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My research project in the Quantum Nano-optics lab turned out to be a great experience. I was able to work with some really great people like Ben Richards, JD, Michael, and Ricky. It was truly an enlightening and fun, these guys made my experience a memorable one. The first two weeks I was lost in the lab and quite overwhelmed, luckily these guys were there to pick me up and patiently answer all my questions and take the time to explain the various experiments going on in the lab. Later on Ben put me in charge of the "Reflectivity Experiment", which involved using white light to measure the reflectivity of one-dimensional quantum wells. I’m still currently working on the experience and we’re hoping to be able to have the experiment up and running by the very last day.
Overall I thought the program was really awesome! Granted, quantum dots is not the easiest of concepts to understand, much less try to do lab research with, but it was the experience of meeting some really amazing people and doing lab work that really made for an awesome experience. My overall objective for joining CIAN was really simple; I loathed teaching science out of a textbook and wanted to find some really cool ideas for teaching science. Last school year I really felt bad that my students were not able to experience hands-on science lessons the way I hoped they would. Unfortunately, our school had a lack of supplies, a lack of creativity in the science curriculum, and a lack cultural relevancy connected to the curricula in general. I resolved to do something about this and to try to find some answers over the summer. As an elementary teacher, I have some awesome strategies and pedagogy for teaching science; I just needed to find some science content that I could translate into the classroom. This summer I was hoping to gain some knowledge in order to be able to teach my students science the way I knew I could.
Truthfully, I feel that I have attained that goal. I feel that optical sciences provide a wealth of learning experiences as well as an ideal science unit. I'm currently in the planning stages of designing a comprehensive unit on optics. Thus far I have found an abundance of resources for experiments on optics. My ideal curriculum for teaching science involves inquiry, hands-on, hypothesis, trial and error, documentation, and summarization. I believe that optics can easily be integrated into this science teaching model. I have learned a great deal from all the workshops we have had, all the conversations I've had with various people regarding optics, and the hands-on experience I’ve had in the lab. So I do feel prepared to teach optics to the kids. The class with Dr. Cajete on native science was also very eye-opening. The whole idea of making curriculum culturally relevant really connected some dots for me. I had always known that culturally responsive curriculum was important, yet I wasn’t quite sure on how to implement it. Thankfully, Dr. Cajete provided a solid framework for how to do this.

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For the 2010 ROKET program, I had a very rewarding experience working with Kali Wilson and Brian Anderson in the Bose Einstein Condensation Lab. This lab creates Bose Einstein Condensates that are ultimately suspended in a glass science cell and imaged under varying conditions. Due to differences in refractive index between surrounding air and the glass, some of the laser light used for imaging is reflected off of the glass surfaces, creating interference fringes when imaging the BEC. I set up a camera and apparatus to image a laser through an empty science cell, detecting similar interference fringes. I then adhered anti-reflective film to the sides of the cell to see if that would have any affect on the amount of interference detected when imaging.

Working in a research laboratory reminded me how different the science in a high school class looks in comparison to true research science. Science involves modeling real life with imperfect parameters, learning about one topic in incredible depth, creatively devising and trying out new ways to observe the world, and proposing answers to questions that have no one right answer. Being in Cajete's course gave me a vision for what I wanted my students to be capable of. I want my students to be able to succeed in a scientific research setting, and to do this, I need to provide them research and academic skills and knowledge for how to navigate the unique culture of science academia. At the same time, I want them to maintain a connection and understanding of their own culture and how it relates to science, to be able to successfully bring their mindsets and ways of knowing to the field of science to the benefit of their own communities and to science as a whole.

For my classroom, I am creating a Paul Trap demonstration, in which statically-charged dust is trapped in oscillating electric fields. This demonstration will help my students understand a component of the BEC apparatus in my lab by showing them how matter can be trapped and held in place by invisible fields. In addition to this demonstration, I plan to implement several lessons to encourage my students to examine science and its relationship to their lives and their culture, and to prepare them for research science. One of these lessons is a guided discussion comparing Zuni and mainstream Western epistemologies in regard to science. Another is a cross-cultural unit on the power of the sun, encompassing an exploration of the impact of the sun on Zuni, a critical thinking problem using Fresnel lenses, and the creation of a proposal to change an aspect of energy usage in Zuni. My participation in the ROKET Program has fundamentally changed the way I look at curriculum development and my role as a teacher of high school science in a Native American community.

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Absract: For my ROKET project, I built an interferometer that was used to understand Optical Coherence Tomography and its application in plant and animal tissue imaging. Optical Coherence Tomography, or 'OCT', is a technique for obtaining sub-surface images of translucent or opaque materials at a resolution equivalent to a low-power microscope. It is effectively ‘optical ultrasound’, imaging reflections from within tissue to provide cross-sectional images. Optical Coherence Tomography is attracting interest among the medical community, because it provides tissue morphology imagery at much higher resolution (better than 10 µm) than other imaging modalities such as MRI or ultrasound. Optical tomographic techniques are of particular importance too in the medical field because these techniques can provide non-invasive diagnostic images.
In the preliminary stage of this work, I had to focus on interferometry and the use of a piezo transducer to manipulate optical path delay line. After which , this piezo transducer was used in the Optical Coherence Tomography system to calibrate optical path delay line by imaging the top and bottom surface of a glass cover slip. I also used this OCT set-up to measure the structure of plant tissues – (Allium cepa) onion skin and chicken tissue .This concept have given me an idea of how OCT and imaging of biological tissues is applied. I used a photo detector to record and measure light interference signal as a function of delay distance changes caused by the peizo transducer. Then, depth-resolved image was reconstructed by analyzing the interference peak position using an oscilloscope.

Setting-up, building and engineering an Optical Coherence Tomography set-up was an experience from which I profited tremendously, not only learning optical principles and the tools of optical engineering, but also observing the research assistants, graduate students and my mentor work as scientists, and thus gaining an appreciation for the process that one must go through to engineer and build such experiments.
Prior to beginning this summer research, my professional goals included completing a research project with solid data and learning the methods for analyzing the data. While these goals were accomplished, I did not understand until the project's conclusion that the more essential professional accomplishment was in understanding the challenges that went with it, the integration of a deeper area of knowledge which is indigenous knowledge and indigenous language, new engineering ideas and meeting experts/scientists in the field.
The ROKET program did not only meet my expectations but exceeded it by opening my world to the field of optical biotechnology. I was able to gain a feel for the new and exciting research being done by the scientists of today. Today, I am more confident to teach light and optics and share this with my students.

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The ROCKET/AILDI experience at the University of Arizona was a enriching and rewarding experience. I was extremely honored to be assigned to the polarization laboratory of Dr. Russell Chipman. Under the advisement of graduate assistant Garam Yun and working directly with graduate student Stacey Sueoka, I was able to complete my research project. The goal of my individual project was to learn about the Multiangle SpectroPolarimetric Imager and polarization engineering. During my time in the polarization lab, I learned basic principles behind the study of polarization. Polarization is a natural occurrence and changes throughout the day. The unaided eye does not normally detect polarization in objects because it is limited to seeing only visible light. Utilizing polarized filters, which allow certain states of light through while blocking others, can vastly improve human's visual capabilities. Manipulating type, direction and number of polarized filters improves images and reveals the polarization properties and states of substances. Polarization imaging is utilized to improve aerial imaging in addition to microscopic views. It is also has been used in telescopic views of space beyond our galaxy. The Multiangle SpectroPolarimetric Imager is being developed to study aerosols in the atmosphere from space. The development of the MSPI technology is an on-going project that is mid-way to producing a camera that is capable of withstanding a journey to space.

There are many individuals in the polarization labs that are very dedicated to this project. I had the opportunity to visit with researchers working with the varied materials and components of the MSPI, data and image processing, and code writing. All of the researchers were very kind, helpful and took time to assist with my RET project this summer. During my time in the lab, I was able to take images with the MSPI ground camera. I learned the proper procedure and computer technology associated with capturing and converting images. Then I worked on processing images and studied the data analysis of viewing processed images. When gaining understanding of the images in the areas of intensity, degree of linear polarization, angle of linear polarization, orientation, horizontal and vertical polarization information and the specific angle effects on polarization it became apparent that a strong background in math is vital for optical engineering.

Applying the knowledge learned this summer in the polarization labs will be a great addition to the existing curriculum and assist in meeting required standards. I was able to see some of the demonstrations that the graduate students did with the optics summer camp and could easily incorporate those to supplement established topics in the curriculum. Expanding the light unit, basics of polarization with demonstrations, polarization of clouds, rainbows and the natural environment will all lead to students designing their own polariscopes. Showing the MSPI technology and applications of the technology will also be included in the curriculum this year. Most of the information learned this summer will greatly enhance topics that may seem abstract to students.

In addition to the research experience and information I intend on incorporating more cultural, linguistic, and indigenous science into the science curricula at Cheyenne-Eagle Butte High School. The courses provided by AILDI were very influential in addition to being helpful in seeing the importance, relevance and need to include indigenous knowledge, cultural reference and native language into all units. I was able to teach a twenty minute lesson about polarization in the natural environment entirely in the Lakota language. It was challenging but rewarding experience to see that it is feasible to incorporate the language while teaching science. Overall, the experience provided by the University of Arizona was enriching experience that accomplished all of the goals set forth at the onset of the program. I am extremely honored to have been able to participate in such an innovative approach in learning about the research environment. It has definitely had a profound impact on me and created an enthusiasm about optical sciences and engineering.

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My participation in the ROKET/AILDI program has been extremely rewarding in a number of ways. I had the opportunity to work in the lab of Professor Supapan Seraphin growing carbon nanotubes using the chemical vapor deposition method. Along with an undergraduate in the REU program I studied carbon nanotubes, growing methods, and potential applications. I focused on differentiating the temperature at which the nanotubes were grown. I selected low and high level temperatures that were different from the standard temperature used in the lab by current researchers. Exposure to a lab environment and the specific lab research has greatly contributed to my understanding of science content and the field itself. It has inspired me to continue developing my overall science knowledge. The experience has also opened my eyes to the different types of research being conducted in industry and academia. This is important information I can pass on to my students. I have taught in the pueblo communities of northern New Mexico for that past few years and will continue to do so next year in Jemez Pueblo, NM.

At the elementary level science is often less of a focus than reading or math. My lab work has given me a rich experience to reflect upon and use to improve my science instruction. Because I can now relate to such work on a personal level I feel confident I can convey the importance of science effectively. This year ROKET has joined forces with the American Indian Language Development Institute (AILDI) and has created a very unique experience which will no doubt enhance my classroom instruction. I feel confident I can incorporate language and culture into my teaching in a way that will make science meaningful for my students. I have a responsibility to help my students become critical thinkers in addition to teaching content. The ROKET/AILDI program created a space where I could think critically about teaching science and has compelled me to deeply contemplate ways to improve and use culturally responsive teaching. Through the program I will be able to purchase a USB Microscope to aid in teaching about magnification and image scale. I also plan to use remote access opportunities offered by the University Spectroscopy and Imaging Facilities (USIF) here at the University of Arizona to use the scanning electron microscopes to view student samples. I am very thankful to the staff of ROKET/AILDI for all of their hard work and dedication and for providing this amazing opportunity.

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Much of this program has been an exercise in trying to merge two seemingly separate and unrelated spheres—laboratory optical research, and the preservation of indigenous language and culture. But in truth, these areas are not terribly different from what I have been trying to merge—often by default—in my classroom each day. At its essence, this summer has been a time for me to probe much more deeply into the question of what I want students to get out of my classes, and then to very consciously consider what it takes for them to reach these goals. On one hand, the apparent goal of any RET program is to help teachers motivate and prepare students to become scientists. Without question, I want my students to have the skills and background necessary for scientific careers, and to experience the fascination and excitement of science, in optics and across the board.

At the same time, I realize that most of my students will not become scientists. But they will live in a world where science and technology are major forces for both good—with amazing technologies and discoveries—and more ambiguous ends—for their cultures, ways of life, and for the environment and society. I want my students to approach this world from a place to strength and wisdom, knowing how science works and how they can benefit from it, but also knowing their own cultures and language, and how science can benefit from their perspective. The lab portion of the program has been a chance for me to understand what research involves, and how the science concepts taught at the high school level connect to the cutting edge of technology. The first few weeks mostly involved asking questions. Not only did this allow me to slowly understand much of the lab’s work (at least at a general level), but it was reminded me what it felt like to be a student, and helped me to understand how to work down to easier concepts, and then work back up to harder ones. Observing the graduate students, Earl and Stanley, and perhaps most of all Juma in the REU program, as they worked on their projects gave me the chance to see how concepts translated into experiments, complete with the careful tinkering, adjusting and waiting that make up much of actual research. This is a part of the research process which I want my students to have controlled doses of, both for the scientific experience and to appreciate the process that has lead to 'textbook facts.'

But most of all, it has been the process of developing a project for my students that has given me the insights (and physical product) that I will take back to the classroom. In working to identify the essential principles of optical communication and to make the visible and student friendly, I have had to do much of the conceiving and experimenting that I have seen in the lab. My tools may have been laser pointers and LEGOs, but the process was similar, and I now feel much better able to reduce the process again—this time to a level that is appropriate for high school students.

While the lab part of ROKET has helped me tremendously in thinking about skills and content that I want to teach, it is the AILDI component that has truly distinguished the program. It has prompted me to think far more deeply about the role that school can play in helping my students—as individuals and as members of their community. I have realized that issues of language, culture and identity are absolutely central—central to my students’ academic success, central to their development as people, and central to the survival and invigoration of their tribe. Connecting science content to these topics is essential for making science relevant and accessible. But more than that, culture and context are vitally important in their own right. Often they seem worlds apart from the typical science classroom, but they can and must be brought together. However awkwardly or haltingly, this program has given me the framework and the passion to bring them together, and as a result, it will have great impact on my classroom.

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