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NASA Langley Research Center Science Directorate E/PO Team NASA Science for the Math Classroom Preston Lewis Kristyn Damadeo Agenda Introductions Overview of NASA Langley Research Center Science Directorate Resources Graphing for

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NASA Langley Research Center Science Directorate E/PO Team NASA Science for the Math Classroom

Preston Lewis Kristyn Damadeo

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∗ Introductions ∗ Overview of NASA Langley Research Center Science Directorate Resources ∗ Graphing for Understanding ∗ Example Lesson: Ozone: Good, Bad, or Both? ∗ Links ∗ Questions?

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Agenda

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NASA Langley Research Center Science Directorate E/PO Team NASA Langley Research Center Science Directorate Resources

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LaRC SD Resources

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∗ Earth science mission launching next year to measure ozone and aerosol

∗ Lesson plans ∗ Space Math ∗ Videos

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SAGE III/ISS

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∗ S’COOL: Student Cloud Observations Online

∗ Schools ∗ Individuals (Rover)

∗ Submit cloud observations during satellite overpasses for validation of CERES instruments ∗ Lessons and Activities

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S’COOL

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Space Math

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http://sage.nasa.gov/SAGE3ISS/education.html http://spacemath.gsfc.nasa.gov/mission.html#SAGE http://scool.larc.nasa.gov/cgi-bin/activities.cgi

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6.1 The student will describe and compare data, us ing ratios, and will use appropriate notations, such as a/b, a to b, and a:b. 6.2 The student will a) investigate and describe fractions, decimals, and percents as ratios; b) identify a given fraction, decimal, or percent from a representation; c) demonstrate equivalent relationships among fractions, decimals, and percents; and d) compare and order fractions, decimals, and percents. 6.5 The student will investigate and describe concepts of positive exponents and perfect squares.

Space Math VA Math S.O.L

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7.1 The student will a) investigate and describe the concept of negative exponents for powers of ten; b) determine scientific notation for numbers greater than zero; c) compare and order fractions, decimals, percents, and numbers written in scientific notation; d) determine square roots; and e) identify and describe absolute value for rational numbers. 7.4 The student will solve single-step and multistep practical problems, using proportional reasoning. 8.1 The student will a) simplify numerical expressions involving positive exponents, using rational numbers, order

  • f operations, and properties of operations with real numbers; and

b) compare and order decimals, fractions, percents, and numbers written in scientific notation. A.11 The student will collect and analyze data, determine the equation of the curve of best fit in

  • rder to make predictions, and solve real-world problems, using mathematical models.

Mathematical models will include linear and quadratic functions.

Space Math VA Math S.O.L

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NASA Langley Research Center Science Directorate E/PO Team Graphing for Understanding

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MND and Graphing for Understanding

∗ Involve students in real science. ∗ Enable K-12 teachers and students, as well as citizen scientists, to explore the large volumes of data that NASA collects about the Earth from space. ∗ Students use scientific inquiry and math skills as they access and display microsets of the Earth System.

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MND and Graphing for Understanding

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MND and Graphing for Understanding

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MND and Graphing for Understanding

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MND and Graphing for Understanding

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Data in the form of color plots

  • Google Earth Too!
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Determining Climate Change Through Tree Rings

  • Lots of Data!

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Long Term Trends of Data

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We will now ∗ Look at a series of data plots with key components missing, and use plot clues to try to tell what the plot is. ∗ There will be 3 examples

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Graphing for Understanding

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What could this be a plot of II ?

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What Could this be a plot of III ?

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It’s Hurricane Season

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It’s Hurricane Season

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September 20, 2005 September 28, 2005

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NASA Langley Research Center Science Directorate E/PO Team Example Lesson: Ozone: Good, Bad, or Both?

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∗ Purpose: The lesson addresses the difference between Good Ozone and Bad Ozone, providing students with information regarding factors that cause the formation of Bad Ozone resulting in the depletion of Good Ozone. During the lesson students will experience how difficult it is to accurately measure objects that are very small, giving them an understanding of the importance and complexity of the SAGE III instrument that will be used to measure Good Ozone. Students will work to construct a poster that illustrates the differences between Good Ozone and Bad Ozone, recognizing the sources that are responsible for the production of Bad Ozone ∗ Grade Level: 6-8 ∗ Estimated time for Completing Activity: 2-4 class periods ∗ Learning Outcomes: ∗ The learner will recognize the difference between Good Ozone and Bad Ozone ∗ The learner will identify factors that cause a rise in Bad Ozone and a decrease in Good Ozone ∗ The learner will experience the difficulties associated with accurately measuring an object that is very small ∗ The learner will develop an understanding of the importance of the SAGE III instrument in the measurement

  • f ozone

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Lesson

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VA Math Standards

1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs. 1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. 2.17 The student will use data from experiments to construct picture graphs, pictographs, and bar graphs. 2.19 The student will analyze data displayed in picture graphs, pictographs, and bar graphs. 3.17 The student will a) collect and organize data, using observations, measurements, surveys, or experiments; b) construct a line plot, a picture graph, or a bar graph to represent the data; and c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. 4.3 The student will a) read, write, represent, and identify decimals expressed through thousandths; b) round decimals to the nearest whole number, tenth, and hundredth; A.9 The student, given a set of data, will interpret variation in real-world contexts and calculate and interpret mean absolute deviation, standard deviation, and z-scores.

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∗ Real World: Ozone Alerts (6-8)

∗ NASA's SAGE III instrument will provide valuable information to help us understand how our global Earth system is changing. Find out the difference between good ozone and bad ozone. Learn about the health problems that a small percent of our atmosphere, or only a few parts per billion, can create

∗ Download URL: http://www.nasa.gov/audience/foreducators/nasaeclips/search.html ?terms=%22Ozone%20alerts%22&category=0100&disp=grid ∗ Video Lesson Connections:

∗ What is the difference between Good Ozone and Bad Ozone? ∗ Where is ozone located in the atmosphere? ∗ How is bad ozone formed?

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Pre-Lesson Activity

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∗ Part 1:

∗ Provide students will a variety of different weights of paper products (example: notebook paper, notecard, poster board, tissue paper, cardstock, construction paper, etc.) ∗ Give students the task of measuring the thickness of each of the different types of paper to get an accurate measurement. ∗ Have them discuss which tool they think they would need to use to find this measurement most accurately. Have the students try to come up with a way to measure the paper with what they have in the classroom. Is it possible? If not can they come up with a way to develop a standard for measuring the paper on their own and use that new unit of measure to measure the paper thicknesses. ∗ As a class discuss the difficulties students might have experienced when attempting to accurately measure the thickness of the various types of

  • paper. What were some of the ways that the individual groups devised to

measure the paper?

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Procedure

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∗ Part 2:

∗ Introduce the SAGE III instrument that will be launched in 2015 to measure

  • zone in the atmosphere. (Background information is provided in the

beginning sections of the lesson. Images of the SAGE III instrument can be located on the MY NASA DATA Website under Mission Support: https://mynasadata.larc.nasa.gov/mnd-missions/) ∗ Explain the importance of such an instrument to provide accurate measurements of ozone to enable us to better understand our atmosphere and how it is being affected by human activity. ∗ Relate to students that ozone is a trace gas and is measured in ppb. (An activity that models the unit ppb is provided in the Extension Section at the end of the lesson.) ∗ Establish the fact that the production of bad ozone acts to decrease the amount of good ozone that is available to protect life on Earth from the sun’s harmful UV rays. ∗ It is the level of available good ozone that the SAGE III instrument will be measuring.

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Procedure (cont.)

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∗ Part 2:

∗ Introduce the SAGE III instrument that will be launched in 2015 to measure

  • zone in the atmosphere. (Background information is provided in the

beginning sections of the lesson. Images of the SAGE III instrument can be located on the MY NASA DATA Website under Mission Support: https://mynasadata.larc.nasa.gov/mnd-missions/) ∗ Explain the importance of such an instrument to provide accurate measurements of ozone to enable us to better understand our atmosphere and how it is being affected by human activity. ∗ Relate to students that ozone is a trace gas and is measured in ppb. (An activity that models the unit ppb is provided in the Extension Section at the end of the lesson.) ∗ Establish the fact that the production of bad ozone acts to decrease the amount of good ozone that is available to protect life on Earth from the sun’s harmful UV rays. ∗ It is the level of available good ozone that the SAGE III instrument will be measuring.

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Procedure (cont.)

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∗ Parts Per Billion Activity:

∗ Activity allows students to develop a model that demonstrates the concept of the size of a part per billion by volume of surface ozone in the air. This can also be used to introduce the topic of measurement to the students. This activity will give the students a good since of how accurate devises have to be to measure small units. ∗ https://mynasadata.larc.nasa.gov/docs/modelppb. pdf

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Extension

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∗ MYNASADATA: Reading Bar Graphs, Basic Line Plots, Creating a Bar Graph, Parts Per Billion

∗ http://mynasadata.larc.nasa.gov/lesson-plans

∗ SAGE: Ozone: Good, Bad, or Both?, Making Measurements from the ISS, Space Math

∗ http://sage.nasa.gov/SAGE3ISS/education.html

∗ S’COOL: Cloud Cover Math, Space Math, CALIPSO Vertical Height of the Atmosphere Activities

∗ http://scool.larc.nasa.gov/cgi-bin/activities.cgi

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Links

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NASA Langley Research Center Science Directorate E/PO Team Questions?

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∗ Preston Lewis, preston.lewis@nasa.gov, 757- 951-1925 ∗ Kristyn Damadeo, kristyn.damadeo@nasa.gov, 757-864-1090

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Contact

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