Sociocultural Influences On Undergraduate Women's Entry into a Computer Science Major

NASA Astrophysics Data System (ADS)

Lyon, Louise Ann

Computer science not only displays the pattern of underrepresentation of many other science, technology, engineering, and math (STEM) fields, but has actually experienced a decline in the number of women choosing the field over the past two decades. Broken out by gender and race, the picture becomes more nuanced, with the ratio of females to males receiving bachelor's degrees in computer science higher for non-White ethnic groups than for Whites. This dissertation explores the experiences of university women differing along the axis of race, class, and culture who are considering majoring in computer science in order to highlight how well-prepared women are persuaded that they belong (or not) in the field and how the confluence of social categories plays out in their decision. This study focuses on a university seminar entitled "Women in Computer Science and Engineering" open to women concurrently enrolled in introductory programming and uses an ethnographic approach including classroom participant observation, interviews with seminar students and instructors, observations of students in other classes, and interviews with parents of students. Three stand-alone but related articles explore various aspects of the experiences of women who participated in the study using Rom Harre's positioning theory as a theoretical framework. The first article uses data from twenty-two interviews to uncover how interactions with others and patterns in society position women in relation to a computer science major, and how these women have arrived at the point of considering the major despite messages that they do not belong. The second article more deeply explores the cases of three women who vary greatly along the axes of race, class, and culture in order to uncover pattern and interaction differences for women based on their ethnic background. The final article focuses on the attitudes and expectations of the mothers of three students of contrasting ethnicities and how reported interactions between mothers and daughters either constrain or afford opportunities for the daughters to choose a computer science major.

Ideas for Integrating the Microcomputer into Science Instruction.

ERIC Educational Resources Information Center

Pollard, Jim, Ed.

Much of the innovation in the use of microcomputers in education has come from classroom teachers who are using computers with students. In October, 1987, forums were held for secondary school science teachers who were using computers in their science classes. Within this document are some of the lesson plans that the participating teachers…

Learning Oceanography from a Computer Simulation Compared with Direct Experience at Sea

ERIC Educational Resources Information Center

Winn, William; Stahr, Frederick; Sarason, Christian; Fruland, Ruth; Oppenheimer, Peter; Lee, Yen-Ling

2006-01-01

Considerable research has compared how students learn science from computer simulations with how they learn from "traditional" classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two…

Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hubbard, Aleata Kimberly

2017-01-01

In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

Where's the C in STEM?

ERIC Educational Resources Information Center

Heldman, Bill

2010-01-01

With few exceptions, students interact with technology in one way or another every day. And yet, in most U.S. schools, the term "computer science" (CS) refers only to generic skills classes, such as keyboarding and computer applications. Even most Web programming classes usually teach students only how to use conventional graphical user…

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

NASA Astrophysics Data System (ADS)

Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that incorporate an open laboratory setting are just as effective on student achievement and attitudes as classroom structures that incorporate a closed laboratory setting. The results also suggest that math background is a strong predictor of student achievement in CS 1.

Increasing Diversity in Computer Science: Acknowledging, yet Moving Beyond, Gender

NASA Astrophysics Data System (ADS)

Larsen, Elizabeth A.; Stubbs, Margaret L.

Lack of diversity within the computer science field has, thus far, been examined most fully through the lens of gender. This article is based on a follow-on to Margolis and Fisher's (2002) study and includes interviews with 33 Carnegie Mellon University students from the undergraduate senior class of 2002 in the School of Computer Science. We found evidence of similarities among the perceptions of these women and men on definitions of computer science, explanations for the notoriously low proportion of women in the field, characterizations of a typical computer science student, impressions of recent curricular changes, a sense of the atmosphere/culture in the program, views of the Women@SCS campus organization, and suggestions for attracting and retaining well-rounded students in computer science. We conclude that efforts to increase diversity in the computer science field will benefit from a more broad-based approach that considers, but is not limited to, notions of gender difference.

Student Engagement in a Computer Rich Science Classroom

NASA Astrophysics Data System (ADS)

Hunter, Jeffrey C.

The purpose of this study was to examine the student lived experience when using computers in a rural science classroom. The overarching question the project sought to examine was: How do rural students relate to computers as a learning tool in comparison to a traditional science classroom? Participant data were collected using a pre-study survey, Experience Sampling during class and post-study interviews. Students want to use computers in their classrooms. Students shared that they overwhelmingly (75%) preferred a computer rich classroom to a traditional classroom (25%). Students reported a higher level of engagement in classes that use technology/computers (83%) versus those that do not use computers (17%). A computer rich classroom increased student control and motivation as reflected by a participant who shared; "by using computers I was more motivated to get the work done" (Maggie, April 25, 2014, survey). The researcher explored a rural school environment. Rural populations represent a large number of students and appear to be underrepresented in current research. The participants, tenth grade Biology students, were sampled in a traditional teacher led class without computers for one week followed by a week using computers daily. Data supported that there is a new gap that separates students, a device divide. This divide separates those who have access to devices that are robust enough to do high level class work from those who do not. Although cellular phones have reduced the number of students who cannot access the Internet, they may have created a false feeling that access to a computer is no longer necessary at home. As this study shows, although most students have Internet access, fewer have access to a device that enables them to complete rigorous class work at home. Participants received little or no training at school in proper, safe use of a computer and the Internet. It is clear that the majorities of students are self-taught or receive guidance from peers resulting in lower self-confidence or the development of misconceptions of their skill or ability.

Modeling Subsurface Reactive Flows Using Leadership-Class Computing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mills, Richard T; Hammond, Glenn; Lichtner, Peter

2009-01-01

We describe our experiences running PFLOTRAN - a code for simulation of coupled hydro-thermal-chemical processes in variably saturated, non-isothermal, porous media - on leadership-class supercomputers, including initial experiences running on the petaflop incarnation of Jaguar, the Cray XT5 at the National Center for Computational Sciences at Oak Ridge National Laboratory. PFLOTRAN utilizes fully implicit time-stepping and is built on top of the Portable, Extensible Toolkit for Scientific Computation (PETSc). We discuss some of the hurdles to 'at scale' performance with PFLOTRAN and the progress we have made in overcoming them on leadership-class computer architectures.

Computer-Based Imaginary Sciences and Research on Concept Acquisition.

ERIC Educational Resources Information Center

Allen, Brockenbrough S.

To control for interactions in learning research due to subjects' prior knowledge of the instructional material presented, an imaginary curriculum was presented with a computer assisted technique based on Carl Berieter's imaginary science of Xenograde systems. The curriculum consisted of a classification system for ten conceptual classes of…

Joint the Center for Applied Scientific Computing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gamblin, Todd; Bremer, Timo; Van Essen, Brian

The Center for Applied Scientific Computing serves as Livermore Lab’s window to the broader computer science, computational physics, applied mathematics, and data science research communities. In collaboration with academic, industrial, and other government laboratory partners, we conduct world-class scientific research and development on problems critical to national security. CASC applies the power of high-performance computing and the efficiency of modern computational methods to the realms of stockpile stewardship, cyber and energy security, and knowledge discovery for intelligence applications.

Science Notes.

ERIC Educational Resources Information Center

Murray, A. J. S.; And Others

1988-01-01

Presents 31 science activities for use with high school or college science classes. Topics included are: chromatography, ecology, invertebrates, enzymes, genetics, botany, creep, crystals, diffusion, computer interfaces, acid rain, teaching techniques, chemical reactions, waves, electric fields, rainbows, electricity, magnetic fields, and a Pitot…

Vygotsky and the Socialization of Literacy.

ERIC Educational Resources Information Center

Doolittle, Peter E.

An activity has been used successfully for several years in a middle-school computer class to integrate writing instruction with computer science. Taking approximately five class periods, the activity consists of three phases: (1) the 6th-grade students use paper and pencil to write a story in any literary format; (2) 11th- and 12th-grade…

CPU SIM: A Computer Simulator for Use in an Introductory Computer Organization-Architecture Class.

ERIC Educational Resources Information Center

Skrein, Dale

1994-01-01

CPU SIM, an interactive low-level computer simulation package that runs on the Macintosh computer, is described. The program is designed for instructional use in the first or second year of undergraduate computer science, to teach various features of typical computer organization through hands-on exercises. (MSE)

Impact of Automated Software Testing Tools on Reflective Thinking and Student Performance in Introductory Computer Science Programming Classes

ERIC Educational Resources Information Center

Fridge, Evorell; Bagui, Sikha

2016-01-01

The goal of this research was to investigate the effects of automated testing software on levels of student reflection and student performance. This was a self-selecting, between subjects design that examined the performance of students in introductory computer programming classes. Participants were given the option of using the Web-CAT…

Learning Science through Computer Games and Simulations

ERIC Educational Resources Information Center

Honey, Margaret A., Ed.; Hilton, Margaret, Ed.

2011-01-01

At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential.…

Effect of Computer-Based Multimedia Presentation on Senior Secondary Students' Achievement in Agricultural Science

ERIC Educational Resources Information Center

Olori, Abiola Lateef; Igbosanu, Adekunle Olusegun

2016-01-01

The study was carried out to determine the use of computer-based multimedia presentation on Senior Secondary School Students' Achievement in Agricultural Science. The study was a quasi-experimental, pre-test, post-test control group research design type, using intact classes. A sample of eighty (80) Senior Secondary School One (SS II) students was…

Robotics and Children: Science Achievement and Problem Solving.

ERIC Educational Resources Information Center

Wagner, Susan Preston

1999-01-01

Compared the impact of robotics (computer-powered manipulative) to a battery-powered manipulative (novelty control) and traditionally taught science class on science achievement and problem solving of fourth through sixth graders. Found that the robotics group had higher scores on programming logic-problem solving than did the novelty control…

An Ethnomethodological Perspective on How Middle School Students Addressed a Water Quality Problem

ERIC Educational Resources Information Center

Belland, Brian R.; Gu, Jiangyue; Kim, Nam Ju; Turner, David J.

2016-01-01

Science educators increasingly call for students to address authentic scientific problems in science class. One form of authentic science problem--socioscientific issue--requires that students engage in complex reasoning by considering both scientific and social implications of problems. Computer-based scaffolding can support this process by…

Undergraduate optics program for the 21st Century

NASA Astrophysics Data System (ADS)

Palmer, James M.

2002-05-01

We have been offering a successful BS degree in optical engineering for the past ten years. We have produced more than 100 graduates, highly trained in basic optics and electronics. Our Industrial Affiliates, while very pleased with our graduates, requested that we produce some with greater mechanical engineering skills and knowledge. Our response was the creation of a new degree program, retaining the virtues of the previous one, but allowing a high degree of flexibility through the inclusion of minors within the program. The new program allows sufficient room for a variety of minors. Engineering minors identified include aerospace, computer, electrical, materials and mechanical. Science minors include astronomy, computer science, math and physics. Non-science minors accommodated include business, pre-health and pre-law. The new BSO program features: (1) Better structure and flow, more tightly coupling related classes; (2) New laboratory classes for juniors, linked to lecture classes; (3) Expanded optical deign, fabrication and testing classes; (4) New class in electronics for optics; (5) New classes in fiber optics and optical communications; (6) New capstone/senior project class for ABET compliance. This new BSO program will produce better entry-level optical scientists and engineers, and better candidates for graduate school. Our interactions with the external community will provide inputs concerning industrial needs, leading towards improved student counseling and program development. We will better serve national needs for skilled personnel in optics, and contribute even more to the optics workforce pipeline.

Plant Science Alumni Rate Their Education Based upon Entry-Level Professional Experience.

ERIC Educational Resources Information Center

Long, G. A.; And Others

1992-01-01

The relevance of plant science curriculum at Utah State University was evaluated by students graduating in 1976 through 1986 using a modified Borich Model. Oral and written communication and interpersonal skills were rated as most important. Respondents recommended including business, computer, science, oral and written communications classes, and…

Science Teachers' Response to the Digital Education Revolution

ERIC Educational Resources Information Center

Nielsen, Wendy; Miller, K. Alex; Hoban, Garry

2015-01-01

We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the "Digital Education Revolution," Australia's national one-to-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change,…

Computational complexity of ecological and evolutionary spatial dynamics

PubMed Central

Ibsen-Jensen, Rasmus; Chatterjee, Krishnendu; Nowak, Martin A.

2015-01-01

There are deep, yet largely unexplored, connections between computer science and biology. Both disciplines examine how information proliferates in time and space. Central results in computer science describe the complexity of algorithms that solve certain classes of problems. An algorithm is deemed efficient if it can solve a problem in polynomial time, which means the running time of the algorithm is a polynomial function of the length of the input. There are classes of harder problems for which the fastest possible algorithm requires exponential time. Another criterion is the space requirement of the algorithm. There is a crucial distinction between algorithms that can find a solution, verify a solution, or list several distinct solutions in given time and space. The complexity hierarchy that is generated in this way is the foundation of theoretical computer science. Precise complexity results can be notoriously difficult. The famous question whether polynomial time equals nondeterministic polynomial time (i.e., P = NP) is one of the hardest open problems in computer science and all of mathematics. Here, we consider simple processes of ecological and evolutionary spatial dynamics. The basic question is: What is the probability that a new invader (or a new mutant) will take over a resident population? We derive precise complexity results for a variety of scenarios. We therefore show that some fundamental questions in this area cannot be answered by simple equations (assuming that P is not equal to NP). PMID:26644569

Community College Men and Women: A Test of Three Widely Held Beliefs about Who Pursues Computer Science

ERIC Educational Resources Information Center

Denner, Jill; Werner, Linda; O'Connor, Lisa; Glassman, Jill

2014-01-01

Efforts to increase the number of women who pursue and complete advanced degrees in computer and information sciences (CIS) have been limited, in part, by a lack of research on pathways into and out of community college CIS classes. This longitudinal study tests three widely held beliefs about how to increase the number of CIS majors at 4-year…

Binary Logistic Regression Analysis in Assessment and Identifying Factors That Influence Students' Academic Achievement: The Case of College of Natural and Computational Science, Wolaita Sodo University, Ethiopia

ERIC Educational Resources Information Center

Zewude, Bereket Tessema; Ashine, Kidus Meskele

2016-01-01

An attempt has been made to assess and identify the major variables that influence student academic achievement at college of natural and computational science of Wolaita Sodo University in Ethiopia. Study time, peer influence, securing first choice of department, arranging study time outside class, amount of money received from family, good life…

Reviews, Software.

ERIC Educational Resources Information Center

Science Teacher, 1988

1988-01-01

Reviews two computer software packages for use in physical science, physics, and chemistry classes. Includes "Physics of Model Rocketry" for Apple II, and "Black Box" for Apple II and IBM compatible computers. "Black Box" is designed to help students understand the concept of indirect evidence. (CW)

Bonus Activity Book.

ERIC Educational Resources Information Center

Learning, 1992

1992-01-01

Provides on-task activities to fill in unexpected extra moments in elementary classes. The activities require little preparation and take 5-15 minutes to complete. There are activities for math, language arts, social science, science, critical thinking, and computer. An outer space board game is also included. (SM)

The Good, The Bad, and The Ugly: Using Movies to Teach Science

NASA Astrophysics Data System (ADS)

Budzien, Joanne

2013-03-01

Can the plane outrun the explosion? Could the heroes escape injury from the bomb by hiding in the bathtub? Are we in danger of being overrun by 50-foot-tall bugs that have been exposed to radiation? Many people in the general public do want to know the science behind much of what they see in the movies and on television. However, those people are unlikely to take a whole class because ``everyone knows'' that science classes are boring and irrelevant. On the other hand, an evening with an hour or so of video clips interspersed with explanations of the science can be a big hit both to raise general science fluency and recruit students into general education science classes. Film-editing technology has advanced to the point that anyone who has a computer and is willing to invest a couple days in learning to use the software can make a clips-with-PowerPoint DVD that can be shown to a local audience for discussion or used in a science class to show the exact scenes to save time. In this presentation, I'll show an example of my work and talk about how you can make your own DVD.

A Crafts-Oriented Approach to Computing in High School: Introducing Computational Concepts, Practices, and Perspectives with Electronic Textiles

ERIC Educational Resources Information Center

Kafai, Yasmin B.; Lee, Eunkyoung; Searle, Kristin; Fields, Deborah; Kaplan, Eliot; Lui, Debora

2014-01-01

In this article, we examine the use of electronic textiles (e-textiles) for introducing key computational concepts and practices while broadening perceptions about computing. The starting point of our work was the design and implementation of a curriculum module using the LilyPad Arduino in a pre-AP high school computer science class. To…

Science. [SITE 2001 Section].

ERIC Educational Resources Information Center

Roach, Linda E., Ed.

This document contains the following papers on science from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Using a Computer Simulation before Dissection To Help Students Learn Anatomy" (Joseph Paul Akpan and Thomas Andre); (2) "EARTH2CLASS: A Unique Workshop/On-Line/Distance-Learning…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bland, Arthur S Buddy; Hack, James J; Baker, Ann E

Oak Ridge National Laboratory's (ORNL's) Cray XT5 supercomputer, Jaguar, kicked off the era of petascale scientific computing in 2008 with applications that sustained more than a thousand trillion floating point calculations per second - or 1 petaflop. Jaguar continues to grow even more powerful as it helps researchers broaden the boundaries of knowledge in virtually every domain of computational science, including weather and climate, nuclear energy, geosciences, combustion, bioenergy, fusion, and materials science. Their insights promise to broaden our knowledge in areas that are vitally important to the Department of Energy (DOE) and the nation as a whole, particularly energymore » assurance and climate change. The science of the 21st century, however, will demand further revolutions in computing, supercomputers capable of a million trillion calculations a second - 1 exaflop - and beyond. These systems will allow investigators to continue attacking global challenges through modeling and simulation and to unravel longstanding scientific questions. Creating such systems will also require new approaches to daunting challenges. High-performance systems of the future will need to be codesigned for scientific and engineering applications with best-in-class communications networks and data-management infrastructures and teams of skilled researchers able to take full advantage of these new resources. The Oak Ridge Leadership Computing Facility (OLCF) provides the nation's most powerful open resource for capability computing, with a sustainable path that will maintain and extend national leadership for DOE's Office of Science (SC). The OLCF has engaged a world-class team to support petascale science and to take a dramatic step forward, fielding new capabilities for high-end science. This report highlights the successful delivery and operation of a petascale system and shows how the OLCF fosters application development teams, developing cutting-edge tools and resources for next-generation systems.« less

Simulations in a Science and Society Course.

ERIC Educational Resources Information Center

Maier, Mark H.; Venanzi, Thomas

1984-01-01

Provides a course outline which includes simulation exercises designed as in-class activities related to science and society interactions. Simulations focus on the IQ debate, sociobiology, nuclear weapons and nulcear strategy, nuclear power and radiation, computer explosion, and cosmology. Indicates that learning improves when students take active…

Mars Science Laboratory Workstation Test Set

NASA Technical Reports Server (NTRS)

Henriquez, David A.; Canham, Timothy K.; Chang, Johnny T.; Villaume, Nathaniel

2009-01-01

The Mars Science Laboratory developed the Workstation TestSet (WSTS) is a computer program that enables flight software development on virtual MSL avionics. The WSTS is the non-real-time flight avionics simulator that is designed to be completely software-based and run on a workstation class Linux PC.

Quantum Computing

DTIC Science & Technology

1998-04-01

information representation and processing technology, although faster than the wheels and gears of the Charles Babbage computation machine, is still in...the same computational complexity class as the Babbage machine, with bits of information represented by entities which obey classical (non-quantum...nuclear double resonances Charles M Bowden and Jonathan P. Dowling Weapons Sciences Directorate, AMSMI-RD-WS-ST Missile Research, Development, and

Middle School Girls' Envisioned Future in Computing

ERIC Educational Resources Information Center

Friend, Michelle

2015-01-01

Experience is necessary but not sufficient to cause girls to envision a future career in computing. This study investigated the experiences and attitudes of girls who had taken three years of mandatory computer science classes in an all-girls setting in middle school, measured at the end of eighth grade. The one third of participants who were open…

The Computational Science Education Reference Desk: A tool for increasing inquiry based learning in the science classroom

NASA Astrophysics Data System (ADS)

Joiner, D. A.; Stevenson, D. E.; Panoff, R. M.

2000-12-01

The Computational Science Reference Desk is an online tool designed to provide educators in math, physics, astronomy, biology, chemistry, and engineering with information on how to use computational science to enhance inquiry based learning in the undergraduate and pre college classroom. The Reference Desk features a showcase of original content exploration activities, including lesson plans and background materials; a catalog of websites which contain models, lesson plans, software, and instructional resources; and a forum to allow educators to communicate their ideas. Many of the recent advances in astronomy rely on the use of computer simulation, and tools are being developed by CSERD to allow students to experiment with some of the models that have guided scientific discovery. One of these models allows students to study how scientists use spectral information to determine the makeup of the interstellar medium by modeling the interstellar extinction curve using spherical grains of silicate, amorphous carbon, or graphite. Students can directly compare their model to the average interstellar extinction curve, and experiment with how small changes in their model alter the shape of the interstellar extinction curve. A simpler model allows students to visualize spatial relationships between the Earth, Moon, and Sun to understand the cause of the phases of the moon. A report on the usefulness of these models in two classes, the Computational Astrophysics workshop at The Shodor Education Foundation and the Conceptual Astronomy class at the University of North Carolina at Greensboro, will be presented.

Computer Class Role Playing Games, an innovative teaching methodology based on STEM and ICT: first experimental results

NASA Astrophysics Data System (ADS)

Maraffi, S.

2016-12-01

Context/PurposeWe experienced a new teaching and learning technology: a Computer Class Role Playing Game (RPG) to perform educational activity in classrooms through an interactive game. This approach is new, there are some experiences on educational games, but mainly individual and not class-based. Gaming all together in a class, with a single scope for the whole class, it enhances peer collaboration, cooperative problem solving and friendship. MethodsTo perform the research we experimented the games in several classes of different degrees, acquiring specific questionnaire by teachers and pupils. Results Experimental results were outstanding: RPG, our interactive activity, exceed by 50% the overall satisfaction compared to traditional lessons or Power Point supported teaching. InterpretationThe appreciation of RPG was in agreement with the class level outcome identified by the teacher after the experimentation. Our work experience get excellent feedbacks by teachers, in terms of efficacy of this new teaching methodology and of achieved results. Using new methodology more close to the student point of view improves the innovation and creative capacities of learners, and it support the new role of teacher as learners' "coach". ConclusionThis paper presents the first experimental results on the application of this new technology based on a Computer game which project on a wall in the class an adventure lived by the students. The plots of the actual adventures are designed for deeper learning of Science, Technology, Engineering, Mathematics (STEM) and Social Sciences & Humanities (SSH). The participation of the pupils it's based on the interaction with the game by the use of their own tablets or smartphones. The game is based on a mixed reality learning environment, giving the students the feel "to be IN the adventure".

Center for Center for Technology for Advanced Scientific Component Software (TASCS)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kostadin, Damevski

A resounding success of the Scientific Discovery through Advanced Computing (SciDAC) program is that high-performance computational science is now universally recognized as a critical aspect of scientific discovery [71], complementing both theoretical and experimental research. As scientific communities prepare to exploit unprecedented computing capabilities of emerging leadership-class machines for multi-model simulations at the extreme scale [72], it is more important than ever to address the technical and social challenges of geographically distributed teams that combine expertise in domain science, applied mathematics, and computer science to build robust and flexible codes that can incorporate changes over time. The Center for Technologymore » for Advanced Scientific Component Software (TASCS)1 tackles these these issues by exploiting component-based software development to facilitate collaborative high-performance scientific computing.« less

Adding Interactivity to a Non-Interative Class

ERIC Educational Resources Information Center

Rogers, Gary; Krichen, Jack

2004-01-01

The IT 3050 course at Capella University is an introduction to fundamental computer networking. This course is one of the required courses in the Bachelor of Science in Information Technology program. In order to provide a more enriched learning environment for learners, Capella has significantly modified this class (and others) by infusing it…

Object-Oriented Programming in High Schools the Turing Way.

ERIC Educational Resources Information Center

Holt, Richard C.

This paper proposes an approach to introducing object-oriented concepts to high school computer science students using the Object-Oriented Turing (OOT) language. Students can learn about basic object-oriented (OO) principles such as classes and inheritance by using and expanding a collection of classes that draw pictures like circles and happy…

Project MASTER, 1987-88. OREA Report.

ERIC Educational Resources Information Center

Berney, Tomi D.; Hammack, Floyd

Project MASTER completed its 3-year funding cycle in 1987-88. The project aimed at providing enhanced science instruction to 575 Spanish-speaking limited-English-proficient students in 5 elementary schools. Project MASTER offered classes in English as a Second Language (ESL), mathematics, science, and computer skills with a hands-on, integrated…

Educating Laboratory Science Learners at a Distance Using Interactive Television

ERIC Educational Resources Information Center

Reddy, Christopher

2014-01-01

Laboratory science classes offered to students learning at a distance require a methodology that allows for the completion of tactile activities. Literature describes three different methods of solving the distance laboratory dilemma: kit-based laboratory experience, computer-based laboratory experience, and campus-based laboratory experience,…

Teaching Pascal's Triangle from a Computer Science Perspective

ERIC Educational Resources Information Center

Skurnick, Ronald

2004-01-01

Pascal's Triangle is named for the seventeenth-century French philosopher and mathematician Blaise Pascal (the same person for whom the computer programming language is named). Students are generally introduced to Pascal's Triangle in an algebra or precalculus class in which the Binomial Theorem is presented. This article, presents a new method…

Girls and Computer Technology: Barrier or Key?

ERIC Educational Resources Information Center

Gipson, Joella

1997-01-01

Discusses the disparity in numbers of girls and boys taking math, science, and computer classes in elementary and secondary schools, and examines steps being taken to better prepare girls, especially minority girls, for an increasingly technical society. A program in Michigan is described that involved a school and business partnership. (LRW)

Talking Back to Teacher

ERIC Educational Resources Information Center

Fischman, Josh

2007-01-01

In this article, the author talks about Classroom Presenter, a computer program that aids in student participation during class discussions and makes boring lectures more interactive. The program was created by Richard J. Anderson, a professor of computer science at the University of Washington, in Seattle. Classroom Presenter is now in use in…

A Qualitative Study of Students' Computational Thinking Skills in a Data-Driven Computing Class

ERIC Educational Resources Information Center

Yuen, Timothy T.; Robbins, Kay A.

2014-01-01

Critical thinking, problem solving, the use of tools, and the ability to consume and analyze information are important skills for the 21st century workforce. This article presents a qualitative case study that follows five undergraduate biology majors in a computer science course (CS0). This CS0 course teaches programming within a data-driven…

Narrating Data Structures: The Role of Context in CS2

ERIC Educational Resources Information Center

Yarosh, Svetlana; Guzdial, Mark

2008-01-01

Learning computing with respect to the context of its use has been linked in previous reports to student motivation in introductory Computer Science (CS) courses. In this report, we consider the role of context in a second course. We present a case study of a CS2 data structures class that uses a media computation context. In this course, students…

Computer Security Models

DTIC Science & Technology

1984-09-01

Verification Technique for a Class of Security Kernels," International Symposium on Programming , Lecture Notes in Computer Science 137, Springer-Verlag, New York...September 1984 MTR9S31 " J. K. Millen Computer Security C. M. Cerniglia Models * 0 Ne c - ¢- C. S• ~CONTRACT SPONSOR OUSDRE/C31 & ESO/ALEE...ABSTRACT The purpose of this report is to provide a basis for evaluating security models in the context of secure computer system development

Year One of Project Pulse: Pupils Using Laptops in Science and English. A Final Report. Technical Report No. 26.

ERIC Educational Resources Information Center

McMillan, Katie; Honey, Margaret

A year-long study was conducted with a class of 25 eighth graders, their English and science teachers, and the school computer supervisor at a school in Roselle (New Jersey). The structure and goals of the project, called PULSE, for Pupils Using Laptops in Science and English, are described. Research questions focused on the development of…

A qualitative study of technophobic students' reactions to a technology-rich college science course

NASA Astrophysics Data System (ADS)

Guttschow, Gena Lee

The use of technology in education has grown rapidly in the last 20 years. In fact, many of today's college students have had some sort of computer in their elementary school classrooms. One might think that this consistent exposure to computers would foster positive attitudes about computers but this is not always the case. Currently, a substantial number of college students dislike interacting with technology. People who dislike interacting with technology are often referred to as "technophobic". Technophobic people have negative thoughts and feelings about technology and they often have a desire to avoid interaction with technology. Technophobic students' negative feelings about technology have the potential to interfere with their learning when technology is utilized as a tool for instruction of school subjects. As computer use becomes prevalent and in many instances mandatory in education, the issue of technophobia increasingly needs to be understood and addressed. This is a qualitative study designed with the intent of gaining an understanding the experiences of technophobic students who are required to use technology to learn science in a college class. Six developmental college students enrolled in a computer based anatomy and physiology class were chosen to participate in the study based on their high technophobia scores. They were interviewed three times during the quarter and videotaped once. The interview data were transcribed, coded, and analyzed. The analysis resulted in six case studies describing each participant's experience and 11 themes representing overlapping areas in the participants' worlds of experience. A discussion of the themes, the meaning they hold for me as a science educator and how they relate to the existing literature, is presented. The participants' descriptions of their experiences showed that the technophobic students did use the computers and learned skills when they had to in order to complete assignments. It was also revealed that the technophobic participants' negative attitudes did not improve after learning computer skills. Lastly, based on the participants' experiences it seems important to start a class with step-by step computer training, teaching foundational computer skills, and slowly progress towards autonomous computer exploration.

An investigation of the artifacts, outcomes, and processes of constructing computer games about environmental science in a fifth grade science classroom

NASA Astrophysics Data System (ADS)

Baytak, Ahmet

Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5 th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study were to investigate how designing computer games affected the development of students' environmental knowledge, programming knowledge, environmental awareness and interest in computers. It also explored the nature of the artifacts developed and the types of knowledge represented therein. A case study (Yin, 2003) was employed within the context of a 5 th grade elementary science classroom. Fifth graders designed computer games about environmental issues to present to 2nd graders by using Scratch software. The analysis of this study was based on multiple data sources: students' pre- and post-test scores on environmental awareness, their environmental knowledge, their interest in computer science, and their game design. Included in the analyses were also data from students' computer games, participant observations, and structured interviews. The results of the study showed that students were able to successfully design functional games that represented their understanding of environment, even though the gain between pre- and post-environmental knowledge test and environmental awareness survey were minimal. The findings indicate that all students were able to use various game characteristics and programming concepts, but their prior experience with the design software affected their representations. The analyses of the interview transcriptions and games show that students improved their programming skills and that they wanted to do similar projects for other subject areas in the future. Observations showed that game design appeared to lead to knowledge-building, interaction and collaboration among students. This, in turn, encouraged students to test and improve their designs. Sharing the games, it was found, has both positive and negative effects on the students' game design process and the representation of students' understandings of the domain subject.

Big Images and Big Ideas!

ERIC Educational Resources Information Center

McCullagh, John; Greenwood, Julian

2011-01-01

In this digital age, is primary science being left behind? Computer microscopes provide opportunities to transform science lessons into highly exciting learning experiences and to shift enquiry and discovery back into the hands of the children. A class of 5- and 6-year-olds was just one group of children involved in the Digitally Resourced…

Classroom Environment and Student Outcomes Associated with Using Anthropometry Activities in High School Science.

ERIC Educational Resources Information Center

Lightburn, Millard E.; Fraser, Barry J.

The study involved implementing and evaluating activities that actively engage students in the process of gathering, processing and analyzing data derived from human body measurements, with students using their prior knowledge acquired in science, mathematics, and computer classes to interpret this information. In the classroom activities…

NRC Class 1E Digital Computer System Guidelines

DTIC Science & Technology

1993-05-01

then be "proved" that the vessel cannot be at high temperature state and norma ! t emperature state at the same time. The question whether high, normal...3 of Dependability of critical computer systems. Elsever Applied Science, 1988. [18] J. W. Duran and S. C. Ntafos, "A report on random testing," in

A One-Year Introductory Robotics Curriculum for Computer Science Upperclassmen

ERIC Educational Resources Information Center

Correll, N.; Wing, R.; Coleman, D.

2013-01-01

This paper describes a one-year introductory robotics course sequence focusing on computational aspects of robotics for third- and fourth-year students. The key challenges this curriculum addresses are "scalability," i.e., how to teach a robotics class with a limited amount of hardware to a large audience, "student assessment,"…

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

Studying the Earth's Environment from Space: Computer Laboratory Exercised and Instructor Resources

NASA Technical Reports Server (NTRS)

Smith, Elizabeth A.; Alfultis, Michael

1998-01-01

Studying the Earth's Environment From Space is a two-year project to develop a suite of CD-ROMs containing Earth System Science curriculum modules for introductory undergraduate science classes. Lecture notes, slides, and computer laboratory exercises, including actual satellite data and software, are being developed in close collaboration with Carla Evans of NASA GSFC Earth Sciences Directorate Scientific and Educational Endeavors (SEE) project. Smith and Alfultis are responsible for the Oceanography and Sea Ice Processes Modules. The GSFC SEE project is responsible for Ozone and Land Vegetation Modules. This document constitutes a report on the first year of activities of Smith and Alfultis' project.

We're Having a Seed Sale.

ERIC Educational Resources Information Center

Riss, Pam Helfers

1994-01-01

Botany meets computer science in this activity, which challenges students to create a computerized seed catalog. Class members work together to develop a database of plants, much like the major seed companies do. (PR)

Optimization of computations

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mikhalevich, V.S.; Sergienko, I.V.; Zadiraka, V.K.

1994-11-01

This article examines some topics of optimization of computations, which have been discussed at 25 seminar-schools and symposia organized by the V.M. Glushkov Institute of Cybernetics of the Ukrainian Academy of Sciences since 1969. We describe the main directions in the development of computational mathematics and present some of our own results that reflect a certain design conception of speed-optimal and accuracy-optimal (or nearly optimal) algorithms for various classes of problems, as well as a certain approach to optimization of computer computations.

Introducing Project-Based Instruction in the Saudi ESP Classroom: A Study in Qassim University

ERIC Educational Resources Information Center

Alsamani, Abdul-Aziz Saleh; Daif-Allah, Ayman Sabry

2016-01-01

The aim of this paper is to study the impact of introducing an integrative pedagogical approach in the ESP classes on developing the English language vocabulary of Computer Science and Information Technology students in the College of Science, Qassim University. The study suggests a framework for an ESP course-design employing students' project…

Thinking Through Computational Exposure as an Evolving Paradign Shift for Exposure Science: Development and Application of Predictive Models from Big Data

EPA Science Inventory

Symposium Abstract: Exposure science has evolved from a time when the primary focus was on measurements of environmental and biological media and the development of enabling field and laboratory methods. The Total Exposure Assessment Method (TEAM) studies of the 1980s were class...

Earth System Science Education in a General Education Context: Two Case Studies

NASA Astrophysics Data System (ADS)

Herring, J. A.

2004-12-01

The teaching of Earth System Science (ESS) to non-science majors is examined in a large lecture format class at a state university and in small classes with a significant research component at a liberal arts college. Quantitative and qualitative evaluations of both approaches reveal some of the challenges educators face as they work to advance students' integrated understanding of the Earth system. Student learning on selected concepts in the large lecture format class was poorly or negatively correlated with the amount of class time spent on the topic, even when the time was spent in teacher-student dialogue or in cooperative learning activities. The small class format emphasized student participation in research, which was found to be particularly effective when the class operated as a three-week intensive block and student use of computer models to simulate the dynamics of complex systems, which was found to be more effective when the class was held in a ten-week quarter. This study provides some clarification as to the utility of specific pedagogical frameworks (such as constructivism and experiential education) in the teaching of ESS to a general education audience and emphasizes the importance of carefully defining educational goals (both cognitive and affective) as a part of the curriculum design.

Integrating interactive computational modeling in biology curricula.

PubMed

Helikar, Tomáš; Cutucache, Christine E; Dahlquist, Lauren M; Herek, Tyler A; Larson, Joshua J; Rogers, Jim A

2015-03-01

While the use of computer tools to simulate complex processes such as computer circuits is normal practice in fields like engineering, the majority of life sciences/biological sciences courses continue to rely on the traditional textbook and memorization approach. To address this issue, we explored the use of the Cell Collective platform as a novel, interactive, and evolving pedagogical tool to foster student engagement, creativity, and higher-level thinking. Cell Collective is a Web-based platform used to create and simulate dynamical models of various biological processes. Students can create models of cells, diseases, or pathways themselves or explore existing models. This technology was implemented in both undergraduate and graduate courses as a pilot study to determine the feasibility of such software at the university level. First, a new (In Silico Biology) class was developed to enable students to learn biology by "building and breaking it" via computer models and their simulations. This class and technology also provide a non-intimidating way to incorporate mathematical and computational concepts into a class with students who have a limited mathematical background. Second, we used the technology to mediate the use of simulations and modeling modules as a learning tool for traditional biological concepts, such as T cell differentiation or cell cycle regulation, in existing biology courses. Results of this pilot application suggest that there is promise in the use of computational modeling and software tools such as Cell Collective to provide new teaching methods in biology and contribute to the implementation of the "Vision and Change" call to action in undergraduate biology education by providing a hands-on approach to biology.

Geological applications and training in remote sensing

NASA Technical Reports Server (NTRS)

Sabins, F. F., Jr.

1981-01-01

Some of the experiences, methods, and opinions developed during 15 years of teaching an introductory course in remote sensing at several universities in the Southern California area are related. Although the course is offered in Geology departments, every class includes significant numbers of students from other disciplines including geography, computer science, biology, and environmental science. The instructor or teaching assistant provides a few hours of tutorial lectures (outside of regular class time) on basic geology for these nongeologists. This approach is successful because the grade distribution for nongeologists is similar to that for geologists. The schedule for a typical one-semester course is given.

The Argonne Leadership Computing Facility 2010 annual report.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Drugan, C.

Researchers found more ways than ever to conduct transformative science at the Argonne Leadership Computing Facility (ALCF) in 2010. Both familiar initiatives and innovative new programs at the ALCF are now serving a growing, global user community with a wide range of computing needs. The Department of Energy's (DOE) INCITE Program remained vital in providing scientists with major allocations of leadership-class computing resources at the ALCF. For calendar year 2011, 35 projects were awarded 732 million supercomputer processor-hours for computationally intensive, large-scale research projects with the potential to significantly advance key areas in science and engineering. Argonne also continued tomore » provide Director's Discretionary allocations - 'start up' awards - for potential future INCITE projects. And DOE's new ASCR Leadership Computing (ALCC) Program allocated resources to 10 ALCF projects, with an emphasis on high-risk, high-payoff simulations directly related to the Department's energy mission, national emergencies, or for broadening the research community capable of using leadership computing resources. While delivering more science today, we've also been laying a solid foundation for high performance computing in the future. After a successful DOE Lehman review, a contract was signed to deliver Mira, the next-generation Blue Gene/Q system, to the ALCF in 2012. The ALCF is working with the 16 projects that were selected for the Early Science Program (ESP) to enable them to be productive as soon as Mira is operational. Preproduction access to Mira will enable ESP projects to adapt their codes to its architecture and collaborate with ALCF staff in shaking down the new system. We expect the 10-petaflops system to stoke economic growth and improve U.S. competitiveness in key areas such as advancing clean energy and addressing global climate change. Ultimately, we envision Mira as a stepping-stone to exascale-class computers that will be faster than petascale-class computers by a factor of a thousand. Pete Beckman, who served as the ALCF's Director for the past few years, has been named director of the newly created Exascale Technology and Computing Institute (ETCi). The institute will focus on developing exascale computing to extend scientific discovery and solve critical science and engineering problems. Just as Pete's leadership propelled the ALCF to great success, we know that that ETCi will benefit immensely from his expertise and experience. Without question, the future of supercomputing is certainly in good hands. I would like to thank Pete for all his effort over the past two years, during which he oversaw the establishing of ALCF2, the deployment of the Magellan project, increases in utilization, availability, and number of projects using ALCF1. He managed the rapid growth of ALCF staff and made the facility what it is today. All the staff and users are better for Pete's efforts.« less

Effects of Computer-Assisted Instruction on Performance of Senior High School Biology Students in Ghana

ERIC Educational Resources Information Center

Owusu, K. A.; Monney, K. A.; Appiah, J. Y.; Wilmot, E. M.

2010-01-01

This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group…

The Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Argumentation Skills

ERIC Educational Resources Information Center

Hsu, P. -S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

2015-01-01

The purpose of this quasi-experimental study was to explore how seventh graders in a suburban school in the United States developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application. A total of 54 students (three classes) comprised this treatment…

Teaching Science with Mobile Technology

ERIC Educational Resources Information Center

Needham, Richard

2013-01-01

Examples of the use of various kinds of mobile information technology are explained for use in the classroom or laboratory. Individual or group work can make use of such devices, avoiding the need to move the class to a computer room or wait for a turn to use a computer in the laboratory. Many different applications are available. This article…

Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers--A Case Study

ERIC Educational Resources Information Center

Klieger, Aviva; Ben-Hur, Yehuda; Bar-Yossef, Nurit

2010-01-01

The study examines the professional development of junior-high-school teachers participating in the Israeli "Katom" (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for teachers' professional development. The first circle applies to all teachers in the…

The Effects of Computer-Assisted Material on Students' Cognitive Levels, Misconceptions and Attitudes Towards Science

ERIC Educational Resources Information Center

Cepni, Salih; Tas, Erol; Kose, Sacit

2006-01-01

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction Material (CAIM) related to "photosynthesis" topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002-2003 academic year and was carried out in two different classes taught by the same teacher, in which…

High School Class for Gifted Pupils in Physics and Sciences and Pupils' Skills Measured by Standard and Pisa Test

NASA Astrophysics Data System (ADS)

Djordjevic, G. S.; Pavlovic-Babic, D.

2010-01-01

The "High school class for students with special abilities in physics" was founded in Nis, Serbia (www.pmf.ni.ac.yu/f_odeljenje) in 2003. The basic aim of this project has been introducing a broadened curriculum of physics, mathematics, computer science, as well as chemistry and biology. Now, six years after establishing of this specialized class, and 3 years after the previous report, we present analyses of the pupils' skills in solving rather problem oriented test, as PISA test, and compare their results with the results of pupils who study under standard curricula. More precisely results are compared to the progress results of the pupils in a standard Grammar School and the corresponding classes of the Mathematical Gymnasiums in Nis. Analysis of achievement data should clarify what are benefits of introducing in school system track for gifted students. Additionally, item analysis helps in understanding and improvement of learning strategies' efficacy. We make some conclusions and remarks that may be useful for the future work that aims to increase pupils' intrinsic and instrumental motivation for physics and sciences, as well as to increase the efficacy of teaching physics and science.

Approaching gender parity: Women in computer science at Afghanistan's Kabul University

NASA Astrophysics Data System (ADS)

Plane, Jandelyn

This study explores the representation of women in computer science at the tertiary level through data collected about undergraduate computer science education at Kabul University in Afghanistan. Previous studies have theorized reasons for underrepresentation of women in computer science, and while many of these reasons are indeed present in Afghanistan, they appear to hinder advancement to degree to a lesser extent. Women comprise at least 36% of each graduating class from KU's Computer Science Department; however, in 2007 women were 25% of the university population. In the US, women comprise over 50% of university populations while only graduating on average 25% women in undergraduate computer science programs. Representation of women in computer science in the US is 50% below the university rate, but at KU, it is 50% above the university rate. This mixed methods study of KU was conducted in the following three stages: setting up focus groups with women computer science students, distributing surveys to all students in the CS department, and conducting a series of 22 individual interviews with fourth year CS students. The analysis of the data collected and its comparison to literature on university/department retention in Science, Technology, Engineering and Mathematics gender representation and on women's education in underdeveloped Islamic countries illuminates KU's uncharacteristic representation of women in its Computer Science Department. The retention of women in STEM through the education pipeline has several characteristics in Afghanistan that differ from countries often studied in available literature. Few Afghan students have computers in their home and few have training beyond secretarial applications before considering studying CS at university. University students in Afghanistan are selected based on placement exams and are then assigned to an area of study, and financially supported throughout their academic career, resulting in a low attrition rate from the program. Gender and STEM literature identifies parental encouragement, stereotypes and employment perceptions as influential characteristics. Afghan women in computer science received significant parental encouragement even from parents with no computer background. They do not seem to be influenced by any negative "geek" stereotypes, but they do perceive limitations when considering employment after graduation.

The influence of a game-making project on male and female learners' attitudes to computing

NASA Astrophysics Data System (ADS)

Robertson, Judy

2013-03-01

There is a pressing need for gender inclusive approaches to engage young people in computer science. A recent popular approach has been to harness learners' enthusiasm for computer games to motivate them to learn computer science concepts through game authoring. This article describes a study in which 992 learners across 13 schools took part in a game-making project. It provides evidence from 225 pre-test and post-test questionnaires on how learners' attitudes to computing changed during the project, as well as qualitative reflections from the class teachers on how the project affected their learners. Results indicate that girls did not enjoy the experience as much as boys, and that in fact, the project may make pupils less inclined to study computing in the future. This has important implications for future efforts to engage young people in computing.

Evaluating Students' Programming Skill Behaviour and Personalizing Their Computer Learning Environment Using "The Hour of Code" Paradigm

ERIC Educational Resources Information Center

Mallios, Nikolaos; Vassilakopoulos, Michael Gr.

2015-01-01

One of the most intriguing objectives when teaching computer science in mid-adolescence high school students is attracting and mainly maintaining their concentration within the limits of the class. A number of theories have been proposed and numerous methodologies have been applied, aiming to assist in the implementation of a personalized learning…

Videotex in Middle School: Accommodating Computers and Printouts in Learning Information Processing Skills.

ERIC Educational Resources Information Center

Eastman, Susan Tyler

In a study designed to see how students accommodated a new technology, 27 eighth graders used a microcomputer in a middle school science class to access a commercial videotex service containing an electronic encyclopedia as part of an assignment to write a theme. Field observations of computer use and student interviews were used to collect data.…

Attitudes and Achievement in Introductory Psychological Statistics Classes: Traditional versus Computer-Supported Instruction.

ERIC Educational Resources Information Center

Gratz, Zandra S.; And Others

A study was conducted at a large, state-supported college in the Northeast to establish a mechanism by which a popular software package, Statistical Package for the Social Sciences (SPSS), could be used in psychology program statistics courses in such a way that no prior computer expertise would be needed on the part of the faculty or the…

Quantum computation for solving linear systems

NASA Astrophysics Data System (ADS)

Cao, Yudong

Quantum computation is a subject born out of the combination between physics and computer science. It studies how the laws of quantum mechanics can be exploited to perform computations much more efficiently than current computers (termed classical computers as oppose to quantum computers). The thesis starts by introducing ideas from quantum physics and theoretical computer science and based on these ideas, introducing the basic concepts in quantum computing. These introductory discussions are intended for non-specialists to obtain the essential knowledge needed for understanding the new results presented in the subsequent chapters. After introducing the basics of quantum computing, we focus on the recently proposed quantum algorithm for linear systems. The new results include i) special instances of quantum circuits that can be implemented using current experimental resources; ii) detailed quantum algorithms that are suitable for a broader class of linear systems. We show that for some particular problems the quantum algorithm is able to achieve exponential speedup over their classical counterparts.

Using Computers in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Deming, Grace L.

1995-12-01

Computer literacy is fast becoming a focal point in undergraduate education. Scientific literacy has been a continuing goal of undergraduate programs across the nation and a course in introductory astronomy is often used to satisfy such science requirements. At U. MD an introduction to computer skills is being integrated into our astronomy curriculum for non-science majors. The campus is adequately equipped with computer labs, yet many students enter college without basic computer skills. In Astronomy 101 (General Astronomy) students are introduced to electronic mail, a Listserver, and the world wide web. Students in this course are required to register for a free campus computer account. Their first assignment is to use e-mail to subscribe to the class Listserver, Milkyway. Through Milkyway, students have access to weekly lecture summaries, questions to review for exams, and copies of previous exams. Using e-mail students may pose questions, provide comments, or exchange opinions using Milkyway, or they may e-mail the instructor directly. Studies indicate that using e-mail is less intimidating to a student than asking a question in a class of 200 students. Monitoring e-mail for student questions has not been a problem. Student reaction has been favorable to using e-mail, since instructor office hours are not always convenient, especially to commuting or working students. Through required assignments, students receive an introduction to accessing information on the world wide web using Netscape. Astronomy has great resources available on the Internet which can be used to supplement and reinforce introductory material. Assignments are structured so that students will gain the techniques necessary to access available information. It is hoped that students will successfully apply the computer skills they learn in astronomy class to their own fields and as life-long learners. We have found that students comfortable with computers are willing to share their knowledge with others. The computer activities have been structured to promote cooperation between students. These skills are also necessary for success.

Impact of Multimedia and Network Services on an Introductory Level Course

NASA Technical Reports Server (NTRS)

Russ, John C.

1996-01-01

We will demonstrate and describe the impact of our use of multimedia and network connectivity on a sophomore-level introductory course in materials science. This class services all engineering students, resulting in large (more than 150) class sections with no hands-on laboratory. In 1990 we began to develop computer graphics that might substitute for some laboratory or real-world experiences, and demonstrate relationships hard to show with static textbook images or chalkboard drawings. We created a comprehensive series of modules that cover the entire course content. Called VIMS (Visualizations in Materials Science), these are available in the form of a CD-ROM and also via the internet.

Computing exponentially faster: implementing a non-deterministic universal Turing machine using DNA

PubMed Central

Currin, Andrew; Korovin, Konstantin; Ababi, Maria; Roper, Katherine; Kell, Douglas B.; Day, Philip J.

2017-01-01

The theory of computer science is based around universal Turing machines (UTMs): abstract machines able to execute all possible algorithms. Modern digital computers are physical embodiments of classical UTMs. For the most important class of problem in computer science, non-deterministic polynomial complete problems, non-deterministic UTMs (NUTMs) are theoretically exponentially faster than both classical UTMs and quantum mechanical UTMs (QUTMs). However, no attempt has previously been made to build an NUTM, and their construction has been regarded as impossible. Here, we demonstrate the first physical design of an NUTM. This design is based on Thue string rewriting systems, and thereby avoids the limitations of most previous DNA computing schemes: all the computation is local (simple edits to strings) so there is no need for communication, and there is no need to order operations. The design exploits DNA's ability to replicate to execute an exponential number of computational paths in P time. Each Thue rewriting step is embodied in a DNA edit implemented using a novel combination of polymerase chain reactions and site-directed mutagenesis. We demonstrate that the design works using both computational modelling and in vitro molecular biology experimentation: the design is thermodynamically favourable, microprogramming can be used to encode arbitrary Thue rules, all classes of Thue rule can be implemented, and non-deterministic rule implementation. In an NUTM, the resource limitation is space, which contrasts with classical UTMs and QUTMs where it is time. This fundamental difference enables an NUTM to trade space for time, which is significant for both theoretical computer science and physics. It is also of practical importance, for to quote Richard Feynman ‘there's plenty of room at the bottom’. This means that a desktop DNA NUTM could potentially utilize more processors than all the electronic computers in the world combined, and thereby outperform the world's current fastest supercomputer, while consuming a tiny fraction of its energy. PMID:28250099

Instructional Approaches on Science Performance, Attitude and Inquiry Ability in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Chen, Ching-Huei; Chen, Chia-Ying

2012-01-01

This study examined the effects of an inquiry-based learning (IBL) approach compared to that of a problem-based learning (PBL) approach on learner performance, attitude toward science and inquiry ability. Ninety-six students from three 7th-grade classes at a public school were randomly assigned to two experimental groups and one control group. All…

Teaching through Interactive Multi-Media Programming. A New Philosophy of the Social Sciences and a New Epistemology of Creativity.

ERIC Educational Resources Information Center

Riskin, Steve R.

This paper discusses the results of an experimental, non-traditional university class in sociology in which students produced an interactive multimedia module in a social science subject area using a computer system that allowed instant access to film, sound, television, images, and text. There were no constraints on the selection of media, or the…

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan

ERIC Educational Resources Information Center

Ward, Nicholas D.; Finley, Rachel J.; Keil, Richard G.; Clay, Tansy G.

2013-01-01

This study explores the utility of a set of tablet-based personal computers in the K-12 science, technology, engineering, and mathematics classroom. Specifically, a lesson on food-chain dynamics and predator-prey population controls was designed on the Apple® iPad platform and delivered to three sophomore-level ecology classes (roughly 30 students…

Building place-based collaborations to develop high school students' groundwater systems knowledge and decision-making capacity

NASA Astrophysics Data System (ADS)

Podrasky, A.; Covitt, B. A.; Woessner, W.

2017-12-01

The availability of clean water to support human uses and ecological integrity has become an urgent interest for many scientists, decision makers and citizens. Likewise, as computational capabilities increasingly revolutionize and become integral to the practice of science, technology, engineering and math (STEM) disciplines, the STEM+ Computing (STEM+C) Partnerships program seeks to integrate the use of computational approaches in K-12 STEM teaching and learning. The Comp Hydro project, funded by a STEM+C grant from the National Science Foundation, brings together a diverse team of scientists, educators, professionals and citizens at sites in Arizona, Colorado, Maryland and Montana to foster water literacy, as well as computational science literacy, by integrating authentic, place- and data- based learning using physical, mathematical, computational and conceptual models. This multi-state project is currently engaging four teams of six teachers who work during two academic years with educators and scientists at each site. Teams work to develop instructional units specific to their region that integrate hydrologic science and computational modeling. The units, currently being piloted in high school earth and environmental science classes, provide a classroom context to investigate student understanding of how computation is used in Earth systems science. To develop effective science instruction that is rich in place- and data- based learning, effective collaborations between researchers, educators, scientists, professionals and citizens are crucial. In this poster, we focus on project implementation in Montana, where an instructional unit has been developed and is being tested through collaboration among University scientists, researchers and educators, high school teachers and agency and industry scientists and engineers. In particular, we discuss three characteristics of effective collaborative science education design for developing and implementing place- and data- based science education to support students in developing socio-scientific and computational literacy sufficient for making decisions about real world issues such as groundwater contamination. These characteristics include that science education experiences are real, responsive/accessible and rigorous.

Instructional support and implementation structure during elementary teachers' science education simulation use

NASA Astrophysics Data System (ADS)

Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

2016-07-01

This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

Effective, Active Learning Strategies for the Oceanography Classroom

NASA Astrophysics Data System (ADS)

Dmochowski, J. E.; Marinov, I.

2014-12-01

A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

SPILC: An expert student advisor

NASA Technical Reports Server (NTRS)

Read, D. R.

1990-01-01

The Lamar University Computer Science Department serves about 350 undergraduate C.S. majors, and 70 graduate majors. B.S. degrees are offered in Computer Science and Computer and Information Science, and an M.S. degree is offered in Computer Science. In addition, the Computer Science Department plays a strong service role, offering approximately sixteen service course sections per long semester. The department has eight regular full-time faculty members, including the Department Chairman and the Undergraduate Advisor, and from three to seven part-time faculty members. Due to the small number of regular faculty members and the resulting very heavy teaching loads, undergraduate advising has become a difficult problem for the department. There is a one week early registration period and a three-day regular registration period once each semester. The Undergraduate Advisor's regular teaching load of two classes, 6 - 8 semester hours, per semester, together with the large number of majors and small number of regular faculty, cause long queues and short tempers during these advising periods. The situation is aggravated by the fact that entering freshmen are rarely accompanied by adequate documentation containing the facts necessary for proper counselling. There has been no good method of obtaining necessary facts and documenting both the information provided by the student and the resulting advice offered by the counsellors.

Density functional theory in materials science.

PubMed

Neugebauer, Jörg; Hickel, Tilmann

2013-09-01

Materials science is a highly interdisciplinary field. It is devoted to the understanding of the relationship between (a) fundamental physical and chemical properties governing processes at the atomistic scale with (b) typically macroscopic properties required of materials in engineering applications. For many materials, this relationship is not only determined by chemical composition, but strongly governed by microstructure. The latter is a consequence of carefully selected process conditions (e.g., mechanical forming and annealing in metallurgy or epitaxial growth in semiconductor technology). A key task of computational materials science is to unravel the often hidden composition-structure-property relationships using computational techniques. The present paper does not aim to give a complete review of all aspects of materials science. Rather, we will present the key concepts underlying the computation of selected material properties and discuss the major classes of materials to which they are applied. Specifically, our focus will be on methods used to describe single or polycrystalline bulk materials of semiconductor, metal or ceramic form.

The Effects of 3D Computer Modelling on Conceptual Change about Seasons and Phases of the Moon

ERIC Educational Resources Information Center

Kucukozer, Huseyin

2008-01-01

In this study, prospective science teachers' misconceptions about the seasons and the phases of the Moon were determined, and then the effects of 3D computer modelling on their conceptual changes were investigated. The topics were covered in two classes with a total of 76 students using a predict-observe-explain strategy supported by 3D computer…

Utilization of computer technology by science teachers in public high schools and the impact of standardized testing

NASA Astrophysics Data System (ADS)

Priest, Richard Harding

A significant percentage of high school science teachers are not using computers to teach their students or prepare them for standardized testing. A survey of high school science teachers was conducted to determine how they are having students use computers in the classroom, why science teachers are not using computers in the classroom, which variables were relevant to their not using computers, and what are the effects of standardized testing on the use of technology in the high school science classroom. A self-administered questionnaire was developed to measure these aspects of computer integration and demographic information. A follow-up telephone interview survey of a portion of the original sample was conducted in order to clarify questions, correct misunderstandings, and to draw out more holistic descriptions from the subjects. The primary method used to analyze the quantitative data was frequency distributions. Multiple regression analysis was used to investigate the relationships between the barriers and facilitators and the dimensions of instructional use, frequency, and importance of the use of computers. All high school science teachers in a large urban/suburban school district were sent surveys. A response rate of 58% resulted from two mailings of the survey. It was found that contributing factors to why science teachers do not use computers were not enough up-to-date computers in their classrooms and other educational commitments and duties do not leave them enough time to prepare lessons that include technology. While a high percentage of science teachers thought their school and district administrations were supportive of technology, they also believed more inservice technology training and follow-up activities to support that training are needed and more software needs to be created. The majority of the science teachers do not use the computer to help students prepare for standardized tests because they believe they can prepare students more efficiently without a computer. Nearly half of the teachers, however, gave lack of time to prepare instructional materials and lack of a means to project a computer image to the whole class as reasons they do not use computers. A significant percentage thought science standardized testing was having a negative effect on computer use.

Algorithmics - Is There Hope for a Unified Theory?

NASA Astrophysics Data System (ADS)

Hromkovič, Juraj

Computer science was born with the formal definition of the notion of an algorithm. This definition provides clear limits of automatization, separating problems into algorithmically solvable problems and algorithmically unsolvable ones. The second big bang of computer science was the development of the concept of computational complexity. People recognized that problems that do not admit efficient algorithms are not solvable in practice. The search for a reasonable, clear and robust definition of the class of practically solvable algorithmic tasks started with the notion of the class {P} and of {NP}-completeness. In spite of the fact that this robust concept is still fundamental for judging the hardness of computational problems, a variety of approaches was developed for solving instances of {NP}-hard problems in many applications. Our 40-years short attempt to fix the fuzzy border between the practically solvable problems and the practically unsolvable ones partially reminds of the never-ending search for the definition of "life" in biology or for the definitions of matter and energy in physics. Can the search for the formal notion of "practical solvability" also become a never-ending story or is there hope for getting a well-accepted, robust definition of it? Hopefully, it is not surprising that we are not able to answer this question in this invited talk. But to deal with this question is of crucial importance, because only due to enormous effort scientists get a better and better feeling of what the fundamental notions of science like life and energy mean. In the flow of numerous technical results, we must not forget the fact that most of the essential revolutionary contributions to science were done by defining new concepts and notions.

Human and Robotic Space Mission Use Cases for High-Performance Spaceflight Computing

NASA Technical Reports Server (NTRS)

Doyle, Richard; Bergman, Larry; Some, Raphael; Whitaker, William; Powell, Wesley; Johnson, Michael; Goforth, Montgomery; Lowry, Michael

2013-01-01

Spaceflight computing is a key resource in NASA space missions and a core determining factor of spacecraft capability, with ripple effects throughout the spacecraft, end-to-end system, and the mission; it can be aptly viewed as a "technology multiplier" in that advances in onboard computing provide dramatic improvements in flight functions and capabilities across the NASA mission classes, and will enable new flight capabilities and mission scenarios, increasing science and exploration return per mission-dollar.

Evaluation of the large scale computing needs of the energy research program and how to meet them. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Miller, B.

The Energy Research program may be on the verge of abdicating an important role it has traditionally played in the development and use of state-of-the-art computer systems. The lack of easy access to Class VI systems coupled to the easy availability of local, user-friendly systems is conspiring to drive many investigators away from forefront research in computational science and in the use of state-of-the-art computers for more discipline-oriented problem solving. The survey conducted under the auspices of this contract clearly demonstrates a significant suppressed demand for actual Class VI hours totaling the full capacity of one such system. The currentmore » usage is about a factor of 15 below this level. There is also a need for about 50% more capacity in the current mini/midi availability. Meeting the needs of the ER community for this level of computing power and capacity is most probably best achieved through the establishment of a central Class VI capability at some site linked through a nationwide network to the various ER laboratories and universities and interfaced with the local user-friendly systems at those remote sites.« less

Earth and Space Science Ph.D. Class of 2003 Report released

NASA Astrophysics Data System (ADS)

Keelor, Brad

AGU and the American Geological Institute (AGI) released on 26 July an employment study of 180 Earth and space science Ph.D. recipients who received degrees from U.S. universities in 2003. The AGU/AGI survey asked graduates about their education and employment, efforts to find their first job after graduation, and experiences in graduate school. Key results from the study include: The vast majority (87%) of 2003 graduates found work in the Earth and space sciences, earning salaries commensurate with or slightly higher than 2001 and 2002 salary averages. Most (64%) graduates were employed within academia (including postdoctoral appointments), with the remainder in government (19%), industry (10%), and other (7%) sectors. Most graduates were positive about their employment situation and found that their work was challenging, relevant, and appropriate for someone with a Ph.D. The percentage of Ph.D. recipients accepting postdoctoral positions (58%) increased slightly from 2002. In contrast, the fields of physics and chemistry showed significant increases in postdoctoral appointments for Ph.D.s during the same time period. As in previous years, recipients of Ph.D.s in the Earth, atmospheric, and ocean sciences (median age of 32.7 years) are slightly older than Ph.D. recipients in most other natural sciences (except computer sciences), which is attributed to time taken off between undergraduate and graduate studies. Women in the Earth, atmospheric,and ocean sciences earned 33% of Ph.D.s in the class of 2003, surpassing the percentage of Ph.D.s earned by women in chemistry (32%) and well ahead of the percentage in computer sciences (20%), physics (19%), and engineering (17%). Participation of other underrepresented groups in the Earth, atmospheric, and ocean sciences remained extremely low.

Computational Physics in a Nutshell

NASA Astrophysics Data System (ADS)

Schillaci, Michael

2001-11-01

Too often students of science are expected to ``pick-up'' what they need to know about the Art of Science. A description of the two-semester Computational Physics course being taught by the author offers a remedy to this situation. The course teaches students the three pillars of modern scientific research: Problem Solving, Programming, and Presentation. Using FORTRAN, LaTeXe, MAPLE V, HTML, and JAVA, students learn the fundamentals of algorithm development, how to implement classes and packages written by others, how to produce publication quality graphics and documents and how to publish them on the world-wide-web. The course content is outlined and project examples are offered.

One of My Favorite Assignments: Automated Teller Machine Simulation.

ERIC Educational Resources Information Center

Oberman, Paul S.

2001-01-01

Describes an assignment for an introductory computer science class that requires the student to write a software program that simulates an automated teller machine. Highlights include an algorithm for the assignment; sample file contents; language features used; assignment variations; and discussion points. (LRW)

Translations on Eastern Europe, Scientific Affairs, Number 563

DTIC Science & Technology

1977-12-11

Security Class (This Report) l"*ri:*.SSIFi5P 20. Security Class (This JNCLASSIFIED Pa« 21. No. of Pages 28 22. Price KORM NT1S- 35 (REV. 3...Information Science Association (at the request of the ZSM [Mini- computer System Works] MERA Research and Development Center). The software...the packaging industry will grow at an average rate of 12 percent/year and in Romania will continue to be significant ( 35 percent in 1975, 30.3

The effects of computer-based dynamic visualization simulations on student learning in high school science

NASA Astrophysics Data System (ADS)

Moodley, Sadha

The purpose of this study was to determine whether the use of dynamic computer-based visualizations of the classical model of particle behavior helps to improve student understanding, performance, and interest in science when used by teachers as visual presentations to complement their traditional methods of teaching. The software, Virtual Molecular Dynamics Laboratory (VMDL), was developed at the Center for Polymer Studies at Boston University through funding from the National Science Foundation. The design of the study included five pairs of classes in four different schools in New England from the inner city and from advantaged suburbs. The study employed a treatment-control group design for testing the impact of several VMDL simulations on student learning in several content areas from traditional chemistry and physical science courses. The study employed a mixed qualitative and quantitative design. The quantitative part involved administering the Group Assessment of Logical Thinking (GALT) as well as post-tests that were topic specific. An Analysis of Covariance (ANCOVA) was conducted on the test scores with the GALT scores serving as a covariate. Results of the ANCOVA showed that students' understanding and performance were better in classes where teachers used the computer-based dynamic visualizations to complement their traditional teaching. GALT scores were significantly different among schools but very similar within schools. They were significant in adjusting post-test scores for pre-treatment differences for only two of the schools. The treatment groups outscored the control groups in all five comparisons. The mean differences reached statistical significance at the p < .01 level in only four of the comparisons. The qualitative part of the study involved classroom observations and student interviews. Analysis of classroom observations revealed a shift in classroom dynamics to more learner-centeredness with greater engagement by students, especially in classes that tended to have little student participation without the simulations. Analysis of the student interviews indicated that the dynamic visualizations made learning more enjoyable, helped with remembering, and enhanced students abilities to make connections between the nanoscopic and macroscopic science.

Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study.

PubMed

Milesi, Carolina; Perez-Felkner, Lara; Brown, Kevin; Schneider, Barbara

2017-01-01

While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women's engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were "beeped" several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women's underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research.

Satellite Direct Readout: Opportunities for Science Education

DTIC Science & Technology

1994-02-01

responsible for acid our Earth science classes, which gave us infor- rain problems in that country. Along with our mation about the water cycle and weather...rain damage. We also believe that shows the water cycle (with sources of humidity transboundary pollution (between the United and precipitation...about the water cycle and weather computer images we collected a series of weath- fronts. We also collected data on the location of er maps from the

Design and Assessment of a General Science STEM Course with a Blended Learning Approach

NASA Astrophysics Data System (ADS)

Courtier, A. M.; Liu, J. C.; St John, K. K.

2015-12-01

Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self-reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

Computer Based Instruction in the U.S. Army’s Entry Level Enlisted Training.

DTIC Science & Technology

1985-03-13

rosters with essential personal data, and graduation rosters with class standings and printed diplomas. The computer also managed the progress of the...discussion is presented in Chapter Three. Methods of Employment Course administration. In 1980 the US Army Research Center for Behaviorial and Social Studies...contained in Appendix C. Data Presentation All responses from the questionaires were coded for use by the Statistical Package for the Social Sciences

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sewell, Christopher Meyer

This is a set of slides from a guest lecture for a class at the University of Texas, El Paso on visualization and data analysis for high-performance computing. The topics covered are the following: trends in high-performance computing; scientific visualization, such as OpenGL, ray tracing and volume rendering, VTK, and ParaView; data science at scale, such as in-situ visualization, image databases, distributed memory parallelism, shared memory parallelism, VTK-m, "big data", and then an analysis example.

Analysis of reference transactions using packaged computer programs.

PubMed

Calabretta, N; Ross, R

1984-01-01

Motivated by a continuing education class attended by the authors on the measurement of reference desk activities, the reference department at Scott Memorial Library initiated a project to gather data on reference desk transactions and to analyze the data by using packaged computer programs. The programs utilized for the project were SPSS (Statistical Package for the Social Sciences) and SAS (Statistical Analysis System). The planning, implementation and development of the project are described.

NASA's Information Power Grid: Large Scale Distributed Computing and Data Management

NASA Technical Reports Server (NTRS)

Johnston, William E.; Vaziri, Arsi; Hinke, Tom; Tanner, Leigh Ann; Feiereisen, William J.; Thigpen, William; Tang, Harry (Technical Monitor)

2001-01-01

Large-scale science and engineering are done through the interaction of people, heterogeneous computing resources, information systems, and instruments, all of which are geographically and organizationally dispersed. The overall motivation for Grids is to facilitate the routine interactions of these resources in order to support large-scale science and engineering. Multi-disciplinary simulations provide a good example of a class of applications that are very likely to require aggregation of widely distributed computing, data, and intellectual resources. Such simulations - e.g. whole system aircraft simulation and whole system living cell simulation - require integrating applications and data that are developed by different teams of researchers frequently in different locations. The research team's are the only ones that have the expertise to maintain and improve the simulation code and/or the body of experimental data that drives the simulations. This results in an inherently distributed computing and data management environment.

Institutional Computing Executive Group Review of Multi-programmatic & Institutional Computing, Fiscal Year 2005 and 2006

DOE Office of Scientific and Technical Information (OSTI.GOV)

Langer, S; Rotman, D; Schwegler, E

The Institutional Computing Executive Group (ICEG) review of FY05-06 Multiprogrammatic and Institutional Computing (M and IC) activities is presented in the attached report. In summary, we find that the M and IC staff does an outstanding job of acquiring and supporting a wide range of institutional computing resources to meet the programmatic and scientific goals of LLNL. The responsiveness and high quality of support given to users and the programs investing in M and IC reflects the dedication and skill of the M and IC staff. M and IC has successfully managed serial capacity, parallel capacity, and capability computing resources.more » Serial capacity computing supports a wide range of scientific projects which require access to a few high performance processors within a shared memory computer. Parallel capacity computing supports scientific projects that require a moderate number of processors (up to roughly 1000) on a parallel computer. Capability computing supports parallel jobs that push the limits of simulation science. M and IC has worked closely with Stockpile Stewardship, and together they have made LLNL a premier institution for computational and simulation science. Such a standing is vital to the continued success of laboratory science programs and to the recruitment and retention of top scientists. This report provides recommendations to build on M and IC's accomplishments and improve simulation capabilities at LLNL. We recommend that institution fully fund (1) operation of the atlas cluster purchased in FY06 to support a few large projects; (2) operation of the thunder and zeus clusters to enable 'mid-range' parallel capacity simulations during normal operation and a limited number of large simulations during dedicated application time; (3) operation of the new yana cluster to support a wide range of serial capacity simulations; (4) improvements to the reliability and performance of the Lustre parallel file system; (5) support for the new GDO petabyte-class storage facility on the green network for use in data intensive external collaborations; and (6) continued support for visualization and other methods for analyzing large simulations. We also recommend that M and IC begin planning in FY07 for the next upgrade of its parallel clusters. LLNL investments in M and IC have resulted in a world-class simulation capability leading to innovative science. We thank the LLNL management for its continued support and thank the M and IC staff for its vision and dedicated efforts to make it all happen.« less

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

NASA Astrophysics Data System (ADS)

Wesley, Beth Eddinger; Krockover, Gerald H.; Devito, Alfred

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.

A Wittgenstein Approach to the Learning of OO-Modeling

ERIC Educational Resources Information Center

Holmboe, Christian

2004-01-01

The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial…

Towards a Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science

ERIC Educational Resources Information Center

Heiner, Cecily

2009-01-01

Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This dissertation analyzes 411 questions from an introductory Java programming course by reducing the…

Teaching Quality Object-Oriented Programming

ERIC Educational Resources Information Center

Feldman, Yishai A.

2005-01-01

Computer science students need to learn how to write high-quality software. An important methodology for achieving quality is design-by-contract, in which code is developed together with its specification, which is given as class invariants and method pre- and postconditions. This paper describes practical experience in teaching design-by-contract…

Exchanging Education and Culture.

ERIC Educational Resources Information Center

Gustafson, Christine; Knowlton, Leslie

1993-01-01

An eight-week residential program at the University of California at Irvine aims to increase representation of Native American students in high-tech fields and to encourage transfer of Native American students to four-year programs. Students spend four weeks in intensive computer science classes and four weeks serving as interns at sponsoring…

What Students Really Want in Science Class

ERIC Educational Resources Information Center

Goldenberg, Lauren B.

2011-01-01

Nowadays, there are lots of digital resources available to teachers. Tools such as Teachers' Domain, an online digital library (see "On the web"); interactive whiteboards; computer projection devices; laptop carts; and robust wireless internet services make it easy for teachers to use technology in the classroom. In fact, in one…

The Implementation of Web Conferencing Technologies in Online Graduate Classes

ERIC Educational Resources Information Center

Zotti, Robert

2017-01-01

This dissertation examines the implementation of web conferencing technology in online graduate courses within management, engineering, and computer science programs. Though the spread of learning management systems over the past two decades has been dramatic, the use of web conferencing technologies has curiously lagged. The real-time…

Using Flip Camcorders for Active Classroom Metacognitive Reflection

ERIC Educational Resources Information Center

Hargis, Jace; Marotta, Sebastian M.

2011-01-01

A Center for Teaching and Learning provided Flip camcorders to a group of 10 new faculty members, who were asked to use this teaching tool in their classroom instruction. The classes included mathematics, political science, computer engineering, psychology, business, music and dance. The qualitative results indicate that all faculty members and…

The effect of homogeneous and heterogeneous review pairs on student achievement and attitude when utilizing computer-assisted instruction in middle-level Earth science classes

NASA Astrophysics Data System (ADS)

Lyon, Ellen Beth

1998-09-01

This research project investigated the influence of homogeneous (like-ability) review pairs coupled with heterogeneous (mixed-ability) cooperative learning groups using computer-assisted instruction (CAI) on academic achievement and attitude toward science in eighth grade Earth science students. Subjects were placed into academic quartiles (Hi, Med-Hi, Med-Lo, and Lo) based on achievement. Cooperative learning groups of four (one student from each academic quartile) were formed in all classes, within which students completed CAI through a software package entitled Geoscience Education Through Interactive Technology, or GETITspTM. Each day, when computer activities were completed, students in the experimental classes were divided into homogeneous review pairs to review their work. The students in the control classes were divided into heterogeneous review pairs to review their work. The effects of the experimental treatment were measured by pretest, posttest, and delayed posttest measures, by pre- and post-student attitude scales, and by evaluation of amendments students made to their work during the time spent in review pairs. Results showed that student achievement was not significantly influenced by placement in homogeneous or heterogeneous review pairs, regardless of academic quartile assignment. Student attitude toward science as a school subject did not change significantly due to experimental treatment. Achievement retention of students in experimental and control groups within each quartile showed no significant difference. Notebook amendment patterns showed some significant differences in a few categories. For the Hi quartile, there were significant differences in numbers of deletion amendments and substitution amendments between the experimental and the control group. In both cases, subjects in the experimental group (homogeneous review pairs) made greater number of amendments then those in the control group (heterogeneous review pairs). For the Lo quartile, there was a significant difference in the number of grammar/usage/mechanics (GUM) amendments between the experimental and control groups. The experimental group made far more GUM amendments than the control group. This research highlights the fact that many factors may influence a successful learning environment in which CAI is successfully implemented. Educational research projects should be designed and used to help teachers create learning environments in which CAI is maximized.

The GI Project: a prototype electronic textbook for high school biology.

PubMed

Calhoun, P S; Fishman, E K

1997-01-01

A prototype electronic science textbook for secondary education was developed to help bridge the gap between state-of-the-art medical technology and the basic science classroom. The prototype combines the latest in radiologic imaging techniques with a user-friendly multimedia computer program to teach the anatomy, physiology, and diseases of the gastrointestinal (GI) tract. The program includes original text, illustrations, photographs, animations, images from upper GI studies, plain radiographs, computed tomographic images, and three-dimensional reconstructions. These features are intended to create a stimulus-rich environment in which the high school science student can enjoy a variety of interactive experiences that will facilitate the learning process. The computer-based book is a new educational tool that promises to play a prominent role in the coming years. Current research suggests that computer-based books are valuable as an alternative educational medium. Although it is not yet clear what form textbooks will take in the future, computer-based books are already proving valuable as an alternative educational medium. For beginning students, they reinforce the material found in traditional textbooks and class presentations; for advanced students, they provide motivation to learn outside the traditional classroom.

Engagement, Persistence, and Gender in Computer Science: Results of a Smartphone ESM Study

PubMed Central

Milesi, Carolina; Perez-Felkner, Lara; Brown, Kevin; Schneider, Barbara

2017-01-01

While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and academic environment. Our study contributes to this literature by applying student engagement research to study the experiences of college students studying CS, to assess the degree to which differences in men and women's engagement may help account for gender inequity in the field. Specifically, we use the Experience Sampling Method (ESM) to evaluate in real-time the engagement of college students during varied activities and environments. Over the course of a full week in fall semester and a full week in spring semester, 165 students majoring in CS at two Research I universities were “beeped” several times a day via a smartphone app prompting them to fill out a short questionnaire including open-ended and scaled items. These responses were paired with administrative and over 2 years of transcript data provided by their institutions. We used mean comparisons and logistic regression analysis to compare enrollment and persistence patterns among CS men and women. Results suggest that despite the obstacles associated with women's underrepresentation in computer science, women are more likely to continue taking computer science courses when they felt challenged and skilled in their initial computer science classes. We discuss implications for further research. PMID:28487664

Knowledge Discovery from Climate Data using Graph-Based Methods

NASA Astrophysics Data System (ADS)

Steinhaeuser, K.

2012-04-01

Climate and Earth sciences have recently experienced a rapid transformation from a historically data-poor to a data-rich environment, thus bringing them into the realm of the Fourth Paradigm of scientific discovery - a term coined by the late Jim Gray (Hey et al. 2009), the other three being theory, experimentation and computer simulation. In particular, climate-related observations from remote sensors on satellites and weather radars, in situ sensors and sensor networks, as well as outputs of climate or Earth system models from large-scale simulations, provide terabytes of spatio-temporal data. These massive and information-rich datasets offer a significant opportunity for advancing climate science and our understanding of the global climate system, yet current analysis techniques are not able to fully realize their potential benefits. We describe a class of computational approaches, specifically from the data mining and machine learning domains, which may be novel to the climate science domain and can assist in the analysis process. Computer scientists have developed spatial and spatio-temporal analysis techniques for a number of years now, and many of them may be applicable and/or adaptable to problems in climate science. We describe a large-scale, NSF-funded project aimed at addressing climate science question using computational analysis methods; team members include computer scientists, statisticians, and climate scientists from various backgrounds. One of the major thrusts is in the development of graph-based methods, and several illustrative examples of recent work in this area will be presented.

Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers—A Case Study

NASA Astrophysics Data System (ADS)

Klieger, Aviva; Ben-Hur, Yehuda; Bar-Yossef, Nurit

2010-04-01

The study examines the professional development of junior-high-school teachers participating in the Israeli "Katom" (Computer for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for teachers' professional development. The first circle applies to all teachers in the program; the second, to all teachers at individual schools; the third to teachers of specific disciplines. The study reveals and describes the attitudes of science teachers to the integration of laptop computers and to the accompanying professional development model. Semi-structured interviews were conducted with eight science teachers from the four schools participating in the program. The interviews were analyzed according to the internal relational framework taken from the information that arose from the interviews. Two factors influenced science teachers' professional development: (1) Introduction of laptops to the teachers and students. (2) The support and training system. Interview analysis shows that the disciplinary training is most relevant to teachers and they are very interested in belonging to the professional science teachers' community. They also prefer face-to-face meetings in their school. Among the difficulties they noted were the new learning environment, including control of student computers, computer integration in laboratory work and technical problems. Laptop computers contributed significantly to teachers' professional and personal development and to a shift from teacher-centered to student-centered teaching. One-to-One laptops also changed the schools' digital culture. The findings are important for designing concepts and models for professional development when introducing technological innovation into the educational system.

OPENING REMARKS: SciDAC: Scientific Discovery through Advanced Computing

NASA Astrophysics Data System (ADS)

Strayer, Michael

2005-01-01

Good morning. Welcome to SciDAC 2005 and San Francisco. SciDAC is all about computational science and scientific discovery. In a large sense, computational science characterizes SciDAC and its intent is change. It transforms both our approach and our understanding of science. It opens new doors and crosses traditional boundaries while seeking discovery. In terms of twentieth century methodologies, computational science may be said to be transformational. There are a number of examples to this point. First are the sciences that encompass climate modeling. The application of computational science has in essence created the field of climate modeling. This community is now international in scope and has provided precision results that are challenging our understanding of our environment. A second example is that of lattice quantum chromodynamics. Lattice QCD, while adding precision and insight to our fundamental understanding of strong interaction dynamics, has transformed our approach to particle and nuclear science. The individual investigator approach has evolved to teams of scientists from different disciplines working side-by-side towards a common goal. SciDAC is also undergoing a transformation. This meeting is a prime example. Last year it was a small programmatic meeting tracking progress in SciDAC. This year, we have a major computational science meeting with a variety of disciplines and enabling technologies represented. SciDAC 2005 should position itself as a new corner stone for Computational Science and its impact on science. As we look to the immediate future, FY2006 will bring a new cycle to SciDAC. Most of the program elements of SciDAC will be re-competed in FY2006. The re-competition will involve new instruments for computational science, new approaches for collaboration, as well as new disciplines. There will be new opportunities for virtual experiments in carbon sequestration, fusion, and nuclear power and nuclear waste, as well as collaborations with industry and virtual prototyping. New instruments of collaboration will include institutes and centers while summer schools, workshops and outreach will invite new talent and expertise. Computational science adds new dimensions to science and its practice. Disciplines of fusion, accelerator science, and combustion are poised to blur the boundaries between pure and applied science. As we open the door into FY2006 we shall see a landscape of new scientific challenges: in biology, chemistry, materials, and astrophysics to name a few. The enabling technologies of SciDAC have been transformational as drivers of change. Planning for major new software systems assumes a base line employing Common Component Architectures and this has become a household word for new software projects. While grid algorithms and mesh refinement software have transformed applications software, data management and visualization have transformed our understanding of science from data. The Gordon Bell prize now seems to be dominated by computational science and solvers developed by TOPS ISIC. The priorities of the Office of Science in the Department of Energy are clear. The 20 year facilities plan is driven by new science. High performance computing is placed amongst the two highest priorities. Moore's law says that by the end of the next cycle of SciDAC we shall have peta-flop computers. The challenges of petascale computing are enormous. These and the associated computational science are the highest priorities for computing within the Office of Science. Our effort in Leadership Class computing is just a first step towards this goal. Clearly, computational science at this scale will face enormous challenges and possibilities. Performance evaluation and prediction will be critical to unraveling the needed software technologies. We must not lose sight of our overarching goal—that of scientific discovery. Science does not stand still and the landscape of science discovery and computing holds immense promise. In this environment, I believe it is necessary to institute a system of science based performance metrics to help quantify our progress towards science goals and scientific computing. As a final comment I would like to reaffirm that the shifting landscapes of science will force changes to our computational sciences, and leave you with the quote from Richard Hamming, 'The purpose of computing is insight, not numbers'.

Argonne Leadership Computing Facility 2011 annual report : Shaping future supercomputing.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Papka, M.; Messina, P.; Coffey, R.

The ALCF's Early Science Program aims to prepare key applications for the architecture and scale of Mira and to solidify libraries and infrastructure that will pave the way for other future production applications. Two billion core-hours have been allocated to 16 Early Science projects on Mira. The projects, in addition to promising delivery of exciting new science, are all based on state-of-the-art, petascale, parallel applications. The project teams, in collaboration with ALCF staff and IBM, have undertaken intensive efforts to adapt their software to take advantage of Mira's Blue Gene/Q architecture, which, in a number of ways, is a precursormore » to future high-performance-computing architecture. The Argonne Leadership Computing Facility (ALCF) enables transformative science that solves some of the most difficult challenges in biology, chemistry, energy, climate, materials, physics, and other scientific realms. Users partnering with ALCF staff have reached research milestones previously unattainable, due to the ALCF's world-class supercomputing resources and expertise in computation science. In 2011, the ALCF's commitment to providing outstanding science and leadership-class resources was honored with several prestigious awards. Research on multiscale brain blood flow simulations was named a Gordon Bell Prize finalist. Intrepid, the ALCF's BG/P system, ranked No. 1 on the Graph 500 list for the second consecutive year. The next-generation BG/Q prototype again topped the Green500 list. Skilled experts at the ALCF enable researchers to conduct breakthrough science on the Blue Gene system in key ways. The Catalyst Team matches project PIs with experienced computational scientists to maximize and accelerate research in their specific scientific domains. The Performance Engineering Team facilitates the effective use of applications on the Blue Gene system by assessing and improving the algorithms used by applications and the techniques used to implement those algorithms. The Data Analytics and Visualization Team lends expertise in tools and methods for high-performance, post-processing of large datasets, interactive data exploration, batch visualization, and production visualization. The Operations Team ensures that system hardware and software work reliably and optimally; system tools are matched to the unique system architectures and scale of ALCF resources; the entire system software stack works smoothly together; and I/O performance issues, bug fixes, and requests for system software are addressed. The User Services and Outreach Team offers frontline services and support to existing and potential ALCF users. The team also provides marketing and outreach to users, DOE, and the broader community.« less

Summaries of Papers Presented at the Topical Meeting on Optical Computing Held in Incline Village, Nevada on March 16-18, 1987.

DTIC Science & Technology

1988-03-31

Automation and Electrometry, USSR Academy of Sciences, Siberian Branch, under the direction of Academician Yu. E. Nesterikhin. A number of interesting...switched video surveillance or - studio networks where switch set-up time is unimportant. A totally different class of electrically controlled

Technology assessment of advanced automation for space missions

NASA Technical Reports Server (NTRS)

1982-01-01

Six general classes of technology requirements derived during the mission definition phase of the study were identified as having maximum importance and urgency, including autonomous world model based information systems, learning and hypothesis formation, natural language and other man-machine communication, space manufacturing, teleoperators and robot systems, and computer science and technology.

Student Experiments and Teacher Tests Using EDAQ530

ERIC Educational Resources Information Center

Kopasz, Katalin; Makra, Péter; Gingl, Zoltán

2013-01-01

Experiments, as we all know, are especially important in science education. However, their impact on improving thinking could be even greater when applied together with the methods of inquiry-based learning (IBL). In this paper we present our observations of a high-school laboratory class where students used computers to carry out and analyse real…

Optimizing Performance of Scientific Visualization Software to Support Frontier-Class Computations

DTIC Science & Technology

2015-08-01

Hypersonic Sciences Branch) for providing sample datasets and permission to use an image of Q_Criterion isosurface for this report; Dr Anders Grimsrud...10.1. EnSight CSM and CFD Post processing; c2014 [accessed 2015 July 6] http:// www.ceisoftware.com. Main Page. XDMF; 2014 Nov 7 [2015 July 6] http

Separation-Individuation of Late Adolescents : A Longitudinal Study

ERIC Educational Resources Information Center

Aslan, Sevda; Gelbal, Selahattin

2016-01-01

The aim of this study was to demonstrate the change in separation-individuation between late adolescents in the first, second, third and fourth year of higher education. The study sample used for this longitudinal study consisted of 148 students attending class studies, computer education and science education departments of Kirikkale University.…

Training in Decision-Making Strategies: An Approach to Enhance Students' Competence to Deal with Socio-Scientific Issues

ERIC Educational Resources Information Center

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2013-01-01

Dealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based…

NCI's High Performance Computing (HPC) and High Performance Data (HPD) Computing Platform for Environmental and Earth System Data Science

NASA Astrophysics Data System (ADS)

Evans, Ben; Allen, Chris; Antony, Joseph; Bastrakova, Irina; Gohar, Kashif; Porter, David; Pugh, Tim; Santana, Fabiana; Smillie, Jon; Trenham, Claire; Wang, Jingbo; Wyborn, Lesley

2015-04-01

The National Computational Infrastructure (NCI) has established a powerful and flexible in-situ petascale computational environment to enable both high performance computing and Data-intensive Science across a wide spectrum of national environmental and earth science data collections - in particular climate, observational data and geoscientific assets. This paper examines 1) the computational environments that supports the modelling and data processing pipelines, 2) the analysis environments and methods to support data analysis, and 3) the progress so far to harmonise the underlying data collections for future interdisciplinary research across these large volume data collections. NCI has established 10+ PBytes of major national and international data collections from both the government and research sectors based on six themes: 1) weather, climate, and earth system science model simulations, 2) marine and earth observations, 3) geosciences, 4) terrestrial ecosystems, 5) water and hydrology, and 6) astronomy, social and biosciences. Collectively they span the lithosphere, crust, biosphere, hydrosphere, troposphere, and stratosphere. The data is largely sourced from NCI's partners (which include the custodians of many of the major Australian national-scale scientific collections), leading research communities, and collaborating overseas organisations. New infrastructures created at NCI mean the data collections are now accessible within an integrated High Performance Computing and Data (HPC-HPD) environment - a 1.2 PFlop supercomputer (Raijin), a HPC class 3000 core OpenStack cloud system and several highly connected large-scale high-bandwidth Lustre filesystems. The hardware was designed at inception to ensure that it would allow the layered software environment to flexibly accommodate the advancement of future data science. New approaches to software technology and data models have also had to be developed to enable access to these large and exponentially increasing data volumes at NCI. Traditional HPC and data environments are still made available in a way that flexibly provides the tools, services and supporting software systems on these new petascale infrastructures. But to enable the research to take place at this scale, the data, metadata and software now need to evolve together - creating a new integrated high performance infrastructure. The new infrastructure at NCI currently supports a catalogue of integrated, reusable software and workflows from earth system and ecosystem modelling, weather research, satellite and other observed data processing and analysis. One of the challenges for NCI has been to support existing techniques and methods, while carefully preparing the underlying infrastructure for the transition needed for the next class of Data-intensive Science. In doing so, a flexible range of techniques and software can be made available for application across the corpus of data collections available, and to provide a new infrastructure for future interdisciplinary research.

The use of computer simulations in whole-class versus small-group settings

NASA Astrophysics Data System (ADS)

Smetana, Lara Kathleen

This study explored the use of computer simulations in a whole-class as compared to small-group setting. Specific consideration was given to the nature and impact of classroom conversations and interactions when computer simulations were incorporated into a high school chemistry course. This investigation fills a need for qualitative research that focuses on the social dimensions of actual classrooms. Participants included a novice chemistry teacher experienced in the use of educational technologies and two honors chemistry classes. The study was conducted in a rural school in the south-Atlantic United States at the end of the fall 2007 semester. The study took place during one instructional unit on atomic structure. Data collection allowed for triangulation of evidence from a variety of sources approximately 24 hours of video- and audio-taped classroom observations, supplemented with the researcher's field notes and analytic journal; miscellaneous classroom artifacts such as class notes, worksheets, and assignments; open-ended pre- and post-assessments; student exit interviews; teacher entrance, exit and informal interviews. Four web-based simulations were used, three of which were from the ExploreLearning collection. Assessments were analyzed using descriptive statistics and classroom observations, artifacts and interviews were analyzed using Erickson's (1986) guidelines for analytic induction. Conversational analysis was guided by methods outlined by Erickson (1982). Findings indicated (a) the teacher effectively incorporated simulations in both settings (b) students in both groups significantly improved their understanding of the chemistry concepts (c) there was no statistically significant difference between groups' achievement (d) there was more frequent exploratory talk in the whole-class group (e) there were more frequent and meaningful teacher-student interactions in the whole-class group (f) additional learning experiences not measured on the assessment resulted from conversations and interactions in the whole-class setting (g) the potential benefits of exploratory talk in the whole-class setting were not fully realized. These findings suggest that both whole-class and small-group settings are appropriate for using computer simulations in science. The effective incorporation of simulations into whole-class instruction may provide a solution to the dilemma of technology penetration versus integration in today's classrooms.

The OptIPuter microscopy demonstrator: enabling science through a transatlantic lightpath

PubMed Central

Ellisman, M.; Hutton, T.; Kirkland, A.; Lin, A.; Lin, C.; Molina, T.; Peltier, S.; Singh, R.; Tang, K.; Trefethen, A.E.; Wallom, D.C.H.; Xiong, X.

2009-01-01

The OptIPuter microscopy demonstrator project has been designed to enable concurrent and remote usage of world-class electron microscopes located in Oxford and San Diego. The project has constructed a network consisting of microscopes and computational and data resources that are all connected by a dedicated network infrastructure using the UK Lightpath and US Starlight systems. Key science drivers include examples from both materials and biological science. The resulting system is now a permanent link between the Oxford and San Diego microscopy centres. This will form the basis of further projects between the sites and expansion of the types of systems that can be remotely controlled, including optical, as well as electron, microscopy. Other improvements will include the updating of the Microsoft cluster software to the high performance computing (HPC) server 2008, which includes the HPC basic profile implementation that will enable the development of interoperable clients. PMID:19487201

The OptIPuter microscopy demonstrator: enabling science through a transatlantic lightpath.

PubMed

Ellisman, M; Hutton, T; Kirkland, A; Lin, A; Lin, C; Molina, T; Peltier, S; Singh, R; Tang, K; Trefethen, A E; Wallom, D C H; Xiong, X

2009-07-13

The OptIPuter microscopy demonstrator project has been designed to enable concurrent and remote usage of world-class electron microscopes located in Oxford and San Diego. The project has constructed a network consisting of microscopes and computational and data resources that are all connected by a dedicated network infrastructure using the UK Lightpath and US Starlight systems. Key science drivers include examples from both materials and biological science. The resulting system is now a permanent link between the Oxford and San Diego microscopy centres. This will form the basis of further projects between the sites and expansion of the types of systems that can be remotely controlled, including optical, as well as electron, microscopy. Other improvements will include the updating of the Microsoft cluster software to the high performance computing (HPC) server 2008, which includes the HPC basic profile implementation that will enable the development of interoperable clients.

Undergraduate Research in Physics as a course for Engineering and Computer Science Majors

NASA Astrophysics Data System (ADS)

O'Brien, James; Rueckert, Franz; Sirokman, Greg

2017-01-01

Undergraduate research has become more and more integral to the functioning of higher educational institutions. At many institutions undergraduate research is conducted as capstone projects in the pure sciences, however, science faculty at some schools (including that of the authors) face the challenge of not having science majors. Even at these institutions, a select population of high achieving engineering students will often express a keen interest in conducting pure science research. Since a foray into science research provides the student the full exposure to the scientific method and scientific collaboration, the experience can be quite rewarding and beneficial to the development of the student as a professional. To this end, the authors have been working to find new contexts in which to offer research experiences to non- science majors, including a new undergraduate research class conducted by physics and chemistry faculty. An added benefit is that these courses are inherently interdisciplinary. Students in the engineering and computer science fields step into physics and chemistry labs to solve science problems, often invoking their own relevant expertise. In this paper we start by discussing the common themes and outcomes of the course. We then discuss three particular projects that were conducted with engineering students and focus on how the undergraduate research experience enhanced their already rigorous engineering curriculum.

Sundials in the shade: A study of women's persistence in the first year of a computer science program in a selective university

NASA Astrophysics Data System (ADS)

Powell, Rita Manco

Currently women are underrepresented in departments of computer science, making up approximately 18% of the undergraduate enrollment in selective universities. Most attrition in computer science occurs early in this major, in the freshman and sophomore years, and women drop out in disproportionately greater numbers than their male counterparts. Taking an ethnographic approach to investigating women's experiences and progress in the first year courses in the computer science major at the University of Pennsylvania, this study examined the pre-college influences that led these women to the major and the nature of their experiences in and outside of class with faculty, peers, and academic support services. This study sought an understanding of the challenges these women faced in the first year of the major with the goal of informing institutional practice about how to best support their persistence. The research reviewed for this study included patterns of leaving majors in science, math and engineering (Seymour & Hewitt 1997), the high school preparation needed to pursue math and engineering majors in college (Strenta, Elliott, Adair, Matier, & Scott, 1994), and intervention programs that have positively impacted persistence of women in computer science (Margolis & Fisher, 2002). The research method of this study employed a series of personal interviews over the course of one calendar year with fourteen first year women who had either declared on intended to declare the computer science major in the School of Engineering and Applied Science at the University of Pennsylvania. Other data sources were focus groups and personal interviews with faculty, administrators, admissions and student life professionals, teaching assistants, female graduate students, and male first year students at the University of Pennsylvania. This study found that the women in this study group came to the University of Pennsylvania with a thorough grounding in mathematics, but many either had an inadequate background in computer science, or at least perceived inadequacies in their background, which prevented them from beginning the major on an equal footing with their mostly male peers and caused some to lose confidence and consequently interest in the major. Issues also emanated from their gender-minority status in the Computer and Information Science Department, causing them to be socially isolated from their peers and further weakening their resolve to persist. These findings suggest that female first year students could benefit from multiple pathways into the major designed for students with varying degrees of prior experience with computer science. In addition, a computer science community within the department characterized by more frequent interaction and collaboration with faculty and peers could positively impact women's persistence in the major.

Learning effectiveness: A comparative study to measure effectiveness of webcasting in success of students in an introductory computer science class

NASA Astrophysics Data System (ADS)

Ghyam, Massoud

This study investigates if providing delayed webcast of college lectures would improve the retention of students enrolled in an introductory computer science class over a span of six semesters. The population for this study was undergraduate engineering students enrolled in the same course at a major research university in a western state in six different semesters. The same instructor taught all sections of the course, the same textbook and software were used, and the number of lab/teaching assistants were also exactly the same. Assignments and exams were changed but were kept at the same level of difficulty. Some students were enrolled in the courses where webcasting was not utilized as a tool, while others took the same course where delayed webcasting was used. The research question that guided the study was: Will use of the delayed webcast and the availability of the course lectures on line improve students' grades and therefore the success ratio in the Introduction to Computer Science and Programming course? For the purposes of this study successful completion is defined as the number of students who did not drop the course, and who passed the course with a grade of C- or better. Grade improvement of students who completed the course was also examined. Result of the study showed providing delayed webcast of the lectures did not improve retention, but neither did it harm the student's learning. Future study is recommended to include coding for gender and student's field of study.

Mapping Trade-Offs in Teachers' Integration of Technology-Supported Inquiry in High School Science Classes

ERIC Educational Resources Information Center

Sandoval, William A.; Daniszewski, Kenneth

2004-01-01

This paper explores how two teachers concurrently enacting the same technology-based inquiry unit on evolution structured activity and discourse in their classrooms to connect students' computer-based investigations to formal domain theories. Our analyses show that the teachers' interactions with their students during inquiry were quite similar,…

Hidden student voice: A curriculum of a middle school science class heard through currere

NASA Astrophysics Data System (ADS)

Crooks, Kathleen Schwartz

Students have their own lenses through which they view school science and the students' views are often left out of educational conversations which directly affect the students themselves. Pinar's (2004) definition of curriculum as a 'complicated conversation' implies that the class' voice is important, as important as the teacher's voice, to the classroom conversation. If the class' voice is vital to classroom conversations, then the class, consisting of all its students, must be allowed to both speak and be heard. Through a qualitative case study, whereby the case is defined as a particular middle school science class, this research attempts to hear the 'complicated conversation' of this middle school science class, using currere as a framework. Currere suggests that one's personal relationship to the world, including one's memories, hopes, and dreams, should be the crux of education, rather than education being primarily the study of facts, concepts, and needs determined by an 'other'. Focus group interviews were used to access the class' currere: the class' lived experiences of science, future dreams of science, and present experiences of science, which was synthesized into a new understanding of the present which offered the class the opportunity to be fully educated. The interview data was enriched through long-term observation in this middle school science classroom. Analysis of the data collected suggests that a middle school science class has rich science stories which may provide insights into ways to engage more students in science. Also, listening to the voice of a science class may provide insight into discussions about science education and understandings into the decline in student interest in science during secondary school. Implications from this research suggest that school science may be more engaging for this middle school class if it offers inquiry-based activities and allows opportunities for student-led research. In addition, specialized academic and career advice in early middle school may be able to capitalize on this class' positive perspective toward science. Further research may include using currere to hear the voices of middle school science classes with more diverse demographic qualities.

Teaching science for public understanding: Developing decision-making abilities

NASA Astrophysics Data System (ADS)

Siegel, Marcelle A.

One of the most important challenges educators have is teaching students how to make decisions about complex issues. In this study, methods designed to enhance students' decision-making skills and attitudes were investigated. An issue-oriented science curriculum was partly replaced with activities designed by the experimenter. The first objective of the study was to examine the effects of an instructional method to increase students' use of relevant scientific evidence in their decisions. The second goal of the research was to test whether the instructional activities could promote students' beliefs that science is relevant to them, because attitudes have been shown to affect students' performance and persistence (Schommer, 1994). Third, the study was designed to determine whether the instructional activities would affect students' beliefs that their intelligence is not fixed but can grow; this question is based on Dweck and Leggett's (1988) definition of two orientations toward intelligence---entity theorists and incremental theorists (Dweck & Leggett, 1988; Dweck & Henderson, 1989). Two urban high-school classrooms participated in this study. Tenth graders examined scientific materials about current issues involving technology and society. Instructional materials on decision making were prepared for one class of students to enhance their regular issue-oriented course, Science and Sustainability. A computer program, called Convince Me (Schank, Ranney & Hoadley, 1996), provided scaffolding for making an evidence-based decision. The experimental group's activities also included pen-and-paper lessons on decision making and the effect of experience on the structure of the brain. The control class continued to engage in Science and Sustainability decision-making activities during the time the experimental class completed the treatment. The control group did not show significant improvement on decision-making tasks, and the experimental group showed marginally significant gains (p = .06) according to the Rasch analysis. A measure of students' understanding of coherent argumentation was correlated with higher decision posttest scores. Over time, both classes significantly regarded science as being more relevant to everyday life. Students' attitudes about ability showed insignificant changes.

A study of the effects of gender and different instructional media (computer-assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class

NASA Astrophysics Data System (ADS)

Eardley, Julie Anne

The purpose of this study was to determine the effect of different instructional media (computer assisted instruction (CAI) tutorial vs. traditional textbook) on student attitudes toward science and computers and achievement scores in a team-taught integrated science course, ENS 1001, "The Whole Earth Course," which was offered at Florida Institute of Technology during the Fall 2000 term. The effect of gender on student attitudes toward science and computers and achievement scores was also investigated. This study employed a randomized pretest-posttest control group experimental research design with a sample of 30 students (12 males and 18 females). Students had registered for weekly lab sessions that accompanied the course and had been randomly assigned to the treatment or control group. The treatment group used a CAI tutorial for completing homework assignments and the control group used the required textbook for completing homework assignments. The Attitude toward Science and Computers Questionnaire and Achievement Test were the two instruments administered during this study to measure students' attitudes and achievement score changes. A multivariate analysis of covariance (MANCOVA), using hierarchical multiple regression/correlation (MRC), was employed to determine: (1) treatment versus control group attitude and achievement differences; and (2) male versus female attitude and achievement differences. The differences between the treatment group's and control group's homework averages were determined by t test analyses. The overall MANCOVA model was found to be significant at p < .05. Examining research factor set independent variables separately resulted in gender being the only variable that significantly contributed in explaining the variability in a dependent variable, attitudes toward science and computers. T test analyses of the homework averages showed no significant differences. Contradictory to the findings of this study, anecdotal information from personal communication, course evaluations, and homework assignments indicated favorable attitudes and higher achievement scores for a majority of the students in the treatment group.

Traveling front solutions to directed diffusion-limited aggregation, digital search trees, and the Lempel-Ziv data compression algorithm.

PubMed

Majumdar, Satya N

2003-08-01

We use the traveling front approach to derive exact asymptotic results for the statistics of the number of particles in a class of directed diffusion-limited aggregation models on a Cayley tree. We point out that some aspects of these models are closely connected to two different problems in computer science, namely, the digital search tree problem in data structures and the Lempel-Ziv algorithm for data compression. The statistics of the number of particles studied here is related to the statistics of height in digital search trees which, in turn, is related to the statistics of the length of the longest word formed by the Lempel-Ziv algorithm. Implications of our results to these computer science problems are pointed out.

Traveling front solutions to directed diffusion-limited aggregation, digital search trees, and the Lempel-Ziv data compression algorithm

NASA Astrophysics Data System (ADS)

Majumdar, Satya N.

2003-08-01

We use the traveling front approach to derive exact asymptotic results for the statistics of the number of particles in a class of directed diffusion-limited aggregation models on a Cayley tree. We point out that some aspects of these models are closely connected to two different problems in computer science, namely, the digital search tree problem in data structures and the Lempel-Ziv algorithm for data compression. The statistics of the number of particles studied here is related to the statistics of height in digital search trees which, in turn, is related to the statistics of the length of the longest word formed by the Lempel-Ziv algorithm. Implications of our results to these computer science problems are pointed out.

Optimization of knowledge-based systems and expert system building tools

NASA Technical Reports Server (NTRS)

Yasuda, Phyllis; Mckellar, Donald

1993-01-01

The objectives of the NASA-AMES Cooperative Agreement were to investigate, develop, and evaluate, via test cases, the system parameters and processing algorithms that constrain the overall performance of the Information Sciences Division's Artificial Intelligence Research Facility. Written reports covering various aspects of the grant were submitted to the co-investigators for the grant. Research studies concentrated on the field of artificial intelligence knowledge-based systems technology. Activities included the following areas: (1) AI training classes; (2) merging optical and digital processing; (3) science experiment remote coaching; (4) SSF data management system tests; (5) computer integrated documentation project; (6) conservation of design knowledge project; (7) project management calendar and reporting system; (8) automation and robotics technology assessment; (9) advanced computer architectures and operating systems; and (10) honors program.

Classical Cosmology Through Animation Stories

NASA Astrophysics Data System (ADS)

Mijic, Milan; Kang, E. Y. E.; Longson, T.; State LA SciVi Project, Cal

2010-05-01

Computer animations are a powerful tool for explanation and communication of ideas, especially to a younger generation. Our team completed a three part sequence of short, computer animated stories about the insight and discoveries that lead to the understanding of the overall structure of the universe. Our principal characters are Immanuel Kant, Henrietta Leavitt, and Edwin Hubble. We utilized animations to model and visualize the physical concepts behind each discovery and to recreate the characters, locations, and flavor of the time. The animations vary in length from 6 to 11 minutes. The instructors or presenters may wish to utilize them separately or together. The animations may be used for learning classical cosmology in a visual way in GE astronomy courses, in pre-college science classes, or in public science education setting.

Research on same-gender grouping in eighth-grade science classrooms

NASA Astrophysics Data System (ADS)

Friend, Jennifer Ingrid

This study examined two hypotheses related to same-gender grouping of eighth-grade science classes in a public middle-school setting in suburban Kansas City. The first hypothesis, male and female students enrolled in same-gender eighth-grade science classes demonstrate more positive science academic achievement than their male and female peers enrolled in mixed-gender science classes. The second hypothesis, same-gender grouping of students in eighth-grade science has a positive effect on classroom climate. The participants in this study were randomly assigned to class sections of eighth-grade science. The first experimental group was an eighth-grade science class of all-male students (n = 20) taught by a male science teacher. The control group used for comparison to the male same-gender class consisted of the male students (n = 42) in the coeducational eighth-grade science classes taught by the same male teacher. The second experimental group was an eighth-grade science class of all-female students (n = 23) taught by a female science teacher. The control group for the female same-gender class consisted of female students (n = 61) in the coeducational eighth-grade science classes taught by the same female teacher. The male teacher and the female teacher did not vary instruction for the same-gender and mixed-gender classes. Science academic achievement was measured for both groups through a quantitative analysis using grades on science classroom assessment and overall science course grades. Classroom climate was measured through qualitative observations and through qualitative and quantitative analysis of a twenty-question student survey administered at the end of each trimester grading period. The results of this study did not indicate support for either hypothesis. Data led to the conclusions that same-gender grouping did not produce significant differences in student science academic achievement, and that same-gender classes did not create a more positive classroom climate for male or female students. There is evidence in the literature to support further investigations in gender differences in science education to address the unique needs of male and female students in order to create gains in student science achievement and to encourage positive attitudes toward science.

Applying ``intelligent`` materials for materials education: The Labless Lab{trademark}

DOE Office of Scientific and Technical Information (OSTI.GOV)

Andrade, J.D.; Scheer, R.

1994-12-31

A very large number of science and engineering courses taught in colleges and universities today do not involve laboratories. Although good instructors incorporate class demonstrations, hands on homework, and various teaching aids, including computer simulations, the fact is that students in such courses often accept key concepts and experimental results without discovering them for themselves. The only partial solution to this problem has been increasing use of class demonstrations and computer simulations. The authors feel strongly that many complex concepts can be observed and assimilated through experimentation with properly designed materials. They propose the development of materials and specimens designedmore » specifically for education purposes. Intelligent and communicative materials are ideal for this purpose. Specimens which respond in an observable fashion to new environments and situations provided by the students/experimenter provide a far more effective materials science and engineering experience than readouts and data generated by complex and expensive machines, particularly in an introductory course. Modern materials can be designed to literally communicate with the observer. The authors embarked on a project to develop a series of Labless Labs{trademark} utilizing various degrees and levels of intelligence in materials. It is expected that such Labless Labs{trademark} would be complementary to textbooks and computer simulations and to be used to provide a reality for students in courses and other learning situations where access to a laboratory is non-existent or limited.« less

A Video Lecture and Lab-Based Approach for Learning of Image Processing Concepts

ERIC Educational Resources Information Center

Chiu, Chiung-Fang; Lee, Greg C.

2009-01-01

The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of more suitable teaching materials and limited classroom time are the main reasons for the…

Development of an Innovative Interactive Virtual Classroom System for K-12 Education Using Google App Engine

ERIC Educational Resources Information Center

Mumba, Frackson; Zhu, Mengxia

2013-01-01

This paper presents a Simulation-based interactive Virtual ClassRoom web system (SVCR: www.vclasie.com) powered by the state-of-the-art cloud computing technology from Google SVCR integrates popular free open-source math, science and engineering simulations and provides functions such as secure user access control and management of courses,…

Computer Supported Collaborative Rocketry: Teaching Students to Distinguish Good and Bad Data Like Expert Physicists

ERIC Educational Resources Information Center

d'Alessio, Matthew; Lundquist, Loraine

2013-01-01

Each year our physical science class for pre-service elementary teachers launches water-powered rockets based on the activity from NASA. We analyze the rocket flight using data from frame-by-frame video analysis of the launches. Before developing the methods presented in this paper, we noticed our students were mired in calculation details while…

The Quantitative Methods Boot Camp: Teaching Quantitative Thinking and Computing Skills to Graduate Students in the Life Sciences

PubMed Central

Stefan, Melanie I.; Gutlerner, Johanna L.; Born, Richard T.; Springer, Michael

2015-01-01

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a “boot camp” in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students’ engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others. PMID:25880064

The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.

PubMed

Stefan, Melanie I; Gutlerner, Johanna L; Born, Richard T; Springer, Michael

2015-04-01

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.

Inquiry-Based Early Undergraduate Research Using High-Altitude Ballooning

NASA Astrophysics Data System (ADS)

Sibbernsen, K.; Sibbernsen, M.

2012-12-01

One common objective for undergraduate science classes is to have students learn how to do scientific inquiry. However, often in science laboratory classes, students learn to take data, analyze the data, and come to conclusions, but they are told what to study and do not have the opportunity to ask their own research questions, a crucial part of scientific inquiry. A special topics class in high-altitude ballooning (HAB) was offered at Metropolitan Community College, a large metropolitan two-year college in Omaha, Nebraska to focus on scientific inquiry for the participants through support of NASA Nebraska Space Grant. A weather balloon with payloads attached (balloonSAT) was launched to near space where the balloon burst and fell back to the ground with a parachute. Students worked in small groups to ask their research questions, they designed their payloads, participated in the launch and retrieval of equipment, analyzed data, and presented the results of their research. This type of experience has potential uses in physics, physical science, engineering, electronics, computer programming, meteorology, astronomy, and chemistry classes. The balloonSAT experience can act as a stepping-stone to designing sounding rocket payloads and it can allow students the opportunity to participate in regional competitions and present at HAB conferences. Results from the workshop are shared, as well as student responses to the experience and suggestions for administering a high-altitude ballooning program for undergraduates or extending inquiry-based ballooning experiences into high-school or middle-school.

Interpreting the relationships between single gender science classes and girls' academic motivation and interest

NASA Astrophysics Data System (ADS)

Johnson, Sonya L.

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

Learning about light and optics in on-line general education classes using at-home experimentation

NASA Astrophysics Data System (ADS)

Millspaw, Jacob; Wang, Gang; Masters, Mark F.

2014-07-01

College students are facing a constantly evolving educational system. Some still see mostly the traditional face to face lecture type classes where as others may never set foot on campus thanks to distance learning programs. In between they may enroll in a mix of face-to-face, two-way broadcasted interactive courses, streaming lecture courses, hybrid face-to-face/ on-line courses and the ominous MOOC! A large number of these non-traditional courses are general education courses and play an important role in developing non-science majors' understanding of science in general, and of physics in particular. We have been keeping pace with theses modern modes of instruction by offering several on-line courses such as Physics for Computer Graphics and Animation and Light and Color. These courses cover basic concepts in light, color and optics.

Prediction of protein structural classes by Chou's pseudo amino acid composition: approached using continuous wavelet transform and principal component analysis.

PubMed

Li, Zhan-Chao; Zhou, Xi-Bin; Dai, Zong; Zou, Xiao-Yong

2009-07-01

A prior knowledge of protein structural classes can provide useful information about its overall structure, so it is very important for quick and accurate determination of protein structural class with computation method in protein science. One of the key for computation method is accurate protein sample representation. Here, based on the concept of Chou's pseudo-amino acid composition (AAC, Chou, Proteins: structure, function, and genetics, 43:246-255, 2001), a novel method of feature extraction that combined continuous wavelet transform (CWT) with principal component analysis (PCA) was introduced for the prediction of protein structural classes. Firstly, the digital signal was obtained by mapping each amino acid according to various physicochemical properties. Secondly, CWT was utilized to extract new feature vector based on wavelet power spectrum (WPS), which contains more abundant information of sequence order in frequency domain and time domain, and PCA was then used to reorganize the feature vector to decrease information redundancy and computational complexity. Finally, a pseudo-amino acid composition feature vector was further formed to represent primary sequence by coupling AAC vector with a set of new feature vector of WPS in an orthogonal space by PCA. As a showcase, the rigorous jackknife cross-validation test was performed on the working datasets. The results indicated that prediction quality has been improved, and the current approach of protein representation may serve as a useful complementary vehicle in classifying other attributes of proteins, such as enzyme family class, subcellular localization, membrane protein types and protein secondary structure, etc.

High School Science Teachers' Perceptions of the Effects of Oneto- one Computing Devices on Student Engagement

NASA Astrophysics Data System (ADS)

Bocchino, Herbert S., III

The identified problem of practice for the present action research study centers on ways in which teacher-participants in a working class poor, rural, southern high school can use the iPads in daily science classroom activities to more effectively to engage these students in their classrooms and make the curriculum meaningful. Data in the form of classroom observations, semi-structured interviews, and teacher in-service seminars was collected over a six week period. The results of the present action research study indicate a need for more professional development for incorporating iPads into science coursework for these teacher-participants at RHS despite their claim that they are well prepared to use the iPads in their science curriculum and pedagogy. The Action Plan that resulted from the present study is in the form of professional development for teachers that focuses on how iPads can be used in a constructivist pedagogy to enable better equity of historically marginalized groups of students such as young women, people of color, rural people, and working class poor people to access higher level science courses and post-secondary careers. The Action Plan details tools for iPad use with project-based learning that lends itself to student discovery, the creation of products, and personal meaning-making.

Behavior change interventions: the potential of ontologies for advancing science and practice.

PubMed

Larsen, Kai R; Michie, Susan; Hekler, Eric B; Gibson, Bryan; Spruijt-Metz, Donna; Ahern, David; Cole-Lewis, Heather; Ellis, Rebecca J Bartlett; Hesse, Bradford; Moser, Richard P; Yi, Jean

2017-02-01

A central goal of behavioral medicine is the creation of evidence-based interventions for promoting behavior change. Scientific knowledge about behavior change could be more effectively accumulated using "ontologies." In information science, an ontology is a systematic method for articulating a "controlled vocabulary" of agreed-upon terms and their inter-relationships. It involves three core elements: (1) a controlled vocabulary specifying and defining existing classes; (2) specification of the inter-relationships between classes; and (3) codification in a computer-readable format to enable knowledge generation, organization, reuse, integration, and analysis. This paper introduces ontologies, provides a review of current efforts to create ontologies related to behavior change interventions and suggests future work. This paper was written by behavioral medicine and information science experts and was developed in partnership between the Society of Behavioral Medicine's Technology Special Interest Group (SIG) and the Theories and Techniques of Behavior Change Interventions SIG. In recent years significant progress has been made in the foundational work needed to develop ontologies of behavior change. Ontologies of behavior change could facilitate a transformation of behavioral science from a field in which data from different experiments are siloed into one in which data across experiments could be compared and/or integrated. This could facilitate new approaches to hypothesis generation and knowledge discovery in behavioral science.

Parallel high-performance grid computing: capabilities and opportunities of a novel demanding service and business class allowing highest resource efficiency.

PubMed

Kepper, Nick; Ettig, Ramona; Dickmann, Frank; Stehr, Rene; Grosveld, Frank G; Wedemann, Gero; Knoch, Tobias A

2010-01-01

Especially in the life-science and the health-care sectors the huge IT requirements are imminent due to the large and complex systems to be analysed and simulated. Grid infrastructures play here a rapidly increasing role for research, diagnostics, and treatment, since they provide the necessary large-scale resources efficiently. Whereas grids were first used for huge number crunching of trivially parallelizable problems, increasingly parallel high-performance computing is required. Here, we show for the prime example of molecular dynamic simulations how the presence of large grid clusters including very fast network interconnects within grid infrastructures allows now parallel high-performance grid computing efficiently and thus combines the benefits of dedicated super-computing centres and grid infrastructures. The demands for this service class are the highest since the user group has very heterogeneous requirements: i) two to many thousands of CPUs, ii) different memory architectures, iii) huge storage capabilities, and iv) fast communication via network interconnects, are all needed in different combinations and must be considered in a highly dedicated manner to reach highest performance efficiency. Beyond, advanced and dedicated i) interaction with users, ii) the management of jobs, iii) accounting, and iv) billing, not only combines classic with parallel high-performance grid usage, but more importantly is also able to increase the efficiency of IT resource providers. Consequently, the mere "yes-we-can" becomes a huge opportunity like e.g. the life-science and health-care sectors as well as grid infrastructures by reaching higher level of resource efficiency.

The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

NASA Astrophysics Data System (ADS)

Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

2017-04-01

Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class investigated where declared soil science students made up the largest single group of students, with other agricultural students being the second largest group. Results of the study showed that students from many different academic majors take soil science classes at American universities, and the most common majors in these classes depended on the class and the material it addressed.

A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students: An Analysis of the 2009 NAEP Data

NASA Astrophysics Data System (ADS)

Coffman, Mitchell Ward

The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the predictor variables were found to have a significant impact on performance scores, although the data presented suggest computer access at home is less influential upon performance scores than poverty and its correlates.

The effects of a problem-based learning digital game on continuing motivation to learn science

NASA Astrophysics Data System (ADS)

Toprac, Paul K.

The purpose of this study was to determine whether playing a problem-based learning (PBL) computer game, Alien Rescue III, would promote continuing motivation (CM) to learn science, and to explore the possible sources of CM. Another goal was to determine whether CM and interest to learn science in the classroom were identical constructs. CM was defined as the pursuit of academic learning goals in noninstructional contexts that were initially encountered in the classroom. Alien Rescue was played for a total of 9 hours in the seventh grade of a private middle school with 44 students, total, participating. The study used a design-based research approach that attempted to triangulate quantitative and qualitative methods. A science knowledge test, and two self-report questionnaires---one measuring motivation and one measuring CM---were administered preintervention, postintervention, and follow-up. Qualitative data was also collected, including student interviews, classroom observations, written responses, and a science teacher interview. Repeated measures ANOVAs were used to determine any significant changes in scores. A multiple regression analysis was used to explore whether a model of CM could be determined using the Eccles' expectancy-value achievement motivation model. The constant comparative method was used to obtain relevant information from the qualitative data. Based on contradictory quantitative and qualitative findings, results were mixed as to whether students exhibited an increase in CM to learn space science. Students continued to freely engage Alien Rescue during the mid-class break, but this does not strictly adhere to the definition of CM. However, many students did find space science more interesting than anticipated and developed increased desire to learn more in class, if not outside of class. Results also suggest that CM and interest in learning more in class are separate but related constructs. Finally, no satisfactory model emerged from the multiple regression analysis but based on students' interviews, continuing interest to learn is influenced by all the components of Eccles' expectancy-value model. Response effects may have confounded quantitative results. Discussion includes challenges of researching in classrooms, CM, and Eccles' motivational model, and the tension between PBL and game based approaches. Future design recommendations and research directions are provided.

Effect of Web Assisted Education Supported by Six Thinking Hats on Students' Academic Achievement in Science and Technology Classes

ERIC Educational Resources Information Center

Ercan, Orhan; Bilen, Kadir

2014-01-01

Advances in computer technologies and adoption of related methods and techniques in education have developed parallel to each other. This study focuses on the need to utilize more than one teaching method and technique in education rather than focusing on a single teaching method. By using the pre-test post-test and control group semi-experimental…

An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria

ERIC Educational Resources Information Center

Bennett, Steve; Barker, Trevor; Lilley, Mariana

2014-01-01

Over 4 iterations of a large course (>180 students) in introductory emedia design in a first year computer science course we have seen a year on year improvement. We believe this is due to the use of EVS clickers for feed-forward assessment: that is to say a method of getting the whole class to evaluate previous cohorts' submissions in public…

Psychological Sciences Division 1979 Programs.

DTIC Science & Technology

1979-11-01

the potential for substantially improving the ONR effectiveness of Navy undersea manipulator sys- tems. Computer aided controls can be used to Report...OPERATOR VIEWING AND CONTROL OF the operator enters control orders) to determine UNDERSEA VEHICLE AND WORK SYS- ihe structure and mode of command inputs...efforts focus upon a class of control-display ele- Current Navy submersible work systems, such as ments common to general purpose undersea work CURV

Maximal aggregation of polynomial dynamical systems

PubMed Central

Cardelli, Luca; Tschaikowski, Max

2017-01-01

Ordinary differential equations (ODEs) with polynomial derivatives are a fundamental tool for understanding the dynamics of systems across many branches of science, but our ability to gain mechanistic insight and effectively conduct numerical evaluations is critically hindered when dealing with large models. Here we propose an aggregation technique that rests on two notions of equivalence relating ODE variables whenever they have the same solution (backward criterion) or if a self-consistent system can be written for describing the evolution of sums of variables in the same equivalence class (forward criterion). A key feature of our proposal is to encode a polynomial ODE system into a finitary structure akin to a formal chemical reaction network. This enables the development of a discrete algorithm to efficiently compute the largest equivalence, building on approaches rooted in computer science to minimize basic models of computation through iterative partition refinements. The physical interpretability of the aggregation is shown on polynomial ODE systems for biochemical reaction networks, gene regulatory networks, and evolutionary game theory. PMID:28878023

Factors that Influence the Success of Male and Female Computer Programming Students in College

NASA Astrophysics Data System (ADS)

Clinkenbeard, Drew A.

As the demand for a technologically skilled work force grows, experience and skill in computer science have become increasingly valuable for college students. However, the number of students graduating with computer science degrees is not growing proportional to this need. Traditionally several groups are underrepresented in this field, notably women and students of color. This study investigated elements of computer science education that influence academic achievement in beginning computer programming courses. The goal of the study was to identify elements that increase success in computer programming courses. A 38-item questionnaire was developed and administered during the Spring 2016 semester at California State University Fullerton (CSUF). CSUF is an urban public university comprised of about 40,000 students. Data were collected from three beginning programming classes offered at CSUF. In total 411 questionnaires were collected resulting in a response rate of 58.63%. Data for the study were grouped into three broad categories of variables. These included academic and background variables; affective variables; and peer, mentor, and role-model variables. A conceptual model was developed to investigate how these variables might predict final course grade. Data were analyzed using statistical techniques such as linear regression, factor analysis, and path analysis. Ultimately this study found that peer interactions, comfort with computers, computer self-efficacy, self-concept, and perception of achievement were the best predictors of final course grade. In addition, the analyses showed that male students exhibited higher levels of computer self-efficacy and self-concept compared to female students, even when they achieved comparable course grades. Implications and explanations of these findings are explored, and potential policy changes are offered.

Teaching Astronomy Classes and Labs in a Smart Classroom

NASA Astrophysics Data System (ADS)

Gugliucci, Nicole E.

2017-01-01

Saint Anselm College is a small liberal arts college in New Hampshire with an enrollment of approximately 1900 students. All students are required to take one science course with a laboratory component. Introduction to Astronomy is now being offered in regular rotation in the Department of Physics, taking advantage of the new "smart" classrooms with the technology and set up to encourage active learning. These classrooms seat 25 students and feature 5 "pods," each with their own screen that can be hooked up to a student computer or one of the iPads available to the professor. I will present how these classrooms are used for Introduction to Astronomy and related courses under development for active learning. Since the class requires a laboratory component and New Hampshire weather is notably unpredictable, the smart classroom offers an alternative using freely available computer simulations to allow for an alternative indoor laboratory experience.

Simple webs of natural environment theme as a result of sharing in science teacher training

NASA Astrophysics Data System (ADS)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2018-03-01

Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

Students Perception towards the Implementation of Computer Graphics Technology in Class via Unified Theory of Acceptance and Use of Technology (UTAUT) Model

NASA Astrophysics Data System (ADS)

Binti Shamsuddin, Norsila

Technology advancement and development in a higher learning institution is a chance for students to be motivated to learn in depth in the information technology areas. Students should take hold of the opportunity to blend their skills towards these technologies as preparation for them when graduating. The curriculum itself can rise up the students' interest and persuade them to be directly involved in the evolvement of the technology. The aim of this study is to see how deep is the students' involvement as well as their acceptance towards the adoption of the technology used in Computer Graphics and Image Processing subjects. The study will be towards the Bachelor students in Faculty of Industrial Information Technology (FIIT), Universiti Industri Selangor (UNISEL); Bac. In Multimedia Industry, BSc. Computer Science and BSc. Computer Science (Software Engineering). This study utilizes the new Unified Theory of Acceptance and Use of Technology (UTAUT) to further validate the model and enhance our understanding of the adoption of Computer Graphics and Image Processing Technologies. Four (4) out of eight (8) independent factors in UTAUT will be studied towards the dependent factor.

Reaching the Students: A New Approach to Enhancing Science Literacy

NASA Astrophysics Data System (ADS)

McNamara, B. J.; Burnham, C. C.

2002-05-01

Most NSF supported programs directed at improving science literacy among university students who are not majoring in SMET normally target instruction in introductory science or math classes. Unfortunately these efforts seldom reach the vast majority of students at a university because students can fulfil their science requirement by taking several other classes or class sections that are not impacted by the NSF program. Ideally it would be desirable to address the issues of science literacy and science anxiety among non-science majors in a single class that is required of essentially all undergraduates. We describe such a program which is being tested at NMSU. The targeted class is the university's freshman level English class. The idea behind this effort is to provide students with the skills they will need to be successful in their science classes in a less threatening humanities environment. We describe the problems that this approach raises, suggest solutions to these problems, and then discuss the overall status of this effort.

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

NASA Astrophysics Data System (ADS)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

Computing Science and Statistics: Proceedings of the Symposium on the Interface: Computationally Intensive Methods in Statistics (20th) Held in Fairfax, Virginia on April 20-23, 1988

DTIC Science & Technology

1989-03-15

essence of the idea ycessible mtho forunrtandig eth- Tis tand thP ra) rm guh ide propet oaes nd d of e aessie meh bsd fooesadng asymptoti- isthe for s...network? This of Such empirical parametric model fitting is of course depends heavily on the class of net- course the essence of much of applied...smaller problems is the essence of graphical modeling. A model hy- attributes. Let e be the discrete joint outcome space for those N pergraph, g

A High School Level Course On Robot Design And Construction

NASA Astrophysics Data System (ADS)

Sadler, Paul M.; Crandall, Jack L.

1984-02-01

The Robotics Design and Construction Class at Sehome High School was developed to offer gifted and/or highly motivated students an in-depth introduction to a modern engineering topic. The course includes instruction in basic electronics, digital and radio electronics, construction skills, robotics literacy, construction of the HERO 1 Heathkit Robot, computer/ robot programming, and voice synthesis. A key element which leads to the success of the course is the involvement of various community assets including manpower and financial assistance. The instructors included a physics/electronics teacher, a computer science teacher, two retired engineers, and an electronics technician.

The effectivenes of science domain-based science learning integrated with local potency

NASA Astrophysics Data System (ADS)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Digital video clips for improved pedagogy and illustration of scientific research — with illustrative video clips on atomic spectrometry

NASA Astrophysics Data System (ADS)

Michel, Robert G.; Cavallari, Jennifer M.; Znamenskaia, Elena; Yang, Karl X.; Sun, Tao; Bent, Gary

1999-12-01

This article is an electronic publication in Spectrochimica Acta Electronica (SAE), a section of Spectrochimica Acta Part B (SAB). The hardcopy text is accompanied by an electronic archive, stored on the CD-ROM accompanying this issue. The archive contains video clips. The main article discusses the scientific aspects of the subject and explains the purpose of the video files. Short, 15-30 s, digital video clips are easily controllable at the computer keyboard, which gives a speaker the ability to show fine details through the use of slow motion. Also, they are easily accessed from the computer hard drive for rapid extemporaneous presentation. In addition, they are easily transferred to the Internet for dissemination. From a pedagogical point of view, the act of making a video clip by a student allows for development of powers of observation, while the availability of the technology to make digital video clips gives a teacher the flexibility to demonstrate scientific concepts that would otherwise have to be done as 'live' demonstrations, with all the likely attendant misadventures. Our experience with digital video clips has been through their use in computer-based presentations by undergraduate and graduate students in analytical chemistry classes, and by high school and middle school teachers and their students in a variety of science and non-science classes. In physics teaching laboratories, we have used the hardware to capture digital video clips of dynamic processes, such as projectiles and pendulums, for later mathematical analysis.

High Performance Computing Facility Operational Assessment, FY 2011 Oak Ridge Leadership Computing Facility

DOE Office of Scientific and Technical Information (OSTI.GOV)

Baker, Ann E; Bland, Arthur S Buddy; Hack, James J

Oak Ridge National Laboratory's Leadership Computing Facility (OLCF) continues to deliver the most powerful resources in the U.S. for open science. At 2.33 petaflops peak performance, the Cray XT Jaguar delivered more than 1.5 billion core hours in calendar year (CY) 2010 to researchers around the world for computational simulations relevant to national and energy security; advancing the frontiers of knowledge in physical sciences and areas of biological, medical, environmental, and computer sciences; and providing world-class research facilities for the nation's science enterprise. Scientific achievements by OLCF users range from collaboration with university experimentalists to produce a working supercapacitor thatmore » uses atom-thick sheets of carbon materials to finely determining the resolution requirements for simulations of coal gasifiers and their components, thus laying the foundation for development of commercial-scale gasifiers. OLCF users are pushing the boundaries with software applications sustaining more than one petaflop of performance in the quest to illuminate the fundamental nature of electronic devices. Other teams of researchers are working to resolve predictive capabilities of climate models, to refine and validate genome sequencing, and to explore the most fundamental materials in nature - quarks and gluons - and their unique properties. Details of these scientific endeavors - not possible without access to leadership-class computing resources - are detailed in Section 4 of this report and in the INCITE in Review. Effective operations of the OLCF play a key role in the scientific missions and accomplishments of its users. This Operational Assessment Report (OAR) will delineate the policies, procedures, and innovations implemented by the OLCF to continue delivering a petaflop-scale resource for cutting-edge research. The 2010 operational assessment of the OLCF yielded recommendations that have been addressed (Reference Section 1) and where appropriate, changes in Center metrics were introduced. This report covers CY 2010 and CY 2011 Year to Date (YTD) that unless otherwise specified, denotes January 1, 2011 through June 30, 2011. User Support remains an important element of the OLCF operations, with the philosophy 'whatever it takes' to enable successful research. Impact of this center-wide activity is reflected by the user survey results that show users are 'very satisfied.' The OLCF continues to aggressively pursue outreach and training activities to promote awareness - and effective use - of U.S. leadership-class resources (Reference Section 2). The OLCF continues to meet and in many cases exceed DOE metrics for capability usage (35% target in CY 2010, delivered 39%; 40% target in CY 2011, 54% January 1, 2011 through June 30, 2011). The Schedule Availability (SA) and Overall Availability (OA) for Jaguar were exceeded in CY2010. Given the solution to the VRM problem the SA and OA for Jaguar in CY 2011 are expected to exceed the target metrics of 95% and 90%, respectively (Reference Section 3). Numerous and wide-ranging research accomplishments, scientific support, and technological innovations are more fully described in Sections 4 and 6 and reflect OLCF leadership in enabling high-impact science solutions and vision in creating an exascale-ready center. Financial Management (Section 5) and Risk Management (Section 7) are carried out using best practices approved of by DOE. The OLCF has a valid cyber security plan and Authority to Operate (Section 8). The proposed metrics for 2012 are reflected in Section 9.« less

Syllabus Computer in Astronomy

NASA Astrophysics Data System (ADS)

Hojaev, Alisher S.

2015-08-01

One of the most important and actual subjects and training courses in the curricula for undergraduate level students at the National university of Uzbekistan is ‘Computer Methods in Astronomy’. It covers two semesters and includes both lecture and practice classes. Based on the long term experience we prepared the tutorial for students which contain the description of modern computer applications in astronomy.The main directions of computer application in field of astronomy briefly as follows:1) Automating the process of observation, data acquisition and processing2) Create and store databases (the results of observations, experiments and theoretical calculations) their generalization, classification and cataloging, working with large databases3) The decisions of the theoretical problems (physical modeling, mathematical modeling of astronomical objects and phenomena, derivation of model parameters to obtain a solution of the corresponding equations, numerical simulations), appropriate software creation4) The utilization in the educational process (e-text books, presentations, virtual labs, remote education, testing), amateur astronomy and popularization of the science5) The use as a means of communication and data transfer, research result presenting and dissemination (web-journals), the creation of a virtual information system (local and global computer networks).During the classes the special attention is drawn on the practical training and individual work of students including the independent one.

Classroom climate and science-related attitudes of junior high school students in Taiwan

NASA Astrophysics Data System (ADS)

Lin, Bao-Shan; Crawley, Frank E., III

Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.

Virtual fetal pig dissection as an agent of knowledge acquisition and attitudinal change in female high school biology students

NASA Astrophysics Data System (ADS)

Maloney, Rebecca Scudari

One way to determine if all students can learn through the use of computers is to introduce a lesson taught completely via computers and compare the results with those gained when the same lesson is taught in a traditional manner. This study attempted to determine if a virtual fetal pig dissection can be used as a viable alternative for an actual dissection for females enrolled in high school biology classes by comparing the knowledge acquisition and attitudinal change between the experimental (virtual dissection) and control (actual dissection) groups. Two hundred and twenty-four students enrolled in biology classes in a suburban all-girl parochial high school participated in this study. Female students in an all-girl high school were chosen because research shows differences in science competency and computer usage between the genders that may mask the performance of females on computer-based tasks in a science laboratory exercise. Students who completed the virtual dissection scored significantly higher on practical test and objective tests that were used to measure knowledge acquisition. Attitudinal change was measured by examining the students' attitudes toward dissections, computer usage in the classroom, and toward biology both before and after the dissections using pre and post surveys. Significant results in positive gain scores were found in the virtual dissection group's attitude toward dissections, and their negative gain score toward virtual dissections. Attitudinal changes toward computers and biology were not significant. A purposefully selected sample of the students were interviewed, in addition to gathering a sample of the students' daily dissection journals, as data highlighting their thoughts and feelings about their dissection experience. Further research is suggested to determine if a virtual laboratory experience can be a substitute for actual dissections, or may serve as an enhancement to an actual dissection.

From Supernovae To Equatorial Ionosphere, Following a Tortuous Path Through Computer Sciences, Oceanography, and Much, Much More

NASA Astrophysics Data System (ADS)

de La Beaujardiere, O.

2002-12-01

From as early as I can remember, I always wanted to be a scientist. My interests were oriented towards cataclysmic and catastrophic events. I first wanted to study volcanoes, then earthquakes. As I ended my PhD, my interests had gone a little higher, towards supernovae and the Crab Nebula. This was in Paris. I then immigrated to the US. My first job in the US was in computer sciences. I joined a team who made one of the first computer movies. I then switched fields once more. I went into ionospheric physics, where I stayed for more than 2 decades. I then did two "tours of duty" at National Sciences Foundation. I was first in the Magnetospheric Program. Then I started a multidisciplinary program that covered all sciences related to the arctic - from the bottom o f the ocean to the confines of the magnetosphere, passing through biology, glaciology, etc. Presently, I lead a team of about 20 scientists at the Air Force Research Laboratory. We work on basic and applied ionospheric sciences problems as they relate to communications and navigation. As a woman scientist, the hardest obstacle I had to overcome was probably the permanent guilt of not staying home with my children. I raised 3 boys, and, although they are happy, successful and well adjusted, I continue to feel guilt about not staying home for them, and working so long hours and with so much intensity. When they were small, society was not too accepting of working mothers. In one of my kids' first grade class, he was the only child whose mother was working. As a teenager I also had to overcome rejection from boys who "could not stand" girls who studied science. My own father was not too encouraging to continue studies, warning me that women who are too bright have a hard time finding husbands. One University professor told the class that women were wasting taxpayers' money since they would never put their degree to use. My greatest support was my husband, always there, sharing chores, and understanding my ups and downs. The saying that the difficult period in a woman's life is only between the ages of 7 and 70 gives me solace. I can't wait to be 70.

Computational Science: Ensuring America’s Competitiveness

DTIC Science & Technology

2005-06-01

Supercharging U. S. Innovation & Competitiveness, Washington, D.C. , July 2004. Davies, C. T. H. , et al. , “High-Precision Lattice QCD Confronts Experiment...together to form a class of particles call hadrons (that include protons and neutrons) . For 30 years, researchers in lattice QCD have been trying to use...the basic QCD equations to calculate the properties of hadrons, especially their masses, using numerical lattice gauge theory calculations in order to

Room Escape at Class: Escape Games Activities to Facilitate the Motivation and Learning in Computer Science

ERIC Educational Resources Information Center

Borrego, Carlos; Fernández, Cristina; Blanes, Ian; Robles, Sergi

2017-01-01

Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student's motivation and to…

A parallel metaheuristic for large mixed-integer dynamic optimization problems, with applications in computational biology

PubMed Central

Henriques, David; González, Patricia; Doallo, Ramón; Saez-Rodriguez, Julio; Banga, Julio R.

2017-01-01

Background We consider a general class of global optimization problems dealing with nonlinear dynamic models. Although this class is relevant to many areas of science and engineering, here we are interested in applying this framework to the reverse engineering problem in computational systems biology, which yields very large mixed-integer dynamic optimization (MIDO) problems. In particular, we consider the framework of logic-based ordinary differential equations (ODEs). Methods We present saCeSS2, a parallel method for the solution of this class of problems. This method is based on an parallel cooperative scatter search metaheuristic, with new mechanisms of self-adaptation and specific extensions to handle large mixed-integer problems. We have paid special attention to the avoidance of convergence stagnation using adaptive cooperation strategies tailored to this class of problems. Results We illustrate its performance with a set of three very challenging case studies from the domain of dynamic modelling of cell signaling. The simpler case study considers a synthetic signaling pathway and has 84 continuous and 34 binary decision variables. A second case study considers the dynamic modeling of signaling in liver cancer using high-throughput data, and has 135 continuous and 109 binaries decision variables. The third case study is an extremely difficult problem related with breast cancer, involving 690 continuous and 138 binary decision variables. We report computational results obtained in different infrastructures, including a local cluster, a large supercomputer and a public cloud platform. Interestingly, the results show how the cooperation of individual parallel searches modifies the systemic properties of the sequential algorithm, achieving superlinear speedups compared to an individual search (e.g. speedups of 15 with 10 cores), and significantly improving (above a 60%) the performance with respect to a non-cooperative parallel scheme. The scalability of the method is also good (tests were performed using up to 300 cores). Conclusions These results demonstrate that saCeSS2 can be used to successfully reverse engineer large dynamic models of complex biological pathways. Further, these results open up new possibilities for other MIDO-based large-scale applications in the life sciences such as metabolic engineering, synthetic biology, drug scheduling. PMID:28813442

A parallel metaheuristic for large mixed-integer dynamic optimization problems, with applications in computational biology.

PubMed

Penas, David R; Henriques, David; González, Patricia; Doallo, Ramón; Saez-Rodriguez, Julio; Banga, Julio R

2017-01-01

We consider a general class of global optimization problems dealing with nonlinear dynamic models. Although this class is relevant to many areas of science and engineering, here we are interested in applying this framework to the reverse engineering problem in computational systems biology, which yields very large mixed-integer dynamic optimization (MIDO) problems. In particular, we consider the framework of logic-based ordinary differential equations (ODEs). We present saCeSS2, a parallel method for the solution of this class of problems. This method is based on an parallel cooperative scatter search metaheuristic, with new mechanisms of self-adaptation and specific extensions to handle large mixed-integer problems. We have paid special attention to the avoidance of convergence stagnation using adaptive cooperation strategies tailored to this class of problems. We illustrate its performance with a set of three very challenging case studies from the domain of dynamic modelling of cell signaling. The simpler case study considers a synthetic signaling pathway and has 84 continuous and 34 binary decision variables. A second case study considers the dynamic modeling of signaling in liver cancer using high-throughput data, and has 135 continuous and 109 binaries decision variables. The third case study is an extremely difficult problem related with breast cancer, involving 690 continuous and 138 binary decision variables. We report computational results obtained in different infrastructures, including a local cluster, a large supercomputer and a public cloud platform. Interestingly, the results show how the cooperation of individual parallel searches modifies the systemic properties of the sequential algorithm, achieving superlinear speedups compared to an individual search (e.g. speedups of 15 with 10 cores), and significantly improving (above a 60%) the performance with respect to a non-cooperative parallel scheme. The scalability of the method is also good (tests were performed using up to 300 cores). These results demonstrate that saCeSS2 can be used to successfully reverse engineer large dynamic models of complex biological pathways. Further, these results open up new possibilities for other MIDO-based large-scale applications in the life sciences such as metabolic engineering, synthetic biology, drug scheduling.

Comparative Analyses of Discourse in Specialized STEM School Classes

ERIC Educational Resources Information Center

Tofel-Grehl, Colby; Callahan, Carolyn M.; Nadelson, Louis S.

2017-01-01

The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students…

2009 ALCF annual report.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Beckman, P.; Martin, D.; Drugan, C.

2010-11-23

This year the Argonne Leadership Computing Facility (ALCF) delivered nearly 900 million core hours of science. The research conducted at their leadership class facility touched our lives in both minute and massive ways - whether it was studying the catalytic properties of gold nanoparticles, predicting protein structures, or unearthing the secrets of exploding stars. The authors remained true to their vision to act as the forefront computational center in extending science frontiers by solving pressing problems for our nation. Our success in this endeavor was due mainly to the Department of Energy's (DOE) INCITE (Innovative and Novel Computational Impact onmore » Theory and Experiment) program. The program awards significant amounts of computing time to computationally intensive, unclassified research projects that can make high-impact scientific advances. This year, DOE allocated 400 million hours of time to 28 research projects at the ALCF. Scientists from around the world conducted the research, representing such esteemed institutions as the Princeton Plasma Physics Laboratory, National Institute of Standards and Technology, and European Center for Research and Advanced Training in Scientific Computation. Argonne also provided Director's Discretionary allocations for research challenges, addressing such issues as reducing aerodynamic noise, critical for next-generation 'green' energy systems. Intrepid - the ALCF's 557-teraflops IBM Blue/Gene P supercomputer - enabled astounding scientific solutions and discoveries. Intrepid went into full production five months ahead of schedule. As a result, the ALCF nearly doubled the days of production computing available to the DOE Office of Science, INCITE awardees, and Argonne projects. One of the fastest supercomputers in the world for open science, the energy-efficient system uses about one-third as much electricity as a machine of comparable size built with more conventional parts. In October 2009, President Barack Obama recognized the excellence of the entire Blue Gene series by awarding it to the National Medal of Technology and Innovation. Other noteworthy achievements included the ALCF's collaboration with the National Energy Research Scientific Computing Center (NERSC) to examine cloud computing as a potential new computing paradigm for scientists. Named Magellan, the DOE-funded initiative will explore which science application programming models work well within the cloud, as well as evaluate the challenges that come with this new paradigm. The ALCF obtained approval for its next-generation machine, a 10-petaflops system to be delivered in 2012. This system will allow us to resolve ever more pressing problems, even more expeditiously through breakthrough science in the years to come.« less

Identifying Pre-High School Students' Science Class Motivation Profiles to Increase Their Science Identification and Persistence

ERIC Educational Resources Information Center

Chittum, Jessica R.; Jones, Brett D.

2017-01-01

One purpose of this study was to determine whether patterns existed in pre-high school students' motivation-related perceptions of their science classes. Another purpose was to examine the extent to which these patterns were related to their science identification, gender, grade level, class effort, and intentions to persist in science. We…

Computing with Beowulf

NASA Technical Reports Server (NTRS)

Cohen, Jarrett

1999-01-01

Parallel computers built out of mass-market parts are cost-effectively performing data processing and simulation tasks. The Supercomputing (now known as "SC") series of conferences celebrated its 10th anniversary last November. While vendors have come and gone, the dominant paradigm for tackling big problems still is a shared-resource, commercial supercomputer. Growing numbers of users needing a cheaper or dedicated-access alternative are building their own supercomputers out of mass-market parts. Such machines are generally called Beowulf-class systems after the 11th century epic. This modern-day Beowulf story began in 1994 at NASA's Goddard Space Flight Center. A laboratory for the Earth and space sciences, computing managers there threw down a gauntlet to develop a $50,000 gigaFLOPS workstation for processing satellite data sets. Soon, Thomas Sterling and Don Becker were working on the Beowulf concept at the University Space Research Association (USRA)-run Center of Excellence in Space Data and Information Sciences (CESDIS). Beowulf clusters mix three primary ingredients: commodity personal computers or workstations, low-cost Ethernet networks, and the open-source Linux operating system. One of the larger Beowulfs is Goddard's Highly-parallel Integrated Virtual Environment, or HIVE for short.

Harnessing the power of emerging petascale platforms

NASA Astrophysics Data System (ADS)

Mellor-Crummey, John

2007-07-01

As part of the US Department of Energy's Scientific Discovery through Advanced Computing (SciDAC-2) program, science teams are tackling problems that require computational simulation and modeling at the petascale. A grand challenge for computer science is to develop software technology that makes it easier to harness the power of these systems to aid scientific discovery. As part of its activities, the SciDAC-2 Center for Scalable Application Development Software (CScADS) is building open source software tools to support efficient scientific computing on the emerging leadership-class platforms. In this paper, we describe two tools for performance analysis and tuning that are being developed as part of CScADS: a tool for analyzing scalability and performance, and a tool for optimizing loop nests for better node performance. We motivate these tools by showing how they apply to S3D, a turbulent combustion code under development at Sandia National Laboratory. For S3D, our node performance analysis tool helped uncover several performance bottlenecks. Using our loop nest optimization tool, we transformed S3D's most costly loop nest to reduce execution time by a factor of 2.94 for a processor working on a 503 domain.

High-performance scientific computing in the cloud

NASA Astrophysics Data System (ADS)

Jorissen, Kevin; Vila, Fernando; Rehr, John

2011-03-01

Cloud computing has the potential to open up high-performance computational science to a much broader class of researchers, owing to its ability to provide on-demand, virtualized computational resources. However, before such approaches can become commonplace, user-friendly tools must be developed that hide the unfamiliar cloud environment and streamline the management of cloud resources for many scientific applications. We have recently shown that high-performance cloud computing is feasible for parallelized x-ray spectroscopy calculations. We now present benchmark results for a wider selection of scientific applications focusing on electronic structure and spectroscopic simulation software in condensed matter physics. These applications are driven by an improved portable interface that can manage virtual clusters and run various applications in the cloud. We also describe a next generation of cluster tools, aimed at improved performance and a more robust cluster deployment. Supported by NSF grant OCI-1048052.

StarLogo TNG

NASA Astrophysics Data System (ADS)

Klopfer, Eric; Scheintaub, Hal; Huang, Wendy; Wendel, Daniel

Computational approaches to science are radically altering the nature of scientific investigatiogn. Yet these computer programs and simulations are sparsely used in science education, and when they are used, they are typically “canned” simulations which are black boxes to students. StarLogo The Next Generation (TNG) was developed to make programming of simulations more accessible for students and teachers. StarLogo TNG builds on the StarLogo tradition of agent-based modeling for students and teachers, with the added features of a graphical programming environment and a three-dimensional (3D) world. The graphical programming environment reduces the learning curve of programming, especially syntax. The 3D graphics make for a more immersive and engaging experience for students, including making it easy to design and program their own video games. Another change to StarLogo TNG is a fundamental restructuring of the virtual machine to make it more transparent. As a result of these changes, classroom use of TNG is expanding to new areas. This chapter is concluded with a description of field tests conducted in middle and high school science classes.

Practical Issues in Having a Usable Library of Software Specifications.

DTIC Science & Technology

1981-03-01

Specifications* DEC 1 5 1981 Ralph M. Weischedel H Department of Computer & Information Sciences University of Delaware Newark, DE 19711 *Research sponsored by...AREA 6 WORK UNIT NUMBERS University of Delaware I Newark, DE 19711 61102F 2304/A2 11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE Air Force...Irom Controlling Office) 15. SECURITY CLASS. (of this report) UNCLASSIFIED ISa. DECLASSIFICATION/DOWNGRADING SCHEDu LE 16. DISTRIBUTION STATEMENT (of

Increasing Student Retention Through Application of Attitude Change Packages (and) Increasing GPA and Student Retention of Low Income Minority Community College Students Through Application of Nightengale Conant Change Packages; A Pilot STUDY.

ERIC Educational Resources Information Center

Preising, Paul P.; Frost, Robert

The first of two studies reported was conducted to determine whether unemployed aerospace engineers who received computer science training as well as the Nightengale-Conant attitude change packages would have a significantly higher course completion rate than control classes who were given the same training without the attitude change packages.…

Application of expert-notice dialogue (END) method to assess students’ science communication ability on biology

NASA Astrophysics Data System (ADS)

Sriyati, S.; Amelia, D. N.; Soniyana, G. T.

2018-05-01

Student’s science communication ability can be assessed by the Expert-Notice Dialogue (END) method which focusing on verbal explanations using graphs or images as a tool. This study aims to apply the END method to assess students’ science communication ability. The study was conducted in two high schools with each sample of one class at each school (A and B). The number of experts in class A is 8 students and 7 in class B, the number of notice in class A 24 students and 30 in class B. The material chosen for explanation by expert is Ecosystem in class A and plant classification in class B. Research instruments are rubric of science communication ability, observation rubric, notice concept test and notice questionnaire. The implementation recorded with a video camera and then transcribed based on rubric science communication ability. The results showed that the average of science communication ability in class A and B was 60% and 61.8%, respectively, in enough categories. Mastery of the notice concept is in good category with 79.10 averages in class A and 94.64 in class B. Through the questionnaire notice it is known that the END method generally helps notice in understanding the concept.

Construction and Validation of an Instrument to Measure Taiwanese Elementary Students' Attitudes toward Their Science Class

NASA Astrophysics Data System (ADS)

Wang, Tzu-Ling; Berlin, Donna

2010-12-01

The main purpose of this study is to develop a valid and reliable instrument for measuring the attitudes toward science class of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs-science enjoyment, science confidence, and importance of science as related to science class experiences. A total of 265 elementary school students in Taiwan responded to the instrument developed. Data analysis indicated that the instrument exhibited satisfactory validity and reliability with the Taiwan population used. The Cronbach's alpha coefficient was 0.93 for the entire instrument indicating a satisfactory level of internal consistency. However, both principal component analysis and parallel analysis showed that the three attitude scales were not unique and should be combined and used as a general "attitudes toward science class" scale. The analysis also showed that there were no gender or grade-level differences in students' overall attitudes toward science class.

Research on Same-Gender Grouping in Eighth Grade Science Classrooms

ERIC Educational Resources Information Center

Friend, Jennifer

2006-01-01

This study examined two hypotheses related to same-gender grouping of eighth grade science classes in a public middle school setting. The hypotheses were (a) male and female students enrolled in same-gender science classes demonstrate more positive science academic achievement than their peers enrolled in mixed-gender classes, and (b) same-gender…

Principles of Food Science Class Sheds Light on Chemistry

ERIC Educational Resources Information Center

Ward, Janet

2004-01-01

Many students are curious about the steps in food preparation. As a result of such experiences, the author of this article began to incorporate science demonstrations into food preparation classes. She conducted research, developed resources, and piloted the "Principles of Food Science" class over the next 6 years. "Principles of Food Science"…

Science Perceptions of Prospective Class Teachers

ERIC Educational Resources Information Center

Ulucinar Sagir, Safak

2017-01-01

The perceptions of class teachers, who will deliver science education at the elementary school, of information and science are significant as these affect the quality of education received by children. The aim of this research is to determine perceptions of prospective class teachers of science. The sample group of the research consists of 120…

Theoretical Heterogeneous Catalysis: Scaling Relationships and Computational Catalyst Design.

PubMed

Greeley, Jeffrey

2016-06-07

Scaling relationships are theoretical constructs that relate the binding energies of a wide variety of catalytic intermediates across a range of catalyst surfaces. Such relationships are ultimately derived from bond order conservation principles that were first introduced several decades ago. Through the growing power of computational surface science and catalysis, these concepts and their applications have recently begun to have a major impact in studies of catalytic reactivity and heterogeneous catalyst design. In this review, the detailed theory behind scaling relationships is discussed, and the existence of these relationships for catalytic materials ranging from pure metal to oxide surfaces, for numerous classes of molecules, and for a variety of catalytic surface structures is described. The use of the relationships to understand and elucidate reactivity trends across wide classes of catalytic surfaces and, in some cases, to predict optimal catalysts for certain chemical reactions, is explored. Finally, the observation that, in spite of the tremendous power of scaling relationships, their very existence places limits on the maximum rates that may be obtained for the catalyst classes in question is discussed, and promising strategies are explored to overcome these limitations to usher in a new era of theory-driven catalyst design.

Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science

NASA Astrophysics Data System (ADS)

Richardson Bruna, Katherine

2010-06-01

In this article, I return to the interactions of Augusto and his teacher in an "English Learner Science" classroom in a demographically-transitioning US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19-59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto's science education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class, ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as "the disciplinary production of class-specific subjects" (p. 31). Coming from a subsistence farming community in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class. Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher's instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation. My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice informed by transnational social capital, like Augusto's.

Learning immersion without getting wet

NASA Astrophysics Data System (ADS)

Aguilera, Julieta C.

2012-03-01

This paper describes the teaching of an immersive environments class on the Spring of 2011. The class had students from undergraduate as well as graduate art related majors. Their digital background and interests were also diverse. These variables were channeled as different approaches throughout the semester. Class components included fundamentals of stereoscopic computer graphics to explore spatial depth, 3D modeling and skeleton animation to in turn explore presence, exposure to formats like a stereo projection wall and dome environments to compare field of view across devices, and finally, interaction and tracking to explore issues of embodiment. All these components were supported by theoretical readings discussed in class. Guest artists presented their work in Virtual Reality, Dome Environments and other immersive formats. Museum professionals also introduced students to space science visualizations, which utilize immersive formats. Here I present the assignments and their outcome, together with insights as to how the creation of immersive environments can be learned through constraints that expose students to situations of embodied cognition.

A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

NASA Astrophysics Data System (ADS)

Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

2014-01-01

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not…

Examining the Conceptual Organization of Students in an Integrated Algebra and Physical Science Class.

ERIC Educational Resources Information Center

Westbrook, Susan L.

1998-01-01

Compares the conceptual organization of students in an integrated algebra and physical science class (SAM 9) with that of students in a discipline-specific physical science class (PSO). Analysis of students' concept maps indicates that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts than…

Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Classes: A Case Study in a Successful School

ERIC Educational Resources Information Center

Ozturk, Elif; Ucus, Sukran

2015-01-01

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Class: A Case Study in a Successful School

ERIC Educational Resources Information Center

Ozturk, Elif; Ucus, Sukran

2015-01-01

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the…

The impact of scienceware and foundations on students' attitudes towards science and science classes

NASA Astrophysics Data System (ADS)

Stratford, Steven J.; Finkel, Elizabeth A.

1996-03-01

In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about `using information,' `drawing conclusions,' and `thinking about problems,' implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems.

Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

NASA Astrophysics Data System (ADS)

Cook, G. W.

2012-12-01

At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (<3%) are Earth science degree-seeking students. In addition, only a handful of students have typically had any form of geology class beyond high school level Earth Science. Consequently, there are challenges associated with teaching the class. Perhaps most significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of itself—I take the opportunity in the first two weeks to introduce students to basic geology, including tectonics, earth materials, surface processes, and geologic time. In fact, this is a vital segment of the class, as the students need this background for the latter portions of the class. A side benefit is that students are provided with a "mini" education in geology whether they know it or not and take this knowledge with them into other classes, and ultimately, their futures. Student satisfaction is uniformly very high with this class. 100% of students agreed that the course material was intellectually stimulating; 95% of students agreed that they learned a great deal from the course; 100% of students stated that they would recommend the class to other students. Overall, the class highlights the role that non-major introductory-level geoscience classes, in particular ones with interesting topics, can serve in educating college-level students about Earth Science. They may also serve as a gateway into the Earth Sciences for students who previously had no such inclination.

Cellulose synthase 'class specific regions' are intrinsically disordered and functionally undifferentiated.

PubMed

Scavuzzo-Duggan, Tess R; Chaves, Arielle M; Singh, Abhishek; Sethaphong, Latsavongsakda; Slabaugh, Erin; Yingling, Yaroslava G; Haigler, Candace H; Roberts, Alison W

2018-06-01

Cellulose synthases (CESAs) are glycosyltransferases that catalyze formation of cellulose microfibrils in plant cell walls. Seed plant CESA isoforms cluster in six phylogenetic clades, whose non-interchangeable members play distinct roles within cellulose synthesis complexes (CSCs). A 'class specific region' (CSR), with higher sequence similarity within versus between functional CESA classes, has been suggested to contribute to specific activities or interactions of different isoforms. We investigated CESA isoform specificity in the moss, Physcomitrella patens (Hedw.) B. S. G. to gain evolutionary insights into CESA structure/function relationships. Like seed plants, P. patens has oligomeric rosette-type CSCs, but the PpCESAs diverged independently and form a separate CESA clade. We showed that P. patens has two functionally distinct CESAs classes, based on the ability to complement the gametophore-negative phenotype of a ppcesa5 knockout line. Thus, non-interchangeable CESA classes evolved separately in mosses and seed plants. However, testing of chimeric moss CESA genes for complementation demonstrated that functional class-specificity is not determined by the CSR. Sequence analysis and computational modeling showed that the CSR is intrinsically disordered and contains predicted molecular recognition features, consistent with a possible role in CESA oligomerization and explaining the evolution of class-specific sequences without selection for class-specific function. © 2018 Institute of Botany, Chinese Academy of Sciences.

Bridging the digital divide through the integration of computer and information technology in science education: An action research study

NASA Astrophysics Data System (ADS)

Brown, Gail Laverne

The presence of a digital divide, computer and information technology integration effectiveness, and barriers to continued usage of computer and information technology were investigated. Thirty-four African American and Caucasian American students (17 males and 17 females) in grades 9--11 from 2 Georgia high school science classes were exposed to 30 hours of hands-on computer and information technology skills. The purpose of the exposure was to improve students' computer and information technology skills. Pre-study and post-study skills surveys, and structured interviews were used to compare race, gender, income, grade-level, and age differences with respect to computer usage. A paired t-test and McNemar test determined mean differences between student pre-study and post-study perceived skills levels. The results were consistent with findings of the National Telecommunications and Information Administration (2000) that indicated the presence of a digital divide and digital inclusion. Caucasian American participants were found to have more at-home computer and Internet access than African American participants, indicating that there is a digital divide by ethnicity. Caucasian American females were found to have more computer and Internet access which was an indication of digital inclusion. Sophomores had more at-home computer access and Internet access than other levels indicating digital inclusion. Students receiving regular meals had more computer and Internet access than students receiving free/reduced meals. Older students had more computer and Internet access than younger students. African American males had been using computer and information technology the longest which is an indication of inclusion. The paired t-test and McNemar test revealed significant perceived student increases in all skills levels. Interviews did not reveal any barriers to continued usage of the computer and information technology skills.

High skill in low-frequency climate response through fluctuation dissipation theorems despite structural instability.

PubMed

Majda, Andrew J; Abramov, Rafail; Gershgorin, Boris

2010-01-12

Climate change science focuses on predicting the coarse-grained, planetary-scale, longtime changes in the climate system due to either changes in external forcing or internal variability, such as the impact of increased carbon dioxide. The predictions of climate change science are carried out through comprehensive, computational atmospheric, and oceanic simulation models, which necessarily parameterize physical features such as clouds, sea ice cover, etc. Recently, it has been suggested that there is irreducible imprecision in such climate models that manifests itself as structural instability in climate statistics and which can significantly hamper the skill of computer models for climate change. A systematic approach to deal with this irreducible imprecision is advocated through algorithms based on the Fluctuation Dissipation Theorem (FDT). There are important practical and computational advantages for climate change science when a skillful FDT algorithm is established. The FDT response operator can be utilized directly for multiple climate change scenarios, multiple changes in forcing, and other parameters, such as damping and inverse modelling directly without the need of running the complex climate model in each individual case. The high skill of FDT in predicting climate change, despite structural instability, is developed in an unambiguous fashion using mathematical theory as guidelines in three different test models: a generic class of analytical models mimicking the dynamical core of the computer climate models, reduced stochastic models for low-frequency variability, and models with a significant new type of irreducible imprecision involving many fast, unstable modes.

GLAD: a system for developing and deploying large-scale bioinformatics grid.

PubMed

Teo, Yong-Meng; Wang, Xianbing; Ng, Yew-Kwong

2005-03-01

Grid computing is used to solve large-scale bioinformatics problems with gigabytes database by distributing the computation across multiple platforms. Until now in developing bioinformatics grid applications, it is extremely tedious to design and implement the component algorithms and parallelization techniques for different classes of problems, and to access remotely located sequence database files of varying formats across the grid. In this study, we propose a grid programming toolkit, GLAD (Grid Life sciences Applications Developer), which facilitates the development and deployment of bioinformatics applications on a grid. GLAD has been developed using ALiCE (Adaptive scaLable Internet-based Computing Engine), a Java-based grid middleware, which exploits the task-based parallelism. Two bioinformatics benchmark applications, such as distributed sequence comparison and distributed progressive multiple sequence alignment, have been developed using GLAD.

Human and Robotic Space Mission Use Cases for High-Performance Spaceflight Computing

NASA Technical Reports Server (NTRS)

Some, Raphael; Doyle, Richard; Bergman, Larry; Whitaker, William; Powell, Wesley; Johnson, Michael; Goforth, Montgomery; Lowry, Michael

2013-01-01

Spaceflight computing is a key resource in NASA space missions and a core determining factor of spacecraft capability, with ripple effects throughout the spacecraft, end-to-end system, and mission. Onboard computing can be aptly viewed as a "technology multiplier" in that advances provide direct dramatic improvements in flight functions and capabilities across the NASA mission classes, and enable new flight capabilities and mission scenarios, increasing science and exploration return. Space-qualified computing technology, however, has not advanced significantly in well over ten years and the current state of the practice fails to meet the near- to mid-term needs of NASA missions. Recognizing this gap, the NASA Game Changing Development Program (GCDP), under the auspices of the NASA Space Technology Mission Directorate, commissioned a study on space-based computing needs, looking out 15-20 years. The study resulted in a recommendation to pursue high-performance spaceflight computing (HPSC) for next-generation missions, and a decision to partner with the Air Force Research Lab (AFRL) in this development.

Clubes de Ciencia: Intensive science workshops in Mexico provide a unique opportunity for teaching, scientific and cultural exchange

NASA Astrophysics Data System (ADS)

Le Bras, I.; Rosengard, S.; Estefania, M.; Jinich, A.

2016-02-01

Clubes de Ciencia, which translates to "Science Clubs" is an initiative started by a group of graduate students at Harvard University in 2014 to encourage scientific exchange between the US and Mexico. These science clubs are one-week long intensive workshops taught by graduate students and/or postdocs on a subject of their choice in six Mexican cities. Instructors apply to teach a workshop by sending a proposal to the organizing committee, who is looking for workshops that emphasize hands-on, practical ideas. The instructors, primarily graduate students in the US, are paired with local co-instructors who assist and often co-teach the workshop. Local student participants, who are in their last two years of high school and the first two years of college, are selected based on their interest and enthusiasm. Each class has about 15-20 students, so that the classroom setting is intimate and interactive Sponsors, who fund instructor stipends, class supplies and program development, include the Mexican department of energy (SENER), the Mexican national science foundation (CONACYT), Harvard and MIT. Host universities also provide space and resources. In this presentation we focus on clubs that were taught in January 2015 on ocean physics and July 2015 on ocean chemistry, both taught in Ensenada, Baja California at the national autonomous university. Both workshops included a combination of data analysis, lectures, experiments and computational modeling. The ocean physics class was also recorded intermittently and is being used as a test case for an online course. The format provided an intensive teaching and networking experience and could be interesting to implement in other contexts.

The Daily 110 MHZ Sky Survey (bsa Fian): On-Line Database, Science Aims and First Results of Data Processing

NASA Astrophysics Data System (ADS)

Samodurov, V. A.; Rodin, A. E.; Kitaeva, M. A.; Isaev, E. A.; Dumsky, D. V.; Churakov, D. D.; Manzyuk, M. O.

From 2012 on radio telescope BSA FIAN multi beams diagram was started. It capable at July 2014 daily observing by 96 beams in declination -8 .. 42 degrees in the frequency band 109-111.5 MHz. The number of frequency bands are from 6 to 32, the time constant are from 0.1 to 0.0125 sec. In receiving mode with 32 band (plus one common band) with a time constant of 12.5 ms (80 times per second) respectively produced 33x96x80 four byte real and so daily we produced 87.5 Gbt (yearly to 32 Tbt). These data are enormous opportunities for both short and long-term monitoring of various classes of radio sources (including radio transients) and for space weather and the Earth's ionosphere monitoring, for search for different classes of radio sources, etc. The base aims of our work are: a) to obtain new scientific data on different classes of discrete radio sources, the construction of physical models and their evolution - obtained on the basis of the clock continuous digital sky radio monitoring at frequency 109-111.5 MHz and cross-analysis of data from third-party reviews on other frequencies; c) launch the streaming data on various types of high-performance computing systems, including to create a public system of distributed computing for thousands of users on the basis of BOINC technology. The BOINC client for astronomical data from the monitoring survey of the big part of entire sky almost have not analogies. We have some first science results (new pulsars, and some new type of radiosources).

Teaching Science/Learning Gender: Preservice Elementary Teachers Write about Science, Gender, and Identity.

ERIC Educational Resources Information Center

Letts, William J., IV

Using data collected from an undergraduate science methods class, this paper interrogates a variety of ways that preservice teachers construct their identities as both students of science and prospective teachers of science. Data sources included writings about an issue of "difference" in science class, a science autobiography, student-generated…

The effects of instruction on French achievements in the sciences and technology on qualitative measures of attitude and motivation in French classrooms

NASA Astrophysics Data System (ADS)

Giudicelli Bachelder, Francoise Dominique

1997-09-01

The main purpose of this study is to investigate the element of motivation in a second language classroom. The participants in this study were college students who participated voluntarily. A questionnaire on motivation (AMTB) created by Robert Gardner (1985) was given to the students as a pre-test/post-test in order to obtain quantitative measures. Also, a researcher was present during the computer laboratory sessions and a group discussion was conducted at the end of the study to collect qualitative samples. Four classes consisting of a total of 143 students participated in this study. The second language was French and the level was 103, a level intended for students who already had taken French in high school. French 103 reviews in one semester the material that is covered by students in French 101 and French 102 during two semesters. The four classes were divided into two groups, an experimental group and a control group. The study was conducted in a computer laboratory, where each of the four classes attended once a week. The experiment was conducted over an eight-week period at the beginning of the Spring semester 1997, from January 14 to March 4. Both classes from the control group, one arriving at 9:30 a.m. and the other at 1:30 p.m., were exposed to regular classroom material; nothing was done to modify the procedure of the classes' activities. The two experimental classes, one at 8:30 a.m. and the other at 11:30 a.m., both received a treatment of ten minutes at the end of the computer class period. The statistical results of the study did not support the hypothesis that the use of a different cultural input would increase the students' motivation, but the qualitative part of the study provided a fountain of information. Information which demanded reflection. Information which contributed to my personal development as a researcher, as an observer, and, most importantly, as a teacher.

Exascale computing and what it means for shock physics

NASA Astrophysics Data System (ADS)

Germann, Timothy

2015-06-01

The U.S. Department of Energy is preparing to launch an Exascale Computing Initiative, to address the myriad challenges required to deploy and effectively utilize an exascale-class supercomputer (i.e., one capable of performing 1018 operations per second) in the 2023 timeframe. Since physical (power dissipation) requirements limit clock rates to at most a few GHz, this will necessitate the coordination of on the order of a billion concurrent operations, requiring sophisticated system and application software, and underlying mathematical algorithms, that may differ radically from traditional approaches. Even at the smaller workstation or cluster level of computation, the massive concurrency and heterogeneity within each processor will impact computational scientists. Through the multi-institutional, multi-disciplinary Exascale Co-design Center for Materials in Extreme Environments (ExMatEx), we have initiated an early and deep collaboration between domain (computational materials) scientists, applied mathematicians, computer scientists, and hardware architects, in order to establish the relationships between algorithms, software stacks, and architectures needed to enable exascale-ready materials science application codes within the next decade. In my talk, I will discuss these challenges, and what it will mean for exascale-era electronic structure, molecular dynamics, and engineering-scale simulations of shock-compressed condensed matter. In particular, we anticipate that the emerging hierarchical, heterogeneous architectures can be exploited to achieve higher physical fidelity simulations using adaptive physics refinement. This work is supported by the U.S. Department of Energy, Office of Science, Office of Advanced Scientific Computing Research.

Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

ERIC Educational Resources Information Center

Wang, Tzu-Ling; Tseng, Yi-Kuan

2015-01-01

The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

Promoting elementary students' epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

NASA Astrophysics Data System (ADS)

Lin, Feng; Chan, Carol K. K.

2018-04-01

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school's established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students' understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed.

Mobile game development: improving student engagement and motivation in introductory computing courses

NASA Astrophysics Data System (ADS)

Kurkovsky, Stan

2013-06-01

Computer games have been accepted as an engaging and motivating tool in the computer science (CS) curriculum. However, designing and implementing a playable game is challenging, and is best done in advanced courses. Games for mobile devices, on the other hand, offer the advantage of being simpler and, thus, easier to program for lower level students. Learning context of mobile game development can be used to reinforce many core programming topics, such as loops, classes, and arrays. Furthermore, it can also be used to expose students in introductory computing courses to a wide range of advanced topics in order to illustrate that CS can be much more than coding. This paper describes the author's experience with using mobile game development projects in CS I and II, how these projects were integrated into existing courses at several universities, and the lessons learned from this experience.

The science of visual analysis at extreme scale

NASA Astrophysics Data System (ADS)

Nowell, Lucy T.

2011-01-01

Driven by market forces and spanning the full spectrum of computational devices, computer architectures are changing in ways that present tremendous opportunities and challenges for data analysis and visual analytic technologies. Leadership-class high performance computing system will have as many as a million cores by 2020 and support 10 billion-way concurrency, while laptop computers are expected to have as many as 1,000 cores by 2015. At the same time, data of all types are increasing exponentially and automated analytic methods are essential for all disciplines. Many existing analytic technologies do not scale to make full use of current platforms and fewer still are likely to scale to the systems that will be operational by the end of this decade. Furthermore, on the new architectures and for data at extreme scales, validating the accuracy and effectiveness of analytic methods, including visual analysis, will be increasingly important.

Class-first analysis in a continuum: an approach to the complexities of schools, society, and insurgent science

NASA Astrophysics Data System (ADS)

Valdiviezo, Laura Alicia

2010-06-01

This essay addresses Katherine Richardson Bruna's paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent Science, through five main points . First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna's call for a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social and institutional practices in the capitalist society. Richardson Bruna's analysis of Augusto's interactions with his teacher and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss Richardson Bruna's idea of making accessible class-first analysis knowledge to educators and especially to science teachers.

"What's A Geoscientist Do?": A Student Recruitment And Education Tool

NASA Astrophysics Data System (ADS)

Hughes, C. G.

2015-12-01

Student perception of science, particularly the earth sciences, is not based on actual science jobs. Students have difficulty envisioning themselves as scientists, or in understanding the role of science in their lives as a result. Not all students can envision themselves as scientists when first enrolling in college. While student recruitment into geoscience programs starts before college enrollment at many universities, general education science requirements can act as a gateway into these majors as well. By providing students in general education science classes with more accurate insights into the scientific process and what it means to be a scientist, these classes can help students envision themselves as scientists. A short module, to be embedded within lectures, has been developed to improve recruitment from Clarion University's Introductory Earth Science classes entitled "What's A Geoscientist Do?". As this module aims to help students visualize themselves as geoscientists through examples, diversity of the examples is critical to recruiting students from underrepresented groups. Images and subjects within these modules are carefully selected to emphasize the fact that the geosciences are not, and should not be, the exclusive province of the stereotypical older, white, male scientist. Noteworthy individuals (e.g. John Wesley Powell, Roger Arliner Young) may be highlighted, or the discussion may focus on a particular career path (e.g. hydrologist) relevant to that day's material. While some students are initially attracted to the geosciences due to a love of the outdoors, many students have never spent a night outdoors, and do not find this aspect of the geosciences particularly appealing. "What's A Geoscientist Do?" has been designed to expose these students to the breadth of the field, including a number of geoscience jobs focused on laboratory (e.g. geochemistry) or computer (e.g. GIS, remote sensing, scientific illustration) work instead of focusing exclusively on fieldwork. As Clarion University students tend to be very job-oriented, information on careers includes average starting salaries with the hope of improving student's opinions of the position as possible future employment - helping students (and their families) realize they can support themselves in a geoscience career.

The implementation of integrated science teaching materials based socio-scientific issues to improve students scientific literacy for environmental pollution theme

NASA Astrophysics Data System (ADS)

Yenni, Rita; Hernani, Widodo, Ari

2017-05-01

The study aims to determine the increasing of students' science literacy skills on content aspects and competency of science by using Integrated Science teaching materials based Socio-scientific Issues (SSI) for environmental pollution theme. The method used in the study is quasi-experiment with nonequivalent pretest and posttest control group design. The students of experimental class used teaching materials based SSI, whereas the students of control class were still using the usual textbooks. The result of this study showed a significant difference between the value of N-gain of experimental class and control class, whichalso occurred in every indicator of content aspects and competency of science. This result indicates that using of Integrated Science teaching materials based SSI can improve content aspect and competency of science and can be used as teaching materials alternative in teaching of Integrated Science.

Assessing High School Students’ Pro-Environmental Behaviour

NASA Astrophysics Data System (ADS)

Hidayah, N.; Agustin, R. R.

2017-09-01

This paper aims to reveal students’ pro-environmental behavior in a High School. Self-reported behavior assessment was administered in this study involving students with age range 15 to 18 years. Pro-environmental behavior in this study comprises six domains. Those are recycling, waste avoidance, consumerism, energy conservation, mobility and transportation, and vicarious conservation behavior. Pro-environmental behavior (PEB) of science class students was compared to behavior of non-science class students. Effect of students’ grade level and extracurricular activity on the behavior was evaluated. Study revealed that science could improve students’ PEB. It is because environmental topics are covered in science class. Student’s involvement in extracurricular activity may enhance PEB as well. In conclusion, students’ PEB is influenced by class program (science or non-science) but it is not influenced by time length in learning science. This finding could be consider by science educator in choosing strategy to enhance student’s pro-environmental behaviour.

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

The effect of conceptual metaphors through guided inquiry on student's conceptual change

NASA Astrophysics Data System (ADS)

Menia, Meli; Mudzakir, Ahmad; Rochintaniawati, Diana

2017-05-01

The purpose of this study was to identify student's conceptual change of global warming after integrated science learning based guided inquiry through conceptual metaphors. This study used a quasi-experimental with a nonequivalent control group design. The subject was students of two classes of one of MTsN Salido. Data was collected using conceptual change test (pretest and posttest), observation sheet to observe the learning processes, questionnaire sheet to identify students responses, and interview to identifyteacher'srespons of science learning with conceptual metaphors. The results showed that science learning based guided inquiry with conceptual metaphors is better than science learning without conceptual metaphors. The average of posttest experimental class was 79,40 and control class was 66,09. The student's conceptual change for two classes changed significantly byusing mann whitney U testwith P= 0,003(P less than sig. value, P< 0,05). This means that there was differenceson student's conceptual changebeetwen integrated science learning based guided inquiry with conceptual metaphors class and integrated science learning without conceptual metaphors class. The study also showed that teachers and studentsgive positive responsesto implementation of integrated science learning based guided inquiry with conceptual metaphors.

Do Science and Technology Teachers and Pre-Service Primary Teachers Have Different Thoughts about Concept Maps in Science and Technology Lessons?

ERIC Educational Resources Information Center

Karakuyu, Yunus

2011-01-01

The purpose of this study is to determine the thoughts of primary science and technology teachers, primary class teachers, pre-service primary class teachers and pre-service primary science and technology teachers' about concept maps. This scale applied the use of basic and random method on the chosen 125 4th and 5th grade primary class teachers…

Space biology class as part of science education programs for high schools in Japan.

PubMed

Kamada, Motoshi; Takaoki, Muneo

2004-11-01

Declining incentives and scholastic abilities in science class has been concerned in Japan. The Ministry of Education, Culture, Sports, Science and Technology encourages schools to cooperate with research institutions to raise student's interest in natural sciences. The Science Partnership Program (SPP) and the Super Science High-School (SSH) are among such efforts. Our short SPP course consists of an introductory lecture on space biology in general and a brief laboratory practice on plant gravitropism. Space biology class is popular to students, despite of the absence of flight experiments. We suppose that students are delighted when they find that their own knowledge is not a mere theory, but has very practical applications. Space biology is suitable in science class, since it synthesizes mathematics, physics, chemistry and many other subjects that students might think uninteresting.

Gesticulating Science: Emergent Bilingual Students' Use of Gestures

ERIC Educational Resources Information Center

Ünsal, Zeynep; Jakobson, Britt; Wickman, Per-Olof; Molander, Bengt-Olov

2018-01-01

This article examines how emergent bilingual students used gestures in science class, and the consequences of students' gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9-10 years old) were…

With Great Measurements Come Great Results

NASA Astrophysics Data System (ADS)

Williams, Carl

Measurements are the foundation for science and modern life. Technologies we take for granted every day depend on them-cell phones, CAT scans, pharmaceuticals, even sports equipment. Metrology, or measurement science, determines what industry can make reliably and what they cannot. At the National Institute of Standards and Technology (NIST) we specialize in making world class measurements that an incredibly wide range of industries use to continually improve their products - computer chips with nanoscale components, atomic clocks that you can hold in your hand, lasers for both super-strong welds and delicate eye surgeries. Think of all the key technologies developed over the last 100 years and better measurements, standards, or analysis techniques played a role in making them possible. NIST works collaboratively with industry researchers on the advanced metrology for tomorrow's technologies. A new kilogram based on electromagnetic force, cars that weigh half as much but are just as strong, quantum computers, personalized medicine, single atom devices - it's all happening in our labs now. This talk will focus on how metrology creates the future.

Charting the Replica Symmetric Phase

NASA Astrophysics Data System (ADS)

Coja-Oghlan, Amin; Efthymiou, Charilaos; Jaafari, Nor; Kang, Mihyun; Kapetanopoulos, Tobias

2018-02-01

Diluted mean-field models are spin systems whose geometry of interactions is induced by a sparse random graph or hypergraph. Such models play an eminent role in the statistical mechanics of disordered systems as well as in combinatorics and computer science. In a path-breaking paper based on the non-rigorous `cavity method', physicists predicted not only the existence of a replica symmetry breaking phase transition in such models but also sketched a detailed picture of the evolution of the Gibbs measure within the replica symmetric phase and its impact on important problems in combinatorics, computer science and physics (Krzakala et al. in Proc Natl Acad Sci 104:10318-10323, 2007). In this paper we rigorise this picture completely for a broad class of models, encompassing the Potts antiferromagnet on the random graph, the k-XORSAT model and the diluted k-spin model for even k. We also prove a conjecture about the detection problem in the stochastic block model that has received considerable attention (Decelle et al. in Phys Rev E 84:066106, 2011).

Comparison of attitudes of non-science major students toward science and technology

NASA Astrophysics Data System (ADS)

Wick, Donald Gary

This study examines the attitudes of non-science major students who were enrolled in General Education Required (GER) science courses at three diverse Iowa post-secondary educational institutions: The University of Iowa, Cornell College, and Kirkwood Community College. The information was gathered using a survey instrument with the test subjects responding with a five-part Likert-scale to a series of statements regarding: (1) reasons for taking the science course, (2) views and attitudes toward science, and (3) the nature and implications of science and technology. The initial data gathered was analyzed using either chi-squared, analysis of variance (ANOVA), and/or Bonferroni tests. Responses to grouped statements were used to generate population indices related to: (1) experience, (2) attitude, (3) experimentation, and (4) technology. These indices were analyzed for statistically significant differences using Tukey's Studentized (HSD) and Tukey-Krammer tests. Statistically significant differences were found in the response means for some individual statements. When a population index was calculated for each school using the grouped responses related to attitude, experience, science/technology, multiple comparison testing determined significant differences with regards to attitude, experiences, and science/technology. No significant differences were found between the schools for the population index regarding experimentation. Demographic information gathered concerning the nature of the student populations included: (1) declared major, (2) classification, (3) previous number of science courses, (4) gender, and (5) use of computers for the science course. Analysis of demographic data also revealed statistically significant differences. The differences found in this study provide additional quantitative data to characterize the non-science major student. Recommendations based on this data are: (1) The University of Iowa strive for smaller GER class sizes and reevaluate current pedagogy, (2) Kirkwood Community College make class material more relevant and place more emphasis on research, (3) Cornell College utilize full professors in the non-major course and incorporate more technology, and (4) all reevaluate the science GERs course pedagogy, retain the science GERs, maintain the current number of GER science course choices, and, finally, reevaluate any GER science course credit reciprocity.

Opening Comments: SciDAC 2009

NASA Astrophysics Data System (ADS)

Strayer, Michael

2009-07-01

Welcome to San Diego and the 2009 SciDAC conference. Over the next four days, I would like to present an assessment of the SciDAC program. We will look at where we've been, how we got to where we are and where we are going in the future. Our vision is to be first in computational science, to be best in class in modeling and simulation. When Ray Orbach asked me what I would do, in my job interview for the SciDAC Director position, I said we would achieve that vision. And with our collective dedicated efforts, we have managed to achieve this vision. In the last year, we have now the most powerful supercomputer for open science, Jaguar, the Cray XT system at the Oak Ridge Leadership Computing Facility (OLCF). We also have NERSC, probably the best-in-the-world program for productivity in science that the Office of Science so depends on. And the Argonne Leadership Computing Facility offers architectural diversity with its IBM Blue Gene/P system as a counterbalance to Oak Ridge. There is also ESnet, which is often understated—the 40 gigabit per second dual backbone ring that connects all the labs and many DOE sites. In the President's Recovery Act funding, there is exciting news that ESnet is going to build out to a 100 gigabit per second network using new optical technologies. This is very exciting news for simulations and large-scale scientific facilities. But as one noted SciDAC luminary said, it's not all about the computers—it's also about the science—and we are also achieving our vision in this area. Together with having the fastest supercomputer for science, at the SC08 conference, SciDAC researchers won two ACM Gordon Bell Prizes for the outstanding performance of their applications. The DCA++ code, which solves some very interesting problems in materials, achieved a sustained performance of 1.3 petaflops, an astounding result and a mark I suspect will last for some time. The LS3DF application for studying nanomaterials also required the development of a new and novel algorithm to produce results up to 400 times faster than a similar application, and was recognized with a prize for algorithm innovation—a remarkable achievement. Day one of our conference will include examples of petascale science enabled at the OLCF. Although Jaguar has not been officially commissioned, it has gone through its acceptance tests, and during its shakedown phase there have been pioneer applications used for the acceptance tests, and they are running at scale. These include applications in the areas of astrophysics, biology, chemistry, combustion, fusion, geosciences, materials science, nuclear energy and nuclear physics. We also have a whole compendium of science we do at our facilities; these have been documented and reviewed at our last SciDAC conference. Many of these were highlighted in our Breakthroughs Report. One session at this week's conference will feature a cross-section of these breakthroughs. In the area of scalable electromagnetic simulations, the Auxiliary-space Maxwell Solver (AMS) uses specialized finite element discretizations and multigrid-based techniques, which decompose the original problem into easier-to-solve subproblems. Congratulations to the mathematicians on this. Another application on the list of breakthroughs was the authentication of PETSc, which provides scalable solvers used in many DOE applications and has solved problems with over 3 billion unknowns and scaled to over 16,000 processors on DOE leadership-class computers. This is becoming a very versatile and useful toolkit to achieve performance at scale. With the announcement of SIAM's first class of Fellows, we are remarkably well represented. Of the group of 191, more than 40 of these Fellows are in the 'DOE space.' We are so delighted that SIAM has recognized them for their many achievements. In the coming months, we will illustrate our leadership in applied math and computer science by looking at our contributions in the areas of programming models, development and performance tools, math libraries, system software, collaboration, and visualization and data analytics. This is a large and diverse list of libraries. We have asked for two panels, one chaired by David Keyes and composed of many of the nation's leading mathematicians, to produce a report on the most significant accomplishments in applied mathematics over the last eight years, taking us back to the start of the SciDAC program. In addition, we have a similar panel in computer science to be chaired by Kathy Yelick. They are going to identify the computer science accomplishments of the past eight years. These accomplishments are difficult to get a handle on, and I'm looking forward to this report. We will also have a follow-on to our report on breakthroughs in computational science and this will also go back eight years, looking at the many accomplishments under the SciDAC and INCITE programs. This will be chaired by Tony Mezzacappa. So, where are we going in the SciDAC program? It might help to take a look at computational science and how it got started. I go back to Ken Wilson, who made the model and has written on computational science and computational science education. His model was thus: The computational scientist plays the role of the experimentalist, and the math and CS researchers play the role of theorists, and the computers themselves are the experimental apparatus. And that in simulation science, we are carrying out numerical experiments as to the nature of physical and biological sciences. Peter Lax, in the same time frame, developed a report on large-scale computing in science and engineering. Peter remarked, 'Perhaps the most important applications of scientific computing come not in the solution of old problems, but in the discovery of new phenomena through numerical experimentation.' And in the early years, I think the person who provided the most guidance, the most innovation and the most vision for where the future might lie was Ed Oliver. Ed Oliver died last year. Ed did a number of things in science. He had this personality where he knew exactly what to do, but he preferred to stay out of the limelight so that others could enjoy the fruits of his vision. We in the SciDAC program and ASCR Facilities are still enjoying the benefits of his vision. We will miss him. Twenty years after Ken Wilson, Ray Orbach laid out the fundamental premise for SciDAC in an interview that appeared in SciDAC Review: 'SciDAC is unique in the world. There isn't any other program like it anywhere else, and it has the remarkable ability to do science by bringing together physical scientists, mathematicians, applied mathematicians, and computer scientists who recognize that computation is not something you do at the end, but rather it needs to be built into the solution of the very problem that one is addressing. ' As you look at the Lax report from 1982, it talks about how 'Future significant improvements may have to come from architectures embodying parallel processing elements—perhaps several thousands of processors.' And it continues, 'esearch in languages, algorithms and numerical analysis will be crucial in learning to exploit these new architectures fully.' In the early '90s, Sterling, Messina and Smith developed a workshop report on petascale computing and concluded, 'A petaflops computer system will be feasible in two decades, or less, and rely in part on the continual advancement of the semiconductor industry both in speed enhancement and cost reduction through improved fabrication processes.' So they were not wrong, and today we are embarking on a forward look that is at a different scale, the exascale, going to 1018 flops. In 2007, Stevens, Simon and Zacharia chaired a series of town hall meetings looking at exascale computing, and in their report wrote, 'Exascale computer systems are expected to be technologically feasible within the next 15 years, or perhaps sooner. These systems will push the envelope in a number of important technologies: processor architecture, scale of multicore integration, power management and packaging.' The concept of computing on the Jaguar computer involves hundreds of thousands of cores, as do the IBM systems that are currently out there. So the scale of computing with systems with billions of processors is staggering to me, and I don't know how the software and math folks feel about it. We have now embarked on a road toward extreme scale computing. We have created a series of town hall meetings and we are now in the process of holding workshops that address what I call within the DOE speak 'the mission need,' or what is the scientific justification for computing at that scale. We are going to have a total of 13 workshops. The workshops on climate, high energy physics, nuclear physics, fusion, and nuclear energy have been held. The report from the workshop on climate is actually out and available, and the other reports are being completed. The upcoming workshops are on biology, materials, and chemistry; and workshops that engage science for nuclear security are a partnership between NNSA and ASCR. There are additional workshops on applied math, computer science, and architecture that are needed for computing at the exascale. These extreme scale workshops will provide the foundation in our office, the Office of Science, the NNSA and DOE, and we will engage the National Science Foundation and the Department of Defense as partners. We envision a 10-year program for an exascale initiative. It will be an integrated R&D program initially—you can think about five years for research and development—that would be in hardware, operating systems, file systems, networking and so on, as well as software for applications. Application software and the operating system and the hardware all need to be bundled in this period so that at the end the system will execute the science applications at scale. We also believe that this process will have to have considerable investment from the manufacturers and vendors to be successful. We have formed laboratory, university and industry working groups to start this process and formed a panel to look at where SciDAC needs to go to compute at the extreme scale, and we have formed an executive committee within the Office of Science and the NNSA to focus on these activities. We will have outreach to DoD in the next few months. We are anticipating a solicitation within the next two years in which we will compete this bundled R&D process. We don't know how we will incorporate SciDAC into extreme scale computing, but we do know there will be many challenges. And as we have shown over the years, we have the expertise and determination to surmount these challenges.

Science anxiety and social cognitive factors predicting STEM career aspirations of high school freshmen in general science class

NASA Astrophysics Data System (ADS)

Skells, Kristin Marie

Extant data was used to consider the association between science anxiety, social cognitive factors and STEM career aspirations of high school freshmen in general science classes. An adapted model based on social cognitive career theory (SCCT) was used to consider these relationships, with science anxiety functioning as a barrier in the model. The study assessed the following research questions: (1) Do social cognitive variables relate in the expected way to STEM career aspirations based on SCCT for ninth graders taking general science classes? (2) Is there an association between science anxiety and outcomes and processes identified in the SCCT model for ninth graders taking general science classes? (3) Does gender moderate these relationships? Results indicated that support was found for many of the central tenants of the SCCT model. Science anxiety was associated with prior achievement, self-efficacy, and science interest, although it did not relate directly to STEM career goals. Gender was found to moderate only the relationship between prior achievement and science self-efficacy.

The Relationship between Academic Averages of Primary School Science and Technology Class and Test Sub-Test Scores of Placement Test of Science

ERIC Educational Resources Information Center

Guzeller, Cem Oktay

2012-01-01

In this research, the relationship between written exam scores of science and technology class of 6th, 7th, and 8th grades, project, participation in class activities and performance work, year-end academic success point averages and sub-test raw scores of LDT science of 6th, 7th and 8th grades. Academic success point averages were used as…

Construction and Validation of an Instrument to Measure Taiwanese Elementary Students' Attitudes toward Their Science Class

ERIC Educational Resources Information Center

Wang, Tzu-Ling; Berlin, Donna

2010-01-01

The main purpose of this study is to develop a valid and reliable instrument for measuring the "attitudes toward science class" of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs--science enjoyment, science confidence, and importance of science as…

Middle School Students' Attitudes toward Science, Scientists, Science Teachers and Classes

ERIC Educational Resources Information Center

Kapici, Hasan Özgür; Akçay, Hakan

2016-01-01

It is an indispensable fact that having a positive attitude towards science is one of the important factors that promotes students for studying in science. The study is a kind of national study that aims to investigate middle school students', from different regions of Turkey, attitudes toward science, scientists and science classes. The study was…

The Dynamics of Learning Science in Everyday Contexts: A Case Study of Everyday Science Class in Korea

ERIC Educational Resources Information Center

Kim, Mijung; Yoon, Heesook; Ji, Young Rae; Song, Jinwoong

2012-01-01

With recognition of the importance of scientific literacy for the nation and yet the increasing students' disinterest in science through school science curriculum, the Korea Science Foundation launched an innovative program called "Everyday Science Class (ESC)" in partnership with universities and local government offices in 2003. In…

Girls' and Boys' Academic Self-Concept in Science in Single-Sex and Coeducational Classes

ERIC Educational Resources Information Center

Simpson, Amber; Che, S. Megan; Bridges, William C., Jr.

2016-01-01

Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents' attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male…

An In-Class Discussion Activity on the Nature of Science and Intelligent Design

NASA Astrophysics Data System (ADS)

Thomas, Brian C.

2009-02-01

In this paper I describe an in-class discussion activity aimed at helping elementary education majors in a physical science course think about issues surrounding the inclusion of "Intelligent Design" in public school science standards. I discuss the background instruction given, the content of the activity, and some results from its use in class.

An In-Class Discussion Activity on the Nature of Science and Intelligent Design

ERIC Educational Resources Information Center

Thomas, Brian C.

2009-01-01

In this paper I describe an in-class discussion activity aimed at helping elementary education majors in a physical science course think about issues surrounding the inclusion of "Intelligent Design" in public school science standards. I discuss the background instruction given, the content of the activity, and some results from its use in class.

Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science

NASA Astrophysics Data System (ADS)

Fuhrmann, Tamar; Schneider, Bertrand; Blikstein, Paulo

2018-05-01

The Bifocal Modelling Framework (BMF) is an approach for science learning which links students' physical experimentation with computer modelling in real time, focusing on the comparison of the two media. In this paper, we explore how a Bifocal Modelling implementation supported learning outcomes related to both content and metamodeling knowledge, focusing on the role of designing models. Our study consisted of three conditions implemented with a total of 69 9th grade high-school students. The first and second classes were assigned two implementation modes of BMF: with and without a model design module. The third condition, employed as a control, consisted of a class that received instruction in the school's traditional approach. Our results indicate that students participating in both BMF implementations demonstrated improved content knowledge and a better understanding of metamodeling. However, only the 'BMF-with-design' group improved significantly in both content and metamodeling knowledge. Our qualitative analyses indicate that both BMF groups designed detailed models that included scientific explanations. However only students who engaged in the model design component: (1) completed a detailed model displaying molecular interaction; and (2) developed a critical perspective about models. We discuss the implications of those results for teaching scientific science concepts and metamodeling knowledge.

Factors that affect the physical science career interest of female students: Testing five common hypotheses

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sonnert, Gerhard; Sadler, Philip M.

2013-12-01

There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using multivariate matching methods on national data drawn from the Persistence Research in Science and Engineering (PRiSE) project (n=7505), we test the following five commonly held beliefs regarding what factors might impact females’ physical science career interest: (i) having a single-sex physics class, (ii) having a female physics teacher, (iii) having female scientist guest speakers in physics class, (iv) discussing the work of female scientists in physics class, and (v) discussing the underrepresentation of women in physics class. The effect of these experiences on physical science career interest is compared for female students who are matched on several factors, including prior science interests, prior mathematics interests, grades in science, grades in mathematics, and years of enrollment in high school physics. No significant effects are found for single-sex classes, female teachers, female scientist guest speakers, and discussing the work of female scientists. However, discussions about women’s underrepresentation have a significant positive effect.

Internet-based instruction in college teaching

NASA Astrophysics Data System (ADS)

Flickinger, Kathleen Anne

Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University's Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class. To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class. To complete the description of the Internet course experience, a qualitative examination of Internet instructors' time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction. Taken as a whole, these three approaches to understanding the phenomenon of Internet science instruction reveal that the experience of learning science on the Internet can be a viable alternative for diverse learners. Students can learn science on-line at an achievement level that is equal to or better than students in a traditional course. Moreover, such courses may stimulate increased student interest in science and on-line learning. The results of this research indicate that Internet-based courses change the nature of instructional tasks. Instructors spend more time preparing for Internet-based courses than traditional courses; however, the majority of course preparation is associated with technical issues. These technical issues and changes in the nature of instructional tasks will have to be addressed by higher educational institutions.

Computational Environments and Analysis methods available on the NCI High Performance Computing (HPC) and High Performance Data (HPD) Platform

NASA Astrophysics Data System (ADS)

Evans, B. J. K.; Foster, C.; Minchin, S. A.; Pugh, T.; Lewis, A.; Wyborn, L. A.; Evans, B. J.; Uhlherr, A.

2014-12-01

The National Computational Infrastructure (NCI) has established a powerful in-situ computational environment to enable both high performance computing and data-intensive science across a wide spectrum of national environmental data collections - in particular climate, observational data and geoscientific assets. This paper examines 1) the computational environments that supports the modelling and data processing pipelines, 2) the analysis environments and methods to support data analysis, and 3) the progress in addressing harmonisation of the underlying data collections for future transdisciplinary research that enable accurate climate projections. NCI makes available 10+ PB major data collections from both the government and research sectors based on six themes: 1) weather, climate, and earth system science model simulations, 2) marine and earth observations, 3) geosciences, 4) terrestrial ecosystems, 5) water and hydrology, and 6) astronomy, social and biosciences. Collectively they span the lithosphere, crust, biosphere, hydrosphere, troposphere, and stratosphere. The data is largely sourced from NCI's partners (which include the custodians of many of the national scientific records), major research communities, and collaborating overseas organisations. The data is accessible within an integrated HPC-HPD environment - a 1.2 PFlop supercomputer (Raijin), a HPC class 3000 core OpenStack cloud system and several highly connected large scale and high-bandwidth Lustre filesystems. This computational environment supports a catalogue of integrated reusable software and workflows from earth system and ecosystem modelling, weather research, satellite and other observed data processing and analysis. To enable transdisciplinary research on this scale, data needs to be harmonised so that researchers can readily apply techniques and software across the corpus of data available and not be constrained to work within artificial disciplinary boundaries. Future challenges will involve the further integration and analysis of this data across the social sciences to facilitate the impacts across the societal domain, including timely analysis to more accurately predict and forecast future climate and environmental state.

Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

ERIC Educational Resources Information Center

Godec, Spela

2018-01-01

Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is "for them", which then has implications for their learning and participation in science. In this paper, I…

Transformative Multicultural Science curriculum: A case study of middle school robotics

NASA Astrophysics Data System (ADS)

Grimes, Mary Katheryn

Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

NASA Astrophysics Data System (ADS)

Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest ratings were a result of their prior experiences. This study shows that contextual learning instruction positively influences student motivation, interest, and achievement in science. Student achievement in science improved in the contextual learning classes as a result of increased interest due to learning that emphasized relevancy and purposeful meaning.

Sex-role stereotyping by high school females in science

NASA Astrophysics Data System (ADS)

Vockell, Edward L.; Lobonc, Susan

Although the participation by females in upper-level occupations and positions has expanded considerably in recent years, science is still considered a masculine career field. The results of this study show that only the physical sciences in particular (not science in general) are clearly viewed as masculine academic areas. Furthermore, the results suggest that the perception by girls of the physical sciences as masculine is much more likely to occur in coed classes than in all-female classes. The results can best be explained by two factors: (1) the attitudes conveyed by teachers and by society may predispose students toward a greater acceptance of women in biology than in the physical sciences; and (2) when girls perceive themselves as a deviant minority in physical science classes, their performance and preference for the physical sciences is reduced, perhaps because of competition and comparison with males. In all-female classes, however, girls are not a deviant minority, and therefore they are able to perform and develop preferences without inhibition.

The Efficacy of the Internet-Based Blackboard Platform in Developmental Writing Classes

ERIC Educational Resources Information Center

Shudooh, Yusuf M.

2016-01-01

The application of computer-assisted platforms in writing classes is a relatively new paradigm in education. The adoption of computers-assisted writing classes is gaining ground in many western and non western universities. Numerous issues can be addressed when conducting computer-assisted classes (CAC). However, a few studies conducted to assess…

The data and system Nikkei Telecom "Industry/Technology Information Service"

NASA Astrophysics Data System (ADS)

Kurata, Shizuya; Sueyoshi, Yukio

Nihoh Keizai Shimbun started supplying "Industry/Technology Information Service" from July 1989 as a part of Nikkei Telecom Package, which is online information service using personal computers for its terminals. Previously Nikkei's database service mainly covered such areas as economy, corporations and markets. On the other hand, the new "Industry/Technology Information Service" (main data covers industry by industry information-semi macro) is attracting a good deal of attention as it is the first to supply science and technology related database which has not been touched before. Moreover it is attracting attention technically as it has an access by gateway system to JOIS which is the first class science technology file in Japan. This report introduces data and system of "Industry/Technology Information Service" briefly.

Overview of the creative genome: effects of genome structure and sequence on the generation of variation and evolution.

PubMed

Caporale, Lynn Helena

2012-09-01

This overview of a special issue of Annals of the New York Academy of Sciences discusses uneven distribution of distinct types of variation across the genome, the dependence of specific types of variation upon distinct classes of DNA sequences and/or the induction of specific proteins, the circumstances in which distinct variation-generating systems are activated, and the implications of this work for our understanding of evolution and of cancer. Also discussed is the value of non text-based computational methods for analyzing information carried by DNA, early insights into organizational frameworks that affect genome behavior, and implications of this work for comparative genomics. © 2012 New York Academy of Sciences.

The Challenges and Benefits of Using Computer Technology for Communication and Teaching in the Geosciences

NASA Astrophysics Data System (ADS)

Fairley, J. P.; Hinds, J. J.

2003-12-01

The advent of the World Wide Web in the early 1990s not only revolutionized the exchange of ideas and information within the scientific community, but also provided educators with a new array of teaching, informational, and promotional tools. Use of computer graphics and animation to explain concepts and processes can stimulate classroom participation and student interest in the geosciences, which has historically attracted students with strong spatial and visualization skills. In today's job market, graduates are expected to have knowledge of computers and the ability to use them for acquiring, processing, and visually analyzing data. Furthermore, in addition to promoting visibility and communication within the scientific community, computer graphics and the Internet can be informative and educational for the general public. Although computer skills are crucial for earth science students and educators, many pitfalls exist in implementing computer technology and web-based resources into research and classroom activities. Learning to use these new tools effectively requires a significant time commitment and careful attention to the source and reliability of the data presented. Furthermore, educators have a responsibility to ensure that students and the public understand the assumptions and limitations of the materials presented, rather than allowing them to be overwhelmed by "gee-whiz" aspects of the technology. We present three examples of computer technology in the earth sciences classroom: 1) a computer animation of water table response to well pumping, 2) a 3-D fly-through animation of a fault controlled valley, and 3) a virtual field trip for an introductory geology class. These examples demonstrate some of the challenges and benefits of these new tools, and encourage educators to expand the responsible use of computer technology for teaching and communicating scientific results to the general public.

Designing for deeper learning in a blended computer science course for middle school students

NASA Astrophysics Data System (ADS)

Grover, Shuchi; Pea, Roy; Cooper, Stephen

2015-04-01

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were found to be strong predictors of learning outcomes.

Know Your Discipline: Teaching the Philosophy of Computer Science

ERIC Educational Resources Information Center

Tedre, Matti

2007-01-01

The diversity and interdisciplinarity of computer science and the multiplicity of its uses in other sciences make it hard to define computer science and to prescribe how computer science should be carried out. The diversity of computer science also causes friction between computer scientists from different branches. Computer science curricula, as…

Strategies for Introducing Databasing into Science.

ERIC Educational Resources Information Center

Anderson, Christopher L.

1990-01-01

Outlines techniques used in the context of a sixth grade science class to teach database structure and search strategies for science using the AppleWorks program. Provides templates and questions for class and element databases. (Author/YP)

Pima College Students' Knowledge of Selected Basic Physical Science Concepts.

ERIC Educational Resources Information Center

Iadevaia, David G.

In 1989 a study was conducted at Pima Community College (PCC) to assess students' knowledge of basic physical science concepts. A three-part survey instrument was administered to students in a second semester sociology class, a first semester astronomy class, a second semester Spanish class, and a first semester physics class. The survey…

Clickers Promote Learning in All Kinds of Classes--Small and Large, Graduate and Undergraduate, Lecture and Lab

ERIC Educational Resources Information Center

Sevian, Hannah; Robinson, William E.

2011-01-01

Clickers are a popular tool in large science classes. The authors find that clickers can also be used in small undergraduate- and graduate-level science classes, and to some extent also in laboratory classes, to achieve the same purposes as in large classes. Issues that can be addressed using clickers include fully engaging all students,…

Onboard Algorithms for Data Prioritization and Summarization of Aerial Imagery

NASA Technical Reports Server (NTRS)

Chien, Steve A.; Hayden, David; Thompson, David R.; Castano, Rebecca

2013-01-01

Many current and future NASA missions are capable of collecting enormous amounts of data, of which only a small portion can be transmitted to Earth. Communications are limited due to distance, visibility constraints, and competing mission downlinks. Long missions and high-resolution, multispectral imaging devices easily produce data exceeding the available bandwidth. To address this situation computationally efficient algorithms were developed for analyzing science imagery onboard the spacecraft. These algorithms autonomously cluster the data into classes of similar imagery, enabling selective downlink of representatives of each class, and a map classifying the terrain imaged rather than the full dataset, reducing the volume of the downlinked data. A range of approaches was examined, including k-means clustering using image features based on color, texture, temporal, and spatial arrangement

Teachers' self-assessed levels of preparation

NASA Astrophysics Data System (ADS)

White, Susan C.

2016-02-01

Every four years we survey a nationally representative sample of high school physics teachers. We define anyone who teaches at least one physics class to be a "physics teacher." About 40% of these teachers teach a majority of their classes in subjects other than physics. We also ask teachers to rate how well prepared they felt in various aspects of teaching. The response choices are "not adequately prepared," "adequately prepared," and "very well prepared." The accompanying figure shows the proportion of teachers who reported feeling adequately or very well prepared in the following aspects of teaching: • Basic physics knowledge, • Other science knowledge, • Application of physics to everyday experience, • Use of demonstrations, • Instructional laboratory design, • Use of computers in physics instruction and labs, and • Recent developments in physics.

Class network routing

DOEpatents

Bhanot, Gyan [Princeton, NJ; Blumrich, Matthias A [Ridgefield, CT; Chen, Dong [Croton On Hudson, NY; Coteus, Paul W [Yorktown Heights, NY; Gara, Alan G [Mount Kisco, NY; Giampapa, Mark E [Irvington, NY; Heidelberger, Philip [Cortlandt Manor, NY; Steinmacher-Burow, Burkhard D [Mount Kisco, NY; Takken, Todd E [Mount Kisco, NY; Vranas, Pavlos M [Bedford Hills, NY

2009-09-08

Class network routing is implemented in a network such as a computer network comprising a plurality of parallel compute processors at nodes thereof. Class network routing allows a compute processor to broadcast a message to a range (one or more) of other compute processors in the computer network, such as processors in a column or a row. Normally this type of operation requires a separate message to be sent to each processor. With class network routing pursuant to the invention, a single message is sufficient, which generally reduces the total number of messages in the network as well as the latency to do a broadcast. Class network routing is also applied to dense matrix inversion algorithms on distributed memory parallel supercomputers with hardware class function (multicast) capability. This is achieved by exploiting the fact that the communication patterns of dense matrix inversion can be served by hardware class functions, which results in faster execution times.

Inquiring into Three Approaches to Hands-On Learning in Elementary and Secondary Science Methods Courses.

ERIC Educational Resources Information Center

Barnes, Marianne B.; Foley, Kathleen R.

1999-01-01

Investigates three approaches to hands-on science learning in two contexts, an elementary science methods class and a secondary science methods class. Focused on an activity on foam. Concludes that when developing models for teaching science methods courses, methods instructors need to share power with prospective teachers. (Author/MM)

Introduction to Mathematica® for Physicists

NASA Astrophysics Data System (ADS)

Grozin, Andrey

We were taught at calculus classes that integration is an art, not a science (in contrast to differentiation—even a monkey can be trained to take derivatives). And we were taught wrong. The Risch algorithm (which is known for decades) allows one to find, in a finite number of steps, if a given indefinite integral can be taken in elementary functions, and if so, to calculate it. This algorithm has been constructed in works by an American mathematician Risch near 1970; many cases were not analyzed completely in these works and were later considered by other mathematicians. The algorithm is very complicated, and no computer algebra system implements it fully. Its implementation in Mathematica is rather complete, even with extensions to some classes of special functions, but details are not publicly known. Strictly speaking, it is not quite an algorithm, because it contains algorithmically unsolvable subproblems, such as finding out if a given combination of elementary functions vanishes. But in practice computer algebra systems are quite good in solving such problems. Here we shall consider, at a very elementary level, the main ideas of the Risch algorithm; see [16] for more details.

An urban area minority outreach program for K-6 children in space science

NASA Astrophysics Data System (ADS)

Morris, P.; Garza, O.; Lindstrom, M.; Allen, J.; Wooten, J.; Sumners, C.; Obot, V.

The Houston area has minority populations with significant school dropout rates. This is similar to other major cities in the United States and elsewhere in the world where there are significant minority populations from rural areas. The student dropout rates are associated in many instances with the absence of educational support opportuni- ties either from the school and/or from the family. This is exacerbated if the student has poor English language skills. To address this issue, a NASA minority university initiative enabled us to develop a broad-based outreach program that includes younger children and their parents at a primarily Hispanic inner city charter school. The pro- gram at the charter school was initiated by teaching computer skills to the older chil- dren, who in turn taught parents. The older children were subsequently asked to help teach a computer literacy class for mothers with 4-5 year old children. The computers initially intimidated the mothers as most had limited educational backgrounds and En- glish language skills. To practice their newly acquired computer skills and learn about space science, the mothers and their children were asked to pick a space project and investigate it using their computer skills. The mothers and their children decided to learn about black holes. The project included designing space suits for their children so that they could travel through space and observe black holes from a closer proxim- ity. The children and their mothers learned about computers and how to use them for educational purposes. In addition, they learned about black holes and the importance of space suits in protecting astronauts as they investigated space. The parents are proud of their children and their achievements. By including the parents in the program, they have a greater understanding of the importance of their children staying in school and the opportunities for careers in space science and technology. For more information on our overall program, the charter school and their other space science related activities, visit their web site, http://www.tccc-ryss.org/solarsys/solarmingrant.htm

STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

ERIC Educational Resources Information Center

Jin, Guang; Bierma, Tom

2013-01-01

This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

A Comparison of Earth Science Science Classes Taught by Using Original Data in a Research-Approach Technique Versus Classes Taught by Conventional Approaches not Using Such Data

ERIC Educational Resources Information Center

Agne, Russell M.

1972-01-01

Students in classes using a self-instructional unit on meteorology and climatology which provided research data from which generalizations could be drawn increased their critical thinking skills more than groups using conventional earth science texts but did not differ significantly in performance on an achievement test. (AL)

Evaluation of Cache-based Superscalar and Cacheless Vector Architectures for Scientific Computations

NASA Technical Reports Server (NTRS)

Oliker, Leonid; Carter, Jonathan; Shalf, John; Skinner, David; Ethier, Stephane; Biswas, Rupak; Djomehri, Jahed; VanderWijngaart, Rob

2003-01-01

The growing gap between sustained and peak performance for scientific applications has become a well-known problem in high performance computing. The recent development of parallel vector systems offers the potential to bridge this gap for a significant number of computational science codes and deliver a substantial increase in computing capabilities. This paper examines the intranode performance of the NEC SX6 vector processor and the cache-based IBM Power3/4 superscalar architectures across a number of key scientific computing areas. First, we present the performance of a microbenchmark suite that examines a full spectrum of low-level machine characteristics. Next, we study the behavior of the NAS Parallel Benchmarks using some simple optimizations. Finally, we evaluate the perfor- mance of several numerical codes from key scientific computing domains. Overall results demonstrate that the SX6 achieves high performance on a large fraction of our application suite and in many cases significantly outperforms the RISC-based architectures. However, certain classes of applications are not easily amenable to vectorization and would likely require extensive reengineering of both algorithm and implementation to utilize the SX6 effectively.

Science Teachers' Response to the Digital Education Revolution

NASA Astrophysics Data System (ADS)

Nielsen, Wendy; Miller, K. Alex; Hoban, Garry

2015-08-01

We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the `Digital Education Revolution,' Australia's national one-to-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change, it is important to consider teachers perspectives and responses to such change and we draw from sociocultural perspectives for our analysis. Through interviews and classroom observations, our interpretive analysis identified four key tensions and contradictions. These include the following: (1) barriers to innovative science teaching; (2) maintaining classroom and school connectivity; (3) teacher versus student expectations; and (4) changes to classroom management. Analysis leads to implications for the future of this and similar programs. The study shows that while these two teachers were committed to developing and delivering technology-rich science lessons, there were many factors that challenge how the implementation progressed. The findings from this study have implications for the continued engagement of teachers in this and other jurisdictions considering the introduction of one-to-one laptop programs.

Investigating Science Discourse in a High School Science Classroom

NASA Astrophysics Data System (ADS)

Swanson, Lauren Honeycutt

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The present work focused on addressing the following questions: 1) In what ways is science discourse taken up and used by students and their teacher? 2) Are there differences in how science discourse is used by students depending on their English language proficiency? Data collection consisted of interviewing the science teacher and the students, filming whole class and small group discussions during two lesson sequences, and collecting lesson plans, curricular materials, and student work. These data were analyzed qualitatively. Findings indicated that the teacher characterized science discourse along three dimensions: 1) the use of evidence-based explanations; 2) the practice of sharing one's science understandings publically; and 3) the importance of using precise language, including both specialized (i.e., science specific) and non-specialized academic words. Analysis of student participation during in-class activities highlighted how students progressed in each of these science discourse skills. However, this analysis also revealed that English learners were less likely to participate in whole class discussions: Though these students participated in small group discussions, they rarely volunteered to share individual or collective ideas with the class. Overall, students were more adept at utilizing science discourse during class discussions than in written assignments. Analysis of students' written work highlighted difficulties that were not visible during classroom interactions. One potential explanation is the increased amount of scaffolding the teacher provided during class discussions as compared to written assignments. In the implications section, I provide science teachers with recommendations regarding how to promote science discourse in their classrooms. Specifically, teachers should provide students structured opportunities to practice science discourse, require students to use both written and oral modalities in assignments, and offer timely feedback to students regarding their progress in developing their science discourse skills. How this study contributes to the research base on the teaching of science and English learners will also be described.

Can medical schools teach high school students to be scientists?

PubMed

Rosenbaum, James T; Martin, Tammy M; Farris, Kendra H; Rosenbaum, Richard B; Neuwelt, Edward A

2007-07-01

The preeminence of science in the United States is endangered for multiple reasons, including mediocre achievement in science education by secondary school students. A group of scientists at Oregon Health and Science University has established a class to teach the process of scientific inquiry to local high school students. Prominent aspects of the class include pairing of the student with a mentor; use of a journal club format; preparation of a referenced, hypothesis driven research proposal; and a "hands-on" laboratory experience. A survey of our graduates found that 73% were planning careers in health or science. In comparison to conventional science classes, including chemistry, biology, and algebra, our students were 7 times more likely to rank the scientific inquiry class as influencing career or life choices. Medical schools should make research opportunities widely available to teenagers because this experience dramatically affects one's attitude toward science and the likelihood that a student will pursue a career in science or medicine. A federal initiative could facilitate student opportunities to pursue research.

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

Science Illiteracy: Breaking the Cycle

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

2003-12-01

At the University of Arizona, as at many state universities and colleges, the introductory science classes for non-science majors may be the only science classes that future K--8 teachers will take. The design of the UA's General Education program requires all future non-science certified teachers to take the General Education science classes. These classes are therefore an ideal venue for the training of the state's future teachers. Many students, often including future teachers, are ill-prepared for college, i.e., they lack basic science content knowledge, basic mathematics skills, and reading and writing skills. They also lack basic critical thinking skills and study skills. It is within this context that our future teachers are trained. How do we break the cycle of science illiteracy? There is no simple solution, and certainly not a one-size-fits-all panacea that complements every professor's style of instruction. However, there are several programs at the University of Arizona, and also principles that I apply in my own classes, that may be adaptable in other classrooms. Assessment of K--12 students' learning supports the use of inquiry-based science instruction. This approach can be incorporated in college classes. Modeling proven and productive teaching methods for the future teachers provides far more than ``just the facts,'' and all students gain from the inquiry approach. Providing authentic research opportunities employs an inquiry-based approach. Reading (outside the textbook) and writing provide feedback to students with poor writing and critical thinking skills. Using peer tutors and an instant messaging hot line gives experience to the tutors and offers "comfortable" assistance to students.

Children Making Sense of Science

NASA Astrophysics Data System (ADS)

Murphy, Clíona; Murphy, Colette; Kilfeather, Paula

2011-03-01

This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom had on children's perceptions and understanding of science. We compared children's ideas in four classes by inviting them to talk, draw and write about what science meant to them: two of the classes were taught by `NoS' teachers who had completed an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The `non-NoS' teachers who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more in-depth and sophisticated articulation of the scientific process in terms of scientists "trying their best" and "sometimes getting it wrong" as well as "getting different answers". Unlike children from non-NoS classes, those who had engaged in and reflected on NoS activities talked about their own science lessons in the sense of `doing science'. These children also expressed more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering the relevance of school science only in terms of children's experience, relevance should include relevance to the world of science, and NoS activities can help children to link school science to science itself.

Complex network problems in physics, computer science and biology

NASA Astrophysics Data System (ADS)

Cojocaru, Radu Ionut

There is a close relation between physics and mathematics and the exchange of ideas between these two sciences are well established. However until few years ago there was no such a close relation between physics and computer science. Even more, only recently biologists started to use methods and tools from statistical physics in order to study the behavior of complex system. In this thesis we concentrate on applying and analyzing several methods borrowed from computer science to biology and also we use methods from statistical physics in solving hard problems from computer science. In recent years physicists have been interested in studying the behavior of complex networks. Physics is an experimental science in which theoretical predictions are compared to experiments. In this definition, the term prediction plays a very important role: although the system is complex, it is still possible to get predictions for its behavior, but these predictions are of a probabilistic nature. Spin glasses, lattice gases or the Potts model are a few examples of complex systems in physics. Spin glasses and many frustrated antiferromagnets map exactly to computer science problems in the NP-hard class defined in Chapter 1. In Chapter 1 we discuss a common result from artificial intelligence (AI) which shows that there are some problems which are NP-complete, with the implication that these problems are difficult to solve. We introduce a few well known hard problems from computer science (Satisfiability, Coloring, Vertex Cover together with Maximum Independent Set and Number Partitioning) and then discuss their mapping to problems from physics. In Chapter 2 we provide a short review of combinatorial optimization algorithms and their applications to ground state problems in disordered systems. We discuss the cavity method initially developed for studying the Sherrington-Kirkpatrick model of spin glasses. We extend this model to the study of a specific case of spin glass on the Bethe lattice at zero temperature and then we apply this formalism to the K-SAT problem defined in Chapter 1. The phase transition which physicists study often corresponds to a change in the computational complexity of the corresponding computer science problem. Chapter 3 presents phase transitions which are specific to the problems discussed in Chapter 1 and also known results for the K-SAT problem. We discuss the replica method and experimental evidences of replica symmetry breaking. The physics approach to hard problems is based on replica methods which are difficult to understand. In Chapter 4 we develop novel methods for studying hard problems using methods similar to the message passing techniques that were discussed in Chapter 2. Although we concentrated on the symmetric case, cavity methods show promise for generalizing our methods to the un-symmetric case. As has been highlighted by John Hopfield, several key features of biological systems are not shared by physical systems. Although living entities follow the laws of physics and chemistry, the fact that organisms adapt and reproduce introduces an essential ingredient that is missing in the physical sciences. In order to extract information from networks many algorithm have been developed. In Chapter 5 we apply polynomial algorithms like minimum spanning tree in order to study and construct gene regulatory networks from experimental data. As future work we propose the use of algorithms like min-cut/max-flow and Dijkstra for understanding key properties of these networks.

Ethnographic case study of a high school science classroom: Strategies in stem education

NASA Astrophysics Data System (ADS)

Sohn, Lucinda N.

Historically, science education research has promoted that learning science occurs through direct physical experiences. In recent years, the need for best practices and student motivation have been highlighted in STEM research findings. In response to the instructional challenges in STEM education, the National Research Council has provided guidelines for improving STEM literacy through best practices in science and mathematics instruction. A baseline qualitative ethnographic case study of the effect of instructional practices on a science classroom was an opportunity to understand how a teacher and students work together to learn in an International Baccalaureate life science course. This study was approached through an interpretivist lens with the assumption that learning science is socially constructed. The following were the research questions: 1.) How does the teacher implement science instruction strategies in the classroom? 2.) In what ways are students engaged in the classroom? 3.) How are science concepts communicated in the classroom? The total 35 participants included a high school science teacher and two classes of 11th grade students in the International Baccalaureate program. Using exploratory qualitative methods of research, data was collected from field notes and transcripts from a series of classroom observations, a single one-on-one interview with the teacher and two focus groups with students from each of the two classes. Three themes emerged from text coded using initial and process coding with the computer assisted qualitative data analysis software, MAXQDA. The themes were: 1.) Physical Forms of Communication Play Key Role in Instructional Strategy, 2.) Science Learning Occurs in Casual Environment Full of Distractions, and 3.) Teacher Persona Plays Vital Role in Classroom Culture. The findings provided insight into the teacher's role on students' motivation to learn science. The recommendation for STEM programs and new curriculum is a holistic and sustainable model for development and implementation. This approach brings together the researcher and practitioner to design effective and specific programs tailored to student needs. The implication of using an effective team model to plan and coordinate individualized STEM initiatives is a long-term commitment to overall STEM literacy, thereby fostering increased access to STEM careers for all learners.

Atoms, Strings, Apples, and Gravity: What the Average American Science Teacher Does Not Teach

ERIC Educational Resources Information Center

Berube, Clair

2008-01-01

American science teachers in elementary and middle school face a dilemma as they prepare students for high school physics and advanced placement classes. The dilemma lies in ensuring that these students are equipped with the high-level science content they need to thrive in such classes. Aside from life sciences and chemistry sciences, how are our…

Bay in Flux: Marine Climate Impacts, Art and Tablet App Design

NASA Astrophysics Data System (ADS)

Kintisch, E. S.

2012-12-01

Bay in Flux is a year-long experimental effort to design and develop interactive tablet computer apps exploring the marine impacts of climate change. The goal is to convey, visualize and enliven scientific ideas around this topic, while engaging a broad audience through the design of interactive content. Pioneering new models of scientist-artist collaborations are a central part of the effort as well. The project begins with an innovative studio class at the Rhode Island School of Design (RISD) called Bay in Flux, taught in the Fall 2012 semester. Its three instructor team includes two artist-designers and one science reporter, with active collaborations from affiliated marine scientists. The subject matter focus is the Narragansett Bay, which has shown physical, chemical and ecological impacts of climate change, along with the ongoing efforts of researchers to explain and characterize it. In exploring this rich story, we intend to innovate pioneering means of handling narrative material on interactive e-books, enable data collection by citizen scientists or devise game-like simulations to enable audiences to explore and understand complex natural systems. The lessons we seek to learn in this project include: how to effectively encourage collaborations between scientists and designers around digital design; how to pioneer new and compelling ways to tell science-based nonfiction stories on tablets; and how art and design students with no scientific training can engage with complex scientific content effectively. The project will also challenge us to think about the tablet computer not only as a data output device -- in which the user reads, watches, or interacts with provided content -- but also as a dynamic and ideal tool for mobile data input, enabling citizen science projects and novel connections between working researchers and the public. The intended audience could include high school students or older audiences who currently eschew science journalism. HTML5 is the likely language of choice, with the iPad being the initial intended platform. Following the fall class, a spring 2013 effort will involve developing a prototype app. Partners in the Bay in Flux project are the Knight Science Journalism program at MIT, RISD and the National Science Foundation's Rhode Island Experimental Program to Stimulate Competitive Research. Ultimately, the goal is to foster new ways for artists and designers to collaborate with scientists in the environmental field while reaching broad audiences.

Science/Technology/Society: Model Lessons for Secondary Science Classes.

ERIC Educational Resources Information Center

Pearson, Janice V., Ed.

This volume contains 35 lessons designed to be used in secondary science classes to introduce the science/technology/society (STS) themes and issues. While the first 11 lessons focus on general STS themes, the other 24 lessons cover specific STS issues that fall under such categories as population growth, water resources, world hunger, food…

Unintended Consequences: How Science Professors Discourage Women of Color

ERIC Educational Resources Information Center

Johnson, Angela C.

2007-01-01

This study examined how 16 Black, Latina, and American Indian women science students reacted to their undergraduate science classes. I focused on the meanings they made of the common features of university science documented by Seymour and Hewitt (1997), including large, competitive, fast-paced classes, poor teaching, and an unsupportive culture.…

Aerospace-Related Life Science Concepts for Use in Life Science Classes Grades 7-12.

ERIC Educational Resources Information Center

Williams, Mary H.; Rademacher, Jean

The purpose of this guide is to provide the teacher of secondary school life science classes with resource materials for activities to familiarize students with recent discoveries in bioastronautics. Each section introduces a life science concept and a related aerospace concept, gives background information, suggested activities, and an annotated…

Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions

ERIC Educational Resources Information Center

Silva Pimentel, Diane

2012-01-01

Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse.…

Diagramming the Never Ending Story: Student-generated diagrammatic stories integrate and retain science concepts improving science literacy

NASA Astrophysics Data System (ADS)

Pillsbury, Ralph T.

This research examined an instructional strategy called Diagramming the Never Ending Story: A method called diagramming was taught to sixth grade students via an outdoor science inquiry ecology unit. Students generated diagrams of the new ecology concepts they encountered, creating explanatory 'captions' for their newly drawn diagrams while connecting them in a memorable story. The diagramming process culminates in 20-30 meter-long murals called the Never Ending Story: Months of science instruction are constructed as pictorial scrolls, making sense of all new science concepts they encounter. This method was taught at a North Carolina "Public" Charter School, Children's Community School, to measure its efficacy in helping students comprehend scientific concepts and retain them thereby increasing science literacy. There were four demographically similar classes of 20 students each. Two 'treatment' classes, randomly chosen from the four classes, generated their own Never Ending Stories after being taught the diagramming method. A Solomon Four-Group Design was employed: Two Classes (one control, one treatment) were administered pre- and post; two classes received post tests only. The tests were comprised of multiple choice, fill-in and extended response (open-ended) sections. Multiple choice and fill-in test data were not statistically significant whereas extended response test data confirm that treatment classes made statistically significant gains.

Crossing over...Markov meets Mendel.

PubMed

Mneimneh, Saad

2012-01-01

Chromosomal crossover is a biological mechanism to combine parental traits. It is perhaps the first mechanism ever taught in any introductory biology class. The formulation of crossover, and resulting recombination, came about 100 years after Mendel's famous experiments. To a great extent, this formulation is consistent with the basic genetic findings of Mendel. More importantly, it provides a mathematical insight for his two laws (and corrects them). From a mathematical perspective, and while it retains similarities, genetic recombination guarantees diversity so that we do not rapidly converge to the same being. It is this diversity that made the study of biology possible. In particular, the problem of genetic mapping and linkage-one of the first efforts towards a computational approach to biology-relies heavily on the mathematical foundation of crossover and recombination. Nevertheless, as students we often overlook the mathematics of these phenomena. Emphasizing the mathematical aspect of Mendel's laws through crossover and recombination will prepare the students to make an early realization that biology, in addition to being experimental, IS a computational science. This can serve as a first step towards a broader curricular transformation in teaching biological sciences. I will show that a simple and modern treatment of Mendel's laws using a Markov chain will make this step possible, and it will only require basic college-level probability and calculus. My personal teaching experience confirms that students WANT to know Markov chains because they hear about them from bioinformaticists all the time. This entire exposition is based on three homework problems that I designed for a course in computational biology. A typical reader is, therefore, an instructional staff member or a student in a computational field (e.g., computer science, mathematics, statistics, computational biology, bioinformatics). However, other students may easily follow by omitting the mathematically more elaborate parts. I kept those as separate sections in the exposition.

Crossing Over…Markov Meets Mendel

PubMed Central

Mneimneh, Saad

2012-01-01

Chromosomal crossover is a biological mechanism to combine parental traits. It is perhaps the first mechanism ever taught in any introductory biology class. The formulation of crossover, and resulting recombination, came about 100 years after Mendel's famous experiments. To a great extent, this formulation is consistent with the basic genetic findings of Mendel. More importantly, it provides a mathematical insight for his two laws (and corrects them). From a mathematical perspective, and while it retains similarities, genetic recombination guarantees diversity so that we do not rapidly converge to the same being. It is this diversity that made the study of biology possible. In particular, the problem of genetic mapping and linkage—one of the first efforts towards a computational approach to biology—relies heavily on the mathematical foundation of crossover and recombination. Nevertheless, as students we often overlook the mathematics of these phenomena. Emphasizing the mathematical aspect of Mendel's laws through crossover and recombination will prepare the students to make an early realization that biology, in addition to being experimental, IS a computational science. This can serve as a first step towards a broader curricular transformation in teaching biological sciences. I will show that a simple and modern treatment of Mendel's laws using a Markov chain will make this step possible, and it will only require basic college-level probability and calculus. My personal teaching experience confirms that students WANT to know Markov chains because they hear about them from bioinformaticists all the time. This entire exposition is based on three homework problems that I designed for a course in computational biology. A typical reader is, therefore, an instructional staff member or a student in a computational field (e.g., computer science, mathematics, statistics, computational biology, bioinformatics). However, other students may easily follow by omitting the mathematically more elaborate parts. I kept those as separate sections in the exposition. PMID:22629235

BCTC for Windows: Abstract of Issue 9903W

NASA Astrophysics Data System (ADS)

Whisnant, David M.; McCormick, James A.

1999-05-01

BCTC for Windows was originally published by JCE Software in 1992 (1) in Series B for PC-compatible (MS-DOS) computers. JCE Software is now re-releasing BCTC for Windows as issue 9903W to make it more accessible to Windows users-especially those running Windows 95 and Windows 98-while we continue to phase out Series B (DOS) issues. Aside from a new Windows-compatible installation program, BCTC is unchanged. BCTC is an environmental simulation modeled after the dioxin controversy (2). In the simulation, students are involved in the investigation of a suspected carcinogen called BCTC, which has been found in a river below a chemical plant and above the water supply of a nearby city. The students have the options of taking water samples, analyzing the water (for BCTC, oxygen, metals, and pesticides), determining LD50s in an animal lab, visiting a library, making economic analyses, and conferring with colleagues, all using the computer. In the Classroom BCTC gives students experience with science in the context of a larger social and political problem. It can serve as the basis for a scientific report, class discussion, or a role-playing exercise (3). Because it requires no previous laboratory experience, this simulation can be used by students in middle and high school science classes, or in college courses for non-science majors. It also has been used in introductory chemistry courses for science majors. One of the intentions of BCTC is to involve students in an exercise (2) that closely approximates what scientists do. The realistic pictures, many of them captured with a video camera, create an atmosphere that furthers this goal. BCTC also reflects the comments of teachers who have used the program (4) and accounts of dioxin research (5). Screen from BCTC showing location of the entry of the effluent in the river, the city, and the city water supply.

Melding Environmental Education and Creative Learning in Elementary and Middle-school Settings

NASA Astrophysics Data System (ADS)

Jain, S.; Baker, T.; Crofton-Macdonald, J.; Scott, M.

2017-12-01

Teaching environmental topics, such as sustainability and ecosystem management, to students through the lens of computational thinking provides unique educational opportunities. Environmental topics are an excellent source for multidisciplinary learning, as questions concerning human well-being, environmental policy, science, and mathematics can naturally be incorporated into educational discussions and activities. The use of computational modeling allows students to critically reason about and explore environmental concepts by envisioning complexity, and asking and investigating a series of "what if" questions. Students can furthermore reflect on their own relationship with their local ecology. For the past five years, we have tested and developed activities for middle school students. Through in-class activities, workshop, and summer clubs, we have explored these ideas. We plan to present examples from our work and a tentative framework for a new approach to environmental education, one reinforced by computational thinking and creative learning.

Using a Virtual Class to Demonstrate Computer-Mediated Group Dynamics Concepts

ERIC Educational Resources Information Center

Franz, Timothy M.; Vicker, Lauren A.

2010-01-01

We report about an active learning demonstration designed to use a virtual class to present computer-mediated group communication course concepts to show that students can learn about these concepts in a virtual class. We designated 1 class period as a virtual rather than face-to-face class, when class members "attended" virtually using…

Assessment of preclinical problem-based learning versus lecture-based learning.

PubMed

Login, G R; Ransil, B J; Meyer, M; Truong, N T; Donoff, R B; McArdle, P J

1997-06-01

Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.

The WHATs and HOWs of maturing computational and software engineering skills in Russian higher education institutions

NASA Astrophysics Data System (ADS)

Semushin, I. V.; Tsyganova, J. V.; Ugarov, V. V.; Afanasova, A. I.

2018-05-01

Russian higher education institutions' tradition of teaching large-enrolled classes is impairing student striving for individual prominence, one-upmanship, and hopes for originality. Intending to converting these drawbacks into benefits, a Project-Centred Education Model (PCEM) has been introduced to deliver Computational Mathematics and Information Science courses. The model combines a Frontal Competitive Approach and a Project-Driven Learning (PDL) framework. The PDL framework has been developed by stating and solving three design problems: (i) enhance the diversity of project assignments on specific computation methods algorithmic approaches, (ii) balance similarity and dissimilarity of the project assignments, and (iii) develop a software assessment tool suitable for evaluating the technological maturity of students' project deliverables and thus reducing instructor's workload and possible overlook. The positive experience accumulated over 15 years shows that implementing the PCEM keeps students motivated to strive for success in rising to higher levels of their computational and software engineering skills.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Baker, Ann E; Barker, Ashley D; Bland, Arthur S Buddy

Oak Ridge National Laboratory's Leadership Computing Facility (OLCF) continues to deliver the most powerful resources in the U.S. for open science. At 2.33 petaflops peak performance, the Cray XT Jaguar delivered more than 1.4 billion core hours in calendar year (CY) 2011 to researchers around the world for computational simulations relevant to national and energy security; advancing the frontiers of knowledge in physical sciences and areas of biological, medical, environmental, and computer sciences; and providing world-class research facilities for the nation's science enterprise. Users reported more than 670 publications this year arising from their use of OLCF resources. Of thesemore » we report the 300 in this review that are consistent with guidance provided. Scientific achievements by OLCF users cut across all range scales from atomic to molecular to large-scale structures. At the atomic scale, researchers discovered that the anomalously long half-life of Carbon-14 can be explained by calculating, for the first time, the very complex three-body interactions between all the neutrons and protons in the nucleus. At the molecular scale, researchers combined experimental results from LBL's light source and simulations on Jaguar to discover how DNA replication continues past a damaged site so a mutation can be repaired later. Other researchers combined experimental results from ORNL's Spallation Neutron Source and simulations on Jaguar to reveal the molecular structure of ligno-cellulosic material used in bioethanol production. This year, Jaguar has been used to do billion-cell CFD calculations to develop shock wave compression turbo machinery as a means to meet DOE goals for reducing carbon sequestration costs. General Electric used Jaguar to calculate the unsteady flow through turbo machinery to learn what efficiencies the traditional steady flow assumption is hiding from designers. Even a 1% improvement in turbine design can save the nation billions of gallons of fuel.« less

Environment and health: Probes and sensors for environment digital control

NASA Astrophysics Data System (ADS)

Schettini, Chiara

2014-05-01

The idea of studying the environment using New Technologies (NT) came from a MIUR (Ministry of Education of the Italian Government) notice that allocated funds for the realization of innovative school science projects. The "Environment and Health" project uses probes and sensors for digital control of environment (water, air and soil). The working group was composed of 4 Science teachers from 'Liceo Statale G. Mazzini ', under the coordination of teacher Chiara Schettini. The Didactic Section of Naples City of Sciences helped the teachers in developing the project and it organized a refresher course for them on the utilization of digital control sensors. The project connects Environment and Technology because the study of the natural aspects and the analysis of the chemical-physical parameters give students and teachers skills for studying the environment based on the utilization of NT in computing data elaboration. During the practical project, samples of air, water and soil are gathered in different contexts. Sample analysis was done in the school's scientific laboratory with digitally controlled sensors. The data are elaborated with specific software and the results have been written in a booklet and in a computing database. During the first year, the project involved 6 school classes (age of the students 14—15 years), under the coordination of Science teachers. The project aims are: 1) making students more aware about environmental matters 2) achieving basic skills for evaluating air, water and soil quality. 3) achieving strong skills for the utilization of digitally controlled sensors. 4) achieving computing skills for elaborating and presenting data. The project aims to develop a large environmental conscience and the need of a ' good ' environment for defending our health. Moreover it would increase the importance of NT as an instrument of knowledge.

Lead-Testing Service to Elementary and Secondary Schools Using Anodic Stripping Voltammetry

NASA Astrophysics Data System (ADS)

Goebel, Amanda; Vos, Tracy; Louwagie, Anne; Lundbohm, Laura; Brown, Jay H.

2004-02-01

This article outlines a successful community service project that involved members of our undergraduate chemistry club and area elementary schools. Elementary school students from various science classes throughout the region collected drinking water samples and mailed them to the university for analysis. Chemistry club members analyzed the water samples for possible lead contamination using anodic stripping voltammetry. The results and experimental data were returned to the science teachers for use in a variety of class projects. Chemistry club members presented their work during our annual Environmental Chemistry Conference. All participating science classes were invited to the conference. Over the years, participation in this project has steadily increased to its current enrollment of 28 science classes throughout the region.

Factors that encourage females to pursue physical science careers: Testing five common hypotheses

NASA Astrophysics Data System (ADS)

Hazari, Zahra; Potvin, Geoff; Lock, Robynne M.; Lung, Florin; Sadler, Philip M.; Sonnert, Gerhard

2012-03-01

There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using Propensity Score Matching (PSM) on national data (n=7505) drawn from the Persistence Research in Science and Engineering (PRiSE) project, we test five commonly held beliefs including having a single-sex physics class, having a female physics teacher, having female scientist guest speakers in physics class, discussing the work of women scientists in physics class, and discussing the under-representation of women in physics class. The effect of these experiences is compared for female students who are matched on several factors, including parental education, prior science/math interests, and academic background, thereby controlling for the effect of many confounding variables.

Teacher and student perspectives on motivation within the high school science classroom

NASA Astrophysics Data System (ADS)

Pickens, Melanie Turnure

The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational strategies included: Use of teacher enthusiasm, promoting a non-threatening class atmosphere, and connecting the adolescent world to science. In the lower tracked classroom, specific effective strategies were: Encouraging student-student dialogue, making lessons relevant using practical applications, building student self-confidence, and using hands-on inquiry activities. Teachers who incorporate such strategies into their classrooms regardless of the track will likely increase motivation and also enhance learning for all students.

A meta-analysis of pedagogical tools used in introductory programming courses

NASA Astrophysics Data System (ADS)

Trees, Frances P.

Programming is recognized as being challenging for teachers to teach and difficult for students to learn. For decades, computer science educators have looked at innovative approaches by creating pedagogical software tools that attempt to facilitate both the teaching of and the learning of programming. This dissertation investigates the motivations for the integration of pedagogical tools in introductory programming courses and the characteristics that are perceived to contribute to the effectiveness of these tools. The study employs three research stages that examine the tool characteristics and their use. The first stage surveys teachers who use pedagogical tools in an introductory programming course. The second interviews teachers to explore the survey results in more detail and to add greater depth into the choice and use of pedagogical tools in the introductory programming class. The third interviews tool developers to provide an explanatory insight of the tool and the motivation for its creation. The results indicate that the pedagogical tools perceived to be effective share common characteristics: They provide an environment that is manageable, flexible and visual; they provide for active engagement in learning activities and support programming in small pieces; they allow for an easy transition to subsequent courses and more robust environments; they provide technical support and resource materials. The results of this study also indicate that recommendations from other computer science educators have a strong impact on a teacher's initial tool choice for an introductory programming course. This study informs present and future tool developers of the characteristics that the teachers perceive to contribute to the effectiveness of a pedagogical tool and how to present their tools to encourage a more efficient and more effective widespread adoption of the tool into the teacher's curriculum. The teachers involved in this study are actively involved in the computer science education community. The results of this study, based on the perceptions of these computer science educators, provide guidance to those educators choosing to introduce a new pedagogical tool into their programming course.

Using the Sociology of Associations to Rethink STEM Education

ERIC Educational Resources Information Center

Buxton, Cory; Harper, Susan; Payne, Yolanda Denise; Allexsaht-Snider, Martha

2017-01-01

Using three constructs taken from Latour's 2005 book, "Reassembling the Social," we consider our work in 2 contexts that were part of a project to support science teachers working with English learners: an 8th-grade physical science class in a summer science enrichment academy, and a 6th-grade Earth science class in a public middle…

Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

ERIC Educational Resources Information Center

Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

2013-01-01

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

Women Working in Engineering and Science

NASA Technical Reports Server (NTRS)

Luna, Bernadette; Kliss, Mark (Technical Monitor)

1998-01-01

The presentation will focus on topics of interest to young women pursuing an engineering or scientific career, such as intrinsic personality traits of most engineers, average salaries for the various types of engineers, appropriate preparation classes at the high school and undergraduate levels, gaining experience through internships, summer jobs and graduate school, skills necessary but not always included in engineering curricula (i.e., multimedia, computer skills, communication skills), the work environment, balancing family and career, and sexual harassment. Specific examples from the speaker's own experience in NASA's Space Life Sciences Program will be used to illustrate the above topics. In particular, projects from Extravehicular Activity and Protective Systems research and Regenerative Life Support research will be used as examples of real world problem-solving to enable human exploration of the solar system.

Announcing Supercomputer Summit

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wells, Jack; Bland, Buddy; Nichols, Jeff

Summit is the next leap in leadership-class computing systems for open science. With Summit we will be able to address, with greater complexity and higher fidelity, questions concerning who we are, our place on earth, and in our universe. Summit will deliver more than five times the computational performance of Titan’s 18,688 nodes, using only approximately 3,400 nodes when it arrives in 2017. Like Titan, Summit will have a hybrid architecture, and each node will contain multiple IBM POWER9 CPUs and NVIDIA Volta GPUs all connected together with NVIDIA’s high-speed NVLink. Each node will have over half a terabyte ofmore » coherent memory (high bandwidth memory + DDR4) addressable by all CPUs and GPUs plus 800GB of non-volatile RAM that can be used as a burst buffer or as extended memory. To provide a high rate of I/O throughput, the nodes will be connected in a non-blocking fat-tree using a dual-rail Mellanox EDR InfiniBand interconnect. Upon completion, Summit will allow researchers in all fields of science unprecedented access to solving some of the world’s most pressing challenges.« less

Correlative visualization techniques for multidimensional data

NASA Technical Reports Server (NTRS)

Treinish, Lloyd A.; Goettsche, Craig

1989-01-01

Critical to the understanding of data is the ability to provide pictorial or visual representation of those data, particularly in support of correlative data analysis. Despite the advancement of visualization techniques for scientific data over the last several years, there are still significant problems in bringing today's hardware and software technology into the hands of the typical scientist. For example, there are other computer science domains outside of computer graphics that are required to make visualization effective such as data management. Well-defined, flexible mechanisms for data access and management must be combined with rendering algorithms, data transformation, etc. to form a generic visualization pipeline. A generalized approach to data visualization is critical for the correlative analysis of distinct, complex, multidimensional data sets in the space and Earth sciences. Different classes of data representation techniques must be used within such a framework, which can range from simple, static two- and three-dimensional line plots to animation, surface rendering, and volumetric imaging. Static examples of actual data analyses will illustrate the importance of an effective pipeline in data visualization system.

Why so few young women in mathematics, science, and technology classes?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wieda, K.J.

Many factors influence the success of women in scientific and technical careers. Women represent over 50% of the U.S. population, yet less than 16% of women are employed in scientific and technical careers. Research over the last decade makes it clear that disparities exist in the participation, achievement, and attitudes of young men and young women in science classes. Young women are as interested in science experiences as young men up until age nine. After that age, the number of young women interested in science, mathematics, and technology classes drops. Not enrolling in science and mathematics classes in high schoolmore » limits career options for young women, and their chance to succeed in a scientific or technical field becomes remote. Why is this happening? What can we, as educators, scientists, and parents do to address this problem? The literature identifies three principal factors that relate to the lack of female involvement in science classes: culture, attitude, and education. This paper reviews these factors and provides examples of programs that Pacific Northwest Laboratory (PNL) and others have developed to increase the number of young women entering college ready and wanting to pursue a career in a scientific or technical field.« less

Pedagogical experimentations about participating science, in a european class, in France.

NASA Astrophysics Data System (ADS)

Burgio, Marion

2015-04-01

A european class is, in France, a class in which we teach a subject in a foreign language, for example science in English. I led, in my European class, during a seven weeks session, group work activities about different participating science actions. There were groups composed of three or four 16 years old students. Each group chose one type of participating science activity among : - Leading a visioconference with an IODP mission on board the Joides Resolution. - Being part of a "science songs community" with Tom Mc Fadden They divided the work and some of them studied the websites and contacted the actors to present the pedagogical or scientific background of their subject. Others had a concrete production like the organization of a visioconference with the Joides Resolution or the creation of a pedagogical song about geology. I will present some results of their work and explain the students motivation linked to this active learning method.

Content Representations in a Secondary Environmental Science Class.

ERIC Educational Resources Information Center

Tomanek, Debra

The purpose of this study was to determine what representations of content existed in a secondary environmental science class and what happended to those representations during curriculum occasions. Initial data construction involved attention to what was actually going on during class sessions. Following this, a reanalysis of the data corpus with…

Confidence Wagering during Mathematics and Science Testing

ERIC Educational Resources Information Center

Jack, Brady Michael; Liu, Chia-Ju; Chiu, Hoan-Lin; Shymansky, James A.

2009-01-01

This proposal presents the results of a case study involving five 8th grade Taiwanese classes, two mathematics and three science classes. These classes used a new method of testing called confidence wagering. This paper advocates the position that confidence wagering can predict the accuracy of a student's test answer selection during…

Dynamic Leadership, Character Education Form New FCS Class

ERIC Educational Resources Information Center

Watkins, Carol Ann

2007-01-01

In this article, the author describes the leadership class that she created for the family and consumer sciences (FCS) department. The class, "Family & Consumer Sciences Issues & Applications," focused on family and community action for improved quality of life. It included in-depth laboratory experiences, service learning activities, and the…

Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments

NASA Astrophysics Data System (ADS)

Fraser, Barry J.; Giddings, Geoffrey J.; McRobbie, Campbell J.

The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.

Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

NASA Astrophysics Data System (ADS)

Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

2016-04-01

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

What Machines Need to Learn to Support Human Problem-Solving

NASA Technical Reports Server (NTRS)

Vera, Alonso

2017-01-01

In the development of intelligent systems that interact with humans, there is often confusion between how the system functions with respect to the humans it interacts with and how it interfaces with those humans. The former is a much deeper challenge than the latter it requires a system-level understanding of evolving human roles as well as an understanding of what humans need to know (and when) in order to perform their tasks. This talk will focus on some of the challenges in getting this right as well as on the type of research and development that results in successful human-autonomy teaming. Brief Bio: Dr. Alonso Vera is Chief of the Human Systems Integration Division at NASA Ames Research Center. His expertise is in human-computer interaction, information systems, artificial intelligence, and computational human performance modeling. He has led the design, development and deployment of mission software systems across NASA robotic and human space flight missions, including Mars Exploration Rovers, Phoenix Mars Lander, ISS, Constellation, and Exploration Systems. Dr. Vera received a Bachelor of Science with First Class Honors from McGill University in 1985 and a Ph.D. from Cornell University in 1991. He went on to a Post-Doctoral Fellowship in the School of Computer Science at Carnegie Mellon University from 1990-93.

Computational protein design: a review

NASA Astrophysics Data System (ADS)

Coluzza, Ivan

2017-04-01

Proteins are one of the most versatile modular assembling systems in nature. Experimentally, more than 110 000 protein structures have been identified and more are deposited every day in the Protein Data Bank. Such an enormous structural variety is to a first approximation controlled by the sequence of amino acids along the peptide chain of each protein. Understanding how the structural and functional properties of the target can be encoded in this sequence is the main objective of protein design. Unfortunately, rational protein design remains one of the major challenges across the disciplines of biology, physics and chemistry. The implications of solving this problem are enormous and branch into materials science, drug design, evolution and even cryptography. For instance, in the field of drug design an effective computational method to design protein-based ligands for biological targets such as viruses, bacteria or tumour cells, could give a significant boost to the development of new therapies with reduced side effects. In materials science, self-assembly is a highly desired property and soon artificial proteins could represent a new class of designable self-assembling materials. The scope of this review is to describe the state of the art in computational protein design methods and give the reader an outline of what developments could be expected in the near future.

Family science: What is it?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Whitlow, B.

Family science is an informal science education program designed to teach science skills by having children and parents learn and enjoy science together. Aimed at addressing the underrepresentation of women and ethnic and racial minorities in science-based careers, FAMILY SCIENCE involves parents and children in kindergarten through eighth grade in science activities that demonstrate the role science plays in their daily life and future. Family involvement is the key to the program`s effectiveness. Family classes are usually offered in a series of one- to two-hour class meetings for parents and their children after school, evenings, and weekends. During classes, parentsmore » and children work in pairs and small groups to solve problems, work cooperatively, and talk science. The activities provide experiences for the entire family that build skills, confidence, and interest in science. In addition, guest speakers and career activities illustrate for parents in the workforce the significance of math and science in their own jobs, and for kids, it highlights the diversity of jobs and the relevance of math and science.« less

Pre-Teacher Case Study Analysis of Teaching Life and Earth Science in Multicultural Middle School Classes.

ERIC Educational Resources Information Center

McGinnis, J. Randy

Intending teachers in two science education methods classes (Fall Quarter, n=27; Spring Quarter, n=21) read and discussed a qualitative study describing science teaching and learning in a culturally diverse middle school. The two primary participants in the qualitative study were a white female veteran life science teacher and a white male…

Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement

ERIC Educational Resources Information Center

Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

2014-01-01

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

Interpreting the Relationships between Single Gender Science Classes and Girls' Academic Motivation and Interest

ERIC Educational Resources Information Center

Johnson, Sonya L.

2012-01-01

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a…

The cultural production of "science" and "scientist" in high school physics: Girls' access, participation, and resistance

NASA Astrophysics Data System (ADS)

Carlone, Heidi Berenson

2000-10-01

For over three decades, the gender gap in science and science education has received attention from teachers, policy makers, and scholars of various disciplines. During this time, feminist scholars have posited many reasons why the gender gap in science and science education exists. Early feminist discourse focused on girls' "deficits," while more recent work has begun to consider the problems with science and school science in the quest for a more gender inclusive science. Specifically, feminist scholars advocate a transformation of both how students learn science and the science curriculum that students are expected to learn. This study was designed to examine more deeply this call for a changed science curriculum and its implications for girls' participation, interest, and scientist identities. If we reinvisioned ways to "do" science, "learn" science, and "be a scientist" in school science, would girls come to see science as something interesting and worth pursuing further? This question framed my ethnographic investigation. I examined the culturally produced meanings of "science" and "scientist" in two high school physics classrooms (one traditional and one non-traditional class framed around real-world themes), how these meanings reproduced and contested larger sociohistorical (and prototypical) meanings of science and scientist, and how girls participated within and against these meanings. The results complicate the assumption that a classroom that enacts a non-traditional curriculum is "better" for girls. This study explained how each classroom challenged sociohistorical legacies of school science in various "spaces of possibility" and how prototypical meanings pushed the potential of these spaces to the margins. Girls in the traditional physics class generally embraced prototypical meanings because they could easily access "good student" identities. Girls in the non-traditional class, though attracted to alternative practices, struggled with the conflicting promoted student identities that did not allow them easy access to "good student" identities. In neither class were girls' perceptions of what it meant to do science and be a scientist challenged. And, in neither class did girls connect to a legitimate scientist identity. These findings leave unanswered the question of whether changes in pedagogy and curriculum alone will produce more gender fair school science.

CIMAC: A Coordinated Introduction to Calculus and Mechanics

NASA Astrophysics Data System (ADS)

Fathe, Laurie; Quinn, Jennifer; McDonald, Michael A.

1997-04-01

CIMAC, new course incorporating Mechanics, Precalculus, and Calculus, targets the growing number of motivated but underprepared students who wish to pursue a major in science or mathematics. Team-taught by a Physicist and a Mathematician, CIMAC, a new course incorporating Mechanics, Precalculus, and Calculus, targets the growing number of motivated but underprepared students who wish to pursue a major in science or mathematics. Team-taught by a Physicist and a Mathematician, the class contains specific content while exploiting the substantial commonality of these subjects. CIMAC also addresses variety of non-content areas, including supplementing basic mathematics and communication skills, accommodating various learning styles, and building student confidence. Specific approaches include class formats; gateway exams; group assignments; emphasis on writing and reading; use of computers and graphing calculators for comprehension, data acquisition, analysis, and modeling; student-led help sessions; and use of the Web http://www.oxy.edu/ departments/math/cimac/ This talk highlights the development of the course and teaching insights and innovations which have arisen from it, and addresses benefits and difficulties of coordinating material and team teaching across disciplinary lines. Finally, it presents data on student success and retention.

Distributing an executable job load file to compute nodes in a parallel computer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gooding, Thomas M.

Distributing an executable job load file to compute nodes in a parallel computer, the parallel computer comprising a plurality of compute nodes, including: determining, by a compute node in the parallel computer, whether the compute node is participating in a job; determining, by the compute node in the parallel computer, whether a descendant compute node is participating in the job; responsive to determining that the compute node is participating in the job or that the descendant compute node is participating in the job, communicating, by the compute node to a parent compute node, an identification of a data communications linkmore » over which the compute node receives data from the parent compute node; constructing a class route for the job, wherein the class route identifies all compute nodes participating in the job; and broadcasting the executable load file for the job along the class route for the job.« less

Projects Using a Computer Algebra System in First-Year Undergraduate Mathematics

ERIC Educational Resources Information Center

Rosenzweig, Martin

2007-01-01

This paper illustrates the use of computer-based projects in two one-semester first-year undergraduate mathematics classes. Developed over a period of years, the approach is one in which the classes are organised into work-groups, with computer-based projects being undertaken periodically to illustrate the class material. These projects are…

Blockbuster Ideas: Activities for Breaking Up Block Periods.

ERIC Educational Resources Information Center

Bohince, Judy

1996-01-01

Describes how to approach block scheduling of science classes. Discusses the planning process, specific activities that work well in longer science classes, and techniques for motivating students. (DDR)

Class size as related to the use of technology, educational practices, and outcomes in Web-based nursing courses.

PubMed

Burruss, Nancy M; Billings, Diane M; Brownrigg, Vicki; Skiba, Diane J; Connors, Helen R

2009-01-01

With the expanding numbers of nursing students enrolled in Web-based courses and the shortage of faculty, class sizes are increasing. This exploratory descriptive study examined class size in relation to the use of technology and to particular educational practices and outcomes. The sample consisted of undergraduate (n = 265) and graduate (n = 863) students enrolled in fully Web-based nursing courses. The Evaluating Educational Uses of Web-based Courses in Nursing survey (Billings, D., Connors, H., Skiba, D. (2001). Benchmarking best practices in Web-based nursing courses. Advances in Nursing Science, 23, 41--52) and the Social Presence Scale (Gunawardena, C. N., Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11, 9-26.) were used to gather data about the study variables. Class sizes were defined as very small (1 to 10 students), small (11 to 20 students), medium (21 to 30 students), large (31 to 40 students), and very large (41 students and above). Descriptive and inferential statistics were used to analyze the data. There were significant differences by class size in students' perceptions of active participation in learning, student-faculty interaction, peer interaction, and connectedness. Some differences by class size between undergraduate and graduate students were also found, and these require further study.

Information technology industry certification's impact on undergraduate student perception of instructor effectiveness

NASA Astrophysics Data System (ADS)

Andersson, David L.

The field of Computer Information Systems (CIS) or Information Technology (IT) is experiencing rapid change. A 2003 study analyzing the IT degree programs and those of competing disciplines at 10 post-secondary institutions concluded that information technology programs are perceived differently from information systems and computer science programs and are significantly less focused on both math and pure science subjects. In Information Technology programs, voluntary professional certifications, generally known in the Information Technology field as "IT" certifications, are used as indicators of professional skill. A descriptive study noting one subject group's responses to items that were nearly identical except for IT certification information was done to investigate undergraduate CIS/IT student perceptions of IT industry certified instructors. The subject group was comprised of undergraduate CIS/IT students from a regionally accredited private institution and a public institution. The methodology was descriptive, based on a previous model by Dr. McKillip, Professor of Psychology, Southern Illinois University at Carbondale, utilizing a web-based survey instrument with a Likert scale, providing for voluntary anonymous responses outside the classroom over a ten day window. The results indicated that IT certification affected student perceptions of instructor effectiveness, teaching methodology, and student engagement in the class, and to a lesser degree, instructor technical qualifications. The implications suggest that additional research on this topic is merited. Although the study was not designed to examine the precise cause and effect, an important implication is that students may be motivated to attend classes taught by instructors they view as more confident and effective and that teachers with IT industry certification can better engage their students.

An application of the TROFLEI in secondary-school science classes in New Zealand

NASA Astrophysics Data System (ADS)

Bhan Koul, Rekha; Fisher, D. L.; Shaw, Toni

2011-07-01

Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample TROFLEI was administered to 1027 high-school students from 30 classes. Design and method The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes.

Teaching programming and modelling skills to first-year earth & environmental science undergraduates: outcomes and lessons learned from a pilot project

NASA Astrophysics Data System (ADS)

Fisher, J. A.; Brewer, C.; O'Brien, G.

2017-12-01

Computing and programming are rapidly becoming necessary skills for earth and environmental scientists. Scientists in both academia and industry must be able to manipulate increasingly large datasets, create plots and 3-D visualisations of observations, and interpret outputs from complex numerical models, among other tasks. However, these skills are rarely taught as a compulsory part of undergraduate earth science curricula. In 2016, the School of Earth & Environmental Sciences at the University of Wollongong began a pilot program to integrate introductory programming and modelling skills into the required first-year core curriculum for all undergraduates majoring in earth and environmental science fields. Using Python, a popular teaching language also widely used by professionals, a set of guided exercises were developed. These exercises use interactive Jupyter Notebooks to introduce students to programming fundamentals and simple modelling problems relevant to the earth system, such as carbon cycling and population growth. The exercises are paired with peer review activities to expose students to the multitude of "correct" ways to solve computing problems. In the last weeks of the semester, students work in groups to creatively adapt their new-found skills to selected problems in earth system science. In this presentation, I will report on outcomes from delivering the new curriculum to the first two cohorts of 120-150 students, including details of the implementation and the impacts on both student aptitude and attitudes towards computing. While the first cohort clearly developed competency, survey results suggested a drop in student confidence over the course of the semester. To address this confidence gap for the second cohort, the in-class activities are now being supplemented with low-stakes open-book review quizzes that provide further practice with no time pressure. Research into the effectiveness of these review quizzes is ongoing and preliminary findings will be discussed, along with lessons learned in the process and plans for the future.

Supporting Struggling Readers in Secondary School Science Classes

ERIC Educational Resources Information Center

Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

2012-01-01

Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation

ERIC Educational Resources Information Center

Taneja, Anju

2016-01-01

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of…

Using psychological constructs from the MUSIC Model of Motivation to predict students' science identification and career goals: results from the U.S. and Iceland

NASA Astrophysics Data System (ADS)

Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.

2017-05-01

We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students' class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students' science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students' perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students' career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students' perceptions of science classes and their career goals.

Grade 5 Students' Online Argumentation about Their In-Class Inquiry Investigations

ERIC Educational Resources Information Center

Choi, Aeran; Hand, Brian; Norton-Meier, Lori

2014-01-01

This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public…

Class Size and Academic Achievement in Introductory Political Science Courses

ERIC Educational Resources Information Center

Towner, Terri L.

2016-01-01

Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…

Teaching Evolution to Non-English Proficient Students by Using Lego Robotics

ERIC Educational Resources Information Center

Whittier, L. Elena; Robinson, Michael

2007-01-01

This article describes a teaching unit that used Lego Robotics to address state science standards for teaching basic principles of evolution in two middle school life science classes. All but two of 29 students in these classes were native Spanish speakers from Mexico. Both classes were taught using Sheltered Instruction Observation Protocol…

Working-Class Women Study Social Science Degrees: Remembering Enablers and Detractors

ERIC Educational Resources Information Center

Fraser, Heather; Michell, Dee; Beddoe, Liz; Jarldorn, Michele

2016-01-01

In this article, we report on a feminist memory work project conducted with 11 working-class women in Australia. Participants responded to the question: "what helps and hinders working-class women study social science degrees?" The women confirmed that to succeed at university, they needed opportunities, resources, support and…

The PAD Class: a new paradigm for university classroom teaching

NASA Astrophysics Data System (ADS)

Zhang, Xuexin

2017-08-01

The PAD Class (Presentation-Assimilation-Discussion) is a new paradigm for classroom teaching combining strengths of lecture and discussion. With half class time allocated for teacher's presentation and the other half for students' discussion, an assimilation stage was inserted between presentation and discussion for independent and individualized learning. Since its first success in 2014, the PAD method has gained national popularity in China and been successfully put into practice by thousands of college teachers in nearly all subjects, e.g., science, engineering, medical sciences, social sciences, humanities and arts. This paper analyzed the psychological and pedagogical rationales underlying the PAD Class to explicate its effectiveness in enhancing active learning.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gooding, Thomas M.

Distributing an executable job load file to compute nodes in a parallel computer, the parallel computer comprising a plurality of compute nodes, including: determining, by a compute node in the parallel computer, whether the compute node is participating in a job; determining, by the compute node in the parallel computer, whether a descendant compute node is participating in the job; responsive to determining that the compute node is participating in the job or that the descendant compute node is participating in the job, communicating, by the compute node to a parent compute node, an identification of a data communications linkmore » over which the compute node receives data from the parent compute node; constructing a class route for the job, wherein the class route identifies all compute nodes participating in the job; and broadcasting the executable load file for the job along the class route for the job.« less

Careers in Data Science: A Berkeley Perspective

NASA Astrophysics Data System (ADS)

Koy, K.

2015-12-01

Last year, I took on an amazing opportunity to serve as the Executive Director of the new Berkeley Institute for Data Science (BIDS). After a 15-year career working with geospatial data to advance our understanding of the environment, I have been presented with a unique opportunity through BIDS to work with talented researchers from a wide variety of backgrounds. Founded in 2013, BIDS is a central hub of research and education at UC Berkeley designed to facilitate and nurture data-intensive science. We are building a community centered on a cohort of talented data science fellows and senior fellows who are representative of the world-class researchers from across our campus and are leading the data science revolution within their disciplines. Our initiatives are designed to bring together broad constituents of the data science community, including domain experts from the life, social, and physical sciences and methodological experts from computer science, statistics, and applied mathematics. While many of these individuals rarely cross professional paths, BIDS actively seeks new and creative ways to engage and foster collaboration across these different research fields. In this presentation, I will share my own story, along with some insights into how BIDS is supporting the careers of data scientists, including graduate students, postdocs, faculty, and research staff. I will also describe how these individuals we are helping support are working to address a number of data science-related challenges in scientific research.

Opening Comments: SciDAC 2008

NASA Astrophysics Data System (ADS)

Strayer, Michael

2008-07-01

Welcome to Seattle and the 2008 SciDAC Conference. This conference, the fourth in the series, is a continuation of the PI meetings we first began under SciDAC-1. I would like to start by thanking the organizing committee, and Rick Stevens in particular, for organizing this year's meeting. This morning I would like to look briefly at SciDAC, to give you a brief history of SciDAC and also look ahead to see where we plan to go over the next few years. I think the best description of SciDAC, at least the simulation part, comes from a quote from Dr Ray Orbach, DOE's Under Secretary for Science and Director of the Office of Science. In an interview that appeared in the SciDAC Review magazine, Dr Orbach said, `SciDAC is unique in the world. There isn't any other program like it anywhere else, and it has the remarkable ability to do science by bringing together physical scientists, mathematicians, applied mathematicians, and computer scientists who recognize that computation is not something you do at the end, but rather it needs to be built into the solution of the very problem that one is addressing'. Of course, that is extended not just to physical scientists, but also to biological scientists. This is a theme of computational science, this partnership among disciplines, which goes all the way back to the early 1980s and Ken Wilson. It's a unique thread within the Department of Energy. SciDAC-1, launched around the turn of the millennium, created a new generation of scientific simulation codes. It advocated building out mathematical and computing system software in support of science and a new collaboratory software environment for data. The original concept for SciDAC-1 had topical centers for the execution of the various science codes, but several corrections and adjustments were needed. The ASCR scientific computing infrastructure was also upgraded, providing the hardware facilities for the program. The computing facility that we had at that time was the big 3 teraflop/s center at NERSC and that had to be shared with the programmatic side supporting research across DOE. At the time, ESnet was just slightly over half a gig per sec of bandwidth; and the science being addressed was accelerator science, climate, chemistry, fusion, astrophysics, materials science, and QCD. We built out the national collaboratories from the ASCR office, and in addition we built Integrated Software Infrastructure Centers (ISICs). Of these, three were in applied mathematics, four in computer science (including a performance evaluation research center), and four were collaboratories or Grid projects having to do with data management. For science, there were remarkable breakthroughs in simulation, such as full 3D laboratory scale flame simulation. There were also significant improvements in application codes - from factors of almost 3 to more than 100 - and code improvement as people began to realize they had to integrate mathematics tools and computer science tools into their codes to take advantage of the parallelism of the day. The SciDAC data-mining tool, Sapphire, received a 2006 R&D 100 award. And the community as a whole worked well together and began building a publication record that was substantial. In 2006, we recompeted the program with similar goals - SciDAC-1 was very successful, and we wanted to continue that success and extend what was happening under SciDAC to the broader science community. We opened up the partnership to all of the Offices of Science and the NSF and the NNSA. The goal was to create comprehensive scientific computing software and the infrastructure for the software to enable scientific discovery in the physical, biological, and environmental sciences and take the simulations to an extreme scale, in this case petascale. We would also build out a new generation of data management tools. What we observed during SciDAC-1 was that the data and the data communities - both experimental data from large experimental facilities and observational data, along with simulation data - were expanding at a rate significantly faster than Moore's law. In the past few weeks, the FastBit indexing technology software tool for data analyses and data mining developed under SciDAC's Scientific Data Management project was recognized with an R&D 100 Award, selected by an independent judging panel and editors of R&D Magazine as one of the 100 most technologically significant products introduced into the marketplace over the past year. For SciDAC-2 we had nearly 250 proposals requesting a total of slightly over 1 billion in funding. Of course, we had nowhere near 1 billion. The facilities and the science we ended up with were not significantly different from what we had in SciDAC-1. But we had put in place substantially increased facilities for science. When SciDAC-1 was originally executed with the facilities at NERSC, there was significant impact on the resources at NERSC, because not only did we have an expanding portfolio of programmatic science, but we had the SciDAC projects that also needed to run at NERSC. Suddenly, NERSC was incredibly oversubscribed. With SciDAC-2, we had in place leadership-class computing facilities at Argonne with slightly more than half a petaflop and at Oak Ridge with slightly more than a quarter petaflop with an upgrade planned at the end of this year for a petaflop. And we increased the production computing capacity at NERSC to 104 teraflop/s just so that we would not impact the programmatic research and so that we would have a startup facility for SciDAC. At the end of the summer, NERSC will be at 360 teraflop/s. Both the Oak Ridge system and the principal resource at NERSC are Cray systems; Argonne has a different architecture, an IBM Blue Gene/P. At the same time, ESnet has been built out, and we are on a path where we will have dual rings around the country, from 10 to 40 gigabits per second - a factor of 20 to 80 over what was available during SciDAC-1. The science areas include accelerator science and simulation, astrophysics, climate modeling and simulation, computational biology, fusion science, high-energy physics, petabyte high-energy/ nuclear physics, materials science and chemistry, nuclear physics, QCD, radiation transport, turbulence, and groundwater reactive transport modeling and simulation. They were supported by new enabling technology centers and university-based institutes to develop an educational thread for the SciDAC program. There were four mathematics projects and four computer science projects; and under data management, we see a significant difference in that we are bringing up new visualization projects to support and sustain data-intensive science. When we look at the budgets, we see growth in the budget from just under 60 million for SciDAC-1 to just over 80 for SciDAC-2. Part of the growth is due to bringing in NSF and NNSA as new partners, and some of the growth is due to some program offices increasing their investment in SciDAC, while other program offices are constant or have decreased their investment. This is not a reflection of their priorities per se but, rather, a reflection of the budget process and the difficult times in Washington during the past two years. New activities are under way in SciDAC - the annual PI meeting has turned into what I would describe as the premier interdisciplinary computational science meeting, one of the best in the world. Doing interdisciplinary meetings is difficult because people tend to develop a focus for their particular subject area. But this is the fourth in the series; and since the first meeting in San Francisco, these conferences have been remarkably successful. For SciDAC-2 we also created an outreach magazine, SciDAC Review, which highlights scientific discovery as well as high-performance computing. It's been very successful in telling the non-practitioners what SciDAC and computational science are all about. The other new instrument in SciDAC-2 is an outreach center. As we go from computing at the terascale to computing at the petascale, we face the problem of narrowing our research community. The number of people who are `literate' enough to compute at the terascale is more than the number of those who can compute at the petascale. To address this problem, we established the SciDAC Outreach Center to bring people into the fold and educate them as to how we do SciDAC, how the teams are composed, and what it really means to compute at scale. The resources I have mentioned don't come for free. As part of the HECRTF law of 2005, Congress mandated that the Secretary would ensure that leadership-class facilities would be open to everyone across all agencies. So we took Congress at its word, and INCITE is our instrument for making allocations at the leadership-class facilities at Argonne and Oak Ridge, as well as smaller allocations at NERSC. Therefore, the selected proposals are very large projects that are computationally intensive, that compute at scale, and that have a high science impact. An important feature is that INCITE is completely open to anyone - there is no requirement of DOE Office of Science funding, and proposals are rigorously reviewed for both the science and the computational readiness. In 2008, more than 100 proposals were received, requesting about 600 million processor-hours. We allocated just over a quarter of a billion processor-hours. Astrophysics, materials science, lattice gauge theory, and high energy and nuclear physics were the major areas. These were the teams that were computationally ready for the big machines and that had significant science they could identify. In 2009, there will be a significant increase amount of time to be allocated, over half a billion processor-hours. The deadline is August 11 for new proposals and September 12 for renewals. We anticipate a significant increase in the number of requests this year. We expect you - as successful SciDAC centers, institutes, or partnerships - to compete for and win INCITE program allocation awards. If you have a successful SciDAC proposal, we believe it will make you successful in the INCITE review. We have the expectation that you will among those most prepared and most ready to use the machines and to compute at scale. Over the past 18 months, we have assembled a team to look across our computational science portfolio and to judge what are the 10 most significant science accomplishments. The ASCR office, as it goes forward with OMB, the new administration, and Congress, will be judged by the science we have accomplished. All of our proposals - such as for increasing SciDAC, increasing applied mathematics, and so on - are tied to what have we accomplished in science. And so these 10 big accomplishments are key to establishing credibility for new budget requests. Tony Mezzacappa, who chaired the committee, will also give a presentation on the ranking of these top 10, how they got there, and what the science is all about. Here is the list - numbers 2, 5, 6, 7, 9, and 10 are all SciDAC projects. RankTitle 1Modeling the Molecular Basis of Parkinson's Disease (Tsigelny) 2Discovery of the Standing Accretion Shock Instability and Pulsar Birth Mechanism in a Core-Collapse Supernova Evolution and Explosion (Blondin) 3Prediction and Design of Macromolecular Structures and Functions (Baker) 4Understanding How Lifted Flame Stabilized in a Hot Coflow (Yoo) 5New Insights from LCF-enabled Advanced Kinetic Simulations of Global Turbulence in Fusion Systems (Tang) 6High Transition Temperature Superconductivity: A High-Temperature Superconductive State and a Pairing Mechanism in 2-D Hubbard Model (Scalapino) 7 PETsc: Providing the Solvers for DOE High-Performance Simulations (Smith) 8 Via Lactea II, A Billion Particle Simulation of the Dark Matter Halo of the Milky Way (Madau) 9Probing the Properties of Water through Advanced Computing (Galli) 10First Provably Scalable Maxwell Solver Enables Scalable Electromagnetic Simulations (Kovel) So, what's the future going to look like for us? The office is putting together an initiative with the community, which we call the E3 Initiative. We're looking for a 10-year horizon for what's going to happen. Through the series of town hall meetings, which many of you participated in, we have produced a document on `Transforming Energy, the Environment and Science through simulations at the eXtreme Scale'; it can be found at http://www.science.doe.gov/ascr/ProgramDocuments/TownHall.pdf . We sometimes call it the Exascale initiative. Exascale computing is the gold-ring level of computing that seems just out of reach; but if we work hard and stretch, we just might be able to reach it. We envision that there will be a SciDAC-X, working at the extreme scale, with SciDAC teams that will perform and carry out science in the areas that will have a great societal impact, such as alternative fuels and transportation, combustion, climate, fusion science, high-energy physics, advanced fuel cycles, carbon management, and groundwater. We envision institutes for applied mathematics and computer science that probably will segue into algorithms because, at the extreme scale, we see the distinction between the applied math and the algorithm per se and its implementation in computer science as being inseparable. We envision an INCITE-X with multi-petaflop platforms, perhaps even exaflop computing resources. ESnet will be best in class - our 10-year plan calls for having 400 terabits per second capacity available in dual rings around the country, an enormously fast data communications network for moving large amounts of data. In looking at where we've been and where we are going, we can see that the gigaflops and teraflops era was a regime where we were following Moore's law through advances in clock speed. In the current regime, we're introducing massive parallelism, which I think is exemplified by Intel's announcement of their teraflop chip, where they envision more than a thousand cores on a chip. But in order to reach exascale, extrapolations talk about machines that require 100 megawatts of power in terms of current architectures. It's clearly going to require novel architectures, things we have perhaps not yet envisioned. It is of course an era of challenge. There will be an unpredictable evolution of hardware if we are to reach the exascale; and there will clearly be multilevel heterogeneous parallelism, including multilevel memory hierarchies. We have no idea right now as to the programming models needed to execute at such an extreme scale. We have been incredibly successful at the petascale - we know that already. Managing data and just getting communications to scale is an enormous challenge. And it's not just the extreme scaling. It's the rapid increase in complexity that represents the challenge. Let me end with a metaphor. In previous meetings we have talked about the road to petascale. Indeed, we have seen in hindsight that it was a road well traveled. But perhaps the road to exascale is not a road at all. Perhaps the metaphor will be akin to scaling the south face of K2. That's clearly not something all of us will be able to do, and probably computing at the exascale is not something all of us will do. But if we achieve that goal, perhaps the words of Emily Dickinson will best summarize where we will be. Perhaps in her words, looking backward and down, you will say: I climb the `Hill of Science' I view the landscape o'er; Such transcendental prospect I ne'er beheld before!

Gender differences in the use of computers, programming, and peer interactions in computer science classrooms

NASA Astrophysics Data System (ADS)

Stoilescu, Dorian; Egodawatte, Gunawardena

2010-12-01

Research shows that female and male students in undergraduate computer science programs view computer culture differently. Female students are interested more in the use of computers than in doing programming, whereas male students see computer science mainly as a programming activity. The overall purpose of our research was not to find new definitions for computer science culture but to see how male and female students see themselves involved in computer science practices, how they see computer science as a successful career, and what they like and dislike about current computer science practices. The study took place in a mid-sized university in Ontario. Sixteen students and two instructors were interviewed to get their views. We found that male and female views are different on computer use, programming, and the pattern of student interactions. Female and male students did not have any major issues in using computers. In computing programming, female students were not so involved in computing activities whereas male students were heavily involved. As for the opinions about successful computer science professionals, both female and male students emphasized hard working, detailed oriented approaches, and enjoying playing with computers. The myth of the geek as a typical profile of successful computer science students was not found to be true.

The Space Technology 5 Avionics System

NASA Technical Reports Server (NTRS)

Speer, Dave; Jackson, George; Stewart, Karen; Hernandez-Pellerano, Amri

2004-01-01

The Space Technology 5 (ST5) mission is a NASA New Millennium Program project that will validate new technologies for future space science missions and demonstrate the feasibility of building launching and operating multiple, miniature spacecraft that can collect research-quality in-situ science measurements. The three satellites in the ST5 constellation will be launched into a sun-synchronous Earth orbit in early 2006. ST5 fits into the 25-kilogram and 24-watt class of very small but fully capable spacecraft. The new technologies and design concepts for a compact power and command and data handling (C&DH) avionics system are presented. The 2-card ST5 avionics design incorporates new technology components while being tightly constrained in mass, power and volume. In order to hold down the mass and volume, and quali& new technologies for fUture use in space, high efficiency triple-junction solar cells and a lithium-ion battery were baselined into the power system design. The flight computer is co-located with the power system electronics in an integral spacecraft structural enclosure called the card cage assembly. The flight computer has a full set of uplink, downlink and solid-state recording capabilities, and it implements a new CMOS Ultra-Low Power Radiation Tolerant logic technology. There were a number of challenges imposed by the ST5 mission. Specifically, designing a micro-sat class spacecraft demanded that minimizing mass, volume and power dissipation would drive the overall design. The result is a very streamlined approach, while striving to maintain a high level of capability, The mission's radiation requirements, along with the low voltage DC power distribution, limited the selection of analog parts that can operate within these constraints. The challenge of qualifying new technology components for the space environment within a short development schedule was another hurdle. The mission requirements also demanded magnetic cleanliness in order to reduce the effect of stray (spacecraft-generated) magnetic fields on the science-grade magnetometer.

Beating the numbers through strategic intervention materials (SIMs): Innovative science teaching for large classes

NASA Astrophysics Data System (ADS)

Alboruto, Venus M.

2017-05-01

The study aimed to find out the effectiveness of using Strategic Intervention Materials (SIMs) as an innovative teaching practice in managing large Grade Eight Science classes to raise the performance of the students in terms of science process skills development and mastery of science concepts. Utilizing experimental research design with two groups of participants, which were purposefully chosen, it was obtained that there existed a significant difference in the performance of the experimental and control groups based on actual class observation and written tests on science process skills with a p-value of 0.0360 in favor of the experimental class. Further, results of written pre-test and post-test on science concepts showed that the experimental group with the mean of 24.325 (SD =3.82) performed better than the control group with the mean of 20.58 (SD =4.94), with a registered p-value of 0.00039. Therefore, the use of SIMs significantly contributed to the mastery of science concepts and the development of science process skills. Based on the findings, the following recommendations are offered: 1. that grade eight science teachers should use or adopt the SIMs used in this study to improve their students' performance; 2. training-workshop on developing SIMs must be conducted to help teachers develop SIMs to be used in their classes; 3. school administrators must allocate funds for the development and reproduction of SIMs to be used by the students in their school; and 4. every division should have a repository of SIMs for easy access of the teachers in the entire division.

A Class for Teachers Featuring a NASA Satellite Mission

NASA Astrophysics Data System (ADS)

Battle, R.; Hawkins, I.

1996-05-01

As part of the NASA IDEA (Initiative to Develop Education through Astronomy) program, the UC Berkeley Center for EUV Astrophysics (CEA) received a grant to develop a self-contained teacher professional development class featuring NASA's Extreme Ultraviolet Explorer (EUVE) satellite mission. This class was offered in collaboration with the Physics/Astronomy Department and the Education Department of San Francisco State University during 1994, and in collaboration with the UCB Graduate School of Education in 1995 as an extension course. The class served as the foundation for the Science Education Program at CEA, providing valuable lessons and experience through a full year of intense collaboration with 50 teachers from the diverse school districts of the San Francisco Bay Area teaching in the 3rd--12th grade range. The underlying theme of the class focused on how scientists carry out research using a NASA satellite mission. Emphasis was given to problem-solving techniques, with specific examples taken from the pre- and post-launch stages of the EUVE mission. The two, semester-long classes were hosted by the CEA, so the teachers spent an average of 4 hours/week during 17 weeks immersed in astrophysics, collaborating with astronomers, and working with colleagues from the Lawrence Hall of Science and the Graduate School of Education. The teachers were taught the computer skills and space astrophysics concepts needed to perform hands-on analysis and interpretation of the EUVE satellite data and the optical identification program. As a final project, groups of teachers developed lesson plans based on NASA and other resources that they posted on the World Wide Web using html. This project's model treats teachers as professionals, and allows them to collaborate with scientists and to hone their curriculum development skills, an important aspect of their professional growth. We will summarize class highlights and showcase teacher-developed lesson plans. A detailed evaluation report will be made available. We acknowledge NASA contracts NAS5-30180 and NAS5-29298 to CEA/UCB and NASA grant ED-90033.01-94A to SSL/UCB.

Validation study of the Colorado Learning Attitudes about Science Survey at a Hispanic-serving institution

NASA Astrophysics Data System (ADS)

Sawtelle, Vashti; Brewe, Eric; Kramer, Laird

2009-12-01

The Colorado Learning Attitudes about Science Survey (CLASS) has been widely acknowledged as a useful measure of student cognitive attitudes about science and learning. The initial University of Colorado validation study included only 20% non-Caucasian student populations. In this Brief Report we extend their validation to include a predominately under-represented minority population. We validated the CLASS instrument at Florida International University, a Hispanic-serving institution, by interviewing students in introductory physics classes using a semistructured protocol, examining students’ responses on the CLASS item statements, and comparing them to the items’ intended meaning. We find that in our predominately Hispanic population, 94% of the students’ interview responses indicate that the students interpret the CLASS items correctly, and thus the CLASS is a valid instrument. We also identify one potentially problematic item in the instrument which one third of the students interviewed consistently misinterpreted.

My Experience as a Student Participant in the Institute for Geophysics/Huston-Tillotson University Geodiversity Project

NASA Astrophysics Data System (ADS)

Putman, N.; Ellins, K.; Holt, J.; Olson, H. C.

2006-12-01

As a senior pre-service teacher at Huston-Tillotson University, a minority-serving institution in Texas, I found myself in need of a science course and reluctantly enrolled in "Special Topics in the Geosciences," a survey course taught by visiting scientists from The University of Texas at Austin's Institute for Geophysics (UTIG). I had no idea what the geosciences were about. On the first day of class we took a test and I began to feel a sense of foreboding, but after speaking with the instructors, I left filled with excitement. With my limited background in science, I knew that the class was going to be challenging and require a lot of studying. I took every opportunity offered in the class to learn more about the geosciences. If there was a field trip, I went. If there was an opportunity for me to speak to children about what I learned, I did. For example, I participated in the Explore UT open house event where, rather than being an observer as I had expected, I found myself explaining earthquake seismology to students, parents and visitors. The experience was pivotal. As I explained to a small group of 3rd graders how they could use computer applications to observe and understand seismic waves, I realized I wanted to be a science teacher and not an elementary level-teacher as I had planned. Since completing "Special Topics in the Geosciences," I've been an undergraduate research assistant at UTIG. Over the summer, I adapted approximately ten existing UTIG Earth Science learning activities into the 5-E instructional model for the fall 2006 professional development Earth Science Revolution Workshops for in- service teachers, and I developed a new lesson on tides for these workshops. I also participated in presenting both a workshop for minority-serving elementary teachers and a class for alternative certification teachers at HTU. In early September, I joined a group of scientists, engineers, and space-suited "astronauts" in the Arizona desert near Meteor Crater to "practice" for future human missions to Mars as a participant in NASA's Desert Research and Technology Studies (RATS) project. My role was to help scientists and engineers with experiments to determine the efficacy of Ground Penetrating Radar in locating buried ice (water) and other resources, such as metals, and to translate my experience into K-12 classroom activities. In the spring/summer of 2007 I expect to participate in a marine geophysical cruise offshore Panama and Costa Rica. The immersion in science, the opportunities to be part of scientific research teams, my daily interaction with scientists and graduate students, the mentoring from research scientists at UTIG, and the respect shown to me for transforming their science into interesting projects for K-12 students and teachers have been critical elements in my decision to pursue science teaching as a career.

Finding the probability of infection in an SIR network is NP-Hard

PubMed Central

Shapiro, Michael; Delgado-Eckert, Edgar

2012-01-01

It is the purpose of this article to review results that have long been known to communications network engineers and have direct application to epidemiology on networks. A common approach in epidemiology is to study the transmission of a disease in a population where each individual is initially susceptible (S), may become infective (I) and then removed or recovered (R) and plays no further epidemiological role. Much of the recent work gives explicit consideration to the network of social interactions or disease-transmitting contacts and attendant probability of transmission for each interacting pair. The state of such a network is an assignment of the values {S, I, R} to its members. Given such a network, an initial state and a particular susceptible individual, we would like to compute their probability of becoming infected in the course of an epidemic. It turns out that this and related problems are NP-hard. In particular, it belongs in a class of problems for which no efficient algorithms for their solution are known. Moreover, finding an efficient algorithm for the solution of any problem in this class would entail a major breakthrough in theoretical computer science. PMID:22824138

Computational Labs Using VPython Complement Conventional Labs in Online and Regular Physics Classes

NASA Astrophysics Data System (ADS)

Bachlechner, Martina E.

2009-03-01

Fairmont State University has developed online physics classes for the high-school teaching certificate based on the text book Matter and Interaction by Chabay and Sherwood. This lead to using computational VPython labs also in the traditional class room setting to complement conventional labs. The computational modeling process has proven to provide an excellent basis for the subsequent conventional lab and allows for a concrete experience of the difference between behavior according to a model and realistic behavior. Observations in the regular class room setting feed back into the development of the online classes.

PACES Participation in Educational Outreach Programs at the University of Texas at El Paso

NASA Technical Reports Server (NTRS)

Dodge, Rebecca L.

1997-01-01

The University of Texas at El Paso (UTEP) is involved in several initiatives to improve science education within the El Paso area public schools. These include outreach efforts into the K- 12 classrooms; training programs for in-service teachers; and the introduction of a strong science core curricula within the College of Education. The Pan American Center for Earth and Environmental Studies (PACES), a NASA-funded University Research Center, will leverage off the goals of these existing initiatives to provide curriculum support materials at all levels. We will use currently available Mission to Planet Earth (MTPE) materials as well as new materials developed specifically for this region, in an effort to introduce the Earth System Science perspective into these programs. In addition, we are developing curriculum support materials and classes within the Geology and Computer Departments, to provide education in the area of remote sensing and GIS applications at the undergraduate and graduate levels.

Students' Perceptions of the Learning Environment in Tertiary Science Classrooms in Myanmar

ERIC Educational Resources Information Center

Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest; Oo, Zeya; Kyaw, Thein Thein

2018-01-01

We investigated students' perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory…

Science Magic: Making a Difference

ERIC Educational Resources Information Center

Tidel, L. L.

2004-01-01

In this narrative article, the author fondly takes a look back at her own personal experiences with a memorable science teacher who showed his students that science was a living, breathing world. Whether he assigned his class to collect water samples from local ponds (to look at microscopic organisms), bring in rocks to class for identification,…

Flexible Expectations of Learning Outcomes in Science

ERIC Educational Resources Information Center

Binstead, Ayla; Campbell, Kirsty; Guasch, Susana Fraile; Sullivan, Claire; Williams, Lydia

2014-01-01

In this article five trainee teachers specialising in science at the University of Winchester describe their experience teaching science for three consecutive Fridays within a 2 year class (ages 6-7). They were given the task of teaching food and nutrition through the class topic of "turrets and tiaras," a medieval history focus. Their…

Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype

ERIC Educational Resources Information Center

Ryu, Minjung

2015-01-01

This study examines six Korean transnational girls enrolled in two advanced placement (AP) biology classes to understand their experiences in science classrooms at the intersection of race, language, and gender. Confronting the model minority stereotype for Asian students, which is particularly salient in science, technology, engineering, and…

A Research Agenda and Vision for Data Science

NASA Astrophysics Data System (ADS)

Mattmann, C. A.

2014-12-01

Big Data has emerged as a first-class citizen in the research community spanning disciplines in the domain sciences - Astronomy is pushing velocity with new ground-based instruments such as the Square Kilometre Array (SKA) and its unprecedented data rates (700 TB/sec!); Earth-science is pushing the boundaries of volume with increasing experiments in the international Intergovernmental Panel on Climate Change (IPCC) and climate modeling and remote sensing communities increasing the size of the total archives into the Exabytes scale; airborne missions from NASA such as the JPL Airborne Snow Observatory (ASO) is increasing both its velocity and decreasing the overall turnaround time required to receive products and to make them available to water managers and decision makers. Proteomics and the computational biology community are sequencing genomes and providing near real time answers to clinicians, researchers, and ultimately to patients, helping to process and understand and create diagnoses. Data complexity is on the rise, and the norm is no longer 100s of metadata attributes, but thousands to hundreds of thousands, including complex interrelationships between data and metadata and knowledge. I published a vision for data science in Nature 2013 that encapsulates four thrust areas and foci that I believe the computer science, Big Data, and data science communities need to attack over the next decade to make fundamental progress in the data volume, velocity and complexity challenges arising from the domain sciences such as those described above. These areas include: (1) rapid and unobtrusive algorithm integration; (2) intelligent and automatic data movement; (3) automated and rapid extraction text, metadata and language from heterogeneous file formats; and (4) participation and people power via open source communities. In this talk I will revisit these four areas and describe current progress; future work and challenges ahead as we move forward in this exciting age of Data Science.

Fabrication of taste sensor for education

NASA Astrophysics Data System (ADS)

Wu, Xiao; Tahara, Yusuke; Toko, Kiyoshi; Kuriyaki, Hisao

2017-03-01

In order to solve the unconcern to usefulness of learning science among high school students in Japan, we developed a simple fabricated taste sensor with sensitivity and selectivity to each taste quality, which can be applied in science class. A commercialized Teflon membrane was used as the polymer membrane holding lipids. In addition, a non-adhesive method is considered to combine the membrane and the sensor electrode using a plastic cap which is easily accessible. The taste sensor for education fabricated in this way showed a good selectivity and sensitivity. By adjusting the composition of trioctylmethylammonium chloride (TOMA) and phosphoric acid di(2-ethylhexyl) ester (PAEE) included in lipid solution, we improved the selectivity of this simple taste sensor to saltiness and sourness. To verify this taste sensor as a useful science teaching material for science class, we applied this taste sensor into a science class for university students. By comparing the results between the sensory test and the sensor response, humans taste showed the same tendency just as the sensor response, which proved the sensor as a useful teaching material for science class.

Exploring emotional climate in preservice science teacher education

NASA Astrophysics Data System (ADS)

Bellocchi, Alberto; Ritchie, Stephen M.; Tobin, Kenneth; Sandhu, Maryam; Sandhu, Satwant

2013-09-01

Classroom emotional climates (ECs) are interrelated with students' engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC.

Exploring the Relationships between Self-Efficacy and Preference for Teacher Authority among Computer Science Majors

ERIC Educational Resources Information Center

Lin, Che-Li; Liang, Jyh-Chong; Su, Yi-Ching; Tsai, Chin-Chung

2013-01-01

Teacher-centered instruction has been widely adopted in college computer science classrooms and has some benefits in training computer science undergraduates. Meanwhile, student-centered contexts have been advocated to promote computer science education. How computer science learners respond to or prefer the two types of teacher authority,…

Getting Past "Just Because": Teaching Writing in Science Class

ERIC Educational Resources Information Center

Grymonpre, Kris; Cohn, Allison; Solomon, Stacey

2012-01-01

How many times do teachers assign writing in science class only to be exasperated by their students' lack of writing skills? They often have difficulty making claims and using evidence; instead of explaining their reasoning, they state, "Just because." But teaching writing isn't just for English/language arts (ELA) class. Over the past two years,…

The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

ERIC Educational Resources Information Center

Semsar, Katharine; Knight, Jennifer K.; Birol, Gulnur; Smith, Michelle K.

2011-01-01

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline,…

A Case Study of Markdale High School's Implementation of Heterogeneously-Grouped Classes in English, Mathematics, Science, and Social Studies

ERIC Educational Resources Information Center

Pierre-Louis, Fred

2010-01-01

The purpose of this study was to describe Markdale High School's change from separate college preparatory and general level classes to heterogeneously-grouped classes in English, mathematics, science, and social studies, with particular emphasis on the principal's leadership style, change process, and teacher concerns (Hall & Hord, 2006)…

Discovering Synergistic Drug Combination from a Computational Perspective.

PubMed

Ding, Pingjian; Luo, Jiawei; Liang, Cheng; Xiao, Qiu; Cao, Buwen; Li, Guanghui

2018-03-30

Synergistic drug combinations play an important role in the treatment of complex diseases. The identification of effective drug combination is vital to further reduce the side effects and improve therapeutic efficiency. In previous years, in vitro method has been the main route to discover synergistic drug combinations. However, many limitations of time and resource consumption lie within the in vitro method. Therefore, with the rapid development of computational models and the explosive growth of large and phenotypic data, computational methods for discovering synergistic drug combinations are an efficient and promising tool and contribute to precision medicine. It is the key of computational methods how to construct the computational model. Different computational strategies generate different performance. In this review, the recent advancements in computational methods for predicting effective drug combination are concluded from multiple aspects. First, various datasets utilized to discover synergistic drug combinations are summarized. Second, we discussed feature-based approaches and partitioned these methods into two classes including feature-based methods in terms of similarity measure, and feature-based methods in terms of machine learning. Third, we discussed network-based approaches for uncovering synergistic drug combinations. Finally, we analyzed and prospected computational methods for predicting effective drug combinations. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Doing Your Science While You're in Orbit

NASA Astrophysics Data System (ADS)

Green, Mark L.; Miller, Stephen D.; Vazhkudai, Sudharshan S.; Trater, James R.

2010-11-01

Large-scale neutron facilities such as the Spallation Neutron Source (SNS) located at Oak Ridge National Laboratory need easy-to-use access to Department of Energy Leadership Computing Facilities and experiment repository data. The Orbiter thick- and thin-client and its supporting Service Oriented Architecture (SOA) based services (available at https://orbiter.sns.gov) consist of standards-based components that are reusable and extensible for accessing high performance computing, data and computational grid infrastructure, and cluster-based resources easily from a user configurable interface. The primary Orbiter system goals consist of (1) developing infrastructure for the creation and automation of virtual instrumentation experiment optimization, (2) developing user interfaces for thin- and thick-client access, (3) provide a prototype incorporating major instrument simulation packages, and (4) facilitate neutron science community access and collaboration. The secure Orbiter SOA authentication and authorization is achieved through the developed Virtual File System (VFS) services, which use Role-Based Access Control (RBAC) for data repository file access, thin-and thick-client functionality and application access, and computational job workflow management. The VFS Relational Database Management System (RDMS) consists of approximately 45 database tables describing 498 user accounts with 495 groups over 432,000 directories with 904,077 repository files. Over 59 million NeXus file metadata records are associated to the 12,800 unique NeXus file field/class names generated from the 52,824 repository NeXus files. Services that enable (a) summary dashboards of data repository status with Quality of Service (QoS) metrics, (b) data repository NeXus file field/class name full text search capabilities within a Google like interface, (c) fully functional RBAC browser for the read-only data repository and shared areas, (d) user/group defined and shared metadata for data repository files, (e) user, group, repository, and web 2.0 based global positioning with additional service capabilities are currently available. The SNS based Orbiter SOA integration progress with the Distributed Data Analysis for Neutron Scattering Experiments (DANSE) software development project is summarized with an emphasis on DANSE Central Services and the Virtual Neutron Facility (VNF). Additionally, the DANSE utilization of the Orbiter SOA authentication, authorization, and data transfer services best practice implementations are presented.

The Effect of Jigsaw Technique on 6th Graders' Learning of Force and Motion Unit and Their Science Attitudes and Motivation

ERIC Educational Resources Information Center

Ural, Evrim; Ercan, Orhan; Gençoglan, Durdu Mehmet

2017-01-01

The study aims to investigate the effects of jigsaw technique on 6th graders' learning of "Force and Motion" unit, their science learning motivation and their attitudes towards science classes. The sample of the study consisted of 49 6th grade students from two different classes taking the Science and Technology course at a government…

Students' different understandings of class diagrams

NASA Astrophysics Data System (ADS)

Boustedt, Jonas

2012-03-01

The software industry needs well-trained software designers and one important aspect of software design is the ability to model software designs visually and understand what visual models represent. However, previous research indicates that software design is a difficult task to many students. This article reports empirical findings from a phenomenographic investigation on how students understand class diagrams, Unified Modeling Language (UML) symbols, and relations to object-oriented (OO) concepts. The informants were 20 Computer Science students from four different universities in Sweden. The results show qualitatively different ways to understand and describe UML class diagrams and the "diamond symbols" representing aggregation and composition. The purpose of class diagrams was understood in a varied way, from describing it as a documentation to a more advanced view related to communication. The descriptions of class diagrams varied from seeing them as a specification of classes to a more advanced view, where they were described to show hierarchic structures of classes and relations. The diamond symbols were seen as "relations" and a more advanced way was seeing the white and the black diamonds as different symbols for aggregation and composition. As a consequence of the results, it is recommended that UML should be adopted in courses. It is briefly indicated how the phenomenographic results in combination with variation theory can be used by teachers to enhance students' possibilities to reach advanced understanding of phenomena related to UML class diagrams. Moreover, it is recommended that teachers should put more effort in assessing skills in proper usage of the basic symbols and models and students should be provided with opportunities to practise collaborative design, e.g. using whiteboards.

Teaching Citizenship in Science Classes at the University of Arizona

NASA Astrophysics Data System (ADS)

Thompson, R. M.; Mangin, K.

2008-12-01

Science classes for non-science majors present unique opportunities to create lifelong science aficionados and teach citizenship skills. Because no specific content is needed for future courses, subject matter can be selected to maximize interest and assignments can be focused on life skills such as science literacy instead of discipline-specific content mastery. Dinosaurs! is a very successful non-major science class with a minimum enrollment of 150 that is intended for sophomores. One of the goals of this class is to increase students' awareness of social issues, the political process, and opportunities for keeping up with science later in life. The main theme of this class is evolution. The bird-dinosaur link is the perfect vehicle for illustrating the process of science because the lines of evidence are many, convincing, and based on discoveries made throughout the last half-century and continuing to the present day. The course is also about evolution the social issue. The second writing assignment is an in-class affective writing based on a newspaper article about the Dover, PA court case. The primary purpose of this assignment is to create a comfort zone for those students with strong ideological biases against evolution by allowing them to express their views without being judged, and to instill tolerance and understanding in students at the other end of the spectrum. Another homework uses thomas.loc.gov, the government's public website providing information about all legislation introduced since the 93rd Congress and much more. The assignment highlights the difficulty of passing legislation and the factors that contribute to a given bill's legislative success or failure using the Paleontological Resources Preservation Act, S320. Details of these assignments and others designed to achieve the goals stated above will be presented. A very different undergraduate program, Marine Discovery, offers science majors the opportunity to earn upper division science credits while teaching young people about marine science and conservation. Classes of elementary and middle school students attend a class field trip to a UA teaching laboratory where they explore a variety of hands-on marine biology centers. Undergraduates facilitate the learning centers and develop new centers for future years of the program. In addition, undergraduates in Marine Discovery do a marine ecology field project during a field trip to the Gulf of California, and present their results as a research poster to their peers. The course is entirely project- based, and helps students to develop informal as well as formal science communication skills. Many outreach programs suffer from loss of funding and lack of sustainability. Marine Discovery's popularity with both UA undergraduates and K-12 teachers has helped sustain it into its sixteenth year.

Comparison of perceptions among rural versus nonrural secondary science teachers: A multistate survey

NASA Astrophysics Data System (ADS)

Baird, William E.; Preston Prather, J.; Finson, Kevin D.; Oliver, J. Steve

A 100-item survey was distributed to science teachers in eight states to determine characteristics of teachers, schools, programs, and perceived needs. Results from 1258 secondary science teachers indicate that they perceive the following to be among their greatest needs: (1) to motivate students to want to learn science; (2) to discover sources of free and inexpensive science materials; (3) to learn more about how to use computers to deliver and manage instruction; (4) to find and use materials about science careers; and (5) to improve problem solving skills among their students. Based on whether teachers classified themselves as nonrural or rural, rural teachers do not perceive as much need for help with multicultural issues in the classroom or maintaining student discipline as their nonrural peers. Rural teachers report using the following classroom activities less often than nonrural teachers: cooperative learning groups, hands-on laboratory activities, individualized strategies, and inquiry teaching. More rural than nonrural teachers report problems with too many class preparations per day, a lack of career role models in the community, and lack of colleagues with whom to discuss problems. Among all secondary science teachers, the most pronounced problems reported by teachers were (in rank order): (1) insufficient student problem-solving skills; (2) insufficient funds for supplies; (3) poor student reading ability; (4) lack of student interest in science: and (5) inadequate laboratory facilities.

Learning science in small multi-age groups: the role of age composition

NASA Astrophysics Data System (ADS)

Kallery, Maria; Loupidou, Thomais

2016-06-01

The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by pre-primary children aged 4-6. The second part included one primary class attended by students aged 6-8 in addition to the pre-primary classes. Students were involved in inquiry-based science activities. Two sources of data were used: Lesson recordings and children's assessments. The data from both sources were separately analyzed and the findings plotted. The resulting graphs indicate a linear relationship between the overall performance of the younger children in a class and the number of older ones participating in the groups in each class. It seems that the age composition of the groups can significantly affect the overall cognitive achievements of the younger children and preferentially determines the time within which this factor reaches its maximum value. The findings can be utilized in deciding the age composition of small groups in a class with the aim of facilitating the younger children's learning in science.

An almost symmetric Strang splitting scheme for nonlinear evolution equations.

PubMed

Einkemmer, Lukas; Ostermann, Alexander

2014-07-01

In this paper we consider splitting methods for the time integration of parabolic and certain classes of hyperbolic partial differential equations, where one partial flow cannot be computed exactly. Instead, we use a numerical approximation based on the linearization of the vector field. This is of interest in applications as it allows us to apply splitting methods to a wider class of problems from the sciences. However, in the situation described, the classic Strang splitting scheme, while still being a method of second order, is not longer symmetric. This, in turn, implies that the construction of higher order methods by composition is limited to order three only. To remedy this situation, based on previous work in the context of ordinary differential equations, we construct a class of Strang splitting schemes that are symmetric up to a desired order. We show rigorously that, under suitable assumptions on the nonlinearity, these methods are of second order and can then be used to construct higher order methods by composition. In addition, we illustrate the theoretical results by conducting numerical experiments for the Brusselator system and the KdV equation.

An almost symmetric Strang splitting scheme for nonlinear evolution equations☆

PubMed Central

Einkemmer, Lukas; Ostermann, Alexander

2014-01-01

In this paper we consider splitting methods for the time integration of parabolic and certain classes of hyperbolic partial differential equations, where one partial flow cannot be computed exactly. Instead, we use a numerical approximation based on the linearization of the vector field. This is of interest in applications as it allows us to apply splitting methods to a wider class of problems from the sciences. However, in the situation described, the classic Strang splitting scheme, while still being a method of second order, is not longer symmetric. This, in turn, implies that the construction of higher order methods by composition is limited to order three only. To remedy this situation, based on previous work in the context of ordinary differential equations, we construct a class of Strang splitting schemes that are symmetric up to a desired order. We show rigorously that, under suitable assumptions on the nonlinearity, these methods are of second order and can then be used to construct higher order methods by composition. In addition, we illustrate the theoretical results by conducting numerical experiments for the Brusselator system and the KdV equation. PMID:25844017

Microfluidics for High School Chemistry Students.

PubMed

Hemling, Melissa; Crooks, John A; Oliver, Piercen M; Brenner, Katie; Gilbertson, Jennifer; Lisensky, George C; Weibel, Douglas B

2014-01-14

We present a laboratory experiment that introduces high school chemistry students to microfluidics while teaching fundamental properties of acid-base chemistry. The procedure enables students to create microfluidic systems using nonspecialized equipment that is available in high school classrooms and reagents that are safe, inexpensive, and commercially available. The experiment is designed to ignite creativity and confidence about experimental design in a high school chemistry class. This experiment requires a computer program (e.g., PowerPoint), Shrinky Dink film, a readily available silicone polymer, weak acids, bases, and a colorimetric pH indicator. Over the span of five 45-min class periods, teams of students design and prepare devices in which two different pH solutions mix in a predictable way to create five different pH solutions. Initial device designs are instructive but rarely optimal. During two additional half-class periods, students have the opportunity to use their initial observations to redesign their microfluidic systems to optimize the outcome. The experiment exposes students to cutting-edge science and the design process, and solidifies introductory chemistry concepts including laminar flow, neutralization of weak acids-bases, and polymers.

treeman: an R package for efficient and intuitive manipulation of phylogenetic trees.

PubMed

Bennett, Dominic J; Sutton, Mark D; Turvey, Samuel T

2017-01-07

Phylogenetic trees are hierarchical structures used for representing the inter-relationships between biological entities. They are the most common tool for representing evolution and are essential to a range of fields across the life sciences. The manipulation of phylogenetic trees-in terms of adding or removing tips-is often performed by researchers not just for reasons of management but also for performing simulations in order to understand the processes of evolution. Despite this, the most common programming language among biologists, R, has few class structures well suited to these tasks. We present an R package that contains a new class, called TreeMan, for representing the phylogenetic tree. This class has a list structure allowing phylogenetic trees to be manipulated more efficiently. Computational running times are reduced because of the ready ability to vectorise and parallelise methods. Development is also improved due to fewer lines of code being required for performing manipulation processes. We present three use cases-pinning missing taxa to a supertree, simulating evolution with a tree-growth model and detecting significant phylogenetic turnover-that demonstrate the new package's speed and simplicity.

Microfluidics for High School Chemistry Students

PubMed Central

Hemling, Melissa; Crooks, John A.; Oliver, Piercen M.; Brenner, Katie; Gilbertson, Jennifer; Lisensky, George C.; Weibel, Douglas B.

2014-01-01

We present a laboratory experiment that introduces high school chemistry students to microfluidics while teaching fundamental properties of acid–base chemistry. The procedure enables students to create microfluidic systems using nonspecialized equipment that is available in high school classrooms and reagents that are safe, inexpensive, and commercially available. The experiment is designed to ignite creativity and confidence about experimental design in a high school chemistry class. This experiment requires a computer program (e.g., PowerPoint), Shrinky Dink film, a readily available silicone polymer, weak acids, bases, and a colorimetric pH indicator. Over the span of five 45-min class periods, teams of students design and prepare devices in which two different pH solutions mix in a predictable way to create five different pH solutions. Initial device designs are instructive but rarely optimal. During two additional half-class periods, students have the opportunity to use their initial observations to redesign their microfluidic systems to optimize the outcome. The experiment exposes students to cutting-edge science and the design process, and solidifies introductory chemistry concepts including laminar flow, neutralization of weak acids–bases, and polymers. PMID:25584013

Trump's electoral speeches and his appeal to the American white working class.

PubMed

Lamont, Michèle; Park, Bo Yun; Ayala-Hurtado, Elena

2017-11-01

This paper contributes to the study of social change by considering boundary work as a dimension of cultural change. Drawing on the computer-assisted qualitative analysis of 73 formal speeches made by Donald Trump during the 2016 electoral campaign, we argue that his political rhetoric, which led to his presidential victory, addressed the white working class's concern with their declining position in the national pecking order. He addressed this group's concern by raising their moral status, that is, by (1) emphatically describing them as hard-working Americans who are victims of globalization; (2) voicing their concerns about 'people above' (professionals, the rich, and politicians); (3) drawing strong moral boundaries toward undocumented immigrants, refugees, and Muslims; (4) presenting African Americans and (legal) Hispanic Americans as workers who also deserve jobs; (5) stressing the role of working-class men as protectors of women and LGBTQ people. This particular case study of the role of boundary work in political rhetoric provides a novel, distinctively sociological approach for capturing dynamics of social change. © London School of Economics and Political Science 2017.

Computer-Game Construction: A Gender-Neutral Attractor to Computing Science

ERIC Educational Resources Information Center

Carbonaro, Mike; Szafron, Duane; Cutumisu, Maria; Schaeffer, Jonathan

2010-01-01

Enrollment in Computing Science university programs is at a dangerously low level. A major reason for this is the general lack of interest in Computing Science by females. In this paper, we discuss our experience with using a computer game construction environment as a vehicle to encourage female participation in Computing Science. Experiments…

Enrollment trends in American soil science classes: 2004-2005 to 2013-2014 academic years

NASA Astrophysics Data System (ADS)

Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

2017-04-01

Studies indicate that soil science enrollment in the USA was on the decline in the 1990s and into the early 2000s (Baveye et al., 2006; Collins, 2008). However, a recent study indicated that in the seven years from 2007 through 2014 the number of soil science academic majors, at both the undergraduate and graduate levels, was on the increase (Brevik et al., 2014). However, the Brevik et al. (2014) study only looked at the number of soil science majors, it did not look at other important trends in soil science enrollment. Therefore, this study was developed to investigate enrollment numbers in individual soil science classes. To investigate this, we collected data from ten different American universities on the enrollment trends for seven different classes taught at the undergraduate level, introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics, over a 10 year time period (2004-2005 to 2013-2014 academic years). Enrollment in each individual class was investigated over five (2009-2010 to 2013-2014) and 10 (2004-2005 to 2013-2014) year trends. All classes showed increasing enrollment over the five year study period except for soil physics, which experienced a modest decline in enrollment (-4.1% per year). The soil chemistry (23.2% per year) and soil management (10.1% per year) classes had the largest percentage gain in enrollment over the five year time period. All classes investigated experienced increased enrollment over the 10 year study period except soil biology/microbiology, which had an essentially stable enrollment (0.8% enrollment gain per year). Soil physics (28.9% per year) and soil chemistry (14.7% per year) had the largest percentage gain in enrollment over the 10 year time period. It is worth noting that soil physics enrollments had a large increase from 2004-2005 through 2009-2010, then dropped to and stabilized at a level that was lower than the 2009-2010 high but much higher than enrollment levels through the first three years of the study. This explains soil physics being the only class to show an enrollment decline over the five year trend while showing the greatest percentage gain over the 10 year trend. Overall, the individual classes showed 12 examples of increasing enrollment, one example of stable enrollment, and one example of declining enrollment. These results were interpreted as indicating that enrollment in soil science classes at American universities was on the rise over the time period of the study. References Baveye, P., Jacobson, A.R., Allaire, S.E., Tandarich, J.P. and Bryant, R.B., 2006. Whither goes soil science in the United States and Canada? Soil Science 171, 501-518. Brevik, E.C., Abit, S., Brown, D., Dolliver, H., Hopkins, D., Lindbo, D., Manu, A., Mbila, M., Parikh, S.J., Schulze, D., Shaw, J., Weil, R., Weindorf, D., 2014. Soil science education in the United States: history and current enrollment trends. Journal of the Indian Society of Soil Science 62(4), 299-306. Collins, M.E., 2008. Where have all the soils students gone? Journal of Natural Resources and Life Sciences Education 37, 117-124.

Constellation Prizes: Using Science Fiction for Lesbian, Gay, and Bisexual Issues in College Classes.

ERIC Educational Resources Information Center

Marchesani, Joseph J.

An English professor used science fiction to introduce his students to a range of questions about alternative sexualities. While a course proposal for a science fiction class being taught as a "diversity offering" with an emphasis on gender and sexual orientation was working its way through the bureaucracy at Pennsylvania State…

Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

ERIC Educational Resources Information Center

Crompton, Helen; Burgin, Stephen R.; De Paor, Declan G.; Gregory, Kristen

2018-01-01

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and…

Feasibility of Integration of Selected Aspects of (CBA) Chemistry, (CHEMS) Chemistry and (PSSC) Physics into a Two Year Physical Science Sequence.

ERIC Educational Resources Information Center

Fiasca, Michael Aldo

Compared, for selected outcomes, were integrated chemistry-physics courses with chemistry and physics courses taught separately. Three classes studying integrated Physical Science Study Committee (PSSC)-Chemical Bond Approach (CBA), and three classes studying integrated Physical Science Study Committee-Chemical Education Materials Study (CHEMS)…

Investigation of the Values Found in Primary Education Science and Technology Textbooks in Turkey

ERIC Educational Resources Information Center

Benzer, Elif

2013-01-01

In this study, the value types of 6, 7 and 8 class text books which take place in the primary education science and technology education program, have been targeted for investigation for the present rate of these values in different textbooks, and, whether they changed in accordance with class variables (class, subject content, and divisions of…

The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science

NASA Astrophysics Data System (ADS)

Lewis, Ann S.

The purpose of this study was to compare the environmental literacy of 11th and 12th graders who participated in an eighteen-week environmental education program using trade books versus 11 th- and 12th-graders who participated in an eighteen-week, traditional environmental education program without the use of trade books. This study was conducted using a quasi-experimental research technique. Four high school aquatic science classes at two suburban high schools were used in the research. One teacher at each high school taught one control class and one experimental class of aquatic science. In the experimental classes, four trade books were read to the classes during the eighteen-week semester. These four books were selected by the participating teachers before the semester began. The books used were A Home by the Sea, Sea Otter Rescue, There's a Hair in My Dirt, and The Missing Gator of Gumbo Limbo. The instrument used to measure environmental literacy was the Children's Environmental Attitude and Knowledge Scale. This test was given at the beginning of the semester and at the end of the semester. The scores at the end of the semester were analyzed by 2 x 2 mixed model ANOVA with the teacher as the random effect and the condition (trade books) as the fixed effect. The statistical analysis of this study showed that the students in the experimental classes did not score higher than the control classes on the Children's Environmental Attitude and Knowledge Scale or on a subset of "water" questions. Several limitations were placed on this research. These limitations included the following: (1) a small number of classes and a small number of teachers, (2) change from the original plan of using environmental science classes to aquatic science classes, (3) possible indifference of the students, and (4) restrictive teaching strategies of the teachers.

Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

ERIC Educational Resources Information Center

Zendler, Andreas; Klaudt, Dieter

2012-01-01

The significance of computer science for economics and society is undisputed. In particular, computer science is acknowledged to play a key role in schools (e.g., by opening multiple career paths). The provision of effective computer science education in schools is dependent on teachers who are able to properly represent the discipline and whose…

Recovery Act: Web-based CO{sub 2} Subsurface Modeling

DOE Office of Scientific and Technical Information (OSTI.GOV)

Paolini, Christopher; Castillo, Jose

2012-11-30

The Web-based CO{sub 2} Subsurface Modeling project focused primarily on extending an existing text-only, command-line driven, isothermal and isobaric, geochemical reaction-transport simulation code, developed and donated by Sienna Geodynamics, into an easier-to-use Web-based application for simulating long-term storage of CO{sub 2} in geologic reservoirs. The Web-based interface developed through this project, publically accessible via URL http://symc.sdsu.edu/, enables rapid prototyping of CO{sub 2} injection scenarios and allows students without advanced knowledge of geochemistry to setup a typical sequestration scenario, invoke a simulation, analyze results, and then vary one or more problem parameters and quickly re-run a simulation to answer what-if questions.more » symc.sdsu.edu has 2x12 core AMD Opteron™ 6174 2.20GHz processors and 16GB RAM. The Web-based application was used to develop a new computational science course at San Diego State University, COMP 670: Numerical Simulation of CO{sub 2} Sequestration, which was taught during the fall semester of 2012. The purpose of the class was to introduce graduate students to Carbon Capture, Use and Storage (CCUS) through numerical modeling and simulation, and to teach students how to interpret simulation results to make predictions about long-term CO{sub 2} storage capacity in deep brine reservoirs. In addition to the training and education component of the project, significant software development efforts took place. Two computational science doctoral and one geological science masters student, under the direction of the PIs, extended the original code developed by Sienna Geodynamics, named Sym.8. New capabilities were added to Sym.8 to simulate non-isothermal and non-isobaric flows of charged aqueous solutes in porous media, in addition to incorporating HPC support into the code for execution on many-core XSEDE clusters. A successful outcome of this project was the funding and training of three new computational science students and one geological science student in technologies relevant to carbon sequestration and problems involving flow in subsurface media. The three computational science students are currently finishing their doctorial studies on different aspects of modeling CO{sub 2} sequestration, while the geological science student completed his master’s thesis in modeling the thermal response of CO{sub 2} injection in brine and, as a direct result of participation in this project, is now employed at ExxonMobil as a full-time staff geologist.« less

The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

NASA Astrophysics Data System (ADS)

Mullinnix, Debra Lynn

An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place in the science classroom; overall response to science class; perception of encouragement to enroll in science electives; future plans to enroll in science electives; reasons for not enrolling in science electives; and perception of restraints in achieving future goals.

The fusion code XGC: Enabling kinetic study of multi-scale edge turbulent transport in ITER [Book Chapter

DOE Office of Scientific and Technical Information (OSTI.GOV)

D'Azevedo, Eduardo; Abbott, Stephen; Koskela, Tuomas

The XGC fusion gyrokinetic code combines state-of-the-art, portable computational and algorithmic technologies to enable complicated multiscale simulations of turbulence and transport dynamics in ITER edge plasma on the largest US open-science computer, the CRAY XK7 Titan, at its maximal heterogeneous capability, which have not been possible before due to a factor of over 10 shortage in the time-to-solution for less than 5 days of wall-clock time for one physics case. Frontier techniques such as nested OpenMP parallelism, adaptive parallel I/O, staging I/O and data reduction using dynamic and asynchronous applications interactions, dynamic repartitioning for balancing computational work in pushing particlesmore » and in grid related work, scalable and accurate discretization algorithms for non-linear Coulomb collisions, and communication-avoiding subcycling technology for pushing particles on both CPUs and GPUs are also utilized to dramatically improve the scalability and time-to-solution, hence enabling the difficult kinetic ITER edge simulation on a present-day leadership class computer.« less

The effect of learning styles and attitude on preservice elementary teachers' conceptual understanding of chemistry and the nature of matter in a simulation-based learning environment

NASA Astrophysics Data System (ADS)

Al-Jaroudi, Mo H.

This causal-comparative descriptive study investigated the achievement of pre-service elementary teachers taking an introductory physical science course that integrates inquiry-based instruction with computer simulations. The study was intended to explore if pre-service elementary teachers with different attitudes towards science as well as students with different learning styles would benefit differentially. Four research questions including four hypotheses were developed. The first major question consist of four specific hypothesis that addressed preservice elementary teachers' learning styles (Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global) and their conceptual understanding of chemistry and the particulate nature of matter in a science class which use hands-on learning integrated with computer based simulated activities. The second major question pertained to the relationship between preservice teachers learning science and chemistry and their attitude towards science. The third major question related to preservice elementary teachers science and chemistry achievement gain scores and attitude average affected by their learning styles. Finally, the fourth question pertained to the dissipation or the minimization of preservice elementary teachers' science and chemistry misconceptions over the course of study. Three instruments were given to preservice elementary teachers in three different classes: pretest/posttest for the science conceptual understanding examination, and pretest-only for the science attitude and learning styles instruments. Total usable science attitude surveys returned was 67 out of 70. The overall average mean was 3.13 (SD = .51) on a five point scale. Total return of science achievement instrument was 65, with a total mean test score (quantitative and qualitative together) of 6.38 (SD = 3.05) on the pretest, with a post test mean of 9.06 (SD = 4.19). Results revealed no statistically significant achievement gain scores based on students' learning styles, entering in all 4-combined dimensions at the same time Visual/Verbal, Sensing/Intuitive, Sequential/Global, and Active/Reflective (p > .05), indicating the four learning styles dimensions cannot be used to predict students' achievement gain. Results also indicated that there was no significant relationship between achievement gain and students' attitude (p > .05). Attitude and learning style together were also not significantly related to achievement gain. Preservice elementary teachers' comprehension of chemical concepts in this study varied from no comprehension to fair comprehension, and included many misconceptions; no answer showed complete understanding of the concepts. Many of the preservice teachers held misconception related to evaporation. If not addressed in science content and methods courses, this could be a problem as this new generation of teachers goes out to teach. It is proposed that to fix preservice elementary teachers' conceptual problems, curriculum needs to specifically focus on misconceptions. The preservice elementary subjects of the study showed a variety of misconceptions on both pretest and posttest concerning the particulate and the kinetic nature of matter. Suggestions are made is that a science content course could more contribute to preservice students' conceptual change if curriculum designers incorporate a segment that specifically addresses misconceptions, especially those misconceptions that have been documented in the literature for decades. A robust cognitive model for science education is proposed to increase teachers' science knowledge and to decrease science misconceptions.

Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation

NASA Astrophysics Data System (ADS)

Wallon, Robert C.; Jasti, Chandana; Lauren, Hillary Z. G.; Hug, Barbara

2017-11-01

Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik in Journal of Research in Science Teaching, 45(1), 53-78, 2008; Kang et al. in Science Education, 98(4), 674-704, 2014), few studies have investigated how game-based approaches may be used to introduce argumentation to students. In this paper, we report findings from a design-based study of a teacher's use of a computer game intended to introduce the claim, evidence, reasoning (CER) framework (McNeill and Krajcik 2012) for scientific argumentation. We studied the implementation of the game over two iterations of development in a high school biology teacher's classes. The results of this study include aspects of enactment of the activities and student argument scores. We found the teacher used the game in aspects of explicit instruction of argumentation during both iterations, although the ways in which the game was used differed. Also, students' scores in the second iteration were significantly higher than the first iteration. These findings support the notion that students can learn argumentation through a game, especially when used in conjunction with explicit instruction and support in student materials. These findings also highlight the importance of analyzing classroom implementation in studies of game-based learning.

The effects of academic grouping on student performance in science

NASA Astrophysics Data System (ADS)

Scoggins, Sally Smykla

The current action research study explored how student placement in heterogeneous or homogeneous classes in seventh-grade science affected students' eighth-grade Science State of Texas Assessment of Academic Readiness (STAAR) scores, and how ability grouping affected students' scores based on race and socioeconomic status. The population included all eighth-grade students in the target district who took the regular eighth-grade science STAAR over four academic school years. The researcher ran three statistical tests: a t-test for independent samples, a one-way between subjects analysis of variance (ANOVA) and a two-way between subjects ANOVA. The results showed no statistically significant difference between eighth-grade Pre-AP students from seventh-grade Pre-AP classes and eighth-grade Pre-AP students from heterogeneous seventh-grade classes and no statistically significant difference between Pre-AP students' scores based on socioeconomic status. There was no statistically significant interaction between socioeconomic status and the seventh-grade science classes. The scores between regular eighth-grade students who were in heterogeneous seventh-grade classes were statistically significantly higher than the scores of regular eighth-grade students who were in regular seventh-grade classes. The results also revealed that the scores of students who were White were statistically significantly higher than the scores of students who were Black and Hispanic. Black and Hispanic scores did not differ significantly. Further results indicated that the STAAR Level II and Level III scores were statistically significantly higher for the Pre-AP eighth-grade students who were in heterogeneous seventh-grade classes than the STAAR Level II and Level III scores of Pre-AP eighth-grade students who were in Pre-AP seventh-grade classes.

Using spatial principles to optimize distributed computing for enabling the physical science discoveries

PubMed Central

Yang, Chaowei; Wu, Huayi; Huang, Qunying; Li, Zhenlong; Li, Jing

2011-01-01

Contemporary physical science studies rely on the effective analyses of geographically dispersed spatial data and simulations of physical phenomena. Single computers and generic high-end computing are not sufficient to process the data for complex physical science analysis and simulations, which can be successfully supported only through distributed computing, best optimized through the application of spatial principles. Spatial computing, the computing aspect of a spatial cyberinfrastructure, refers to a computing paradigm that utilizes spatial principles to optimize distributed computers to catalyze advancements in the physical sciences. Spatial principles govern the interactions between scientific parameters across space and time by providing the spatial connections and constraints to drive the progression of the phenomena. Therefore, spatial computing studies could better position us to leverage spatial principles in simulating physical phenomena and, by extension, advance the physical sciences. Using geospatial science as an example, this paper illustrates through three research examples how spatial computing could (i) enable data intensive science with efficient data/services search, access, and utilization, (ii) facilitate physical science studies with enabling high-performance computing capabilities, and (iii) empower scientists with multidimensional visualization tools to understand observations and simulations. The research examples demonstrate that spatial computing is of critical importance to design computing methods to catalyze physical science studies with better data access, phenomena simulation, and analytical visualization. We envision that spatial computing will become a core technology that drives fundamental physical science advancements in the 21st century. PMID:21444779

Using spatial principles to optimize distributed computing for enabling the physical science discoveries.

PubMed

Yang, Chaowei; Wu, Huayi; Huang, Qunying; Li, Zhenlong; Li, Jing

2011-04-05

Contemporary physical science studies rely on the effective analyses of geographically dispersed spatial data and simulations of physical phenomena. Single computers and generic high-end computing are not sufficient to process the data for complex physical science analysis and simulations, which can be successfully supported only through distributed computing, best optimized through the application of spatial principles. Spatial computing, the computing aspect of a spatial cyberinfrastructure, refers to a computing paradigm that utilizes spatial principles to optimize distributed computers to catalyze advancements in the physical sciences. Spatial principles govern the interactions between scientific parameters across space and time by providing the spatial connections and constraints to drive the progression of the phenomena. Therefore, spatial computing studies could better position us to leverage spatial principles in simulating physical phenomena and, by extension, advance the physical sciences. Using geospatial science as an example, this paper illustrates through three research examples how spatial computing could (i) enable data intensive science with efficient data/services search, access, and utilization, (ii) facilitate physical science studies with enabling high-performance computing capabilities, and (iii) empower scientists with multidimensional visualization tools to understand observations and simulations. The research examples demonstrate that spatial computing is of critical importance to design computing methods to catalyze physical science studies with better data access, phenomena simulation, and analytical visualization. We envision that spatial computing will become a core technology that drives fundamental physical science advancements in the 21st century.

Bright Sparks of Our Future!

NASA Astrophysics Data System (ADS)

Riordan, Naoimh

2016-04-01

My name is Naoimh Riordan and I am the Vice Principal of Rockboro Primary School in Cork City, South of Ireland. I am a full time class primary teacher and I teach 4th class, my students are aged between 9-10 years. My passion for education has developed over the years and grown towards STEM (Science, Technology, Engineering and Mathematics) subjects. I believe these subjects are the way forward for our future. My passion and beliefs are driven by the unique after school programme that I have developed. It is titled "Sparks" coming from the term Bright Sparks. "Sparks" is an after school programme with a difference where the STEM subjects are concentrated on through lessons such as Science, Veterinary Science Computer Animation /Coding, Eco engineering, Robotics, Magical Maths, Chess and Creative Writing. All these subjects are taught through activity based learning and are one-hour long each week for a ten-week term. "Sparks" is fully inclusive and non-selective which gives all students of any level of ability an opportunity to engage into these subjects. "Sparks" is open to all primary students in County Cork. The "Sparks" after school programme is taught by tutors from the different Universities and Colleges in Cork City. It works very well because the tutor brings their knowledge, skills and specialised equipment from their respective universities and in turn the tutor gains invaluable teaching practise, can trial a pilot programme in a chosen STEM subject and gain an insight into what works in the physical classroom.

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

NASA Astrophysics Data System (ADS)

Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

A Financial Technology Entrepreneurship Program for Computer Science Students

ERIC Educational Resources Information Center

Lawler, James P.; Joseph, Anthony

2011-01-01

Education in entrepreneurship is becoming a critical area of curricula for computer science students. Few schools of computer science have a concentration in entrepreneurship in the computing curricula. The paper presents Technology Entrepreneurship in the curricula at a leading school of computer science and information systems, in which students…

QSAR Methods.

PubMed

Gini, Giuseppina

2016-01-01

In this chapter, we introduce the basis of computational chemistry and discuss how computational methods have been extended to some biological properties and toxicology, in particular. Since about 20 years, chemical experimentation is more and more replaced by modeling and virtual experimentation, using a large core of mathematics, chemistry, physics, and algorithms. Then we see how animal experiments, aimed at providing a standardized result about a biological property, can be mimicked by new in silico methods. Our emphasis here is on toxicology and on predicting properties through chemical structures. Two main streams of such models are available: models that consider the whole molecular structure to predict a value, namely QSAR (Quantitative Structure Activity Relationships), and models that find relevant substructures to predict a class, namely SAR. The term in silico discovery is applied to chemical design, to computational toxicology, and to drug discovery. We discuss how the experimental practice in biological science is moving more and more toward modeling and simulation. Such virtual experiments confirm hypotheses, provide data for regulation, and help in designing new chemicals.

Algorithmic-Reducibility = Renormalization-Group Fixed-Points; ``Noise''-Induced Phase-Transitions (NITs) to Accelerate Algorithmics (``NIT-Picking'') Replacing CRUTCHES!!!: Gauss Modular/Clock-Arithmetic Congruences = Signal X Noise PRODUCTS..

NASA Astrophysics Data System (ADS)

Siegel, J.; Siegel, Edward Carl-Ludwig

2011-03-01

Cook-Levin computational-"complexity"(C-C) algorithmic-equivalence reduction-theorem reducibility equivalence to renormalization-(semi)-group phase-transitions critical-phenomena statistical-physics universality-classes fixed-points, is exploited with Gauss modular/clock-arithmetic/model congruences = signal X noise PRODUCT reinterpretation. Siegel-Baez FUZZYICS=CATEGORYICS(SON of ``TRIZ''): Category-Semantics(C-S) tabular list-format truth-table matrix analytics predicts and implements "noise"-induced phase-transitions (NITs) to accelerate versus to decelerate Harel [Algorithmics(1987)]-Sipser[Intro. Theory Computation(1997) algorithmic C-C: "NIT-picking" to optimize optimization-problems optimally(OOPO). Versus iso-"noise" power-spectrum quantitative-only amplitude/magnitude-only variation stochastic-resonance, this "NIT-picking" is "noise" power-spectrum QUALitative-type variation via quantitative critical-exponents variation. Computer-"science" algorithmic C-C models: Turing-machine, finite-state-models/automata, are identified as early-days once-workable but NOW ONLY LIMITING CRUTCHES IMPEDING latter-days new-insights!!!

Computer Science Teacher Professional Development in the United States: A Review of Studies Published between 2004 and 2014

ERIC Educational Resources Information Center

Menekse, Muhsin

2015-01-01

While there has been a remarkable interest to make computer science a core K-12 academic subject in the United States, there is a shortage of K-12 computer science teachers to successfully implement computer sciences courses in schools. In order to enhance computer science teacher capacity, training programs have been offered through teacher…

Science Fiction on Film.

ERIC Educational Resources Information Center

Burmester, David

1985-01-01

Reviews science fiction films used in a science fiction class. Discusses feature films, short science fiction films, short story adaptations, original science fiction pieces and factual science films that enrich literature. (EL)

PREFACE: 9th World Congress on Computational Mechanics and 4th Asian Pacific Congress on Computational Mechanics

NASA Astrophysics Data System (ADS)

Khalili, N.; Valliappan, S.; Li, Q.; Russell, A.

2010-07-01

The use for mathematical models of natural phenomena has underpinned science and engineering for centuries, but until the advent of modern computers and computational methods, the full utility of most of these models remained outside the reach of the engineering communities. Since World War II, advances in computational methods have transformed the way engineering and science is undertaken throughout the world. Today, theories of mechanics of solids and fluids, electromagnetism, heat transfer, plasma physics, and other scientific disciplines are implemented through computational methods in engineering analysis, design, manufacturing, and in studying broad classes of physical phenomena. The discipline concerned with the application of computational methods is now a key area of research, education, and application throughout the world. In the early 1980's, the International Association for Computational Mechanics (IACM) was founded to promote activities related to computational mechanics and has made impressive progress. The most important scientific event of IACM is the World Congress on Computational Mechanics. The first was held in Austin (USA) in 1986 and then in Stuttgart (Germany) in 1990, Chiba (Japan) in 1994, Buenos Aires (Argentina) in 1998, Vienna (Austria) in 2002, Beijing (China) in 2004, Los Angeles (USA) in 2006 and Venice, Italy; in 2008. The 9th World Congress on Computational Mechanics is held in conjunction with the 4th Asian Pacific Congress on Computational Mechanics under the auspices of Australian Association for Computational Mechanics (AACM), Asian Pacific Association for Computational Mechanics (APACM) and International Association for Computational Mechanics (IACM). The 1st Asian Pacific Congress was in Sydney (Australia) in 2001, then in Beijing (China) in 2004 and Kyoto (Japan) in 2007. The WCCM/APCOM 2010 publications consist of a printed book of abstracts given to delegates, along with 247 full length peer reviewed papers published with free access online in IOP Conference Series: Materials Science and Engineering. The editors acknowledge the help of the paper reviewers in maintaining a high standard of assessment and the co-operation of the authors in complying with the requirements of the editors and the reviewers. We also would like to take this opportunity to thank the members of the Local Organising Committee and the International Scientific Committee for helping make WCCM/APCOM 2010 a successful event. We also thank The University of New South Wales, The University of Newcastle, the Centre for Infrastructure Engineering and Safety (CIES), IACM, APCAM, AACM for their financial support, along with the United States Association for Computational Mechanics for the Travel Awards made available. N. Khalili S. Valliappan Q. Li A. Russell 19 July 2010 Sydney, Australia

47 CFR 15.101 - Equipment authorization of unintentional radiators.

Code of Federal Regulations, 2014 CFR

2014-10-01

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47 CFR 15.101 - Equipment authorization of unintentional radiators.

Code of Federal Regulations, 2010 CFR

2010-10-01

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47 CFR 15.101 - Equipment authorization of unintentional radiators.

Code of Federal Regulations, 2012 CFR

2012-10-01

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47 CFR 15.101 - Equipment authorization of unintentional radiators.

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2011-10-01

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47 CFR 15.101 - Equipment authorization of unintentional radiators.

Code of Federal Regulations, 2013 CFR

2013-10-01

.... TV interface device Declaration of Conformity or Certification. Cable system terminal device Declaration of Conformity. Stand-alone cable input selector switch Verification. Class B personal computers... used with Class B personal computers Declaration of Conformity or Certification. 1 Class B personal...

The role of a science story, activities, and dialogue modeled on Philosophy for Children in teaching basic science process skills to fifth graders

NASA Astrophysics Data System (ADS)

Ferreira, Louise Brandes Moura

This study was an application of Philosophy for Children pedagogy to science education. It was designed to answer the question, What roles do a science story (Harry Discovers Science), multi-sensorial activities designed to accompany the story, and classroom dialogue associated with the story---all modeled on the Philosophy for Children curriculum---play in the learning processes of a class of fifth graders with regard to the basic science process skills of classification, observation, and inference? To answer the question, I collected qualitative data as I carried out a participatory study in which I taught science to fifth graders at an international, bilingual private religious school in Brasilia, Brazil for a period of one semester. Twenty-one (n = 21) children participated in the study, 10 females and 11 males, who came from a predominantly middle and upper class social background. Data were collected through student interviews, student class reflection sheets, written learning assessments, audiotapes of all class sessions, including whole-class and small-class group discussions, and a videotape of one class session. Some of the key findings were that the story, activities and dialogue facilitated the children's learning in a number of ways. The story modeled the performance of classification, observation and inference skills for the children as well as reflection on the meaning of inference. The majority of the students identified with the fictional characters, particularly regarding traits such as cleverness and inquisitiveness, and with the learning context of the story. The multi-sensorial activities helped children learn observation and inference skills as well as dialogue. Dialogue also helped children self-correct and build upon each other's ideas. Some students developed theories about how ideal dialogue should work. In spite of the inherent limitations of qualitative and teacher research studies, as well as the limitations of this particular study, and despite the fact that there is a need for further research to confirm the transferability of findings, this study both supports and expands to the domain of basic science process skills the claim that Philosophy for Children helps students develop thinking skills.

Engineering design activities and conceptual change in middle school science

NASA Astrophysics Data System (ADS)

Schnittka, Christine G.

The purpose of this research was to investigate the impact of engineering design classroom activities on conceptual change in science, and on attitudes toward and knowledge about engineering. Students were given a situated learning context and a rationale for learning science in an active, inquiry-based method, and worked in small collaborative groups. One eighth-grade physical science teacher and her students participated in a unit on heat transfer and thermal energy. One class served as the control while two others received variations of an engineering design treatment. Data were gathered from teacher and student entrance and exit interviews, audio recordings of student dialog during group work, video recordings and observations of all classes, pre- and posttests on science content and engineering attitudes, and artifacts and all assignments completed by students. Qualitative and quantitative data were collected concurrently, but analysis took place in two phases. Qualitative data were analyzed in an ongoing manner so that the researcher could explore emerging theories and trends as the study progressed. These results were compared to and combined with the results of the quantitative data analysis. Analysis of the data was carried out in the interpretive framework of analytic induction. Findings indicated that students overwhelmingly possessed alternative conceptions about heat transfer, thermal energy, and engineering prior to the interventions. While all three classes made statistically significant gains in their knowledge about heat and energy, students in the engineering design class with the targeted demonstrations made the most significant gains over the other two other classes. Engineering attitudes changed significantly in the two classes that received the engineering design intervention. Implications from this study can inform teachers' use of engineering design activities in science classrooms. These implications are: (1) Alternative conceptions will persist when not specifically addressed. (2) Engineering design activities are not enough to promote conceptual change. (3) A middle school teacher can successfully implement an engineering design-based curriculum in a science class. (4) Results may also be of interest to science curriculum developers and engineering educators involved in developing engineering outreach curricula for middle school students.

On the Cutting Edge of Creativity: The Use of Art Projects in Community College Science Classes.

ERIC Educational Resources Information Center

Price, Elsa C.

This paper reports on the results of a class experiment in which advanced Human Anatomy and Physiology and beginning General Biology science students selected a science project using art as the medium of expression and demonstration. Students were allowed to select their own project, with the instructor's approval. Once a project was decided upon,…

Fault-Tolerant, Radiation-Hard DSP

NASA Technical Reports Server (NTRS)

Czajkowski, David

2011-01-01

Commercial digital signal processors (DSPs) for use in high-speed satellite computers are challenged by the damaging effects of space radiation, mainly single event upsets (SEUs) and single event functional interrupts (SEFIs). Innovations have been developed for mitigating the effects of SEUs and SEFIs, enabling the use of very-highspeed commercial DSPs with improved SEU tolerances. Time-triple modular redundancy (TTMR) is a method of applying traditional triple modular redundancy on a single processor, exploiting the VLIW (very long instruction word) class of parallel processors. TTMR improves SEU rates substantially. SEFIs are solved by a SEFI-hardened core circuit, external to the microprocessor. It monitors the health of the processor, and if a SEFI occurs, forces the processor to return to performance through a series of escalating events. TTMR and hardened-core solutions were developed for both DSPs and reconfigurable field-programmable gate arrays (FPGAs). This includes advancement of TTMR algorithms for DSPs and reconfigurable FPGAs, plus a rad-hard, hardened-core integrated circuit that services both the DSP and FPGA. Additionally, a combined DSP and FPGA board architecture was fully developed into a rad-hard engineering product. This technology enables use of commercial off-the-shelf (COTS) DSPs in computers for satellite and other space applications, allowing rapid deployment at a much lower cost. Traditional rad-hard space computers are very expensive and typically have long lead times. These computers are either based on traditional rad-hard processors, which have extremely low computational performance, or triple modular redundant (TMR) FPGA arrays, which suffer from power and complexity issues. Even more frustrating is that the TMR arrays of FPGAs require a fixed, external rad-hard voting element, thereby causing them to lose much of their reconfiguration capability and in some cases significant speed reduction. The benefits of COTS high-performance signal processing include significant increase in onboard science data processing, enabling orders of magnitude reduction in required communication bandwidth for science data return, orders of magnitude improvement in onboard mission planning and critical decision making, and the ability to rapidly respond to changing mission environments, thus enabling opportunistic science and orders of magnitude reduction in the cost of mission operations through reduction of required staff. Additional benefits of COTS-based, high-performance signal processing include the ability to leverage considerable commercial and academic investments in advanced computing tools, techniques, and infra structure, and the familiarity of the science and IT community with these computing environments.

Multimodal Representation Contributes to the Complex Development of Science Literacy in a College Biology Class

ERIC Educational Resources Information Center

Bennett, William Drew

2011-01-01

This study is an investigation into the science literacy of college genetics students who were given a modified curriculum to address specific teaching and learning problems from a previous class. This study arose out of an interest by the professor and researcher to determine how well students in the class Human Genetics in the 21st Century…

Computer Science | Classification | College of Engineering & Applied

Science.gov Websites

EMS 1011 profile photo Adrian Dumitrescu, Ph.D.ProfessorComputer Science(414) 229-4265Eng & Math @uwm.eduEng & Math Sciences 919 profile photo Hossein Hosseini, Ph.D.ProfessorComputer Science(414) 229 -5184hosseini@uwm.eduEng & Math Sciences 1091 profile photo Amol Mali, Ph.D.Associate ProfessorComputer

Computers in Science Education: Can They Go Far Enough? Have We Gone Too Far?

ERIC Educational Resources Information Center

Schrock, John Richard

1984-01-01

Indicates that although computers may churn out creative research, science is still dependent on science education, and that science education consists of increasing human experience. Also considers uses and misuses of computers in the science classroom, examining Edgar Dale's "cone of experience" related to laboratory computer and "extended…

Enhancing interest in statistics among computer science students using computer tool entrepreneur role play

NASA Astrophysics Data System (ADS)

Judi, Hairulliza Mohamad; Sahari @ Ashari, Noraidah; Eksan, Zanaton Hj

2017-04-01

Previous research in Malaysia indicates that there is a problem regarding attitude towards statistics among students. They didn't show positive attitude in affective, cognitive, capability, value, interest and effort aspects although did well in difficulty. This issue should be given substantial attention because students' attitude towards statistics may give impacts on the teaching and learning process of the subject. Teaching statistics using role play is an appropriate attempt to improve attitudes to statistics, to enhance the learning of statistical techniques and statistical thinking, and to increase generic skills. The objectives of the paper are to give an overview on role play in statistics learning and to access the effect of these activities on students' attitude and learning in action research framework. The computer tool entrepreneur role play is conducted in a two-hour tutorial class session of first year students in Faculty of Information Sciences and Technology (FTSM), Universiti Kebangsaan Malaysia, enrolled in Probability and Statistics course. The results show that most students feel that they have enjoyable and great time in the role play. Furthermore, benefits and disadvantages from role play activities were highlighted to complete the review. Role play is expected to serve as an important activities that take into account students' experience, emotions and responses to provide useful information on how to modify student's thinking or behavior to improve learning.

Announcing Supercomputer Summit

ScienceCinema

Wells, Jack; Bland, Buddy; Nichols, Jeff; Hack, Jim; Foertter, Fernanda; Hagen, Gaute; Maier, Thomas; Ashfaq, Moetasim; Messer, Bronson; Parete-Koon, Suzanne

2018-01-16

Summit is the next leap in leadership-class computing systems for open science. With Summit we will be able to address, with greater complexity and higher fidelity, questions concerning who we are, our place on earth, and in our universe. Summit will deliver more than five times the computational performance of Titan’s 18,688 nodes, using only approximately 3,400 nodes when it arrives in 2017. Like Titan, Summit will have a hybrid architecture, and each node will contain multiple IBM POWER9 CPUs and NVIDIA Volta GPUs all connected together with NVIDIA’s high-speed NVLink. Each node will have over half a terabyte of coherent memory (high bandwidth memory + DDR4) addressable by all CPUs and GPUs plus 800GB of non-volatile RAM that can be used as a burst buffer or as extended memory. To provide a high rate of I/O throughput, the nodes will be connected in a non-blocking fat-tree using a dual-rail Mellanox EDR InfiniBand interconnect. Upon completion, Summit will allow researchers in all fields of science unprecedented access to solving some of the world’s most pressing challenges.

Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?

NASA Astrophysics Data System (ADS)

Wang, Su; Liu, Xiufeng; Zhao, Yandong

2012-09-01

As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science literacy along with their family and school backgrounds. The present study focused on students' understanding of basic science concepts and principles (BSCP), a subset of science literacy. The sample analyzed included 3,031 students from 109 randomly selected classes/schools. Correlation analysis, one-way analysis of variance, and two-level linear regression were conducted. The results showed that having a refrigerator, internet, more books, parents purchasing books and magazines related to school work, higher father's education level, and parents' higher expectation of the education level of their child significantly predicted higher BSCP scores; having siblings at home, owning an apartment, and frequently contacting teachers about the child significantly predicted lower BSCP scores. At the school level, the results showed that being in the first-tier or key schools, having school libraries, science popularization galleries, computer labs, adequate equipment for teaching, special budget for teacher training, special budget for science equipment, and mutual trust between teachers and students significantly predicated higher BSCP scores; and having science and technology rooms, offering science and technology interest clubs, special budget for science curriculum development, and special budget for science social practice activities significantly predicted lower BSCP scores. The implications of the above findings are discussed.

Student science enrichment training program. Progress report, June 1, 1991--May 31, 1992

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sandhu, S.S.

1992-04-21

Historically Black Colleges and Universities wing of the United States Department of Energy (DOE) provided funds to Claflin College, Orangeburg, S.C. To conduct a student Science Enrichment Training Program for a period of six weeks during 1991 summer. Thirty participants were selected from a pool of applicants, generated by the High School Seniors and Juniors and the Freshmen class of 1990-1991 at Claflin College. The program primarily focused on high ability students, with potential for Science, Mathematics and Engineering Careers. The major objectives of the program were W to increase the pool of well qualified college entering minority students whomore » will elect to go in Physical Sciences and Engineering and (II) to increase the enrollment in Chemistry and Preprofessional-Pre-Med, Pre-Dent, etc.-majors at Claflin College by including the Claflin students to participate in summer academic program. The summer academic program consisted of Chemistry and Computer Science training. The program placed emphasis upon laboratory experience and research. Visits to Scientific and Industrial laboratories were arranged. Guest speakers which were drawn from academia, industry and several federal agencies, addressed the participants on the future role of Science in the industrial growth of United States of America. The guest speakers also acted as role models for the participants. Several videos and films, emphasizing the role of Science in human life, were also screened.« less

An Arduino project to record ground motion and to learn on earthquake hazard at high school

NASA Astrophysics Data System (ADS)

Saraò, Angela; Barnaba, Carla; Clocchiatti, Marco; Zuliani, David

2015-04-01

Through a multidisciplinary work that integrates Technology education with Earth Sciences, we implemented an educational program to raise the students' awareness of seismic hazard and to disseminate good practices of earthquake safety. Using free software and low-cost open hardware, the students of a senior class of the high school Liceo Paschini in Tolmezzo (NE Italy) implemented a seismograph using the Arduino open-source electronics platform and the ADXL345 sensors to emulate a low cost seismometer (e.g. O-NAVI sensor of the Quake-Catcher Network, http://qcn.stanford.edu). To accomplish their task the students were addressed to use the web resources for technical support and troubleshooting. Shell scripts, running on local computers under Linux OS, controlled the process of recording and display data. The main part of the experiment was documented using the DokuWiki style. Some propaedeutic lessons in computer sciences and electronics were needed to build up the necessary skills of the students and to fill in the gap of their background knowledge. In addition lectures by seismologists and laboratory activity allowed the class to exploit different aspects of the physics of the earthquake and particularly of the seismic waves, and to become familiar with the topics of seismic hazard through an inquiry-based learning. The Arduino seismograph achieved can be used for educational purposes and it can display tremors on the local network of the school. For sure it can record the ground motion due to a seismic event that can occur in the area, but further improvements are necessary for a quantitative analysis of the recorded signals.

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

PubMed Central

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

Peer Instruction in introductory physics: A method to bring about positive changes in students' attitudes and beliefs

NASA Astrophysics Data System (ADS)

Zhang, Ping; Ding, Lin; Mazur, Eric

2017-06-01

This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n =441 ) in four classes, one taught using traditional (lecture) teaching methods, and the other three taught with Peer Instruction (PI). In two of the PI classes, student peer groups were constantly changing throughout the semester, while in the other PI class student groups remained fixed for the duration of the semester. The results of the pre- and post-test using the Colorado Learning Attitudes about Science Survey showed that students in traditional lecture settings became significantly more novicelike in their beliefs about physics and learning physics over the course of a semester, a result consistent with what was reported in the literature. However, all three of the classes taught using the PI method improved student attitudes and beliefs about physics and learning physics. In the PI class with fixed peer groups, students exhibited a greater positive shift in attitudes and beliefs than in the other PI class with changing peer groups. The study also looked at gender differences in student learning attitudes. Gender results revealed that female science majors in the PI classes achieved a greater positive shift in attitudes and beliefs after instruction than did male students.

Providing nearest neighbor point-to-point communications among compute nodes of an operational group in a global combining network of a parallel computer

DOEpatents

Archer, Charles J.; Faraj, Ahmad A.; Inglett, Todd A.; Ratterman, Joseph D.

2012-10-23

Methods, apparatus, and products are disclosed for providing nearest neighbor point-to-point communications among compute nodes of an operational group in a global combining network of a parallel computer, each compute node connected to each adjacent compute node in the global combining network through a link, that include: identifying each link in the global combining network for each compute node of the operational group; designating one of a plurality of point-to-point class routing identifiers for each link such that no compute node in the operational group is connected to two adjacent compute nodes in the operational group with links designated for the same class routing identifiers; and configuring each compute node of the operational group for point-to-point communications with each adjacent compute node in the global combining network through the link between that compute node and that adjacent compute node using that link's designated class routing identifier.

Using Science Fiction in the Classroom

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

2002-05-01

At the University of Arizona, all non-science majors are required to take two Tier 1 and one Tier 2 General Education science classes. These are the only science classes that most of these students will take at the University. This groups includes all future K-8 certified teachers. Improving reading comprehension in science and improving writing skills are two of the main requirements of the General Education classes. For my 150 -- 300 students (1 -- 2 classes per semester) I have chosen to use science fiction stories to meet part of these requirements. This assignment provides for assessment of students' writing in several ways: As an alternative assessment: connecting the course material to what they have read. As an alternative assessment: student knowledge of science and technology in general. This assignment also provides for assessment of their comprehension of the authors' application of science fact as follows: Making students aware of how our science knowledge and technology have changed in the years since these books were written (30 -- 140 years ago). Students are required to turn in a short draft version of the assignment about halfway through the semester. They receive feedback on their format (i.e., following directions), appropriateness of chosen topics, spelling, grammar, etc. Books are chosen at a variety of reading levels to accommodate a range of reading levels including students with limited proficiency in English and those with learning disabilities. The books that we are presently using and examples of student writing will be displayed.

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

NASA Astrophysics Data System (ADS)

Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra; Bland, Lori

2012-10-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes ( N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized `deep learning' though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.

Mixed-ability secondary science in one urban school district: A multiple case study

NASA Astrophysics Data System (ADS)

Tworek, Francis A.

The standards and accountability movements demand that all students be given the opportunity to learn more science than ever before. However, there is much uncertainty about how educators should proceed with this task. Issues of concern include achievement gaps, tracking, and graduation requirements. The purpose of this multiple case study was to explore the challenges identified by four secondary science teachers in one urban public school district as they taught classes that included students representing a wide range of abilities and prior academic success. These mixed-ability science classes were generally defined as science classes which are required for high school graduation but which have no academic prerequisites. The central research questions in this qualitative study were: (1) How do secondary science teachers describe the challenges they face while teaching a mixed-ability science course required for graduation when the course has no prerequisites; and (2) What strategies do they use to deal with these challenges? Data collection was confined to four cases within one Midwest urban school district during the 2004-2005 school year. Each case involved one class taught by an individual teacher. One case was an 8th grade science class at a middle school. The other three cases represented three district-required courses in three different high schools: 9th grade biology, 10th grade chemistry, and 11th grade physics. Data sources included interviews with the teachers, observations in their classrooms, district achievement and demographic data, and school documents. Three themes emerged from the cross-case analysis: (1) a sense of belonging; (2) the teacher's focus; and (3) successful learning. The final chapter discusses the implications of these themes and makes recommendations for further study.

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis and computer science

NASA Technical Reports Server (NTRS)

1987-01-01

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis, and computer science during the period April, 1986 through September 30, 1986 is summarized.

78 FR 10180 - Annual Computational Science Symposium; Conference

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-13

...] Annual Computational Science Symposium; Conference AGENCY: Food and Drug Administration, HHS. ACTION... Computational Science Symposium.'' The purpose of the conference is to help the broader community align and share experiences to advance computational science. At the conference, which will bring together FDA...

Analysis of student’s scientific literacy skills through socioscientific issue’s test on biodiversity topics

NASA Astrophysics Data System (ADS)

Purwani, L. D.; Sudargo, F.; Surakusumah, W.

2018-05-01

The aim of this study was to describe student’s scientific literacy skills on biodiversity topics at grade X of senior high school. Dimension of scientific literacy that was asses is science’s competence and attitude towards science. The science competency tests and attitude rating scale based on biodiversity’s socio-scientific issue is used to measure scientific literacy skills. The result of study showed that student’s scientific literacy skills for science competence dimension are low (15.84% for class A and 19.50% for class B) and also for attitude toward science dimension (31.15% for class A and 37.05%). We concluded that student’s scientific literacy skills are low (23.49% and 28.55%).

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hules, John

This 1998 annual report from the National Scientific Energy Research Computing Center (NERSC) presents the year in review of the following categories: Computational Science; Computer Science and Applied Mathematics; and Systems and Services. Also presented are science highlights in the following categories: Basic Energy Sciences; Biological and Environmental Research; Fusion Energy Sciences; High Energy and Nuclear Physics; and Advanced Scientific Computing Research and Other Projects.

Science education in a bilingual class: problematising a translational practice

NASA Astrophysics Data System (ADS)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2016-10-01

In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13-14. All students had Turkish as their minority language, whereas the teacher's minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups. They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students' language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students' descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students' achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language.

Involvement of African-American Girls in Science, Technology, Engineering, and Mathematics (STEM) Education

NASA Astrophysics Data System (ADS)

Nkere, Nsidi

A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level of underrepresentation of African American women in STEM, the proposed study examined data collected through open-ended interviews with fifth-grade African American girls to explore how their current experiences and perceptions might relate to the underrepresentation of African American women in the STEM fields. Participants were selected from Miracle Elementary School (pseudonym), and consisted of all five students in a small class of high-achieving fifth-grade girls. Data were collected through in-class observations and open-ended interviews, and were analyzed using computer content analysis. The most important key results threaded through the data were related to the importance and role of the teacher, the importance of math to students, the role of experimentation and discovery, and hands-on and personal experience. Future studies are encouraged to utilize longitudinal design to follow students from elementary to university level in an effort to develop and understand the perception, persistence, and experience of all girls in STEM programs.

Enduring Influence of Stereotypical Computer Science Role Models on Women's Academic Aspirations

ERIC Educational Resources Information Center

Cheryan, Sapna; Drury, Benjamin J.; Vichayapai, Marissa

2013-01-01

The current work examines whether a brief exposure to a computer science role model who fits stereotypes of computer scientists has a lasting influence on women's interest in the field. One-hundred undergraduate women who were not computer science majors met a female or male peer role model who embodied computer science stereotypes in appearance…

A Web of Resources for Introductory Computer Science.

ERIC Educational Resources Information Center

Rebelsky, Samuel A.

As the field of Computer Science has grown, the syllabus of the introductory Computer Science course has changed significantly. No longer is it a simple introduction to programming or a tutorial on computer concepts and applications. Rather, it has become a survey of the field of Computer Science, touching on a wide variety of topics from digital…

Health Science students' evaluation of courses and Instructors: the effect of response rate and class size interaction.

PubMed

Kuwaiti, Ahmed Al

2015-01-01

This study aims at investigating the effect of response rate and class size interaction on students' evaluation of instructors and the courses offered at heath science colleges in Saudi Arabia. A retrospective study design was adapted to ascertain Course Evaluation Surveys (CES) conducted at the health science colleges of the University of Dammam [UOD] in the academic year 2013-2014. Accordingly, the CES data which was downloaded from an exclusive online application 'UDQUEST' which includes 337 different courses and 15,264 surveys were utilized in this study. Two-way analysis of variance was utilized to test whether there is any significant interaction between the class size and the response rate on the students' evaluation of courses and instructors. The study showed that high response rate is required for student evaluation of instructors at Health Science colleges when the class size is small whereas a medium response rate is required for students' evaluation of courses. On the other hand, when the class size is medium, a medium or high response rate is needed for students' evaluation of both instructors and courses. The results of this study recommend that the administrators of the health science colleges to be aware of the interpretation of students' evaluations of courses and instructors. The study also suggests that the interaction between response rate and class size is a very important factor that needs to be taken into consideration while interpreting the findings of the students' evaluation of instructors and courses.

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis and computer science

NASA Technical Reports Server (NTRS)

1988-01-01

This report summarizes research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis, and computer science during the period April l, 1988 through September 30, 1988.

Summary of research in applied mathematics, numerical analysis and computer science at the Institute for Computer Applications in Science and Engineering

NASA Technical Reports Server (NTRS)

1984-01-01

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis and computer science during the period October 1, 1983 through March 31, 1984 is summarized.

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis and computer science

NASA Technical Reports Server (NTRS)

1987-01-01

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis, and computer science during the period October 1, 1986 through March 31, 1987 is summarized.

A method of neighbor classes based SVM classification for optical printed Chinese character recognition.

PubMed

Zhang, Jie; Wu, Xiaohong; Yu, Yanmei; Luo, Daisheng

2013-01-01

In optical printed Chinese character recognition (OPCCR), many classifiers have been proposed for the recognition. Among the classifiers, support vector machine (SVM) might be the best classifier. However, SVM is a classifier for two classes. When it is used for multi-classes in OPCCR, its computation is time-consuming. Thus, we propose a neighbor classes based SVM (NC-SVM) to reduce the computation consumption of SVM. Experiments of NC-SVM classification for OPCCR have been done. The results of the experiments have shown that the NC-SVM we proposed can effectively reduce the computation time in OPCCR.

High school computer science education paves the way for higher education: the Israeli case

NASA Astrophysics Data System (ADS)

Armoni, Michal; Gal-Ezer, Judith

2014-07-01

The gap between enrollments in higher education computing programs and the high-tech industry's demands is widely reported, and is especially prominent for women. Increasing the availability of computer science education in high school is one of the strategies suggested in order to address this gap. We look at the connection between exposure to computer science in high school and pursuing computing in higher education. We also examine the gender gap, in the context of high school computer science education. We show that in Israel, students who took the high-level computer science matriculation exam were more likely to pursue computing in higher education. Regarding the issue of gender, we will show that, in general, in Israel the difference between males and females who take computer science in high school is relatively small, and a larger, though still not very large difference exists only for the highest exam level. In addition, exposing females to high-level computer science in high school has more relative impact on pursuing higher education in computing.

Using Science Fiction in the Classroom

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

2002-09-01

At the University of Arizona, all non-science majors are required to take two Tier 1 and one Tier 2 General Education science classes. These are the only science classes that most of these students will take at the University. This includes all future K-8 certified teachers --- our future teachers of science. Improving reading comprehension in science and improving writing skills are two of the main requirements of the General Education classes. For my 150 -- 300 students (1 -- 2 classes per semester) I have chosen to use science fiction stories to meet part of these requirements. This assignment provides for assessment of students' writing in several ways: As an alternative assessment: connecting the course material to what they have read. As an alternative assessment: student knowledge of science and technology in general. This assignment also provides for assessment of their comprehension of the authors' application of science fact: Making students aware of how our science knowledge and technology have changed in the years since these books were written (30 -- 140 years ago). Students are required to turn in a short draft version of the assignment about halfway through the semester. They receive feedback on their format (i.e., following directions), appropriateness of chosen topics, spelling, grammar, etc. Books are chosen at a variety of reading levels to accommodate a range of proficiencies, including choices appropriate for students with limited proficiency in English and those with learning disabilities. The books that we are presently using and examples of student writing will be displayed. This work was supported in part with a grant from the Department of Education (AzTEC).

From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class

ERIC Educational Resources Information Center

Tan, Edna; Barton, Angela Calabrese

2008-01-01

Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing…

The Effect of Fermi Questions in the Development of Science Processes Skills in Physics among Jordanian Ninth Graders

ERIC Educational Resources Information Center

Barahmeh, Haytham Mousa; Hamad, Adwan Mohammad Bani; Barahmeh, Nabeel Mousa

2017-01-01

This study aimed at exploring the effect of Fermi question on the development of science process skills in the physics subject at ninth Grade students. The sample of the study consisted of (2) classes for males and (2) classes for females, which were randomly divided into (2) groups: An experimental group of (41) students divided into a class of…

Secondary science students' beliefs about class discussions: a case study comparing and contrasting academic tracks

NASA Astrophysics Data System (ADS)

Silva Pimentel, Diane; McNeill, Katherine L.

2016-08-01

The dialogue that occurs in science classrooms has been the subject of research for many decades. Most studies have focused on the actual discourse that occurs and the role of the teacher in guiding the discourse. This case study explored the neglected perspective of secondary science students and their beliefs about their role in class discussions. The study participants (N = 45) were students in one of the three differentially tracked chemistry classes taught by the same teacher. Findings about the differences that exist among students from different academic tracks are reported. While it seems that epistemological beliefs focusing on content are common for the students in this study, the students' social framing in the different tracks is important to consider when teachers attempt to transition to more dialogic forms of discourse. Some key findings of this study are (a) students' beliefs that science is a body of facts to be learned influenced the factors they deemed important for whole-class discussion, (b) students from the lower-level track who typically were associated with lower socioeconomic status were more likely to view their role as passive, and (c) students' comfort level with the members of the class seemed to influence their decisions to participate in class discussions.

Little AI: Playing a constructivist robot

NASA Astrophysics Data System (ADS)

Georgeon, Olivier L.

Little AI is a pedagogical game aimed at presenting the founding concepts of constructivist learning and developmental Artificial Intelligence. It primarily targets students in computer science and cognitive science but it can also interest the general public curious about these topics. It requires no particular scientific background; even children can find it entertaining. Professors can use it as a pedagogical resource in class or in online courses. The player presses buttons to control a simulated "baby robot". The player cannot see the robot and its environment, and initially ignores the effects of the commands. The only information received by the player is feedback from the player's commands. The player must learn, at the same time, the functioning of the robot's body and the structure of the environment from patterns in the stream of commands and feedback. We argue that this situation is analogous to how infants engage in early-stage developmental learning (e.g., Piaget (1937), [1]).

Analysis of Alternatives (AoA) of Open Colllaboration and Research Capabilities Collaboratipon in Research and Engineering in Advanced Technology and Education and High-Performance Computing Innovation Center (HPCIC) on the LVOC.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Vrieling, P. Douglas

2016-01-01

The Livermore Valley Open Campus (LVOC), a joint initiative of the National Nuclear Security Administration (NNSA), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratories (SNL), enhances the national security missions of NNSA by promoting greater collaboration between world-class scientists at the national security laboratories, and their partners in industry and academia. Strengthening the science, technology, and engineering (ST&E) base of our nation is one of the NNSA’s top goals. By conducting coordinated and collaborative programs, LVOC enhances both the NNSA and the broader national science and technology base, and helps to ensure the health of core capabilities at LLNLmore » and SNL. These capabilities must remain strong to enable the laboratories to execute their primary mission for NNSA.« less

Defining Computational Thinking for Mathematics and Science Classrooms

NASA Astrophysics Data System (ADS)

Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri

2016-02-01

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.

Sex, Class, and Physical Science Educational Attainment: Portions due to Achievement Versus Recruitment

NASA Astrophysics Data System (ADS)

Simon, Richard M.; Farkas, George

Nationally representative data from the National Education Longitudinal Study are used to investigate why males (rather than females) and children of parents with advanced degrees (rather than those from less-educated parents) are more highly represented among physical science bachelor's degrees and graduate students. Parental education is measured by three categories: neither parent has a bachelor's degree, at least one parent has a bachelor's degree, or at least one parent has a degree beyond the bachelor's. Physical science is defined as students majoring in physics, engineering, mathematics, or computer science. The effects of mathematics achievement and effects not accounted for by mathematics achievement (what the authors call "recruitment" effects) are isolated for parental education categories and for sex, allowing inequality in physical science degree attainment to be decomposed into portions due to achievement and portions due to recruitment. Additionally, the results from logistic regressions predicting the attainment of a bachelor's degree in physical science as well as the pursuit of a graduate degree in physical science are presented. It is found that for parental education categories, the gaps in physical science educational attainment are nearly entirely accounted for by differences in mathematics achievement, suggesting that if achievement could be equalized, physical science educational attainment differences among parental education categories would disappear. However, the sex gap in physical science educational attainment operates almost entirely independent of achievement effects, suggesting that if the mathematics achievement distributions of males and females were identical, the sex gap in physical science educational attainment would be unchanged from what it is today.

COMPUTATIONAL INVESTIGATION OF CHEMICAL REACTIVITY IN RELATION TO BIOACTIVATION AND TOXICITY ACROSS CLASSES OF HALOORGANICS: BROMINATION VS. CHLORINATION

EPA Science Inventory

COMPUTATIONAL INVESTIGATION OF CHEMICAL REACTIVITY IN RELATION TO BIOACTIV A TION AND TOXICITY ACROSS CLASSES OF HALOORGANICS: BROMINATION VS. CHLORINATION.

Halogenation is a common feature of many classes of environmental contaminants, and often plays a crucial role in po...

Undergraduate basic science preparation for dental school.

PubMed

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

Implementation of an Online Climate Science Course at San Antonio College

NASA Astrophysics Data System (ADS)

Reyes, R.; Strybos, J.

2016-12-01

San Antonio College (SAC) plans to incorporate an online climate science class into the curriculum with a focus on local weather conditions and data. SAC is part of a network of five community colleges based around San Antonio, Texas, has over 20,000 students enrolled, and its student population reflects the diversity in ethnicity, age and gender of the San Antonio community. The college understands the importance of educating San Antonio residents on climate science and its complexities. San Antonio residents are familiar with weather changes and extreme conditions. The region has experienced an extreme drought, including water rationing in the city. Then, this year's El Niño intensified expected annual rainfalls and flash floods. The proposed climate science course will uniquely prepare students to understand weather data and the evidence of climate change impacting San Antonio at a local level. This paper will discuss the importance and challenges of introducing the new climate science course into the curriculum, and the desired class format that will increase the course's success. Two of the most significant challenges are informing students about the value of this class and identifying the best teaching format. Additionally, measuring and monitoring enrollment will be essential to determine the course performance and success. At the same time, Alamo Colleges is modifying the process of teaching online classes and is officially working to establish an online college. Around 23% of students enrolled in SAC offered courses are currently enrolled in online courses only, representing an opportunity to incorporate the climate science class as an online course. Since the proposed course will be using electronic textbooks and online applications to access hyperlocal weather data, the class is uniquely suited for online students.

Nicholas Brunhart-Lupo | NREL

Science.gov Websites

. Education Ph.D., Computer Science, Colorado School of Mines M.S., Computer Science, University of Queensland B.S., Computer Science, Colorado School of Mines Brunhart-Lupo Nicholas Brunhart-Lupo Computational Science Nicholas.Brunhart-Lupo@nrel.gov

The Need for Computer Science

ERIC Educational Resources Information Center

Margolis, Jane; Goode, Joanna; Bernier, David

2011-01-01

Broadening computer science learning to include more students is a crucial item on the United States' education agenda, these authors say. Although policymakers advocate more computer science expertise, computer science offerings in high schools are few--and actually shrinking. In addition, poorly resourced schools with a high percentage of…

Summary of research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis and computer science

NASA Technical Reports Server (NTRS)

1989-01-01

Research conducted at the Institute for Computer Applications in Science and Engineering in applied mathematics, numerical analysis, and computer science during the period October 1, 1988 through March 31, 1989 is summarized.

Dawn Usage, Scheduling, and Governance Model

DOE Office of Scientific and Technical Information (OSTI.GOV)

Louis, S

2009-11-02

This document describes Dawn use, scheduling, and governance concerns. Users started running full-machine science runs in early April 2009 during the initial open shakedown period. Scheduling Dawn while in the Open Computing Facility (OCF) was controlled and coordinated via phone calls, emails, and a small number of controlled banks. With Dawn moving to the Secure Computing Facility (SCF) in fall of 2009, a more detailed scheduling and governance model is required. The three major objectives are: (1) Ensure Dawn resources are allocated on a program priority-driven basis; (2) Utilize Dawn resources on the job mixes for which they were intended;more » and (3) Minimize idle cycles through use of partitions, banks and proper job mix. The SCF workload for Dawn will be inherently different than Purple or BG/L, and therefore needs a different approach. Dawn's primary function is to permit adequate access for tri-lab code development in preparation for Sequoia, and in particular for weapons multi-physics codes in support of UQ. A second purpose is to provide time allocations for large-scale science runs and for UQ suite calculations to advance SSP program priorities. This proposed governance model will be the basis for initial time allocation of Dawn computing resources for the science and UQ workloads that merit priority on this class of resource, either because they cannot be reasonably attempted on any other resources due to size of problem, or because of the unavailability of sizable allocations on other ASC capability or capacity platforms. This proposed model intends to make the most effective use of Dawn as possible, but without being overly constrained by more formal proposal processes such as those now used for Purple CCCs.« less

The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes

NASA Astrophysics Data System (ADS)

den Brok, Perry; Fisher, Darrell; Scott, Rowena

2005-07-01

This study investigated relationships between students' perceptions of their teachers' interpersonal behaviour and their subject-related attitude in primary science classes in Brunei. Teacher student interpersonal behaviour was mapped with the Questionnaire on Teacher Interaction (QTI) and reported in terms of two independent dimensions called Influence (teacher dominance vs submission) and Proximity (teacher cooperation vs opposition). While prior research using the QTI mainly focused on secondary education, the present study was one of the first in Brunei and in primary education and one of few studies to use multilevel analysis. Data from 1305 students from 64 classes were used in this study. Results indicated strong and positive effects of Influence and Proximity on students' enjoyment of their science class and supported findings of earlier work with the QTI.

Kilowatt-Class Fission Power Systems for Science and Human Precursor Missions

NASA Technical Reports Server (NTRS)

Mason, Lee S.; Gibson, Marc Andrew; Poston, Dave

2013-01-01

Nuclear power provides an enabling capability for NASA missions that might otherwise be constrained by power availability, mission duration, or operational robustness. NASA and the Department of Energy (DOE) are developing fission power technology to serve a wide range of future space uses. Advantages include lower mass, longer life, and greater mission flexibility than competing power system options. Kilowatt-class fission systems, designated "Kilopower," were conceived to address the need for systems to fill the gap above the current 100-W-class radioisotope power systems being developed for science missions and below the typical 100-k We-class reactor power systems being developed for human exploration missions. This paper reviews the current fission technology project and examines some Kilopower concepts that could be used to support future science missions or human precursors.

Alliance for Computational Science Collaboration HBCU Partnership at Fisk University. Final Report 2001

DOE Office of Scientific and Technical Information (OSTI.GOV)

Collins, W. E.

2004-08-16

Computational Science plays a big role in research and development in mathematics, science, engineering and biomedical disciplines. The Alliance for Computational Science Collaboration (ACSC) has the goal of training African-American and other minority scientists in the computational science field for eventual employment with the Department of Energy (DOE). The involvements of Historically Black Colleges and Universities (HBCU) in the Alliance provide avenues for producing future DOE African-American scientists. Fisk University has been participating in this program through grants from the DOE. The DOE grant supported computational science activities at Fisk University. The research areas included energy related projects, distributed computing,more » visualization of scientific systems and biomedical computing. Students' involvement in computational science research included undergraduate summer research at Oak Ridge National Lab, on-campus research involving the participation of undergraduates, participation of undergraduate and faculty members in workshops, and mentoring of students. These activities enhanced research and education in computational science, thereby adding to Fisk University's spectrum of research and educational capabilities. Among the successes of the computational science activities are the acceptance of three undergraduate students to graduate schools with full scholarships beginning fall 2002 (one for master degree program and two for Doctoral degree program).« less

Educational System for Enhancing the Creative Interest of Elementary School Students: A Case Study of a Science Class

NASA Astrophysics Data System (ADS)

Soe, Kumi; Motohashi, Mitsuya; Niwa, Masaaki; Tamaki, Akira

Abstract Our research group engages in activities for promoting science education among children. A characteristic of our science curriculum is that it comprises two parts. To elaborate, a requirement of our science curriculum is that before proceeding to a handcrafting activity, students take part in experiments and observe the physical phenomena related to the object that they construct in the second part. We believe that our science class, which comprises two phases of education, can further stimulate students' interest in science because they not only engage in handcrafting of objects, but also learn the underlying principles and structures of these objects.

Curricular Influences on Female Afterschool Facilitators' Computer Science Interests and Career Choices

NASA Astrophysics Data System (ADS)

Koch, Melissa; Gorges, Torie

2016-10-01

Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and career direction of afterschool facilitators, primarily women of color in their twenties and thirties, who taught Build IT, an afterschool computer science curriculum for middle school girls. Many of these women indicated that implementing Build IT had influenced their own interest in technology and computer science and in some cases had resulted in their intent to pursue technology and computer science education. We wanted to explore the role that teaching Build IT may have played in activating or reactivating interest in careers in computer science and to see whether in the years following implementation of Build IT, these women pursued STEM education and/or careers. We reached nine facilitators who implemented the program in 2011-12 or shortly after. Many indicated that while facilitating Build IT, they learned along with the participants, increasing their interest in and confidence with technology and computer science. Seven of the nine participants pursued further STEM or computer science learning or modified their career paths to include more of a STEM or computer science focus. Through interviews, we explored what aspects of Build IT influenced these facilitators' interest and confidence in STEM and when relevant their pursuit of technology and computer science education and careers.

The NASA computer science research program plan

NASA Technical Reports Server (NTRS)

1983-01-01

A taxonomy of computer science is included, one state of the art of each of the major computer science categories is summarized. A functional breakdown of NASA programs under Aeronautics R and D, space R and T, and institutional support is also included. These areas were assessed against the computer science categories. Concurrent processing, highly reliable computing, and information management are identified.

Fusion Sciences Education Outreach in the Middle Schools, an Unplanned Case Study

NASA Astrophysics Data System (ADS)

Danielson, C. A.

1997-11-01

Before bringing a class to General Atomics (GA) for the DIII--D educational tour, the teacher is provided with pre-tour materials which include a videotape, curriculum notebook and fusion poster. These materials are used in the classroom to familiarize students with fusion concepts before the tour. This presentation will focus on the results of projects of 7th grade students of Chula Vista Junior High School (a magnet school for performing arts with a majority of Hispanic students). The assignment given by Physics Teacher Caryn Hoffman to her students prior to the tour was to focus on one or two of the DIII--D tour guides, ask questions relating to their careers in science and then prepare a presentation based on their interviews and their tour experience. The completed projects were very diverse -- calendars, comic strips, newspapers, plays, and board games were some of the media the students used. Tour guides selected by the students ranged from physicists, designers and computer support personnel. Project results reflected a surprisingly good understanding of fusion science concepts. Subsequent classroom interviews with the students demonstrated an overall increase in science interest and a specific interest in plasma and fusion research.

Earth Science Data Education through Cooking Up Recipes

NASA Astrophysics Data System (ADS)

Weigel, A. M.; Maskey, M.; Smith, T.; Conover, H.

2016-12-01

One of the major challenges in Earth science research and applications is understanding and applying the proper methods, tools, and software for using scientific data. These techniques are often difficult and time consuming to identify, requiring novel users to conduct extensive research, take classes, and reach out for assistance, thus hindering scientific discovery and real-world applications. To address these challenges, the Global Hydrology Resource Center (GHRC) DAAC has developed a series of data recipes that novel users such as students, decision makers, and general Earth scientists can leverage to learn how to use Earth science datasets. Once the data recipe content had been finalized, GHRC computer and Earth scientists collaborated with a web and graphic designer to ensure the content is both attractively presented to data users, and clearly communicated to promote the education and use of Earth science data. The completed data recipes include, but are not limited to, tutorials, iPython Notebooks, resources, and tools necessary for addressing key difficulties in data use across a broad user base. These recipes enable non-traditional users to learn how to use data, but also curates and communicates common methods and approaches that may be difficult and time consuming for these users to identify.

Functional requirements document for the Earth Observing System Data and Information System (EOSDIS) Scientific Computing Facilities (SCF) of the NASA/MSFC Earth Science and Applications Division, 1992

NASA Technical Reports Server (NTRS)

Botts, Michael E.; Phillips, Ron J.; Parker, John V.; Wright, Patrick D.

1992-01-01

Five scientists at MSFC/ESAD have EOS SCF investigator status. Each SCF has unique tasks which require the establishment of a computing facility dedicated to accomplishing those tasks. A SCF Working Group was established at ESAD with the charter of defining the computing requirements of the individual SCFs and recommending options for meeting these requirements. The primary goal of the working group was to determine which computing needs can be satisfied using either shared resources or separate but compatible resources, and which needs require unique individual resources. The requirements investigated included CPU-intensive vector and scalar processing, visualization, data storage, connectivity, and I/O peripherals. A review of computer industry directions and a market survey of computing hardware provided information regarding important industry standards and candidate computing platforms. It was determined that the total SCF computing requirements might be most effectively met using a hierarchy consisting of shared and individual resources. This hierarchy is composed of five major system types: (1) a supercomputer class vector processor; (2) a high-end scalar multiprocessor workstation; (3) a file server; (4) a few medium- to high-end visualization workstations; and (5) several low- to medium-range personal graphics workstations. Specific recommendations for meeting the needs of each of these types are presented.

Characterizing the successful student in general chemistry and physical science classes in terms of Jung's personality types as identified by the Myers-Briggs Type Indicator

NASA Astrophysics Data System (ADS)

Riley, Wayne David

1998-11-01

A student's success in a science class can depend upon previous experiences, motivation, and the level of interest in the subject. Since psychological type is intrinsic to a person's whole being, it can be influential upon the student's motivation and interests. Thus, a study of student psychological types versus the level of success in a class, as measured by a percentage, has potential to uncover certain personality characteristics which may be helpful to or which may hinder a student's learning environment. This study was initiated, using the Myers-Briggs Type Indicator, to evaluate any correlation between a student's personality type and his/her performance in a science class. A total of 1041 students from three classes: Chemistry 121/122, Chemistry 112, Physical Science 100, volunteered for the study. An analysis of variance (ANOVA) was used to determine the levels of significance among sixteen personality types' averages. The results reveal that for the Chemistry 1121/122 course, the average score of the INTJ personality type was 5.1 to 12.6 points higher than every other personality type. The ANOVA identifies 3 personality types with averages significantly below the INTJ at the p < 0.05 significance level. The ANOVA analysis for the Chemistry 112 course identified significances between student scores at p = 0.08. The significance level for the differences among scores for the Physical Science 100 course was determined at a level of p = 0.02. Significance levels for p < 0.05 and <0.01 were identified between several groups in this course. The data suggest, that although personality type may not predict a particular student's success in a science class, students with certain personality traits may be favored in a chemistry class due the structure of the instruction and the presentation of the subject matter.

Internet messenger based smart virtual class learning using ubiquitous computing

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-06-01

Internet messenger (IM) has become an important educational technology component in college education, IM makes it possible for students to engage in learning and collaborating at smart virtual class learning (SVCL) using ubiquitous computing. However, the model of IM-based smart virtual class learning using ubiquitous computing and empirical evidence that would favor a broad application to improve engagement and behavior are still limited. In addition, the expectation that IM based SVCL using ubiquitous computing could improve engagement and behavior on smart class cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present the model of IM-based SVCL using ubiquitous computing and showing learners’ experiences in improved engagement and behavior for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous computing and realize the impressions of learners and lecturers about engagement and behavior aspect and its contribution to learning

Computational Science News | Computational Science | NREL

Science.gov Websites

-Cooled High-Performance Computing Technology at the ESIF February 28, 2018 NREL Launches New Website for High-Performance Computing System Users The National Renewable Energy Laboratory (NREL) Computational Science Center has launched a revamped website for users of the lab's high-performance computing (HPC

Stability Analysis of Finite Difference Approximations to Hyperbolic Systems, and Problems in Applied and Computational Matrix Theory

DTIC Science & Technology

1988-07-08

Marcus and C. Baczynski), Computer Science Press, Rockville, Maryland, 1986. 3. An Introduction to Pascal and Precalculus , Computer Science Press...Science Press, Rockville, Maryland, 1986. 35. An Introduction to Pascal and Precalculus , Computer Science Press, Rockville, Maryland, 1986. 36

Empirical Determination of Competence Areas to Computer Science Education

ERIC Educational Resources Information Center

Zendler, Andreas; Klaudt, Dieter; Seitz, Cornelia

2014-01-01

The authors discuss empirically determined competence areas to K-12 computer science education, emphasizing the cognitive level of competence. The results of a questionnaire with 120 professors of computer science serve as a database. By using multi-dimensional scaling and cluster analysis, four competence areas to computer science education…

Factors Influencing Exemplary Science Teachers' Levels of Computer Use

ERIC Educational Resources Information Center

Hakverdi, Meral; Dana, Thomas M.; Swain, Colleen

2011-01-01

The purpose of this study was to examine exemplary science teachers' use of technology in science instruction, factors influencing their level of computer use, their level of knowledge/skills in using specific computer applications for science instruction, their use of computer-related applications/tools during their instruction, and their…

Preparing Future Secondary Computer Science Educators

ERIC Educational Resources Information Center

Ajwa, Iyad

2007-01-01

Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

Does Geophysics Need "A new kind of Science"?

NASA Astrophysics Data System (ADS)

Turcotte, D. L.; Rundle, J. B.

2002-12-01

Stephen Wolfram's book "A New Kind of Science" has received a great deal of attention in the last six months, both positive and negative. The theme of the book is that "cellular automata", which arise from spatial and temporal coarse-graining of equations of motion, provide the foundations for a new nonlinear science of "complexity". The old science is the science of partial differential equations. Some of the major contributions of this old science have been in geophysics, i.e. gravity, magnetics, seismic waves, heat flow. The basis of the new science is the use of massive computing and numerical simulations. The new science is motivated by the observations that many physical systems display a vast multiplicity of space and time scales, and have hidden dynamics that in many cases are impossible to directly observe. An example would be molecular dynamics. Statistical physics derives continuum equations from the discrete interactions between atoms and molecules, in the modern world the continuum equations are then discretized using finite differences, finite elements, etc. in order to obtain numerical solutions. Examples of widely used cellular automata models include diffusion limited aggregation and site percolation. Also the class of models that are said to exhibit self-organized criticality, the sand-pile model, the slider-block model, the forest-fire model. Applications of these models include drainage networks, seismicity, distributions of minerals,and the evolution of landforms and coastlines. Simple cellular automata models generate deterministic chaos, i.e. the logistic map.

Comparing In-Class and Out-of-Class Computer-Based Tests to Traditional Paper-and-Pencil Tests in Introductory Psychology Courses

ERIC Educational Resources Information Center

Frein, Scott T.

2011-01-01

This article describes three experiments comparing paper-and-pencil tests (PPTs) to computer-based tests (CBTs) in terms of test method preferences and student performance. In Experiment 1, students took tests using three methods: PPT in class, CBT in class, and CBT at the time and place of their choosing. Results indicate that test method did not…

The Effects of Motivation on Student Performance on Science Assessments

NASA Astrophysics Data System (ADS)

Glenn, Tina Heard

Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly affect the numbers in the workforce who are prepared for some STEM jobs. Drawing from self-determination theory and achievement theory, the purpose of this correlational study was to determine whether there were significant relationships between high school academic performance in science classes, motivations (self-efficacy, self-regulation, and intrinsic and extrinsic goal orientation), and academic performance in an introductory online college biology class. Data were obtained at 2 points in time from a convenience multiethnic sample of adult male ( n =16) and female (n = 49) community college students in the southeast United States. Correlational analyses indicated no statistically significant relationships for intrinsic or extrinsic goal orientation, self-efficacy, or self-regulation with high school science mean-GPA nor college biology final course grade. However, high school academic performance in science classes significantly predicted college performance in an entry-level online biology class. The implications of positive social change include knowledge useful for educational institutions to explore additional factors that may motivate students to enroll in science courses, potentially leading to an increase in scientific knowledge and STEM careers.

Organocatalyzed atom transfer radical polymerization driven by visible light.

PubMed

Theriot, Jordan C; Lim, Chern-Hooi; Yang, Haishen; Ryan, Matthew D; Musgrave, Charles B; Miyake, Garret M

2016-05-27

Atom transfer radical polymerization (ATRP) has become one of the most implemented methods for polymer synthesis, owing to impressive control over polymer composition and associated properties. However, contamination of the polymer by the metal catalyst remains a major limitation. Organic ATRP photoredox catalysts have been sought to address this difficult challenge but have not achieved the precision performance of metal catalysts. Here, we introduce diaryl dihydrophenazines, identified through computationally directed discovery, as a class of strongly reducing photoredox catalysts. These catalysts achieve high initiator efficiencies through activation by visible light to synthesize polymers with tunable molecular weights and low dispersities. Copyright © 2016, American Association for the Advancement of Science.

Technical innovations in international e-nursing.

PubMed

Carty, Rita M; Principato, Jerold J

2002-01-01

Saudi Arabia faces a severe shortage of nurses. An online nursing degree is being introduced as one approach to this problem. In 1999, the College of Nursing and Health Science at George Mason University formed a strategic partnership with IMED Link, a private telehealth company, to deliver online nursing education. Nine courses have been developed so far, including nursing assessment. The educational material will be distributed via Saudi Arabia's telemedicine network. The courses will be led by professors of nursing at George Mason University using videoconferencing, coupled with online computer classes and Internet tools. Both nursing content and expertise in Web technologies are necessary to develop a successful e-nursing programme.

Making Together: An Interdisciplinary, Inter-institutional Assistive-Technology Project.

PubMed

Reiser, Susan; Bruce, Rebecca; Martin, Jackson; Skidmore, Brent

2017-01-01

Faculty at the University of North Carolina Asheville partnered with local healthcare professionals and retirement home residents and administrators on an assistive-technology project. The Creative Fabrication introductory computer science course incorporated subject-matter experts from the healthcare community, older and differently abled "users," medical students, and sculpture faculty. Over the semester, the class students created assistive devices to meet the needs of the retirement home residents. They prototyped their designs in foam and 3D modeling software and cast parts of their design in bronze or aluminum. User-centered design, the design process, and the importance of form and function were emphasized throughout the project.

A Framework for Empirical Discovery.

DTIC Science & Technology

1986-09-24

history of science reveal distinct classes of defined terms. Some systems have focused on one subset of these classes, while other programs have...the operators in detail, presenting examples of each from the history of science . 2.1 Defining Numeric Terms The most obvious operator for defining...laws; they can also simplify the process of discovering such laws. Let us consider some examples from the history of science in which the definition of

Discarded Minds: How Gender, Race and Class Biases Prevent Young Women from Obtaining an Adequate Math and Science Education in New York City Public Schools.

ERIC Educational Resources Information Center

Syron, Lisa

This study is a systematic investigation of female participation in mathematics and science classes in New York City schools. Six major findings reported include: (1) young women's low levels of participation in mathematics and science reflect the overall low levels of participation and reveal lack of attention to excellence in mathematics and…

Enhancing Instruction through Technology.

ERIC Educational Resources Information Center

Greenleaf, Connie; Gee, Mary Kay

Following an introductory section that provides a rationale for using computers in workplace literacy classes, this guide reviews six computer programs and provides activities that teachers can use with the programs in teaching workplace literacy classes. The six computer programs reviewed are as follows: "Grammar Games,""Spell It 3,""The Way…

A Trial of PBL Education with Emphasis on Improving Practical Competence of Engineering Students-A Trial Connected with the Support for Science Education in Elementary School

NASA Astrophysics Data System (ADS)

Tsutsumi, Hirotaka; Nikkuni, Hiroyuki; Kitakoshi, Daisuke; Yasuda, Toshitaka; Kikuchi, Akira; Mitani, Tomoyo

Recently Colleges of technology as well as universities have some experience-oriented classes in sciences for elementary school students. These have proved to be successful as good motivation for students in the primary education to be engineers. This research has tried the PBL education, which combined the Support of Science Education in Elementary School and the improvement of students‧ practical competence in their careers. The support of science education in elementary school was carried out by using LEGO blocks, widely utilized in the educational researches of robots, and was conducted in the practical class with the autonomous robots. Finally, the method for the class was evaluated by the elementary school students on the basis of the questionnaire.

Music Education and the Earth Sciences

NASA Astrophysics Data System (ADS)

Beauregard, J. L.

2011-12-01

Capturing the interest of non-science majors in science classes can be very difficult, no matter what type of science course it is. At Berklee College of Music, this challenge is especially daunting, as all students are majoring in some type of music program. To engage the Berklee students, I am trying to link the material in Earth science courses to music. The connection between Earth science and music is made in several different ways within the curriculum of each class, with the main connection via a final project. For their projects, students can use any creative outlet (or a standard presentation) to illustrate a point related to the course. Many students have chosen to compose original music and perform it for the class. Some examples of their work will be presented. These original compositions allow students to relate course material to their own lives. Additionally, since many of these students will enter professional careers in the performance and recording industries, the potential exists for them to expose large audiences to the issues of Earth sciences through music.

Programmers, professors, and parasites: credit and co-authorship in computer science.

PubMed

Solomon, Justin

2009-12-01

This article presents an in-depth analysis of past and present publishing practices in academic computer science to suggest the establishment of a more consistent publishing standard. Historical precedent for academic publishing in computer science is established through the study of anecdotes as well as statistics collected from databases of published computer science papers. After examining these facts alongside information about analogous publishing situations and standards in other scientific fields, the article concludes with a list of basic principles that should be adopted in any computer science publishing standard. These principles would contribute to the reliability and scientific nature of academic publications in computer science and would allow for more straightforward discourse in future publications.

The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry

NASA Astrophysics Data System (ADS)

Benus, Matthew J.

The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most current studies on ABI agree that it does not come naturally and is only acquired through practice. Additionally, the quality of dialogue is also understood to be an important link in support of student learning. Few studies have examined the ways in which a teacher develops whole-class dialogue over time and the ways in which patterns of dialogue shift over time. The research questions that guided this study were: (1) What were the initial whole-class dialogue patterns established by a fifth-grade science teacher who engaged in ABI? (2) How did the science teacher help to refine whole-class dialogue to support the agreeability of ideas constructed over time? This eighteen week study that took place in a small city of less than 15,000 in Midwestern United States was grounded in interactive constructivism, and utilized a qualitative design method to identify the ways in which an experienced fifth-grade science teacher developed whole-class dialogue and used consensus-making activities to develop the practice of ABI with his students. The teacher in this study used the Science Writing Heuristic (SWH) approach to ABI with twenty-one students who had no previous experience engaging in ABI. This teacher with 10 of years teaching experience was purposefully selected because he was proficient and experienced in practicing ABI. Multiple sources of data were collected, including classroom video with transcriptions, semi-structured interviews, after lesson conversations, and researcher's field notes. Data analysis used a basic qualitative approach. The results showed (1) that the teacher principally engaged in three forms of whole-class dialogue with students; talking to, talking with, and thinking through ideas with students. As time went on, the teacher's interactions in whole-class dialogue became increasingly focused on thinking through ideas with students, while at the same time students also dialogued more as each unit progressed. (2) This teacher persistently engaged with students in consensus-making activities during whole-class dialogue.These efforts toward consensus-making over time became part of the students' own as each unit progressed. (3) The classroom did not engage in critique and construction of knowledge necessarily like the community of science but rather used agreeing and disagreeing and explaining why through purposeful dialogic interactions to construct a grasp of science classroom practice. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and grasp of science practice along four aspects: (1) patterns of dialogue within a unit of instruction and across units of instruction, (2) the teacher's ability to follow and develop students' ideas, (3) the role of early and persistent opportunities to engage novice students in consensus-making, and (4) the meaning of grasp of science practice in classroom. This study provides insight into the importance of prolonged and persistent engagement with ABI in classroom practice.

Sequential visibility-graph motifs

NASA Astrophysics Data System (ADS)

Iacovacci, Jacopo; Lacasa, Lucas

2016-04-01

Visibility algorithms transform time series into graphs and encode dynamical information in their topology, paving the way for graph-theoretical time series analysis as well as building a bridge between nonlinear dynamics and network science. In this work we introduce and study the concept of sequential visibility-graph motifs, smaller substructures of n consecutive nodes that appear with characteristic frequencies. We develop a theory to compute in an exact way the motif profiles associated with general classes of deterministic and stochastic dynamics. We find that this simple property is indeed a highly informative and computationally efficient feature capable of distinguishing among different dynamics and robust against noise contamination. We finally confirm that it can be used in practice to perform unsupervised learning, by extracting motif profiles from experimental heart-rate series and being able, accordingly, to disentangle meditative from other relaxation states. Applications of this general theory include the automatic classification and description of physical, biological, and financial time series.

Emerging approaches in predictive toxicology.

PubMed

Zhang, Luoping; McHale, Cliona M; Greene, Nigel; Snyder, Ronald D; Rich, Ivan N; Aardema, Marilyn J; Roy, Shambhu; Pfuhler, Stefan; Venkatactahalam, Sundaresan

2014-12-01

Predictive toxicology plays an important role in the assessment of toxicity of chemicals and the drug development process. While there are several well-established in vitro and in vivo assays that are suitable for predictive toxicology, recent advances in high-throughput analytical technologies and model systems are expected to have a major impact on the field of predictive toxicology. This commentary provides an overview of the state of the current science and a brief discussion on future perspectives for the field of predictive toxicology for human toxicity. Computational models for predictive toxicology, needs for further refinement and obstacles to expand computational models to include additional classes of chemical compounds are highlighted. Functional and comparative genomics approaches in predictive toxicology are discussed with an emphasis on successful utilization of recently developed model systems for high-throughput analysis. The advantages of three-dimensional model systems and stem cells and their use in predictive toxicology testing are also described. © 2014 Wiley Periodicals, Inc.

Cox process representation and inference for stochastic reaction-diffusion processes

NASA Astrophysics Data System (ADS)

Schnoerr, David; Grima, Ramon; Sanguinetti, Guido

2016-05-01

Complex behaviour in many systems arises from the stochastic interactions of spatially distributed particles or agents. Stochastic reaction-diffusion processes are widely used to model such behaviour in disciplines ranging from biology to the social sciences, yet they are notoriously difficult to simulate and calibrate to observational data. Here we use ideas from statistical physics and machine learning to provide a solution to the inverse problem of learning a stochastic reaction-diffusion process from data. Our solution relies on a non-trivial connection between stochastic reaction-diffusion processes and spatio-temporal Cox processes, a well-studied class of models from computational statistics. This connection leads to an efficient and flexible algorithm for parameter inference and model selection. Our approach shows excellent accuracy on numeric and real data examples from systems biology and epidemiology. Our work provides both insights into spatio-temporal stochastic systems, and a practical solution to a long-standing problem in computational modelling.

Learning general phonological rules from distributional information: a computational model.

PubMed

Calamaro, Shira; Jarosz, Gaja

2015-04-01

Phonological rules create alternations in the phonetic realizations of related words. These rules must be learned by infants in order to identify the phonological inventory, the morphological structure, and the lexicon of a language. Recent work proposes a computational model for the learning of one kind of phonological alternation, allophony (Peperkamp, Le Calvez, Nadal, & Dupoux, 2006). This paper extends the model to account for learning of a broader set of phonological alternations and the formalization of these alternations as general rules. In Experiment 1, we apply the original model to new data in Dutch and demonstrate its limitations in learning nonallophonic rules. In Experiment 2, we extend the model to allow it to learn general rules for alternations that apply to a class of segments. In Experiment 3, the model is further extended to allow for generalization by context; we argue that this generalization must be constrained by linguistic principles. Copyright © 2014 Cognitive Science Society, Inc.

Emerging Approaches in Predictive Toxicology

PubMed Central

Zhang, Luoping; McHale, Cliona M.; Greene, Nigel; Snyder, Ronald D.; Rich, Ivan N.; Aardema, Marilyn J.; Roy, Shambhu; Pfuhler, Stefan; Venkatactahalam, Sundaresan

2016-01-01

Predictive toxicology plays an important role in the assessment of toxicity of chemicals and the drug development process. While there are several well-established in vitro and in vivo assays that are suitable for predictive toxicology, recent advances in high-throughput analytical technologies and model systems are expected to have a major impact on the field of predictive toxicology. This commentary provides an overview of the state of the current science and a brief discussion on future perspectives for the field of predictive toxicology for human toxicity. Computational models for predictive toxicology, needs for further refinement and obstacles to expand computational models to include additional classes of chemical compounds are highlighted. Functional and comparative genomics approaches in predictive toxicology are discussed with an emphasis on successful utilization of recently developed model systems for high-throughput analysis. The advantages of three-dimensional model systems and stem cells and their use in predictive toxicology testing are also described. PMID:25044351

From biological and social network metaphors to coupled bio-social wireless networks

PubMed Central

Barrett, Christopher L.; Eubank, Stephen; Anil Kumar, V.S.; Marathe, Madhav V.

2010-01-01

Biological and social analogies have been long applied to complex systems. Inspiration has been drawn from biological solutions to solve problems in engineering products and systems, ranging from Velcro to camouflage to robotics to adaptive and learning computing methods. In this paper, we present an overview of recent advances in understanding biological systems as networks and use this understanding to design and analyse wireless communication networks. We expand on two applications, namely cognitive sensing and control and wireless epidemiology. We discuss how our work in these two applications is motivated by biological metaphors. We believe that recent advances in computing and communications coupled with advances in health and social sciences raise the possibility of studying coupled bio-social communication networks. We argue that we can better utilise the advances in our understanding of one class of networks to better our understanding of the other. PMID:21643462

Quantitative Modeling of Earth Surface Processes

NASA Astrophysics Data System (ADS)

Pelletier, Jon D.

This textbook describes some of the most effective and straightforward quantitative techniques for modeling Earth surface processes. By emphasizing a core set of equations and solution techniques, the book presents state-of-the-art models currently employed in Earth surface process research, as well as a set of simple but practical research tools. Detailed case studies demonstrate application of the methods to a wide variety of processes including hillslope, fluvial, aeolian, glacial, tectonic, and climatic systems. Exercises at the end of each chapter begin with simple calculations and then progress to more sophisticated problems that require computer programming. All the necessary computer codes are available online at www.cambridge.org/9780521855976. Assuming some knowledge of calculus and basic programming experience, this quantitative textbook is designed for advanced geomorphology courses and as a reference book for professional researchers in Earth and planetary science looking for a quantitative approach to Earth surface processes.

Democratizing Computer Science

ERIC Educational Resources Information Center

Margolis, Jane; Goode, Joanna; Ryoo, Jean J.

2015-01-01

Computer science programs are too often identified with a narrow stratum of the student population, often white or Asian boys who have access to computers at home. But because computers play such a huge role in our world today, all students can benefit from the study of computer science and the opportunity to build skills related to computing. The…