Syllabus Astronomy Research Seminar
Syllabus
Astronomy Research Seminar Cuesta College, San Luis Obispo, California ASTR 299, CRN 33248, Jan 20-May 22, 2015 Instructor: Dr. Russell M. Genet, [email protected], (805) 438-3305 Assistant Instructor: Rachael Freed, [email protected], (707) 326-8310
Background Scientific research by undergraduate students has long been recognized as the capstone to their foundational science lecture and laboratory classes where, beyond mastering the known, the students launch into the unknown—science’s true home. They learn how science really works by being scientists themselves by way of a modest-scale research project. Traditionally, a number of undergraduate students have learned how scientific research is conducted by participating as understudies in a research project managed by a faculty member. This is an excellent, time-honored way for students to “learn the ropes” of scientific research. The Cuesta College Astronomy Research Seminar takes a somewhat different approach. Student teams plan and manage their own research projects. This is how scientific research teams normally operate at research institutes in academia, government, and industry. The tightly focused goal of this research seminar is, with appropriate guidance and encouragement, to have student teams themselves plan and produce high quality published scientific research within the time and resource constraints of the seminar. The seminar’s motto is “learn science by doing science.” For the past eight years, Cuesta College’s one-semester, in-person, student-team-centered, undergraduate astronomy research seminar has been offered every fall at Arroyo Grande High School, which doubles as Cuesta College’s South Campus in the late afternoons and evenings. From the outset, the seminar was envisioned as providing a genuine research experience that was as similar as possible to what career PhD researchers would encounter while working at research institutes. While the scope of the seminar’s research projects were necessarily limited to match the one-semester time frame and student skills, all the normal rules of scientific research were applied, including working together as a team, and both mandatory publication and public presentation of results.
Cuesta College’s in-person astronomical research seminar (ASTR 299) was taught for eight years at Arroyo Grande High School. Most of the students were high school advanced placement students taking the research seminar on the side as their first college course. Being published scientists helped them obtain entry into choice colleges, often with scholarships. Advanced amateur astronomers often provided telescopes and assisted with the observations—citizen and student scientists working together.
1
A number of different areas of astronomical research were explored during the first few undergraduate research seminars, including variable star photometry, photometry of exoplanet transits, and double star astrometry. Double star astrometry was found to be particularly well-suited to onesemester undergraduate research seminars, thanks to the relative ease of obtaining the observational data, calibration and analysis of the results, and prompt publication or research findings in the Journal of Double Star Observations or the Proceedings of the Society for Astronomical Sciences. For many years these in-person research classes used low cost visual astrometric eyepieces and amateur astronomer’s telescopes—eyeballs to the eyepieces—to observe relatively bright and wide double stars. While such observations are continuing, recent in-person classes have added the use of electronic cameras and, on occasion, observations with larger, remotely located telescopes.
Eric Weise (left) checks the high speed speckle interferometry camera on the back of the 0.5-meter telescope at David Rowe’s Pinto Valley Observatory in the Mojave Desert. Eric took Cuesta College’s astronomy research seminar as both a junior and senior at Arroyo Grande High School. He continued his double star research, with six papers and two co-edited books to his credit. Eric is now a dual physics-mathematics senior at the University of California, San Diego. Russ Genet, John Kenney, and two young Concordia University students (right) stand under the 2.1-meter telescope at Kitt Peak National Observatory. The speckle camera they brought to Kitt Peak as guest observers is dwarfed by this huge telescope.
Conventional CCD cameras have been used to accurately observe wider double stars such as common motion pairs and short-arc binaries, while high speed electron-multiplying CCD cameras (EMCCDs) have been used to observe gravitationally-bound double stars (known as binary stars) with very close components. Such close-component binaries, if they are not too far from Earth, have short orbital periods, making them of special scientific interest. An EMCCD camera typically takes 1000 images in less than a minute. Each exposure is typically only 20 milli-seconds long, “freezing out” normal atmospheric “seeing” fluctuations. The images are then processed in Fourier space. This process, speckle interferometry, is a state-of-the-art observational technique that we have mastered and rendered student-friendly with carefully written instructions and easy-to-use reduction software developed by David Rowe. Because speckle interferometry overcomes normal atmospheric seeing limitations, optical resolution is primarily limited by the aperture of the telescope—larger telescopes can observe more closely spaced, hence shorter period binary stars. Twice we have successfully competed for week-long observing runs on the 2.1-meter telescope at Kitt Peak National Observatory. During these runs, a number of students helped obtain speckle interferometry observations of many hundreds of double stars—many of them short period binaries. This valuable data has been made available for student research projects in this research seminar.
2
Over the years, almost two hundred students have successfully completed Cuesta College’s research seminar and its summer science camp and other derivatives. The students have been coauthors of dozens of published papers. These papers have benefited the students in terms of career advancement through admissions to choice schools, obtaining scholarships, and enhancing their résumés.
For a number of years the research seminar was also conducted as an in-person summer research workshop at the University of Oregon’s Pine Mountain Observatory. Students (and their teachers) from a number of high schools and undergraduate colleges attended these workshops.
Besides taking the astronomy research seminar, many students have attended and given talks at scientific conferences. A number of seminar students and graduates (left) attended the 2013 Maui International Double Star Conference hosted by the University of Hawaii’s Institute for Astronomy. Bobby Johnson (right) presented his team’s research results at the conference. At 16, he was by far the youngest conferee. While in high school, Bobby was a seminar participant for three years, coauthored a half-dozen research papers, and won a full four-year scholarship to Brown University.
Seminar Overview Cuesta College’s experiential learning Astronomy Research Seminar, ASTR 299, introduces advanced high school and undergraduate students to scientific research. Although the specific research area is visual double stars, the lessons learned in planning a scientific research project, writing a research proposal, gathering and analyzing observational data, drawing conclusions, and presenting the research results in a published paper and public PowerPoint presentation, are generally applicable to all areas of scientific research and also, to some extent, to many other research projects. For students planning on graduate school, this seminar introduces them to research and reporting their research, thus preparing them for their Master’s thesis or doctoral dissertation. Starting with the spring 2015 semester, this seminar is now being exclusively offered—every semester—as a hybrid distance education seminar. Students—primarily advanced-placement high school or community college students—are meeting in person as research teams at five schools in 3
California, as well as schools in Hawaii, Pennsylvania, and Arizona. They also meet online, seminar-wide, with all the other teams and with seminar Instructor and Teaching Assistants for instruction, staff meetings, and student presentations. This new seminar format will allow a much larger and growing number of students to participate. The California schools participating in the spring 2015 seminar are: The Harker School (San Jose), Crean Lutheran High School (Irvine), the Army and Navy Academy (Carlsbad), Lincoln High School (Stockton), and the Vanguard Academy. The three other participating high schools are Leeward Community College (Oahu, Hawaii), Quakertown High School (Pennsylvania), and Chandler Community College (Arizona). While some of the schools have a single student team, a couple of the schools have two teams. The local teams at each school are supervised by volunteer Teaching Assistants, most who are also science teachers. The seminar is technology-enhanced in that the modern tools of scientific research are integral to the seminar, including the use of remote, automated research instruments (telescopes); extensive online conferencing; use of sophisticated reduction software; publication of results in online scientific journals; and PowerPoint presentations at a public, online conference. Astronomical research has been a technology-enhanced research activity for many years. Automatic telescopes at remote, mountaintop robotic observatories have been remotely accessed by astronomers for over three decades. This seminar provides an in-depth exposure to one area of scientific research—visual double stars. This in-depth, purposely narrow focus allows students in a single semester to reach the cutting edge of research in this field, meet many of the professional researchers online, and experience what it is like to be on the science’s frontier where the “answers” are not known. Once a student engages in actual research at any cutting edge, much of what they learn is applicable to reaching the frontier in another field. While there is considerable individual learning involved throughout the course, the research itself is conducted by student teams. All students end the seminar as coauthors of a published scientific paper— an accomplishment that provides a boost to their educational careers when it comes to promoting confidence, obtaining scholarships, and gaining admission to choice schools.
Seminar Structure and Staff To provide a genuine research experience, the seminar is structured similar to a research institute. The seminar is organized as follows: Instructor The seminar’s Instructor is responsible for maintaining a high standard for the quality of the scientific research. Even though of modest scope, student research must be of significant value to the scientific community. The instructor will only approve research project proposals that are clearly within the capabilities of the team members and time constraints of the seminar. The instructor provides guidance by way of individual consultations, as well as periodic, institutewide staff meetings throughout the entire process of proposal preparation, research project implementation, and the publication and presentation of research results. The instructor facilitates external review of research papers by experts prior to submission for publication, and makes certain that all research is published. Assistant Instructor The seminar Assistant Instructor helps to coordinate and administer the seminar.
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Teaching Assistants The volunteer Teaching Assistants (TAs) provide overall organization and supervision at each of the seminar’s participating schools. It is expected that TAs will retain their positions over several years and will be active in recruiting new students to future seminars at their schools. Seminar Editor A volunteer Seminar Editor checks all research papers for grammar, spelling, and other errors before they are sent to expert reviewers outside of the institute or to journal editors for consideration. Expert Advisors Volunteer Expert Advisors are subject matter experts (on double star astronomy) who provide research guidance to the teams. These subject matter experts consist of professional astronomers, advanced amateur astronomers, and former seminar students who have continued their research after seminar graduation. Counseling will be provided online or by way of telephone conference calls. External Reviewers External Reviewers are also subject matter experts who provide independent written critiques of student papers at the instructor’s request. A cadre of critical, yet student-friendly experts has been built up over the years to provide prompt reviews of student papers.
Learning Outcomes Unit 1 Introduction to Double Star Research Articulate the nature of scientific and astronomical research. Understand ethical considerations in research. Describe the scientific value of double star research. Explain the basic techniques used to observe and quantitatively measure the changing positions and separations of double stars. Unit 2 Planning Your Research Project Describe several potential double star research projects and explain why your team selected their specific research project. Plan a double star research project that can be completed by a student team within a single semester with the support of the seminar’s staff and volunteer expert consultants. Write a detailed team research proposal, including a description of the scientific merit of the research, the research methods, tasks, individual assignments, and project schedule. Present the team’s research proposal in a concise, formal, PowerPoint talk. Unit 3 Managing Your Research Project Be a productive member of a research team, professionally interacting with and supporting the other team members in the overall research effort. Effectively manage a research project, keeping it on schedule and accommodating the difficulties that always arise in scientific research. Obtain observational data as appropriate for your research project. Utilize established routines to reduce research observations. Apply basic statistical analysis to establish both the precision and accuracy of the observations. Analyze reduced and calibrated data to draw conclusions about specific double stars. Unit 4 Writing Your Research Paper Outline, write, and extensively revise a carefully-worded, concise, scientific paper. Improve the paper by incorporating the suggestions made by an external expert peer reviewer. 5
Unit 5 Presenting Your Research Findings / Reflections Prepare and present a concise, formal, PowerPoint scientific talk at a public online symposium at the conclusion of a research project. Reflect on what it meant to be a member of a team in conducting original scientific research.
Seminar Schedule The seminar’s first unit is strictly an individual-learning unit, while the other four units are primarily team efforts, although individual learning continues throughout the course. Unit 1 Introduction to Double Star Research Jan 20 – 31 (2015) Jan 20 Individual Assignment 1: Start Individual Logbook of project activities thoughts about seminar Jan 23 Lesson 1: Seminar Overview Jan 23 Lesson 2: Introduction to Moodle Jan 24 Online Meeting 1: Welcome, Introduction/Q&A Jan 27 Lesson 3: Introduction to Visual Double Star Astrometry Jan 29 Lesson 4: Double Star Astrometric Research Techniques Jan 31 Examination and Certification as a double star researcher Unit 2 Planning Your Research Project Feb 1 - 14 Feb 3 Lesson 5: Planning Your Double Star Research Project Feb 7 Team Assignment 1: Letter of Intent Feb 7 Team Assignment 2: Initiate and Maintain a Team Logbook of activities & findings Feb 12 Team Assignment 3: Written Proposal Feb 14 Team Assignment 4 & Online Meeting 2: PP Presentation of Team Proposals Unit 3 Managing Your Research Project Feb 15 22 – Mar 14 Feb 17 Lesson 6: Managing Your Double Star Research Project Feb 21 Lesson 7: Reduction and Calibration Feb 24 Lesson 8: Double Star Analysis Feb 28 Online Meeting 3: Mid-Project Review 1 Unit 4 Writing Your Research Paper Mar 15 – Apr 18 Mar 3 Lesson 9: Writing Your Double Star Research Paper Mar 7 Team Assignment 5: SAS or JDSO Abstract Mar 28 Online Meeting 4: Final Project Review Mar 28 Team Assignment 6: Paper for Internal Review Apr 18 Team Assignment 8: Final Project Paper for Publication Unit 5 Presenting Your Research Findings Apr 19 – May 23 Apr 25 Lesson 10: Preparing Your Final Project Presentation May 16 Team Assignment 9: Online Meeting 5: PP Project Presentations May 22 Individual Assignment 2: Final Individual Logbook May 22 Team Assignment 10: Final Team Logbook
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Astronomy Research Seminar Cuesta College, San Luis Obispo, California ASTR 299, CRN 33248, Jan 20-May 22, 2015 Instructor: Dr. Russell M. Genet, [email protected], (805) 438-3305 Assistant Instructor: Rachael Freed, [email protected], (707) 326-8310
Background Scientific research by undergraduate students has long been recognized as the capstone to their foundational science lecture and laboratory classes where, beyond mastering the known, the students launch into the unknown—science’s true home. They learn how science really works by being scientists themselves by way of a modest-scale research project. Traditionally, a number of undergraduate students have learned how scientific research is conducted by participating as understudies in a research project managed by a faculty member. This is an excellent, time-honored way for students to “learn the ropes” of scientific research. The Cuesta College Astronomy Research Seminar takes a somewhat different approach. Student teams plan and manage their own research projects. This is how scientific research teams normally operate at research institutes in academia, government, and industry. The tightly focused goal of this research seminar is, with appropriate guidance and encouragement, to have student teams themselves plan and produce high quality published scientific research within the time and resource constraints of the seminar. The seminar’s motto is “learn science by doing science.” For the past eight years, Cuesta College’s one-semester, in-person, student-team-centered, undergraduate astronomy research seminar has been offered every fall at Arroyo Grande High School, which doubles as Cuesta College’s South Campus in the late afternoons and evenings. From the outset, the seminar was envisioned as providing a genuine research experience that was as similar as possible to what career PhD researchers would encounter while working at research institutes. While the scope of the seminar’s research projects were necessarily limited to match the one-semester time frame and student skills, all the normal rules of scientific research were applied, including working together as a team, and both mandatory publication and public presentation of results.
Cuesta College’s in-person astronomical research seminar (ASTR 299) was taught for eight years at Arroyo Grande High School. Most of the students were high school advanced placement students taking the research seminar on the side as their first college course. Being published scientists helped them obtain entry into choice colleges, often with scholarships. Advanced amateur astronomers often provided telescopes and assisted with the observations—citizen and student scientists working together.
1
A number of different areas of astronomical research were explored during the first few undergraduate research seminars, including variable star photometry, photometry of exoplanet transits, and double star astrometry. Double star astrometry was found to be particularly well-suited to onesemester undergraduate research seminars, thanks to the relative ease of obtaining the observational data, calibration and analysis of the results, and prompt publication or research findings in the Journal of Double Star Observations or the Proceedings of the Society for Astronomical Sciences. For many years these in-person research classes used low cost visual astrometric eyepieces and amateur astronomer’s telescopes—eyeballs to the eyepieces—to observe relatively bright and wide double stars. While such observations are continuing, recent in-person classes have added the use of electronic cameras and, on occasion, observations with larger, remotely located telescopes.
Eric Weise (left) checks the high speed speckle interferometry camera on the back of the 0.5-meter telescope at David Rowe’s Pinto Valley Observatory in the Mojave Desert. Eric took Cuesta College’s astronomy research seminar as both a junior and senior at Arroyo Grande High School. He continued his double star research, with six papers and two co-edited books to his credit. Eric is now a dual physics-mathematics senior at the University of California, San Diego. Russ Genet, John Kenney, and two young Concordia University students (right) stand under the 2.1-meter telescope at Kitt Peak National Observatory. The speckle camera they brought to Kitt Peak as guest observers is dwarfed by this huge telescope.
Conventional CCD cameras have been used to accurately observe wider double stars such as common motion pairs and short-arc binaries, while high speed electron-multiplying CCD cameras (EMCCDs) have been used to observe gravitationally-bound double stars (known as binary stars) with very close components. Such close-component binaries, if they are not too far from Earth, have short orbital periods, making them of special scientific interest. An EMCCD camera typically takes 1000 images in less than a minute. Each exposure is typically only 20 milli-seconds long, “freezing out” normal atmospheric “seeing” fluctuations. The images are then processed in Fourier space. This process, speckle interferometry, is a state-of-the-art observational technique that we have mastered and rendered student-friendly with carefully written instructions and easy-to-use reduction software developed by David Rowe. Because speckle interferometry overcomes normal atmospheric seeing limitations, optical resolution is primarily limited by the aperture of the telescope—larger telescopes can observe more closely spaced, hence shorter period binary stars. Twice we have successfully competed for week-long observing runs on the 2.1-meter telescope at Kitt Peak National Observatory. During these runs, a number of students helped obtain speckle interferometry observations of many hundreds of double stars—many of them short period binaries. This valuable data has been made available for student research projects in this research seminar.
2
Over the years, almost two hundred students have successfully completed Cuesta College’s research seminar and its summer science camp and other derivatives. The students have been coauthors of dozens of published papers. These papers have benefited the students in terms of career advancement through admissions to choice schools, obtaining scholarships, and enhancing their résumés.
For a number of years the research seminar was also conducted as an in-person summer research workshop at the University of Oregon’s Pine Mountain Observatory. Students (and their teachers) from a number of high schools and undergraduate colleges attended these workshops.
Besides taking the astronomy research seminar, many students have attended and given talks at scientific conferences. A number of seminar students and graduates (left) attended the 2013 Maui International Double Star Conference hosted by the University of Hawaii’s Institute for Astronomy. Bobby Johnson (right) presented his team’s research results at the conference. At 16, he was by far the youngest conferee. While in high school, Bobby was a seminar participant for three years, coauthored a half-dozen research papers, and won a full four-year scholarship to Brown University.
Seminar Overview Cuesta College’s experiential learning Astronomy Research Seminar, ASTR 299, introduces advanced high school and undergraduate students to scientific research. Although the specific research area is visual double stars, the lessons learned in planning a scientific research project, writing a research proposal, gathering and analyzing observational data, drawing conclusions, and presenting the research results in a published paper and public PowerPoint presentation, are generally applicable to all areas of scientific research and also, to some extent, to many other research projects. For students planning on graduate school, this seminar introduces them to research and reporting their research, thus preparing them for their Master’s thesis or doctoral dissertation. Starting with the spring 2015 semester, this seminar is now being exclusively offered—every semester—as a hybrid distance education seminar. Students—primarily advanced-placement high school or community college students—are meeting in person as research teams at five schools in 3
California, as well as schools in Hawaii, Pennsylvania, and Arizona. They also meet online, seminar-wide, with all the other teams and with seminar Instructor and Teaching Assistants for instruction, staff meetings, and student presentations. This new seminar format will allow a much larger and growing number of students to participate. The California schools participating in the spring 2015 seminar are: The Harker School (San Jose), Crean Lutheran High School (Irvine), the Army and Navy Academy (Carlsbad), Lincoln High School (Stockton), and the Vanguard Academy. The three other participating high schools are Leeward Community College (Oahu, Hawaii), Quakertown High School (Pennsylvania), and Chandler Community College (Arizona). While some of the schools have a single student team, a couple of the schools have two teams. The local teams at each school are supervised by volunteer Teaching Assistants, most who are also science teachers. The seminar is technology-enhanced in that the modern tools of scientific research are integral to the seminar, including the use of remote, automated research instruments (telescopes); extensive online conferencing; use of sophisticated reduction software; publication of results in online scientific journals; and PowerPoint presentations at a public, online conference. Astronomical research has been a technology-enhanced research activity for many years. Automatic telescopes at remote, mountaintop robotic observatories have been remotely accessed by astronomers for over three decades. This seminar provides an in-depth exposure to one area of scientific research—visual double stars. This in-depth, purposely narrow focus allows students in a single semester to reach the cutting edge of research in this field, meet many of the professional researchers online, and experience what it is like to be on the science’s frontier where the “answers” are not known. Once a student engages in actual research at any cutting edge, much of what they learn is applicable to reaching the frontier in another field. While there is considerable individual learning involved throughout the course, the research itself is conducted by student teams. All students end the seminar as coauthors of a published scientific paper— an accomplishment that provides a boost to their educational careers when it comes to promoting confidence, obtaining scholarships, and gaining admission to choice schools.
Seminar Structure and Staff To provide a genuine research experience, the seminar is structured similar to a research institute. The seminar is organized as follows: Instructor The seminar’s Instructor is responsible for maintaining a high standard for the quality of the scientific research. Even though of modest scope, student research must be of significant value to the scientific community. The instructor will only approve research project proposals that are clearly within the capabilities of the team members and time constraints of the seminar. The instructor provides guidance by way of individual consultations, as well as periodic, institutewide staff meetings throughout the entire process of proposal preparation, research project implementation, and the publication and presentation of research results. The instructor facilitates external review of research papers by experts prior to submission for publication, and makes certain that all research is published. Assistant Instructor The seminar Assistant Instructor helps to coordinate and administer the seminar.
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Teaching Assistants The volunteer Teaching Assistants (TAs) provide overall organization and supervision at each of the seminar’s participating schools. It is expected that TAs will retain their positions over several years and will be active in recruiting new students to future seminars at their schools. Seminar Editor A volunteer Seminar Editor checks all research papers for grammar, spelling, and other errors before they are sent to expert reviewers outside of the institute or to journal editors for consideration. Expert Advisors Volunteer Expert Advisors are subject matter experts (on double star astronomy) who provide research guidance to the teams. These subject matter experts consist of professional astronomers, advanced amateur astronomers, and former seminar students who have continued their research after seminar graduation. Counseling will be provided online or by way of telephone conference calls. External Reviewers External Reviewers are also subject matter experts who provide independent written critiques of student papers at the instructor’s request. A cadre of critical, yet student-friendly experts has been built up over the years to provide prompt reviews of student papers.
Learning Outcomes Unit 1 Introduction to Double Star Research Articulate the nature of scientific and astronomical research. Understand ethical considerations in research. Describe the scientific value of double star research. Explain the basic techniques used to observe and quantitatively measure the changing positions and separations of double stars. Unit 2 Planning Your Research Project Describe several potential double star research projects and explain why your team selected their specific research project. Plan a double star research project that can be completed by a student team within a single semester with the support of the seminar’s staff and volunteer expert consultants. Write a detailed team research proposal, including a description of the scientific merit of the research, the research methods, tasks, individual assignments, and project schedule. Present the team’s research proposal in a concise, formal, PowerPoint talk. Unit 3 Managing Your Research Project Be a productive member of a research team, professionally interacting with and supporting the other team members in the overall research effort. Effectively manage a research project, keeping it on schedule and accommodating the difficulties that always arise in scientific research. Obtain observational data as appropriate for your research project. Utilize established routines to reduce research observations. Apply basic statistical analysis to establish both the precision and accuracy of the observations. Analyze reduced and calibrated data to draw conclusions about specific double stars. Unit 4 Writing Your Research Paper Outline, write, and extensively revise a carefully-worded, concise, scientific paper. Improve the paper by incorporating the suggestions made by an external expert peer reviewer. 5
Unit 5 Presenting Your Research Findings / Reflections Prepare and present a concise, formal, PowerPoint scientific talk at a public online symposium at the conclusion of a research project. Reflect on what it meant to be a member of a team in conducting original scientific research.
Seminar Schedule The seminar’s first unit is strictly an individual-learning unit, while the other four units are primarily team efforts, although individual learning continues throughout the course. Unit 1 Introduction to Double Star Research Jan 20 – 31 (2015) Jan 20 Individual Assignment 1: Start Individual Logbook of project activities thoughts about seminar Jan 23 Lesson 1: Seminar Overview Jan 23 Lesson 2: Introduction to Moodle Jan 24 Online Meeting 1: Welcome, Introduction/Q&A Jan 27 Lesson 3: Introduction to Visual Double Star Astrometry Jan 29 Lesson 4: Double Star Astrometric Research Techniques Jan 31 Examination and Certification as a double star researcher Unit 2 Planning Your Research Project Feb 1 - 14 Feb 3 Lesson 5: Planning Your Double Star Research Project Feb 7 Team Assignment 1: Letter of Intent Feb 7 Team Assignment 2: Initiate and Maintain a Team Logbook of activities & findings Feb 12 Team Assignment 3: Written Proposal Feb 14 Team Assignment 4 & Online Meeting 2: PP Presentation of Team Proposals Unit 3 Managing Your Research Project Feb 15 22 – Mar 14 Feb 17 Lesson 6: Managing Your Double Star Research Project Feb 21 Lesson 7: Reduction and Calibration Feb 24 Lesson 8: Double Star Analysis Feb 28 Online Meeting 3: Mid-Project Review 1 Unit 4 Writing Your Research Paper Mar 15 – Apr 18 Mar 3 Lesson 9: Writing Your Double Star Research Paper Mar 7 Team Assignment 5: SAS or JDSO Abstract Mar 28 Online Meeting 4: Final Project Review Mar 28 Team Assignment 6: Paper for Internal Review Apr 18 Team Assignment 8: Final Project Paper for Publication Unit 5 Presenting Your Research Findings Apr 19 – May 23 Apr 25 Lesson 10: Preparing Your Final Project Presentation May 16 Team Assignment 9: Online Meeting 5: PP Project Presentations May 22 Individual Assignment 2: Final Individual Logbook May 22 Team Assignment 10: Final Team Logbook
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