A Hybrid Hands-On And Computer Simulation Laboratory Activity For The Teaching Of Astronomical Parallax

As computer-based visualization techniques are becoming more important across the landscape of astronomy education, this pre-test/post-test study using the Size, Scale, and Structure Concept Inventory (S3CI) looked at the impact of using a hybrid combination of hands-on and computer-based activities on the learning of five semesters of non-science majoring undergraduates learning about the concept of astronomical parallax. The hybrid laboratory activity comprises an outdoor component where students use the parallax method to determine the distances to nearby objects, and a computer visualization component using the American Astronomical Society’s WorldWide Telescope astronomical visualization software. This activity was implemented as part of an undergraduate astronomy course for non-science majors. Based on an analysis of student responses, we conclude that this activity can help students understand the parallax method as applied in the astronomical realm. However, even after instruction, students had difficulty recognizing this method as the primary means for determining distances in astronomy

WorldWide Telescope in Research and Education

The WorldWide Telescope computer program, released to researchers and the public as a free resource in 2008 by Microsoft Research, has changed the way the ever-growing Universe of online astronomical data is viewed and understood. The WWT program can be thought of as a scriptable, interactive, richly visual browser of the multi-wavelength Sky as we see it from Earth, and of the Universe as we would travel within it. In its web API format, WWT is being used as a service to display professional research data. In its desktop format, WWT works in concert (thanks to SAMP and other IVOA standards) with more traditional research applications such as ds9, Aladin and TOPCAT. The WWT Ambassadors Program (founded in 2009) recruits and trains astrophysically-literate volunteers (including retirees) who use WWT as a teaching tool in online, classroom, and informal educational settings. Early quantitative studies of WWTA indicate that student experiences with WWT enhance science learning dramatically. Thanks to the wealth of data it can access, and the growing number of services to which it connects, WWT is now a key linking technology in the Seamless Astronomy environment we seek to offer researchers, teachers, and students alike.Comment: 4 pages, 2 figures, describes software available at worldwidetelescope.or

Optimal Model-Order for a Moon Phases Lab with Virtual and Physical Components

Astronom

H₀ from Cosmic Background Imager Observations of the Sunyaev-Zel’dovich Effect in Nearby Clusters.

We present H₀ results from Cosmic Background Imager (CBI) observations of the Sunyaev-Zeldovich Effect (SZE) in 7 galaxy clusters, A85, A399, A401, A478, A754, A1651, and A2597. These observations are part of a program to study a complete, volume-limited sample of low-redshift (z < 0.1), X-ray selected clusters. Our focus on nearby objects allows us to study a well-defined, orientation unbiased sample, minimizing systematic errors due to cluster asphericity. We use density models derived from ROSAT imaging data and temperature measurements from ASCA and BeppoSAX spectral observations. We quantify in detail sources of error in our derivation of H₀, including calibration of the CBI data, density and temperature models from the X-ray data, Cosmic Microwave Background (CMB) primary anisotropy fluctuations, and residuals from radio point source subtraction. From these 7 clusters we obtain a result of Ho = 67+30-18(ran)+15-6(sys) km/s-1 Mpc-1 for an unweighted sample average. The respective quoted errors are random and systematic uncertainties at 68% confidence. The dominant source of error is confusion from intrinsic anisotropy fluctuations. We present results from simulations of an eigenmode weighting analysis that reduce the uncertainties due to CMB in h-1/2 by ~30%

WWT Ambassadors: WorldWide Telescope for Interactive Learning

In our presentation, we demonstrated some key features of the WorldWide Telescope (WWT). Here we describe the results of a WWT Ambassadors (WWTA) Pilot Study where volunteer Ambassadors helped sixth-graders use WWT during a six-week astronomy unit. The results of the study compare learning outcomes for 80 students who participated in WWTA and 70 students at the same school and grade who only used traditional learning materials. After the six-week unit, twice as many “WWT” as “non-WWT” students understood complex three dimensional orbital relationships; tremendous gains were seen in student performance in science overall, astronomy in particular, and even in using “real” telescopes. We describe plans for expansion of the WWTA program.Astronom

WorldWide Telescope Ambassadors: A Year 3 Update

We give a brief overview of some key features of WorldWide Telescope and its Ambassadors Program, and we describe two goals for expanding the program in the coming year: scaling up training efforts; and developing “plug and play” Visualization Lab modules that teach key Earth and Space Science concepts to students while emphasizing important scientific processes and skills. We discuss several different ways that members of the astronomy education and outreach community can incorporate WWT-based materials into their work.Astronom

Galileo's New Order

WorldWide Telescope Tour about Galileo's Discovery of Jupiter's Moon

Initial Development of a Concept Inventory to Assess Size, Scale, and Structure in Introductory Astronomy

Research has shown that undergraduates have problems understanding astronomical concepts, especially size, scale, and structure. One way to evaluate understanding is to use concept inventories. Therefore, the purpose of this study was to begin the development of the Size, Scale, and Structure Concept Inventory (S3CI) to assess understanding of these concepts in introductory undergraduate astronomy courses for majors and non-majors. A secondary purpose was to determine the impact of a newly developed WorldWide Telescope (WWT) enhanced lab on parallax, part of a suite of WWT enriched labs for introductory astronomy courses currently under development. We present in this paper preliminary results from the first WWT-enhanced lab on parallax. In Fall 2013, a beta version of the S3CI was piloted in an introductory astronomy course at a small private university. An item analysis was done and estimates of internal consistency reliability were determined using the Kuder-Richardson Formula #20 (KR20). The impact of the newly developed lab was also evaluated using a sub-test of six questions from the S3CI