APPLICATION COVER SHEET
Proposal to the Maryland Higher Education Commission
FY 2004 IMPROVING TEACHER QUALITY (ITQ)
Teacher & Principal Training & Recruiting Fund Partnership Grant Program
(P.L. 107-110); CFDA# 84.367
Lead Applicant Institution/Organization: Montgomery
Community College
Title of Project (limit to space available): Astronomy Across the Science Curriculum: A Workshop
for Science Teachers, A Cooperative Venture Between Montgomery College at Takoma Park and the
University of Maryland at College Park
Partnership Members:
IHE (division preparing educators): Montgomery
IHE (school of arts & sciences): University
High-Need LEA: Prince
Community College
of Maryland
Georges Public Schools
Other partner LEA, institutions, organizations, or private companies: Goddard Space Flight Center,
Ramathy High Energy Solar Spectroscopic Image, a space mission
Project Director(s): Dr. Harold Alden Williams Campus Telephone: (301) 650 - 1463
Planetarium and Physics Lab Coordinator and adjunct Professor FAX Number: (301) 650 - 1674
E-mail: Harold.Williams@montgomerycollege.edu
Campus Mailing Address: Montgomery College 7600 Takoma Avenue, Box 177, Takoma Park,
MD 20912-4197
Grants Office Contact, Name & Title (post award): Nancy Nuell, Director of Opportunity funding and
Entrepreneurial Programs
e-mail address: Nancy.Nuell@montgomerycollege.edu___ Phone number: 301-251-7958
Finance or Business Office Contact, Name & Title: Marshall Moore, Chief Business Officer
e-mail address: Marshall.Moore@montgomerycollege.edu Phone number: 301-279-5322
Certification by Authorizing Official (V.P. level or above):
Name: _______________________________ Title: _____________________________________________
Signature:
_______________________________________________________________________________
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PROJECT ABSTRACT
FISCAL YEAR 2004
INSTITUTION/ORGANIZATION: Montgomery Community College
PROJECT TITLE: Astronomy Across the Science Curriculum: A Workshop for Science Teachers, A
Cooperative Venture Between Montgomery College at Takoma Park and the University of Maryland
at College Park
PROJECT DIRECTOR:
Dr. Harold Alden Williams
GENERAL PROGRAM DESCRIPTION: A three-week Monday through Friday summer astronomy workshop (15 meetings)
with four additional days during the school year on a school day meeting will be offered at the planetarium of the Takoma Park
campus of Montgomery College for teachers in grades 6 through 8. During the school year we will use WebCT, an internet
course distance learning system on the college servers. This WebCT Internet site is already up and developed. We will also do
some night time observing with amateur astronomers who have taken their telescopes to elementary and middle school science
activity nights, visit the Goddard Space flight Center, and observe at the University of Maryland’s Observatory on Metzerott
Road. The teachers will learn not only astronomy but the physics and mathematics necessary to understand it. The
interdependence of astronomy on other sciences, such as chemistry and geology and even biology, will be stressed. The visual,
historical, religious (astrology), multicultural, and artistic roots of astronomy will be explored, as well as the modern scientific
approach. Hand-held, inexpensive celestial spheres, holographic high-resolution diffraction grating spectrometers, and refracting
telescopes-a little better than the one Galileo used to revolutionize the world in 1608-will be used during the workshop and will be
given to the participants for use in their classrooms. The primary text for the workshop will be Project STAR: Science Teaching
through its Astronomical Roots, the universe in your hands a middle school and high school text book that is constructivist
activity based. Project STAR is based on the philosophy that one learns science by making measurements and observations not be
memorizing "facts." Since teachers need to understand things at a deeper level than their students to be most effective a
supplemental college level text will also be used for reference and greater depth. Much of the instruction will take place in the
planetarium. Workshop participants will also use an Internet connected computer laboratory. Teachers will explore on the
internet and publish lesson plans on the internet as we did in 1999 and 1998. Almost every afternoon will be spent with teachers
developing curricula for their classroom.. At the conclusion of the workshop, the teachers will return to their classrooms with
astronomical knowledge, simple classroom activities and an astronomy lesson plan (written by the teachers during the workshop)
designed to meet the needs of a diverse student population.
ANTICIPATED IMPACT OF PROJECT: PROMOTE professional growth by increasing knowledge of astronomy through
interactive lecture and activities in a planetarium. EXPLORE techniques for integrating computers into science curricula by using
computer planetarium programs that will run on any computer. EXPOSE teachers to the wealth of free or inexpensive materials
that are available, such as NASA videos, ASP (Astronomical Society of the Pacific) slide sets, and hand-held laboratory
equipment, some of which can be built with scissors, file folders, and a copy machine. ENCOURAGE the participants to write
astronomy modules and encourage them to share these modules with other teachers via the Internet. Establish a partnership
between Montgomery College, a community college in Montgomery County with a planetarium and vigorous grade-school
community outreach, with the University of Maryland in Prince Georges County observatory and the Deep Impact space mission
to a comet. The partnership will make it possible for a year-long professional development program “Astronomy Across the
Curriculum” to be offered for in-service teaches in Maryland in the future, at first concentrating on serving the two most populous
counties in Maryland and later, as technology develops, with streaming video and audio over the Internet statewide.
The current understanding of astronomy content and its relationship to the other sciences and other disciplines among professional
grade-school teachers has been shown to be poor. Even what causes the seasons is only slightly better understood by teachers
than by the general population, whose understanding is much less than 50%. Astronomy education in America is currently failing
by anyone’s standards, as the video “Private Universe” clearly indicates and as numerous studies have demonstrated beyond
doubt. This failure is occurring in the county where the NASA Goddard Space Flight Center is controlling the Hubble Space
Telescope, next to the county where NIH and Calera have unraveled the human genome. Lots of science is being done locally,
but little is reaching teachers and their students. People cannot teach content that they do not understand themselves! This project
would start to address this problem in astronomy, the oldest of all of the sciences and a science that uses all of the other sciences.
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AREA OF PROJECT IMPACT
(Cooperating School Districts, Cities, Counties, Other cooperating Institutions and Companies)
Prince Georges Public Schools, The astronomy department of the University of Maryland at College Park
and the Deep Impact space mission, Goddard Space Flight Center’s Ramathy High Energy Solar
Spectroscopic Imager, a space mission
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TABLE of CONTENTS
1. Coversheet
2. Abstract
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Table of Contents
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4
3. Proposal Narrative
a. Needs Assessment
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b. Project Goals and Outcomes
c. Plan of Operation
d. Teaching Staff
e. Evaluation Plan
f. Operation Plan
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4. Budget Summary. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5. Budget Explanation
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6. Project staff curriculum vitae
Harold Alden Williams, ……………….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Nancy Grace Roman, ………………… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Max Nam …………………………………………………………………………23
Carol Jo Crannell …………………………………………………………………24
Lucy Ann McFadden ……………………………………………………………..27
7. Cooperative Planning Agreements …………………………………………………… 29
8. Assurances ……………………………………………………………………………. 32
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Astronomy Across the Curriculum: A Workshop for Science Teachers, A Cooperative Venture
Between Montgomery College at Takoma Park and the University of Maryland at College
Park
a. Needs Assessment
In consultation with Jean Kugler, Program Supervisor for Science, Department of Curriculum and
Instruction of Prince Georges County Public Schools (a high needs LEA, Local Education
Authority), it was determined that there was a great need was for an astronomy workshop for
teachers was in grades 6-8. For teachers from Prince Georges County and every county except
Montgomery County the voluntary state science standards will be used which can be found at
http://mdk12.org/mspp/vsc/index.html. Jean Kugler further suggested that instead of having follow
up workshops during the school year on a Saturday (like we and others have done in the past), that
follow up workshop day professional development would be better attended and more effective if
they were on a school day. She felt that 4 professional days spread out in the school year all on
different months would not disrupt the instructional year. The grant would pay for a substitute on
these 4 days.
In consultation with Michael Szesze, Program supervisor for Science, Department of Curriculum and
Instruction of Montgomery County Public Schools, for Montgomery County public school teachers
this workshop would use the Science Blueprint and which is grade specific and aligned with the
national standards that can be found at
http://www.mcps.k12.md.us/curriculum/science/curr/blueprints.htm. The proposed workshop will
provide templates and materials for writing lesson plans and includes some model lesson plans from
the blueprint.
It is time to build on the astronomy part of the science blueprints in grades 6-8. Teachers from other
counties that are admitted to the workshop will also use these blueprints and will be expected to
create lesson plans appropriate for their students using the identified standards.

Astronomy motivates the study of science. Children in particular, but also members of the
public at large, are fascinated by astronomy, the oldest and most inclusive of all sciences.
Astronomy is also one of the few sciences that welcome amateurs and in which some amateurs
contribute in meaningful ways to fundamental research. Many people become so interested in
astronomy that they become amateur astronomers and some amateurs contribute in meaningful
ways to fundamental research. For instance, valuable work is done by the AAVSO (American
Association of Variable Star Observers), IOTA (International Occultation Timing Association),
and IAPPP (International Amateur–Professional Photoelectric Photometry), to name only three
groups. Astronomy can be approached on many levels. Every concept in astronomy has both a
qualitative and quantitative description. Astronomy and space science motivate students to
become excited about learning math and science and help them learn to think critically. For
example, calculus was invented by Newton to solve orbital dynamics problems in the solar
system using his universal law of gravity. Much of the rest of mathematics was invented for
similar reasons.
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Much astronomy is included in the AAAS Project 2061 and in NSTA Scope and Sequence
Coordination Project, but it is poorly understood by many science teachers. One of NASA’s three
themes is the Earth–Sun connection. HESSI, the High Energy Solar Spectroscopic Imager, is the
first device to image solar flares in the energies at which they emit most of their radiation—the
hard-x-ray and gamma-ray spectral regions. High-energy radiation and particles from the flares
does millions and perhaps billions of dollars of damage to the power grid system of the world
every solar maximum (every 11 years). This mission and these solar flares will make a good
subject for Events-Based Science, which has proved to be a popular and effective way to teach in
middle school, grades 6-8, http://nasalearn.org/re_tornadomodule.htm. An official NASA
publication “HESSI Spacecraft model” which may be found at
http://hesperia.gsfc.nasa.gov/hessi/hessi_model.pdf was made by Iya Massah, a former Federal
Work Study Student who worked for Dr. Williams. Iya helped us in a couple of the earlier
teacher workshops! Elementary students build HESSI imaging demo may be found at
http://scienceworkshop.freeyellow.com/page1.html. SOHO and TRACE are solar missions that
would make even better events based science. Students can down load real data from SOHO
daily. Some of the frequency bands observed in SOHO are near the visible, in the ultraviolet,
and it is somewhat easier to understand what SOHO is actually looking at when it images the sun
and how it actually produces an image with lens and mirror optics. HESSI does a Fourier
convolution to obtain an image and some astrophysicist have to think twice to understand how
this is done.

Most science teachers have been exposed to very little astronomy in a formal way. The
large lecture astronomy courses taught in most universities ill serve the few teachers that they
reach. These introductory astronomy courses are designed as the last exposure to a physical
science for nonscience majors. Although basic concepts are covered, most of the emphasis is on
topic too advanced for grades 1–8. The few other astronomy courses are taught mainly to honors
undergraduates students and are even less suitable for elementary school teachers. If it were not
for the great attraction that astronomy has for most people and the great amount of space that the
media devote to it because of this interest (ten times the attention given to any other science
except medicine) the general public would know very little about astronomy. Most science
teachers know enough about astronomy to arouse their interest, but not enough to teach it
comfortably. There is, of course, no such thing as certification in astronomy teaching.

New technology is changing how we can teach. The resources for teaching astronomy are
changing; the falling price of extremely sophisticated, menu-driven, windowed, multitasking
operating system computers is opening up new avenues for simulation and data interpretation
and handling. The computers can take care of the details of data handling and calculation while
freeing people to be creative. Within the last few years Learning Technologies, Inc. has
produced inexpensive laboratory kits that teachers can use to teach astronomical and general
scientific concepts in a hands-on way. Spectrometers with 1-nm accuracy that once cost a few
hundred dollars can now be purchased at ten for $70. With prices like this we can afford to equip
every student as a scientist. In fact, with prices like this we cannot afford not to equip every
student in the upper elementary grades with a spectrometer and a teacher who can teach him the
significance and use of this useful devise. A classroom spectrum projector capable of displaying
continues spectra with variable temperature, discrete emission spectra, and absorption spectra
will be provided to some teachers as grade appropriate.
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b. Project Goals and Outcomes
 Provide the teachers with simple tasks they can have their students do to enhance the students
understanding of basic astronomical concepts.
 Explain the early development of astronomy in the need for time measures and make several
simple clocks.
 Give the teachers a concept of the space and time scale of astronomical entities and demonstrate
ways to convey this to their students.
 Continue with improving previous years successful summer workshop (1999, 1998 and 1997)
done at Montgomery College and funded by MHEC and the one successful summer workshop
1998 done at Southeastern University in the District of Columbia and funded by the DC Human
Services Department also with Eisenhower money.
 Promote professional growth by increasing knowledge of astronomy through interactive
demonstrations in a planetarium.
 Explore techniques for integrating computers into science curricula by using computer
planetarium programs, solar system tutorial guide programs. Explore the world wide web
starting with http://montgomerycollege.edu/Departments/planet/, the web pages of the
Montgomery College Planetarium that have been up for many years now and won the astronomy
web page of the day recognition in 1996.
 Expose teachers to the wealth of free or inexpensive materials that are available on the web and
those such as NASA videos, ASP (Astronomical Society of the Pacific) slide sets, a basic
personal astronomical library, and hand-held laboratory equipment.
 Encourage the participants to write astronomy modules and establish a medium that will
encourage them to share these modules with other teachers. Lesson modules will be posted
within Montgomery College Planetarium's web pages. Lesson plans will be submitted with
Blackboard, Internet course software.
 Show that astronomy is an especially cross-cultural and inclusive field. Astronomy has always
included women, even when the discrimination barriers were very great—Hypatia (400 AD),
Annie Jump Cannon (1920), and Nancy Roman (semi-retired, one of the instructors).
Astronomy, as compared with physics, has a much higher proportion of women in the field.
Benjamin Banneker, a free black Marylander, produced the first astronomical almanac in
America, a task that today takes a whole section of astronomers in the United States Naval
Observatory to do. Astronomy is multicultural. Most of the proper names for stars are Arabic.
Most of the constellation names are Latin and Greek; the origin of more than half of the
constellation figures in the sky is Sumerian (2,500 BC). The International Astronomical Union
was one of the first international scientific organizations to be founded. Astronomers have
actually been looking for evidence of extraterrestrial intelligence for more than twenty years
now, so astronomy's inclusiveness knows no bounds.
c. Plan of Operation
During the current school year we will use WebCT, an Internet course distance learning system on
Montgomery College’s computer servers. The three principle teachers, Drs. Williams, Roman, and
Nam, will provide model lesson plans, questions, and help by using WebCT. Online interaction with
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the teachers will begin as soon as the teachers are selected before the end of the current school year,
through WebCT and continue through the 2004-2005 school year.
During the extensive three week summer workshop whose dates will most probably be July 19
through August 6, 2004 we will cover: What's up? Using the planetarium we shall point out a few of
the major constellations that are visible even near Maryland cities, such as Orion, the hunter,
Cygnus, the swan or Northern Cross, and the Big Dipper. For those with a good view of the southern
horizon, Scorpio should be visible. We shall also point out bright stars in constellations that may not
be always visible such as Aldebaron, Altair, Vega, and Cappella. We shall point out planets visible
in the next year and show teachers how to get this information on the web. Since some parents are
concerned about having their children go out at night, we will describe and show pictures of
phenomena visible in daylight. We shall provide a simple demonstration of the phases of the moon
and why, even though we can never see the far side of the moon, it is no darker than the side that we
can see. We shall demonstrate with the planetarium and with the teachers how the moon moves
among the stars and why we see different stars at different times of the year. Finally, we shall relate
the various astronomical objects to members of a family and where they live. This is an effective
introduction to astronomy for early grades.
What time is it? List all the ways one can think of to measure time. Make three simple clocks.
Determine the length of the day light at different times of the year and in different latitudes and
longitudes. Demonstrate that when it is summer in Maryland, it is winter in Santiago. Using a globe
with the paths of the sun in mid summer and mid winter, we will demonstrate the reason for these
differences. We shall explain the fact that the earliest sunset is about four weeks before the latest
sunrise. Each of the clocks will provide an introduction to other concepts. The difference between
watch time and the time measured with a sun dial provides the basis for discussing the fact that earth
is CLOSER to the sun in the winter and therefore moves faster. As a result, the earth gets ahead of
our watches with the reverse in the summer. It may also demonstrate that the magnetic pole is not
coincident with the geographic pole (depending on the type of sundial we make.) and provide the
basis for discussing standard time zones. Measuring time with a sand clock will demonstrate the
importance and value of calibrating our equipment. We will demonstrate the use of the nocturne (star
clock) in the planetarium but also show how to do it with a transparency and overhead projector.
Space and time—they're astronomical! Make scale models of the solar system, the planets, and the
universe. Construct a timeline from the big bang to the present. Including events such as the very
bright big bang, the dark period after the bright big bang before the first stars formed, the first
massive star formation era when the universe brightened the second time creating many heavy
elements (so life could form latter), formation of galaxies including our Galaxy the Milky Way, the
formation of the Sun and planets with the earth, the first life on earth chemosynthesis (life in the
rocks) then photosynthesis (life in the oceans), first life on land, first primate, the first homo sapiens
(first humans), Galileo and Newton, TV, and today. We will take the “Walk of the Planets” to
provide an impressive demonstration of the scale of the solar system and the relative sizes of the sun
and planets.
One learns science by making measurements and observations, not by memorizing ``facts.'' Phillip Sadler in
his paper on Astronomical Misconceptions says:
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Several researchers have found that people can abandon their misconceptions and learn
scientifically correct ideas only with unusual teaching methods. The key technique appears
to be that students must elucidate their own preconceptions and then test them. Only by
realizing that their own ideas cannot explain the outcomes of experiments or natural
phenomena do people realize a need for a different theory. Educators can then present the
scientifically accurate concept as a powerful idea that can predict and explain events. One
consequence of accepting these new ideas is, strangely enough, that the old conceptions are
forgotten. So, misconceptions appear to be erased from students' minds. This makes it very
difficult for experts to recall misconceptions from their own student days; they simply do
not remember them.
The astronomy modules that the participants write will be posted on the world wide web pages of
Montgomery College planetarium which start http://montgomerycollege.edu/Departments/planet/ so
that we can share this information with ourselves and other teachers after the workshop is over.
d. Teaching staff
Dr. Harold Alden Williams
Planetarium Director
Montgomery College
Takoma Avenue and Fenton Street
Takoma Park, Maryland 20912
[301]-650-1463
Harold.Williams@montgomerycollege.edu
http://montgomerycollege.edu/Departments/planet
Director of the grant and instructor for the workshop.
For qualifications see curriculum vitae enclosed. Harold Williams is a full-time staff member at
Montgomery College, where he is physics and geology lab and planetarium coordinator. As
planetarium coordinator he has several thousand school children visit his planetarium every year. In
the summer of 1996, when he taught PH203 and PH204 physics labs, he revolutionized the teaching
of physics labs at Montgomery College at Takoma Park by requiring TI graphing calculators of all of
the students and introduced the use of calculator based labs at the college using electronic sensors
which measure all of the dynamic variable in any physics experiment. This semester, as an adjunct
faculty member, he being paid 4.5 Equivalent Semester Hours (a full time faculty load at the college
is 15 ESH per semester) so he can put AS102, the second online astronomy course on the web using
WebCT. This development cost of AS102 as well as the previous AS101 online course is being paid
for by Montgomery College. So our own undergraduates can take these courses. He also holds an
exempt 40-hour/week staff job that often required more than 40 hours/week. He is vice-president of
local 2380 American Federation of State County and Municipal Employees, AFSCME, a staff union
at Montgomery College. When he was president of local 2380, for three years, he had to give up
trying to run teacher workshops since there is only so many hours in a day. He developed AS101,
Introductory Astronomy, several years ago at Montgomery College using Blackboard, another online
internet course distance learning system on the college servers, and has used it to teach AS101 at
Montgomery College and Bowie State University several times. When Montgomery College moved
to WebCT he ported his course to WebCT from Blackboard. He now has AS101 or PHSC111 (what
the course is called at Bowie State University) available in WebCT and Blackboard (PHSC111 is on
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Blackboard on Bowie State University servers for the two times he has taught the course for them
using this resource.). He will have AS102 available by the end of May 2004 on WebCT, and will
teach it online to Montgomery College undergraduates starting in September of 2004. The
development of AS102 is being paid for by Montgomery College. All of extensive resources
developed on line for AS101 and AS102 which are both 4 credit lab sciences taught as distance
learning courses are available for use with our workshop teachers; plus they get a total of 3 weeks all
day in the summer and 4 during the school year professional development all day classes not taught
at a distance.
About a year ago he installed IEEE802.11b, WiFi, wireless internet access inside the planetarium so
any teacher with a laptop computer can wirelessly use the internet when in the planetarium if they
have a wireless card.
Dr. Nancy Grace Roman
Astronomy by Roman, Inc.
4620 North Park Avenue, Apt. 306W
Chevy Chase, Maryland 20815
[301]-656-6092
nancy.romon6@verizon.net
Instructor for the workshop.
http://www.montgomerycollege.edu/Departments/planet/Nancy/Activities.html
For qualifications, see curriculum vitae enclosed. Nancy Roman is one of the most respected
astronomers of her generation. Before she retired from NASA headquarters, she was the Hubble
Space Telescope Program Scientist. Scientific seminars and colloquia are always improved when
Nancy is in the audience because of her insightful questions.
For several summers, for three hours per day for two weeks, Drs. Roman and Williams conducted a
course at the Montgomery College Planetarium titled Astronomy and Astrophysics for Gifted and
Talented Overachieving, Driven, Intellectually Curious, Honors Students in junior high and high
school. This class was quite successful and appears to have motivated several students to undertake
real astronomy science fair projects. For 15 months (three semesters) she has worked students at
Shepherd school in DC (six one-hour sessions and a field trip with each of three fifth grade classes
(one per semester). She has also participated with the Challenger program (working with up to 20
classes in various grades in three underserved areas and up to 16 fifth and sixth grade classes in DC
in each of four years). In each of these activities, she developed a number of activities that can be
done by K-12 students.
Williams has been a mentor to several individual students over the years that have done outstanding
science fair projects. The question to be answered was, can a similar type of mentoring be done with
a larger group? This ongoing experiment was also intended to give Roman and Williams more
hands-on experience with middle school students in a quasi-class-room situation (of course no
grades were given) and gave Roman and Williams more confidence and believability when they told
teachers that they, too, could use the resources of the web resources. Williams conceived this idea in
part because he kept seeing successful science fair winners from the same math teacher at
Springbrook High School in Montgomery County year after year when he judged the BESK, Blair
Einstein Springbrook Kennedy, science fair. If it could work in mathematics, why not astronomy?
It seems that it can work. This is an on going educational experiment.
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In most classroom situations, even in graduate school, there is one and only one science authority
and many learners (students), but in the world of peer-reviewed scientific journal research, and in
those scientific colloquiums where debate is encouraged, scientific argument is common. With
Nancy’s sharp mind and any other confident scientist in the room, scientific debate is bound to break
out several time a day. Most science teachers never get to see or experience this conflict, which is
essential to real science. This dynamism needs to be modeled in science classrooms. Sometimes
astronomy is sufficiently complex or our measurements sufficiently fuzzy that authorities are not
sure of the answer either. An attempt this year will be made to let the teachers explore ideas in this
spirit of debate and discovery. As we have successfully done in past years.
Dr. Max Nam
Faculty member Physical Sciences Department
Montgomery College
Takoma Avenue and Fenton Street
Takoma Park, Maryland 20912
[301]-650-1433
Max.Nam@montgomerycollege.edu
http://montgomerycollege.edu/~mnam
Instructor for the workshop.
Recently hired as of January 2003 at Montgomery College at Takoma Park as Physics professor.
See his curriculum vitae enclosed. In a couple of semester he has already developed a good
reputation with our student. His doctoral dissertation was on cosmology, general relativistic frame
dragging in a cosmological background. He originally aspired to teach high school physics, but his
path has lead him on a slightly different way. He is generous with his time outside of class with our
students, a real teacher. This semester Max is being paid 3.5 ESH to develop PH204 as an online
class using WebCT, so he can teach this course online in September 2004. He took WebCT training
last semester. Full time faculty members at Montgomery College are paid according to ESH. Max
will get 3 ESH charged to the grant.
Dr. Carol Jo Crannell
Code 682
Laboratory for Astronomy and Solar Physics
NASA Goddard Space Flight Center
Greenbelt, Maryland 20771-0001
[301]-286-5007
crannell@gsfc.nasa.gov
Instructor for two days.
Carol designs and flies instruments to study the Sun in high energy. She has been involved in
education as a girl scout leader and as a director of NSF funded summer workshops for
undergraduates (still on going). She has done this for many years even before it was fashionable for
scientist at research establishments to be involved in education. Now NASA has recognized this and
given Carol major release time to do these kinds of things. She is also adjunct faculty member at
The Catholic University of America. Carol is a civil servant, this is NASA Goddard Space Flight
Center's contribution in kind. For further qualifications see curriculum vitae enclosed. Carol also
involved the Montgomery College Planetarium, the Maryland Science Center, and the Harford
County School Planetariums as RHESSI partners. RHESSI was funded in late November 1997. As
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a space mission it was supposed to fly around July 2000, but it was not launched until February
2002. It is part of NASA’s Sun-Earth connection research. It is the first instrument to
spectroscopicly image solar flares, the most energetic phenomena in the solar system. Montgomery
College become a HESSI education partner in 1997 when the original spacecraft proposal was
submitted. We will tour the GSFC most likely on Tuesday, July 27, 2004 with Carol leading us.
She will also spend the previous day at Montgomery College teaching the teachers about RHESSI
mission and results.
Dr. Lucy A. McFadden
Associate Research Scientist and Education Product Officer for Deep Impact and the Dawn Science
Team
University of Maryland Astronomy Department
2337 Computer and Space Science Building
College Park, MD 20742-2421
301-405-2081
mcfadden@astro.umd.edu
http://deepimpact.umd.edu
http://dawn.ucla.edu
Deep Impact is a space mission to a comet that will be launched at the end of 2004 or the beginning
of 2005. She will spend at least one day in the summer with us at the workshop helping us
understand what Deep Impact will do and how it will do it. The university of Maryland is also
providing their observatory on Metzerott Road with Elizabeth Warner, their observatory director,
and Deep Impact Liaison to Amateur Astronomers, to us when we go to the observatory one
evening. All of the University of Maryland people and facilities are coming to the grant for free as
in kind like the GSFC and RHESSI participation. NASA since around 1997 has demanded as
condition of space craft mission funding education outreach from its funded scientist like this.
Elizabeth Warner and Dr. Mike A’hearn, the Principle Investigator of Deep Impact, are long time
members of the National Capital Astronomers, NCA, which now meet the first Saturday of the
month at the University of Maryland observatory. Dr. Nancy Grace Roman is currently the secretary
of the National Capital Astronomers and Dr. Williams is the web master and former president and
vice president of the National Capital Astronomers, http://capitalastronomers.org . The National
Capital Astronomers is an extremely active astronomy club with professional and amateur
astronomers, both as members. Many of our members use our telescopes at star parties at schools.
Dr. Williams has spent the last two night at school star parties, one in Bethesda, at Woodacre
Elementary, and another in Damascus, at “Family Astronomy Night” at Dorian Janney’s house in
Montgomery County doing this with other NCA amateur members. Dorian Janney is a middle
school teacher at Pyle Middle School in Montgomery County. This is an important resource for the
teachers to draw on once they have been introduced to the sky and the people that can help them
show the sky to their students at star parties at night.
Montgomery College has just ordered a 10 inch Meade LX200 GPS-SMT portable telescope with
field tripod for Dr. Williams to use, which has 145,000 objects in the GOTO data base on this
automatically, I know where I am and where these objects are when you turn the telescope on
machine. We will now be able to easily find the invisible universe seeable by a portable 10 inch
aperture telescope (145,000 of them); not just image clearly a speck of light: sun, moon, planets,
bright open star cluster, or bright nebulae, that I could find with my unaided eye using the 3 1/2 inch
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aperture Questar. I hope you see my excitement with how this new telescopic resource that would
have been technologically impossible without built in computer control just a few years ago like
around1999.
e. Evaluation Plan
The best way to understand something is to teach it, so it is hoped that most of the teachers will
continue learning astronomy. Participants will maintain an instructional log during the subsequent
school year using WebCT, which will evaluate the usefulness of the astronomy that they learned and
the experience that they gained when they used the astronomy modules that they and others wrote in
their class. The instructional logs that the teachers maintain and turn into us will be available to the
Maryland Higher Education Commission for that matter any other educational researcher who may
wish to use them. Production of useful lesson plans will also provide an evaluation of the workshop.
f. Operation Plan
1. Twenty participating teachers will be paid stipends.
2. Participants will be science teachers in grades 6 through 8.
3. The primary contact area is schools in Montgomery County, Prince George's County, and Howard
County, but any teacher in the state of Maryland is eligible. In past workshop a few teachers from
Baltimore, Carroll County, and Harford County have also been selected.
4. The selection process will be as follows: Teachers who register over the Internet will be given
some preference in selection; this preference will be stated on the web application, but registration
over the Internet will not be required.
Selection of the participating teachers will be made by Dr. Harold Williams (Project Director) and
the science supervisors from the Local Education Authority in the case of public school participants.
Preference will be given to teachers from schools, both public and private, with high minority
populations. The primary site of this workshop is the Takoma Park campus of Montgomery College,
which has a minority student population of 63%.
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Budget Summary
A. Salaries & Wages
Professional Personnel
(List each separately with title)
1. Dr. Harold Williams, Project Director and instructor
2. Dr. Nancy Roman, instructor 4
3. Dr. Max Nam, instructor
4. Dr. Carol Jo Crannell
5. Dr. Lucy A. McFadden
6.
SOURCE of
FUNDS
Column 1
Column 2
TITLE II
INSTITUTION'S
FUNDS
MATCH OF
REQUESTED
FUNDS
Column 3
OTHER
FUNDS*
$8,400
$5,600
$3,750
$800
$400
7.
Other Personnel
(show numbers in brackets)
8. Videographer and computer instructional assistant
9. Administrative Assistant
10. Student Workers (2)
Total Salaries and Wages
B. Fringe Benefits
C. Travel
D. Participant Support Costs
1. Stipends (max. $100 per day)
2. Subsistence
3. Other (specify)
Total Participant Costs
E. Other Costs
1. Materials and Supplies
2. Consultant Services
3. Computer Services
4. Other (specify)
Total Other Costs
F. Total Direct Costs (A through E)
G. Indirect Costs (max. 8% of F)
H. Total (F & G)
$5,400
$2,590
$1,680
$27,420
$1,669
$40,000
$1,130
$41,130
$3,855
$74,074
$5,926
$80,000
$3960
$3960
$3,960
$8,661
$12,621
$400
$400
$1600
$1600
Project Director:
Name: Dr. Harold Alden Williams PHONE: 301-650-1463 EMAIL: Harold.Williams@montgomercollege.edu
Signature:
Date: March 1, 2004
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BUDGET EXPLANATION
A. Salaries and Wages
Professional Personal
1. Dr. Harold Alden Williams
Project Director and Instructor entire time
$35/hour x 240 hours = $8,400 FICA will be calculated on this in Fringe Benefits below.
2. Dr. Nancy Roman, working for Astronomy by Roman
Instructor for entire time
$35/hour x 160 hours = $5,600 paid as a consultant so no FICA will be calculated for her. Saves
MHEC her FICA.
3. Dr. Max Nam
Instructor for 3ESH
$1,249.97/ESHx3ESH=$3,749.91
4. Dr. Carol Jo Crannell
Instructor for 2 days
$400/day x 2 days =$800 in kind contribution from NASA, GSFC, Laboratory for Astronomy and
Solar Physics, RHESSI a space mission
5. Dr. Lucy McFadden
Instructor for 1 day
$400/day x 1 day = $400 in kind contribution from Deep Impact a space mission at the University of
Maryland at College Park
8. Vidiographer and computer instructional assistant
Will use digital video equipment to produce digital video to go on the web of lectures, demonstations
and projects during the 19 days of class. Needs at least 6 days to edit digital video for a total of 25
days work.
8hours/day x 25days x $27/hour=$5,400
9. Administrative assistant
40 hours/ week x 3 weeks x $21.58/hour = $2,589.60
10 Undergraduate Student assistants who will most likely be future teachers
$7/hour x 3 week x 40 hours/week x 2 students = $1,680
Total Salaries and Wages
$27,419.51
B. Fringe Benefits
For everyone except Dr. Nancy Grace Roman who is being paid as a consultant so no FICA for
Nancy
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$21,819.51 x 7.65% = $1,669.19
D. Participant Support Cost
1. Stipends
$100/day x 20 days x 20 teachers = $40,000
On the 4 days during the school year the $100/day will be used to pay substitutes for the teachers.
So the teachers will be paid for the three-week summer workshop,15 days, and an additional day
when they have turned in a satisfactory lesson plan via WebCT by June of 2005. 4 days +15 days + 1
day = 20 days.
3. Other(specify) Coffee, tea, and bagels or donuts in the morning breaks for 19 all day sessions 19
19 days x $59.47/day=$1,130.
Total Participant Cost
$40,000+$1,130=$41,130
E. Other Cost
1. Materials and Supplies, mainly cost of Project Star: The Universe in Your Hands and teachers
guide, and college level astronomy text like Astronomy Today and Project Star teachers Sampler
gadgets, essentially one for each teacher
$3,855
Total Other Cost
$0 None in this Workshop
Other Funds
None
Other Costs, Institutional Match---also called In Kind
4. Planetarium costs, Montgomery College.
$90/first 3 hour} x 1 first 3 hour/day x 22 days = $1,980
$30/additional hour x 1 additional hours/day x 22 days = $660 We actually charge outside group
this rate to use the planetarium for birthday parties.
Classroom with Pentium computers connected to the internet, probably Student Technology Center,
Fenton Street.
$30/hour x 2 hour/day x 22 days = $1,320 Actually this is the rate for a generic classroom
without computers the real thing is clearly worth more, but we have not currently established
rate.
Total Institutional match from Montgomery College
$3,960. From Montgomery College at least.
Plus we will be using WebCT, Internet distance learning to keep in touch with the teachers.
This is worth a lot of money but it is a fixed cost that the college has already paid for with no
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current estimate of it worth. If I though our institutional match was low, which it is not, I
would make an estimate.
E. Other Cost Total
$400 for in kind contribution from the University of Maryland’s observatory on Metzerott Road.
G. Indirect Cost Title II Funds
$74,074 x 8% = $5,926
G. Indirect Cost Institutional Match
$27,420 x 53.2% -$5,926 = $8,661
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CURRICULUM VITAE
Dr. Harold Alden Williams
Planetarium and Physics Lab Coordinator, and adjunct Professor
Montgomery College, MC
Takoma Avenue and Fenton Street
Takoma Park, Maryland 20912-4197
Harold.Williams@montgomerycollege.edu
Montgomery College email account
[301] 650-1463 (planetarium office at Montgomery College)
BIRTH: August 23, 1950 at Gainesville, Florida, United States of America
EDUCATION
1988, May, Ph.D. (Physics) Louisiana State University, LSU
1979, August, MS (Physics) State University of New York at Stony Brook, SUNY
1973, June, BS (Physics and Mathematics) Florida State University
COURSES TAUGHT
Introductory Astronomy at MC, Astronomy and Astrophysics for Gifted and Talented, Overachieving, Driven,
Intellectually Curious, Honors Students team taught with Dr. Nancy Grace Roman, Universe the Infinite Frontier (a
telecourse) at MC, Astronomy at Bowie, General Physics at MC, Physical Geology at MC, Earth Science at SEU,
Oceanus: The Marine Environment at MC, Intermediate Algebra and Trigonometry at MC, Elementary Algebra at MC,
Pre algebra at MC, Survey of College Mathematics at MC, physics majors freshman lab at LSU, astronomy lab for
general science students at LSU, physics lab for engineering students at LSU, physics lab for pre-med at SUNY, short
course in astronomy for gifted high school students at LSU, and short course in astronomy for gifted elementary students
at LSU.
PROFESSIONAL SOCIETIES
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American Astronomical Society (AAS)
Division on Dynamical Astronomy/AAS
Division for Planetary Sciences/AAS
American Association of Physics Teachers (AAPT)
Chesapeake Section of AAPT
International Planetarium Society
Geological Society of Washington
National Science Teachers Association
OTHER SOCIETIES and ORGANIZATIONS
National Capital Astronomers web maintainer, formerly president August 1996 through August 1998, and vicepresident (program chair) August 1994 through August 1996.
Astronomical Society of the Pacific
International Dark Sky Association
Planetary Society
International Occultation Timing Association
Currently vice president of the Montgomery College Staff Union, AFSCME local 2380, a labor union.
PROFESSIONAL EXPERIENCE
Sept. 1992–Present: Physics Lab Coordinator at Montgomery College in Takoma Park.
Sept. 1996–Dec. 23, 1998: Associate in the Math Science Learning Center at Montgomery College in Takoma Park.
Sept. 1998–present: Adjunct Professor at Bowie State University, Bowie, Maryland
April 1992–1999: Adjunct Professor at Southeastern University in District of Columbia.
Sept. 1990–Present: Planetarium Coordinator and Adjunct Professor at Montgomery College in Takoma Park.
Jan. 1990–Aug. 1990: taught mathematics at Montgomery College as adjunct instructor.
Jan. 1988–Dec. 1989: Postdoctoral Fellow, Carnegie Institution of Washington, Department of Terrestrial Magnetism
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RESEARCH INTERESTS
High Energy Solar Events which produce gamma rays and hard x-rays that can be studied by HESSI, High Energy Solar
Spectroscopic Imager, a NASA space mission; Space-time Invariance and Quantum Gravity, Star Formation; accretion
disks; Multidimensional Hydrodynamics; Computational Physics; Astrolabes; Astronomy and Physics Education;
Wigner Distributions; and Physics in General
GRANTS and PROPOSALS as PI
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Total of outside money in grants brought to Montgomery College $242,189. Four MHEC, Maryland Higher
Education Commission, grants for summer teacher workshops and one small NSF grant to connect the college to the
Internet.
 Total of outside money in grants brought to Southeastern University $63,003. One DHSDC, Department of Human
Services District of Columbia, grant for summer teacher workshops.
 One NASA grant to get DTM/CIW connected to the Internet.
PUBLICATIONS
10 grant proposals (7 funded), 5 articles in archived referred journals, one article in referred conference proceeding, one
article in non referred conference proceeding, one dissertation “Star Formation, Using 3-D Explicit Eulerian
Hydrodynamics”, 8 video, 10 abstracts for meeting talks or posters, many brochures, three songs, 36 newsletter articles,
very may web pages starting at http://montgomerycollege.edu/Departments/planet/ , http://mcstaffunion.org,
http://capitalastronomers.org , and http://astrolabes.org , the last three domains I am the registered owner.
Academic Autobiography http://montgomerycollege.edu/Departments/planet/planet/harold.htm
More Complete Resume http://montgomerycollege.edu/Departments/planet/planet/hreusme.htm
STUDENTS MENTORED
Calbeb Fassett, a magnet student while at Takoma Middle and Montgomery Blair High School, now graduated from
Williams College with a BS in astrophysics.
Michael Maire, a magnet student while at Takoma Middle and Montgomery Blair High School, now a student at
California Institute of Technology.
Gilbert Provost, a student in the planetarium at Montgomery College, who developed an AS101, Introductory
Astronomy, HESSI web sight http://montgomerycollege.edu/Departments/planet/hessi/ written by a successful AS101
student then did web design for GSFC’s HESSI project http://hesperia.gsfc.nasa.gov/hessi/.
Iya Massah, a Federal Work Study student in the planetarium at Montgomery College for two years, who has graduated
in Aerodynamic Engineering from the University of Maryland and now works for Pratt and Whitney in Connecticut. He
produced the HESSI, High Energy Solar Spectroscopic Imager, paper model spacecraft, a NASA publication, thousand
distributed to science teachers and students, also available at http://hesperia.gsfc.nasa.gov/hessi/hessi_model.pdf.
ONGOING PARTNERSHIPS
 Educational Outreach for the Ramathy HESSI spacecraft through Dr. Carol Jo Crannell. The Montgomery College
Planetarium is mentioned in the NASA proposal submitted in 1997, launched on February 5, 2002, fully operational
and taking data on March 20, 2002. The college also invested in purchasing IDL, Interactive Data Language, so
combined with the other free software form GSFC HESSI we can analyze HESSI data.
 The EdGrid collaboration with the Maryland Virtual High School through Susan Ragan of Montgomery Blair High
School, the closest public high school to Montgomery College at Takoma Park, who’s URL is
http://www.eot.org/edgrid .
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NANCY GRACE ROMAN
4620 North Park Avenue, Apt. 306W, Chevy Chase, Maryland 20815 (301) 656-6092 nancy.roman6@verizon.net
Education:
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Swarthmore College: BA (Astronomy) 1946
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University of Chicago: PhD (Astronomy) 1949
 Federal Executive Institute (8 weeks): 1972
 Montgomery College Fortran (one semester): 1980
 Various short courses on physics and on management
Professional Experience:
 Swarthmore College, Assistant in Observatory: primarily responsible for photographic work and observation
support 1943-1946
 University of Chicago, Graduate Assistant: Primarily observing, also miscellaneous other duties 1946-1949
 Case Institute of Technology, Research Associate Warner and Swasey Observatory: Classifying objective prism
spectra; photographic work 1949
 University of Chicago
Research Associate (1949-1951):
Instructor (1951-1954)
Assistant Professor (1954-1955):
Activities included teaching and research in stellar astronomy and spectroscopic parallaxes Techniques:
Photographic and photoelectric photometry, stellar spectral classification, astrometry, radial velocities
 U.S. Naval Research Laboratory: Radio astronomy research including l0 cm. lunar radar, 67 cm. sky map,
consulting on sea clutter and a wide variety of other navy problems, spectral classification and photoelectric
photometry
 National Aeronautics and Space Administration (1959-1979) (various titles); (GS14 1959-1960; Excepted
position equivalent to GS16 or GS17 (1960-1978); Senior Executive IV, 1979)
The position included
scientific responsibility for the NASA astronomy program including relativity and, for many years, geodesy.
The following missions were my scientific responsibility:
The Orbiting Solar Observatories (3 launches) (ultraviolet and X-ray observations of the sun and space)
Geodetic satellites (4 launches)
Small Astronomical Satellites (3 launches) (X-ray and gamma-ray observations of the sky)
International Ultraviolet Explorer (ultraviolet spectra of stars and galaxies)
Orbiting Astronomical Observatories (4 launches; 2 successful) (optical and ultraviolet measurements)
Hubble Space Telescope (early planning and development; program structure) (Optical and ultraviolet high resolution
imaging and spectroscopy)
UK 5 (an X-ray satellite)
IRAS (infrared sky survey)
Cosmic Background Explorer (Far infrared survey)
High energy observatories (preliminary planning)
In each of these programs, I was responsible for developing the programs and the organization of the scientific
participation as well as for insuring the scientific integrity of the program and the maximum scientific return within
budgetary and engineering constraints. In addition, I had the responsibility for the budgeting, planning, and investigator
selection of the following suborbital programs:
Scout Probe to Measure the Relativistic Gravity Redshift
A Hard X-ray balloon program
Stratoscope (high resolution, optical telescope on a balloon)
An astronomy rocket program (X-ray, infrared, ultraviolet, and radio)
Various small astronomy experiments on Gemini, Apollo, Skylab, and Spacelab
Studies of a major telescope planned for Spacelab and of various small satellites.
An extensive program of grants and contracts in theoretical astronomy and relativity, ground-based observations,
instrument development, and post-flight data analysis
 Consultant to NASA 1980, Program scientist for (Hubble) Space Telescope
 Consultant to ORI, Inc. (1980-1989) Activities included extensive involvement with the scientific operation of
Space Telescope and of AXAF. On Space Telescope, activity was particularly extensive on the Guide Star
Selection System and Orbital and Science Verification planning but was not limited to those areas. For AXAF,
the emphasis was on the guide and reference star systems. Also conducted two studies for the NASA Crustal
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Dynamics Program, critiquing the planning of VLBI observations and a cost-effectiveness study of various
techniques for studying plate motions. Worked on Small Shuttle Payloads and the Space Station, conducted
proposal reviews, and wrote PR brochures for NASA/Goddard Space Flight Center (GSFC)
Astronomer/Programmer Sigma Data and MA/Com Sigma Data (1981-1986) Edited machine versions of
astronomical catalogs. Performed various checks to detect errors, corrected errors, and, in some cases, modified
the material to make catalogs more usable
Principal Scientist SAR, STX, Hughes STX (1986-1996) Chief Scientist 1997
Continued editing astronomical catalogs, checked reported errors, surveyed the literature to find catalogs
meriting archiving, provided scientific guidance to all activities of the Astronomical Data Center at GSFC.
Head of the Astronomical Data Center (1995-1996). Left ADC, Nov. 30, 1997.
Senior Professional, McDonnell Douglas (1988-1994) Did study of possibilities for commercial payloads on the
shuttle. Provided scientific guidance and oversight of the Company's activities on the Earth Observation System.
Also provided astronomical know-how as needed (Note, I continued a very small amount of research in spectral
classification during these years)
Adjunct professor, Montgomery College (1997- ) Participated in team teaching of advanced junior high and
high school students and of K-12 science teachers; presented Discovery Day programs for 4th grade students.
Current Volunteer activities:
Read for the Blind and Dyslexic
Participated in Challenger programs speaking with K-12 students in DC, AL, MI, and KA. (2000-2003)
Worked with fifth and sixth grade students in Shepherd Elementary School in DC in three seven week programs (2002-3)
Talk to other children and adults
Judge science fairs
Secretary of National Capital Astronomers
Co-President Washington Branch of the American Association of University Women 2001-2003
Major committee responsibilities:
Chairman, Astronomy Working Group and Management Operations Working Group for Shuttle Astronomy (19651979)
Outlook for Space - Deputy Chairman of science portion (20 person committee to map possible programs for NASA for
the period 1980-2000)
Joint Users Requirements Group (Joint NASA/ESRO committee to establish specifications for the Space Shuttle on the
basis of scientific needs)
Space Science Steering Committee (NASA Headquarters committee to review and recommend payloads for flight
missions)
Committee on Radio Frequencies of the National Academy of Sciences and its Space Science subcommittee
NASA liaison to NSF Astronomy Advisory Committee and to numerous National Academy of Sciences Committees and
Summer Studies
American Association for the Advancement of Science (AAAS) committee to review EPSCoR activities in Kansas and
advise the state on planning R&D to increase Kansas competitiveness for attracting both Federal grant dollars and hightech industry
Various NSF and NASA proposal review committees
Additional experience:
Member, Board of Trustees, Russell Sage College 1973-1978
Member, Board of Managers, Swarthmore College 1979-1983
Regular participant in Shapley program of the American Astronomical Society, 1973-1985; 1999, 2002 This program
sends astronomers to undergraduate colleges to give several talks to classes and a public lecture.
Member of Executive Committee, Association of Federal Women's Award Winners 1968-1976; Chairman 1972-1976
Member of Steering Committee of the Washington Area Astronomers 1981-1996
Member American Fellowship Panel, American Association of University Women, 1991-1992
Treasurer, DC State Division, AAUW, 1994-1996
Assistant Treasurer, Washington, DC Branch, 1996-1999 and 2003-. Participated in three Challenger weeks, speaking to
about 30-school class’s grades prekindergarten to eight. Extensive public speaking experience
Honors:
Honorary Doctor of Science degrees:
Russell Sage College 1966
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Hood College 1969
Bates College 1971
Swarthmore College 1976
Selected as one of 100 most important young people by LIFE magazine, 1962
Federal Women's Award 1962
Citation for Public Service, Colorado Women's College 1966
Ninetieth Anniversary Award, Women's Education and Industrial Union (Boston) 1967
NASA Exceptional Scientific Achievement Award 1969
Nominated for Outstanding Woman's Award (Science) by Ladies Home Journal magazine 1975
NASA Outstanding Scientific Leadership Award 1978
Fellow, American Astronautical Society 1978
William Randolf Lovelace II Award (American Astronautical Society) 1980
Asteroid named Roman 1987
Fellow, American Association for the Advancement of Science 1989
Professional Societies:
American Astronomical Society
Astronomical Society of the Pacific
International Astronomical Union
American Association for the Advancement of Science (Fellow)
Association of Women in Science
American Astronautical Society. (Fellow)
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