Sample records for field trip program

  1. How to Conduct a Research Field Trip

    ERIC Educational Resources Information Center

    Wacker, David G.

    1974-01-01

    Discusses the three phases of a three-day intensive research study field trip: planning and pre-trip training; actual trip; and post-trip report, research and data organization, and final trip evaluation. Included is a sample program of the limnology field trip taken by the Grafton High School, Wisconsin. (CC)

  2. A Field Trip without Buses: Connecting Your Students to Scientists through a Virtual Visit

    ERIC Educational Resources Information Center

    Adedokun, Omolola; Parker, Loran Carleton; Loizzo, Jamie; Burgess, Wilella; Robinson, J. Paul

    2011-01-01

    One school offers zipTrips as an alternative to actual field trips taken outside of school. ZipTrips are web- and broadcast-delivered electronic field trips that include online videos, lesson plans, and a live, 45-minute interactive program consisting of four core components: an in-studio audience, live interaction with scientists, prerecorded…

  3. Field Trip to the Moon. Informal Educator's Guide. EG-2007-09-121-MSFC

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration (NASA), 2007

    2007-01-01

    The Field Trip to the Moon program uses an inquiry-based learning approach that fosters team building and introduces young people to careers in science and engineering. The program components include the Field Trip to the Moon show (either on DVD or presented in a planetarium dome) and workshop investigations. The compelling show provides…

  4. A description of a staff development program: Preparing the elementary school classroom teacher to lead environmental field trips and to use an integrated subject approach to environmental education

    NASA Astrophysics Data System (ADS)

    Egana, John Joseph

    This study of the Field Trip Specialist Program (FTS) described how a professional development plan fostered change in the traditional roles of third and fourth grade teachers. Teachers that volunteered were prepared to become interpretive guides for their class on environmental field trips, integrate their basic subject areas lessons into an environmental science context, and develop their self-perception as professional educators. This qualitative study made use of quantitative data and drew on information collected over four years from surveys, interviews, classroom observations, field trip and workshop observations, focus groups, journals and assessments performed in Florida. The FTS Program attracted teachers who thought it was important for all students to understand environmental issues, and these teachers believed in integrated instruction. These beliefs were inconsistent with many aspects of school culture. FTS invited the participation of these teachers and encouraged them to take control of the program by serving as instructors and program developers. Teachers described themselves as prepared to deliver the FTS Program with a high level of motivation and relevance. They also credited the program as beneficial in preparation for the Florida Comprehensive Assessment Tests (FCAT). Teachers reported that their responsibility as field trip leaders was the primary factor motivating them to provide conscientious presentation of pre- and post-field trip lessons and thorough integration of environmental topics in basic subject area instruction. Despite the impact of the field trip leadership factor, I could not find another program in the State of Florida that required teachers to lead their own field trips. Other influential factors specific to this program were: Voluntary participation, on-site field instruction, peer instructors and program developers, high quality and task specific materials, and pre- and post-assessments for students. Factors were identified in the FTS staff development plan that could be generalized to all staff development programs. I applied the "stages of concern" from the "Concerns Based Adoption Model"(CBAM) and found FTS to be a participantcentered plan. In addition FTS set demonstrable goals that were understood and desirable for all participants. Finally FTS offered teachers opportunities to adopt leadership roles in their own staff development program.

  5. A Trip to the Zoo: Children's Words and Photographs.

    ERIC Educational Resources Information Center

    DeMarie, Darlene

    Field trips are a regular part of many programs for young children. Field trips can serve a variety of purposes, such as exposing children to new things or helping children to see familiar things in new ways. The purpose of this study was to learn the meaning children gave to a field trip. Cameras were made available to each of the children in a…

  6. Meta-analytic Evaluation of a Virtual Field Trip to Connect Middle School Students with University Scientists

    NASA Astrophysics Data System (ADS)

    Adedokun, Omolola A.; Liu, Jia; Parker, Loran Carleton; Burgess, Wilella

    2015-02-01

    Although virtual field trips are becoming popular, there are few empirical studies of their impacts on student outcomes. This study reports on a meta-analytic evaluation of the impact of a virtual field trip on student perceptions of scientists. Specifically, the study examined the summary effect of zipTrips broadcasts on evaluation participants' perceptions of scientists, as well as the moderating effect of program type on program impact. The results showed statistically significant effect of each broadcast, as well as statistically significant summary (combined) effect of zipTrips on evaluation participants' perceptions of scientists. Results of the moderation analysis showed that the effect was greater for the students that participated in the evaluation of the 8th grade broadcasts, providing additional insight into the role of program variation in predicting differential program impact. This study illustrates how meta-analysis, a methodology that should be of interest to STEM education researchers and evaluation practitioners, can be used to summarize the effects of multiple offerings of the same program. Other implications for STEM educators are discussed.

  7. Field Trip to the Moon. LRO/LCROSS Edition. Informal Educator's Guide. EG-2008-09-48-MSFC

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration (NASA), 2007

    2007-01-01

    Field Trip to the Moon uses an inquiry-based learning approach that fosters team building and introduces participants to careers in science and engineering. The program components include the Field Trip to the Moon DVD [not included here], Lunar Reconnaissance Orbiter (LRO)/Lunar Crater Observation and Sensing Satellite (LCROSS) Activities, and…

  8. Experimental Evaluation of Field Trips on Instruction in Vocational Agriculture.

    ERIC Educational Resources Information Center

    McCaslin, Norval L.

    To determine the effect of field trips on student achievement in each of four subject matter areas in vocational agriculture, 12 schools offering approved programs were randomly selected and divided into a treatment group and a control group. Uniform teaching outlines and reference materials were provided to each group. While no field trips were…

  9. New Initiatives for a Successful Diversity Program at the University of New Orleans

    NASA Astrophysics Data System (ADS)

    Serpa, L.; Hall, F.

    2002-12-01

    The Geoscience Program at the University of New Orleans has been actively working to increase diversity in the Geosciences since 1974 when Dr. Louis Fernandez (now at Cal State San Bernardino) initiated a summer field trip for local minority high school juniors and seniors. That early effort was funded with a grant from the National Science Foundation. After the NSF support ended, the department and local Petroleum companies maintained the program continuously to the present. The summer field trip has been a major source of minority geoscientists nationally and our minority enrollment has grown rapidly during the past approximately 5 years primarily as a result of significant additional scholarship support from industry. Based on our preliminary success, we decided to make a major effort to expand our program beyond the basic field trip and scholarships. In particular, with a grant from the National Science Foundation Geoscience Diversity program beginning this past year, we have 1) initiated a new summer field program for high school freshmen and sophomores that focus on our local environment, 2) created a summer field trip for K-12 science teachers, 3) developed a new program of independent research for our undergraduate students and 4) brought in our first two visiting professors. The new summer program involved 10 students in a 2-1/2 week series of classes, field trips and camping activities. In addition to studying the environment, students produced a movie about their experiences and a website. We anticipate a larger group of students in next year's program and that several of this past summer's participants will apply to go on our field trip for Juniors and Seniors when they are eligible. The first summer field trip for teachers focused on the area around the Teton Mountains and Yellowstone National park in Wyoming and Idaho. We devoted considerable time to learning basic geologic principles and collecting rock and fossil samples, outside of the national parks, for their classrooms. The teachers prepared material on our field trip stops and we videotaped their presentations at the outcrops for future use in the classroom. Seven undergraduate students conducted independent research as part of our new program. One participated in a REU project in Rhode Island and the other six conducted a variety of independent projects at UNO. Two of these projects have produced abstracts for national meetings and others are anticipated. Finally, we have supported two visiting faculty to provide role models and classes relevant to our minority students. It is too early to assess the full success of most of these new initiatives but the independent research has clearly given our students an improved attitude about themselves and what they want to do with their future.

  10. University Students as Leaders for Field Trips.

    ERIC Educational Resources Information Center

    Mason, Jack L.; Troxel, Verne A.

    1979-01-01

    Describes a laboratory school environmental science program that utilizes university students of all majors to develop and teach lessons for field trips. Activities include water analysis and stream gradient determination. (MA)

  11. Exploring the use of Virtual Field Trips with elementary school teachers: A collaborative action research approach

    NASA Astrophysics Data System (ADS)

    Scott, Jeffrey Lance

    This research examines how elementary school teachers, when supported, use Virtual Field Trips (VFTs) to address the curricula in meaningful ways. I conducted a qualitative study with six teachers, in a collaborative action research context over a six month period. The teachers, five males and one female, all taught either grade five or six and utilized Virtual Field Trips within a variety of curricula areas including science, social studies, music and language arts. In addition, the thesis examines resulting integration of technology into the regular classroom program as a product of the utilization of Virtual Field Trips. The process of collaborative action research was applied as a means of personal and professional growth both for the participants and the researcher/facilitator. By the end of the research study, all participants had learned to integrate Virtual Field Trips into their classroom program, albeit with different levels of success and in different curricula areas. The development of attitudes, skills and knowledge for students and teachers alike was fostered through the participation in Virtual Field Trips. A common concern regarding the utilization of Virtual Field Trips was the time spent locating an appropriate site that met curricula expectations. Participation in the collaborative action research process allowed each teacher to grow professionally, personally and socially. Each participant strongly encouraged the utilization of a long term project with a common area of exploration as a means for positive professional development. Implications and recommendations for future research on the utilization of Virtual Field Trips, as well as the viability of collaborative action research to facilitate teacher development are presented.

  12. Current Practices for Providing School Field Trip Meals: Perspectives of School Nutrition Managers and Teachers

    ERIC Educational Resources Information Center

    Sneed, Jeannie; Vaterlaus Patten, Emily

    2015-01-01

    Purpose/Objectives: The Healthy, Hunger Free Kids Act of 2010 extended the requirements for a school food safety program to wherever food is stored, prepared, or served, including meals for field trips. The purpose of this study was to determine what foods are used for field trip meals, how those foods are transported and stored, and what standard…

  13. Widening Horizons: A Guide to Organizing Field Trips for Adult Students. Final Report.

    ERIC Educational Resources Information Center

    Lutheran Social Mission Society, Philadelphia, PA. Lutheran Settlement House.

    Based on a successful program for women conducted by Lutheran Settlement House in Philadelphia, this guide outlines step-by-step procedures for conducting educational field trips for students in adult basic education programs. The guide offers suggestions for identification of cultural, historical, and social resources that would provide valuable…

  14. Field Trip to the Moon. Educator's Guide. EG-2007-09-120-MSFC

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration (NASA), 2007

    2007-01-01

    The Field Trip to the Moon program uses an inquiry-based learning approach that fosters team building and introduces students to careers in science and engineering. The program components include a DVD and classroom investigations. The compelling DVD (not included here) provides essential information about Earth and the Moon. The hands-on…

  15. What? A Field Trip on the Playground?

    ERIC Educational Resources Information Center

    Garbutt, Barb

    1983-01-01

    THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: In this day and age of budget problems, school districts are cutting back on many programs, one of which is field trips. Why worry? There must be dozens of trips that can be made on the playground of your school. Let's look into activities that can be accomplished there. SOIL STUDIES: Have you ever…

  16. National Heart, Lung, and Blood Institute National Asthma Education and Prevention Program

    MedlinePlus

    ... fully in exercise and other physical activity, including physical education, sports, recess, and field trips? If a school ... range of exercise and other physical activity, including physical education, sports, recess, and field trips? Are students’ quick- ...

  17. Being outside learning about science is amazing: A mixed methods study

    NASA Astrophysics Data System (ADS)

    Weibel, Michelle L.

    This study used a convergent parallel mixed methods design to examine teachers' environmental attitudes and concerns about an outdoor educational field trip. Converging both quantitative data (Environmental Attitudes Scale and teacher demographics) and qualitative data (Open-Ended Statements of Concern and interviews) facilitated interpretation. Research has shown that adults' attitudes toward the environment strongly influence children's attitudes regarding the environment. Science teachers' attitudes toward nature and attitudes toward children's field experiences influence the number and types of field trips teachers take. Measuring teacher attitudes is a way to assess teacher beliefs. The one day outdoor field trip had significant outcomes for teachers. Quantitative results showed that practicing teachers' environmental attitudes changed following the Forever Earth outdoor field trip intervention. Teacher demographics showed no significance. Interviews provided a more in-depth understanding of teachers' perspectives relating to the field trip and environmental education. Four major themes emerged from the interviews: 1) environmental attitudes, 2) field trip program, 3) integrating environmental education, and 4) concerns. Teachers' major concern, addressed prior to the field trip through the Open-Ended Statements of Concern, was focused on students (i.e., behavior, safety, content knowledge) and was alleviated following the field trip. Interpretation of the results from integrating the quantitative and qualitative results shows that teachers' personal and professional attitudes toward the environment influence their decision to integrate environmental education in classroom instruction. Since the Forever Earth field trip had a positive influence on teachers' environmental attitudes, further research is suggested to observe if teachers integrate environmental education in the classroom to reach the overall goal of increasing environmental literacy.

  18. Explainers' development of science-learner identities through participation in a community of practice

    NASA Astrophysics Data System (ADS)

    Richardson, Anne E.

    The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice.

  19. Thirty-three years of recruiting and graduating minority students at the University of New Orleans.

    NASA Astrophysics Data System (ADS)

    Serpa, L. F.; Pavlis, T. L.

    2006-12-01

    The University of New Orleans (UNO) began a formal program to recruit minority geoscience students in 1974 when Dr. Louis Fernandez initiated the program through a grant from the National Science Foundation. A major tool in the original program was to take minority high school students on a field trip. That early program was a major success at a time when even one African American student graduating with a B.S. degree in Geology or Geophysics from any university in the U.S. was considered to be significant. The field trip has continued every year since the program began and it continues to be part of a very successful recruiting effort. Over the last approximately 15 years, the minority geoscience undergraduate student population at UNO rose to approximately 40% with African American students making up the largest single ethnic group. The retention and graduation rates of these minority undergraduates at UNO are high and minority students are often graduating at or near the top of their class. Despite the disproportionate displacement of African Americans from the New Orleans area after Hurricane Katrina, those minority geoscience students who can return to UNO are doing so in significant numbers. Thus, the minority program appears to have achieved a high level of sustainability. Recently we took a closer look at the program to determine the possible explanations for its success. Although availability of scholarships, tutoring and mentors clearly contributes to our success, the key to the success of the program remains the field trip. The trip not only serves as an academic opportunity for students to see geological features first hand and develop a curiosity for earth sciences, but it also affords an opportunity to build trust and a relationship between the faculty on the trip and the meet other potential students. That trust may be the most important key to our successful recruitment of minority students at UNO. In addition, the approximately 2 week field trip is spent traveling in areas where minorities, particularly African Americans, are uncommon (southern Utah, Idaho, Wyoming, etc). Perhaps it is the thrill of feeling that they are traveling in hostile territory combined with the close living quarters and continuous interactions as a group, as well as the outstanding instruction, during the trip, that gives them the incentive to go to UNO and study geology.

  20. Factors That Influence Student's Satisfaction in an Environmental Field Day Experience

    ERIC Educational Resources Information Center

    Wang, Hui-Hui; Carlson, Stephan P.

    2011-01-01

    A field trip is a common strategy used by educators to bring out-of-school learning experience into schools. Many research studies suggest a field trip will not only bring an individual close to the real-world, but may also increase an individual's environmental knowledge and responsible behaviors. Program evaluations usually focus on the…

  1. DoD Science and Engineering Apprenticeship Program for High School Students, 1996-󈨥 Activities

    DTIC Science & Technology

    1997-05-01

    including lectures, laboratory demonstrations, scientific films, field trips and a formal course and a weekly discussion session on the history of science using...lectures, laboratory demonstrations, scientific films, field trips and a formal course and a weekly discussion session on the history of science using

  2. Interpreting Urban Geology.

    ERIC Educational Resources Information Center

    Hannibal, Joseph Timothy; Schmidt, Mark Thomas

    1991-01-01

    Describes field trips to urban locations for geological instruction. The program was developed by the Cleveland Museum of Natural History. Authors claim these field trips have been an effective and enjoyable way of conveying a wide variety of geological information to participants at all levels and backgrounds and have created favorable publicity.…

  3. Investigating the Impact of Field Trips on Teachers' Mathematical Problem Posing

    ERIC Educational Resources Information Center

    Courtney, Scott A.; Caniglia, Joanne; Singh, Rashmi

    2014-01-01

    This study examines the impact of field trip experiences on teachers' mathematical problem posing. Teachers from a large urban public school system in the Midwest participated in a professional development program that incorporated experiential learning with mathematical problem formulation experiences. During 2 weeks of summer 2011, 68 teachers…

  4. Evidence, explanations, and recommendations for teachers' field trip strategies

    NASA Astrophysics Data System (ADS)

    Rebar, Bryan

    Field trips are well recognized by researchers as an educational approach with the potential to complement and enhance classroom science teaching by exposing students to unique activities, resources, and content in informal settings. The following investigation addresses teachers' field trip practices in three related manuscripts: (1) A study examining the details of teachers' pedagogical strategies intended to facilitate connections between students' experiences and the school curricula while visiting an aquarium; (2) A study documenting and describing sources of knowledge that teachers draw from when leading field trips to an aquarium; (3) A position paper that reviews and summarizes research on effective pedagogical strategies for field trips. Together these three pieces address key questions regarding teachers' practices on field trips: (1) What strategies are teachers employing (and not employing) during self-guided field trips to facilitate learning tied to the class curriculum? (2) What sources of knowledge do teachers utilize when leading field trips? (3) How can teachers be better prepared to lead trips that promote learning? The Oregon Coast Aquarium served as the field trip site for teachers included in this study. The setting suited these questions because the aquarium serves tens of thousands of students on field trips each year but provides no targeted programming for these students as they explore the exhibits. In other words, the teachers who lead field trips assume much of the responsibility for facilitating students' experience. In order to describe and characterize teachers' strategies to link students' experiences to the curriculum, a number of teachers (26) were observed as they led their students' visit to the public spaces of the aquarium. Artifacts, such as worksheets, used during the visit were collected for analysis as well. Subsequently, all teachers were surveyed regarding their use of the field trip and their sources of knowledge for their practices. A subset of eight teachers were interviewed using guided conversations in order to shed further light on their use of the aquarium field trip and their pedagogical preparation. Data from all sources were organized by repeating ideas relevant to the questions of interest. The resulting evidence was interpreted to support distinct categories of teacher strategies and experience and related claims about these strategies and experiences. Thus, findings reveal that teachers attempt to link the curriculum to the activities, resources, and content encountered on the trip using a variety of connections. However, these curriculum connections are characterized as products of opportunistic situations and reveal limited depth. Evidence further indicates that teachers treat the aquarium visit as a background experience for their students rather than as an opportunity to introduce new concepts or do an activity that is integrated into the curriculum. Nevertheless, teachers included in this study were leading field trips that created countless learning opportunities for their students. Because training specific to field trips is rarely included in preservice programs, teachers were asked about influences on their field trip practice with specific focus on observed strategies. Findings suggest four categories of training experiences that teachers apply to their practice: (1) informal mentoring; (2) past experience trip leading; (3) outdoor education training; (4) traditional education training. Overall findings along with a review of previous research are suggestive of many ways in which efforts to enhance students' learning opportunities may be developed by means of support for teachers. Foremost among recommendations is the idea that field trip pedagogy be integrated into science methods courses required for preservice teachers (the premise for the final manuscript). Furthermore, the findings of this study may serve as a starting point for museums interested in the development of specific support and teacher professional development activities intended to enhance teachers' use of their resources as learning opportunities for their students. Among the implications is the idea that museums and other institutions developing teacher professional development activities might capitalize on teachers' existing sources of knowledge, for example by providing structured support for peer-mentoring and guided reflections related to field trip preparations and skills.

  5. Forests and Flowers. A Spring Activity Packet for Third Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on plants and…

  6. Signs of Fall. A Fall Activity Packet for Pre-School.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the characteristics of…

  7. Nature's Hitchhikers. A Fall Activity Packet for Second Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the characteristics of…

  8. Energy Around Us. A Fall Activity Packet for Fourth Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on energy uses, energy…

  9. Michigan Natural History. A Spring Activity Packet for Fourth Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the natural history of…

  10. Reading the Rocks. A Fall Activity Packet for Fifth Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on various geological…

  11. Spring Birds. A Spring Activity Packet for First Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on the characteristics of…

  12. Animal Homes and Habitats. A Fall Activity Packet for Third Grade.

    ERIC Educational Resources Information Center

    Jackson Community Coll., MI. Dahlem Environmental Education Center.

    This instructional packet is one of 14 school environmental education programs developed for use in the classroom and at the Dahlem Environmental Education Center (DEEC) of the Jackson Community College (Michigan). Provided in the packet are pre-trip activities, field trip activities, and post-trip activities which focus on animal populations and…

  13. 38 CFR 21.4270 - Measurement of courses.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... section, if theory and class instruction constitute more than 50 percent of the required hours in a trade... shops and the time involved in field trips and group instruction may be included in computing the clock... programs and the time involved in field trips and individual and group instruction may be included in...

  14. Fellows in the Middle: Fabulous Field Trips

    NASA Astrophysics Data System (ADS)

    West, Mary Lou

    2008-05-01

    Montclair State University's NSF GK-12 Program focuses on grades 7 and 8 in five urban public school districts in northern New Jersey. Each year four fieldtrips are taken by the students, middle school teachers, and graduate student Fellows. Many interdisciplinary hands-on lessons are written for use before, during and after each trip with this year's theme of Earth history. The Sterling Hill Mine trip evoked lessons on geology, economics, crystal structure, density, and pH. A virtual trip (webcam link) to scientists in the rainforest of Panama prompted critical thinking, categorizing layers and animals, and construction of model food webs. In the field trip to the NJ School of Conservation the students will build model aquifers, measure tree heights, and measure stream flow to compare to their Hackensack River. Finally the students will travel to MSU for a Math/Science Day with research talks, lab tours, hands-on activities, and a poster session. In January 2008 seventeen teachers, Fellows, and grant personnel took a field trip to China to set up collaborations with researchers and schools in Beijing and Xi'an, including the Beijing Ancient Observatory. All field trips are fabulous! Next year (IYA) our theme will be planetary science and will feature field trips to the Newark Museum's Dreyfuss Planetarium, BCC Buehler Challenger & Science Center, and star parties. We look forward to invigorating middle school science and mathematics with exciting astronomy. Funded by NSF #0638708

  15. The Impact of an Informal Science Program on Students' Science Knowledge and Interest

    NASA Astrophysics Data System (ADS)

    Zandstra, Anne Maria

    In this sequential explanatory mixed methods study, quantitative and qualitative data were used to measure the impact of an informal science program on eleventh grade students' science knowledge and interest. The local GEAR UP project has been working for six years with a cohort of students who were in eleventh and twelfth grade during the time of the study. Participants of this study were 122 eleventh grade students from this cohort. In the first, quantitative phase, state standardized test scores and a modified version of the Test of Science Related Attitudes (TOSRA) were used to measure participants' science knowledge and interest respectively. The findings of the quantitative phase revealed a small but significant correlation between students' attendance at the program elements (in total number of hours) and their science knowledge. In addition, small but significant correlations were found between (1) students' attendance at the mathematics program element and their total interest scores, (2) their mathematics attendance and the career interest subscore, and (3) their total attendance and the normality of scientist subscore. The qualitative data in the second phase consisted of focus group interviews with fourteen of the participants. Results of this phase showed that the majority of the focus group participants agreed that they had learned something from the GEAR UP field trips and half of them thought the field trips had impacted their grades and test scores. Furthermore, a majority of the focus group participants concurred that their experiences in the field trips had increased their interest in science. The purpose of the qualitative phase of this study was to provide explanations for the results of the quantitative phase. Explanations for the correlation between attendance and knowledge were that the field trips covered the same content as the formal science classes and that students learned more because they perceived the field trips as fun and hands-on. The correlations between attendance and interest were explained by the fact that students had the opportunity to see interesting aspects of science and interact with real scientists during the field trips.

  16. The Role of Science Museum Field Trips in the Primary Teacher Preparation

    ERIC Educational Resources Information Center

    Morentin, Maite; Guisasola, Jenaro

    2015-01-01

    School visits and field trips to museums and science centres are considered a powerful learning resource given their recreational and educational potential, but visits need to be integrated into classroom programming to optimize learning. In this study, we have attempted to design and build bridges between what a school needs and what a museum can…

  17. Staff - Marwan A. Wartes | Alaska Division of Geological & Geophysical

    Science.gov Websites

    programs, offering expertise in sedimentary geology and tectonics. My background is primarily in outcrop : Archives of coupled structural and sedimentary processes (GSA/AAPG) FIELD TRIP LEADERSHIP 2017, Field trip China: Journal of Sedimentary Research, v. 75, no. 2, p. 268-279. Carroll, A.R., and Wartes, M.A., 2003

  18. Notes for Brazil sampling frame evaluation trip

    NASA Technical Reports Server (NTRS)

    Horvath, R. (Principal Investigator); Hicks, D. R. (Compiler)

    1981-01-01

    Field notes describing a trip conducted in Brazil are presented. This trip was conducted for the purpose of evaluating a sample frame developed using LANDSAT full frame images by the USDA Economic and Statistics Service for the eventual purpose of cropland production estimation with LANDSAT by the Foreign Commodity Production Forecasting Project of the AgRISTARS program. Six areas were analyzed on the basis of land use, crop land in corn and soybean, field size and soil type. The analysis indicated generally successful use of LANDSAT images for purposes of remote large area land use stratification.

  19. Lesson Plan Prototype for International Space Station's Interactive Video Education Events

    NASA Technical Reports Server (NTRS)

    Zigon, Thomas

    1999-01-01

    The outreach and education components of the International Space Station Program are creating a number of materials, programs, and activities that educate and inform various groups as to the implementation and purposes of the International Space Station. One of the strategies for disseminating this information to K-12 students involves an electronic class room using state of the art video conferencing technology. K-12 classrooms are able to visit the JSC, via an electronic field trip. Students interact with outreach personnel as they are taken on a tour of ISS mockups. Currently these events can be generally characterized as: Being limited to a one shot events, providing only one opportunity for students to view the ISS mockups; Using a "one to many" mode of communications; Using a transmissive, lecture based method of presenting information; Having student interactions limited to Q&A during the live event; Making limited use of media; and Lacking any formal, performance based, demonstration of learning on the part of students. My project involved developing interactive lessons for K-12 students (specifically 7th grade) that will reflect a 2nd generation design for electronic field trips. The goal of this design will be to create electronic field trips that will: Conform to national education standards; More fully utilize existing information resources; Integrate media into field trip presentations; Make support media accessible to both presenters and students; Challenge students to actively participate in field trip related activities; and Provide students with opportunities to demonstrate learning

  20. Evaluation plan : the Branson Travel and Recreational Information Program field operational test

    DOT National Transportation Integrated Search

    1998-02-25

    The Branson Travel and Recreational Information Program (TRIP) is a Field Operational Test (FOT) of Traveler Information Services in Tourism Areas funded through the National Advanced Rural Transportation Systems Program. Over the past ten years, Bra...

  1. Teaching Geology in Situ: Modern Approaches and Perspectives

    NASA Astrophysics Data System (ADS)

    Rakhmenkulova, I. F.

    2014-12-01

    Geology and Geophysics Department of Novosibirsk State University (GGD NSU) is famous not only because of its specific location in Academgorodok (Novosibirsk, Russia) but because of its unique traditions: - conception of permanent geology education (starting from school to scientific research for postgraduate programs) - flexible curricula allowing students to be involved in research from the second year of study - field trips covering not only famous geologic objects in Siberia (Baikal, Siberian Traps, Altay, etc.), but places all over the world. GGD students traditionally participate in the following field trips: Altay (after the first year of study), Shira (Krasnoyarsk Krai) (after the second year of study). Further field trips are real research projects and cover various places in Siberia, Russia and other countries (China, Africa, USA, Mongolia, etc.). Shira field camp is of specific interest not only because of its various geology and interesting location (it is located in the resort area surrounded by beautiful landscapes, fresh and salt lakes of various salinity) but infrastructure. This year the Top 100 Project allows the department to upgrade the camp and therefore use it not only for field trips, but for other various purposes including international conferences, research projects, geo- and ecotourism. GGD NSU is ready to be involved into research, exchange educational programs and other projects (both domestically and internationally) based on the renewed Shira field camp.

  2. A Virtual Field Trip to the Gemini Observatory

    NASA Astrophysics Data System (ADS)

    Fisher, R. Scott; Michaud, P. D.

    2010-01-01

    Live from Gemini (LfG) is a virtual field trip using video conferencing technology to connect primary, secondary and post-secondary students with scientists and educators at the Gemini Observatory. As a pilot project, LfG is rapidly becoming one of the observatory's most often-requested educational programs for learners of all ages. The program aligns exceptionally well with national science (and technology) standards, as well as existing school curricula. This combination makes it easy for teachers to justify participation in the program, especially as the necessary video conferencing technology becomes ever more ubiquitous in classrooms and technology learning centers around the world. In developing and testing this pilot project, a programmatic approach and philosophy evolved that includes post-field-trip educational materials, multi-disciplinary subject matter (astronomy, geology, mathematics, meteorology, engineering and even language - the program is offered in Spanish from Gemini South in Chile), and the establishment of a personal connection and rapport with students. The presenters work to create a comfortable interaction despite the perceived technological barriers. The authors’ experiences with the LfG pilot project convince us that this model is viable for almost any astronomical observatory and should be considered by any dynamic, technology- and education-oriented facility.

  3. The Goat Portage: Students' Stories and Learning from Canoe Trips.

    ERIC Educational Resources Information Center

    Horwood, Bert

    This study explores how high school students learn from their experiences in an extracurricular adventure program and illustrates how students' narrative inquiries relate to experiential learning. Twelve canoe trips were studied by participant observation methods. Data were collected from recorded interviews with students and staff, field notes,…

  4. Investigating a Seashore.

    ERIC Educational Resources Information Center

    Caterini, Charles

    The Outdoor Education Program for student-teachers in University of New Brunswick's (Canada) Faculty of Education comprises four weekend trips to study four different ecosystems. The seashore community of Deer Island (New Brunswick) was chosen in 1980 as a typical ecosystem. The 3-day field trip revolved around activities that could be adapted for…

  5. Mars Pathfinder Landing Site Workshop 2: Characteristics of the Ares Vallis Region and Field Trips in the Channeled Scabland, Washington

    NASA Technical Reports Server (NTRS)

    Golombek, M. P. (Editor); Edgett, K. S. (Editor); Rice, J. W. , Jr. (Editor)

    1995-01-01

    Mars Pathfinder will place a single lander on the surface of Mars on July 4, 1997, following a December 1996 launch. As a result of the very successful first Mars Pathfinder Landing Site Workshop, the project has selected the Ares Vallis outflow channel in Chryse Planitia as the landing site. This location is where a large catastrophic outflow channel debouches into the northern lowlands. A second workshop and series of field trips, entitled Mars Pathfinder Landing Site Workshop 2: Characteristics of the Ares Vallis Region and Field Trips in the Channeled Scabland, Washington, were held in Spokane and Moses Lake, Washington. The purpose of the workshop was to provide a focus for learning as much as possible about the Ares Vallis region on Mars before landing there. The rationale is that the more that can be learned about the general area prior to landing, the better scientists will be able interpret the observations made by the lander and rover and place them in the proper geologic context. The field trip included overflights and surface investigations of the Channeled Scabland (an Earth analog for the martian catastrophic outflow channels), focusing on areas particularly analogous to Ares Vallis and the landing site. The overflights were essential for placing the enormous erosional and depositional features of the Channeled Scabland into proper three-dimensional context. The field trips were a joint educational outreach activity involving K-12 science educators, Mars Pathfinder scientists and engineers, and interested scientists from the Mars scientific community. Part 1 of the technical report on this workshop includes a description of the Mars Pathfinder mission, abstracts accepted for presentation at the workshop, an introduction to the Channeled Scabland, and field trip guides for the overflight and two field trips. This part, Part 2, includes the program for the workshop, summaries of the workshop technical sessions, a summary of the field trips and ensuing discussions, late abstracts of workshop presentations, reports on the education and public outreach activities carried out by the educators, and a list of the workshop and field trip participants.

  6. Earth Hazards Consortium: a Unique Approach to Student-Centered Learning

    NASA Astrophysics Data System (ADS)

    Mann, C. P.; Granados, H. D.; Durant, A.; Wolf, R. E.; Girard, G.; Javier, I. H.; Cisneros, M.; Rose, W.; Sánchez, S. S.; Stix, J.

    2006-12-01

    The Earth Hazards (EHaz) consortium consists of six research-based universities in the United States (Michigan Technological University, University at Buffalo), Canada (McGill University, Simon Fraser University) and México (Universidad Nacional Autónoma de México, Universidad de Colima) funded by the U.S. Department of Education, Human Resources and Skills Development Canada, and the Secretaría de Educación Pública of México, as part of the North American Free Trade Agreement. The objective of the consortium is to expose students to a wide variety of scientific and cultural perspectives in the mitigation of geological natural hazards in North America. This four year program is multi-faceted, including student exchanges, graduate level, web-based courses in volcanology, and intensive group field trips. In 2005 to 2006, a total of 27 students were mobilized among the three countries. In this first year, the videoconferencing course focused on caldera supervolcanoes with weekly discussion leaders from various fields of volcanology. At the end of the course the students participated in a field trip to Long Valley and Yellowstone calderas. Also during the first year of the program, México hosted an International Course on Volcanic Hazards Map Construction. The course was attended by graduate students from Mexico and the United States, included lectures from noted guest speakers, and involved a field trip to Popocatepetl volcano. A student survey demonstrated that during the videoconferencing the students benefited by the weekly interaction with well- known volcanologists at the top of their field. Students who participated in the field trip benefited from an outstanding opportunity to link the theoretical concepts covered during the course with the field aspects of supervolcano systems, as well as the opportunity to network amongst their peers. Feedback from students who went abroad indicates that the program provided support for internship opportunities contributing to their professional development, in addition to gaining a unique cultural experience. The course and field trip foci for the next two years are: Volcanic Edifice Failure/Cascades and Western Canada (2007) and Convergent Plate Boundary Volcanism/Mexican Volcanic Belt (2008). The consortium welcomes participation in the EHaz program from interested discussion leaders, students, and education specialists in teaching and learning.

  7. Earth Hazards Consortium: a Novel Approach to Student Education in Geoscience

    NASA Astrophysics Data System (ADS)

    Mann, C. P.; Delgado Granados, H.; Escobar Wolf, R.; Durant, A.; Girard, G.; Calder, E.; Dominguez, T.; Roberge, J.; Rose, W.; Stix, J.; Varley, N.; Williams-Jones, G.; Hernandez Javier, I.; Salinas Sanchez, S.

    2007-05-01

    The Earth Hazards (Ehaz) consortium consists of six research-based universities in the United States (Michigan Technological University, University of New York at Buffalo), Canada (McGill University, Simon Fraser University) and Mexico (Universidad Nacional Autónoma de México, Universidad de Colima) funded by the U.S. Department of Education, Human Resources and Skills Development Canada, and the Secretaría de Educación Pública of Mexico, as part of the North American Free Trade Agreement. The objective of the consortium is to expose students to a wide variety of scientific and cultural perspectives in the mitigation of geological natural hazards in North America. This four-year program is multi-faceted, including student exchanges, graduate level, web-based courses in volcanology, and intensive group field trips. In 2005 to 2006, a total of 27 students were mobilized among the three countries. In this first year, the videoconferencing course focused on caldera "Supervolcanoes" with weekly discussion leaders from various fields of volcanology. At the end of the course the students participated in a field trip to Long Valley and Yellowstone calderas. Also during the first year of the program, Mexico hosted an International Course on Volcanic Hazards Map Construction. The course was attended by graduate students from Mexico and the United States, included lectures from noted guest speakers, and involved a field trip to Popocatépetl volcano. The multi-university course focus for 2007 is Volcanic Edifice Failure with a field trip planned in August 2007 to the Cascades and Western Canada. A student survey from 2006 demonstrated that (1) during the videoconferencing the students benefited by the weekly interaction with well-known volcanologists at the top of their field, (2) the field trip provided an outstanding opportunity for participants to link the theoretical concepts covered during the course with the field aspects of supervolcano systems, as well as the opportunity to network amongst their peers, and (3) students who went abroad indicate that the program provided support for internship opportunities contributing to their professional development, in addition to gaining a unique cultural experience. Changes for 2007, based on student feedback, include an hour of class time dedicated to student-student interaction in which the class participants discuss the science together as a group before meeting with the speaker, and the addition of student moderators who stimulate discussion and handle questions for the guest speakers. The course and field trip focus for 2008 is Convergent Plate Boundary Volcanism/Mexican Volcanic Belt. The consortium welcomes participation in the EHaz program from interested discussion leaders, students, and education specialists in teaching and learning

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

    Goff, F.E.; Bolivar, S.L.

    This field trip guide has been compiled from extensive field trips led at Los Alamos National Laboratory during the past six years. The original version of this guide was designed to augment a workshop on the Valles Caldera for the Continental Scientific Drilling Program (CSDP). This workshop was held at Los Alamos, New Mexico, 5-7 October 1982. More stops were added to this guide to display the volcanic and geothermal features at the Valles Caldera. The trip covers about 90 miles (one way) and takes two days to complete; however, those who wish to compress the trip into one daymore » are advised to use the designated stops listed in the Introduction. Valles Caldera and vicinity comprise both one of the most exciting geothermal areas in the United States and one of the best preserved Quaternary caldera complexes in the world.« less

  9. Workshop on the Martian Northern Plains: Sedimentological, periglacial, and paleoclimatic evolution

    NASA Technical Reports Server (NTRS)

    Kargel, J. S. (Editor); Parker, T. J. (Editor); Moore, J. M. (Editor)

    1993-01-01

    The penultimate meeting in the Mars Surface and Atmosphere Through Time (MSATT) series of workshops was held on the campus of the University of Alaska in Fairbanks, Alaska, 12-13 Aug. 1993. This meeting, entitled 'The Martian Northern Plains: Sedimentological, Periglacial, and Paleoclimatic Evolution,' hosted by the Geophysical Institute at the University of Alaska, was designed to help foster an exchange of ideas among researchers of the Mars science community and the terrestrial glacial and periglacial science community. The technical sessions of the workshop were complemented by field trips to the Alaska Range and to the Fairbanks area and a low-altitude chartered overflight to the Arctic Costal Plain, so that, including these trips, the meeting lasted from 9-14 Aug. 1993. The meeting, field trips, and overflight were organized and partially funded by the Lunar and Planetary Institute and the MSATT Study Group. The major share of logistical support was provided by the Publications and Program Services Department of the Lunar and Planetary Institute. The workshop site was selected to allow easy access to field exposures of active glaciers and glacial and periglacial landforms. In all, 25 scientists attended the workshop, 24 scientists (plus 4 guests and the meeting coordinator) participated in the field trips, and 18 took part in the overflight. This meeting reaffirmed the value of expertly led geologic field trips conducted in association with topical workshops.

  10. School-Age Ideas and Activities for After School Programs.

    ERIC Educational Resources Information Center

    Haas-Foletta, Karen; Cogley, Michele

    This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping,…

  11. Building a Community of Experience.

    ERIC Educational Resources Information Center

    Matthews, Kelly

    2002-01-01

    Discusses how field trips can build a community of experience in preschool settings. Focuses on what to consider when planning field trips, how to reduce field trip costs, adjustments to be made during the trip, and ways to bring the trip to the preschool setting. Suggests activities after the field trip, and destinations related to the arts,…

  12. Field Trips. Beginnings Workshop.

    ERIC Educational Resources Information Center

    Cartwright, Sally; Aronson, Susan S.; Stacey, Susan; Winbush, Olga

    2001-01-01

    Five articles highlight benefits and organization of field trips: (1) "Field Trips Promote Child Learning at Its Best"; (2) "Planning for Maximum Benefit, Minimum Risk"; (3) "Coaching Community Hosts"; (4) "The Story of a Field Trip: Trash and Its Place within Children's Learning and Community"; and (5) "Field Trip Stories and Perspectives" (from…

  13. A Trip to the Statler Hilton Hotel. The Special Education Curriculum Series.

    ERIC Educational Resources Information Center

    Kendall, Muriel

    A program designed for high school level work-study classes for students of limited mental ability presents specific curriculum methods and materials to teach information regarding positions available in the hotel industry. A field trip tour of the Boston Statler Hilton Hotel if the focal activity of the unit, and is accompanied by a history of…

  14. Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

    ERIC Educational Resources Information Center

    Alon, Nirit Lavie; Tal, Tali

    2017-01-01

    This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers' and field trip guides' views of the teacher's role, the teacher's actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and…

  15. Field Trips as Valuable Learning Experiences in Geography Courses

    ERIC Educational Resources Information Center

    Krakowka, Amy Richmond

    2012-01-01

    Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

  16. River-Based Experiential Learning: the Bear River Fellows Program

    NASA Astrophysics Data System (ADS)

    Rosenberg, D. E.; Shirley, B.; Roark, M. F.

    2012-12-01

    The Department of Civil and Environmental Engineering, Outdoor Recreation, and Parks and Recreation programs at Utah State University (USU) have partnered to offer a new, unique river-based experiential learning opportunity for undergraduates called the Bear River Fellows Program. The program allows incoming freshmen Fellows to experience a river first hand during a 5-day/4-night river trip on the nearby Bear River two weeks before the start of their first Fall semester. As part of the program, Fellows will navigate the Bear River in canoes, camp along the banks, interact with local water and environmental managers, collect channel cross section, stream flow, vegetation cover, and topological complexity data, meet other incoming freshmen, interact with faculty and graduate students, develop boating and leadership skills, problem solve, and participate as full members of the trip team. Subsequently, Fellows will get paid as undergraduate researchers during their Fall and Spring Freshman semesters to analyze, synthesize, and present the field data they collect. The program is a collaborative effort between two USU academic units and the (non-academic) division of Student Services and supports a larger National Science Foundation funded environmental modelling and management project for the lower Bear River, Utah watershed. We have advertised the program via Facebook and emails to incoming USU freshmen, received 35 applications (60% women), and accepted 5 Fellows into the program (3 female and 2 male). The river trip departs August 14, 2012. The poster will overview the Bear River Fellows Program and present qualitative and preliminary outcomes emerging from the trip and Fellows' work through the Fall semester with the field data they collect. We will also undertake more rigorous and longer longitudinal quantitative evaluation of Program outcomes (for example, in problem-solving and leadership) both in Spring 2013 and in subsequent 2013 and 2014 offerings of the program.

  17. Collaborative Research: Bringing Problem Solving in the Field into the Classroom: Developing and Assessing Virtual Field Trips for Teaching Sedimentary and Introductory Geology

    NASA Astrophysics Data System (ADS)

    Wang, P.; Caldwell, M.

    2012-12-01

    Coastal Florida offers a unique setting for the facilitation of learning about a variety of modern sedimentary environments. Despite the conflicting concept of "virtual" and "actual" field trip, and the uncertainties associated with the implementation and effectiveness, virtual trips provide likely the only way to reach a large diversified student population and eliminate travel time and expenses. In addition, with rapidly improving web and visualization technology, field trips can be simulated virtually. It is therefore essential to systematically develop and assess the educational effectiveness of virtual field trips. This project is developing, implementing, and assessing a series of virtual field trips for teaching undergraduate sedimentary geology at a large four-year research university and introductory geology at a large two-year community college. The virtual field trip is based on a four-day actual field trip for a senior level sedimentary geology class. Two versions of the virtual field trip, one for advanced class and one for introductory class, are being produced. The educational outcome of the virtual field trip will be compared to that from actual field trip. This presentation summarizes Year 1 achievements of the three-year project. The filming, editing, and initial production of the virtual field trip have been completed. Formative assessments were conducted by the Coalition for Science Literacy at the University of South Florida. Once tested and refined, the virtual field trips will be disseminated through broadly used web portals and workshops at regional and national meetings.

  18. Expanding the Classroom: Benefits of Field Classes for Interdisciplinary Courses.

    NASA Astrophysics Data System (ADS)

    Schwarzschild, A.

    2014-12-01

    Ecological Research stations are often used to house field trips and short courses for science classes. These facilities, however, can also provide unique benefits when used for interdisciplinary courses and Professional Development programs not directly tied to field research. Located near the southern tip of the Delmarva Peninsula, the University of Virginia's Anheuser-Busch Coastal Research Center (ABCRC) serves as the field station for the Virginia Coast Reserve Long Term Ecological Research Program (VCR-LTER). Along with hosting field trips and short course for subjects like Marine Biology, Aquatic Ecology and Coastal Geology, the ABCRC has recently hosted Professional Development programs for public school Art teachers and a Nature Writing class for college students. These interdisciplinary programs are part of the ABCRC's participation in the Ecological Reflections Program (http://www.ecologicalreflections.com/) sponsored by The National Science Foundation and the LTER Network, with a goal of tying VCR-LTER data with the Humanities to increase appreciation of coastal environments and the ecosystem services they provide. Participants in these interdisciplinary programs are exposed to cutting edge field research and immersed (often quite literally) in coastal environments while they practice their art forms. The resulting paintings, drawings, nature essays and short stories demonstrate the impacts exposure to natural environments can have on program participants and how these experiences may shape their future works. Public exhibitions and readings allow these experiences to be shared with a larger audience.

  19. Fern Biology in Mexico - (A Class Field Program)

    ERIC Educational Resources Information Center

    Tryon, Rolla; And Others

    1973-01-01

    Organized field trips in the tropics proved to be an effective way to gather new information about ferns. The areas of study covered were: systematics and ecology, cytology and gametophyte structure, and morphogenesis and physiology. (PS)

  20. A Tropical Ecology Field Program in Central America.

    ERIC Educational Resources Information Center

    Fisher, Ronald L., Jr.; McLaren, J. Philip

    1989-01-01

    Described is a field trip for high school and college students to the country of Belize to study tropical ecology. Discussed are planning and special considerations. Included are a sample schedule and a planning guide. (CW)

  1. Field Trips: Tradition in Jeopardy

    ERIC Educational Resources Information Center

    Wheeler, Ginger

    2011-01-01

    The school field trip: something fun, different, exciting, exhausting--a break from the school day grind. But the field trip has ramifications beyond just getting out of school for the day. For students, the field trip is to the classroom what the big game is to athletes. For museums and other attractions, the field trip is a way to cultivate…

  2. Lilliputian Suburbia Grows Like a Giant

    ERIC Educational Resources Information Center

    Open Door, 1969

    1969-01-01

    As part of the building trades drafting program at Robeson Technical Institute students build models of homes they have designed. Other aspects of the program including preparatory courses, field trips, and planned improvements in the curriculum are discussed. (HH)

  3. Echoes from the Field: An Ethnographic Investigation of Outdoor Science Field Trips

    NASA Astrophysics Data System (ADS)

    Boxerman, Jonathan Zvi

    As popular as field trips are, one might think they have been well-studied. Nonetheless, field trips have not been heavily studied, and little research has mapped what actually transpires during field trips. Accordingly, to address this research gap, I asked two related research questions. The first question is a descriptive one: What happens on field trips? The second question is explanatory: What field trip events are memorable and why? I employed design research and ethnographic methodologies to study learning in naturally occurring contexts. I collaborated with middle-school science teachers to design and implement more than a dozen field trips. The field trips were nested in particular biology and earth sciences focal units. Students were tasked with making scientific observations in the field and then analyzing this data during classroom activities. Audio and video recording devices captured what happened during the field trips, classroom activities and discussions, and the interviews. I conducted comparative microanalysis of videotaped interactions. I observed dozens of events during the field trips that reverberated across time and place. I characterize the features of these events and the objects that drew interest. Then, I trace the residue across contexts. This study suggests that field trips could be more than one-off experiences and have the potential to be resources to seed and enrich learning and to augment interest in the practice of science.

  4. Five Years of the RoBOT "Rocks Beneath Our Toes" High School Outreach Program

    NASA Astrophysics Data System (ADS)

    Baxter, E. F.

    2011-12-01

    The "Rocks Beneath Our Toes" or RoBOT Program began in 2006 as part of an NSF CAREER award through the Geochemistry and Petrology Program. The educational outreach program engages Boston area high school students in a hands on study of rocks and minerals collected in their communities. The goal is to provide high school students a unique window into modern scientific methods of geochemistry and mineralogy and create a higher level of interest and awareness of geoscience amongst Massachusetts secondary school students who are less often exposed to earth science coursework. Beginning with a joint field trip to sampling sites identified by participants, high school students work with Boston University undergraduates enrolled in Mineralogy to analyze their samples in thin section. During the field trip, each BU undergraduate is paired with a high school student. The assignment of student pairings (started in year 2) dramatically increased student interactions and enjoyment. The program culminates with a visit by the high school group to tour BU's lab facilities and work with the undergraduates using the petrographic microscopes to explore their rock. At this visit, BU undergraduates present their semester's work in one-on-one powerpoint presentations from which discussion and microscope work follow. Thus far, >50 high school students, >40 undergraduates, and 7 high school educators were involved in the program. This included participants from three different suburban Boston area high schools and with students enrolled in the BU "Upward Bound" program: an existing program designed to enhance educational opportunities for Boston inner city high school students. Participant reviews indicate great success in achieving the program's goals. Notably, both BU undergraduates and high school students rated the opportunities for interaction with eachother among the best aspects of RoBOT. On a scale of 1 to 10, BU undergraduates rated the following four categories highest: powerpoint presentations to students (8.5); field trip (8.4); working together with microscopes (8.3); would you recommend RoBOT to others (8.2). The high school students rated the following four categories highest: RoBOT provided new geosciences experiences (9.3); working together with microscopes (9.0); tour of BU labs (8.7); powerpoint presentations by students (8.4). In addition, the PI was able to recruit top undergraduate students from Mineralogy and the RoBOT experience to join his research group where they could contribute to broader CAREER award research aims. Challenges and areas for improvement remain for the future of RoBOT. These include keeping participants engaged between the field trip and the BU visit, logistics of field trip scheduling especially with larger groups requiring more field sites and samples, and the ability to gain the interest and collaboration of secondary school educators to initiate the program in the first place. This has proven especially difficult for high schools that do not offer any earth science curriculum, indicating once again the uphill battle in perception that the geosciences face at the secondary school level.

  5. South American Field Experience: An Initiative in International Education. The Implementation Journal for the South American Field Experience.

    ERIC Educational Resources Information Center

    Martin, William J.

    A description is provided of Williamsport Area Community College's (WACC's) South American Field Experience program, a travel/study program for faculty and staff designed to provide a variety of learning experiences through a three week trip to Peru, Chile, Argentina, and Brazil. Chapter I presents an overview of the development of the project,…

  6. Field Trips Put Chemistry in Context for Non-Science Majors

    ERIC Educational Resources Information Center

    Peterman, Keith E.

    2008-01-01

    Field trips can provide excellent real-world learning situations for students in non-science major chemistry courses. The field trips described in this article are accessible, most trips can be completed within a scheduled three-hour laboratory time period, and they can be conducted at minimal cost. These field trips significantly enhanced student…

  7. Estimating Emissions Reductions from Vehicle Retirement Programs

    DOT National Transportation Integrated Search

    1998-05-29

    The Branson Travel and Recreational Information Program (TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (TTIS) in the I-40 corridor of northern Arizona are two Field Operational Tests (FOTs) of Traveler Information S...

  8. Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations, While on a Zoo Field Trip, Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

    NASA Astrophysics Data System (ADS)

    Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale

    2013-10-01

    This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.

  9. Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations, While on a Zoo Field Trip, Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

    ERIC Educational Resources Information Center

    Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale

    2013-01-01

    This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after…

  10. Using Virtual Field Trips to Connect Students with University Scientists: Core Elements and Evaluation of zipTrips[TM

    ERIC Educational Resources Information Center

    Adedokun, Omolola A.; Hetzel, Kristin; Parker, Loran Carleton; Loizzo, Jamie; Burgess, Wilella D.; Robinson, J. Paul

    2012-01-01

    Physical field trips to scientists' work places have been shown to enhance student perceptions of science, scientists and science careers. Although virtual field trips (VFTs) have emerged as viable alternatives (or supplements) to traditional physical fieldtrips, little is known about the potential of virtual field trips to provide the same or…

  11. Cybertrips in Social Studies. Online Field Trips for All Ages.

    ERIC Educational Resources Information Center

    Mandel, Scott

    The Internet can take students on virtual field trips to anywhere earth, under the seas, out in space, or back in time. This book demonstrates how teachers can use the Internet to take students on field trips. Composed of two parts, part 1, "Preparing for the Trip," discusses the background of virtual field trips what they are, and why…

  12. Teaching Ideas Notebook: Student Airport Tours

    ERIC Educational Resources Information Center

    Journal of Aerospace Education, 1977

    1977-01-01

    Outlines, as recommended by the Aviation Distributors and Manufacturers Association, a cooperative program between schools and local airports. The Student Airport Tours Program for class and career study groups includes a field trip to an airport, free rides, and follow-up activities. (CS)

  13. U.S.-Based Short-Term Public Health Cultural Immersion Experience for Chinese Undergraduate Students

    ERIC Educational Resources Information Center

    Powell, Dorothy Lewis; Biederman, Donna J.

    2017-01-01

    A U.S. and Chinese university developed a short-term student exchange program in public/community health. The program--which consisted of lectures, seminars, field trips, cross-cultural experiences, and a synthesis excursion--resulted in high levels of program satisfaction, increased intrapersonal awareness, and skill acquisition. Program content…

  14. Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

    NASA Astrophysics Data System (ADS)

    Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

    2015-12-01

    The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

  15. A Birding Program for the Blind.

    ERIC Educational Resources Information Center

    Bender, Eileen Koper

    1994-01-01

    A birding program developed as part of the leisure-time instructional program at the Greater Pittsburgh Guild for the Blind is described. Visits to the local aviary and field trips in which birds were identified by sound made this a particularly suitable activity. Sample activities conducted to involve participants are described. (DB)

  16. Revisiting Virtual Field Trips: Perspectives of College Science Instructors

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2015-01-01

    Field trips are an important component of upper undergraduate and graduate-level science courses, especially in the fields of biology, geoscience, and environmental science. Field trips can provide a new perspective to a course's content and quality. Science field trips can facilitate active student learning, yet often can be constrained by time,…

  17. A case study of urban student and teacher experiences surrounding an outdoor environmental science field trip

    NASA Astrophysics Data System (ADS)

    Preusch, Peggy L.

    2009-12-01

    Field trips provide opportunities for students to experience many different contexts beyond the classroom, and are a popular choice of K-12 teachers in the US. Recent interest in learning that occurs at informal science education centers such as museums, zoos and aquariums has stimulated studies of the relationship between learning in and outside of schools. Although many studies focus on the teachers, the contexts, and/or the students during the field trip, only a few look at the entire process of learning by including the classroom setting before and after the field trip. This study was designed to develop understandings of the student process of learning during and surrounding an environmental science field trip to an outdoor setting. John Dewey's extensive writings on the relationship between experience and learning informed the analysis, creating a focus on active and passive elements of the experience, continuity within and across contexts, the interactive nature of the experience and the importance of subject matter. An exploration of environmental education (EE), environmental science (ES), and nature study as content revealed the complexities of the subject matter of the field trip that make its presentation problematic. An urban school was chosen to contribute to the research literature about urban student learning in outdoor environments. During the field trip, the students' active engagement with each other and the environment supported meaningful remembrances of the field trip experiences during interviews after the field trip. The students accurately described plants and animals they had observed in different habitats during the field trip. They also made connections with their home life and prior experiences in the outdoors as they discussed the field trip and drew pictures that represented their experiences. One student integrated his outdoor experience with a language arts assignment as he reflected deeply on the field trip. One implication of this study is that educational experiences in outdoor natural environments are complex in ways that contribute to lack of continuity between science lessons in an elementary classroom and environmental science field trip. Long term relationships between schools and informal settings that recognize the strengths of both contexts in terms of student learning processes surrounding field trip experiences are needed to strengthen the educative process for field trip participants.

  18. Actual and Virtual Reality: Making the Most of Field Trips.

    ERIC Educational Resources Information Center

    Bellan, Jennifer Marie; Scheurman, Geoffrey

    1998-01-01

    Argues that a virtual field trip can complement and enhance a real one. Discusses the benefits and pitfalls of both types of field trips. Outlines a series of student and teacher activities combining an actual field trip and a virtual one to Fort Snelling in St. Paul, Minnesota. (MJP)

  19. Echoes from the Field: An Ethnographic Investigation of Outdoor Science Field Trips

    ERIC Educational Resources Information Center

    Boxerman, Jonathan Zvi

    2013-01-01

    As popular as field trips are, one might think they have been well-studied. Nonetheless, field trips have not been heavily studied, and little research has mapped what actually transpires during field trips. Accordingly, to address this research gap, I asked two related research questions. The first question is a descriptive one: What happens on…

  20. Elementary school children's science learning from school field trips

    NASA Astrophysics Data System (ADS)

    Glick, Marilyn Petty

    This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

  1. Open the Door Let's Explore: Neighborhood Field Trips for Young Children.

    ERIC Educational Resources Information Center

    Redleaf, Rhoda

    Designed as a resource for teachers and parents, this guide contains activities to help children from 2 to 8 years old learn from neighborhood walks and field trips. Information is presented on: field trips as an approach to learning, learning processes of children, and techniques to make trips meaningful. Teaching material for each trip includes…

  2. IVHS Institutional and Legal Issues Program : Review of the Travlink & Genesis Operational Tests

    DOT National Transportation Integrated Search

    1998-06-01

    The Branson Travel and Recreational Information Program (TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (TTIS) in the I-40 corridor of Northern Arizona are two Field Operational Tests (FOTs) of Traveler Information S...

  3. Field Trip: Multimedia and the Curriculum.

    ERIC Educational Resources Information Center

    McBroom, George

    1997-01-01

    Describes the development of the Academy of Communications and Multimedia Technology--a school-to-work program integrating English, social studies, and mathematics with multimedia, art, and television production--at Mainland High School in Daytona Beach, Florida. Discusses the program's goals, student recruitment, roles of business partners (such…

  4. Geography via Aerial Field Trips: Do It This Way, 6.

    ERIC Educational Resources Information Center

    Richason, Benjamin F., Jr.; Guell, Carl E.

    To provide guidance for geography teachers, this booklet presents information on how to plan and execute aerial field trips. The aerial field trip can be employed as an effective visual aid technique in the teaching of geography, especially for presenting earth generalizations and interrelationships. The benefits of an aerial field trip are…

  5. Graduate and Undergraduate Students' Teaching Practices in a Place-Based Outreach Program

    ERIC Educational Resources Information Center

    Nilsen, Katherine Joy

    2013-01-01

    This study explores how university students (i.e., undergraduate and graduate students) participating in a place-based outreach program practiced teaching strategies on four field trips. The outreach program, Learning in Place-Based Environments (LPBE), provided opportunities for the university students to teach fifth grade students about place,…

  6. Experiencing a Changing World.

    ERIC Educational Resources Information Center

    Rice, Patricia

    1994-01-01

    Describes the Living in a Changing World program, a series of half-day classes offered by the Saint Louis archdiocesan schools at a zoo, historical museum, botanical garden, archaeological center, science center, and arboretum. Through letter writing, social events, and field trips, the program pairs and provides interaction between fourth-…

  7. Science mentor program at Mission Hill Junior High School

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

    Dahlquist, K.

    Science graduate students from the University of California at Santa Cruz mentor a class of 7th graders from the Mission Hill Junior High School. The program`s purpose is: (1) to create a scientific learning community where scientists interact at different levels of the educational hierarchy; (2) to have fun in order to spark interest in science; and (3) to support girls and minority students in science. A total of seven mentors met with the students at least once a week after school for one quarter to tutor and assist with science fair projects. Other activities included a field trip tomore » a university earth science lab, judging the science fair, and assisting during laboratory exercises. Graduate students run the program with minimal organization and funding, communicating by electronic mail. An informal evaluation of the program by the mentors has concluded that the most valuable and effective activities have been the field trip and assisting with labs. The actual {open_quotes}mentor meetings{close_quotes} after school did not work effectively because they had a vaguely defined purpose and the kids did not show up regularly to participate. Future directions include redefining ourselves as mentors for the entire school instead of just one class and better coordinating our activities with the teachers` curriculum. We will continue to assist with the labs and organize formal tutoring for students having problems with math and science. Finally, we will arrange more activities and field trips such as an amateur astronomy night. We will especially target girls who attended the {open_quotes}Expanding Your Horizons{trademark} in Science, Mathematics, and Engineering{close_quotes} career day for those activities.« less

  8. The Use of Field Trips in Air-Photo Interpretation and Remote-Sensing Classes.

    ERIC Educational Resources Information Center

    Giardino, John Richard; Fish, Ernest Bertley

    1986-01-01

    Advocates the use of field trips for improving students' image-interpretation abilities. Presents guidelines for developing a field trip for an aerial-photo interpretation class or a remote-sensing class. Reviews methodology employed, content emphasis, and includes an exercise that was used on a trip. (ML)

  9. Multiple Stages of Weekend Field Trips To Expose Students to Nature: Emphasis on Discovery and Awareness.

    ERIC Educational Resources Information Center

    Krupa, James J.

    2002-01-01

    Describes the three stages of a field trip and reviews stage 1, weekend field trips, which focuses on an organism's morphology, behavior, and ecology. Presents activities on salamanders, small mammals, fish, birds, and bats. Explains the difficulties of weekend trips. (YDS)

  10. Field trip guide to the 2010 Schultz Fire Burn Area

    Treesearch

    Karen Koestner; Anne Youberg; Daniel G. Neary

    2011-01-01

    This field trip guide was created for a September 18th, 2011, field trip to the 2010 Schultz Fire burn area northeast of Flagstaff, Arizona, as part of the Arizona Hydrological Society's Annual Symposium. The guide provides background information on the 2010 Schultz Fire and aftermath (Section 1), site-specific information for each stop on the field trip (Section...

  11. The Effectiveness of a Virtual Field Trip (VFT) Module in Learning Biology

    ERIC Educational Resources Information Center

    Haris, Norbaizura; Osman, Kamisah

    2015-01-01

    Virtual Field Trip is a computer aided module of science developed to study the Colonisation and Succession in Mangrove Swamps, as an alternative to the real field trip in Form for Biology. This study is to identify the effectiveness of the Virtual Field Trip (VFT) module towards the level of achievement in the formative test for this topic. This…

  12. Community Resources: A Partnership in Career Education.

    ERIC Educational Resources Information Center

    Prince George's County Board of Education, Upper Marlboro, MD.

    A directory of local community resource personnel and their services which have been utilized by the Prince George's County Public Schools, Maryland for their career education program is presented. A standardized form was used to gain information from area industries and businesses regarding field trips, field activities, day long observations,…

  13. Environmental Education . . . The Way of the Hula Hoop?

    ERIC Educational Resources Information Center

    Applegate, Warren

    1974-01-01

    Given is information on a federally funded environmental education program based on field experience and community awareness. Problem-solving methods were used to involve students in local environmental issues. Field experiences included trips to the mountains and seashore and community projects in water quality, recycling, and nature trail…

  14. A Sky-High Classroom Provides a New Perspective for Earth Science Students

    ERIC Educational Resources Information Center

    Kolb, Albert C.

    1969-01-01

    Describes an earth science program conducted from an airplane for 8th grade students of Carmel Middle School, Carmel, California. The steps involved in getting the program started, the classroom work and the preparatory field trips, as well as the airborne lesson itself, are described. (LC)

  15. Beyond the Generation Gap: A Thoughtful Pedagogy.

    ERIC Educational Resources Information Center

    White-Hood, Marian

    1994-01-01

    Responding to the needs of estranged youth, a group of Benjamin Tasker Middle School teachers created the Thoughtful Pedagogy Model. The program allows adolescents to reconstruct images of the adult world through self-exploration; participate in field trips, assembly programs, and adult/adolescent bonding activities; and experience the love and…

  16. Utah's First Joint Effort in Vocational Health

    ERIC Educational Resources Information Center

    Sprague, Richard F.

    1976-01-01

    Describes a tri-district program (in Utah's Granite, Jordan, and Murray school districts) to expand the health career program, which involved 62 field trips scouring the area's hospitals and health care centers, and student work experience opportunities, to expose students from 13 high schools to occupations beyond the traditional doctor and…

  17. For the Horticulture Teacher--A Personal In-Service Program Can Keep You Relevant.

    ERIC Educational Resources Information Center

    Karns, Christine D.

    1980-01-01

    To keep current with industry changes, the vocational horticulture instructor can join horticulture industry associations, utilize horticulture outlets for field trips, use horticulture experts as resource persons, work in the industry, participate in university-sponsored inservice programs, attend industry association workshops and seminars, and…

  18. Nature's Classroom: An Ethnographic Case Study of Environmental Education

    ERIC Educational Resources Information Center

    Owens, Dorothea Jody

    2012-01-01

    This ethnographic case study examines the dynamic relationship between culture and environmental education within the context of a specific Florida-based public education program. The School District of Hillsborough County (SDHC) offers the program through a three-day field trip to the study site, Nature's Classroom, and accompanying classroom…

  19. Coastal Studies for Primary Grades.

    ERIC Educational Resources Information Center

    Butler, Venetia R.; Roach, Ellen M.

    1986-01-01

    Describes a set of field trips for participants of the Coastal Environmental Education for Primary Grades program in Georgia. Includes a sample of the activities used by first- and second-grade students. Discusses follow-up activities and the need for more educational programs dealing with sand dunes and saltwater marshes. (TW)

  20. Acadia: A Working Manual.

    ERIC Educational Resources Information Center

    Project Adventure, Hamilton, MA.

    The workbook of field ecology is for use by high school science students participating in two and one-half day weekend trips to Acadia National Park, Maine, as part of Project Adventure, an interdisciplinary program aimed at educating the whole student through experienced-based learning in academics and a physical education program in the…

  1. Teachers' Sources of Knowledge for Field Trip Practices

    ERIC Educational Resources Information Center

    Rebar, Bryan M.

    2012-01-01

    Teachers draw from many personal and professional experiences when organising and leading field trips. In order to identify the influences on teachers' field trip practices, I used surveys, interviews, artifacts and observations gathered from teachers who led trips to an aquarium. Findings clarified the types of influence and the impact that these…

  2. Factors Which Influence Learning Ability during a Scientific Field Trip in a Natural Environment.

    ERIC Educational Resources Information Center

    Orion, Nir; Hofstein, Avi

    The main goal of this study was to obtain insight about the factors that influence students' ability to learn during a field trip, in order to improve the planning and execution of learning field trips. The study was conducted in the context of a 1-day geological field trip for high school students in Israel. Three domains were tested by…

  3. Field trips and their effect on student achievement in and attitudes toward science: A comparison of a physical versus a virtual field trip to the Indian River Lagoon

    NASA Astrophysics Data System (ADS)

    Garner, Lesley Cochran

    The purpose of this study was to determine the effect of physical and virtual field trips on students' achievement in estuarine ecology and their attitudes toward science. The study also assessed the effect of students' learning styles, the interaction between group membership and learning styles, and the effect of group membership on students' ability to answer questions at different levels of Bloom's (1956) taxonomy. Working with a convenient sample of 67 freshmen and sophomore non-science majors, students were randomly assigned to one of two treatment groups (physical, n = 32 and virtual, n = 35). Prior to treatment, students' learning styles were determined, students were pre-assessed on the two targeted measures, and all students attended four consecutive, in-class, 75-minute lectures on estuarine ecology and the Indian River Lagoon (IRL). Pre-assessed data indicated no significant differences between the groups on the two dependent measures. On the weekend following the lecture series, the physical field trip group engaged in a set of predetermined activities at the IRL for 2 hours in the morning. Later that afternoon, the virtual field trip group participated in a 2-hour virtual trip to the IRL that exactly matched the physical field trip activities. This virtual trip incorporated the CD-ROM The Living Lagoon: An Electronic Field Trip. Following each trip, students were post-assessed using the same pre-assessment instruments. MANCOVA results indicated no significant differences on all research factors (i.e., group membership, learning style, and group-learning style interaction). Data analysis also revealed that there was no significant effect of group membership on students' ability to answer questions at different levels of Bloom's taxonomy. These findings imply that educators can integrate virtual field trips that are structured in the same manner as their corresponding physical field trips without significantly impacting student achievement or attitudes.

  4. Determination of Biology Department Students' Past Field Trip Experiences and Examination of Their Self-Efficacy Beliefs in Planning and Organising Educational Field Trips

    ERIC Educational Resources Information Center

    Bozdogan, Aykut Emre

    2015-01-01

    The purpose of this study is to determine the past field trip experiences of pre-service teachers who are graduates of Faculty of Sciences, Department of Biology and who had pedagogical formation training certificate and to examine their self-efficacy beliefs in planning and organizing field trips with regard to different variables. The study was…

  5. Teachers as Secondary Players: Involvement in Field Trips to Natural Environments

    NASA Astrophysics Data System (ADS)

    Alon, Nirit Lavie; Tal, Tali

    2017-08-01

    This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers' and field trip guides' views of the teacher's role, the teacher's actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and guides, and administered questionnaires. We found different levels of teacher involvement, ranging from mainly supervising and giving technical help, to high involvement especially in the cognitive domain and sometimes in the social domain. Analysis of students' self-reported outcomes showed that the more students believe their teachers are involved, the higher the self-reported learning outcomes.

  6. Transit Reliability Information Program (TRIP) : Final Technical Report

    DOT National Transportation Integrated Search

    1984-05-01

    The Transit Reliability Information Program (TRIP) is a government-initiated program to assist the transit industry in satisfying its need for rail transit car subsystem reliability information. TRIP provided this assistance through the operation of ...

  7. Transit Reliability Information Program (TRIP) Phase I Report

    DOT National Transportation Integrated Search

    1981-06-01

    The Transit Reliability Information Program (TRIP) is a government initiated program to assist the transit industry in satisfying its need for transit reliability information. TRIP provides this assistance through the operation of a national reliabil...

  8. Comparison of the effectiveness of real and virtual field trips in biology and ecology classes in lower secondary school based on the example of the Maribor island natural educational trail

    NASA Astrophysics Data System (ADS)

    Puhek, Miro

    The present doctoral thesis presents a case study within the scope of which real and virtual field trips have been compared. The emphasis of the study was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology in the final triad (third) of lower secondary school education. The analysis included students completing various tasks along the Maribor Island natural education trail, which had been digitized and inserted into Geopedia. The study was conducted in autumn of 2011 and included 464 students (enrolled in grades from 6 to 9) from 11 lower secondary schools located in the Maribor area. The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. During the real field trip, the majority of the students included in the study achieved better results particularly at tasks where they were able to benefit from first-hand experience. During the virtual field trip, individual students were more successful at tasks where they were allowed to access a computer in order to obtain additional information. Within the scope of the study, we had also surveyed lower secondary and secondary school teachers on the frequency of including field trips in the curriculum, on the obstacles that the teachers faced with regard to including field work in it, and on their views on real and virtual field trips. The survey included a total of 386 teachers, the majority whom were teaching the subjects of biology, geography, and natural science. The results have shown that the surveyed teachers regard field trips as a very important educational method that particularly encourages experience-based learning in nature. The views of the teachers on virtual field trips were generally positive, but only when regarded and applied as a supplemental teaching tool and not as a substitute for real field trips.

  9. Advanced traveler information services in rural tourism areas : Branson Travel and Recreational Information Program (Missouri) and Interstate 40 Traveler and Tourist Information System (Arizona)

    DOT National Transportation Integrated Search

    2000-06-30

    The Branson Travel and Recreational Information Program (Branson TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (I-40 TTIS) in northern Arizona are field operational tests (FOTs) being conducted through partnerships ...

  10. China's Population Program at the Grassroots Level: Report on a Field Trip, Summer 1972.

    ERIC Educational Resources Information Center

    Chen, Pi-chao

    The goals of the Caltech Population Program are to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world and to communicate this understanding. This series of occasional papers is one step in the process of communicating research results. The papers deal primarily…

  11. Nature at Your Doorstep: Real World Investigation for Primary Students.

    ERIC Educational Resources Information Center

    Basile, Carole G.; And Others

    "Nature at Your Doorstep" is an outgrowth of a successful environmental education program offered as a school field trip at a Nature Discovery Center. It was developed and used with thousands of students throughout Bellaire, Texas and the surrounding Houston metroplex. The purpose of this program is to kindle students' curiosity and…

  12. Six University Canada/US/Mexico exchange program in Earth Hazards (EHaz)

    NASA Astrophysics Data System (ADS)

    Stix, J.; Rose, W. I.

    2005-12-01

    This program is a consortium of six research-based universities in Canada, Mexico, and the U.S (Michigan Tech, Buffalo, McGill, Waterloo, UNAM and Colima) funded by the Department of education in the US and equivalent organizations in Canada and Mexico as part of the NAFTA agreement. The focus area for the mobility program is mitigation of geological natural hazards in North America. The consortium universities will exchange students and faculty in several engineering and science disciplines (e.g. environmental engineering, civil engineering, geological engineering, social sciences and geology) involved in the study of natural geological hazards. Students in the social sciences also will be exchanged, recognizing that the solution of natural hazards problems involves critical political, social, and economic aspects. Students will be mobilized among the participating universities through one- to two-semester visits and up to 60 more students will be mobilized via short-term, intensive courses. Student activities will consist of three stages: intensive language training, natural hazards coursework, and professional or research internships with local industries, agencies or at the host university. In each of the next three years there will be a joint advanced volcanology class run via videoconferencing and a three week field trip to areas of volcanological interest in Canada, US and Mexico. The course and field trip foci for the next three years are: 2006: Megaeruptions/ LongValley and Yellowstone; 2007: Volcanic edifice failure/ Cascades and Western Canada 2008: Convergent plate Boundary Volcanism/ Mexican Volcanic Belt Although the six universities will have first access to the exchange we are constructing ways for other volcanology programs to share the teleconference courses and field trips.

  13. Studying Geology of Central Texas through Web-Based Virtual Field Trips

    NASA Astrophysics Data System (ADS)

    Chan, C.; Khan, S. D.; Wellner, J. S.

    2007-12-01

    Each year over 2500 students, mainly non-science majors, take introductory geology classes at the University of Houston. Optional field trips to Central Texas for these classes provide a unique learning opportunity for students to experience geologic concepts in a real world context. The field trips visit Enchanted Rock, Inks Lake, Bee Cave Road, Lion Mountain, and Slaughter Gap. Unfortunately, only around 10% of our students participate in these field trips. We are developing a web-based virtual field trip for Central Texas to provide an additional effective learning experience for students in these classes. The module for Enchanted Rock is complete and consists of linked geological maps, satellite imagery, digital elevation models, 3-D photography, digital video, and 3-D virtual reality visualizations. The ten virtual stops focus on different geologic process and are accompanied by questions and answers. To test the efficacy of the virtual field trip, we developed a quiz to measure student learning and a survey to evaluate the website. The quiz consists of 10 questions paralleling each stop and information on student attendance on the Central Texas field trip and/or the virtual field trip. From the survey, the average time spent on the website was 26 minutes, and overall the ratings of the virtual field trip were positive. Most noticeably students responded that the information on the website was relevant to their class and that the pictures, figures, and animations were essential to the website. Although high correlation coefficients between responses were expected for some questions (i.e., 0.89 for "The content or text of the website was clear" and "The information on the website was easy to read"), some correlations were less expected: 0.77 for "The number of test questions was appropriate" and "The information on the website was easy to read," and 0.70 for "The test questions reinforced the material presented on the website" and "The information on the website is relevant to my class." These virtual field trips provide an alternative for students who cannot attend the actual field trips. They also allow transfer students to experience these sites before attending upper level field trips, which often return to study these sites in more detail. These modules provide a valuable supplementary experience for all students, as they emphasize skills for which we are presently unable to provide sufficient practice in lecture, fieldtrips, or laboratory. Public access to the field trips is available at: http://geoinfo.geosc.uh.edu/VR/

  14. Air Quality Case Studies Report

    DOT National Transportation Integrated Search

    1998-05-29

    The Branson Travel and Recreational Information Program (TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (TTIS) in the I-40 corridor of northern Arizona are two Field Operational Tests (FOTs) of Traveler Information S...

  15. A Biomes Field Trip.

    ERIC Educational Resources Information Center

    Leonard, William H.; And Others

    1983-01-01

    Describes a field trip designed to give students opportunities to experience relevant data leading to concepts in biogeography. Suggests that teachers (including college instructors) adapt the areas studied and procedures used to their own locations. Includes a suggested field trip handout. (JN)

  16. Field trip guidebook to the hydrogeology of the Rock-Fox River basin of Southeastern Wisconsin

    USGS Publications Warehouse

    Holt, C. L. R.; Cotter, R.D.; Green, J.H.; Olcott, P.G.

    1970-01-01

    On this trip we will examine some hydrogeologic characteristics of glacial features and emphasize ground-water management within the Rock-Fox River basin. Field stops will include the hydrogeology of a classical glacial terrane--the Kettle moraine--and the management of ground-water resources for industrial, municipal, agricultural, and fish-culture purposes. Descriptions of the geology, soils, water availability and characteristics, water quality, water use, and water problems within the basin are given in the accompanying U.S. Geological Survey Hydrologic Atlas (HA-360). This atlas is a product of the cooperative program of University Extension--the University of Wisconsin Geological and Natural History Survey.

  17. Evaluating Differences in Landscape Interpretation between Webcam and Field-Based Experiences

    ERIC Educational Resources Information Center

    Kolivras, Korine N.; Luebbering, Candice R.; Resler, Lynn M.

    2012-01-01

    Field trips have become less common due to issues including budget constraints and large class sizes. Research suggests that virtual field trips can substitute for field visits, but the role of webcams has not been evaluated. To investigate the potential for webcams to substitute for field trips, participants viewed urban and physical landscapes…

  18. TRIP : The Transportation Remuneration and Incentive Program in West Virginia, 1974-1979

    DOT National Transportation Integrated Search

    1982-07-01

    Between July 1974 and June 1979, the State of West Virginia was host to the largest Federal demonstration program for improving rural transit service called Transportation Remuneration Incentive Program (TRIP). The remuneration part of TRIP (ticket s...

  19. Evaluation and Report on Consumer and Homemaking Program in Depressed Areas. Utterback Junior High School Program. Wakefield Junior High School Program. June and July, 1972.

    ERIC Educational Resources Information Center

    Noon, Madeline Estella; Hanson, Connie

    The document describes the consumer and home economics summer programs for grade 7 and grade 8 girls in two junior high schools. The programs provided opportunities to learn basic sewing and cooking skills, as well as personal improvement such as grooming, hygiene, posture, and modeling. A number of field trips to supplement the class instruction…

  20. The Field Trip as a Positive Experience for the Learning Disabled.

    ERIC Educational Resources Information Center

    Cox, Charles C., III

    1993-01-01

    Describes a 12-year program in which learning-disabled students visit an ice cream making company in Providence, RI. Provides instructional objectives and procedures for the activity. Includes suggestions for postactivity discussion and student evaluation. (CFR)

  1. New Politics of Clean Air and Transportation

    DOT National Transportation Integrated Search

    1998-05-20

    The Branson Travel and Recreational information Program (TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (TTIS) in the I-40 corridor of Northern Arizona are two Field Operational Tests (FOTs) of Traveler Information S...

  2. Highway Economic Requirements System - v. III. User's Guide.

    DOT National Transportation Integrated Search

    1998-05-18

    The Branson Travel and Recreational Information Program (TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (TTIS) in the I-40 corridor of northern Arizona are two field Operational Tests (FOTs) of Traveler Information S...

  3. 28 CFR 570.45 - Violation of escorted trip.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Violation of escorted trip. 570.45 Section 570.45 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE COMMUNITY PROGRAMS AND RELEASE COMMUNITY PROGRAMS Escorted Trips § 570.45 Violation of escorted trip. (a) Staff shall process as...

  4. Field Guide to the Geology of Parts of the Appalachian Highlands and Adjacent Interior Plains.

    ERIC Educational Resources Information Center

    McKenzie, Garry D.; Utgard, Russell O.

    This field guide is the basis for a five-day, 1000-mile trip through six states and six geomorphic provinces. The trip and the pre- and post-trip exercises included in the guide constitute a three credit course at The Ohio State University entitled "Field Geology for Science Teachers." The purpose of the trip is to study the regional geology,…

  5. 2005 Navy MWR Customer Survey

    DTIC Science & Technology

    2007-07-01

    serve. The opportunity to do several different things, boat rental, theme parks, trips, discount movie tickets, camping, trailer rental etc. all...events77%Playing fields82%Shipboard recreation programs 75%Library Media Resource77%On-base movies /theatres82%Outdoor recreation areas 75%Outdoor...activities77%Library Media Resource Center83%Shipboard movies 76%Outdoor recreation rental78%Recreation Center facilities83%Sports fields 79%Playing fields79

  6. Teaching and Learning in the Tropics: An Epistemic Exploration of "the Field" in a Development Studies Field Trip

    ERIC Educational Resources Information Center

    Patel, Kamna

    2015-01-01

    Development studies employs theories, tools and methods often found in geography, including the international field trip to a "developing" country. In 2013 and 2014, I led a two-week trip to Ethiopia. To better comprehend the effects of "the field" on students' learning, I introduced an assessed reflexive field diary to…

  7. Integrating geoscience and Native American experiences through a multi-state geoscience field trip for high school students

    NASA Astrophysics Data System (ADS)

    Kelso, P. R.; Brown, L. M.; Spencer, M.; Sabatine, S.; Goetz, E. R.

    2012-12-01

    Lake Superior State University (LSSU) developed the GRANITE (Geological Reasoning And Natives Investigating The Earth) to engage high school students in the geosciences. The GRANITE program's target audience is Native American high school students and other populations underrepresented in the geosciences. Through the GRANITE program students undertake a variety of field and laboratory geosciences activities that culminates in a two week summer geoscience field experience during which they travel from Michigan to Wyoming. The sites students visit were selected because of their interesting and diverse geologic features and because in many cases they have special significance to Native American communities. Examples of the processes and localities studied by GRANITE students include igneous processes at Bear Butte, SD (Mato Paha) and Devil's Tower, WY (Mato Tipila); sedimentary processes in the Badlands, SD (Mako Sica) and Black Hills, SD (Paha Sapa); karst processes at Wind Cave, SD (Wasun Niye) and Vore Buffalo Jump; structural processes at Van Hise rock, WI and Dillon normal fault Badlands, SD; hydrologic and laucustrine processes along the Great Lakes and at the Fond du Lac Reservation, MN; fluvial processes along the Mississippi and Missouri rivers; geologic resources at the Homestake Mine, SD and Champion Mine, MI; and metamorphic processes at Pipestone, MN and Baraboo, WI. Through the GRANITE experience students develop an understanding of how geoscience is an important part of their lives, their communities and the world around them. The GRANITE program also promotes each student's growth and confidence to attend college and stresses the importance of taking challenging math and science courses in high school. Geoscience career opportunities are discussed at specific geologic localities and through general discussions. GRANITE students learn geosciences concepts and their application to Native communities and society in general through activities and experiences led by Lake Superior State University professors, K-12 earth science teachers, local science experts (most with tribal affiliation), and local Native American leaders. Student selection is based on an application that includes academic background and performance, a personal essay, and teacher and counselor references. All of the students invited to be part of the GRANITE program participated in the summer field excursion. The GRANITE summer field trip was structured to address over 50% of Michigan's high school geology standards. Each student's geoscience knowledge and interest is assessed through questionnaires administered pre- and post the summer field experience. Also, student feedback is gathered during the GRANITE field trip and more than six months post field trip. Students recorded field observations and discussion in their field books which they used to produce powerpoint slides summarizing and reflecting upon what they did and learned each day. Students' post field excursion, content-oriented scores increased each of the three years of the program. In addition to geosciences content growth, all of the students responded affirmatively that GRANITE "increased my understanding of how geoscientists study the Earth "and "increased my knowledge of the importance of geoscience to our society."

  8. GeoJourney: A Field-Based, Interdisciplinary Approach to Teaching Geology, Native American Cultures, and Environmental Studies

    ERIC Educational Resources Information Center

    Elkins, Joe; Elkins, Nichole M. L.; Hemmings, Sarah N. J.

    2008-01-01

    GeoJourney is an interdisciplinary field trip in geology, Native American studies, and environmental studies designed for introductory-level undergraduates. The program travels 23,345 kilometers by van to national parks, industrial sites, museums, and Indian reservations in 24 of the United States. During the day, students carry out hands-on…

  9. Exploring in Aerospace Rocketry. An Introduction to the Fundamentals of Rocketry.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Cleveland, OH. Lewis Research Center.

    This curriculum guide is based on 2 years of lectures and projects of a contemporary, special-interest aerospace program for promising students, ages 15-19. The program uses technical lectures, project activities and field trips to introduce students to the real engineering world of pioneering aerospace achievement, and the variety of skills and…

  10. Bale to Bolt: Activity Guide.

    ERIC Educational Resources Information Center

    Massachusetts Univ., Lowell. Tsongas Industrial History Center.

    This field trip program consists of a 90-minute interpretive tour and a 90-minute hands-on workshop in which students learn about the process of making cloth both by hand and in a factory. The program focuses on the changing nature of work and the roles of workers. The tour and workshop complement one another by exploring different aspects of the…

  11. Tourism, Field Trips and Geographic Education.

    ERIC Educational Resources Information Center

    Dilsaver, Lary M.

    In university level geography education, both a market and a need exist for "learning trips" combining the elements of a field trip with those of a commercial tour. Planning such trips involves four steps. The first of these is to establish the conditions of the tour, including identification of the topical focus, specific destinations and sites…

  12. Field guide to geologic excursions in southwestern Utah and adjacent areas of Arizona and Nevada

    USGS Publications Warehouse

    Lund, William R.; Lund, William R.

    2002-01-01

    This field guide contains road logs for field trips planned in conjunction with the 2002 Rocky Mountain Section meeting of the Geological Society of America held at Southern Utah University in Cedar City, Utah. There are a total of eight field trips, covering various locations and topics in southwestern Utah and adjacent areas of Arizona and Nevada. In addition, the field guide contains a road log for a set of Geological Engineering Field Camp Exercises run annually by the University of Missouri at Rolla in and around Cedar City. Two of the field trips address structural aspects of the geology in southwestern Utah and northwestern Arizona; two trips deal with ground water in the region; and along with the Field Camp Exercises, one trip, to the Grand Staircase, is designed specifically for educators. The remaining trips examine the volcanology and mineral resources of a large area in and around the Tusher Mountains in Utah; marine and brackish water strata in the Grand Staircase-Escalante National Monument; and the Pine Valley Mountains, which are cored by what may be the largest known laccolith in the world. The "Three Corners" area of Utah, Arizona, and Nevada is home to truly world-class geology, and I am confident that all of the 2002 Rocky Mountain Section meeting attendees will find a field trip suited to their interests.

  13. Career-focused field trips as experienced by at-risk rural students: A case study

    NASA Astrophysics Data System (ADS)

    Hutson, Tommye L.

    A lack of recent research focused on field trips as pedagogy in K-12 settings established the foundation for this work. The research design followed multiple-case case study model. The participants were four male students from a small rural high school in central Texas. Each participant, previously labeled as academically "at-risk", had identified an inability to describe connections between academic science content as presented in their common classes and future jobs, vocational training, and/or careers requiring higher education. Because the participants had no directed field excursions addressing this desirable knowledge and/or skill, a career-focused field trip was designed to address the self-identified deficit reported by the participants. The specific research questions were: (1) How does the ability to describe connections between academic science content (biology, chemistry, and physics) and future careers change as rural students experience a purposeful excursion to a post-secondary facility providing vocational training? (2) When do the connection(s) between content and future careers become evident to students? (3) What effects or impact do newly discovered connections have on rural students' aspirations with regard to future career or higher education options? Data were gathered using existing school records, an initial survey, one-to-one interviews conducted before and after the field trip, focus groups conducted before and after the field trip, and observations during the field trip. Data analysis revealed that all participants were able to describe various connections between academic content and careers after the field trip, as well as identify a specific incident that initially established those connections. In addition, all of the participants reported discovering options for careers during the field trip not previously realized or considered. Each participant indicated that they found field trips to be effective. As a result of their singular experience, they collectively voiced a belief that career-focused field trips should be included in all required science classes starting in late middle school and continuing through at least the 10th grade.

  14. Guidelines for Setting Up an Extended Field Trip to Florida and the Florida Keys: An Interactive Experiential Training Field Biology Program Consisting of Pretrip Instruction, Search Image Training, Field Exercises, and Observations of Tropical Habitats and Coral Reefs.

    ERIC Educational Resources Information Center

    Baker, Claude D.; And Others

    The importance of experiential aspects of biological study is addressed using multi-dimensional classroom and field classroom approaches to student learning. This document includes a guide to setting up this style of field experience. Several teaching innovations are employed to introduce undergraduate students to the literature, techniques, and…

  15. More Virtual Field Trips.

    ERIC Educational Resources Information Center

    Cooper, Gail; Cooper, Gary

    This directory covers additional Web sites and opportunities that have appeared in the year since the original book, "Virtual Field Trips," was published. The field trips provided are appropriate for K-12 students and designed to meet the goals and interests of educators. Organized by subjects and cross-referenced for quick and easy…

  16. Student Attitudes toward and Recall of Outside Day: An Environmental Science Field Trip

    ERIC Educational Resources Information Center

    Nadelson, Louis S.; Jordan, J. Richard

    2012-01-01

    Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day--an environmental education field…

  17. Development of Teacher Attitude Scale towards the Field Trip

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2012-01-01

    A field trip is an excursion by group of students with teachers to a place away from classroom such as natural field, science center, and zoo. So, it is an important tool for renewable energy education. This study was carried out to develop a new scale for measuring teacher attitudes towards the field trip. Teacher attitude scale towards the field…

  18. Proceedings : Conference on Nondestructive Evaluation of Bridges, August 25-27, 1992

    DOT National Transportation Integrated Search

    1998-06-01

    The Branson Travel and Recreational Information Program (TRIP) in Branson, Missouri, and the I-40 Traveler and Tourist Information System (TTIS) in the I-40 corridor of Northern Arizona are two Field Operational Tests (FOTs) of Traveler Information S...

  19. Fermilab Science Education Office - Field Trips, Study Units and Workshops

    Science.gov Websites

    World - Life Sciences (K-5) Phriendly Physics Program - Blog - Physical Sciences (3-5) The Prairie - Our Heartland - Life Sciences 6-9 (6-8) Energy and Ecosystems - Life Sciences (6-9) Beauty and Charm - Physical

  20. Field trips local and abroad: What every field trip leader needs to know about insurance coverage

    NASA Astrophysics Data System (ADS)

    Jovanelly, T.

    2016-12-01

    Leading field trips locally or internationally is an essential part of being a geoscience educator. Being a field trip guide and coordinator often means that you will be responsible for minors (under the age of 21), transportation, and touring (e.g. hiking, exploring) in unique and sometimes rugged environments. Professors, and alike, at universities and colleges may not have adequate insurance covered should a student(s) render maladies, or worse death, under your advisement. This poster outlines questions that could be presented to your university or college's lawyer to ensure field trip guides are properly covered for liability in most situations. Additionally, it will provide explanation for common legal terms often used when explaining insurance coverage relating to university or college employment. Lastly, this poster will provide suggestions on how to pursue professional coverage polices that can protect you both in the field and in the classroom/laboratory.

  1. 2004 Annual Health Physics Report for the HEU Transparency Program

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

    Radev, R

    2005-04-01

    During the 2004 calendar year, LLNL provided health physics support for the Highly Enriched Uranium Transparency Implementation Program (HEU-TIP) in external and internal radiation protection and technical expertise into matters related to BDMS radioactive sources and Russian radiation safety regulatory compliance. For the calendar year 2004, there were 200 person-trips that required dose monitoring of the U.S. monitors. Of the 200 person-trips, 183 person-trips were SMVs and 17 person-trips were Transparency Monitoring Office (TMO) trips. Eight person-trips from the SMV trips were continuation trips of TMO monitors to facilities other than UEIP. The LLNL Safety Laboratories' Division provided the dosimetrymore » services for the HEU-TIP monitors.« less

  2. Incorporating "Virtual" and "Real World" Field Trips into Introductory Geography Modules

    ERIC Educational Resources Information Center

    Friess, Daniel A.; Oliver, Grahame J. H.; Quak, Michelle S. Y.; Lau, Annie Y. A.

    2016-01-01

    The "field trip" is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the…

  3. The Case of the Field Trip Disaster

    ERIC Educational Resources Information Center

    Collins, Loucrecia; Redcross, Joseph

    2005-01-01

    For decades, the instructional field trip has been viewed as a strategy to enhance students' learning experiences. Yet what happens when an award-winning teacher is accused of choking a student while on a field trip? Tempers flare among community members, parents contact the police, and the principal is assigned the daunting task of investigating…

  4. Collecting Planarians: A Good Choice for a Field Trip.

    ERIC Educational Resources Information Center

    Cha, Heeyoung

    2001-01-01

    Describes a field trip to collect planarians as successful in generating interest in the sciences. This activity is suitable for all grade levels as a field trip or biology lab. Planarians can be easily collected from streams across the United States. Once in the classroom, planaria are easily fed and cared for. (SAH)

  5. Pedagogical Souvenirs: An Art Educator's Reflections on Field Trips as Professional Development

    ERIC Educational Resources Information Center

    Kushins, Jodi

    2015-01-01

    This essay explores the nature and importance of field trips as sites for artistic development, intellectual fulfillment, and pedagogical inspiration. The author weaves personal reflections from a professional field trip and experience teaching art education online with creative and pedagogical references to make a case for experiential learning…

  6. Open the Door, Let's Explore More! Field Trips of Discovery for Young Children.

    ERIC Educational Resources Information Center

    Redleaf, Rhoda

    Designed as a resource for teachers and parents, this guide contains activities to help children in primary grades learn from walks and field trips. Chapter 1, "Experience and Learning," discusses general information about how young children learn and the contribution of field trips to children's perception, language, memory, and logical…

  7. Student Self-Reported Learning Outcomes of Field Trips: The Pedagogical Impact

    ERIC Educational Resources Information Center

    Alon, Nirit Lavie; Tal, Tali

    2015-01-01

    In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the…

  8. Thinking outside the Classroom: Integrating Field Trips into a First-Year Undergraduate Chemistry Curriculum

    ERIC Educational Resources Information Center

    Forest, Kaya; Rayne, Sierra

    2009-01-01

    Studies on student learning during primary- and secondary-school course-related field trip activities have shown lasting cognitive and socio-cultural effects. However, fewer studies have investigated the potential benefits of incorporating field trip activities into post-secondary education. The curriculum in a first-year university chemistry…

  9. Mechanisms Influencing Student Understanding on an Outdoor Guided Field Trip

    ERIC Educational Resources Information Center

    Caskey, Nourah Al-Rashid

    2009-01-01

    Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the…

  10. Providing health services for children with special health care needs on out-of-state field trips.

    PubMed

    Erwin, Karen; Clark, Saudi; Mercer, Sharon Eli

    2014-03-01

    An increasing number of children attend school with special health care needs. Title II of the Americans with Disabilities Act (ADA) requires all school-sponsored activities to be easily accessible to all students. School-sponsored field trips enhance students' education, and students who require health services may not be excluded. For students with special health care needs, fully participating in the field trip experience presents unique challenges. These challenges are further complicated by out-of-state field trips due to variances in nurse practice acts, variances in delegation regulations, and most recently, state-by-state participation or nonparticipation in the Nurse Licensure Compact. Review of state laws, regulations, and nursing scope of practice for school health services is critical when planning and problem solving for students requiring health services on out-of-state field trips.

  11. The Community is Our Classroom. TEAL Occasional Papers, Vol. 1, 1977.

    ERIC Educational Resources Information Center

    Nicol, Marjorie; Jordan, Gail

    This paper discusses an English as a second language (ESL) program for elementary school children in a city school in British Columbia. The main emphasis of this program is on community life outside the classroom. The students are taken on field trips to a wide variety of places, such as an aquarium, grocery stores, parks, skating rinks, swimming…

  12. Community Involvement in Law Education: Human Resources in Carroll County, Maryland. Law-Related Education Program for the Schools of Maryland.

    ERIC Educational Resources Information Center

    Vetter, Donald P.; Vigliotti, Mark A.

    Community resources, learning activities, teaching tips, field trip suggestions, and other sources available in Carroll County, Maryland, for use by K-12 teachers in developing, planning, and implementing citizenship education programs in the social studies classroom are provided. The first chapter examines procedures to be followed by teachers…

  13. "Role Models Are Real People": Speakers and Field Trips for Chicago's American Indian Elementary School Children.

    ERIC Educational Resources Information Center

    Hill, Lola L.

    This two-part document describes the background and development of "Role Models Are Real People," a speakers' program for at-risk American Indian students, grades 6-8, in Chicago. The first part of the document includes the program proposal, outlining dropout statistics and other data showing reason for concern about American Indian…

  14. Learning in Authentic Earth and Planetary Contexts

    NASA Astrophysics Data System (ADS)

    Fergusson, J. A.; Oliver, C. A.

    2006-12-01

    A Virtual Field Trip project has been developed in collaboration with NASA Learning Technologies to allow students, internationally, to accompany scientists on a field trip to the Pilbara region of Western Australia to debate the relevance of ancient structures called stromatolites, to the origins of life on Earth and the search for life on Mars. The project was planned with the aim of exposing high school students to `science in the making', including exposure to the ongoing debate and uncertainties involved in scientific research. The development of the project stemmed from both research-based and anecdotal evidence that current science education programs are not providing secondary students with a good understanding of the processes of science. This study seeks to examine the effectiveness of student use of the tools to increase awareness of the processes of science and to evaluate the effectiveness of the tools in terms of student learning. The literature reports that there is a need for learning activities to be conducted within meaningful contexts. The virtual field trip tools create an environment that simulates key elements in the scientific process. Such an approach allows students to learn by doing, to work like scientists and apply their learning in an authentic context.

  15. Effect of Field Trip on Students' Academic Performance in Basic Technology in Ilorin Metropolis, Nigeria

    ERIC Educational Resources Information Center

    Amosa, Abdul Ganiyu Alasela; Ogunlade, Oyeronke Olufunmilola; Atobatele, Adunni Suliat

    2015-01-01

    The use of field trip in teaching and learning helps to bring about effective and efficient learning in Basic Technology. Field trip is a group excursion away from the normal education environment for firsthand experience of an historic site or place of special interest. This study therefore was geared towards finding out the effect of field trip…

  16. Camping for Youth with Chronic Illnesses.

    ERIC Educational Resources Information Center

    Burns, Joanna L.; Keller, M. Jean

    1994-01-01

    Camp Fortnight brought 25 British children with cystic fibrosis to experience a 2-week camping program in Texas. Campers (ages 11-15) participated in wilderness experiences, a challenge course, fishing, horseback riding, creative arts, cooking, hiking, outdoor camping, and field trips. Profiles campers and their experiences. (LP)

  17. Upper Grades Ideas.

    ERIC Educational Resources Information Center

    Classroom Computer Learning, 1983

    1983-01-01

    Offers such teaching activities as a one-line program contest, field trips, examining job openings in newspapers, and a writing activity speculating what would happen if robots did not follow Isaac Asimov's "Three Laws of Robotics." Includes "Logo Goes to High School" by E. Paul Goldenberg, discussing problem-solving tasks…

  18. Measuring Growth on a Museum Field Trip: Dinosaur Bones and Tree Cross Sections

    ERIC Educational Resources Information Center

    Sedzielarz, Maija; Robinson, Christopher

    2007-01-01

    The MathPacks program at the Science Museum of Minnesota provides students with in-depth understanding of real-world applications of mathematics and science. Students measure museum specimens and investigate ratios, patterns, and mapping while simulating the work of scientists.

  19. Wolves Are Beautiful and Proud: Science Learning from a School Field Trip

    ERIC Educational Resources Information Center

    Glick, Marilyn Petty; Samarapungavan, Ala

    2008-01-01

    This research examines the impact of related classroom activities on fourth grade students' science learning from a school field trip. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises a set of…

  20. Anything Can Happen out There: A Holistic Approach to Field Trips

    ERIC Educational Resources Information Center

    Plutino, Alessia

    2016-01-01

    This paper looks back at an academic-led language field trip project, now in its third year, involving ab-initio students of Italian at the University of Southampton. It considers the role of academic-led field trips in Modern Languages (ML) and it explores the underlying pedagogical approaches that were adopted to enhance students' engagement,…

  1. A Review of Research on School Field Trips and Their Value in Education

    ERIC Educational Resources Information Center

    Behrendt, Marc; Franklin, Teresa

    2014-01-01

    The purpose of this paper is to examine the importance of science field trips as educational tools to connect students to classroom concepts. Experiential learning at formal and informal field trip venues increases student interest, knowledge, and motivation. The teacher's role in preplanning, implementation, and reflection often dictates the…

  2. A Day at the Museum: The Impact of Field Trips on Middle School Science Achievement

    ERIC Educational Resources Information Center

    Whitesell, Emilyn Ruble

    2016-01-01

    Field trips are an important feature of the United States' education system, although in the current context of high-stakes tests and school accountability, many schools are shifting resources away from enrichment. It is critical to understand how field trips and other informal learning experiences contribute to student test scores, but little…

  3. Making and Taking Virtual Field Trips in Pre-K and the Primary Grades

    ERIC Educational Resources Information Center

    Kirchen, Dennis J.

    2011-01-01

    A virtual field trip (VFT) is a technology-based experience that allows children to take an educational journey without leaving the classroom. These multimedia presentations bring the sights, sounds, and descriptions of distant places to learners. Virtual field trips vary in complexity. They can range from a single PowerPoint or video presentation…

  4. Promoting Field Trip Confidence: Teachers Providing Insights for Pre-Service Education

    ERIC Educational Resources Information Center

    Ateskan, Armagan; Lane, Jennie F.

    2016-01-01

    Pre-service teachers need experiences in practical matters as a part of field trip preparations programmes. For 14 years, a private, non-profit university in Turkey has involved pre-service teachers in field trip planning, implementation and evaluation. A programme assessment was conducted through a case study to examine the long-term effects of…

  5. The "Science" Behind a Successful Field Trip to the Zoo

    ERIC Educational Resources Information Center

    Scott, Catherine Marie; Matthews, Catherine E.

    2011-01-01

    A field trip to the local zoo is often a staple in many elementary school curricula. Many zoos offer free entry to local teachers and their students. Teachers take students on field trips to enrich the curriculum, make connections to what students are learning in school, and provide students with meaningful learning experiences (Kisiel 2007).…

  6. Putting a "New Kick" into the Adult Education Program

    ERIC Educational Resources Information Center

    Hammack, Merle S.

    1978-01-01

    A vocational agriculture instructor describes the adult education tour program in Ferris, Texas, involving farm bus trips and plane trips to various farming areas and industries. The trips were financed by the participants and some business firms and organizations. (MF)

  7. A Guide to Field Trip Sites in Coastal North Carolina. Project CAPE Teaching Module SC3a.

    ERIC Educational Resources Information Center

    Carroll, Walter B.; Carroll, Carolyn H.

    This guide provides information on preparing students in grades 4-10 for field trips and describes possible field trip sites in the northeastern, mid-eastern, and southeastern regions of North Carolina. Selected sites in the northeastern region (from Roanoke Island to Ocracoke) include the Dare Coastline and Cape Hatteras National Seashore.…

  8. The Effects of Primary Sources and Field Trip Experience on the Knowledge Retention of Multicultural Content

    ERIC Educational Resources Information Center

    Farmer, James; Knapp, Doug; Benton, Gregory M.

    2007-01-01

    Although small in scope, this study attempted to analyze the impacts of primary sources and field trip experiences on multicultural education through first-hand narrative interviews, one year after the experience. In particular, it assessed the recollections of students who participated in a one-half-day field trip to George Washington Carver…

  9. Effective Use of Personal Assistants for Students with Disabilities: Lessons Learned from the 2014 Accessible Geoscience Field Trip

    ERIC Educational Resources Information Center

    Hendricks, Julie E.; Atchison, Christopher L.; Feig, Anthony D.

    2017-01-01

    In 2014, the Geological Society of America sponsored an Accessible Field Trip, designed to demonstrate best practices in accommodating a wide variety of participants with disabilities during a field experience. During the trip, an aide was deployed to assist two student participants with sensory disabilities, one with low vision and the other with…

  10. Mass Wasting Following the 2002 Missionary Ridge Fire near Durango, Colorado, a Field Trip Guidebook

    USGS Publications Warehouse

    Bigio, Erica R.; Blair, Robert W.; Burke, Michael; Cannon, Susan H.; deWolfe, Victor G.; Ey, John; Gartner, Joseph E.; Gillam, Mary L.; Knowlton, N.D.; Santi, Paul M.; Schulz, William H.; Coe, Jeffrey A.

    2007-01-01

    This field trip guide focuses on mass wasting following the 2002 Missionary Ridge fire near Durango, Colorado. We prepared this guide to accompany a May 4, 2006, field trip during the second Roy J. Shlemon Specialty Conference, which was held in Durango, Colorado, May 3-5. The conference, entitled Mass Wasting in Disturbed Watersheds, was sponsored by the Association of Environmental & Engineering Geologists (AEG) and the AEG Foundation. The objective of this Shlemon Conference was to bring together practitioners and researchers to define the current state of practice and identify unresolved problems with regard to the prediction and mitigation of mass wasting in disturbed watersheds. The one-day field trip begins and ends in Durango. Many of the field trip stops are at debris-flow fans around the periphery of the burn area, but one stop examines landslide activity in the burn area that initiated during spring 2005 snowmelt within a dormant, deep-seated landslide, as well as an erosion/debris-flow mitigation effort in a drainage basin above Lemon Reservoir. Also provided are descriptions of the Missionary Ridge fire, the geologic and climatic setting of the field-trip area, and the general effects of wildfire on watersheds.

  11. Improving Our Approach to Managing Risk

    ERIC Educational Resources Information Center

    Brown, Adam

    2008-01-01

    Outdoor education--be it canoe tripping, adventure programs, field studies or anything else--is inherently risky. Outdoor educators deal with unpredictable settings and situations, where change is constant and outcomes are sometimes uncertain. In this naturalistic environment, their risk management procedures have the potential to break down and…

  12. No Strangers Here? A Study of the Experience of Low-Income Students of Color in High School.

    ERIC Educational Resources Information Center

    O'Keefe, Joseph M.

    In 1963 Catholic leaders in New York (New York) began the Higher Achievement Program (HAP), a high-school based, 6-week college preparatory program for boys from low-income families that takes place in the summer after seventh grade. Academic study in the morning is followed by athletics, field trips, and other social or artistic activities in the…

  13. Field Trip - Conservation of Carnivores in Namibia

    NASA Astrophysics Data System (ADS)

    Gibson, Amanda

    2017-04-01

    Field trips are a key component of our curriculum at ISWB. Classroom teaching is invaluable but field trips provide pupils with a tangible connection to pertinent issues of conservation. ISWB realises the importance of out of the classroom learning in field trips and to this end our students have an opportunity to partake in a number of 3-5 day field trips per academic year. In 2016, several Year 8, 9, 10, 11 and 12 students visited the AfriCat Foundation on Okonjima in central Namibia for 4 days to learn about the conservation of the predator population in Namibia. The trips were very successful and another trip this year to AfriCat North close to Etosha National Park, where the students will work closely with the local farming communities, is planned. AfriCat provides Environmental Education programmes for the youth of Namibia giving them a greater understanding of the importance of wildlife conservation. Their main objective is promoting predator and environmental awareness amongst the youth of Namibia. AfriCat Environmental Education Programme is based on 1997 UNESCO-UNEP Environmental Education objectives. "Attitudes: To raise concern about problems, values, personal responsibility and willingness to participate/act. In the end, we conserve only what we love. We will love only what we understand. We will understand only what we are taught."

  14. Using GIS for planning field trips: In-situ assessment of Geopoints for field trips with mobile devices

    NASA Astrophysics Data System (ADS)

    Böhm, Sarah; Kisser, Thomas; Ditter, Raimund

    2016-04-01

    Up to now no application is existing for collecting data via mobile devices using a geographical information system referring to the evaluation of Geopoints. Classified in different geographical topics a Geopark can be rated for suitability of Geopoints for field trips. The systematically acquisition of the suitability of Geopoints is necessary, especially when doing field trips with lower grade students who see a physical-geographic phenomenon for the first time. For this reason, the development of such an application is an invention for easy handling evaluations of Geopoints on the basis of commonly valid criteria like esthetic attraction, interestingness, and pithiness (Streifinger 2010). Collecting data provides the opportunity of receiving information of particularly suitable Geopoints out of the sight from students, tourists and others. One solution for collecting data in a simple and intuitive form is Survey123 for ArcGIS (http://survey123.esri.com/#/). You can create surveys using an ArcGIS Online organizational account and download your own survey or surveys "that may have been shared with you" (https://itunes.apple.com/us/app/survey-123-for-arcgis/id993015031?mt=8) on your mobile device. "Once a form is downloaded, you will be able to start collecting data."(https://itunes.apple.com/us/app/survey-123-for-arcgis/id993015031?mt=8) Free of cost and use while disconnected the application can easily be used via mobile device on field trips. On a 3-day field trip which is held three times per year in the Geopark Bergstraße-Odenwald Survey123 is being used to evaluate the suitability of different Geopoints for different topics (geology, soils, vegetation, climate). With every field trip about 25 students take part in the survey and evaluate each Geopoint at the route. So, over the time, the docents know exactly which Geopoints suites perfect for teaching geology for example, and why it suites that good. The field trip is organized in an innovative way. Before the field trip, students gather in expert groups dealing with different topics (geology, soils, vegetation, climate). During the field trip these expert groups teach the other students at different Geopoints their expert knowledge. With Survey123 each student can give the experts grades for their teaching. Furthermore the app can be used to generate a digital report of the field trip with geotagged texts and photos which can be seen by the docents. Future-looking an evaluation of Geopoints by tourists or a cooperation with other universities for collecting more data is desirable. When organizing a field trip everybody could look up, how good the different Geopoints in a geopark are regarding topics like geology, soils, vegetation, … Crowdsourcing is maybe given at the future, if an ArcGIS Account is no more necessary to take part.

  15. The Sea Floor: A Living Learning Residential Community

    NASA Astrophysics Data System (ADS)

    Guentzel, J. L.; Rosch, E.; Stoughton, M. A.; Bowyer, R.; Mortensen, K.; Smith, M.

    2016-02-01

    Living learning communities are collaborations between university housing and academic departments designed to enhance the overall student experience by integrating classroom/laboratory learning, student life and extracurricular activities. At Coastal Carolina University, the residential community associated with the Marine Science program is known as the Sea Floor. Students selected to become members of the Sea Floor remain "in residence" for two consecutive semesters. These students are first-time freshman that share a common course connection. This course is usually Introduction to Marine Science (MSCI 111) or MSCI 399s, which are one credit field/laboratory centered internships. The common course connection is designed so residents can establish and maintain an educational dialog with their peers. Activities designed to enhance the students' networking skills and educational and social development skills include monthly lunches with marine science faculty and dinner seminars with guest speakers from academia, industry and government. Additionally, each semester several activities outside the classroom are planned so that students can more frequently interact with themselves and their faculty and staff partners. These activities include field trips to regional aquariums, local boat trips that include water sample collection and analysis, and an alternative spring break trip to the Florida Keys to study the marine environment firsthand. The resident advisor that supervises the Sea Floor is usually a sophomore or junior marine science major. This provides the residents with daily communication and mentoring from a marine science major that is familiar with the marine science program and residence life. Assessment activities include: a university housing community living survey, student interest housing focus groups, fall to spring and fall to fall retention, and evaluation of program advisors and program activities.

  16. Geology of the National Capital Region: field trip guidebook

    USGS Publications Warehouse

    Burton, William; Southworth, Scott

    2004-01-01

    The 2004 Joint Northeast-Southeast Section Meeting of the Geological Society of America is the fourth such meeting and the third to be held in or near Washington, D.C. This guidebook and the field trips presented herein are intended to provide meeting participants, as well as other interested readers, a means to understand and enjoy the rich geological and historical legacy of the National Capital Region. The field trips cover all of the major physiographic and geologic provinces of the central Appalachians in the Mid-Atlantic region. Trip 1 outlines the tectonic history of northern Virginia along an east-to-west transect from the Coastal Plain province to the Blue Ridge province, whereas the other field trips each focus on a specific province. From west to east, these excursions investigate the paleoclimate controls on the stratigraphy of the Paleozoic rocks of the Allegheny Plateau and Valley and Ridge province in West Virginia, Pennsylvania, and Maryland (Trip 3); Eocene volcanic rocks that intrude Paleozoic rocks in the westernmost Valley and Ridge province in Virginia and West Virginia (Trip 4); age, petrology, and structure of Mesoproterozoic gneisses and granitoids located in the Blue Ridge province within and near Shenandoah National Park, Virginia (Trip 2); the use of argon data to unravel the complex structural and thermal history of the metamorphic rocks of the eastern Piedmont province in Maryland and Virginia (Trip 5); the use of cosmogenic isotopes to understand the timing of bedrock incision and formation of terraces along the Potomac River in the eastern Piedmont province near Great Falls, Virginia and Maryland (Trip 6); the nature of the boundary between rocks of the Goochland and Chopawamsic terranes in the eastern Piedmont of Virginia (Trip 7); the role of bluffs and fluvial terraces of the Coastal Plain in the Civil War Battle of Fredericksburg, Virginia (Trip 8); and the Tertiary lithology and paleontology of Coastal Plain strata around the Chesapeake Bay of Virginia and Maryland (Trip 9). Some of the field trips present new geochronological research that uses isotopic techniques to unravel Earth history and processes, including U-Pb dating to determine the timing of metamorphism and igneous activity associated with the Mesoproterozoic Grenville orogeny (Trip 2); argon (4DAr/39Ar) analysis to understand the complex Paleozoic history of deformation and metamorphism in the Piedmont (Trip 5); and cosmogenic beryllium-10 data to derive exposure ages of landforms and deposits of the Potomac River valley (Trip 6). Several trips shed insight on significant or enigmatic geologic features of the region. Trip 3 presents evidence for global paleoclimate controls on the Paleozoic stratigraphy of the Appalachian basin, including evidence for Late Devonian glacial deposits. Trip 4 investigates unusual Eocene igneous rocks in the Eastern United States, and Trip 2 visits several local ductile high-strain zones, offering geologists opportunities to consider the importance of such structures relative to the poorly understood Rockfish Valley fault zone in the Blue Ridge province. In the Piedmont province, Trip 7 focuses on a controversial terrane boundary, whereas Trip 5 crosses several lithologic belts with distinct thermotectonic histories that suggest terrane boundaries. Trip 6 sheds new light on the erosional history of a major river gorge cut into crystalline rocks in the Fall Zone.Four trips are recommended for Earth science teachers and are cosponsored by the National Association of Geologic Teachers (NAGT). These trips focus on the tectonic history of northern Virginia (Trip 1), terraces of the Potomac River at Great Falls and cosmogenic isotope analysis to date the terraces and the incision history (Trip 6), and Tertiary lithology and paleontology of the Chesapeake Bay region (Trip 9). Trip 8 takes advantage of the rich Civil War history of this region to look at the role that geology played in the strategies and outcome of the Battle of Fredericksburg. This guidebook is the result of much hard work by many individuals. The editors wish to thank the field trip leaders and authors, the technical reviewers, and Nancy Stamm of ths USGS Geologic Names Committee. We also owe a very special thanks to Linda Gundersen, Chief Scientist, Geologic Discipline, USGS, who provided funding for the guidebook.

  17. A Survey of Laws and Court Decisions in the United States as Related to Teacher Responsibility and Liability During Field Trips.

    ERIC Educational Resources Information Center

    DuVall, Charles R.; Krepel, Wayne J.

    The purpose of this study was to investigate existing state laws and court decisions in the United States related to teacher responsibility and liability while on field trips. Literature reviewed in the report deals with both teacher responsibility and the instructional aspect of field trips. During July and August, 1971 a three-item questionnaire…

  18. Upper Primary Level History Teachers' Attitudes toward the Use of School Field Trips as an Educational Aid throughout Schools in Irbid First Education Directorate

    ERIC Educational Resources Information Center

    Menazel, Basil H.

    2015-01-01

    The study aimed to identify upper primary level History teachers' attitudes toward the use of school field trips as an educational aid throughout schools in the Irbid First Education Directorate, through exploring the importance of school field trips in the creation of an interactive atmosphere and to encourage school administration attitudes…

  19. Ten-Minute Field Trips. A Teacher's Guide to Using the Schoolgrounds for Environmental Studies. Second Edition.

    ERIC Educational Resources Information Center

    Russell, Helen Ross

    This book has been written to help teachers learn with their students and discover the advantages of using their own school ground for field trips. Since every school ground is different and since all field trips should be a part of classroom experiences, this book can only suggest possibilities that the teacher can select and adapt as a starting…

  20. The Effects of Autonomy-Supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip

    ERIC Educational Resources Information Center

    Basten, Melanie; Meyer-Ahrens, Inga; Fries, Stefan; Wilde, Matthias

    2014-01-01

    Field trips can provide unique opportunities for authentic, meaningful, and self-determined learning. Capitalizing on these opportunities requires that field trips be structured. A common way to do this is through the use of educational materials such as worksheets. The extent to which the guide's or teacher's autonomy-supportive or…

  1. Effectiveness of Field Trips in Teaching Groundwater Concepts.

    ERIC Educational Resources Information Center

    Pederson, Darryll T.

    1979-01-01

    The field trip procedures described were devised for use with freshman college students as an alternative to a classroom or laboratory session. Pre-test and post-test of students' knowledge of groundwater concepts show significant change in students' understanding of groundwater occurance and movement following such a trip. (RE)

  2. A Day at the Museums

    ERIC Educational Resources Information Center

    Hubel, Joy Alter

    2009-01-01

    The school field trip, once a supporting player in a well-rounded education, is slowly becoming endangered. Widespread budget cuts have made happily anticipated class trips to museums, zoos, and other cultural destinations increasingly scarce. A librarian may be able to rescue the field trip from extinction by transforming the school building into…

  3. 28 CFR 570.42 - Non-medical escorted trips.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Non-medical escorted trips. 570.42... RELEASE COMMUNITY PROGRAMS Escorted Trips § 570.42 Non-medical escorted trips. (a) Non-medical escorted trips allow an inmate to leave the institution under staff escort for approved, non-medical reasons...

  4. 28 CFR 570.41 - Medical escorted trips.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Medical escorted trips. 570.41 Section... COMMUNITY PROGRAMS Escorted Trips § 570.41 Medical escorted trips. (a) Medical escorted trips are intended to provide an inmate with medical treatment not available within the institution. There are two types...

  5. 28 CFR 570.41 - Medical escorted trips.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Medical escorted trips. 570.41 Section... COMMUNITY PROGRAMS Escorted Trips § 570.41 Medical escorted trips. (a) Medical escorted trips are intended to provide an inmate with medical treatment not available within the institution. There are two types...

  6. The Creatures beneath Our Feet: Amphibian Monitors Take to the Road.

    ERIC Educational Resources Information Center

    Daigle, Cheryl Perusse

    1999-01-01

    The Nature Conservancy's Berkshire Program involves community volunteers in monitoring migration routes of amphibians that rely on vernal pools for breeding success. Vernal-pool workshops provide basic knowledge of amphibian lifecycles and detailed monitoring instructions. Nighttime field trips for adults and children and monitoring experiences…

  7. The Experience of Co-Instructing on Extended Wilderness Trips

    ERIC Educational Resources Information Center

    Vernon, Franklin

    2011-01-01

    Adventure education organizations use co-instruction as the dominant mode of staffing programs, largely for issues related to risk mitigation. Although the American adventure education field has paired co-instructors to run multiday wilderness courses as the default arrangement almost since its inception, theory, research, and subsequent training…

  8. Development and Strengthening of Agricultural Education in St. Lucia. A Report.

    ERIC Educational Resources Information Center

    Meaders, O. Donald

    A study examined present agricultural education programs in Saint Lucia and made recommendations for needed improvements. Data for the evauation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of…

  9. Development and Strengthening of Agricultural Education in St. Vincent. A Report.

    ERIC Educational Resources Information Center

    Meaders, O. Donald

    A study examined present agricultural education programs in Saint Vincent and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of…

  10. An Overnight Lockout: Building Teamwork, Making Memories.

    ERIC Educational Resources Information Center

    Evans, Michael

    1994-01-01

    As school systems face more budget cuts, elaborate field trips are being axed. A Virginia middle school experimented with an overnight lockout in the school gym. Since seventh graders were already grouped into four heterogeneous teams for a pilot instructional program, these groups were maintained during the "gymboree." Each student wore…

  11. Whales of New England. Secondary Curriculum.

    ERIC Educational Resources Information Center

    New England Aquarium, Boston, MA.

    Instructional materials and suggestions for conducting a whale watching field trip are contained in this curriculum packet for secondary science teachers. It is one unit in a series of curricular programs developed by the New England Aquarium Education Department. Activities and information are organized into three sections: (1) pre-trip…

  12. Investigating Our Environment. Science: Grade 6.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    Intended mainly for use in the intermediate grades, this document provides demonstrations, field trips and laboratory experiences designed to help students investigate the role that people play in problems associated with environmental quality, pollution, and ecology in general. The book was developed as an alternative program to the regular sixth…

  13. Development and Strengthening of Agricultural Education in Grenada. A Report.

    ERIC Educational Resources Information Center

    Meaders, O. Donald

    A study examined present agricultural education programs in Grenada and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education,…

  14. Field trip report: Observations made at Yucca Mountain, Nye County, Nevada. Special report No. 2

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

    Hill, C.A.

    1993-03-01

    A field trip was made to the Yucca Mountain area on December 5-9, 1992 by Jerry Frazier, Don Livingston, Christine Schluter, Russell Harmon, and Carol Hill. Forty-three separate stops were made and 275 lbs. of rocks were collected during the five days of the field trip. Key localities visited were the Bare Mountains, Yucca Mountain, Calico Hills, Busted Butte, Harper Valley, Red Cliff Gulch, Wahmonie Hills, Crater Flat, and Lathrop Wells Cone. This report only describes field observations made by Carol Hill. Drawings are used rather than photographs because cameras were not permitted on the Nevada Test Site during thismore » trip.« less

  15. Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

    NASA Astrophysics Data System (ADS)

    Lavie Alon, Nirit; Tal, Tali

    2015-05-01

    In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

  16. Learning on Zoo Field Trips: The Interaction of the Agendas and Practices of Students, Teachers, and Zoo Educators

    ERIC Educational Resources Information Center

    Davidson, Susan Kay; Passmore, Cynthia; Anderson, David

    2010-01-01

    This paper reports on the findings of a case study that investigated the interaction of the agendas and practices of students, teachers, and zoo educators during a class field trip to a zoo. The study reports on findings of the analysis of two case classes of students and their perceptions of their learning experiences during the field trip. The…

  17. Ecology of an Estuary: Chesapeake Bay. A Guide for Middle School Teachers.

    ERIC Educational Resources Information Center

    Fleming, Cris; Swarth, Christopher

    This environmental education teaching guide for middle school teachers features information on the National Estuarine Reserve System in Maryland. Pre-trip field activities, field trip activities, and post-trip activities are discussed, and a list of useful resources and organizations is provided. Reproducible handouts are included throughout the…

  18. Teaching science in museums: The pedagogy and goals of museum educators

    NASA Astrophysics Data System (ADS)

    Tran, Lynn Uyen

    2007-03-01

    Museum educators have a longstanding presence in museums and play a significant role in the institutions' educational agenda. However, research on field trips to science museums has predominantly explored teachers' and students' perspectives with little acknowledgment of the museum educators who develop and implement the educational programs the students experience. This study sought to describe instruction undertaken in, and goals driving, science museums' lessons through observations of museum educators followed by conversations with them immediately afterwards. Findings showed the ways in which educators adapted their preplanned lessons to the students' interests, needs, and understanding by manipulating the sequence and timing. The data revealed that, contrary to depictions in the research literature of teaching in museums as didactic and lecture oriented, there was creativity, complexity, and skills involved in teaching science in museums. Finally, the educators' teaching actions were predominantly influenced by their affective goals to nurture interests in science and learning. Although their lessons were ephemeral experiences, these educators operated from a perspective, which regarded a school field trip to the science museum, not as a one-time event, but as part of a continuum of visiting such institutions well beyond school and childhood. These findings have implications for the pedagogical practices employed by museum educators, and the relationship between teachers and educators during school field trips, which are discussed.

  19. Exploration of spatio-temporal patterns of students' movement in field trip by visualizing the log data

    NASA Astrophysics Data System (ADS)

    Cho, Nahye; Kang, Youngok

    2018-05-01

    A numerous log data in addition to user input data are being generated as mobile and web users continue to increase recently, and the studies in order to explore the patterns and meanings of various movement activities by making use of these log data are also rising rapidly. On the other hand, in the field of education, people have recognized the importance of field trip as the creative education is highlighted. Also, the examples which utilize the mobile devices in the field trip in accordance to the development of information technology are growing. In this study, we try to explore the patterns of student's activity by visualizing the log data generated from high school students' field trip with mobile device.

  20. Transit Reliability Information Program Participants Guidelines

    DOT National Transportation Integrated Search

    1981-03-01

    The document provides guidelines for participation in the Transit Reliability Information Program (TRIP). TRIP is a government-initiated program designed to assist the transit industry in satisfying its need for transit equipment reliability data. TR...

  1. Bringing Grand Canyon to the College Campus: Assessment of Student Learning in the Geosciences Through Virtual Field Trip Games for Mobile Smart-Devices

    NASA Astrophysics Data System (ADS)

    Bursztyn, N.; Walker, A.; Shelton, B.; Pederson, J. L.

    2015-12-01

    Geoscience educators have long considered field trips to be the most effective way of attracting students into the discipline. A solution for bringing student-driven, engaging, kinesthetic field experiences to a broader audience lies in ongoing advances in mobile-communication technology. This NSF-TUES funded project developed three virtual field trip experiences for smartphones and tablets (on geologic time, geologic structures, and hydrologic processes), and then tested their performance in terms of student interest in geoscience as well as gains in learning. The virtual field trips utilize the GPS capabilities of smartphones and tablets, requiring the students to navigate outdoors in the real world while following a map on their smart device. This research, involving 873 students at five different college campuses, used analysis of covariance (ANCOVA) and multiple regression for statistical methods. Gains in learning across all participants are minor, and not statistically different between intervention and control groups. Predictors of gains in content comprehension for all three modules are the students' initial interest in the subject and their base level knowledge. For the Geologic Time and Structures modules, being a STEM major is an important predictor of student success. Most pertinent for this research, for Geologic Time and Hydrologic Processes, gains in student learning can be predicted by having completed those particular virtual field trips. Gender and race had no statistical impact, indicating that the virtual field trip modules have broad reach across student demographics. In related research, these modules have been shown to increase student interest in the geosciences more definitively than the learning gains here. Thus, future work should focus on improving the educational impact of mobile-device field trips, as their eventual incorporation into curricula is inevitable.

  2. The Effects of In-Nature and Virtual-Nature Field Trip Experiences On Proenvironmental Attitudes and Behaviors, And Environmental Knowledge Of Middle School Students

    NASA Astrophysics Data System (ADS)

    Ferderbar, Catherine A.

    To develop sustainable solutions to remediate the complex ecological problems of earth's soil, water, and air degradation requires the talents and skills of knowledgeable, motivated people (UNESCO, 1977; UNESCO, 2010). Researchers historically emphasized that time spent in outdoor, nature activities (Wells & Lekies, 2006), particularly with an adult mentor (Chawla & Cushing, 2007), promotes environmental knowledge and nature-relatedness, precursors to environmental literacy. Research has also demonstrated that technology is integral to the lives of youth, who spend 7:38 hours daily (Rideout, et al., 2010), engaged in electronics. Educators would benefit from knowing if in-nature and virtual-nature field trip experiences provide comparable levels of knowledge and connectedness, to nurture student proenvironmentalism. To investigate field trip phenomena, the researcher studied the impact of virtual-nature and in-nature experiences during which students analyzed water quality along Midwestern rivers. The quasi-experimental, mixed method convergent parallel design with a purposeful sample (n=131) of middle school students from two Midwestern K-8 schools, utilized scientist participant observer field records and narrative response, written assessment aligned to field trip content to evaluate knowledge acquisition. To gain insight into student environmental dispositions, participant observers recorded student comments and behaviors throughout field trips. A survey, administered Pre-Treatment, Post-Treatment 1 and Post-Treatment 2, focused on family water-related behaviors and student perceptions of the need for local government water protection. The findings demonstrated both field trips increased content knowledge significantly, with large effect size. Content knowledge gain from one experience transferred to and was augmented by the second experience. Skill gain (technical and observational) varied by type of field trip and did not transfer. Technical skill was often paired with critical thinking/reasoning. Survey results demonstrated that the virtual-nature, in-nature order evinced a greater proenvironmental attitude and behavioral change. The initial experience provided greater proenvironmental impact, regardless of order. Several students exhibited a Connection to Life Experience that reinforced their nature-relatedness during either field trip. These findings inform best practices associated with environmental education. The implications include teacher-practitioner collaboration with IT personnel, naturalists, hydrologists, zoological and botanical experts, to design local, site-based virtual-nature and in-nature (or hybrid) field trips to nurture environmental literacy goals.

  3. The Need for Formal Surgical Global Health Programs and Improved Mission Trip Coordination.

    PubMed

    Medoff, Sar; Freed, Jeffrey

    There is a dire need for more surgical services as part of improving global health. Conditions treatable with surgery account for 11% of the global burden of disease, with a disproportionate burden affecting low- and middle-income countries (LMICs). Less than 6% of the world's operations are performed in LMICs, with relief organizations performing nearly 250,000 operations annually in LMICs in addition to each country's domestic surgical capacity. Currently, surgical needs are not adequately met by the existing patchwork of federal and nongovernmental organizations' surgical services and surgical mission trips. Improving coordination between mission trips may have synergistic benefits for maximizing the efficacy of the individual trips and improving the overall quality of care. To establish whether cooperation between surgical mission trips can lead to operational efficiency and to identify obstacles to cooperation. In order to establish the veracity of cooperation translating into efficiency and to identify obstacles that prevent cooperation, a 50-question survey was created (see Supplement 1). The survey was sent to surgical program directors of the 147 major surgical programs in the United States and Canada with a follow-up telephone survey of 18 randomly selected programs. The survey response rate was 14%. Although 90% of respondent programs mount at least 1 mission trip per year, only one-third confirmed the existence of global health or surgical global health programs at their institution (33%). There was significant interest in cooperating with programs at other institutions (80%). When asked why they do not communicate with humanitarian aid organizations doing similar work, 53% of respondents reported a "lack of knowledge of how to find similar organizations to mine doing similar work." An additional 21% of respondents were "unaware that coordination is possible." A minority of respondent surgery programs host formal, organized surgical global health programs with a structured leadership based at academic medical centers. Although most institutions have individuals leading international humanitarian missions to LMICs, these leaders do not function in an integrated fashion with their departments, institutions, or other academic medical programs. The majority of respondents were interested in coordinating their surgical trips with other groups. Respondents suggested the creation of a central database that would allow trip organizers to share information about upcoming trips, site logistics, and personnel or supply needs. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

  4. The Beginner's Guide to Interactive Virtual Field Trips

    ERIC Educational Resources Information Center

    Zanetis, Jan

    2010-01-01

    For students, field trips can be the best of both worlds: a welcome and exciting break from day-to-day classroom activities and a memorable, real-world experience that will solidify the curriculum in their minds. Unfortunately, the most desirable trips--those to far-away, enticing destinations--have long been inaccessible to all but a select few,…

  5. Forest Field Trips among High School Science Teachers in the Southern Piedmont

    ERIC Educational Resources Information Center

    McCabe, Shannon M.; Munsell, John F.; Seiler, John R.

    2014-01-01

    Students benefit in many ways by taking field trips to forests. Improved academic performance, increased participation in outdoor recreation, and a better grasp of natural resources management are some of the advantages. However, trips are not easy for teachers to organize and lead. Declining budgets, on-campus schedules, and standards of learning…

  6. 76 FR 37061 - Lolo and Kootenai National Forests' Sanders County Resource Advisory Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-24

    ... business meetings. These meetings are open to the public. The committee will meet on June 18, 2011 in Thompson Falls, Montana for a field trip to project sites. This trip is open to the public. DATES: June 18...-3821. SUPPLEMENTARY INFORMATION: The June 18, 2011 meeting will include a field trip to project sites...

  7. Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks

    ERIC Educational Resources Information Center

    Houser, Chris; Brannstrom, Christian; Quiring, Steven M.; Lemmons, Kelly K.

    2011-01-01

    Although study abroad trips provide an opportunity for affective and cognitive learning, it is largely assumed that they improve learning outcomes. The purpose of this study is to determine whether a study abroad field trip improved cognitive learning by comparing test performance between the study abroad participants (n = 20) and their peers who…

  8. Development of an Environmental Virtual Field Laboratory

    ERIC Educational Resources Information Center

    Ramasundaram, V.; Grunwald, S.; Mangeot, A.; Comerford, N. B.; Bliss, C. M.

    2005-01-01

    Laboratory exercises, field observations and field trips are a fundamental part of many earth science and environmental science courses. Field observations and field trips can be constrained because of distance, time, expense, scale, safety, or complexity of real-world environments. Our objectives were to develop an environmental virtual field…

  9. Alaska Plants and Trees. Grade 3. Revised. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Defendorf, Jean, Ed.

    This unit includes 15 lessons on Alaskan plants and trees for third graders. It describes materials, supplementary materials including books and films, use of process skill terminology, unit objectives, vocabulary, background information (including the information source), field trip organization, succession, and major plants. Included are: (1)…

  10. Recipe for Reading.

    ERIC Educational Resources Information Center

    Jenkins, Jacquelyn W.; Shaul, Nancy Pera

    The program described in this paper was based upon the premise that the activity of cooking in the classroom is an excellent way of integrating all areas of learning and a very useful reading vehicle. Through cooking activities and related field trips, children can add to both their knowledge in basic subject areas and their motor skills as well…

  11. Visitor Learning on Guided Tours: An Activity Theory Approach

    ERIC Educational Resources Information Center

    Robinson, Lily Beatrice

    2016-01-01

    Guided tours, field trips, and other non-formal learning experiences occur in a variety of settings such as museums, parks, civic buildings, and architectural landmarks for the purpose of educating the public. This study yielded four main findings. (1) Program educational goals were visitor awareness, positive affective experience, and advocacy.…

  12. Organic Analyses in Water Quality Control Programs. Training Manual.

    ERIC Educational Resources Information Center

    Office of Water Program Operations (EPA), Cincinnati, OH. National Training and Operational Technology Center.

    This document is a lecture/laboratory manual dealing with the analysis of selected organic pollutants. It is intended for use by those having little or no experience in the field, but having one year (or equivalent) of college organic chemistry, and having basic laboratory skills (volumetric glassware, titration, analytical and trip balances).…

  13. Change in the Making: Activity Guide.

    ERIC Educational Resources Information Center

    Massachusetts Univ., Lowell. Tsongas Industrial History Center.

    This field trip program, three 45-minute hands-on workshops and a 30-45-minute interpretive tour, provides students with the opportunity to explore the many ways that the Industrial Revolution significantly changed modes of U.S. work, lifestyle, and land use. The workshops complement one another by exploring different aspects of these changes.…

  14. Career Orientation and Preparation for Teen Parents Curriculum.

    ERIC Educational Resources Information Center

    Whipple, Vicky

    The Career Education and Training for Teen Parents Program at Kishwaukee College (Malta, Illinois) included a vocational orientation and preparation curriculum that focused on nontraditional occupations and local labor market trends. The class met three days a week for six weeks, with most class sessions including a field trip to a local job site.…

  15. Power to Production: Activity Guide.

    ERIC Educational Resources Information Center

    Massachusetts Univ., Lowell. Tsongas Industrial History Center.

    This field trip program consists of a 90-minute interpretive tour and a 90-minute hands-on workshop. The tour and workshop explore the role of water power in the Industrial Revolution. On the tour, students discover firsthand the unique resources of Lowell, Massachusetts, and the Park, while the workshop brings these historic resources to life as…

  16. Ten years of Developing International Volcanology Graduate Study Programs

    NASA Astrophysics Data System (ADS)

    Rose, W. I.

    2010-12-01

    In 2000 I reported at this symposium about multi-institutional graduate field trips to IAVCEI events, such as the Bali meeting and its importance in building international collegiality and awareness among the volcanology doctoral students. NSF was an enthusiastic supporter of these field sessions and this support has continued through the highly successful Pucon and Reykjavik sessions. International volcanology graduate program development began with several exchange programs. EHaz was a highly successful program (McGill, Simon Fraser, Michigan Tech, Buffalo, UNAM and Universidad de Colima) funded by the Department of Education (FIPSE) that moved students across North America where dozens of graduate students spent semesters of their study abroad and shared annual field trips and online student led graduate seminar classes. Michigan Tech’s volcanology graduate program started a Masters International program that combined Peace Corps service with hazards mitigation graduate study and students were placed by Peace Corps in countries with prominent natural hazards. The new program funded 2 year residences in foreign environments, principally in Pacific Latin America. NSF strongly supported this program from its inception, and eventually it gained NSF PIRE support. Dozens of students have initiated the 3 year program (15 completed) to date. A similar PIRE developed at UAF with a link to volcanology in the Russian Far East. One gain is the development of many socially-conscious research selections. Beginning this year transatlantic dual degree masters programs in volcanology are being offered by a consortium of US and European volcanology programs (Michigan Tech, Buffalo, Clermont Ferrand and University of Milan Bicocca), again aided by FIPSE funding. Students have dual advisors on both sides of the Atlantic and spend about half of their two year programs in Europe and half in US. Faculty also travel in the program and the four campuses are increasingly linked by coursework and research networks. Because the international developments of volcanology programs address the need for more robust coursework and research choices for students than are possible on one campus, and because they lead to a diverse network of professional contacts , we think the next decade will bring many more multi-university volcanology programs linked to field sites all over the world.

  17. 2010 Annual Health Physics Report for the HEU Transparency Program

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

    Radev, Radoslav

    2011-05-16

    During the 2010 calendar year, Lawrence Livermore National Laboratory (LLNL) provided health physics support for the Highly Enriched Uranium (HEU) Transparency Program for external and internal radiation protection. LLNL also provided technical expertise related to BDMS radioactive sources and Russian radiation safety regulatory compliance. For the calendar year 2010, there were 141 person-trips that required dose monitoring of the U.S. monitors. Of the 141 person-trips, 129 person-trips were Special Monitoring Visits (SMVs) and 12 person-trips were Transparency Monitoring Office (TMO) trips. In 8 of these TMO trips the TMO monitors participated also in the UEIE SMVs and in 2 TMOmore » trips the TMO monitors participated in UEIE and MPA SMVs. There were three monitoring visits (source changes) that were back-to-back SMVs with a total of 25 monitors. LLNL’s Hazard Control Department laboratories provided the dosimetry services for the HEU Transparency monitors.« less

  18. GeoWall use in an Introductory Geology laboratory: Impacts in Student Understanding of Field Mapping Concepts

    NASA Astrophysics Data System (ADS)

    Ross, L. E.; Kelly, M.; Springer, A. E.

    2003-12-01

    In the Fall semester of 2003, Northern Arizona University will introduce the GeoWall to its introductory geology courses. This presents an opportunity to assess the impact of this new technology on students' understanding of basic topographic concepts and the spatial relationships between geology, topography, and hydrology on a field trip. Introductory Geology fulfills the Lab Science component of the Liberal Studies Program at Northern Arizona University. The class is open to all Northern Arizona University students, and is most commonly taken by non-science majors. In this class students learn to: locate their position using maps, identify common minerals and rocks, recognize the relationship between geology and geomorphology, visualize how rocks exposed at the surface continue into the subsurface, and to draw conclusions about possible geologic hazards in different settings. In this study we will report how a GeoWall 3D visualization technology was used in a field study of a graben south of Flagstaff. The goal of the field exercise is to improve students' ability to synthesize data collected at field stops into a conceptual model of the graben, linking geology, geomorphology and hydrology. We plan to present a quantitative assessment of the GeoWall learning objectives from data collected from a paired test and control group of students. Teaching assistants (TAs) with two or more lab classes have been identified; these TAs will participate in both GeoWall and non-GeoWall lab exercises. The GeoWall use will occur outside of normal lab hours to avoid disrupting the lab schedule during the eighth week of lab. This field preparation exercise includes a 3D visualization of the Lake Mary graben rendered with the ROMA software. The following week, all students attend the graben field trip; immediately following the trip, students will interviewed about their gain in understanding of the geologic features illustrated during the field trip. The results of the post-fieldtrip interviews will also be presented to quantitatively assess how students perceive the use of the GeoWall in this introductory geology setting, and how it affected their understanding.

  19. Experiencing Churches as Spiritual and Religious Places: A Study on Children's Emotions in Church Buildings during Scholastic Field Trips

    ERIC Educational Resources Information Center

    Kindermann, Katharina; Riegel, Ulrich

    2018-01-01

    Going on a field trip to the church, pupils can experience lived religion. But how do they feel during such a church visit? In this paper, we analyse statements of 516 German third graders (about 8 years old) made after they had visited their local church on a field trip. Using affective schema theory, we develop a conceptual model of emotions in…

  20. Field trip method as an effort to reveal student environmental literacy on biodiversity issue and context

    NASA Astrophysics Data System (ADS)

    Rijal, M.; Saefudin; Amprasto

    2018-05-01

    Field trip method through investigation of local biodiversity cases can give educational experiences for students. This learning activity was efforts to reveal students environmental literacy on biodiversity. The aim of study were (1) to describe the activities of students get information about the biodiversity issue and its context through field trip, (2) to describe the students findings during field trip, and (3) to reveal students environmental literacy based on pre test and post test. The research method used weak-experiment and involved 34 participants at senior high school students in Bandung-Indonesia. The research instruments for collecting data were environmental literacy test, observation sheets and questionnaire sheets for students. The analysis of data was quantitative descriptive. The results show that more than 79% of the students gave positive view for each field trip activity, i.e students activity during work (97%-100%); students activity during gather information (79%- 100%); students activity during exchange information with friend (82%-100%); and students interested to Biodiversity after field trip activity (85%-100%). Students gain knowledge about the diversity of animal vertebrate and its characteristics, the status and condition of animals, and the source of animal with the cases of animal diversity. The students environmental literacy tends to be moderate level based on test. Meanwhile, the average of the attitudes and action greater than the components of knowledge and cognitive skills.

  1. Teaching science in museums

    NASA Astrophysics Data System (ADS)

    Tran, Lynn Uyen

    Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

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

    Blink, F D; Blink, J A

    Elementary students are using the internet to experience virtual field trips to learn about areas that they are not able to experience in person. This poster presentation describes a virtual field trip taken by Mendoza Elementary School, Las Vegas, Nevada classes during the summer of 2003. The authors, who are DataStreme Learning Implementation Team members, drove from Las Vegas to Seattle for the annual DataStreme Summer Workshop. During the trip and in Seattle, the authors communicated through the internet with classrooms in Las Vegas. Weather information, pictures, and pertinent information about Seattle or the enroute area were sent to themore » classes each day. The students then compared the weather in Las Vegas with the weather and clouds from the communication. Fourth grade students were studying about volcanoes and were excited to hear about, and see pictures of, Mt. Shasta, Mt. Lassen, Mt. St. Helen and Mt. Rainier during the virtual field trip. Classes were able to track the route taken on a map during the virtual field trip.« less

  3. Transit Reliability Information Program : PATCO-WMATA Propulsion System Reliability/Productivity Analysis

    DOT National Transportation Integrated Search

    1984-10-01

    The Transit Reliability Information Program (TRIP) is a government-initiated program to assist the transit industry in satisfying its need for transit reliability information. TRIP provides this assistance through the operation of a national data ban...

  4. Taking the Student to the World: Teaching Sensitive Issues Using Field Trips

    ERIC Educational Resources Information Center

    Short, Fay; Lloyd, Tracey

    2017-01-01

    Field trips can provide an opportunity to take the student to the world, as an alternative to presenting the world to the student in the classroom. Such trips can create a forum for exploring controversial and distressing topics by exposing the students to first-hand experience, rather than second-hand accounts: witnessing the effects of blind…

  5. Getting the engine started: motivations for participation in a university outdoor recreation program

    Treesearch

    Ryan L. Sharp; Craig A. Miller

    2009-01-01

    This study was conducted to identify the motivations of trip participants in the Georgia Outdoor Recreation Program at the University of Georgia during the fall semester of 2007, and to collect baseline data about their participation. Participants were asked to fill out a survey and return it to the trip leader at the conclusion of each trip. Participants'...

  6. Field Lab on the Rocks.

    ERIC Educational Resources Information Center

    King, David T., Jr.; Abbott-King, Janet P.

    1985-01-01

    Advocates taking students on field trips to highway roadcuts to illustrate various geological principles. Photographs of three roadcuts (with sample objectives and questions/answers for students to answer) are included. Also included are suggestions for preparation, safety, and activities during such field trips. (DH)

  7. Transit Reliability Information Program : Reliability Verification Demonstration Plan for Rapid Rail Vehicles

    DOT National Transportation Integrated Search

    1981-08-01

    The Transit Reliability Information Program (TRIP) is a government-initiated program to assist the transit industry in satisfying its need for transit reliability information. TRIP provides this assistance through the operation of a national Data Ban...

  8. Quantifying the benefits of the Florida Transit Research Inspection Procurement Services (TRIPS) program.

    DOT National Transportation Integrated Search

    2013-04-01

    This study details the analysis of the Florida Transit Research Inspection Procurement Services (TRIPS) Program. It provides a comparative assessment of the program with respect to out-of-state practice, provides recommendations to improve life cycle...

  9. Determining Virtual Environment "Fit": The Relationship between Navigation Style in a Virtual Field Trip, Student Self-Reported Desire to Visit the Field Trip Site in the Real World, and the Purposes of Science Education

    ERIC Educational Resources Information Center

    Tutwiler, M. Shane; Lin, Ming-Chao; Chang, Chun-Yen

    2013-01-01

    In this study, a follow-up analysis of the data reported in Lin et al. ("Learn Media Technol." doi: 10.1080/17439884.2011.629660 , 2011), we investigated the relationship between student use of a virtual field trip (VFT) system and the probability of students reporting wanting to visit the national park site upon which the VFT was modeled,…

  10. The Lederman Science Center: Past, Present, Future

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

    Bardeen, Marjorie G.; /Fermilab

    2011-11-01

    For 30 years, Fermilab has offered K-12 education programs, building bridges between the Lab and the community. The Lederman Science Center is our home. We host field trips and tours, visit schools, offer classes and professional development workshops, host special events, support internships and have a strong web presence. We develop programs based on identified needs, offer programs with peer-leaders and improve programs from participant feedback. For some we create interest; for others we build understanding and develop relationships, engaging participants in scientific exploration. We explain how we created the Center, its programs, and what the future holds.

  11. The Lederman Science Center:. Past, Present, Future

    NASA Astrophysics Data System (ADS)

    Bardeen, Marjorie G.

    2012-08-01

    For 30 years, Fermilab has offered K-12 education programs, building bridges between the Lab and the community. The Lederman Science Center is our home. We host field trips and tours, visit schools, offer classes and professional development workshops, host special events, support internships and have a strong web presence. We develop programs based on identified needs, offer programs with peer-leaders and improve programs from participant feedback. For some we create interest; for others we build understanding and develop relationships, engaging participants in scientific exploration. We explain how we created the Center, its programs, and what the future holds.

  12. The Institutional Tour: Some Reflections.

    ERIC Educational Resources Information Center

    LeUnes, Arnold

    1984-01-01

    A rationale for using field trips to correctional institutions in an abnormal psychology class is presented. Also discussed are reasons why, over the years, student interest in these field trips has declined. (RM)

  13. 2007 Rocky Mountain Section Friends of the Pleistocene Field Trip - Quaternary Geology of the San Luis Basin of Colorado and New Mexico, September 7-9, 2007

    USGS Publications Warehouse

    Machette, Michael N.; Coates, Mary-Margaret; Johnson, Margo L.

    2007-01-01

    Prologue Welcome to the 2007 Rocky Mountain Cell Friends of the Pleistocene Field Trip, which will concentrate on the Quaternary geology of the San Luis Basin of Colorado and New Mexico. To our best knowledge, Friends of the Pleistocene (FOP) has never run a trip through the San Luis Basin, although former trips in the region reviewed the 'Northern Rio Grande rift' in 1987 and the 'Landscape History and Processes on the Pajarito Plateau' in 1996. After nearly a decade, the FOP has returned to the Rio Grande rift, but to an area that has rarely hosted a trip with a Quaternary focus. The objective of FOP trips is to review - in the field - new and exciting research on Quaternary geoscience, typically research being conducted by graduate students. In our case, the research is more topically oriented around three areas of the San Luis Basin, and it is being conducted by a wide range of Federal, State, academic, and consulting geologists. This year's trip is ambitious?we will spend our first day mainly on the Holocene record around Great Sand Dunes National Park and Preserve, the second day on the Quaternary stratigraphy around the San Luis Hills, including evidence for Lake Alamosa and the 1.0 Ma Mesita volcano, and wrap up the trip's third day in the Costilla Plain and Sunshine Valley reviewing alluvial stratigraphy, the history of the Rio Grande, and evidence for young movement on the Sangre de Cristo fault zone. In the tradition of FOP trips, we will be camping along the field trip route for this meeting. On the night before our trip, we will be at the Great Sand Dunes National Park and Preserve's Pinyon Flats Campground, a group facility located about 2 miles north of the Visitors Center. After the first day's trip, we will dine and camp in the Bachus pit, about 3 miles southwest of Alamosa. For the final night (after day 2), we will bed down at La Junta Campground at the Bureau of Land Management (BLM) Wild and Scenic Rivers State Recreation Area, west of Questa, New Mexico, overlooking a majestic canyons of the Rio Grande and Red River. This is the 48th meeting of the Rocky Mountain Section of FOP, which was initiated by Gerry Richmond (USGS-Denver, deceased) in 1952 (see the following table, which lists all the Rocky Mountain Section field trips). The Rocky Mountain Section has been inactive for three years owing to a series of problems, including an unfortunate cancellation of Dennis Dahms' trip to the southern Wind River Range in 2005. Hopefully, this year's trip will provide the logistical initiative and scientific momentum for future Friends of the Pleistocene trips in the Rocky Mountain region.

  14. Teaching in the Field.

    ERIC Educational Resources Information Center

    Donaldson, Lou; Donaldson, George

    Beginning with a field-trip justification, this guide illuminates the problems and procedural considerations of taking school classes outside of school grounds. Major divisions of treatment are Motivating Field Work, Preparing Yourself (the teacher), Determining Purposes, Preparing for the Mechanics of the Trip, Getting Permission, Planning for…

  15. Museum Superheroes: The Role of Play in Young Children's Lives

    ERIC Educational Resources Information Center

    Krakowski, Pamela

    2012-01-01

    This article explores the role of play in an art museum. Reflecting upon a kindergarten field trip to the Warhol Museum in which children's play was the centerpiece of the museum experience, the author examines what early childhood theorists have written about the value of play in young children's lives. She shows how the Warhol's program for…

  16. Annual Report of Indian Education in Montana. Johnson-O'Malley Activities, Fiscal Year 1974.

    ERIC Educational Resources Information Center

    Montana State Office of the Superintendent of Public Instruction, Helena.

    Montana's Johnson-O'Malley (JOM) funds provided services for 6,094 and 7,613 Indian students respectively in 1973 and 1974. JOM funds were channeled into special projects, i.e., home-school coordinators, tutors, counselors, special transportation, special teachers, Indian teacher aides, Indian studies classes, summer programs, field trips,…

  17. A Whale of an Interest in Sea Creatures: The Learning Potential of Excursions

    ERIC Educational Resources Information Center

    Hedges, Helen

    2004-01-01

    Excursions, or field trips, are a common component of early childhood programs, seen as a means of enriching the curriculum by providing experiences with people, places, and things in the community. Although excursions have been used as a framework for research on children's memory development, research on the efficacy of excursions in terms of…

  18. The Experiential Learning Impact of International and Domestic Study Tours: Class Excursions That Are More than Field Trips

    ERIC Educational Resources Information Center

    Gomez-Lanier, Lilia

    2017-01-01

    Experiential education programs, such as international and domestic study tours, bridge the limitations of formal learning classroom by allowing students to experience reality in a new learning dimension. This mixed-methods study explores experiential learning during a domestic interior design study tour to New York City and an international…

  19. A Longitudinal Analysis of an Out-of-School Science Experience

    ERIC Educational Resources Information Center

    Knapp, Doug

    2007-01-01

    A phenomenological approach was used to investigate the longitudinal recollections of participants of an out-of-school science program. The experience was a field trip to the Shenandoah National Park (USA) conducted in the fall of 2004. The science topic was geologic history and features related to the Shenandoah Valley. Two major themes relating…

  20. Patterns in the Sky: Ways to Make the Most of Planetarium Field Trips for First-Grade Students

    ERIC Educational Resources Information Center

    Petrie, Kaylan

    2015-01-01

    Earth and space science deserve the same level of inclusion in early childhood curriculum as the other science disciplines, and research shows that the sooner children are introduced to concepts like those presented in planetarium programs, the stronger their lifelong interest in science will be. Much astronomy visualization outside of…

  1. What's New in Vocational Education in Cosmetology.

    ERIC Educational Resources Information Center

    Braxton, Jo Ann P.

    2001-01-01

    Describes a program for juniors and seniors at Jordan-Matthews High School in Siler City, North Carolina that aims to allow them to take and pass the North Carolina State Board of Cosmetic Art Exam. Describes the curriculum, a variety of field trips, practical experience in the beauty salon/lab at the high school, and other issues. (SR)

  2. Field-trip guide to the southeastern foothills of the Santa Cruz Mountains in Santa Clara County, California

    USGS Publications Warehouse

    Stoffer, Philip W.; Messina, Paula

    2002-01-01

    This field trip is an introduction to the geology of the southeastern foothills of the Santa Cruz Mountains in southern Santa Clara County. Seven stops include four short hikes to access rock exposures and views of the foothills east of Loma Prieta Peak between Gilroy and San José. Field-trip destinations highlight the dominant rock types of the "Franciscan assemblage" including outcrops of serpentinite, basalt, limestone, ribbon chert, graywacke sandstone, and shale. General discussions include how the rocks formed, and how tectonism and stream erosion have changed the landscape through time. All field trip stops are on public land; most are near reservoir dams of the Santa Clara Valley Water District. In addition, stops include examination of an Ohlone Indian heritage site and the New Almaden Mining Museum.

  3. Successfully Engaging Scientists in NASA Education and Public Outreach: Examples from a Teacher Professional Development Workshop Series and a Planetary Analog Festival

    NASA Astrophysics Data System (ADS)

    Jones, A. P.; Hsu, B. C.; Bleacher, L.; Shaner, A. J.

    2014-12-01

    The Lunar Workshops for Educators are a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO). These workshops have been held across the country for the past five years, in places underserved with respect to NASA workshops and at LRO team member institutions. MarsFest is a planetary analog festival that has been held annually in Death Valley National Park since 2012, made possible with support from the Curiosity (primarily the Sample Analysis at Mars) Education and Public Outreach team, NASA's Ames Research Center, NASA's Goddard Space Flight Center, the SETI Institute, and Death Valley National Park. Both the Lunar Workshops for Educators and MarsFest rely strongly on scientist engagement for their success. In the Lunar Workshops, scientists and engineers give talks for workshop participants, support facility tours and field trips, and, where possible, have lunch with the teachers to interact with them in a less formal setting. Teachers have enthusiastically appreciated and benefited from all of these interactions, and the scientists and engineers also provide positive feedback about their involvement. In MarsFest, scientists and engineers give public presentations and take park visitors on field trips to planetary analog sites. The trips are led by scientists who do research at the field trip sites whenever possible. Surveys of festival participants indicate an appreciation for learning about scientific research being conducted in the park from the people involved in that research, and scientists and engineers report enjoying sharing their work with the public through this program. The key to effective scientist engagement in all of the workshops and festivals has been a close relationship and open communication between the scientists and engineers and the activity facilitators. I will provide more details about both of these programs, how scientists and engineers are involved in them, and offer suggestions for others who would like to engage scientists and engineers in similar activities.

  4. Flow in Rotating Serpentine Coolant Passages With Skewed Trip Strips

    NASA Technical Reports Server (NTRS)

    Tse, David G.N.; Steuber, Gary

    1996-01-01

    Laser velocimetry was utilized to map the velocity field in serpentine turbine blade cooling passages with skewed trip strips. The measurements were obtained at Reynolds and Rotation numbers of 25,000 and 0.24 to assess the influence of trips, passage curvature and Coriolis force on the flow field. The interaction of the secondary flows induced by skewed trips with the passage rotation produces a swirling vortex and a corner recirculation zone. With trips skewed at +45 deg, the secondary flows remain unaltered as the cross-flow proceeds from the passage to the turn. However, the flow characteristics at these locations differ when trips are skewed at -45 deg. Changes in the flow structure are expected to augment heat transfer, in agreement with the heat transfer measurements of Johnson, et al. The present results show that trips are skewed at -45 deg in the outward flow passage and trips are skewed at +45 deg in the inward flow passage maximize heat transfer. Details of the present measurements were related to the heat transfer measurements of Johnson, et al. to relate fluid flow and heat transfer measurements.

  5. Overview of an REU program: A case study in gender parity, ethnic diversity, and community college students

    NASA Astrophysics Data System (ADS)

    Pearson, J. K.; Noriega, G.; Benthien, M. L.

    2017-12-01

    The Undergraduate Studies in Earthquake Information Technology (USEIT) is an REU Internship Program focused in multi-disciplinary, collaborative research offered through the Southern California Earthquake Center (SCEC); a research consortium focused on earthquake science. USEIT is an 8-week intensive undergraduate research program. The program is designed for interns to work as a collaborative engine to solve an overarching real-world earthquake problem referred to as the "Grand Challenge". The interns are organized in teams and paired with mentors that have expertise in their specific task in the Grand Challenge. The program is focused around earthquake system science, where students have the opportunity to use super computers, programming platforms, geographic information systems, and internally designed and developed visualization software. The goal of the USEIT program is to motivate undergraduates from diverse backgrounds towards careers in science and engineering through team-based research in the field of earthquake information technology. Efforts are made to recruit students with diverse backgrounds, taking into consideration gender, ethnic background, socioeconomic standing, major, college year, and institution type (2-year and 4-year colleges). USEIT has a partnership with two local community colleges to recruit underserved students. Our emphasis is to attract students that would 1) grow and develop technical skills, soft skills, and confidence from the program, and 2) provide perspective and innovation to the program. USEIT offers on-campus housing to provide a submerged learning environment, recruits diverse majors to foster interdisciplinary collaboration, maintains a full time in lab mentor for day-to-day intern needs, takes students on field trips to provide context to their research, and plans activities and field trips for team building and morale. Each year metrics are collected through exit surveys, personal statements, and intern experience statements. We highlight lessons learned, including a need for pre-program engagement to ensure student success.

  6. 49 CFR 1510.3 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... that is not a round trip. Origin point means the location at which a trip on a complete air travel... accumulated travel mileage credits in a customer loyalty program, whether or not the term frequent flyer is... Administration by an air carrier as required by this part. Round trip means a trip on an air travel itinerary...

  7. Trip Staff Training Practices: Survey and Discussion Results.

    ERIC Educational Resources Information Center

    Zwaagstra, Lynn

    A discussion group and survey examined trip-staff training practices among outdoor and adventure recreation/education programs. Of the 40 participants, 80 percent worked with university noncredit programs, with the remaining participants representing university for-credit, military recreation, nonprofit, and for-profit programs. Although the…

  8. Worksite trip reduction model and manual

    DOT National Transportation Integrated Search

    2004-04-01

    According to Institute of Transportation Engineers, assessing the trip reduction claims from transportation demand management (TDM) programs is an issue for estimating future traffic volumes from trip generation data. To help assess those claims, a W...

  9. Using Mobile Devices to Connect Teachers and Museum Educators

    NASA Astrophysics Data System (ADS)

    Delen, Ibrahim; Krajcik, Joseph

    2017-06-01

    The use of mobile devices is increasing rapidly as a potential tool for science teaching. In this study, five educators (three middle school teachers and two museum educators) used a mobile application that supported the development of a driving question. Previous studies have noted that teachers make little effort to connect learning experiences between classrooms and museums, and few studies have focused on creating connections between teachers and museum educators. In this study, teachers and museum educators created an investigation together by designing a driving question in conjunction with the research group before field trips. During field trips, students collected their own data using iPods or iPads to take pictures or record videos of the exhibits. When students returned to the school, they used the museum data with their peers as they tried to answer the driving question. After completing the field trips, five educators were interviewed to investigate their experiences with designing driving questions and using mobile devices. Besides supporting students in data collection during the field trip, using mobile devices helped teachers to get the museum back to the classroom. Designing the driving question supported museum educators and teachers to plan the field trip collaboratively.

  10. Hinds Community College MSEIP program

    NASA Image and Video Library

    2005-06-24

    Student Assistant Antoinette Davis (left) of Utica; Carmella Forsythe, 13, of Clinton; Terri Henderson, 14, of Clinton; Tyra Greer, 12, of Port Gibson; and Kala Battle, 14, of Edwards, answer curriculum questions about NASA's Return to Flight mission exhibit at StenniSphere, the visitor center at NASA's Stennis Space Center (SSC) near Bay St. Louis, Miss. The girls were on a field trip to StenniSphere with fellow participants in Hinds Community College's MSEIP (Minority Science Engineering Improvement Program) summer program. MSEIP encourages students to pursue and prepare for careers in science, technology, engineering and math.

  11. Hinds Community College MSEIP program

    NASA Technical Reports Server (NTRS)

    2005-01-01

    Student Assistant Antoinette Davis (left) of Utica; Carmella Forsythe, 13, of Clinton; Terri Henderson, 14, of Clinton; Tyra Greer, 12, of Port Gibson; and Kala Battle, 14, of Edwards, answer curriculum questions about NASA's Return to Flight mission exhibit at StenniSphere, the visitor center at NASA's Stennis Space Center (SSC) near Bay St. Louis, Miss. The girls were on a field trip to StenniSphere with fellow participants in Hinds Community College's MSEIP (Minority Science Engineering Improvement Program) summer program. MSEIP encourages students to pursue and prepare for careers in science, technology, engineering and math.

  12. Broadening Pathways to Geosciences with an Integrated Program at The University of Michigan

    NASA Astrophysics Data System (ADS)

    Dick, G.; Munson, J.

    2017-12-01

    Low participation of under-represented minorities (URM) in the geosciences is an acute issue at the University of Michigan (U-M), where the number of undergraduate URM students majoring in the Department of Earth and Environmental Sciences (EES) is typically 5% of total majors. The goal of our project is to substantially increase the number and success rate of underrepresented minorities majoring in EES at U-M. We are pursuing this goal with five primary objectives: (i) inspire and recruit high schools seniors to pursue geoscience at U-M, especially through hands-on experiences including field trips; (ii) establish infrastructure to support students interested in geosciences through the critical juncture between high school and college; (iii) increase the number of URM students transferring from community college; (iv) develop student interest in geosciences through research and field experiences; (v) expose students to career opportunities in the geosciences. To accomplish these objectives we are leveraging existing programs, including Earth Camp, Foundations for Undergraduate Teaching: Uniting Research and Education (FUTURE), M-Sci, and college academic advisors. Throughout our interactions with students from high-school through college, we expose them to career opportunities in the geosciences, including private industry, academia, and government agencies. Evaluation of the program revealed three main conclusions: (i) the program increased student interest in pursuing an earth science degree; (ii) participating students showed a marked increase in awareness about the various opportunities that are available with an earth science degree including pathways to graduate school and earth science careers; (iii) field trips were the most effective route for achieving outcomes (i) and (ii).

  13. 2005 Annual Health Physics Report for HEU Transparency Program

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

    Radev, R

    2006-04-21

    During the 2005 calendar year, LLNL provided health physics support for the Highly Enriched Uranium Transparency Program (HEU-TP) in external and internal radiation protection and technical expertise into matters related to BDMS radioactive sources and Russian radiation safety regulatory compliance. For the calendar year 2005, there were 161 person-trips that required dose monitoring of the U.S. monitors. Of the 161 person-trips, 149 person-trips were SMVs and 12 person-trips were Transparency Monitoring Office (TMO) trips. Additionally, there were 11 monitoring visits by TMO monitors to facilities other than UEIE and 3 to UEIE itself. There were two monitoring visits (source changes)more » that were back to back with 16 monitors. Each of these concurring visits were treated as single person-trips for dosimetry purposes. Counted individually, there were 191 individual person-visits in 2005. The LLNL Safety Laboratories Division provided the dosimetry services for the HEU-TP monitors.« less

  14. Field Trip.

    ERIC Educational Resources Information Center

    Sanders, Bill

    1993-01-01

    Reports the results of a field trip to measure the intensity of electromagnetic fields generated by electronic devices in the home, in cars, at work, outside, and in places people visit during the day. Found that a person gets more intense exposure while working at a computer than by living next to an electrical substation. (MDH)

  15. The Educational Value of Field Trips

    ERIC Educational Resources Information Center

    Greene, Jay P.; Kisida, Brian; Bowen, Daniel H.

    2014-01-01

    The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips…

  16. Teaching Historical Geography in the Field

    ERIC Educational Resources Information Center

    Keighren, Innes M.

    2013-01-01

    This paper examines the pedagogical and practical challenges associated with teaching historical geography, and archival research specifically, in the context of the undergraduate field trip. In so doing, it draws upon students' own reflections on the experience of conducting archival research during a field trip to New York City and presents the…

  17. Exploring the Benefits of Field Trips in a Food Geography Course

    ERIC Educational Resources Information Center

    Barton, Karen

    2017-01-01

    University students often cite field experiences as some of their most important and memorable. Yet research shows that field trips are on the decline in many colleges and universities; this shift may impact geography courses that are traditionally field based. Often cited is the problem of instructor time, increased enrollment, and concerns over…

  18. Morocco, Kingdom of the young geologist!

    NASA Astrophysics Data System (ADS)

    Bouttemy, Franck

    2015-04-01

    The Kingdom of Morocco is a country of 33 million people where about thirty French schools enroll 32,000 students including a majority of Moroccans. The Rabat Center includes several institutions enrolling 5,700 students aged 10 to 18 years old whose High School René Descartes is directed by the A.E.F.E, "Agency for French Teaching Abroad". Sixteen professors teach S.V.T. "Sciences de la Vie et de la Terre" that focuses on biology and geology. The programs involved are French but the biology-geology colleagues seek to place the teaching of geology in the context of Morocco through the choice of Moroccan examples. (https://sites.google.com/site/aefesvtmaroc/) Morocco's geology lends itself to this approach! The laboratory is equipped with a seismometer in the network "Sismos to School" (https://sites.google.com/a/lycee-descartes.ma/rabt_sismo/home) and we have the equipment necessary for making thin sections of the Moroccan rocks for practical work on a polarizing microscope. We organize several field trips: On a half-day in the region of Rabat, 12-year old pupils of "5ème", learn about reading the landscape and studying sedimentary rocks such as marls and sandstones. On a 3-day excursion in the region of Azrou, the16-year old pupils of "première scientifique" study the tectonic context of formation of mineral resources. A 2-day trip in the region of Oulmès, the17-year old pupils of "terminale scientifique" (the last year in the French system finishing with the "baccalaureate") study continental crust, tectonics and geothermal energy. These field trips will be presented in this poster. Students make field studies: observation, testing, photography, drawing and taking notes. Some works are evaluated during the field trip, others are the subject of home work: preparing a slide show, an audio recording work...

  19. Integration of Field Geophysics and Geology in an International Setting: Multidisciplinary Geoscience Field Experience at the University of Western Ontario

    NASA Astrophysics Data System (ADS)

    Brenders, A. J.; Banerjee, N.; Pratt, R. G.

    2010-12-01

    The pedagogical value of the field experience is unequaled: students, teaching assistants, and professors alike return with a renewed sense of purpose, community, and the context in which to place classroom education. It is widely regarded as valuable to personal development, and is required by the Canadian Council of Professional Geoscientists for professional registration. As part of our ongoing International Geoscience Field Experience Initiative, Earth Sciences students at the University of Western Ontario have the opportunity to enhance their education through a study abroad program. The focus is on a residential field experience to world-class localities, offered with the collaboration of internationally recognized academic researchers, government survey personnel, and industry leaders. Recent trips have included the Sn-W mineralization in the Cornwall district of the U.K., the Iberian Pyrite Belt (IPB) in Portugal and Spain, and the metallogenic belts of Western Turkey. The integration of geological knowledge with geophysical data was one of the key organizing principles of our recent field trips to the IPB and Western Turkey. This integration is a foundation of modern Earth Sciences, and common practice in industry, it is relatively rare in classroom settings. Lectures before departure and evening exercises during the field trip supplemented the core undergraduate curriculum in geophysics, reviewing gravity, DC resistivity, induced polarization (IP), and magnetotelluric methods, focusing on application to mineral exploration. During our trip to the IPB, partnership with industry allowed students the opportunity to work with state of the art geophysical data, acquired on an exploration prospect visited during the field trip. Multi-parameter geophysical inversions of the IP and MT data produced cross-sections in depth - results interpretable by the students in the complex geological environment of the Iberian Pyrite Belt. Although the students gained valuable geological insight, the lack of practical experience in the acquisition and processing of geophysical data was identified in course evaluations. To address this, in Western Turkey, students had the opportunity to design and acquire total magnetic field surveys using a walking magnetometer, combining a GPS receiver and proton-precession magnetometer. Using this instrument, students identified the geophysical response of subsurface features, visible in both outcrop and during traverse through open pit mines. A transect across a buried basalt - limestone contact was made, and the strike of the contact identified during subsequent data processing. Students also had the opportunity to visit an active IP-resistivity survey, observing the acquisition of this data in the field, and learn how project geologists integrate this data with geological drill cores. Finally, students designed and acquired a total magnetic field survey over an archaeological site: the Acropolis at Pergamon. By integrating data acquisition, processing, and interpretation with field visits to sites of both geological and archaeological interest, students acquired field and technical skills that ideally prepared them for a future in research or industry.

  20. A forest bathing trip increases human natural killer activity and expression of anti-cancer proteins in female subjects.

    PubMed

    Li, Q; Morimoto, K; Kobayashi, M; Inagaki, H; Katsumata, M; Hirata, Y; Hirata, K; Shimizu, T; Li, Y J; Wakayama, Y; Kawada, T; Ohira, T; Takayama, N; Kagawa, T; Miyazaki, Y

    2008-01-01

    We previously reported that forest bathing trips enhanced human NK activity, number of NK cells, and intracellular anti-cancer proteins in lymphocytes, and that the increased NK activity lasted for more than 7 days after the trip in male subjects. In the present study, we investigated the effect of forest bathing trip on human NK activity in female subjects. Thirteen healthy nurses, age 25-43 years, professional career 4-18 years, were selected with informed consent. The subjects experienced a three-day/two-night trip to forest fields. On day 1, the subjects walked for two hours in the afternoon in a forest field; on day 2, they walked for two hours each in the morning and afternoon in two different forest fields; and on day 3, the subjects finished the trip and returned to Tokyo after drawing blood and completing a questionnaire. Blood and urine were sampled on the second and third days during the trip, and on days 7 and 30 after the trip. NK activity, numbers of NK and T cells, and granulysin, perforin, and granzymes A/B-expressing lymphocytes in the blood samples, the concentrations of estradiol and progesterone in serum, and the concentrations of adrenaline and noradrenaline in urine were measured. Similar control measurements were made before the trip on a normal working day. The concentrations of phytoncides in the forests were measured. The forest bathing trip significantly increased NK activity and the numbers of NK, perforin, granulysin, and granzymes A/B-expressing cells and significantly decreased the percentage of T cells, and the concentrations of adrenaline and noradrenaline in urine. The increased NK activity lasted for more than 7 days after the trip. Phytoncides, such as alpha-pinene and beta-pinene were detected in forest air. These findings indicate that a forest bathing trip also increased NK activity, number of NK cells, and levels of intracellular anti-cancer proteins in female subjects, and that this effect lasted at least 7 days after the trip. Phytoncides released from trees and decreased stress hormone levels may partially contribute to the increased NK activity.

  1. The impact of curiosity on learning during a school field trip to the zoo

    NASA Astrophysics Data System (ADS)

    Carlin, Kerry Ann

    1999-11-01

    This study was designed to examine (a) differences in cognitive learning as a result of a zoo field trip, (b) if the trip to the zoo had an impact on epistemic curiosity, (c) the role epistemic curiosity plays in learning, (d) the effect of gender, race, prior knowledge and prior visitation to the zoo on learning and epistemic curiosity, (e) participants' affect for the zoo animals, and (f) if prior visitation to the zoo contributes to prior knowledge. Ninety-six fourth and fifth grade children completed curiosity, cognitive, and affective written tests before and after a field trip to the Lowery Park Zoo in Tampa, Florida. The data showed that students were very curious about zoo animals. Dependent T-tests indicated no significant difference between pretest and posttest curiosity levels. The trip did not influence participants' curiosity levels. Multiple regression analysis was used to determine the relationship between the dependent variable, curiosity, and the independent variables, gender, race, prior knowledge, and prior visitation. No significant differences were found. Dependent T-tests indicated no significant difference between pretest and posttest cognitive scores. The field trip to the zoo did not cause an increase in participants' knowledge. However, participants did learn on the trip. After the field trip, participants identified more animals displayed by the zoo than they did before. Also, more animals were identified by species and genus names after the trip than before. These differences were significant (alpha = .05). Multiple regression analysis was used to determine the relationship between the dependent variable, posttest cognitive performance, and the independent variables, curiosity, gender, race, prior knowledge, and prior visitation. A significant difference was found for prior knowledge (alpha = .05). No significant differences were found for the other independent variables. Chi-square tests of significance indicated significant differences (alpha = .05) in preferences for types of animals and preference for animals by gender. Significant differences (alpha = .05) were also found between the reasons why animals were preferred. Differences occurred between animals that were liked and disliked, between genders, and between the pretest and the posttest.

  2. GSA committees: Progress through service the Annual Program Committee

    USGS Publications Warehouse

    Costa, J.E.

    2007-01-01

    The GSA's Annual Program Committee (APC) is directly responsible for the GSA's meeting and other responsibilities especially before the main event. It decides on the locations, the number and content of the technical sessions, annual membership surveys, hospitality for the guests, field trips and more. In addition, it pays significant attention to creative thinking about geoscience discoveries and directions as well as identify new and emerging areas of earth science. APC is also looking for new ideas, approaches and directions.

  3. Publications - GMC 211 | Alaska Division of Geological & Geophysical

    Science.gov Websites

    Arctic Margins 29 August - 1 September 1992 field trip about geology of the Brooks Range along the Dalton August - 1 September 1992 field trip about geology of the Brooks Range along the Dalton Highway samples

  4. A Laboratory Approach to Economic Education: A Manual for High School Teachers.

    ERIC Educational Resources Information Center

    Prehn, Edward C., Ed.; Dawson, George G., Ed.

    This manual is intended to help high school teachers use a laboratory field trip approach to economic education. The information in the manual is based on experiences which were part of the Akron, Ohio, Public School pilot program in economics that combined classroom instruction with in-depth exposure to community resources. Part 1 of the manual…

  5. Advanced software development workstation. OOPSLA 1992 Conference. Trip report

    NASA Technical Reports Server (NTRS)

    Izygon, Michel E.

    1992-01-01

    This report summarizes the main trends observed at the Object Oriented Programming Systems, Languages, and Applications Conference held in Vancouver, British Columbia. This conference is the main object-oriented event that allows us to assess the dynamism of the technology and to meet the main actors of the field. It is an invaluable source of information for the advanced software development project.

  6. Linking Minority and Disadvantaged High School Students with Health Professions Training: A Win-Win Situation for Students and Older Adults.

    ERIC Educational Resources Information Center

    Padula, Cynthia A.; Leinhaas, Marie M.; Dodge, Kathleen A.

    2002-01-01

    Minority high school students (n=19) attended a health care career exploration program that included classroom sessions, group and individual activities, field trips, lectures, job shadowing, and a final report. On completion, most were considering careers in geriatrics or gerontology and had more positive attitudes toward older adults. (SK)

  7. The Great Smoky Mountains National Park: Its Use as a Natural Laboratory for General Biology.

    ERIC Educational Resources Information Center

    Adams, Harold S.; Lipford, Michael L.

    Extended field trips have the potential to provide students with direct experience in learning about the natural world, as well as opportunities for the development of group cohesiveness. This document describes a program developed by a community college in which general biology students spend 3 days in the Great Smoky Mountains National Park. The…

  8. A Sourcebook of Marine Activities Developed in the Milwaukee Great Lakes Summer Education Program, 1977 and 1978.

    ERIC Educational Resources Information Center

    Haney, Richard E., Ed.

    Twenty-seven activities dealing with the marine environment of the Great Lakes are presented. Designed for junior and senior high school students, these activities develop awareness of the biological, physical, social, economical, and aesthetic dimensions of the Great Lakes. Field trips, films, discussion, and hands-on activities are used to teach…

  9. U.S. Department of Education Fulbright-Hays Seminars Abroad Program, Malaysia June 26 - July 24, 1993. Participants' Reports.

    ERIC Educational Resources Information Center

    Malaysian-American Commission on Educational Exchange, Kuala Lumpur.

    This document contains reports by 14 participants of a Fulbright-Hays seminar in Malaysia. Participants were introduced to Malaysia and the Malaysian way of life through talks, discussion and field trips to schools, and educational institutions and cultural centers throughout the country. At every location the group was given presentations on…

  10. 2007 Annual Health Physics Report for the HEU Transparency Program

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

    Radev, R

    2008-04-09

    During the 2007 calendar year, Lawrence Livermore National Laboratory (LLNL) provided health physics support for the Highly Enriched Uranium (HEU) Transparency Program for external and internal radiation protection and technical expertise related to BDMS radioactive sources and Russian radiation safety regulatory compliance. For the calendar year 2007, there were 172 person-trips that required dose monitoring of the U.S. monitors. Of the 172 person-trips, 160 person-trips were SMVs and 12 person-trips were Transparency Monitoring Office (TMO) trips. There were 12 monitoring visits by TMO monitors to facilities other than UEIE and 10 to UEIE itself. There were two monitoring visits (sourcemore » changes) that were back to back with 14 monitors. LLNL's Hazard Control Division laboratories provided the dosimetry services for the HEU Transparency monitors.« less

  11. Effectiveness of the Treatment Readiness and Induction Program for Increasing Adolescent Motivation for Change

    PubMed Central

    Becan, Jennifer E.; Knight, Danica K.; Crawley, Rachel D.; Joe, George W.; Flynn, Patrick M.

    2014-01-01

    Success in substance abuse treatment is improved by problem recognition, desire to seek help, and readiness to engage in treatment, all of which are important aspects of motivation. Interventions that facilitate these at treatment induction for adolescents are especially needed. The purpose of this study is to assess the effectiveness of TRIP (Treatment Readiness and Induction Program) in promoting treatment motivation. Data represent 519 adolescents from 6 residential programs who completed assessments at treatment intake (Time 1) and 35 days after admission (Time 2). The design consisted of a comparison sample (n = 281) that had enrolled in treatment prior to implementation of TRIP (standard operating practice) and a sample of clients that had entered treatment after TRIP began and received standard operating practice enhanced by TRIP (n = 238). Repeated measures ANCOVAs were conducted using each Time 2 motivation scale as a dependent measure. Motivation scales were conceptualized as representing sequential stages of change. LISREL was used to test a structural model involving TRIP participation, gender, drug use severity, juvenile justice involvement, age, race-ethnicity, prior treatment, and urgency as predictors of the stages of treatment motivation. Compared to standard practice, adolescents receiving TRIP demonstrated greater gains in problem recognition, even after controlling for the other variables in the model. The model fit was adequate, with TRIP directly affecting problem recognition and indirectly affecting later stages of change (desire for help and treatment readiness). Future studies should examine which specific components of TRIP affect change in motivation. PMID:25456094

  12. Quantifying the benefits of the Florida Transit Research Inspection Procurement Services (TRIPS) program : [research summary].

    DOT National Transportation Integrated Search

    2013-04-01

    Established in 1995 as the Florida Vehicle : Procurement Program (FVPP), Florida Transit : Research Inspection Procurement Services (TRIPS) : is a vehicle sourcing and procurement system for : Floridas public transit agencies that integrates : ins...

  13. So You Want To Take a Field Trip.

    ERIC Educational Resources Information Center

    Zielinski, Edward J.

    Field trips allow students unique access to resources not available in the classroom. Field experiences enhance students' understanding, are a factor in retention, can be motivational, and are essential for the acquisition of basic science skills. Students learn, in a meaningful way, the procedures of setting goals, observing and recording data,…

  14. Transitioning from Faculty-Led Lecture to Student-Centered Field Learning Facilitated by Near-Peer Mentors: Preliminary Findings from the GeoFORCE/ STEMFORCE Program.

    NASA Astrophysics Data System (ADS)

    Berry, M.; Wright, V. D.; Ellins, K. K.; Browder, M. G. J.; Castillo, R.; Kotowski, A. J.; Libarkin, J. C.; Lu, J.; Maredia, N.; Butler, N.

    2017-12-01

    GeoFORCE Texas, a geology-based outreach program in the Jackson School of Geosciences, offers weeklong summer geology field based courses to secondary students from minority-serving high schools in Texas and the Bahamas. Students transitioning from eighth to ninth grade are recruited into the program and ideally remain in GeoFORCE for four years. The program aims to empower underrepresented students by exposing them to experiences intended to inspire them to pursue geoscience or other STEM careers. Since the program's inception in 2005, GeoFORCE Texas has relied on a mix of classroom lectures delivered by a geoscience faculty member and time in the field. Early research findings from a National Science Foundation-sponsored GeoPaths-IMPACT project are influencing the evolution of field instruction away from the faculty-led lecture model to student-centered learning that may improve students' grasp of key geological concepts. The eleventh and twelfth grade programs are shifting towards this strategy. Each trip is facilitated by a seven-person team comprised of a geoscience graduate student, master teachers, four undergraduate geology students, and preservice teachers. Members of the instructional team reflected the racial, ethnic, and cultural diversity that the geoscience strives to achieve; all are excellent role models for GeoFORCE students. The outcome of the most recent Central Texas twelfth grade trip, which used a student-centered, project-based approach, was especially noteworthy. Each group was given a topic to apply to what they saw in the field, such as fluvial systems, cultural significance, or geohazards, etc., and present in any manner in front of peers and a panel of geoscience experts. Students used the latest presentation technology available to them (e.g. Prezi, iMovies) and sketches and site notes from field stops. The final presentations were clear, informative, and entertaining. It can be concluded that the students were more engaged with the peer-teaching method than in prior years when they read the field manuals. Knowing they had to produce a presentation gave them motivation to focus and absorb information. They successfully took their new geological knowledge and applied existing skillsets that will be useful for college and, hopefully, a future career in geosciences or STEM field.

  15. Take a Field Trip Close to Home.

    ERIC Educational Resources Information Center

    Wood, Jacalyn K.

    1986-01-01

    Describes a simple field trip taken by fourth-grade students to a local park. Aided by volunteers, students go through four learning stations dealing with rock studies, tree identification, following directions (mapping), and observation skills. Presite and postsite activities are discussed. (TW)

  16. Astronaut Neil Armstrong - Rock Sample Study - Geological Field Trip - TX

    NASA Image and Video Library

    1969-03-03

    S69-25198 (25 Feb. 1969) --- Astronaut Neil A. Armstrong, commander of the Apollo 11 prime crew, studies rock sample during a geological field trip to the Quitman Mountains area near the Fort Quitman ruins in far west Texas.

  17. Summer Research Internships at Biosphere 2 Center

    NASA Technical Reports Server (NTRS)

    1998-01-01

    Through the support of NASA's Mission to Planet Earth, Biosphere 2 Center hosted 10 research interns for a 10 week period during the summer of 1998. In addition, we were able to offer scholarships to 10 students for Columbia University summer field courses. Students participating in these programs were involved in numerous earth systems activities, collecting data in the field and conducting analyses in the laboratory. Students enrolled in the field program were expected to design independent research projects as part of their coursework. In addition to laboratory and field research, students participated in weekly research seminars by resident and visiting scientists. Field school students were involved in field trips exposing them to the geology and ecology of the region including Arizona Sonora Desert Museum, Mount Lemmon, Aravaipa Canyon and the Gulf of California. Interns participated in laboratory-based research. All students were expected to complete oral and written presentations of their work during the summer.

  18. Geology and coastal hazards in the northern Monterey Bay, California: field trip guidebook, November 4, 2000

    USGS Publications Warehouse

    Hapke, Cheryl

    2000-01-01

    The purpose of this field trip is to explore the relationships between local geology, coastal hazards, and human influences in the northern Monterey Bay, which is a tectonically active high wave energy coastal environment. Seacliffs, shore platforms, pocket beaches and a headland/embayment morphology characterize this rocky coastline. Many studies of the onshore and offshore geology and geophysics, the local wave climate, and the effects of large storm events and earthquakes on the coastline have been conducted in this region (see Related Reading section). This field trip summarizes many of the findings of these research investigations, and also considers the relationship between the rates and styles of seacliff erosion and the variations in the local geology. The field trip stops allow the participant to examine seacliff sites of different geological lithologies, geographic orientations, and varying protection from wave attack, and consider how these variables affect not only the rate or magnitude of seacliff retreat but also the styles of retreat. In general the two primary forcing factors in the retreat of seacliffs are marine and terrestrial processes. At the various field trip stops, the relative importance of these processes in shaping the coastline at that particular location will be explored. Where beaches have developed, whether naturally or by emplacement of man-made structures, field trip stops are designed to look at the occurrence of the beaches (why they exist where they do) and to understand the response of the beaches to large storm events. Finally, this trip focuses on the various coastline protection structures that have been built in the area, and their effectiveness in protecting development on the beaches or at the tops of the seacliffs. The first stop of the trip is the Long Marine Lab facility where the seacliffs are composed of the most resistant geological unit in the area, the Miocene Santa Cruz Mudstone. This stop also includes discussion of some of the interesting geological features associated with this part of the Bay, including the arches at Natural Bridges State Beach. The field trip stops are progressively east and south, moving into the inner Monterey Bay, as well as into the less resistant lithologies of the late Miocene to Pliocene Purisima Formation, and finally the Pleistocene Aromas Sand. The route will follow the coast wherever possible so participants can get a full perspective of the northern Monterey Bay coastline, even where stops have not been planned.

  19. A survey of propulsion options for cargo and piloted missions to Mars.

    PubMed

    Sankaran, K; Cassady, L; Kodys, A D; Choueiri, E Y

    2004-05-01

    In this paper, high-power electric propulsion options are surveyed in the context of cargo and piloted missions to Mars. A low-thrust trajectory optimization program (raptor) is utilized to analyze this mission. Candidate thrusters are chosen based upon demonstrated performance in the laboratory. Hall, self-field magnetoplasmadynamic (MPDT), self-field lithium Lorentz force accelerator (LiLFA), arcjet, and applied-field LiLFA systems are considered for this mission. In this first phase of the study, all thrusters are assumed to operate at a single power level (regardless of the efficiency-power curve), and the thruster specific mass and power plant specific mass are taken to be the same for all systems. Under these assumptions, for a 7.5 MW, 60 mT payload, piloted mission, the self-field LiLFA results in the shortest trip time (340 days) with a reasonable propellant mass fraction of 57% (129 mT). For a 150 kW, 9 mT payload, cargo mission, both the applied-field LiLFA and the Hall thruster seem reasonable choices with propellant mass fractions of 42 to 45%(7 to 8 mT). The Hall thrusters provide better trip times (530-570 days) compared to the applied-field LiLFA (710 days) for the relatively less demanding mission.

  20. The Search for Braddock's Caldera-Guidebook for Colorado Scientific Society Fall 2008 Field Trip, Never Summer Mountains, Colorado

    USGS Publications Warehouse

    Cole, James C.; Larson, Ed; Farmer, Lang; Kellogg, Karl S.

    2008-01-01

    The report contains the illustrated guidebook that was used for the fall field trip of the Colorado Scientific Society on September 6-7, 2008. It summarizes new information about the Tertiary geologic history of the northern Front Range and the Never Summer Mountains, particularly the late Oligocene volcanic and intrusive rocks designated the Braddock Peak complex. Minor modifications were made in response to technical reviews by D.J. Lidke and C.A. Ruleman (U.S. Geological Survey) regarding clarity and consistency, and text editing by M.A. Kidd. However, the text remains essentially similar to the guidebook that was circulated to the participants on the Colorado Scientific Society 2008 field trip. Several notes were added following the trip (as indicated) to address developments since the guidebook was written.

  1. The Use of Information Technology To Enhance Learning in Geological Field Trips.

    ERIC Educational Resources Information Center

    Hesthammer, Jonny; Fossen, Haakon; Sautter, Michael; Saether, Bjorn; Johansen, Stale Emile

    2002-01-01

    Reports on the testing of two approaches to enhance learning in geological field trips through the use of technology. One approach used an advanced flight simulator and the other used digital cameras and computers. (Contains 18 references.) (DDR)

  2. SafeTrip-21 : Federal ITS field tests to transform the traveler experience.

    DOT National Transportation Integrated Search

    2011-06-30

    SafeTrip-21 popularized transportation technology by making traffic and transit data available to the public via websites, smartphone apps, and other electronic media. Federal ITS field tests were carried out between November 2008 and November 2010 i...

  3. Lessons in collaboration and effective field research from the Appalachian Headwaters Research Experience for Undergraduates Program

    NASA Astrophysics Data System (ADS)

    Jones, A. L.; Fox, J.; Wilder, M. S.

    2009-12-01

    In the summer of 2009, the authors launched year one of a three-year National Science Foundation-funded Research Experience for Undergraduates entitled "Carbon Storage and Headwater Health in the Appalachian Headwaters." Eight undergraduates selected from a nationally competitive field of more than 60 applicants participated in the ten-week field- and laboratory-based program along with three middle- and high-school teachers. Each student developed and completed an independent research project related to coal mining’s impact on soil organic carbon and sediment transport processes. Specifically, they used isotope ratio mass spectrometry to measure the carbon and nitrogen stable isotopic signature of soils and sediments in the Appalachian headwater landscapes and first order streams of Kentucky's southeastern coalfields. Among the program's innovative features was its fundamentally collaborative nature--which was represented in several ways. First, the background of the three program leaders was very different: an environmental planner with an academic background in land use planning and administration (Jones); a civil engineer trained in biogeochemistry and watershed modeling (Fox); and an environmental educator experienced in both formal and nonformal educator training and certification (Wilder). The program was also a collaboration between a Carnegie 1 research-oriented institution and an undergraduate/ teaching -focused regional comprehensive university. Finally, the participants themselves represented a diversity of disciplines and institutional backgrounds--including biology, geology, chemistry, environmental science and civil engineering. The Research Experience for Teachers component was another innovative program element. The teachers participated in all field and laboratory research activities during the first six weeks, then developed a unit of study for their own classrooms to be implemented during the current school year. In addition to the six overnight fieldwork trips into the forests and coalfields of Appalachia, two “fun day” field trips were built into the program specifically for team-building and camaraderie. Participant evaluations were overwhelmingly positive, and in particular, students indicated they gained a better understanding and appreciation of the scientific research process, and a greater understanding of relationship between their own disciplines and other related fields. The summer was not without challenges and “incidents”, which ranged from minor miscommunications over field logistics and bureaucratic disconnects between the two universities, to a major instrument breakdown at the lab that was to process the samples. But overall, the research objectives were accomplished, and the program represented a successful collaborative field-based undergraduate research experience.

  4. Research Experience for Undergraduates Program in Multidisciplinary Environmental Science

    NASA Astrophysics Data System (ADS)

    Wu, M. S.

    2012-12-01

    During summers 2011 and 12 Montclair State University hosted a Research Experience for Undergraduates Program (REU) in transdisciplinary, hands-on, field-oriented research in environmental sciences. Participants were housed at the Montclair State University's field station situated in the middle of 30,000 acres of mature forest, mountain ridges and freshwater streams and lakes within the Kittatinny Mountains of Northwest New Jersey, Program emphases were placed on development of project planning skills, analytical skills, creativity, critical thinking and scientific report preparation. Ten students were recruited in spring with special focus on recruiting students from underrepresented groups and community colleges. Students were matched with their individual research interests including hydrology, erosion and sedimentation, environmental chemistry, and ecology. In addition to research activities, lectures, educational and recreational field trips, and discussion on environmental ethics and social justice played an important part of the program. The ultimate goal of the program is to facilitate participants' professional growth and to stimulate the participants' interests in pursuing Earth Science as the future career of the participants.

  5. Grand Canyon as a universally accessible virtual field trip for intro Geoscience classes using geo-referenced mobile game technology

    NASA Astrophysics Data System (ADS)

    Bursztyn, N.; Pederson, J. L.; Shelton, B.

    2012-12-01

    There is a well-documented and nationally reported trend of declining interest, poor preparedness, and lack of diversity within U.S. students pursuing geoscience and other STEM disciplines. We suggest that a primary contributing factor to this problem is that introductory geoscience courses simply fail to inspire (i.e. they are boring). Our experience leads us to believe that the hands-on, contextualized learning of field excursions are often the most impactful component of lower division geoscience classes. However, field trips are becoming increasingly more difficult to run due to logistics and liability, high-enrollments, decreasing financial and administrative support, and exclusivity of the physically disabled. Recent research suggests that virtual field trips can be used to simulate this contextualized physical learning through the use of mobile devices - technology that exists in most students' hands already. Our overarching goal is to enhance interest in introductory geoscience courses by providing the kinetic and physical learning experience of field trips through geo-referenced educational mobile games and test the hypothesis that these experiences can be effectively simulated through virtual field trips. We are doing this by developing "serious" games for mobile devices that deliver introductory geology material in a fun and interactive manner. Our new teaching strategy will enhance undergraduate student learning in the geosciences, be accessible to students of diverse backgrounds and physical abilities, and be easily incorporated into higher education programs and curricula at institutions globally. Our prototype involves students virtually navigating downstream along a scaled down Colorado River through Grand Canyon - physically moving around their campus quad, football field or other real location, using their smart phone or a tablet. As students reach the next designated location, a photo or video in Grand Canyon appears along with a geological question. The students must answer each question correctly in order to proceed to the next location and accrue points in the game and multiple attempts reduce the number of points earned when the correct answer is found. The questions are either multiple choice or involve touch-screen interaction to identify a specific geologic feature. Initial testing of the prototype game in Historical and Physical geology courses at Utah State University indicate that students enjoy the mobile "exploration" nature of the game as well as experiencing photographs of geologic features rather than traditional cartoons. Qualitative evaluation using anonymous surveys was conducted to help determine the usability of the game and the potential effectiveness of this technology-based approach. Students were asked about the degree of fun and difficulty of the game, content learned, and their overall response to features they liked/disliked about it. The results of these early assessments are positive, both in regard to the improvement of students' understanding of key geology concepts and their enjoyment of learning with the technology in a mobile orienteering manner. This is a positive first step in an innovative teaching tool with the power to overcome the pervasive problem of the boring first year STEM course and make world-class field trips accessible to all.

  6. Effectiveness of the Treatment Readiness and Induction Program for increasing adolescent motivation for change.

    PubMed

    Becan, Jennifer E; Knight, Danica K; Crawley, Rachel D; Joe, George W; Flynn, Patrick M

    2015-03-01

    Success in substance abuse treatment is improved by problem recognition, desire to seek help, and readiness to engage in treatment, all of which are important aspects of motivation. Interventions that facilitate these at treatment induction for adolescents are especially needed. The purpose of this study is to assess the effectiveness of TRIP (Treatment Readiness and Induction Program) in promoting treatment motivation. Data represent 519 adolescents from 6 residential programs who completed assessments at treatment intake (time 1) and 35 days after admission (time 2). The design consisted of a comparison sample (n=281) that had enrolled in treatment prior to implementation of TRIP (standard operating practice) and a sample of clients that had entered treatment after TRIP began and received standard operating practice enhanced by TRIP (n=238). Repeated measures ANCOVAs were conducted using each time 2 motivation scale as a dependent measure. Motivation scales were conceptualized as representing sequential stages of change. LISREL was used to test a structural model involving TRIP participation, gender, drug use severity, juvenile justice involvement, age, race-ethnicity, prior treatment, and urgency as predictors of the stages of treatment motivation. Compared to standard practice, adolescents receiving TRIP demonstrated greater gains in problem recognition, even after controlling for the other variables in the model. The model fit was adequate, with TRIP directly affecting problem recognition and indirectly affecting later stages of change (desire for help and treatment readiness). Future studies should examine which specific components of TRIP affect change in motivation. Copyright © 2015 Elsevier Inc. All rights reserved.

  7. Chemistry in Action: How to Plan a Visit to the Chemical Industry.

    ERIC Educational Resources Information Center

    Nae, Hemi; And Others

    1982-01-01

    Presents guidelines for field trips to chemical industries. Includes examples of objectives, administrative aspects (time off from school, contact persons, transportation, pre/post-trip discussions, and guides at the industrial facility). Includes an evaluation of trips taken to industrial plants in Israel. (JN)

  8. Field Trips and the Law.

    ERIC Educational Resources Information Center

    Troy, Thomas D.; Schwaab, Karl E.

    1981-01-01

    Legal aspects of field trips are addressed, with special attention on planning and implementation aspects which warrant legal consideration. Suggestions are based on information obtained from studies which reviewed and analyzed court cases, with recommendations geared to lessen the likelihood that negligence suits will result if students sustain…

  9. SunWise: A Program that Radiates Good Ideas. Policy Information

    ERIC Educational Resources Information Center

    US Environmental Protection Agency, 2010

    2010-01-01

    The school day makes up a major part of a child's everyday life. The time children spend outside of the classroom, including recess, lunch, physical education classes, field trips, and after-school activities, can result in a significant amount of sun exposure, especially if it occurs during the hours of peak sun intensity from 10 a.m. to 4 p.m.…

  10. Virtual Specimens

    NASA Astrophysics Data System (ADS)

    de Paor, D. G.

    2009-12-01

    Virtual Field Trips have been around almost as long as the Worldwide Web itself yet virtual explorers do not generally return to their desktops with folders full of virtual hand specimens. Collection of real specimens on fields trips for later analysis in the lab (or at least in the pub) has been an important part of classical field geoscience education and research for generations but concern for the landscape and for preservation of key outcrops from wanton destruction has lead to many restrictions. One of the author’s favorite outcrops was recently vandalized presumably by a geologist who felt the need to bash some of the world’s most spectacular buckle folds with a rock sledge. It is not surprising, therefore, that geologists sometimes leave fragile localities out of field trip itineraries. Once analyzed, most specimens repose in drawers or bins, never to be seen again. Some end up in teaching collections but recent pedagogical research shows that undergraduate students have difficulty relating specimens both to their collection location and ultimate provenance in the lithosphere. Virtual specimens can be created using 3D modeling software and imported into virtual globes such as Google Earth (GE) where, they may be linked to virtual field trip stops or restored to their source localities on the paleo-globe. Sensitive localities may be protected by placemark approximation. The GE application program interface (API) has a distinct advantage over the stand-alone GE application when it comes to viewing and manipulating virtual specimens. When instances of the virtual globe are embedded in web pages using the GE plug-in, Collada models of specimens can be manipulated with javascript controls residing in the enclosing HTML, permitting specimens to be magnified, rotated in 3D, and sliced. Associated analytical data may be linked into javascript and localities for comparison at various points on the globe referenced by ‘fetching’ KML. Virtual specimens open up new possibilities for distance learning, where design of effective lab exercises has long been an issue, and they permit independent evaluation of published field research by reviewers who do not have access to the physical field area. Although their creation can be labor intensive, the benefits of virtual specimens for education and research are potentially great. Interactive 3D Specimen of Sierra Granodiorite at Outcrop Location

  11. Life in the Universe - Astronomy and Planetary Science Research Experience for Undergraduates at the SETI Institute

    NASA Astrophysics Data System (ADS)

    Chiar, J.; Phillips, C. B.; Rudolph, A.; Bonaccorsi, R.; Tarter, J.; Harp, G.; Caldwell, D. A.; DeVore, E. K.

    2016-12-01

    The SETI Institute hosts an Astrobiology Research Experience for Undergraduates (REU) program. Beginning in 2013, we partnered with the Physics and Astronomy Dept. at Cal Poly Pomona, a Hispanic-serving university, to recruit underserved students. Over 11 years, we have served 155 students. We focus on Astrobiology since the Institute's mission is to explore, understand and explain the origin, nature and prevalence of life in the universe. Our REU students work with mentors at the Institute - a non-profit organization located in California's Silicon Valley-and at the nearby NASA Ames Research Center. Projects span research on survival of microbes under extreme conditions, planetary geology, astronomy, the Search for Extraterrestrial Intelligence (SETI), extrasolar planets and more. The REU program begins with an introductory lectures by Institute scientists covering the diverse astrobiology subfields. A week-long field trip to the SETI Institute's Allen Telescope Array (Hat Creek Radio Astronomy Observatory in Northern California) and field experiences at hydrothermal systems at nearby Lassen Volcanic National Park immerses students in radio astronomy and SETI, and extremophile environments that are research sites for astrobiologists. Field trips expose students to diverse environments and allow them to investigate planetary analogs as our scientists do. Students also participate in local trips to the California Academy of Sciences and other nearby locations of scientific interest, and attend the weekly scientific colloquium hosted by the SETI Institute at Microsoft, other seminars and lectures at SETI Institute and NASA Ames. The students meet and present at a weekly journal club where they hone their presentation skills, as well as share their research progress. At the end of the summer, the REU interns present their research projects at a session of the Institute's colloquium. As a final project, students prepare a 2-page formal abstract and 15-minute presentation that mirrors the requirements for professional conference presentations. In collaboration with the mentors, successful projects are selected and funded for submission to national scientific conferences during the subsequent academic year. This program is funded by the NSF AST Grant # 1359346.

  12. 8 CFR 217.2 - Eligibility.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Nationality DEPARTMENT OF HOMELAND SECURITY IMMIGRATION REGULATIONS VISA WAIVER PROGRAM § 217.2 Eligibility... must present a machine-readable passport in order to be granted admission under the Visa Waiver Program. Round trip ticket means any return trip transportation ticket in the name of an arriving Visa Waiver...

  13. Addressing legal and political barriers to global pharmaceutical access: options for remedying the impact of the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS) and the imposition of TRIPS-plus standards.

    PubMed

    Cohen-Kohler, Jillian Clare; Forman, Lisa; Lipkus, Nathaniel

    2008-07-01

    Despite myriad programs aimed at increasing access to essential medicines in the developing world, the global drug gap persists. This paper focuses on the major legal and political constraints preventing implementation of coordinated global policy solutions - particularly, the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS) and bilateral and regional free trade agreements. We argue that several policy and research routes should be taken to mitigate the restrictive impact of TRIPS and TRIPS-plus rules, including greater use of TRIPS flexibilities, advancement of human rights, and an ethical framework for essential medicines distribution, and a broader campaign that debates the legitimacy of TRIPS and TRIPS-plus standards themselves.

  14. Visiting a forest, but not a city, increases human natural killer activity and expression of anti-cancer proteins.

    PubMed

    Li, Q; Morimoto, K; Kobayashi, M; Inagaki, H; Katsumata, M; Hirata, Y; Hirata, K; Suzuki, H; Li, Y J; Wakayama, Y; Kawada, T; Park, B J; Ohira, T; Matsui, N; Kagawa, T; Miyazaki, Y; Krensky, A M

    2008-01-01

    We previously reported that a forest bathing trip enhanced human NK activity, number of NK cells, and intracellular anti-cancer proteins in lymphocytes. In the present study, we investigated how long the increased NK activity lasts and compared the effect of a forest bathing trip on NK activity with a trip to places in a city without forests. Twelve healthy male subjects, age 35-56 years, were selected with informed consent. The subjects experienced a three-day/two-night trip to forest fields and to a city, in which activity levels during both trips were matched. On day 1, subjects walked for two hours in the afternoon in a forest field; and on day 2, they walked for two hours in the morning and afternoon, respectively, in two different forest fields; and on day 3, the subjects finished the trip and returned to Tokyo after drawing blood samples and completing the questionnaire. Blood and urine were sampled on the second and third days during the trips, and on days 7 and 30 after the trip, and NK activity, numbers of NK and T cells, and granulysin, perforin, and granzymes A/B-expressing lymphocytes in the blood samples, and the concentration of adrenaline in urine were measured. Similar measurements were made before the trips on a normal working day as the control. Phytoncide concentrations in forest and city air were measured. The forest bathing trip significantly increased NK activity and the numbers of NK, perforin, granulysin, and granzyme A/B-expressing cells and significantly decreased the concentration of adrenaline in urine. The increased NK activity lasted for more than 7 days after the trip. In contrast, a city tourist visit did not increase NK activity, numbers of NK cells, nor the expression of selected intracellular anti-cancer proteins, and did not decrease the concentration of adrenaline in urine. Phytoncides, such as alpha-pinene and beta-pinene were detected in forest air, but almost not in city air. These findings indicate that a forest bathing trip increased NK activity, number of NK cells, and levels of intracellular anti-cancer proteins, and that this effect lasted at least 7 days after the trip. Phytoncides released from trees and decreased stress hormone may partially contribute to the increased NK activity.

  15. Recruiting Minority Geoscientists: A 30 Year Success Story

    NASA Astrophysics Data System (ADS)

    Serpa, L.; Pavlis, T. L.; Hall, F.

    2003-12-01

    The University of New Orleans (UNO) is located in a city rich in diversity and industries that employ geoscientists. Thus, it is an ideal place to develop a strong diversity program in geology and geophysics. In 1974, Dr. Louis Fernandez received a grant from the NSF to formally develop a minority recruiting program. The focus of that initial program was a field trip for local minority high school students and that trip has gone continuously every year since then. It is still our best tool for recruiting outstanding minority students into our department. The initial NSF funding disappeared long ago and was replaced variously by support from private industry and creative use of departmental funds which kept the program alive through some lean funding years. As a result of this effort UNO has graduated more minority, particularly African-American, geoscientist than any other institution in the US for most of the past 30 years. The field trip is not the only reason for our success. Indeed, retaining and graduating students, regardless of their ethnicity, required a serious commitment to education on the part of our department. There are six universities in the city of New Orleans and several more within commuting distance from the city. Three of the six local universities are HBCU's with excellent reputations but, fortunately for us, no geoscience degree programs. There are several strong geoscience departments in the non-minority serving institutions in our area that attract many outstanding local students. To meet the competition, we have worked with local K-12 teachers, developed additional programs to interest local 7-12 students, and worked closely with our majors to keep them in the program and help them succeed once they are recruited. This has required a cohesive effort on the part of our faculty and students that is constantly changing to meet new demands as our department has expanded in size and developed its research activities sometimes at the expense of teaching. The result is something we are very proud of-- 40% of our undergraduates and 20% of our graduate students are minority students. This is increasing each year, particularly the graduate enrollment, without any apparent decrease in non-minority enrollment or division within the student body.

  16. 2009 Annual Health Physics Report for the HEU Transparency Program

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

    Radev, R

    2010-04-14

    During the 2009 calendar year, Lawrence Livermore National Laboratory (LLNL) provided health physics support for the Highly Enriched Uranium (HEU) Transparency Program for external and internal radiation protection. LLNL also provided technical expertise related to BDMS radioactive sources and Russian radiation safety regulatory compliance. For the calendar year 2009, there were 159 person-trips that required dose monitoring of the U.S. monitors. Of the 159 person-trips, 149 person-trips were SMVs and 10 person-trips were Transparency Monitoring Office (TMO) trips. There were 4 monitoring visits by TMO monitors to facilities other than UEIE and 10 to UEIE itself. LLNL's Hazard Control Departmentmore » laboratories provided the dosimetry services for the HEU Transparency monitors. In 2009, the HEU Transparency activities in Russia were conducted in a radiologically safe manner for the HEU Transparency monitors in accordance with the expectations of the HEU Transparency staff, NNSA and DOE. The HEU Transparency Program now has over fifteen years of successful experience in developing and providing health and safety support in meeting its technical objectives.« less

  17. Overview for geologic field-trip guides to Mount Mazama, Crater Lake Caldera, and Newberry Volcano, Oregon

    USGS Publications Warehouse

    Bacon, Charles R.; Donnelly-Nolan, Julie M.; Jensen, Robert A.; Wright, Heather M.

    2017-08-16

    These field-trip guides were written for the occasion of the International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) quadrennial scientific assembly in Portland, Oregon, in August 2017. The guide to Mount Mazama and Crater Lake caldera is an updated and expanded version of the guide (Bacon, 1989) for part of an earlier IAVCEI trip to the southern Cascade Range. The guide to Newberry Volcano describes the stops included in the 2017 field trip. Crater Lake and Newberry are the two best-preserved and most recent calderas in the Cascades Volcanic Arc. Although located in different settings in the arc, with Crater Lake on the arc axis and Newberry in the rear-arc, both volcanoes are located at the intersection of the arc and the northwest corner region of the extensional Basin and Range Province.

  18. Mobile Collector for Field Trips

    ERIC Educational Resources Information Center

    Kravcik, Milos; Kaibel, Andreas; Specht, Marcus; Terrenghi, Lucia

    2004-01-01

    Current e-Learning is based on learning management systems that provide certain standard services--course authoring and delivery, tutoring, administration and collaboration facilities. Rapid development of mobile technologies opens a new area of m-Learning to enhance the current educational opportunities. Field trips are a relevant part of the…

  19. Learning from Live Theater

    ERIC Educational Resources Information Center

    Greene, Jay P.; Hitt, Collin; Kraybill, Anne; Bogulski, Cari A.

    2015-01-01

    Culturally enriching field trips matter. They produce significant benefits for students on a variety of educational outcomes that schools and communities care about. This experiment on the effects of field trips to see live theater demonstrates that seeing plays is an effective way to teach academic content; increases student tolerance by…

  20. Virtual Field Trips.

    ERIC Educational Resources Information Center

    Walter, Virginia A.

    1997-01-01

    Virtual field trips can provide experiences beyond the reach of average K-12 students. Describes multimedia products for school use: Africa Trail, Dinosaur Hunter, Louvre Museum, Magic School Bus Explores the Rainforest, and Up to the Himalayas: Kingdoms in the Clouds and provides book and Internet connections for additional learning, highlighting…

  1. Funding and Philosophy: A Conversation About Band Trips and Fund Raising.

    ERIC Educational Resources Information Center

    Hoffer, Charles R.

    1992-01-01

    A hypothetical conversation between Thoughtful Principal and Music Teacher raises some basic issues about fund raising, booster activities, and band trips. Considerations about contest criteria, door-to-door selling, student costs, support for nonband musical programs, and the educational and motivational value of band trips are discussed. (MLH)

  2. Tuning the Field Trip: Audio-Guided Tours as a Replacement for 1-Day Excursions in Human Geography

    ERIC Educational Resources Information Center

    Wissmann, Torsten

    2013-01-01

    Educators are experiencing difficulties with 1-day field trips in human geography. Instead of teaching students how to apply theory in the field and learn to "sense" geography in everyday life, many excursions have degraded into tourist-like events where lecturers try to motivate rather passive students against a noisy urban backdrop.…

  3. Results of investigation at the Miravalles Geothermal Field, Costa Rica: Part 1, Well logging. Resultados de las investigaciones en el campo geotermico de Miravalles, Costa Rica: Parte 1, Registros de pozos (in EN;SP)

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

    Dennis, B.R.; Lawton, R.G.; Kolar, J.D.

    The well-logging operations performed in the Miravalles Geothermal Field in Costa Rica were conducted during two separate field trips. The Phase I program provided the deployment of a suite of high-temperature borehole instruments, including the temperature/rabbit, fluid sampler, and three-arm caliper in Well PGM-3. These same tools were deployed in Well PGM-10 along with an additional survey run with a combination fluid velocity/temperature/pressure instrument used to measure thermodynamic properties under flowing well conditions. The Phase II program complemented Phase I with the suite of tools deployed in Wells PGM-5, PGM-11, and PGM-12. 4 refs., 25 figs., 1 tab.

  4. 50 CFR 648.62 - Northern Gulf of Maine (NGOM) scallop management area.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... vessels fishing under the scallop DAS program shall not be deducted from the NGOM total allowable catch... to § 648.4(a)(2)(i) that have declared a trip under the scallop DAS program, a vessel issued a... pursuant to § 648.4(a)(2)(i) that have properly declared a trip under the scallop DAS program, the combined...

  5. Field Trips in College Biology and Ecology Courses: Revisiting Benefits and Drawbacks

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2010-01-01

    Learning is best served when students are mentally and physically (actively participation) in the process. Most college and university instructors consist of lectures, discussions, instructional videos, computer simulations, online teaching, guest speakers, but also include active learning components of laboratories, greenhouses, and field trips.…

  6. Laws and Court Cases Related to Field Trips.

    ERIC Educational Resources Information Center

    DuVall, Charles R.; Krepel, Wayne J.

    1978-01-01

    Briefly discusses the results of a survey of the superintendent of public instruction, office of the attorney general, the education association, the school boards association, and the teacher union in each state to identify state laws and court cases on, and to solicit comments about, teacher responsibility on field trips. (IRT)

  7. Self-Guided Field Trips for Students of Environments

    ERIC Educational Resources Information Center

    Moore, G.; Kerr, Roger; Hadgraft, Roger

    2011-01-01

    In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing…

  8. The Field Trip Book: Study Travel Experiences in Social Studies

    ERIC Educational Resources Information Center

    Morris, Ronald V.

    2010-01-01

    Looking for social studies adventures to help students find connections to democratic citizenship? Look no further! This book provides just the answer teachers need for engaging students in field trips as researching learners with emphasis on interdisciplinary social studies plus skills in collecting and reporting data gathered from field…

  9. Three Community Building Strategies and Their Impacts in an On-Line Course.

    ERIC Educational Resources Information Center

    Egbert, Joy; Chao, Chin-Chi; Ngeow, Karen

    This paper describes three instructional strategies designed to support community building in an online graduate teacher education course: (1) MOO (Multi-User Dimensions Object Oriented) field trips, in which participants are introduced to text-based virtual environments on the Internet through metaphoric online "field trips"; (2)…

  10. Departure Energies, Trip Times and Entry Speeds for Human Mars Missions

    NASA Technical Reports Server (NTRS)

    Munk, Michelle M.

    1999-01-01

    The study examines how the mission design variables departure energy, entry speed, and trip time vary for round-trip conjunction-class Mars missions. These three parameters must be balanced in order to produce a mission that is acceptable in terms of mass, cost, and risk. For the analysis, a simple, massless- planet trajectory program was employed. The premise of this work is that if the trans-Mars and trans-Earth injection stages are designed for the most stringent opportunity in the energy cycle, then there is extra energy capability in the "easier" opportunities which can be used to decrease the planetary entry speed, or shorten the trip time. Both of these effects are desirable for a human exploration program.

  11. Departure Energies, Trip Times and Entry Speeds for Human Mars Missions

    NASA Technical Reports Server (NTRS)

    Munk, Michelle M.

    1999-01-01

    The study examines how the mission design variables departure energy, entry speed, and trip time vary for round-trip conjunction-class Mars missions. These three parameters must be balanced in order to produce a mission that is acceptable in terms of mass, cost, and risk. For the analysis, a simple, massless-planet trajectory program was employed. The premise of this work is that if the trans-Mars and trans-Earth injection stages are designed for the most stringent opportunity in the energy cycle, then there is extra energy capability in the "easier" opportunities which can be used to decrease the planetary entry speed, or shorten the trip time. Both of these effects are desirable for a human exploration program.

  12. Geologic field-trip guide to Medicine Lake Volcano, northern California, including Lava Beds National Monument

    USGS Publications Warehouse

    Donnelly-Nolan, Julie M.; Grove, Timothy L.

    2017-08-17

    Medicine Lake volcano is among the very best places in the United States to see and walk on a variety of well-exposed young lava flows that range in composition from basalt to rhyolite. This field-trip guide to the volcano and to Lava Beds National Monument, which occupies part of the north flank, directs visitors to a wide range of lava flow compositions and volcanic phenomena, many of them well exposed and Holocene in age. The writing of the guide was prompted by a field trip to the California Cascades Arc organized in conjunction with the International Association of Volcanology and Chemistry of the Earth’s Interior (IAVCEI) quadrennial meeting in Portland, Oregon, in August of 2017. This report is one of a group of three guides describing the three major volcanic centers of the southern Cascades Volcanic Arc. The guides describing the Mount Shasta and Lassen Volcanic Center parts of the trip share an introduction, written as an overview to the IAVCEI field trip. However, this guide to Medicine Lake volcano has descriptions of many more stops than are included in the 2017 field trip. The 23 stops described here feature a range of compositions and volcanic phenomena. Many other stops are possible and some have been previously described, but these 23 have been selected to highlight the variety of volcanic phenomena at this rear-arc center, the range of compositions, and for the practical reason that they are readily accessible. Open ground cracks, various vent features, tuffs, lava-tube caves, evidence for glaciation, and lava flows that contain inclusions and show visible evidence of compositional zonation are described and visited along the route.

  13. 8th Grade Canadian Trip.

    ERIC Educational Resources Information Center

    Jelinek, Gilbert; Schoenike, Paul

    Ideas are offered for helping eighth-grade students incorporate an at-home field trip to Canada into a social studies unit. The teachers who developed the unit state that students can complete the 21-day imaginary trip in five hours of classroom time when appropriate materials are available and the classroom environment is conducive to working on…

  14. Ocean Thermal Energy Conversion power system development. Phase I: preliminary design. Final report. [ODSP-3 code; OTEC Steady-State Analysis Program

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

    Not Available

    1978-12-04

    The following appendices are included; Dynamic Simulation Program (ODSP-3); sample results of dynamic simulation; trip report - NH/sub 3/ safety precautions/accident records; trip report - US Coast Guard Headquarters; OTEC power system development, preliminary design test program report; medium turbine generator inspection point program; net energy analysis; bus bar cost of electricity; OTEC technical specifications; and engineer drawings. (WHK)

  15. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2015-08-06

    Full moon over lava lake The inspiring views at remote locations, such as Halema’uma’u Crater in Hawaii Volcanoes National Park, are an extra reward for making the trip. Credit: NASA/GSFC/Kelsey Young In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  16. Traditional Ecological Knowledge of Stem Concepts in Informal and Place-Based Western Educational Systems: Lessons from the North Slope, Alaska

    NASA Astrophysics Data System (ADS)

    Nicholas-Figueroa, Linda

    Upon regaining the right to direct education at the local level, the North Slope Borough (NSB) of Alaska incorporated Inupiat educational philosophies into the educational system. The NSB in partnership with the University of Alaska Fairbanks established Ilisagvik College, the only tribal college in Alaska. Ilisagvik College seeks to broaden science, technology, engineering, and mathematical education on the North Slope. Incorporation of place-based and informal lessons with traditional ecological knowledge engages students in education. Ilisagvik hosted a 2-week climate change program from 2012 - 2015 for high school and middle school students that examined climate science and the effects of a warming climate on the local environment from a multitude of perspectives from scientists, Inupiat Elders, and instructor-led field trips. Pre-assessments and post-assessments using the Student Assessment of Learning Gains tool measured students' interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the program, could articulate the impact of climatic changes on their local environment. Similarly, methods to incorporate Indigenous knowledge into research practices have been achieved, such as incorporating field trips and discussion with Elders on the importance of animal migration, whale feeding patterns, and the significance of sea-ice conditions, which are important community concerns.

  17. A Topographic Field Trip of Washington, D.C. - A Cartographic Multimedia Application

    USGS Publications Warehouse

    ,

    1999-01-01

    The U.S. Geological Survey (USGS) has produced ?A Topographic Field Trip of Washington, D.C.,' a multimedia CD-ROM that uses topographic maps to tour Washington, D.C. Although designed for the middle school grade level, it can also be used to teach introductory topographic map reading skills to any level. Two versions of ?A Topographic Field Trip of Washington, D.C.,? are available. The first version, for Macintosh? systems only, was developed and produced as a prototype with educational resources funds and is available free of charge. The second version, for dual platforms, Macintosh?, and Windows? systems, is a sales item. The dual platform version contains improvements in content and navigational capabilities.

  18. The 1981 Argentina ground data collection

    NASA Technical Reports Server (NTRS)

    Horvath, R.; Colwell, R. N. (Principal Investigator); Hicks, D.; Sellman, B.; Sheffner, E.; Thomas, G.; Wood, B.

    1981-01-01

    Over 600 fields in the corn, soybean and wheat growing regions of the Argentine pampa were categorized by crop or cover type and ancillary data including crop calendars, historical crop production statistics and certain cropping practices were also gathered. A summary of the field work undertaken is included along with a country overview, a chronology of field trip planning and field work events, and the field work inventory of selected sample segments. LANDSAT images were annotated and used as the field work base and several hundred ground and aerial photographs were taken. These items along with segment descriptions are presented. Meetings were held with officials of the State Secretariat of Agriculture (SEAG) and the National Commission on Space Investigations (CNIE), and their support to the program are described.

  19. Utilizing Geo-Referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips

    ERIC Educational Resources Information Center

    Bursztyn, Natalie; Pederson, Joel; Shelton, Brett; Walker, Andrew; Campbell, Todd

    2015-01-01

    Declining interest and low persistence is well documented among undergraduate students in Science, Technology, Engineering, and Math in the United States. For geoscience, field trips are important attractors to students, however with high enrollment courses and increasing costs they are becoming rare. We propose in this concept paper that the…

  20. Field Trips as Teaching Tools in the Law Curriculum

    ERIC Educational Resources Information Center

    Higgins, Noelle; Dewhurst, Elaine; Watkins, Los

    2012-01-01

    While field trips are often employed in primary and even second level education as a pedagogical tool, aimed at exposing students to real life experiences, such activities are not as popular at third level (Falk and Balling, 1982; Muse, Chiarelott and Davidman, 1982; Anderson and Zhang, 2003). However, such experiential learning techniques can be…

  1. A Walk on the Wild Side: Field Trips for the Educational Administrator.

    ERIC Educational Resources Information Center

    Telfer, Ross

    1980-01-01

    Australia's public elementary and secondary education system lacks a variety of types of schools, so some educational administration students are sent on field trips to study other school and nonschool organizations. One university, for example, sends its students to a hospital, private schools and colleges, and retail stores. Before the field…

  2. Beyond Book Learning: Cultivating the Pedagogy of Experience through Field Trips.

    ERIC Educational Resources Information Center

    Jakubowski, Lisa Marie

    2003-01-01

    A pedagogy of experience can be cultivated by using a critically responsive approach based on experience, critical thinking, reflection, and action. A service-learning field trip to Cuba illustrates how experiential learning can bring classroom and community together in a way that invites students to engage in meaningful, active forms of learning…

  3. Evaluating the Learning Outcomes of An International Field Trip in Postgraduate Lighting Design Courses

    ERIC Educational Resources Information Center

    Isoardi, Gillian

    2010-01-01

    Lighting industry professionals work in an international marketplace and encounter a range of social, geographical and cultural challenges associated with this. Education in lighting should introduce students to aspects of these challenges. To achieve this, an international field trip was recently undertaken that sought to provide an authentic…

  4. In Old Pompeii. [Lesson Plan].

    ERIC Educational Resources Information Center

    2001

    In this Web-based interdisciplinary lesson (involving social studies, geography, history, and language arts) students take a virtual field trip to the ruins of Pompeii to learn about everyday life in Roman times, then create a travelogue to attract visitors to the site and write an account of their field trip modeled on a description of Pompeii…

  5. Field Trips, Minus the Smelly Bus Ride

    ERIC Educational Resources Information Center

    Barack, Lauren

    2005-01-01

    As school boards nationwide are forced to wield the budget ax-extracurricular activities are often the first items to go. Sports, art classes, and even field trips are increasingly rare. Still, children are curious--and so some schools are turning to virtual means to take students out of the classroom. This article briefly discusses virtual…

  6. Coral: A Hawaiian Resource. An Instructional Guidebook for Teachers.

    ERIC Educational Resources Information Center

    Fielding, Ann; Moniz, Barbara

    Described are eight field trips to various sites on the Hawaiian island of Oahu. These experiences are designed to help teachers develop middle school students' awareness and understanding of Hawaii's natural resources, with particular emphasis upon coral. Each field trip unit contains a physical and biological description of the area and two to…

  7. Parks, Trees, and Environmental Justice: Field Notes from Washington, DC

    ERIC Educational Resources Information Center

    Buckley, Geoffrey L.; Whitmer, Ali; Grove, J. Morgan

    2013-01-01

    Students enrolled in a graduate seminar benefited in multiple ways from an intensive 3-day field trip to Washington, DC. Constructed around the theme of environmental justice, the trip gave students a chance to learn about street tree distribution, park quality, and racial segregation "up close." Working with personnel from the United…

  8. 200 Outdoor Science Activities, A Classroom Extension.

    ERIC Educational Resources Information Center

    Ontario Teachers' Federation, Toronto.

    To encourage teachers to use the out-of-doors in their teaching, this booklet has been prepared by the Ontario Teachers' Federation. It reviews basic approaches to out-of-doors instruction, types of field trips, teacher training and sources of instructional assistance, pre-planning and follow-up for a field trip, and points to consider in…

  9. On the Merits of "Unusual Field Trips."

    ERIC Educational Resources Information Center

    Howarth, Dean E.

    1999-01-01

    Describes the organization and completion of a scientific field trip for a group of high school physics students that was organized primarily around a study of the Manhattan Project. The group visited the Trinity site, Los Alamos, several museums, and the National Radio Astronomy Observatory Very Large Array. Contact information for the various…

  10. Guidebook for Field Trips in Virginia.

    ERIC Educational Resources Information Center

    Exline, Joseph D., Ed.

    Presented is geological information and site descriptions for teachers to use in planning and conducting earth science field trips in Virginia. Among the topics included are: (1) Geology, Soils and Land Use in Central Virginia; (2) Using Coastal Plain Stratigraphy Near Fredericksburg, Virginia as a Teaching Tool; and (3) The Culpepper Basin of the…

  11. "Doing Gender" at "Body Worlds": Embodying Field Trips as Affective Educational Experience

    ERIC Educational Resources Information Center

    Davidson, Joyce; Huff, Leah; Bridgen, Jen; Carolan, Andrea; Chang, Ashley; Ennis, Katherine; Loynes, Kathryn; Miller, Jen

    2009-01-01

    This paper discusses the background, experience and outcomes of an explicitly feminist field trip to Gunther von Hagen's "Body Worlds 2: The Anatomical Exhibition of Real Human Bodies". The cultural landscape of this exhibition materialized gendered geographies very powerfully, facilitating observation and analysis of embodied and emotional,…

  12. Summary of Simulated Field Trip Session

    Treesearch

    1992-01-01

    The Simulated Field Trips offered resource managers an opportunity to "show" Symposium attendees their resource areas. The emphasis was on recreational activities in the wildland-urban interface and on management techniques for these areas. The six presentations were in the form of slide shows and videotapes. The session was moderated by Robert Laidlaw of the...

  13. Using Student Competition Field Trips to Increase Teaching and Learning Effectiveness

    ERIC Educational Resources Information Center

    Galbraith, John M.

    2012-01-01

    Teaching and learning effectiveness may be enhanced in small-class settings where teachers can tailor materials and methods to individuals. Preparing students ahead of time for a week-long field trip to a new area that involves student-centered learning and a competition to promote student engagement should offer educational advantages. This…

  14. Students’ Attitudes and Understandings about Science in their Field Trip to Laser Interferometer Gravitational-wave Observatory (LIGO)

    NASA Astrophysics Data System (ADS)

    Lee, Hyunju; Feldman, Allan

    2014-06-01

    The LIGO Science Education Center in Livingston, LA, provides K-12 students with 3.5-hour field trip programs that consist of watching a documentary, touring the LIGO facilities, exploring interactive science exhibits, and hands-on classroom activities with the Center’s staff. In our study we administered a pre/post-survey, which consisted of Likert-type and open-ended questions, to approximately 1,000 secondary students who visited LIGO in Spring 2013. In this paper we report on our current findings from a half-way analysis about 1) the students’ attitudes and interests about science; 2) their understanding about basic scientific concepts relevant to LIGO science, gravity, light, and sound; and 3) their understanding about the LIGO project. In comparison between pre and post-responses using a paired-samples t-test, the results showed that the field trip to LIGO had significant (p<0.05) positive impact on increasing the number of students who think that "science is fun" and that they "would want to be a scientist." In addition, they had significant (p<0.05) knowledge gain in understanding that there are frequencies of light that are not visible, and they were able to correctly name the different kinds of electromagnetic waves after the visit. In pre-test 51.5% responded that they did not even hear about LIGO and 17.8% could not explain what it was although they heard about it (as they were from the local schools). On the other hand, 86.6% students were able to explain about LIGO project in post-test. Among them, more than half of the students (59.3%) correctly described the purpose of the LIGO project. Another 9.3% recognized it as a science research center without further information about what specifying the purpose of LIGO. About 8% held misconceptions, and 7% recognized LIGO as a science learning center. The students’ learning in this field trip happened mainly by: encountering the new concept; recalling their prior knowledge and reinforcing it; and being able to connect the scientific concept to how it is applied in a professional science research.

  15. Forest bathing enhances human natural killer activity and expression of anti-cancer proteins.

    PubMed

    Li, Q; Morimoto, K; Nakadai, A; Inagaki, H; Katsumata, M; Shimizu, T; Hirata, Y; Hirata, K; Suzuki, H; Miyazaki, Y; Kagawa, T; Koyama, Y; Ohira, T; Takayama, N; Krensky, A M; Kawada, T

    2007-01-01

    In order to explore the effect of forest bathing on human immune function, we investigated natural killer (NK) activity; the number of NK cells, and perforin, granzymes and granulysin-expression in peripheral blood lymphocytes (PBL) during a visit to forest fields. Twelve healthy male subjects, age 37-55 years, were selected with informed consent from three large companies in Tokyo, Japan. The subjects experienced a three-day/two-night trip in three different forest fields. On the first day, subjects walked for two hours in the afternoon in a forest field; and on the second day, they walked for two hours in the morning and afternoon, respectively, in two different forest fields. Blood was sampled on the second and third days, and NK activity; proportions of NK, T cells, granulysin, perforin, and granzymes A/B-expressing cells in PBL were measured. Similar measurements were made before the trip on a normal working day as the control. Almost all of the subjects (11/12) showed higher NK activity after the trip (about 50 percent increased) compared with before. There are significant differences both before and after the trip and between days 1 and 2 in NK activity. The forest bathing trip also significantly increased the numbers of NK, perforin, granulysin, and granzymes A/B-expressing cells. Taken together, these findings indicate that a forest bathing trip can increase NK activity, and that this effect at least partially mediated by increasing the number of NK cells and by the induction of intracellular anti-cancer proteins.

  16. The good field trip: How elementary students from diverse socio-economic backgrounds learn science, art, and technology at a museum

    NASA Astrophysics Data System (ADS)

    Martell, Sandra Toro

    The Good Field Trip is a study that uses an ethnographic approach to answer the question of what learning looks like during a field trip to a museum. The study uses the Contextual Model of Learning (Falk & Dierking, 2000) to investigate elementary students' personal, physical, and sociocultural contexts of learning as well as how time affects students' thoughts and feelings about the experience. The author accompanied a group of eight students on a three and a half day camp-like experience to a museum that promotes environmental stewardship and the integration of art, science, and technology use and learning. The author videotaped the students' conversations and experiences and interviewed students before, during, and after the trip. Analyses of the videotapes were supplemented with student documents, including comic books, journal notes, and reflective essays about the trip. Findings include that not all experiences are marked as science, art, and technology; technology use does not occur; art is presented in a more formalized manner than science, which is composed of observation and the acquisition of knowledge about plants and animals; and conversations and activities resemble traditional modes of learning in school settings.

  17. The impact of public transportation strikes on use of a bicycle share program in London: interrupted time series design.

    PubMed

    Fuller, Daniel; Sahlqvist, Shannon; Cummins, Steven; Ogilvie, David

    2012-01-01

    To investigate the immediate and sustained effects of two London Underground strikes on use of a public bicycle share program. An interrupted time series design was used to examine the impact of two 24 hour strikes on the total number of trips per day and mean trip duration per day on the London public bicycle share program. The strikes occurred on September 6th and October 4th 2010 and limited service on the London Underground. The mean total number of trips per day over the whole study period was 14,699 (SD=5390) while the mean trip duration was 18.5 minutes (SD=3.7). Significant increases in daily trip count were observed following strike 1 (3864: 95% CI 125 to 7604) and strike 2 (11,293: 95% CI 5169 to 17,416). Events that greatly constrain the primary motorised mode of transportation for a population may have unintended short-term effects on travel behaviour. These findings suggest that limiting transportation options may have the potential to increase population levels of physical activity by promoting the use of cycling. Copyright © 2011 Elsevier Inc. All rights reserved.

  18. Overview for geologic field-trip guides to volcanoes of the Cascades Arc in northern California

    USGS Publications Warehouse

    Muffler, L. J. Patrick; Donnelly-Nolan, Julie M.; Grove, Timothy L.; Clynne, Michael A.; Christiansen, Robert L.; Calvert, Andrew T.; Ryan-Davis, Juliet

    2017-08-15

    The California Cascades field trip is a loop beginning and ending in Portland, Oregon. The route of day 1 goes eastward across the Cascades just south of Mount Hood, travels south along the east side of the Cascades for an overview of the central Oregon volcanoes (including Three Sisters and Newberry Volcano), and ends at Klamath Falls, Oregon. Day 2 and much of day 3 focus on Medicine Lake Volcano. The latter part of day 3 consists of a drive south across the Pit River into the Hat Creek Valley and then clockwise around Lassen Volcanic Center to the town of Chester, California. Day 4 goes from south to north across Lassen Volcanic Center, ending at Burney, California. Day 5 and the first part of day 6 follow a clockwise route around Mount Shasta. The trip returns to Portland on the latter part of day 6, west of the Cascades through the Klamath Mountains and the Willamette Valley. Each of the three sections of this guidebook addresses one of the major volcanic regions: Lassen Volcanic Center (a volcanic field that spans the volcanic arc), Mount Shasta (a fore-arc stratocone), and Medicine Lake Volcano (a rear-arc, shield-shaped edifice). Each section of the guide provides (1) an overview of the extensive field and laboratory studies, (2) an introduction to the literature, and (3) directions to the most important and accessible field localities. The field-trip sections contain far more stops than can possibly be visited in the actual 6-day 2017 IAVCEI excursion from Portland. We have included extra stops in order to provide a field-trip guide that will have lasting utility for those who may have more time or may want to emphasize one particular volcanic area.

  19. METALS (Minority Education Through Traveling and Learning in the Sciences) and the Value of Collaborative Field-centered Experiences in the Geosciences (Invited)

    NASA Astrophysics Data System (ADS)

    White, L. D.

    2013-12-01

    METALS (Minority Education Through Traveling and Learning in the Sciences) is a field-based, geoscience diversity program developed by a collaborative venture among San Francisco State University, the University of Texas at El Paso, the University of New Orleans, and Purdue University. Since 2010, this program has created meaningful geoscience experiences for underrepresented minorities by engaging 30 high school students in experiential learning opportunities each year. During METALS field trips, the primarily urban students observe natural landforms, measure water quality, conduct beach profiles, and interpret stratigraphic and structural features in locations that have included southern Utah, southern Louisiana, central Wyoming, and northern California. In these geological settings participants are also able to focus on societally relevant, community-related issues. Results from program evaluation suggest that student participants view METALS as: (1) opening up new opportunities for field-based science not normally available to them, (2) engaging in a valuable science-based field experience, (3) an inspirational, but often physically challenging, undertaking that combines high-interest geology content with an exciting outdoor adventure, and (4) a unique social experience that brings together people from various parts of the United States. Further evaluation findings from the four summer trips completed thus far demonstrate that active learning opportunities through direct interaction with the environment is an effective way to engage students in geoscience-related learning. Students also seem to benefit from teaching strategies that include thoughtful reflection, journaling, and teamwork, and mentors are positive about engaging with these approaches. Participants appear motivated to explore geoscience topics further and often discuss having new insights and new perspectives leading to career choices in geosciences. Additionally, students who had a prior and similar fieldtrip experience that included outdoor expeditions and/or a geoscience focus, were able to utilize and build on those prior experiences during their participation in METALS.

  20. Geology of the Right Stepover region between the Rodgers Creek, Healdsburg, and Maacama faults, northern San Francisco Bay region: a contribution to Northern California Geological Society Field Trip Guide, June 6-8, 2003

    USGS Publications Warehouse

    McLaughlin, Robert J.; Sarna-Wojcicki, Andrei

    2003-01-01

    This Open file report was written as part of a two-day field trip on June 7 and 8, 2003, conducted for the Northern California Geological Society. The first day of this field trip (June 7) was led by McLaughlin and Sarna-Wojcicki in the area of the right- step between the Rodgers Creek- Healdsburg fault zone and the Maacama fault. The second day of the trip (June 8), was led by David Wagner of the California Geological Survey and students having recently completed MS theses at San Jose State University (James Allen) and San Francisco State University (Carrie Randolph-Loar), as well as a student from San Francisco State University whose MS thesis was in progress in June 2003 (Eric Ford). The second day covered the Rodgers Creek fault zone and related faults of the Petaluma Valley area (the Tolay and Petaluma Valley fault zones).

  1. Communities. Community Study Unit, Grade 1. Teacher Edition, Field Trip Guide for Teachers, and Student Book.

    ERIC Educational Resources Information Center

    Lee County School District, Ft. Myers, FL. Dept. of Environmental Education and Instructional Development Services.

    This unit is designed to help first grade students understand the broad concept of community. The students experience a variety of in-class and field trip activities that will expose them to communities. The students observe and compare both natural and human-designed communities. Learning activities include pantomimes, listening activities,…

  2. Tribal lands provide forest management laboratory for mainstream university students

    Treesearch

    Serra J. Hoagland; Ronald Miller; Kristen M. Waring; Orlando Carroll

    2017-01-01

    Northern Arizona University (NAU) faculty and Bureau of Indian Affairs (BIA) foresters initiated a partnership to expose NAU School of Forestry (SoF) graduate students to tribal forest management practices by incorporating field trips to the 1.68-million acre Fort Apache Indian Reservation as part of their silviculture curriculum. Tribal field trips were contrasted and...

  3. This Glorious Mud Pile (Rocky River Valley). Revised Edition.

    ERIC Educational Resources Information Center

    Cabbage, Mary Ellen

    This student text focuses on the social and geological history of a river basin. In addition to background information, the text includes student worksheets for 12 field trip stops in Ohio's Rocky River Valley. Material is designed to support a full-day field trip during which students work in small groups. Also included are a geological…

  4. The Perspectives of Elementary Teachers Regarding the Integration of the JASON Project into the Science Curriculum

    ERIC Educational Resources Information Center

    George, Belinda Chantelle Richardson

    2015-01-01

    This phenomenological narrative study was to explore nine elementary teachers' perspectives of the integration of the JASON Project virtual field trip into the science curriculum. Study findings indicated that the teachers saw an increase in student participation when implementing the JASON Project virtual field trip. The most significant findings…

  5. Examining the Effects of Field Trips on Science Identity

    ERIC Educational Resources Information Center

    Mills, Leila A.; Katzman, William

    2015-01-01

    The purpose of this work-in-progress study is to examine science identity of elementary school students in relation to participation in science. The questions asked in this initial analysis were: How will a field trip to a science research and learning center affect students' desires to learn and participate in science and does interviewing…

  6. Designing Mobile Learning Environments to Support Teacher-Led Field Trips within Informal Learning Environments

    ERIC Educational Resources Information Center

    Hawkins, Donald S.

    2016-01-01

    Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student…

  7. Geologic field-trip guide to the Lassen segment of the Cascades Arc, northern California

    USGS Publications Warehouse

    Clynne, Michael A.; Muffler, L. J. Patrick

    2017-08-17

    This field-trip guide provides an overview of Quaternary volcanism in and around Lassen Volcanic National Park, California, emphasizing the stratigraphy of the Lassen Volcanic Center. The guide is designed to be self-guided and to focus on geologic features and stratigraphy that can be seen easily from the road network.

  8. Supporting the Outdoor Classroom: An Archaeo-Astronomy Project

    ERIC Educational Resources Information Center

    Brown, Daniel; Francis, Robert; Alder, Andy

    2013-01-01

    Field trips and the outdoor classroom are a vital part of many areas of education. Ideally, the content should be taught within a realistic environment rather than just by providing a single field trip at the end of a course. The archaeo-astronomy project located at Nottingham Trent University envisages the development of a virtual environment…

  9. Swept Away: Exploring the Physics of Curling

    ERIC Educational Resources Information Center

    Esser, Liza

    2011-01-01

    Studying the Olympic sport of curling is a fun and engaging way to learn about the concepts of friction, forces, momentum, and Newton's laws. Each winter, the author takes her eighth-grade physical science class on a field trip to experience curling firsthand. This field trip has become a favorite of the eighth graders at Capitol Hill Day School…

  10. Culture from the Outside in and the Inside out: Experiential Education and the Continuum of Theory, Practice, and Policy

    ERIC Educational Resources Information Center

    Rone, Tracy R.

    2008-01-01

    Increasingly, instructional pedagogies in learning contexts from classrooms to boardrooms are couched within experiential learning paradigms. The field trip is a teaching pedagogy that draws on experiential learning. The author aims to demonstrate how a field trip to Sea Islands, South Carolina, presents an opportunity for undergraduate…

  11. Field Trip to Kazdagi National Park: Views of Prospective Biology Teachers

    ERIC Educational Resources Information Center

    Çetin, Gülcan

    2014-01-01

    The purpose of the study was to investigate the views of the prospective biology teachers about the field trip to Kazdagi National Park. Participants were 12 prospective Biology teachers studying in Necatibey Faculty of Education in Balikesir University, Turkey. A semi-structured interview form was used as a data collection instrument. Data were…

  12. Field trips along the Geological Transpyrenean Road

    NASA Astrophysics Data System (ADS)

    Burgio, Marion; Dekeyser, Dominique; Richert, Jean Paul; Gruneisen, Pierre; Vazquez-Prada, Diego; Lacazedieu, Annie

    2015-04-01

    GeolVal association, www.geolval.fr , in collaboration with Geoambiente association, created a serie of pedagogical explanations about Pyrenees landscapes along the road from France to Spain, linking the towns of Pau, Oloron,Jaca and Mallos de Riglos. It was a ten years work that lasted in 2008. http://www.routetranspyreneenne.com/home_f.php We can now use this "treasure" with tourists, students and mix some landscapes explanations from a road site with a little field trip along mountain in order to "touch" the rocks. We are working about the importance of field in the way the students understand geosciences and try to organize field trips that aim to simplify and make concrete some key concepts. We also began an interactive software version of this work, presented through a pilot application, made in collaboration with Total petroleum firm.

  13. The Meaning Students Make as Participants in Short-Term Immersion Programs

    ERIC Educational Resources Information Center

    Jones, Susan R.; Rowan-Kenyon, Heather T.; Ireland, S. Mei-Yen; Niehaus, Elizabeth; Skendall, Kristan Cilente

    2012-01-01

    The purpose of this article is to present the results of a multi-site case study designed to investigate students' experiences as participants in four week-long immersion programs (New York City, Peru, the Czech Republic, Chicago). Results highlight the significance of the context of the trips and specific characteristics of the trip (e.g.,…

  14. East Africa seminar and workshop of remote sensing of natural resources and environment

    USGS Publications Warehouse

    Deutsch, Morris

    1975-01-01

    Report on total program covering East Africa Seminar and Workshop on remote sensing of natural resources and the environment held in Nairobi, Kenya, March 21 April 3, 1974, attended by participants from 10 English-speaking African nations. Appendices are included for Seminar proceedings, workshop lectures and outlines, field trip reports and critiques by participants, and reports on potential applications of an operational earth resources satellite for the participating countries.

  15. Animal Behaviour Fieldwork: Introducing Psychology Students to the Process of Science

    ERIC Educational Resources Information Center

    Dickins, Thomas E.; Donovan, Peter

    2012-01-01

    In this paper we discuss the development and running of a residential animal behaviour field trip. The trip has a number of elements that challenge and develop the students. First, this trip is open to students at levels two, three and M. This allows us to engineer a certain amount of peer assisted learning. Second, the students live together and…

  16. Water Works.

    ERIC Educational Resources Information Center

    Van De Walle, Carol

    1988-01-01

    Describes a two-day field trip, along with follow-up classroom activities and experiments which relate to water resources and water quality. Discusses how trips to a lake and water treatment facilities can enhance appreciation of water. (TW)

  17. Using GIS with real-time water quality assessment to guide scientific inquiry and learning in a community college environmental studies program

    NASA Astrophysics Data System (ADS)

    Schwartz, M. C.; Beauregard, A.

    2011-12-01

    The overarching goal of this project is to introduce community college students to the use of environmental analytical technology and geographical information systems (GIS) through the development of a new course in Aquatic Environmental Science at Northwest Florida State College (NWFSC), a community college in Niceville, FL. During the new course, NWFSC students are guided by an instructor from NWFSC and one from the local university, the University of West Florida (UWF), as well as a UWF graduate student. Students learn to use field instruments to measure water quality variables (temperature, salinity, dissolved oxygen, and nutrients) during several field trips on a local estuary. While still in the field, students on multiple boats in different parts of the estuary use a wireless broadband interface to upload field data to a web-based GIS system interface developed by commissioned GIS professionals. This GIS system compiles the data and generates maps to show a whole-basin view of variations in water quality parameters that students access from the field. The capstone of each field trip is a "floating classroom" during which students and instructors discuss summary results, test field hypotheses, and compare results with historical data collected during previous field trips. Our continuing assessment of the impact on student learning of this real-time geospatial assessment suggests that student interest in environmental science and technology has been positively affected by the use of these methods. Furthermore, students show considerable improvement in their use of the technology and their understanding of the related scientific concepts (e.g., aquatic biogeochemistry). While the primary goal of this course is the academic benefit provided to NWFSC students, the in-class sampling also provides access to important data that can be used to support ongoing research by both authors. We are currently assessing the precision of the data collected by NWFSC students in hopes that it can support data collected in the same area as part of biogeochemical research projects.

  18. Engaging Underserved and Underrepresented Students in the Earth Sciences through a Summer Outreach Program

    NASA Astrophysics Data System (ADS)

    Güereque, M.; Olgin, J. G.; Pennington, D. D.

    2016-12-01

    The EarthTech outreach program at the University of Texas at El Paso (UTEP) seeks to expand the inclusion of underserved and under-represented high-school students into the geoscience pipeline. A successful partnership with the federally funded, year round college preparatory program for high school students Upward Bound (UB) program at UTEP was decisive for the success and execution of the program. Program activities aimed to engage students and expand their knowledge of the Earth Sciences through participation in STEM hands-on activities, incorporating technology and field experiences. For its second year, the program chose to address the intersection of science and societal issues by selecting an overall topic for the weeklong program that students could relate and understand from personal experiences, facilitating participation. The exposure to outdoor on-site learning experiences via field trips proved a critical component based on student feedback, by allowing the students to engage with their surroundings and relate to basic Earth Science knowledge and principles. Qualitative feedback and discussion of the program and its activities are presented here.

  19. Integer programming model for optimizing bus timetable using genetic algorithm

    NASA Astrophysics Data System (ADS)

    Wihartiko, F. D.; Buono, A.; Silalahi, B. P.

    2017-01-01

    Bus timetable gave an information for passengers to ensure the availability of bus services. Timetable optimal condition happened when bus trips frequency could adapt and suit with passenger demand. In the peak time, the number of bus trips would be larger than the off-peak time. If the number of bus trips were more frequent than the optimal condition, it would make a high operating cost for bus operator. Conversely, if the number of trip was less than optimal condition, it would make a bad quality service for passengers. In this paper, the bus timetabling problem would be solved by integer programming model with modified genetic algorithm. Modification was placed in the chromosomes design, initial population recovery technique, chromosomes reconstruction and chromosomes extermination on specific generation. The result of this model gave the optimal solution with accuracy 99.1%.

  20. Getting to Know and Address Your State Science Standards to Connect Classroom Instruction and Field Trips During IYA

    NASA Astrophysics Data System (ADS)

    Bednarski, M.; Larsen, K.

    2008-11-01

    Astronomy activities often pose problems for in-service teachers, especially at the elementary level, as many do not have a solid content background. Often astronomy instruction revolves around reading and answering questions. This is not an effective way to work with abstract concepts or engage students, and also fails to meet the standards of inquiry-based instruction recommended by the National Science Teachers Association and national and state standards. Science museums and planetariums bring unique and exciting perspectives to astronomy education. However, bringing students to the museum can sometimes be perceived as only a ``cool field trip.'' With mounting pressure for teachers to teach to the new standardized tests demanded by No Child Left Behind, and shrinking school budgets, field trips are rapidly becoming an endangered species. Coordinating museum, science center, and planetarium offerings with national and state science standards can renew interest in (and perceived relevance of) field trips. Therefore, university faculty, in-service teachers, and museum/planetarium staff can form successful partnerships which can both improve student learning and increase attendance at informal education science events and facilities. This workshop will first briefly introduce participants to national and representative state standards as well as research on in-service teachers' astronomy content knowledge and the educational value of field trips. For the majority of the workshop, participants will engage in the actual steps of coordinating, planning, and writing inquiry-based astronomy curriculum embedded performance tasks that collectively meet the learning needs of students in elementary, middle, or high school.

  1. A Brave New World: Considering the Pedagogic Potential of Virtual World Field Trips (VWFTs) in Initial Teacher Education

    ERIC Educational Resources Information Center

    Fitzsimons, Sabrina; Farren, Margaret

    2016-01-01

    In its broadest and historical sense, place-based education refers to education that occurs outside of the physical boundaries of a school building (Dewey 1910; Sobel 1996; Theobald 1997; Woodhouse and Knapp 2000). Place-based education, colloquially referred to as the "field trip", is predominantly considered a pedagogic tool of the…

  2. The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

    ERIC Educational Resources Information Center

    Driscoll, Elizabeth A.; Lownds, Norman K.

    2007-01-01

    Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a "wall" where students could write their questions. Student questions were answered as part of…

  3. The Effect of Environmental Field Trips on Student Learning in Middle School

    ERIC Educational Resources Information Center

    Legutko, Robert S.

    2005-01-01

    The effect of an environmental field trip on student learning in one middle school in the mid-Atlantic region of the United States was examined. An experimental one-group pretest-posttest group design was implemented on a sample of 579 students which comprised 12 groups. Although a t-test for dependent samples indicated that less than half of the…

  4. Inside the Black Box: What Happens on a One-Time Field Trip?

    ERIC Educational Resources Information Center

    Kraybill, Anne

    2014-01-01

    Crystal Bridges Museum of American Art opened on November 11, 2011. Located in Bentonville, Arkansas, it was the first art museum of its size in the region. Since few students had ever been to a museum, this situation provided an opportunity to causally measure the impact of a one-time art museum field trip upon student outcomes through the…

  5. Environmental Field Trips - Some Places to Visit in Maryland, Virginia and the District of Columbia.

    ERIC Educational Resources Information Center

    Meetre, Jeff

    This publication lists 40 places in the metropolitan Washington, D.C. area that could be visited on an environmental field trip. The sites are placed into five categories: (1) Air Monitoring; (2) Ecology and Nature Study; (3) Solid Waste Management; (4) Wastewater Treatment; and (5) Water Supply. Each entry includes name, address, and phone number…

  6. An Elementary School Environmental Education Field Trip: Long-Term Effects on Ecological and Environmental Knowledge and Attitude Development

    ERIC Educational Resources Information Center

    Farmer, James; Knapp, Doug; Benton, Gregory M.

    2007-01-01

    Using phenomenological analysis, the authors examined the long-term effects of an environmental education school field trip on fourth grade elementary students who visited Great Smoky Mountains National Park. The authors' findings suggest that one year after the experience, many students remembered what they had seen and heard and had developed a…

  7. Risk Assessment and Geography Teachers: A Survey

    ERIC Educational Resources Information Center

    Parry, Gareth; Clarke, Linda

    2004-01-01

    Recently the issue of health and safety procedures on field trips and school visits has come to the fore, as a result of a series of tragedies involving the deaths of pupils. A review of some of the recent court cases and inquests involving the victims of field trips was undertaken. This indicated that schools and teachers are failing to implement…

  8. Field Trips to Natural Environments: How Outdoor Educators Use the Physical Environment

    ERIC Educational Resources Information Center

    Lavie Alon, Nirit; Tal, Tali

    2017-01-01

    The main assumption of this study is that the natural environment is an important part of learning in out-of-school settings. We therefore aimed at understanding how outdoor educators (OEs) refer to, and use, the natural environment while guiding field trips, and how their use of the natural environment affects student learning outcomes. Using a…

  9. Ice and Sand: Linking the Sandbox to Geographic Features in Elementary Social Studies Classrooms

    ERIC Educational Resources Information Center

    Morris, Ronald Vaughan

    2008-01-01

    Glaciers are an excellent subject for elementary social studies classes. Their effects are easy for students to model with inexpensive teaching supplies, such as sand and ice. Students can conduct research nationally with virtual field trips or locally with real field trips. The models and research can be used as starting point for a discussion of…

  10. The Impact of Field Trips and Family Involvement on Mental Models of the Desert Environment

    ERIC Educational Resources Information Center

    Judson, Eugene

    2011-01-01

    This study examined the mental models of the desert environment held by fourth- and seventh-grade students in the USA and whether those mental models could be affected by: (1) classroom field trips to a desert riparian preserve, and (2) interaction with family members at the same preserve. Results generally indicated that students in this study…

  11. Self-guided field trips for students of environments

    NASA Astrophysics Data System (ADS)

    Moore, G.; Kerr, Roger; Hadgraft, Roger

    2011-05-01

    In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing opportunities for students to undertake field trips without the traditional support mechanism is one of the more challenging issues for subject designers. How can large cohorts of students gain practical exposure to various aspects of the natural or built environment? Although this is typically done using traditional site visits and fieldwork with a high staff/student ratio, the goal has been to use action research to design and develop resources to enable small groups (three or four) to make self-guided visits to sites close to campus. Multimedia resources to examine and interpret aspects of the site that relate to their on-campus learning guide the students. One critical issue in the success of these activities has been proper risk assessment and control procedures. The outcome of this research is a framework to provide a safe, active learning experience by way of self-guided field trips that is suitable for implementation with large classes.

  12. Where's the Hayward Fault? A Green Guide to the Fault

    USGS Publications Warehouse

    Stoffer, Philip W.

    2008-01-01

    This report describes self-guided field trips to one of North America?s most dangerous earthquake faults?the Hayward Fault. Locations were chosen because of their easy access using mass transit and/or their significance relating to the natural and cultural history of the East Bay landscape. This field-trip guidebook was compiled to help commemorate the 140th anniversary of an estimated M 7.0 earthquake that occurred on the Hayward Fault at approximately 7:50 AM, October 21st, 1868. Although many reports and on-line resources have been compiled about the science and engineering associated with earthquakes on the Hayward Fault, this report has been prepared to serve as an outdoor guide to the fault for the interested public and for educators. The first chapter is a general overview of the geologic setting of the fault. This is followed by ten chapters of field trips to selected areas along the fault, or in the vicinity, where landscape, geologic, and man-made features that have relevance to understanding the nature of the fault and its earthquake history can be found. A glossary is provided to define and illustrate scientific term used throughout this guide. A ?green? theme helps conserve resources and promotes use of public transportation, where possible. Although access to all locations described in this guide is possible by car, alternative suggestions are provided. To help conserve paper, this guidebook is available on-line only; however, select pages or chapters (field trips) within this guide can be printed separately to take along on an excursion. The discussions in this paper highlight transportation alternatives to visit selected field trip locations. In some cases, combinations, such as a ride on BART and a bus, can be used instead of automobile transportation. For other locales, bicycles can be an alternative means of transportation. Transportation descriptions on selected pages are intended to help guide fieldtrip planners or participants choose trip destinations based on transportation options, interests, or special needs.

  13. Proceedings of the eighty-ninth stated meeting of the American Ornithologists' Union

    USGS Publications Warehouse

    Banks, R.C.

    1972-01-01

    The Eighty-ninth Stated Meeting of the American Ornithologists' Union was held 30 August-3 September 1971 at Seattle, Washington, under the sponsorship of the University of Washington. Business sessions and social activities were held in the Student Union Building and the University Tower Hotel; papers sessions were held in the Student Union Building. Day-long field trips were taken to Mount Rainier and to the Deception Pass-Fraser River area. Two-day field trips were offered on the weekends preceding and following the meeting, to the coastal area near Westport with an all-day pelagic trip, and to the Olympic Peninsula, respectively.

  14. Spreading Geodiversity awareness in schools through field trips and ICT

    NASA Astrophysics Data System (ADS)

    Magagna, Alessandra; Giardino, Marco; Ferrero, Elena

    2014-05-01

    Geodiversity, unlike Biodiversity, is not a topic included in the Italian schools curriculum. Nevertheless, Geomorphology is taught at all levels, and it seems to be the right tool for introducing the students to the concepts related to Geodiversity. In this context, a research on the use of field trips and Information and Communication Technologies (ICT) is being carried out for spreading the value of Geodiversity in Secondary Schools. Relevant international literature states that field trips are effective didactic tools for Earth Science education, because they stimulate an active learning process and allow students to appreciate the geological complexity of an area. On the other side, ICT allow students to get knowledge about the variety of landforms of their own territory by staying indoor, using virtual field trips and free software like Google Earth, Google Maps, Bing etc. In order to connect the two strategies, an innovative educational project is proposed here; it involves both the indoor and the outdoor activities, by enhancing a critical approach to the complexity of geological processes. As a starting point, a multimedia product on 20 Italian geological tours, designed for analyzing Geodiversity at a regional scale, has been tested with teachers and students, in order to understand its effectiveness by using it solely indoor. In a second phase, teachers and students have been proposed to compare and integrate indoor and outdoor activities to approach Geodiversity directly at a local scale, by means of targeted field trips. For achieving this goal, during the field trips, students used their mobile devices (smartphone and tablet) equipped with free and/or open source applications (Epicollect, Trimble Outdoor Navigator). These tools allow to track field trips, to gather data (geomorphological observations and related photographs), and to elaborate them in the laboratory; a process useful for reasoning on concepts such as spatial and temporal scales and for comparing the real and the virtual experience. Particularly, the geological history of an Alpine Piedmont area West of Torino (NW Italy) has been investigated. A one-day educational field trip has been performed starting from the man-made features of the Sangano town, walking on the present-day, historical and pre-historical fluvial landforms of the Sangone River, and finally climbing up the Pleistocene glacial landforms of the Rivoli-Avigliana Morainic Amphitheatre. The track offers samples of the Geodiversity of the area by showing a variety of landforms and including panoramic views to the Alpine chain. Students collected geomorphological data and carried out research-type activities, such as mapping and describing landforms, making hypotheses on geomorphic processes and gathering useful elements for the reconstruction of the geological history of the area. By taking awareness of the spatial and temporal scales related to landforms and geomorphic processes, as well as to the Man-Nature interactions, students realize the "dynamic dimension" of Geodiversity. As a consequence, students can perceive the geomorphological landscape as a changeable system over time, and therefore worthy of protection.

  15. Mars Pathfinder Landing Site Workshop 2: Characteristics of the Ares Vallis Region and Field Trips in the Channeled Scabland, Washington

    NASA Technical Reports Server (NTRS)

    Golombek, M. P. (Editor); Edgett, K. S. (Editor); Rice, J. W., Jr. (Editor)

    1995-01-01

    This volume, the first of two comprising the technical report for this workshop, contains papers that have been accepted for presentation at the Mars Pathfinder Landing Site Workshop 2: Characteristics of the Ares Vallis Region, September 24-30, 1995, in Spokane, Washington. The Mars Pathfinder Project received a new start in October 1993 as one of the next missions in NASA's long-term Mars exploration program. The mission involves landing a single vehicle on the surface of Mars in 1997. The project is one of the first Discovery-class missions and is required to be a quick, low-cost mission and achieve a set of significant but focused engineering, science, and technology objectives. The primary objective is to demonstrate a low-cost cruise, entry, descent, and landing system required to place a payload on the martian surface in a safe, operational configuration. Additional objectives include the deployment and operation of various science instruments and a microrover. Pathfinder paves the way for a cost-effective implementation of future Mars lander missions. Also included in this volume is the field trip guide to the Channeled Scabland and Missoula Lake Break-out. On July 4, 1997, Mars Pathfinder is scheduled to land near 19.5 deg N, 32.8 deg W, in a portion of Ares Vallis. The landing ellipse covers a huge (100 x 200 km) area that appears to include both depositional and erosional landforms created by one or more giant, catastrophic floods. One of the best known terrestrial analogs to martian outflow channels (such as Ares Vallis) is the region known as the Channeled Scabland. The field trip guide describes some of the geomorphological features of the Channeled Scabland and adjacent Lake Missoula break-out area near Lake Pend Oreille, Idaho.

  16. Arsenic associated with historical gold mining in the Sierra Nevada foothills: Case study and field trip guide for Empire Mine State Historic Park, California

    USGS Publications Warehouse

    Alpers, Charles N.; Myers, Perry A; Millsap, Daniel; Regnier, Tamsen B; Bowell, Robert J.; Alpers, Charles N.; Jamieson, Heather E.; Nordstrom, D. Kirk; Majzlan, Juraj

    2014-01-01

    The Empire Mine, together with other mines in the Grass Valley mining district, produced at least 21.3 million troy ounces (663 tonnes) of gold (Au) during the 1850s through the 1950s, making it the most productive hardrock Au mining district in California history (Clark 1970). The Empire Mine State Historic Park (Empire Mine SHP or EMSHP), established in 1975, provides the public with an opportunity to see many well-preserved features of the historic mining and mineral processing operations (CDPR 2014a).A legacy of Au mining at Empire Mine and elsewhere is contamination of mine wastes and associated soils, surface waters, and groundwaters with arsenic (As), mercury (Hg), lead (Pb), and other metals. At EMSHP, As has been the principal contaminant of concern and the focus of extensive remediation efforts over the past several years by the State of California, Department of Parks and Recreation (DPR) and Newmont USA, Ltd. In addition, the site is the main focus of a multidisciplinary research project on As bioavailability and bioaccessibility led by the California Department of Toxic Substances Control (DTSC) and funded by the U.S. Environmental Protection Agency’s (USEPA’s) Brownfields Program.This chapter was prepared as a guide for a field trip to EMSHP held on June 14, 2014, in conjunction with a short course on “Environmental Geochemistry, Mineralogy, and Microbiology of Arsenic” held in Nevada City, California on June 15–16, 2014. This guide contains background information on geological setting, mining history, and environmental history at EMSHP and other historical Au mining districts in the Sierra Nevada, followed by descriptions of the field trip stops.

  17. Passport to Knowledge: Electronic Field Trips to Scientific Frontiers Via Interactive TV and the Internet

    NASA Technical Reports Server (NTRS)

    Haines-Stiles, Geoff

    1995-01-01

    The Passport to Knowledge project delivered its initial 3-year NASA supported activity in December 1994 and January 1995. Live from Antarctica was an integrated, multimedia activity, including four one hour-long video programs, all with live components as well as taped segments, together with an extensive online element containing interactive as well as background information, and the printed Live from Antarctica Teacher's Guide, suggesting hands-on, in-class activities.

  18. Human Resources Task Group. Task 4: Public School Improvement to Enhance Quality of Life around Military Bases

    DTIC Science & Technology

    2002-12-18

    care centers, Head Start, the community hospital, and the University’s School of Education -- to share information and training. 2. Early...centers can "talk, II share childcare information , arrange field trips, get information from the health center and the School of Education . When not...the educational component for the new center, the Chelsea Public Schools expanded Project Excellence to include an afterschool progr,am at the site

  19. Optimal one-way and roundtrip journeys design by mixed-integer programming

    NASA Astrophysics Data System (ADS)

    Ribeiro, Isabel M.; Vale, Cecília

    2017-12-01

    The introduction of multimodal/intermodal networks in transportation problems, especially when considering roundtrips, adds complexity to the models. This article presents two models for the optimization of intermodal trips as a contribution to the integration of transport modes in networks. The first model is devoted to one-way trips while the second one is dedicated to roundtrips. The original contribution of this research to transportation is mainly the consideration of roundtrips in the optimization process of intermodal transport, especially because the transport mode between two nodes on the return trip should be the same as the one on the outward trip if both nodes are visited on the return trip, which is a valuable aspect for transport companies. The mathematical formulations of both models leads to mixed binary linear programs, which is not a common approach for this type of problem. In this article, as well as the model description, computational experience is included to highlight the importance and efficiency of the proposed models, which may provide a valuable tool for transport managers.

  20. Positive feedback : exploring current approaches in iterative travel demand model implementation.

    DOT National Transportation Integrated Search

    2012-01-01

    Currently, the models that TxDOTs Transportation Planning and Programming Division (TPP) developed are : traditional three-step models (i.e., trip generation, trip distribution, and traffic assignment) that are sequentially : applied. A limitation...

  1. Teaching corner: raising the bar: ethical considerations of medical student preparation for short-term immersion experiences.

    PubMed

    Kittle, Nathan; McCarthy, Virginia

    2015-03-01

    Short-term international medical outreach experiences are becoming more popular among medical students. As the popularity of these trips grows, participants, scholars, and institutions have become more aware of the potential pitfalls of such experiences. Loyola University Chicago Stritch School of Medicine (SSOM) has an approximately 20-year international service immersion (ISI) program that has sent more than 1,400 participants to more than 30 countries. Recently, ISI programming has been adjusted to provide students more formal sessions exploring the ethics of the ISI trips. Students are required to attend both pre- and post-trip educational sessions covering a wide range of relevant global health topics as well as participating in in-country reflections and post-trip debriefings. This recent adjustment has evolved further to become the foundation for the SSOM's four-year Global Health Honors program that not only encourages an ethical foundation for the student's ISI experience but also hopes to provide a foundation for students as they look toward a future career in global health.

  2. Development and Implementation of a Series of Laboratory Field Trips for Advanced High School Students to Connect Chemistry to Sustainability

    ERIC Educational Resources Information Center

    Aubrecht, Katherine B.; Padwa, Linda; Shen, Xiaoqi; Bazargan, Gloria

    2015-01-01

    We describe the content and organization of a series of day-long field trips to a university for high school students that connect chemistry content to issues of sustainability. The seven laboratory activities are in the areas of environmental degradation, energy production, and green chemistry. The laboratory procedures have been modified from…

  3. Changes and Stability in Reasoning after a Field Trip to a Natural History Museum

    ERIC Educational Resources Information Center

    Tenenbaum, Harriet R.; To, Cheryl; Wormald, Daniel; Pegram, Emma

    2015-01-01

    Darwinian evolution is difficult to understand because of conceptual barriers stemming from intuitive ideas. This study examined understanding of evolution in 52 students (M = 14.48 years, SD = 0.89) before and after a guided field trip to a natural history museum and in a comparison group of 18 students (M = 14.17 years, SD = 0.79) who did not…

  4. Footprints in the Sky: Using Student Track Logs from a "Bird's Eye View" Virtual Field Trip to Enhance Learning

    ERIC Educational Resources Information Center

    Treves, Richard; Viterbo, Paolo; Haklay, Mordechai

    2015-01-01

    Research into virtual field trips (VFTs) started in the 1990s but, only recently, the maturing technology of devices and networks has made them viable options for educational settings. By considering an experiment, the learning benefits of logging the movement of students within a VFT are shown. The data are visualized by two techniques:…

  5. Educational Field Trips for Disadvantaged Pupils in Nonpublic Schools. Evaluation of ESEA Title I Projects in New York City, 1967-68.

    ERIC Educational Resources Information Center

    Rosenthal, Harvey M.

    This Elementary and Secondary Education Act Title I project was developed in order to provide educationally enriching experiences to New York City elementary school students in disadvantaged non-public schools by means of field trips to places of civic and cultural interest. The 182 schools chosen were in designated poverty areas. Evaluation of…

  6. Bridging the Field Trip Gap: Integrating Web-Based Video as a Teaching and Learning Partner in Interior Design Education

    ERIC Educational Resources Information Center

    Roehl, Amy

    2013-01-01

    This study utilizes web-based video as a strategy to transfer knowledge about the interior design industry in a format that interests the current generation of students. The model of instruction developed is based upon online video as an engaging, economical, and time-saving alternative to a field trip, guest speaker, or video teleconference.…

  7. How to Make a Field Trip a Hands-On Investigative Laboratory: Learning about Marine Invertebrates

    ERIC Educational Resources Information Center

    Burrowes, Patricia A.

    2007-01-01

    Research has shown that when students are given the opportunity to ask their own questions and design their own experiments, they become more interested in learning the answers. In this article, the author describes an effective method to do a field trip to the beach and gets her students to make observations about marine animals, come up with a…

  8. Barrier Island Ecology: A Professional Development Activity for Faculty and Staff of Calhoun Community College. Field Trip Reference Booklet.

    ERIC Educational Resources Information Center

    Collier, Don; And Others

    As part of the Professional Development Workshop at Calhoun Community College, the Department of Natural Sciences conducted the third annual Spring Wilderness Pilgrimage in March 1989, a week-long environmental awareness field trip for faculty and staff. Designed as a study of the plants and animals on a barrier island off the coast of Florida,…

  9. 75 FR 26786 - Notice of Public Meeting: Sierra Front-Northwestern Great Basin Resource Advisory Council, NV

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-05-12

    ...), will meet in Winnemucca, Nevada. The meeting is open to the public. Dates and Times: July 13-14, 2010, at the BLM Winnemucca District Office, 5100 E. Winnemucca Blvd., Winnemucca, Nevada. A field trip to..., locations, field trips and meeting times, will be posted on the BLM Web site at: http://www.blm.gov/nv/st/en...

  10. Supporting Collaborative Inquiry during a Biology Field Trip with Mobile Peer-to-Peer Tools for Learning: A Case Study with K-12 Learners

    ERIC Educational Resources Information Center

    Laru, Jari; Jarvela, Sanna; Clariana, Roy B.

    2012-01-01

    This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions…

  11. Urban Environmental Excursions: Designing field trips to demonstrate sustainable connections between natural and engineered systems in urban environments

    NASA Astrophysics Data System (ADS)

    Lemke, L. D.

    2012-12-01

    Field trips are a proven and effective instructional tool to connect students with the world around them. In most communities, opportunities abound to allow students to make connections between concepts introduced in classroom or lab activities and the urban environment that surrounds them. Potential destinations include solid and liquid waste disposal sites, brownfield redevelopment sites, hazardous waste sites, industrial complexes, or sites with ongoing environmental restoration efforts. Each of these locations presents opportunities to explore sustainable aspects of anthropogenic activities in relation to the natural systems that they seek to modify or exploit. Early planning is essential, however, because it can sometimes take several months lead time to arrange for a large group tour of industrial or municipal sites. Several practices may be employed to design effective learning experiences for students when visiting such sites. These include: 1) choose local sites to keep trips relevant and practical; 2) balance sites of environmental concern with those where significant progress is being made in environmental restoration or stewardship; 3) connect sites with a pertinent theme (e.g., air quality, water quality, economic development, environmental justice, etc.); 4) develop a sense of location among student participants by providing a map showing the relationship between campus and the field sites; 5) prepare a guidebook containing one-page descriptions of each stop along with a list of questions to stimulate discussion and promote active engagement among all participants; 6) employ expert guides to maximize students' access to authoritative information; 7) tie each field experience to your curriculum; and 8) model active learning by asking genuine questions and engaging in open discussions with experts and student participants. In this presentation, urban field trip design will be illustrated with examples from trips run in conjunction with freshman-level introductory courses in Physical and Environmental Geology, as well as a junior-level course in Environmental Systems Analysis at Wayne State University in Detroit, Michigan, USA. Ties to environmental systems and sustainability, emphasizing systems boundaries, fluxes, and transformations of systems components, will be described along with logistical tips to help instructors prepare meaningful and memorable field trips.

  12. Field relevance of a suite of rollover tests to real-world crashes and injuries.

    PubMed

    Parenteau, Chantal S; Viano, David C; Shah, Minoo; Gopal, Madana; Davies, John; Nichols, David; Broden, Johan

    2003-01-01

    The objective of this study was to assess the distribution of rollover accidents occurring in the field and to compare the vehicle kinematics in the predominant field crash modes with available laboratory tests. For this purpose, US accident data were analyzed to identify types and circumstances for vehicle rollovers. Rollovers were most commonly induced when the lateral motion of the vehicle was suddenly slowed or stopped. This type of rollover mechanism is referred to as "trip-over". Trip-overs accounted for 57% of passenger car and 51% of light truck vehicle (LTV) rollovers. More than 90% of trip-overs were initiated by ground contact. Fall-overs were the second most common rollover type, accounting for 13% of passenger car and 15% of LTV rollovers. Bounce-overs only accounted for 8% of both passenger car and LTV rollovers. The FMVSS 208 dolly and the ADAC corkscrew rollover tests are well-known laboratory tests, but do not simulate many of the real-world rollovers. Three additional tests have been devised to more fully address the field relevant conditions identified in this study. To do so, assumptions were made and adding the new laboratory tests (soil-trip, curb-trip and ditch fall-over) increases representativeness to 83% of passenger car and 75% of LTV rollovers reported in the field. Accident data were also used to identify injuries in belted drivers so the information could later be used to better understand occupant kinematics in various roll conditions. The injury distribution for belted/non-ejected drivers was assessed for trip-over, fall-over and bounce-over accidents. Serious injuries (AIS 3+) were most common to the head and thorax, in particular for bounce-overs. Head injuries occurred from contact with the roof, pillar and the interior, while thoracic injuries resulted from contact with the interior and steering wheel assembly. Field data are useful in the development of laboratory test conditions for rollovers as it provides insights on the significance of various rollover types, understanding of injury biomechanics, guidance for future testing and inputs for mathematical modeling.

  13. Mechanisms influencing student understanding on an outdoor guided field trip

    NASA Astrophysics Data System (ADS)

    Caskey, Nourah Al-Rashid

    Field trips are a basic and important, yet often overlooked part of the student experience. They provide the opportunity to integrate real world knowledge with classroom learning and student previous personal experiences. Outdoor guided field trips leave students with an increased understanding, awareness and interest and in science. However, the benefits of this experience are ambiguous at best (Falk and Balling, 1982; Falk and Dierking, 1992; Kisiel, 2006.) Students on an outdoor guided field trip to a local nature park experienced a significant increase in their understanding of the rock cycle. The changes in the pre-field trip test and the post-field trip test as well as their answers in interviews showed a profound change in the students' understanding and in their interest in the subject matter. The use of the "student's voice" (Bamberger and Tal, 2008) was the motivation for data analysis. By using the students' voice, I was able to determine the mechanisms that might influence their understanding of a subject. The central concepts emerging from the data were: the outdoor setting; the students' interest; the social interaction. From these central concepts, a conceptual model was developed. The outdoor setting allows for the freedom to explore, touch, smell and movement. This, in turn, leads to an increased interest in subject matter. As the students are exploring, they are enjoying themselves and become more open to learning. Interest leads to a desire to learn (Dewey, 1975). In addition to allowing the freedom to explore and move, the outdoor setting creates the condition for social interaction. The students talk to each other as they walk; they have in-depth discourse regarding the subject matter---with the teachers, each other and with the guides. The guides have an extremely important role in the students' learning. The more successful guides not only act as experts, but also adjust to the students' needs and act or speak accordingly. The interconnections of these three concepts---the outdoor setting, the students' interest, the social interaction---worked to provide the mechanisms by which the students increased their understanding of the rock cycle.

  14. Eliciting management action: Using THERP to highlight human factors deficiencies for trip reduction programs

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

    Fuld, R.; Cybert, S.

    Methods and criteria for performing human factors evaluations of plant systems and procedures are well developed and available. For a design review to produce a positive impact on operations, however, it is not enough to simply document deficiences and solutions. The results must be presented to management in a clear and compelling form that will direct attention to the heart of a problem and present proposed solutions in terms of explicit, quantified cost/benefits. A proactive program of trip reduction provides an excellent opportunity to accomplish human factors-related upgrades. As an evaluative context, trip reduction imposes a uniform goodness criterion onmore » all situations: the probability of inadvertent plant trip. This in turn means that findings can be compared in terms of a common quantitative reference point: the cost of an inadvertent shutdown. To interpret human factors deficiencies in terms of trip probabilities, the Technique for Human Error Rate Prediction (THERP) can be used. THERP provides an accessible compilation of human reliability data for generic, discrete task elements. Sequences of such values are combined in standard event trees to determine the probability of failure (e.g., trip) for a given evolution. THERP is widely accepted as one of the best available alternatives for assessing human reliability.« less

  15. Getting to Know and Address Your State Science Standards to Connect Classroom Instruction and Field Trips During IYA

    NASA Astrophysics Data System (ADS)

    Bednarski, Marsha; Larsen, K.

    2008-05-01

    Astronomy activities often pose problems for in-service teachers, especially at the elementary level, as many do not have a solid content background. Often astronomy instruction revolves around reading and answering questions. This is not an effective way to work with abstract concepts or engage students, and also fails to meet the standards of inquiry-based instruction recommended by the National Science Teachers Association and national and state standards. Science museums and planetariums bring unique and exciting perspectives to astronomy education. However, bringing students to the museum can sometimes be perceived as only a "cool field trip.” With mounting pressure for teachers to teach to the new standardized tests demanded by No Child Left Behind, and shrinking school budgets, field trips are rapidly becoming an endangered species. Coordinating museum, science center, and planetarium offerings with national and state science standards can renew interest in (and perceived relevance of) field trips. Therefore, university faculty, in-service teachers, and museum/planetarium staff can form successful partnerships which can both improve student learning and increase attendance at informal education science events and facilities. This workshop will first briefly introduce participants to national and representative state standards as well as research on in-service teachers’ astronomy content knowledge and the educational value of field trips. For the majority of the workshop, participants will engage in the actual steps of coordinating, planning, and writing inquiry-based astronomy curriculum embedded performance tasks that collectively meet the learning needs of students in elementary, middle, or high school. Participants are encouraged to bring a copy of their own state standards (available on their state's Department of Education website) for their preferred target age group.

  16. Geologic field-trip guide to Lassen Volcanic National Park and vicinity, California

    USGS Publications Warehouse

    Muffler, L. J. Patrick; Clynne, Michael A.

    2015-07-22

    This geologic field-trip guide provides an overview of Quaternary volcanism in and around Lassen Volcanic National Park in northern California. The guide begins with a comprehensive overview of the geologic framework and the stratigraphic terminology of the Lassen region, based primarily on the “Geologic map of Lassen Volcanic National Park and vicinity” (Clynne and Muffler, 2010). The geologic overview is then followed by detailed road logs describing the volcanic features that can readily be seen in the park and its periphery. Twenty-one designated stops provide detailed explanations of important volcanic features. The guide also includes mileage logs along the highways leading into the park from the major nearby communities. The field-trip guide is intended to be a flexible document that can be adapted to the needs of a visitor approaching the park from any direction.

  17. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2015-08-06

    Ready to roll The five student journalists and two faculty members are ready for a day in the field. NASA/GSFC/Andrea Jones In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  18. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2015-08-06

    Prepared Everyone carried a respirator into the field, in case the plume from the volcano blew their way. Credit: NASA/GSFC/Andrea Jones In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  19. Globalization of Craniofacial Plastic Surgery: Foreign Mission Programs for Cleft Lip and Palate

    PubMed Central

    Laub, Donald R.

    2015-01-01

    Abstract International Humanitarian Interchanges are a bona fide component of surgery and medicine. Additionally, these programs also provide substantial benefit both to the doers and the recipients. The foreign mission program is potentially a weapon of foreign policy which is underutilized and underestimated. Physician job dissatisfaction is increasing. However, the happiness and satisfaction of the participants in the short-term multidisciplinary trips, repeated, well-organized and respectful, with rather complete integration of the surgical system of the sister countries (“Plan B”), approaches 100%. The theory of the International Humanitarian Interchanges is based on substance, on medical theory. These trips are particularly successful in interchanges with medium-resourced countries. Furthermore, the academic visiting professor (“Plan A”: hi-resource place to hi-resource place), the One Man Can Save the World model (“Plan C”: to the low-resource place), and the intriguing Horton Peace Plan have possibilities for long-term benefit to the doer, recipient, the field of surgery, and the body of knowledge. In all of these, our country and the family of nations advance. The theoretical basis is not always religious nor the grand strategy plan; both have either proselytizing or political dominance as primary motives, and are mentioned as historically helpful. PMID:26080114

  20. Black Pine Circle Project

    ScienceCinema

    Mytko, Christine

    2018-05-18

    A group of seventh graders from Black Pine Circle school in Berkeley had the opportunity to experience the Advanced Light Source (ALS) as "users" via a collaborative field trip and proposal project. The project culminated with a field trip to the ALS for all seventh graders, which included a visit to the ALS data visualization room, a diffraction demonstration, a beamline tour, and informative sessions about x-rays and tomography presented by ALS scientists.

  1. Virtual Field Trips: Using Google Maps to Support Online Learning and Teaching of the History of Astronomy

    ERIC Educational Resources Information Center

    Fluke, Christopher J.

    2009-01-01

    I report on a pilot study on the use of Google Maps to provide virtual field trips as a component of a wholly online graduate course on the history of astronomy. The Astronomical Tourist Web site (http://astronomy.swin.edu.au/sao/tourist), themed around the role that specific locations on Earth have contributed to the development of astronomical…

  2. Apollo 16 prime and backup crewmen during geological field trip in New Mexico

    NASA Image and Video Library

    1971-09-09

    Dr. Lee Silver (pointing foregroung), California Institute of Technology, calls a geological feature near Taos, New Mexico, to the attention of Apollo 16 prime and backup crewmen during a geological field trip. The crewmen, from left to right, are Astronauts Charles M. Duke Jr., lunar module pilot; Fred W. Haise Jr., backup commander; Edgar D. Mitchell, backup Lunar Module pilot; and John W. Young, commander.

  3. Black Pine Circle Project

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

    Mytko, Christine

    2014-03-31

    A group of seventh graders from Black Pine Circle school in Berkeley had the opportunity to experience the Advanced Light Source (ALS) as "users" via a collaborative field trip and proposal project. The project culminated with a field trip to the ALS for all seventh graders, which included a visit to the ALS data visualization room, a diffraction demonstration, a beamline tour, and informative sessions about x-rays and tomography presented by ALS scientists.

  4. Quaternary stratigraphy and tectonics, and late prehistoric agriculture of the Safford Basin (Gila and San Simon river valleys), Graham County, Arizona

    USGS Publications Warehouse

    Houser, Brenda B.; Pearthree, Phillip A.; Homburg, Jeffry A.; Thrasher, Lawrence C.

    2004-01-01

    This guidebook accompanied the 46th annual meeting of the Rocky Mountain Cell of the Friends of the Pleistocene (FOP) and the 2002 Fall Field Trip of the Arizona Geological Society. The meeting and field trip were held in the Safford Basin, southeastern Arizona. The Friends of the Pleistocene is an informal gathering of Quaternary geologists, geomorphologists, and pedologists who meet annually for a field conference. The first part of the guidebook consists of road logs with descriptions of stops covering the three days of the field trip. An overview of the geology of the Safford Basin is given in Stop 1-1. The second part of the guidebook consists of four short papers that discuss adjacent areas or that expand upon the road log descriptions of the field trip stops. The first paper by Reid and Buffler is a summary of upper Cenozoic depositional facies in the Duncan Basin, the first basin to the east of the Safford Basin. The next three papers expand upon (1) the soil study of the gridded field agricultural complex (Stop 2-3, Homburg and Sandor), (2) the vertebrate fossils of the San Simon Valley in the southeastern part of the Safford Basin (Stop 3-1, Thrasher), and (3) paleoIndian irrigation systems and settlements in Lefthand Canyon at the foot of the Pinaleno Mountains (Stop 3-2, Neely and Homburg).

  5. Following the Light

    ERIC Educational Resources Information Center

    Lopez, Marina

    2006-01-01

    In this article, the author describes the learning her students gained from their field trip to the Museum of Contemporary Art (MCA) in Chicago. On their trip to MCA, her fourth-grade students discovered new and surprising ways to approach the work of artist Dan Flavin.

  6. Environmental Remote Sensing for Natural Resources Management: A Workshop in Collaboration with Faculdade de Agronomia e Engenharia Florestal, Universidade Eduardo Mondlane

    NASA Astrophysics Data System (ADS)

    Washington-Allen, R. A.; Fatoyinbo, T. E.; Ribeiro, N. S.; Shugart, H. H.; Therrell, M. D.; Vaz, K. T.; von Schill, L.

    2006-12-01

    A workshop titled: Environmental Remote Sensing for Natural Resources Management was held from June 12 23, 2006 at Eduardo Mondlane University in Maputo Mozambique. The workshop was initiated through an invitation and pre-course evaluation form to interested NGOs, universities, and government organizations. The purpose of the workshop was to provide training to interested professionals, graduate students, faculty and researchers at Mozambican institutions on the research and practical uses of remote sensing for natural resource management. The course had 24 participants who were predominantly professionals in remote sensing and GIS from various NGOs, governmental and academic institutions in Mozambique. The course taught remote sensing from an ecological perspective, specifically the course focused on the application of new remote sensing technology [the Shuttle Radar Topography Mission (SRTM) C-band radar data] to carbon accounting research in Miombo woodlands and Mangrove forests. The 2-week course was free to participants and consisted of lectures, laboratories, and a field trip to the mangrove forests of Inhaca Island, Maputo. The field trip consisted of training in the use of forest inventory techniques in support of remote sensing studies. Specifically, the field workshop centered on use of Global Positioning Systems (GPS) and collection of forest inventory data on tree height, structure [leaf area index (LAI)], and productivity. Productivity studies were enhanced with the teaching of introductory dendrochronology including sample collection of tree rings from four different mangrove species. Students were provided with all course materials including a DVD that contained satellite data (e.g., Landsat and SRTM imagery), ancillary data, lectures, exercises, and remote sensing publications used in the course including a CD from the Environmental Protection Agency's Environmental Photographic Interpretation Center's (EPA-EPIC) program to teach remote sensing and data CDs from NASA's SAFARI 2000 field campaign. Nineteen participants evaluated the effectiveness of the course in regards to the course lectures, instructors, and the field trip. Future workshops should focus more on the individual projects that students are engaged with in their jobs, replace the laboratories computers with workstations geared towards computer intensive image processing software, and the purchase of field remote sensing instrumentation for practical exercises.

  7. Designing Summer Outreach Programs as an Engagement tool to connect Underserved and Underrepresented HS Students with Climate Science Topics

    NASA Astrophysics Data System (ADS)

    Olgin, J. G.; Güereque, M.; Pennington, D. D.; Ricketts, J.; Salas, K.

    2017-12-01

    The EarthTech outreach program at the University of Texas at El Paso (UTEP) seeks to expand the inclusion of underserved and under-represented high-school students into the geoscience pipeline. A successful partnership with the federally funded, year-round college preparatory program for high school students Upward Bound (UB) program at UTEP was decisive for the success and execution of the program. Program activities aimed to engage students and expand their knowledge of the Earth Sciences through participation in STEM hands-on activities, incorporating technology and field experiences. For its third year, the program chose to address the intersection of climate science and societal issues by selecting an overall topic for the week-long program that students could relate and understand from personal experiences, facilitating participation. The exposure to outdoor on-site learning experiences via field trips, coupled with introducing data analysis projects using NASA's GLOBE program, proved to be critical learning components based on student feedback; allowing students to engage with their surroundings and relate to basic Earth Science knowledge and principles. Qualitative feedback and discussion of the program and its activities are presented here.

  8. Enhancing University Courses and Field Schools through Cross-cultural Exchange: Joint US-Bangladeshi Trips to the Ganges-Brahmaputra and Mississippi Deltas

    NASA Astrophysics Data System (ADS)

    Steckler, M. S.; Goodbred, S. L., Jr.; Lowes, S.; Gilligan, J. M.; Ackerly, B.; Ahmed, K. M.; Akhter, S. H.; Sousa, D.; Wilson, C.; Datta, D. K.; Roy, K.; Mondal, D. R.

    2014-12-01

    As part of an NSF PIRE grant, we have led four field trips for undergraduate, MS and PhD students to large deltaic systems. Three trips took US students to the Ganges-Brahmaputra (GB) delta in Bangladesh and one brought Bangladeshi faculty and students to the Mississippi (Miss.) delta in the US. An essential component in the learning process and overall experience of each trip was that ~2/5 of the participants were students and professors from Bangladesh. In all cases, the involvement of a substantial international cohort greatly broadened perspectives on the topics being covered. For example, in GBD the local geologic and cultural knowledge of the Bangladeshis deepened the learning and engagement of the US students, an outcome that was almost universally noted in student reviews. The trips received similar feedback from Bangladeshi participants, as they had an enthusiastic and engaged audience of peers from the US. Even for the Miss. delta trip, the Bangladeshis added a unique perspective from a nation that faces similar environmental issues. These overwhelmingly positive contributions have been experienced in several different contexts. Three trips were associated with US courses and run over Spring Break. One matched sustainable development undergrads at Columbia U. with geology undergrads from Dhaka U., and two others matched a mixed group of graduate and undergrad students from Vanderbilt U. with cohorts from Bangladesh. The fourth trip was a stand-alone Field School for PhD students from 14 US universities and mostly MS students from 4 Bangladeshi universities. The focus of each trip ranged from broader surveys of tectonic, fluvial and coastal processes to investigations of geology and people affected by tropical storms. Of particular interest was the success of mixing undergrad and graduate students in the Vanderbilt course, which centered on the intersection of social sciences, physical sciences, and engineering. In this case, undergrads engaged in a liberal arts education brought a generally broader perspective than the more specialized graduate students. Overcoming this condition for the grad students is one of the principal reasons that the course was designed, and incorporating undergrads involved in the humanities and social disciplines invigorated these transdisciplinary aspects of the course.

  9. Class Trips in Cyberspace: No Passports Required.

    ERIC Educational Resources Information Center

    Holzberg, Carol S.

    1996-01-01

    Describes examples of electronic field trips for elementary and secondary school students taking place during the 1996-97 school year. Topics include Mayan civilization, wildlife migration, geothermal hot spots, Antarctica, sailboat voyages, baseball and math, viruses, Hong Kong, and offerings from National Geographic. (LRW)

  10. Developing tolled-route demand estimation capabilities for Texas : opportunities for enhancement of existing models.

    DOT National Transportation Integrated Search

    2014-08-01

    The travel demand models developed and applied by the Transportation Planning and Programming Division : (TPP) of the Texas Department of Transportation (TxDOT) are daily three-step models (i.e., trip generation, trip : distribution, and traffic assi...

  11. Field-trip guide to Mount St. Helens, Washington - An overview of the eruptive history and petrology, tephra deposits, 1980 pyroclastic density current deposits, and the crater

    USGS Publications Warehouse

    Pallister, John S.; Clynne, Michael A.; Wright, Heather M.; Van Eaton, Alexa R.; Vallance, James W.; Sherrod, David R.; Kokelaar, B. Peter

    2017-08-02

    This field trip will provide an introduction to several fascinating features of Mount St. Helens. The trip begins with a rigorous hike of about 15 km from the Johnston Ridge Observatory (9 km north-northeast of the crater vent), across the 1980 Pumice Plain, to Windy Ridge (3.6 km northeast of the crater vent) to examine features that document the dynamics and progressive emplacement of pyroclastic flows. The next day, we examine classic tephra outcrops of the past 3,900 years and observe changes in thickness and character of these deposits as we traverse their respective lobes. We examine clasts in the deposits and discuss how the petrology and geochemistry of Mount St. Helens deposits reveal the evolution of the magmatic system through time. We also investigate the stratigraphy of the 1980 blast deposit and review the chronology of this iconic eruption as we travel through the remains of the blown-down forest. The third day is another rigorous hike, about 13 km round trip, climbing from the base of Windy Ridge (elevation 1,240 m) to the front of the Crater Glacier (elevation 1,700 m). En route we examine basaltic andesite and basalt lava flows emplaced between 1,800 and 1,700 years before present, a heterolithologic flow deposit produced as the 1980 blast and debris avalanche interacted, debris-avalanche hummocks that are stranded on the north flank and in the crater mouth, and shattered dacite lava domes that were emplaced between 3,900 and 2,600 years before present. These domes underlie the northern part of the volcano. In addition, within the crater we traverse well-preserved pyroclastic-flow deposits that were emplaced on the crater floor during the summer of 1980, and a beautiful natural section through the 1980 deposits in the upper canyon of the Loowit River.Before plunging into the field-trip log, we provide an overview of Mount St. Helens geology, geochemistry, petrology, and volcanology as background. The volcano has been referred to as a “master teacher.” The 1980 eruption and studies both before and after 1980 played a major role in the establishment of the modern U.S. Geological Survey Volcano Hazards Program and our understanding of flank collapses, debris avalanches, cryptodomes, blasts, pyroclastic density currents, and lahars, as well as the dynamics of magma ascent and eruption.

  12. 2011 Annual Health Physics Report for the HEU transparency Program

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

    Radev, R

    2012-04-30

    During the 2008 calendar year, Lawrence Livermore National Laboratory (LLNL) provided health physics support for the Highly Enriched Uranium (HEU) Transparency Program for external and internal radiation protection. They also provided technical expertise related to BDMS radioactive sources and Russian radiation safety regulatory compliance. For the calendar year 2008, there were 158 person-trips that required dose monitoring of the U.S. monitors. Of the 158 person-trips, 148 person-trips were SMVs and 10 person-trips were Transparency Monitoring Office (TMO) trips. There were 6 monitoring visits by TMO monitors to facilities other than UEIE and 8 to UEIE itself. There were three monitoringmore » visits (source changes) that were back-to-back with a total of 24 monitors. LLNL's Hazard Control Department laboratories provided the dosimetry services for the HEU Transparency monitors. In 2008, the HEU Transparency activities in Russia were conducted in a radiologically safe manner for the HEU Transparency monitors in accordance with the expectations of the HEU Transparency staff, NNSA and DOE. The HEU Transparency now has thirteen years of successful experience in developing and providing health and safety support in meeting its technical objectives.« less

  13. 2008 Annual Health Physics Report for the HEU Transparency Program

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

    Radev, R.

    2009-03-24

    During the 2008 calendar year, Lawrence Livermore National Laboratory (LLNL) provided health physics support for the Highly Enriched Uranium (HEU) Transparency Program for external and internal radiation protection. They also provided technical expertise related to BDMS radioactive sources and Russian radiation safety regulatory compliance. For the calendar year 2008, there were 158 person-trips that required dose monitoring of the U.S. monitors. Of the 158 person-trips, 148 person-trips were SMVs and 10 person-trips were Transparency Monitoring Office (TMO) trips. There were 6 monitoring visits by TMO monitors to facilities other than UEIE and 8 to UEIE itself. There were three monitoringmore » visits (source changes) that were back-to-back with a total of 24 monitors. LLNL’s Hazard Control Department laboratories provided the dosimetry services for the HEU Transparency monitors. In 2008, the HEU Transparency activities in Russia were conducted in a radiologically safe manner for the HEU Transparency monitors in accordance with the expectations of the HEU Transparency staff, NNSA and DOE. The HEU Transparency now has thirteen years of successful experience in developing and providing health and safety support in meeting its technical objectives.« less

  14. Field-trip guide to volcanic and volcaniclastic deposits of the lower Jurassic Talkeetna formation, Sheep Mountain, south-central Alaska

    USGS Publications Warehouse

    Draut, Amy E.; Clift, Peter D.; Blodgett, Robert B.

    2006-01-01

    This guide provides information for a one-day field trip in the vicinity of Sheep Mountain, just north of the Glenn Highway in south-central Alaska. The Lower Jurassic Talkeetna Formation, consisting of extrusive volcanic and volcaniclastic sedimentary rocks of the Talkeetna arc complex, is exposed on and near Sheep Mountain. Field-trip stops within short walking distance of the Glenn Highway (approximately two hours’ drive from Anchorage) are described, which will be visited during the Geological Society of America Penrose meeting entitled Crustal Genesis and Evolution: Focus on Arc Lower Crust and Shallow Mantle, held in Valdez, Alaska, in July 2006. Several additional exposures of the Talkeetna Formation on other parts of Sheep Mountain that would need to be accessed with longer and more strenuous walking or by helicopter are also mentioned.

  15. Short-term service trips and the interprofessional team: a perspective from Honduras.

    PubMed

    VanderWielen, Lynn M; Halder, Gabriela E; Enurah, Alexander S; Pearson, Catherine; Stevens, Michael P; Crossman, Steven H

    2015-03-01

    Short-term service trips from the USA annually spend over $250 million dollars to provide healthcare to individuals in developing nations. These trips often uniquely define goals as related to changes in the host population and overlook the valuable benefits potentially incurred by the trip volunteers. The Honduras Outreach Medical Brigada Relief Effort utilizes an interprofessional team approach to develop the dual goals of improving health and quality of life in host communities and improving interprofessional teamwork values and skills among participants. This article outlines details of this program, describes on-going evaluation work and discusses the interprofessional implications from this project.

  16. Field-trip guide to a volcanic transect of the Pacific Northwest

    USGS Publications Warehouse

    Geist, Dennis; Wolff, John; Harpp, Karen

    2017-08-01

    The Pacific Northwest region of the United States provides world-class and historically important examples of a wide variety of volcanic features. This guide is designed to give a broad overview of the region’s diverse volcanism rather than focusing on the results of detailed studies; the reader should consult the reference list for more detailed information on each of the sites, and we have done our best to recognize previous field trip leaders who have written the pioneering guides. This trip derives from one offered as a component of the joint University of Idaho- Washington State University volcanology class taught from 1995 through 2014, and it borrows in theme from the classic field guide of Johnston and Donnelly-Nolan (1981). For readers interested in using this field guide as an educational tool, we have included an appendix with supplemental references to resources that provide useful background information on relevant topics, as well as a few suggestions for field-based exercises that could be useful when bringing students to these locations in the future. The 4-day trip begins with an examination of lava flow structures of the Columbia River Basalt, enormous lava fields that were emplaced during one of the largest eruptive episodes in Earth’s recent history. On the second day, the trip turns to the High Lava Plains, a bimodal volcanic province that transgressed from southeast to northwest from the Miocene through the Holocene, at the northern margin of the Basin and Range Province. This volcanic field provides excellent examples of welded ignimbrite, silicic lavas and domes, monogenetic basaltic lava fields, and hydrovolcanic features. The third day is devoted to a circumnavigation of Crater Lake, the result of one of the world’s best-documented caldera-forming eruptions. The caldera walls also expose the anatomy of Mount Mazama, a stratovolcano of the Cascade Range. The last day is spent at Newberry Volcano, a back-arc shield volcano topped by a caldera. Newberry is compositionally bimodal with an abundance of explosive and effusive deposits, including the youngest rhyolites in the Pacific Northwest.

  17. Real Students and Virtual Field Trips

    NASA Astrophysics Data System (ADS)

    de Paor, D. G.; Whitmeyer, S. J.; Bailey, J. E.; Schott, R. C.; Treves, R.; Scientific Team Of Www. Digitalplanet. Org

    2010-12-01

    Field trips have always been one of the major attractions of geoscience education, distinguishing courses in geology, geography, oceanography, etc., from laboratory-bound sciences such as nuclear physics or biochemistry. However, traditional field trips have been limited to regions with educationally useful exposures and to student populations with the necessary free time and financial resources. Two-year or commuter colleges serving worker-students cannot realistically insist on completion of field assignments and even well-endowed universities cannot take students to more than a handful of the best available field localities. Many instructors have attempted to bring the field into the classroom with the aid of technology. So-called Virtual Field Trips (VFTs) cannot replace the real experience for those that experience it but they are much better than nothing at all. We have been working to create transformative improvements in VFTs using four concepts: (i) self-drive virtual vehicles that students use to navigate the virtual globe under their own control; (ii) GigaPan outcrops that reveal successively more details views of key locations; (iii) virtual specimens scanned from real rocks, minerals, and fossils; and (iv) embedded assessment via logging of student actions. Students are represented by avatars of their own choosing and travel either together in a virtual field vehicle, or separately. When they approach virtual outcrops, virtual specimens become collectable and can be examined using Javascript controls that change magnification and orientation. These instructional resources are being made available via a new server under the domain name www.DigitalPlanet.org. The server will log student progress and provide immediate feedback. We aim to disseminate these resources widely and welcome feedback from instructors and students.

  18. Methods and Strategies: Extending the Classroom

    ERIC Educational Resources Information Center

    Smith-Walters, Cindi; Hargrove, Karen; Ervin, Bonnie

    2014-01-01

    This article provides ideas and techniques to improve science teaching, while providing tips for planning and executing field trips. Discussed here are practical planning suggestions for choosing an appropriate destination months before the trip, the cost per student, availability of restroom and lunch facilities, transportation arrangements,…

  19. Classroom Antarctica

    ERIC Educational Resources Information Center

    Gozzard, David

    2017-01-01

    Australian company Antarctica Flights runs summer sightseeing trips out of Australian capital cities to tour the Antarctic coast. The Laby Foundation of the University of Melbourne, through its "Classroom Antarctica" program, sponsored Kent Street High School science teacher, Ms Suzy Urbaniak and 18 of her students to take the trip, to…

  20. A Transformative Undergraduate Field Trip to the Grand Canyon and Death Valley

    NASA Astrophysics Data System (ADS)

    Smith, J. A.

    2014-12-01

    Seeing the iconic Grand Canyon and Death Valley in person is a transformative experience for most geologists, including nine undergraduate geology students from upstate New York. The students were enrolled in a one-credit course designed around a nine-day spring-break field trip to Grand Canyon National Park (GCNP) and Death Valley National Park (DVNP). We met once a week before the trip to plan day-to-day activities and discuss background geologic information. Students selected a research topic related to our itinerary and wrote a guidebook entry for the topic. Students' entries were combined with papers, maps, and background material to make a guidebook. The printed guidebooks provided students with a "publication" of their work to show to others and refer to in the field. The nine-day field trip started with a flight into Las Vegas, NV, on 3/1/14. We spent three nights camping at the South Rim of the Grand Canyon, one night camping in Valley of Fire State Park (VOFSP, 55 mi N of Las Vegas), and three nights staying at the Shoshone Education and Research Center (SHEAR) east of Death Valley. Highlights of the trip included the hike along the Bright Angel Trail (and fault) to Plateau Point and recognition of the Great Unconformity at GCNP; the White Domes loop hike, camping at the Beehives, and observation of the Muddy Mountain Overthrust in VOFSP; and hikes at Ubehebe Crater, Badwater Salt Flat, and Natural Bridge Canyon in DVNP. Each student presented his/her research topic at a pertinent point in the field trip; students were impressively well-prepared. One requirement of the course was a poster presentation on each student's research topic at our Undergraduate Research Symposium in April. For most of the students, the poster session was the first experience preparing and presenting a poster. In addition, the class gave a joint colloquium presentation to several hundred science majors and a number of science faculty at Saint Rose. Each student spoke for five minutes on his/her research topic, accompanied by slides. This was their first experience giving a talk in public, and most learned the lesson that preparation and practice are keys to a good talk. Course evaluations were overwhelmingly positive. In my experience, there is no substitute for seeing geology in the field; the students agreed.

  1. Creating environmental awareness among children.

    PubMed

    Nair, S M

    1992-01-01

    In India, most instruction in ecology and environment in schools and colleges comes from textbooks. Yet, this form of education rarely results in action. Children need to go into nature to study the flora, fauna, and ecosystems and into the environment to observe environmental problems, e.g., pollution, deforestation, and conservation processes. Educators need to first stir love and curiosity for nature so children can become aware of the environment and motivated to take action to preserve it. Well-conceived interpretive facilities with basic environmental information are needed in natural areas to help people identify plants and animals and learn about their characteristics and their interrelationships. They must incite joy and curiosity in what people can see rather than in what they cannot see. For example, many people go to national parks and sanctuaries to see a tiger or a leopard, but rarely see them. Nature study project material for children helps stir excitement about nature and their responsibility to respect it. Various groups have produced Joy of Learning, a handbook for environmental education activities. Environmental education depends on how educators can relate personal matters (e.g., wasteful use of paper to deforestation) to the environment. The National Museum of Natural History is committed to environmental education and to raising public awareness of conservation. It loans exhibits to classrooms. The Museum has a month-long summer program for teenagers called Exploring the Environment consisting of museum studies, nature field trips, urban field trips, and ecosystem observations in a national park or sanctuary. Its month-long program for younger children involves nature painting and animal modeling. The Touch, Feel, and Learn program benefits handicapped children. The Museum hosts 2-3 teacher workshops a year to orient them to museum resource materials and how to develop teaching aids. Other programs are outreach programs for children, college students, and teachers; temporary exhibits; and quiz and declamation contests.

  2. Trip Leaders Guide. Outdoor Expeditions and Classes.

    ERIC Educational Resources Information Center

    Leister, Bob

    Written to help teachers or leaders plan and lead field trips, excursions, or expeditions which stimulate a motivation to positive action, this pamphlet provides assistance in conducting learning experiences outside the classroom. Topics and subtopics discussed include: (1) Campsites: selection; firebuilding; knives, axes, saws; neat campsites;…

  3. Virtual field trips: exploring a new approach to ocean education

    NASA Astrophysics Data System (ADS)

    Cary, C.; Bryant, T.

    2003-04-01

    During the past four years with primary support from the National Science Foundation, the University of Delaware College of Marine Studies has launched the "Extreme series" of virtual field trips to get students and the public excited -- and learning -- about science by enabling them to follow along with researchers as they explore hydrothermal vents in the Pacific Ocean. The Extreme series has blossomed from a small pilot project involving about 800 students in 14 schools primarily in Delaware, to a thriving program that last year welcomed aboard more than 500 schools representing over 42,000 students from across the United States and in several foreign countries. Participants range from small, rural schools on American Indian reservations and in the landlocked states of America's "heartland," to large public schools in major coastal cities such as New York and Los Angeles. Each participating teacher receives a resource package containing student guides, curricula, evaluation tools, and a documentary video. During the expedition, an interactive Web site serves as the program's "lifeline." Education coordinators aboard ship -- a UD graduate student and a schoolteacher -- post daily journals, conduct experiments submitted by classrooms, and relay photos and video clips back to shore each day for uploading to the Web site. The project also involves selected classrooms in teleconferences with scientists working live on the seafloor aboard the submersible Alvin. Evaluated for its educational quality and impact, the Extreme series continues to grow and develop with the enthusiastic support of teachers.

  4. Experimental Investigation of Stall Cells on NACA0015 Airfoils

    NASA Astrophysics Data System (ADS)

    Dell'Orso, Haley

    A particular type of 3-D separation, known as a stall cell, was investigated experimentally on two NACA0015 airfoils with aspect ratios of AR = 4 and 2.67. A parametric map of the angles of attack and Reynolds number conditions under which stall cells form was created using oil flow visualization. It was observed that stalls cells form naturally under specific conditions when the Reynolds number exceeds a critical Reynolds number, Re c ≥ Recrit. Based on the work of Weihs & Katz, the formation of a stall cell requires sufficient 3-dimensionality in the flow field. Next, full and partial span trips (composed of either zig-zag tape or an artificial step) were added to the airfoil and it was found that the introduction of additional 3-dimensional disturbances reduced the value of Recrit. For full-span step trips, where no additional 3-dimensionalities were introduced to the flow field, a stall cell was not formed at conditions where one was otherwise not present. However, a partial step trip did cause the formation of a stall cell (under specific conditions) through the introduction of three dimensionalities associated with the trip's ends. These results confirm that three dimensionalities need to be present in order for a stall cell to form. Flow field data were used to explore stall cell characteristics with and without external trips. Under conditions where a stall cell was present, two recirculation regions (i.e., stall cell foci) were observed, outboard of which flow abruptly reattached due to entrainment by the foci. Within the stall cell, flow was funneled away from the middle of the stall cell and into the associated focus point. In addition, at mid-span, the separated flow rotated about the spanwise direction. Outboard, the structure also began to rotate about the chord-normal direction; near the foci, all rotation occurred about the chord-normal direction. The fluctuating flow field was also considered, and elevated levels of chordwise (u'u'/Uinfinity 2) and spanwise (w¯'w¯'/Uinfinity 2) components of the normal stress were observed when stall cells were present, concentrated near the foci. Finally, a partial-span dynamic oscillating step trip was incorporated into the NACA0015 model with AR = 2.67. Initially, the actuator was driven by a square wave and the transitory behavior of flow field was explored as the trip moved from the extended to the flush position. It was shown that during this motion the flow was temporarily attached before settling into a state where a small cell was present. The intermediate reattachment was due to the natural oscillations of the actuator at its resonant frequency (ƒres = 100 Hz). This result suggested that actuating the trip at a frequency that is associated with the separated shear layer, which also coincided with the resonance frequency of the actuator, might enable mitigation of the stall cell. Therefore, the trip was driven using a sine wave with ƒ = 100 Hz (corresponding to a dimensionless frequency St = 0.35) when the airfoil was set at alpha = 13.4° and U infinity = 55 m/s, and it caused nearly complete reattachment of a 3-D separated region. At alpha = 16°, the size of the stall cell was very large and extended throughout most of the span when the trip was in the flush position; thus, the dynamic motion of the trip only affected the separated flow directly downstream of the actuator, which was reduced in size and magnitude. Phase-averaged data were also acquired, and it was shown that, during the periodic motion of the trip, coherent vortices were formed and advected downstream as they grew in size. This resulted, in a time average sense, in tilting of the flow towards the surface. However, the reattachment was unsteady.

  5. Abstracts of the annual Planetary Geologic Mappers Meeting, June 18-19, 2001, Albuquerque, New Mexico

    USGS Publications Warehouse

    Parker, Timothy J.; Tanaka, Kenneth L.; Senske, David A.

    2002-01-01

    The annual Planetary Geologic Mappers Meeting serves two purposes. In addition to giving mappers the opportunity to exchange ideas, experiences, victories, and problems with others, presentations are reviewed by the Geologic Mapping Subcommittee (GeMS) to provide input to the Planetary Geology and Geophysics Mapping Program review panel’s consideration of new proposals and progress reports that include mapping tasks. Funded mappers bring both oral presentation materials (slides or viewgraphs) and map products to post for review by GeMS and fellow mappers. Additionally, the annual meetings typically feature optional field trips offering earth analogs and parallels to planetary mapping problems. The 2001 Mappers Meeting, June 18-19, was convened by Tim Parker, Dave Senske, and Ken Tanaka and was hosted by Larry Crumpler and Jayne Aubele of the New Mexico Museum of Natural History and Science in Albuquerque, New Mexico. Oral presentations were given in the Museum’s Honeywell Auditorium, and maps were posted in the Sandia Room. In addition to active mappers, guests included local science teachers who had successfully competed for the right to attend and listen to the reports. It was a unique pleasure for mappers to have the opportunity to interact with and provide information to teachers responding so enthusiastically to the meeting presentation. On Sunday, June 17, Larry and Jayne conducted an optional pre-meeting field trip. The flanks of Rio Grande Rift, east and west of Albuquerque and Valles Caldera north of town presented tectonic, volcanic, and sedimentary examples of the Rift and adjoining areas analogous to observed features on Mars and Venus. The arid but volcanically and tectonically active environment of New Mexico’s rift valley enables focus on features that appear morphologically young and spectacular in satellite images and digital relief models. The theme of the trip was to see what, at orbiter resolution, "obvious" geologic features look like at lander (outcrop) scales. Trips to the top of the rift-flanking mountains (Sandia Peak, 10,600 ft) and the Valles Caldera, as well as various active spring deposits highlighted the day. After welcoming remarks from the host, Larry Crumpler, opening remarks by Tim Parker and Dave Senske and a report on mapping program status by Ken Tanaka, the mappers’ oral presentations began the morning of June 18, with a session on Venus Geologic Mapping. The afternoon continued with an exciting USGS Planetary GIS on the Web (PIGWAD) demonstration and ended with an open discussion of issues in planetary mapping. Posted maps of Venus quadrangles were viewed during the morning break. Tuesday’s Mars Geologic Mapping session began with a pep talk from Tim Parker encouraging mapping community input to the MER landing site selection committee and continued with Steve Saunders describing the potential contribution of Odyssey Mission data to the geologic mapping of Mars. A Mars map poster session was held during the morning break, and the meeting was adjourned mid-afternoon. After the mappers meeting on Tuesday, attendants were treated to a "Field trip to Mars." The Institute of Meteoritics at the University of New Mexico houses an outstanding collection of meteorites, including those that have been identified as originating from Mars. The Institute tour featured examples of most of the different lithologies exhibited by martian meteorites identified to date, as well as some of the analytical tests (scanning electron microscope) they are conducting on specimens from ALH84001. Wednesday, June 20, featured an optional post-meeting field trip to see a travertine quarry and nearby sites of travertine deposition, the Very Large Array near Socorro, and other volcanic features within the Rio Grande Rift.

  6. Astrobiology Research Experience for Undergraduates: An Interdisciplinary REU Program at the SETI Institute

    NASA Astrophysics Data System (ADS)

    Phillips, C. B.; Devore, E. K.

    2009-12-01

    The SETI Institute hosts a summer Astrobiology Research Experience for Undergraduates program for highly motivated students interested in astrobiology research. Students work with scientists at the SETI Institute and at the nearby NASA Ames Research Center on projects spanning the field of astrobiology from microbiology to planetary geology to astronomy and astrophysics. Each student is mentored by a scientist for his/her summer research project. As astrobiology is interdisciplinary, the first week includes a seminar series to provide a broad foundation in the field as the students begin their research projects. The 10-week program includes a week-long field trip to the SETI Institute’s Allen Telescope Array, located at the Hat Creek Radio Astronomy Observatory in Northern California, as well as a field experience at hydrothermal systems at nearby Lassen Volcanic National Park. Students also participate in local field trips to places like the California Academy of Sciences and other nearby locations of scientific interest, and attend seminars, lectures, and discussions on astrobiology. Students are also invited to attend events at nearby NASA Ames Research Center, which offers the opportunity to interact with other undergraduate and graduate students participating in NASA summer programs. At the end of the program, students write up and present their research projects, and mentors recommend some projects for submission to a national scientific conference, which the selected students will be funded to attend. The Astrobiology REU program emphasizes three main areas, which are listed in the table along with typical project themes. Each year, specific student research projects are described on the website, and students are asked to select the three that most interest them as a part of their applications. Applications are due in early February. Typically, 10 students apply for each available position. Students have been selected from colleges and universities national-wide, including community colleges. The Astrobiology REU program has served 4 classes of students, and is funded through summer of 2011. A total of 61 students have participated (12 in 2006, 17 in 2007, 17 in 2008, and 15 in 2009); all have successfully completed their internships. Of these students, 59% were women, and 21% were minorities. To date 18 students have gone on to graduate studies, in Master’s or PhD programs at schools including Harvard, UC Berkeley, UC Santa Cruz, Stanford, Univ. of Nebraska, and many others, in fields including astronomy, optical science, space life sciences, geology, physics, mechanical engineering, and molecular and cellular biology. The SETI Institute is a non-profit private scientific research institution located in California’s Silicon Valley. The Astrobiology REU program is supported by National Science Foundation Grant AST-0852095 with additional funding from NASA’s Astrobiology Institute, the SETI Institute and private donors.Main research areas and typical project themes

  7. 0-6754 : review of tolling approaches for implementation within TxDOT's travel demand models : [project summary].

    DOT National Transportation Integrated Search

    2013-11-01

    The urban travel demand models developed and applied by the Transportation Planning and Programming Division of the Texas Department of Transportation (TxDOT-TPP) are daily three-step models without feedback. In other words, trip generation, trip dis...

  8. Katimavik Out-Trip Protocol.

    ERIC Educational Resources Information Center

    OPCAN, Montreal (Quebec).

    A supplement to the active leisure learning student manual for Katimavik (the 9-month volunteer community service and experiential learning program for 17-21 year old Canadians) provides in greater detail the procedure for preparing and implementing the Outdoor Wilderness Trip. Sections presented are definition of terms, national training,…

  9. Navy Oceanographer Shuttle Observations, STS 41-G Mission Report

    DTIC Science & Technology

    1986-03-26

    Maracaibo-great internal waves in sunglint/none in high color, no photo- too many on flight deck. Rev#55. Internal waves off Costa Rica . Not a strong...PHYSICAL PAX RIVER PSYCHOLOGICAL EAFB CLAUSTROPHOBIA GEOLOGY FIELD TRIP DENTAL OTHER TRAINING DSO’S FDF REVIEWS DSO PROC T/L REVIEWS SASSE (ETC) BENCH...and Edwards Air Force Base, CA, and a geology field trip in New Mexico. Pax River consisted of aviation physiology, a high altitude chamber run and

  10. 2005 Earth-Mars Round Trip

    NASA Technical Reports Server (NTRS)

    2000-01-01

    This paper presents, in viewgraph form, the 2005 Earth-Mars Round Trip. The contents include: 1) Lander; 2) Mars Sample Return Project; 3) Rover; 4) Rover Size Comparison; 5) Mars Ascent Vehicle; 6) Return Orbiter; 7) A New Mars Surveyor Program Architecture; 8) Definition Study Summary Result; 9) Mars Surveyor Proposed Architecture 2003, 2005 Opportunities; 10) Mars Micromissions Using Ariane 5; 11) Potential International Partnerships; 12) Proposed Integrated Architecture; and 13) Mars Exploration Program Report of the Architecture Team.

  11. Planning a pharmacy-led medical mission trip, part 2: servant leadership and team dynamics.

    PubMed

    Brown, Dana A; Brown, Daniel L; Yocum, Christine K

    2012-06-01

    While pharmacy curricula can prepare students for the cognitive domains of pharmacy practice, mastery of the affective aspects can prove to be more challenging. At the Gregory School of Pharmacy, medical mission trips have been highly effective means of impacting student attitudes and beliefs. Specifically, these trips have led to transformational changes in student leadership capacity, turning an act of service into an act of influence. Additionally, building team unity is invaluable to the overall effectiveness of the trip. Pre-trip preparation for teams includes activities such as routine team meetings, team-building activities, and implementation of committees, as a means of promoting positive team dynamics. While in the field, team dynamics can be fostered through activities such as daily debriefing sessions, team disclosure times, and provision of medical services.

  12. Crew factors in flight operations 6: Psychophysiological responses to helicopter operations

    NASA Technical Reports Server (NTRS)

    Gander, Philippa H.; Barnes, Rory M.; Gregory, Kevin B.; Connell, Linda J.; Miller, Donna L.; Graeber, R. Curtis

    1994-01-01

    Thirty-two helicopter pilots were studied before, during, and after 4-5 day trips providing support services from Aberdeen, Scotland, to rigs in the North Sea oil fields. Early on-duty times obliged subjects to wake up 1.5 hours earlier on trip days than on pretrip days. Consequently, they slept nearly an hour less per night on trips. They reported more fatigue on post-trip days than on pretrip days, suggesting a cumulative effect of duty-related activities and sleep loss. Fatigue and negative affect were higher, and activation lower, by the end of trip days than by the end of pretrip days. The earlier a subject went on duty, the lower his activation by the end of the day. Caffeine consumption increased 42 percent on trip days. The incidence of headache doubled, of back pain increased twelve fold, and of burning eyes quadrupled. In the aircraft studied, thermal discomfort and high vibration levels were common. The longer pilots remained on duty, the more negative their mood became.

  13. Recommendations for Planning and Managing International Short-term Pharmacy Service Trips

    PubMed Central

    Alsharif, Naser Z.; Rovers, John; Connor, Sharon; White, Nicole D.; Hogue, Michael D.

    2017-01-01

    International pharmacy service trips by schools and colleges of pharmacy allow students to provide health care to medically underserved areas. A literature review (2000-2016) in databases and Internet searches with specific keywords or terms was performed to assess current practices to establish and maintain successful pharmacy service trips. Educational documents such as syllabi were obtained from pharmacy programs and examined. A preliminary draft was developed and authors worked on sections of interest and expertise. Considerations and current recommendations are provided for the key aspects of the home institution and the host country requirements for pharmacy service trips based on findings from a literature search and the authors’ collective, extensive experience. Evaluation of the trip and ethical considerations are also discussed. This article serves as a resource for schools and colleges of pharmacy that are interested in the development of new pharmacy service trips and provides key considerations for continuous quality improvement of current or future activities. PMID:28381883

  14. Recommendations for Planning and Managing International Short-term Pharmacy Service Trips.

    PubMed

    Johnson, Kalin L; Alsharif, Naser Z; Rovers, John; Connor, Sharon; White, Nicole D; Hogue, Michael D

    2017-03-25

    International pharmacy service trips by schools and colleges of pharmacy allow students to provide health care to medically underserved areas. A literature review (2000-2016) in databases and Internet searches with specific keywords or terms was performed to assess current practices to establish and maintain successful pharmacy service trips. Educational documents such as syllabi were obtained from pharmacy programs and examined. A preliminary draft was developed and authors worked on sections of interest and expertise. Considerations and current recommendations are provided for the key aspects of the home institution and the host country requirements for pharmacy service trips based on findings from a literature search and the authors' collective, extensive experience. Evaluation of the trip and ethical considerations are also discussed. This article serves as a resource for schools and colleges of pharmacy that are interested in the development of new pharmacy service trips and provides key considerations for continuous quality improvement of current or future activities.

  15. Hydrologic and geologic characteristics of the Yucca Mountain site relevant to the performance of a potential repository

    USGS Publications Warehouse

    Levich, R.A.; Linden, R.M.; Patterson, R.L.; Stuckless, J.S.

    2000-01-01

    Yucca Mountain, located ~100 mi northwest of Las Vegas, Nevada, has been designated by Congress as a site to be characterized for a potential mined geologic repository for high-level radioactive waste. This field trip will examine the regional geologic and hydrologic setting for Yucca Mountain, as well as specific results of the site characterization program. The first day focuses on the regional setting with emphasis on current and paleo hydrology, which are both of critical concern for predicting future performance of a potential repository. Morning stops will be southern Nevada and afternoon stops will be in Death Valley. The second day will be spent at Yucca Mountain. The field trip will visit the underground testing sites in the "Exploratory Studies Facility" and the "Busted Butte Unsaturated Zone Transport Field Test" plus several surface-based testing sites. Much of the work at the site has concentrated on studies of the unsaturated zone, an element of the hydrologic system that historically has received little attention. Discussions during the second day will compromise selected topics of Yucca Mountain geology, hydrology and geochemistry and will include the probabilistic volcanic hazard analysis and the seismicity and seismic hazard in the Yucca Mountain area. Evening discussions will address modeling of regional groundwater flow, the results of recent hydrologic studies by the Nye County Nuclear Waste Program Office, and the relationship of the geology and hydrology of Yucca Mountain to the performance of a potential repository. Day 3 will examine the geologic framework and hydrology of the Pahute Mesa-Oasis Valley Groundwater Basin and then will continue to Reno via Hawthorne, Nevada and the Walker Lake area.

  16. Sweden/Michigan naturalistic field operational test - phase 1 : benefits of origin and destination information in IntelliDrive data sets

    DOT National Transportation Integrated Search

    2009-06-01

    Trip origin and destination (OD) data plays a crucial role in various transportation activities. This information not : only includes the starting and end points of a trip, but also information that can be obtained through the ability to : track v...

  17. Using a National Park for a Field Trip

    ERIC Educational Resources Information Center

    Baer, Roy K.

    1977-01-01

    Describes a one-week camping trip to Acadia National Park (Maine) as a non-credit educational experience. Includes activities such as population studies in intertidal zones, wild life sketching, nature list hikes (forest devastation by fire, beaver ponds, glacial ponds and streams), fishing and clamming rips, and student projects. (CS)

  18. A Trip to Historic Philadelphia on the Web.

    ERIC Educational Resources Information Center

    Wilson, Elizabeth K.

    1997-01-01

    Describes an electronic field trip to colonial Philadelphia (Pennsylvania). The historic locale has generated enough websites (Philadelphia Historic District, Betsy Ross homepage, and the Franklin Institute Science Museum) for students to take a virtual tour of the colonial capital. Suggests structuring the activity as a know-want-learn (KWL)…

  19. Life on Rocky Shores. Grades K-6.

    ERIC Educational Resources Information Center

    New England Aquarium, Boston, MA.

    Activities in the ecology of New England's tidepools are provided in this field trip guide for elementary school teachers. Resources, curriculum materials, and services are identified that are available through the New England Aquarium's Department of Education. This packet contains: (1) pre-trip activities (offering a vocabulary list,…

  20. Difficult Dialogues about Service Learning: Embrace the Messiness

    ERIC Educational Resources Information Center

    Hui, S. Mei-Yen

    2009-01-01

    When she was graduate coordinator for the Office of Community Service-Learning's Alternative Breaks (AB) program at the University of Maryland-College Park, the author had the privilege of working with undergraduate student trip leaders as they researched, planned, and coordinated weeklong service-learning immersion trips in which students would…

  1. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2015-08-06

    March across pahoehoe The team hikes across Kilauea’s lava fields to reach designated test sites. Several types of lava make up the fields, primarily smooth pahoehoe, which can harden into a ropy, shelly or slabby (pictured here) texture. Some of the most dangerous lava to walk on is a’a – unstable piles of jagged rock. Credit: NASA/GSFC/Jasmine Blennau In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  2. Examples of Information Technology in Field-based Educational Settings

    NASA Astrophysics Data System (ADS)

    Knoop, P.; van der Pluijm, B.; Dey, E.; Burn, H.

    2007-12-01

    Over the last five years we have utilized ruggedized Tablet PCs and Pocket PCs in a variety of summer field courses at our Camp Davis Rocky Mountain Field Station, near Jackson, WY, as well as during departmental field trips. The courses involved range from upper-level field geology to lower-level introductory geology, as well as a mid-level environmental science course. During this period we gained a lot of experience with how to integrate information technology in field courses and field trips, as we experimented with a range of hardware and software combinations as well as different teaching approaches, some more successful than others. During much of this time we have also collaborated with external educational researchers to help us assess and understand the impact of this evolving approach to field-based instruction. Presented here are some example cases of how information technology can be used in the field for educational purposes, such as mapping projects in field courses, as a digital field notebook and reference library on field trips, and to support a mobile classroom while students are dispersed among vehicles or across a field area. We also present results from the educational evaluation of this work, which indicate that students see information technology as an important tool for their work, rather than as a novelty, and that it provides them with important visualization capabilities to enhance their understand that are not available with traditional paper mapping techniques.

  3. Effectiveness of a theoretically-based judgment and decision making intervention for adolescents.

    PubMed

    Knight, Danica K; Dansereau, Donald F; Becan, Jennifer E; Rowan, Grace A; Flynn, Patrick M

    2015-05-01

    Although adolescents demonstrate capacity for rational decision making, their tendency to be impulsive, place emphasis on peers, and ignore potential consequences of their actions often translates into higher risk-taking including drug use, illegal activity, and physical harm. Problems with judgment and decision making contribute to risky behavior and are core issues for youth in treatment. Based on theoretical and empirical advances in cognitive science, the Treatment Readiness and Induction Program (TRIP) represents a curriculum-based decision making intervention that can be easily inserted into a variety of content-oriented modalities as well as administered as a separate therapeutic course. The current study examined the effectiveness of TRIP for promoting better judgment among 519 adolescents (37 % female; primarily Hispanic and Caucasian) in residential substance abuse treatment. Change over time in decision making and premeditation (i.e., thinking before acting) was compared among youth receiving standard operating practice (n = 281) versus those receiving standard practice plus TRIP (n = 238). Change in TRIP-specific content knowledge was examined among clients receiving TRIP. Premeditation improved among youth in both groups; TRIP clients showed greater improvement in decision making. TRIP clients also reported significant increases over time in self-awareness, positive-focused thinking (e.g., positive self-talk, goal setting), and recognition of the negative effects of drug use. While both genders showed significant improvement, males showed greater gains in metacognitive strategies (i.e., awareness of one's own cognitive process) and recognition of the negative effects of drug use. These results suggest that efforts to teach core thinking strategies and apply/practice them through independent intervention modules may benefit adolescents when used in conjunction with content-based programs designed to change problematic behaviors.

  4. Effectiveness of a Theoretically-Based Judgment and Decision Making Intervention for Adolescents

    PubMed Central

    Knight, Danica K.; Dansereau, Donald F.; Becan, Jennifer E.; Rowan, Grace A.; Flynn, Patrick M.

    2014-01-01

    Although adolescents demonstrate capacity for rational decision making, their tendency to be impulsive, place emphasis on peers, and ignore potential consequences of their actions often translates into higher risk-taking including drug use, illegal activity, and physical harm. Problems with judgment and decision making contribute to risky behavior and are core issues for youth in treatment. Based on theoretical and empirical advances in cognitive science, the Treatment Readiness and Induction Program (TRIP) represents a curriculum-based decision making intervention that can be easily inserted into a variety of content-oriented modalities as well as administered as a separate therapeutic course. The current study examined the effectiveness of TRIP for promoting better judgment among 519 adolescents (37% female; primarily Hispanic and Caucasian) in residential substance abuse treatment. Change over time in decision making and premeditation (i.e., thinking before acting) was compared among youth receiving standard operating practice (n = 281) versus those receiving standard practice plus TRIP (n = 238). Change in TRIP-specific content knowledge was examined among clients receiving TRIP. Premeditation improved among youth in both groups; TRIP clients showed greater improvement in decision making. TRIP clients also reported significant increases over time in self-awareness, positive-focused thinking (e.g., positive self-talk, goal setting), and recognition of the negative effects of drug use. While both genders showed significant improvement, males showed greater gains in metacognitive strategies (i.e., awareness of one’s own cognitive process) and recognition of the negative effects of drug use. These results suggest that efforts to teach core thinking strategies and apply/practice them through independent intervention modules may benefit adolescents when used in conjunction with content-based programs designed to change problematic behaviors. PMID:24760288

  5. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2017-12-08

    Briefing Hiking a lava field demands good preparation. Here, the team leaders brief the crew, scientists and student journalists on the route they’ll take down a scarp to the site of Kilauea’s December 1974 eruption. Credit: NASA/GSFC/Lora Bleacher In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  6. Using sediment transport and river restoration to link research and education, and promote K-12 female involvement in STEM fields

    NASA Astrophysics Data System (ADS)

    Yager, E. M.; Bradley-Eitel, K.

    2011-12-01

    The focus of this CAREER award is to better understand and predict the mechanics of sediment transport, to link research and education through courses and shared field sites, and to increase female interest in STEM fields. To accomplish the education component of this proposal we have focused on the following three activities: 1) a Keystone course on the scientific method, 2) a Women Outside with Science (WOWS) camp and 3) a permanent field site for research and education on river processes. In the Keystone Course, students investigated the impact of roughness addition, in sediment-starved river reaches (e.g. downstream of dams), on the retention of gravel used for spawning. They developed research questions and hypotheses, designed and conducted a set of scaled laboratory flume experiments, analyzed their data and wrote a draft manuscript of their results. Student feedback was overwhelmingly positive on the merits of this course, which included hands-on learning of the following: basic sediment transport and fluvial geomorphology, applied statistics, laboratory methods, and scientific writing skills. Students sometimes struggled when flume experiments did not progress as planned, and in the analysis and interpretation of complex data. Some of the students in the course have reanalyzed data, conducted additional experiments and are currently rewriting the manuscript for submission to a peer-reviewed journal. Such a course fundamentally links research and teaching, and provides an introduction to research for advanced undergraduates or beginning graduate students. We have also run one summer WOWS camp, which was a ten day camping and inquiry based research experience for 20 female junior-high and high-school students. The girls studied climate change and water related issues, worked on a restoration project on the Little Salmon River, met with a fish biologist and did fish habitat surveys and studied water quality along the North Fork of the Payette River while on a raft trip. The girls also met with women working in various STEM careers as part of an evening program and afterwards indicated that the raft trip and career night were highlights of the program. A key reason for the success of this camp was working with an already established outdoor science school that focuses on teaching scientific inquiry to K-12 students. Finally, we are establishing a permanent field installation of bedload sediment traps, suspended sediment monitoring, and flow measurements in Reynolds Creek Experimental Watershed, a USDA research site just outside of Boise, Idaho. This site will be used to better understand the mechanics of sediment transport in steep streams and will be linked to teaching through graduate class and general public field trips.

  7. Discrete sonic jets used as boundary-layer trips at Mach numbers of 6 and 8.5

    NASA Technical Reports Server (NTRS)

    Stone, D. R.; Cary, A. M., Jr.

    1972-01-01

    The effect of discrete three-dimensional sonic jets used to promote transition on a sharp-leading-edge flat plate at Mach numbers of 6 and 8.5 and unit Reynolds numbers as high as 2.5 x 100,000 per cm in the Langley 20-inch hypersonic tunnels is discussed. An examination of the downstream flow-field distortions associated with the discrete jets for the Mach 8.5 flow was also conducted. Jet trips are found to produce lengths of turbulent flow comparable to those obtained for spherical-roughness-element trips while significantly reducing the downstream flow distortions. A Reynolds number based upon secondary jet penetration into a supersonic main flow is used to correlate jet-trip effectiveness just as a Reynolds number based upon roughness height is used to correlate spherical-trip effectiveness. Measured heat-transfer data are in agreement with the predictions.

  8. Experience-based Learning in Acadia National Park: a Successful, Long-running, Model Field Course

    NASA Astrophysics Data System (ADS)

    Connaughton, M.

    2015-12-01

    This two-week field course has been offered alternate summers since 2000 in Acadia National Park on Mount Desert Island, Maine and addresses the geological history, physical and biological oceanography and principles of community ecology applicable to terrestrial and/or marine communities of coastal Maine. The course is often transformative and deeply meaningful to the students, many of whom have limited travel experience. The essential components of experience-based learning are well represented in this class with multiple opportunities for abstract conceptualization, active experimentation, concrete hands-on experiences and reflective observation built into the course. Each day begins with a lecture introducing concepts, which are then made concrete though daily field trips (4-8 hours in duration) into the park that include rigorous hiking, some kayaking and one commercial nature cruise. Field trips include hands-on experience with lecture concepts, on-site lessons in field methods, and data collection for independent projects. Each field trip is tied to a specific independent project, which are generated by the instructor, but self-selected by the students. Every student is actively involved in data collection during each field trip, with one student in charge of the collection each day. Daily guided journaling in three parts (scientific, personal and creative) and evening discussions provide ample opportunity for the student to reflect on the scientific content of the course, examine their personal reactions to what they have experienced and to be creative, sharing prior experiences, prior learning and their personalities. The course includes two exams, each following a week of lecture and field experiences. Independent research projects include the production of a manuscript-formatted report complete with statistical analysis of the data and a literature-based discussion of the conclusions. The combination of experiential reinforcement of concepts, abundant opportunity for written and spoken reflection, the beauty of the setting, the challenges of working in the field and the resultant bonding of the students and instructors provide a highly effective and unforgettable learning experience.

  9. Leveraging Field Trips in Higher Education for Local Engagement and Impact: An Example from Guatemala

    NASA Astrophysics Data System (ADS)

    Riker, J.; Watson, M.; Liu, E. J.; Chigna, G.; Purvis, M.; Naismith, A.

    2016-12-01

    For over ten years, the University of Bristol (U.K.) has run a field trip for masters students in Natural Hazards in the volcanically active areas of southern Guatemala, home to more than 13 million people. This trip has obvious benefits to its participants - it serves as an immersive and formative experience for students studying volcanic hazard, as well as a springboard for the work of the researchers who lead it. Over the years, it has helped to build strong collaborative ties between academic researchers at Bristol and Guatemala's geologic survey (INSIVUMEH) and emergency management agency (CONRED), facilitating the sharing of data, expertise, and monitoring equipment. The students' regular presence has also enabled infrastructure improvements at Fuego Volcano Observatory, which is itself hosted and partly staffed by the residents of Panimache, a small village just a few miles from the volcano's summit. This field trip does raise challenges, however - an influx of foreign students can draw questions from community members for whom the benefits are indirect (i.e., local job creation or infrastructure improvement) or intangible (i.e., incremental contributions to the body of knowledge regarding volcanic hazard). In this presentation, we'll share stories of our experiences of effective community collaboration in Guatemala. In the spirit of discussion, we would also like to explore the opportunities that exist to better utilise this trip, along with the energy and expertise of its participants, to maximise the positive impact on (and resilience of) local communities, particularly those in the small and largely indigenous villages that populate Fuego Volcano's flanks.

  10. Ventures in science status report, Summer 1992. [Program description and Evaluation Report

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

    Fredrick, Wayne C.

    The Ventures in Science summer program is directed towards students who are from underrepresented minority groups in mathematics and science professions. The target group of 40 was drawn from eligible students who will be entering high school freshman in the fall of 1992. 450 students applied. The theme for the summer is Chicago as an Ecosystem. The students are instructed in integrated math and science (2 hours), English/ESL (1 1/2 hrs.), counseling (1 hr.) and, physical education (1 hr.) each day four days a week. Integrated math and science are team taught. Parents are invited to participate in two workshopsmore » that will be presented based on their input. Parents may also visit the program at any time and participate in any field trip.« less

  11. The Impact of Field Trips and Family Involvement on Mental Models of the Desert Environment

    NASA Astrophysics Data System (ADS)

    Judson, Eugene

    2011-07-01

    This study examined the mental models of the desert environment held by fourth- and seventh-grade students in the USA and whether those mental models could be affected by: (1) classroom field trips to a desert riparian preserve, and (2) interaction with family members at the same preserve. Results generally indicated that students in this study were resolute in their models and that field trips did not impact the types of models students adhered to. Twenty-three seventh-grade students who self-selected to participate in a Family Science Club with their parents did demonstrate a shift in their mental models and developed significantly more sophisticated models over time. A critical implication of the study is that unless transformation of mental models of the environment is an explicit goal of instruction, simple exposure to the environment (even within the context of life science instruction) will not transform understandings of how organisms within an environment act and interact interdependently.

  12. Effective Lesson Planning: Field Trips in the Science Curriculum

    NASA Astrophysics Data System (ADS)

    Rieger, C. R.

    2010-10-01

    Science field trips can positively impact and motivate students. However, if a field trip is not executed properly, with appropriate preparation and follow-up reinforcement, it can result in a loss of valuable educational time and promote misconceptions in the students. This study was undertaken to determine if a classroom lesson before an out-of-the-classroom activity would affect learner gain more or less than a lesson after the activity. The study was based on the immersive theater movie ``Earth's Wild Ride'' coupled with a teacher-led Power Point lesson. The participants in the study were students in a sixth grade physical science class. The order of lessons showed no detectable effect on final learner outcomes. Based on pre- and post-testing, improvement in mean learning gain came from the teacher-led lesson independent of the movie. The visit to the immersive theater, however, had significant positive effects that did not show up in the quantitative results of the testing.

  13. Bodie State Historic Park. Teacher's Guide.

    ERIC Educational Resources Information Center

    California State Dept. of Parks and Recreation, Sacramento.

    This guide is intended to assist teachers in organizing and preparing a field trip to Bodie State Historic Park (California). Although it is intended to assist in the trip to Bodie, it also provides information for organizing group tours or family outings to other areas. Activities include before, during, and after visit exercises focusing on the…

  14. The Boiler Room and Beyond: Bridging Standards and Community.

    ERIC Educational Resources Information Center

    Active Learner: A Foxfire Journal for Teachers, 2000

    2000-01-01

    Mini-field trips to the boiler room and bus garage at a South Dakota elementary school increased student interest in their school and community and resulted in increased attendance. Photographs, interviews, and a student-produced book on the trips reinforced student interest and provided the means to integrate the curriculum and incorporate…

  15. Developing the Profession of School Psychology in Vietnam

    ERIC Educational Resources Information Center

    Terjesen, Mark D.; Kassay, Kimberly S.; Bolger, Maria

    2008-01-01

    Building upon a successful prior initial trip to Vietnam in January 2008, students and faculty from St. John's University (STJ) School Psychology program returned to work with the faculty from Hanoi National University of Education (HNUE) in developing the profession of school psychology in that country. The purpose of this trip was twofold: (1)…

  16. The Culture That Constrains: Experience of "Nature" as Part of a Wilderness Adventure Program.

    ERIC Educational Resources Information Center

    Haluza-DeLay, Randolph

    1999-01-01

    A study examined experiences of nature among eight adolescents during a 12-day wilderness trip. The trip generated feelings of good will toward nature but no increase in environmentally responsible behaviors. Group norms emphasized social interaction and constrained attention to nature. Outdoor educators should consciously plan for transfer of…

  17. Leveraging the Shapley Lectures

    NASA Astrophysics Data System (ADS)

    Howard, S.

    1998-05-01

    The Shapley Lectureships are both an honor and a privilege. The program has long provided the non-specialist a rare glimpse of the latest result of astronomical investigations. Shapley Lecturers carry the banner for the most interesting of all the sciences. They share the beauty and strength of astronomy by representing the discipline to non-specialists. It is important that we contribute what we can to this program. One might benefit from the frequent travel of most astronomers. Most research trips are now covered by grant money, by university money, and by Government money. Leverage this travel. For example, many meetings are held near places with small colleges. Consider sending a Shapley brochure to the science departments before your trip. Such trips may often be used to elicit a Shapley visit. Advertise the program. When we talk about astronomy to others we help all of us to keep this science alive. I will share the results of my Shapley Visits made in the last four years while traveling for NASA and NSF.

  18. Introducing Future Teachers to Science Beyond the Classroom

    NASA Astrophysics Data System (ADS)

    Kisiel, James

    2013-02-01

    Informal science education institutions (ISEIs), such as museums, aquariums, and nature centers, offer more to teachers than just field trip destinations—they have the potential to provide ideas for pedagogy, as well as support deeper development of teachers' science knowledge. Although there is extensive literature related to teacher/museum interactions within the context of the school field trip, there is limited research that examines other ways that such institutions might support classroom teachers. A growing number of studies, however, examine how incorporating such ideas of connections of ISEIs to pre-service teacher education might improve teacher perceptions and awareness. Pre-service elementary teachers enrolled in a science methods class participated in a semester-long assignment which required participation in their choice of activities and events (workshops, field trips, family day activities) conducted at local ISEIs. Students generally saw this embedded assignment as beneficial, despite the additional out-of-class time required for completion. Comparison of pre-/post-class responses suggested that teachers shifted their perceptions of ISEIs as first and foremost as places for field trips or hands-on experiences, to institutions that can help teachers with classroom science instruction. Although basic awareness of the existence of such opportunities was frequently cited, teachers also recognized these sites as places that could enhance their teaching, either by providing materials/resources for the classroom or by helping them learn (content and pedagogy) as teachers. Implications for practice, including the role of ISEIs in teacher preparation and indication, are also discussed.

  19. Teacher Field Research Experiences: Building and Maintaining the Passion for K-12 Science Education

    NASA Astrophysics Data System (ADS)

    Dunton, K.; Schonberg, S.

    2006-12-01

    Academic scientists and researchers are increasingly encouraged to develop connections with K-12 educators to promote scientific literacy and bring excitement into the classroom. Such partnerships carry long-term benefits to both teachers and researchers. Teachers gain the tools, confidence, and knowledge to develop research activities with their students that promote scientific inquiry, and researchers benefit from outreach activities that improve communication skills for sharing scientific knowledge with the public. Our K-12 programs have been field based under a theme of Classrooms Without Walls, to take advantage of our local marine environment and a long-term research program on the Alaskan Arctic coast. Our professional development programs for teachers have included the creation of an annual summer graduate level course (Application of Field Research Experiences for K-12 Science and Math Educators) as an introduction to scientific methodology, observation, and inquiry based learning. We provide graduate students as resources in classrooms and for field trip experiences and provide supplies and instrumentation to teachers for K-12 field projects. Finally, teachers have an opportunity to join our researchers to remote sites under various competitive programs that receive federal support (e.g. GK-12, ARMADA). We provide examples of our activities, which are based on recent needs assessment surveys of science teachers; these included development of content knowledge and providing students with opportunities to connect concepts with experiences. Our goal is to provide field experiences to teachers and students that enable them to relate science concepts to the real world.

  20. Promoting safe walking and biking to school: the Marin County success story.

    PubMed

    Staunton, Catherine E; Hubsmith, Deb; Kallins, Wendi

    2003-09-01

    Walking and biking to school can be an important part of a healthy lifestyle, yet most US children do not start their day with these activities. The Safe Routes to School Program in Marin County, California, is working to promote walking and biking to school. Using a multipronged approach, the program identifies and creates safe routes to schools and invites communitywide involvement. By its second year, the program was serving 4665 students in 15 schools. Participating public schools reported an increase in school trips made by walking (64%), biking (114%), and carpooling (91%) and a decrease in trips by private vehicles carrying only one student (39%).

  1. Ethnicity vs. National Culture in One Nationalized Educational Site: The Case of the Annual School Trip

    ERIC Educational Resources Information Center

    Markovich, Dalya Yafa

    2016-01-01

    This study examines the interface between ethnicity and nationality in a nationalized educational site--the annual school trip--that took place in a Jewish high school in Israel that serves underprivileged ethnic groups. Based on ethnographic field work, I analyze how the Ashkenazi (central-eastern European origin) hegemonic national culture that…

  2. Digital "Learning Trails": Scaling Technology-Facilitated Curricular Innovation in Schools with a "Rhizomatic" Lens

    ERIC Educational Resources Information Center

    Jamaludin, Azilawati; Hung, David Wei Loong

    2016-01-01

    Technological advances in the form of ubiquitous computing has altered the learning landscape today. Contemporary modes of learning afford curricular innovations in schools. While learning journeys of decades ago entailed field trips to places of interest such as museums and zoos where students completed tasks or worksheets after each trip, the…

  3. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2017-12-08

    Team kite This kite was part of the scientific tool kit. It carried a camera that can be used to make high-resolution mosaics of the study site. Credit: NASA/GSFC/Jacob Bleacher In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  4. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2017-12-08

    Smooth pahoehoe A member of the journalism team captures the alluring beauty of a pahoehoe flow. Credit: NASA/GSFC/Anthony Denicola In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  5. A Non-science Major Undergraduate Seminar on the NASA Earth Observing System (EOS): A Student Perspective

    NASA Astrophysics Data System (ADS)

    Weatherford, V. L.; Redemann, J.

    2003-12-01

    Titled "Observing Climate Change From Space-what tools do we have?", this non-science major freshman seminar at UCLA is the culmination of a year-long interdisciplinary program sponsored by the Institute of the Environment and the College Honors programs at the University. Focusing on the anthropogenic and natural causes of climate change, students study climate forcings and learn about satellite and other technological means of monitoring climate and weather. NASA's Terra satellite is highlighted as one of the most recent and comprehensive monitoring systems put into space and the role of future NASA platforms in the "A-train"-constellation of satellites is discussed. Course material is typically presented in a Power-Point presentation by the instructor, with assigned supplementary reading to stimulate class discussion. In addition to preparing lectures for class presentation, students work on a final term paper and oral presentation which constitutes the majority of their grade. Field trips to the San Gabriel mountains to take atmospheric measurements with handheld sunphotometers and to JPL, Pasadena (CA) to listen to a NASA scientist discuss the MISR instrument aboard the Terra satellite help bring a real-world perspective to the science learned in the classroom. In this paper, we will describe the objectives and structure of this class and present measurement results taken during the field trip to the San Gabriel Mountains. In this context we will discuss the potential relevance of hands-on experience to meeting class objectives and give a student perspective of the overall class experience.

  6. Field trip guidebook on environmental impact of clays along the upper Texas coast

    NASA Technical Reports Server (NTRS)

    Garcia, Theron D.; Ming, Douglas W.; Tuck, Lisa Kay

    1991-01-01

    The field trip was prepared to provide an opportunity to see first hand some the environmental hazards associated with clays in the Houston, Texas area. Because of the very high clay content in area soils and underlying Beaumont Formation clay, Houston is a fitting location to host the Clay Mineral Society. Examinations were made of (1) expansive soils, (2) subsidence and surface faulting, and (3) a landfill located southeast of Houston at the Gulf Coast Waste Disposal Authority where clay is part of the liner material.

  7. Preliminary evaluation of the airborne imaging spectrometer for vegetation analysis

    NASA Technical Reports Server (NTRS)

    Strahler, A. H.; Woodcock, C. E.

    1984-01-01

    The primary goal of the project was to provide ground truth and manual interpretation of data from an experimental flight of the Airborne Infrared Spectrometer (AIS) for a naturally vegetated test site. Two field visits were made; one trip to note snow conditions and temporally related vegetation states at the time of the sensor overpass, and a second trip following acquisition of prints of the AIS images for field interpretation. Unfortunately, the ability to interpret the imagery was limited by the quality of the imagery due to the experimental nature of the sensor.

  8. Hunton Group core workshop and field trip

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

    Johnson, K.S.

    The Late Ordovician-Silurian-Devonian Hunton Group is a moderately thick sequence of shallow-marine carbonates deposited on the south edge of the North American craton. This rock unit is a major target for petroleum exploration and reservoir development in the southern Midcontinent. The workshop described here was held to display cores, outcrop samples, and other reservoir-characterization studies of the Hunton Group and equivalent strata throughout the region. A field trip was organized to complement the workshop by allowing examination of excellent outcrops of the Hunton Group of the Arbuckle Mountains.

  9. Sixth International Limnogeology Congress: field trip guidebook, Reno, Nevada, June 15-19, 2015

    USGS Publications Warehouse

    Rosen, Michael R.

    2015-01-01

    The U.S. Geological Survey has sponsored each ILIC that has been held in the United States because of the importance of understanding paleoclimate and contaminant histories of lakes, two main themes of the Congress. This field trip guide provides a permanent record of some of the wide variety of studies that are being conducted in modern lakes and ancient lake deposits in western North America, and it provides a starting point for any one desiring to visit these exceptional sites or begin work in these areas.

  10. 50 CFR 216.93 - Tracking and verification program.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... unload part or all of its catch, new TTFs will be assigned to the new trip, and any information concerning tuna retained on the vessel will be recorded as the first entry on the TTFs for the new trip. If... safeguard the identification of the dolphin-safe or non-dolphin-safe designation of the tuna as it left the...

  11. Short-Term Medical Service Trips: A Systematic Review of the Evidence

    PubMed Central

    2014-01-01

    Short-term medical service trips (MSTs) aim to address unmet health care needs of low- and middle-income countries. The lack of critically reviewed empirical evidence of activities and outcomes is a concern. Developing evidence-based recommendations for health care delivery requires systematic research review. I focused on MST publications with empirical results. Searches in May 2013 identified 67 studies published since 1993, only 6% of the published articles on the topic in the past 20 years. Nearly 80% reported on surgical trips. Although the MST field is growing, its medical literature lags behind, with nearly all of the scholarly publications lacking significant data collection. By incorporating data collection into service trips, groups can validate practices and provide information about areas needing improvement. PMID:24832401

  12. Implementing virtual field trips in the curriculum of geography students

    NASA Astrophysics Data System (ADS)

    Steegen, An; Verstraeten, Gert; Martens, Lotte

    2016-04-01

    Current online geospatial databases and tools offer many opportunities in geoscience education. On the one hand a variety of geoscientific topics and regions can be studied without traditional fieldwork, and on the other hand, field-based learning activities can be prepared or post-processed. In this research, the use of Virtual Field Trips (VFTs) in Google EarthTM is studied. In the framework of geomorphology courses, undergraduate geography students were given VFTs as developed by the lecturers or had to develop VFTs themselves, after visiting a study area. Maps, photographs, GPS-tracks, literature and other spatial information were integrated in the VFTs. The effect of VFTs on learning outcomes, on the insight in the horizontal and vertical relationships between the spatially varying topics, and motivation were measured. Results confirm that students are positive about the use of VFTs. They indicate that VFTs significantly improve their mental map of the study area, whereby horizontal relationships were strengthened. Also the additional information in some VFTs proved to have positive effects on studying and structuring the learning content. Students also appreciated to work independently with the VFTs and saw possibilities for integrating various geoscientific topics. However, there are also some constraints in working with VFTs. It was clear from the study that VFTs have to be embedded in the curriculum as students do not use or develop VFTs spontaneously. Indeed, it takes a lot of time to develop a VFT, and students also appreciate a variety in work forms. Also some technical difficulties on sufficient wireless internet access and flexible work spaces have to be encountered. Besides this, curricula developers should be aware that VFTs are an interesting tool additionally to field trips, but that they cannot replace the field trips.

  13. Use of ``virtual'' field trips in teaching introductory geology

    NASA Astrophysics Data System (ADS)

    Hurst, Stephen D.

    1998-08-01

    We designed a series of case studies for Introductory Geology Laboratory courses using computer visualization techniques integrated with traditional laboratory materials. These consist of a comprehensive case study which requires three two-hour long laboratory periods to complete, and several shorter case studies requiring one or two, two-hour laboratory periods. Currently we have prototypes of the Yellowstone National Park, Hawaii volcanoes and the Mid-Atlantic Ridge case studies. The Yellowstone prototype can be used to learn about a wide variety of rocks and minerals, about geothermal activity and hydrology, about volcanic hazards and the hot-spot theory of plate tectonics. The Hawaiian exercise goes into more depth about volcanoes, volcanic rocks and their relationship to plate movements. The Mid-Atlantic Ridge project focuses on formation of new ocean crust and mineral-rich hydrothermal deposits at spreading centers. With new improvements in visualization technology that are making their way to personal computers, we are now closer to the ideal of a "virtual" field trip. We are currently making scenes of field areas in Hawaii and Yellowstone which allow the student to pan around the area and zoom in on interesting objects. Specific rocks in the scene will be able to be "picked up" and studied in three dimensions. This technology improves the ability of the computer to present a realistic simulation of the field area and allows the student to have more control over the presentation. This advanced interactive technology is intuitive to control, relatively cheap and easy to add to existing computer programs and documents.

  14. Integrating science education and marine conservation through collaborative partnerships.

    PubMed

    Martin, Jeannie Miller; Higgins, Katie; Lee, Kristin; Stearns, Kira; Hunt, Lori

    2015-06-15

    The Georgia Sea Turtle Center has a mission of conservation based rehabilitation, research, and education. Marine debris is a serious threat to marine species. In an effort to educate local students, the GSTC obtained a grant to provide educational opportunities to local third graders. Third and fourth grade classes in Glynn County, Georgia were offered a Garbage in the Water program and 964 students were reached. After programming, students showed a statistically significant (p<.0001) increase in test scores between the pre and posttests. This success led to repeat funding for additional programming for first grades as well as a formalized relationship with the Glynn County School District. As part of this relationship the Georgia Sea Turtle Center is now the official field trip location for all third grades in the district. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. NASA Ames summary high school apprenticeship research program, 1983 research papers

    NASA Technical Reports Server (NTRS)

    Powell, P.

    1984-01-01

    Engineering enrollments are rising in universities; however, the graduate engineer shortage continues. Particularly, women and minorities will be underrepresented for years to come. As one means of solving this shortage, Federal agencies facing future scientific and technological challenges were asked to participate in the Summer High School Apprenticeship Research Program (SHARP). This program was created 4 years ago to provide an engineering experience for gifted female and minority high school students at an age when they could still make career and education decisions. The SHARP Program is designed for high school juniors (women and minorities) who are U.S. citizens, are 16 years old, and who have unusually high promise in mathematics and science through outstanding academic performance in high school. Students who are accepted into this summer program will earn as they learn by working 8 hours a day in a 5-day work week. This work-study program features weekly field trips, lectures and written reports, and job experience related to the student's career interests.

  16. Let's Go to Market! Field Trips to Discover Economics and Cultures

    ERIC Educational Resources Information Center

    Gomez, Diana

    2010-01-01

    In this article, the author describes how her first grade class embarked on a journey of learning through a unit of study about local food markets. The study was a rich exploration of the cultural diversity of the city of Philadelphia, Pennsylvania, as well as an introduction to basic concepts about economics. Through their trips to a farm and…

  17. Assessment of Change in Conservation Attitudes through Zoo Education

    ERIC Educational Resources Information Center

    Randall, Teresa

    2011-01-01

    This study was conducted at the Oklahoma City Zoo in fall 2010 and subjects were students' ages 14-18 who either participated in a formal conservation education class led by zoo educators or in a field trip in which they were engaged in free-choice learning. Two research questions were: 1) Does a trip to the zoo affect conservation attitudes and…

  18. John Dewey's Visits to Hawai'i

    ERIC Educational Resources Information Center

    McEwan, Hunter

    2015-01-01

    John Dewey visited Hawai'i on three separate occasions. Of all three trips, by far the most important, as far as Dewey's influence on education in Hawai'i is concerned, was in 1899 when he came with his wife, Alice Chipman Dewey, to help launch the University Extension program in Honolulu. The Deweys' second trip was a very brief one--twenty years…

  19. Integration of Computer-Based Virtual Check Ride System--Pre-Trip Inspection in Commercial Driver License Training Program

    ERIC Educational Resources Information Center

    Makwana, Alpesh P.

    2009-01-01

    "Pre-Trip Inspection" of the truck and trailer is one of the components of the current Commercial Driver's License (CDL) test. This part of the CDL test checks the ability of the student to identify the important parts of the commercial vehicle and their potential defects. The "Virtual Check Ride System" (VCRS), a…

  20. The hydrogeology of urbanization: The lost springs of Washington, D.C., late Tertiary and Quaternary sediments of D.C., and the Baltimore Long Term Ecological Research site (LTER): Chapter

    USGS Publications Warehouse

    Bhaskar, Aditi; Pavich, Milan J.; Sharp, John M.

    2015-01-01

    Urbanization is a major process now shaping the environment. This field trip looks at the hydrogeology of the general Washington, D.C., area and focuses on the city's lost springs. Until 150 years ago, springs and shallow dug wells were the main source of drinking water for residents of Washington, D.C. Celebrating the nation's bicentennial, Garnett P. Williams of the U.S. Geological Survey examined changes in water supply and water courses since 1776. He examined old newspaper files to determine the location of the city's springs. This field trip visits sites of some of these springs (few of which are now flowing), discusses the hydrologic impacts of urbanization and the general geological setting, and finishes with the Baltimore Long Term Ecological Research site at Dead Run and its findings. The field trip visits some familiar locations in the Washington, D.C., area, and gives insights into their often hidden hydrologic past and present.

  1. Promoting Safe Walking and Biking to School: The Marin County Success Story

    PubMed Central

    Staunton, Catherine E.; Hubsmith, Deb; Kallins, Wendi

    2003-01-01

    Walking and biking to school can be an important part of a healthy lifestyle, yet most US children do not start their day with these activities. The Safe Routes to School Program in Marin County, California, is working to promote walking and biking to school. Using a multipronged approach, the program identifies and creates safe routes to schools and invites communitywide involvement. By its second year, the program was serving 4665 students in 15 schools. Participating public schools reported an increase in school trips made by walking (64%), biking (114%), and carpooling (91%) and a decrease in trips by private vehicles carrying only one student (39%). PMID:12948957

  2. A study program for geodetic satellite applications

    NASA Technical Reports Server (NTRS)

    Pearlman, M. R.

    1972-01-01

    The work is reported on support of the GEOS-C Program, National Geodetic Satellite program, and the Earth Physics Program. The statement of work, and a description of the GEOS-C are presented along with the trip reports, and the Earth and Ocean Physics Application program.

  3. Health problems awareness during travel among faculty members of a large university in Latin America: preliminary report.

    PubMed

    Tome, Ana Cristina Nakamura; Canello, Thaís Brandi; Luna, Expedito José de Albuquerque; Andrade Junior, Heitor Franco de

    2013-01-01

    Health safety during trips is based on previous counseling, vaccination and prevention of infections, previous diseases or specific problems related to the destination. Our aim was to assess two aspects, incidence of health problems related to travel and the traveler's awareness of health safety. To this end we phone-interviewed faculty members of a large public University, randomly selected from humanities, engineering and health schools. Out of 520 attempts, we were able to contact 67 (12.9%) and 46 (68.6%) agreed to participate in the study. There was a large male proportion (37/44, 84.1%), mature adults mostly in their forties and fifties (32/44, 72.7%), all of them with higher education, as you would expect of faculty members. Most described themselves as being sedentary or as taking occasional exercise, with only 15.9% (7/44) taking regular exercise. Preexisting diseases were reported by 15 travelers. Most trips lasted usually one week or less. Duration of the travel was related to the destination, with (12h) or longer trips being taken by 68.2% (30/44) of travelers, and the others taking shorter (3h) domestic trips. Most travelling was made by air (41/44) and only 31.8% (14/44) of the trips were motivated by leisure. Field research trips were not reported. Specific health counseling previous to travel was reported only by two (4.5%). Twenty seven of them (61.4%) reported updated immunization, but 11/30 reported unchecked immunizations. 30% (9/30) reported travel without any health insurance coverage. As a whole group, 6 (13.6%) travelers reported at least one health problem attributed to the trip. All of them were males travelling abroad. Five presented respiratory infections, such as influenza and common cold, one neurological, one orthopedic, one social and one hypertension. There were no gender differences regarding age groups, destination, type of transport, previous health counseling, leisure travel motivation or pre-existing diseases. Interestingly, the two cases of previous health counseling were made by domestic travelers. Our data clearly shows that despite a significant number of travel related health problems, these highly educated faculty members, had a low awareness of those risks, and a significant number of travels are made without prior counseling or health insurance. A counseling program conducted by a tourism and health professional must be implemented for faculty members in order to increase the awareness of travel related health problems.

  4. News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

    NASA Astrophysics Data System (ADS)

    2010-05-01

    Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

  5. Education in the Field Influences Children's Ideas and Interest toward Science

    NASA Astrophysics Data System (ADS)

    Zoldosova, Kristina; Prokop, Pavol

    2006-10-01

    This paper explores the idea of informal science education in scientific field laboratory (The Science Field Centre). The experimental group of pupils ( N = 153) was experienced with approximately 5-day lasting field trips and experiments in the Field Centre in Slovakia. After finishing the course, two different research methods were used to discover their interest and ideas toward science. Pupils from the experimental group showed significant differences from those that did not experience education in the Field Centre (control group, N = 365). In comparison to the control group, pupils of the experimental group highly preferred book titles that were related to their program in the Field Centre. There were differences between the drawings of ideal school environment from both pupils groups. In the drawings of the experimental group, we found significantly more items connected with the educational environment of the Field Centre (e.g. laboratory equipment, live animals). We suppose field science education would be one of the most effective ways to increase interest of pupils to study science and to invaluable intrinsic motivation at the expense extrinsic motivation.

  6. Pre-freshman enrichment program [University of New Haven

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

    NONE

    1997-06-01

    The Connecticut Pre-Engineering Program, Inc. (CPEP), is a collaboration of school districts, businesses, colleges, universities, government and community organizations whose mission and program efforts are aimed at increasing the pool of African-American, Hispanic, Native-American Indian, Asian American, Women and other under-represented minority students who pursue mathematics, science, engineering and other technological based college study and careers. CPEP provides enrichment programs and activities throughout the year in New Haven. Since 1987, CPEP has sponsored summer enrichment programs designed to motivate and stimulate middle school and high school students to pursue careers in mathematics, science, engineering and other technology related fields. Throughmore » the Summer Enrichment Program, CPEP has been able to better prepare under-represented and urban students with skills that will facilitate their accessing colleges and professionals careers. The essential premise of the program design and academic content is that targeted students must be taught and nurtured as to develop their self-confidence and personal ambitions so that they can seriously plan for and commit to college-level studies. The program stresses multi-disciplinary hands-on science and mathematics experience, group learning and research, and career exploration and academic guidance. Students study under the direction of school teachers and role model undergraduate students. Weekly field trips to industrial sites, science centers and the shoreline are included in this program.« less

  7. Backyard Biodiversity.

    ERIC Educational Resources Information Center

    Thompson, Sarah S.

    2002-01-01

    Describes a field trip experience for the Earth Odyssey project for elementary school students focusing on biodiversity. Introduces the concept of diversity, field work, species richness, and the connection between animals and their habitat. (YDS)

  8. Hypersonic Navier-Stokes Comparisons to Orbiter Flight Data

    NASA Technical Reports Server (NTRS)

    Candler, Graham V.; Campbell, Charles H.

    2010-01-01

    During the STS-119 flight of Space Shuttle Discovery, two sets of surface temperature measurements were made. Under the HYTHIRM program3 quantitative thermal images of the windward side of the Orbiter with a were taken. In addition, the Boundary Layer Transition Flight Experiment 4 made thermocouple measurements at discrete locations on the Orbiter wind side. Most of these measurements were made downstream of a surface protuberance designed to trip the boundary layer to turbulent flow. In this paper, we use the US3D computational fluid dynamics code to simulate the Orbiter flow field at conditions corresponding to the STS-119 re-entry. We employ a standard two-temperature, five-species finite-rate model for high-temperature air, and the surface catalysis model of Stewart.1 This work is similar to the analysis of Wood et al . 2 except that we use a different approach for modeling turbulent flow. We use the one-equation Spalart-Allmaras turbulence model8 with compressibility corrections 9 and an approach for tripping the boundary layer at discrete locations. In general, the comparison between the simulations and flight data is remarkably good

  9. Have You Ever Been to the Shore Before? A Marine Education Infusion Unit. Northern New England Marine Education Project.

    ERIC Educational Resources Information Center

    Maine Univ., Orono. Coll. of Education.

    This unit presents the teacher with guidelines and suggestions for a field trip to a shore. It contains information about what organisms and habitat to expect and appropriate activities. Also suggested are discussions of the people who live and work near the shore. A pre-trip planning section is presented. Sections relating to each of several…

  10. Field Tripping: How to Keep Them in Their Seats After the Tire Blows Out

    ERIC Educational Resources Information Center

    Main, Margaret H.

    1978-01-01

    Sixty-four children, eight mothers and four teachers traveled on a bus that blew a tire in the middle of the world's busiest freeway. What saved the trip from this unexpected "letdown" and expected chaos was a "bag of tricks" that the author developed from 16 years of experience in and out of the primary-grade classroom. (Author/RK)

  11. TECHNIQUES FOR TEACHING CONSERVATION EDUCATION.

    ERIC Educational Resources Information Center

    BROWN, ROBERT E.; MOUSER, G.W.

    CONSERVATION PRINCIPLES, FIELD METHODS AND TECHNIQUES, AND SPECIFIC FIELD LEARNING ACTIVITIES ARE INCLUDED IN THIS REFERENCE VOLUME FOR TEACHERS. CONSERVATION PRINCIPLES INCLUDE STATEMENTS PERTAINING TO (1) SOIL, (2) WATER, (3) FOREST, AND (4) WILDLIFE. FIELD METHODS AND TECHNIQUES INCLUDE (1) PREPARING FOR A FIELD TRIP, (2) GETTING STUDENT…

  12. Stability Analysis of Roughness Array Wake in a High-Speed Boundary Layer

    NASA Technical Reports Server (NTRS)

    Choudhari, Meelan; Li, Fei; Edwards, Jack

    2009-01-01

    Computations are performed to examine the effects of both an isolated and spanwise periodic array of trip elements on a high-speed laminar boundary layer, so as to identify the potential physical mechanisms underlying an earlier transition to turbulence as a result of the trip(s). In the context of a 0.333 scale model of the Hyper-X forebody configuration, the time accurate solution for an array of ramp shaped trips asymptotes to a stationary field at large times, indicating the likely absence of a strong absolute instability in the mildly separated flow due to the trips. A prominent feature of the wake flow behind the trip array corresponds to streamwise streaks that are further amplified in passing through the compression corner. Stability analysis of the streaks using a spatial, 2D eigenvalue approach reveals the potential for a strong convective instability that might explain the earlier onset of turbulence within the array wake. The dominant modes of streak instability are primarily sustained by the spanwise gradients associated with the streaks and lead to integrated logarithmic amplification factors (N factors) approaching 7 over the first ramp of the scaled Hyper-X forebody, and substantially higher over the second ramp. Additional computations are presented to shed further light on the effects of both trip geometry and the presence of a compression corner on the evolution of the streaks.

  13. LaURGE: Louisiana Undergraduate Recruitment and Geoscience Education

    NASA Astrophysics Data System (ADS)

    Nunn, J. A.; Agnew, J.

    2009-12-01

    NSF and the Shell Foundation sponsor a program called Louisiana Undergraduate Recruitment and Geoscience Education (LaURGE). Goals of LaURGE are: 1) Interweave geoscience education into the existing curriculum; 2) Provide teachers with lesson plans that promote interest in geoscience, critical thinking by students, and are consistent with current knowledge in geoscience; and 3) Provide teachers with supplies that make these lessons the highlights of the course. Biology workshops were held at LSU in Baton Rouge and Centenary College in Shreveport in July 2009. 25 teachers including 5 African-Americans attended the workshops. Teachers were from public and private schools in seven different parishes. Teacher experience ranged from 3 years to 40 years. Courses impacted are Biology, Honors Biology, AP Biology, and Environmental Science. The workshops began with a field trip to Mississippi to collect fossil shark teeth and create a virtual field trip. After the field trip, teachers do a series of activities on fossil shark teeth to illustrate evolution and introduce basic concepts such as geologic time, superposition, and faunal succession. Teachers were also given a $200 budget from which to select fossils for use in their classrooms. One of our exercises explores the evolution of the megatoothed shark lineage leading to Carcharocles megalodon, the largest predatory shark in history with teeth up to 17 cm long. Megatoothed shark teeth have an excellent fossil record and show continuous transitions in morphology from the Eocene to Pliocene. We take advantage of the curiosity of sharks shared by most people, and allow teachers to explore the variations among different shark teeth and to explain the causes of those variations. Objectives are to have teachers (and their students): 1) sort fossil shark teeth into biologically reasonable species; 2) form hypotheses about evolutionary relationships; and 3) describe and interpret evolutionary trends in the fossil Megatoothed lineage. The exercise concludes with discussion of the environmental and biotic events occurring between the Eocene and Miocene epochs that may have caused evolutionary changes in the megatooth shark’s teeth. Other topics covered include radiometric age dating, biogeochemical cycles, and human impact on the carbon and sulfur cycles. Pretests and posttests were administered to assess effectiveness of the program as well as identify teacher misconceptions. This information will be used in future workshops. NSF funding will allow the biology workshops to be repeated in 2010. In addition, a new workshop for physics teachers will be introduced in 2010.

  14. Ventures in science status report, Summer 1992

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

    Not Available

    The Ventures in Science summer program is directed towards students who are from underrepresented minority groups in mathematics and science professions. The target group of 40 was drawn from eligible students who will be entering high school freshman in the fall of 1992. 450 students applied. The theme for the summer is Chicago as an Ecosystem. The students are instructed in integrated math and science (2 hours), English/ESL (1 1/2 hrs.), counseling (1 hr.) and, physical education (1 hr.) each day four days a week. Integrated math and science are team taught. Parents are invited to participate in two workshopsmore » that will be presented based on their input. Parents may also visit the program at any time and participate in any field trip.« less

  15. An Analytic Approximation to Very High Specific Impulse and Specific Power Interplanetary Space Mission Analysis

    NASA Technical Reports Server (NTRS)

    Williams, Craig Hamilton

    1995-01-01

    A simple, analytic approximation is derived to calculate trip time and performance for propulsion systems of very high specific impulse (50,000 to 200,000 seconds) and very high specific power (10 to 1000 kW/kg) for human interplanetary space missions. The approach assumed field-free space, constant thrust/constant specific power, and near straight line (radial) trajectories between the planets. Closed form, one dimensional equations of motion for two-burn rendezvous and four-burn round trip missions are derived as a function of specific impulse, specific power, and propellant mass ratio. The equations are coupled to an optimizing parameter that maximizes performance and minimizes trip time. Data generated for hypothetical one-way and round trip human missions to Jupiter were found to be within 1% and 6% accuracy of integrated solutions respectively, verifying that for these systems, credible analysis does not require computationally intensive numerical techniques.

  16. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2017-12-08

    Pele’s hair Greenish-gold strands of Pele’s hair form when bubbles in hot lava pop and throw droplets into the wind. The droplets can elongate into perfectly straight, glassy strands that are as thin as human hair. Credit: NASA/GSFC/Andrea Jones In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  17. University Students Join NASA on Trip to Hawaiian Volcano

    NASA Image and Video Library

    2015-08-06

    Bunny suits Scientists put on “bunny suits” before they collect samples at one of the selected sites. The suits protect the area and collected samples from contamination when investigating biological processes. Credit: NASA/GSFC/Lora Bleacher In June, five student journalists from Stony Brook University packed their hiking boots and hydration packs and joined a NASA-funded science team for 10 days on the lava fields of Kilauea, an active Hawaiian volcano. Kilauea’s lava fields are an ideal place to test equipment designed for use on Earth’s moon or Mars, because volcanic activity shaped so much of those terrains. The trip was part of an interdisciplinary program called RIS4E – short for Remote, In Situ, and Synchrotron Studies for Science and Exploration – which is designed to prepare for future exploration of the moon, near-Earth asteroids and the moons of Mars. To read reports from the RIS4E journalism students about their experiences in Hawaii, visit ReportingRIS4E.com NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  18. Impact of inclusive field trips

    NASA Astrophysics Data System (ADS)

    Gilley, Brett; Atchison, Chris; Feig, Anthony; Stokes, Alison

    2015-08-01

    The geosciences benefit from diverse student perspectives and backgrounds, but the field-based learning requirements pose barriers to students with disabilities. If carefully designed, fieldwork can be made accessible while still meeting expectations of academic rigour.

  19. Study of the near field wake of trips generating an artificially thick turbulent boundary layers

    NASA Astrophysics Data System (ADS)

    Rodriguez Lopez, Eduardo; Bruce, Paul J. K.; Buxton, Oliver R. H.

    2015-11-01

    The properties of an artificially thick turbulent boundary layer are influenced by its formation mechanism. Previous work has shown that wake or wall-driven mechanisms dominate boundary layer development depending on the trips' aspect ratio. The current study characterizes these two formation mechanisms through the use of high-speed PIV in the near wake of obstacles arrays on a flat plate in a wind tunnel. The time resolved velocity field is studied using Optimal Mode Decomposition (OMD) generating a low order model which captures the representative motions. Results corroborate the original hypothesis and show that these mechanisms are divided in two families: (i) High aspect ratio trips (cylinders) generate vortices with a wall-normal axis which do not transfer information between the wall and the wake of the obstacle. In this case, the boundary layer growth is wall-driven entraining the low-momentum highly turbulent flow above it. (ii) Low aspect ratio trips generate spanwise vorticity increasing the influence of the obstacle's wake in the wall region (wake-driven mechanism). A high level of correlation with the velocity fluctuations at the wall is maintained in case (ii) for the whole wake while in case (i) the correlation vanishes for heights smaller than half obstacle.

  20. TRAVEL FORECASTER

    NASA Technical Reports Server (NTRS)

    Mauldin, L. E.

    1994-01-01

    Business travel planning within an organization is often a time-consuming task. Travel Forecaster is a menu-driven, easy-to-use program which plans, forecasts cost, and tracks actual vs. planned cost for business-related travel of a division or branch of an organization and compiles this information into a database to aid the travel planner. The program's ability to handle multiple trip entries makes it a valuable time-saving device. Travel Forecaster takes full advantage of relational data base properties so that information that remains constant, such as per diem rates and airline fares (which are unique for each city), needs entering only once. A typical entry would include selection with the mouse of the traveler's name and destination city from pop-up lists, and typed entries for number of travel days and purpose of the trip. Multiple persons can be selected from the pop-up lists and multiple trips are accommodated by entering the number of days by each appropriate month on the entry form. An estimated travel cost is not required of the user as it is calculated by a Fourth Dimension formula. With this information, the program can produce output of trips by month with subtotal and total cost for either organization or sub-entity of an organization; or produce outputs of trips by month with subtotal and total cost for international-only travel. It will also provide monthly and cumulative formats of planned vs. actual outputs in data or graph form. Travel Forecaster users can do custom queries to search and sort information in the database, and it can create custom reports with the user-friendly report generator. Travel Forecaster 1.1 is a database program for use with Fourth Dimension Runtime 2.1.1. It requires a Macintosh Plus running System 6.0.3 or later, 2Mb of RAM and a hard disk. The standard distribution medium for this package is one 3.5 inch 800K Macintosh format diskette. Travel Forecaster was developed in 1991. Macintosh is a registered trademark of Apple Computer, Inc. Fourth Dimension is a registered trademark of Acius, Inc.

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