In This Issue

• STARLAB e-News is Here!
• STARLAB for Mathematics Education
• STARLAB Activity: How Many Stars Are in the Sky?
• "Astronomy Ignoramus" Shares Her Love for Astronomy
• STARLAB Tips: First-time User Planning
• New Ideas Under the Dome

• STARLAB Funding Finder
• Ask the Editor
• The Inside Scoop from LTI
• The Digital Dish: Latest News on Digital STARLAB
• Meeting the National Standards with Project STAR
• Workshop & Convention Calendar
• Bulletin Board
• Planet Positions & Moon Phases

It's Back! STARLAB e-News is Here.

Welcome! After a brief hiatus, STARLAB News (now STARLAB e-News) is back in its new electronic form. As in past versions, the newsletter is filled with information on STARLAB — activities, news from fellow STARLAB users, workshops & convention listings, tips, funding information, new products, and more — as well as general astronomy-related news items. This inaugural electronic version features several articles written by our editor, Gary D. Kratzer, a master science teacher from Sulphur, Louisiana. The main article by Gary highlights the ways STARLAB can be used for the teaching of mathematics. We hope you enjoy! As always, we welcome your ideas and input. Keep them coming!

STARLAB for Mathematics Education

In past issues we have looked at the ways STARLAB is used for literacy and social studies (see archives). Now in this issue, we will spotlight the way STARLAB can make mathematics education come alive for students.

Why Mathematics is Important

Mathematics is the study of form, quantity and magnitude of numbers. All students need access each year to a coherent, challenging mathematics curriculum that is taught by competent and well supported mathematics teachers. Some students may need more than an ambitious curriculum and excellent teaching to meet high expectations and excite them about math. Effective mathematics teaching requires an understanding of what students know and need to learn and then challenging and supporting them so that they learn it well.

STARLAB and Mathematics

STARLAB can play an essential tool in teaching and learning mathematics effectively. It can reinforce and make mathematics concepts taught in a classroom or from a textbook more concrete, thereby enhancing student learning. Powerful tools like STARLAB that offer visual representation of concepts provide students access to mathematical content and contexts that would otherwise be too complex for them to explore. STARLAB can facilitate students’ achievement of a variety of higher-order learning outcomes, such as reflection, reasoning, problemsolving, and decision-making. Additionally, students with physical challenges can become much more engaged in mathematics using STARLAB.

For those of you familiar with STARLAB and the wide array of projection cylinders, there are several projections that lend themselves quite well to mathematics education. The Northern and Southern Starfield Cylinders provide students opportunities to classify stars by brightness, find geometric shapes in the sky, and measure the angular distances between celestial bodies. Students can be challenged to find ways of determining the numbers of stars in the sky. Using the Celestial Coordinates Cylinder, students make clear connections between finding objects in the sky in the same fashion as finding geographic locations on Earth. The Earth Cylinder allows students to estimate distances between geographic locations, measure the distances on the dome, and calculate those distances knowing the scale of the dome.

The Digital STARLAB opens up a vast new universe of mathematical studies. The operating software, Starry Night Small Dome™, is virtually unlimited in its capability to explore angular distances, angular sizes, and distances of celestial bodies. The Digital STARLAB can project many of the images that have made the Standard STARLAB system so popular for the last 30 years lending a whole new dimension to these beloved standard activities — they are completely enhanced or remodeled for the Digital’s unbounded capabilities!

Now let us take a look at how some novel programs around the country are using STARLAB in the pursuit of mathematical excellence.

SEMAA Program — Tennessee State University, Nashville, Tennessee

Greg Henry, an astronomer at Tennessee State University (TSU) located in Nashville, was the first scientist to directly detect a planet orbiting a star outside our solar system. This discovery in late 1999 brought worldwide attention to TSU and helped develop research and educational programs in astrobiology. The largest educational program to be developed is the NASA-based Science, Engineering, Mathematics and Aerospace Academy (SEMAA) program at TSU (www.SEMAAnashville.com). The SECME/TSU SEMAA program is a partnership between the NASA Glenn Research Center, SECME, Inc., a premier pre-college science education alliance located at Georgia Institute of Technology and TSU. The goal of SEMAA is to inspire the next generation of explorers. There are 17 SEMAA programs nationwide (www.semaa.net) and several have a STARLAB as part of their program. 

Under the direction of Dr. Todd Gary since July of 2004, more than 5,000 TSU students and parents have participated in the SEMAA program held on Saturdays, after-school, and as summer sessions. SEMAA engages K-12 students in a variety of themed programs, including Moon Explorers, Junior Space Engineers, Mars Explorers, Space Medicine/Optics, Astrobiology, and the GeoRobotic Analysis and Sampling Project (GRASP). At this location, 90% of the students served are African American and more than 40% are female. The main SEMAA curriculum is designed by the NASA Glenn Research Center and focuses on aerospace, engineering, and space travel. Funding has been secured to add pilot programs such as GRASP and the Astrobiology in Secondary Classrooms (ASC) Project.

SEMAA offers astronomy outreach programs for middle school students in the Nashville area. The STARLAB programs are tailored to enhance the importance of mathematics as the underpinnings of science, engineering, astronomy, and aerospace concepts. During the summer, SEMAA offers elementary and middle level “Space Camps.”

Using the Solar System & Galaxy Cylinder, comparisons of relative distances and sizes of the planets and moons encourages students of all ages to develop thinking skills while reinforcing their mathematics skills. By introducing the concept of a light-year as a unit of distance, not a unit of time, discussions on basic units of measurement and misconceptions in astronomy can be explored. As a follow-up activity, ‘building’ a scale model of the solar system (distances included) helps to give students an idea of how large the solar system, galaxy, and universe actually appear to be. Additional comparisons include how many stars scientists estimate are in the sky versus the number of stars that can be seen with the naked eye to build estimation skills.

For more advanced geometry students, programs focus on the concept of stars’ declination and right ascension and visualizing the sky as a sphere. By creating imaginary connections between two separate stars and the Earth, the resulting triangles of differing sizes helps students strengthen 3D visualization skills which are vital to geometry comprehension. These real-world applications of geometry generate student enthusiasm for math and provide challenges for the more advanced students.

Astronomy programs presented to physical science students include questions about spectrometry and varying wavelengths of light. Student interest is piqued by creating visual displays of color and linking colors to more in-depth concepts of wavelength and frequency. Since astronomers use these spectral (‘color’) signatures to help determine the size, distance, and identification of specific planetary molecules, showing the graphs of the spectra signature of a comet gives students a real-world, research-based experience. These activities help students understand how the light from a distant object can be used to calculate the chemical composition of a celestial body. The Project STAR Spectrum Projector can be used in STARLAB to demonstrate these and many more physical science core concepts while reinforcing graphing and data analysis skills.

As a part of the Astrobiology (9^th-12^th grade) and Earth Explorers (6^th grade) sessions, students experience the inverse-square law for calculating changes in the amount of sunlight reaching each of the planets as you move further from our Sun and how this affects that planet’s temperature and potential to contain life as we know it.  Additionally, each student calculates her weight on each of the eight planets (sorry, Pluto!) when provided with that planet’s gravity.

Bob Hayward, Astronomer/Educator — Pisgah Astronomical Research Institute

Originally purchased in late 2000 with the assistance of a grant from the Community Foundation of Western North Carolina (CFWNC), the Pisgah Astronomical Research Institute’s (PARI) giant dome (22-ft diameter) STARLAB has become one of the most popular offerings in the schools of Western North Carolina and Upstate South Carolina. In the spring of 2001 Bob retired from Fernbank Science Center in Atlanta where he had been an astronomer/planetarian and, later, an administrator, and joined the staff of PARI for the purpose of developing and presenting STARLAB programs. Since then he has presented nearly 1400 programs in nearly 100 schools in 15 counties in the area. Over 35,000 students have benefited from these programs developed in support of the state standards in the two states. In addition, about 5000 others have attended PARI’s STARLAB programs in teacher workshops and other programs for campers, scouts and the public.

While most of the eight grade-specific programs currently being offered address standards in science, Shapes and Patterns in the Sky is designed to address standards in primary grade mathematics. This program resulted from an early teacher evaluation in which the teacher complimented the presentation because discussion of shapes in the sky such as the Great Square of Pegasus, the Summer Triangle, etc., supported her 1^st grade curriculum objectives on identification of shapes (i.e., squares, circles, trapezoids, etc.). As a result of this teacher input, Bob developed one of his most popular programs entitled Shapes and Patterns in the Sky in support of appropriate primary mathematics objectives. 

Two other programs support standards in social studies. Stars of Lewis and Clark supports social studies standards in celebration of the bicentennial of the expedition of the Corps of Discovery. This program, of course, makes use of the STARLAB Lewis and Clark Cylinder as well as other curricular materials from Learning Technologies, Inc., and elsewhere. Stars of My People is a new program, also funded by the CFWNC, to address the diversified cultural roots among students in the area. In particular, the Qualla Boundary, home of the Eastern Band of the Cherokee, is nearby and local schools include a significant population of Hispanic students. There are smaller numbers of African-American and Asian students in the schools as well. This program makes use of four STARLAB cylinders (Native American Mythology, African Mythology, Maya Skies and Ancient Chinese Seasons) to describe for students the rich cultural heritages they and their classmates have in their families’ traditional views of the skies.

About the Pisgah Astronomical Research Institute

Mathematics is a highly interconnected and cumulative subject. The mathematics curriculum therefore needs to introduce ideas in such a way that they build on one another. Instead of seeing mathematics as a set of disconnected topics, students should perceive the relationships among important mathematical ideas. As students build connections and skills, their understanding deepens and expands. STARLAB is an incredibly useful tool to help accomplish this.

Many state-level education initiatives have now developed and implemented grade level expectations for all cores subjects as well as end-of-year grade level assessments. The STARLAB educator would do well to examine these expectations and revisit his/her use of STARLAB to insure that no child is left behind.

Click for a STARLAB math activity!

Gary Kratzer is a master science teacher at Oak Park Middle School in Lake Charles, Louisiana. He has been editor of the STARLAB News (and now STARLAB e-News) since 1991. Send Gary your news, stories, tips, events at gkratzer@rocketmail.com for the next issue of STARLAB e-News!

Back to top.

“Astronomy Ignoramus” Shares Her Love for Astronomy

Astronomy ignoramus? Hardly! The purchase of the Brownsville Texas school district’s first STARLAB in 1989 inspired Carol Lutsinger to learn all that she could about astronomy and to find ways to share her excitement with others. This one-time, self-described “astronomy ignoramus,” expanded her knowledge of astronomy by attending the American Astronomical Society Teacher Resource Agent program in Chicago, Illinois in 1994. Her outstanding participation and enthusiasm earned her an invitation to serve as one of the master teachers for the following two summer sessions, which she did . . . with a STARLAB! As her astronomical expertise developed, Carol passed it on through Kids College Saturday classes and evening astronomy programs for kids and parents at the local library.

Carol, now a science resource and classroom teacher in Brownsville, Texas, continues to share her excitement in a multitude of ways. One evening each month, as she has done for the past ten years, she presents two STARLAB programs at the Brownsville Public Library.

This past fall, Carol started expanding her night programs to the Southmost Branch Library, a neighborhood library located in one of the lowest income areas in the nation. Many middle school students who are already familiar with Carol because of an astronomy club that she sponsored a few years ago, are now thrilled by the prospect of having Carol’s astronomy programs so close to home. Students are encouraged to learn to use telescopes and share their newfound skills in the branch library programs.

In June 2006, Tim Smith, the weatherman at ABC affiliate TV station KGBT, and his colleague Alex Garcia of the San Antonio, Texas ABC affiliate, invited STARLAB to be part of their Amazing Skies presentation at the Brownsville Children’s Museum. Past astronomy club members assisted in presenting activities about comets and craters on the moon. (See photo above.)

One year prior to the opening of the Children’s Museum, Carol presented STARLAB programs that helped generate interest in the museum. In addition to her pre-museum programs, Carol has also conducted activities for local area homeschool organizations, Boy and Girl Scout troops, as well as professional development for teachers of all grade levels in three counties. She also conducts astronomy activities for the International Museum of Arts and Science in McAllen, Texas as part of the South Texas Astronomical Research Society of the Upper Rio Grande Valley.

In recognition of her hard work and generosity, Carol was given the opportunity to write a weekly astronomy column in the The Brownsville Herald for the past ten years. She continues to grow professionally by attending state conferences and teaching others how to integrate astronomy across the curriculum. Way to go Carol!

You can read more about Carol in the Ask the Experts section of our Web site at: http://www.starlab.com/slcommask.html

Planning for Your First Visit to STARLAB

No matter how much training you receive in the use of STARLAB, the first time alone with students is always quite a learning experience. You may feel overwhelmed with how much there is to remember, but don’t despair, here are some suggestions that should help make this initial experience with STARLAB pleasant for you and motivating for the students.

Practice

Familiarize yourself with the equipment and do a dry run of your lesson. Make sure you have all the necessary materials for conducting a lesson.

Plan Your Time

Allow yourself adequate time to set up and take down the STARLAB. For a beginner, it is recommended to budget 20 to 30 minutes for setting up the dome and projector. If possible, set up everything a day before you plan to use it. Ideally, when you have finished your practice run-through, you can take the cylinder off of the projector and put it in the cylinder compartment in the projector storage case. Carefully place the projector on the floor at the base of the projector storage case, exit the dome, and unplug all power cords. The next day all you will have to do is plug in the power and the dome will inflate itself and a light will be on inside the dome when you enter.

Prepare the Site

Make sure the environment in which STARLAB will be set up is clean and secure. The floor needs to be free of dust and grit (preferabley wet mopped or vacuumed). If the dome is to be set up on carpet, make sure it is vacuumed and free of sharp objects such as tacks or staples. If the dome is staying in a facility overnight, be sure it can be locked and secured.

Clearly State Your Expectations

Before entering STARLAB, make sure you discuss your performance expectations with the students. Go over rules and regulations governing behavior, cooperation with others, entering and exiting procedures (including emergency procedures), and completing work. Have firm guidelines for student behavior. Consider preparing a “STARLAB Behavior Contract” for students and parents to sign. On the contract you can spell out your expectations and discuss the consequences of students breaking “STARLAB rules.” If it becomes necessary to ask a student to leave the planetarium, make sure to send him/her to a supervised location with an assignment that will be graded.

Less is More

Try not to accomplish too much in your first lesson. Educators often feel they have to cover a certain amount of information at all costs. Keep it simple. Concentrate on one or two topics. If you have STARLAB for more than one day, consider beginning with a quick guided tour of STARLAB and some of its projection cylinders. Explain how the projector works, discuss the physical characteristics and dimensions of the dome and explain the emergency exit procedures (exiting by lifting the side of the dome opposite the fan and entry tunnels). This simple tour calms the students’ natural curiosities and sets the stage for future productive lessons.

Warning!

Be prepared for an unprecedented show of enthusiasm for STARLAB! Try not to mistake excitement for poor behavior. Remember, most of your students’ academic career has been spent in the confines of a rectangular, four-walled room. This unique, round setting of STARLAB alone generates interest and genuine enthusiasm.

Think About a Seating Plan

You know best which students should be kept apart. So, before you go into STARLAB, think about where the students should be seated. You may, for instance, want to experiment with seating girls on one side and boys on the other. Another way to seat students quickly and effectively is to place carpet squares on the floor where you want students to sit. Upon entering the dome, simply tell the students to find a carpet square and be seated. Carpet squares are often available from carpet companies at no charge.

Give Students Special Assignments

Giving your students, especially problem students, a special responsibility not only frees up some of your time, but makes the student feel important. These “planetarium assistants” can be asked to help seat the other students, hold open the entry tube, turn the fan to a different speed, etc. Inside the dome they can help you distribute materials and then be seated next to you. In this way, potential discipline problems are turned into a productive behavior that allows the student to feel good about his/herself.

Deliver a Meaningful Lesson

When the students are done with “oohing” and “ahhhing,” it is time for you to start your lesson. Create your own lessons or dig into the vast amounts of existing curricula from Astronomy and More or one or more of the Planetarium Activities for Student Success volumes. They contain lots of interactive and participatory lessons with worksheets specifically designed to keep students challenged and interested. Keeping your students involved and excited is also the best way to ensure good behavior. For more information on curricula available from LTI, click here.

Use Appropriate Writing Tools

Overhead transparency markers or Vis-à-Vis® pens are excellent writing instruments for inside the dome. The tips are fine enough to do moderate detail work but too soft to puncture the dome (which a pencil can do). Most color marking pens appear dark in the low light conditions of STARLAB. If marks get on the dome, they can easily be wiped off with a damp cloth.

Make It Count

If the students are working on gradable material, then by all means, grade it. This will send a message to the students that their work counts (even when it is fun!) and generates a higher level of participation.

Don’t Get Caught in the Dark

Always have an auxiliary power source available. Electronics and home supply stores often carry emergency lights that go off when plugged into an outlet or power strip in the dome and automatically come on when the power is interrupted. Keep plenty of red-covered flashlights on hand also. Red-covered lenses will provide students just enough light to illuminate a worksheet or find their way out of the dome. One of the best materials to use in constructing “red” flashlights is red bulletin board or construction paper. Simply dismantle the lens and reflector of the flashlight, sandwich a piece of red paper under the plastic lens, replace the lens and reflector, and screw or snap it back in place. You may want to keep a regular flashlight to use in case of emergencies.

New Ideas Under the Dome: Hall of Fame

Over the years we have featured many great ideas that help to make your STARLAB experiences even better. Here we are highlighting some of the best ideas from over the years. So whether you are a new user of STARLAB or a veteran user, we think these ideas from other users like you will be helpful. If you have any ideas for STARLAB that have helped you, let us know!

Glow-in-the-Dark Direction Markers

Our STARLAB FiberArc Projector and new Digital STARLAB are equipped to project cardinal directions on the dome. If you are using a STARLAB Standard Projector, here is a great way to create your own cardinal direction markers that can be very helpful when conducting a variety of constellation activities.

To construct these markers, use stencils to cut 3-inch letters out of posterboard (N, S, E, W). Paint them with three coats of luminescent or glow-in-the-dark paint (available at craft stores). The letters may be laminated or stored permanently in plastic baseball card holders and then taped or velcroed to the dome when needed. To “charge” the direction markers, have the students shine the white light of a flashlight on the letters. It may be necessary to charge them in between classes or presentations. Another way to charge glow-in-the-dark markers is to turn on a bright light bulb (100w to 200w) for a few seconds between presentations. Make sure students are not in the dome as this will severely hamper their dark adaptation. Be sure to remove anything taped on the dome before deflating and packing up the dome.

Cord Cover

Troubled by wires on the floor in the dome? Try a piece of Cord Cover. Available from office supply outlets, this plastic protector is designed so that you can place an extension cord in a grooved section of the base. When placed flat on the floor, the gentle slope of the top surface keeps students from catching their feet and tripping. Cord Cover comes in a variety of lengths but an 8 foot section should do just fine.

Duct Tape, Duct Tape, Duct Tape

One of the handiest things to have in STARLAB is a roll of duct tape. Commonly known as PVC tape, this silver-gray sticky stuff can be used to tape most anything onto the dome, inside or out. Temporary repairs to the dome can be made quickly using duct tape. It can be bought at hardware or discount stores for around $3 to $4 per roll. Some of the less expensive tape does not stick well and may leave a gummy residue on the dome. The most recommended brand is 3-M®.

STARLAB Funding Finder

Funding Opportunity

The Amgen Award for Science Teaching Excellence (AASTE) is an annual awards program that recognizes extraordinary contributions by educators across the United States and Puerto Rico who are elevating the level of science literacy through creativity in the classroom and motivation of students. Winners of the program receive a $5,000 award. In addition, their schools receive a $5,000 award to further science-related education. This year, Amgen has expanded the program to honor 30 science teachers nationwide. The deadline for nominations is January 31, 2007.

Eligibility:

1. Nominees for this award must be full-time classroom teachers of grades K–12 in a public or private school setting and whose major responsibilities include teaching science. Additionally, nominees must serve one single school facility.
   
   
2. Nominees must be teaching full time at time of application submission and throughout the following academic year. Nominees must have at least three years of experience teaching science in grades K–12.
   
   
3. Nominees must work in communities in which Amgen has key operating sites: California, Colorado, Kentucky, Massachusetts, Puerto Rico, Rhode Island, or Washington.
   
   
4. Applicants must be nominated. Self-nominations, nominations by immediate-family members, or nominations by Amgen staff or immediate-family members of Amgen staff are not accepted.
   
   
5. Immediate-family members of Amgen staff are not eligible to receive this award.
   
   
6. Teachers who are past winners of the Amgen Award for Science Teaching Excellence are not eligible. Schools that are past recipients of the Amgen Award for Science Teaching Excellence are not eligible in consecutive years.

For further information, go to: www.amgen.com/citizenship/aaste.html   

Don’t Give Up!

Fundraising takes a lot of patience – something that can be in short supply when you’re excited about getting started with your new STARLAB. The process of researching funding sources, writing grants, making connections with decision-makers at area businesses, and waiting (and waiting, and waiting) for an answer can be lengthy and frustrating. Here are some tips to make the process a bit easier:

1. Set a realistic timeline. If you are counting on grants as a major source of funding, be aware of funders’ deadlines and meeting dates. It is typical for a foundation to have quarterly meetings where they review grant proposals. But, grants are due to the foundation well before the meeting date – often a month earlier. Some foundations only review grants once or twice a year, while others meet more than four times per year. Check the deadlines and plan accordingly!
   Many large foundations have added a concept paper stage to their grant review process in order to cut down on the heavy volume of proposals they receive. It works like this: first you write a 2-3 page concept paper that outlines your proposal. The foundation reviews the concept paper, and if they think it looks interesting, they will invite you to submit a full proposal. While this is no guarantee of funding, you are one step closer to securing a grant. The upside is that you are saved the time of developing a full grant proposal until you know the foundation has an interest in your project. The downside, however, is that this lengthens the entire proposal review process by several months. If you apply to a foundation that requires a concept paper first, plan on six to eight months from the beginning of the process until you receive a final decision on your “invited” full proposal.
   
   
2. Make realistic funding requests. When you research funders, take note of the size of the grants they usually award. If a funder’s average grants are in the $5,000-$10,000 range, don’t ask for $50,000. Similarly, if you only need to raise $10,000 don’t apply to a funder that focuses on making grants of $50,000 and up.
   
   
3. Be prepared to raise funds from a number of sources. Many funders do not like to be the sole source of funding for a project. They like to see that you have broad community support, and are not dependent on one source of funding. Let’s say that your school wanted to buy a Digital STARLAB system and you need to raise about $60,000. An ideal way to go about this would be to get a commitment of some funds – say $10,000 – from your school district. Then your PTA raises another $5,000. You’re left with $45,000 to raise. This is a good point at which to approach various funders – foundations, local businesses, and corporations with a strong presence in your community. While there may be a funder who is willing to give you the whole $45,000, you’re more likely to pull it together from three or four sources. Every time you get a new funding source, it brings you closer to your goal and gives you more credibility with other funders. They can see that you are likely to be successful, and may be more inclined to support your project when their colleagues in the funding/business community have already invested in you.
   
   
4. Persevere! If at first you don’t succeed . . . you know the rest. The competition for fundraising dollars is fierce these days. You know yourself how many times you are asked to support any number of very worthwhile causes. Foundations and corporations receive many, many more requests than will ever show up in your mailbox. Like you, they only have so much money to go around. If your proposal is rejected, it doesn’t necessarily mean that the funder didn’t like the project. Whenever you receive a rejection, it’s a good idea to pick up the phone and ask – ever so politely – for feedback on your proposal. Try to find out why they turned you down, so that you can improve your proposal if necessary. You may find out that they simply did not have enough money to fund everything they wanted to, and the funder may encourage you to apply again.

It’s a general rule of thumb that you have to send out at least four to five proposals to get one grant. So don’t just put one proposal in the mail and think that your work is done. It will take a number of tries, and probably about a year of hard work.

Remember, perseverance pays off, as does a realistic approach to fundraising. Do your research, set a realistic timeline, make realistic requests, and try to raise funds from a number of different sources. Don’t give up! A new STARLAB is worth the wait.

Ask the Editor

Is there any way to extend the life of the halogen bulbs in our STARLAB Standard Projector?

Actually there is something you can do. Despite its small size, a halogen bulb functions at a very high temperature and thus provides a substantial amount of light. The halogen bulb in the STARLAB Standard Projector has a life expectancy between 10 and 20 hours if left on and not turned off until, of course, it burns out. Anyway you look at it that is a pretty long life considering its use is typically in minutes per presentation. The secret of extending bulb life is to reduce its temperature whenever possible. Once your students’ eyes have reached dark adaptation, simply reduce the intensity of the projection lamp by about one-quarter of a turn counter-clockwise or to a level that the students can still easily see the projections on the dome. By reducing bulb brightness after dark adaptation, the life of the bulb can easily be extended by as much as five times or up to 50 hours simply because it is operating at a cooler temperature. The trick is to get used to consistently performing this simple maneuver. I clearly remember that the very first bulb in my STARLAB projector burned out after about a year and a half of use thanks to this simple technique.

The Inside Scoop from LTI

STARLAB Quick Quip

A New Book on Pleiades is Now Available!

Skylore from Planet Earth: Stories from Around the World . . . Pleiades by Dayle L. Brown is now available from us. This book explores some of the stories about the star cluster Pleiades. Readers are treated to fifteen richly illustrated stories that look into the histories and cultures of early civilizations from around the world.

Also available, Skylore from Planet Earth: Stories from Around the World . . . Orion. For more information or to order, click here.

The Digital Dish: The Latest News on the Digital STARLAB

Congratulations to Some New Digital STARLAB Owners!

The NASA Stennis Space Center, Stennis Space Center, Mississippi

The Stennis Space Center (http://www.nasa.gov/centers/stennis/home/index.html) purchased a Digital STARLAB to do programming for schools and to develop some of their own programs.

Phillips Exeter Academy, Exeter, New Hampshire, John A. Blackwell, Director Grainger Observatory and Astronomy Teacher

John is excited to put his new Digital STARLAB as part of his observatory to use for studying the reasons for the seasons, for previewing astronomical events such as a transit or eclipse, to demonstrate time-dependent events such as precession.

Tim Ritter, Science Teacher, Cumberland Valley High School, Mechanicsburg, Pennsylvania

Cumberland Valley High School replaced a 1964 NOVA projector with a Digital STARLAB!

Are you a new Digital STARLAB owner? Let us know your story, how and for whom you are putting it to use. Share your news, tips, photos etc. Contact Gary Kratzer at gkratzer@rocketmail.com.

Meeting National Standards with Project STAR

The Project STAR Refracting Telescope Kit

For a unique tool to help teach some of the National Science Education Standards try the Project STAR Refracting Telescope Kit.

Earth and Space Science Standard: Objects in the Sky (K-4) — The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.

Science As Inquiry Standard (5-8): Use appropriate tools and techniques to gather, analyze, and interpret data.

Building a simple refracting telescope is the best way for students to understand how one works. These low-cost instruments can be used year after year. Craters of the moon, the moons of Jupiter, and many terrestrial objects, are within reach of this reusable telescope.

For more information about ordering the Project STAR Refracting Telescope Kit and other hands-on science activities go to: http://www.starlab.com/psmainall.html

From the National Science Education Standards, National Research Council, National Academy Press, Washington, D.C., 1996.

Bulletin Board

Conference on Teaching Introductory Astronomy to Non-science Majors

“Cosmos in the Classroom 2007,” a three-day, hands-on symposium on teaching astronomy to non-science majors, will be held from August 3-5, 2007 at Pomona College in Southern California. The meeting is sponsored by the Astronomical Society of the Pacific, with co-sponsorship by a range of astronomical and educational organizations.

This non-profit Society has sponsored a Cosmos in the Classroom conference every 2-3 years since 1996. The aim is to bring together those who teach the beginning astronomy courses at institutions ranging from high schools and community colleges to research universities.

Participants will exchange ideas, techniques, and materials for improving the course and discuss the challenges of widely differing student preparations and attitudes, shrinking budgets, and unrealistic expectations that instructors of such courses face.

Much of the meeting will be devoted to hands-on, small-group sessions where mentor instructors will help participants practice ways to make their courses more effective. Graduate students, post-docs, and instructors new to the introductory course are especially welcome.

Bryan Penprase of Pomona College will head the local organizing committee and Andrew Fraknoi of Foothill College and the ASP will chair the program organizing committee. Scholarships for the meeting are likely to be available.

For updated information and to get on the mailing list for the meeting, please go to:

Planet Positions & Moon Phases