SPACE ACADEMY: Using Earth Observations in Science
Teaching
Catherine L. Muller1a, Ojha, A.2, Hill, S. 2, Remedios, J.J. 1, Moore, T.3, Wells,
A. 1, Barstow, M.3, Jarvis, T.5, Brown, C.6, Allen, S. 2, Green, J.7, Althorpe, S.7,
Williamson, R.8, Carr, C.9, Knight, P.10
1
Earth Observation Science Group, Space Research Centre, University of Leicester,
Leicester, LE1 7RH, UK, aemail: c.l.muller@le.ac.uk
2
National Space Centre, Exploration Drive, Leicester, LE4 5NS, UK
3
IESSG, University of Nottingham, Nottingham, University Park, Nottingham, NG7 2RD, UK
4
Department of Physics and Astronomy, University of Leicester, Leicester, LE1 7RH, UK
5
Departmentof Education, University of Leicester, Leicester, LE1 7RH, UK
6
STEMNET, 246 High Holborn, London, WC1V 7E, UK
7
Robert Smyth School, Market Harborough, Leicestershire, LE16 7JG, UK
8
Thomas Deacon Academy, Peterborough, Cambridgeshire, PE1 2UW, UK
9
John Leggott Sixth Form College, Scunthorpe, DN17 1DS, UK
10
Gleed GirlsTechnology College, Spalding, Lincolnshire, PE11 2EJ, UK
Summary
The UK’s first Space Academy has recently been be set up at the National Space Centre, with
partners at the University of Leicester, the University of Nottingham, the Regional Science
Learning Centre for the East Midlands, STEMNET and the East Midlands Development
Agency. A series of curriculum-focused masterclasses have been developed, using the
context of ‘space’ and ‘climate change’ to boost learners’ engagement with, and
understanding of, science. Using expertise from the University of Leicester and the
University of Nottingham, the use of Earth Observations (EO) and global navigation satellite
systems (GNSS) are incorporated within each of the masterclasses, in addition to Spacerelated themes. The day-long masterclasses are delivered by lead educators and outreach
researchers, and incorporate theory, demonstrations, practical activities, hands-on exhibits
and computer-based exercises to inspire learners and, more importantly, to support them in
their formal curriculum studies.. This paper will provide an overview of Space Academy and
demonstrate the ways in which EO is incorporated into each of the masterclasses (chemistry,
biology, applied science and geography). Using this model, not only is the science of EO
examined, but in turn, EO is used as a means to improve understanding in a number of key
science areas required as part of the UK curriculum.
Keywords: Education, climate change, Space, Earth observations
1. Introduction
1.1 Space Academy overview
The Space Academy is a partnership between the National Space Centre, the University of
Leicester, University of Nottingham, Science Learning Centre East Midlands, STEMNET
and EMDA. The National Space Centre is the lead organisation and many of the educational
activities are held at the centre itself.
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1.2 Space Academy aims and objectives
The Space Academy programme works simultaneously with learners, educators, scientists
and industry to:
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Enrich the learning experiences and educational outcomes of students aged 9-19 with
a new focus on those in the 14-19 age range. This is achieved by a range of curriculumbased intensive programmes that use the contexts of space and climate change to boost
learners’ engagement and understanding in a range of subject areas including the STEM
subjects (sciences, technology, engineering and mathematics) as well as geography and
environmental sciences. The programme is aimed at both academic and vocational
learning routes in the UK 14-19 curriculum, encompassing traditional academic
programmes as well as the new vocational pathways.
Enhance the subject understanding and teaching of classroom teachers through
masterclasses, workshops, seminars, and conferences conducted by internationally
recognised experts in the fields of space sciences, climate change and education.
Show learners how they can map out careers using science, technology, engineering
and mathematics by hosting careers fairs and industry visits to put them in direct contact
with the industries that most need educational backgrounds in these STEM subjects.
1.3 Students – formal and informal education
The Space Academy programme provides progressive support for students of all abilities in a
number of subject areas. Masterclasses in physics for 14-16 age range students and 16-19 age
range students have been piloted and evaluated. Masterclasses are defined as intensive, daylong curriculum focused programmes delivered by Lead Educators with the support of
research scientists. Masterclasses in chemistry, biology, geography, environmental science,
applied science and mathematics are currently under development for piloting in June 2009.
1.4 Masterclass development and delivery – the role of Space Academy
Outreach Scientists and Space Academy Lead Educators
Space Academy Outreach Researchers are university scientists, funded by the project and
embedded in research groups who spend 25% of their time in active science research and
75% of their time working to develop and deliver masterclasses. Space Academy Lead
Educators are teachers who have been assessed by UK national assessment agencies as
having outstanding teaching ability across a range of pupil ability and ages. They are
seconded from their schools to work with the Space Academy project for a fixed number of
days per academic year. Researchers and teachers work together to ensure programmes under
development are curriculum-focused and include contemporary science and up-to-date
discoveries and information. The use of Lead Educators ensures that multiple learning styles
are catered for in a programme to stretch students of all abilities. Both Researchers and Lead
Educators deliver a given masterclass programme.
2. The Masterclasses
Following the successful pilot and implementation of the physics A-level and GCSE
masterclasses (‘Away day to Mars’), masterclasses for chemistry A-level, biology A-level,
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applied science BTEC/GCSE and geography GCSE were developed during 2008/2009 and
piloted in July 2009. Each masterclass has its own narrative which has been developed by
the Space Academy team. Details of each of the masterclasses, along with information on the
narrative and how EO is incorporated into each are provided in the following sections,
beginning with a generic, introductory topic which is taught in all masterclasses – the
electromagnetic spectrum and remote sensing. Within the masterclasses, not only is the
science of EO examined, but in turn, EO is used as a means to improve understanding in a
number of key science areas required as part of the UK curriculum.
Please note, space science and Global navigation satellite systems (GNSS) are also heavily
incorporated within these masterclasses, and although the way in which they are incorporated
will briefly be covered, this paper will focus the way in which EO is used.
A ‘teachers pack’ (in the form of student booklets and/or a DVD) accompanies each of the
masterclasses, containing information and extension work to take back to the classroom after
the masterclass to allow them to extend the Space Academy learning experience.
2.1 All Masterclasses – Electromagnetic Spectrum & Remote Sensing
In all the masterclasses, EO is introduced by examining the electromagnetic spectrum and
remote sensing. There are a number of activities which are used to exemplify this, whilst a
PowerPoint presentation provides more information on the EO applications related to each
demo:
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The topic is introduced by demonstrating transverse and longitudinal waves using a
‘slinky’;
Coloured ‘gels’ are used to examine absorption spectra, and ‘diffraction glasses’ are used
to examine the components of visible light;
Two web cams are used to examine reflected near-IR (NIR) radiation – one is a regular
web cam, the other has the IR filter removed. These web cams are used to observe a
living and a non-living plant, providing an introduction to EO applications, such as
normalised difference vegetation index (NDVI). It is also an example of passive remote
sensing (figure 2);
A thermal IR camera is used to examine water temperatures, buy examining the
circulation patterns that occur when hot and cold waters are mixed – this has links to sea
surface temperature observations, and weather and climate;
A UV lamp and UV key rings to are used to examine ‘secret messages’ written with UVsensitive pens and the benefit of sun screens - this introduces fluorescence and provides
an example of active remote sensing;
Laser distance measurers are used as another example of active remote sensing, with links
to synthetic aperture radar (SAR) applications (rainfall radars are also discussed);
A microwave detector is used to examine minor microwave sources, such as mobile
phones, with links to communication.
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a)
b)
Figure 2: A simple and inexpensive demonstration showing the extent to which healthy plants reflect NIR –dead
plants can also be examined for added impact. Useful for illustrating NDVI. Example images taken with a) a
web-cam with the IR filter removed and b) a web-cam with IR filter intact.
2.2 Chemistry - ‘Earth Through Alien Eyes’
•
Narrative: The idea stems from the search for life on other planets - the evidence we
would look for, and processes and theories that would be involved in determining whether
life exists. However, in order to more appropriately incorporate EO into the masterclass,
the concept was essentially reversed - it was decided that the learners would be given
roles as ‘extraterrestrial beings’ who would be searching for the existence of life on planet
Earth. Interestingly, this concept was originally examined by Carl Sagan et al. in 1993, in
a paper entitled, “A Search for Life on Earth” - in this paper it was assumed that we did
not know that life existed on Earth. He examined the evidence for life using data from
the 1990 Galileo spacecraft fly-by of Earth, finding evidence of oxygen and methane
from spectral absorption, and radio transmissions.
Table 1: Chemistry lessons which have been piloted, with descriptions (other lessons under development)
Lesson
1. Introduction
Curriculum links
Introduction to the day, storyline, to the
deliverers and to EOS (UoL) and GNSS
(UoN)
Introduction to principles of
spectroscopy
2.
Spectroscopy
3.
IR spectroscopy
Infra red spectroscopy & greenhouse
effect
4.
Mass spectroscopy
5.
NMR spectroscopy
6.
Problem Solving
Example demo/activity
-
Demos using UV lamp, IR camera
Molecular disco
Absorption spectra using coloured gels
Sodium vapour lamp shadow demo
Carbon dioxide absorption of heat using
IR camera and candle
Mass spectrometry, fragmentation
-
Nuclear magnetic resonance
spectroscopy
Identifying unknowns from IR, MS and
NMR spectra
-
Role play of a mass spectrometer and
organic molecules
Magnet demo
-
Identifying unknowns from IR, mass,
NMR,UV/vis spectra as expected for Alevel exam
Examining Earth’s “unknown”
atmosphere using IASI and MIPAS IR
spectra and a GoogleEarth overlay
Making universal indicator and a
rainbow in a cylinder
Diet coke and menthos demo
Chirality and smells
-
Battery-temperature activity
Methane Whoosh bottle
Hydrogen fuel cell activity
Light sticks-temperature activity
Luminol reactions
-
-
7.
Hydrosphere II
Acid base, equilibrium
8.
Biosphere II
9.
Electrical Power
Arenes, carbonyls, acids & derivatives,
amines, amino acids
Electrochemistry, redox
10. A2 Rates
A2 Rates
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Table 1 provides an overview of the lessons and topics covered. EO applications are
introduced, and examples are used to support the various lessons. Spectroscopy is introduced
and examined using a range of techniques – the learners’ understanding is then tested by a
range of ‘problem-solving’ exercises. Infra red spectral plots of a number of atmospheric
constituents from IASI on Metop and MIPAS on ENVISAT are presented to the learners as
‘unknown’ spectral analyses from Earth’s atmosphere. They are given the task of
determining which gases are present, by examining the spectral plots using a full annotated
spectra and an IR correlation chart which provide information on what parts of the
IASI/MIPAS spectral range are sensitive to absorption by the gases. Once the learners have
determined what species the spectral plots correspond to, they are then given time to examine
a GoogleEarth overlay, in which the spectral plots are geo-located at regions in which
elevated concentrations are found (example ‘case studies’). For example, SO2 and links to
the Katasochi volcanic eruption, CH4 and Siberian permafrost; CO and the 2009 Australia
fires, NO2 during the UK summer 2006 heatwave. Along with the spectral ‘pop-ups’, each
case study contains information regarding the spectra, the specific case study, and
information regarding the specific environmental issues, and a number of satellite image
drapes. Figure 1 shows a screen shot of the GoogleEarth overlay displaying one of the case
studies.
Figure 1: Screen-shot of the GoogleEarth Space Academy Chemistry overlay showing the SO2 case study
(Example SO2 IR spectra and image drapes of the Kasatochi volcanic eruption – images from the Alaska
Volcano Observatory (2008) http://www.avo.alaska.edu/activity/Kasatochi.php)
2.3 Biology – ‘The Blue Oasis’
•
Narrative: This masterclass broadly follows an Earth history-present-future approach,
within which there is a synergy of contemporary and traditional science issues, such as
evolution (links to Earth history and DNA), life on other planets (links to space and
extremophiles), migration (satellite tracking and climate change), adaptation, and future
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scenarios for Planet Earth (links to climate change) – all of which cover curriculum
subjects.
Table 2: Biology lessons which have been piloted, with descriptions (other lessons under development)
Lesson
1. From Mantis Shrimp to
Satellites
Curriculum links
Biology-related applications
Overview
Introduction to remote
sensing, electromagnetic
spectrum, EO applications,
GNSS
2.
Earth History
Geology, climate, evolution
A walk through deep history
– each group has a different
historic period
3.
Is the life out there?
extremeophiles, what is life?
Astrobiology
4.
From DNA to Darwin
DNA, diversity and evolution
5.
Migration
Migration
6.
Future Earth
Climate change impacts;
impacts of increasing
temperature on aspects of
biology
What would life be like on
other planets if it existed?
Links to extreme life on
Earth
DNA fundamentals; looking
back at how species have
evolved
Use of GNSS to track
migrating animals; use of EO
to track disease and animals
using indicator parameters
such as temperature;
phytoplankton, human
migration
IPCC predictions; climate
and environmental
modelling.
Example demo/activity
Demos using web cam,
UV lamp, IR camera,
microwave detector
Use of GoogleEarth
overlay showing
satellites orbiting Earth
Preserved mantis
shrimp exhibit
Activity boxes
(containing activities
and demos related to
different historic eras)
Research: ‘Deep
history’ computer
software and poster
presentation by groups
Activity examining
‘unknown’ compounds
to determine which is
alive
Extracting DNA activity
-
GoogleEarth overlays
Blowfly larvae/chi
squared activity
-
Climate Change
debate/quiz
Video clips
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Table 2 provides an overview of the biology lessons. Within this masterclass, EO is
introduced prior to the Earth history lesson, in order to provide background information on
the space technology that will be incorporated into the masterclass. A mantis shrimp
specimen is used to provide a ‘biological’ link to remote sensing theory – this is the only
species to have hyperspectral vision, and therefore provides a link to the electromagnetic
spectrum and remote sensing. Furthermore, they have three parts to their eyes and use
trinocular vision to assess depth to a higher degree of accuracy - this provides an equally
convenient link to GNSS. In order to involve the learners during this lesson, we have a
preserved mantis shrimp exhibit, which is passed round to allow the learners to see the eyes
in a ‘hands-on’ manner; we then use a range of equipment to demonstrate parts of the
electromagnetic spectrum and remote sensing, as described above.
Another way in which we have tied in active UoL EO research - in the field of satellite
analysis of lake algae concentrations using NIR – is to examine phytoplankton life-cycle and
feeding relationships with flamingos. Flamingos have special beaks which filter feed on lake
algae, and we have obtained a flamingo skull for use as a hands on exhibit. The lamellae
around the beak - which filter the phytoplankton from the silt in the water - can clearly be
seen. This also has links back to NDVI, introduced during lesson 1.
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2.4 Applied Science – ‘Goodbye Planet Earth’
•
Narrative: This masterclass is aimed at lower-ability learners studying the GCSE or
BTEC applied science. The narrative will follow the ‘imminent’ destruction of planet
Earth, the subsequent search for a new home, and all that is involved in the process. As
such, the learners will take on the role of ‘scientists’, covering a different STEM-related
field throughout the day.
Table 3: Applied science lessons piloted, with description (other lessons under development)
Lesson
1. Briefing
Curriculum links
Science in the workplace
2.
Climate Change; Science in
the workplace
3.
End of the Earth Climate Change
Getting off the Ground
Properties of material;
speed-distance-time
calculations; combustion
reactions
Overview
Introduction to the day and
the roles of the students
What has caused the end of
the Earth?? Climate change
overview and role of
scientists.
Example demo/activity
What materials are most
suitable for space travel?
How can we get off the
ground?
-
-
-
4.
Solar System
5.
Humans living in Space
6.
Observing Earth and
Communication
Solar system; atmospheres
and environments on other
planets; requirements for life
to exist
Physiology
Electromagnetic spectrum;
climate/environmental
change; communication
Which planets are the most
suitable candidates for us to
inhabit?
What are the issues
surrounding humans living in
space?
How do we observe Earth?
Why?
How can we communicate
from space?
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-
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-
7.
Biosphere
8.
Debriefing
Biosphere; requirements for
life to exist
Communication skills
What is essential for life?
-
‘Scientists’ report back on
the outcome of their
research
-
Music video and tasks
Searching for carbon
dioxide activity
Greenhouse effect
activity
Testing materials
activity
Measuring the speed of
a rocket from a video
Hydrogen
rockets/compressed air
rockets
Solar system role play
Plotting solar system
onto route using GPS
Planet top trumps
NSC ‘Astronaut’ film
Demos using web cam,
UV lamp, IR camera,
microwave detector
GPS and
telecommunication
satellites
Use of GoogleEarth
overlay showing
satellites orbiting Earth
Biosphere mobile –
balancing elements
Presentation by groups
Table 3 provides an overview of the applied science lessons. The day will begin with
watching a ‘music video’ which has been put together by the Space Academy team from a
range of sources – the video includes images of the causes and impacts of climate change;
space and space technology, EO, climate models, and is dispersed with photos of real
scientists at work, and accompanied by music from the NSC. Firstly, the learners will be
asked to determine how many scientists were in the video and what kind of jobs they may
have - the focus here is on the subject of ‘science in the workplace’. Secondly, they will be
asked to note the causes and impacts of climate change, and how these might be reduced.
The ‘Observing Earth and Communication’ lesson will incorporate some of the
demonstrations described above.
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2.5 Geography – ‘Glocalisation’

Narrative: ‘Local energy needs and the global village’ – this concepts is focused around
the implications of actions taken and energy production in high income countries (HICs)
on the climate and environments of low income countries (LICs), using a range of
technology, resources and software which is rarely used in schools, but frequently used at
university and in industry. This masterclass is aimed at stretching higher-ability GCSE
learners (those who are likely to pursue geography at key stage 5), but at the same time
inspire all learners and highlight the importance and use of space technology.
The masterclass will be based around decision-making exercises (DMEs), since these are a
major component of GCSE geography, and an area students tend to have difficulty with. The
first part of the day will involve a DME in which free Geographical Information Systems
(GIS) software is used to determine where a power station should be sited. The second part of
the day will focus on Global environmental impact in LICs, and will involve another DME
focused on developing a management and sustainability plan for a given region. The two
case studies used here will be El Niño and flooding in NE Africa, and Lake Chad and
desertification in the Sahel. EO and EO applications will be introduced, and used as a
resource for the task – a number of maps in which satellite data has been used to examine the
impact of an event or environmental issue will be used (for example Map Action, UNOSAT,
Relief Aid). There is a strong focus on human geography in this task, such as considering the
social, political, and economic impacts, and providing a management and sustainability plan
for the region. More case studies will be developed over the next few years to incorporate
other environmental issues.
3. Future development
Masterclasses for chemistry GCSE, biology GCSE and geography A-level will be developed
2009/2010 and piloting in July 2010.
The Space Academy partnership are working with Surrey Satellites (SSTL) to develop
‘discoveries and breakthroughs inside science’ (DBIS) masterclasses derived from existing
programmes which use the context of ‘Global monitoring for the environment and security’
(GMES) to support the “How Science Works” component of post-16 academic and
vocational curriculum programmes. These will be piloted in November 2009.
The Space Academy partnership is also supporting the Fuchs Foundation 2010 Antarctica
expedition. Two members of the Space Academy team will be conducting student
experiments for eight weeks in the Patriot Hills area and will be creating new educational
resources as well as collecting in situ data to supplement current research projects at the
University of Leicester (EOS group) and University of Nottingham (IESSG).
4. Acknowledgements
The Authors would like to thank East Midlands Development Agency (EMDA) for funding
the Space Academy project. The Space Academy partnership would also like to thank
everyone who has contributed to the Space Academy project over the past year, including a
number of staff and students from the EOS and IESSG groups; those from other departments
at both the University of Leicester and the University of Nottingham; and a number of
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companies outside of the academic institutions who have also given support to Space
Academy, including Infoterra and DMC.
References
ALASKA VOLCANO OBSERVATORY, 2008. Kasatochi Eruption Page
http://www.avo.alaska.edu/activity/Kasatochi.php (17th June 2009)
SEGAN, C., THOMPSON, W. R., CARLSON, R., GURNETT, D. and HORD, C., 1993. A
search for life on Earth, Nature, 365: 715-721.
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