ten workshops uniting students from the uk and japan in collaborative scientific endeavour

Ten workshops uniting students from the

UK and Japan

in collaborative scientific endeavourDevised by

Dr. Eric Albone Clifton Scientific Trust

The Ten Science Teams• Space Science• Earthquake Engineering• Science in Archaeology• Science Through Theatre• Chemistry: Core Shell

Particles• Environment: Sustainable

Development• Volcano Science• Wildlife Conservation• Aeronautics• Ethics in Medicine

Science, Creativity and the Young Mind Workshop

Space Science Team

Department of Earth SciencesUniversity of Bristol

July 2001

A comparative study of MartianA comparative study of Martianand terrestrial vulcanology and terrestrial vulcanology

through a newthrough a new

Distance Learning ProjectDistance Learning ProjectStudents from Japan, working with students from the United Kingdom, at the University of Bristol, with

daily tutorial support from NASA scientist, Joe Kolecki, in Cleveland, Ohio, USA, by email and

video-conferencing.

A New ICT Learning Model

Devised by

Lawrence Williams

The Holy Cross School

A New ICT Learning ModelThe purpose of the Space Science Workshop was to explore, in practice, a new general model for learning.

The aim was to use a range of ICT tools interactively:

The Internet as a library of resource materials Video-conferencing as a tool for international distance learning (between the USA and the UK) Email for planning and daily communication Email attachments (JPEG images) A range of ICT tools to support learning ( DTP, WP, graphics, programs, spreadsheets, video-files, multi-media) The Internet, again, for publication of the outcomes

The Space Science Team’s taskas set by NASA scientist, Joe Kolecki

The students were asked to explore two opposing scientific theories about the formation of volcanoes on Mars:

1. Were volcanoes on Mars caused by a massive meteor impact?

Or

2. Were volcanoes caused by early plate tectonic activity?

The areas to be explored by the students:

Olympus Mons

Three other volcanoes – “hot spots” ?

Participants:

Akira Nakamura (Japan)Ryo Nakamura (Japan)Toshiyuki Itai (Japan)

Lee Parsons (UK)Rania Kashi (UK)

Adriano Silva (UK)

Kanji byToshiyuki

Our thanks to:

• Professor Stephen Sparks FRS (Bristol)• Dr. Carsten Riedel (Bristol)• Stewart Stansfield (Bristol)• Joe Kolecki (NASA)• Ruth Petersen (NASA)

Adriano

• How volcanoes form on Earth e.g. plate tectonics

• How to calculate slope angles, diameters and height from satellite photos

• Identify features from satellite pictures which might suggest volcanic processes in the past e.g. lava flows

• Olympus Mons - theory of meteor impact

Tarsis Basin

Olympus Mons

Akiro

• How volcanoes form• Chemical relationships, and the viscosity of

silicon• How to read satellite pictures of lava flows

and caldera • Formation of caldera • Meteor impacts on Mars

Toshiyuki

• Plate tectonics on Earth• Volcanic eruptions on Earth and Mars• Meteor impact on Mars• Volcanic slopes on Earth (Hawaii) and

Mars (Olympus)• Comparison between Mount Fuji and

Hawaii

Ryo

• Impact size of craters• Shock waves through Mars• Age of Olympus• Comparing volcanoes on Earth and Mars

Lee

• How Olympus Mons was formed• The theory of how Mariner’s Valley was

formed• The theory of how plate tectonics formed

on Mars in the past

Comparison of Olympus Mons and Hawaii

0

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10000

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0 100 200 300 400 500 600 700

Horizontal Extent (km)

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) Olympus Mons

Hawaii Volcano

Olympus Mons is much bigger than Hawaii!!!

Energy of the impact was of the magnitude of 1025J

Rania

• Meteor theory for volcano formation on Mars• Investigative methods used in science• Mathematical evidence to prove/disprove

theory• Working effectively as a group• New communication skills, across language

barriers

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Email to Joe Hi Joe,

Rania here, I'd like to tell you how immensely grateful I am to you and your team. You have been truly inspirational in your motivation and encouragement. This workshop has given me an idea of what higher education and a career in science would be like, and I will go back to school full of anticipation of such a path. I am now very excited about what the future holds and what I, and my new friends in Bristol, can go on to achieve.

I hope to keep in touch with you and will most definitely research further into this field.

Many thanks once again.

Rania Kashi

ICT tools actually used• The Internet to find NASA images and other information from their

web sites• Word-processing of the final Reports for the web sites• Spreadsheets for calculations• Email and attachments for the daily exchange of information with

Cleveland• Video-conferencing at ISDN 2 for the daily conferences, and ISDN 6

for the final presentations to NASA• Digital cameras, still and movie, to record the Workshop• CD writer to prepare the final Workshop presentation to the

University• PowerPoint and graphics for the actual presentation• The Internet, again, for the publication of the documentation of the

whole event

The futureDear Lawrence,

Your kind words, and the transformation we all saw in the members of our group says everything! We are proud to have been asked to join forces with you. All of you at Bristol have achieved a landmark in education! May its effects be felt everywhere!!

Yes to further involvement with you - by all means, YES!!!

Joe

NASA Glenn Learning Technologies ProjectClevelandOhio

Real World Science: A Comparison of the Volcanoes on Earth with the Volcanoes on MarsJoe KoleckiJapan 2001 Science, Creativity and the Young Mind Workshop, Bristol University, Bristol, UKJuly 23-26, 2001Coming soon! A separate site is being prepared to summarize the events surrounding this series of connections. A link from this page will take you to the details upon its completion.

Videoconferences with the UK

Web address:

www.clifton-scientific.org/j2001