Rose-Remotely Operated Science Experiment- Stanford University

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Report on ROSE (Remotely Operated Science Experiment) workshop in India. Read more at http://ldt.stanford.edu/~educ39109/POMI/ROSE

Report on ROSE (Remotely Operated Science Experiment) workshop in India. Read more at http://ldt.stanford.edu/~educ39109/POMI/ROSE

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  • 1. ROSEREMOTELY OPERATED SCIENCE EXPERIMENT Paul Kim Aaron Sharp Kevin Bing-Yung Wong Arafeh Karimi Kamakshi Duvvuru
  • 2. WHAT IS ROSE? A plant in a terrarium that lives at Stanford Live video is streamed 24 hrs/day, 7 days/week
  • 3. WHAT CAN YOU DO WITH ROSE? You can turn on/off the “sun” (a lamp), the “rain” (a mist maker), & the “wind” (a fan). You can monitor online the temperature, the humidity, & the light
  • 4. GOAL OF PROJECTTo bring authentic, meaningful science experimentationto students in remote areas of developing countries.
  • 5. WHY LABS?Laboratory experiences “make science come alive" Clough (2002)Hands-on experience is at the heart of science learning Nersessian (1991)
  • 6. WHY NOT JUST USE COMPUTERS?Real data provide students with the “unexpectedclashes” between theory and practice that are essentialfor an understanding of the role of experiments inscience. Magin & Kanapathipillai (2000)Students are more motivated when they know theyare working with real equipment. Cooper (2005)
  • 7. ROSE Study in IndiaFEBRUARY 2011 Paul Kim Arafeh Karimi Kamakshi Duvvuru
  • 8. This study was conducted in Sri Netaji Pilot schoolIn Nellore, India in Feb 2011With 16 kids aged 10-12 in a 4th grade primary school class.
  • 9. We introduced ourselves and asked the kids if theyknew where America, Iran or Malaysia were… They said that they hadn’t heard of any of those countries, so we explained where we were from.
  • 10. “We heard thatyou are thesmartest kids inthe world, soscientists in theU.S. sent us hereto get your help.” “We have a big problem over there, and we need you to help us solve it.”
  • 11. They were very welcoming and told us,“Dont worry! We will solve your problem.”
  • 12. PROBLEM SCENARIOFacilitator: Can you name some planets for us?Participants named 9 planets.Facilitator: Have you heard of “Planet ROSE”?Participants: No!
  • 13. Then we presented the story of Planet ROSE to them: “There is a planet out there called Planet ROSE and it is very similar to Earth. It’s a beautiful planet with happy people.”
  • 14. “This is Rahul’s and Priya’s world.They played outside every day and were very happy… But then something bad happened…”
  • 15. “It became a desert!There was no rain and no food.There wasn’t enough to eat andeveryone was sad and starving. Because of this, everyone on Planet ROSE has died in the past few years!”
  • 16. “There is only one plant still alive on Planet ROSE. The plant’s name is ROSE.Rahul and Priya sent the ROSE to Earth to preserve it. Scientist are keeping ROSE in a Stanford lab. And we have to find out what the best climate is in order to keep ROSE alive!”
  • 17. “We’ve heard that you are the smartest kids in the world! You are the only ones who can save the ROSE!”
  • 18. “We came all the way here to seeyou and get yourhelp to solve the problem. The scientists in the U.S. don’t know what to do to keep ROSE alive.”
  • 19. Then we introduced the concept of Desertificationand showed the students two animations explaining it.We asked them some questions about the causes ofdesertification and about its potential relationship withclimate change “What temperature, humidity and light levels are best for ROSE and how are these elements related?”
  • 20. Next we presented ROSE to them. They were so excited to see the real plant on screen in real time! They werent expecting the real plant.They asked us some question to make surethe plant was real.When we later told them that they couldeven control the climate around ROSE, thelevel of excitement was indescribable!
  • 21. We grouped the participants into groups of 3 and askedthem to discuss the questions we shared with them, and later to present their findings and arguments.
  • 22. PRE-QUESTIONS:1. When it rains, what happens to the temperature and why?2. When it rains, what happens to the humidity and why?3. When wind starts to blow, what happens to the temperature and why?4. Between 6AM in the morning and 3PM in the afternoon, what happens to the temperature and why?5. What happens to temperature when humidity and wind speed change and why?6. What happens to temperature when humidity and light levels change and why?7. What happens to humidity when light level and wind speed change and why?8. What happens to humidity when temperature and wind speed change and why?
  • 23. Students were immersed indiscussion and were seriously arguing about the answers
  • 24. Each group presented their findings in front of the class.All the other groups listened to the presentations, actively commented, and argued over the correct answer.
  • 25. After all groups presented their ideas and everyone participated in discussion, it was the testing time.Participants were excited to find out what the correct answer was and were eager to play with ROSE!
  • 26. We set up the projector and two browser windows torepresent ROSE system.One window showed streaming video of ROSE and theother showed the temperature, humidity and light levels.Participants could interact with the environment bymanipulating the sun, rain and wind. Remote Controllers Sensors Streaming video
  • 27. We briefly presented how thecontrols and system worked.But we didn’t have much more to do… Students took charge of the experiment.
  • 28. Participants taught each other how to work withROSE and pointed out the changes in the environment. Students were so excited about the experiment that they couldn’t remain seated in their chairs. All of them stood up near the screen to better monitor the changes and participate.
  • 29. First, we gave them some time to figure out the effectsthat each element had on ROSE’s conditions:Questions such as, “If there is more rain, what happens tohumidity?” or “If you turn on the fan, what will happen tothe temperature?”
  • 30. Students realized thatwhenever they changedthe sun, the rain, or thewind, they had to wait afew seconds beforeseeing the changesfrom the sensors. So, they started to count down from 10 every time they changed an element.
  • 31. THE MAIN PROCESS WAS:1. Ask a question2. Discuss the possible solutions3. Ask students how many agree vs. disagree4. Provide time for argument and ask each group to come to a consensus on one solution5. Ask one group to use ROSE in order to prove their findings to the rest of the class6. Announce the correct answer and congratulate the winners
  • 32. 1. Ask a question
  • 33. 2. Discuss the possible solutions
  • 34. Observing…
  • 35. Thinking…
  • 36. Scientific argument
  • 37. 3. Ask students how many agree vs. disagree
  • 38. 4. Provide time for argument and ask each group tocome to a consensus on one solution
  • 39. Everyone sharing their thoughts
  • 40. Collaboration
  • 41. Thinking, arguing,thinking,….
  • 42. 5. Ask one group to use ROSE in order to provetheir findings to the rest of the class
  • 43. 6. Announce the correct answer and congratulatethe winners
  • 44. Ready?
  • 45. And theanswer is…
  • 46. High five!Yes!
  • 47. We concluded the session by collecting the surveys, giving a post test, and a discussing with our happy participants what they learned.
  • 48. ROSE YOUTUBE VIDEOS Click here to see an interview with one of the students who participated Click here to see an interview with an entire class that participated
  • 49. REFERENCESClough, M. P. (2002). Using the laboratory to enhance student learning. In Learning Science and the Science of Learning, R. W. Bybee, Ed. National Science Teachers Association, Washington, DC, 85–97.Cooper, Martyn (2005). Remote laboratories in teaching and learning – issues impinging on widespread adoption in science and engineering education. International Journal of Online Engineering (iJOE), 1(1), 1-7.Nersessian, N. J. (1991). Conceptual change in science and in science education. In History, Philosophy, and Science Teaching, M. R. Matthews, Ed. OISE Press, Toronto, Canada, 133–148.Magin, D. J. & Kanapathipillai, S. (2000). Engineering students’ understanding of the role of experimentation. European J. Eng. Education 25 (4), 351–358.