Celebrate the mysteries of dark matter on Dark Matter Day! Dark matter is ... well, no one knows for sure what it is, but we know it has gravity and we know it makes up about 27% of the universe. Since 2017, scientists and institutions have celebrated their experiments and discoveries as they attempt to solve the puzzle of dark matter. And Dark Matter Day is a mystery in itself, since it’s observed on several days around October 31. Which is your Dark Matter Day?
See the list of events happening around the world, featuring Nobel Laureates, CERN scientists, and physicists everywhere.
Check out some of the space-related resources created and used by ITEST projects, including projects, instruments, publications, and curriculum.
Cosmic Ray Observation Project (CROP) Curriculum
The Cosmic Ray Observation Project (CROP) Curriculum, created as part of ITEST project Action at a Distance, provides information and resources to its school and staff participants to meet two goals: first, to study the patterns of arriving cosmic particles, and second, to interest high school students in careers in science (especially Physics). Through the use of detection equipment, CROP allows high schools to produce research quality data in a program that prepares their students for college level science and research.
Artifacts in Space (Grades 3-5)
Artifacts in space
Essential Question: How can I increase students’ knowledge about astronauts of color and expose them to careers in aerospace and engineering?
- Learning Objective: Students will be able to develop listening, reading, and comprehension skills by hearing and reading stories about contemporary astronauts and make a model of a space shuttle.
Lesson 1: Astronauts of Color and the Space Shuttle
Science Motivation Questionnaire II (SMQ-II)
The Science Motivation Questionnaire II (SMQ-II) contains 25 items regarding students' motivation to learn science in college courses. Students respond on a 5-point rating scale of temporal frequency ranging from (0) never to (4) always. The SMQ-II contains five montivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Each component is measured with 5 separate items.
Force Concept Inventory
The Force Concept Inventory is an instrument designed to probe introductory physics students' beliefs on the central Newtonian concept of force and to probe how these beliefs compare with the many dimensions of the Newtonian concept. The Inventory categorizes Newtonian concepts and commonsense beliefs into six categories: kinematics, impetus, active force, action/reaction pairs, concatenation of influences, and other influences in motion (resistance, gravity).
Each MOSART assessment instrument comprises a set of multiple-choice items that are linked to the K–12 physical science and earth science content, and K–8 life science content in the NRC National Science Education Standards, as well as to the research literature documenting misconceptions concerning science concepts.
Stages of Concern Questionnaire (SoCQ)
Since its development in the 1970s, researchers, evaluators, and change facilitators have been using the Stages of Concern (SoC) Questionnaire to assess teacher concerns about new programs and practices. The purpose of this questionnaire is to determine what people are thinking about when using various programs or practices. It is intended to assess their levels of concerns at various times during the adoption process.
The link below provides access to the instrument as well as documentation about the instrument.
Epistemological Beliefs Assessment for Physical Science (EBAPS)
This scale measures students' views about the nature of knowledge and learning in the physical sciences along five non-orthogonal dimensions (structure of scientific knowledge, nature of knowing and learning, real-life applicability, evolving knowledge, & source of ability to learn.
Innovative Technology-Enabled Astronomy for Middle Schools II (ITEAMS II)
Nationwide, middle-school youth from underrepresented communities have few opportunities to engage in authentic STEM investigations that build on the students' intrinsic interests in space science and robotics to increase their interests in both ICT and STEM careers.
YouthAstroNet: Research on the scale-up of innovative technology experiences in astronomy and science imaging
The Youth Astronomy Network (YouthAstroNet) project will support and research the scaling-up, broadening of participation, and sustainable implementation of an innovative online platform for learners ages 11-14. It features customized access to robotic telescopes, support for authentic engagement with scientific and computational analysis tools and practices, opportunities to pursue space science-related activities and investigations of personal interest.
Developing and Popularizing STEM Online Tools: The Case of 'Listening to Waves' Tools for the Science of Music
Music is a source of joy and identity formation in all cultures and socio-economic strata, and its connections with science, technology, engineering, and math are numerous. One important connection is with the physics of waves. Listening to Waves (LTW) is a program designed to increase adolescents’ interest in STEM through the science of sound and music. Based on LTW’s early experience performing STEM outreach activities in schools, LTW recognized the need to create easily accessible tools for visualizing and manipulating sound.