May/June 2017 – Vol. 29 No. 7

Student Experiments to See the Edge of Space

Posted: Friday, August 19th, 2016

by Joanne Michael

A view of Southern California from 90,000 feet.

A view of Southern California from 90,000 feet.
Click image for a larger view.

Three years ago, I had a dream- I wanted to work with my students to send a weather balloon with experiments into the edge of space. I had colleagues around the country that had done it with their schools, and I was loving every moment of their stories. Their students were coming up with the experiments, talking with scientists, spending months learning about meteorology, weather patterns, calculating the speed and trajectory- all things that I wanted to have my students experience. Not knowing how to fund it, or really how to do it in the first place, I tried writing grants, getting sponsors, talking to aerospace companies, but came up empty-handed. My school district is located in a very financially wealthy area, and so we do not qualify for many grants. In addition, I teach elementary school (I’m a hands-on science educator, teaching the entire K-5 school), and the majority of grants that my area would allow my to apply for were for middle and high school teachers- not elementary.

This past year, my district’s Education Foundation started a new grant- “Teachers Driving Innovation”, which provided funds for teachers to do out-of-the-box projects and experiences. After applying and winning a grant, 34 students were selected out of the school (1 or 2 students out of every class, and selected by their classroom teacher, to not promote favoritism by me), based on their love of science, personal drive, and ability to work with others.

High Altitude ShotClick image for a larger view.

High Altitude Shot
Click image for a larger view.

If a payload is under 4 pounds, and has no transmitting capabilities (with the exception of radio or GPS communications), the FAA technically can’t “do” anything. However, it is considerably better to let them know of what you are doing if you want to launch in a relatively populated area. Not only is it a pretty easy process, it teaches the students how to go about governmental procedures in an appropriate way, and how different organizations work with each other. Most locations can launch from their school’s field or parking lot without a problem. However, I teach in the direct flight path of LAX- we watched Endeavour land at LAX from our playfield! I was thinking about heading out into the desert, where we would be fine, but also wanted my students to be able to be a part of the launch, and knew that the majority would not be able to make the 2 hour drive each direction, due to other family obligations, cost of fuel, etc. After a long search, Goodyear donated their field for a launch site in Carson- where the airship is normally moored. I studied for and received my HAM radio license, to allow me to be able to send an APRS radio, and formed a partnership with a local HAM radio club to support and help train for inflating the balloon.

Next on my list was to get my students to learn about meteorology. I started contacting universities, professors, colleagues, and anyone I could think of that would be interested in a skype session with my students for 10 minutes. The incredible happened- KTLA in Los Angeles had a meteorologist that was interested in coming out and talking to my students- and we ended up making it onto the afternoon news! My students learned about high and low pressure, how weather balloons work, the different tools that meteorologists use, and got even more inspired about the project.

The morning of the launch, everything was as perfect as could be. The winds were absolutely calm, not a cloud in the sky, warm weather, and excitement filled the air. The crowd, filled with about 100 students, parents, community members, and friends, lined the edge of the Goodyear blimp mooring pad as the balloon slowly inflated with helium. My ground crew of students quickly got to work, putting to use what they had been learning, preparing for, and practicing for months. At precisely 9:09 AM on Saturday, April 16, the balloon was launched from the field, along with the realization that dreams can really come true.

Southern CA from 90,000 feet!Click image for larger view.

Southern CA from 90,000 feet!
Click image for larger view.

As the balloon soared to 97,000 feet above the Earth, some student families and I drove along the coast to try to recover it, as we all knew it was predicted to splash down in the Pacific Ocean. There is software online that if you input the predicted burst altitude, mass of payload, ascent and descent rate, date and time of the launch, and exact coordinates of the launch site, it can predict where the balloon would burst, and where it would touch down again. The prediction was accurate, and as we watched on radar, realized that we would not be able to recover it that day, as the winds were too strong on shore. We were not deterred by this recent change in plans, and began calling and contacting anyone who would possibly be willing to drive 20 miles off shore, in the hopes of capturing the balloon and its contents for later that day or even the next day. A small company called Xplore Offshore answered the phone, and was up for the challenge. Bright and early the next morning, they scoured the ocean, spending 4 hours out, armed only with coordinates that signaled where the payload was 12 hours before. They weren’t successful, and came back to shore- but determined to succeed.

The next day he went out again, this time with a second boat and updated coordinates. As they were out, a large wave pushed the payload out, triggering the GPS on board, and giving me brand new coordinates that were different than the ones we had been predicting. Unfortunately, they were too far offshore to be able to receive them! Phone calls and text messages went unanswered- and we were worried that once he came back in, he wouldn’t want to go out again- they have a business to run, and cannot continue scouring the ocean, especially when it is 20 miles off shore. I finally got a hold of him, begged, and he went out one more time, telling me that this was it- he couldn’t do it any more.

CCSAdAfter everything, he was able to retrieve the floating box of Styrofoam, encased in orange, floating out in the middle of the ocean. I went screaming from my classroom down the hallway to my principal, where we received a picture on my phone from the captain of the payload, balloon, and parachute, bobbing calmly in the ocean. After another moment of glee (and permission from my principal), I got in my car and drove to La Jolla, where I met the captain, my payload, and truly saw my dreams come true.

Was it a lot of work? Without a doubt- one of the most stressful experiences I’ve ever done as an educator. Was it worth it? Again, without a doubt- I had students that like science but are not interested in “school” that were begging their parents to get them to school early on their team days. Students are already asking me if they can be on the launch team for next year. Hearing a 5-year-old accurately explain to a group of adults why a balloon will burst in space is just extraordinary. I definitely know that I have some engineers and researchers on my team- kids that are going to change the world as we know it. All it took was a dream.

Written by Joanne Michael

Joanne Michael

Joanne Michael is a K-5 Science Specialist for Manhattan Beach Unified, former CSTA Upper Elementary director, and is a current CSTA member.

Leave a Reply

LATEST POST

Participate in Chemistry Education Research Study, Earn $500-800 Dollars!

Posted: Tuesday, May 9th, 2017

WestEd, a non-profit educational research agency, has been funded by the US Department of Education to test a new molecular modeling kit, Happy Atoms. Happy Atoms is an interactive chemistry learning experience that consists of a set of physical atoms that connect magnetically to form molecules, and an app that uses image recognition to identify the molecules that you create with the set. WestEd is conducting a study around the effectiveness of using Happy Atoms in the classroom, and we are looking for high school chemistry teachers in California to participate.

As part of the study, teachers will be randomly assigned to either the treatment group (who uses Happy Atoms) or the control group (who uses Happy Atoms at a later date). Teachers in the treatment group will be asked to use the Happy Atoms set in their classrooms for 5 lessons over the course of the fall 2017 semester. Students will complete pre- and post-assessments and surveys around their chemistry content knowledge and beliefs about learning chemistry. WestEd will provide access to all teacher materials, teacher training, and student materials needed to participate.

Participating teachers will receive a stipend of $500-800. You can read more information about the study here: https://www.surveymonkey.com/r/HappyAtoms

Please contact Rosanne Luu at rluu@wested.org or 650.381.6432 if you are interested in participating in this opportunity, or if you have any questions!

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

2018 Science Instructional Materials Adoption Reviewer Application

Posted: Monday, May 8th, 2017

The California Department of Education and State Board of Education are now accepting applications for reviewers for the 2018 Science Instructional Materials Adoption. The application deadline is 3:00 pm, July 21, 2017. The application is comprehensive, so don’t wait until the last minute to apply.

On Tuesday, May 9, 2017, State Superintendent Tom Torlakson forwarded this recruitment letter to county and district superintendents and charter school administrators.

Review panel members will evaluate instructional materials for use in kindergarten through grade eight, inclusive, that are aligned with the California Next Generation Science Content Standards for California Public Schools (CA NGSS). Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Lessons Learned from the NGSS Early Implementer Districts

Posted: Monday, May 8th, 2017

On March 31, 2017, Achieve released two documents examining some lessons learned from the California K-8 Early Implementation Initiative. The initiative began in August 2014 and was developed by the K-12 Alliance at WestEd, with close collaborative input on its design and objectives from the State Board of Education, the California Department of Education, and Achieve.

Eight (8) traditional school districts and two (2) charter management organizations were selected to participate in the initiative, becoming the first districts in California to implement the Next Generation Science Standards (NGSS). Those districts included Galt Joint Union Elementary, Kings Canyon Joint Unified, Lakeside Union, Oakland Unified, Palm Springs Unified, San Diego Unified, Tracy Joint Unified, Vista Unified, Aspire, and High Tech High.

To more closely examine some of the early successes and challenges experienced by the Early Implementer LEAs, Achieve interviewed nine of the ten participating districts and compiled that information into two resources, focusing primarily on professional learning and instructional materials. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Using Online Simulations to Support the NGSS in Middle School Classrooms

Posted: Monday, May 8th, 2017

by Lesley Gates, Loren Nikkel, and Kambria Eastham

Middle school teachers in Kings Canyon Unified School District (KCUSD), a CA NGSS K-8 Early Implementation Initiative district, have been diligently working on transitioning to the Next Generation Science Standards (NGSS) integrated model for middle school. This year, the teachers focused on building their own knowledge of the Science and Engineering Practices (SEPs). They have been gathering and sharing ideas at monthly collaborative meetings as to how to make sure their students are not just learning about science but that they are actually doing science in their classrooms. Students should be planning and carrying out investigations to gather data for analysis in order to construct explanations. This is best done through hands-on lab experiments. Experimental work is such an important part of the learning of science and education research shows that students learn better and retain more when they are active through inquiry, investigation, and application. A Framework for K-12 Science Education (2011) notes, “…learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 Science Education” (pg. 11).

Many middle school teachers in KCUSD are facing challenges as they begin implementing these student-driven, inquiry-based NGSS science experiences in their classrooms. First, many of the middle school classrooms at our K-8 school sites are not designed as science labs. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the NGSS Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

Celestial Highlights: May – July 2017

Posted: Monday, May 8th, 2017

May Through July 2017 with Web Resources for the Solar Eclipse of August 21, 2017

by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graphs of planet rising and setting times by Jeffrey L. Hunt.

In spring and summer 2017, Jupiter is the most prominent “star” in the evening sky, and Venus, even brighter, rules the morning. By mid-June, Saturn rises at a convenient evening hour, allowing both giant planets to be viewed well in early evening until Jupiter sinks low in late September. The Moon is always a crescent in its monthly encounters with Venus, but is full whenever it appears near Jupiter or Saturn in the eastern evening sky opposite the Sun. (In 2017, Full Moon is near Jupiter in April, Saturn in June.) At intervals of 27-28 days thereafter, the Moon appears at a progressively earlier phase at each pairing with the outer planet until its final conjunction, with Moon a thin crescent, low in the west at dusk. You’ll see many beautiful events by just following the Moon’s wanderings at dusk and dawn in the three months leading up to the solar eclipse. Learn More…

Powered By DT Author Box

Written by Robert Victor

Robert Victor

Robert C. Victor was Staff Astronomer at Abrams Planetarium, Michigan State University. He is now retired and enjoys providing skywatching opportunities for school children in and around Palm Springs, CA. Robert is a member of CSTA.