In conjuntion with working at SCIPP, all of us were participants of IISME (Industry Initiatives in Science and Math Education). One of the goals of IISME is to provide time and support for teachers to develop plans to bring their summer work experience back to their classrooms...thus the creation of our ETP's!
You will find ETP's for Mia, Deirdre, and Nancee below:
A. Mia's
Education Tranfer Plan
(note: It is 6 pages long. The only modifications
made for this web page was to highlight the title of each page and decrease
the size for readability.)
Fellow Name: Mia T. Onodera
Sponsor Company: University of California, Santa Cruz
Mentor Name: Hartmut Sadrozinski
Category: Curriculum
Content Area: Science (physics)
Grade Level: 9-12
Title: Interactive Tour For Students at SCIPP (Santa Cruz Institute of Particle Physics)
Objectives: (List the major students or teacher objectives or outcomes)
Students (and teacher) have the opportunity for a first hand view of a research laboratory and to talk individually or in small groups to scientists of all levels (professors, post-docs, graduate and undergraduate students) about their work, interests, how/why they entered the field of science/physics, and how it may apply to themselves. On a personal basis, as a participant in research this summer, I intend on giving my students a tour from my perspective.
Abstract of plan/project: (50 word summary of the focus of your project)
Prior to the visit, students will receive information about the Institute, summarize basic concepts, and prepare questions for the visit. During the visit, students will have the opportunity to listen to faculty discuss their research, ask questions, tour the laboratory, and have personal time with scientist to talk and examine equipment and ideals more closely.
Resources: (Indicate any materials/supplies, personnel, equipment, etc. needed to complete the plan)
Dr. Hartmut Sadrozinski oversees the REU summer program for undergraduate students and the 3 IISME teachers involved in the summer ’98 research; Dr. Abe Seiden is the Director of SCIPP. Contact Hartmut (831-459-4670) or Georgia Hamel (831-459-2635) for more information. There is a web site with an abundance of information and a directory: http://scipp.ucsc.edu. And, most importantly, at this time, there appears to be support (financial and personnel) for k-12 outreach at UC Santa Cruz and SCIPP.
Evaluation/Assessment Measures: (Indicate whether you will use rubrics,
surveys, evaluation forms, etc.)
All participants (students and university staff and students) will
be asked to provide feedback on the general program and personal experience.
Location: University of Santa Cruz
Natural Sciences II, 3rd floor
Program: SCIPP (Santa Cruz Institute of Particle Physics)
Contact: Hartmut Sadrozinki
(831) 459-4670
hartmut@scipp.ucsc.edu
SCIPP faculty work on a variety of research projects in particle physics for ground based accelerators such as CERN or SLAC (Stanford) as well as in astrophysics such as the GLAST (space telescope) project. Three IISME teachers worked in the lab during the summer of 1998. The University of Santa Cruz and MBEC (Monterey Bay Educational Consortium) are highly motivated in creating a stronger link between the University and the community, and in particular, students and teachers k-12. Dr. Sadrozinski worked throughout the summer on outreach possibilities and encourages interested parties to contact him regarding a visit to the SCIPP lab.
I’ve already implemented my ETP by bringing 8 former students to visit
the lab. The following pages include the details of the field trip
as well as comments to make the next visit to the lab even more productive.
How Did I Get Students Interested in Visiting the Lab?
By chance, I had e-mail addresses for five former students. I
wrote them a letter stating, “I think it would be an interesting and valuable
experience for you to tour the research laboratory and talk to some of
the scientists and students. There are two main projects that are
being worked on right now, both having to do with silicon strip detectors
that detect high energy particles…It’s only been two weeks, but I’m finding
the experience fascinating…thus my idea to invite you guys.” I asked
them to forward my invitation to other students and to let me know if anyone
was interested. In the end, another teacher from my school and I
brought 8 students to Santa Cruz.
What Preparations Were Necessary Before the Visit?
Most of the effort was deciding when the best time to visit would be
because students had summer school, camp, and family vacations. Thereafter,
I sent students an agenda, general information about the types of students
(I remember when I was a freshman in high school, I didn’t know what a
sophomore was, let alone undergraduate and post-doctoral!), a short introduction
to particle physics and strip detectors, and an evaluation sheet (see attachments).
I also highly encouraged them to look at the SCIPP web site. Within
the lab, I asked for volunteers to speak, tour, and help out in general.
Recruiting people was not a problem because everyone wanted to share some
of their expertise or experience with my students.
What Happened During the Visit?
The talks scheduled to get to know people and projects went beyond
the time allotted and students were getting bored. Therefore, I broke
the students up into pairs and had SCIPP people give them a tour of the
facilities. This was pretty interesting for the students (even though
they were still a little shy). We walked to a restaurant on campus
for lunch and returned to hear a visiting professor talk about quarks (this
was o.k.). The end of the day my students used a microscope to examine
a detector more closely and moved probes around even though there was no
power supply hooked up (I didn’t feel it was necessary). One event
that everyone enjoyed was blowing holes in capacitor channels that were
defective with a laser. The students were also impressed by the size
of the components on the detectors. They determined this by placing
a strand of a hair on the detector. Before students left, I had them
complete the evaluation and then we went to the Santa Cruz Boardwalk for
a couple of hours (the biggest hit of the day being the 50 cent rides!).
What Else Do You Need to Know to Make Your Trip a Successful One?
Students need to be prepared before they come to the lab (exploring
the web site). The students that were bored were the ones that had
not familiarized themselves with some of the terminology. Plan on
transitions. The faculty and students enjoy their work and will talk
forever. I found it was nice to ask questions while they were speaking
to make sure they didn’t extend too far. However, most speakers were
able to speak to my students at the students’ level. The faculty
and students are busy, but they really appreciated the break and sharing
their passion. We’ve talked about extending the summer program for
teachers and having more students come to visit the lab, and everyone appears
open and willing.
Student Quotes
About the people…”they’re so easy to talk to- they explain well in
‘our’ terms- they know soooo much stuff from memory! Ack!”
What topics interested you…
”I was interested in how outer space can be studied with the particle
detectors.”
“the different particles in the universe (quarks, leptons, etc.)”
What was most interesting…
”talking to Tim on a small group basis (2 people only) about antimatter
and how quarks combine…”
“being able to use the probes and use the laser”
Ms. Onodera’s Students Visit UCSC SCIPP
Tuesday, August 4, 1998
8:30 a.m.- 6:30 p.m.
8:30 a.m. meet at Redwood (bring lunch and snack money, notebook)
9:30-10:00 introduction to UCSC, SCIPP, and basic info.
on GLAST, ATLAS
(Hartmut)
10:00-10:15 break
10:15-11:15 introduction to individuals / projects (describe personal
background and current work)
(Tim D., Wilko, Masa, Tim N., Teela)
11:15-11:30 questions / discussion
11:30-12:00 individual tours of lab (REU student volunteers)
12:00-1:15 lunch
1:15-1:45 Ms. O’s lecture on quarks and her experience in the lab
1:45-2:00 comments to lecture (students and Taipai)
2:00-3:15 interactive time with faculty/staff and REU students
(volunteers)
3:15-3:30 closing / evaluations
3:30-5:30 Boardwalk
6:30 p.m. return to Redwood
Prior to visit:
Students will have info. on levels of education to understand labels
of faculty/staff (done)
Students will have basic info. on physical science / particle physics
/ detectors (to be discussed in cars)
Students will be asked to examine SCIPP, GLAST, and ATLAS web sites
(done)
Students will be asked to prepare at least 5 questions or areas of
interest to bring with them (done)
Evaluations:
Students will be asked about interest level, understanding, career interests
Faculty/staff/REU students will be asked about perception of student
interest and understanding; individual feeling of value
Levels of education:
High school (4 years are freshman, sophomore, junior, senior)
college prep generally includes biology, chemistry, physics
also may include earth/space/health science; A.P. (college level
of above course)
Undergraduate degree / student (4 years are same as above)
statistics show that many students today require more than 4
years to graduate
called a bachelor’s degree or baccalaureate
sometimes a thesis paper or senior project is required to graduate
Graduate degree / student (number of years to complete varies; used
to be considered 2 yrs.)
requires exams and applications to be accepted just like regular
college apps.
called a master’s degree
usually requires a thesis paper or internship to graduate
some people continue past a master’s degree and work towards
a doctorate degree
doctorate requires a dissertation (longer thesis paper that must
be defended)
Post-doc vs. other faculty
post-doc has doctorate degree but does not have a permanent position
at the university
faculty positions vary; professors teach, research, advise, etc.
depending on individual
Web Site to Examine: http://scipp.ucsc.edu
Go to Atlas tour for a general particle physics lesson
Student Tour August 4, 1998
More General Notes
What is physical science and particle physics?
Generally chemistry and physics are considered your physical sciences,
but it also includes geology, astronomy, and other sciences that don’t
deal with living things. Particle physics is a subset of physics
that studies the microscopic components of matter and their corresponding
energies. For example, you learned that everything is composed of
atoms and atoms consist of a nucleus with neutrons and protons surrounded
by an electron cloud or empty space with electrons. However, the
neutrons and protons are composed of smaller particles that Ms. O will
attempt to explain in her lecture.
What is SCIPP (Santa Cruz Institute of Particle Physics)?
In my own words, SCIPP is a part of UC-Santa Cruz, but their projects
are more grant oriented than university oriented. In a corporate
society, the company uses it’s own money for research, but in a university
or government setting, often times proposals need to be written and money
is granted for projects. Although some professors involved with SCIPP
teach classes at Santa Cruz, some faculty members are only involved in
research (and sometimes mentoring students). Two large projects that
REU (Research Experience for Undergraduates) students and teachers are
involved with this summer are the GLAST and ATLAS projects. We do
not work on the entire project, but very small parts. Both of these
projects are long term and have had Santa Cruz faculty and students working
on them for several years already. In short, GLAST is a gamma ray
large area space telescope and ATLAS is a tracking system for particles
to be used in a large hadron accelerator at CERN in Switzerland (look at
the web site http://scipp.ucsc.edu). In general, our studies
have dealt with particle strip detectors including a lot of computer applications
and programming.
What are particle strip detectors?
The projects that we have been working on can be generally grouped together as detectors. The detectors are often silicon strips placed close together. These strips “detect” particles as they pass through them. Of the many different types of particles that go through the detector, only certain particles are of significance to the particular experiment. These particles are loosely referred to as “interesting events”. For example, in GLAST, we are interested in gamma rays. Therefore, particles of low energy are ignored while particles that hit the detector at the appropriate energy and decay accordingly are considered the “interesting events”. In the project I am working on now, we are looking at low resistivity detectors sometimes made of substances other than silicon, hoping to find detectors that work well and last longer under the extreme conditions of their intended use.
What else do you want to know?
Student Evaluation of Visit to Santa Cruz Institute of Particle Physics
(SCIPP), UC Santa Cruz
Tuesday, August 4, 1998
Please answer each question thoughtfully. You do not need to answer
in complete sentences.
B. Deirdre's Educational Transfer Plan
C. Nancee's Educational Transfer Plan
IISME Education Transfer Plan Proposal
Fellow Name: Nancee L. Boice
Sponsor Company: University of California, Santa Cruz.
Institute of Particle Physics (SCIPP)
Mentor Name: Mr. Hartmut Sadrozinski
Category: Curriculum resource
Content Area: Science
Grade Level: 7-12
Title: “Phocus on Physics: Curriculum Resources to Enhance Your Physical World”
Objectives: To create a useful list of resources for educators, visitors, students, research fellows, or anyone who would like background, explanations or curriculum on visiting science/physics institutions. Institutions include but not limited to Santa Cruz Institute for Particle physics (SCIPP), Lawrence Berkeley Lab. (LBL), Lawrence Hall of Science (LHS), Stanford Linear Accelerator (SLAC), Lick Observatory, National Aeronautics and Space Administration (NASA), Lockheed-Martin, “Physics Day – Great America,” “Exploratiorium,” and “The Tech Museum of Innovation.”
Abstract of plan/project: The resource guide will be available to Physics/Physical Science educators of students 7th=-12th grade. It will be made available for classes or individuals who plan on visiting the fore-mentioned facilities, or for use in teaching/learning aspects of physics to enhance one’s experiences and background education. It may be used as supplementary teaching curriculum, or as pre/post curriculum activities. This may eventually become a “web page.” The list will cover the following four areas of physics: 1) Electronics, 2) Particle Physics, 3) Astrophysics and 4) Newtonian Mechanics.
Resources: The original plan is a printed list distributed to education specialists at the District Level and/ or Physics teachers. This involves phone calls and computer time. The ultimate goal is to create a Web Page. Expenses would consist of printing costs and telephone calls.
Evaluation/Assessment Measure: Survey of involved students/educators
as to the appropriateness/usefulness of the curriculum.
Mentor Signature: _______________________________
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