The Exploratorium requests support for four nationally recognized installation artists to develop scientifically relevant, interactive exhibits that will model the movements of waves, clouds, and flowing water and their interplay on and with the Earth's surface. By manipulating or enhancing the behavior of these simulated elemental forces, changing their scale or the perspective from which they are observed, or slowing down or speeding up their natural processes, the artists can bring out characteristics not easily observed, normally. Cross- referenced to other Exploratorium exhibits, these pieces will form the center of a subset of exhibits on the physics of fluid motion and the interaction of elemental forces. They will serve as a starting point for exploring the physical conditions that can cause and support the natural phenomena modeled by the artists. We will develop two different kinds of dissemination materials: 1) A publication for museum professionals, addressing the use of art in presenting science to the public. 2) Printed guides which will designate environmentally relevant exhibits at the Exploratorium dealing with aspects fluid movements in nature. These new "Pathways" will be intended for children and will be made available to students coming on Field Trips and the general public. They will be produced in coordination with two other Pathways on Energy and distributed in packets entitled "Energy and the Environment."
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TEAM MEMBERS:
Thomas HumphreyPeter Richards
resourceprojectProfessional Development, Conferences, and Networks
Project A.S.T.R.O. is a program to bring both amateur and professional astronomers into the schools to assist fourth through ninth grade teachers in the classroom, with day and evening observing activities, with individual student projects, and with inspiration to provide a greater appreciation of science and lead students to science and engineering careers. Amateurs are a largely untapped resource for science education and this project will explore the impact their enthusiasm and experience can have in providing significant assistance to teachers and students in grades where crucial science attitudes are formed. The California-based pilot program will -- after the development of appropriate protocols and materials -- use 40 astronomers and 40 teachers to test the effectiveness of astronomers (especially amateur astronomers) as school resource agents. The project has four related components: 1) the assessment of existing programs of this type and of materials to help both the visiting scientists and the teachers; 2) workshops to train the astronomers, prepare the teachers, and continue developing activities and resources; 3) school visits and other activities by astronomers for a full school year; and 4) the production of a loose-leaf Teachers' Resource Notebook and a How-to-Manual for bringing astronomy to the schools. Formative and summative evaluation by those involved and a professional evaluator will be a key component of each phase. A set of guidelines for the national dissemination of the project will also be developed.
Lowell Observatory astronomers will collaborate with educators, museum specialists, and planetarium professional to design and implement a unique series of interactive science education exhibits entitled Tools of the Astronomer. The exhibits will capitalize on widespread interest in astronomy to illustrate the research process, demonstrate the theory and function of basic astronomical instruments, and encourage visitors to discover how measurements made with these instruments reveal the properties of celestial objects. Exhibit concepts developed by the Lowell staff will be evaluated by a National Exhibit Advisory Board (NEAB). The original concepts will then be modified to reflect the Board's recommendations, and prototype exhibits will be built. The prototypes will be extensively tested for durability and effectiveness in achieving the educational goals. Students and teachers from Arizona (including those from nearby Navajo and Hopi Indian Reservations), plus members of the general public, will participate in the testing. The NEAB will then review the completed prototypes and test results, and recommend any further modification or testing needed prior to selection of a professional exhibit fabricator to build the final exhibits. The completed exhibits will be installed and further evaluated in a new educational facility to be opened at Lowell Observatory in spring of 1994. There, the exhibits will be experienced by tens of thousands of people who visit Lowell Observatory each year. A significant fraction of these visitors will be school children who will participate in instructional programs designed around the exhibits. The exhibits also will ultimately be used in teacher workshops. To achieve maximum impact, all software, exhibit designs, teacher's guides, and other material developed in this project will be marketed to schools, science centers, planetaria, observatories, and other educational entities at the cost of reproduction.
The National Center for Atmospheric Research NNCAR) is developing a traveling interactive exhibit to parallel the Federal Aviation Administration's (FAA) deployment of Terminal Doppler Weather Radars (TDWR) at 47 airports across the United States. This exhibit, titled "Burstbusters Taming Weather Hazards to Aviation," will describe how the hazardous weather phenomena were identifies, how technology was utilized to create a system to detect and predict them, and how the new system will operate at airports to enhance safety and air traffic efficiency. large groups of the population not routinely exposed to science issues will be presented with this case study as an example of how public science funding can directly affect their lives. The exhibit will capitalize on this linkage to increase public literacy about the science and technology processes and to promote parental advocacy of science education for their children. Two copies of the exhibit will travel to approximately 20 airport terminals and science museums from June 1993 through September 1995.
"Stormchasers" is a 35-minute, IMAX/OMNIMAX film to be produced, exhibited, and distributed by the Museum Film Network, NOVA/WGBH Boston, and MacGillivray Freeman Films-the same team responsible for the critically acclaimed film "To the Limit." "Stormchasers" is a tale of scientific discovery and natural wonder that will take audiences on a journey around the planet to encounter the origins of the earth's weather patterns, to experience our most extreme storms (monsoons, hurricanes, blizzards and tornadoes,) and to witness scientists who study and predict weather events. Using a combination of conventional IMAX documentary filmmaking methods, computer animation, and unique photography, the film will depict the intricate relationship between the drama of nature and the efforts of humans to pursue the systematic understanding of the natural world. The film and its ancillary materials will be offered to the 34 space theaters located at U.S. science museums in 1994-1995. Educational materials will be developed to extend the film's reach into the classroom. Special viewing programs will be offered at science museums, targeting minority, disadvantaged, and female youth and their teachers.
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TEAM MEMBERS:
Jeffrey KirschPaula ApsellSusanne SimpsonBarbara Flagg
The goal of the three-year Science Education Enrichment Program is to provide 720 Puerto Ricans, six to fourteen years of age, with exploratory learning opportunities to observe, judge, and value scientific experiences. The program will be administered by the Agricultural Extension Service of the University of Puerto Rico. The 4-H curriculum will be strengthened by incorporating interactive learning in six science components: Composting as a Means to Conserve the Environment: The Role of Soil and Water in Protecting Life; Food Discoveries: Starchy (Farinaceous) Vegetables: From Field to Market; Getting to Know about Insects; and Hurricanes and Earthquakes: Events Requiring Disaster Mitigation. Extension Specialists in the subject matter and a research scientist from the Experiment Station will supervise groups of 10-20 children at 63 sites in sessions lasting from six months to a year. Trained volunteers and teen leaders will also participate. A distinguished group of external advisors will serve on an Advisory Committee to provide recommendations on scientific accuracy and future development. Three implementation phases ate planned. In Phase I a draft of a unique Puerto Rican science curriculum model for the Extension Service will be prepared. The skills and knowledge of component directors will be enhanced through collaboration with local and mainland groups to leverage resources for special training on exploratory approaches to learning science. In Phase II the curriculum will be tested and refined. Resources will be mobilized for exploratory science activities. A pilot session will be held for 80 youth. During Phase III all components will be operational. Approximately 640 youth will participate in 58 science session. A dissemination plan will allow for the curriculum materials to be distributed to groups in Puerto Rico and the mainland. The current level of effort will be continued and plans will be made for expansion to other sites. Institutional commitments to the development of this project include an in-kind contribution amounting to approximately 22 percent of the total project amount. In addition to creating an interest in science, the outcomes of the program will seek to build self confidence in science exploration, promote critical thinking, and develop knowledge in youth about career options in the agricultural sciences.
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TEAM MEMBERS:
Oscar Muniz-TorresYamil QuijanoAgenol GonzalezPedro VelezOsvaldo Cotte
This exhibit will integrate graphics, artifacts, highly interactive electro-mechanical demonstration devices together with state of the art interactive educational computer technology to demonstrate how probability shapes nature. It will draw its examples from a variety of scientific fields including physics, chemistry, earth sciences, and biology. It is planned as a permanent addition to the Museum's exhibition program, but will be designed to facilitate easy reproduction for individual copies or for circulation as a travelling exhibit. Millions of visitors--families, teachers, children form diverse communities--will gain a first hand aesthetic appreciation of the pattern finding process of scientific investigation as well as a better understanding of the usefulness of mathematics in explaining how the natural world works.
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TEAM MEMBERS:
H. Eugene StanleyDouglas SmithEdwin Taylor
The Children's Museum is requesting $910,088 from the National Science Foundation to create an exhibition to go in an Urban Environmental Center to be built on a barge anchored in Fort Point Channel, a 500-foot-wide Boston Harbor waterway in front of the Museum. Our goal is to create exhibits which broaden public access to the process of science while extending each person's awareness of an engagement in this particular waterfront environment. Barge exhibits are focused on water, which has universal appeal to children and is the central feature of our location; atmosphere -- birds, sun, solar radiation, shadow, light refraction and diffraction, heat, wind, and clouds; built environment -- architecture, engineering, buildings, technology -- and their relationship to living things. We will provide a wide menu of entry-level approaches to the environment that are not given in school. The exhibits will take a visitor from where s/he is at the beginning of the visit to a new level of curiosity and concern. Through observation and direct experimentation, children will see what varies with the tides, what flows into the Channel from street run-off, where different creatures nest, what is emitted into the atmosphere from cars and buildings, and many other things. Some exhibits invite a playful experience, involving the senses and whole body; others offer a more focused exploration to uncover principles of a phenomenon. All encourage practice in such scientific processes as observing, collecting, recording, and comparing data.
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TEAM MEMBERS:
Signe HansonDorothy MerrillDiane Willow
The Museums of the Rockies will develop a 2450 sq. ft. exhibit titled Landforms/Lifeforms and complementary educational materials including teacher enhancement activities, outreach trunks, and other programming. The exhibit will serve as the pivotal experience for visitors as they engage the museum's theme One Place Through All Of Time and it serve to introduce all other permanent exhibit galleries. Using the important and spectacular geological and paleontological resources of the region and the museum's collections, the exhibit will bring to life the concept of the evolution and diversification of life in response to changing geological conditions from the Precambrian to the end of the Mesozoic. Visitors will experience the Northern Rocky Mountain Region and the life supported by that region over time. Critical thinking skills of visitors will be stimulated with the purpose of enhancing their overall science literacy. The exhibit is designed to promote adult-child interaction. Special attention is being given to attracting a rural audience. Complementary programming aimed at K-12 students and teachers will be developed. The content of these activities will address the goals set forth in Montana's systemic initiative and the Systemic Teacher Excellence Preparation program. The educational materials will also be shared with member museums in the Mid-Continent University Natural History Museum Consortium.
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TEAM MEMBERS:
Arthur WolfShelly WhitmanBeth MerrickBonnie Sachatello-SawyerSharon Horrigan
The Space Science Institute of Boulder, Colorado in partnership with the Franklin Institute Science Museum and the Electric Producers Research Institute will develop a 3000 sq. ft. traveling exhibit entitled Electric Space: Exploring Our Plasma Universe. Visitors to the exhibit will be introduced to the physics of the sun and the polar aurora. They will learn about the effect solar variability has on technology and humans working in space. The exhibit is divided into seven sections: Space is Not Empty; SkyWatchers; Plasma: the Fourth State of Matter; The Dynamic Sun; Planet Earth: a Great Magnet; Reaching Toward the Starts: the Heliosphere; and The Cosmic Connection. Its design is guided by the desire to create a total immersion environment that will allow visitors to explore the many realm of the plasma university from Earth's upper atmosphere to distant galaxies. It is the developers intention to demystify science by concentrating on process rather than facts, to create a stimulating informal learning environment, to reach a diverse audience, to motivate young people to pursue science as an interest and a career, and to have the exhibit serve as an interface between the scientific community and the general public. In addition to the exhibit, supplemental curriculum modules using an inquiry-based approach will be developed in cooperation with the Science Discovery Project at the University of Colorado. These materials will provide teachers, students, and parents the opportunity to explore the concepts presented in the exhibit. An extensive evaluation plan will be carried. The exhibit will open at the Maryland Science Center the summer of 1995. It will then travel to nine major US cities reaching an estimated two million adults and children who represent a great diversity of ages and education an ethnic backgrounds.
The Cranbrook Institute of Science will develop "Our Dynamic Earth," a 7000 sq. ft. exhibit that will provide visitors with insight and understanding of the interrelationships of plate tectonics and climate to prehistoric life. This will make up the earth sciences component in their renovated and expanded exhibit area. This section will include four related areas: 1) Plate Tectonics, 2) The Earth's Amazing Climate System, 3) The Earth Evolving Biosphere, and 4) An Ecological Whodunit. Each area will be anchored by an "icon" that will serve as a guiding image for that exhibit and will be supported by a layered interpretation using objects from the collection, workstations with selected databases, simulated scientific investigations, and hot-links to related Internet Sites. Numerous interactives will highlight the use of scientific research tools and methods. A broad menu of complementary educational activities will accompany the exhibit including take-home activities for families; teacher enhancement sessions and materials for students, and experiences for pre- service teachers. Cranbrook is working with the Detroit Public Schools in their science reform effort supported by an NSF Urban Systemic Initiative and with the Michigan Department of Education through its NSF Statewide Systemic Initiative. The exhibit elements will support and reinforce the systemic reform efforts and will be aligned with the science standards.
The Pacific Science Center will develop a 7000 sq. ft. traveling exhibit "Other Worlds! Other Beings"? Concerned that the general public is largely uninformed about the results of the years of basic science research carried out by U.S. scientists, this exhibit will provide an opportunity for visitors to learn about the results of this research and increase their own understanding of the earth and the solar system in general. The exhibit will introduce visitors to the planets, their environmental characteristics, potential and unlikely probability for life to exist on other planets and the processes involved in astronomical research. In addition to the exhibit, they will develop a planetarium program, materials for use by teachers and students, various workshops and other programs for teachers and community leaders, and a full marketing package for participating museums. The exhibit will travel to a minimum of nine museums during its three year tour after opening at the Pacific Science Center in December, 1997.