Enter the Zooniverse

Post written by Ben Gondrez, Digital Dome Manager.

Enter the Zooniverse

Have you ever wondered if there was an easy way to help scientists and researchers make new discoveries from your very own home? Well, whether you’ve had that thought or not, you can indeed be a vital participant in actual research through the Zooniverse! The Zooniverse is the world’s largest and most popular platform for people-powered research. By utilizing the power of volunteers – more than a million people around the world who come together to assist professional researchers – Zooniverse makes it easy for anyone, including you, to contribute to real academic research from their homes on their own computers. As many of us are spending more time than usual at home observing social distancing in response to COVID-19, now is the perfect time to become a citizen scientist and Zooniverse makes it easy for all ages of people to get involved. So how does Zooniverse work? Check out this short animation to learn more:

Ready to get started helping with real research projects from your own home? You can visit zooniverse.org to see all active projects including projects like Planet Four, a project exploring the surface and weather of Mar’s south polar region, or the project Bash The Bug, helping researchers find effective antibiotics to fight tuberculosis. Not sure where to start? Here are a couple of curated lists of projects and other links from Zooniverse to help you get started:

Designed for 5-12 year olds:

  • Curated list of age-appropriate Zooniverse projects for younger learners
  • Zooniverse-based Activity for 5-12 year olds
  •  Classroom.zooniverse.org
    • Wildcam Labs
      • Designed for 11-13 year olds, but the content can easily scale down for younger audiences.
      • Great way to engage if you love looking at photos of wild animals and want to investigate ecological questions. The interactive map allows you to explore trail camera data and filter and download data to carry out analyses and test hypotheses.
      • Educators can set up private classrooms, invite students to join, curate data sets, and get access to the guided activities and supporting educational resources.
      • Individual explorers also welcome – you don’t need to be part of a classroom to participate. · Planet Hunters Educators Guide

Designed for 11-13 year olds:

Designed for teens and adults:

  • Curated list of Zooniverse projects
  • Zooniverse-based Lesson Plan for teens and adults
  • Classroom.zooniverse.org
    • Wildcam Labs
      • Designed for middle school classrooms, but the content can easily scale up for older audiences.
      • See description above.
    • Astro101 with Galaxy Zoo
      • Designed for undergraduate non-major introductory astronomy courses, but the content has been used in many high-school classrooms as well.
      • Students learn about stars and galaxies through 4 half-hour guided activities and a 15-20 hour research project experience in which they analyze real data (including a curated Galaxy Zoo dataset), test hypotheses, make plots, and summarize their findings.
      • Developed by Julie Feldt, Thomas Nelson, Cody Dirks, Dave Meyer, Molly Simon, and colleagues.
    • For both Wildcam and Astro101 Activities
      • Educators can set up private classrooms, invite students to join, curate data sets, and get access to the guided activities and supporting educational resources.
      • Individual explorers also welcome – you don’t need to be part of a classroom to participate.
  • Planet Hunters Educators Guide
    • Designed for 11-13 year olds, but the content can easily scale up for older audiences.
    • See description above.
  • Notes from Nature Activity
    • Designed for 11-13 year olds, but the content can easily scale up for older audiences.
    • See description above.
  • Snapshot Safari-based Lesson Plans and Interactive Timeline
    • Developed by University of Minnesota PhD student Jessica Dewey
  • Kelp Forest Ecology Lab
    • Through the Zooniverse FloatingForests.org project, researchers are striving to understand the impact of climate change on giant kelp forests, an indicator of the health of our oceans. In this lab, students analyze Floating Forest and other ocean data to explore their own research questions.
    • Developed by Cal State – Monterey Bay faculty Dr. Alison Haupt and colleagues
  • NEH Teacher’s Guide for Digital Humanities and Online Education
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Daily Discovery: Harness the Wind!

Post written by Hannah Curtis, Education Assistant.

Daily Discovery: Harness the Wind!

Wind! It doesn’t just blow silver tiles on the museum’s Wind Wall; it’s a natural renewable resource. Engineers develop ways to harness wind to help the modern and natural world. Build your own creation using the design process, materials in your home, and of course, the wind!

Supplies:

All supplies are optional – use what you have!

Pre-design supplies:

  • Scratch paper or graph paper
  • Writing utensil

Building Supplies

  • Plastic bottles and lids
  • Tin cans
  • Paper scraps or sticky notes
  • Pencils or pens
  • Straws
  • Disposable cups or containers
  • Cardboard
  • Yarn or string
  • Rubber bands
  • Natural materials (sticks or rocks)
  • Blank CD or floppy disks
  • Plastic spoons
  • Paper tubes
  • Old socks
  • Tissue paper
  • Scissors
  • Tape
  • Glue
  • Metal brads
  • Paper clips
  • Push pins
  • Magnets

Instructions:

  1. As an engineer, work through the design process to begin building! Follow the design process on the right, sketch out your design, and think creatively about what materials you can use inside your home.
    Use the following guiding questions to help you:
    a. What purpose will your design have? What is its function?
    b. Could your design be multifunctional?
    c. How will you ensure your design will hold up against heavy winds or other weather?
    d. How will you know your design was a success?
  2.  Test your design and adjust as necessary. Share your creation with family and friends through photos or videos!
  3. Wind isn’t the only renewable resource! What other renewable resources have helped other cultures and countries?
  4. Challenge yourself to build a new creation that reflects other sustainable energy sources! What do we utilize here in Fort Collins?

Want to download these directions? Click here for a handy PDF!

Follow along with our Daily Discovery! Click here for all activities that you can do at home.

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Daily Discovery: Social Distancing – How Long Is Six Feet?

Post written by Angela Kettle, School Programs Coordinator.

Daily Discovery: Social Distancing – How Long Is Six Feet?

We have an important job to do together – and that job is staying apart! As COVID-19 spreads, the Center for Disease Control and Prevention urges people to stay at least six feet away from those who live outside of our homes whenever possible.

What does six feet actually mean, though? Go on an adventure inside your home to see what objects (stacked together or on their own) are at least six feet long! Then, use these objects to help you picture what six feet means when you are out in public.

Supplies:

  • Measuring tape (if you don’t have one, you can print a template at the end of this document, or you can download an app like Measure from Google on a smartphone or tablet)
  • Pencil and paper to record measurements
  • Camera (optional)

Instructions:

  1. Write down six things on your paper that you would like to measure. These should be things that are already in your house. These things can be big, or small! (At the bottom of this, you can see some of the things one of our FCMoD educators measured at her house!)
  2. Get out your measuring tape, and release six feet of tape. Observe what that distance looks like on the measuring tape.
  3. Make a prediction about how long you think each of the household objects that you wrote down will be: shorter than 6 feet, 6 feet, or longer than 6 feet.
  4. Time to measure! Make sure to be safe – if you are not tall enough to reach something, ask someone taller than you to help. Write down each measurement in inches as you go.
  5. Now look at your results! Six feet is the same as 72 inches. Were your items longer than, shorter than, or equal to six feet?
  6. Math Bonus: See how many of the item you would need to make six feet!a.
    • If your object was shorter than 72 inches, divide 72 inches by the length of your object in inches. For example, since our educator’s cat was 27 inches, she would divide 72 inches by 27 inches to get 2.6 cats. So, she would need to put 2-and-a-half of her cats (stretched out!) between her and another person to practice proper social distancing.
    • If your object was longer than 72 inches, you will still divide 72 by the length of your object. However, you should get an answer that is less than 1 (a decimal). For example, our educator’s closet door was 78 inches. If you divide 72 inches by 78 inches, you get .92. So, she would need almost her entire closet door’s length – 92% of it – between her and another person to practice proper social distancing.
    •  Now, any time you have to be out in public, picture one of your items that was close to six feet long. In your imagination, place that object between you and any people around you. Share your objects with us on social media with the hashtag #DailyDiscovery to help others picture six feet, too!

Want to download these directions? Click here for a handy PDF!

Follow along with our Daily Discovery! Click here for all activities that you can do at home.

Image credit: CalMatters.org

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Daily Discovery: What Does it Mean to “Flatten the Curve?”

Post written by Angela Kettle, School Programs Coordinator.

Daily Discovery: Slowing the Spread – What Does it Mean to “Flatten the Curve?”

Note for Caregivers: This activity is meant to help older children (and adults!) better understand how quickly diseases like COVID-19 can spread. Most importantly, though, it is meant to start a conversation about what we can do to slow the spread through social distancing and healthy habits. Recommendations by the Center for Disease Control and Prevention state that giving  children factual, age-appropriate information, along with providing action steps they can take, can help children cope with stressful information. Therefore, we recommend this activity for ages 10+, with the guidance and reassurance of a caregiver, though we encourage you to use your discretion. You know your child best! More tips on talking with children about COVID-19 are available here!

Mathematicians use statistical models to make predictions about the future. These predictions help people like you and me make decisions about how we should behave, and they also help policy makers create policies that are in the best interest of the public.

Right now, many mathematicians are making statistical models to predict the spread of COVID-19, or coronavirus. These models help us predict how human behavior will affect the spread of the virus. Let’s make our own model to see how it works! (Bonus: you get to tear up paper into tiny pieces!)

Definitions to Know:

  • Statistical Model: An equation used to predict what could happen under a certain set of circumstances. Statistical models range from quite simple to very complex.
  • COVID-19: According to the World Health Organization, “COVID-19 is the infectious disease caused by the most recently discovered coronavirus. This new virus and disease were unknown before the outbreak began in Wuhan, China, in December 2019.”
  • Social Distancing: Social distancing is intentionally increasing the physical space between people to avoid spreading illness (most sources recommend 6 feet minimum between people). Examples include staying away from large gatherings of people, canceling school, and encouraging employees to work
    from home.
  • Rate of Reproduction: Often seen as R0 and pronounced “R-nought,” this figure helps scientists explain how intense an outbreak is. It predicts how many other people will catch the virus from one infected person.
  • Infectious Period: The time during which an infected person can spread the disease to others. This is often different than the total time a person feels sick.  Sometimes, the infectious period begins before a person starts showing symptoms whatsoever. The infectious period differs for each disease.
  • Disease: Illness or sickness characterized by specific signs and symptoms.
  • Virus: A microorganism that cannot grow or reproduce apart from a living cell. Viruses cause human infections, and infections often result in disease.

Supplies:

  • 1 piece of paper for experiment (we recommend scratch paper if you have it)
  • 1 piece of paper for graph
  • Pen or pencil
  • A calculator
  • A straight-edge (optional)

Instructions:

  1. We are going to make a model for the spread of an imaginary disease. Technical note: Scientists usually call the disease caused by a virus something different than the virus itself. For example, the name of the virus that causes the disease COVID-19 is actually SARS-CoV-2. Let’s call our imaginary virus IMAGINATION-1, and the disease caused by the virus  IMAGINE-1. We’ll say that with no social distancing measures in place, IMAGINATION-1 has a Rate of Reproduction (abbreviated R0) of 2 – meaning that every person who catches the virus will spread it to 2 other people during their infectious period. We’ll also say that the infectious period for IMAGINATION-1 is 24 hours, or 1 day.
  2. We are going to make a graph to chart how many new cases of IMAGINE-1 (the disease) there are each day. Draw a graph by making a large L-shape on a piece of paper (use a straight edge if desired). Title your graph so that others know what it represents (a good title might be “New Cases of IMAGINE-1 per Day”). Label the x-axis (the line going sideways) with your unit of measurement – in this case, Time in Days. Place 7 tick marks along this line. Label these tick marks from Day 1 to Day 7. Label the y-axis (the line going up and down) with your unit of measurement – in this case, Cases of IMAGINE-1. Place 20 tick marks. Label each tick mark, counting up from 5 (5, 10, 15, etc.).
  3. Let’s say that 1 person caught the first-ever case of IMAGINE-1. Find Day 1 on your x-axis. Find the value 1 on your y-axis (just barely up from the bottom of your graph). Place a dot where the x-axis and y-axis meet. This shows that on Day 1, there is 1 new case of IMAGINE-1.
  4. Now, we’ll move on to Day 2. Based on our R0 of 2, the first infected person would spread the disease to 2 other people during their infectious period. Now it’s time to tear up some paper! Get out your blank sheet of paper. Tear your sheet in half, representing that 2 new people now have the disease. Find Day 2 on your X-Axis, find where the value 2 falls on your Y-Axis, and plot this on your graph with a dot.
  5. Tear your 2 pieces of paper in half again. How many pieces of paper do you have now? Plot this number above Day 3.
  6. Repeat tearing your pieces and plotting your points for Days 4, 5, 6, and 7 (Note: Want to check if you’re on track? Look at the end of this document for the number of new cases each day.) Draw a line to connect one point to the next point.
  7. Now it’s time to get out your calculator! Multiply Day 7’s result by 2 to get your new number of cases on Day 8. Multiply that number by 2 to find your new cases on Day 9. Continue this process. How many new cases do you have on Day 15?
  8. This model just showed us how many new cases there were on each day — not the total number of cases over the whole 15 days. Find the total number of cases by adding together all the new cases for each day.
  9. Save your little pieces of paper for other crafts and activities!

Want to download these directions? Click here for a handy PDF!

Follow along with our Daily Discovery! Click here for all activities that you can do at home.

Image credit: MilwaukeeMag.com

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Traveling from your own home!

Post written by Alex Ballou, Marketing Assistant.

Traveling from the comforts of your own home!

Here at FCMoD, we believe in the importance of exploration. And during times like this, we want to provide resources to continue discovery and exploration.

In this blog post, we’ve compiled a list of our recommended virtual tours to travel from the comfort of your home during this time. Learn more below!

  • Have you ever wanted to visit the Great Wall of China? Well, now is your chance to visit this wonder of the world that stretches more than 3000 miles across several provinces through this virtual tour.
  • Take a virtual tour of Arconic Foundation hub in Alcoa, TN and learn about the exciting ways robotics and digital technology impact the skills needed to succeed in Advanced Manufacturing.
  • Visit Manitoba, Canada for the annual polar bear migration. Thanks to Discovery Education we can study the science of polar bears and their Arctic habitat from afar.
  • Staying indoors? No problem! Join us as we explore the great outdoors virtually. Enjoy this virtual tour of Mammoth Hot Springs Trails.
  • Discover Mud Volcano Trail in Yellowstone. Learn about the sights, smells, and sounds you would uncover in this virtual tour.
  • Lastly, on our outdoors journey, stop in at Yellowstone National Park and experience it in 3-D – from beautiful landscape, wildlife, and geysers – explore the park like never before.

Even though the museum is closed, we want to continue to inspire creativity and encourage hands-on learning for all!

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At Home Music Resources

Post written by Alex Ballou, Marketing Assistant.

At Home Music Resources

Here at FCMoD, we believe in the importance of music. And during times like this, we want to provide resources to continue discovery.

In this blog post, we’ve compiled a list of our recommended education resources during this time. Learn more below!

  • A list of live virtual concerts to watch during the shutdown!
  • Follow the NOCO Live from Home Show to support local Northern Colorado artists.
  • Create your own instruments at home through our #dailydiscovery blog series!
  • Here are some tips for gigging musicians!
  • Moog and Korg make synth apps free to help musicians stuck at home.
  • Smart Music is offering free virtual tutorials and online subscription access until June 30, 2020.

Even though the museum is closed, we want to continue to inspire creativity and encourage hands-on learning for all!

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Animal Cams!

Post written by Alex Ballou, Marketing Assistant.

Animal Cams!

Here at FCMoD, we love animals. And during times like this, we want to provide resources to our furry friends – both near and far!

  • Need a pick-me-up about now? The Atlanta Zoo has their PandaCam up for your daily does of cuteness.
  • Who doesn’t love animals? Hang out with jelly fish, beluga whales, and more through the live cams from the Georgia Aquarium.
  • With ten live cams to choose from, you can experience the wonder of the ocean no matter where you are. Thanks to the Monterey Aquarium.
  • The San Diego Zoo has live cams of Panda’s, Baboon’s, Penguins, and so many more animals! Hop on today to tell our furry friends hello!
  • Tune in to the Houston Zoo webcams and enjoy a live look at animals that call the Houston Zoo home!
  • Want to know what our black-footed ferrets are up to during the closure? Check it out via our Ferret Cam!
  • Iowa is showing off their fishy friends on their webcam!
  • Chattanooga introduces their Meerkats, Snow Leopards, Tamarins, and Spotted Genet daily!
  • Can you spot the fastest animal on the planet – a cheetah! Try on the live cam from the Pittsburgh Zoo.
  • A little closer to home – the Cheyenne Mountain Zoo has live feed of their Giraffes.
  • Kansas City has everything from penguins, giraffes, and polar bears waiting to make and meet new friends online!
  • Can you spot the jellyfish on the live broadcast from the National Aquarium?

Even though the museum is closed, we want to continue to inspire creativity and encourage hands-on learning for all!

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Daily Discovery: Make Your Own Bug Box

Post written by Lea Mikkelsen, Early Childhood Coordinator.

Daily Discovery: Make Your Own Bug Box

Creeping, crawling, flying, chirping… bugs are everywhere outside! Take a look down in the dirt and see if you can catch one for your very own bug observation box.

Supplies:

  • A clear plastic container. Tip: Try looking in your recycling! I used a produce container that had tomatoes in it. Try to find one without too many large holes.
  • Mesh or net with very small holes. Tip: I found a potato bag made of mesh.
  • Scissors
  • Tape
  • Insect, Myriapod, and Arthropod learning sheets

Instructions:

  1. Place all your supplies on a clear surface with plenty of room to work.
  2. Ask an adult for help with cutting the plastic or attaching the mesh to your container if you need it.
  3. Look at your container. Is there a lid or a way to open it to put your bug inside?
  4. Decide where to cut a hole for air. Tip: Some containers may already have a hole like my tomato container.
  5. Cut your mesh to fit the shape of the hole. Tip: I folded the mesh in half to make sure bugs could not get out!
  6. Use tape to attach the mesh to the container.
  7. Make sure there are no holes around the mesh or in the container that could let a bug out! Cover any
    big holes with a little extra tape.
  8. Go outside and fill your bug box with dirt, leaves, and sticks for your bug to climb on.
  9. Finally, catch a bug to observe in your bug box! Be sure you let them go back outside after a few hours.
  10. Learn about the differences between Insects, Myriapods, and Arthropods, on the learning sheets and try to determine what kind of bug you caught!

Want to download these directions? Click here for a handy PDF!

Follow along with our Daily Discovery! Click here for all activities that you can do at home.

Image credit: supersimple.com “Bug Hotel”

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At Home Education Resources

Post written by Alex Ballou, Marketing Assistant.

At Home Education Resources

Here at FCMoD, we believe in education. And during times like this, we want you to know that education can be found anywhere and learning does not stop!

In this blog post, we’ve compiled a list of our recommended education resources during this time. Learn more below!

  • Whether you’re in the mood to virtually explore ancient Rome, read past presidents’ personal papers or download coloring pages from dozens of international cultural institutions, this roundup has you covered. Check it out here!
  • The Adler Planetarium  shared this awesome #MuseumAtHome resource: 10 experiments from their “Let’s Do Science” series!
  • Here’s another awesome virtual resource for staying engaged with cultural institutions!
  • Have you ever wondered how space exploration impacts your daily life? NASA has put together this website about just that!
  • Missing Little STEAMers? Us too. But we found this handy resource of 100+ indoor craft activities for kids!
  • Speaking of online resources, here’s 13.8 billion years of history online for free!
  • Missing Storytime in the Dome? How about storytime in space?! Check out the latest storytime in space reading.

Even though the museum is closed, we want to continue to inspire creativity and encourage hands-on learning for all!

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Daily Discovery: Black-Footed Ferret Masks!

Post written by Hannah Curtis, Education Assistant.

Daily Discovery: Black-Footed Ferret Masks!

Stay connected to BFFs Stevie Nicks and Patty Ann while at home! Head over to our ferret cams to see what they’re up to throughout the day, and night. During your virtual visit, get creative and create your own ferret mask!

Supplies:

  • BFF mask template
  • Crayons, markers or colored pencils
  • Scissors
  • String or yarn

Instructions:

  1. Print out the BFF mask template or design your own template.
  2. Color and decorate your mask.
  3. Cut out two side holes to attach your sting, and don’t forget to cut out the eyes!

Want to download these directions? Click here for a handy PDF!

Follow along with our Daily Discovery! Click here for all activities that you can do at home.

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