Shooting Stars on Camera: colour,
composition and contrasts
Overview
Teacher details:
Content omitted
Scientific/Engineer partner details:
Content omitted
Relevant qualifications and/or experience:
Content omitted
Title for the project:
Shooting Stars on Camera: colour, composition and contrasts
Page 1
Has either partner applied for a Partnership Grant before? If yes, please
list which years:
No
Summary and description:
30 students will determine the composition (iron, magnesium, sodium and calcium) of meteors
by measurement of their spectra, as well as their origins and speed from their trajectories.
Two separate showers will be recorded, and any sporadic meteors caught on camera during
the observing runs. In addition they will learn about meteorite and micrometeorite
collection techniques, and how to distinguish them from terrestrial rocks and dust using
magnets, microscopes and spectroscopy. They will go out and observe 2 winter meteor showers
from the Leonids (Nov), the Geminids (Dec) and the Quadrantids (Jan), observing their frequency,
trajectory and spectra. They will attempt to photograph the spectra of meteorites using a wideangle camcorder. Students will also observe showers using the STEM organisation's remoteaccess wideangle camera located at an observatory in Majorca.
Students will compare results from the two locations (UK and Majorca) for frequency, trajectory
and composition. They will analyse and evaluate the data, and present findings to academics and
apply for presenting a science festival.
Students will observe showers with the aid of the StarWalk 2 App, which will help them to
locate the showers, and indicate the constellations from which the meteors emanate. The STEM
Partner will work with the students, open the project with an introduction workshop,
and accompany the students to observe meteors. They will also setup the camera
remote observing sessions, assist in data analysis and help students put together their
communications.
Intended learning outcomes:
The intended learning outcomes of the project are that the students will have: gained knowledge
about extra-terrestrial materials; learnt transferable skills of communication, project management
and team work; developed confidence in judgement and decision-making and experienced at firsthand the excitement of being a 'working scientist'. The outcomes will be attained as follows:
1. Planning and management of the project alongside a professional scientist will teach students
how a project is constructed and developed, as well as contingency plans for if things go wrong
(eg, no meteors observed because of poor weather).
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2. Collection and evaluation of data and discussion of associated errors will involve judgement and
decision-making skills, as well as knowledge of extraterrestrial materials
3. Presentation of results to different audiences using different media will develop communication
skills. It will also test how well the students have managed the project and understood the science
behind what they have been studying.
4. The students will have access to equipment beyond that found in a school laboratory (an
electron microscope) and not introduced in the current school curriculum. This will add a new
dimension and skills to their learning, and give insight to the work of a research scientist.
5. Using the STEM organisation's remote-access wide-angle camera located in Majorca will also
be a new opportunity for students, enriching their experience in technology and ICT.
6. The students will be able to interact with academics and research students to explore questions
about science and the university environment, inspiring the desire for a career in science.
What is the investigative component of the project?:
Students will learn about different types of extra-terrestrial material by: observing meteors;
analysing meteorites and finding the best way to distinguish between terrestrial and extraterrestrial specimens. The students will:
1. Undertake preliminary research on the nature of meteorites, micrometeorites, and meteor
showers, using websites and journals, framing the questions that they will research.
2. Attend a lecture and workshop by the STEM Partner, in which they will use magnets and
microscopy to distinguish meteorites and micrometeorites from terrestrial rocks and dust. Samples
will be collected from school site and sourced by science-partner. Students will be able to operate
an electron microscope remotely, to obtain data.
3. Observe at least two of the winter meteor showers (the Leonids, Geminids or Quadrantids) and
will set-up a specially adapted camcorder, which will record the night sky. They will also note the
frequency (using tally counters) and trajectory (using the Star-Walk2 App) of the meteors.
4. Take part in a remote-access viewing session, setting up the STEM partner’s wide-angle
camera in Majorca to record the night sky during the meteor showers.
5. Take the camera recordings from the UK and Majorca, and note all the meteors, their
frequency, speed, trajectory and composition. Compare camera data with the direct
measurements taken in the UK.
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6. Analyse the data by using spreadsheets to produce graphs comparing and contrasting the
results. Measurements or iron, magnesium, calcium and sodium in the meteors will be compared
with data from different meteorites.
7. Create a presentation and report the work to different audiences, Including academics and
students at the STEM organisation.
8. Additional enrichment activities will also be undertaken, should time permit, eg preparation of an
artwork depicting the showers using the trajectory data.
Start date:
01 Oct 2015
End date:
10 Oct 2016
Are there any other STEM professionals involved in the project?:
No
Headteacher's name:
Content omitted
Headteacher's email address:
Content omitted
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Costs
Size of grant:
2780
Total cost of project and potential additional funders:
£2779.04
No other potential funders.
Item name
Low light-level
Camcorder
Quantity
1
Unit cost (£)
1,027.38
Total (£)
1,027.38
Star Analyser-100 1
filter & spacer ring
Cover of lessons at 1
school (1 day)
150.00
150.00
200.00
200.00
Coach to STEM
organisation
Coach to observing
site
Star Walk app for
iPads
Travel to school for
STEM partner
1
445.56
445.56
2
368.70
737.40
30
2.29
68.70
6
25.00
150.00
Grand total (£):
2,779.04
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Justification
Low light-level
camcorder to
record meteors, as
this is known to
give good quality
spectra
To measure meteor
spectra
Accompany
students to STEM
organisation, to use
electron
microscope and
talk about research
To visit STEM
organisation
To carry out
observations
The help observe
and map meteors
To visit the school
Involvement
Year of study and approximate number of core participants:
England and Wales
Scotland
N. Ireland
Core
Total per year
R
P1
P1
0
0
1
P2
P2
0
0
2
P3
P3
0
0
3
P4
P4
0
0
4
P5
P5
0
0
5
P6
P6
0
0
6
P7
P7
0
0
7
S1
S8
10
200
8
S2
S9
10
200
9
S3
S10
10
200
10
S4
S11
0
0
11
S5
S12
0
0
12
S6
S13
0
0
13
S7
S14
0
0
Total number of core pupils involved:
30
Total number of pupils in school:
600
Will any other pupils be involved in the project (secondary
participants)?:
All students in Years 7, 8 and 9 will be invited to attend the lecture by the STEM partner on comets
and involvement in famous astrophysics projects.
How are pupils selected?:
All students will be invited to attend the project, following the STEM partner’s lecture. They will
need to apply and commit to all sessions. All students will be encouraged to apply, and if more
than 30 students do so, then they will be asked to write, in not more than 150 words, why they
want to do the project. Entries will be judged by the school and STEM partner on the basis of
enthusiasm, clarity and reasoning.
The number of 30 students has been chosen as
1) It is the maximum number that the school allows in school clubs, and
2) Past experience has informed that is a reasonable number to work with practically, as the group
will be easy to manage, enabling good quality of teaching and attention to be given to all students,
throughout the programme.
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Will any other schools be involved?:
If successful, the project will be expanded to include a local primary school through open evenings
and school visits.
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Planning
STEM partner's involvement:
I will be working with 30 students to plan an investigation of meteors from two showers: the
Leonids and the Geminids. I will help the students collect data on magnesium, iron, calcium and
sodium contents of meteors, along with their frequency and trajectories. I will particularly teach the
students about meteorites and micrometeorites and the different issues surrounding their
collection, as well as how to distinguish real meteorites from terrestrial rocks and dust using
magnets and microscopy with spectroscopy. I will accompany the students to the observing site on
at least two occasions, to observe the Leonids (Nov) and the Geminids (Dec), plus possibly the
Quarantids (Jan). I will help students observe showers with the aid of the StarWalk 2 App, which
will help them to locate the showers in the correct place, and show the students the constellations
that the showers are from.
I will train the students how to photograph the spectra of meteorites using a camcorder with
diffraction grating, and help them interpret the spectra determine meteor composition. I will enable
students to look at the same meteor showers using a remote access wide-angle camera, so they
can contrast the information obtained from two locations. I will help students collate, analyse and
evaluate data, and enable them to produce a poster and presentation to be given to academics at
my organisation.
I will also work with the wider school by giving a lecture on meteorites, and the work that I have
been doing on famous astrophysics projects.
If appropriate, I will also assist the students in preparation of a manuscript for presentation at an
international conference and to a peer-reviewed journal.
Activity
Introduction session on meteors and
meteorites
Set up project with students
Observation of meteor showers
Evaluation of data
Presentation of results
Analysis of meteorites and
micrometeorites
Workshops for after school club
Time spent per session
1 hour
Frequency?
1 session at school
2 hours
3 hours
4 hours
4 hours
4 hours
1 session at school
2 sessions at observing site
1 session
1 session
1 session
1 hour
1 session per fortnight during
in term time
Total time spent (estimate):
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30 hours
Timeline for the project:
Date
October 2015
October 2015
November 2015
November 2015
December 2015
January 2016
February 2016
May 2016
June 2016
August 2016
Activity
Who involved?
Introductory lecture to school Years 7, 8 and 9, both
partners
Selection of students,
Students with both partners
introductory workshop
Observe Leonids
Students with both partners
Lab analysis of meteorites
Students with both partners
and micrometeorites
Observe Geminids
Students with both partners
Observe Quadrantids (if
Students with both partners
required)
Data reduction and
Students with both partners
interpretation sessions
Present at science festival (if Students with both partners
successful entry)
Present research at school Students with both partners
Open Evening
Present research poster at
Both partners (students, if
conference
required)
Evaluation:
Evaluation of the project would be through comparison of the attitudes and aspirations of the
students before and after the project. There will be a pre-project questionnaire (mainly tick boxes
and judgement on scale of 1-5, but with space for comments). The same questionnaire would be
repeated after the project was completed.
As well as the before/after questions, the students would be asked to fill in a brief 'what did you
like/dislike, what worked/didn't work' report after the project was completed.
The attitudes of the students would be monitored throughout the project, mainly by encouraging
them to use social media to comment on the work and its progression.
Project legacy:
Efforts will be made to publish all experimental methods, results, conclusions in an academic style
report. Work done by the students will be submitted to the press, school news bulletin, and their
website. Students will also produce an academic poster and presentation to relay school, the
STEM organisation, and the science festival 2016 (if given a place). Their article will also be
submitted to the Young Scientist Journal and potentially another article in a peer-reviewed
astronomy journal.
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The equipment will be used to continue the project, or an adjusted version of the project after the
completed date.
Any other information related to the planning of the project:
None
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Other
How did you hear about the Partnership Grants Scheme?:
STEMNET regional contact.
Are you planning to submit the project for a CREST award?:
Silver
Is your school a member of the STEM Clubs network?:
No
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Quotes, proof of costs and market research for items more than £100 omitted for exemplar
application.