Issue 15 | July 2014

journal Issue 15 | July 2014

Communicating Astronomy with the Public

Tactile Sun Bringing an Invisible Universe to the Visually Impaired

Reaching for the Stars in your Golden Years The Importance of Outreach for Senior Citizens

A Do-it-yourself Guide The University of Washington Mobile Planetarium

www.capjournal.org This image shows Jupiter’s famous Great Red Spot at its smallest ever observed size. The Great Red Spot is a churning anti- cyclonic storm and is one of the most widely known and popular planetary features in the Solar System. News The Great Red Spot shows up in images of the giant planet as a conspicuous deep red eye embedded in swirling layers of pale yellow, orange and white. Winds inside this Jovian storm rage at immense speeds, reaching several hundreds of kilometres per hour.

This NASA/ESA Hubble Space Telescope image shows the spot at just under 16 500 kilometres across, significantly smaller than the 23 335 kilometres of 1979.

Credit: NASA, ESA, and A. Simon (GSFC) Editorial

It is once again my pleasure to introduce the CAPjournal, as it reaches its 15th issue.

Earlier this year I was lucky enough to visit the Chilean Atacama Desert, an arid and unforgiving environment that is home to some of the clearest skies on the planet — not to mention some of the world’s most impressive ground-based telescopes. Viewing the night sky with such clarity — very different from the orange skies of home — was unlike any- thing I had seen before and highlighted to me how important it is to do what we do. To bring those skies to people all over the world.

The commitment that this community has to engaging the public with astronomy and astrophysics never ceases to astound me, and neither does the enthusiasm of the public to engage with it. Even in a remote desert town — 106 kilo metres from the nearest city with a population of under 5000 — I waited four days for a place on a “star tour”. The appetite for knowledge about the Universe is phenomenal.

So, I would like to thank the authors of the papers and articles found in this journal for helping us to share knowledge on communicating astronomy with the public and to expand Contents and improve upon the field. Not to mention the team of people at the IAU and ESO ePOD who make this journal happen, Explained in 60 Seconds: Timescales of Stellar Oscillations 4 alongside countless other outreach initiatives.

Tactile Sun: Bringing an Invisible Universe to the Visually Impaired 5 In this issue you will find articles that outline best practice for astronomy outreach with the visually impaired, with Here, There & Everywhere: Science through Metaphor, the elderly, with children and with audiences from around Near and Far 8 the world — from rural Mexico to downtown Tokyo, Japan. Amongst the research articles there are resources on Using Survey Data to Inform Best Practice of designing your own spectroscopy lab, building a do-it-your- Engagement with New Audiences 10 self portable planetarium programme and using new analo- gies to bring the Universe down to a scale that can be bet- Reaching the Remote: Astronomy Outreach in Rural Mexico 15 ter understood.

Reaching for the Stars in your Golden Years: If you have any comments, feedback, or wish to send a sub- The Importance of Outreach for Senior Citizens 18 mission or proposal of your own for our upcoming issues, do not hesitate to get in touch: [email protected]. Camping Under the Stars: The ESO Astronomy Camp 2013 20 Many thanks for your interest in CAPjournal and happy Streaming Astronomical Events for Public Viewings: reading, The 2009 Total Eclipse in Japan 24

The Fingerprint of the Stars: An Astronomy Lab On Spectroscopy 28

City–City Correlations to Introduce Galaxy–Galaxy Correlations 31

The University of Washington Mobile Planetarium: A Do-it-yourself Guide 35

Colophon 40 Georgia Bladon Editor-in-Chief of CAPjournal

Submit articles for News one of the following journal sections: Explain in 60 Seconds

Announcement

Best Practices Cover: On the cover of this issue is an image from the Ultraviolet Coverage of the Hubble Ultra Deep Field (UVUDF) project. It is Research & Applications the most comprehensive picture ever assembled of the evolving Universe — and one of the most colourful. Credit: NASA, ESA, Column H. Teplitz and M. Rafelski (IPAC/Caltech), A. Koekemoer (STScI), Review R. Windhorst (Arizona State University), and Z. Levay (STScI). Explained in 60 Seconds: Explain in

60 Seconds Timescales of Stellar Oscillations

Paul G. Beck Keywords Service d’Astrophysique, IRFU/DSM/CEA Asteroseismology, Pulsating Stars, Stellar Saclay, France Time Scales, Stellar Oscillations [email protected]

For the most part the stars are constants ness variation in a red giant star five times The fast-moving second hand can be a in our lives and are often perceived as only the diameter of the Sun. good proxy for the variability of a white changing on timescales of billions of years. dwarf. These densely packed objects are However, the brightnesses of stars can The minute hand: it completes one cycle in about one tenth of the Sun’s size, and have vary over a period of time that you could an hour and illustrates the time it takes for brightness variation periods of 100 to 1200 measure on your watch. a red giant twice the diameter of the Sun to seconds. vary in brightness. The hour hand: it takes half a day to com- Variability timescales give a good indica- plete one full revolution — in other words it The Sun is oscillating with a period of five tion of the density of a star. Periods can has a frequency of two cycles per day. This minutes — a typical coffee break. range from between a few hundred sec- is roughly the same timescale as the bright- onds in very dense objects to several hundred days for stars with a low density like Mira, a red giant with a diameter one hundred times that of the Sun.

Figure 1. Comparing stellar time scales to something known by everyone: a watch. Credit: Chris Roach.

4 CAPjournal, No. 15, July 2014 Tactile Sun: Best

Bringing an Invisible Universe to the Visually Impaired Practices

Gloria M. Isidro Carmen A. Pantoja Keywords University of Puerto Rico University of Puerto Rico Science Literacy, Public Outreach, Adapted Department of Mathematics Department of Physics Materials, Visually Impaired, Braille [email protected] [email protected]

Summary

A tactile model of the Sun has been created as a strategy for communicating astronomy to the blind or visually impaired, and as a useful outreach tool for general audiences. The model design was a collaboration between an education specialist, an astronomy specialist and a sculptor. The tactile Sun has been used at astronomy outreach events in Puerto Rico to make activities more inclusive and to increase public awareness of the needs of those with disabilities.

Introduction tific concepts (Hobson, 2008). Astronomy institutions, public places and museums in particular is a course that attracts the have a limited selection of adapted mate- The University of Puerto Rico is currently interest of many students and can serve rials that can be used to elaborate astron- pursuing strategies to adapt its Descriptive to inspire them to learn about science and omy concepts, and are available to be Astronomy course for students who are technology (IAU, 2010). used by visually impaired visitors and visually impaired or blind (Isidro, 2013). students. Making elective science courses availa- The resources typically available for pre- ble and accessible to all college students senting astronomical concepts to the Learning to present astronomy concepts is very important as a means to improve visually impaired are limited to three- according to individual needs in this way science literacy and give a foundation in dimensional figures, tactile plane figures not only enhances the individual’s appre- the scientific method and in general scien- and some Braille lessons. Some academic ciation of the concepts and access to scientific knowledge, but also promotes a culture of respect for the differences of others.

From the Moon to the Sun

The tactile model of the Sun was developed after collaborating with the design and evaluation of the 3D tactile model of the Moon, a project directed by Dr Amelia Ortiz Gil from the Astronomical Observatory of Valencia, Spain1). This experience highlighted the importance of listening to the visually impaired when working with tactile models.

To design a tactile model of the Sun with an appropriate level of detail the team at the University of Puerto Rico were advised by the blind artist–sculptor Luis Felipe Passalacqua2 and the group of blind participants at the sculpting workshop Hands Figure 1. The artist Luis Felipe Passalaqua working with the tactile Sun during the sculpting workshop Hands that See (Manos que Miran in Spanish). that See (2014). Credit: Isidro. Passalacqua was a medical illustrator and

CAPjournal, No. 15, July 2014 5 Tactile Sun: Bringing an Invisible Universe to the Visually Impaired

Figure 2. The artist Luis Felipe Passalaqua exploring the tactile comet (Kowal et al., 2010) and a blind par- ticipant of the Hands that See workshop exploring the tactile Sun (2013). Credit: Isidro.

artist before losing his sight several years ago. In addition to his work as a sculptor he is actively engaged in introducing diverse audiences to the arts and increas- Figure 3. Tactile Sun model with an approximate indication of the size of the Earth with the head of a pin stuck in ing public awareness of people with dis- cork at the left side. Credit: Isidro. abilities.

Isidro worked as a volunteer for the Hands represents the granular appearance in the Some uses of a tactile model of the that See workshop at the Museum of Art, visible images of the Sun. The grains in the Sun Puerto Rico. The workshop was developed tactile Sun correspond to the movement of with the assistance of five volunteers and gas in the convection zone of the Sun. In The team have used the tactile Sun model a member of the museum staff. The par- visible images, the bright areas of the Sun at different events4 developed in consul- ticipants included totally blind, visually represent gas that is ascending and the tation with blind people. It was displayed impaired and paraplegic individuals. The dark areas are the descending gas. In the at an exhibit during the celebration of tactile Sun project was developed over a tactile Sun, the high reliefs represent the White Cane Day5: Dare to See the World period of ten weeks and concluded with ascending gas and the low reliefs repre- with Your Eyes Closed, at the University a display of the students’ creations 3 at the sent the descending gas. of Puerto Rico (15 October 2013). The museum in May 2013. model has also been used at teacher The surface of the sphere has two arcs that workshops with science and mathematics are protruding from the surface. These arcs teachers and with special education teach- Designing a tactile model of the represent two prominences — jets of gas ers, as a resource with sighted students Sun ejected from active regions on the Sun’s at all levels in an activity about the scale surface with the shape of arcs. In addition, of the Solar System, and to present con- The tactile Sun was created on a styrofoam the tactile Sun has three flat surfaces rep- cepts and at the same time display differ- sphere coated with a metal mesh screen. resenting three solar flares — jets of gas ent resources developed to make astron- The texture of the Sun was made using ejected from active regions of the Sun’s omy more accessible. cold porcelain and it was then painted with surface shaped as flames. acrylic paint. Cold porcelain is an easy-to- When discussing the Sun at outreach prepare and inexpensive material that is In the centre of the sphere, there is a small events it is very important to remind the used in crafts. hole that represents a sunspot — a region public to never look directly at the Sun with- where the temperature is lower than adja- out proper protection because direct sun- The tactile Sun consists of a sphere with cent areas. Some sunspots are compara- light may cause permanent damage to our a radius of 10.9 cm and its rough texture ble in size to the size of Earth. eyes.

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Conclusion References Notes

The design and development of tactile Arcand, K., Watzke, M. & De Pree, C. 2010, 1 http://astrokit.uv.es/downloads/The- materials as an education strategy offers Communicating Astronomy with the Public MoonatYourFingertips_Guide.pdf (retrieved blind students or students with special Journal, 8, 15 on (19.3.2014) needs the opportunity to become inter- Grice, N. 2005, Touch the Sun. A NASA 2 http://www.youtube.com/ ested in learning science and math Braille Book, The Joseph Henry Press, watch?v=fBpNNeh1NzA (retrieved on ematics. The tactile Sun is an example of Washington, DC 18.2.2014) how to create tactile resources in the class- Grice, N., Steel, S. & Daou, D. 2007, Touch the 3 http://www.youtube.com/ room and at astronomy outreach events Invisible Sky. A Multi-Wavelength Braille watch?v=rznx1GxHTQo (retrieved on that are made using easy-to-find materials. Book. Featuring Tactile NASA Images, 18.2.2014) (Puerto Rico: OZONE Publishing Corpora- 4 http://materialdidacticoparaciegos.blogs- tion) It is very helpful to include the blind dur- pot.com/ (retrieved on 3.6.2012) ing the process of design and elaboration Grice, N. 1998, Touch the Stars, (Boston: 5 http://www.nfb.org/ (retrieved on 3.6.2012) Museum of Science and Charles Hayden of the models to be used with this com- 6 http://www.freedomscientific.com/products/ Planetarium) munity and to synchronise activities with fs/jaws-product-page.asp (retrieved on events already organised by the commu- Grice, N. 2002, Touch the Universe: a NASA 18.2.2014) Braille Book of Astronomy. (Baltimore, Mary- nity. This strengthens the activity’s rele- 7 http://prime.jsc.nasa.gov/earthplus/ land: Reese Press) vance to the community, enhances the (retrieved on 20.2.2014) quality of the output in communicating key Grice, N. 2005, Touch the Sun, (West Monroe, Louisiana: VIEW International Foundation) concepts and helps to establish stronger bonds with the blind community. Grice, N. 2005, El pequeño libro de las fases de la Luna, (Puerto Rico: OZONE Publishing Corporation), ISBN 0-9773285-5-4 Other resources for engaging the Hansen, A. et al. 2009, Touch the Earth, A visually impaired with astronomy multimedia book about the Earth’s biomes, (Baltimore: Whitmore Group) • A printed guide (in large print and Braille) Hobson, A. 2008, The Physics Teacher, 46, to using the tactile model was created by 404 the University. Hurd, D. & Matelock, J. 2002, Our Place in • The tactile Sun can be complemented Space. A Tactile Exploration, Edinboro Uni- with images from the book Touch the versity of Pennsylvania Sun by Noreen Grice (2005). IAU 2010, Astronomy for the Developing World. • There are several Braille books with tac- Building from the IYA2009, Strategic Plan Biographies tile images available. These include 2010–2020 Touch the Earth, Touch the Sun, Touch Isidro Villamizar, G. M. 2013, Modelo de the Universe, Touch the Invisible Sky, accesibilidad de conceptos matemáticos Gloria M. Isidro obtained her PhD from the aplicados en el curso de astronomía Education Faculty of the University of Puerto Touch the Stars, The Little Moon Phase descriptiva para estudiantes con impedmen- Rico, San Juan campus. Dr Isidro is from Book and Our Place in Space (Grice, tos visuales en la UPR, Order No. 3561798, Colombia. She completed her undergradu- 2006). University of Puerto Rico, Rio Piedras ate studies in Mathematics at the Universidad Industrial de Santander in Colombia. She com- • There is a tactile/Braille exhibit that was (Puerto Rico), ProQuest Dissertations and developed during the International Year pleted a Masters degree in Mathematics at the Theses, 221 University of Puerto Rico. She has worked on of Astronomy 2009 (Arcand et al., 2010). developing strategies to make the learning of • At events where the setting allows for the mathematics and astronomy accessible for use of computers, assistive technology blind students. with software such as JAWS6, or Earth+7 Carmen A. Pantoja is the first Puerto Rican can be used alongside other tactile- woman astronomer. She completed her Bach- adapted materials to allow the blind to elor and Master’s degrees in Physics at the Uni- participate actively and independently in versity of Puerto Rico (UPR), and obtained a the demonstration. PhD at the University of Oklahoma using the Arecibo Observatory for her research. She is an Associate Professor of Physics at the Depart- ment of Physics of the Natural Sciences Fac- ulty (UPR, San Juan). Dr Pantoja is interested in the large-scale distribution of galaxies in the Universe and in the emission properties at radio and infrared wavelengths of galaxies. She has worked in the development of strategies to make astronomy accessible for persons who are visually impaired or blind.

Tactile Sun: Bringing an Invisible Universe to the Visually Impaired 7 Here, There & Everywhere: Best

Practices Science through Metaphor, Near and Far

Kim Kowal Arcand Megan Watzke Keywords Smithsonian Astrophysical Observatory/ Smithsonian Astrophysical Observatory/ Metaphor, Science Communication, Chandra X-ray Centre Chandra X-ray Centre Physics, Astronomy [email protected] [email protected]

Summary

The use of metaphors in teaching and learning has a long-standing history. Metaphors can be an effective way to make something new seem less daunting by comparing it with something more familiar. This technique of equating different or disparate things can help complex concepts become more understandable and accessible. The power of the metaphor is discussed in this article, which explores a recent public science project from the Chandra X-ray Center called Here, There and Everywhere. This project attempts to utilise analogy in effective science communication, as well highlighting the dan- gers that come alongside the use of metaphor and analogy. The article will also look at other areas where metaphors may be usefully implemented in astronomy communication, such as for upcoming programmes, including the International Year of Light 2015.

Introduction and astrophysics. To that end, the Chandra the conversion of rotational energy into X-ray Center science communications outflows. Furthermore, most of us proba- A common refrain heard by those in astron- group created the project, Here, There, and bly do not think of how this could in turn omy communication, whether from stu- Everywhere (HTE). be related to energetic winds powered by dents or the greater public runs along rapidly rotating pulsars. But why not? With these lines: “What does space have to do At the core of the HTE project is the idea the dog, we are observing something that with me?”, “The Universe seems too com- of grouping familiar happenings in our day- we can grasp, whose underlying physics plicated for me to understand”, or “Why to-day experiences on Earth with those on we understand from experience. However should I care about things so far away?” larger scales across the planet and ulti- we often miss the universality of physi- (Rosenberg et al., 2013). mately with objects and events in space. cal laws and the connection between our A non-expert might not realise that a solid everyday world and the larger environment. Research strongly suggests that the knowl- scientific connection exists between seem- edge and reasoning of people is situated ingly different scenes and so HTE materials within a context (Osborne, 2007; Brown, attempt to convey that science can con- Metaphor development Collins & Duiguid, 1989; Carraher, Carraher nect things across vast scales and in many & Schliemann, 1985; Lave, 1988). By help- different environments. The HTE team of scientists, science coming to make cosmic phenomena easier to municators and educators paid particular relate to by the use of metaphors, we can When we see a wet dog creatively twist- attention to metaphor creation. Research perhaps chip away at some of the barri- ing her body back and forth to shake off and development was done through key ers to the scientific content of astronomy the water, our thoughts might not drift to stages of prototype creation, response to formative evaluation sessions with non- expert volunteers and final content refine- ment.

Some of the preliminary metaphors or science concepts early in the project had to be altered, diminished or discarded. Either because it became clear during content creation that the storyline was not scientif- ically accurate enough, or because during formative evaluation the metaphor failed Figure 1. Example of the HTE concept, from rotation to outflows: a dog, a windmill, and the Crab Nebula pulsar. to connect the dots from the non-expert Credits: Dog - Stock Photography; Windmill - Stock Photography; Crab Nebula - NASA/CXC/SAO/F. Seward et al. perspective.

8 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

References

Arcand, K. K. & Watzke, M. 2011, Science Communication, 33, 3 Brown, J., Collins, A. & Duiguid, P. 1989, Edu- cational Researcher, 18, 1, 32 Carraher, T., Carraher, D. & Schliemann, A. 1985, British Journal of Developmental Psychology, 3, 22. Figure 2. Example of a more problematic HTE concept on spirals: water going down a drain, a hurricane, and a Lave, J. 1988, Cognition in Practice: mind, spiral galaxy. Credits: Water draining - Stock Photography; Hurricane - NOAA; M101 - X-ray: NASA/CXC/JHU/K. mathematics and culture in everyday life, Kuntz et al.; Optical: NASA/ESA/STScI/JHU/K. Kuntz et al; IR: NASA/JPL-Caltech/STScI/K. Gordon - See more at: (Cambridge: Cambridge University Press) http://hte.si.edu/more_topics.html#spirals Osborne, J. 2007, Eurasia Journal of Mathe- matics, Science & Technology Education, 3, 3, 173 Take for example, Figure 2 where draining sen from an application process that was Rosenberg, M. et al. 2014, CAPjournal 14, 30 water, a hurricane and a spiral galaxy show oversubscribed by 250%, plans supple- the progression of a physical process from mentary activities that expand on the pro- “here” to “there” to “everywhere”. In the vided content, including children’s arts original concept the “here” was a nautilus events, science book clubs, discussions Notes as opposed to draining water. However, with local meteorologists and sidewalk during the creation process this caused astronomy. 1 More information on Here, There and Every- confusion as the processes of the three where: http://hte.si.edu objects were not the same, and so the shell Evaluation of the HTE programme showed 2 More information on Light; Beyond the Bulb: was replaced with draining water. that the use of metaphor positively affected http://iyl.cfa.harvard.edu the learning gains and interest levels of the The spiral-based approach did not test participants. Approximately 75% of evalu- as strongly as other metaphors, so it was ated participants self-rated their astronomy not one of the main topics featured in the knowledge as “nothing” to “some”, with programme, but rather served as a further the remainder rating their knowledge from example in nature to consider. “quite a bit” to a “great deal”. These randomly surveyed volunteers demonstrated The challenge therefore is to find the right ele- learning gains, increased interest in astron- ments for each metaphor so that together: omy, and increased interest in attending future science events. a) They have a strong scientific connection. b) The scientific thread between them is Further research on how best to use meta- easily explained in relatively few words, phors and the benefits of those that heav- with clear and attractive illustrative ily feature visual representations of the con- images. cepts to enhance the metaphor is certainly c) The science described is relevant needed. Looking ahead, we plan to imple- Biographies enough to engage viewers. ment the use of metaphors in other public science projects, including an exhibit The final collection of topics discusses Light: Beyond the Bulb for the upcoming Kim Kowal Arcand is the visualisation lead atomic collisions, electric discharge, International Year of Light in 20152. and media coordinator for NASA’s Chandra blocked light, lensing, bow waves, wind, X-ray Observatory and principal investigator 1 for the International Year of Light 2015 pub- and other concepts . The resulting meta- lic science project, Light: Beyond the Bulb. phors created for HTE were stronger than Acknowledgements She co-authored Your Ticket to the Universe: A those originally conceived, thanks to the Guide to Exploring the Cosmos from Smithso- iterative process. This material is based upon work sup- nian Books in 2013. ported by the National Aeronautics and Megan Watzke is the press officer for Space Administration under proposal NASA’s Chandra X-ray Observatory and a co- Results and conclusion NNX11AH28G issued through the Science investigator in such Chandra-led public sci- Mission Directorate. Portions of this paper ence projects as From Earth to the Universe; HTE has primarily visited public science have been presented at the European From Earth to the Solar System; Here, There, & Everywhere; and Light: Beyond the Bulb. locations (Arcand, 2011), including pub- Planetary Science Congress meeting She co-authored Your Ticket to the Universe: lic libraries, school libraries, and commu- (2012) and the Astronomy Society of the A Guide to Exploring the Cosmos from Smith- nity spaces. Each hosting location, cho- Pacific conference (2013). sonian Books.

Here, There & Everywhere: Science through Metaphor, Near and Far 9 Using Survey Data to Inform Best Practice of

Research & Research Engagement with New Audiences Applications

Marta Entradas Keywords DINAMIA’CET Centre for Socioeconomic Astronomy Outreach, New Audiences, Change and Territorial Studies, ISCTE-IUL Audience Survey, Gender, Age, Public Opinion University Institute of Lisbon, Portugal [email protected]

Summary

The main purpose of this article is to discuss how survey findings concerning the audiences for astronomy and space science outreach could help science communicators to foster public interest and participation in space activities among larger audiences. The article draws on findings from a large survey carried out in the UK, based on the responses of 744 respondents attending astronomy and space outreach events. The results of this survey, including interests, preferred means of exploration, beliefs and rationales for exploration, and the relationship with age and gender, could help practitioners reach new audiences who are not often targeted by conventional outreach efforts.

Introduction veys of public attitudes towards science vey findings may assist in understanding and technology. The National Science audiences and planning outreach strate- Space science and astronomy are rec- Foundation (NSF), for example, started gies. ognised by many as being particularly surveying Americans’ opinions on science attractive subjects for both students and and technology in 1979, but it was not This study is part of a broader analysis the general public. Contact with these until 1981 that they introduced questions that examines the public support for space subjects has a positive effect on students’ on attentiveness to space exploration exploration (Entradas, Miller & Peters, interest in science and scientific careers, (NSB, 2002, 2010; Miller, 1987). Although 2011). as well as public support for science and undoubtedly a valuable source of infor technology. As a result, communication of mation about public interest, knowledge these subjects is regarded as an impor- and attentiveness, these surveys do not Methods tant activity to be undertaken by individu- provide an in-depth characterisation of the als, governments and research institutions public. Practitioners of science communi- The study was conducted at two space dealing with space research (e.g., Barstow, cation often stress the lack of quantitative outreach events in the UK: the Royal 2005; Washington Charter, 2003; BNSC, data about their audience, which leaves Society Summer Exhibition in London and 2008; Space IGS, 2011; RAS, 2004; Global them to guess the characteristics of the the National Space Centre in Leicester, in Exploration Strategy, 2007; National Space groups that they are meant to be address- the summer of 2008. Technology, 2011). ing (Entradas, 2011). Questions designed as indicators of the The International Astronomical Union A careful analysis of survey data may pro- concepts “beliefs”, “attitudes”, “rationales Commission 55 developed the Washington vide a useful framework for thinking not for exploration”, and “political references” Charter in 2003, which highlights principles only about audiences that are already were included in a short questionnaire dis- of action for individuals and organisations being targeted by practitioners’ commu- tributed to visitors to the exhibitions and involved in astronomical research, stating nication efforts, but also about new audi- returned immediately. All questionnaires that they “have a compelling obligation to ences to reach and communication strate- were anonymous. 744 visitors returned the communicate their results and efforts with gies to carry out. questionnaires; 249 respondents from the the public for the benefit of all”. Royal Society and 495 from the National The study presented here empirically Space Centre. The response rate at the However, the social scientific literature on examines the characteristics of the British Royal Society Exhibition was 62% and at these audiences is still relatively limited audience attending astronomy and space the National Space Centre was 71%. (Bell & Parker, 2009). Audience charac- outreach events and focusses on some of teristics are usually studied in general sur- those characteristics to discuss how sur-

10 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

The variables discussed here are: socio- 5HVSRQGHQWV cation efforts are more likely to be female, demographics such as gender, age and 1XPEHURI 7RWDO young adults aged 16–24 years, and peo- UHVSRQGHQWV professional activity, means of explora- ple who do not have a professional con- tion, rationales for exploration, and beliefs *HQGHU nection to science. in extraterrestrial life. All variables were 0DOH measured at the nominal level, except )HPDOH age which was measured at the ordi- 7RWDO 2. Preferred means of exploration nal level. The relationships between var- $JH iables were measured using contin- When asked “How do you think we should 2 gency tables, non-parametric tests (χ ), ² explore the Solar System?” respond- Cramer’s V (for nominal and ordinal vari- ² ents showed positive support for space ables), and Gamma (for ordinal variables). ² exploration with 98% of respondents Relationships between both age and gen- agreeing that we should explore space. der with the variables “means of explo- 7RWDO Yet, they held differing views on the pre- ration”, “rationales for exploration”, and ferred means of exploration. While the 3URIHVVLRQDODFWLYLW\ “belief in extraterrestrial life” were tested majority tended to agree with multiple to determine correlations. A significance 6HFRQGDU\VWXGHQW means (55%), 43% had varying opinions 8QGHUJUDGXDWH value of p = 0.05 was used to reject/accept on favoured means, with robotic and 3RVWJUDGXDWH the hypotheses about the relationships 5HVHDUFKHU manned missions ranking higher (16%) being tested. 2WKHU than observation from spacecraft (9%) 7RWDO and observation from Earth (6%). Only a small number (2%) thought we should stop Audience for astronomy and space Table 1. Demographic profile of respondents. exploring space (Figure 1). exploration outreach events A small percentage of respondents (5.3%) 1. Socio-demographic factors Table 1 shows that a majority of the public ticked more than one response. A sepa- attending astronomy and space explora- rate analysis looked in more detail at this The principal finding that comes out of the tion outreach events were male, that young portion of the sample and reflected in this data is that the frequency distribution of the adults (16–24 years) were the most under- analysis were concerns about manned socio-demographic factors in both sub- represented and that almost half were space missions: a majority (3.5% out of samples — the Royal Society Exhibition either students or had a professional con- 5.3%) ticked the three answer options that and the National Space Centre — were nection to science. The latter is likely to be did not involve human exploration. largely the same. Both sub-samples were below the actual percentage as some of equally characterised in terms of gender, the children aged 15 or under, if not yet As one of the main discussions around age and professional activity. This sug- secondary students, might have consid- space exploration, not only in the UK but gests that these characteristics are typical ered themselves to fall into the category also elsewhere, is whether it should involve of the audiences who attend astronomy “others” as no other option was provided. humans, this finding is not surprising. It is and space exploration outreach events. to be expected that individuals who did These data thus suggest that those not not agree with “all means of exploration” Moreover, the distribution of responses to being reached by practitioners’ communi- and chose more than one answer would survey questions by respondents at both survey locations was also quite similar (p > 0.05). χ 2 was used for each question to test the similarity of distribution of 1RQHRIWKHVH 2EVHUYDWLRQIURP(DUWK answers in both sub-samples. 6SDFHFUDIW This finding indicates that the location did not influence the distribution of answers in the two sub-samples, reinforcing the idea 5RERWLFODQGLQJDQG that not only socio-demographic charac- H[SORUDWLRQ teristics, but also the other characteristics surveyed, should be typical of audiences for astronomy and space events. $OORIWKHVH Due to the similarity between the two sub- samples (p > 0.05), they are not treated +XPDQVSDFHPLVVLRQV separately in the statistical analysis and an aggregated data analysis is presented.

Figure 1. Respondents’ preferred means of exploration. (Total number of respondents: n = 725)

Using Survey Data to Inform Best Practice of Engagement with New Audiences 11 Using Survey Data to Inform Best Practice of Engagement with New Audiences

be likely to have concerns about human 2EVHUYDWLRQVIURP(DUWK space missions. 6SDFHFUDIW 5RERWLFODQGLQJDQG Statistical analysis of the relationship H[SORUDWLRQ between means and demographic factors ² +XPDQ shows that while spacecraft exploration $OO 1RQH and manned space missions were more likely to be favoured by men than women, observation from Earth was more likely to ² be favoured by women than men (Cramer’s V = 0.19). ² The analysis also shows significant relationships between age and means of exploration (Cramer’s V = 0.14). When compared with older age groups, children aged 15 and younger were the most likely to support human space missions, fol- lowed by the group aged 16–24. By contrast, individuals aged older than 55 were more likely to support less “adventurous” Figure 2. Preferred means of exploration by respondents’ age. (Total number of respondents: n = 725) means of exploration (Figure 2). Note: A sum of the response “all of these” with each of the four preferred means of space exploration would read as: 71% agreed with robotic landing and exploration; 67% agreed with human space missions; 64% observation from spacecraft; and 61% observations from Earth. 3. Rationales for exploration

When asked about rationales for explo- with the statement (31%), a similar number 4. Beliefs in life beyond Earth ration, the most common response was disagreed with the statement (28%), and “generating new scientific knowledge almost half of respondents were ambiva- 4.1. Is there life out there? and advancing human culture” (69%). lent (41%). When asked “Do you think life has ever “Inspiring new generations” was the sec- existed on other planets in the Solar ond most common reason (16%), while Associations were not found between System?” the majority of respondents said “creating international cooperation” (3%), respondents’ demographics and ration- they believe that life has existed elsewhere “engaging British society in the full excite- ales for exploration (p > 0.05). This is not in the Solar System (63%), either as primi- ment of space exploration” (6%), and at all surprising as the great majority of tive (47%) or higher forms (16%). However, “returning value to the UK economy” respondents mentioned the same reason around a quarter of the respondents said (6%) did not appear to be strong prefer- to explore space. “don’t know” (24%). A further 12% did ences for the justification of space explo- not believe that other planets in the Solar ration. This seems to suggest that people System have held life (Figure 3). think of space exploration as a science whose aim is to generate new knowledge about the Universe, rather than thinking about the practical applications of tech- 'RQ·WNQRZ 1R nologies derived from space exploration. Applications that have included mobile phones, GPS, and weather forecasting.

This suggests a lack of awareness of the benefits that space exploration can bring to our lives, and is supported by other information in the data regarding respondents’ +LJKHUOLIH 3ULPLWLYHOLIH attitudes towards value for money.

Respondents were asked to what extent they agreed with the statement “Space exploration is good value for money” using a five-point rating scale ranging from 1 (strongly disagree) to 5 (strongly agree). Figure 3. Respondents’ belief in the existence of life on other planets in our Solar System. Just over a quarter of respondents agreed (Total number of respondents n = 718)

12 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

The statistical analysis shows rather inter- esting relationships between people’s 1RQHRIWKHVH 0DUV belief in the existence of life beyond Earth and gender and age. Females were less likely than males to believe in the existence of life on planets other than Earth. In contrast, males were more likely to believe 0RRQ in the existence of higher forms of life on $OORIWKHVH other planets than females (p = 0.003). Regarding age, respondents older than 55 were the least likely to think that life has 2WKHUSODQHWVLQ66 existed outside Earth, when compared with other age groups. And, of the 16% who believed in the existence of higher forms %H\RQGWKH66 of life, the majority were younger than 16 years old. Those aged between 40–54 years old were the strongest believers in Figure 4. Respondents’ preferred targets for exploring for traces of life. (Total number of respondents n = 739) the existence of primitive life. Note: A sum of the response “all of these” with each of the four preferred targets for exploration for any traces of life would read as: 52% agreed with exploration on Mars; 33% agreed with exploration on the Moon; 49% agreed with exploration on other planets in the Solar System (SS); and 56% agreed with exploration beyond the Solar System. 4.2. Where to look for life beyond Earth Regarding targets for exploration of extraterrestrial life, when asked “Where do you 0DUV think we should explore for any traces of 0RRQ life?” — Mars; Moon; other planets in the 2WKHUSODQHWVLQ66 Solar System; beyond the Solar System; %H\RQG all or none of these, the most common ² $OORIWKHVH response was “all of these” (chosen by 1RQHRIWKHVH almost a third of the respondents — 31%), and there was a strong expectation of the existence of life beyond the Solar System ² (25%), on Mars (21%) and other planets in the Solar System (18%). The Moon was almost disregarded as a possible host to ² life (2%) (Figure 4).

The younger age groups were more likely to believe that life exists on Mars than older age groups (p = 0.001). In fact, the younger age groups appeared to be more excited about looking for life on more distant targets than older age groups, who preferred exploring the Solar System (Figure 5). Figure 5. Respondents’ preferred targets for exploring for traces of life by age.

Discussion: Reaching new ysis of these data. Drawing on analysis of to believe that life may exist, or may have audiences for astronomy and responses from this group and the relation existed outside Earth (63%) in either prim- space of these responses with age and gender itive (37%) or higher forms (16%). In addi- factors, practitioners could reach new audi- tion, audiences showed a strong positive The main purpose of this article is to dis- ences who have not been targeted by their attitude towards exploring space beyond cuss how surveys of audiences for astron- outreach efforts. the Solar System (56%), on Mars (52%) and omy and space could benefit the role of on other planets in the Solar System (49%). science communicators in stimulating pub- The main findings presented here show lic interest and participation in space activ- that the group most certainly interested in The audiences that have been less well ities amongst larger audiences. This dis- space and astronomy is mainly composed reached by practitioners’ communication cussion is based on a UK survey of 744 of male adults aged 25–54 years whose efforts are likely to be female young adults, respondents attending astronomy and professional occupation relates somehow aged 16–24, who do not have a profes- space outreach events, as well as other to science. As for the other characteristics sional link to science. studies, including previous detailed anal- of respondents, a majority of them reported

Using Survey Data to Inform Best Practice of Engagement with New Audiences 13 FooterCAPjournal, Main No.Title 15, July 2014

In particular, the poor attendance of young be based on females’ beliefs, interests National Space Technology Strategy 2011, A adults seems to be of particular con- and attitudes towards space and astron- National Space Technology Strategy for the cern. The absence of this age group at omy as shown here. For instance the sur- UK: A High Growth Sector, (London: The UK outreach events, combined with their lim- vey suggests that a way of reaching new National Space Technology Steering Group) ited awareness of astronomy and space- audiences might be through communicat- Ottavianelli, G. & Good, M. 2002, Space related issues (Ottavianelli & Good, 2002; ing the more tangible technological bene- Policy, 18, 2, 117 Saftwat et al., 2006), shows a younger fits of space exploration. Royal Astronomical Society 2004, Report of stratum of people with whom it is critical the Commission on the Scientific Case for to engage. It might be of particular inter- Deep analysis of these data (Entradas, Human Space Exploration, (London: Royal est to attract this cohort since ESA and Miller & Peters, 2011), shows that the more Astronomical Society) NASA’s long-term space programmes, the public valued space exploration sci- Space IGS 2011, The Space Innovation and the Aurora Programme and the Vision for ence, the more they tended to support Growth Strategy 2010 to 2030, (London: Space Exploration (VSE), respectively, higher levels of government spending on Space IGS) have ambitious aims that call for human space activities. However, as the results exploration of the Solar System and will here show, only 30% of the respondents certainly require support from these indi- surveyed believed that space explora- viduals. Moreover, reaching younger age tion is good value for money, suggesting groups means recruiting more students a deficit in public knowledge of the bene- for scientific careers and combating the fits that might come from space research. decline in the number of young people Therefore, it is reasonable to argue that dis- studying science and engineering subjects cussing and communicating the benefits of (PISA, 2009; Barstow, 2005). space exploration to overall quality of life, and to society at large, rather than con- The survey shows that members of the centrating on immediate economic returns, younger age groups express excite- may contribute to attracting the more “diffi- ment about manned space missions and cult” audiences. reported themselves as believing in the existence of life on other planets. These groups appeared to be particularly sup- References portive of the exploration of life on Mars and beyond our Solar System. The belief Barstow, M. 2005, Bringing Space into School that life may exist on other planets seems Science (BNSC: PPARC, UK) to be connected with supporting space Bell, D. & Parker, M. 2009, Space Travel and exploration (Entradas et al., 2011) making Culture: From Apollo to Space Tourism, it reasonable to argue that communicat- (Malden, MA: Wiley-Blackwell) ing the goals of ESA’s Aurora Programme, BNSC 2008, The UK Civil Strategy 2008-2012 which has the search for signs of extant and beyond London, British National Space or fossil life on Mars as a key driver, might Centre attract new audiences to space events. Entradas, M. 2011, Who’s for the Planets? An This idea is supported by the strong pub- analysis of the public for space exploration lic expectations of the existence of life on and the views of practitioners on their pub- Mars (52% of respondents agreeing that lics and public communication, PhD thesis we should explore Mars for any traces of submitted to University College London (UCL) life). Entradas, M., Miller, S. & Peters, H. P. 2011, Another important result shown by the sur- Public Understanding of Science, 20, 6 vey is the limited attendance of a female Eurobarometer 2005, Special Eurobarometer audience when compared to males, as well 224: Europeans, Science and Technology, (Brussels: European Commission) as a female lack of interest in and support Biography for more “adventurous” means of explo- Global Exploration Strategy 2007, The Global ration. While these differences in gender Exploration Strategy: Framework for Coordi- nation, (London: ESA) are not surprising, concerns about reach- Marta Entradas is a postdoctoral researcher Miller, J. D. 1987, Space Policy, 3, 2, 122 ing female audiences are shared among in science communication at Lisbon University practitioners (Entradas, 2011). Many state National Science Board, 2002, Science and Institute, and a visiting scholar at the London that such differences are due to the way in Engineering Indicators 2002, (National School of Economics and Cornell University. Science Foundation, Arlington VA) Her research interests lie in science commu- which formal education and science com- nication, public understanding of science munication is pitched. Practitioners may National Science Board 2010, Science and and public attitudes towards science and want to think about more attractive ways Engineering Indicators 2010, (Arlington VA: technology. of communicating to females, which could National Science Foundation)

14 Using Survey Data to Inform Best Practice of EngagementCAPjournal, with No. New 13, Audiences April 2013 Reaching the Remote: CAPjournal, No. 13, April 2013 Best

Astronomy Outreach in Rural Mexico Practices

Alma Ruiz-Velasco René Ortega Minakata and Keywords Freelance writer for El Espinazo de la Juan Pablo Torres Papaqui Outreach, Remote Communities, Traditions Noche Departamento de Astronomía Universidad de [email protected] Guanajuato Callejón de Jalisco S/N, Valenciana, 36240, Guanajuato. Mexico [email protected]; [email protected]

Summary

This article reports on a visit to Victoria, a small village in central Mexico, and the star party conducted there. We wanted to share our experience of the outreach programme because this was one of the most remote places we have ever visited. We emphasise in particular the importance of respecting local culture and traditions, a respect highlighted by making a visit to a ritual centre in the region.

Introduction average event reaches 2000 people unless conducted by postgraduate students from it is a particularly remote community that is the Astronomy Department (see Figure 2). A couple of kids share the dusty soccer visited on demand, in which case it would field with the astronomy students from the be only a few hundred. University of Guanajuato. It is five in the afternoon, and the Sun is about to set. A In December 2013 the village of Victoria, few eight-inch telescopes are lined up in formerly known as Xichú de Indios front of a small mountain while curious became the host of a travelling astron- people begin to appear expecting a good omy event. Located 144 kilometres east of show. It has been two years since the staff the capital Guanajuato, in a highly under- from the Astronomy Department last came developed region away from the federal to this town. Two years that the people of roads, Victoria has 2564 inhabitants2 and Victoria have had to wait to see through a was an important place for the Chichimeca telescope again. people, a hunter-gatherer group who refused to surrender to the Spanish colony. Figure 1. Poster of the event in the town of Victoria. A tradition of star parties in Mexico began In this particular case, the local authorities during the International Year of Astronomy of the municipality contacted the staff from in 2009, including the nationwide Noche de the Astronomy Department requesting an las Estrellas1. These events include naked event that was called Noche de Estrellas eye and telescope observations of the night en Victoria (see Figure 1). sky, lectures, open-sky talks to describe the constellations and activities designed The facilities in the town are basic and the for children. Together with the Cultural events were carried out in a local sport Institute of the State of Guanajuato, the complex composed of an open football Astronomy Department of the University field, a basketball court and a small gym. of Guanajuato hosts around ten travel- Six eight-inch aperture telescopes were ling astronomy events per year in different erected along the field with two people in towns across the state. These events take charge of each one. In this way one per- place in archaeological sites or in what are son moves the telescope while the other called Pueblos Mágicos (Magic Villages) explains to the people in the queue what Figure 2. People looking through the telescope. The — towns with special historical value. The they are about to see. Most of this work is big light in the background is the Moon.

FooterCAPjournal, Main No.Title 15, July 2014 15 Reaching the Remote: Astronomy Outreach in Rural Mexico

Other activities

• Two talks were presented; one on com- ets and the other on space travel. • There was a children’s activity called icosaedros de los planetas where the children trim off and assemble a mosaic of pictures of a planet surface and glue it back to get a 3D representation. • Another two activities undertaken were to create mobiles to show different orbits. The first —móvil de la Tierra y de la Luna — showed the orbit of the Moon around the Earth, and the second — móvil de Marte y sus lunas — which shows Mars and its moons. • 300 people, most of them adults over 40 and children below ten years old, took part in these activities.

Respecting regional cultures

Staying with the local community, eating Figure 3. Rock paint representing the Sun. with them and drinking with them helps to strengthen the relationship with the community and the outreach with it. In addi- One of the main challenges is light In general events are more likely to suc- tion it is important to engage with local tra- pollution. Even in Victoria, where the loca- ceed during the dry season, but some- ditions. In Victoria the team visited a rock tion had reasonably low light pollution, the times if invited to festivals right in the mid- painting site known as Arroyo Seco 3, a lights from passing cars and buildings dle of the hurricane season, this is not place that used to be a ritual centre and complicated the night-sky observations. possible. These offers must be considered still hosts ceremonies during the solstice carefully. A few University of Guanajuato when the Sun rises between the rocks. Planning lectures for these events is a dif- events have been cancelled because of ficult task as attendees range from chil- heavy rain. Visiting the site required understanding dren to elders. Slow or technical talks lose and respect for local customs by asking children’s attention and a child’s level of permission of the guardians, which are talk would bore adults and send elders to Collaboration impressive rock formations that look like sleep. A fast-paced talk with more figures standing people, and leaving tributes in the than text is usually a good start. Victoria was first visited in 2011 as part of cavities of rock that represent the nursing an ongoing development project from pro- Mother Earth. In Victoria and places like it, despite a very fessors of the Faculty of Social Sciences, basic educational background, there is University of Guanajuato. During this col- The paintings themselves included repre- always an eagerness to learn. So, it is very laboration a good relationship was formed sentations of astronomical icons such as important to give enough time for ques- with the local authorities of the communi- the Sun (Figure 3). tions and to reward this curiosity. The chil- ties visited, including Victoria. Our project dren received glowing stars for raising their benefited from these pre-existing contact hands, building confidence and encourag- as less effort was needed to develop the Lessons learnt ing questions to the point that the supply of project. rewards ran dry. When visiting remote places the people are always grateful and hospitable. The Telescopes get most of the attention, but Trading knowledge events usually take place in open facili- with unpredictable weather, alternatives ties, like stadiums or town squares and are essential. These can include organised It is important for communication not to include archaeological sites and margin- activities, board games with astronomical present ourselves as wise scientists bring- alised neighbourhoods. Because of the themes — astronomy bingo and mem- ing wisdom to the ignorant, but as hum- variety of locations, technical difficulties ory card matching game for example — ble human beings who are eager to learn; are common so relying on only a projec- or just taking advantage of the time to ask breaking down the educational barrier and tor or computer for presentation slides is for questions or discuss a particular topic. showing that our own knowledge is limited not advised. in many other fields.

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Figure 4. The group hikes to the sacred mountain in Arroyo Seco.

Opening a dialogue creates a bond, Acknowledgements enriches interactions and creates more Biographies awareness about progress in science and We would like to thank the town council of technology. For some people, this will Victoria and our hosts for their kindness ameliorate any ingrained feeling of unease and hospitality. J. P. Torres-Papaqui also Alma Ruiz-Velasco graduated from the astro- about a form of progress which they may acknowledges CONACyT-FOMIX for sup- physics postgraduate programme from the University of Guanajuato, collaborates with see as a threat to ancient myths, traditions port grant GTO-2012-C03-195186. the Astronomy Department’s outreach activi- and belief systems. ties. She writes an astronomy blog, available online at http://elespinazodelanoche.com. Showing respect for these local traditions Notes René Ortega Minakata was born in the city supports the cultural heritage, improves of Guadalajara and is a current PhD student 1 the relationships needed to engage with a Noche de las Estrellas http://www.nochede- at the Astronomy Department of the Univer- community and can enrich our own lives. lasestrellas.org.mx/ sity of Guanajuato. He is interested in the sta- 2 Instituto Nacional de Estadística y Geografía tistical properties of galaxies, active galactic We went to Victoria thinking we had some- (http://www.inegi.org.mx/) nuclei, galaxies in different environments and astronomical databases as well as the Virtual 3 thing to teach, but we came back with a An article about the rock paintings in the Observatory. better understanding of our own roots, magazine México Desconocido. knowing we still have so much to learn. http://www.mexicodesconocido.com.mx/ Juan Pablo Torres Papaqui teaches at the los-ciclos-del-sol.-pinturas-sobre-roca-en- Astronomy Department of the University of arroyo-seco-victoria-guanajuato.html Guanajuato. His research focusses on the extragalactic astronomy, starburst–active galactic nuclei connection and he is also interested in the Virtual Observatory.

Reaching the Remote: Astronomy Outreach in Rural Mexico 17 Reaching for the Stars in your Golden Years: Best

Practices The Importance of Outreach for Senior Citizens

Valerie Rapson Keywords Rochester Institute of Technology Senior Citizens, Outreach with the Elderly [email protected] http://astro.rit.edu/~var5998

Summary

Astronomy outreach is often geared towards young children, but rarely towards senior citizens. This article shares the author’s experience of conducting astronomy outreach activities at senior living communities and discusses why senior citizens are an equally important demographic to educate about astronomy.

Introduction York, USA, requested the inclusion of sci- Since then, the programme has been ence- and astronomy-related topics in their expanded to monthly lessons at three Astronomy outreach is often conducted enrichment programme, and thus astron- different senior living communities in in science classrooms, museums, obser- omy lifelong-learning lessons began. Rochester and sporadically (1–2 times per vatories, and even at the local park. The year) at three others. The topics covered intended audiences are usually families have included NASA’s Great Observatories, with young children, who we are training to Teaching astronomy to senior the possibility of life beyond Earth, galax- be the next generation of scientists, inven- citizens ies and black holes, recent astronomical tors and world-changers. discoveries, and even Einstein’s theories This programme of teaching astronomy of relativity. But what about the other end of the spec- at senior living communities in Rochester, trum, the senior citizens of our commu- USA began three years ago. The pro- During the summer months, seniors are nity? Astronomy outreach is rarely geared gramme originally consisted of a set of further engaged through star parties at towards this demographic, and yet this four one-hour presentations covering each of these communities. They are group can be the most receptive audi- the basics of, and different fields within, given the opportunity to observe Solar ence, willing to share past experiences and observational astrophysics. The lessons System objects through a telescope and engage in learning. Educating our seniors were very non-technical and filled with learn which constellations are visible. The about astronomy, especially current dis- many pretty pictures from the well-known lessons and star parties attract anywhere coveries, upcoming technology, and fund- NASA/ESA Hubble Space Telescope. from 5–50 people, depending on the topic, ing challenges, is of the utmost impor- These lectures were presented on a weekly and there is usually a 50/50 mix of men tance. One of the easiest ways to educate basis at the Highlands at Pittsford Senior and women. Many seniors attend the a large number of seniors is to give talks at Living Community and they were very well lessons regularly, and often suggest new senior living communities. received. Roughly forty members of the topics that they would like to be covered at community attended each lesson and were upcoming events. Many senior living communities have very excited to learn about astrophysics at adopted a lifelong learning initiative, in a level that was understandable to them. which the community holds educational After the session many people shared sto- Why it is important to engage programmes on a variety of topics, includ- ries about their experiences observing the seniors with astronomy? ing exercise routines, cooking classes, his- sky with their children or grandchildren, or tory lessons and science lectures. These their recent visits to NASA centres. Some Most astronomy outreach conducted today hour-long programmes often consist of residents had even worked on the NASA/ is geared towards the next generation of lessons and/or hands-on activities that are ESA Hubble Space Telescope’s back-up scientists. We want to promote astronomy designed to be fun and engaging as well primary mirror at the Kodak headquarters to children so that they grow up wanting as educational. Recently, many seniors in Rochester, USA. to become scientists, and continue the in communities around Rochester, New ground-breaking research that is occur-

18 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

Figure 1. Residents at the Highlands at Pittsford Sen- ior Living Community in Rochester, New York, USA observing the Sun during a daytime star party. Credit: Valerie Rapson.

ring today. This is wonderful, but we can’t forget about the current generation, whose choices today govern whether or not our Figure 2. Residents of St. Ann’s Community at Cherry Ridge in Rochester, USA enjoying an astronomy lesson. children will live in a science-friendly future. Credit: Valerie Rapson.

Seniors have a love and appreciation for astronomy that is unmatched in today’s eries and advancements in space-related communities offer a wonderful venue for society. They lived through the space technologies. They will be the ones who astronomers of all ages to conduct out- race and watched man set foot on the ultimately decide whether or not our chil- reach and share their own love of astron- Moon for the very first time. Our seniors dren live in a world that provides funding omy with a group of people who are often lived in a time when space science flour- for astronomy research. Focussing all our equally passionate about the subject. ished, and they understand the importance efforts towards training young people to Many senior living communities through- of providing government funding for tele- become astronomers and scientists will be out the country have their own life-long scopes and space programmes. By con- fruitless if there is little government fund- learning programmes that would likely be ducting outreach in senior living commu- ing and thus few jobs for them to fill in the very willing to host astronomy lessons or nities, we can keep seniors up to date on near future. activities. I encourage all astronomers to current astronomical endeavours and help visit their local senior living communities to keep their passion for space alive; a pas- Last but not least, seniors truly enjoy learn- help educate the public and create a more sion that we hope they will pass on to future ing about astronomy. Many seniors in astronomy-friendly world. generations. these communities did not have the opportunity to go to college or, if they did, they Senior citizens are also a very vocal group may not have studied what they were truly Notes and likely to have a strong influence on passionate about. Often the men’s col- whether astronomy and other science lege degrees or careers were interrupted 1 https://www.census.gov/compendia/ research will be well-funded in the future. by war and financial crisis, and many of statab/2012/tables/12s0399.pdf In 2008 and 2010, senior citizens 65 and the women opted to stay home and raise older made up 19% and 23% of the total children instead of going to college. Now voting population in the USA, respectively1. that they have reached retirement, sen- In both years they also had the largest per- iors have the time to study any topic they Biography cent of eligible voters in their age bracket like, and astronomy seems to be a popu- to actually vote. If we include adults age 45 lar choice. By conducting outreach at sen- and older in the former statistic, the total ior living communities, we enrich the lives Valerie Rapson is a PhD candidate in Astro- percentage of voters increases to 58% and of many people by presenting enjoyable physical Sciences and Technology at the 66%, respectively. lessons, as well as increasing the visibil- Rochester Institute of Technology, USA spe- cialising in star and planet formation. She is ity of astronomy within the general public. also the president of the Rochester Academy of It is clear that our elders have a strong influ- Sciences Astronomy Chapter, runs star shows ence on which politicians hold office and, at the Strasenburgh Planetarium, and partic- ideally, we want them to choose repre- Extension of the project elsewhere ipates in astronomy outreach in Rochester, New York, USA. When she has completed her sentatives who support the advancement degree Valerie hopes to either become a col- of science and astronomy. Therefore, we Astronomy outreach at senior living com- lege professor or work in the field of astron- need to take the time to share with our munities has been an incredibly bene- omy outreach. elders the most recent astronomy discov- ficial experience in these cases. These

Reaching for the Stars in your Golden Years: The Importance of Outreach for Senior Citizens 19 Reviews The winter astronomy school explored Valley. Astronomical of Observatory the Aosta the at held Camp, Astronomy ESO first the was This astronomy. about more learn to keen students school secondary to 56 host played Alps, Western Italian the in Barthélemy of Saint village alpine esque 2013, pictur the to 31 26 From December Introduction study. acase —as laboratory stellar spectroscopy —the of workshops its one on focus and programme camp of the overview Valley. is to Aosta of ashort the give Region ofmous report this aim The Autono the of Observatory Astronomical the at held place, take Camp Astronomy ESO first the saw year last of end The Summary 20 nearby The pollution. light negligible almost has Saint-Barthelemy in sky The important. most the among being observations time tors, withthe favourable conditions for night- fac several on based chosen was Camp Astronomy ESO first the of location The observatory The challenges and achievements. aims, its at looking report, this through explored further be will which troscopy spec stellar on alaboratory was activities of these One instruments. and escopes ities, and night-time with tel observations activ lectures, through hands-on Universe invisible the and visible of the theme the [email protected] Sterrenlab Olivotto Cristina [email protected] ValleAutonoma d’Aosta Astronomico della Regione Osservatorio Davide Cenadelli The ESO Astronomy Camp 2013 Camping Under the Stars:

- - - - - educational activities that make use of the of the use make that activities educational implemented and developed have They factor. aconsiderable also was staff tory The extensive experience of the observa winter season. the during especially occurrence, common that means also location Valley. alpine Aosta of the The area south-eastern the in peaks 3000-metre the by hidden is it layers, atmospheric lowest the in scattering light slight some causes it although as, effect, little —has away kilo 70–80 lies which — Turin of city distant more much but larger the and mountains, nearby the by concealed are lights its and small relatively is of Aosta city 29 girls and 27 boys — aged 15 to 18 years years 18 to 15 aged — boys 27 and girls 29 — students 56 together brought camp The The participants 20 minutes from the observatory. atown to Nus, Malpensa of Milan airport connection running from the international motorway ahandy with connected, well is of the observatory. In addition, the location terrace didactical panoramic the on placed telescopes reflecting 25-centimetre seven European Observatory Southern Oana Sandu [email protected] European Observatory Southern LindbergLars Christensen [email protected]

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Figure 2. The students at the ESO Astronomy Camp 2013.

English as the common language at the knowledge of physics and astronomy The theme of the camp, The Hidden camp was quite good and did not pose any could go further with some specific top- Universe, was explored by lectures and problems to the team. ics and discuss them with the astronomers activities dedicated to optical, infrared, during lunch or free time. radio, ultraviolet and X-ray astronomy plus an introduction to the multi-wavelength The challenges Universe. The programme The main challenge for the organisers was to tune the level of the activities and lec- The programme aimed to introduce the The stellar spectroscopy activity tures to make them enjoyable and chal- students to activities related to research lenging for everybody, notwithstanding processes in astronomy and science in The stellar spectroscopy laboratory cov- the different backgrounds with regard to general. Besides leisure and sport activi- ered the topic of optical astronomy from school curricula, age and personal inter- ties (about three hours per day), the sched- different perspectives: theoretical, includ- est. For this reason, students were invited ule included: ing simple calculations and exercises; to give continuous feedback to help the practical, through night-time observations organisers to adjust the activities based on • Lectures and theoretical exercises led with telescopes and use of a spectrograph suggestions and expectations. Lecturers by visiting astronomers and observatory and associated software; data analysis used appropriate, but simple terminology, staff: 45%; and discussion of errors. The objectives of provided full explanations of all physical • Sky observations with naked eye and the laboratory were to introduce the stu- concepts which were introduced — even telescopes: 25%; dents to the importance of spectroscopy in the most basic ones — and illustrated the • Data analysis including stellar spectros- astrophysics and to learn both how to take concepts with examples from everyday copy and measurement of the angular a spectrum and how to extract information experience. response of an antenna: 15%; about the star’s temperature by analysing • Laboratory activities for measuring the its spectral lines. Visiting astronomers, observatory staff angular response of an antenna: 10%; and supervisors spent all their time at the • Group presentations on art and science Stellar spectroscopy is strictly related to camp with the participants. This meant that and the measurement of the angular stellar colours and so can be appreci- the participants with the most advanced response of an antenna: 5%. ated at the telescope and, to some extent,

Camping Under the Stars: The ESO Astronomy Camp 2013 21 Camping Under the Stars: The ESO Astronomy Camp 2013

Figure 3. Telescope observations at the observatory.

Figure 4. The astronomical observatory of the Aosta valley at night.

22 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

even with the naked eye. So, the laboratory ple telescope observations. We feel as well Links began with the observation of late autumn that the number of practical activities and and winter constellations, identifying stars sky observations should increase, and the Sterrenlab website: http://www.sterrenlab. of different colours. Students were then challenge for future similar experiences com/camps/eso-astronomy-camp-2014/ organised into small groups and instructed will be to reduce the number of hours of how to operate a spectrograph and a CCD theoretical lessons — which are none- camera attached to one of the didactical theless fundamental to appreciate and telescopes. They could then capture the actively contribute to practical activities — spectra of several “favourite” stars, among and invest in technical equipment to work which were Aldebaran, Betelgeuse, Dubhe, in smaller groups, thus giving everybody Mirphak and Sirius. the opportunity to spend more time on the instruments. These spectra were wavelength-calibrated thanks to the prominent Balmer lines visible We hope that future camps will build on the in the spectrum of one star — Menkalinan success and lessons learnt from this first in the constellation of Auriga — used as a case. The ESO Astronomy Camp 2014 is calibrator. The students could appreciate already being planned and will take place the differences between spectra and learnt from 26 December to 1 January 2015 in to pick out diagnostic lines in order to relate Saint Barthelemy, Italy. The theme of the them to stellar temperatures. camp will be Distances in the Universe.

The morning after the observation was devoted to the stellar classification con- Acknowledgements test. Teams of students competed to clas- Biographies sify the spectra according to the Harvard Besides the main organisers ESO (www. Classification Scheme. There were no eso.org), Sterrenlab (www.sterrenlab.com) awards for winners, except for the deserved and the Observatory of the Aosta Valley Davide Cenadelli graduated in physics and acknowledgement, but instead there was (www.oavda.it), several partners contrib- was awarded a PhD at Milan University. His interests span stellar astrophysics, spectros- a special prize for the team finishing last uted to the success of the camp by offering copy, and the history and philosophy of sci- — the so-called Antares prize. The award bursaries to selected participants: Instituto ence. He is currently part of a research group involved the losing team taking the spec- Nazionale di Astrofisica and University of at the Astronomical Observatory of the Auton- trum of the red supergiant Antares, which Milan (Italy), Polish Astronomical Society omous Region Aosta Valley. The group is by the end of December rises a couple of and Urania — Post py Astronomii and involved in the quest for exoplanets around red ȩ dwarfs in the galactic neighbourhood. hours before sunrise. In the end the prize Urząd Marszałkowski Województwa was not awarded, even though some of Kujawsko-Pomorskiego (Poland), Ciência Cristina Olivotto graduated in physics at the the more enthusiastic students would have Viva (Portugal), Sociedad Española de University of Milan and was awarded a PhD in loved to wake up in the night for this very Astronomía (Spain) and Université de the history of physics. After graduation, she started to work in the field of science commu- special observation. Gèneve (Switzerland). nication and education at the Astronomical Museum of Milan and as a lyceum teacher of Special thanks go to the camp supervi- physics and mathematics. She worked at the Conclusion sors: Emily, Koen, Lorenzo and Mariona; European Space Agency for four years before to the camp resident and visiting astron- founding Sterrenlab in 2011. The first ESO Astronomy Camp had omers: Davide Cenadelli (Astronomical Oana Sandu works as the community coordi- some very positive outcomes. There Observatory of the Aosta Valley), Enzo nator for ESO’s education and Public Outreach were 170 applications from 24 countries, Bertolini (Astronomical Observatory of the Department (ePOD). She is responsible for the the informal and formal feedback from Aosta Valley), Lars Lindberg Christensen promotion of outreach products or events and the social media presence of both ESO and participants and their families has been (ESO), Andrea Bernagozzi, Paolo Pellissier ESA/Hubble. With a degree in Communication very good, as were the lecturers’ com- and Paolo Recaldini (Astronomical and Public Relations and a Master’s Degree in ments. We feel that the camp has been a Observatory of the Aosta Valley), Anna Marketing, she worked for two years in a lead- highly formative learning experience for the Wolter (ESO/INAF), Juan Fabregat ing PR agency in Eastern Europe. participants, facilitated by the enthusiasm (University of Valencia), Aniello Mennella Lars Lindberg Christensen is a science com- of the students, the excitement of the inter- and Paola Battaglia (University of Milan); munication specialist, who is Head of the ESO national environment and the quality of the and the 56 students who impressed us education and Public Outreach Department social and sporting activities. with their motivation, intelligence and (ePOD) in Munich, Germany. He is responsi- enthusiasm. ble for public outreach and education for the La Silla-Paranal Observatory, for ESO’s part of Students greatly appreciated the variety ALMA and APEX, for the European Extremely in the professional staff, both visiting and Large Telescope, for ESA’s part of the Hubble resident, and of the activities, which were Space Telescope and for the IAU Press Office. not limited to face-to-face lessons and sim-

Camping Under the Stars: The ESO Astronomy Camp 2013 23 Streaming Astronomical Events for Public Viewings: Main Title

Research & Research The 2009 Total Eclipse in Japan Applications

Masafumi Oe Chisato Ikuta Keywords National Astronomical Observatory of National Astronomical Observatory of Eclipse, Outreach, Public Viewings and Japan Japan High-definition Streaming Video [email protected] [email protected]

Summary

We describe our outreach activity to make high-quality images of the 2009 total solar eclipse freely available to the public and inspect the impact of events allowing public viewing of high-definition (HD) streaming video of the eclipse.

Introduction tions, which included community centres, In this paper we explain our methods of public halls, science museums and public data transmission and preparation, pre- A total solar eclipse is one of the most gor- astronomy observatories. sent the results of the questionnaires geous astronomical phenomena known taken at the events, discuss unexpected and attracts numerous viewers, includ- The public-viewing events attracted 34 300 reactions of potential organisers of the ing those who do not usually engage with people. By the end of 2009, views of our public viewings and consider possible astronomy. On 22 July 2009, the longest videos — and those of the Japan broad- countermeasures. total eclipse of the century was visible in casting cooperation Nippon Housou East Asia and Japan. The timing of the Kyoukai (NHK) who used our images — This project was proposed by experts in total eclipse meant that for some isolated on YouTube and other sites totalled over large-capacity data transmission at the Japanese islands it occurred when the Sun 770 000. The images appeared 72 times on National Observatory of Japan (NAOJ), was high in the sky, making them an excel- 28 television programmes on 22–23 July whose participation was essential to bring lent location for viewing the eclipse. and if cable television and communication the project to fruition. satellite programmes were also consid- However, from most locations in Japan, ered, for which data could not be collected, only a partial eclipse could be observed. it is estimated that the images were used in 1. Project outline This drove the decision to broadcast high- over 100 televised programmes. definition (HD) streaming images of the 1.1. Collaborations total eclipse from the islands, via the inter- To better understand the impact of such From the beginning, it was clear that col- net, to a much larger public audience. This public outreach efforts, the public view- laboration with other organisations out- audience may otherwise have missed this ings were assessed to see whether they side NAOJ would be key. To publicise the rare and beautiful phenomenon and the provided an effective way of sharing the project alone, collaborations were formed project aimed to use the total eclipse to experience of an astronomical phenom- with the press, internet broadcast stations, generate interest in nature, science and, in enon. Although other studies on out- video websites and other media sources, particular, astronomy. reach efforts have indicated that providing these being the experts in the wide distri- streaming videos for viewing on personal bution of content. Science museums and HD images were transmitted to selected computers (PCs) is effective, the effec- communication experts were also part of science museums, universities and televi- tiveness of providing high-quality stream- the collaboration to ensure that the con- sion stations. In addition, the HD images ing for a large screen has not been suffi- tents were put to best use. were converted to Windows Media Video ciently discussed. (WMV) format and transmitted to 35 loca-

24 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

1.2. Choice of observation point 1.3. Transmission addition to HD images, WMV-formatted To obtain high-quality images it was impor- Satellite communication was used to trans- data was delivered to smaller museums, tant to observe the eclipse from land. After mit real-time images of the total eclipse community centres and public halls. studying several potential observation sites because no wired communications net- the list was reduced to isolated islands and work system connects Iwo Island to the 1.4. Procedure for live broadcasting after comparing the probabilities of having Japanese mainland. Figure 1 schemat- The procedure to receive the real-time good weather, the decision was made to ically displays the transmission strategy images and copyright statement was com- film the eclipse from Iwo Island. Another used to broadcast the eclipse images. plicated and was the source of significant advantage of Iwo Island was that no pro- negative feedback from users. ject or tour planned to observe the eclipse The video footage taken on Iwo Island with from it. HD cameras by the NAOJ and NHK staff Applicants first sent in their forms, then was transmitted by wireless communica- submitted a signed covenant stipulat- However, the Japanese Self-defence tion to WINDS — a Japanese communica- ing the terms of use of the live video and Force controls Iwo Island and access to tion satellite. Since WINDS supports multi- the copyright notice. This rather compli- it is not normally allowed. In fact, nobody point casting, the data were communicated cated procedure evolved from the fact outside the team thought that it would to several receiving stations (the main and that WINDS transmitted the real-time be possible. But, after interagency col- backup stations). At the main receiving sta- images. WINDS is operated by JAXA and laboration between the Self-defence tion, the data were converted from radio to the National Institute of Information and Force, the Ministry of Internal Affairs and packet and then sent to NAOJ’s server via Communications Technology (NICT). The Communications and the Ministry of the JGN2plus network — an extension of WINDS project team insisted that the credit Education, Culture, Sports, Science and the Japan Gigabit Network 2, an open test- should be stated clearly in images of the Technology (MEXT) the observations were bed network. real-time streaming, and that each receiver given the go-ahead, as was permission to had to submit a contract. use the local infrastructure, such as lodg- Between the receiving stations and the ing facilities and transport. The film team points of display a wired network communi- Upon approval, users obtained a URL with consisted of staff from several different cation system was used. The NAOJ server which they could view the live images and organisations, including NHK, MEXT and broadcast the live HD images via the inter- were advised to test the connection to con- NAOJ. net to large museums and public halls. In firm that they could watch the webcast. NAOJ provided a server to broadcast a test video. Due to the decision to distribute high-quality WMV data the server capacity limited the number of receivers and so 35 receivers were accepted, based on a first- come-first-serve basis.

Some facilities abandoned the real-time WMV data coming from NAOJ’s server. Although we reduced the quality of HD video when converting it to the WMV format, the required transmission rate was still too high for some facilities. These facilities were provided the real-time images by NICT, which had set up a new server for this project.

2. Results

To the best of our knowledge, ten TV stations, a news agency, four science museums and a university primarily obtained HD images, which they distributed over their broadcasting networks. The WMV video was delivered to 35 facilities. We restrict the following discussion to the facilities to which we (NAOJ) provided the data, and Figure 1. Schematic showing the transmission strategy for total eclipse images. The picture of Japanese com- exclude the facilities that obtained images munication satellite WINDS is courtesy of the Japan Aerospace Exploration Agency (JAXA). from the NICT server.

Streaming Astronomical Events for Public Viewings: The 2009 Total Eclipse in Japan 25 Streaming Astronomical Events for Public Viewings: The 2009 Total Eclipse in Japan

Because public viewing was free of charge and staff working at the viewing Other 6 Mbps 22% 32% points could not count attendance, the total number of public-event viewers is not accurately known. However, based on the capacities of the various viewing facilities, we estimate that over 5000 people viewed the event via HD images on large-screen No connection 2% displays (Figure 2). The public WMV displays were viewed by at least 29 300 people. Some facilities reported that the num- 2 Mbps 44% ber of participants quoted could be an underestimate as the numbers at their events exceeded the venue capacity.

Figure 3 shows transmission rates for the facilities that received the WMV broad- Figure 2. Percentage of WMV receivers who obtained the given transmission rates. “Other” means users who cast. Thanks to the connection test, most did not respond to our questionnaire. users enjoyed live video of the total eclipse. As Figure 4 shows, most facilities that received WMV video made it available for public viewing. Public viewings at muse- Waiting Time Public Viewing 7% 70% ums, community centres and public halls were particularly popular and effective as Lecture the staff were acquainted with astronomy 9% and could give lectures before, during and after the public viewing. Facilities with science communicators were also likely to Planetarium have provided public lectures accompa- 14% nying the total eclipse video.

Based on feedback from staff working at the viewing facilities, we determined that, because the total eclipse was observa- ble in Japan, public facilities that previously were not sensitive to astronomy were motivated to show the real-time images, Figure 3. Use of WMV real-time video. despite the locations being limited and far from the mainland. observation events. Unfortunately, clouds As previously noted the copyright and Members of the public who attended the covered a large fraction of Japan on the permissions procedure for the live broad- events commented in the questionnaires day of the eclipse, so observing the par- casting was poorly received and the distributed that: tial eclipse was difficult. However, even main source of negative feedback. These in these bad weather conditions, facili- demands were relaxed after the recorded “The images showed the total eclipse with ties were able to show our images of the tapes arrived in Tokyo because, at this so much presence that we had the illusion eclipse to the participants and visitors. point, we no longer needed to transmit of actually observing it.” the images via WINDS. At present, the recorded images are freely available with “It was a good opportunity; listening to the 3. Lessons learnt only a short copyright notice. Experience explanation of the phenomenon, observing from this project and from exchanging the the partial eclipse with our eyes and watch- Providing a variety of delivery methods is videos and images with many science ing the total eclipse on screens.” important. For the sense of presence and communicators showed that, to maximise to share the excitement with other people, propagation effects, recorded video and Several comments mentioned the sense large-screen public viewing of high-qual- images should not be highly protected by of presence — something that the small ity images is effective. However, watching copyright but should be made freely avail- screen of a PC would struggle to achieve. images on a PC is more convenient and so able to the public. This is one advantage of having pub- is also an option worth offering. lic viewing events. The real-time images Projection of real-time images on a large also served as a backup for eclipse- screen requires wideband communication

26 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

Figure 5. Participants enjoy a collaboration combin- ing the movie of the eclipse with a musical perfor- mance. Credit: Keio University.

Figure 4. Participants at a public viewing. Credit: JIJI Press Ltd. network systems. Today’s network capac- images requested aid in providing lectures the images and the delivery methods must ity limits the amount of data we can trans- and setting up network systems. The level be optimised for either large screen or per- mit to personal terminals. Thus, choosing of support we could provide depended sonal display. the appropriate data quality is important; on the organiser’s resources. If the staff images that can be browsed comforta- at all the groups that planned to receive bly should be provided for individual use, our streaming images had been suffi- Acknowledgements whereas transmitting HD images is more ciently educated in information technol- suitable for museums and public halls, ogy (IT), our workload would have been We acknowledge Goki Inoue for his oper- which could use them to conduct vari- much lighter. These problems may have ational support. We also thank Tomoko ous outreach and educational activities. In been avoided and the workload reduced if Ono who provided data from the ques- other words, for today’s outreach activities, a frequently asked questions document or tionnaires distributed at public view- both the images and the delivery methods manual for beginners had been produced. ings that used WMV video. This pro- must be optimised for either large screen A step beyond this would be to organise a ject was partially supported by NICT, or personal display. help desk or call centre, if possible. JAXA, NHK, Hitachi High Technologies Corporation, Fujitsu, TAKAHASHI, Meisei University, Keio University, Power Play, 4. Recommendations 5. Conclusion the Nippon Telegraph and Telephone Communications, MEXT, the Ministry of We recommend preparing a beginners’ Although the number of YouTube viewers Defence, and the Ministry of Internal Affairs manual or question and answer docu- was much larger than the number of pub- and Communications. We also acknowl- ment before any public announcement of lic-event participants, we do not feel that edge the IAU 2009 Japan Committee for this kind of project. After we announced this justifies total reliance on the individual publicising this project. our intent to deliver images of the total communication method. Because science eclipse from Iwo Island, groups that did communicators were usually present at the not know how to connect to the internet public viewing events to explain the astro- asked us to provide real-time images. We nomical event, these outreach activities Biographies realised that a phenomenon such as the proved important for providing a deeper total eclipse attracts people from outside understanding of the astronomical phe- astronomy, or even the natural sciences. nomenon and astronomy in general. Masafumi Oe works for network management at NAOJ. He is a researcher on informa- People who have no experience of public tion security, wide-area distributed storage, outreach activities for astronomy and little To organise a successful public viewing and satellite communications. knowledge of the internet. This resulted in event using HD video streaming, we rec- an unexpected workload for us, because ommend preparing a detailed manual for Chisato Ikuta obtained a PhD in Astronomy in Japan and is an assistant professor of NAOJ. our manual was not written with this tar- IT beginners in advance. To maximise the She is also heading the Public Relations Office get audience in mind, so we had to answer use of the recorded video and images, they of NAOJ, where she is responsible for press each group individually and on a very basic should not be highly protected by copy- releases, web pages and announcements. level. In particular, those designing the HD right but be made freely available, and both

Streaming Astronomical Events for Public Viewings: The 2009 Total Eclipse in Japan 27 The Fingerprint of the Stars: Main Title

Research & Research An Astronomy Lab On Spectroscopy Applications

Pedro Mondim Filipe Pires Keywords Centro de Astrofísica da Universidade do Centro de Astrofísica da Universidade do Porto Secondary School, High School, Experiment Porto (CAUP) (CAUP) Activities, Spectroscopy, Activities for Young [email protected] [email protected] People

Ricardo Cardoso Reis Centro de Astrofísica da Universidade do Porto (CAUP) [email protected]

Summary

Many Portuguese schools are not equipped to carry out the mandatory experimental activities covered by the school curriculum. In order to remedy this deficiency, the Centro de Astrofísica da Universidade do Porto (CAUP) has developed hands-on laboratories, offering schools several different experimental activities. This article will focus on one of these experiments, in which students build a spectroscope and use it to analyse different spectra. Pupils learn not only the practical methods of science but also the astronomical and everyday applications of spectroscopy.

Introduction CAUP began to develop several experi- at the Planetarium of Porto. These can be mental activities in 2006, activities which used as stand-alone activities, or to com- Although the Portuguese school curric- covered themes from the school curricu- plement regular planetarium sessions. The ulum places considerable emphasis on lum, and forged a direct link to astronomy experiments are guided by CAUP’s out- experimental activities, many schools lack and space sciences. Today, six experi- reach staff, all of whom have a high level the materials and facilities required to carry ments covering different topics and cater- of astronomy education. them out. Thus, schools are often forced to ing to different age ranges are available bypass these activities, resorting instead to textbooks, PowerPoint or video presentations of the experiments they were supposed to conduct, and teaching the results that should have been obtained experimentally rather than completing the practical work. In recent years, some effort has been made by the Portuguese government to improve the conditions under which public schools operate (Almeida, 2009), but these programmes can only reach a handful of schools1.

Since its creation in 1989 the Centro de Astrofísica da Universidade do Porto (CAUP) has set science outreach and promotion, and the teaching of astronomy at undergraduate level as two of its main goals. It became clear that CAUP could play an important role in providing the opportunity for students to perform the experimental activities that — according to the guidelines provided by the Ministry of Education — they were expected to conduct, and in particular those related to astronomy. Figure 1. The material needed to assemble the spectroscope. Credit: Ricardo Cardoso Reis.

28 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

In the latest published results from the OECD Programme for International Student Assessment, which tests the general com- petence in reading, mathematics and scientific literacy of 15–16 year old students, Portugal ranked 34th in science2, and is one of the worst performers among the OECD member countries. Although there is some controversy around what should be the exact role of experimental teaching in science learning, most researchers agree that experimental teaching is very important for at least some aspects of science education (Atkina, 2002)3. Therefore, Figure 2. A group of students observes the solar Figure 3. A student uses a spectrometer to observe if used appropriately, experimental activ- spectrum. Credit: Ricardo Cardoso Reis. the spectrum of a gas-discharge lamp. ities may become a powerful tool for Credit: Ricardo Cardoso Reis. improving Portuguese students’ scientific literacy. simple chemical elements like hydrogen to-date and highly specific answers, which The first activity, entitled “The Fingerprint or helium, to complex mixtures such as air some teachers may not be able to offer. of the Stars”, debuted in 2007 and is tar- or water vapour. A more accurate gradu- geted at students of around 15 years old. ated spectrometer is also used as they are In order to further cover the contents of At this point in the Portuguese school sys- expected to perform some basic tasks of school curricula, a few other related top- tem the topics covered in the physics and spectroscopic analysis, for example iden- ics are also discussed during the experi- chemistry curricula, taken by high students tifying the wavelength of a given hydrogen ment. For instance, the atomic structure of in science and technology programmes line (Figure 3). matter is easily brought into the discussion include: the Universe, the nature of light, in order to explain how a gas-discharge spectra and atomic structure. Through their observations students see lamp emits light. that different elements present different spectra, helping them understand one of Experiment description the major applications of spectroscopy: Conclusion the identification of the chemical compo- This activity begins with an informal talk sition of distant objects. Depending on With a growing number of visitors, The between the presenter and the students the background knowledge of the tar- “Fingerprint of the Stars” experiment has where a broad overview on the nature of get audience, some other applications of been providing students with the chance to light is presented. This checks that stu- spectroscopy in astronomy may also be improve their knowledge and understand- dents have the necessary prerequisite discussed, such as the Doppler effect and ing of some major topics in their physics knowledge and, if not, introduces them the redshift of distant galaxies; the radial and chemistry curricula. This is done by to the missing concepts. This talk also velocity method for discovering exoplan- experimenting first hand with the physical explains to students why spectroscopy is ets and the determination of gas pressure phenomena being studied, and interac- of the utmost importance for astronomy. and temperature in a stellar atmosphere tively seeking further information. In turn, (Figure 4). the presenter poses several questions Students then proceed to build their own and challenges that lead students to think spectroscope from very simple materials: Considerable efforts have been made to about both the astronomical and everyday pre-cut pieces of cardboard, all-purpose make these sessions highly interactive, as implications of the physics they are inves- glue and a slice of a compact disc (CD) students take the lead role in the exper- tigating, and also develop their scientific with its reflective layer removed (Vieira, iments being conducted. Furthermore, reasoning capabilities. 2004; Figure 1). With this simple spec- throughout the entire session, they are troscope, which students take home at encouraged to participate, by posing and For most students who visit CAUP, this is the end of the experiment, students can answering questions, some of them requir- the only chance they will get to perform an observe spectra with a reasonable reso- ing complex reasoning. experiment on any spectroscopy-related lution (Figure 2), and, if the slit is carefully subject. Thus, with this activity CAUP assembled, they can even observe the All this is done in an informal setting to ensures that students from less well- Fraunhofer lines in the solar spectrum. encourage students to pose questions equipped schools also have the opportu- that they may not feel comfortable asking nity to improve, through experimentation, Students are then asked to use the spec- their teacher in a regular classroom set- their understanding of these subjects, troscope they have built to observe sev- ting. Furthermore, as these sessions are which are apparently disconnected from eral spectra from gas-discharge lamps presented by people with formal university everyday life, and potentially harder to containing a range of substances, from training in astronomy, students can get up- grasp.

The Fingerprint of the Stars: An Astronomy Lab On Spectroscopy 29 CAPjournal, No. 15, July 2014

Notes

1 Parque Escolar, E.P.E., Schools included in the modernisation programme; available at www.parque-escolar.pt/pt/escolas/escolas. aspx, retrieved on 2012/10/12 2 OECD Programme for International Student Assessment (PISA), Science Proficiency 2009, http://www.oecd.org/statistics/, retrieved on 2012/10/12 3 Other sources on the importance of experimentation in science teaching include: • Ates, Ö. & Eryilmaz, A. 2011, Asia-Pacific Forum on Science Learning and Teach- ing 12, 1 • Kreitler, S. 1974, Instructional Science 3, 75–88 • Sadi, Ö. & Cakiroglu, J. 2011, Journal of Baltic Science Education 10, 2

Biographies

Pedro Mondim works in the Outreach Unit of CAUP, and is involved in many astronomy outreach activities for the general public and, especially, for students. He regularly presents planetarium sessions, develops new experimental activities and guides students in the hands-on laboratories.

Ricardo Cardoso Reis is an outreach assis- Figure 4. The solar spectrum observed with a student-built spectroscope. Credit: Ricardo Cardoso Reis. tant at CAUP, Ricardo works on most aspects of its strategy for astronomy outreach and promotion of scientific culture, by produc- ing and presenting shows in the Planetarium of Porto, writing astronomy related news and References press releases, presenting telescope observing nights (and days), and supervising hands- Almeida, R. et al. 2009, OECD/CELE Review of Vieira, J. 2004, Actividades, conteúdos e apli- on activities. During the International Year of the Secondary School Modernisation Pro- cações pedagógico-didáticas em multimé- Astronomy 2009 (IYA2009) he was the coor- gramme in Portugal, available at www. dia para o Ensino da Astronomia, Master’s dinator of the global project Dawn of IYA2009 parque-escolar.pt/docs/site/pt/programa/ thesis, Faculdade de Ciências da Universi- and a member of the task groups of Solar avaliacoes-internacionais-relatorio-ocde. dade do Porto Physics, 100 Hours of Astronomy and Galilean Nights. pdf, retrieved on 2012/10/12 Atkina, E. et al. 2002, The Physics Teacher, 40, Filipe Pires is the head of CAUP Outreach 351 Unit. He has a degree in astronomy from the University of Porto and is an expert outreach professional. He has worked at the Porto Plan- etarium since its construction in 1997.

30 The Fingerprint of the Stars: An Astronomy Lab On Spectroscopy City–City Correlations to Introduce Galaxy–Galaxy

Correlations & Research Applications

Daniel M. Smith, Jr. Keywords Department of Biological and Physical Large-scale Structure, Cosmology Lab, Galaxy Sciences, South Carolina State University Distribution, Baryon Acoustic Oscillation, [email protected] Galaxy–galaxy Correlation Function

Summary

The large-scale structure of the Universe, vividly displayed by the spatial distribution of galaxies, is characterised quanti- tatively by the two-point galaxy–galaxy correlation function. But the meaning of the correlation function is somewhat abstract because it does not have a ready analogy. This work computes the two-dimensional, two-point city–city correlation function for three populous regions of the United States, demonstrating that the city–city correlation function is analogous to the galaxy–galaxy correlation function determined from Sloan Digital Sky Survey data. City radii are analogous to galaxy cluster radii, and city-to-city distances are analogous to distances between galaxy clusters. Part of this work has been adapted for a lab suitable for non-experts.

Introduction galaxy–galaxy correlation function calcu- the degree to which galaxy clustering of the lated from Sloan Digital Sky Survey (SDSS) actual catalogue is enhanced over that of The large-scale structure (LSS) of the data or from other surveys. The question the random catalogue. Universe — essentially the distribution of posed and answered in this work is the fol- galaxies — is characterised by the two- lowing: in what sense, mathematically, does point correlation function (Peebles, 1980). the clustering of galaxies in Figure 1 resem- City–city two-point correlation Its applications include determining the ble the clustering of cities in Figure 2? function percentage of dark matter (Peacock et al., 2001; Hawkins et al., 2003) and dem- A method for calculating the galaxy–galaxy onstrating baryon acoustic oscillations Two-point correlation function correlation function (Zehavi et al., 2002) (Eisenstein et al., 2005) as predicted by was adapted to the problem of determin- the dark energy–cold dark matter (ΛCDM) If galaxies were randomly distributed in the ing the city–city two-point correlation func- model of the Universe. However, the con- Universe, there would be a certain prob- tion for three groups of cities. The compos- cept of the correlation function might seem ability of finding two galaxies near each ite satellite image poster, North America at obscure to the uninitiated. This motivated other. That probability is enhanced by Night (Sullivan, 1993), was digitised, and the current work to calculate, for three the gravitational attraction between two cities represented by a blob of light were groups of cities in the United States of galaxies, an enhancement called the two- identified by comparison with a standard America, a two-dimensional, two-point point correlation function, represented geographical map. correlation function that can be easily by the dimensionless ξ. The method for interpreted because of readily available calculating the two-point correlation func- Three regions were chosen as represent- city data. tion is clear in theory, if not in practice. First, atives of clusters of cities. The criteria for generate a random catalogue of galaxies choosing a region were: This provides a tool for non-experts to with the same spatial extent as the galaxy interpret the three-dimensional two-point catalogue under analysis. Then determine

CAPjournal, No. 15, July 2014 31 City–City Correlations to Introduce Galaxy–Galaxy Correlations

1. That its shape must be square, for ease The Midwest, Southwest, and Southern The correlation function is calculated for of analysis. regions of the United States chosen the Midwest cities, shown in Figure 3. The 2. That two other non-overlapping regions (highlighted squares in Figure 2) are result is displayed in Figure 4 and is readily could be chosen of the same size and approximately 414 000 square kilometres interpreted when compared to independ- approximate light density. in area. ent measurements.

City lights are initially positively correlated, a correlation that decreases and becomes 150 negative as the distance from the city centre increases, but becomes positive again, reaching its peak (ξ = 0.12) at 389 ± 10 km 100 when another city is encountered.

This value compares favourably to the 367 ± 132 kilometres determined by sim- 50 ply averaging all of the possible distances between all of the cities, using geograph-

0 ical data. Furthermore, a fit of the initial

c points of Figure 4 to a power law reveals

Mp that the correlation function decreases initially over a characteristic distance of

–50 33 ± 0.8 kilometres, comparable to the average radius (32 ± 8 kilometres) of all of these Midwest cities as determined by making on-screen pixel measurements –100 then converting to kilometres.

The same correlation function analy- –150 sis is performed for the Southwest cities (Oklahoma City, and Tulsa, Oklahoma; Fayetteville and Little Rock, Arkansas; –200 –100 0 100200 Dallas, Texas; and Shreveport, Louisiana), Mpc and Southern cities (Nashville, Knoxville, Figure 1. Plot of 9659 galaxies from the SDSS Data Release 7 for 0 < z < 0.05 and –3° < dec < 3°. and Chattanooga, Tennessee; Birmingham and Montgomery, Alabama; and Atlanta, Georgia). Just as before, for each group there is a peak in the correlation function

Figure 3. The correlation function is calculated for this group of Midwest cities, the top-most square in Figure 2. Clockwise, from the upper-left corner: Omaha, Nebraska; Des Moines, Cedar Rapids, and Figure 2. North America at Night with the three squares indicating the cities grouped for analysis. Davenport, Iowa; and St. Louis, Springfield and Credit: Sullivan 1993. Kansas City, Missouri.

32 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

2.0 that corresponds to the average city– city distances, and the characteristic distance over which the correlation function 1.5 decreases is the same as the average of the city radii. Average distances between cities, and average city radii for the three ) ξ ( 1.0 groups are summarised in Table 1. function n 0.5 Galaxy–galaxy two-point

elatio correlation function Corr Following the above interpretations, 0.0 with a couple of caveats, the peak in the galaxy–galaxy correlation function of Figure 5 (Eisenstein et al., 2005) reveals –0.5 an average distance between galaxy clusters of about 100 h –1 Mpc (≈ 143 Mpc for a 100 200 300400 5007600 00 Hubble parameter h = 0.7). And a galaxy Distance (km) cluster’s average radius is approximately Figure 4. Two-point correlation function for the Midwest cities in Figure 3. 8 h–1 Mpc (≈ 11 Mpc), according to the correlation function of Zehavi et al. (2002). Both values are from analyses of the Sloan 3 Digital Sky Survey (SDSS) catalogue. Zehavi et al. (2002) includes a summary of correlation functions from other surveys.

The first caveat is that the correlation func- 1 tion peak in Figure 5 is for Luminous Red Galaxies (LRGs), which are particularly suited for galaxy clustering studies, but the galaxy cluster radii value is from a more general catalogue of galaxies. Zehavi et al. (2005) also gives the correlation func- 0.3 tion for LRGs.

The second caveat is that these galaxy– (s ) galaxy correlation functions do not rep- ξ resent real-space distances, but the co- 0.1 moving distances used by cosmologists to give a meaningful measure of distance in an expanding Universe. These distances expand in step with the expanding Universe and depend on the redshift and the choice 0.04 of the underlying cosmological parame- ters. These caveats are not detrimental 0.02 to the analogy between the city–city and galaxy–galaxy correlation functions. 0.00 The peak of Figure 5, called the baryon

–0.02 acoustic peak, is of cosmological impor- 50 100150 tance because it is an imprint of the oscillating plasma of baryons (protons, neu- Comoving Separation (h–1 Mpc) trons — essentially ordinary matter) that Figure 5. Two-point correlation function for Luminous Red Galaxies from the SDSS survey. Curves are predic- was coupled to photons in the young tions for various fractions of dark matter. Adapted from Eisenstein et al. (2005). Universe via photon–electron scattering (Eisenstein & Bennett, 2008). When the Universe became cool enough, 380 000 years after the Big Bang, the baryons and

City–City Correlations to Introduce Galaxy–Galaxy Correlations 33 CAPjournal, No. 15, July 2014

City Group Geographical Pixel Measure References City–City of City Radius Distance Eisenstein, D. J. et al. 2005, The Astrophysical Journal, 633, 560 Midwest 389 ± 10 km 367 ± 132 km 33 ± 0.8 km 32 ± 8 km Eisenstein, D. J. & Bennett, C. L. 2008, Physics Southwest 423 ± 10 km 346 ± 109 km 38.9 ± 1 km 35 ± 13 km Today, April 2008, 44 Hawkins, E. et al. 2003, Monthly Notices of the Southern 240 ± 6 km 249 ± 93 km 23 ± 0.5 k m 23 ± 13 km Royal Astronomical Society, 346, 78 Peacock, J. A. et al. 2001, Nature, 410, 169 Table 1. City distances and radii as determined from the correlation function, ξ, and compared to direct pixel Peebles, P. J. E. 1980, The Large-Scale Struc- measurements converted to kilometres. ture of the Universe, Princeton (NJ: Princeton University Press) Smith, Jr., D. M. 2012, Cosmology for Non- electrons combined, forming atoms, dom- Summary Science Majors, http://physics.scsu. inated by neutral hydrogen. The photons edu/~dms/cosmology/simulations.html were now decoupled from matter and The two-point correlation function, used by Sullivan III, W. T. 1993, North America at Night, the Universe became transparent. The cosmologists to describe the large-scale (Salt Lake City: Hansen Planetarium). A imprint of this event is carried by photons structure of the Universe, is explained by more recent version of this poster can be streaming freely to observers and is known drawing an analogy between city cluster- found at http://www.ngdc.noaa.gov/dmsp/ as the Cosmic Microwave Background ing and galaxy clustering. night_light_posters.html (CMB). The neutral atoms retained a frozen Zehavi, I. et al. 2002, The Astrophysical pattern of sound waves formed in the pres- The analogy is demonstrated by calcu- Journal, 571, 17 ence of dark matter. The resulting pattern lating the two-point correlation function Zehavi, I. et al. 2005, The Astrophysical of the density variations in both the dark for night satellite images of three groups Journal, 621, 22 matter and ordinary matter is reflected in of cities in the USA, and comparing the the galaxy cluster distribution. So, in addi- results with geographical distances, and tion to the 100 h–1 Mpc cluster–cluster dis- with direct pixel measurements of city radii, tance, the correlation function analysis also converted to kilometres. The comparison gives an independent estimate of the dark reveals that the characteristic distance of matter fraction of the Universe (Eisenstein a correlation function can be interpreted et al., 2005). as the average radius of a city group, and the correlation function peak is the average city–city distance. Student laboratory Then similar features in the galaxy– Some aspects of this work have been galaxy correlation function can be similarly adapted to a lab in introductory astronomy interpreted by non-experts: the character- (Smith Jr., 2012). Students are first intro- istic distance is equivalent to the average duced to astronomical distances by hav- radius of a galaxy cluster, and the peak’s ing them consult the web for typical dis- position, the baryon acoustic peak, is the tances to stars, and typical distances to distance between galaxy clusters. This galaxies. They are led to determine that cosmologically important peak is a relic of galaxies are roughly a million times further an oscillating plasma of coupled photons away than stars. and baryons in the presence of dark matter just after protons and electrons com- Next, students are given the appropri- bined to form neutral hydrogen and pho- ate Structured Query Language (SQL) for tons decoupled to form what became the downloading SDSS data sufficient for a CMB. wedge plot in Excel, consisting of about Biography 9600 galaxies. This enables a visual comparison between the students’ galaxy clus- Acknowledgements tering plot and city clustering with images Daniel M. Smith, Jr. is a Professor of Phys- provided by the instructor. Support for this work has been provided ics at South Carolina State University with an by the National Science Foundation (NSF) interest in developing interactive labs and sim- Finally, students are given the data for the Partnerships in Astronomy & Astrophysics ulations to explain the results of cosmological research to non-science University students. Midwest cities that enable them to plot the Research and Education (PAARE) award His work can be found on the website Cos- two-point correlation function so that it can AST-0750814. mology for Non-Science Majors: http://phys- be compared to the correlation function for ics.scsu.edu/~dms/cosmology/home2.html galaxies provided by the instructor.

34 City–City Correlations to Introduce Galaxy–Galaxy Correlations The University of Washington Mobile Planetarium: Main Title

A Do-it-yourself Guide & Research Applications

Phil Rosenfield Oliver Fraser Keywords Univeristá degli Studi di Padova, Italy University of Washington, USA Planetarium, Astronomy Education, [email protected] [email protected] Do-it-yourself Planetarium, DIY Planetarium

Justin Gaily John Wisniewski University of Washington, USA University of Oklahoma, USA [email protected] [email protected]

Summary

The University of Washington mobile planetarium project is a student-driven effort to bring astronomy to secondary schools, and the community, in Seattle, USA. This paper presents the solution that was designed and built in order to use the World- Wide Telescope — a computer program created by Microsoft that displays the astronomical sky as maps, the 3D Universe, and earth science data — from a laptop and an off-the-shelf high-definition (HD) projector located in an inflatable planetarium.

In the first six months of operation, undergraduates at the University of Washington presented planetarium shows to over 1500 people, and 150 secondary school students created and presented their own astronomy projects in our dome, at their school. This paper aims to share the technical aspects of the project so that others can replicate the model or adapt it to their needs. This project was made possible thanks to a NASA/ESA Hubble Space Telescope education/public outreach grant.

Introduction about $1500 less had the laptop and pro- tive solution to the lack of engagement with jector already been available. The largest these schools was to bring the planetarium Digital planetariums are becoming a main- costs are the planetarium dome and the shows to the schools. stay in astronomy education. They allow first-surface mirror ($12 000). the presenter to enhance their lessons with With WWT software it quickly became clear the incredible imagery that has become The mobile planetarium project grew that there was no need to lecture, and that commonplace in the modern age and to from an existing planetarium outreach the planetarium presentations could be use visualisations of astronomical systems programme. The graduate students at flipped. In other words, the students could from moons to galaxies. the University of Washington Astronomy create and present their own planetarium department maintain a weekly outreach shows. The initial plan to turn the plane- Free software, in particular WorldWide programme where they organise and pre- tarium outreach programme into a road Telescope (WWT)1 has brought high- sent free planetarium shows to any school show became simplistic and outdated in quality, up-to-date astronomical imagery or astronomy group that makes a reserva- the face of new technology. Now the pro- to the screens of anyone with an internet tion. In 2009, organisers noticed that over ject engages students not by presenting connection. Furthermore, the WWT contains a three-year period, this outreach pro- to them, but by helping them to produce its own image-warping software, putting gramme had served, on average, 1000 their own planetarium content and provid- do-it-yourself planetariums with HD students per year. However, in the same ing a mobile planetarium for them to stage imagery within the reach of smaller period, no public secondary schools in their astronomically themed presentations. budgets. In fact, the method described Seattle had made reservations, despite here costs roughly $14 000 in parts (all pur- being located within 16 kilometres of the Below is a description of the technical deci- chased new). The costs would have been planetarium. It was decided that a proac- sions made and the advice that we wish

CAPjournal, No. 15, July 2014 35 The University of Washington Mobile Planetarium: A Do-it-yourself Guide

one undergraduate assistant was hired for approximately 240 hours total, over a one- year period.

The hired graduate student ordered and led the planetarium assembly as well as mentoring the undergraduate assistant. The undergraduate assisted by leading the building and design of the optics housing, writing lessons, and training pro- spective undergraduate presenters at the seminar.

There is now a team of approximately ten undergraduate volunteers who are capable of transporting the planetarium. One full-time lecturer is in charge of the mobile planetarium, although we recommend keeping this position as an advisory role and funding 1–2 undergraduate assistants to manage scheduling and communication with the schools.

3. Essential equipment

Figure 1. The University of Washington mobile planetarium dome. 3.1. Projection type At the time of ordering equipment, a fish- eye lens solution would have been prohib- had been available when starting the pro- the funding on mobile planetarium equip- itively expensive as a single purchase and ject from scratch. A very useful starting ment. In total, the mobile planetarium cost difficult to replace. In addition we wanted point is to become a member of the Yahoo $14 000 in parts, including the purchase of a projection system that would sit on an groups full_dome and small_planetarium. a $1500 laptop. edge of the dome, rather than at the centre, There is a lot to be learnt by diving into their where the students entered the dome. In archives. 2.2. Insurance the end two first-surface mirrors, one con- Insurance is an important element to vex, and one flat, were purchased to pro- remember to include in a longer-term ject imagery on to the dome. 1. Timeline budget. 3.2. Inflatable dome, fan and hemi- This project was planned over nine months 2.3. Transportation sphere mirror of part-time work to gather equipment, We rent a minivan for the project members The biggest equipment cost is the inflata- design and build optics housing, and test to travel in groups of at least three people, ble dome. The decision of which size dome the optical alignment. Three months were but we have transported our entire plane- and which company to use should be made also allocated to offer a seminar to train tarium and a passenger inside a four-door with care. We will not reproduce the clear- undergraduates in setting up and operat- sedan. Depending on the range over which inghouse of knowledge and experience in ing the planetarium. Finally, two meetings you expect to travel consider budgeting for the Yahoo groups, small_planetarium and with a pilot classroom were set up before rental vehicles and mileage costs. full_dome. We made heavy use of their launching into full operation. email archive as well as asking specific 2.4. Personnel questions of the group at large. This project never occupied anyone full 2. Budget time. The initial overhead is the highest Listed below are the main concerns and concentration of labour. This is the period solutions arrived at with the help of the 2.1. Equipment when the planetarium is built, the first team Yahoo groups. Advice from the experi- This project received a Hubble Space of undergraduates is trained in the WWT ences of members in the Yahoo groups Telescope education/public outreach software and the technical details of the positively mentioned Go-Dome, Digitalis, grant of $40 000 to increase access to planetarium are planned and implemented. and Stargazer. In the end, a standard sized the University of Washington planetarium For this initial ramp-up a graduate student Go-Dome was purchased through eplane- and build a mobile planetarium. This was was hired for approximately 300 hours in tarium.com2, which came with an inflating limited to spending no more than half of total, during the nine-month period, and fan and the hemisphere mirror.

36 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

3.3. Concerns and solutions

3.3.1. Dome size Concern: The dome must be transportable by 2–3 undergraduate students, able to fit a class of around 30 students inside, and be able to fit within a classroom.

Solution: Limiting the search to domes no more than three metres high.

New issues raised by the solution: The hori- zon will be low, most students will need to sit on the ground, some chairs or perhaps two wheelchairs can be placed around the back and sides of a dome this size.

Why constrain the presentations to a classroom?

A taller dome could have been purchased, requiring the set-up to be in a gym, cafe- teria, or theatre. Outside is not an option as any wind will cause the dome to lose its shape. The choice not to do this was based on the following two issues:

1. The assumption was made that there Figure 2. The optics box in the mobile planetarium. The do-it-yourself guide to building the above optics box is would be no internet access outside available on our website 4. the classrooms. In fact, it transpires that there is rarely internet access in schools. 2. The assumption was made that it would from experiences of members in the Yahoo ships a first-surface hemisphere mirror for be more difficult for a science class to groups positively mentioned Go-Dome, an additional cost with the Go-Dome. take over the other locations and one Digitalis, and Stargazer as ADA-compliant aim was for the imprint on the school to options. 3.3.5. Dome fan be as small as possible. For example, Concern: How portable is the fan, given the presentation could be too loud to 3.3.3. Dome material how much other equipment there is? share a space in a library, even though Concern: Will the dome let in outside light? librarians are often very happy to share Is it safe to bring into schools? Has it been Solution: It is simple to purchase a small- their space. However, it was very helpful fire tested? wheeled attachment for the fan, or a two to have the option of using a classroom. wheeled luggage accessory. It was not Solution: All the above domes are light- found necessary to purchase them for this The recommendation would be to phone tight. The three companies listed above all project. different schools to see what options are seemed to have dark domes and the nec- available. In the end, we would have made essary documentation. Fan speed, fan control, and fan noise are the same decision on the dome size, and important factors. The fan speed needs to purchased the standard Go-Dome. 3.3.4. Mirror costs be turned up while people enter and exit Concern: First-surface hemisphere mirrors the dome, since the fan control is often 3.3.2. Dome entrance are expensive, and seem to be only pro- found on the fan itself, one must control Concern: Needs to comply with the duced in Australia. How can we limit the the fan speed from inside if giving the show Americans with Disabilities Act (ADA). cost as we are based in the USA? alone. In practice, there was always some- one on the outside to assist with crowd Solution: We have not found an excellent Solution: First-surface mirrors are a must. control, and they were able to adjust the solution for inflatable domes. The best Coated mirrors produce blurry images as fan speed to communicate to the pre- option seemed to be to purchase a stand- some of light from the projector is reflected senter. The fan is turned up when it is time ing dome (one that does not require con- by the interior surface of the coating back to wrap up the show. stant inflation) that has an open entrance. to the mirror, and travels to the dome at In our research, these domes were well a new angle. This is only made worse if In a small room, a large fan can create a beyond our equipment budget. Advice more than one mirror is used. ePlanetarium lot of background noise. Look closely into

The University of Washington Mobile Planetarium: A Do-it-yourself Guide 37 The University of Washington Mobile Planetarium: A Do-it-yourself Guide

the specifics of the dome fan to make sure 3.3.8. Optics assembly ing. With some extra budget, we would it fits your needs. Concern: Mainly durability, size, cost and a have had a logo option! preference to limit the handling of the first 3.3.6. Projector surface mirror(s). 5.2.2. Mirrors Concern: Need a projector that is good The hemisphere mirror is the most deli- for high dark–light contrast (stars and ePlanetarium.com sell their own Transport cate and difficult to replace item, as there nebulosity), easily portability, has small Security Approved (TSA) optics solution, is no repair for scratches. For this project replacement costs, and all on a small which was beyond this project’s budget, the housing was built as part of the box it budget. and may have limited the projector choice was transported in, to avoid the number of to a projector with a lens in its centre. times it would be handled. Solution: An off-the-shelf, 1920 × 1080 p (16 × 9) HD, high-lumen projector was pur- Solution: To save money, an optics solu- The secondary mirror is less than 20.5 cm chased. The website projector central3 is a tion was built from scratch by the project in diameter and kept in a picture frame, powerhouse of information when it comes team. Full details of the solution are posted which is covered and sealed with rubber to choosing projectors. The search for on the website4 and are available from the bands, so that nothing touches the mirror this project was limited to 1920 × 1080 p authors. surface. (16 × 9) HD projectors under $1000. High- lumen projectors were found to be better 5.2.3. Laptop suited for mobile planetarium purposes. 4. Essential accessories A simple laptop backpack is enough to Large planetariums can make use of dark hold the laptop, lots of cables, a mouse, adaption in conjunction with a low-lumen 4.1. Power an Xbox controller, non-essential accesso- projector, so the eye can better pick out The laptop, the projector, the lights, and ries, and any paperwork (such as the fire details like constellations after seeing a perhaps other accessories such as speak- retardancy certificate and contact informa- bright image. However, in the portable ers and public address (PA) systems, tion). A laptop cooling pad is a good idea. planetarium the line of sight to the image is require power. It is often against fire code never more than 15 ft, and usually around regulations to connect a power-strip to an 5.2.4. Projector 10 ft. Dark adaption of students’ eyes can- extension cord, so it was important to pur- Most off-the-shelf projectors come with a not be depended upon after, for example, chase a single unit. carrying bag. In light of the amount of travel flashing an image of the Hubble Space — in and out of cars and schools while car- Telescope’s mosaic of the Crab Nebula 4.2. Display rying other equipment —a heavy-duty pel- spread on the entire dome. Finally, no Not all HD projectors come with Digital ican case was purchased for the projec- attention was paid to the quoted contrast Visual Interface (DVI) or High-Definition tor. We included the cost in the projector ratio, since dynamic irises and other tech- Multimedia Interface (HDMI) cables, and budget. nologies make the quantity non-uniformly some laptops need a cable to convert defined from projector to projector. HDMI. Using only the Video Graphics Array (VGA) cable that comes with an HD projec- 6. Non-essential accessories 3.3.7. Laptop tor is like buying a sports car and never tak- Concern: A HD video card, large hard drive ing it out of second gear. 6.1 Audio and public address equipment space, and a Windows PC or Mac running WWT can play pre-recorded tours with Windows on a dual boot or as parallels (for audio, which requires some sort of ampli- WWT) was needed. 5. Non-essential equipment fied speaker system. Speakers placed outside the dome work well, as do higher Solution: Any laptop with a video card 5.1 Secondary mirror quality computer speakers placed near the capable of extending an HD display and A secondary flat first-surface mirror comes presenter. dedicated hard drive space for WWT to recommended. It allows the projector to be cache imagery is fine. Look for one with safely placed underneath the hemisphere 6.2. Tickets and seating a backlit keyboard so the presenter can mirror, and thus takes up less physical Tickets are particularly useful when pre- type in the dark (a USB powered reading space in the planetarium, meaning more senting at school science nights, which light would be an affordable workaround places for people, and a smaller chance typically involve doing many short shows in to a backlit keyboard). Based on personal of being bumped and jostled. However, it a row. They let people know when to return experience (and not industry comparison) adds more variables to the alignment. and aid crowd management. we have been happy with a near top-of- the-line NVIDIA GeForce video card. In 5.2. Equipment cases 6.3. Lighting simpler terms, the laptop should have a For effect, rope lights were placed around built in (mini) DV or HDMI output. For lower 5.2.1. Dome the edge of the dome with a small switch quality imagery, VGA can be used, but is A rolling equipment bag made for hockey so that the presenter has easy access not recommended. goalies was used for this project. It is large to turn the house lights on and off. A enough to fit extra smaller equipment and battery-powered camping lantern is use- does not require expert dome repackag- ful for setup and takedown.

38 CAPjournal, No. 15, July 2014 CAPjournal, No. 15, July 2014

7. Non-essential equipment and using imagery from WWT. If the teacher is Contact accessories for WWT not trained in WWT, an initial visit is made to the classroom to demonstrate WWT Email our team: uw.mobile.planetarium@ 7.1. Internet access tour creation and check in with each stu- gmail.com WWT caches imagery from servers around dent group. After this visit, students work the world. A 30-ft-long Ethernet cable together to create WWT tours. Finally, the Find us online: http://www.astro.washing- was used as back up for internet access. team returns with the mobile planetarium ton.edu/groups/outreach/mplanetarium/ Another possibility is using a wireless card and the students present their work to their in the laptop. Neither were found to be peers. essential. If weak or no internet is availa- Links ble, see the WWT documentation housed Students create a story as they research on their website. their topic, and then practice their commu- 1 www.worldwidetelescope.com nications skills to present it. On the presen- 2 www.eplanetarium.com tation day, everyone gets to see their tour 3 www.projectorcentral.com 8. Initial assembly projected inside the dome. 4 http://www.astro.washington.edu/groups/ outreach/mplanetarium/about.html 8.1. Optics box construction Students were found to have no problem 5 https://wwtambassadors.org/ Justin Gaily, who designed and led the creating tours that showed well in the plan- building of our optics box, has written a etarium, as long as they avoided project- separate do-it-yourself guide, posted on ing text. They were advised to consider that the website and available from the authors. only the middle third of their computer’s screen will be in front of them when they 8.2. Testing and alignment are inside the dome and there is no read- With the optics box ready, it was great to ing from scripts inside the dome, so they have high-ceilinged rooms to align and test could either record a voiceover or memo- the system and train undergraduates. The rise what they wanted to say. Dance and Theatre Departments of the University of Washington graciously pro- 9.2. Creating tours Biographies vided these spaces. WWT makes warping General information on creating tours and very easy in several scenarios, including a teaching WWT in the classroom is available 16 × 9 mirror dome (see WWT documen- on the excellent WWT Ambassadors’ site5. Philip Rosenfieldis a postdoctoral researcher tation for details). The rest of the setup at the Univeristá degli Studi di Padova, Italy, involves adjusting the components of the focussing on constraining stellar evolution models using NASA/ESA Hubble Space Tele- optics box, positions of the projector and Conclusion scope observations. As a graduate student at angles of the mirrors until the entire dome the University of Washington, USA, he led the is filled with light. It is helpful to project a Digital planetariums are immersive spaces digital upgrade of the planetarium and was a grid during this process. that have the potential to increase students’ co-principal investigator of the mobile planetarium project. enthusiasm for learning science. We have described the path we chose in designing Oliver Fraser is a lecturer in astronomy at 9. Presentation and creating the University of Washington the University of Washington, USA. In addi- mobile planetarium in the hopes that oth- tion to serving as faculty advisor for the Uni- 9.1. Flipping the planetarium ers will adapt it to suit their needs. The versity of Washington Mobile Planetarium group, Dr Fraser teaches introductory astron- It seems that the one measure of a suc- main components are a laptop, a projec- omy classes, along with classes that focus on cessful education or public outreach pro- tor, a dome, a hemispherical mirror, and how to write in the natural sciences. ject is how well it can be adapted to the software that will warp the projected image specific needs of the target market. We (we recommend WorldWide Telescope). Justin Gailey is a recent graduate of the Uni- versity of Washington, USA, with a double wrote our grant with the simple idea of Our equipment budget was under $15 000 major in Physics and Astronomy, and minors in bringing our successful planetarium pro- with everything purchased new and 80% Music and Mathematics. He designed and built gramme directly to the Seattle schools and going to the inflatable dome and first-sur- the optics box for the mobile planetarium, and community, but we have discovered that face hemisphere mirror. Our initial aim was is currently teaching mathematics as a Peace students can create their own tours of the to bring planetarium shows to local class- Corps volunteer in Mozambique. Universe in the planetarium. rooms. We are excited to report that our John Wisniewski is an assistant professor in mobile planetarium has gone beyond this the Homer L Dodge Department of Physics and The model is to support teachers dur- and become an undergraduate-driven Astronomy at the University of Oklahoma, USA. ing a planetarium presentations unit last- stage for secondary school students to He was a co-principal investigator of the mobile planetarium project and currently serves as co- ing one or two weeks. The unit begins teach their peers about the wonders of the principal investigator of Oklahoma University’s with small groups of students choosing a Universe. new “Sooner-tarium”, a similar mobile planetar- topic in astronomy and creating a story- ium project to the one reported here. board for a short (3–5 minute) presentation

The University of Washington Mobile Planetarium: A Do-it-yourself Guide 39 Colophon

Editor-in-Chief Oana Sandu Doris Daou Georgia Bladon Lars Lindberg Christensen Georgia Bladon Masafumi Oe Pedro Russo Executive Editor Chisato Ikuta Lars Lindberg Christensen Pedro Mondim Sponsors Ricardo Cardoso Reis IAU and ESO Proofreader Filipe Pires Anne Rhodes Daniel M. Smith, Jr. Address Phil Rosenfield CAPjournal, Layout and Production Justin Gaily ESO ePOD, Cristina Martins Oliver Fraser Karl-Schwarzschild-Strasse 2 Mafalda Martins John Wisniewski 85748 Garching bei München Germany Contributors Web Design and Development Paul G. Beck Raquel Shida E-mail Gloria M. Isidro Mathias Andre [email protected] Carmen A. Pantoja Kim Kowal Arcand Distribution Website Megan Watzke Sebastian Wassill www.capjournal.org Marta Entradas Oana Sandu Alma Ruiz-Velasco Phone: +49 89 320 06 761 René Ortega Minakata IAU Commission 55 Communicating Fax: +49 89 320 2362 Juan Pablo Torres Papaqui Astronomy with the Public Journal Valerie Rapson Working Group ISSNs Davide Cenadelli Farid Char 1996-5621 (Print) Cristina Olivotto Lars Lindberg Christensen 1996-563X (Web)

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