Sample records for lpci
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Student Moon Observations and Spatial-Scientific Reasoning
NASA Astrophysics Data System (ADS)
Cole, Merryn; Wilhelm, Jennifer; Yang, Hongwei
2015-07-01
Relationships between sixth grade students' moon journaling and students' spatial-scientific reasoning after implementation of an Earth/Space unit were examined. Teachers used the project-based Realistic Explorations in Astronomical Learning curriculum. We used a regression model to analyze the relationship between the students' Lunar Phases Concept Inventory (LPCI) post-test score variables and several predictors, including moon journal score, number of moon journal entries, student gender, teacher experience, and pre-test score. The model shows that students who performed better on moon journals, both in terms of overall score and number of entries, tended to score higher on the LPCI. For every 1 point increase in the overall moon journal score, participants scored 0.18 points (out of 20) or nearly 1% point higher on the LPCI post-test when holding constant the effects of the other two predictors. Similarly, students who increased their scores by 1 point in the overall moon journal score scored approximately 1% higher in the Periodic Patterns (PP) and Geometric Spatial Visualization (GSV) domains of the LPCI. Also, student gender and teacher experience were shown to be significant predictors of post-GSV scores on the LPCI in addition to the pre-test scores, overall moon journal score, and number of entries that were also significant predictors on the LPCI overall score and the PP domain. This study is unique in the purposeful link created between student moon observations and spatial skills. The use of moon journals distinguishes this study further by fostering scientific observation along with skills from across science, technology, engineering, and mathematics disciplines.
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Evaluating Middle School Students' Spatial-scientific Performance in Earth-space Science
NASA Astrophysics Data System (ADS)
Wilhelm, Jennifer; Jackson, C.; Toland, M. D.; Cole, M.; Wilhelm, R. J.
2013-06-01
Many astronomical concepts cannot be understood without a developed understanding of four spatial-mathematics domains defined as follows: a) Geometric Spatial Visualization (GSV) - Visualizing the geometric features of a system as it appears above, below, and within the system’s plane; b) Spatial Projection (SP) - Projecting to a different location and visualizing from that global perspective; c) Cardinal Directions (CD) - Distinguishing directions (N, S, E, W) in order to document an object’s vector position in space; and d) Periodic Patterns - (PP) Recognizing occurrences at regular intervals of time and/or space. For this study, differences were examined between groups of sixth grade students’ spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a NASA-based curriculum (Realistic Explorations in Astronomical Learning), while control teachers implemented their regular Earth/Space units. A 2-level hierarchical linear model was used to evaluate student performance on the Lunar Phases Concept Inventory (LPCI) and four spatial-mathematics domains, while controlling for two variables (gender and ethnicity) at the student level and one variable (teaching experience) at the teacher level. Overall LPCI results show pre-test scores predicted post-test scores, boys performed better than girls, and Whites performed better than non-Whites. We also compared experimental and control groups’ by spatial-mathematics domain outcomes. For GSV, it was found that boys, in general, tended to have higher GSV post-scores. For domains CD and SP, no statistically significant differences were observed. PP results show Whites performed better than non-Whites. Also for PP, a significant cross-level interaction term (gender-treatment) was observed, which means differences in control and experimental groups are dependent on students’ gender. These findings can be interpreted as: (a) the experimental girls scored higher than the control girls and/or (b) the control group displayed a gender gap in favor of boys while no gender gap was displayed within the experimental group.
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Use and Evaluation of 3D GeoWall Visualizations in Undergraduate Space Science Classes
NASA Astrophysics Data System (ADS)
Turner, N. E.; Hamed, K. M.; Lopez, R. E.; Mitchell, E. J.; Gray, C. L.; Corralez, D. S.; Robinson, C. A.; Soderlund, K. M.
2005-12-01
One persistent difficulty many astronomy students face is the lack of 3- dimensional mental model of the systems being studied, in particular the Sun-Earth-Moon system. Students without such a mental model can have a very hard time conceptualizing the geometric relationships that cause, for example, the cycle of lunar phases or the pattern of seasons. The GeoWall is a recently developed and affordable projection mechanism for three-dimensional stereo visualization which is becoming a popular tool in classrooms and research labs for use in geology classes, but as yet very little work has been done involving the GeoWall for astronomy classes. We present results from a large study involving over 1000 students of varied backgrounds: some students were tested at the University of Texas at El Paso, a large public university on the US-Mexico border and other students were from the Florida Institute of Technology, a small, private, technical school in Melbourne Florida. We wrote a lecture tutorial-style lab to go along with a GeoWall 3D visual of the Earth-Moon system and tested the students before and after with several diagnostics. Students were given pre and post tests using the Lunar Phase Concept Inventory (LPCI) as well as a separate evaluation written specifically for this project. We found the lab useful for both populations of students, but not equally effective for all. We discuss reactions from the students and their improvement, as well as whether the students are able to correctly assess the usefullness of the project for their own learning.
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DOE Office of Scientific and Technical Information (OSTI.GOV)
Choi, Y.A.; Feltus, M.A.
1995-07-01
Reliability-centered maintenance (RCM) methods are applied to boiling water reactor plant-specific emergency core cooling system probabilistic risk assessment (PRA) fault trees. The RCM is a technique that is system function-based, for improving a preventive maintenance (PM) program, which is applied on a component basis. Many PM programs are based on time-directed maintenance tasks, while RCM methods focus on component condition-directed maintenance tasks. Stroke time test data for motor-operated valves (MOVs) are used to address three aspects concerning RCM: (a) to determine if MOV stroke time testing was useful as a condition-directed PM task; (b) to determine and compare the plant-specificmore » MOV failure data from a broad RCM philosophy time period compared with a PM period and, also, compared with generic industry MOV failure data; and (c) to determine the effects and impact of the plant-specific MOV failure data on core damage frequency (CDF) and system unavailabilities for these emergency systems. The MOV stroke time test data from four emergency core cooling systems [i.e., high-pressure coolant injection (HPCI), reactor core isolation cooling (RCIC), low-pressure core spray (LPCS), and residual heat removal/low-pressure coolant injection (RHR/LPCI)] were gathered from Philadelphia Electric Company`s Peach Bottom Atomic Power Station Units 2 and 3 between 1980 and 1992. The analyses showed that MOV stroke time testing was not a predictor for eminent failure and should be considered as a go/no-go test. The failure data from the broad RCM philosophy showed an improvement compared with the PM-period failure rates in the emergency core cooling system MOVs. Also, the plant-specific MOV failure rates for both maintenance philosophies were shown to be lower than the generic industry estimates.« less