WEBVTT 00:00.000 --> 00:15.000 Subtitles automatically generated using IBM Watson Speech-To-Text Service 02:25.000 --> 02:26.000 good afternoon everybody 02:37.000 --> 02:38.000 welcome 02:41.000 --> 02:49.000 for those who don't know me my name is Julia Kreider I'm on the faculty here any SS and I want to welcome you to the fall quarter 02:49.000 --> 02:57.000 at U. S. S. colloquium series on behalf of my co organizer's canoe Christiansen and Gerard row we've got a full and interesting 02:57.000 --> 03:05.000 quarter ahead with number speakers well known to you drawn from the department next week postdoc lightning talks a first of I hope 03:05.000 --> 03:13.000 which will be a regular series and some speakers including Sean Mulcahy from western Washington university Jenny could Tanya from 03:13.000 --> 03:21.000 university of Texas and as a former secretary of the interior Sally Jewell on the agenda this quarter we are also currently 03:21.000 --> 03:29.000 scheduling winter so if you have some suggestions please tell me or charter canoe and we will try to incorporate those into our 03:29.000 --> 03:37.000 schedule for winter quarter and today I'm very happy to introduce to you or reintroduce you Erica Arnett Erica holds undergraduate 03:37.000 --> 03:45.000 degrees from you W. in math and physics and graduate degrees from you W. in physics and geophysics an 03:52.000 --> 03:59.000 you know Erica because she's been on the faculty here any SS for more than a decade as a research professor in the lecture also is 03:59.000 --> 04:06.000 an affiliate in the astrobiology program and as associate director of the Washington state NASA space grant consortium 04:08.000 --> 04:12.000 Erica's research includes work in space plasma as the magnetic sphere of 04:12.000 --> 04:16.000 several planets space weather and lunar surface process sees 04:18.000 --> 04:20.000 and she's contributed 04:21.000 --> 04:30.000 lots TSS over her time here she's been P. I. R. Kobe I am more than a dozen grants that has contributed tens of millions of 04:30.000 --> 04:39.000 dollars to our program and she's mentor nearly 20 undergraduates and served on more than a dozen graduate committees and she's 04:39.000 --> 04:48.000 also as you know has been a prolific instructor she's introduced hundreds of students to a space science through E. SS 102 over 04:48.000 --> 04:57.000 the years and I had to count this up she taught yes that's 1 of 2 every quarter for 8 years that's 24 times in a row 05:00.000 --> 05:01.000 which is a feat make 05:02.000 --> 05:10.000 Eric is also active in science out wreaths through space grant and serving on a number of committees and museums advisory boards 05:10.000 --> 05:18.000 and she's going to talk to us about some of that out reach today she's also serve the department as a representative to the 05:18.000 --> 05:26.000 faculty Senate she's been on search committees for example the associate dean for diversity for the college environment 05:28.000 --> 05:31.000 Ellen and many other things 05:32.000 --> 05:39.000 Erica has taken a leave from all of this this this fall to explore some opportunities in data science and starting 05:39.000 --> 05:46.000 next week she becomes a senior research scientist at Amazon web services and you can ask her about that also today 05:46.000 --> 05:53.000 Eric is going to talk about some out which experience and maybe inspire us to do that welcome Erica 06:07.000 --> 06:14.000 hopefully you can still thank thank you very much so I'm gonna give you it just sort of an overview of a 5 year project that 06:14.000 --> 06:21.000 I did with working with astrobiology and the Pacific Science Center and the other listed you see here is just the author 06:21.000 --> 06:28.000 list for the paper that details the the results from this project there were many many more people both at the university 06:28.000 --> 06:35.000 within the the astrobiology program and current and past employees at the Pacific Science Center that help to contribute and 06:35.000 --> 06:42.000 the worst part of this project so first I just give you a sort of a a basic outline of how I'm going to break up this talk 06:42.000 --> 06:49.000 first I mean introduce you to both of the partners that were part of this project both the virtual planetary laboratory 06:49.000 --> 06:56.000 which I will quickly shortened to V. P. L. and the Pacific Science Center or PSE I'll give you sort of an overview of each 06:56.000 --> 07:03.000 of the components of the 5 year project and then talk about some of the results that we had from the evaluation and also 07:03.000 --> 07:10.000 give suggestions and tips for people who might want to come might want to come up with something this elaborate or similar 07:10.000 --> 07:17.000 or even just like use use components of that because there's you really don't need to have this large 5 year project and 07:17.000 --> 07:24.000 this is just a a a a teaser for some of the the materials we developed as part of the project 07:28.000 --> 07:35.000 I thank you don't know about the Pacific Science Center and if you don't you should go because it's a wonderful place 07:35.000 --> 07:42.000 are the Pacific science center's part of the Seattle center it is actually the probably the only structure left 1 of the 07:42.000 --> 07:49.000 only structures left from the 1962 world's fair that was here in Seattle I at that time it was referred to as the United 07:49.000 --> 07:56.000 States science pavilion and soon after became the Science Center approximately 1000000 people a year visit the Pacific 07:56.000 --> 08:03.000 Science Center and of those about 6 foot 60000 are associated with school groups coming for visits and this is I I'd 08:03.000 --> 08:10.000 picture of the iconic the iconic arches and 1 thing to note is all of the men of the facilities and programs that I'm 08:10.000 --> 08:17.000 going to be talking about where you were in existence prior to us starting this this project so we were using built in 08:17.000 --> 08:24.000 features that we could just plug into and develop content and pathways for content delivery 08:28.000 --> 08:35.000 the virtual at planetary laboratory or VPL is one of the now so it astrobiology institutes there several across the 08:35.000 --> 08:42.000 country this one is headquartered here at the at the university of Washington it is led by a professor Victoria Vicki 08:42.000 --> 08:49.000 meadows over in astronomy and it is a team of a box and a researcher from approximately 20 different institutions one of 08:49.000 --> 08:56.000 the things is they have sort of 5 research goals that they focus on and that was used as sort of the tenants that we 08:56.000 --> 09:03.000 would follow all of the content that we were delivering and the the for this project was part of a funding cycle referred 09:03.000 --> 09:10.000 to as can't fix or crop agreement 6 which had a very specific allocation though for those teams that we're proposing for 09:10.000 --> 09:17.000 this funding cycle 10 percent of their budget was required to go to education and public outreach EPL work so we had a 09:17.000 --> 09:24.000 sort of a set budget and then I've we planned out 80 P. project using that 10 percent of the of the funding and this is a 09:24.000 --> 09:31.000 picture of a couple of the the astrobiology students on a field trip to the Yellowstone park 09:40.000 --> 09:46.000 so the first thing I'm gonna do is go through are the 5 different themes that PPL focuses on because 09:46.000 --> 09:52.000 we use that very much as a guiding as as guides to figure out what type of content what type of topics 09:52.000 --> 09:58.000 we were going to base the content that we delivered through the outreach to or or on so 10:00.000 --> 10:07.000 one of the first ones is looking at is the thinking of the earth as an extrasolar planet and really using earth as an analog so 10:07.000 --> 10:14.000 if there were Ileana observers that we're looking at there looking at the earth and they only have a few pixels of data or it may 10:14.000 --> 10:21.000 be you know a single pixel of data what could they tell about the earth it would tell them that the earth is habitable so it's 10:21.000 --> 10:28.000 really about thinking of the earth is an analog for an extrasolar planet and we have sort of this graphical representation which 10:28.000 --> 10:35.000 is this very iconic picture from Cassini of the earth as the pale blue.that we see here demarcated by the the era when we can see 10:35.000 --> 10:42.000 Saturn's rings here at so the next sort of cotton K. theme of the PL is thinking about the 3 time so if you're thinking about the 10:42.000 --> 10:49.000 earth as a habitable planet how well you care or how much you characterize the earth as habitable or how how battle will depend 10:49.000 --> 10:56.000 on when in earth's history you are looking there are times in earth's past that earth was very on the edge of being habitable or 10:56.000 --> 11:03.000 not hospital so when you're in so you have to use it as a guy that when we're looking looking for how little plan it's also where 11:03.000 --> 11:10.000 you have to be recognized that there is a time sort of window as well that you have to be thinking about and this is an artist 11:10.000 --> 11:17.000 rendition of a snowball or so a time when the when the earth cooled greatly due to of life in our maybe interacting with the 11:17.000 --> 11:24.000 environment and causing a a steep decrease in the temperature of the earth 11:33.000 --> 11:40.000 the third theme of the V. P. L. is thinking about the how what is a habitable planet there we have those are sort of 11:40.000 --> 11:47.000 a graphic of this concept of the hospitals on which is purely defined by the the region around a star in where water 11:47.000 --> 11:54.000 would be liquid on a solid surface potential light but we know that if a plan that the help ability of a plan it is 11:54.000 --> 12:01.000 not limited not solely defined by its presence and a habitable zone so what are the other things that determine 12:01.000 --> 12:08.000 whether or not ace a planet or moon might be habitable and when you think of men as we actually have a very good 12:08.000 --> 12:15.000 example of that potentially in our solar system in that your robot one of Jupiter's man's is a contender for 12:15.000 --> 12:22.000 potentially exploring for life but it is not in the traditional habitable zone as defined by this graphic 12:30.000 --> 12:37.000 the fourth theme of the VPL research is thinking about in terms of a living planet or what are the the defined signatures 12:37.000 --> 12:44.000 the you could potentially C. using remote sensing that would indicate that there is life present on a planet and this is 12:44.000 --> 12:51.000 a graphic of of the reflectivity of sunlight off of the earth as a function of wavelength and indicates that we have 12:51.000 --> 12:58.000 certain things within our atmosphere certain molecules that could potentially indicate life water does not indicate the 12:58.000 --> 13:05.000 presence of life but it does indicate and and an environment that is more how little for life but there are other things 13:05.000 --> 13:12.000 that maybe say like the red edge in the room in the visible there are indicators of life so what is the the the way to 13:12.000 --> 13:19.000 actually quantitatively go through and define what those signals called bio signatures lookalike 13:24.000 --> 13:28.000 and finally the the fifth theme VPL 13:29.000 --> 13:36.000 is referred to as the observer actually looking for these extrasolar planets that might potentially be a habitable for 13:36.000 --> 13:43.000 life and this is an artist rendition of the discovery of a system call Trappist one that was made by a V. P. L. 13:43.000 --> 13:50.000 researcher right regal over over an astronomy I he and a team found a 7 earth size planters real type planets around 13:50.000 --> 13:57.000 the star and it appears at least 3 of them are in the that habitable zone where water could potentially be like what 13:57.000 --> 14:04.000 but there's more to be done to try to figure out what if if if these planets could be potentially habitable 14:07.000 --> 14:14.000 so that is the sort of the theme of the site of the science that we were going to focus on what the the this EPL project 14:14.000 --> 14:21.000 actually had 5 components that we spread over those 5 years the first part of that is we wanted to actually train side if you 14:21.000 --> 14:28.000 kill scientists to be effective communicators with the public they're going to be I'll delivering the content we want to make 14:28.000 --> 14:35.000 sure they're doing it and affected me on the the next thing that we did as part of the project is we actually gave them that 14:35.000 --> 14:42.000 pathway to go out and interact with the public there was a couple different pathways that already existed that they could use 14:42.000 --> 14:49.000 but we also sponsor something called science in the city so this was really going out in public talks to deliver the content of 14:49.000 --> 14:56.000 the next another part of the the car content delivery and development what is the devil development of to show 15:00.000 --> 15:06.000 as for something called science on sphere you may have seen the is if you've gone to aid you or any of the large 15:06.000 --> 15:12.000 clients conferences frequently NASA or and I suffered no ill will bring these large spheres that are allowed that 15:12.000 --> 15:18.000 they can display a different types of data sets on they were developed by no lock for double the displaying earth 15:18.000 --> 15:24.000 data sets and there isn't a now and hired Jane Norma suite of data that can be displayed on these these fears so 15:24.000 --> 15:30.000 Pacific Science Center house one of these large ears and there's a database where you can actually develop content 15:30.000 --> 15:36.000 and then upload the shows into the slot the no less science on severe data set a repository so we did all up to 15:36.000 --> 15:42.000 shows that would highlight one of each one what highlight the theme of the VPL research 15:48.000 --> 15:56.000 the the fourth part component of the work is we created something called a part activity and this was really just sort of of 15:56.000 --> 16:04.000 physical hands on activity that could be deployed on those those the floor of the Pacific Science Center and could and visitors 16:04.000 --> 16:12.000 can interact with and learn something about VPL research and then the the final sort of capstone or peace there is a sponsor of 16:12.000 --> 16:20.000 the work was a 6 month temporary exhibit about astrobiology at the Pacific Science Center they have a bill as a reserve space 16:20.000 --> 16:28.000 called the portal to current research that every 6 months turns over and they highlight some aspect of current research being 16:28.000 --> 16:36.000 done by scientists and engineers within the region and this is all up a little teaser of what the picture of the entry to this 16:36.000 --> 16:44.000 portal to current research astrobiology area look like I'll come back and talk about that in more detail 16:47.000 --> 16:54.000 so the first part of this component was training the scientists now you can train all of them in the first year we actually 16:54.000 --> 17:01.000 we had a 5 years that we're working over and we we did had 4 cohorts I'm typically each year we had 2 core hordes to US 17:01.000 --> 17:08.000 scientists with envy PL that were trained as part of a larger cohort so they this was not the training wasn't just the 2 17:08.000 --> 17:15.000 astrobiology of fellows there was they were part of maybe a 10 person cohort that comprise was also comprised of of maybes 17:15.000 --> 17:22.000 other researchers at the university of Washington other researchers at it labs around the the Seattle area so it was a very 17:22.000 --> 17:29.000 interdependence the plenary group that was all working together in this cohort the fourth year we actually had enough 17:29.000 --> 17:36.000 funding left over that we are able to train up 3 fellows instead of just too high but it's there if you look at the 17:36.000 --> 17:43.000 backgrounds of them a large percentage of them were earth and space science graduate students also astronomy earth and space 17:43.000 --> 17:50.000 science and astronomy make up the majority of the students and researchers with envy PL at the U. W. so that's why that 17:50.000 --> 17:57.000 tended to skew their also there's 1 physics student motion auger fee biology that kind of came in as well if you look at the 17:57.000 --> 18:04.000 the gender ratios but most of the fellows were male at but so that we don't have a 5050 mix on the gender ratio or but but 18:04.000 --> 18:11.000 the the gender mix mix was actually matching the graduate student population within astrobiology 18:22.000 --> 18:28.000 so I'll come back to the fact that I keep referring to all of the trainees as graduate students all of the 18:28.000 --> 18:34.000 trainees were graduate students when they were when they entered the fellow program and this is a picture 18:34.000 --> 18:40.000 of me well yeah 10 years ago when I was part of the inaugural group of training as a science fellow is 18:40.000 --> 18:46.000 being turned up so this is me and a and a colleague going through the the fellow training 18:49.000 --> 18:57.000 so there are different components to the the fellow training there it's there it and consists of 7 meetings spread over the 18:57.000 --> 19:05.000 course of about a month point 5 to 2 months and they're they're sort of but in a sort of a progression and how that training 19:05.000 --> 19:13.000 occurs at the first training includes an is it just really an introduction to the fellow program what people have done in the 19:13.000 --> 19:21.000 past and what could be done then subsequent trainings include learning about how people learn just because we're in the academic 19:21.000 --> 19:29.000 environment doesn't necessarily mean that we've been trained on how people are so at it and all its Lou also learning in an 19:29.000 --> 19:37.000 informal setting say at a science center is going to be different than learning in a traditional formal classroom 19:38.000 --> 19:45.000 another component of the training was to be it to discuss and learn how people use questions to 19:45.000 --> 19:52.000 both teach and to learn and then another in the recent editions of a training is how to discuss 19:52.000 --> 19:59.000 science when components of that science might be kinder controversy all or might 20:00.000 --> 20:06.000 you too difficult discussions how do you go about navigating that in an effective and open 20:06.000 --> 20:12.000 manner and then there are another component of the training is a discussion of how to combat 20:12.000 --> 20:18.000 one 's own implicit biases when birds when discussing and interacting with the public 20:20.000 --> 20:28.000 and what's the other fellows all right have received their training then they actually start working one on one with the Pacific 20:28.000 --> 20:36.000 Science Center staff to develop a hands on activity it's not just about being able to train to be effective communicators it's 20:36.000 --> 20:44.000 also using an activity to help engage a visitor or gauge the public to learn about what that person science and what that 20:44.000 --> 20:52.000 person's research is about so the pit PSE staff work to develop something that is effective it's simple and gets the point 20:52.000 --> 21:00.000 across and and this is sort of it's a very much it entered a process so the fellows then construct a prototype of the error of 21:00.000 --> 21:08.000 their activity and then they will go through I'm practicing interacting with a with different public venues and primarily what 21:08.000 --> 21:16.000 they also do is work with the staff and others fellows to prototype that activity and see what that looks like 21:18.000 --> 21:23.000 and also get practice in engaging with the public talking with a variety of people from 21:23.000 --> 21:28.000 adults to 4 year olds about their science wall there facilitating their activity and 21:28.000 --> 21:33.000 trying to make sure that the 4 year old doesn't run off with part of their activity 21:34.000 --> 21:37.000 that is not the easiest part I've had that couple times happened where you 21:37.000 --> 21:40.000 start having to chase a 4 year old because they ran off with your balls 21:43.000 --> 21:49.000 so and then once you sort of what I have learned that aspect there is a a formal prototyping event that happens before 21:49.000 --> 21:55.000 the the fellows are sort of released out into the wild to to have their activity out on the Science Center floor and 21:55.000 --> 22:01.000 that prototyping event you have what is foremost apart your the final version of your activity where the Pacific 22:01.000 --> 22:07.000 Science Center staff and members of what's called the discovery core the discovery core is a group of high school 22:07.000 --> 22:13.000 students that are volunteers at the Science Center and they come in and you and they act as if they are the general 22:13.000 --> 22:19.000 public you have to facilitate your activity there taking notes they are grading year there observing you and then you 22:19.000 --> 22:25.000 get feedback and I will tell you there's nothing quite as brutal as the feedback you get from a teenager 22:33.000 --> 22:39.000 it's very good though it's very it's brutal in the in the best possible sense but what how they don't have they don't 22:39.000 --> 22:45.000 pull any punches I'm so the expectation is once a person has gone through this fellow training that in order to be 22:45.000 --> 22:51.000 classified as an active fellow they facilitate their activity at least 3 times a year in some sort of engagement and is 22:51.000 --> 22:57.000 the reason Sir they're sort of the the care it to be leaked considered an active fellow is that all active fellows are 22:57.000 --> 23:03.000 receive a few perks like beginning are there given family memberships to the Pacific Science Center which means you 23:03.000 --> 23:09.000 know free visits free popcorn when you go to IMAX theater movie free IMAX tickets that sort of thing 23:16.000 --> 23:23.000 so one of the things is to I I sort of aspect is this is something this trainings are something that the Pacific science 23:23.000 --> 23:30.000 center's always running they have a suite of our cohorts couple times of year that this is not something we invented for 23:30.000 --> 23:37.000 the astrobiology content this is something we plugged into that and anybody can can say I want to participate in this 23:37.000 --> 23:44.000 training so we had sort of dedicated funding set aside with in the whole program and PSE was a was a co light on this but 23:44.000 --> 23:51.000 anybody could say okay I'm just gonna reserve some money to pay for training typically at the moment the cost to have 23:51.000 --> 23:58.000 somebody go through this training is about $2500 and it is a pretty intensive training so if you're thinking in terms of 23:58.000 --> 24:05.000 okay if I want to talk about the broader impacts part for a grant application you could one thing you can do is 24:05.000 --> 24:12.000 potentially reserve $5000 throughout the course of your grant to train yourself a postdoc or some other graduate students 24:12.000 --> 24:19.000 that might be involved and then it just becomes like a fee for service to be go through this training 24:25.000 --> 24:33.000 but some of the things from the evaluation of the trainees we weren't able to evaluate Joss the astrobiology trainees part 24:33.000 --> 24:41.000 primarily because typically for each co hurt we only had 2 or at most 3 trainees in each cohort and to separate them out whatever 24:41.000 --> 24:49.000 remove the anonymity of the of their responses so all over a valuation for the trainees during that time here it also has the 24:49.000 --> 24:57.000 trainees for from other disciplines rolled into that in order to remain is so that we kept the anonymity of their responses 25:00.000 --> 25:06.000 but a couple of things to that they are sort of the key things that came up many times within the evaluation is 25:06.000 --> 25:12.000 that that follows after going through the training report that they really one of the things that they did not 25:12.000 --> 25:18.000 expect is that interacting with the public and the questions that the public what Oscar them actually cause them 25:18.000 --> 25:24.000 to think about their their research in very new and unexpected ways but not surprisingly they also report that 25:24.000 --> 25:30.000 going through this training helps them improve their confidence in public speaking both in front of say a large 25:30.000 --> 25:36.000 audience but also maybe at a conference interacting with people that come by as a poster session 25:42.000 --> 25:49.000 another thing that was reported many times is that the photos tend to report that the training actually makes them better mentors 25:49.000 --> 25:56.000 they feel an improvement in their mentoring ability for junior researchers whether it be newer graduate students that they're 25:56.000 --> 26:03.000 interacting with or maybe undergraduates working in the lab and then I've hinted at this but at all of our fellows were graduate 26:03.000 --> 26:10.000 students at the time that they entered the training and that is consistently one thing that we have seen that's different from the 26:10.000 --> 26:17.000 co hearts coming from the university of Washington versus the cohorts coming from some sort of research other type of research lab 26:17.000 --> 26:24.000 so there are fellows that come out of many of biomedical research institutes that are in us in the gym greater Seattle area say 26:24.000 --> 26:31.000 Fred Hutchinson cancer research see all of the children's hospital systems for institute biology they all do a significant amount 26:31.000 --> 26:38.000 of research and there are fellows from those research institutes that have gone through this program and in those cases these the 26:38.000 --> 26:45.000 FCC is a much more broad spectrum of people participating including a number of people her post PhD and more senior in their in 26:45.000 --> 26:52.000 their position so pretty much from what we can tell from the feedback we see is that for those come and the fellows coming out of 26:52.000 --> 26:59.000 the academic setting is that it typically tends to skew towards graduate students because the reward structure set up within the 26:59.000 --> 27:06.000 academic setting really in some sense almost actively discourages save faculty or postdocs from participating because it's not 27:06.000 --> 27:13.000 there at this participation in this is not really rewarded at the time for say promotion or merit 27:25.000 --> 27:32.000 so now and this is a picture of of me when when during my some of my initial time on the floor facilitating one of my activities 27:32.000 --> 27:39.000 so now that we have started training up all of these fellows we had to give we had we wanted to have a place that they could 27:39.000 --> 27:46.000 deliver and interact with the product of the public so as part of the existing a science fellow program there is something 27:46.000 --> 27:53.000 called a mute a scientist event every Saturday at the Pacific Science Center where 3 to 5 of the existing fellows come 27:53.000 --> 28:00.000 facilitator activity so that that was one pathway but we also wanted to have some additional pathways so within this project we 28:00.000 --> 28:07.000 ran something called science in the city and these were had been done before but we did this to a much greater extent I'm the 28:07.000 --> 28:14.000 science in the city is really the a scientist who's been trained as a speech affect us communicator to go out into public 28:14.000 --> 28:21.000 setting so these are typically in or these were initially not at the Pacific Science Center at the beginning of the project they 28:21.000 --> 28:28.000 were actually set at local brew pubs and there was one that day and to call not wanting Kirkland and one on Capitol Hill that 28:28.000 --> 28:35.000 Pacific Science Center had relationships with and the scientists would go to those that was open to the public was all ages you 28:35.000 --> 28:42.000 know as a brew pub is all ages you didn't necessarily have to buy anything if you just want to come and drink a glass of ice 28:42.000 --> 28:49.000 water and listen you were for is so it's technically could have been free some people did order food 28:49.000 --> 28:51.000 but the set up was 28:51.000 --> 28:58.000 such that but scientists would usually give about a 20 to 25 minute talk about their science and then for the rest of 28:58.000 --> 29:05.000 that our would be a queue in a after the second year it turned out that 2 of those pods were actually owned by the same 29:05.000 --> 29:12.000 person and then ownership change in the new owner didn't want to continue that so they just decided to to and that the 29:12.000 --> 29:19.000 the brew pub setting and move the science in the city talks to one of the IMAX theaters the smaller IMAX theater at PSE 29:19.000 --> 29:26.000 so from here 3 forward all of the science in the city talks happened at the Pacific Science Center 29:27.000 --> 29:33.000 and couple key things that some of them are kind of interesting as they fell we saw that the typical audience size at the 29:33.000 --> 29:39.000 brew pub setting which was out in the community was about 20 to 25 but once they remove the science in the city talks were 29:39.000 --> 29:45.000 moved back to the Pacific Science Center this the audience size actually increased dramatically when they were 29:48.000 --> 29:53.000 I think when they're at the Pacific Science Center but it was a set up so that the attendance could be free 29:53.000 --> 29:58.000 if you were a member but if you are not a member of Pacific Science Center was a $5 ticket feet 30:00.000 --> 30:06.000 I am always that that we still saw that the audience size group for depending on the talk in the time of the time of 30:06.000 --> 30:12.000 year and what was in competition could be anyways anywhere between 80 and 300 people showed up for these more 30:12.000 --> 30:18.000 centralized talks which kind of struck because we that was not something we anticipated the other thing we saw is 30:18.000 --> 30:24.000 for the science in the city talks the audience tended to be older than for what you would see I don't need a 30:24.000 --> 30:30.000 scientist as I mentioned the meat the scientist happen at the Pacific Science Center door on a Saturday middle of 30:30.000 --> 30:36.000 the day you get for that type of audience it's a very traditional Science Center audience it is a you 30:38.000 --> 30:44.000 maybe more than one parent typically an elementary school age child maybe a couple one younger a little bit 30:44.000 --> 30:50.000 older extended family members may be older siblings but at the middle scientist a type are sorry the the 30:50.000 --> 30:56.000 science of the city type of that sometimes it was families with older children like middle school or high 30:56.000 --> 31:02.000 school age and frequently the attendees were adults that were not accompanied by children at all 31:04.000 --> 31:12.000 so it was much different type of of audience engagement this is a picture of 1 that we had was actually someone external this 31:12.000 --> 31:20.000 is doctor Luciano walk away it's from Chicago and she we're able to in may in may of 2017 as a Pacific Science Center ran the 31:20.000 --> 31:28.000 whole theme of events called astronomy and so we brought her in to give a public talk there were approximately 86 people that 31:28.000 --> 31:36.000 attended and this is her talking about super earths are so we also had 1 event that was sort of an event of opportunity that 31:36.000 --> 31:44.000 we did not expect I'm very towards the very end of the project I saw that there there are movie had come out as an IMAX movie 31:44.000 --> 31:52.000 that was released called the search for life in space SO 3 D. IMAX all about astrobiology so we decided okay we're going to 31:52.000 --> 32:00.000 have an event about the so 1 of the science in the city events was centered around a special screening of this IMAX movie star 32:00.000 --> 32:08.000 of the search for life in space so how we structured it is at the beginning of the the the evening is myself and 2 other 32:08.000 --> 32:16.000 astrobiology fellows bright and Marshall gave very short talks so that the total time for all 3 of our talks was about 2530 32:16.000 --> 32:24.000 minutes I gave a very a sort of a short introduction this is what astrobiology is this is how astrobiology ouster biologists 32:24.000 --> 32:32.000 do their science and then Brett and Marshall gave very short talks about what their science was then we all watched the movie 32:32.000 --> 32:40.000 and then how to Q. and a at the end and this is a picture of us during the Q. NA 32:41.000 --> 32:48.000 and what we found is that the audience was extraordinarily engage we had and I hope there are 185 attendees we handed out 32:48.000 --> 32:55.000 paper valuations and ask them or a territory enough we have 43 people return them another thing is wait so at the end of this 32:55.000 --> 33:02.000 was in the evening we're doing the queue in a we're trying to finish up people are still want you to ask questions the 33:02.000 --> 33:09.000 janitors are common and they're kicking us out because they want to clean and go home themselves we got a lot of me the 33:09.000 --> 33:16.000 Jenners move into the lobby they can cause a lot of it it was very I just we just kept the the the crowd just got a little bit 33:16.000 --> 33:23.000 thinner as we got kicked out of each other age area of the Pacific Science Center and people just did not want to leave so 33:23.000 --> 33:30.000 there was very there was a very excited they're very excited audience are so part of the evaluation we saw that of those 43 33:30.000 --> 33:37.000 people that that return the paper of valuation they had among other things were able to rate on a scale of one to 5 how 33:37.000 --> 33:44.000 interested how engaged they found the the the event and the the average rating was a rating of 4 out of 5 but some of the 33:44.000 --> 33:51.000 things that they actually out of that they're sort of interested in as we found that depended for different pathways for each 33:51.000 --> 33:58.000 different pathway that an individual could seek out more information or or have another contact with the the event provider 33:58.000 --> 34:05.000 every single option more at least a 50 percent or more or more than half where it planned on searching out more information or 34:05.000 --> 34:12.000 having a re engagement with the content provider but specifically the Pacific Science Center 34:18.000 --> 34:25.000 some of the things that we ask people to list but they found most interesting particularly about the talks and the the the 34:25.000 --> 34:32.000 questions were how interdisciplinary astrobiology is they also because we most of us were at that we're talking we're talking 34:32.000 --> 34:39.000 about how we actually do astrobiology how did what is a scientist actually do they found it very interesting that we need computer 34:39.000 --> 34:46.000 models and what type of math and how those computer models are integrated with the data analysis and then also with was sort of in 34:46.000 --> 34:53.000 part as part of the movie as well seeing that there is the how extreme of conditions that life can be found on earth 34:57.000 --> 35:00.000 so that the next part was the sort of 35:00.000 --> 35:07.000 if that is we so we have our our science communication follows we have their pathway now we wanted to start developing some content 35:07.000 --> 35:14.000 so the first content pathway we used was the science on fear so we have this picture of a Pacific Science Center employee as a 35:14.000 --> 35:21.000 facilitator of one of the shows and you see this large sphere the first show that we developed centered on the sort of the first 35:21.000 --> 35:28.000 VPL theme I talked about was the earth as an analog as a as an extrasolar planet so the title of the show we called earth the pale 35:28.000 --> 35:35.000 blue.and really talked about how it would observer white might not have very high resolution information about a plan it would 35:35.000 --> 35:42.000 still be able to actually go in and read an extract a wealth of information from maybe one or 2 pixels and this is showing the 35:42.000 --> 35:49.000 facilitator part of that out at the part of the show where the earth was very well resolved and then went to an image we're at the 35:49.000 --> 35:56.000 earth became less and less resolve you're seeing it pixel in the image pixelated here and eventually you end up with a single pixel 35:56.000 --> 36:03.000 for the entire earth and what that looks like and then talk about how you can still see information 36:10.000 --> 36:17.000 so if you were able to watch that pixel over time you can see that the light the nature of the light coming from that single pixel 36:17.000 --> 36:24.000 will actually change in color and that could be due to and that would indicate rotation of a planet so rotation is an important part 36:24.000 --> 36:31.000 for habitability the colors might change you might see a go from during that rotation the colors might be more brown or green and go 36:31.000 --> 36:38.000 to blues so for the earth now indicate caught you're looking at continental verses ocean you might see more white light reflected 36:38.000 --> 36:45.000 versus a sort of our was a scattering of different colors indicates I polar ice caps that might have expanded and you might see those 36:45.000 --> 36:52.000 colors change over a long time scale which indicates the presence of seasons so from just about light being able to watch a single 36:52.000 --> 36:59.000 pixel over time you can actually extracted next thing that's a good amount of information and this show talked about that so this 36:59.000 --> 37:06.000 show was developed about you bid between about year 2 and year 3 of the 5 year project and after it was developed they were able to 37:06.000 --> 37:13.000 facilitate it with a a a a pro in person facilitator 621 times throughout the rest of the project 37:19.000 --> 37:27.000 the second show that was facilitated or developed for the science on fear was that we what we told ancient earth alien earth 37:27.000 --> 37:35.000 and really centered on that second topic theme of out the VPL research about looking at how you characterize the habitability 37:35.000 --> 37:43.000 of the earth depends on when in time you look at the habitability of the or so is that this shows talks about sort of the 37:43.000 --> 37:51.000 evolution of life on earth and howl that complexity changed throughout time and also how that life would also have influenced 37:51.000 --> 37:59.000 the environment of the time of the earth so we don't even think about one of those was the great oxygenation event in that as 37:59.000 --> 38:07.000 life started developing and using the CO 2 and generating oxygen instead that that actually remove greenhouse gases from the 38:07.000 --> 38:15.000 earth and then that actually caused a decrease in the earth's temperature so that was it that's given an example of how life 38:15.000 --> 38:23.000 can actually interact with and change the environment this is show was developed second so we only had about a 2 years of 38:23.000 --> 38:31.000 times it was facilitated but during those 2 years it was get up facilitated 496 times 38:33.000 --> 38:39.000 so looking at the whole both of those science on fear shows combined a couple of of key points is it took about 6 months to 38:39.000 --> 38:45.000 develop each show and what that look at what the development looked like it was when we were working like exclusively 100 38:45.000 --> 38:51.000 percent of time over those 6 months was sort of a people sort of picked it up and there is our of cycle to it is first we 38:51.000 --> 38:57.000 decided which big idea we were going to talk about so looking at those those themes I V. P. always okay this is the idea we 38:57.000 --> 39:03.000 want to talk about and then from that idea we came up with a list of key topics we wanted to talk about usually at that 39:03.000 --> 39:09.000 point we had about a 45 minute show these shows are designed to be about 10 minutes long so we have our kids the kids though 39:09.000 --> 39:15.000 can't topics and then we start thinning down to figure out what's the real core that we wanted to get to so once we had that 39:15.000 --> 39:21.000 they've been down to that course at a key topics we wanted to talk about we started developing a script writing a script 39:21.000 --> 39:27.000 thinking about what data sets were already available as part of this no was a science on spear 39:36.000 --> 39:42.000 data sets and what data sets and we need to develop typically for each show about 90 percent of it we used were 39:42.000 --> 39:48.000 existing data sets that we just modified and and you had to change the the narrative that went with those data 39:48.000 --> 39:54.000 sets freak show we really only developed one or 2 image data sets that we would develop new for the show 39:57.000 --> 40:00.000 so we doubled the script that script would go 40:00.000 --> 40:06.000 through piloting sometimes with the public but usually initially for these discovery core teenagers and they would give 40:06.000 --> 40:12.000 feedback they would refine the the the the script and then and then because the show is actually facilitated at the Pacific 40:12.000 --> 40:18.000 Science Center by a human we also would develop training manuals sometimes the science on fear fear shows are recorded and 40:18.000 --> 40:24.000 so it's a it's a the the the audience is so here's a recording but at the Pacific Science Center all of the shows are 40:24.000 --> 40:30.000 facilitated by a live human being I'm so those human beings will interact with the audience so we want to make sure they 40:30.000 --> 40:36.000 were trained to be able to answer questions and also they're trained to also sort of get an idea of what the background in 40:36.000 --> 40:42.000 the interests of the audience so not each show was even though we had a script each show was a little bit different each 40:42.000 --> 40:48.000 time because the facilitator what sort of guide and tune of what they talked about depending on the audience so we also I've 40:48.000 --> 40:54.000 once we had the show script written we would write up a training manual that the facilitators could read through and and and 40:54.000 --> 41:00.000 learn about the material to be able to be co competent to answer questions and then once we had a final format that we 41:00.000 --> 41:06.000 started deploying it so of the 2 shows combined over the course of the file those sort of 4.5 years that we had shows 41:06.000 --> 41:12.000 running there were 11000 people that part 11000 people that their were audience to the shows 41:24.000 --> 41:31.000 we did evaluations for all of the shows and both of the shows and that was both a mixture of passive observation by a by no value 41:31.000 --> 41:38.000 waiter and also just in interviews but also some paper surveys as well I'm there is a multitude of results about sort of what is 41:38.000 --> 41:45.000 the interest in what how much they learn what one of the interesting pieces we found is that when we asked the audience members 41:45.000 --> 41:52.000 to evaluate how much their knowledge increased as a result of go of of what not watching the show the audience members for the 41:52.000 --> 41:59.000 pale blue.show this was the earth as the as a as the single pixel recorded a much higher increase in knowledge over at the at 78 41:59.000 --> 42:06.000 percent as opposed to the audience members that watch the alien or show so this is the 3 time and that kind of confused as 42:06.000 --> 42:13.000 initially until we started looking into the details and particularly the details of what the audience members rated as there and 42:13.000 --> 42:20.000 missile knowledge coming into the show and what we saw was that the the audience members rated their and their knowledge prior 42:20.000 --> 42:27.000 knowledge for Emily and show higher and then I started to make sense is we're talking in the alien earth show we're talking about 42:27.000 --> 42:34.000 the evolution of the earth we're talking about the evolution of life on earth these are concepts that are actually covered in NYC 42:34.000 --> 42:41.000 formal a case through 12 education system where as the concepts in the pale blue.show thinking about the earth as a a single 42:41.000 --> 42:48.000 pixel these are concepts most people have not had not had any connection to prior to the show so then we start understand why 42:48.000 --> 42:55.000 there was a much larger increase for the pale blue.show as opposed to the alien earth show 43:08.000 --> 43:15.000 the next to sort of the next type of content that was developed with something we call the cart activity on that was the the 43:15.000 --> 43:22.000 look the part part is very loose on a lot of times these are actually content that still live on a cart that's actually 43:22.000 --> 43:29.000 wheeled out on to the the Science Center floor but in this case it was actually he's sort of a long sort of straying it was 43:29.000 --> 43:36.000 and so we had this rope that had hooked on it and these hoaxes represented TA and this so should step back real quick but 43:36.000 --> 43:43.000 but but the rope represent earth's history in times what time line and each hook on this time line represented very 43:43.000 --> 43:50.000 significant or major evolutionary changes in life on earth so that how what how the engagement occurred is all that this 43:50.000 --> 43:57.000 this rope was had nothing on it and there is a sort of a box of materials and visitor would interact with the facilitator to 43:57.000 --> 44:04.000 talk about what each thing represented so this this ball here that's green was actually little fuzzy ball blobs inside the 44:04.000 --> 44:11.000 plastic ball to represent cyanobacteria development there's a trilobite so that talks about that was to represent the 44:11.000 --> 44:18.000 Cambrian explosion and then you can see a human hearers there's a fish that looks like a fish so there's different different 44:18.000 --> 44:25.000 aspects to get to represent the evolutionary jumps in life and then once those heard the fine then the visitor work with the 44:25.000 --> 44:32.000 facilitator to to put them in order on time and how they thought they developed and you can see as part of this that most of 44:32.000 --> 44:39.000 the the the changes are happening all towards went in so this gets to the the concept that that how life is developed a lot 44:39.000 --> 44:46.000 of the evolution is actually occurred most recently in the time line of the earth 44:59.000 --> 44:59.000 I 45:00.000 --> 45:07.000 so when we're in the evaluation of this was such that they this was done both with having somebody possibly watch visitors 45:07.000 --> 45:14.000 engage with the facilitator and then most of the people that interacted with with this activity were children so the guardians 45:14.000 --> 45:21.000 were then also could be interviewed or fill out paper surveys and the house of interaction indicated that the typical time for 45:21.000 --> 45:28.000 an engagement was about 13 minutes if you know ever watch people interact with exhibits at a Pacific so at a Science Center 13 45:28.000 --> 45:35.000 minutes is a very long time it's almost an eternity for somebody doing case with an exhibit most ideas are kids there there one 45:35.000 --> 45:42.000 thing there there's lots of stuff they're just boom off to the next thing so that was our extraordinary long time we're happy 45:42.000 --> 45:49.000 that they were that some kid with it and for 30 minutes to go through this activity and the either at the the visitor or the 45:49.000 --> 45:56.000 guardian they reported that box that 79 percent of them reported an increase in knowledge but this was this was developed this 45:56.000 --> 46:03.000 card activity was developed fairly late in the 5 year project so we only had a 6 month time period in which it was facilitated 46:03.000 --> 46:10.000 but during that 6 month time period was facilitated almost 14000 times or 1400 times I'm 46:19.000 --> 46:27.000 and I it was deployed in multiple pathways is it was it was primarily designed to be a standalone activity but they found that 20 46:27.000 --> 46:35.000 percent of the time that the alien earth science on spears show was facilitated the facilitator would use this cart activity as 46:35.000 --> 46:43.000 part of the show so they think it gives an example of a way that science on spear facilitator would modify the existing script next 46:43.000 --> 46:51.000 I'm also going to talk about the exhibit that we develop and there were times where this activity was set up outside of the exhibit 46:51.000 --> 46:59.000 as a way to draw visitors again so those were some of the the ways it was it was used during that 6 month time. 47:01.000 --> 47:09.000 so the final component of the met the content we developed was this this temporary exhibit so as I mentioned it's it was built 47:09.000 --> 47:17.000 into something called the portal to current research about probably about 56 years ago Pacific Science Center did allocated a 47:17.000 --> 47:25.000 certain spot within their space and and and this is a defined space so that every 6 months there is something new and it's 47:25.000 --> 47:33.000 about current research occurring within the local Seattle area so could people could put a face on that research 47:34.000 --> 47:41.000 so the planning and development for this exhibit took about a year prior to being deployed and again this was not a year of 100 47:41.000 --> 47:48.000 percent of time working on it we're we're did you know there be phases with one person would need to do some work they would go off 47:48.000 --> 47:55.000 they come back we would sort of work and sort of fits in sports so this is spread out over a year the process for developing this 47:55.000 --> 48:02.000 really began with a lot of people so this is where some of the vote the village kit came and is at the very beginning of the 48:02.000 --> 48:09.000 development of those I really I ordered worked with the the content writer to organize a large brainstorming meeting of VPL 48:09.000 --> 48:16.000 scientist emeritus at a conference room there was like about 15 of us and we just battered around ideas what we would want it to 48:16.000 --> 48:23.000 have the big idea beat and so this big ideas this idea that we can't make sure every single component that was part of the exhibit 48:23.000 --> 48:30.000 always reference back to see if there if it didn't talk to those big idea that we would develop it should not be in the exhibit is 48:30.000 --> 48:37.000 a way to make sure that we had just the necessary components so as to not overwhelm the visitor and we came about that the idea 48:37.000 --> 48:44.000 with the big idea would be to this concept of bio signature so this was another one of the key themes of the PL I'm and then we 48:44.000 --> 48:51.000 said about K. well and then my self and the content writer started sitting out how do we actually deployed out so there's a couple 48:51.000 --> 48:58.000 we it was the wall the the size of the space is probably about the same size of the foot print of this room but it's not square 48:58.000 --> 49:05.000 sort has sort of an almost like an octagon type shape and so there are multiple walls but you never know have a visitor is going to 49:05.000 --> 49:12.000 move through space so you also have to make sure that it can be worked through in any order I will give sort of the all the the 49:12.000 --> 49:19.000 clockwise order that we designed it and knowing that people might move in another order so the first wall that people could 49:19.000 --> 49:26.000 encounter was really just the introduction what is astrobiology what is the virtual play 49:34.000 --> 49:39.000 in a Terry laboratory what does an astro biologist look like so we had multiple pictures 49:39.000 --> 49:44.000 of of the V. P. all astro biologist out in the field what does that look like 49:45.000 --> 49:52.000 then from going to that our title was mission find life so what are the key ways that that scientists were looking for 49:52.000 --> 49:59.000 finding a life so the first thing they have to do is find planets said this next sort of wall and space was 50:00.000 --> 50:08.000 talking about what was the what does the search for planets look like how is that done we had a small artifact of a model 50:08.000 --> 50:16.000 of the Kepler telescope there is a hands on activity as part of this all come back to there was a puzzle for for vote 50:16.000 --> 50:24.000 more little I was a younger ones to work through that sort of related back to this concept the next call others over the 50:24.000 --> 50:32.000 next few concept was water finding water and and why is looking for water so key for defining life I'm a lot of people 50:32.000 --> 50:40.000 say well why do we need water so explaining why it's seen as essential for life and one of the things you see here is a 50:40.000 --> 50:48.000 tank that actually a bacteria cyanobacteria and it's so people could actually see what what is probably the the main are 50:48.000 --> 50:56.000 why it type of life that has been on earth for the longest period of time there was also an area where people could look 50:56.000 --> 51:04.000 at the the tools that people yeah that's after all just used to chill and best to get those and then the the final sort 51:04.000 --> 51:12.000 of panel or theme of so sub theme was looking for signs of life so the bio signatures 51:13.000 --> 51:20.000 are there different aspects different ways that life might look different on different planets as part of this there is 51:20.000 --> 51:27.000 also you can see a touch table here that would that was a component that we had we used an existing material for that 51:27.000 --> 51:34.000 ouster now also has developed a suite of content called eyes on there's always on earth eyes on the solar system they 51:34.000 --> 51:41.000 also have an always on exoplanets so we worked with the people at JPL who developed this with this software and they 51:41.000 --> 51:48.000 actually had a component where you could go into the settings and define and set it up and what they refer to as kiosk 51:48.000 --> 51:55.000 mode which you would use in a Science Center so it was a little bit limited version of content but easier for people to 51:55.000 --> 52:02.000 work through so we had the the Nassau eyes on exoplanets kiosk content there is also you see a bench here and this is 52:02.000 --> 52:09.000 another touch screen this part we had films of interviews with some of the PPL scientists and these were a little 3 52:09.000 --> 52:16.000 minute videos of the soul of the PPL scientists talking about their research or astrobiology 52:18.000 --> 52:25.000 so one of the the things we developed was a transit planet planet transit hands on activity and this was one of the most 52:25.000 --> 52:32.000 popular of components of the exhibit then this was determined by house of observation exhibit a an evaluator was just sitting 52:32.000 --> 52:39.000 watching people moving through the the exhibit and timing how long people spent at each component so this was part of the 52:39.000 --> 52:46.000 finding planets and so how it was set up is there was like a light in the center of a Dolly and as though that was our distant 52:46.000 --> 52:53.000 star and then this Dolly could move in a circle and at different points on the Dolly were placed up planets and their 52:53.000 --> 53:00.000 different sizes you can you see just a small planet here and medium sized planet and then probably like a gas giant and as you 53:00.000 --> 53:07.000 turn the Dolly this the the planet would transit between the star and a sensor so here is the sensor that was developed was a 53:07.000 --> 53:14.000 light just a a light at detecting sensor and actually the person to develop did an amazing job it's it's look like a little 53:14.000 --> 53:21.000 mini Kepler telescope with the sensor and it was I was just freaking out the first time I thought it was so amazing so and 53:21.000 --> 53:28.000 then what would happen is as the visitor move this Dolly and and had the different planets transit between the star and our 53:28.000 --> 53:35.000 Kepler telescope sensor on the screen they could see the light intensity change and what they were saying is that as a small 53:35.000 --> 53:42.000 planet transited you get a little teeny depth in the light intensity but when a large planet transit there be a much larger 53:42.000 --> 53:49.000 down so this was one of the most a popular activities and then the second most popular one was I'm just defining what what 53:49.000 --> 53:56.000 life most likely look like so we had a flip board the the visitor said okay it would if you were going to find life on another 53:56.000 --> 54:03.000 planet what is it going to look like it's going to look like the little green men we see from movies or is it going to look 54:03.000 --> 54:10.000 like algae on a rock and then they lifted up the floor board to see which one it would be 54:17.000 --> 54:23.000 it was such a popular exhibit at some point a kid tried to steal Bowling Green manner after often sabbatical running after him 54:23.000 --> 54:29.000 to say that this concept of kids trying to steal part of your caught your your materials as the 11 of the challenges 54:32.000 --> 54:38.000 so for me evaluated the evaluation of visitors to the exhibit was done a couple ways there is as I 54:38.000 --> 54:44.000 mentioned passive observation on there was also interviews of eggs of out of people who engage with the 54:44.000 --> 54:50.000 exhibit and some of the key things that were found is of the people who were interviewed at 92 percent 54:50.000 --> 54:56.000 rated that the exhibit on a scale of one to 7 for how how much they enjoyed the exhibit we 55:00.000 --> 55:07.000 7 being the highest rating 92 percent rated or 5 or higher we did decide there is like a previous exhibit about 55:07.000 --> 55:14.000 chemistry in the space and this was higher than the chemistry exhibit we the only reason why we noted that because one 55:14.000 --> 55:21.000 of the few key things is when the one that they also did was time how long people spent in the exhibit so people spent 55:21.000 --> 55:28.000 approximately about 4 minutes in the exhibit Burr as the chemistry exhibit they spent about 10 to 12 minutes so they 55:28.000 --> 55:35.000 spent longer in the chemistry exhibit but they seem to like ours more even though they spent less time I 55:36.000 --> 55:43.000 there is there is probably the reason why we think that is because of the touch table on the touch table for the ouster 55:43.000 --> 55:50.000 Bala exhibit astrobiology exhibit was set up to have only a couple options for visitors to work through and investigate the 55:50.000 --> 55:57.000 chemistry exhibit the touch table was basically a video game to to create your own molecules and that that was pretty much 55:57.000 --> 56:04.000 just that's what's up people and and they spent 10 minutes at the touch table creating molecules so that's where most of 56:04.000 --> 56:11.000 the time was spent for that exam that on other people who were interviewed 65 percent rated that they're that they're 56:11.000 --> 56:18.000 inside their increase in their interest increased significantly oral are somewhat from the from what they saw and from what 56:18.000 --> 56:25.000 the beforehand and that there were more likely that they were likely to seek out more information 56:28.000 --> 56:35.000 so does the gives a wrap up and give a summary of the challenges and and the benefits so first some of the benefits is this is 56:35.000 --> 56:42.000 this type of activity creates a very strong bridge between and an institution is B. at a department a research group and a Science 56:42.000 --> 56:49.000 Center maybe the end and it goes beyond the duration of the project on this gives a connection that if the slant that stands 56:49.000 --> 56:56.000 museum or Science Center has new content and they wanna tests or or validate or verify some information they have an instant set 56:56.000 --> 57:03.000 of people that they can actually call and in 5 minutes to have them say yes that's correct know that that information is incorrect 57:03.000 --> 57:10.000 it creates a pathway for the general public to engage with science us most of the general public does not have access to 57:10.000 --> 57:17.000 scientists and that is going to actually disproportionately affect those who live in lower economic regions so this creates a it 57:17.000 --> 57:24.000 and environment and aposs way for people to engage with scientists and name once they have that ability they were very much going 57:24.000 --> 57:31.000 to show up people are able to see our seat science topics in the news online but that's a one way communication they have 57:31.000 --> 57:38.000 questions and they don't have anybody to answer those questions this gives them not pathway to ask those questions and yeah even 57:38.000 --> 57:45.000 outside the communication aspect scientists who've been involved in the training and and interacting report that that that what 57:45.000 --> 57:52.000 they have learned from interacting with the public help them with their teaching helps them think more inter disciplinary and work 57:52.000 --> 57:59.000 with more into the but interdisciplinary groups and also helps them think about being more inclusive 58:11.000 --> 58:18.000 I'm sorry are some of the challenges is as a region for the the communicators most all of them for this art this project for 58:18.000 --> 58:25.000 graduate students and some did tend to report that they had some negative reaction by their thesis advisors sometimes 58:25.000 --> 58:32.000 supervisors do not see the value in going through this training others definitely do but not all do so that can be one challenge 58:32.000 --> 58:39.000 I'm another thing is this have relied heavily on being connected to the Pacific Science Center which actually was one of the 58:39.000 --> 58:46.000 groups that created this portal to come to current research project and also the science communication fellow project but there 58:46.000 --> 58:53.000 are now if you happen to be in an area move to an area that is out of outside Washington there is actually I I you over 60 58:53.000 --> 59:00.000 institution else that our know how to interact do the science training and the science communication fellowship program and then 59:00.000 --> 59:07.000 the sort of finally as a scientist I remember one of the the things that was terrified me the most is when I was developing my 59:07.000 --> 59:14.000 first activity about your Aurora I was taught how the heck am I going to tell you explained all 4 year old what the Aurora is 59:14.000 --> 59:21.000 and why it happens and sort of the awful moment for me was realizing I didn't need to there were some of the things I use the 59:21.000 --> 59:28.000 hands on activities work say 3 D. magnetic field simulators which is basically a jar of glycerin with iron filings that you 59:28.000 --> 59:35.000 could put a magnet in the center and see what that shape is like just a child interacting with that and having a positive fun 59:35.000 --> 59:42.000 engagement with a scientist is a win there is so is what your win is as a scientist for engaging with the public depends on who 59:42.000 --> 59:49.000 that person is so don't you don't have to think about everybody has to come back come away no 1:00:00.000 --> 1:00:06.000 exactly the all of the results of your thesis work I'm in that it changes for each line 1:00:07.000 --> 1:00:14.000 so I'll finish up with asking for questions but also putting up a few resources all of these results are being published in 1:00:14.000 --> 1:00:21.000 astrobiology paper which should be out in a weaker Gerald was soon as we pay for the color figures it should be hitting the 1:00:21.000 --> 1:00:28.000 process of all of the the 2 science on fear show scripts and training manuals that we developed I you can if you're interested 1:00:28.000 --> 1:00:35.000 in doing this you can go to the Pacific Science Center website and download those and see what we developed you go to the site 1:00:35.000 --> 1:00:42.000 you click on the astronomy word and boom you can see where that content is all at there also uploaded to the the know what data 1:00:42.000 --> 1:00:49.000 sets but there's a lot of content good good thing there's a lot of content but when you're trying to find something specific it 1:00:49.000 --> 1:00:56.000 might be a little daunting so there's 2 ways you can find the show's Crips the images and the training manuals and as I 1:00:56.000 --> 1:01:03.000 mentioned in the exhibit we recorded videos with 4 of the VPL scientists Vicki meadows Nikki Pronto David crest and me and Nancy 1:01:03.000 --> 1:01:10.000 K. all of those videos you can find on YouTube it all on you tube in this link it's a 2 year all right you are all version of it 1:01:10.000 --> 1:01:17.000 will take you to the list of all of those videos if you would like to to look at watch those videos 1:01:22.000 --> 1:01:22.000 so 1:01:32.000 --> 1:01:35.000 quietly so what I'm sure some of you have some questions 1:01:36.000 --> 1:01:36.000 that's the way 1:01:42.000 --> 1:01:50.000 what do you do with the students involved in this continue to do outreach and like had more aspirations towards doing our regional 1:01:51.000 --> 1:01:58.000 so the question was is where the students that were involved and they continue to do outreach and do they have aspirations are 1:01:58.000 --> 1:02:05.000 what what all of the the ones they had graduated by the time I was writing the paper one had not continued but it was only by 1:02:05.000 --> 1:02:12.000 virtue of the fact that she had not yet decided figured out a way to continue you'd actually going and making a connection to a 1:02:12.000 --> 1:02:19.000 museum others have one reported that actually having done this made them think about actually going into working actually at a 1:02:19.000 --> 1:02:26.000 museum or Science Center as part of sort of the science facilitation in that setting so it doesn't seem to have an important word 1:02:26.000 --> 1:02:33.000 of very impactful aspect on all of them even if it only was in how they continued as a science researcher 1:02:41.000 --> 1:02:45.000 Max that customers he'll issues screws using 1:02:46.000 --> 1:02:46.000 right 1:02:47.000 --> 1:02:58.000 shades finding quite a change comes to mind like were there any others that came up there needing CPAC words that 1:03:00.000 --> 1:03:07.000 so the question was is for the controversy all issues we think about evolution climate change those I have for me I it I 1:03:07.000 --> 1:03:14.000 have no I have not seen what some of the the the ones that they do dat im I would say I occasionally will get questions 1:03:14.000 --> 1:03:21.000 about climate change even though I do not study climate change I'm just I'm a scientist the person is like I have can talk 1:03:21.000 --> 1:03:28.000 to on those 2 but yeah the the evolution and evolution actually isn't as much at least not here it's really the climate 1:03:28.000 --> 1:03:35.000 change is the one key one that gets a lot of people ask as well is a real all is it so that's the one that is tends to be 1:03:35.000 --> 1:03:42.000 the topic that really hits that controversy up and you know some of it might also be self selection is the those those 1:03:42.000 --> 1:03:49.000 individuals who are very skeptical of the science of climate change also tend to not be the ones that go to science centers 1:03:49.000 --> 1:03:56.000 I'm the so so there is what you do get people with questions but it's more about so I'm hearing people tried to deny 1:03:56.000 --> 1:04:03.000 climate change by this date up what is your take on that so they want their you standing out more what is your take on this 1:04:03.000 --> 1:04:10.000 the controversial how what wire why are they even claiming this what is what's that aspect 1:04:20.000 --> 1:04:27.000 Eric I was struck by the contrast between prior knowledge of offers for history 1:04:28.000 --> 1:04:28.000 so 1:04:29.000 --> 1:04:36.000 any thought or look into what it is because people don't have strong an undergrad but the only 36 or so that you have a 1:04:36.000 --> 1:04:43.000 question is about the the the the difference in the price how much knowledge increase for the pale blue.versus the alien 1:04:43.000 --> 1:04:50.000 earth and yeah that it's there really is not a lot of astronomy covered typically in in the courses you may get it in the 1:04:50.000 --> 1:04:57.000 high school typically what I with the students do get it it comes later and so it does hurt tend to not be 1:05:00.000 --> 1:05:06.000 the the majority of the the the the students of the miners there interact that 1:05:06.000 --> 1:05:12.000 were are the visitor I'm so they tend to get that that content later on 1:05:14.000 --> 1:05:24.000 hi black sweater isn't he training specifically for working with people in a one on one and scenario 0 1:05:25.000 --> 1:05:30.000 so that the fellow training so the question was about the fellow training if it's designed for one on one the fellow 1:05:30.000 --> 1:05:35.000 training is at the Pacific Science Center it's you go through being able to develop a hands on activity now 1:05:37.000 --> 1:05:44.000 you don't aren't required yeah there you don't sign and say I am definitely going to show up some people gone through the training 1:05:44.000 --> 1:05:51.000 and never facilitated their activity if you want the free membership you do have to but it but it does help you think about it in a 1:05:51.000 --> 1:05:58.000 lot of other pathways as well like some of the things you think about is how to describe something without using jargon that is the 1:05:58.000 --> 1:06:05.000 sum of the key the key training is about not using jargon the picture of me that I was showing with my training as we're going 1:06:05.000 --> 1:06:12.000 through an activity where you were trying to describe a picture to your partner and they had to draw the picture based on how you 1:06:12.000 --> 1:06:19.000 were describing it so it's thinking about how to very effectively use descriptive words so that another person can understand I'm 1:06:19.000 --> 1:06:26.000 so that actually has a much more broad usage and what you how you may use that did that answers on the 1:06:34.000 --> 1:06:40.000 yeah so for those who interests are being thin after biology they wanted to like to see that and 1:06:40.000 --> 1:06:46.000 worked out for where they're like groups the resources of places that you can send them like this 1:06:46.000 --> 1:06:52.000 great place to do this in traffic we don't have we have to be like a student for a scientist to 1:06:54.000 --> 1:07:01.000 so the question was about whether out with so those who wanted to lot of people said they wanted to find out more info 1:07:01.000 --> 1:07:08.000 how did did we give them those resources and many cases we did in the exhibit we didn't we had sort of a connection back 1:07:08.000 --> 1:07:15.000 to the NASA astrobiology institute website forward save us the the search for life in space science in the city as part 1:07:15.000 --> 1:07:22.000 of the queue in a we talked about good sites for people to go to places online to investigate read and and that was more 1:07:22.000 --> 1:07:29.000 of a a general public type of setting so we usually as part of that engagement and that discussion with the people 1:07:29.000 --> 1:07:36.000 provided them with recommendations because that there is a lot of information on the internet 1:07:39.000 --> 1:07:45.000 I'm so what they're it what would be the best for that person was going to depend on that person so usually we 1:07:45.000 --> 1:07:51.000 try to define what their interests were and then make recommendations based on their personal interests 1:07:53.000 --> 1:07:59.000 first so what happens when the retail funding ends as the shorthand way of asking more general questions all these 1:07:59.000 --> 1:08:05.000 educational which programs funded by mass of land so they're very short lived yeah life is most 10 years 1:08:07.000 --> 1:08:12.000 how do you make the process how you turn them into something that's not just trends and 1:08:13.000 --> 1:08:20.000 the question is about having sustainability or keeping the content persisting and that was really one of the how we did that was 1:08:20.000 --> 1:08:27.000 the show development that that does the science on spear shows at that though we had that so that would go out nationally actually 1:08:27.000 --> 1:08:34.000 internationally anybody who has one of those spears and you don't have to have the big ones you also can buy like private man's 1:08:34.000 --> 1:08:41.000 ones are like this bank can download that show for free to download the training manual for free so that has that's going to sit 1:08:41.000 --> 1:08:48.000 still exist in perpetuity now it might become out of date but it's still the images all of that material exists but the court 1:08:48.000 --> 1:08:55.000 activity which was actually the time line that was something that should they want to deploy that now that there's no longer 1:08:55.000 --> 1:09:02.000 funding that material exists the the training of the fellows that while they may go off on to other areas they still have all of 1:09:02.000 --> 1:09:09.000 that training and that knowledge the one that was the least actually the least the stand was the 6 month exhibit and that is just 1:09:09.000 --> 1:09:16.000 even though it's it's kind of a built in with that assumption because we're talking about current research 1:09:25.000 --> 1:09:31.000 even if the materials they wanted to keep them that current research was going to become out of date one 1:09:31.000 --> 1:09:37.000 to 5 years so it's we just try it you just kind of take it on an assumption that this material is gonna be 1:09:37.000 --> 1:09:43.000 transitory but that we want the one thing we did as part as part of the publication I made sure we have 1:09:43.000 --> 1:09:49.000 the CAD program and all of the drawings in a materials list so should you want to go home 1:09:50.000 --> 1:09:50.000 runway 1:09:52.000 --> 1:09:53.000 okay 1:10:03.000 --> 1:10:08.000 so do you want to go home and build one of these yourself after the publication comes out you can go and will 1:10:08.000 --> 1:10:13.000 be open access so anybody can download it they can go home download the pot the article and as an appendix 1:10:13.000 --> 1:10:18.000 you get a parts list with links of where you buy all of the materials with a CAD design on how big each and 1:10:18.000 --> 1:10:23.000 how you cut everything and how you connect everything up so that's what one of the ways we made at least part 1:10:23.000 --> 1:10:28.000 of the exhibit sustainable is by documenting how you can re create some of the materials 1:10:33.000 --> 1:10:34.000 I like that 1:10:36.000 --> 1:10:37.000 okay one more question 1:10:38.000 --> 1:10:39.000 where is this no 1:10:40.000 --> 1:10:47.000 where is that I I think this is in a storage room this is good this materials are currently in the storage room at the Pacific 1:10:47.000 --> 1:10:54.000 Science Center yeah they do not thrown away they date spirit off it's it's in a storage closet which they may and they may set up in 1:10:54.000 --> 1:11:01.000 6 months from now for something else but the the plans will be on the astrobiology site as soon as the articles published 1:11:03.000 --> 1:11:06.000 please join me in thanking Erica this is great how