G04-01

Room:102B

Time:May 24 09:30-09:45

Fuji-Sat Project: Development of the simulated micro-satellite and its operation at thesummit of Mt. Fuji
TOGO, Shoho1∗ ; SUTO, Yushi1 ; KAMOGAWA, Masashi1 ; NITTA, Hidetoshi1
1Dpt. of Phys., Tokyo Gakugei Univ.

We developed a virtual satellite and then installed it at the summit of Mt. Fuji. A purpose of this project is to make use ofa provided observation concept and production technology in the plan of the satellite by working at the summit of Mt. Fuji,and examining a virtual satellite. We investigated a preliminary study in order to check the Fuji mountaintop and similarityof the outer space in 2013. We installed the virtual satellite (Fuji-Sat) at the summit of Mt. Fuji based on those knowledge
in the summer in 2014. The Fuji-sat observes an electromagnetic wave strength change and performs the reception of databy the communication with an amateur radio station. The design of protection and the charge function to severe temperatureenvironment is done, and these apparatuses are expected when we can collect electromagnetic wave strength change data for
approximately one year in 2015.
Keywords: Small satellite, Virtual satellite, Mt. Fuji

1/1

G04-02

Room:102B

Time:May 24 09:45-10:00

Demonstration experiment of a handmade data logger at the summit of Mt. Fuji during
the winter in 2013-2014
NITTA, Hidetoshi1∗ ; KAMOGAWA, Masashi1 ; ORIHARA, Yoshiaki1 ; TOGO, Shoho1 ; SUTO, Yushi1 ;SUZUKI, Yuko1 ; FUJIWARA, Hironobu2 ; INAZAKI, Koji31Dpt. of Phys., Tokyo Gakugei Univ., 2 Jyoshiseigakuin High School, 3 Higashiyamagiken

Global environmental issues are one of the most important problems to solve for human being. In order to solve these problems,
environmental education (in school) is one of the significant action items. The long-term measurement of each environmental
parameter is effective for the students to realize the environment change. However, it is difficult to operate the long-term observation for them because there is no data logger system, with enough flexibility, inexpensiveness, durability and convenience.
Therefore, development of a data logger for students which satisfies several demands is required. Since we developed a handy
data logger which can operate individually without a personal computer and whose power is supplied by the battery with solar
charge equipment, we report the one-year results used at the top of the Mt. Fuji.
Keywords: Logger, Handmade, Long-term

1/1

G04-03

Room:102B

Time:May 24 10:00-10:15

Development of Web Contents on Clouds utilizing Facebook and YouTube
AKAMATSU, Tadashi1∗
1

Faculty of Education, Kochi University

Photographs and animations of various clouds taken in the campus of Kochi University were posted on Facebook and YouTube,
with short captions. Students and teachers can clearly come to feel the change of clouds and weather by making their own pictorial
books on the Web.

1/1

G04-04

Room:102B

Time:May 24 10:15-10:30

An analog tool of two-dimensional spring-block model for education and outreach
OKAMOTO, Yoshio1∗
1

Osaka-Kyoiku University

The fact that the occurrence of earthquakes strictly obeys the famous Gutenberg-Richter’s law is quite essential for earthquake
experts, however few people could understand the details of these phenomena. The misunderstanding and confused awe fordisastrous disasters seems to be brought from these backgrounds. In this regard, we developed some educational tools forunderstanding the G-R law; Go-game model(Ohtsuka,1971), sand-pile model(Bak et.al,1989). Kato(2007) described his onedimensional Burriged-knopoff model as an educational tool. We introduced here another two dimensional B-K model extended
from Kato’s model. The model consists of thick iron plates (60x60x12mm) and color rubber bands. Each iron plate has fourbrass hocks on its sides, and is connected to their four nearest neighbors with the rubber bands. The system is driven by a wooden
square rim connecting with rubber bands and surrounding whole system. The exercises are carnied out on our class room floor,
the students watch and count the slips of each or whole blocks (occurrence of earthquakes), while the system is driving slowly
to one direction(a mimic of plate motion). Our preliminary results show clear consistency with the G-R law. The students fully
enjoy the counting exercises and can be strongly inspired with the fine results. Through these exercises and analysis, they study
the interesting character of the G-R law and occurrence of earthquakes. The details of this model and analysis will be presented
at the conference.
Keywords: spring-block, Gutenberg-Richter’s law, earthquake, education, high school

1/1

G04-05

Room:102B

Time:May 24 10:30-10:45

What things do the teachers want to tell other teachers in Japan?
KAWAMURA, Norihito1∗
1

Faculty of Education and Human Studies, Akita University

The author carried out a questionnaire research about the actual situation of science classes related to earthquake in the Great
East Japan Earthquake affected area. Many messages from the teachers in the area were collected in 2014. The points of thesemessages are divided into four types; promoting science education, combination of science and natural disaster prevention,
promoting disaster prevention education, and others.
Keywords: Great East Japan Earthquake, elementary school, secondary school, science class, teacher, questionnaire research

1/1

G04-06

Room:102B

Time:May 24 11:00-11:15

Consideration of earth and planetary sciences education at secondary schools in Japanthrough employment examination
NEMOTO, Hiroo1∗ ; MIYAJIMA, Satoshi2 ; HATAKEYAMA, Masatsune3
1

Division of Natural Sci., J. F. Oberlin Univ., 2 Fukayadai’ichi Upper Secondary Sch., 3 Seikou Gakuin Secondary Sch.

Some students who are/were first ”CHIGAKU-KISO (Basic Earth Science)” and/or ”CHIGAKU (Earth Science)” learners at
upper secondary schools in Japan took the 2015 fiscal year employment examinations for civil servants on 2014 school year.
These kinds of examinations normally have covered huge range of many subjects such as ”RIKA (Natural Science)” including
physics, chemistry, biology, and earth science. We, therefore, need to analyze the contents of earth science questions in theseexaminations. This is because these questions may impact classes of ”CHIGAKU-KISO (Basic Earth Science)”, ”CHIGAKU(Earth Science)”, and other subjects at upper secondary schools in Japan.
According to former analyses of these examinations, scientifically incorrect questions have sometimes appeared now andthen in these questions. Education of ”CHIGAKU-KISO (Basic Earth Science)” and ”CHIGAKU (Earth Science)” at upper
secondary schools in Japan may receive a harmful influence from these incorrect questions. In this presentation, we will report
our interpretation of the influence on school education through the analyses of these examinations.

Keywords: Civil Service Employment Examination, Levels of secondary school graduation, Natural Science, ”CHIGAKU-KISO(Basic Earth Science)”, ”CHIGAKU (Earth Science)”

1/1

G04-07

Room:102B

Time:May 24 11:15-11:30

The try which makes physical geography enriched and makes the geography B curriculum
new.
FUKADA, Daisuke1 ; AOKI, Kunihiro1∗
1Nihon Univ. BUZAN high school & junior high school

A new curriculum was conducted in a main school from the previous fiscal year. At most 12 units per 3 years of geography B
could be taken by a new curriculum, and I decided to make the learning contents deepen.
It’s ”Physical geography is explained even more than now in politeness and specifics.” that I put emphasis by syllabus planningfor 3 years.
There are 3 reasons that this judgement was done.
The 1st reason is because I thought understanding of agricultural geography and industrial geography became easy when anatural environment could be understood. This way of thinking is advocated from the past and is the general way of thinking
from which a geography is learned. How to advance it along the contents of a textbook isn’t being done by the new syllabus
planning made this time. It was made ”geomorphology, industrial geography, climatology, agricultural geography ”. A physicalenvironment and human activity make them understand that I have a relation, and I’d like to make a geographical basic wayof thinking fixed.I have started geography A at the same time concurrently with geographical B. It was set as ”rural geography
and urban geography, ethnic conflict, environmental issue, population geography” by geography A. These contents aren’t also
unrelated to physical geography, so there is an intention to make a basic way of thinking and learning method fixed.
The 2nd reason is because the student who tries to remember terminology twice had problem consciousness to be increased
when the same terminology appeared beyond the field. 1 of the characteristics of the geography is to be able to talk beyond
the field by 1 of terminology. This is necessary to learning of topography science in particular. When it wasn’t shown manytimes where terminology of physiography was used in particular, I found out that a word isn’t understood. If terminology is newterminology every time it comes out, it’s caught, and if geographical learning is to remember, it’s misunderstood. Therefore thestudent who can see a decline of a desire to learn goes out. I thought as the way to stop a decline of a desire to learn.
The 3rd reason is because I’d like to judge a map and a sourcebook from to deal with a topography from the early stage andshow the new world.
A student seems to have a good impression to these tries. It’s based on the above, and class development at the viewpoint
where the physiography was made the center is announced while introducing an example.
Keywords: physical geography, geography B, curriculum

1/1

G04-08

Room:102B

Time:May 24 11:30-11:45

Coordination of education program which is provided by Kyoto Univ. for high school
students and Earth science education
MATSUKAGE, Kyoko N.1∗ ; TSUNEMI, Toshinao1 ; KAWAZOE, Tatsuro1 ; IIDA, Hideaki1 ; KADOKAWA, Tomoki1 ;HASHIZUME, Kei1
1

Center for the Promotion of Interdisciplinary Education and Research, Kyoto University

Kyoto University provides the JST education program for laureate high school students with a cross formed by academic
curiosity and science ”ELCAS” from 2014. In this presentation, we will introduce the coordination, the contents and the current
state of the ELCAS program, and the education of Earth sciences. Mainly, we will discuss the contents, the educational effectand a problem of the field work training program for Earth sciences which is being performed by the ELCAS program.
Keywords: Education of sciences, Field works, High school students, Cooperation with high schools

1/1