This project is an extension of a previous Type 1 project on the use of high altitude balloons in the undergraduate curriculum via the High Altitude Research Platform (HARP). Undergraduate students are able to design and build their own experiments that they launch into near space 20 miles above the earth's surface. Students in various STEM classes (engineering, chemistry, biology, mathematics, computer science, physics, meteorology, astronomy, earth science, etc.) are engaged in learning through the unique real-world conditions that traveling to near space provides (extreme variations in temperature, pressure, atmospheric composition, humidity, UV, cosmic radiation, light intensity, views of the earth below, etc.). Data is streamed to the students in real time every second as the balloon ascends and descends via the unique sensors. The complete system is available from StratoStar Systems, LLC. Faculty are able to attain course learning objectives using real-world, hands-on projects in an environment that motivates students. Overall, it provides the opportunity for students to engage in the complete scientific method by formulating a hypothesis, designing an experiment to test the hypothesis, performing the experiment during a balloon launch, analyzing the data, drawing conclusions about their original hypothesis and presenting their findings. Prototyping the implementation of HARP into undergraduate education science method classes for preservice middle school teachers is underway. The future teachers are developing sixth through eighth grade science and mathematics lessons using streaming video and data to field test the lessons.
Faculty members representing over fifty colleges and universities have attended workshops of the use and incorporation of HARP into the undergraduate curriculum and over twenty six of these institutions have acquired a HARP system. Plans are being developed for a National network of schools to foster ongoing dissemination and exchange of curricular materials.
A High Altitude Balloon (Figure 1) sends an experiment 20 miles into Near Space where cameras capture the blackness of space, the thin layer of atmosphere and curvature of the earth, as well as the features of the earth and clouds (Figure 2). Sensors stream data to earth in real time measuring the extreme temperature (-65oC) and pressure (1% of atmospheric), high UV, cosmic radiation, varying humidity, and balloon acceleration. Many universities find this to be excellent for engaging students in STEM (science, technology, engineering, and mathematics) learning and research (Figure 3). Through a previous NSF grant, Taylor University trained 52 universities to implement ballooning in their undergraduate courses. Assessment data showed statistically significant increases in students’ application knowledge (including problem solving, prototyping, evaluating), metacognitive processes, cognitive skills, content knowledge (including scientific method, balloon technology), and learning motivation The grant reported here gave further evidence for the impact on student learning by collecting data over several years (1470 students, 51 classes, and 16 universities) which showed statistically significant increases for all of the previous areas plus the valuing of science. In addition, a survey of 32 professors showed that, on average, they moderately to strongly agreed that ballooning enhanced their ability to apply concepts, inspire creativity, and help students excel. All strongly agreed that they see the educational potential of high altitude ballooning. This grant established the foundation for future wide spread implementation of ballooning to universities across the U.S. In particular, a core group of faculty was developed from over 25 universities (Figure 4) who regularly use ballooning. This group is the backbone of a new professional organization, Stratospheric Ballooning Association (SBA). SBA’s mission is to support those engaged in high altitude ballooning by promoting the field to others, empowering practitioners, and facilitating collaboration. Most of the following outcomes from this grant are being incorporated into SBA in order to fulfill SBA’s mission and sustain the progress from this grant. This grant resulted in 23 scientific and educational papers and presentations. Academic High Altitude Conference (AHAC) – This annual conference, now in its fifth year, is averaging 50 attendees and 20 papers. Attendees share cutting edge efforts in ballooning through presentations, keynote speakers, breakout discussion sessions, a poster session, and a balloon launch. Capabilities and Curricula – The core group of faculty was strengthened and new capabilities were created as a result of projects where universities collaborated. The capabilities were: Cosmic Ray Sensor, High Precision/Gas Sensor Pod, Flight Prediction Software, Flight Dashboard Display, Laboratory Thermal-Vacuum Chamber, and Thunderstorm Analysis Equipment. In addition, curricula for undergraduate courses were developed and documented. Finally, University of Evansville piloted three balloon competitions. Training New Universities – Various low cost, time saving approaches to train faculty on implementing ballooning were piloted. A Los Angeles regional workshop trained several LA based universities. A Chicago regional workshop trained Chicago Community Colleges. A Virtual/Hands-on workshop was piloted which included a one half day webinar followed by hands-on training at locations geographically close to the attendees. Based on a marketing study showing that faculty are not familiar with ballooning, a one hour introductory webinar was implemented. In addition, several training videos were produced as well as a website for training material and the real-time monitoring of the location and key information from balloon launches. Finally, a survey on universities launching their pods by a service provider is helping a company (NearSpace Launch) develop launch services. Undergraduate Education Courses – Ball State University and Taylor University piloted the implementation of ballooning into Science Methods courses for education majors. Students at both universities developed curricula for middle school classes and tested them in 6th and 8th grade classes. Assessment of student learning for education majors (91 participants from six classes) showed statistically significant growth in metacognitive processes and content knowledge. The 6th and 8th grade students showed statistically significant gains in valuing of science, metacognitive processes, and content knowledge. Ball State developed the website "Teaching on the Edge: Using High Altitude Ballooning in the Classroom" (http://ilearn.bsu.edu/tote/) with lesson plans, supplementary material, and data from launches for education faculty and K12 teachers to implement ballooning into their classes. Ball State also created the iBook, "Teaching on the Edge," (available at the Apple iBook store) - a textbook for middle school teachers and students on the atmosphere and ballooning. It includes interactive learning activities and animated time/geographically based launch simulations using real launch data. K12 and Public Impact – A one day Space Camp (Figure 5) for 70 middle school students was piloted using Ball State’s lessons. PBS Television produced and aired a video from the Space Camp. The Ball State website and iBook are available to assist K12 implementation. In addition, SBA’s vision includes being the central organization for all ballooning – including K12 implementation and outreach to the public.
