 Volume 3 - Summer 2007
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Welcome to STARLAB e-News, Volume 3!Welcome to our 3rd edition of the STARLAB e-News. Thanks to all of you who took the time to send me compliments and thoughts about our new way of communicating with STARLAB educators. Feedback is always appreciated (good and bad)! Summer in the south is blazin' hot and wet this year. Like many of you, I am on my summer break but school is right around the corner! I have been quite busy attending summer workshops including the 2007 Digital STARLAB Insititute and conducting STARLAB trainings around Louisiana. It seems that STARLAB never loses its appeal. I find there is a whole new generation of educators since I began my teaching career in 1975, many of whom are just now learning about the exciting world of STARLAB. I am looking forward to working with some of these folks after my retirement and teaching them what has worked so well for me since I first entered STARLAB in 1988. We hope you enjoy this issue in which you will find an article with specific ways STARLAB helps you meet standards, plus some great STARLAB user stories. In the meantime, we encourage you to share some of your STARLAB experiences with our readers. Enjoy the rest of the summer! Gary Kratzer
A Powerful Tool to Meet Science Teaching Standards: The Analog STARLAB with Projection Cylindersby Gary D. KratzerAnyone who has been in a STARLAB would agree that its unique environment lends itself to observations, testing of theories/hypotheses and experimentation, as well as acquisition of basic concepts, laws and theories that abound in the natural world — and not only that, it excites and motivates students and teachers — they love it! But let’s face it. Today’s classroom is geared toward meeting an established framework of standards and benchmarks that have been developed in all states for all subjects for grades K-12 — one in which science is often downplayed. As most of you know, in recent years, states have narrowed the focus of broad standards to a more specific view often referred to as grade-level expectations which describe in detail what a teacher is supposed to teach. To emphasize the importance of these “objectives,” state grade-level assessment tests are often based on these expectations. The fact remains, however, that curriculum should be meaningful and relevant to students, that everyday choices require the essential skills that scientific inquiry provides. In the workplace, more and more jobs require the skills of reasoning, thinking creatively, making decisions, and solving problems. An understanding of science and its processes rest at the roots of these essential skills. Maybe it is on your wish list or maybe you already have a STARLAB but haven’t taken it out for a while because you’re too busy meeting your mandated curriculum. And in a world where standards need to be reached and costs are being cut, how can STARLAB help you reach your goals and standards? The answer is versatility. The wide variety of STARLAB projection cylinders can turn the dome into a brilliantly lit night sky, the interior of a cell, a giant globe. It can show the paths of bird migration, or wind or ocean currents or examine and compare the cultures of people from around the world. This versatility makes it a tool that can help cross-curricularly and — given that it accommodates so many students and has such longevity — one that is cost-effective. A pressing issue for STARLAB educators like myself is the utilization of teaching strategies that will enhance students’ learning experiences. Instructional strategies hold the key to the successful implementation of standards. I have found that the following strategies when incorporated into lessons, will support successful instruction. Provide students opportunities to investigate science concepts Use STARLAB with: The Starfield Cylinder to:
The Earth Cylinder to:
The Plate Tectonics Cylinder to:
The Solar System and Galaxy Cylinder to:
The Biological Cell Cylinder to:
Engage students in instruction that is inquiry-centered. Students should be aware of procedures used to solve problems and allowed time to solve them Use STARLAB with Starfield Cylinder to:
Involve students in activities that model abstract concepts Use STARLAB with: The Starfield Cylinder to:
The Mythology Cylinders to:
Provide opportunities for students to gather, analyze, and interpret scientific data through the use of charts and graphs Use STARLAB with: The Weather Cylinder to:
The Celestial Coordinates Cylinder to:
Allow time for students to write in journals about scientific concepts or investigations Use STARLAB with: The Ocean Currents Cylinder to:
The Mythological Cylinders to:
The Starfield Cylinder to:
There exists a wide variety of curricula that foster student learning and has the propensity to enhance science education. A few that come to mind include the PASS (Planetarium Activities for Student Success) Volumes and Astronomy and More available from Learning Technologies. These tried and proven curricula promote hands-on and mind-on planetarium activities. For more information about these and many other planetarium curricula, visit the curriculum page on our website. Students must learn to become competent and independent users of information to be productive citizens. Workers in the workforce must know how to access information, solve problems, make decisions, and work as part of a team. STARLAB is an exciting and powerful educational vehicle to help meet these goals — one that can be used by teachers at all levels to help students become independent, scientifically literate, life-long learners. To view the complete list of STARLAB Projection Cylinders, including the newest additions, click here.
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STARLAB User News & Contributions
STARLAB User Spotlight: Meet Nick Platco Nick Platco (a.k.a. “Starman”, “Neptune Nick", “Dr. Pluto”) began his 34 year teaching career in 1972 in the Twin Valley School District of Pennsylvania. He was hired to teach ninth grade Earth and Space Science. At the time, although astronomy was a major component of the ninth grade curriculum, there was very little science equipment available, a limited budget, and no planetarium. Before launching his teaching career, Nick had been a frequent visitor to the Fels Planetarium in Philadelphia and eventually took an astronomy class at West Chester University under Dr. George Reed, who was well-known and respected in the planetarium community. Dr. Reed often used a fixed-dome planetarium to teach many of his lessons. The three-dimensional sky created in the planetarium offered an experience that books and video programs could not. From these rich experiences, Nick knew he wanted a planetarium for his classroom. Nick was happy to discover a small dust-covered Spitz, Jr. Projector in his classroom. It was very crude by today’s standards, but it did project some of the major constellations onto a darkened ceiling prompting Nick to wonder what these constellations would look like on a small dome. So, he decided to build one. Using plans for a 2-meter dome using dozens of cardboard triangles in the NSTA publication, Science and Children, it took him about a month to construct a 2-meter dome that could hang from his classroom ceiling and could accommodate approximately 6 students. He attached long black plastic sheets to the bottom of the dome to make the dome environment dark. Nick used the cardboard planetarium dome to teach astronomy for more than 20 years until a STARLAB became available from the Berks County Intermediate Unit (BCIU). For about five years Nick used the BCIU STARLAB but was limited to only about two weeks each year as it had to be shared with dozens of other schools. During that time, he participated in lots of workshops and was one of the first to be introduced to the PASS (Planetarium Activities for Student Success) — perhaps the best curriculum written for the portable planetarium to date encouraging students to be active participants rather than passive observers. Nick’s favorite activity is a lesson called “Reasons for the Seasons” (found in PASS Volume 2) which gives students the opportunity to use STARLAB as a laboratory to view the changing sky from season to season. Finally, in 1999, he approached the Twin Valley School District superintendent about purchasing a STARLAB for the district. His request was approved and a month later the district had its own STARLAB! Soon after, the BCIU approached Nick about doing STARLAB training workshops for teachers in Berks and Schuylkill counties. Needless to say, it was a sad day in 2006 when Nick retired and handed over the STARLAB to another district teacher. He estimates that he treated over 3000 K-12 students to STARLAB during his teaching career at Twin Valley. He also had the opportunity to bring STARLAB programs to preschool children, scouts, college students, and nursing home residents. Nick says he feels privileged to see how STARLAB has impacted the lives of people from ages 4 to over 100 — STARLAB has a universal appeal no matter what the age! He profoundly believes that STARLAB motivates, excites and impacts students more than any other piece of science equipment he has ever used. Since retirement, Nick and his wife Donna have purchased their own STARLAB and have begun an educational business called “Stars, Mars & More, LLC. (More proof that he's the STARLAB Energizer Bunny!) Details about their exciting educational programs can be found at www.starsmarsandmore.com. Stars, Mars & More offers customized interactive programs for students of all ages, from preschool to adults. All school programs address the Pennsylvania and National Education Standards. In addition to school programs, Stars, Mars & More offers teacher workshops, scout programs, and programs for church youth groups. He's also planning to use his STARLAB this fall at Penn State Berks where he will be teaching Astronomy 001: Introduction to Astronomy. In addition Nick still offers two workshops each year at the BCIU — a beginner STARLAB training workshop is scheduled for October 19, 2007 and advanced STARLAB training is offered in March. Now, Nick hopes to become actively involved with the new Learning Technologies’ Ambassador Program. As he and his wife begin a new and even more exciting STARLAB chapter, they hope to continue impacting the lives of students of all ages while at the same time helping them better understand and appreciate the science of astronomy. For more information, contact Dr. Nicholas Platco (Starman3210@aol.com), 610-469-8714 or visit his website: www.starsmarsandmore.com. _____________________ Box of Stars: An Astronomy Outreach Program Judy Stanley is an astronomy outreach specialist for the University of New Mexico’s (UNM) LodeStar Astronomy Center and serves as vice president for The Albuquerque Astronomical Society (TAAS). The program known as "Box of Stars," has been piloted on a limited basis through both the LodeStar Astronomy Center and TAAS for the past two years. The objective of the Box of Stars program is to train groups of community volunteers from schools, PTAs, State Parks, and other outreach organizations that wish to provide astronomy programs to their populations in the form of "Star Parties.” The training sessions for volunteers include instructions on how to operate the STARLAB Portable Planetarium, Newtonian telescopes, and various astronomy related science demos. The equipment is then loaned to the participating organization for 1 to 2 weeks. Judy currently has two STARLABs, 6 telescopes, several astronomy demos, and various related activities she uses to train more than 20 groups of volunteers involved in the program. Judy learned recently that UNM is transferring the LodeStar Astronomy Center to the control of the State Department of Cultural Affairs (DCA). She is currently pursuing funds to keep this very successful program going. With all of the partnerships she has forged with astronomy and science outreach organizations throughout the State of New Mexico, Judy is confident that “Box of Stars” will continue to ignite and excite student interest in astronomy. We all wish her luck! For more information about “Box of Stars,” contact: Judy Stanley, Educator LodeStar Astronomy Center 1801 Mountain Rd. NE Albuquerque, NM 87104 jstanley@unm.edu www.lodestar.unm.edu |
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New Ideas Under the Domeby Gary D. KratzerOver 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! Marking Positions on the Classic STARLAB DomeFor many activities, it is useful to mark positions as reference points inside the planetarium. You may wish to mark the path of the Sun across the sky so that you can compare the angle of insolation on a winter and summer day. You may also want to have students predict and mark the position of the sunrise and sunset points for different days of the year or mark the position of different constellations as they appear to move across the sky. In the STARLAB, it is possible to mark all of these things using Super Sticky Post-it style notes or index cards backed with double stick masking tape. Students can write their names right on the labels and attach them directly to the inside of the dome. Using the same technique, you can also label cardinal directions using cards that have letters written in glow-in-the-dark paint. PointersMany activities in STARLAB you may wish to have more than one pointer available for students’ use. Did you know that Learning Technologies offers a variety of pointer images? To differentiate between pointers, you can get images such as a lightning bolt, pointer finger, and several different-shaped arrows. These LED pointers are better for student use than laser pointers because they are more durable, have a longer battery life, and most importantly, they pose no risk to eyes even if they are shined directly into a person’s face. To view the variety of pointer shapes, download a STARLAB price list. Dome ManagementOver the course of the day, the dome has a tendency to shift its position on the floor. This usually does not cause a problem but it could make the projector drift off center after a while. In order to minimize the amount of distortion in the projections, it is important that the projector be directly under the center of the dome. Each time a group exits the STARLAB, it’s a good idea to go back outside and realign the dome to its original position. The amount of dome shift can be reduced by making sure that there are no kinks, deep wrinkles, or bends in the inflation tube. Placing carpet squares along the inside edge of the dome will help to weigh the dome down which will reduce drift. Comfortable Seating in the DomeA whole day of teaching in the STARLAB can sometimes be challenging, especially for people my age! Little amenities can help a great deal. For example, if you like to operate the projector from your knees, a set of gardeners’ knee pads help a lot. These pads are available at building materials centers and garden supply centers. A short stool (camping stool) or kindergarten chair can also be used if you prefer to sit up and, if you like to sit on the floor, a stadium chair that is really a cushion with a back support works wonders. My favorite is a boat cushion which sits on top of a very low swivel seat. The swivel seat allows the operator to turn around to view students directly behind him/her. Oh, and don’t forget to take frequent breaks and stretch! |
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STARLAB Funding Finderby Ellen WeinerFunding Opportunities Congratulations to two new STARLAB owners who received grants to help fund the purchase. Wilton Public Schools in Wilton, CT just purchased a STARLAB with funding from the Wilton Education Foundation; and the Warren Rupp Observatory in Caledonia, OH purchased their STARLAB with a grant from the Fran and Warren Rupp Family Foundation. _____________________ The Toshiba America Foundation makes grants to programs and activities throughout the United States that improve teaching and learning in science and mathematics, grades K-12. The Foundation focuses its grant making on inquiry-based projects designed by individual teachers, and small teams of teachers, for use in their own classrooms. Small grants (under $5,000) are made on a rolling basis, while large grants of over $5,000 have specific deadlines. For information on applying and deadlines, see http://www.toshiba.com/tafpub/jsp/home/default.jsp. _____________________ The NSTA New Science Teacher Academy is an initiative designed to encourage and support new middle and secondary school science educators in their first few years of teaching. The Academy will initially support up to 200 science teachers across the nation this year. Fellowships include a yearlong immersion in a host of science-related activities and professional development opportunities. The application deadline is September 30, 2007. For more information, please see http://www.nsta.org/academy/ .
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The Digital Dish
2007 Digital STARLAB Institute 2007 Learning Technologies, Inc. and E & S Spitz teamed up to host the first ever Digital STARLAB Institute from July 16 through July 20 in Chadds Ford, Pennsylvania. The five day institute explored diverse astronomy education techniques using digital technology and tools. Participants were treated to a variety of digital planetarium topics from basic techniques and terminology to lesson design using Starry Night software. Presentations from the Space Telescope Institute, basic and advanced courses in the use of Starry Night software, and a variety of planetarium shows highlighted the five day event. Teams of participants designed standards-based lessons and presented them on the final day of the institute. Many thanks to Pedro Bragança, Content Developer for Imaginova Canada Inc./Starry Night for imparting his wisdom and time to the Digital STARLAB group! Pictured in photo above (left to right), Instructor Gary Kratzer, Editor of STARLAB e-News • Jane Sadler, LTI President • Instructor Trish Adamo Clemmer, LTI Engineering Manager • Michael Marks, The Sky Connection • Instructor Reed Varian, LTI North American Sales Manager • Tim Garland, Cumberland Valley High School • Simeon Paulson, Science Central • a Spitz Institute attendee (a mystery man!) • Harold Williams, Montgomery College • Ken Christian, NASA Stennis • Robert Herrick (back), University of Alaska-Fairbanks • Shirley & Jim Smith, Kensington House, Ltd..2008 Digital STARLAB Institute We will soon begin planning for the 2008 Digital STARLAB Institute so look for details via e-mail coming soon! You can see the new Digital STARLAB at the following upcoming conferences: Western Alliance Conference — September 20-22, 2007, Fairbanks, AK Triple Conjunction, a joint meeting of Mid Atlantic Planetarium Society (MAPS), South Eastern Planetarium Association (SEPA) and Great Lakes Planetarium Association (GLPA) — October 9-13, 2007, Wheeling, WV Association of Science-Technology Centers (ASTC) Annual Conference — October 13-16, 2007, Los Angeles, CA Conference for the Advancement of Science Teaching (CAST) — November 14-17, 2007, Austin, TX 2007 National Science Teachers Association (NSTA) Area Shows:
2008 NSTA National Show — March 27-30, 2008, Boston, MA 5th Science Centre World Congress — June 15-19, 2008, Toronto, ON, Canada 2008 International Planetarium Society (IPS) Conference — June 15-20, 2008, Chicago, IL We hope to see you there! And don't forget, you can also contact us to set up a local Digital STARLAB demonstration. Contact Reed Varian. |
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Ask the Editorby Gary KratzerIs it best to separate boys from girls when bringing my classes into STARLAB? Is it best to separate boys from girls when bringing my classes into STARLAB? As my old friend often says, “it depends.” Depends on what? Well, the age of students, grade-levels, and the overall disposition of a particular class. I have experimented with separating boys and girls with mixed success. Separation seems to work well with elementary students, but for me, not as well with my middle school students. Middle school students can be very challenging in any classroom setting. Their need to be “social” is often overwhelming. However, being social in STARLAB is not typically what the teacher expects or wants. Placing boys on one side and girls on the other may keep boy/girl interaction to a minimum. Over the years, I still prefer to mix boys and girls randomly. I am always on the lookout for the couple that does not need to sit together and deal with them as needed. Overall, I find that boys and girls work well together in STARLAB. In my experience, the secret to good discipline and student interactions is to keep them engaged. My students always have clipboards, worksheets or data collection sheets, marking pens, and red covered flashlights. My lessons are always interactive and require students to make and record observations. Students are less likely to become mischievous if they are held accountable for their work. For more information about seating students in STARLAB, see the article “Seating Students in STARLAB” in this issue. If you have a question for the editor, contact him at gkratzer@rocketmail.com. |
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The Inside Scoop from LTIFour New Cylinders Now Available for STARLAB!
The Moon Cylinder and curriculum guide, will help teach students about phases, eclipses, the Moon's motion through the heavens, and features on the Moon's surface. Examine and compare sites of the Apollo Moon landings, compare the near and far sides of the lunar surface, and distinguish between such surface features as highlands, maria, craters, mountains, ejecta rays, and rilles.
This cylinder displays the four star groups that are used for navigation in Hawaiian astronomy. These "star lines" run north to south and are marked by bright stars and prominent constellations. _____________________ Bring the New Moon Cylinder to Your School — For Free! Learning Technologies is proud to announce the addition of the Moon Cylinder to its curriculum cylinder selection. The Moon Cylinder is compatible with either STARLAB analog projector — The Standard or FiberArc. If you have access to a STARLAB, we are offering the use of the Moon Cylinder for four months at no cost. Simply e-mailing your request including answers to the following:
You will also be asked to give a post-activity report about your Moon Cylinder experience. After four months, you will return the cylinder to LTI or you may choose to purchase the cylinder. We will provide the moon cylinder to the first 6 qualified requests that we receive. Please e-mail them to Reed Varian, North American Sales Manager at rvarian@starlab.com. _____________________
_____________________ _____________________ NSF-Funded Hands-On Optics Kits Now Available from LTI Where would astronomy be without Galileo and his telescope? Where would physics be without Newton breaking light into its colors with his prism? “My heart leaps up when I behold/A rainbow in the sky,” wrote William Wordsworth. Where would we humans be without our love affair with rainbows and light? Questions like these are the impetus behind the National Science Foundation-funded program Hands-On Optics: Making an Impact with Light. Hands-On Optics (HOO) brings optics education to middle school students through hands-on activities. We are pleased to be able to bring our modules to schools. The kits were developed by a team from the National Optical Astronomy Observatory, the Optical Society of America, and the International Society for Optical Engineering and were extensively field-tested in classrooms and museums across the country. The NSF has funded the development of six modules, suitable for use in classrooms, after-school programs, or museum settings. Each module focuses on a different area of optics and contains enough material for a class of students to engage in interesting hands-on optics activities. The modules are designed to be exploratory in nature and are inquiry-based. These activities have been classroom tested and are aligned with national science, math and technology standards. Teacher demonstration equipment is also included in each module. Module 1 — Laser Challenges. Students learn about lasers and explore the law of reflection using mirrors and protractors. They learn to carefully measure light and predict its behavior through a variety of challenges. The module concludes with students putting their knowledge to the test in a game of “Hit the Target”. Item #Mod 1, $370. Module 2 — Kaleidoscope Adventures. Students explore multiple reflections and symmetry using mirrors. They will learn some of the unusual properties of periscopes and will build their own kaleidoscopes. Module 3 — Magnificent Magnifications. Students observe how light interacts with materials such as glass and plastic and how images can be formed by refraction. They use lenses to focus images and learn how a magnifying glass works. Students use their knowledge of lenses to assemble a refracting telescope and test its resolution. Module 4 — Peculiar Polarization. Students continue their exploration of light by learning what is meant by polarized light. They explore a diverse variety of topics such as birefringence, why we use polarized sunglasses, optically active substances, polarized light from LCD screens, and stress analysis using polarized light. The culminating challenge is a unique activity where students use their knowledge of polarized light to create a work of art. Item #Mod 4, $400. Module 5 — Infrared and Ultraviolet Light. Students learn more about the wave nature of light. They visibly see the differences between ultraviolet, infrared and visible light by constructing a model of the electromagnetic spectrum. Students explore applications of infrared light though the use of television remote controls and an infrared thermometer. Ultraviolet beads are used to detect ultraviolet emissions from black lights. The module concludes with a series of activities where students explore various types of luminescence through fluorescent materials and minerals, glow sticks, and surprising substances that exhibit luminescence. Item #Mod 5, $415. Module 6 — Communicating on a Beam of Light. Students continue their exploration of light with a kinesthetic activity illustrating why light has different colors and the special properties of laser light. They learn about Morse code and how it is used for communication. Students assemble and test their own laser communication system capable of transmitting their voices or music from an MP3 player several hundred feet! Item #Mod 6, $475. Each kit comes with a detailed write-up with explicit ties to the National Science Education Standards, sections on optics misconceptions, glossary, key concepts, and student worksheets. The materials were developed by a team of science teachers, optical scientists, and curriculum developers. For more information about the Hands-On Optics program, visit the web site at http://www.hands-on-optics.org. The Hands-On Optics modules are available for purchase at http://www.starlab.com/hoo.html. _____________________
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The Project STAR CornerColorado Workshop Uses Project STAR Materials The Robert H Johnson Planetarium in Lakewood, Colorado was the site of a teacher workshop on June 22. The workshop was offered as part of a course that is conducted by the Rocky Mountain Middle School Science Project, which is funded by the NSF. The primary focus of RMMSSP is to offer teachers course work that emphasizes content and good teaching practices. While it is geared towards middle school grades, the participants ranged from elementary to high school teachers. Many of the participating teachers are in "at risk" schools. James Beaber, director of the planetarium, and a veteran of the POPS Institute and Project SPICA (Support Program for Instructional Competency in Astronomy), facilitated the workshop entitled "Optics, Light, and Measurement". In the morning participants made Project STAR Spectrometers and learned to calibrate them. Blessed with great weather, Jim had the teachers observe Fraunhoffer lines by pointing the spectrometers at a white board outside the planetarium. He also had two solar telescopes outside for the teachers to look through, although the Sun was not terribly exciting to look at, lacking sunspots or noticeable prominences. The second part of the workshop employed the planetarium for conducting some emission line work with the spectrometers. Jim introduced the group to the Project STAR Diffraction Grating slides mounts to show them an easy and inexpensive alternative to the spectrometers. He used the diffraction grating to project a continuous spectrum and then demonstrated the use of the colorimeter (paraffin spectrum analyzer), part of the Project STAR Spectrum Projector. Since the weather was so nice, Jim took the group back outside to use “pinhole” telescopes to observe the sun. Participants followed up the pinhole telescope activity by constructing the Project STAR telescopes. The final activity of the day had teachers back in the planetarium to participate in one of Jim’s outstanding constellation identification activities. _____________________ Helping to Meet National Standards — The Project STAR Spectrum Projector Experience a clear and bright projected spectrum in a room that cannot be completely darkened. Demonstrate the changing color of an incandescent object as its temperature changes with simple equipment. The spectrum projector includes all of the materials necessary to build a device that will produce a diffracted beam of light in two directions (two lab setups in one). A dimmer allows students to vary the temperature and spectrum analyzer will show the students a bar graph of the projected spectrum. They can experiment with how objects of different colors appear in different colors of light. The spectrum projector is recommended for astronomy, physics, physical science, and art at the junior high school through college level. (It could also be used for younger audiences). In addition, you can use the Project STAR Spectrum Projector to help meet some of the National Science Standards!
For more information on the Spectrum Projector or any other Project STAR Hands-on Science Kits, please contact Learning Technologies at 800-537-8703, starlab@starlab.com, or visit our website at www.starlab.com. *from the National Science Education Standards, National Research Council, National Academy Press, Washington, D.C., 1996. |
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Planet Positions & Moon Phases
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| We have pdf versions of STARLAB News back issues from Winter 1995 to Fall 2005 (see archives). Issues prior to Winter 1995 are not available as a pdf. Please contact LTI directly for availability. | ||||||
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