AAS 197, January 2001
Session 54. Education and Public Outreach
Joint Display, Tuesday, January 9, 2001, 9:30am-7:00pm, Exhibit Hall

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[54.12] Curriculum Using Real Science Data at the Princeton Earth Physics Project

D. Steinberg, R. Phinney (Princeton University)

PEPP (the Princeton Earth Physics Project) is a network of seismic recording stations place in high schools across the US for educational purposes. Students use the PEPP network to study earthquakes and develop scientific and mathematical skills in the classroom using real seismic data. PEPP’s goal is to engage students in the process of hands-on science and inquiry based learning by operating their own seismological observatory and gathering and analyzing research quality data.

This past summer three teachers collaborated with scientists at Princeton University to develop new curricula for PEPP. The curricula needs for the PEPP project are complex. The program as it is now structured is mostly aimed at high school physics classes. However, many of the students who are introduced to the PEPP project are Earth science for the 8th and 9th grades.

We developed six curriculum modules geared to Earth sciences students. The modules can serve as an introduction to physics students as well with some minor additions. The first two modules introduce students to the rocks and minerals of the Earth. The subsequent modules explore Earthquake phenomena. Students learn about the waves that are generated by earthquakes and the propagation of seismic waves through the Earth. In the early modules students are introduced to software that they will use to view and analyze seismic waves. In the later modules students use these tools investigating data that they and other schools in the PEPP program have recorded.

A PEPP certificate program was developed to enhance these modules. There are currently 4 levels of certification in the program. Each level requires a higher level of achievement by the student. As students rise to greater levels of achievement, they receive additional certificates from Princeton. These certificates are a motivating factor in encouraging students to proceed with PEPP.

If you would like more information about this abstract, please follow the link to http://lasker.princeton.edu. This link was provided by the author. When you follow it, you will leave the Web site for this meeting; to return, you should use the Back comand on your browser.

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