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Transcript of Learning Teams Red - Favorite hobbies Green - Favorite place on earth Blue – Teaching situation...
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!)
Gayle Levy, IRIS Consortium
IRIS Seismographs in Schools Program
September 19, 2008
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
AS1 Seismograph Distribution
(Image produced by Russ Welti, IRIS)
Over ~140 AS1s distributed to schools & science centers since 2000
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
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
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
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
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.
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.
Leaving Ready to Implement
Idea/Action & Details
Relation to instruction
Resources Necessary ($,
Time, Personnel)
Target Start
Target Completion
What? Why?
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