National Science Week – Australian Science

Space Open Day at the Canberra Deep Space Communication Complex

itgrrl — Fri, 23 Aug 2013 00:35:38 +0000

The Canberra Deep Space Communication Complex (CDSCC), located on the rural outskirts of Canberra at Tidbinbilla, is one of only three NASA deep space tracking stations spread around the globe. On Sunday 18th August, as part of National Science Week they held their biennial ‘Space Open Day‘, affording a rare opportunity for visitors to tour areas of the facility that are normally off-limits to the public. My partner and I have recently joined the ranks of volunteers at CDSCC, and Space Open Day was to be our first outing in that role, along with a small team of new and long-time volunteers.

Our hour-long trek to the facility started bright and early (for a Sunday) in order to catch the volunteer briefing before the gates opened at 9am. Briefing done, it was time to head ‘front of house’ to greet the incoming visitors and attend to our rostered duties. Throughout the day, visitors were able to hop on a bus tour of the entire complex, join a guided walking tour of “the big dish” (DSS-43), and complete a self-guided walk to the dish for fantastic photo opportunities. In addition, the Visitor Centre displays, video presentations, and hands-on computer terminals were available as normal.

A CDSCC staff member explains the technology & history behind DSS-43 to a tour group on Space Open Day

Special talks were conducted throughout the day, with Education & Outreach Manager Glen Nagle first talking about CDSCC’s crucial role in the recent launch and landing of the Mars Science Laboratory, ‘Curiosity’, on Mars. CSIRO held a ‘Tweetup’ for the launch of Curiosity in November 2011, and a followup public event for the audacious landing in August the following year. (While guests were enthralled watching the Curiosity mission unfold, CDSCC staff were hard at work receiving telemetry and tracking data direct from the spacecraft and relaying it to Mission Control at NASA’s JPL in Pasadena, California.) Later in the day, Mike Dinn gave a talk on the Apollo missions. Mike was a technician at Honeysuckle Creek Tracking Station during the Apollo era, and it was a real treat for centre visitors to be able to hear about that iconic period of spaceflight from someone who actually worked on the missions.

Bus tours of the complex ran every 20 minutes for the entire day. Despite having a fleet of three buses on rotation, there was a queue for the tours all day—attendance for the day was just under 3,000 visitors, by far the largest turnout for any event at the complex. Operational staff from the centre volunteered their time to act as tour guides, providing behind-the-scenes insights into the ongoing and historical operations of the complex. The guided walking tours of the 70m dish, DSS-43, were also incredibly popular, with people happily queueing for over half an hour to hear about the engineering, technology, and history of the large dish and the whole complex. Again, current and former CDSCC staff were on hand to provide a wealth of technical information.

Adding to the excitement for the young geeks-in-training visiting CDSCC on the day were special appearances by a number of representatives from the Galactic Empire, who assured us that they were on a “routine inspection tour” of the facility. I do believe that they consider the Communication Complex to be an Empire outpost under their control—and I wasn’t about to be the one to risk contradicting them! In all seriousness though, the members of the 501st Legion who attended were fantastic, and continued the long tradition of science fiction helping to inspire the next generation of real-world scientists and engineers.

Darth Nihilus, Imperial officers & Stormtrooper from the 501st Legion NSW/ACT Garrison survey their ‘outpost’

Glen Nagle and his small team (Korinne McDonnell and Leanne George) run the CDSCC Visitor Centre—which is open 364 days of the year—as well as all of the Education and Outreach programmes on a modest budget. That they were able to promote and smoothly stage an event that proved to be wildly popular with the public is a testament to their passion and dedication to the mission of CDSCC and to science communication and outreach in general.

For myself and the other volunteers, the day was quite tiring but immensely enjoyable. How often do you get a chance to take people on tours of a deep space tracking station, and spend time chatting to members of the public about robotic and human spaceflight, physics and astrophysics, cosmology, and radio astronomy? I’m sure that there are some people for whom that sounds like a painful day, but for myself and the other volunteers it was pretty close to Nerdvana.

Explore further
You can follow the Canberra Deep Space Communication Complex on Twitter: @CanberraDSN

Full disclosure: Jessica is a volunteer at the CDSCC

Cite this article:
Smith J (2013-08-23 00:35:38). Space Open Day at the Canberra Deep Space Communication Complex. Australian Science. Retrieved: May 05, 2024, from http://australianscience.com.au/space/space-open-day-at-the-canberra-deep-space-communication-complex/

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National Science Week: Memes, blogs and videos: how social media has transformed the way we communicate science

Sharon — Mon, 12 Aug 2013 07:42:54 +0000

On Friday night I was lucky enough to be able to attend National Science Week’s Event ‘Memes, blogs and videos: how social media has transformed the way we communicate science‘ in Canberra. The event was a panel discussion between some of the most prominent and influential social media science communicators around the globe. The panel included:

Phil Plait – (AKA @BadAstronomer) an astronomer, writer and popular science blogger, Elise Andrew – Creator of I Fucking Love Science on Facebook; Henry Reich – Creator of MinutePhysics and MinuteEarth YouTube channels; Mitchell Moffit & Gregory Brown – Creators of AsapSCIENCE YouTube channel; Destin Sandlin – Creater of SmarterEveryDay YouTube channel; and Chris Cassella – Managing Director of Science Alert.

It really was a stellar ‘cast’ who have a combined social media reach of well over 100 million people per week. So what did these ‘giants’ of social media have to say about science communication? Well they said a lot, so I can only cover the highlights here. For a start – they all agreed – anyone can be a ‘science communicator’. You don’t have to be a scientist, or journalist or writer to be an effective science communicator, you just need to have a passion for science, and the time and ability to pass that information onto others. So what do the panel members think makes their science communication successful, and what can they suggest to someone interested in science communication?

Let’s start with Phil Plait, astronomer, author and science blogger who thinks that ‘all science is entertaining’! Phil selects topics for his blog based on what he’s excited by, not so much on what he thinks others want to see. Phil explained that his philosophy is that if he’s excited about it, other people will be excited about it. He recognises that people are often interested in the scary stuff, so he wrote ‘Death from the Skies’, where he talks about all the stuff that could kill us; blackholes, magnetic flares, supernovas, and killer asteroids. He recommends putting your own spin on a topic, if every one else is talking about it, you need differentiate yourself from everyone else.

Phil Plait (Image courtesy of www.badastronomer.com)

In contrast to Phil, Elise Andrews, creator of the enormously popular I Fucking Love Science Facebook page, really didn’t start off with an idea of ‘doing’ social media. Elise manages a page with 6.4 million followers on her own, and admits that the task takes up all of her time. Elise’s tip is to use the Facebook scheduling function, which helps dramatically with maintaining content in a global 24 hour information cycle. She stressed that the viral nature of social media means that it’s one of the few ways we have to get the message of science and science communication in front of people who wouldn’t normally seek out science-related material. When asked about the contentious name of her page, Elise responded ‘the name of your page is important, you need a name you can’t not look at!’

Minute Physics creator Henry Reich has a background in physics, so that’s why he focuses on physics – he understands it and he wants others to understand it. Henry believes that traditional teaching of physics/science is classical and boring to most people, which is a shame, because right now current physics is focused on really cool stuff like the big bang, string theory, quantum theory, etc. When deciding on a topic Henry tries to focus on the cool stuff, he then tries to explain it in a way that is simple and fun – but remains true to the science. Minute Physics videos are restricted to a minute or two – that makes Henry focus on what is important and condenses the message – there’s no room for extraneous material or ‘fluff’, and that keeps the attention of the viewer.

A clip from Minute Physics: Albert Einstein, The size and existence of atoms (Source: Minute Physics)

AsapSCIENCE creators Mitchell and Gregory, who also have a YouTube channel agree that the traditional way of teaching science can be seen as boring and dry. They believe the message in traditional classroom learning is ‘goal focused’ rather than focusing on the details of the science. So when they pick a topic, they ask a question like ‘Why do we age?’ rather than starting with detailed descriptions of cell division and DNA replication, etc.. This makes the message more relatable, rather than what often happens in a classroom setting with it being very dry and overwhelming. Incorporating entertainment is a vital part of effectively communicating the message – it helps to overcome the reputation of science as being dry and boring, and overly serious.

The third member of the panel that has his own YouTube channel is Destin Sandlin, creator of Smarter Every Day. Although Destin has an engineering background – B.Sc. in Mechanical Engineering, M.Sc. in Aeronautical Engineering – he takes the approach that he’s just an average guy who is trying to figure something out that he doesn’t know. This allows him to take his viewers on a journey from unknowing to discovery to knowing. In crafting his videos he looks for the “Aha!” moment – the point at which you go from not-knowing to knowing how something works or what caused it to happen. Destin’s videos are progressive – each one starts off with simple concepts, gets progressively harder, until it spikes with a serious point, before it reaches its conclusion. He believes that each video needs to cater for all levels of viewer and should have something interesting for everyone.

Lastly, Science Alert Managing Director Chris Cassella, says that Science Alert started as a website promoting Australian science, since Australian scientific accomplishments are under-represented in the media and community awareness. Chris started to use Facebook to drive traffic to the website, although things didn’t quite work out that way. The Facebook page didn’t drive much traffic to the website, but there was fantastic engagement on Facebook – he then realised that Facebook itself was a better delivery medium. He recommends that sites mix up the serious science content with humorous memes, jokes, etc which breaks up the stream and helps keep people engaged.

During the Q&A session at the end of the panel, an audience member asked the panel for their advice to scientists on what they can do to help assist science popularisers to get the message out about new research. The immediate and very strong message from all panelists was, “publish your results in open access journals!” So often, they would love to link to new research, but linking to a paywalled paper or article creates a deluge of complaints from their audience – so they can’t do it.

So there’s a lot of information to take away from this group of committed science enthusiasts and communicators, but here’s a few tips:

– Be passionate about the science you love, whether it’s biology, physics, astronomy or chemistry – if you’re passionate about it, your enthusiasm will be passed on to your listeners/viewers.

– The advent of social media and platforms like Facebook, Twitter and YouTube means that you no longer need to have a lot of money or resources to be an effective science communicator, you can start with a laptop and internet connection and you’re on your way.

– You don’t need top notch equipment, ‘Hollywood’ style special effects or eye-wateringly expensive graphics to produce your own YouTube videos.

– Make sure you get your science facts right, but if you make a mistake, correct it, be transparent about it, and move on.

If you’d like to see more of the panelists check out these links for further tour dates during National Science Week: Phil Plait, IFLS Live, and National Science Week.

Cite this article:
Harnett S (2013-08-12 07:42:54). National Science Week: Memes, blogs and videos: how social media has transformed the way we communicate science. Australian Science. Retrieved: May 05, 2024, from http://australianscience.com.au/news/national-science-week-memes-blogs-and-videos-how-social-media-has-transformed-the-way-we-communicate-science/

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Got Science? Australian Science on Display at Mitchelton State School

Kelly Burnes — Tue, 18 Sep 2012 00:01:17 +0000

A young scientist on the brink of discovery during National Science Week

In my last post, I talked about the role of imagination in science and early childhood education and the U.S. efforts on encouraging students to pursue careers focused on STEM (Science, Technology, Education and Mathematics). I also mentioned that I would be featuring a primary school in Brisbane, Australia to gain an understanding of their science curriculum. If Australia was worried about their place in the global rankings of science and math test scores and working to get kids interested in science at an early age, they only need look at the example being set by Mitchelton State School. It starts with passionate and committed teachers.

SC@M

The Science Club at Mitchelton (SC@M) came about as an initiative of teacher Ms. Danielle Spencer. After completing an Education Queensland scholarship-funded Graduate Certificate in Primary Science, she wanted to start a club at Mitchelton dedicated to promoting students’ interest and involvement in science, and particularly to encourage girls to participate. With the support of Principal Roger Sheehan, Ms. Spencer worked collaboratively with Ms. Katie McIntyre, Head of Curriculum, and the two educators laid out the objectives for the new science club:

1) Promote science and a love of scientific enquiry within Mitchelton State School.

2) To provide opportunities and facilities that support scientific interest.

3) To liaise with external groups with similar objectives and aims.

4) To encourage girls interest in science.

To join SC@M, students were asked to submit an application containing a series of questions about their views on science, why they wanted to join and what they wanted to do in the science club. For some of the questions they were asked whether they agreed with a statement and why or why not. For example, ‘Science has too much math in it’ and ‘Men are better at science jobs than women’. I find it fascinating the children were questioned about their views on the gender imbalances in science. This area is a personal research interest for Ms. Spencer. Once the application portion was complete, students agreed to commit, with the support and consent of their parents, to attend each week for one lunch break and participate fully (and safely) in all activities.

Each term would be dedicated to a different area of scientific knowledge including physics, biology, chemistry and earth science driven by the children’s interests. To ensure that student activities are developmentally appropriate for the students, Mitchelton established SC@M to focus on Years 4 to 7. However, they are finding the younger kids want to join the science club too; so discussions are underway to assess the feasibility of adding a second period to the week allowing them to participate in activities geared toward their age and comprehension level. Less than two months old, I’m not sure the school was prepared for the level of enthusiasm displayed by the students to participate in SC@M once National Science Week came around and more children applied for the club. Thirty-nine children are now participating in the science club, and if numbers keep increasing they may have to initiate a cut off and place children on a waiting list.

National Science Week

National Science Week started 15 years ago, but this was Mitchelton’s first year participating in the nationwide event (August 11-19^th) and to really shine the spotlight on it, they organised a Science Expo at the school to run for the whole week. The event included hands-on activities allowing the students to investigate the properties of slime, rocks and sound; exploring world‘s not seen by the naked eye with microscopes; and discovering natural events such as tornadoes in a bottle and exploding volcanoes. The entire school took part in the Science Expo with a poster design contest, a competition to name the school’s new skeleton, and a scientist dress-up day. The kids listened to a brief presentation from one of the SC@M coordinators and then were free to explore and interact with the exhibits for 45 minutes. Many of the children were having so much fun they did not want to leave when their time was up.

Mitchelton opened up the Science Expo to the public for two afternoons so parents and members of the community could engage in scientific exploration with their children and others. Here the SC@M members chaired the different science stations and provided their expertise and scientific rationale to the public. In addition, the school invited members of the high school community to share the experience by presenting a Science Show to the students and hosted a representative of the Young Scientists Association. On the final day of Science Week, a group of visiting scientists presented science demonstrations at a school-wide event. These activities involving the high school students and the visiting scientists clearly demonstrate Mitchelton’s holistic thinking on identifying and building the scaffolding necessary to show students that a pathway to continue their pursuit of science does exist.

The science club is the highlight of my week, just love it! – Danielle Spencer, Teacher at Mitchelton State School

Teachers' commitment to science: Ms. Katie McIntyre (left) and Ms. Danielle Spencer

Australia Places National Emphasis on Early Childhood and Science

I wanted to know if the same emphasis on early childhood instruction is placed on teachers, kids and schools in Australia, as in the U.S. Ms. McIntyre stated, “There is certainly a huge emphasis placed on early childhood development, and in more recent times, Queensland education has focused on increasing students participation in a pre-prep program similar to other states.” This has resulted in the establishment of a large number of independently run pre-prep centres housed in primary schools. She went on to say teachers are finding that the Australian Curriculum is expecting more of students at a younger age and they are adapting their teaching practice to this requirement. While the prep curriculum remains play-based, there is a growing emphasis on explicit instruction in literacy and numeracy. This is similar to what is happening with the early childhood curriculum in the U.S., though I will have to leave my compare/contrast analysis for another posting and get back to science.

Both Ms. Spencer and Ms. McIntyre agree the Australian Curriculum endorses and provides a hands-on approach to engage children in science and develop that passion for it. Ms. McIntyre indicated that in addition to exposing children to science, it’s also essential “to develop the attributes of curiosity that are necessary to the investigations around science.” One way Mitchelton incorporates this active learning involves activities from CSIRO – The Commonwealth Scientific and Industrial Research Organisation. Ms. Spencer has used numerous activities from CSIRO, (e.g. The Helix and Scientriffic magazines) in her classroom and feels CSIRO provides a valuable resource for science teachers in Australia. She appreciates that the activities are enquiry-based and directly linked to the different strands of the Australian Curriculum. Having that link between CSIRO and the national curriculum is vital. I believe this level of collaboration demonstrates a complete feedback loop where the local level works with the state and national levels to influence and advance the science curriculum and grow the interest and passion for careers in science.

It’s inspiring to hear and see the students at Mitchelton wanting to be involved and, in fact, demanding more science in their school day. In addition to joining SC@M, several students who displayed an increased aptitude for scientific enquiry were encouraged to enter national science competitions such as the 60Second Science Video Competition (organised by Brendan O’Brien and sponsored by the Department of Education and Early Childhood Development in Melbourne, Victoria), and the NATA Young Scientist of the Year Award. At this writing, I am pleased to report that Mitchelton swept the primary school award category for the entire state of Queensland. The winners and notable mentions are:

1st Place: Xanthe Czerniawski

Runner-Up: Jessamy Bryant, Jacob Schofield & Hunter Griffiths

Highly Commended: Amelia Czerniawski

Highly Commended: Amelia & Claudia Czerniawski

Well done, kids!

How Australia Must Inspire its Young Scientists

The Australian Curriculum has identified science and math as two of the core priorities to prepare students for further study in science and technology careers, though Ms. Spencer worries the problem Australia faces “is the declining involvement in math and science carers.” She states this is particularly notable with girls and has been the basis for numerous national studies and strategic reports. Both Ms. McIntyre and Ms. Spencer feel that the primary school setting could use more resources and funding as they are limited to the types of scientific experiments they can instruct children in. We all understand budgets are tight, but earlier exposure to quality science activities could raise the interest level of children, providing long-term benefits. Where do you put the money for the greatest return on long-term investment?

The other investment that must be made is in teachers. Teachers who continue their professional development, who pass their love of learning for exploration and discovery in the pursuit of science, (and any discipline, really) is how kids will continue on with careers in science and technology. It’s not a guarantee of course, but teachers are that spark to the kindling that starts the fire of learning in students. It’s up to the students to carry the torch. It would be interesting to follow up later and see how many of this inaugural group of SC@M members are working to cure diseases, attempting to solve our energy problems and tackling our food security issues. Or maybe they go on to design buildings, work in government to protect our natural resources with laws and regulations, or use their social media gadgets to communicate the stories of science to others. But we’ll have to wait a few years for that. In the meantime, let’s hope their curiosity in learning continues and prepares them well for the avenues they choose to travel. They have a head start at Mitchelton.

Special thanks to Mitchelton State School staff – Roger Sheehan, Danielle Spencer, and Katie McIntyre – for their gracious participation in the Q&A and photos for this article and the commitment they demonstrate in providing an enriched, quality education for the children in the community they serve.

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