Cold Regions Research and Engineering Laboratory
4 to 11 August 2002
Notes from some presentations are incorporated into the "topic sections" of the TEAs Only Web Site (as indicated)
Don Atwood (Raytheon Representative), Raytheon Polar Services Company, Englewood, Colorado Martin Barnes (Raytheon Representative), Raytheon Polar Services Company, Englewood, Colorado Merle Bowser (VECO Representative), Valued Engineering Construction Operations, Littleton, Colorado Samuel Bowser (TEA Researcher 2002/2003), Department of Biomedical Sciences, New York State Department of Health, Albany, New York Colleen Brogenski (TEAntarctic 2003/2004), St. John's School, Houston Texas David Brown (TEArctic 2003/2004), St. Peter School, Quincy Illinois Arlyn Bruccoli (TEA Project Coordinator/Co-Director of TEA Transfer), Education Department, American Museum of Natural History, Cold Regions Research & Engineering Lab, Hanover, New Hampshire Nancy Chabot (TEA Researcher 2002/2003), Department of Geological Sciences, Case Western Reserve University, Cleveland, Ohio Renee Crain (NSF - Science Assistant), Office of Polar Programs, Arctic Section, National Science Foundation, Arlington, Virginia Suzy Ellison (TEAntarctic 2003/2004), Yampah Mountain High School, Glenwood Springs, Colorado Robin Ellwood (TEAntarctic 2003/2004), Rye Junior High School, Rye, New Hampshire
Nicholas Flanders (Social Development Specialist), International Finance Corporation, Environment & Social Development Department, Washington, DC Ethan Forbes (TEArctic 2001/2002), Butterfield School, Orange, Massachusetts Amie Foster (TEArctic 2003/2004), Simmons Middle School, Aurora, Illinois Markus Frey (TEA Researcher 2001/2002), Department of Hydrology and Water Resources, University of Arizona, Tucson, Arizona Guy Guthridge (NSF - Program Manager), Office of Polar Programs, National Science Foundation, Arlington, Virginia Brian Horner (Survival Trainer, President), Learn to Return, Anchorage, AK Peter Keene (Photographer), Cold Regions Research & Engineering Laboratory, Hanover, New Hampshire Kolene Krysl (TEAntarctic 2000/2001), Oakdale Elementary School, Omaha, Nebraska Sean Lally (TEArctic 2003/2004), Sewickley Academy, Sewickley, Pennsylvania Michael Lampert (TEAntarctic 2003/2004), West Salem High School, Salem, Oregon Lars Long (TEArctic 2003/2004), DeLong Middle School, Eau Claire, Wisconsin Jim Madsen (TEA Researcher 2002/2003), Department of Physics, University of Wisconsin-River Falls, River Falls, Wisconsin Patricia Matrai (TEA Researcher 2002/2003), Bigelow Laboratory for Ocean Sciences, West Boothbay Harbor, Maine Debra Meese (TEA Co-Principal Investigator/Arctic Program Director, Researcher), Cold Regions Research & Engineering Laboratory, Hanover, New Hampshire Dora Nelson (TEArctic 2003/2004), Carolina Day School, Asheville, North Carolina Jason Petula (TEAntarctic 2001/2002), Tunkhannock Area High School, Tunkhannock, Pennsylvania Marge Porter (TEA Co-Principal Investigator / Transfer Director, TEAntarctic 1994/1995), Somers High School, Somers, CT James Rogers (TEArctic 2003/2004), Polson High School, Polson, Montana Dena Rosenberger (TEArctic 2001/2002), El Capitan High School Lakeside, California Juanita Ryan (TEAntarctic 2001/2002), Toyon Elementary School, San Jose, California Andrew Sajor (TEAntarctic 2003/2004), Peru Central School, Peru, New York Stephanie Shipp (TEA Co-Principal Investigator / Antarctic Program Director, Researcher), Rice University, Department of Earth Science, Houston, Texas Steve Stevenoski (TEAntarctic 1995/1996), On Site in Wisconsin, Lincoln High School, Wisconsin Rapids, Wisconsin Amy Stoyles (TEAntarctic 2003/2004), Harllee Middle School, Bradenton, Florida Dallas Trople (TEArctic 2002/2003), On Site in Alaska, Sedro-Woolley High School, Sedro-Woolley, Washington Priit Vesilind (Freelance Writer) Ross Virginia (TEA Researcher 2000/2001), Environmental Studies, Dartmouth College, Hanover, New Hampshire Elizabeth Youngman (TEArctic 2001/2002), Phoenix Country Day School, Paradise Valley, Arizona
Groups – Arctic and Antarctic - Gear to Take, Hygiene Issues (Past TEAs
in small discussion groups
and Antarctic Logistics - Presentations and Discussions (Merle Bowser, Don Atwood)
Considerations (Discussion Leaders: Kolene Krysl, Dena Rosenberger)
Considerations (Discussion Leaders: Juanita Ryan, Betsy Youngman)
pp. 8 – 15"Mentoring High School Teachers: It Really is a Partnership"
pp. 31 – 36 "From Classroom to Science
Institute" of: Bacon, W. Stevenson (Ed). (2000) Bringing the
Excitement of Science to the Classroom: Using Summer Research Programs to
Invigorate High School Science. Tucson, AZ: Research Corporation
journal entry for Tuesday discussion
to Leaders of Tuesday Panels:
Meet to Plan Introductory Discussion & Audience Involvement
Tuesday, 6 August 2002
in Hotel Lobby; depart for CRREL
/ Plan of Day
Research - Presentation and Discussion (Paty Matrai)
Role in, and View of, TEA (Guy Guthridge, Renee Crain)
Discussion; What makes a successful TEA Experience from a
Perspective? – With Audience Parcticipation (Discussion Leader: Sam
Bowser. Panel: Nancy Chabot, Markus Frey, Jim Madsen, Paty Matrai)
Discussion: What TEAs and Researchers Expect of Each Other –
Sam Bowser, Paty Matrai, Jason Petula, Dena Rosenberger, Juanita Ryan)
- Break-Out Discussion Groups (with researchers)
What Should a Journal Include? How Is the Science Captured?
Leader: Dena Rosenberger)
Discussion Groups - review and comment on journal entries
and discuss elements of strong journaling
Journaling the Science Experience (Priit Vesilind)
of CRREL for New TEAs (take notes and digital images of science in action
and write first journal entry
Homework:Review TEA responsibilities,
Finish first journal entry
Wednesday, 7 August 2002
in Hotel Lobby; depart for CRREL
/ Plan of Day
Research - Presentation and Discussion (Jim Madsen)
and Antarctic Groups - Discussion of TEA Responsibilities (Deb Meese and
What Should an Image Include? How Is the Science Captured? (Discussion
Leader: Jason Petula)
Discussion Groups - review and comment on images
and discuss elements of strong imaging (Peter Keene)
Discussion in 2 Groups - Web Page Overview, Journals, Images, and a little
HTML (Stephanie Shipp, Marge Porter,Arlyn Bruccoli)
Groups - Practice RealAudio (Steve Stevenoski - On-site in Wisconsin)
Journals and Images
within session as needed
individual journals and images with Priit Vesilind and Peter Keene
journals based on input – Submit to Web page
within session as needed
Finish journal entries
Develop plan for journal as a whole:
What do colleagues and students want to learn from
How will you best convey all aspects of the science in
which you are involved?
What style will best suit the audience?
Thursday, 8 August 2002
in Hotel Lobby; depart for CRREL
/ Plan of Day
to Return: Field Safety for New TEAs
reading on mentoring and collaboration:
Chapters 1,2,3 and 5 of: Wald, Penelope J. and Michael
Castleberry (Eds.). (2000) Educators at Learners: Creating a Professional
Learning Community in Your School. Alexandria, VA: Association for
Supervision and Curriculum Development
Friday, 9 August 2002
in Hotel Lobby; depart for CRREL
/ Plan of Day
with Colleagues: The TEA Mentoring / Collaboration Responsibility (Discussion
Leaders: Marge Porter and Arlyn Bruccoli)
value of mentoring, Mentoring Resource Groups (MRG), The MRG Newsletter,
Ideas for Mentoring
Break-Out Discussion Groups
and models for mentoring -- What’s feasible for your school? Break
within session as needed
Research – Presentation and Discussion (Nancy Chabot)
Cultures: Presentation and Discussion (Nicholas Flanders)
Tools and Ideas for When Things Don't Go Well (Discussion Leaders: Juanita
Ryan, Ethan Forbes)
Writing Daily Journal / Sending Images
Review readings on Inquiry:
Chapters 1, 2 and 5 of: Inquiry and the National
Science Education Standards: A Guide for Teaching and Learning. (2000)
Washington, DC: National Academy Press
Sally. “Making Predictions: A Way to Expand Learning.” Connect:
A Magazine of Teachers’ Innovations In K-8 Science and Math.
January-February 2001. pp. 6-7
Amundsen Scott South Pole Station, Antarctica with Jim Madsen and Bob Morse of the University of Wisconsin AMANDA Project. Research team maintaining and monitoring telescopes to record passage of neutrinos. The parcticular neutrinos being recorded are emanated from blackholes or solar nebulae.
Be sure to publicize your experience; the more you share with others ahead of time, the more you will create a "following."
Be prepared with back-up plans. Trouble-shooting is a large part of your experience.
Remote field site at Greenland Summit with Markus Frey and Roger Bales of the University of Arizona Research team focused on ice-snow-air interactions and spatial / temporal variations. Some studies tracked greenhouse gas concentrations.
Science can be tedious.
Science sounds easy - but getting out there and doing it can be challenging.
Be prepared for rugged conditions, hard work, and long hours.
Ice breaking research vessel in the Arctic Ocean with Paty Matrai of Bigelow Oceanographic Institution First "international" TEA; joined a Swedish research expedition.
Research team was working to get a picture of what is going on from the ocean floor to 4 kilometers above the Arctic ocean. Moved from site to site and also drifted with the pack ice. Established weather stations on sea ice drifts, monitored basic atmospheric conditions and recorded atmospheric pollutants. Used balloons with instrument packets to monitor atmosphere to 2 km. Sampled seawater for productivity, nutrients, sediments, plankton, etc.
The Arctic is isolated!
Safety and communications ARE important; in this case, everyone was trained to use a shotgun (polar bears are curious!). Safety drills were common.
Sending an artist or author aboard is central to the Swedish culture.
As a TEA, Dena was a member of the team, but she did not have a specific task. This translated into getting to do a little of everything.
Remote field site at base of Transantarctic Mountains with Ralph Harvey and Nancy Chabot of Case Western University Research expedition concentrated on locating and collecting meteorites. Meteorites are located, recorded (location, number), removed (with ice) and shipped to NASA where they are catalogued, thin sectioned, sampled, and available for observation.
Prepare - know your equipment before you go on your research experience
You are representing the TEA Program; follow the rules!
You are a team member; offer to include your team with all that you do.
Enthusiasm and interest are key recommendations to the PI and research team
For Antarctic teachers passing through New Zealand, Margaret Lanyon will connect you with a New Zealand school. Offer to take your research team so that they can spend your time in the classroom. This is an opportunity to learn from each other.
Other than souvenirs, you do not have to pay for food, housing, laundry, etc. in Antarctica.
Physically challenging; be prepared.
You will be trained in the necessary equipment / survival skills while in Antarctica (e.g., skidoo driving, ice safety, camping safety, etc.).
Because of the cold, things are harder in the remote field; making breakfast is harder, getting your clothes on is harder, putting up your tent is harder...
Leverage community radio, alumni magazines, Sigma Xi
You have a long lead time - get active now
Develop a physical fitness program
Set up doctor's appointments well in advance, check insurance
Learn about your computer & camera
Just returned from a second (invited) field season in Alaska where he and his research team were undertaking an archaeological excavation.
Lots of things can go wrong. Be prepared with a back up and be prepared to go with the flow!
Film gets destroyed
Site too remote to send journals (take notes every day)
Medical clearance for Greenland parcticipants
NSF Medical clearance - Greenland only. Due 6 weeks prior to deployment.
VECO asks that all folks going to any field camp go to their doctor for general check up and clearance.
Pulling someone out of the field is costly and may endanger those who are in the rescue / retrieval group.
What to expect and further information
Help with planning for conditions
Clothing and sleeping kits specific to location
Bring your own long johns, glasses, socks
VECO will provide boots, fleeces, etc.
May have to pack waste out; camp dependent
Showers, bathroom facilities vary from location to location and may be "rustic"
varies widely in the Arctic. Some camps have extensive communications set ups; more remote camps will have Iridium phone connections that will serve for data download as well
VECO is upgrading communications software and hardware at field camps
Summit Camp at Greenland, fastest connections available
Healy has good communications. Like any vessel, you will not have access to the Internet; e-mail is sent by satellite on a batch basis
Remote locations - e-mail, but no streaming video
Just about any location, you can send / receive e-mail and update journals
VECO will work with the PIs to set up
Don Atwood of Raytheon (RPSC)
Provides all logistical support to get you to Antarctica and all of the support once you are there. Bottom Line for RPSC - we are there, but do need to have you do your part.
Getting to Antarctica
Deployment Specialist Group (DSG)
Medical forms, book flights, help you get PQ (physical qualification)
800-688-8606 (Prompt 2)
e-mail at deployment @polar.org
Once on ice
Parcticipate in station in-brief (Raytheon and NSF) orientation
Get housing assignment
Parcticipate in a science brief
Take required training
Happy camper school
Top 10 Reasons You Are Not In Control:
Radio spotty (solar activity...)
Satellite bandwidth is limited
Some USAP equipment is old and broken
Space on station is limited; work with what they give you
Most resources are limited and over-allocated
Most staff are working 60 hours / week or more
Concern for safety will dominate any decision
USAP is bound by international treaties
Antarctica is still a cold, inhospitable continent
In addition to your TEA activities
You are a contributing member of your assigned science group
Your PI is the Boss!!!
Access home e-mail account
Send lots of digital photos
Parcticipate in video conferencing
24x7 internet connectivity
Max attachments = 5 MB/message size
Telephone to Conus
Video-teleconferencing if arranged before deployment and supported by your home institution
7 hours of satellite link-up
Limited video-teleconferencing if arranged before deployment and supported by your home institution
Voice over phone
No home e-mail connection
Discrete mail transfer 2x day (64 kb/s)
75 Kb message up to 300 KB messages with NSF approval
no more than 1 MB / week for attachments
NSF charges $1 / 36 KB beyond allocation
24/7 access to Internet
Maximum is 1 Mb / attachment
While in Antarctica, there will be NO dial up, NO AOL, NO Earthlink, NO AT&T
Make another plan to access your home server from your station.
Use one of these e-mail client programs:
Mac OS X mail
Bring all necessary hardware
Bring critical software
Windows (or other) installation disks
Driver installation disk (modems, network adapters)
Installation software for critical program
System back up if available
Current virus software installed already
Bring the administrator password for Windows 2000, XP, and NT or Mac OS X laptops
Confirm that network is working by trying a connection to a Pop server rather than an earthling account
Bring critical hardware
Cables, power cords
Have a photo-editor that is compatible with your camera installed on your computer to manipulate your images
Know Microsoft photo editor, Mac graphic converter or equivalent to decrease photo size
Get photos to between 25 to 75 kilobytes
If developing web pages, be conversant in web software as RPSC may not be able to help you
Point of Contact
Martin Barnes - RPSC's polar education coordinator
Remember that you are part of a select group!
Fewer than 100,000 people on ice ever
You will see more of an Antarctica than most of staff
You will be at the center of research activity
Your work will be relevant and interesting
You may get to travel to remote sites
You won't be there more than 6 months! :)
Gear Provided, Gear to Take, Hygiene Issues
Betsy Youngman and Kolene Krysl
You will be leaving friends, family, and colleagues at home. This presents all sorts of challenges. Think about:
Young children at home
Baby on the way
Home maintenance (snow removal, etc.)
Legal & financial considerations
Have friends throw a bon-voyage party for you (film, journals, etc.)
Make mailing labels with friends' addresses
Plan time to tend to love ones
Comment Cards New TEAs
I very much enjoyed the information given to us by the past TEAs -- very informative!
The entire day seemed very well organized with plenty of breaks to stretch. Great lunch.
Was not crazy about warm-up activity.
Gear grab-bag was a little aimless
Teacher presentations about their experiences were excellent
Lunch was yummy
I think today was very helpful - questions I had (other than technology - which will be covered later this week) were answered during the presentations. I feel very comfortable to ask questions and I know that as more information gets [processed, I'll have more questions!
Thanks for a great day!
I have many tech questions - I sure they all will be answered
Everything good and very interesting - lunch too!
Good piles of information. Very well organized and presented. By the end of the day I'm even more excited about the upcoming experience.
The presentations by past TEAs were full of good info and hints. They did a great job of not just presenting endless "war stories" and distilled out the important details.
The talks were great! It was neat to see what the previous TEAs experienced (and thank you for the penguin!)
Nothing for a "low light" ... maybe alternate talks with discussions so that it's not a long sit--&--listen in the morning?
I found all of the sessions important and informative. I feel a little overwhelmed but I knew that would be the case. Sometimes I feel I know so little that I don't know what to ask.
I really liked the information on home and school considerations.
Very interesting. I enjoyed he idea of setting up a time line and placing events. I would not have thought of as many.
It was nice talking to Merle and Don/Marty - somewhat of an advertisement for their companies.
All of the presentations/info sessions were extremely helpful.
I appreciate Deb's keeping everything on time and running smoothly.
Today I feel a bit overwhelmed - so much to do! - but everyone is positive and supportive. A great day!
High points - I enjoyed figuring out everyone's purpose and background. Especially past TEA presentations.
Low point - wish for fresh fruit or is this Antarctica training? (great veggie meal though: >)
I enjoyed it. A lot of things came up that I had not thought about and a lot of questions got answered. Good job!
TEAs from Previous Cohorts
Break up "story hour(s)" possibly with some tech work or exercises to be used as TEAs. Other than that, all is well!
Sign-in at CRREL was a bit disorganized but 2B expected in post 9/11 world
Otherwise a well-run meeting! Frequent breaks were essential.
Good day. More moving / audience parcticipation would be good.
Highlights: the people present - Raytheon, VECO, NSF/OPP TEA, researchers, old TEAs on different experiences. I think this truly gives new TEAs a chance to hear from everyone they will deal with.
Burning issues: it would be beneficial for those giving or leading discussions on MONDAY to have a more formal get together Sunday afternoon (before the icebreaker) to help with logistics.
+ science talks, charged-up styles.
I still feel we were talking "at" them, lots of PowerPoint
Add a beautiful slide show 'ala' Dena's. Relax - isn't it a beautiful place.
Researcher Perspective of TEA Success & Researcher / TEA Interactions
Tonight: Review TEA Responsibilities / Finish First Journal
Research Presentation -
Paty Matrai, Bigelow Oceanographic Institution
Overview of the greenhouse effect
Overview of global warming due to increased greenhouse gases
Role of aerosols - parcticles in the air
Why the Arctic?
It is not as pristine as we think it is. Need to understand source of pollutants and role in system.
"Arctic Haze" - winter wind patterns blow toward the Arctic, carrying sulfate, etc. there from multiple sources. In the summer, see overall drop (excluding summer peak). What causes summer peaks? Perhaps DMS - Dimethyl Sulfide - contributed by naturally occurring marine sources (plankton?). Gases and parcticles from the ocean form CCN (cloud condensation nuclei) form cloud droplets
Most models are looking at biota as a box - a small box with a small input/out put with respect to the reservoir. Is this model accurate?
What is the role of parcticles derived from the ocean in the formation of clouds and how does this influence the amount of incoming solar radiation striking (and being absorbed by) the Earth's surface?
Where do these parcticles come from?
Overview of plankton (phytoplankton, viroplankton, bacterioplankton); floating (non-swimming) microscopic plants and animals in the sea.
Water (not an issue here ....)
euphotic zone extends to where 1% full sunlight; decreased exponentially due to absorption by water and parcticles in the water
in polar regions, the light levels are so low, that plants exist to 0.1% light levels
Thermocline (seasonal) - region where there is a rapid decrease in temperature
Area of temperature stability that separates water column into well mixed surface layer and the deep stable layer below
Nutrients hang above the physical layer of the thermocline, in the mixed layer
Thermocline controls everything that gets to the bottom
In the winter, the wind and weak solar input increases mixing - get lots of nutrients to deeper levels, but too dark for phyto-plankton to reproduce
Spring - phyto-plankton get trapped in top layer with light and nutrients - happy
Those that are carried below are lost from the system
Summer - weak winds and strong solar input. Nutrients have been used and the stratification prevents more mixing; critters max out
Coccoliths - drop below, shed plates, circulate as "naked babies"
Dinoflagellates may cross boundary
Fall - decrease heating, increase wind and get enhanced mixing
In polar regions, extremes in light. In arctic, fewer nutrients than in Antarctic. But this does not translate into more productivity because the Antarctic waters lacking in trace metals, iron, cobalt, etc (iron is the subject of most studies)
Nitrogen, phosphate, etc. are macro-nutrients that are available in both polar regions; non-limiting
Sea ice - ice that forms from sea water. Seasonal. The ice thickness and distribution changes through the year. Consequences for albedo: the more ice you have, the less light penetrates to the ocean. Ice reflects back incoming solar radiation. Implications for organisms: sea ice is a habitat / winter refuge for plankton and the organisms that eat the plankton.
Open water - no sea ice
MIZ - transition to pack ice; region of wild life concentration due to food availability (plankton hang out at base of sea ice or within it, krill (etc.) eat phytoplankton, fish, seals, etc. eat krill, polar bears hunt seals.....
Pack Ice - think sheets of ice, may be connected or not, covering the sea surface.
Sea ice adds a "complication" to the seasonal pattern of marine turn-over. This, in turn, implies increased complexity in the ecosystem.
Changing patterns of global sea ice impacts production of DMS and generation of cloud cover ... all systems are tied - cryosphere, atmosphere, hydrosphere.
DMSP - degraded by bacteria, given off when zooplankton consume phytoplankton
DMSP protects organisms from salinity changes
Ice algae - exceedingly high b/c of salinity changes in their environments
When there is too much light, salinity, nutrients, etc; DMS buffers the system
May be a chemical cue to avoid being eaten and may be toxic to certain grazers
DMS - Dimethyl sulfide
Made by phyto-plankton;
Degraded by bacteria
Degraded by light
Exchanged with atmosphere (10%) - sufficient to drive CCN part of system
90% is recycled in ocean
Tie to relationship of sea ice distribution through the year (see ups and downs) and natural variability of sea ice and predicted future changes
K. Sverdrup, A. Duxbury, A. Duxbury, 2002, An Introduction to the World's Oceans. 7th Edition. McGraw Hill. ISBN: 0-07-247-280-4.
Duxbury, A. Duxbury, K. Sverdrup, 2002, Fundamentals of Oceanography. McGraw Hill. ISBN: 0-07-242-790-6.
What Makes a Successful TEA Experience
Sam Bowser, discussion leader
Jim Madsen, Paty Matrai, Nancy Chabot, Markus Frey
Scientist perspectives - bummers
Lots of work; budgets, integrate another TEA into the program, meet someone else's needs etc.
TEA is high visibility and high risk - if something happens, can come back onto the Pi and his/her research project
TEA may have no experience with extreme environments, etc.
Scientist perspectives - highlights
TEAs are helpful and enthusiastic co-workers; two-way street
TEA is an interpersonal (psychological) moderator; not really a researcher
Vehicle for fulfilling a NSF mandate
TEA helps PI get a better idea of what is going on in schools
Most important, it's the impact -- it's about the kids - and sharing science with them; it's rewarding, who better to serve?!
These are different cultures - research and education!
There are different models for TEA / PI interactions. In this case, the TEA had own experiment and spent 80% on science and 20% on TEA activities
Be prepared for
physically demanding activities
for things to break
having a good sense of humor
One measure of a successful program: the TEA returns as a field assistant for the next year
Is there a need for a different / additional training course?
Betsy: I would love to have a CONTENT-based course, but it takes time to get courses ready - so I got reading material from the PI; 101-level, then more graduate level material. This orientation prepares teachers folks for travel, general expectations. No real additional need.
Find the team member (with your PIs permission / assistance) who will work with you to get you up to speed
No time for someone to watch and observe - teacher must be a invested team member, taking on jobs
This is in addition to doing journals
Be positive - key element
Want to be part of the field team
If she had not had Dena's pair of hands, she would not have been able to complete her science project
This is a team - all put in long hours, all have responsibilities
All are equal but a) only the PI can yell and b) PI really has overall responsibility - and this is huge.
Had a superb time - would take Dena AND another TEA
OPP is unique - supports this out of their budget; unique among other programs.
Where does funding come from? NSF - OPP/ESIE Supplemental budget to the research PI
Budget is for the TEA - not the PI; PIs do not get paid to do this!
What TEAs and Researchers Expect of Each Other
Ethan Forbes, discussion leader
Sam Bowser, Paty Matrai, Jason Petula, Dena Rosenberger, Juanita Ryan, Nancy Chabot
To summarize the field experience - the one thing you MUST understand and be prepared for:
You MUST be a team member.
Go with the flow.
Expect the unexpected and be flexible.
Expect long hours.
You have extra obligations - which is what you will be doing when others are playing and relaxing on their "off time." You will have little "off time." But remember that this is only 4-8 weeks of your entire life!
Know your project - learn about the geography, general science; get sources of information from your PI so that you are familiar with the settings and specifics.
You do not want to have mis-understandings - work to communicate well (and concisely!).
Your PI has A LOT going on. Know this. Respect it. If the PI (or any research team member) is terse or in a bad mood, do not try to fix it and do not take it personally.
Know when to step aside.
This could be a very long relationship if it is successful.
You may not be working with your PI - and that's okay.
During visit to the PI, tell them what is expected of you.
You will do your RESEARCH work FIRST.
Be considerate - ask if you can take pictures and be sensitive as to when you do so.
Your task IS NOT MORE IMPORTANT THAN - OR EVEN AS IMPORTANT AS - your PI's project. Do not have your own agenda.
YOU ARE NOT IN CONTROL!
Include your PI and team members in your journals to check the science.
Follow the rules - it's about team, NSF, TEA - you will put everyone at risk by not doing so.
Don't be afraid to ask questions - at the appropriate time.
When needed, ask for help.
Try to think ahead and anticipate problems ahead of time.
Make alternate plans for problems with the help of the PI.
Your must establish trust / respect of others.
Be sensitive and respectful to others.
Jason: "my TEA experience was not FUN - but it was an AMAZING experience."
Renee Crain, OPP-Arctic Section will provide copies of the Principles for Conduct of Research in the Arctic
What Should a Journal Include? How Is the Science Captured?
Journaling the Science Experience
Dena Rosenberger and Priit Vesilind
Journal: a document that measures time (like a newspaper). It records daily reality; the raw materials of history; a description of life; "Facts, Focus, and Feelings" A good journal should include three types of information: Observation, Interaction, Interpretation.
USE JOURNAL TO REFELCT ON YOUR EXPERIENCE!
Equipment / Planning
Do your journals every night; if you wait a few days you WILL forget. You will not be able to reconstruct the facts + focus + feelings.
Take a small kit - notebook (spiral at top), pen, small tape recorder, camera
Can't always read what we have written - but you will remember your train of thought and be able to reconstruct it
To help reconstruct the ideas, also write key words
Use the tape recorder to get the content when folks are talking too fast, many at once, capture sounds to recreate the setting. Sounds are key!
Facts + focus + feelings
For public, go through with a sharp knife - get rid of extraneous material
Don't joke in your journal; don't use sarcasm. It will not be understood. Really.
Keep that SECOND, PERSONAL journal - all of your ideas - it will be of value later to your personally
Don't forget to include sound, smell.... to give a well rounded idea
Apply the scientific method to your writing.
Have a story; hypothesis/question ... go through to conclusions.
Everyone can be there for the story, but only you can provide detail of senses and feelings because you are there.
Speak naturally and informally, but with a serious tone.
Maintain a sense of continuity.
Set things up for the next day "tomorrow we will ....." stay tuned. This is just good writing.
Use quotes sparingly. Use to conclude, to punch up, to add personal perspective.
Identify institutions by full name, at least the first time.
Be consistent with the names of people.
Transfer your presence through YOUR insights.
Remind folks from journal to journal what has been happening ; don't expect your audience to have kept up with your
Get someone else to give your journal a look. Respond to their responses.
Entire point is NOT to show how wonderfully you write, but to communicate your ideas fully
Ask questions in your journals.
Frequent paragraph breaks.
Group feedback / discussion: What makes a good journal?
Not too long - be concise
Be descriptive - use your senses
Photos are important - link to the text
Have a journal title each day
Relate experiences to students' lives
Try to write for all audiences; have portions that are age appropriate
Use interviews or "spotlights"
Identify who's who (e.g. investigators in the team)
Balance science with the experience
Make hyperlinks for people, places, and topics
Edit (and have other people read your entries & give feedback) -use drafts
Get the facts straight
You never know who's reading it!
Use for email responses if necessary
Mix it up
Bank some journals for slow days!
Use some humor
Think about layout
Compose on the computer
For TEAs going into the field in the summer year long schools and museums will remain in communication. You also can write letter to parents & students before you leave.
Comment Cards New TEAs
Great day and food
The printed material list (tab #14) is all Antarctic - how about some Arctic reading?
Helpful journaling techniques
Wish we would have had more time to write journals or we should've written yesterday so we could compare and contrast to what could be done
Priit - awesome, helpful
Paty - good talk, but over my head / interest a bit
Tour - eh. No big deal
Panel discussions - very illuminating and well planned
I thought today was incredibly helpful and inspiring. I have a much better sense of how to write an effective journal, Now I am anxious to practice.
I also found the panel discussions to be tremendously helpful, I feel much more comfortable! Thanks again for a great day!
High: the tour was great. I liked learning new things and getting cold. Great pizza.
Thought Priit being here was grand!
Dena was super!
I learned much from them.
Low: it was a tiring Tuesday ~ the usual ~ I expected.
I have learned a lot. The journal writing portion was specifically helpful.
Another great day! A lot of information to digest.
I like how we are divided into the two regions - it's easier to discuss specific problems and scenarios.
PI and TEA presentations were very helpful! I have a better understanding of what is expected.
Great presentations once again.
The afternoon sessions on journals and journalling were quite helpful. Good hints and ideas and critiques.
A very cool (literally) tour of CRREL. It was somewhat rushed. A little more "in hand" material (handouts, brochures, etc.) would help with understanding. Just what does go on behind those doors? But some really interesting things were presented.
Presentations on research/researcher perspectives were good. It was good to hear their perspective and be reminded of the multiple personalities of the TEA parcticipants.
The presentation by Paty and the discussion with Priit about journaling, The tour of CRREL was also interesting.
Sitting down to write immediately after hearing the journaling and talk and taking the tour of CRREL was tough. Perhaps having the evening to let the new info soak in would be useful.
It might've been nice to have had some time to look at more old TEA journals online before writing for the people who have not had computer access all summer. I know we saw them during the talk, but time to look and think about what style we'd like to use would have been great.
I don't know why folks are complaining about siting and listening (apparently from yesterday) - I thought that this was the purpose! You guys are doing a great job. The "panic factor" has gone down dramatically with each learning session.
Highlights: Journal hits and what makes a good TEA experience. Also, thank you Guy for the gifts and thank you Marge for the mints.
Could you bring back out the ECW gear? I'd like to look it over some more.
Paty's presentation was excellent.
Priit was wonderful.
Nice to hear from the research PIs.
Guy and Renee presentation was helpful.
Could have more time for journal work (first one).
In general, a good day!
Dena and Priit's discussion was excellent. Both gave me information to better my journal.
Paty's talk was a little too technical for me.
TEAs from Previous Cohorts
High: for the journal section - it worked well to put Priit first, then have a quick break, then brainstorm a "good journal" for 10 minutes, then an old TEA's perspective / hints for journaling.
What's Happening Today
Research Presentation - Jim Madsen
Tonight: Finish Journal Entry / Develop Overall Journal Plan
Stephanie Shipp / Arlyn Bruccoli and Deb Meese / Marge Porter with Break-out Groups of New TEAs
Mentors 3 colleagues in a meaningful way for 140 hours over 3 years ($1000 stipend with final documentation)
Transfer experience of research to colleagues & students
Share experience during - journals, images, e-mail, broadcasts
Publicize experience before & after - presentations & press
Share experience of research after:
Existing materials or newly created on-line classroom activities
Mentor colleagues, parcticipate in MRGs, assist Associates
* -Host and attend TEA and Associate Meetings
Assume leadership roles in TEA and community to build on TEA activity
Report Out (evaluation, on-line annual report, mentoring reports press)
Jim Madsen, AMANDA Project, University of Wisconsin at River Falls
Goal of AMANDA / Ice Cube is to do neutrino astronomy
Survey using high energy neutrinos
Chemical 1 eV - from electron activity
Nuclear 106 eV = 1MeV
Cosmic 1012 eV = 1TeV - not sure where these are coming from - events in the Universe
Neutrinos - a fundamental parcticle that has mass
Joule - lift a Quarter-Pounder from the
There are arcticles that hit the earth that are 1020 eV - a million times more than our physics can help us figure out how they are created 6 such parcticles over a century. No one has had a telescope that lets us detect these parcticles until now - this means we are getting brand new discoveries - and stuff to explain
Science versus Art
Goals are similar
Find something interesting to study
Find appropriate techniques to express themselves
Results are representations
Critical analysis leads to refinements
Essential feature of science is that its theories are falsifiable
Nothing we can do through discussion or analysis of Pollack's pictures will tell us if they are good, bad, or right or wrong
In science, we can design experiments to give us a yes or no answer (with sufficient understanding of the design)
Cosmology - the study of the universe on the grand scale
How did it begin
What is it composed of and why
Why is matter distributed the way it is
What is next?
1028 atoms - if phone booth is packed with people
Ordinary matter about the same
1 / m3 in space .....
How did earth clump up like it is? Why did it not spread uniformly ?
Hubble - 1920's
The universe is expanding
Farther = faster
If too much, big crunch. For example, you throw an object from earth, and it falls back; you do not have sufficient umph to get it.
If too little, vast expanse. Moves away.
If just right - things will expand indefinitely and at an infinite time, it will stop.
The universe is a violent place. While events are rare (e.g., occurring in our galaxy), they are on-going on a daily basis because there are 100 billion galaxies!
You eye is the most fundamental telescope
Telescopes detect information provided by a distant object
EM spectrum Review
Human eye operates over a very small spectrum (visible)
Telescopes now can record across entire suite of wavelengths in the EM spectrum.
Cosmic Microwave Background of the Universe
Where is it coming from? Broad image (low resolution) - the big bang
When viewed at a more detailed level - looking for variation - kept focusing tools
Indeed, there are variations in temperature on the order of a tenth of a degree
This tells us how matter was clumped ~300,000 years after the Big Bang
Radio, gamma energy concentrated around galactic plane
X-ray - concentrated around "polar" regions
Detecting neutrinos with Ice-Cube and AMANDA
This is the first high-energy neutrino detecting system (others detect solar neutrinos)
Map the universe using neutrinos
Dark matter searches
All neutrinos collected have come through northern hemisphere to the detector at the South Pole
What's the matter with matter?
Big Bang model - can tell what universe should be - but only find 10% of the AMOUNT that should be there
High red-shift type 1a = supernovae
Let Qo be the energy density of the Universe
Evidence suggests Qo=1 (just right)
But ordinary matter accounts for less than 5% of Qo
Dark matter (what ever it is, it attracts) is 35%
Dark Energy (what ever it is, it repels) is 60%
Weakly interacting massive parcticles (WIMPS)
Have immense mass, in center of earth, periodically give off neutrinos
Neutral - not affected by magnetic fields
Abundant - most prevalent
Weakly interacting - pass through intervening matter
180 x 106 neutrinos each person - given off by decay of potassium (K)
10-100 trillion neutrinos pass through body - and they don't stop and they don't interact
Neutrinos evolve whenever one parcticle is changed from another
Cosmic rays strike earth's atmosphere, and produce neutrinos
Any time there are explosions that cause protons, protons strike other stuff, Produce pions, which decay and give off neutrinos
So, look at associations to tell where it is coming from
Popular Science, April 2001
Detector is buried at south pole
Holes to 2200 m
Lower down a photo-multiplier tube - and extremely light detector; it will detect a single proton
Array - 200 m in diameter, 600 m high
Once in a while, a neutrino will hit a nucleus near the detector, will shoot off a muon, detector collects light from parcticle - reconstruct path of a muon, which goes in same direction of neutrino. Tells time and direction of interaction. Amount of light corresponds to energy.
Detector at south pole sees northern sky
Imaging the TEA Experience
Jason Petula and Peter Keene
For additional discussion of sending, composing, etc. images, please visit Images
Excellent day, the correct mix of listening/doing/reacting! Best day so far!
Another good day and lunch.
Only frustration involved not being able to post my journal entry.
Priit was fantastic! Say no more.
I also thought Jason's photo image PowerPoint was fantastic. Pete was okay, but I wish he'd show a few more possibilities at adjustment as well as rating TEA past photos. Food has been great - No deli food for you!
Overall a very good day. Presentation on AMANDA a little lengthy. Good amount of computer time - able to work out my problems - (with the computer that is). Feeling more comfortable each day!
It was good to finally sit and have a "guided" discussion on TEA responsibilities. My cloudy picture is getting clearer by the day.
Photo tips and hints were excellent,. Jason's presentation was great. Some of Peter's was good, but his suggestions were not as well presented.
Jim M's talk was AWESOME. I would love to go. Truly inspired, in general good presentation and enthusiasm.
Photo talk - great ideas from Jason. Some good stuff from Peter, too, but I would have preferred a little more situational information.
Priit - VERY helpful and easy to relate to.
Overall a good day, though the technology afternoon activities dragged a bit. Thanks!
Can I take Priit home with me?
Thanks for all the help on the journal entry.
Really enjoyed Jim M's talk.
Thanks for the journal time. It was much needed. Feeling much better today!
High: the day went very well, evenly paced. Nice talks and I felt better going through the Web stuff.
Low - need a photo editor installed on the computer.
Another great day with TEA! Great info!
I feel much better about sending journals and images. Now I want to practice with "non hot mail" later! Thanks!
High: The editing advice from Priit! He's fantastic - keep bringing him back,
High: Posting on the Web.
TEAs from Previous Cohorts and Researchers
High: reconnected with the TEA group. It helps to discuss the experiences of other PIs. It also is good to discuss the future projects with Jason.
"Preparing for Survival"
Brian Horner, Learn to Return
Brian is a survival trainer and president of Learn to Return.
Fate - using numbers. Fate selects you to get hurt, to loose your shoe. Your good day is someone else's bad day, or your bad day is someone else's really good day.
Problem: Mountainous areas are not really meant for people to live in. As we learned to build better clothing, produce fire, etc. we grew and moved to other parts of the world. The AK natives have made adaptations that are amazing. They have no word for fighting - it's tough enough to survive. You must very quickly become a native. You have to have everything you need, including the correct clothing. You have to adapt to a place you're not used to being.
The first thing they do in the longer course, is take back packs away and show them how to make horse bundles. Carry things on your body - only what you need.
Changes in environment - insulated suits don't always work. Having a vehicle doesn't provide all the protection you need. 2 parts - gear plus physical part and mindset - you're there and you can't get out.
How do human emergencies start:
Recreation accidents - most compromised - no radios, beacons, cell phones, etc.
Remote work locations
People feel that safety gear is their safety, so they take more risks. Still need good common sense.
Children are more likely to survive because they stop when they're tired rather than continuing to move. Adults want to get to civilization, men are worse than women.
Reaction phase - beyond the point of normalcy. People don't react until then.
Hollywood movies are not the best example of emergencies. They sensationalize what happens and expand the time during which emergencies/disasters occur.
What are real emergencies. Is it a fluke that people react poorly in emergencies or can they be trained. People can be trained.
Panic: You need enough of a catalyst to make the reaction. You need a sense that something is going wrong. People look around at others to see if what is happening is normal. Gather data...
Everyone wants to know how much time they have. If they think they have time they do better, otherwise they start to get overstimulated - too much data coming in. We want time to fix things as they come along.
People can be trained to deal with anxiety. When accidents happen they are everywhere (psychologically) but at the accident. We feel we're better dealing with the post-scenario rather than the scenario.
People push the comfort level as long as possible, especially when things are happening slowly. Cold, confused, tired, sore. Too many things building up. Hazards that start taking people over slowly.
Physical and mental wellness
Increase your margin for error:
The HIS/HER Principle:
Rescue and rest
Your body is what really produces the heat. As long as you have food and water, you continue to produce heat.
Wind, rain, animal, water, normal work activities
Be alert, aware and able...
How do you weigh a hazard? Is it a real hazard vs. artificial - bear vs. wind
Biggest hazard is injury
Exposure can be the worst enemy
Medical emergencies are like commercial real estate. Location, location, location
Find and fix
Are they breathing - airway position
Are they conscious
Bleeding - Stop quickly, people bleed out quickly - easy or hard
Water or insulation problem
Blue tarps are good - no smaller than 8x10. Space blankets shatter in sub-zero temps
Dome snow shelters. Flat topped ones sink and can trap you.
Smaller the shelter the better. 2 hands all around your body is what you can heat up.
Rock is cold, bad insulator, but good reflector
Igloos - the last top piece is the toughest to fit. Parasnowhouses - throw some skiis on
top, tarp over that and snow over that. Then fires can be built with ventilation.
Vent should be in level with the platform
Never burn a candle or anything else while asleep - asphixiation
Isometric exercise, activity
Matches, lighter, metal match
Candles, sterno, fuel/oil lamp
Chemical heat packs
Blanket, extra clothing, vapor barriers
Centrifuge hands - really heats them up - rotate them backward instead of forward.
Anything with grease to it will burn. Mayonnaise, chapstick
Native cultures use fuel fat stoves, must have a combustion temperature
Bend a can lid, put fuel source in middle, heats medal, keeps going
Food and water feed the fire that keeps your motor running.
Water, juice, tea, bouillon
Sports drinks - cut gatoraide by 3
Ramen noodles, minute rice, potatoes
Slim jims, dried fruit, beans, gorp, nuts, breads and cereal
Drink a minimum of 2 quarts of water per day. Eat a good meal.
Journey management plan
Brightly colored cloth or scarf
Personal locator beacons
"2 pairs of socks, 1 pair of underwear"
Inside out -
Polypropolyene underwear - will not hold water next to the body
If your body is warm, it's a high pressure area and is pushing water
If fibers are slippery, the droplets will migrate from high to low pressure
The more slippery the fibers the faster the water goes through
Different weights to purchase
In order to work best, the first layer has to be touching your skin.
The first layer needs to be the lightest, snuggest layer you can get
Add bulkier layer next - multiple synthetic layers
Pile - Boundary air - each of those hairs has a boundary layer (air)
around it providing insulation
Brian wears fleece vest more often than anything. Keeps core warm. Better freedom of movement and no constriction around elbows and armpits.
Packs easily. Buys these bigger - oftentimes big enough to sit on.
Western Mountaineering Bison sleeping bag
Down parka - boundary air principle
When compressed there's no insulation. Coat it with a rain jacket. Can't get anything warmer and it's very light. With down, if it's too bulky, air pumps out of it, make sure it fits at the bottom and at sleeves.
Doesn't recommend down pants, but hollofiber.
Hands and feet are the most important. Mitten best for hands, but frustrating. Wear with polypro liner or nomex glove. Wiggy's mittens are good. Back taking fingers and sticking into palm, you're better off centrifuging hands. Heat glove and hand in armpit. Anatomical gloves.
Goretex has a failure subzero. If you don't have enough heat to push moisture out, it won't work.
Bivvy sacks should be Goretex.
Mosquitoes - Bug net - wear ball cap underneath so it's not touching the skin. Bug repellant. Deet is still the best. You systemically absorb some of it. Atomizer bottles then you can cover clothing. Small mist. Keep away from eyes, mouth, will melt plastic. Eat lots of garlic and take lots of B vitamins.
To be willing to adapt to the environment, you need to do whatever it takes.
Frostbite - local injury
Ears, nose, fingers, toes
As tissue freezes, membranes start to adjust. Cell dehydrates. Moisture forms between cell membranes. The longer the injury, the more moisture, then crystals form, rupture cells, loose nuclei. If you freeze for 24 hours, you'll have tissue collapse. Less than that, different responses. If frozen and continue to flex or move, rupture more cells. If you can thaw, it expands. If you refreeze, you quadruple original damage. 104 degrees is the best for thawing (hot tub temperature). Clear blisters are okay, with blood means damage deeper down.
No blisters means that fluid won't come in - like a third degree burn.
Put moleskin on pads of glasses. Put Vaseline on cheeks, ears, etc.
Go out like you plan to walk back. If you can lay down on the ground for 30 min. and just start shivering, then you're dressed okay
Wool - likes it on feet. Combo socks of wool and synthetic. 85% synthetic, 15 % wool
Dahlgreen or smartwool - wear out quickly
Make them warmer with a vapor barrier (stuff sack like) gives 8-9 degrees of heat, however gives you wet feet. Can give you blisters after many days. Warmer than bags, but more blisters.
Should always have a knife and Bic lighter
If you wear glasses bring a toilet paper tube or SKYY swizell sticks makes something you can use.
Cordage is the hammer and nail of survival. If you can't tie a knot, tie a lot...
Double sheet bend
Water knot-for flat rope-webbing
Comment Cards New TEAs
Great day again.
I would enjoy this as a 1-3 day right before my Arctic trip. Could replace this day, but I believe it places an importance on safety, preparation, planning, etc.
Great material! I'll probably tie knots on the plane ride home.
Very informative! Great presenter. We could benefit by a longer session.
I thought the presentation was wonderful. I learned a lot. It would be nice to have a hand out that followed the presentation a little more with knots, illustrations, food, clothes, recommendations, etc. Overall I found it very interesting and useful.
The field safety "school" was very valuable! Some great new "tricks" and information was learned!
Great. Appropriate. Entertaining but seriously helpful. Perhaps extend to 2 days? Nothing to change.
Brian did a fantastic job. I feel much more confident about going into the field. It's a comfort to know that people like Brian are out there. Time is a constraint, but make this session longer if possible.
new material and super review.
Even if Antarctic TEAs get Happy Camper School, this is a good program to get us "ramped up" before leaving.
Lots of food for thought and practical idea. It was just great to do things all day long.
Brian is an excellent presenter.
Superb!! Bring Brian back again!
The day was too short... we could have had a week of survival training :)
Wow! Great day! Thank you! Thank you! I learned so much.
High: Well worth it! Even if there are no bugs to eat.
NSF requirement of this and other TE programs - but this is NOT the reason for undertaking a collaborative relationship
Multiplies the investment
Intent is a depth of investment and commitment with colleagues so that meaningful learning is on all fronts
Offers a process for simultaneously promoting individual & organizational capacity building
Assumes a shared focus, a shared responsibility to learn, and a disciplined approach to acquiring the desired goal
The Language of Mentoring
Many TEAs use the term "collaboration" or "collaborative team" rather than "mentoring" because "mentoring" has a top down feel to many teachers. Know your audience and meet their needs.
What are your assumptions & beliefs about meaningful professional development?
Something to offer, CEUs, re-certification, credit, etc.
Write grants together
Working with peers - sharing the good and the bad
Shared parcticipation - rejuvenating
Team - identify common (and dissimilar goals); work on common ones, celebrate reaching all the goals
Attract others by doing some of the leg work; build equipment that others can use (establishes credibility)
Everyone is a professional and should be treated that way
Don't let the sessions de-volve into a "bitch session"
Correlate with state standards
Model for other TE opportunities
Don't make it "extra" - do it as part of the job if you can - on school hours
Let your principal and superintendent know what is happening.
Identify the meaningful issues that would drive you to establish a collaborative learning group
Needs - keep all the science teachers on the same page, up on the content, ideas for sharing the research experience, equipment-based needs, etc.
Elevate the educational atmosphere for yourself and for individuals at your location
Efficiency to get help
Promise of something
Sharing the experience
Eliminate the need to re-invent the wheel
Mentoring Resource Groups
Mentoring is a very real challenge. Group discussions help generate new ideas, brainstorm solutions to problems, keep TEAs connected to the community
Approximately 4 TEAs
Bi-polar when possible
~ Five one-hour evening conference calls each year
Calling cards to cover cost
Well before the meeting, 3 suggested times proposed; if they do not work, other times will be suggested
Suggested topics from leaders and from parcticipating TEAs (e.g., grant writing, etc.)
Assignments to MRGs
Shares mentoring and transfer ideas across the community
Keeps the community connected
TEA provides a list of questions for the parcticipating TEAs to use as a guide so that the structure will be consistent
Focus on Arctic and Antarctic parcticipant each issue
Three issues per year
Delivered as PDF's and available for download on the TEAs Only site
Ideas For Meaningful Mentoring Experiences
Develop & conduct a professional workshop
Develop inquiry-based classroom lessons
Plan and construct a school research program
Take a trip to a research facility
Edit existing curricular materials to reflect standards
Investigate on-line classroom resources
Plan & offer a "polar" night at school or a science fair with a polar theme
Develop & conduct a professional presentation
Collaborate on writing an arcticle
Write a grant proposal for needed resources
Additional Mentoring Ideas from the New TEAs
Work with colleagues across schools and disciplines'
Find scientists in a non- traditional locations
Gravel / cement companies, universities
Adopt a school - find ways to involve student from different schools in working with other students
Listen to live audio together and discuss
Work with new teachers or feeder schools
Rotate meeting places and try to involve communities
Develop and utilize units that focus on the local region and meet together
Meet for longer times and less often
Plan an agenda for the meeting to keep folks on-task and to respect the time of everyone involved
Develop a polar unit across grades and disciplines
Develop a longer term research project together
Work on technology training
Look at this as a way to raise the academic goals/investments/payoffs within your group
Group Report Outs
Set up a group setting and have others in the group lead the meeting
Set the agenda for the next meeting at the close of the meeting
Let colleagues have buy-in - they help set the agenda, they identify what is discussed, prepare readings, activities, etc. so that it always is pertinent to the needs of the group
Move across grades and disciplines
Start by looking at school and state standards
Plan and construct a research program that reflects those standards
Develop inquiry based classroom lessons
Investigate on-line resources
Develop a presentation / workshop with your colleagues
Share that with the broader community
Leverage this for an arcticle about what you are doing
Leverage this for a grant for needed resources
Students can mirror this process - investing in research,
Develop school science research programs - not necessarily about polar research but about outdoor labs,
Parcticipating in field courses as a group
Developing applications from those experiences as a group
As part of your collaborative group, invite area teachers to more-open sessions to better increase the
Scenario Discussions Scenario 1: TEA teacher - 5 years or experience. Teaches grade 5 in a small urban school. Married without children. Colleagues originally excited, one has now retired and other two are "stuck in the curriculum." The TEA is back from field, and having a hard time to get team to meet. The two team members are working hard on a butterfly project where the students raise butterflies.
Meet at team member's homes
Leverage other projects that they are doing - help ramp-up the butterfly project with more authentic process of science / experience of research based on your own experience
Butter flies researchers
Work around planning periods
Get outside - modify the project if needed - get kids observing, recording data, analysis, presentation, etc.
Scenario 2: The TEA teacher has been teaching 7 years in a 9-12 grade level rural classroom setting. He/she has 2 science teachers and one English teacher - all are enthusiastic, but they are having trouble finding a common meeting time.
Meet on weekend
Have longer term meetings - fewer meetings
Ask administrator to have funds to meet during school year - get a release day to do this
Ask administrator to give you a common prep time
Bring the children!
Scenario 3; 15 year teacher in a 11-12 grade level, urban school setting. The TEA is married with three children. The three colleagues are in the same department but all are suffering from mandated curriculum requirements; flexibility apparently is not an option in the classroom in terms of integrating the TEA experience or the process of science based on the TEA experience.
This could be a great opportunity to write new curriculum materials to specifically meet the need
Leverage what little flexibility there is - as a team define those areas
Perhaps focus on PD (content and pedagogy) of the involved teachers - investment in their professional development; they will get this into the classrooms (in other words, concentrate on becoming a more knowledgeable and better teacher, and do not focus on creating activities that will not be used)
Look at this as a way to raise the academic goals/investments/standards within your group
Scenario 4: TEA is a 2 year teacher working in grades 7-8 in a suburban setting. The TEA has not been in field yet, and is not married. He/she is having difficulties getting previously interested teachers on board to commit to the collaborative team.
Perhaps the TEA should try to think out of the box by being more sensitive to family needs of colleagues - use school time rather than outside time
Too time-focused - focus instead on goal(s) of other parcticipants
Cover the content / teaching needs identified by the colleagues first
There is a huge pool of other teachers to leverage the process of science
Scenario 5: TEA in a private school setting. How does he/she connect with colleagues beyond the private school setting?
There is a strange (but real!) tension between public and private schools
Perhaps this is a more restricted setting than the public setting - need to work to create a network
Expand to connect with teachers in your local community
Perhaps focus on individuals in other schools, rather than approaching the entire school
Leverage network of public schools
Must prove yourself - leverage your experience
May mean a workshop to generate interest - and then draw from pool
Work with content clubs / associations e.g., Association of Physics to share the experience and to generate interest. From this interest, you can recruit.
Leverage alternative schools
Nancy Chabot, Case Western Reserve University
ANSMET- The Antarctic Search for Meteorites ANSMET
What Meteorites Are / Where Meteorites Come From
Types of Meteorites
What Meteorites Tell Us
Why is Antarctica Such a Popular Location
Why is ANSMET so successful
Results from ANSMET Efforts
What Meteorites Are / Where Meteorites Come From
Most meteorites are from the asteroid belt
Finds - no idea of time
Falls - observed entering our atmosphere; we can backtrack their trajectories to the asteroid belt
Primary mechanism to get a meteorite to Earth
Due to collisions and started on a path to Earth; has a correlation with the orbital resonance with Jupiter
Cloud of dust and gas
Spherical originally; gravitationally compressed
Named by location
Farmington - 02 (second meteorite found in Farmington, NM)
411 - processed number
19 - the 19th thin section of this parcticular meteorite
Types of Meteorites
Condules - some of the first droplets solidified from the solar nebulae (hence so round) Mostly olivine and pyroxene; accreted from molten material (textural information) and cooled quickly. Oldest ages (4.56 Ga)
Chondrites - primitive; have chondules. Abundance of elements in chondrites matches abundance of Sun. Primitive asteroids (chondrites) have intermixed silicate and metal. 90% of all meteorites. Primitive meteorites - also contain resistant materials (silicon carbide "grains") preserved that may record super nova outside of our solar system, from other solar systems.
Achondrites - heated and melted again; lack chondules. Differentiated asteroids have layers; indicates it was re-melted; elements differentiate into denser material at core and lighter material on outside (e.g., Earth, Mars, and some asteroids). Cut off seems to be 50 km (say, between 40 and 200 km).
Often, the meteorites in a given year are pieces of the same meteorite. Cannot tell until in the lab. So, of the 10,000 meteorites, 3000 are probably unique.
Fusion crust - thin crust (helps to differentiate between a "rock" and a "meteorite." Created by "burning" upon entry into Earth's atmosphere.
What Meteorites Tell Us
What are asteroids made of? What is their history? How do they relate to each other and the other material in the solar system and in our Universe?
What are planets made of? What are the geologic processes operating on them? Do we have samples of these other planets? How are the planets related and what were their formation processes?
Iron meteorites are the type that folks find in their backyards because they look different. Thought to be the core of the asteroid and used as an analogy for our own core.
Ditto olivine-rich meteorites - mantle analogy. Matches with what we know of Earth's mantle and the samples that we have (mountains, ophiolites, kimberlite pipes, etc.)
Meteorites from the Moon and Mars come from impacts. Match the Moon samples with what we sampled in the 1960's and 70's. But how did we assess that Martian meteorites came from Mars? Compared the meteorite composition with the spectral composition / remotely sampled composition of Mars.
6 years ago - this meteorite sprang into the news with the claims that it contained evidence for life on Mars.
Observations / data have held for 6 years - Interpretation being argued
Evidence for life - one line of argument is that the magnetite mineral forms are perfect. This is taken to indicate a biologic process.
If of a chemical origin, this is taken to indicate a geologic / chemical process
Researchers are examining Earth-based physical and chemical processes that could result in the same features (e.g., hydrothermal environments and other extreme environments).
The implications that arose from the examination of this parcticular meteorite have helped to drive our quest for life in extreme environments and in our solar system / universe.
Why is Antarctica Such a Popular Location
Why is ANSMET so successful
Easier to see!
Because the continent is covered by ice; hence a larger percentage of the rocks on the surface of this thick ice sheet are meteorites (not diluted by continental debris)
Same number fall on Antarctica per square meter as anywhere else
Concentration mechanism: There are places in Antarctica where ice flows concentrate meteorites (and other stuff). Ice flows against a barrier (Transantarctic Mountains) and is forced up. Katabatic winds sublimate the ice and hence concentrates the "non-sublimatable" material.
Terrestrial ages - how long the meteorite has been on Earth's surface. Ages measured from decay of radioactive elements that are excited by cosmic radiation (to which they are not exposed on Earth or in the ice).
Results from ANSMET Efforts
Collection: Find a meteorite, take a picture, get the GPS coordinates, pick it up with sterile NASA-issued utensils, make any special notes (fusion crust, other interesting features), place it in a sterile, NASA-issued sample bag, seal it, label it, box it, ship it (chilled) to NASA. Photographed, thin sectioned (thin slices through which light passes) at NASA. Shipped to Smithsonian for identification and pairing with other pieces of same meteorites.
News bulletin describes new meteorites 2x year
Researchers request access
How Can Teachers Get Meteorites for Teaching?
Must be Lunar Certified to get meteorites. Course is a 2 hour session. Describes how to take care of them, secure them, etc.
Each state has a NASA contact for getting certification
2-week loan period.
Meteorite samples come with educational materials, slides, etc.
Meteorites are more expensive than gold
Who is Requesting Samples?
Antarctic meteorites are property of he US Government
Committee reviews 60-70 requests for meteorites 2x / year
All working to answer the questions presented in this discussion - and more!
Research Cultures - Arctic Cultures
Nick Flanders, World Bank, Washington, D.C.
Nick, a cultural anthropologist, lived in a community named Cheevak for two years on the western coast of Alaska. Based on his interactions with the people in his area, he has several recommendations.
The native Alaskans have different names for themselves and all other
"Inuit": refers to "all people"
"Inupiat" means "real people"
Children are raised by the village; everyone is responsible for their safety and upbringing. Children may wander in and out of your house, field camp, etc.
Natives avoid direct questions to an individual. Realize that there is a different conversational style. Do not be afraid to parcticipate in it, but be aware of the differences and do not be impatient.
Natives tend to be very thoughtful and reflective about questions, and they make take long periods of time to answer (long pauses)
People who talk loudly & quickly are not seen as being worthy of respect
A "yes" answer may be answered by raised eyebrows; this makes concentrating on those who are speaking a critical - and polite - aspect of communication
Names tend to skip generations (children are often given their grandparents' names); and with the shared name comes the shared manner of treatment (e.g., granddaughter and grandmother with the same name)
When someone says, " how are you?" they really are asking, "how am I related to you?"
Offer to share what you are doing.
Don't point at people (or other things). Pointing is done with looks and with the lips, depending on the culture.
A woman never steps over a man's gun
First kill or harvest for an Inuit individual is offered to the community.
30% of hunters feed 90% of people
Books: "Shadow of the Hunter"- by Richard K Nelson; "Tischa" (author?)
See the movie "Fast Runner" about Inuit culture
Teaching in Alaska: high teacher attrition (approx. 2 year stay)
When Things Don't Go Well Scenario: Ideas of what to do when your PI yells at you:
Bite your tongue
Take a deep breath; it probably is best to not react or be impacted right away
Don't get into a power struggle
Wait - build discussion later - IF necessary - is this a recurring "personality" issue with the PI/team member that you will not be able to fix, or it could be that the PI is yelling equally at everyone and not singling you out
Build on a positive; stay positive
Professional - discuss between 2 people
Professional conduct - personal level
Educate your PI and team
Is this normal behavior??
You are not in control. Your PI is your boss. If the problem is a personality issue that you cannot solve, recognize it and work to focus on other aspects of your experience.
Use your TEA community as a place to vent. It may make you feel better and will not damage relationships in your field team.
Before you react, contact the TEA staff. You are always representing the TEA community and they may have encountered a scenario similar to yours and will be able to help you trouble shoot.
Scenario: Ideas of what to do when your PI acts like your mother:
Help no matter what
Lead by example
Tell your PI when you are not feeling safe - your SAFETY, and that of your team members is THE MOST IMPORTANT PIECE TO THE FIELD EXPERIENCE
Like marriage, it is the way you say it -- "I feel"
State: "I'm not comfortable, what can I do to be more comfortable?"
State: "I am not comfortable and I do not want to jeopardize the research."
Say NO if an immediate response is needed (this is not a place where writing to the TEA Staff or colleagues will work!)
Note that you might be the only member of the team who can speak because your role is different - you are a teacher/educator, not a graduate student or researcher.
Everyone is dependent on PI - Grad student, etc.
Get data; ask about the safety issue concerning you. Is it unsafe, or are there factors you don't know (e.g., Katie is an experienced mountaineer and has checked all ropes and equipment; everyone will be connected by ropes)
Get data before you go - what am I going to do in the field? Are there scenarios in which I may feel uncomfortable? Will I be driving a ski-do and where will my training come from?
Cultures of Educators and Researchers
There's significant of overlap (as well as significant differences) between the cultures of the researcher and educator.
Use the areas of overlap to connect with the person who's giving you a difficult time.
Comment Cards New TEAs
Highlights and Lowlights for the Day
No low lights today
I enjoyed Nancy's research expedition
I thought the mentoring part discussion was the highlight. The ideas were very helpful. I am excited to get started!
No low lights.
The most difficult part of today was staying awake during very interesting presentations. The subject and presenters were great but after awhile ...
Good discussion on mentoring, responsibilities, although it got a bit redundant.
The talks on native Arctic people. Nancy's talk on ANSMET!
Nothing was a lowlight; it was just hard to sit still for a day after lighting fires yesterday.
All aspects were helpful and interesting today.
No low points.
The day was fine and a little slow. I enjoyed the talk on native cultures even though it was for the Arctic.
An overall thought might be to use some of this time today to educate us a bit on history.
Another good day although some of the mentoring stuff is old ground ( you know, been there, done that...)
Highlight: ANSMET presentation
Lowlight: None (the cultural anthropologist needs to speak up)
I feel that all of the presentations by TEAs / PIs have been extremely helpful to me in understanding the program & what o expect. Do not cut this part out!
Highlights: Nancy's talk on meteorites was great.
Lowlights: any talk built around education theory (including the readings)
Great day again
Arctic culture was excellent. Good mentoring work.
Great job on the mentoring. Arctic cultures very interesting. Thanks for the teacher packet idea.
Mentoring discussion helpful, however I would like to have a handout with tons of suggestions of things done by other TEAs. I enjoyed learning about naive cultures - very interesting.
Today was a little long, but very good group discussion. I enjoyed the different view points that individuals had.
Questions About Mentoring
I don't think I really have any questions at the moment. Things are really quite clear. He brainstorming sessions really gave some "first lines of defense." I also liked breaking down the actual old TEA scenarios - this gave me good insight into the things I may not have thought of - as well as what actions to take.
The most difficult part about having a concrete discussion on mentoring is.... not knowing your victims (I mean mentees) will be and what they will be hoping to get out of the partnership.
Nothing comes to mind.
It was very important to record it online. Don't wait! Document as much as possible.
Need o know how mentees will be tracked and time documented.
I think 140 seems a little much but as you stated - NSF. I was helpful to go over mentorship (collaborative) groups and ideas. Alleviated some concern.
Already mentioned in number one that much of the mentoring information was repetitive. However, I am looking forward to building a collaborative learning group with possibly one of two of my elementary colleagues.
I felt the mentoring session, although a little tense, went well.
His session helped very much - up to now I feel like I've been going in circles regarding the mentoring component, it still seems a bit overwhelming - knowing that we can call for help is a comfort. Good discussion of pitfalls and possible scenarios/solutions.
I know that NSF has set the 140 hour limit for 3 people, but I can't help but think that it is arbitrary and artificial. I normally think in terms of how to make a project more efficient, rather than how to stretch it into hundreds of hours, I would prefer to work with a larger number of people for shorter times - thought it seems as though it would have a greater impact. Basically I guess I am not wholly on board philosophically yet - which is probably a warning sign.
Mentoring concerns - none yet! But one never knows....
I first want to be able to hear everyone else's plans. The more I hear about their plans, the more I see ways I can do it.
Questions mainly on the documentation which we will go over tomorrow. Mentoring - still worried about attracting people for a year commitment and keeping it interesting enough that they stay.
Highlights and Lowlights for the Mentoring Session:
High: got a million new ideas and a lot less worried
Low: it would be nice to have it all clearly spelled out in writing
It was great to hear some ideas. However, we did not hear from anyone who has completed ALL 140 hours with 3 people. Has this even happened yet? I'm not familiar with the requirements for Marge's TEA Project). But it was illuminating to hear so many positive ideas for the mentoring and transferring requirements. Good activities chosen also. Valuable points raised by everyone. Still, I think we need o see completed models. But that is just m ... and I'm difficult. :)
Good idea to have small groups that will be in close contact. Only concerns - I seem to have a quiet MRG group - one of the members seems to have a fairly negative mindset. Perhaps as we progress with the programs this will change.
Liked the scenarios and the list of possible ways to do this. I feel much better! Thrilled about our group!
Would like to have had the "required aspects" and forms done first. Then continue with the "how will you fulfill the requirements, problems, strategies, etc.
I found the mentoring session to be invaluable. I really connect well with my MRG group, which makes a huge difference. We were just spouting out ideas and suggestions.
I really like the idea of the conference calls/ networking. I also really liked the time to brainstorm / discuss within the small groups. I really feel ready to get started on forming an "official" group.
Again, the mentoring component was perhaps the least useful or new topic of the whole week (it's just that I have experience in this area - but it is something that I really enjoy since I always learn new things each time.
I felt this session went well. I actually am as excited about the mentoring component as well as the field experience. I love to share with others. I know several individuals are concerned about the number of hours and keeping parcticipant's attention. Perhaps the resources generated from the group will calm next year's group.
Good information to help. It is a struggle to do, but necessary. Getting "something" for the people you are working with is important.
Because mentorship is such a large component, it is important to spend the time you did - good job!
Questions are based on the action research model and are meant to drive reflection.
Using this important documentation:
The TEA Program determines where to invest resources to meet TEA parcticipant needs
Informs the evaluation
Informs the field of science education
Forms the basis on which NSF determines the value of funding the TEA Program
Overview (plan and team members)
Recommendations about Keeping Your Log:
Invest more time in documenting your mentoring activities on-line. Do not wait for the last minute and place yourself in the position where you do a poor job.
Update your mentoring report periodically at any time! Updates will be saved!
Keep a log or calendar of your TEA mentoring activities that is comprehensive enough to completely reconstruct your involvement.
Report it! Use bullets if time is a consideration.
Logs also are available to team members - contact Arlyn or Steph to initiate these
TEA log - accessible to the TEA, TEA Staff, Evaluators, NSF (not to the mentee)
Mentee Log - accessible to the Mentee, TEA, TEA Staff, Evaluators, NSF
Transferring the TEA Experience
Mentoring is a component of transfer that focuses on colleagues. This part of the discussion will focus on classroom and community transfer. There already has been much discussion of the ways in which previous TEAs have shared their research experience in their classrooms and in the classrooms of others.
In a way, like mentoring, this discussion is the first of two parts. We will briefly explore the nature of inquiry and examine some materials that capture scientific inquiry here, but we also will get together at the future Transfer Workshop where we will explore these ideas and materials in more detail after your research experience.
Video Discussion "Minds of Our own (Annenberg)
Hands-on versus inquiry based - what is the difference?
Not all hands-on activities are inquiry activities
Student driven primarily
Students develop understanding
that can be applied
Students have better recall of
Requires more preparation
Accommodates multiple learning
There are multiple ways to learn and multiple ways to address those learning styles
Sometimes inquiry is not the answer; another way of teaching is more efficient (as long as it truly builds student understanding)
Not everything can be inquiry
Must approach inquiry with diversity in mind, otherwise don't get all the students involved
Everyone inquires in different ways
Researchers "live" inquiry based but do no necessarily bring it into their teaching....
Is it better to be told something or to learn something yourself
Remember that this is not about talking about your research experience to others - transfer to classrooms, colleagues, and community should reflect your research experience. Leverage your experience! Have fun with it! Share the process of science in which you have been immersed in an authentic way where-ever possible.
Comment Cards New TEAs
Saturdays are tough to spend indoors. I thought today might easily have been a half-day and we could fly out. The end of session dinner could be Friday night. This would save the program one night of hotels and get us back home sooner, on mentoring we need to hear from someone who has done it.
The mentoring discussion made it quite clear.
Good sandwiches, as always.
Hands-on versus inquiry - a question of semantics, but there could be a clearer discussion.
I wish there would have been more classroom transfer. We all know how to use the internet. I would have preferred going over what other TEAs have done (an idea packet, perhaps) and brainstorming ideas with the group.
This is a day that could be cut to a half day allowing late afternoon flights. Start early and remove the hour of journal time.
Explaining inquiry to teachers has been hit pretty hard (other workshops). A quick "ta-da" would have been fine.
Last day! This was a very intense day - but helpful in getting us started on mentoring and transfer plans.
I can see how easy it is to get behind on these things!
It would be helpful to have a quick html primer (available on Web) for folks not familiar with it.
Good day. Satisfying. Still lots of questions.
Good day. Helped lay out responsibilities and time line.
Would be nice to see a single sheet with date due and responsibilities.
Well, I didn't exactly enjoy the day, but I don't think I was supposed to, it's clearly important to see what is required of us, in terms of clearical work. However, I am surprised / concerned at the onslaught of it. It is daunting.
The inquiry learning discussion did not really go anywhere - probably not needed.
Thank you. Good night.
All fine and ok.
In parcticular, I think I'm going to enjoy the little MRG group over the next year - good idea!
High: sharing Web sites (would be great to have more time to share)
Low: ? (brain full - can't think any more!).
I thought today was helpful. I felt awkward that the discussion seemed a little tense (on our end). I was very appreciative of the discussion.
Good day but long (last day syndrome). No other concerns or problems.