Calla Marchetti (1) & Ryan Caputo (2)
- University of California, Los Angeles
- University of Colorado
Speckle Interferometry of 30 close double stars
Speckle Interferometry uses millisecond exposures to overcome limitations caused by atmospheric scintillation to allow the resolution of double stars below the seeing limit. It has become an accessible tool with the production of low-cost, high-speed CMOS cameras. Using two robotic observatories, one in Texas and one in California, speckle data was collected on over 30 close double stars, with separations ranging from 1.2 to 6 arcseconds. The software Anydesk was used to remotely control the observatory computers and perform the speckle image acquisition. Autocorrelation and bispectrum analysis were performed using the SpeckleToolBox (STB) software. The research was conducted as a proof of concept showing that students could be involved in the entire research process from setting up and running both local and remote telescopes, to analyzing the data and publishing their work. Results of the data collection and analysis will be presented here.
Tyce Olaveson (1), Amber Mistry (2), Stephen McNeil (1), & Rachel Freed (3)
- Brigham Young University, Idaho, Rexburg, Idaho
- Oxbridge Academy, West Palm Beach, Florida
- Institute for Student Astronomical Research, Sonoma, California
Photometric Study of RR Lyrae V0893 Her by a Student Research Team
RR Lyrae V0893 Her is a little-studied RR Lyrae star which exists in a binary star system. In an effort to determine the type of RR Lyrae star and to determine the period-luminosity relationships with different filters, light curves were created using V, B, i, and z filters. The research made use of the Las Cumbres Observatory telescope network and of the astrosource and autovar python scripts to create the light curves and verify the period of the star. Several types of photometry were examined and period folding was done using python coding. Comparisons to the theoretical models of the period-luminosity relationships for different filters were then carried out. This research was carried out as part of a student and educator research experience through the Our Solar Siblings program in Australia.
Figure: Aperture photometry data of the RR Lyrae variable star V0893 Her taken using the LCO 0.4 meter telescopes.
Roberta Bonnell, Tyce Olaveson, Jakob Bergstedt, Dallin Fisher, Stephen R. McNeil
Brigham Young University, Idaho, Rexburg, Idaho
Astrometric measurements for double-stars not found in the WDS
While in the pursuit of finding a suitable target to study, two previously unrecorded visual double star systems were discovered and observed. One of these double stars is most likely an optical double, whereas the other double has strong supporting evidence to be a true binary system. A minimal orbital period is calculated for this system.
Figure: LCO image of a double star not reported in the Washington Double Star Catalog.
Rachel Freed
Institute for Student Astronomical Research
Development and Validation of an Astronomy Self-Efficacy Survey Instrument
In recent years the use of remote telescopes has played an increasing role in astronomy education at the same time as introductory astronomy courses have been recognized as a last chance to engage large numbers of students in science. Understanding the role in learning that remote telescope use plays is critical in designing pedagogical approaches to help improve STEM engagement and career choices. The Astronomy Self-Efficacy Instrument has been developed and tested as a means of measuring changes in self-efficacy around the use of robotic telescopes in astronomy classes. Two factors with high reliability and construct validity emerged in the analysis: 1) astronomical instrument use (Cronbach’s alpha = 0.937) and astronomy learning (Cronbach’s alpha = 0.901). Using structural equation modeling, the factor structure consisting of two main factors was confirmed as highly likely (𝝌2(64) = 176, p<0.001). As we move toward a time where society is more and more reliant on technology, especially during a global pandemic and shutdown, understanding how we can improve students’ self-efficacy in relation to scientific instrumentation and science learning is imperative. This work presents a new tool to help probe the different aspects within astronomy classes and research programs that can bring about necessary improvements in STEM learning and education.
Rachel Freed (1) and Michael Fitzgerald (2)
- Institute for Student Astronomical Research
- Edith Cowan University, Australia
Results From a Remote Undergraduate Research Experience Using Robotic Telescopes to Study RR Lyrae Stars
A roughly semester length undergraduate astronomy research experience course has been run three times since the beginning of 2019. It is eminently remote and online. The course is run from Australia to participants in the United States using the global telescope network provided by Las Cumbres Observatory. In this presentation we present the education research results of the most recent cohort in summer 2020 where the form of the course has stabilised and interviews and surveys, pre/post and throughout the course were undertaken. In particular, we focussed on the students' self-efficacy in astronomy, career intentions, scientific identity and broad experience in the course. For the instructors we examined their level of interaction and the barriers and affordances provided by the course.
Corin Slown (1), Rachel Freed (2), Robert Brazzle (3)
- California State University, Monterey Bay, CA,
- Institute for Student Astronomical Research, Sonoma, CA,
- Jefferson College, Hillsboro, MO
Title: Astronometric Course-Based Undergraduate Research Experiences (A CURE)
Inquiry-based learning builds from a natural process of questioning in which students experience a ‘need to know’ that motivates and deepens learning. Through the Astronomy Research Seminar, participants engage in hands-on, real-world problem-based learning that develops both domain-specific skills in astrometric analysis and knowledge of stars. Through digital tools and utilizing collaborative meetings, participants analyze data and creatively solve problems. Leveraging prior knowledge, science practices, and metacognition, the Astronomy Research Seminar’s inclusive approach to capacity building and problem solving models remote learning. The collaborative and iterative undergraduate research is a high impact practice. Participants obtain visual data for star systems from the Las Cumbres Observatory observation portal (LCO) taken with a 0.4 meter telescope with a variety of different filter and exposure combinations. After analyzing the images and reconciling historical observations, participants develop hypotheses and argue from evidence for gravitationally bound or optical binary star systems. Using a logical, consistent, systematic method of investigating phenomena, including information/data collection, data analysis, the development of a hypothesis, and arguing from evidence, provides scientific explanations in the Astronomy Research Seminar resulting in publications and dissemination. The Astronomy Research Seminar utilizes guided inquiry as a way of thinking, learning, and teaching that creates a collaborative inquiry community.
Figure: LCO image opened in AstroImageJ and annotated to indicate the locations of the stars in a tertiary system. The position angle and separation of the A and C components were measured in this study.
Stephen McNeil
Brigham Young University, Idaho
Title: Experiences in Astronomy Research for Undergraduates with InStAR and Our Solar Siblings
Brigham Young University-Idaho is a four-year undergraduate institution with a focus on teaching. With limited resources for a full research experience, we try to get our students to get an internship at other institutions through either an REU or SULI grant. However, there are external resources that can give undergraduates a full research experience, while remaining at their home institution, through remote online seminars such as offered by InStAR (Institute for Student Astronomical Research) and Our Solar Siblings. These seminars last about 12 weeks (one semester), and they take students through the whole process of research: proposal, gathering data, data analysis, paper publication, and presentation of results. I will go over my experiences with these two programs and the results of our undergraduate student experiences.
Kiki Panigrahi
Stanford Online High School (OHS; grade 9), Palo Alto, California
NEW MEASUREMENT OF BINARY STAR SYSTEM WDS 18166+8027
Double star systems are pairs of stars that appear as one star. When the paired stars appear close solely due to their alignment as seen from earth, the pair is called an optical double. However, a true double star is called a binary star, commonly defined as two stars orbiting around a common center or around each other . Data has been gathered and analyzed for the specific double star system WDS 18166+8027 (LDS1884). To date, WDS 18166+8027 has been observed 5 times since its discovery in 1965. In this, the 6th study of this stellar system, charged couple device (CCD) measurements were made using the Las Cumbres Observatory network to better define the behavior of this system. This data will provide a better understanding of WDS 18166+8027 and may better inform the future understanding of other double star systems. Further research is warranted to better understand unique double star systems such as WDS 18166+8027.
Figure: WDS 18166+8027 image taken with the LCO 0.4-meter telescope at McDonald Observatory and measured in AstroImageJ.
Figure: Screen shot of the Astronomy Research Seminar teams meeting to discuss their research projects.
Paige Yeung
Stanford Online High School (OHS), Palo Alto, California
Science Education for Scientific Literacy: Involving Students in Citizen Science Initiatives.
This study uses the concept of scientific literacy as first described by Paul DeHart Hurd in 1958 to examine the place of citizen science and student research in science education. This paper draws on qualitative observations of middle and high students participating in the NASA Exoplanet Watch program through an astronomy research workshop. The roles of students and teachers in the workshop setting are discussed and contrasted with their roles in a traditional science classroom setting. The abilities of traditional laboratory courses and research courses to fulfill the goal of promoting scientific literacy are examined and compared. Previous research on astronomy research seminars and work done by citizen scientists through various platforms are detailed and investigated. From the perspective of both an astronomy workshop instructor and a previous astronomy research seminar student, I explore how increasing access to research and awareness of citizen science through secondary education may be effective for increasing scientific literacy and promoting education on science-related issues. This research contributes to modern literature on involving students in research initiatives and equipping students with the scientific literacy needed to understand and make informed decisions about science.