Flight Mission Challenge: Improving Earthquake Monitoring Educator’s Guide with Activities in Science, Technology, Engineering, and Mathematics Grades 5-9 Acknowledgements
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- Navigate this page:
- Grades 5-9 Acknowledgements
- Editor: XXX Special Thanks To
- Find the Flight Mission Challenge: Improving Earthquake Monitoring (FMC: IEM) starting on page XX of this guide. Information about the FMC: IEM contest will be found at
- Acknowledgements Letter to Educators
- Learning Objectives Unit Timeline
- Strategies for Engaging and Supporting All Students Daily Log Questions
- Activity 1.1: Jigsaw Challenge Brainstorm
- Engineering Extension: Quaky-Shaky Design Challenge
- Section 2: Elements of Flight Planning
- Activity 2.3: Flight Planning – Part 1
- The Flight Mission Challenge: Improving Earthquake Monitoring
- Multimedia Options and Resources FMC: IEM Multimedia Presentation Rubric
- SCIENCE Standards Addressed in the FMC:IEM Curriculum National (5-8)
- Earth and Space Science
- Science in Personal /Social Perspectives
- California (9-12) Students will . . . California (9-12) Students will . . .
Flight Mission Challenge: Improving Earthquake Monitoring Educator’s Guide with Activities in Science, Technology, Engineering, and Mathematics Grades 5-9 Acknowledgements A  uthors:
Victoria B. Costa, Professor, Science Education, California State University, Fullerton, California Shaun Smith, Education Flight Projects Specialist, NASA Dryden/AERO Institute Maria Blue, Elementary Teacher, Santa Clarita, California AREES Master Educators participated in earthquake and soil moisture research missions aboard the Gulfstream-III during summer 2010. Pictured with the team is Michelle Haupt, NASA Engineering Operations Specialist. Julie Bookman, Science Teacher, Palmdale, California Marlene McShea, Science Teacher, Palmdale, California Bobbie Mitchell, Mathematics Teacher, Palmdale, California Doug Phelps, Science Teacher, Los Angeles, California Sonja Squires, Science Teacher, Palmdale, California Editor: XXX Special Thanks To: Tim Moes, NASA UAVSAR Project Manager, NASA Tom Mace, Senior Science Advisor, NASA Michelle Haupt, NASA Engineering Operations Specialist, NASA Randy Albertson, NASA Airborne Science Program Deputy Director, NASA Russell Billings, NASA Dryden Pre-College Manager, NASA Dryden/AERO Institute Katrina Emery, NASA University Research Center Program Manager, NASA Yvonne Campos, Teacher, Palmdale, California Letter to Educators
Dear Educators, The National Aeronautics and Space Administration is gaining a better understanding of earthquakes in California thanks to a specially modified jet, the Gulfstream-III. NASA engineers use radar to collect data on how quakes change the Earth’s surface, which may eventually help scientists predict earthquakes. NASA hopes to collect baseline data in critical areas in order to improve our understanding of how quakes affect not only the immediate area of the quake, but also the state of stress in the surrounding faults. This will help them improve their forecast models of quake probability and magnitude. This educator guide is a starting point for middle school students to begin researching and answering the challenge of improving earthquake monitoring across the United States and throughout the world. At this time, baseline data have been collected throughout California and a few other regions, such as Haiti and the Dominican Republic. The primary challenge of the Flight Mission Challenge: Improving Earthquake Monitoring is to identify where, how, and why additional baseline data should be collected. The guide is divided into three major sections. The first section engages students in the study of earthquakes, including the causes and locations of earthquakes; scale and measurement of earthquakes; impact and ways to mitigate earthquakes’ effects. This section leads students to identify new areas where collection of baseline earthquake data is critical. The second section of the guide engages students in the principles of flight and flight planning, including requirements for planning a flight on the G-III, the collection and analysis of UAVSAR data, and use of the NASA online flight planning tool. This section leads students to develop a flight plan that allows for the efficient and comprehensive collection of data. A third section of the guide provides further details on the FMC: IEM rules and requirements, multimedia formats and resources, and evaluation rubrics. In this contest, small teams of students are challenged to design a flight mission to collect baseline earthquake monitoring data. The Flight Mission Careers Corner highlights NASA scientists and engineers involved in the G-III UAVSAR missions. With the goal of assembling the best team possible, student team members will be assigned expert roles. If a team is small, then some members may need to fulfill more than one role.
Through the activities and independent research, student teams will:
FPC: IEM is a dynamic, standards-based classroom project that provides your students the opportunity to investigate, evaluate, design, and present a solution for a real world problem that will not only contribute to our knowledge of how earthquakes shape the surface of the earth, but also inform our understanding of environmental hazards at the global level. Table of Contents
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