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Open Discovery Space Summer
School 2014
Marathon, Greece, July 13-18
Educational Scenario
THE LOST WORLD…
… of starry night
How many stars can you see at night?
José Gonçalves
www.eufisica.com
THE LOST WORLD…
The Milky Way fills the night sky over the Durdle Door rock archway on the Jurassic Coast in
Dorset, England. The picture was taken by Andrew Whyte, who has a passion for long exposure
photography and experimenting with night time shots. Picture: ANDREW WHYTE / CATERS NEWS
Basic info on the scenario:
 Name of participant: José Gonçalves
 School: E.B. 2,3 de Amarante
 Country: Portugal
 Title of scenario: THE LOST WORLD… of starry night
How many stars can you see at night?
 Short description/ main idea:
The Goal is to carry on a global project conducted by the students
with different ages and school years.
We try to engage the students with a talk about light pollution,
where pictures and videos were presented. In each grade
students tries to find colleagues from the same, upper or lower
grades. We want students from the same living area.
The best fit will be groups with one student from 7th grade, one
from 8th grade, and one from 9th grade. Different combinations
are accepted.
Educational objectives and
pupils’ competences targeted:
 1. Learn to locate celestial objects and constellations.
 2. Relate the intensity of artificial light to the
observation of these objects.
 3. Understanding the properties of light and the different
spectra.
 4. Differentiate the different spectra with the respective
light sources.
 5. Calculate the energy and the expenditure correlated
to lamp’s power.
 6. Use the spreadsheet for data processing and
interpretation.
 7. Associate light pollution to energy waste and its
impact on astronomical observation.
Pupils’ ages:
 +12 age old
 This scenario was implemented to all students in the 7th,
8th and 9th grades.
Curriculum areas/ domains
involved:
 PHYSICS:
Location of celestial objects and constellations (7th grade),
the properties of light and the color of objects (8th grade),
energy and power (9th grade).
 MATHEMATICS:
Build graphs, interpreting data, equations and basic
operations.
 ICT:
Data analysis and build graphs with a spreadsheet, using
Google maps or other geolocation software, Office software.
 Other skills were applied in this scneario like
communication, operating a spectrometer and a
Smartphones / Tablets, leadership, team work, etc.
Which school needs does your
scenario address?
 Print and copies of documents, computer with internet
connection, Stellarium and SalsaJ software, materials
and tools to build a spectrometer, interactive whiteboard
and Google account (for students and teachers).
Parental engagement
 Please describe
 How are pupils’ parents engaged in the process or/ and implementation of
the educational scenario? What is their role?
The parents can guide the children through the geo-localization process.
At the same time they can ask students about the problem objectives,
why they should study that problem, and why is so important.
 Which school needs does their engagement in this scenario intend to
serve?
The school can be serve with a different way to implement projects,
cooperation between students and teachers as well, to improve students’
skills and critical thinking.
Parental engagement
 Please describe
 What are the expected benefits from parents’ engagement in this
scenario?
They can learn more about this problem.
They can improve their knowledge and ICT skills.
They can pressure local authorities about light pollution.
They can be a part of the study and understand / remember the scientific
method.
They can communicate and spare some time with their children.
Phase 1: Preparation
It is intended that teams are made between students of different
grades.
It’s possible to hold up a lecture to provoke curiosity and can be
opened to local community.
Phase 1: Preparation
Economic production of
energy with
poluent
source
global
warming
Environmental
Social light
invasion at
home
insomnia
, stress,
Health
flora, habitats, fauna,
...
Phase 1: Preparation
1) Caused by…?
2) What is the
waste?
3) How many stars
can we see?
4) What is the
relationship
between energy
expenditure and
...?
5) Can we reduce
our expenditure?
6) Etc…
Phase 2: Implementation
Nº Stars
Lamp
Type
Light
Color
Spectrum
LED vs
Others
Public Illumination
AuditArtificial
Light
Nº Stars
ConstelationsGlow effect
City /
Countryside
7th Grade 9th Grade
8th Grade
Lamp Type
Power
EnergyExpenditure
Nº Stars
Phase 2: Assessment
Team work between students, students and teachers, and between teachers.
9th grade
student
•Coordenator
•Power
•Energy
•Data collection
•Calculus
8th grade
student
•Luminaire type
•Lamp type
•Lamp color
•Espectrum
•Fotography
7th grade
student
•Stars counting
in variable
directions
•Number of stars
in Orion’s
constellation
Each team consists of …
Important: Geolocalization
Resources
7th grade – (Discover the Cosmos
portal)
8th grade – (PROFILES portal) and they
and they will introduce in the
. Also, the students
can analyze the spectrum with and/or
analyze images collected by Faulkes Telescopes.
9th grade - (Dark Skies Rangers
website)
Resources
Phase 3: Evidences from
observation
Tipo of
luminaire
Power /
W
n.º of
hours
per day /
h
n.º of hours
per year / h
Energy used
in one year /
Wh
Energy
/ kWh
Yearly expenditure
/ euros
Diary expenditure /
euros
Globo 60 12 4380 262800 263 36,61 0,10
USCO 175 12 4380 766500 767 106,77 0,29
Incandesc
ente
150 12 4380 657000 657 91,52 0,25
Total (3
lamp)
36 13140 1686300 1686 235 1
LED 30 12 4380 131400 131 18,30 0,05
LED/Gl
obe
LED/US
CO
LED/Incand
escent
Savings
(EUR)
18,30 88,47 73,22
E = P x t
% 50% 83% 80%
Phase 3: Evidences from
observation
Phase 3: Evidences from
observation
Phase 3: Evidences from
observation
Phase 3: Evidences from
observation
Phase 3: Evidences from
observation
Phase 3: Evidences from
observation
Phase 3: Evidences from
observation
http://goo.gl/NKsrB5
Observed
stars
Phase 4: Discussion and explanation
from ecidence
Energy
Power
Time
Expernditure
and waste
Lamp’s
color
Constelations
Fase 5: Communicating the results
•Poster
•Exposition
(fotography,
models, etc.)
•Letter addressed
to public authorities
•Poem
•Music
•Public Talk
•News (journal,
blogs, facebook,...)
•School and/or local
radio, video, PPT
•Etc.
Fase 5: Communicating the results
Fase 5: Communicating the results
Fase 6: Reflexion
LITE-
RACY
TIC
STU-
DENT
CITI-
ZEN-
SHIP
Psicology
Langua-
ges
Geogra-
phy
History
Mathema-
tics
Economy
Biology
(Zoology,
Botanics
and
Health)
PHYSICS
and
CHEMIS-
TRY
LIGHT
POLUTION
GLOBALIZATION
THANK YOU!
José Gonçalves
BS and MS in Physics
Skype: eufisica
Email:

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ODS Summer School - Project Scenario by José Gonçalves

  • 1. Open Discovery Space Summer School 2014 Marathon, Greece, July 13-18 Educational Scenario
  • 2. THE LOST WORLD… … of starry night How many stars can you see at night? José Gonçalves www.eufisica.com
  • 3. THE LOST WORLD… The Milky Way fills the night sky over the Durdle Door rock archway on the Jurassic Coast in Dorset, England. The picture was taken by Andrew Whyte, who has a passion for long exposure photography and experimenting with night time shots. Picture: ANDREW WHYTE / CATERS NEWS
  • 4. Basic info on the scenario:  Name of participant: José Gonçalves  School: E.B. 2,3 de Amarante  Country: Portugal  Title of scenario: THE LOST WORLD… of starry night How many stars can you see at night?  Short description/ main idea: The Goal is to carry on a global project conducted by the students with different ages and school years. We try to engage the students with a talk about light pollution, where pictures and videos were presented. In each grade students tries to find colleagues from the same, upper or lower grades. We want students from the same living area. The best fit will be groups with one student from 7th grade, one from 8th grade, and one from 9th grade. Different combinations are accepted.
  • 5. Educational objectives and pupils’ competences targeted:  1. Learn to locate celestial objects and constellations.  2. Relate the intensity of artificial light to the observation of these objects.  3. Understanding the properties of light and the different spectra.  4. Differentiate the different spectra with the respective light sources.  5. Calculate the energy and the expenditure correlated to lamp’s power.  6. Use the spreadsheet for data processing and interpretation.  7. Associate light pollution to energy waste and its impact on astronomical observation.
  • 6. Pupils’ ages:  +12 age old  This scenario was implemented to all students in the 7th, 8th and 9th grades.
  • 7. Curriculum areas/ domains involved:  PHYSICS: Location of celestial objects and constellations (7th grade), the properties of light and the color of objects (8th grade), energy and power (9th grade).  MATHEMATICS: Build graphs, interpreting data, equations and basic operations.  ICT: Data analysis and build graphs with a spreadsheet, using Google maps or other geolocation software, Office software.  Other skills were applied in this scneario like communication, operating a spectrometer and a Smartphones / Tablets, leadership, team work, etc.
  • 8. Which school needs does your scenario address?  Print and copies of documents, computer with internet connection, Stellarium and SalsaJ software, materials and tools to build a spectrometer, interactive whiteboard and Google account (for students and teachers).
  • 9. Parental engagement  Please describe  How are pupils’ parents engaged in the process or/ and implementation of the educational scenario? What is their role? The parents can guide the children through the geo-localization process. At the same time they can ask students about the problem objectives, why they should study that problem, and why is so important.  Which school needs does their engagement in this scenario intend to serve? The school can be serve with a different way to implement projects, cooperation between students and teachers as well, to improve students’ skills and critical thinking.
  • 10. Parental engagement  Please describe  What are the expected benefits from parents’ engagement in this scenario? They can learn more about this problem. They can improve their knowledge and ICT skills. They can pressure local authorities about light pollution. They can be a part of the study and understand / remember the scientific method. They can communicate and spare some time with their children.
  • 11. Phase 1: Preparation It is intended that teams are made between students of different grades. It’s possible to hold up a lecture to provoke curiosity and can be opened to local community.
  • 12. Phase 1: Preparation Economic production of energy with poluent source global warming Environmental Social light invasion at home insomnia , stress, Health flora, habitats, fauna, ...
  • 13. Phase 1: Preparation 1) Caused by…? 2) What is the waste? 3) How many stars can we see? 4) What is the relationship between energy expenditure and ...? 5) Can we reduce our expenditure? 6) Etc…
  • 14. Phase 2: Implementation Nº Stars Lamp Type Light Color Spectrum LED vs Others Public Illumination AuditArtificial Light Nº Stars ConstelationsGlow effect City / Countryside 7th Grade 9th Grade 8th Grade Lamp Type Power EnergyExpenditure Nº Stars
  • 15. Phase 2: Assessment Team work between students, students and teachers, and between teachers. 9th grade student •Coordenator •Power •Energy •Data collection •Calculus 8th grade student •Luminaire type •Lamp type •Lamp color •Espectrum •Fotography 7th grade student •Stars counting in variable directions •Number of stars in Orion’s constellation Each team consists of … Important: Geolocalization
  • 16. Resources 7th grade – (Discover the Cosmos portal) 8th grade – (PROFILES portal) and they and they will introduce in the . Also, the students can analyze the spectrum with and/or analyze images collected by Faulkes Telescopes. 9th grade - (Dark Skies Rangers website)
  • 18. Phase 3: Evidences from observation Tipo of luminaire Power / W n.º of hours per day / h n.º of hours per year / h Energy used in one year / Wh Energy / kWh Yearly expenditure / euros Diary expenditure / euros Globo 60 12 4380 262800 263 36,61 0,10 USCO 175 12 4380 766500 767 106,77 0,29 Incandesc ente 150 12 4380 657000 657 91,52 0,25 Total (3 lamp) 36 13140 1686300 1686 235 1 LED 30 12 4380 131400 131 18,30 0,05 LED/Gl obe LED/US CO LED/Incand escent Savings (EUR) 18,30 88,47 73,22 E = P x t % 50% 83% 80%
  • 19. Phase 3: Evidences from observation
  • 20. Phase 3: Evidences from observation
  • 21. Phase 3: Evidences from observation
  • 22. Phase 3: Evidences from observation
  • 23. Phase 3: Evidences from observation
  • 24. Phase 3: Evidences from observation
  • 25. Phase 3: Evidences from observation http://goo.gl/NKsrB5
  • 26. Observed stars Phase 4: Discussion and explanation from ecidence Energy Power Time Expernditure and waste Lamp’s color Constelations
  • 27. Fase 5: Communicating the results •Poster •Exposition (fotography, models, etc.) •Letter addressed to public authorities •Poem •Music •Public Talk •News (journal, blogs, facebook,...) •School and/or local radio, video, PPT •Etc.
  • 28. Fase 5: Communicating the results
  • 29. Fase 5: Communicating the results
  • 31. THANK YOU! José Gonçalves BS and MS in Physics Skype: eufisica Email: