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Register a new userCollaboration between high schools in Japan and Argentina for cosmic-ray research using CosmicWatches
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Cosmic rays are ubiquitous and readily available, making them a good teaching tool for particle and astrophysics by young students. Tan-Q is an inclusive outreach and educational project, providing students in Japanese junior-high or high schools with research opportunities to join cosmic-ray and particle physics. In the Tan-Q framework, the students in each school conduct their research with help from mentors who are mainly undergraduate students. Researchers are also extensively involved through regular Zoom meetings and continuous communication on Slack. Some cases are inter-school, and some are international. This paper presents one of the Tan-Q activities of joint research between high schools in Japan and Argentina to observe cosmic-ray muons using CosmicWatches. Our primary goal is to investigate the muon flux differences due to the differences in circumstances like altitudes and geomagnetic field strengths. Those involved learn not only particle physics but also statistical data analysis methods.
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Over the past two decades, I have been actively involved in teaching astronomy and astrophysics to Chicago Public School (CPS) students and their teachers, in collaboration with various groups as well as by myself. Valuable resources that we have created for schools include the Multiwavelength Astronomy Website, with modules for infrared, optical, ultraviolet, X-ray and gamma-ray astronomy. The content of each lesson is derived from interviews with scientists, archived oral histories, and/or memoirs. Lessons are evaluated by a science educator and at least one subject matter expert before being produced for the web. They are supplemented by NASA media, archival material from the University of Chicago Library and other archives, and participant contributed photographs, light curves, and spectra. Summer programs provided training to CPS teachers to use the resources in their classrooms. Currently, I lead the Chicago Area Research Mentoring (CHARM) initiative. In the past academic year I worked with a class of 17 diverse 11th grade honors students at the University of Chicago Charter School, Woodlawn. Through frequent lectures ($sim$ every 4 weeks), these students were exposed to astrophysical topics and concepts not normally covered in a school curriculum. CHARM aims to develop the students critical thinking, introduce them to astrophysical research methods and techniques, and prepare them for a career in science, technology, engineering and mathematics (STEM), particularly a research-oriented one. In this article, I highlight some projects, educational resources, results achieved, and lessons learned along the way.
We report our experience in bringing science into US and French classrooms. We participated in the US scientific educational program Project ASTRO. It is based on a partnership between a school teacher and an astronomer. They together design and realize simple and interesting scientific activities for the children to learn and enjoy science. We present four hands-on activities we realized in a 4th-grade class (10 yr-old kids) in Tucson (USA) in 2002-2003. Among the covered topics were: the Solar System, the Sun (helioseismology) and the Galaxies. We also present a similar experience done in two classrooms in 2005, in Chatenay-Malabry (France) in partnership with an amateur astronomy association (Aphelie). This is a pleasant and rewarding activity, extremely well appreciated by the children and the school teachers. It furthermore promotes already at a young age the excitement of science, and provides concrete examples of the scientific methodology.
Background: Qualitative interviewing is a common tool that has been utilized by Science, Technology, Engineering, and Mathematics (STEM) education researchers to explore and describe the experiences of students, educators, or other educational stakeholders. Some interviewing techniques use co-creation of an artifact, such as a personal timeline, as a unique way to elicit a detailed narrative from a respondent. The purpose of this commentary is to describe an interview artifact called a life grid. First used and validated in medical sociology to conduct life course research, we adapted the life grid for use in research on undergraduate STEM education. We applied the life grid interview technique to two contexts: 1) students in an advance degree program reflecting on their entire undergraduate career as a biology major, and 2) students in an undergraduate physics program reflecting on a multi-week lab project. Results: We found that the life grid supported four important attributes of an interview: facilitation of the respondents agency, establishment of rapport between interviewers and respondents, enhanced depth of the respondents narratives, and the construction of more accurate accounts of events. We situate our experiences with respect to those attributes and compare them with the experiences detailed in literature. Conclusions: We conclude with recommendations for future use of the life grid technique in undergraduate STEM education research. Overall, we find the life grid to be a valuable tool to use when conducting interviews about phenomena with a chronological component.
The International Particle Physics Outreach Group (IPPOG) has been making concerted and systematic efforts to present and popularise particle physics across all audiences and age groups since 1997. Today the scientific community has in IPPOG a strategic pillar in fostering long-term, sustainable support for fundamental research around the world. One of the main tools IPPOG has been offering to the scientific community, teachers and educators for almost 10 years is the Resource Database (RDB), an online platform containing a collection of high quality engaging education and outreach materials in particle physics and related sciences.
We have searched for possible sites in Argentina for the installation of large air Cherenkov telescope arrays and water Cherenkov systems. At present seven candidates are identified at altitudes from 2500 to 4500 m. The highest sites are located at the Northwest of the country, in La Puna. Sites at 2500 and 3100 m are located in the West at El Leoncito Observatory, with excellent infrastructure. A description of these candidate sites is presented with emphasis on infrastructure and climatology.
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