1. COSMIC TOOL KITS A Summer 2008 Research Grant Project by Naomi Pequette Advisor: Dr. Robert Stencel Department of Physics and Astronomy Goals Enhance the astrophysics component of local science summer camps through the development and implementation of “cosmic tool kits” that teachers can adopt and easily use While the educational delivery is important, the primary aim of this project is to create scientifically valid tool kits. We anticipate exploring the frontiers of research, e.g. physics of hypervelocity impacts, while creating these tool kits Methods We created proto-types of tool kits and test them this summer at the Wings Over the Rockies (www.wingsmuseum.org) space science camp involving students from grades three through seven. The activities still need to be tested on an older age group in order test the effectiveness of physics with algebra based equations. Assessment: We are encouraging further input from teachers on the tool kits and will adjust them in the future according to this input. The Tool Kits We have created a ready to distribute product on CD-rom, available on request. The “Cosmic Tool Kit” includes two sets of activities: rocketry and lunar exploration. Each of those includes instructional material (lesson plans, supply lists, and instructions for use) and multimedia (PowerPoints, simulations, and videos). Activities During the space sciences portion of the Wings Over the Rockies camp, four activities were tested from the tool kits. From the lunar exploration tool kit the modules called, Cratering, Mission: Moon!, and Can We Take It With Us? were tested. The water rocket activity from the rocketry tool kit was also tested. Water rockets were successful. There was a lot of experimentation in fin design, fuel levels, and pressure. They learned a lot of the concepts fundamental to the rocketry equation on a basic level. Δv=v e ln(m o /m 1 ) Where: Δv is the change in velocity in m/s v e is the effective exhaust velocity in m/s m o is the initial total mass, including propellant in kg m 1 is the final total mass in kg Questions being addressed: How do students learn math and science (STEM subjects)? How do we engage them using experiential learning and multimedia tools? Will deepening my understanding of the math and physics of space science enable me to communicate these ideas more successfully? Details are available in my project report, which is posted at: portfolio.du.edu/npequett. Results Through the testing of the tool kits at the Wings Over the Rockies camp, we have been able to suggest that the majority of the activities (excluding water rockets) should be done with a 5 th grade students or older students. For cratering, our observations were that it was the 5 th graders and older who really understood and understood and adopted the experimentation. This age is also crucial for Mission :Moon! and Can We Take it With Us? so that students make the connections to real-life missions and start having discussions and debates. The definition of “hypervelocity” is a velocity that is higher than four kilometers per second. When discussing the collisions of asteroids or comets in the solar system, they usually have a minimum velocity of 11 km/s and are considered hypervelocity impact craters. A hypervelocity impactor has more kinetic energy than would be released if the mass was made of pure explosive material and was detonated. While the diameter of a crater created by a hypervelocity impact varies with factors such as density and velocity, a general rule for the diameter of a crater on earth is roughly ten to twenty times that of the diameter of the impactor, according to the Australian Space Weather Agency. (www.ips.gov.au) Investigation of Hypervelocity Impact Craters