Appendix B: FOSTER Online

B1 Project timeline (October 1993--June 1994)

Oct:     Project initially conceived
Feb:     Decision to proceed; planning begins
Mar 23:  Design review for online organization
Apr:     Recruit experts, identify authors of updates, identify online 		
Apr 21:  Request for expert biographies
Apr 22:  Project announcement on CoSN
Apr 25:  Project announcement on Net Happenings
         Video originally scheduled
May 3:   Start of questions
         Video plays on NASA Select TV
June 10: End of questions
August:  Surveys completed

B2 Project sign-up Dates

B3 Schedule of update reports

Flight Update May 2,1994	Science goals of deployment
Flight Update May 5		Getting ready to leave for Hawaii
Flight Update May 7		Chopper failure
Flight Log of May 7		Chopper failure log entries
Trip to Hawaii on May 7		Details of flight
Flight Update May 9		Lots of people on team
Flight Update May 10		Details of a successful flight
Flight Update May 11		Experimenter change
Flight Update May 13		Flight canceled, scuba diving instead
Flight Update May 14		New exotic equipment (very, very cold!)
Flight Update May 15		Routine flight details
Flight Update May 23		New instrument called FIFI
Flight Update May 27		Busy deployment

B4 Question asking

A total of 138 individual questions were asked. Of these, 41 questions were answered by the Smart Filter (because it was a duplicate, it was in reference material or it was irrelevant). The remaining 97 questions were forwarded to experts.

The chart below shows the arrival dates of unique questions which needed to be answered by experts. The x-axis is the specific day, the y-axis is number of questions arriving on that day.

The vast majority of questions arrived during the first two weeks of the project.

Only basic guidelines were provided to help determine appropriate questions for submission to NASA. A handful of teachers accounted for the bulk of all questions. No limits were placed on number of questions allowed per teacher. The busiest questioner sent in 39 individual questions. The next five busiest teachers each sent in 20, 11, 10, 8 and 8 questions each, respectively. The other questions were submitted by teachers with one to six questions each. Only eleven teachers limited themselves to a single question. If question demand needs to be moderated, some limit might become necessary on the maximum questions per teacher.

The delays in answering questions are diagrammed below:

Histogram showing delay between first asking and receiving the answer to a question (x-axis is delay in days, y-axis is number of questions answered with given delay)

Histogram showing Smart Filter delay between date question first asked and initial Smart Filter processing (x-axis is delay in days, y-axis is number of questions answered with given delay)

B5 Question Topics

50 foot power in 6 foot space
A Comet in Auriga
About Saturn's rings
Annular Eclipse on May 10, 1994
Being a Pilot
Broken Telescope
How does the edge of atmosphere look?
How many people need to operate the telescope?
How to collect atmosphere
How to view stars at high speed
How was Kuiper Named?
Injuries on KAO
Interest in Space
Invisible Star
Jet Streams in high altitude
KAO crash and safety
KAO's type of aircraft
Kuiper Pronouciation
Learning about far away stars
Life on Comets?
Maximum Altitude for KAO
Methane Ice vs. Water Ice
Minimum age to be on KAO
New Solar Systems
Non-gravity environments
Observation of Annular Eclipse from KAO
Origin of Methane
Other Locations besides Hawaii
Other Telescopes on board KAO
Other gasses in space
Planet Moon
Planets sharing the same orbit
Power of Telescope
Radon Experiments
Rho Oph Coordinates
Salary compensations for KAO team members
Scared to fly?
Schools for Pilots
Seen anything weird?
The formation of Jupiter
The importance of learning about stars
The size of KAO staff
Type of Telescopes Used
Venus' gaseous atmosphere
Washrooms on KAO
Water landing in case of crash
When and why use KAO?
When do pilots sleep?
Where do particles come from
Why do you choose Hawaiiar Why not used the Shuttle
Why outerspace is so cold
Why study dust
Why use infrared telescope
Women on Flight & Experiment Crew
Building Blocks of Life
C-141 Size and Name
Choosing the pilots
Collecting data and observing eclipse on May 10 from KAO
Comet colliding with Jupiter
Constellation called Lynx
Do you enjoy your work?
Educational Requirement for KAO staff
Electronics devices on KAO
Food on KAO
Gas in space
Gravity and Stars
Harmful particles in dust
Has the moon any gender?
How did Earth get its name?
How do comets move so fast?

B6 Project team time investment

The majority of the on-line work done by the project organizers was done by three people: Edna, Khamsa and Marc. The hours listed directly below are very rough estimates. The data for Smart Filtering is precise because it was measured throughout the experiment.

Project planning (March-April)

Edna 50 hours
Khamsa 30 hours
Marc 20 hours

Project implementation (May-June)

Edna 50 hourse
Khamsa 25 hours
Marc 50 hours
Smart Filter 103 hours

Smart Filter Hours Per Day (No Automation)

B7 Project announcement

NASA is pleased to announce FOSTER On-line, another project in the "Sharing NASA with our Classrooms" series.

FOSTER On-line will plug an airborne astronomy missions group into cyberspace. These researchers fly on NASA's Kuiper Airborne Observatory with an infrared telescope at 41,000 feet; the altitude diminishes problems with atmospheric absorption. The women and men involved in this research will be based in both Hawaii and California in May and early June. During this time they hope to share the excitement of a NASA research project with K-12 classrooms via the Internet.

Frequent project updates will be sent almost every day. Students and teachers will be encouraged to send question to the team via Email. Various background materials including articles, lesson plans and images will be made available via gopher and FTP. A video documentary about the research team will be aired via satellite once per week. The remainder of this message will provide details on the various components.

Project updates and announcements To receive reports on the status of the research project and other announcements, please send an Email note to:

In the first line of the message, write the words:
subscribe updates-foster

Within a few minutes, you should receive a confirmation note that you have been added to the list of participants. You may sign up for this service today. The frequent updates will start arriving on May 3 and should continue until June 10 of 1994.

Sending Email to the research team

The men and women of the research team will be available to answer questions from K-12 students and teachers. We will acknowledge and answer all questions as quickly as possible. Our goal is to provide some type of personal response within a day or two.

These questions will be accepted from May 3 to June 10, 1994.

To send a message during these times, address the Email to
In the subject field, please put the letters "QA:" before a descriptive subject. The following example should illustrate this idea

FROM:		your Email address
SUBJECT:	QA: bumpy ride?
Hello, I am a seventh grader from Amarillo, Texas. I saw that the weather was bad in Hawaii yesterday. Did this cause your flight to be bumpy? Is it still possible to use the telescope when there is a lot of turbulence.
Thanks, Susie Hernandez

If you or your class have several questions that are unrelated, it would be best to send separate messages instead of one message with many different questions.

All of the questionanswer pairs will be placed on-line. If you would like to receive ongoing Email with answers to previously asked questions, please send an Email note to:

In the first line of the message, write the words:

On-line repository of background material

Information related to this project will be made available on the Internet on our server at Included on-line will be material about the Kuiper Airborne Observatory, the mission plan, the people involved in this work, lesson plans, an archive of updates and questionanswer pairs, images and other goodies.

Some of this information is available now and more material will be continuously added until June 10.

This repository may be accessed using either Gopher or Anonymous FTP.

To use Gopher, open a connection to

The main menu will look something like this:

1.	NASA K-12 Information/
2.	Frequently Asked Questions about Internet in School
3.	Global Quest: A Video about the Internet in Schools
4.	"Networks: Where Have you Been All My Life" Essay Contest Winners/
5.	Announcing Space Design Contest
6.	Other K-12 Gophers/
7.	Other Interesting Gophers/
8.	NASA Network Information Gopher/
9.	NASA Topics/
10.	NASA NREN K-12 Initiative (Our Sponsor)
Choose the first menu choice (NASA K-12 Information/) and you will see something like this:

1.	The Teacher's Guide to the Internet/
2.	Science Resources for Teacher K-12/
3.	Student Resources/
4.	Live From...Other Worlds/
5.	FOSTER On-Line/
6.	Recent Network Happenings/
7.	Connect with Spacelink 
8.	Network Guide And Directions/
At this point choose the fifth option (FOSTER On-Line) and you will be surrounded by a wealth of information about this group of researchers. Choose whatever is interesting to you. The menu will look something like this:

1.	README: About the FOSTER On-Line Project
2.	About Flight Opportunities for Science Teacher EnRichment (FOSTER)../
4.	Ask FOSTER - Questions and Answers Section/
5.	Mission Updates and Activities/
6.	Airborne Astronomy Lessons/
7.	Biographies of the KAO team
8.	Background Materials/
9.	Images/
10.	SOFIA - NASA's 21st Century Observatory/
Information may also be retrieved using Anonymous FTP. Depending on your service provider, the specific program for Anonymous FTP will vary. Popular programs include FTP and Fetch. In any case, an Anonymous FTP session starts with you requesting a connection to The word "anonymous" is entered as the login name. Your own Email address (for example: is entered as the password. Once you have connected, you will receive a login message that looks like this:

230-WELCOME to the NREN K-12 ftp archive at NASA Ames Research Center.
230-All useful files are in the pub directory. To start, type the command
230-cd pub
You should begin by changing to the directory called

Again the specifics of how to do this will depend on your software and service provider. From here, you should change to the directory called

You must type this exactly as it appears, including proper capitalization. At this point you will receive a message that looks like this:

250-This FOSTER On-Line subdirectory contains the following sections:
250-  - README
250-  - About FOSTER
250-  - Kuiper Airborne Observatory
250-  - Ask FOSTER: Question & Answers
250-  - Mission Updates and Activities
250-  - Airborne Astronomy Lessons
250-  - Biographies of the Research Team
250-  - Background Materials
250-  - Images
250-  - SOFIA - NASA's 21 Century Observatory
At this point, please list out the files and retrieve the information which seems useful to you.

On-line discussion with other teachers

A mailing list has been created to facilitate discussions among teachers using this on-line project. This forum will allow teachers to share ideas, discuss potential classroom activities, benefit from one anothers' experiences, and perhaps build a community of like minded educators. The discussion will not be moderated or filtered.

If you would like to take part in this dialogue, please send an Email note to:
In the first line of the message, write the words:

Feedback or comments

NASA welcomes your ideas on how to make this and future projects better. Please address any constructive ideas to

Video documentary available

NASA will be broadcasting a 30 minute documentary about the Kuiper Airborne Observatory. This video will air over NASA Select TV for four consecutive Wednesdays starting on May 11 at at 2:00pm Eastern time (5/11, 5/18, 5/25, 6/1). The program will also repeat at 6:00pm, 10:00pm and 2:00am (the next day). The documentary will be immediately followed by a 12 minute video called Global Quest: The Internet in the Classroom

NASA Select may be downlinked without cost from satellite by using the following parameters: SpaceNet II satellite, transponder 5, 69 degrees west longitude, frequency 38.8 MHz, Audio 6.8MHz, Horizontal polarization

The following is a more complete description of the video program.

Kuiper Airborne Observatory: NASA's Telescope in the Stratosphere

This documentary program introduces to the public one of NASA's least known and least expensive but scientifically most productive projects: an airborne observatory which takes astronomers into the stratosphere.

Through the 36" telescope which is mounted on a modified Lockheed C-141 cargo jet, astronomers gather light in infrared wavelengths from objects as close as a local asteroid and as far as a quasar billions of light years away. The program follows one flight of the Kuiper Airborne Observatory. On board the Kuiper as it travels at 41,000 feet from its base at Moffett Field in Northern California to the Mississippi River and back are University of Chicago astronomers who are mapping the great nebula in the constellation of Orion where stars are being born. On board are two teachers from the San Jose Unified School District who are participating in a NASA program designed to enhance science education.

This documentary itself provides an exciting and informative introduction to contemporary astronomy. For in telling the story of the airborne observatory, the program gives the history of major discoveries that have resulted from flights that astronomers have taken on the Kuiper. These discoveries include the rings of Uranus, the presence of organic chemicals and water ice on Halley's Comet, and the elements that were spewed into space by the spectacular explosion of Supernova 1987A. The astronomy that has occurred on the Kuiper throws light on the origin of life on Earth, the composition of stars, the intense activity that is occurring at the center of the Milky Way and the process whereby galaxies are formed.

The program reveals the unique technologies used on board the Kuiper to wrest secrets from the universe. These include supercooled data collection instruments, and the telescope's compressed air and gyroscopes systems which enable it to remain fixed on a distant object despite turbulent flying conditions. Interconnected networks of computers navigate the aircraft, collect the data, point the telescope, and track the flights. In addition, basic astronomical concepts such as electromagnetic radiation and the uses of spectrographic analysis are also presented.

Designed for audiences ranging from junior high students to the general public, featuring interviews with leading astronomers and photography from NASA space probes and on board the Kuiper Airborne Observatory, this documentary provides a unique and inspiring look at astronomy in action.

B8 Survey of participants

Section 1: Notification and announcement

How did you learn about FOSTER On-line?
Through CoSN listserv, Schoolnet, Spacelink, Net-Happenings, EDNET, Delphi's Edtech Custom Forum, NESWNET, forward from a friend or helper,, from other NASA Internet programs, NASA Select TV

Approximately what date did you sign up for this project?
See Appendix B2

Do you have ideas about other places we should announce similar projects?
To previous project particpants
Magazines/publications which schools usually receive (like "National Geographic")
The Scout Report (
Net-happenings, NOVAE, CoSN, Kidsphere, FrEDMail
Businesses that you are associated with, public schools, and other college campuses
USENET(, all available k-12 science interest groups)
Professional journals, AFT/ATA journals
Commericial nets -- AOL, Prodigy
Nasa Select TV

Ideally, how much notice would you need about a similar project for it to be useful to you?
Teachers answered across a range, from one week to two months. If the response from all teachers was averaged, the result is about one month of of lead time. Particpants who weren't teachers needed no lead time.

How clear were the announcement instructions you received on how to participate in the FOSTER On-line project?
_____ 1: Crystal clear......5: Confusing

Of 22 responses:

11 chose a rating of 1		 3 chose a rating of 3
 6 chose a rating of 2		 4 chose a rating of 4
Other comments:
"I think this is a great idea. Once people know about it, it should become quite popular"
"It would help to have some reference stuff available in many different forms - hard copy, previously published articles and so. Could add this to the gopher."
"It was hard for me because our school is Year Round and I went off-track at the wrong time for this to be real beneficial to the students."
"I learned what a valuable resource an "expert" can be. Especially when he takes the time to respond to personal questions."
"Even now i am still unsure how to access the video segments that were mentioned. Are they only on a specific cable channel. Are there other methods for obtaining the information?"
"This was one of the finest Internet classroom projects so far. I wasn't quite sure how best to use it. Another time that would not be a problem. The answers are a treasure of information. They were well written and easy to understand, and they provided current and profound insights in addressing the questions."

Section 2: Updates (reports from the project team)

How well did the frequency of the updates meet your needs?
_____ 1: The right number of reports	5: Not enough reports
Of 17 responses:
 8 chose a rating of 1		 1 chose a rating of 4
 5 chose a rating of 2		 1 chose a rating of 5
 2 chose a rating of 3
One person said, "The more the better. We can always hit 'D'"

How consistent did you find the reports?
_____ 1: Very consistent   5: Spotty and inconsistent
Of 18 responses:
 5 chose a rating of 1		 1 chose a rating of 4
 5 chose a rating of 2		 2 chose a rating of 5
 5 chose a rating of 3
Comments were:
"I thought the spottiness and inconsistency, such as it was, was a useful
illustration of the way science works."
"Another some were great...others not so hot"

In future projects, ideally how often would you like to receive a
 Of 20 responses:
 4 chose "once/week"
11 chose "twice/week"
 1 wrote in 2-3 times/week
 4 chose "once/day"

Did the level/complexity of the reports match your classroom needs?
 _____ 1: Just right     5: Too complex
Of 9 responses:
 4 chose a rating of 1		 2 chose a rating of 3
 1 chose a rating of 2		 2 chose a rating of 4
Did the level/complexity of the reports match your classroom needs?
 _____ 1: Just right     5: Too basic
Of 5 responses:
 4 chose a rating of 1		 1 chose a rating of 2
One person wrote, "Since the reports covered the whole range, I thought it
was OK. You can't be all things to all people."

Other comments:
"Give Juan Rivera a raise."
"I subscribed the last couple of days of the service, so I didn't receive
any actual reports"
"More detail of the research results would have helped"
"My students are probably among the younger groups to be involved in
FOSTER. While many aspects of what appeals to a younger audience
(quicktime movies, sound files, image files) will also appeal to junior
high and high school students, the more advanced descriptions are pretty
tough for a sixth grader."
"I found the reports very informative, so to me they were just right if
more details on the electronics were possible that would also be a plus."
"This idea of sending updates via the internet is a great way to inform a
large variety of people! "

Section 3: Ask-foster (Email to experts)

Did you submit any questions to FOSTER On-line? If not, please
skip to
the next section.
 Of 23 responses:
18 answered 'No'		 5 answered 'Yes'

How quickly was your question acknowledged?
_____ 1: Very promptly........5: Not at all
Of 4 responses:
4 chose a rating of 1

How quickly was your question answered?
_____ 1: Very promptly........5: Not at all
Of 3 responses:
 2 chose a rating of 1		 1 chose a rating of 3
One person wrote, "Promptly enough for me"

How would you rate the quality of the response?
_____ 1: Very good........5: Poor
Of 4 responses:
 4 chose a rating of 1
One person wrote, "Excellent. In general the responses were on the level
suited to the question and to the level of the students."

Did the level/complexity of the question match your classroom needs?
 _____ 1: Just right     5: Too complex8 
Of 4 responses:
 3 chose a rating of 1		 1 chose a rating of 2

Section 4: Reading questionanswer pairs

Did you receive the questionanswer pairs from the answers-foster
mailing list?  If not, please skip to the next section.
Of 22 responses:
17 answered 'No'		 5 answered 'Yes'

How would you rate the quality of the response?
_____ 1: Very good........5: Poor
Of 5 responses:
 5 chose a rating of 1	

Did the level/complexity of the question match your classroom needs?
 _____ 1: Just right     5: Too complex
Of 2 responses:
 1 chose a rating of 1		 1 chose a rating of 4

Section 5: On-line information

Did you use gopher or FTP to access the information on
If not, please skip to the next section.
Of 20 responses:
15 answered 'No'		 5 answered 'Yes'

How would you rate the organization of the information on Quest?
_____ 1: Well organized	5: Poorly organized
Of 4 responses:
 1 chose a rating of 1		 1 chose a rating of 3
 1 chose a rating of 2		 1 chose a rating of 4

How reliable was your ability to connect with Quest? _____ 1: Very reliable 5: Unreliable Of 5 responses: 2 chose a rating of 1 1 chose a rating of 4 2 chose a rating of 2 One person wrote, "ftp access was down in the last couple of weeks of school" What information did you find most useful? "COLOR IMAGES!!!!!!!!" "The graphic of the aircraft" What type of information would you like to see for future projects? "Graphics in GIF or other IBM compat. format" "More background material regarding the specific objectives of the mission." "QUICKTIME MOVIES!!!!!!!!! SOUND!!!!!!!!! MORE IMAGES!!!!!!!!!!!!!!!!!!!!" "Perhaps more graphics" Other comments: "The questionanswer part of the project was excellent!!!!!!"

Section 7: The overall experience

Overall, how worthwhile did you find your total FOSTER On-line
_____ 1: Very worthwhile........5: Not worthwhile at all
Of 23 responses:
11 chose a rating of 1		 5 chose a rating of 3
 6 chose a rating of 2		 1 chose a rating of 4
One person wrote," Potential for much more with more prior notice, more

Overall, how did your students like their FOSTER On-line experience?
_____ 1: Very much........5: Not at all
Of 7 responses:
 1 chose a rating of 1		 2 chose a rating of 3
 4 chose a rating of 2	
Comment:" a small group os students would give it a 1, while the majority
would have rated it a 2 or 3"

Would you recommend to another teacher that she participate with her
class in a project like FOSTER On-line?
    __Yes      __No
Of 20 responses:
20 answered 'Yes'		 nobody answered 'No'

How easy was it to work FOSTER On-line into your curriculum?
1: Very easy........5: Very difficult
Of 7 responses:
 1 chose a rating of 1		 3 chose a rating of 3
 1 chose a rating of 2		 2 chose a rating of 5
"It diddn't really fit, we just did it"
"Coming at the end of the year was really bad timing; with more time and
at a different time very easy"

Please describe how you used the information provided with your class.
"I'm a parent. I came into the class every ten days or so and did some
FOSTER stuff with the kids."
"It fit in nicely with our coverage of telescopes in my Earth-Space
science class"
"Read and posted the updates on the bulletin board. Provided copies of the
background material for group reading and discussion then required group
development of questions which were focused on the materials. Grouped and
e-mailed the questions from home. Shared the answers with the class. Each
student received a copy of her/his answer."
"My class and I read letters and composed questions together. We connected
to and downloaded from and read some of the researcher
biographies and viewed the color hypercard stacks by ExInEd"
"Sharing, discussing, delving into maps and ideas presented."
"Presented aspects of the reports which pertained to my third grade
lessons on condensation, weather, atmosphere, etc"
"I personally followed the reports sent, but because of my teaching
schedule I was unable to work it in to the existing curriculum at that
time. We are in the slow process of establishing internet access at our
school site which kept me from full participation in FOSTER On-line."
"I teach my children at home. We explored the topics as you brought them up"
"I'll be sharing it with next year's class."
"It was an extra credit project for those students enrolled in my physics
classes who were interested in astronomy"

How can we make future projects like FOSTER On-line more useful to you?
"Make it available to the local schools. They don't have Email."
"Let me get on the plane with you. Send information from the flying
teachers. "
"QUICKTIME MOVIES!!!!!!!!!    SOUND!!!!!!!!!    MORE
"More time to plan"
"More advance notice"
"It was great the way it was. Just provide similar projects in the future."
"I was unclear what some of the experiments involved, therfore, we were
not sure what kinds of questions to ask, or if it was appropriate to ask
general astronomy questions."
"More of the same."
"The reports were very sparse on this project, however I am sure this was
due to the problems experienced. The reports should however take some
priority as the public is looking forward to them.. "
"Interesting news (mail) is most important thing"

What was the best thing about FOSTER On-line?
"It was so interesting."
"Having the actual scientists and people directly involved with the Kuiper
answer questions."
"The reality of it. Getting reports from the people doing the work was
very insightful. I think this is the next
 best thing to having the students actually on the plane. Even studying
the necessary skills won't tell you about the sleepless nights or the
unexpected equipment failures in the same way as hearing it while it's
happening from the people it's happening to. :-) Also the thrill of being
there doing the science came thru very well."
"Feeling of a personal contact on the aircraft. Real world [especially the
gravel in the engines] type problems"
"The excitment when the answers came back."
"Real correspondence with the technicians and scientists involved was
important to the students, even if they didn't fully comprehend the mission."
"IMAGES!!!!!!!!!!!!!!!!!!!!  and connecting on-line....and getting
questions answered by experts...."
"Being privy to "real science" and providing myself and students with an
opportunity to witness something we would have no other access to."
"Something that is happening NOW"
"The immediacy/intimacy of the reports. I wish I had been able to share
the reports themselves with the class, but they were too complex and
time-consuming to fit in the short time period I had to work in."
"It provides a direct, nearly realtime link between scientific theory as
studied in the classroom and application in the real world."
"Talking with the experts"
"The detail and quality of the answers."
"Being exposed to some of the newest information as it occurs is a great
experience for me! I try to keep up with some of the more interesting
topics but it always seems impossible. Thru FOSTER On-Line and the concept
it supports alot of GOOD information can be desceminated to a large and
diverse group of people each making use of a different segment of the
info. for their own purposes."
"Best: reading the updates of Juan Rivera"
"The best thing is that I can see the latest news of this program when I
am in Japan."

What was the most frustrating thing about FOSTER On-line?
"Maybe conglomerate a couple of questions/answers with each other so that
people who are subscribed to the answers folder aren't deluged with so
many messages (I ended up unsubscribing to the answers folder because
there were too many messages for me to try to read!)?"
"Not being there myself. :-)"
"The updates fizzled out. Our last group of answers I received the night
after the last school day."
"when quest.arc was unavailable"
"Dearth of messages"
"Not having students to become involved"
"Not knowing when the rports would be coming"
"The problem with the computer when the enormous list of To: was present."
"I didn't figure out what was happening until school was over. Too much
happening at that time to take on something new."
"Finding out about FOSTER-Online near the end of the project! I would have
really liked to have been involved from the start!"
"Not being able to see the video"

Other comments:
"I have over 50 hours of jet stick time, and thousands of hours of high
tech scope time. How can I get an application to fly with you? [in a
timely manner please"
"I need to get the whole package including the information to be available
and how to access the information before starting a project for the class.
I was just a sideline observer for this one. "
"An outstanding project. HOW can I acquire the video tapes?"

Section 8: About you

What grade level(s) do you teach?
Of 13 responses:
 1 responded with grade level K-1
 1 responded with grade level 1-3
 1 responded with grade level 6th grade bilingual
 1 responded with grade level 6/7
 1 responded with grade level 6-8
 1 responded with grade level 6-12
 2 responded with grade level 7/8
 2 responded with grade level 8
 1 responded with grade level 9-12
 1 responded with grade level 10-12
 1 responded with beginnning college_no math required

What subjects do you teach?
Earth-Space Science
Chemistry, physical science, computer science
Multiple subjects
Technology--gave this to science teachers, 6th and 8th grade
Social Studies(History)
Science, P.E., special ed
Earth Science

For others, what is your vocation?
Computer Programmer Analyst
I'm not a teacher, I work as a systems administrator for the Math
Department of university
Director of Data Processing, K-12 School District
I will be a junior in college this fall (graduating class of 1996).
I'm a "software engineer" (tho' I really prefer the term programmer)
Graduating Senior in college
Producer/director, ISU Media/Distance Learning Center
My job is to keep the Scientists and Teachers at RSMAS's equipment in
working order
I'm 4th grade of University student.

Besides yourself, how many other teachers and students did you share
this project with?
_____ Teachers
The following responses were received: 6,3,2,1,3,1,3,3-5
_____ Students
The following responses were received: 2, 50+,100+, 85, 28, 48,200,24,2,20

Other comments:
Next time will plan so that a teacher who is still on-track can participate.

Section 9: Other comments

Please share any other thoughts or ideas you have on FOSTER On-line "I'm glad to see NASA launching services onto the new media of communication!" "Thanks for the experience." "This was a beginning, so next time it will be more beneficial to me and with proper planning I will be able to get the students involved." "GREAT PROJECT!!" "I hope that there are plans to continue this project." "Looking forward to more projects like FOSTER" "I think FOSTER On-Line should announce itself more on the net" "Status report were very exciting.I am looking forward to seeing reports."

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