one stands out in particular. We (Ming,Mike, Michael, Samuel, and I) were out testing a radiodevice in the ice. There was a hole drilled several yearsago that we were to lower the device into and test thesignal at various depths. The first obstacle that arosewas, due to the strong snowdrifts at the Pole, the holewas buried under ~1.5m of snow. We grabbed shovelsand dug. After, we pulled the Crystal Palace (aninsulated work shed on skis) over the hole using thePiston Bully. As we began to lower the device into thehole it was clear that a pulley system was needed tosupport the weight. I’ll spare you the details, but sufficeit to say that obstacle after obstacle seemed to pop upin this task that seemed so simple back at the lab. Seeing how the researchers pulled on criticalthinking and problem solving skills while demonstrating patience and perseverance was reallyinspiring!

Outreach Activities Beyond the Classroom

500 postcards addressed,stamped and ready to go! Ifyou signed up, keep a lookout in your mailbox for yourpostcard to arrive in the nextfew weeks. (Photo by KateMiller)

Outreach Activities Beyond the Classroom

Before my expedition, I held a “Fly Your Flag at the South Pole” contest where students of all agescould submit an original flag design. Winners, chosen by the research team, would see their flagflying at the South Pole. I received over 100 submissions. Upon returning from expedition, I wrappedup this contest by mailing out pictures of each student’s flag flying at the South Pole as well as someprizes for students whose designs were selected as winners in their category.

Before my expedition, I invited people to sign up to receive a Postcard from the South Pole in aneffort to generate interest in my trip. While at the South Pole, I mailed 500 postcards. Each postcardcontained a link to my journals page.

While on expedition, the Washington-Lee (W-L) Broadcast team ran aweekly segment on the all-school announcements featuring picturesand updates from the South Pole. Upon my return, I did a follow-upinterview updating the school on my adventures.

While on expedition, my students and substitute created a bulletinboard titled “Where is Ms. Miller?” to keep the school updated on mytrip.

My outreach efforts continued after my expedition as well.

On April 1, I presented alongside colleague Laurie Sulliven atArlington Public Schools’ Dream, Explore, Create Your Own Path.Here, local families explored available career options. Kate and Laurierepresented the career of a science educator, featuring herPolarTREC expedition as one of the out-of-the-classroomopportunities available to science teachers. Over 400 peopleattended of all ages.

On April 27, I teamed up with former PolarTREC teacher, KateyShirey, to present at the National Science Foundation’s Bring-Your-Daughter-or-Son-to-Work Day. Together they present to nearly 100elementary-aged children, showing pictures of life at the South Poleand explaining the science of IceCube. After the short presentation,

kids could try on ECW, touch the DOM, or color an Antarctica-themed coloring book. Thanks toPeter West and Brittany Eason for helping coordinate this event.

May 4–6, I attended the IceCube Collaboration Meeting (Spring 2017) in Madison, WI. Here, I got abetter feel for how the IceCube collaboration is organized and how science is done within thecollaboration. I presented a short powerpoint presentation during Friday's poster session. These

Kate shows the audience at NSF's Bring-Your-Daughter-or-Son-to-Work Day theSouth Pole on a globe. (Photo by PeterWest)

slides were also included in the Education and Outreach presentation given by Dr. Madsen Saturdaymorning.

On May 21, I teamed up with the Friends of theArlington Planetarium for a Sunday presentation abouther Antarctic expedition. After the 30-minute, full-domeshowing of "Chasing the Ghost Particle," I presentedabout life in Antarctica and the IceCube Project. Near 50people attended.

On June 26, I was joined by IceCube undergraduateresearcher, Samantha Pedek, in presenting at theArlington Public Schools' Superintendent's Seminar..Superintendent’s Seminar is a summer enrichmentprogram for rising 11th and 12th graders who havedemonstrated a desire for an academic experience.Approximately 30 students from across the district spend a week participating in activities focusingon this year's theme of leadership. Sam and I gave a presentation about their experiences at theSouth Pole, the science of IceCube, and leadership in a remote location. Hosted by the ArlingtonPlanetarium, the presentation is also accompanied by a viewing of "Chasing the Ghost Particle" infull dome.

In addition, I have been able to discuss my experience both before and after expedition with severalnewsmedia outlets, including: The Knowles Science Teaching Foundation, Arlington Public Schools’NewsCheck, WTOP Radio, WJLA-TV, The Birmingham Eagle, The Radio Hotline with Dennis Price,The University of Michigan Honors Program, Popular Mechanics, Arlington Public Schools’GreenScene, The Detroit Jewish News, and Arlington Public Schools’ Podcast.

I have several outreach events planned in the comingmonths.

In July 2017, I will again travel to River Falls Wisconsinto teach at Upward Bound, a two-week summer campaimed at increasing college readiness for students fromunderrepresented populations. This year’s theme will bewearable electronics. Students will draw connectionsbetween the interactions of the LEDs on their garmentsand the interactions of neutrinos in the IceCube array.

Sam and Kate holding the DOM afterpresenting at the Superintendent'sSeminar at the Arlington Planetarium.(Photo by Jonathan Harmon)

Reaching out to the Knowles Science TeachingFoundation (KSTF) fellows, a network of high schoolSTEM teachers across the country, will be presenting aposter at Summer Meeting 2017. This posterpresentation will be in collaboration with former

PolarTREC teachers Casey O’Hara, Katey Shirey, and Liz Ratliff. It will allow me to share myexpedition with other teachers and encourage them to apply.

To connect and share my PolarTREC experience with teachers in my district, Arlington PublicSchools (APS), I will be presenting at the Festival of Minds (FOM) in August 2017, a professionallearning conference aimed at staff sharing and honing their instructional practices.  This presentationwould be co-led with another APS teacher who recently went on a tropical expedition as a teacher-researcher.