Sample records for physics laboratory classes

  1. School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

    NASA Astrophysics Data System (ADS)

    Riaz, Muhammad

    The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

  2. School Physics Teacher Class Management, Laboratory Practice, Student Engagement, Critical Thinking, Cooperative Learning and Use of Simulations Effects on Student Performance

    ERIC Educational Resources Information Center

    Riaz, Muhammad

    2015-01-01

    The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary…

  3. Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students' beliefs about experimental physics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2017-06-01

    Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expertlike beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to the relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these courses with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expertlike postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS scores, student major, and student gender.

  4. Epistemology and expectations survey about experimental physics: Development and initial results

    NASA Astrophysics Data System (ADS)

    Zwickl, Benjamin M.; Hirokawa, Takako; Finkelstein, Noah; Lewandowski, H. J.

    2014-06-01

    In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students' epistemology at the beginning and end of a semester. Students respond to paired questions about how they personally perceive doing experiments in laboratory courses and how they perceive an experimental physicist might respond regarding their research. Also, at the end of the semester, the E-CLASS assesses a third dimension of laboratory instruction, students' reflections on their course's expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for physics education research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results.

  5. In the Physics Class: University Physics Students' Enactment of Class and Gender in the Context of Laboratory Work

    ERIC Educational Resources Information Center

    Danielsson, Anna T.

    2014-01-01

    This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to…

  6. Toward better physics labs for future biologists

    NASA Astrophysics Data System (ADS)

    Moore, K.; Giannini, J.; Losert, W.

    2014-05-01

    We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been developed and tested in two small test classes at the University of Maryland, College Park (UMD) in 2012-2013. We have designed the laboratories to be taken accompanying a reformed course in the student's second year, with calculus, biology, and chemistry as prerequisites. These prerequisites permit the laboratories to include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. We also introduce students to research-grade equipment and modern physics analysis tools in contexts relevant to biology while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories. Preliminary student response results from these two classes are discussed.

  7. Oral Anatomy Laboratory Examinations in a Physical Therapy Program

    ERIC Educational Resources Information Center

    Fabrizio, Philip A.

    2013-01-01

    The process of creating and administering traditional tagged anatomy laboratory examinations is time consuming for instructors and limits laboratory access for students. Depending on class size and the number of class, sections, creating, administering, and breaking down a tagged laboratory examination may involve one to two eight-hour days.…

  8. Toward Better Physics Labs for Future Biologists

    NASA Astrophysics Data System (ADS)

    Giannini, John; Moore, Kim; Losert, Wolfgang

    2014-03-01

    We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been successfully developed and tested in two small test classes of students at the University of Maryland, College Park (UMD) in 2012-2013, and is currently being used on a wider scale. We have designed the laboratories to be taken accompanying a reformed course in the student's second year, with calculus, biology, and chemistry as prerequisites. This permits the laboratories to include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. One major focus of the laboratories is to introduce the students to research-grade equipment and modern physics analysis tools in contexts relevant to biology, while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories. Lab development procedures along with some preliminary student results from these two small test classes are discussed.

  9. The Exercise Physiology Laboratory--A Source of Health Promotion.

    ERIC Educational Resources Information Center

    Norris, William; Norred, Robert

    1988-01-01

    A visit to the Exercise Physiology Laboratory at the University of Tennessee is part of a physical education class required of all undergraduate students. The laboratory demonstration stimulates student interest and enrollment in physical education. Benefits to students, the laboratory, and the school are described. (MT)

  10. The Historicity of the Physics Class: Enactments, Mimes and Imitation

    ERIC Educational Resources Information Center

    Bergwik, Staffan

    2014-01-01

    This essay discusses Anna Danielsson's article "In the physics class: university physics students' enactments of class and gender in the context of laboratory work". The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of…

  11. A summary of research-based assessment of students' beliefs about the nature of experimental physics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2018-03-01

    Within the undergraduate physics curriculum, students' primary exposure to experimental physics comes from laboratory courses. Thus, as experimentation is a core component of physics as a discipline, lab courses can be gateways in terms of both recruiting and retaining students within the physics major. Physics lab courses have a wide variety of explicit and/or implicit goals for lab courses, including helping students to develop expert-like beliefs about the nature and importance of experimental physics. To assess students' beliefs, attitudes, and expectations about the nature of experimental physics, there is currently one research-based assessment instrument available—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Since its development, the E-CLASS has been the subject of multiple research studies aimed at understanding and evaluating the effectiveness of various laboratory learning environments. This paper presents a description of the E-CLASS assessment and a summary of the research that has been done using E-CLASS data with a particular emphasis on the aspects of this work that are most relevant for instructors.

  12. In the physics class: university physics students' enactment of class and gender in the context of laboratory work

    NASA Astrophysics Data System (ADS)

    Danielsson, Anna T.

    2014-06-01

    This article explores how the doing of social class and gender can intersect with the learning of science, through case studies of two male, working-class university students' constitutions of identities as physics students. In doing so, I challenge the taken-for-granted notion that male physics students have an unproblematic relation to their chosen discipline, and nuance the picture of how working-class students relate to higher education by the explicit focus on one disciplinary culture. Working from the perspective of situated learning theory, the interviews with the two male students were analysed for how they negotiated the practice of the physics student laboratory and their own classed and gendered participation in this practice. By drawing on the heterogeneity of the practice of physics the two students were able to use the practical and technological aspects of physics as a gateway into the discipline. However, this is not to say that their participation in physics was completely frictionless. The students were both engaged in a continuous negotiation of how skills they had learned to value in the background may or may not be compatible with the ones they perceived to be valued in the university physicist community.

  13. Increasing Student Engagement with Practical Classes through Online Pre-Lab Quizzes

    ERIC Educational Resources Information Center

    Cann, Alan J.

    2016-01-01

    Laboratory practicals classes are an essential component of all science degrees, but are a pinch point because of rising student numbers, rising student expectations and falling student exposure to laboratory work prior to entering higher education. Augmentation of physical laboratory work with online interventions is not new, but as virtual…

  14. Introducing Physical Geography: A Laboratory Sourcebook for Community Colleges.

    ERIC Educational Resources Information Center

    California Univ., Los Angeles. Office of Academic Interinstitutional Programs.

    This sourcebook contains a collection of laboratory exercises assembled for use in introductory physical geography classes taught at community colleges. Introductory sections address the origins of the sourcebook, the ways it differs from traditional laboratory manuals, and its form and anticipated use. Next, a list of terms or concepts,…

  15. Whole Class Laboratories: More Examples

    ERIC Educational Resources Information Center

    Kouh, Minjoon

    2016-01-01

    Typically, introductory physics courses are taught with a combination of lectures and laboratories in which students have opportunities to discover the natural laws through hands-on activities in small groups. This article reports the use of Google Drive, a free online document-sharing tool, in physics laboratories for pooling experimental data…

  16. Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2016-12-01

    Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.

  17. A Project To Make the Laboratory More Accessible to Students with Disabilities

    NASA Astrophysics Data System (ADS)

    Lunsford, Suzanne K.; Bargerhuff, Mary Ellen

    2006-03-01

    This article describes project CLASS (Creating Laboratory Access for Science Students) an innovative NSF-funded project originating at Wright State University in Dayton, Ohio. Project CLASS enables students to participate in chemistry labs regardless of physical or learning disabilities in grades 7 12. This nationally recognized project prepares educators to accommodate and develop adaptive lab equipment to meet the needs of students with physical and learning disabilities while maintaining the integrity of the science curriculum.

  18. The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

    NASA Astrophysics Data System (ADS)

    Yang, Kun-Yuan; Heh, Jia-Sheng

    2007-10-01

    The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.

  19. Oral anatomy laboratory examinations in a physical therapy program.

    PubMed

    Fabrizio, Philip A

    2013-01-01

    The process of creating and administering traditional tagged anatomy laboratory examinations is time consuming for instructors and limits laboratory access for students. Depending on class size and the number of class, sections, creating, administering, and breaking down a tagged laboratory examination may involve one to two eight-hour days. During the time that a tagged examination is being created, student productivity may be reduced as the anatomy laboratory is inaccessible to students. Further, the type of questions that can be asked in a tagged laboratory examination may limit student assessment to lower level cognitive abilities and may limit the instructors' ability to assess the students' understanding of anatomical and clinical concepts. Anatomy is a foundational science in the Physical Therapy curriculum and a thorough understanding of anatomy is necessary to progress through the subsequent clinical courses. Physical therapy curricula have evolved to reflect the changing role of physical therapists to primary caregivers by introducing a greater scope of clinical courses earlier in the curriculum. Physical therapy students must have a thorough understanding of clinical anatomy early in the education process. However, traditional anatomy examination methods may not be reflective of the clinical thought processes required of physical therapy students. Traditional laboratory examination methods also reduce student productivity by limiting access during examination set-up and breakdown. To provide a greater complexity of questions and reduced overall laboratory time required for examinations, the Physical Therapy Program at Mercer University has introduced oral laboratory examinations for the gross anatomy course series. © 2012 American Association of Anatomists.

  20. Freshman year computer engineering students' experiences for flipped physics lab class: An action research

    NASA Astrophysics Data System (ADS)

    Akı, Fatma Nur; Gürel, Zeynep

    2017-02-01

    The purpose of this research is to determine the university students' learning experiences about flipped-physics laboratory class. The research has been completed during the fall semester of 2015 at Computer Engineering Department of Istanbul Commerce University. In this research, also known as a teacher qualitative research design, action research method is preferred to use. The participants are ten people, including seven freshman and three junior year students of Computer Engineering Department. The research data was collected at the end of the semester with the focus group interview which includes structured and open-ended questions. And data was evaluated with categorical content analysis. According to the results, students have some similar and different learning experiences to flipped education method for physics laboratory class.

  1. 75 FR 68364 - Guidance for Industry and Food and Drug Administration Staff; Class II Special Controls Guidance...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-05

    ... European Protocol for the Quality Control of the Physical and Technical Aspects of Mammography Screening... entitled ``Physical Laboratory Testing, Breast Compression System'' to follow the Mammography Quality...] Guidance for Industry and Food and Drug Administration Staff; Class II Special Controls Guidance Document...

  2. Open-ended Laboratory Investigations in a High School Physics Course: The difficulties and rewards of implementing inquiry-based learning in a physics lab

    NASA Astrophysics Data System (ADS)

    Szott, Aaron

    2014-01-01

    often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory environment in which students are free to conduct investigations using procedures of their own design can provide them with varied and rich opportunities for discovery. This paper describes what open-ended laboratory investigations have added to my high school physics classes. I will provide several examples of open-ended laboratories and discuss the benefits they conferred on students and teacher alike.

  3. RealTime Physics: Active learning laboratory

    NASA Astrophysics Data System (ADS)

    Thornton, Ronald K.; Sokoloff, David R.

    1997-03-01

    Our research shows that student learning of physics concepts in introductory physics courses is enhanced by the use of special guided discovery laboratory curricula which embody the results of educational research and which are supported by the use of the Tools for Scientific Thinking microcomputer-based laboratory (MBL) tools. In this paper we first describe the general characteristics of the research-based RealTime Physics laboratory curricula developed for use in introductory physics classes in colleges, universities and high schools. We then describe RealTime Physics Mechanics in detail. Finally we examine student learning of dynamics in traditional physics courses and in courses using RealTime Physics Mechanics, primarily by the use of correlated questions on the Force and Motion Conceptual Evaluation. We present considerable evidence that students who use the new laboratory curricula demonstrate significantly improved learning and retention of dynamics concepts compared to students taught by traditional methods.

  4. Laboratory Procedures in Thermal Expansion and Viscosity of Liquids

    ERIC Educational Resources Information Center

    Dawson, Paul Dow

    1974-01-01

    Describes the laboratory procedures for the measurement of thermal expansion and viscosity of liquids. These experiments require inexpensive equipment and are suitable for secondary school physical science classes. (JR)

  5. Academic integrity in a mandatory physics lab: the influence of post-graduate aspirations and grade point averages.

    PubMed

    Bertram Gallant, Tricia; Anderson, Michael G; Killoran, Christine

    2013-03-01

    Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them.

  6. Academic Integrity in a Mandatory Physics Lab: The Influence of Post-Graduate Aspirations and Grade Point Averages

    NASA Astrophysics Data System (ADS)

    Gallant, Tricia Bertram; Anderson, Michael G.; Killoran, Christine

    2013-03-01

    Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them.

  7. New Assessment Process in an Introductory Undergraduate Physics Laboratory: An Exploration on Collaborative Learning

    ERIC Educational Resources Information Center

    Leung, Anthony C. K.; Hashemi Pour, Banafsheh; Reynolds, Dan; Jerzak, Stanislaw

    2017-01-01

    A new team learning assessment process was designed and tested in a first-year university physics laboratory class. The assessment process was designed to provide a strong incentive for students to cooperate and feel responsible for each other's learning and fostering a sense of collaboration rather than competition. Specifically, the new…

  8. Crime Laboratory Proficiency Testing Research Program.

    ERIC Educational Resources Information Center

    Peterson, Joseph L.; And Others

    A three-year research effort was conducted to design a crime laboratory proficiency testing program encompassing the United States. The objectives were to: (1) determine the feasibility of preparation and distribution of different classes of physical evidence; (2) assess the accuracy of criminalistics laboratories in the processing of selected…

  9. Implementing elements of The Physics Suite at a large metropolitan research university

    NASA Astrophysics Data System (ADS)

    Efthimiou, Costas; Maronde, Dan; McGreevy, Tim; del Barco, Enrique; McCole, Stefanie

    2011-07-01

    A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over the last two years is the use of particular elements of The Physics Suite. Select sections of the introductory physics classes at UCF have made use of Interactive Lecture Demonstrations as part of the lecture component of the class. The laboratory component of the class has implemented the RealTime Physics curriculum, again in select sections. The remaining sections have continued with the teaching methods traditionally used. Using pre- and post-semester concept inventory tests, a student survey, student interviews, and a standard for successful completion of the course, the preliminary data indicate improved student learning.

  10. Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

    NASA Astrophysics Data System (ADS)

    Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

    2018-01-01

    To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

  11. Modernisation of the intermediate physics laboratory

    NASA Astrophysics Data System (ADS)

    Kontro, Inkeri; Heino, Olga; Hendolin, Ilkka; Galambosi, Szabolcs

    2018-03-01

    The intermediate laboratory courses at the Department of Physics, University of Helsinki, were reformed using desired learning outcomes as the basis for design. The reformed laboratory courses consist of weekly workshops and small-group laboratory sessions. Many of the laboratory exercises are open-ended and have several possible ways of execution. They were designed around affordable devices, to allow for the purchase of multiple sets of laboratory equipment. This allowed students to work on the same problems simultaneously. Thus, it was possible to set learning goals which build on each other. Workshop sessions supported the course by letting the students solve problems related to conceptual and technical aspects of each laboratory exercise. The laboratory exercises progressed biweekly to allow for iterative problem solving. Students reached the learning goals well and the reform improved student experiences. Neither positive or negative changes in expert-like attitudes towards experimental physics (measured by E-CLASS questionnaire) were observed.

  12. Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction

    ERIC Educational Resources Information Center

    Demircioglu, Tuba; Ucar, Sedat

    2015-01-01

    The aim of this study is to investigate the effect of argument-driven inquiry (ADI) based laboratory instruction on the academic achievement, argumentativeness, science process skills, and argumentation levels of pre-service science teachers in the General Physics Laboratory III class. The study was conducted with 79 pre-service science teachers.…

  13. Take-Home Experiments for Large Lecture Classes.

    ERIC Educational Resources Information Center

    Johnston, Bradley G.; Schroeer, Juergen M.

    1992-01-01

    Suggests seven take-home experiments geared toward the topic of energy that can be utilized in large, general-education physics classes that do not include laboratory sessions. An appendix provides details for the experiment to measure the heat of fusion of water. (MDH)

  14. Multiple Teaching Approaches, Teaching Sequence and Concept Retention in High School Physics Education

    ERIC Educational Resources Information Center

    Fogarty, Ian; Geelan, David

    2013-01-01

    Students in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion--Straight Line Motion and Newton's First Law. Different sequences of laboratory investigation, teacher explanation (lecture) and the use of computer-based scientific visualizations (animations and simulations) were…

  15. Projectile and Circular Motion: A Model Four-Week Unit of Study for a High School Physics Class Using Physics Courseware.

    ERIC Educational Resources Information Center

    Geigel, Joan; And Others

    A self-paced program designed to integrate the use of computers and physics courseware into the regular classroom environment is offered for physics high school teachers in this module on projectile and circular motion. A diversity of instructional strategies including lectures, demonstrations, videotapes, computer simulations, laboratories, and…

  16. Revealing the Hidden Wave: Using the Very Small Radio Telescope to Teach High School Physics

    NASA Astrophysics Data System (ADS)

    Doherty, Michael; Fish, Vincent L.; Needles, Madeleine

    2011-12-01

    Scientists and teachers have worked together to produce teaching materials for the Very Small Radio Telescope (VSRT), an easy-to-use, low-cost apparatus that can be used in multiple laboratory experiments in high school and university physics and astronomy classes. In this article, we describe the motivation for the VSRT and several of the laboratory investigations that are being used in local high schools.

  17. Learning Geomorphology Using Aerial Photography in a Web-Facilitated Class

    ERIC Educational Resources Information Center

    Palmer, R. Evan

    2013-01-01

    General education students taking freshman-level physical geography and geomorphology classes at Arizona State University completed an online laboratory whose main tool was Google Earth. Early in the semester, oblique and planimetric views introduced students to a few volcanic, tectonic, glacial, karst, and coastal landforms. Semi-quantitative…

  18. Improvement or selection? A longitudinal analysis of students' views about experimental physics in their lab courses

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2017-12-01

    Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other possible benefits, participation in these courses throughout the undergraduate physics curriculum presents an opportunity to develop students' understanding of the nature and importance of experimental physics within the discipline as a whole. Here, we present and compare both a longitudinal and pseudolongitudinal analysis of students' responses to a research-based assessment targeting students' views about experimental physics—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS)—across multiple, required lab courses at a single institution. We find that, while pseudolongitudinal averages showed increases in students' E-CLASS scores in each consecutive course, analysis of longitudinal data indicates that this increase was not driven by a cumulative impact of laboratory instruction. Rather, the increase was driven by a selection effect in which students who persisted into higher-level lab courses already had more expertlike beliefs, attitudes, and expectations than their peers when they started the lower-level courses.

  19. Teachers' self-assessed levels of preparation

    NASA Astrophysics Data System (ADS)

    White, Susan C.

    2016-02-01

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

  20. Zero-gravity cloud physics laboratory: Candidate experiments definition and preliminary concept studies

    NASA Technical Reports Server (NTRS)

    Eaton, L. R.; Greco, R. V.; Hollinden, A. B.

    1973-01-01

    The candidate definition studies on the zero-g cloud physics laboratory are covered. This laboratory will be an independent self-contained shuttle sortie payload. Several critical technology areas have been identified and studied to assure proper consideration in terms of engineering requirements for the final design. Areas include chambers, gas and particle generators, environmental controls, motion controls, change controls, observational techniques, and composition controls. This unique laboratory will allow studies to be performed without mechanical, aerodynamics, electrical, or other type techniques to support the object under study. This report also covers the candidate experiment definitions, chambers and experiment classes, laboratory concepts and plans, special supporting studies, early flight opportunities and payload planning data for overall shuttle payload requirements assessments.

  1. Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty

    NASA Astrophysics Data System (ADS)

    Lark, Adam

    Scientific Community Laboratories, developed by The University of Maryland, have shown initial promise as laboratories meant to emulate the practice of doing physics. These laboratories have been re-created by incorporating their design elements with the University of Toledo course structure and resources. The laboratories have been titled the Scientific Learning Community (SLC) Laboratories. A comparative study between these SLC laboratories and the University of Toledo physics department's traditional laboratories was executed during the fall 2012 semester on first semester calculus-based physics students. Three tests were executed as pre-test and post-tests to capture the change in students' concept knowledge, attitudes, and understanding of uncertainty. The Force Concept Inventory (FCI) was used to evaluate students' conceptual changes through the semester and average normalized gains were compared between both traditional and SLC laboratories. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was conducted to elucidate students' change in attitudes through the course of each laboratory. Finally, interviews regarding data analysis and uncertainty were transcribed and coded to track changes in the way students understand uncertainty and data analysis in experimental physics after their participation in both laboratory type. Students in the SLC laboratories showed a notable an increase conceptual knowledge and attitudes when compared to traditional laboratories. SLC students' understanding of uncertainty showed most improvement, diverging completely from students in the traditional laboratories, who declined throughout the semester.

  2. A Simple, Low-Cost, Data-Logging Pendulum Built from a Computer Mouse

    ERIC Educational Resources Information Center

    Gintautas, Vadas; Hubler, Alfred

    2009-01-01

    Lessons and homework problems involving a pendulum are often a big part of introductory physics classes and laboratory courses from high school to undergraduate levels. Although laboratory equipment for pendulum experiments is commercially available, it is often expensive and may not be affordable for teachers on fixed budgets, particularly in…

  3. Corrected Launch Speed for a Projectile Motion Laboratory

    ERIC Educational Resources Information Center

    Sanders, Justin M.; Boleman, Michael W.

    2013-01-01

    At our university, students in introductory physics classes perform a laboratory exercise to measure the range of a projectile fired at an assigned angle. A set of photogates is used to determine the initial velocity of the projectile (the launch velocity). We noticed a systematic deviation between the experimentally measured range and the range…

  4. Millikan's Oil-Drop Experiment as a Remotely Controlled Laboratory

    ERIC Educational Resources Information Center

    Eckert, Bodo; Grober, Sebastian; Vetter, Martin; Jodl, Hans-Jorg

    2012-01-01

    The Millikan oil-drop experiment, to determine the elementary electrical charge e and the quantization of charge Q = n [middle dot] e, is an essential experiment in physics teaching but it is hardly performed in class for several reasons. Therefore, we offer this experiment as a remotely controlled laboratory (RCL). We describe the interactivity…

  5. Millikan Movies

    ERIC Educational Resources Information Center

    Zou, Xueli; Dietz, Eric; McGuire, Trevor; Fox, Louise; Norris, Tiara; Diamond, Brendan; Chavez, Ricardo; Cheng, Stephen

    2008-01-01

    Since Robert Millikan discovered the quantization of electric charge and measured its fundamental value over 90 years ago, his oil-drop experiment has become essential in physics laboratory classes at both the high school and college level. As physics instructors, however, many of us have used the traditional setup and experienced the tedium of…

  6. How Things Work, an Enrichment Class for Middle School Students

    NASA Astrophysics Data System (ADS)

    Goller, Tamara; Watson, Nancy; Watson, James

    1998-05-01

    Middle School students are curious about their surroundings. They are always asking questions about how things work. So this semester two middle school science teachers and a physicist combined their strengths and taught HOW THINGS WORK, THE PHYSICS OF EVERYDAY LIFE (a book by Louis A. Bloomfield). The students studied the physics behind everyday objects to see how they worked. They read, discussed the physics, and completed laboratory exercises using lasers, cameras, and other objects. Each student then picked an inventor that interested him/her and used the INTERNET to research the inventor and made a class presentation. For the final project, each students use the physics they learned and became an inventor and made an invention.

  7. Eight year experience in open ended instrumentation laboratory

    NASA Astrophysics Data System (ADS)

    Marques, Manuel B.; Rosa, Carla C.; Marques, Paulo V. S.

    2015-10-01

    When designing laboratory courses in a Physics Major we consider a range of objectives: teaching Physics; developing lab competencies; instrument control and data acquisition; learning about measurement errors and error propagation; an introduction to project management; team work skills and scientific writing. But nowadays we face pressure to decrease laboratory hours due to the cost involved. Many universities are replacing lab classes for simulation activities, hiring PhD. and master students to give first year lab classes, and reducing lab hours. This leads to formatted lab scripts and poor autonomy of the students, and failure to enhance creativity and autonomy. In this paper we present our eight year experience with a laboratory course that is mandatory in the third year of Physics and Physical Engineering degrees. Since the students had previously two standard laboratory courses, we focused on teaching instrumentation and giving students autonomy. The course is divided in two parts: one third is dedicated to learn computer controlled instrumentation and data acquisition (based in LabView); the final 2/3 is dedicated to a group project. In this project, the team (2 or 3 students) must develop a project and present it in a typical conference format at the end of the semester. The project assignments are usually not very detailed (about two or three lines long), giving only general guidelines pointing to a successful project (students often recycle objectives putting forward a very personal project); all of them require assembling some hardware. Due to our background, about one third of the projects are related to Optics.

  8. A Paperless Lab Manual - Lessons Learned

    NASA Astrophysics Data System (ADS)

    Hatten, Daniel L.; Hatten, Maggie W.

    1999-10-01

    Every freshman entering Rose-Hulman Institute of Technology is equipped with a laptop computer and a software package that allow classroom and laboratory instructors the freedom to make computer-based assignments, publish course materials in electronic form, etc. All introductory physics laboratories and many of our classrooms are networked, and students routinely take their laptop computers to class/lab. The introductory physics laboratory manual was converted to HTML in the summer of 1997 and was made available to students over the Internet vice printing a paper manual during the 1998-99 school year. The aim was to reduce paper costs and allow timely updates of the laboratory experiments. A poll conducted at the end of the school year showed a generally positive student response to the online laboratory manual, with some reservations.

  9. Probabilistic Solution of Inverse Problems.

    DTIC Science & Technology

    1985-09-01

    AODRESSIl differentI from Conat.oildun 0111C*) It. SECURITY CLASS (ofll ~e vport) Office of Naval Research UCASFE Information Systems ...report describes research done within the Laboratory for Information and Decision Systems and the Artificial Intelligence Laboratory at the Massachusetts...analysis of systems endowed with perceptual abilities is the construction of internal representations of the physical structures in the external world

  10. Multistability and tipping: From mathematics and physics to climate and brain-Minireview and preface to the focus issue.

    PubMed

    Feudel, Ulrike; Pisarchik, Alexander N; Showalter, Kenneth

    2018-03-01

    Multistability refers to the coexistence of different stable states in nonlinear dynamical systems. This phenomenon has been observed in laboratory experiments and in nature. In this introduction, we briefly introduce the classes of dynamical systems in which this phenomenon has been found and discuss the extension to new system classes. Furthermore, we introduce the concept of critical transitions and discuss approaches to distinguish them according to their characteristics. Finally, we present some specific applications in physics, neuroscience, biology, ecology, and climate science.

  11. Multistability and tipping: From mathematics and physics to climate and brain—Minireview and preface to the focus issue

    NASA Astrophysics Data System (ADS)

    Feudel, Ulrike; Pisarchik, Alexander N.; Showalter, Kenneth

    2018-03-01

    Multistability refers to the coexistence of different stable states in nonlinear dynamical systems. This phenomenon has been observed in laboratory experiments and in nature. In this introduction, we briefly introduce the classes of dynamical systems in which this phenomenon has been found and discuss the extension to new system classes. Furthermore, we introduce the concept of critical transitions and discuss approaches to distinguish them according to their characteristics. Finally, we present some specific applications in physics, neuroscience, biology, ecology, and climate science.

  12. An Inexpensive Source of High Voltage

    ERIC Educational Resources Information Center

    Saraiva, Carlos

    2012-01-01

    As a physics teacher I like recycling old apparatus and using them for demonstrations in my classes. In physics laboratories in schools, sources of high voltage include induction coils or electronic systems that can be bought from companies that sell lab equipment. But these sources can be very expensive. In this article, I will explain how you…

  13. Applied Physics Modules Selected for Automotive and Diesel Technologies.

    ERIC Educational Resources Information Center

    Waring, Gene

    Designed for individualized use in an applied physics course in postsecondary vocational-technical education, this series of ten learning modules is equivalent to the content of a five-credit hour class in automotive technology or diesel technology. Almost all the modules contain technological application in the form of laboratory experiments or…

  14. Chladni Patterns on Drumheads: A "Physics of Music" Experiment

    ERIC Educational Resources Information Center

    Worland, Randy

    2011-01-01

    In our "Physics of Music" class for non-science majors, we have developed a laboratory exercise in which students experiment with Chladni sand patterns on drumheads. Chladni patterns provide a kinesthetic, visual, and entertaining way to illustrate standing waves on flat surfaces and are very helpful when making the transition from one-dimensional…

  15. Class Projects in Physical Organic Chemistry: The Hammett Equation

    NASA Astrophysics Data System (ADS)

    Marrs, Peter S.

    2001-04-01

    This paper provides a brief introduction to the Hammett equation. A laboratory experiment is described that requires students to determine the pKa of three para-substituted phenols through the use of UV-spectroscopy. A student's individual data are combined with other students' data to provide a class set. The students analyze the class set of data to determine whether sp or sp- is more appropriate for the reaction studied, and they also determine r for the reaction.

  16. A Radiation Laboratory Curriculum Development at Western Kentucky University

    NASA Astrophysics Data System (ADS)

    Barzilov, Alexander P.; Novikov, Ivan S.; Womble, Phil C.

    2009-03-01

    We present the latest developments for the radiation laboratory curriculum at the Department of Physics and Astronomy of Western Kentucky University. During the last decade, the Applied Physics Institute (API) at WKU accumulated various equipment for radiation experimentation. This includes various neutron sources (computer controlled d-t and d-d neutron generators, and isotopic 252 Cf and PuBe sources), the set of gamma sources with various intensities, gamma detectors with various energy resolutions (NaI, BGO, GSO, LaBr and HPGe) and the 2.5-MeV Van de Graaff particle accelerator. XRF and XRD apparatuses are also available for students and members at the API. This equipment is currently used in numerous scientific and teaching activities. Members of the API also developed a set of laboratory activities for undergraduate students taking classes from the physics curriculum (Nuclear Physics, Atomic Physics, and Radiation Biophysics). Our goal is to develop a set of radiation laboratories, which will strengthen the curriculum of physics, chemistry, geology, biology, and environmental science at WKU. The teaching and research activities are integrated into real-world projects and hands-on activities to engage students. The proposed experiments and their relevance to the modern status of physical science are discussed.

  17. A simple, low-cost, data logging pendulum built from a computer mouse

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

    Gintautas, Vadas; Hubler, Alfred

    Lessons and homework problems involving a pendulum are often a big part of introductory physics classes and laboratory courses from high school to undergraduate levels. Although laboratory equipment for pendulum experiments is commercially available, it is often expensive and may not be affordable for teachers on fixed budgets, particularly in developing countries. We present a low-cost, easy-to-build rotary sensor pendulum using the existing hardware in a ball-type computer mouse. We demonstrate how this apparatus may be used to measure both the frequency and coefficient of damping of a simple physical pendulum. This easily constructed laboratory equipment makes it possible formore » all students to have hands-on experience with one of the most important simple physical systems.« less

  18. Chemistry Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume III.

    ERIC Educational Resources Information Center

    Crosby, Glenn; And Others

    A group of scientists and science educators of Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Chemistry block of the physical science courses developed by the group. Included are…

  19. Geology Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume IV.

    ERIC Educational Resources Information Center

    Webster, Gary

    A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Geology block of the physical science courses developed by the group. Included are…

  20. Astronomy Lectures and Laboratories. A Model to Improve Preservice Elementary Science Teacher Development. Volume I.

    ERIC Educational Resources Information Center

    Lutz, Julie H.; Orlich, Donald C.

    A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document includes the syllabus and class materials for the Astronomy block of the physical science courses developed by the group. Included are…

  1. Looking for scaling laws, or physics with nuts and shells

    NASA Astrophysics Data System (ADS)

    Sheets, H. David; Lauffenburger, James C.

    1999-09-01

    Scaling laws relating the volume of a class of objects to a characteristic dimension of the object appear commonly in physics, chemistry, and biology. In this laboratory exercise for an introductory physics course scaling laws are derived for machine nuts and clam shells. In addition to covering a standard problem in physics, determining volume of the object by measuring the buoyant force on it, the biologically interesting idea of scaling laws are incorporated into the same lab.

  2. Teaching and Research with Accelerators at Tarleton State University

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

    Marble, Daniel K.

    2009-03-10

    Tarleton State University students began performing both research and laboratory experiments using accelerators in 1998 through visitation programs at the University of North Texas, US Army Research Laboratory, and the Naval Surface Warfare Center at Carderock. In 2003, Tarleton outfitted its new science building with a 1 MV pelletron that was donated by the California Institution of Technology. The accelerator has been upgraded and supports a wide range of classes for both the Physics program and the ABET accredited Engineering Physics program as well as supplying undergraduate research opportunities on campus. A discussion of various laboratory activities and research projectsmore » performed by Tarleton students will be presented.« less

  3. The Cassette Tape Recorder Means Versus Written and Symbolic Means of Providing Feedback of a Student's Performance on Secondary School Science Laboratory Exercises.

    ERIC Educational Resources Information Center

    Tauber, Robert T.; Fowler, H. Seymour

    Reported is a study of the relationship between student's performance scores and teacher's means of providing evaluative feedback. The sample included 12 classes of 224 students from the tenth through the twelfth grades. The classes included the disciplines of biology, chemistry, and physics including regular, advanced, traditional, PSSC, and…

  4. 75 FR 17920 - Decision To Evaluate a Petition to Designate a Class of Employees for the Ames Laboratory, Ames...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-08

    ..., production workers, technicians, salaried graduate students, physical plant workers, administrative and..., Spedding Hall, Research and Chemistry Buildings. Period of Employment: January 1, 1955 through December 31...

  5. The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

    NASA Astrophysics Data System (ADS)

    Usmeldi

    2018-05-01

    The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.

  6. Revealing the Hidden Wave: Using the Very Small Radio Telescope to Teach High School Physics

    ERIC Educational Resources Information Center

    Doherty, Michael; Fish, Vincent L.; Needles, Madeleine

    2011-01-01

    Scientists and teachers have worked together to produce teaching materials for the Very Small Radio Telescope (VSRT), an easy-to-use, low-cost apparatus that can be used in multiple laboratory experiments in high school and university physics and astronomy classes. In this article, we describe the motivation for the VSRT and several of the…

  7. Apparatus for Teaching Physics: Giant Newton's Rings.

    ERIC Educational Resources Information Center

    Cheung, Kai-yin; Mak, Se-yuen

    1996-01-01

    Describes a modification of the traditional demonstration of Newton's rings that magnifies the scale of the interference pattern so that the demonstration can be used for the whole class or for semiquantitative measurements in any high school laboratory. (JRH)

  8. The Advanced Lab Course at the University of Houston

    NASA Astrophysics Data System (ADS)

    Forrest, Rebecca

    2009-04-01

    The University of Houston Advanced Lab course is designed to help students understand the physics in classic experiments, become familiar with experimental equipment and techniques, gain experience with independent experimentation, and learn to communicate results orally and in writing. It is a two semester course, with a Lab Seminar also required during the first semester. In the Seminar class we discuss keeping a notebook and writing a laboratory report, error analysis, data fitting, and scientific ethics. The students give presentations, in pairs, on the workings and use of basic laboratory equipment. In the Lab courses students do a one week introductory experiment, followed by six two-week experiments each semester. These range from traditional experiments in modern physics to contemporary experiments with superconductivity and chaos. The students are required to keep a laboratory notebook and to write a four-page paper for each experiment in the publication style of the American Institute of Physics. This course introduces students to the experimental tools and techniques used in physics, engineering, and industry laboratories, and allows them to mature as experimentalists.

  9. A remote laboratory for USRP-based software defined radio

    NASA Astrophysics Data System (ADS)

    Gandhinagar Ekanthappa, Rudresh; Escobar, Rodrigo; Matevossian, Achot; Akopian, David

    2014-02-01

    Electrical and computer engineering graduates need practical working skills with real-world electronic devices, which are addressed to some extent by hands-on laboratories. Deployment capacity of hands-on laboratories is typically constrained due to insufficient equipment availability, facility shortages, and lack of human resources for in-class support and maintenance. At the same time, at many sites, existing experimental systems are usually underutilized due to class scheduling bottlenecks. Nowadays, online education gains popularity and remote laboratories have been suggested to broaden access to experimentation resources. Remote laboratories resolve many problems as various costs can be shared, and student access to instrumentation is facilitated in terms of access time and locations. Labs are converted to homeworks that can be done without physical presence in laboratories. Even though they are not providing full sense of hands-on experimentation, remote labs are a viable alternatives for underserved educational sites. This paper studies remote modality of USRP-based radio-communication labs offered by National Instruments (NI). The labs are offered to graduate and undergraduate students and tentative assessments support feasibility of remote deployments.

  10. Optoelectronics Research Center

    DTIC Science & Technology

    1992-05-16

    dot structures in Si and related materials. External cavity operation of diode lasers has provided a wealth of information on internal device physics...new class of optical information processing. A major feature of the AFOSR OERC has been interactions with the Air Force Phillips Laboratory and with...structures in Si and related materials. External cavity operation of diode lasers has provided a wealth of information on internal device physics and

  11. Search for the Footprints of New Physics with Laboratory and Cosmic Neutrinos

    NASA Technical Reports Server (NTRS)

    Stecker, Floyd W.

    2017-01-01

    Observations of high energy neutrinos, both in the laboratory and from cosmic sources, can be a useful probe in searching for new physics. Such observations can provide sensitive tests of Lorentz invariance violation (LIV), which may be a the result of quantum gravity physics (QG). We review some observationally testable consequences of LIV using effective field theory (EFT) formalism. To do this, one can postulate the existence of additional small LIV terms in free particle Lagrangians, suppressed by powers of the Planck mass. The observational consequences of such terms are then examined. In particular, one can place limits on a class of non-renormalizable, mass dimension five and six Lorentz invariance violating operators that may be the result of QG.

  12. How does preclinical laboratory training impact physical examination skills during the first clinical year? A retrospective analysis of routinely collected objective structured clinical examination scores among the first two matriculating classes of a reformed curriculum in one Polish medical school

    PubMed Central

    Świerszcz, Jolanta; Stalmach-Przygoda, Agata; Kuźma, Marcin; Jabłoński, Konrad; Cegielny, Tomasz; Skrzypek, Agnieszka; Wieczorek-Surdacka, Ewa; Kruszelnicka, Olga; Chmura, Kaja; Chyrchel, Bernadeta; Surdacki, Andrzej; Nowakowski, Michał

    2017-01-01

    Objective As a result of a curriculum reform launched in 2012 at our institution, preclinical training was shortened to 2 years instead of the traditional 3 years, creating additional incentives to optimise teaching methods. In accordance with the new curriculum, a semester-long preclinical module of clinical skills (CS) laboratory training takes place in the second year of study, while an introductory clinical course (ie, brief introductory clerkships) is scheduled for the Fall semester of the third year. Objective structured clinical examinations (OSCEs) are carried out at the conclusion of both the preclinical module and the introductory clinical course. Our aim was to compare the scores at physical examination stations between the first and second matriculating classes of a newly reformed curriculum on preclinical second-year OSCEs and early clinical third-year OSCEs. Design Analysis of routinely collected data. Setting One Polish medical school. Participants Complete OSCE records for 462 second-year students and 445 third-year students. Outcome measures OSCE scores by matriculation year. Results In comparison to the first class of the newly reformed curriculum, significantly higher (ie, better) OSCE scores were observed for those students who matriculated in 2013, a year after implementing the reformed curriculum. This finding was consistent for both second-year and third-year cohorts. Additionally, the magnitude of the improvement in median third-year OSCE scores was proportional to the corresponding advancement in preceding second-year preclinical OSCE scores for each of two different sets of physical examination tasks. In contrast, no significant difference was noted between the academic years in the ability to interpret laboratory data or ECG — tasks which had not been included in the second-year preclinical training. Conclusion Our results suggest the importance of preclinical training in a CS laboratory to improve students’ competence in physical examination at the completion of introductory clinical clerkships during the first clinical year. PMID:28864488

  13. How does preclinical laboratory training impact physical examination skills during the first clinical year? A retrospective analysis of routinely collected objective structured clinical examination scores among the first two matriculating classes of a reformed curriculum in one Polish medical school.

    PubMed

    Świerszcz, Jolanta; Stalmach-Przygoda, Agata; Kuźma, Marcin; Jabłoński, Konrad; Cegielny, Tomasz; Skrzypek, Agnieszka; Wieczorek-Surdacka, Ewa; Kruszelnicka, Olga; Chmura, Kaja; Chyrchel, Bernadeta; Surdacki, Andrzej; Nowakowski, Michał

    2017-09-01

    As a result of a curriculum reform launched in 2012 at our institution, preclinical training was shortened to 2 years instead of the traditional 3 years, creating additional incentives to optimise teaching methods. In accordance with the new curriculum, a semester-long preclinical module of clinical skills (CS) laboratory training takes place in the second year of study, while an introductory clinical course (ie, brief introductory clerkships) is scheduled for the Fall semester of the third year. Objective structured clinical examinations (OSCEs) are carried out at the conclusion of both the preclinical module and the introductory clinical course. Our aim was to compare the scores at physical examination stations between the first and second matriculating classes of a newly reformed curriculum on preclinical second-year OSCEs and early clinical third-year OSCEs. Analysis of routinely collected data. One Polish medical school. Complete OSCE records for 462 second-year students and 445 third-year students. OSCE scores by matriculation year. In comparison to the first class of the newly reformed curriculum, significantly higher (ie, better) OSCE scores were observed for those students who matriculated in 2013, a year after implementing the reformed curriculum. This finding was consistent for both second-year and third-year cohorts. Additionally, the magnitude of the improvement in median third-year OSCE scores was proportional to the corresponding advancement in preceding second-year preclinical OSCE scores for each of two different sets of physical examination tasks. In contrast, no significant difference was noted between the academic years in the ability to interpret laboratory data or ECG - tasks which had not been included in the second-year preclinical training. Our results suggest the importance of preclinical training in a CS laboratory to improve students' competence in physical examination at the completion of introductory clinical clerkships during the first clinical year. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  14. DYNAMICS OF PARTICIPATIVE GROUPS.

    ERIC Educational Resources Information Center

    GIBB, JACK R.; AND OTHERS

    THROUGH UNIVERSITY LABORATORY EXPERIMENTS, FIELD OBSERVATIONS IN INDUSTRIAL, COMMUNITY, AND EDUCATIONAL SETTINGS, AND EXPERIENCES IN CLASSES IN GROUP DYNAMICS, THE PARTICIPATIVE ACTION METHOD OF GROUP TRAINING FOR MORE EFFECTIVE PROBLEM SOLVING AND DECISION MAKING WAS DEVELOPED. IT IS BASED ON 8 PRINCIPLES--PHYSICAL REGROUPING, REDUCTION OF…

  15. Research-Based Assessment of Students' Beliefs about Experimental Physics: When is Gender a Factor?

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2016-12-01

    The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and persists in their postinstruction responses. However, one area in which the presence of gender differences has not been extensively explored is undergraduate laboratory courses. For example, one of the few laboratory focused research-based assessments, the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), has not been tested for the existence of gender differences in students' responses. Here, we utilize a national data set of responses to the E-CLASS to determine if they demonstrate significant gender differences. We also investigate how these differences vary along multiple student and course demographic slices, including course level (first-year vs beyond-first-year) and major (physics vs nonphysics). We observe a gender gap in pre- and postinstruction E-CLASS scores in the aggregate data both for the overall score and for most items individually. However, for some subpopulations (e.g., beyond-first-year students) the size or even existence of the gender gap depends on another dimension (e.g., student major). We also find that for all groups the gap in postinstruction scores vanishes or is greatly reduced when controlling for preinstruction scores, course level, and student major.

  16. Semantic modeling of the structural and process entities during plastic deformation of crystals and rocks

    NASA Astrophysics Data System (ADS)

    Babaie, Hassan; Davarpanah, Armita

    2016-04-01

    We are semantically modeling the structural and dynamic process components of the plastic deformation of minerals and rocks in the Plastic Deformation Ontology (PDO). Applying the Ontology of Physics in Biology, the PDO classifies the spatial entities that participate in the diverse processes of plastic deformation into the Physical_Plastic_Deformation_Entity and Nonphysical_Plastic_Deformation_Entity classes. The Material_Physical_Plastic_Deformation_Entity class includes things such as microstructures, lattice defects, atoms, liquid, and grain boundaries, and the Immaterial_Physical_Plastic_Deformation_Entity class includes vacancies in crystals and voids along mineral grain boundaries. The objects under the many subclasses of these classes (e.g., crystal, lattice defect, layering) have spatial parts that are related to each other through taxonomic (e.g., Line_Defect isA Lattice_Defect), structural (mereological, e.g., Twin_Plane partOf Twin), spatial-topological (e.g., Vacancy adjacentTo Atom, Fluid locatedAlong Grain_Boundary), and domain specific (e.g., displaces, Fluid crystallizes Dissolved_Ion, Void existsAlong Grain_Boundary) relationships. The dynamic aspect of the plastic deformation is modeled under the dynamical Process_Entity class that subsumes classes such as Recrystallization and Pressure_Solution that define the flow of energy amongst the physical entities. The values of the dynamical state properties of the physical entities (e.g., Chemical_Potential, Temperature, Particle_Velocity) change while they take part in the deformational processes such as Diffusion and Dislocation_Glide. The process entities have temporal parts (phases) that are related to each other through temporal relations such as precedes, isSubprocessOf, and overlaps. The properties of the physical entities, defined under the Physical_Property class, change as they participate in the plastic deformational processes. The properties are categorized into dynamical, constitutive, spatial, temporal, statistical, and thermodynamical. The dynamical properties, categorized under the Dynamical_Rate_Property and Dynamical_State_Property classes, subsume different classes of properties (e.g., Fluid_Flow_Rate, Temperature, Chemical_Potential, Displacement, Electrical_Charge) based on the physical domain (e.g., fluid, heat, chemical, solid, electrical). The properties are related to the objects under the Physical_Entity class through diverse object type (e.g., physicalPropertyOf) and data type (e.g., Fluid_Pressure unit 'MPa') properties. The changes of the dynamical properties of the physical entities, described by the empirical laws (equations) modeled by experimental structural geologists, are modeled through the Physical_Property_Dependency class that subsumes the more specialized constitutive, kinetic, and thermodynamic expressions of the relationships among the dynamic properties. Annotation based on the PDO will make it possible to integrate and reuse experimental plastic deformation data, knowledge, and simulation models, and conduct semantic-based search of the source data originating from different rock testing laboratories.

  17. Making ideas at scientific fabrication laboratories

    NASA Astrophysics Data System (ADS)

    Fonda, Carlo; Canessa, Enrique

    2016-11-01

    Creativity, together with the making of ideas into fruition, is essential for progress. Today the evolution from an idea to its application can be facilitated by the implementation of Fabrication Laboratories, or FabLabs, having affordable digital tools for prototyping. FabLabs aiming at scientific research and invention are now starting to be established inside Universities, Research Centers and Schools. We review the setting up of the ICTP Scientific FabLab in Trieste, Italy, give concrete examples on the use in physics, and propose to replicate world-wide this class of multi-purpose workplaces within academia as a support for physics and math education and for community development.

  18. Effect of Higher Order Thinking Laboratory on the Improvement of Critical and Creative Thinking Skills

    NASA Astrophysics Data System (ADS)

    Setiawan, A.; Malik, A.; Suhandi, A.; Permanasari, A.

    2018-02-01

    This research was based on the need for improving critical and creative thinking skills of student in the 21 -st century. In this research, we have implemented HOT-Lab model for topic of force. The model was characterized by problem solving and higher order thinking development through real laboratory activities. This research used a quasy experiment method with pre-test post-test control group design. Samples of this research were 60 students of Physics Education Program of Teacher Educatuon Institution in Bandung. The samples were divided into 2 classes, experiment class (HOT-lab model) and control class (verification lab model). Research instruments were essay tests for creative and critical thinking skills measurements. The results revealed that both the models have improved student’s creative and critical thinking skills. However, the improvement of the experiment class was significantly higher than that of the control class, as indicated by the average of normalized gains (N-gain) for critical thinking skills of 60.18 and 29.30 and for creative thinking skills of 70.71 and 29.40, respectively for the experimental class and the control class. In addition, there is no significant correlation between the improvement of critical thinking skills and creative thinking skills in both the classes.

  19. Audiovisual physics reports: students' video production as a strategy for the didactic laboratory

    NASA Astrophysics Data System (ADS)

    Vinicius Pereira, Marcus; de Souza Barros, Susana; de Rezende Filho, Luiz Augusto C.; Fauth, Leduc Hermeto de A.

    2012-01-01

    Constant technological advancement has facilitated access to digital cameras and cell phones. Involving students in a video production project can work as a motivating aspect to make them active and reflective in their learning, intellectually engaged in a recursive process. This project was implemented in high school level physics laboratory classes resulting in 22 videos which are considered as audiovisual reports and analysed under two components: theoretical and experimental. This kind of project allows the students to spontaneously use features such as music, pictures, dramatization, animations, etc, even when the didactic laboratory may not be the place where aesthetic and cultural dimensions are generally developed. This could be due to the fact that digital media are more legitimately used as cultural tools than as teaching strategies.

  20. MODELING HUMAN EXPOSURES AND DOSE USING A 2-DIMENSIONAL MONTE-CARLO MODEL (SHEDS)

    EPA Science Inventory

    Since 1998, US EPA's National Exposure Research Laboratory (NERL) has been developing the Stochastic Human Exposure and Dose Simulation (SHEDS) model for various classes of pollutants. SHEDS is a physically-based probabilistic model intended for improving estimates of human ex...

  1. The historicity of the physics class: enactments, mimes and imitation

    NASA Astrophysics Data System (ADS)

    Bergwik, Staffan

    2014-06-01

    This essay discusses Anna Danielsson's article "In the physics class: university physics students' enactments of class and gender in the context of laboratory work". The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between "head and hand" clearly visible in the discourse of Danielsson's informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular "belonging" and "imitation". Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training.

  2. Reducing the failure rate in introductory physics classes

    NASA Astrophysics Data System (ADS)

    Saul, Jeff; Coulombe, Patrick; Lindell, Rebecca

    2017-01-01

    Calculus-based introductory physics courses are often among the most difficult at many colleges and universities. With the national movement to increase STEM majors, the introductory calculus-based courses need to be less of a weed-out course and more of a course that propels students forward into successful majors. This talk discusses two approaches to reduce DFW rates and improve student retention: studio courses and parachute courses. Studio courses integrate lecture/laboratory into one course where the primary mode of instruction is small group activities. Typically, any students enrolled in the college or university can enroll in a studio version of the course. Parachute courses on the other hand, focus on the poor performing students. Designed so that students not doing well in an introductory physics course can switch into the parachute class mid-semester without harm to their GPA. In addition, the parachute course focuses on helping students build the knowledge and skills necessary for success when retaking the calculus-based Physics course. The studio course format has been found to reduce DFW rates at several universities by 40-60% compared with separate lecture and laboratory format versions of the same courses, while parachutes courses were less successful. At one university, the parachute course succeeded in helping 80% of students maintain their GPA, but only helped 20% successfully pass the calculus-based physics course.

  3. Classroom Materials from the Acoustical Society of America

    NASA Astrophysics Data System (ADS)

    Adams, W. K.; Clark, A.; Schneider, K.

    2013-09-01

    As part of the new education initiatives of the Acoustical Society of America (ASA), an activity kit for teachers that includes a variety of lessons addressing acoustics for a range of students (K-12) has been created. The "Sound and Music Activity Kit" is free to K-12 teachers. It includes materials sufficient to teach a class of 30 students plus a USB thumb drive containing 47 research-based, interactive, student-tested lessons, laboratory exercises, several assessments, and video clips of a class using the materials. ASA has also partnered with both the Optical Society of America (OSA) and the American Association of Physics Teachers. AAPT Physics Teaching Resource Agents (PTRA) have reviewed the lessons along with members of the ASA Teacher Activity Kit Committee. Topics include basic learning goals for teaching the physics of sound with examples and applications relating to medical imaging, animal bioacoustics, physical and psychological acoustics, speech, audiology, and architectural acoustics.

  4. To other worlds via the laboratory (Invited)

    NASA Astrophysics Data System (ADS)

    Lorenz, R. D.

    2009-12-01

    Planetary science is fun, largely by virtue of the wide range of disciplines and techniques it embraces. Progress relies not only on spacecraft observation and models, but also on laboratory work to provide reference data with which to interpret observations and to provide quantitative constraints on model parameters. An important distinction should be drawn between two classes of investigation. The most familiar, pursued by those who make laboratory studies the focus of their careers, is the construction of well-controlled experiments, typically to determine the functional dependence of some desired physical property upon one or two controlled parameters such as temperature, pressure or concentration. Another class of experiment is more exploratory - to 'see what happens'. This exercise often reveals that models may be based on entirely false assumptions. In some cases laboratory results also have value as persuasive tools in providing graphic support for unfamiliar properties or processes - the iconic image of 'flaming ice' makes the exotic notion of methane clathrate immediately accessible. This talk will review the role of laboratory work in planetary science and especially the outer solar system. A few of the author's personal forays into laboratory measurements will be discussed in the talk; These include the physical properties of dessicated icy loess in the US Army Permafrost tunnel in Alaska (as a Mars analog), the use of a domestic microwave oven to measure radar absorptivity (in particular of ammonia-rich water ice) and the generation of waves - and ice - on the surface of a liquid by wind with fluid and air parameters appropriate to Mars and Titan rather than Earth using the MARSWIT wind tunnel at NASA Ames.

  5. Teaching Astronomy Classes and Labs in a Smart Classroom

    NASA Astrophysics Data System (ADS)

    Gugliucci, Nicole E.

    2017-01-01

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

  6. Modulus of elasticity, creep and shrinkage of concrete, phase II : part 1, creep study, final report.

    DOT National Transportation Integrated Search

    2009-10-01

    A laboratory testing program was performed to evaluate the physical and mechanical properties of typical Class II, IV, V, and VI concrete mixtures made with a Miami Oolite limestone, a Georgia granite, and a lightweight aggregate Stalite, including c...

  7. Developing an online chemistry laboratory for non-chemistry majors

    NASA Astrophysics Data System (ADS)

    Poole, Jacqueline H.

    Distance education, also known as online learning, is student-centered/self-directed educational opportunities. This style of learning is expanding in scope and is increasingly being accepted throughout the academic curriculum as a result of its flexibility for the student as well as the cost-effectiveness for the institution. Nevertheless, the introduction of online science courses including chemistry and physics have lagged behind due to the challenge of re-creation of the hands-on laboratory learning experience. This dissertation looks at the effectiveness of the design of a series of chemistry laboratory experiments for possible online delivery that provide students with simulated hands-on experiences. One class of college Chemistry 101 students conducted chemistry experiments inside and outside of the physical laboratory using instructions on Blackboard and Late Nite Labs(TM). Learning outcomes measured by (a) pretests, (b) written laboratory reports, (c) posttest assessments, (d) student reactions as determined by a questionnaire, and (e) a focus group interview were utilized to compare both types of laboratory experiences. The research findings indicated learning outcomes achieved by students outside of the traditional physical laboratory were statistically greater than the equivalent face-to-face instruction in the traditional laboratory. Evidence from student reactions comparing both types of laboratory formats (online and traditional face-to-face) indicated student preference for the online laboratory format. The results are an initial contribution to the design of a complete sequence of experiments that can be performed independently by online students outside of the traditional face-to-face laboratory that will satisfy the laboratory requirement for the two-semester college Chemistry 101 laboratory course.

  8. Critical classroom structures for empowering students to participate in science discourse

    NASA Astrophysics Data System (ADS)

    Belleau, Shelly N.; Otero, Valerie K.

    2013-01-01

    We compared contextual characteristics that impacted the nature and substance of "summarizing discussions" in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students' statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

  9. Environmental and Water Quality Operational Studies. Supplemental Limnological Studies at Richard B. Russell and Clarks Hill Lakes, 1983-1985

    DTIC Science & Technology

    1987-04-01

    Simulation Division (ERSD), Environmental Laboratory (EL), WES. Dr. Thomas L. Hart was Chief, APEG; Mr. Donald L. Robey was Chief, ERSD; and Dr. John...a technical committee to outline potential problems at the project site. b. Simulation of the Hartwell-Russell-Clarks Hill Lake system using physical...Heath (1979) reported the release of phosphate from two different classes of dissolved organic compounds. One of these classes had a high molecular

  10. A Sense of Place in the Science Classroom

    ERIC Educational Resources Information Center

    Membiela, Pedro; DePalma, Renee; Pazos, Mercedes Suarez

    2011-01-01

    Place-based science education engages with the laboratories of complex reality where natural processes combine with social practice, going beyond the physical world, to encompass the meanings and sense of attachment local residents feel for places. This brief report describes how a university science methods class in a primary teacher training…

  11. Subtropical Biotic Fringing Reefs as Ecological Laboratories.

    ERIC Educational Resources Information Center

    Hunt, Jeffrey W.

    1980-01-01

    Describes a 16-week course in marine biology involving a class-coordinated investigation of a subtropical biotic fringing reef of Hawaii. Describes in detail the development of preliminary hypotheses regarding general cause-effect relationships on the reef, and the exploration of specific areas, such as chemical or physical factors. (CS)

  12. Physical Chemistry: Developing a Dynamic Curriculum.

    ERIC Educational Resources Information Center

    Schwenz, Richard W., Ed.; Moore, Robert J., Ed.

    Many teachers and other educators have expressed a concern regarding the lack of student interest in many of the traditional science courses. Concerns have also been expressed by teachers of their dissatisfaction with much of the lecture material and the laboratory exercises in some science classes. To help rectify this problem a collaborative…

  13. From Proposal Writing to Data Collection to Presentation: Physical Oceanography Laboratory Class Students Explore the Fundamentals of Science

    NASA Astrophysics Data System (ADS)

    Buijsman, M. C.; Church, I.; Haydel, J.; Martin, K. M.; Shiller, A. M.; Wallace, D. J.; Blancher, J.; Foltz, A.; Griffis, A. M.; Kosciuch, T. J.; Kincketootle, A.; Pierce, E.; Young, V. A.

    2016-02-01

    To better prepare first-year Department of Marine Science MSc students of the University of Southern Mississippi for their science careers, we plan to execute a semester-long Physical Oceanography laboratory class that exposes the enrolled students to all aspects of interdisciplinary research: writing a proposal, planning a cruise, collecting and analyzing data, and presenting their results. Although some of these aspects may be taught in any such class, the incorporation of all these aspects makes this class unique.The fieldwork will be conducted by boat in the Rigolets in Louisiana, a 13-km long tidal strait up to 1 km wide connecting the Mississippi Sound with Lake Pontchartrain. The students have the opportunity to collect ADCP, CTD, multibeam sonar, sediment and water samples.A second novel characteristic of this class is that the instructor partnered with the Lake Pontchartrain Basin Foundation, a not for profit environmental advocacy group. The foundation will give an hour-long seminar on the natural history of the study area and its environmental problems. This information provides context for the students' research proposals and allows them to formulate research questions and hypotheses that connect their research objectives to societally relevant issues, such as coastal erosion, salt water intrusion, and water quality. The proposal writing and cruise planning is done in the first month of the 3.5-month long semester. In the second month two surveys are conducted. The remainder of the semester is spent on analysis and reporting. Whenever possible we teach Matlab for the students to use in their data analysis. In this presentation, we will report on the successes and difficulties associated with teaching such a multi-faceted class.

  14. Using a 400 kV Van de Graaff accelerator to teach physics at West Point

    NASA Astrophysics Data System (ADS)

    Marble, D. K.; Bruch, S. E.; Lainis, T.

    1997-02-01

    A small accelerator visitation laboratory is being built at the United States Military Academy using two 400 kV Van de Graaff accelerators. This laboratory will provide quality teaching experiments and increased research opportunities for both faculty and cadets as well as enhancing the department's ability to teach across the curriculum by using nuclear techniques to solve problems in environmental engineering, material science, archeology, art, etc. This training enhances a students ability to enter non-traditional fields that are becoming a large part of the physics job market. Furthermore, a small accelerator visitation laboratory for high school students can stimulate student interest in science and provide an effective means of communicating the scientific method to a general audience. A discussion of the USMA facility, class experiments and student research projects will be presented.

  15. Lee C. Bradley III (Phillips Exeter Class of 1943): Physicist, Officer, and Gentleman

    NASA Astrophysics Data System (ADS)

    Cardon, Bartley L.

    2004-03-01

    Lee Carrington Bradley's career as a physicist began as an accomplished student at Phillips Exeter Academy, where he was influenced by Professor John C. Hogg, chairman of the Science Department. He graduated in 1943 and entered the V-12 program for naval officers and completed his undergraduate degree in physics at Princeton University. After a brief tour as a Navy Ensign he joined the first group of American Rhodes Scholars to attend Oxford University, in 1947, following the conclusion of World War II. Under the guidance of H.G. Kuhn of Clarendon Laboratory, Lee completed his Ph.D. in physics in 1950. He then accepted an instructorship in physics at Princeton until he was called to MIT as an assistant professor in 1954 and later as a research associate in the Harrison Spectroscopy Laboratory. In 1966 he joined the technical staff of MIT Lincoln Laboratory, and became a senior staff member in 1978, a position he held until his retirement in 1992. From 1947 to 1966 Lee's interest was primarily in the field of optical spectroscopy, where his work brought him into contact with many of the outstanding physicists of his era. Upon joining Lincoln Laboratory, his physics interests shifted toward optics and laser propagation, the latter a field in which he made significant contributions. My illustrated tribute will discuss Lee's passage from Phillips Exeter to Lincoln Laboratory, describing his physics and some of the notable physicists with whom he worked.

  16. Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory

    NASA Astrophysics Data System (ADS)

    Dowd, Jason Edward

    Assessment is the primary means of feedback between students and instructors. However, to effectively use assessment, the ability to interpret collected information is essential. We present insights into three unique, important avenues of assessment in the physics classroom and laboratory. First, we examine students' performance on conceptual surveys. The goal of this research project is to better utilize the information collected by instructors when they administer the Force Concept Inventory (FCI) to students as a pre-test and post-test of their conceptual understanding of Newtonian mechanics. We find that ambiguities in the use of the normalized gain, g, may influence comparisons among individual classes. Therefore, we propose using stratagrams, graphical summaries of the fraction of students who exhibit "Newtonian thinking," as a clearer, more informative method of both assessing a single class and comparing performance among classes. Next, we examine students' expressions of confusion when they initially encounter new material. The goal of this research project is to better understand what such confusion actually conveys to instructors about students' performance and engagement. We investigate the relationship between students' self-assessment of their confusion over material and their performance, confidence in reasoning, pre-course self-efficacy and several other measurable characteristics of engagement. We find that students' expressions of confusion are negatively related to initial performance, confidence and self-efficacy, but positively related to final performance when all factors are considered together. Finally, we examine students' exhibition of scientific reasoning abilities in the instructional laboratory. The goal of this research project is to explore two inquiry-based curricula, each of which proposes a different degree of scaffolding. Students engage in sequences of these laboratory activities during one semester of an introductory physics course. We find that students who participate in the less scaffolded activities exhibit marginally stronger scientific reasoning abilities in distinct exercises throughout the semester, but exhibit no differences in the final, common exercises. Overall, we find that, although students demonstrate some enhanced scientific reasoning skills, they fail to exhibit or retain even some of the most strongly emphasized skills.

  17. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... FOR THE SCHOOL OF MEDICINE, UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES § 242.8 Academic... Medicine of the Uniformed Services University of the Health Sciences is on a competitive basis, with...) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics. 1...

  18. CD Rainbows

    ERIC Educational Resources Information Center

    Ouseph, P. J.

    2007-01-01

    Several papers have been published on the use of a CD as a grating for undergraduate laboratories and/or for high school and college class demonstrations. Four years ago "The Physics Teacher" had a spectacular cover picture showing emission spectrum as viewed through a CD with no coating. That picture gave the impetus to develop a system that can…

  19. Teaching Physics from a Reduced Gravity Environment

    NASA Astrophysics Data System (ADS)

    Benge, Raymond D.; Young, C.; Davis, S.; Worley, A.; Smith, L.; Gell, A.

    2010-01-01

    This poster reports on an educational experiment flown in January 2009 as part of NASA's Microgravity University program. The experiment flown was an investigation into the properties of harmonic oscillators in reduced gravity. Harmonic oscillators are studied in every introductory physics class. The equation for the period of a harmonic oscillator does not include the acceleration due to gravity, so the period should be independent of gravity. However, the equation for the period of a pendulum does include the acceleration due to gravity, so the period of a pendulum should appear longer under reduced gravity (such as lunar or Martian gravity) and shorter under hyper-gravity. Typical homework problems for introductory physics classes ask questions such as "What would be the period of oscillation if this experiment were performed on the Moon or Mars?” This gives students a chance to actually see the effects predicted by the equations. These environments can be simulated aboard an aircraft. Video of the experiments being performed aboard the aircraft is to be used in introductory physics classes. Students will be able to record information from watching the experiment performed aboard the aircraft in a similar manner to how they collect data in the laboratory. They can then determine if the experiment matches theory. Video and an experimental procedure are being prepared based upon this flight, and these materials will be available for download by faculty anywhere with access to the internet who wish to use the experiment in their own classrooms in both college and high school physics classes.

  20. Promoting Metacognition in Introductory Calculus-based Physics Labs

    NASA Astrophysics Data System (ADS)

    Grennell, Drew; Boudreaux, Andrew

    2010-10-01

    In the Western Washington University physics department, a project is underway to develop research-based laboratory curriculum for the introductory calculus-based course. Instructional goals not only include supporting students' conceptual understanding and reasoning ability, but also providing students with opportunities to engage in metacognition. For the latter, our approach has been to scaffold reflective thinking with guided questions. Specific instructional strategies include analysis of alternate reasoning presented in fictitious dialogues and comparison of students' initial ideas with their lab group's final, consensus understanding. Assessment of student metacognition includes pre- and post- course data from selected questions on the CLASS survey, analysis of written lab worksheets, and student opinion surveys. CLASS results are similar to a traditional physics course and analysis of lab sheets show that students struggle to engage in a metacognitive process. Future directions include video studies, as well as use of additional written assessments adapted from educational psychology.

  1. Lunatics in Introductory Physics: Using Collectivized Student Moon Position Observations To Teach Basic Orbital Mechanics In Calculus Based Introductory Physics.

    NASA Astrophysics Data System (ADS)

    Bottorff, Mark

    2012-01-01

    A large (74 student) calculus based physics class was required to make observations of the moon over two lunar cycles using a small telescope equipped with mechanical setting circles. The data was collectivized and then analyzed in the laboratory to determine the period of the moon and to search for evidence of the eccentricity of the moon's orbit. These results were used in conjunction with the simple pendulum experiment in which the students inferred the acceleration due to gravity. The student inferred lunar orbital period and acceleration due to gravity (augmented with the radius of the Earth) enabled the students to infer the average Earth to moon distance. Class lectures, activities, and homework on gravitation and orbits were tailored to this observational activity thereby forming a learning module. A basic physics and orbital mechanics knowledge questionnaire was administered before and after the learning module. The resulting learning gains are reported here.

  2. Do Active Learning Approaches in Recitation Sections Improve Student Performance? A Case Study from an Introductory Mechanics Course

    NASA Astrophysics Data System (ADS)

    Tobin, R. G.

    2018-01-01

    Abundant research leaves little question that pedagogical approaches involving active student engagement with the material, and opportunities for student-to-student discussions, lead to much better learning outcomes than traditional instructor-led, expository instructional formats, in physics and in many other fields. In introductory college physics classes, some departments have departed radically from conventional lecture-recitation-laboratory course structures, but many, including my own, retain the basic format of large-group classroom sessions (lectures) supplemented by smaller-group meetings focused on problem solving (recitations) and separate laboratory meetings. Active student engagement in the lectures is encouraged through approaches such as Peer Instruction and Interactive Lecture Demonstrations, and these approaches have been demonstrably successful.

  3. Elasticity and expansion test performance of geopolymer as oil well cement

    NASA Astrophysics Data System (ADS)

    Ridha, S.; Hamid, A. I. Abd; Halim, A. H. Abdul; Zamzuri, N. A.

    2018-04-01

    History has shown that geopolymer cement provides high compressive strength as compared to Class G cement. However, the research had been done at ambient temperature, not at elevated condition which is the common oil well situation. In this research, the physical and mechanical properties performance of the oil well cement were investigated by laboratory work for two types of cement that are geopolymer and Class G cement. The cement samples were produced by mixing the cement according to the API standards. Class C fly ash was used in this study. The alkaline solution was prepared by mixing sodium silicate with NaOH solution. The NaOH solution was prepared by diluting NaOH pellets with distilled water to 8M. The cement samples were cured at a pressure of 3000 psi and a temperature of 130 °C to simulate the downhole condition. After curing, the physical properties of the cement samples were investigated using OYO Sonic Viewer to determine their elastic properties. Autoclave expansion test and compressive strength tests were conducted to determine the expansion value and the strength of the cement samples, respectively. The results showed that the geopolymer cement has a better physical and mechanical properties as compared with Class G cement at elevated condition.

  4. Working with the nature of science in physics class: turning ‘ordinary’ classroom situations into nature of science learning situations

    NASA Astrophysics Data System (ADS)

    Hansson, Lena; Leden, Lotta

    2016-09-01

    In the science education research field there is a large body of literature on the ‘nature of science’ (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted.

  5. A Virtual Rock Physics Laboratory Through Visualized and Interactive Experiments

    NASA Astrophysics Data System (ADS)

    Vanorio, T.; Di Bonito, C.; Clark, A. C.

    2014-12-01

    As new scientific challenges demand more comprehensive and multidisciplinary investigations, laboratory experiments are not expected to become simpler and/or faster. Experimental investigation is an indispensable element of scientific inquiry and must play a central role in the way current and future generations of scientist make decisions. To turn the complexity of laboratory work (and that of rocks!) into dexterity, engagement, and expanded learning opportunities, we are building an interactive, virtual laboratory reproducing in form and function the Stanford Rock Physics Laboratory, at Stanford University. The objective is to combine lectures on laboratory techniques and an online repository of visualized experiments consisting of interactive, 3-D renderings of equipment used to measure properties central to the study of rock physics (e.g., how to saturate rocks, how to measure porosity, permeability, and elastic wave velocity). We use a game creation system together with 3-D computer graphics, and a narrative voice to guide the user through the different phases of the experimental protocol. The main advantage gained in employing computer graphics over video footage is that students can virtually open the instrument, single out its components, and assemble it. Most importantly, it helps describe the processes occurring within the rock. These latter cannot be tracked while simply recording the physical experiment, but computer animation can efficiently illustrate what happens inside rock samples (e.g., describing acoustic waves, and/or fluid flow through a porous rock under pressure within an opaque core-holder - Figure 1). The repository of visualized experiments will complement lectures on laboratory techniques and constitute an on-line course offered through the EdX platform at Stanford. This will provide a virtual laboratory for anyone, anywhere to facilitate teaching/learning of introductory laboratory classes in Geophysics and expand the number of courses that can be offered for curricula in Earth Sciences. The primary goal is to open up a research laboratory such as the one available at Stanford to promising students worldwide who are currently left out of such educational resources.

  6. A Remote Sensing Class Exercise To Study the Effects of "El Nino" in South America.

    ERIC Educational Resources Information Center

    Moxey, Lucas Eduardo

    2002-01-01

    Describes an undergraduate physical science laboratory course exercising the utilization of satellite imagery for studying the floods that resulted in the Parana River region in South America during El Nino (1997-1998), and examines vegetation cover and spectral profiles from the study area in order to further understand and assess the changes…

  7. Exploring Modes of Communication among Pupils in Brazil: Gender Issues in Academic Performance

    ERIC Educational Resources Information Center

    Teixeira, Adla B. M.; Villani, Carlos E.; do Nascimento, Silvania S.

    2008-01-01

    The objective of this study was to identify gender issues in the academic performance of boys and girls during physics classes in a laboratory. The methodology adopted was the observation and interactions of pupils during eight classroom events. The interactions were recorded and events were informally discussed with the teacher. The school…

  8. Developing Metacognitive Behaviour in Physical Education Classes: The Use of Task-Pertinent Learning Strategies

    ERIC Educational Resources Information Center

    Lidor, Ronnie

    2004-01-01

    Research in motor learning and sport pedagogy has shown that task-pertinent learning strategies enhance the learning and performance of self-paced motor tasks. Strategy research has typically been conducted under laboratory conditions in which artificial self-paced tasks were executed under well-controlled conditions. The purpose of this study was…

  9. The Impact of Adding Online Homework Assignments to an Introduction to Physical Geology Class

    NASA Astrophysics Data System (ADS)

    Brevik, Eric C.

    2017-04-01

    As instructors we are constantly looking for ways to improve student performance in the classroom. In an attempt to improve student performance in my GEOL 105 - Introduction to Physical Geology class, I added online homework assignments from the Pearson Mastering Geology program beginning in the Fall semester of 2014. There were several anticipated advantages to the online homework approach. If a student is struggling with a question they can get hints that don't tell them the answer, but are designed to stimulate their thinking and lead them towards the correct answer. The students also know immediately after submitting their answers which questions they got right and which were wrong, and they can go back to the wrong answers and try to determine the correct answer so they know what it is. This gives them much more rapid feedback than traditional paper homework, all of which makes this a more student-centered approach to learning. It is also my hope that the students find the online homework more interesting and interactive than paper-based homework, which I hope in turn will stimulate the students to be more likely to do the homework and take it seriously while also having some fun while doing it. As of the end of Fall semester 2016, I had been using the online homework assignments in my classes for three years. Therefore, I analyzed student performance in the three years prior to adopting the online homework and compared it to performance over the three years since adopting online homework. In the three years prior to adopting the online homework, the average grade in my classes was 73.8%; afterwards the average grade was 81.3%, for an improvement of 7.5% on average. Most of that improvement was in average test scores, which increased by 6.3% (67.4% prior to 73.6% after). The online homework did not improve the performance of the top students, but it did improve the performance of the other students. Prior to adopting the online homework, grade distribution in the class was 15% A (90-100% scores), 32% B (80-90%), 19% C (70-80%), 19% D (60-79%), and 15% F (<60%). After adopting the online homework, the grade distribution was 13% A, 48% B, 24% C, 13% D, and 2% F. Therefore, students who either passed the class but didn't excel or who struggled with the class prior to online homework adoption saw improvements in their performance, while students who showed truly outstanding performance remained constant. Test grades showed a similar trend. The average test scores for those who received an A in the class were 88.0% prior to and 88.6% after adopting the online homework, while test averages for students who received less than an A were 63.9% prior to and 71.4% (7.5% improvement) after adopting the online homework. I am always making small changes to my classes in an effort to improve them, but the only major change made to the class over the time period covered in this study was replacing paper homework assignments (which were not graded) with the online homework assignments. In addition, there was no statistical difference in scores in the Introduction to Physical Geology Laboratory over the same period (87.8% average before adoption, 85.7% after adoption). Students are required to take the lecture and laboratory at the same time, so the student populations were identical. The online homework applied to the lecture, where grades improved, but not to the laboratory, where grades remained consistent. Therefore, it was concluded that the addition of online homework to the Introduction to Physical Geology class had a strong positive effect on student scores. While students who would excel regardless of the format (those who received A grades) showed the same performance under both class formats, those who fell farther down the grade scale showed significant improvement with the use of the online homework assignments. Acknowledgement The integration of online homework assignments into the Introduction to Physical Geology class was funded by a Summer Faculty Fellowship from the North Dakota Space Grant Consortium.

  10. A class Hierarchical, object-oriented approach to virtual memory management

    NASA Technical Reports Server (NTRS)

    Russo, Vincent F.; Campbell, Roy H.; Johnston, Gary M.

    1989-01-01

    The Choices family of operating systems exploits class hierarchies and object-oriented programming to facilitate the construction of customized operating systems for shared memory and networked multiprocessors. The software is being used in the Tapestry laboratory to study the performance of algorithms, mechanisms, and policies for parallel systems. Described here are the architectural design and class hierarchy of the Choices virtual memory management system. The software and hardware mechanisms and policies of a virtual memory system implement a memory hierarchy that exploits the trade-off between response times and storage capacities. In Choices, the notion of a memory hierarchy is captured by abstract classes. Concrete subclasses of those abstractions implement a virtual address space, segmentation, paging, physical memory management, secondary storage, and remote (that is, networked) storage. Captured in the notion of a memory hierarchy are classes that represent memory objects. These classes provide a storage mechanism that contains encapsulated data and have methods to read or write the memory object. Each of these classes provides specializations to represent the memory hierarchy.

  11. KSC-05pd2407

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - At NASA Kennedy Space Center’s Payload Hazardous Servicing Facility, a technician from the Applied Physics Laboratory adjusts part of the blanket that is being installed as a heat shield around the New Horizons spacecraft. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  12. KSC-05pd2408a

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - At NASA Kennedy Space Center’s Payload Hazardous Servicing Facility, a technician from the Applied Physics Laboratory adjusts the blanket that is being installed as a heat shield around the New Horizons spacecraft. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  13. KSC-05pd2407a

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - At NASA Kennedy Space Center’s Payload Hazardous Servicing Facility, a technician from the Applied Physics Laboratory adjusts the blanket that is being installed as a heat shield around the New Horizons spacecraft. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  14. KSC-05pd2406

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - At NASA Kennedy Space Center’s Payload Hazardous Servicing Facility, technicians from the Applied Physics Laboratory are installing blankets that serve as heat shields around the New Horizons spacecraft. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  15. Excellence in Physics Education Award Talk: Curriculum Development for Active Learning using Real Time Graphing and Data Collection Tools

    NASA Astrophysics Data System (ADS)

    Laws, Priscilla

    2010-02-01

    In June 1986 Ronald Thornton (at the Tufts University Center for Science and Mathematics Teaching) and Priscilla Laws (at Dickinson College) applied independently for grants to develop curricular materials based on both the outcomes of Physics Education Research and the use of Microcomputer Based Laboratory Tools (MBL) developed by Robert Tinker, Ron Thornton and others at Technical Education Research Centers (TERC). Thornton proposed to develop a series of Tools for Scientific Thinking (TST) laboratory exercises to address known learning difficulties using carefully sequenced MBL observations. These TST laboratories were to be beta tested at several types of institutions. Laws proposed to develop a Workshop Physics Activity Guide for a 2 semester calculus-based introductory course sequence centering on MBL-based guided inquiry. Workshop Physics was to be designed to replace traditional lectures and separate labs in relatively small classes and was to be tested at Dickinson College. In September 1986 a project officer at the Fund for Post-Secondary Education (FIPSE) awarded grants to Laws and Thornton provided that they would collaborate. David Sokoloff (at the University of Oregon) joined Thornton to develop and test the TST laboratories. This talk will describe the 23 year collaboration between Thornton, Laws, and Sokoloff that led to the development of a suite of Activity Based Physics curricular materials, new apparatus and enhanced computer tools for real time graphing, data collection and mathematical modeling. The Suite includes TST Labs, the Workshop Physics Activity Guide, RealTime Physics Laboratory Modules, and a series of Interactive Lecture Demonstrations. A textbook and a guide to using the Suite were also developed. The vital importance of obtaining continued grant support, doing continuous research on student learning, collaborating with instructors at other institutions, and forging relationships with vendors and publishers will be described. )

  16. Dannie Heineman Prize for Mathematical Physics: Applying mathematical techniques to solve important problems in quantum theory

    NASA Astrophysics Data System (ADS)

    Bender, Carl

    2017-01-01

    The theory of complex variables is extremely useful because it helps to explain the mathematical behavior of functions of a real variable. Complex variable theory also provides insight into the nature of physical theories. For example, it provides a simple and beautiful picture of quantization and it explains the underlying reason for the divergence of perturbation theory. By using complex-variable methods one can generalize conventional Hermitian quantum theories into the complex domain. The result is a new class of parity-time-symmetric (PT-symmetric) theories whose remarkable physical properties have been studied and verified in many recent laboratory experiments.

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

    PubMed

    Kamada, Motoshi; Takaoki, Muneo

    2004-11-01

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

  18. Units, Jargon, g-forces, and Squirting Blood

    NASA Astrophysics Data System (ADS)

    Milanick, Mark

    2012-10-01

    Two of the most frustrating things for me as a teacher are the way units and jargon can get in the way of understanding concepts. When I teach pre-nursing and medical students about blood pressure, they end up memorizing a lot of information that would be obvious if they had remembered some of their basic physics—particularly the ability to change units. Of course, the other solution would be to use units that make sense to the students. Some non-majors taking physics classes are thinking about careers in the medical field, but often don't see the connection between physics and their interest in medicine. However, there are a number of ways instructors can build on students' interests to help them explore real-world applications of physics and medicine. This laboratory exercise provides an example of one such connection, by engaging students in considering why large g-forces may cause individuals to "black out." We have used this activity with success in a pre-nursing physiology class and believe it could be easily adapted for teachers of high school physics.

  19. The generation and amplification of intergalactic magnetic fields in analogue laboratory experiments with high power lasers

    NASA Astrophysics Data System (ADS)

    Gregori, G.; Reville, B.; Miniati, F.

    2015-11-01

    The advent of high-power laser facilities has, in the past two decades, opened a new field of research where astrophysical environments can be scaled down to laboratory dimensions, while preserving the essential physics. This is due to the invariance of the equations of magneto-hydrodynamics to a class of similarity transformations. Here we review the relevant scaling relations and their application in laboratory astrophysics experiments with a focus on the generation and amplification of magnetic fields in cosmic environment. The standard model for the origin of magnetic fields is a multi stage process whereby a vanishing magnetic seed is first generated by a rotational electric field and is then amplified by turbulent dynamo action to the characteristic values observed in astronomical bodies. We thus discuss the relevant seed generation mechanisms in cosmic environment including resistive mechanism, collision-less and fluid instabilities, as well as novel laboratory experiments using high power laser systems aimed at investigating the amplification of magnetic energy by magneto-hydrodynamic (MHD) turbulence. Future directions, including efforts to model in the laboratory the process of diffusive shock acceleration are also discussed, with an emphasis on the potential of laboratory experiments to further our understanding of plasma physics on cosmic scales.

  20. Effect of implementing instructional videos in a physical examination course: an alternative paradigm for chiropractic physical examination teaching.

    PubMed

    Zhang, Niu; Chawla, Sudeep

    2012-01-01

    This study examined the effect of implementing instructional video in ophthalmic physical examination teaching on chiropractic students' laboratory physical examination skills and written test results. Instructional video clips of ophthalmic physical examination, consisting of both standard procedures and common mistakes, were created and used for laboratory teaching. The video clips were also available for student review after class. Students' laboratory skills and written test results were analyzed and compared using one-way analysis of variance (ANOVA) and post hoc multiple comparison tests among three study cohorts: the comparison cohort who did not utilize the instructional videos as a tool, the standard video cohort who viewed only the standard procedure of video clips, and the mistake-referenced video cohort who viewed video clips containing both standard procedure and common mistakes. One-way ANOVA suggested a significant difference of lab results among the three cohorts. Post hoc multiple comparisons further revealed that the mean scores of both video cohorts were significantly higher than that of the comparison cohort (p < .001). There was, however, no significant difference of the mean scores between the two video cohorts (p > .05). However, the percentage of students having a perfect score was the highest in the mistake-referenced video cohort. There was no significant difference of written test scores among all three cohorts (p > .05). The instructional video of the standard procedure improves chiropractic students' ophthalmic physical examination skills, which may be further enhanced by implementing a mistake-referenced instructional video.

  1. Development of Matlab GUI educational software to assist a laboratory of physical optics

    NASA Astrophysics Data System (ADS)

    Fernández, Elena; Fuentes, Rosa; García, Celia; Pascual, Inmaculada

    2014-07-01

    Physical optics is one of the subjects in the Grade of Optics and Optometry in Spanish universities. The students who come to this degree often have difficulties to understand subjects that are related to physics. For this reason, the aim of this work is to develop optics simulation software that provides a virtual laboratory for studying the effects of different aspects of physical optics phenomena. This software can let optical undergraduates simulate many optical systems for a better understanding of the practical competences associated with the theoretical concepts studied in class. This interactive environment unifies the information that brings the manual of the practices, provides the visualization of the physical phenomena and allows users to vary the values of the parameters that come into play to check its effect. So, this virtual tool is the perfect complement to learning more about the practices developed in the laboratory. This software will be developed through the choices which have the Matlab to generate Graphical User Interfaces or GUIs. A set of knobs, buttons and handles will be included in the GUI's in order to control the parameters of the different physics phenomena. Graphics can also be inserted in the GUIs to show the behavior of such phenomena. Specifically, by using this software, the student is able to analyze the behaviour of the transmittance and reflectance of the TE and TM modes, the polarized light through of the Malus'Law or degree of polarization.

  2. Formation of water-in-oil emulsions and application to oil spill modelling.

    PubMed

    Fingas, Merv; Fieldhouse, Ben

    2004-02-27

    Water-in-oil mixtures were grouped into four states or classes: stable, mesostable, unstable, and entrained water. Of these, only stable and mesostable states can be characterized as emulsions. These states were established according to lifetime, visual appearance, complex modulus, and differences in viscosity. Water content at formation was not an important factor. Water-in-oil emulsions made from crude oils have different classes of stability as a result of the asphaltene and resin contents, as well as differences in the viscosity of the starting oil. The different types of water-in-oil classes are readily distinguished simply by appearance, as well as by rheological properties. A review of past modelling efforts to predict emulsion formation showed that these older schemes were based on first-order rate equations that were developed before extensive work on emulsion physics took place. These results do not correspond to either laboratory or field results. The present authors suggest that both the formation and characteristics of emulsions could be predicted using empirical data. If the same oil type as already studied is to be modelled, the laboratory data on the state and properties can be used directly. In this paper, a new numerical modelling scheme is proposed and is based on empirical data and the corresponding physical knowledge of emulsion formation. The density, viscosity, saturate, asphaltene and resin contents are used to compute a class index which yields either an unstable or entrained water-in-oil state or a mesostable or stable emulsion. A prediction scheme is given to estimate the water content and viscosity of the resulting water-in-oil state and the time to formation with input of wave height.

  3. Fluid Physical and Transport Phenomena Studies aboard the International Space Station: Planned Experiments

    NASA Technical Reports Server (NTRS)

    Singh, Bhim S.

    1999-01-01

    This paper provides an overview of the microgravity fluid physics and transport phenomena experiments planned for the International Spare Station. NASA's Office of Life and Microgravity Science and Applications has established a world-class research program in fluid physics and transport phenomena. This program combines the vast expertise of the world research community with NASA's unique microgravity facilities with the objectives of gaining new insight into fluid phenomena by removing the confounding effect of gravity. Due to its criticality to many terrestrial and space-based processes and phenomena, fluid physics and transport phenomena play a central role in the NASA's Microgravity Program. Through widely publicized research announcement and well established peer-reviews, the program has been able to attract a number of world-class researchers and acquired a critical mass of investigations that is now adding rapidly to this field. Currently there arc a total of 106 ground-based and 20 candidate flight principal investigators conducting research in four major thrust areas in the program: complex flows, multiphase flow and phase change, interfacial phenomena, and dynamics and instabilities. The International Space Station (ISS) to be launched in 1998, provides the microgravity research community with a unprecedented opportunity to conduct long-duration microgravity experiments which can be controlled and operated from the Principal Investigators' own laboratory. Frequent planned shuttle flights to the Station will provide opportunities to conduct many more experiments than were previously possible. NASA Lewis Research Center is in the process of designing a Fluids and Combustion Facility (FCF) to be located in the Laboratory Module of the ISS that will not only accommodate multiple users but, allow a broad range of fluid physics and transport phenomena experiments to be conducted in a cost effective manner.

  4. KSC-05pd2408

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - At NASA Kennedy Space Center’s Payload Hazardous Servicing Facility, a technician from the Applied Physics Laboratory adjusts part of the blanket that it is being installed as a heat shield around the New Horizons spacecraft. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  5. KSC-06pd0009

    NASA Image and Video Library

    2006-01-11

    KENNEDY SPACE CENTER, FLA. - In the Vertical Integration Facility on Launch Complex 41, Cape Canaveral Air Force Station, Hal Weaver, New Horizons project scientist with the Johns Hopkins University Applied Physics Laboratory, signs the fairing enclosing the New Horizons spacecraft. The fairing protects the spacecraft during launch and flight through the atmosphere. Once out of the atmosphere, the fairing is jettisoned. The compact 1,060-pound New Horizons probe carries seven scientific instruments that will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  6. Stunt Barbie--A Laboratory Practicum Combining Constant Velocity and Constant Acceleration

    ERIC Educational Resources Information Center

    Hertting, Scott

    2011-01-01

    In preparing to teach the advanced physics course at my high school, I found it useful to work through the end of chapter problems in the book used by the advanced class. A problem on motion in one dimension involved a stunt woman in free fall from a tree limb onto a horse running beneath her. The problem presents a connected learning opportunity…

  7. Bridging Physics and Biology Using Resistance and Axons

    NASA Astrophysics Data System (ADS)

    Dyer, Joshua M.

    2014-11-01

    When teaching physics, it is often difficult to get biology-oriented students to see the relevance of physics.1 A complaint often heard is that biology students are required to take physics for the Medical College Admission Test (MCAT) as part of a "weeding out" process, but that they don't feel like they need physics for biology. Despite this impression held by students, there have been calls for better physics education for future physicians and life scientists.2,3 Research is being performed to improve physics classes and labs by linking topics in biology and physics.4,5 Described here is a laboratory experiment covering the topics of resistance of materials and circuits/Kirchhoff's laws in a biology context with their direct application to neurons, axons, and electrical impulse transmission within animals. This experiment will also demonstrate the mechanism believed to cause multiple sclerosis. The apparatus was designed with low-cost and readily available materials in mind.

  8. PandASoft: Open Source Instructional Laboratory Administration Software

    NASA Astrophysics Data System (ADS)

    Gay, P. L.; Braasch, P.; Synkova, Y. N.

    2004-12-01

    PandASoft (Physics and Astronomy Software) is software for organizing and archiving a department's teaching resources and materials. An easy to use, secure interface allows faculty and staff to explore equipment inventories, see what laboratory experiments are available, find handouts, and track what has been used in different classes in the past. Divided into five sections: classes, equipment, laboratories, links, and media, its database cross links materials, allowing users to see what labs are used with which classes, what media and equipment are used with which labs, or simply what equipment is lurking in which room. Written in PHP and MySQL, this software can be installed on any UNIX / Linux platform, including Macintosh OS X. It is designed to allow users to easily customize the headers, footers and colors to blend with existing sites - no programming experience required. While initial data input is labor intensive, the system will save time later by allowing users to quickly answer questions related to what is in inventory, where it is located, how many are in stock, and where online they can learn more. It will also provide a central location for storing PDFs of handouts, and links to applets and cool sites at other universities. PandASoft comes with over 100 links to online resources pre-installed. We would like to thank Dr. Wolfgang Rueckner and the Harvard University Science Center for providing computers and resources for this project.

  9. Spinning the Innovation and Entrepreneurship Mindset: A Modern Physics Approach

    NASA Astrophysics Data System (ADS)

    Roughani, Bahram

    2010-04-01

    Topics in Modern Physics course from relativity to quantum mechanics were examined in the context of innovation as part of the recent Kettering University program on ``Entrepreneurship Across Curriculum-EAC.'' The main goals were (a) to introduce innovation and entrepreneurship without eliminating any topics from this course, (b) to use EAC as a vehicle for intentional education that produces graduates with innovative mindsets, (c) to enrich the students learning experience aligned with the desired educational outcomes, and (d) to highlight the impact of scientific innovation in the society, while encouraging students to re-think how entrepreneurship mindset could maximize their impact in the society through innovation. Ideas such as principles behind innovation and innovative ideas, disciplines of innovations, formation of innovation teams, and effective methods for analyzing innovative value propositions were introduced in this course. Most of the implementation were achieved through out of class activities, and communicated through in class presentations, papers or weekly laboratory reports.

  10. Physical experience enhances science learning.

    PubMed

    Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

    2015-06-01

    Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

  11. New Class of Excimer-Pumped Atomic Lasers (XPALS)

    DTIC Science & Technology

    2017-01-27

    quantum efficiency greater thnn one, has been demonstrated. We believe this laser to represent a breakthrough in laser technology because the system...navy.mil Prepared by J. G. Eden and A. E. Mironov Laboratory For Optical Physics and Engineering Department of Electrical and Computer Engineering...viability of an atomic laser having a quantum efficiency greater than one. We believe this laser to represent a breakthrough in laser technology

  12. Assessing the development & implementation of a student-centered, "flipped" secondary physics curriculum in which IO-lab digital sensors are issued to students on a 1-to-1 basis

    NASA Astrophysics Data System (ADS)

    Cunnings, Christopher P.

    This teacher-driven, action research dissertation study chronicles the development and implementation of a transformative, two-pronged, student-centered secondary physics education curriculum. From an instructional perspective, the curriculum was situated in the "flipped classroom" teaching approach, which minimizes in-class lecturing and instead predicates classroom learning on collaborative, hands-on, and activity-based lessons. Additionally, all students were issued IO-Lab digital sensors--learning tools developed by professors at the University of Illinois at Urbana-Champaign capable of collecting a vast array of real-time physical data-- on a 1-to-1, 24/7 basis for both in-class and at-home use. In-class, students participated in predominantly activity-based learning, with a sizeable portion of in-class activities incorporating IO-Labs for experimental data collection. Outside of class, students designed real-world research projects using their IO-Labs to study the physics underlying their everyday experiences, and all projects were video recorded, uploaded to YouTube, and then watched in-class to simulate a "mock science conference" in which students provided constructive feedback to each other on their experimental methods and results. The synergistic blending of a) flipped physics instruction, and b) perpetual access to state-of-the-art laboratory equipment, the two prongs forming the basis of this research study, inspired the curriculum title "Flipped IO-Lab," or "F-IO" curriculum. This dissertation study will provide a comprehensive assessment of the benefits and challenges that emerged while designing and implementing the F-IO curriculum from a practitioner's perspective. The assessment of the F-IO curriculum came about through a mixed-methods research methodology during kinematics and dynamics instruction. Specifically, this study includes "Force Concept Inventory" (FCI) pretest/posttest analysis to gauge changes in students' conceptual understanding of physics, as well as "Colorado Learning Attitudes about Science Survey" (CLASS) pre/post data to monitor students' shifts in scientific attitudes throughout the study. The aforementioned pre/post data will be triangulated with field notes and web-based "course opinion survey questions" to provide a comprehensive view of the F-IO curriculum. Significant analysis of the development of the course, as well as the relevant benefits, challenges, and considerations for "flipping" physics instruction, is also contained in this dissertation. The results of the research study include an FCI normalized gain of 0.74 (a "high gain" course), which indicates significant improvement in students' conceptual understanding of Newtonian Mechanics. Additionally, CLASS results indicate significant shifts in student attitudes from generally novice initial scientific perspectives to predominantly expert scientific perspectives by the conclusion of the research study. Of particular interest was students' acknowledgement and appreciation of the real-world implications of what they learned in physics class, as evidenced by CLASS survey data, real-world video challenge projects, and student comments before, during, and after class sessions. However, even despite all of the positive results that emerged throughout the study, a variety of challenges and concerns also materialized with regards to the utilization of F-IO curriculum principles, with the most pronounced being a subset of students whom remained unwilling to embrace web-based and/or flipped instructional teaching methods, preferring instead a more traditional instructional approach. The results and implications of this research study may not only be of interest to physics instructors, but also STEM educators, secondary curriculum designers, digital learning tool designers and researchers, and educational researchers.

  13. Effectiveness of Tutorials for Introductory Physics in Argentinean high schools

    NASA Astrophysics Data System (ADS)

    Benegas, J.; Flores, J. Sirur

    2014-06-01

    This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test "Determining and Interpreting Resistive Electric Circuits Concepts Test" (DIRECT) to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction) in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance (<20%) shown before instruction, a result compatible with the very low level of conceptual knowledge of basic physics recently determined by a systematic study of first-year students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.

  14. Bed-Sediment Sampling and Analysis for Physical and Chemical Properties of the Lower Mississippi River near Memphis, Tennessee

    USGS Publications Warehouse

    Blanchard, Robert A.; Wagner, Daniel M.; Evans, Dennis A.

    2010-01-01

    In February 2010, the U.S. Geological Survey, in cooperation with the U.S. Army Corps of Engineers, Memphis District, investigated the presence of inorganic elements and organic compounds in bed sediments of the lower Mississippi River. Selected sites were located in the navigation channel near river miles 737, 773, and 790 near Memphis, Tennessee. Bed-sediment samples were collected using a Shipek grab sampler mounted to a boom crane with a motorized winch. Samples then were processed and shipped to the U.S. Geological Survey Sediment Laboratory in Rolla, Missouri, the USGS National Water Quality Laboratory in Denver, Colorado, and to TestAmerica Laboratory, Inc. in West Sacramento, California. Samples were analyzed for grain size, inorganic elements (including mercury), and organic compounds. Chemical results were tabulated and listed with sediment-quality guidelines and presented with the physical property results. All of the bed material samples collected during this investigation yielded concentrations that were less than the Consensus-Based Probable Effect Concentration guidelines. The physical properties were tabulated and listed using a standard U.S. Geological Survey scale of sizes by class for sediment analysis. All of the samples collected during this investigation indicated a percent composition mostly comprised of sand, ranging from less than 0.125 millimeters to less than 2 millimeters.

  15. Electromagnetic braking revisited with a magnetic point dipole model

    NASA Astrophysics Data System (ADS)

    Land, Sara; McGuire, Patrick; Bumb, Nikhil; Mann, Brian P.; Yellen, Benjamin B.

    2016-04-01

    A theoretical model is developed to predict the trajectory of magnetized spheres falling through a copper pipe. The derive magnetic point dipole model agrees well with the experimental trajectories for NdFeB spherical magnets of varying diameter, which are embedded inside 3D printed shells with fixed outer dimensions. This demonstration of electrodynamic phenomena and Lenz's law serves as a good laboratory exercise for physics, electromagnetics, and dynamics classes at the undergraduate level.

  16. Review of the Elementary Particles Physics in the External Electromagnetic Fields Studies at KEK

    NASA Astrophysics Data System (ADS)

    Konstantinova, O. Tanaka

    2017-03-01

    High Energy Accelerator Research Organization (KEK [1]) is a world class accelerator-based research laboratory. The field of its scientific interests spreads widely from the study of fundamental properties of matter, particle physics, nuclear physics to materials science, life science, technical researches, and industrial applications. Research outcomes from the laboratory achieved making use of high-energy particle beams and synchrotron radiation. Two synchrotron facilities of KEK, the Photon Factory (PF) ring and the Photon Factory Advanced Ring (PF-AR) are the second biggest synchrotron light source in Japan. A very wide range of the radiated light, from visible light to X-ray, is provided for a variety of materials science, biology, and life science [2]. KEK strives to work closely with national and international research institutions, promoting collaborative research activities. Advanced research and facilities provision are key factors to be at the frontier of the accelerator science. In this review I am going to discuss KEK overall accelerator-based science, and to consider light sources research and development. The state of arts of the current projects with respect to the elementary particles physics in the external electromagnetic fields is also stressed here.

  17. Some case studies of skewed (and other ab-normal) data distributions arising in low-level environmental research.

    PubMed

    Currie, L A

    2001-07-01

    Three general classes of skewed data distributions have been encountered in research on background radiation, chemical and radiochemical blanks, and low levels of 85Kr and 14C in the atmosphere and the cryosphere. The first class of skewed data can be considered to be theoretically, or fundamentally skewed. It is typified by the exponential distribution of inter-arrival times for nuclear counting events for a Poisson process. As part of a study of the nature of low-level (anti-coincidence) Geiger-Muller counter background radiation, tests were performed on the Poisson distribution of counts, the uniform distribution of arrival times, and the exponential distribution of inter-arrival times. The real laboratory system, of course, failed the (inter-arrival time) test--for very interesting reasons, linked to the physics of the measurement process. The second, computationally skewed, class relates to skewness induced by non-linear transformations. It is illustrated by non-linear concentration estimates from inverse calibration, and bivariate blank corrections for low-level 14C-12C aerosol data that led to highly asymmetric uncertainty intervals for the biomass carbon contribution to urban "soot". The third, environmentally, skewed, data class relates to a universal problem for the detection of excursions above blank or baseline levels: namely, the widespread occurrence of ab-normal distributions of environmental and laboratory blanks. This is illustrated by the search for fundamental factors that lurk behind skewed frequency distributions of sulfur laboratory blanks and 85Kr environmental baselines, and the application of robust statistical procedures for reliable detection decisions in the face of skewed isotopic carbon procedural blanks with few degrees of freedom.

  18. J. J. Thomson goes to America.

    PubMed

    Downard, Kevin M

    2009-11-01

    Joseph John (J. J.) Thomson was an accomplished scientist who helped lay the foundations of nuclear physics. A humble man of working class roots, Thomson went on to become one of the most influential physicists of the late 19th century. He is credited with the discovery of the electron, received a Nobel Prize in physics in 1906 for investigations into the conduction of electricity by gases, was knighted in 1908, and served as a Cavendish Professor and Director of the laboratory for over 35 years from 1884. His laboratory attracted some of the world's brightest minds; Francis W. Aston, Niels H. D. Bohr, Hugh L. Callendar, Charles T. R. Wilson, Ernest Rutherford, George F. C. Searle, Geoffrey I. Taylor, and John S. E. Townsend all worked under him. This article recounts J. J. Thomson's visits to North America in 1896, 1903, 1909, and finally 1923. It presents his activities and his personal impressions of the people and society of the U.S.A. and Canada, and the science of atomic physics and chemistry in the late 1800s and early 1900s.

  19. Chladni Patterns on Drumheads: A ``Physics of Music'' Experiment

    NASA Astrophysics Data System (ADS)

    Worland, Randy

    2011-01-01

    In our "Physics of Music" class for non-science majors, we have developed a laboratory exercise in which students experiment with Chladni sand patterns on drumheads. Chladni patterns provide a kinesthetic, visual, and entertaining way to illustrate standing waves on flat surfaces and are very helpful when making the transition from one-dimensional systems, such as string and wind instruments, to the two-dimensional membranes and plates of the percussion family. Although the sand patterns attributed to Ernst Florens Friedrich Chladni (1756-1827) are often demonstrated for this purpose using metal plates,2-4 the use of drumheads offers several pedagogical and practical advantages in the lab.

  20. Effects of sex composition by class and instructor's sex on physical self-efficacy of college men.

    PubMed

    Gibbons, E S; Rust, D M; Blassingame, C L; Reed, J L

    2000-02-01

    The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes; improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes; and no improvement in scores for Physical Self-presentation Confidence was found in all classes. In conclusion, the analysis showed sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.

  1. Framing discourse for optimal learning in science and mathematics

    NASA Astrophysics Data System (ADS)

    Megowan, Mary Colleen

    2007-12-01

    This study explored the collaborative thinking and learning that occurred in physics and mathematics classes where teachers practiced Modeling Instruction. Four different classes were videotaped---a middle school mathematics resource class, a 9th grade physical science class, a high school honors physics class and a community college engineering physics course. Videotapes and transcripts were analyzed to discover connections between the conceptual structures and spatial representations that shaped students' conversations about space and time. Along the way, it became apparent that students' and teachers' cultural models of schooling were a significant influence, sometimes positive and sometimes negative, in students' engagement and metaphor selection. A growing number of researchers are exploring the importance of semiotics in physics and mathematics, but typically their unit of analysis is the individual student. To examine the distributed cognition that occurred in this unique learning setting, not just among students but also in connection with their tools, artifacts and representations, I extended the unit of analysis for my research to include small groups and their collaborative work with whiteboarded representations of contextual problems and laboratory exercises. My data revealed a number of interesting insights. Students who constructed spatial representations and used them to assist their reasoning, were more apt to demonstrate a coherent grasp of the elements, operations, relations and rules that govern the model under investigation than those who relied on propositional algebraic representations of the model. In classrooms where teachers permitted and encouraged students to take and hold the floor during whole-group discussions, students learned to probe one another more deeply and conceptually. Shared representations (whether spatial or propositional/algebraic), such as those that naturally occurred when students worked together in small groups to prepare collaborative displays of their thinking, were more apt to stimulate conceptually oriented conversations among students than individual work, i.e., what each student had written on his or her worksheet. This research was supported, in part, by grants from the National Science Foundation (#0337795 and #0312038). Any opinions, findings, conclusions or recommendations expressed herein are those of the author and do not necessarily reflect the views of the National Science Foundation.

  2. Modeling and Preliminary Simulation Studies for Packet-Based Precedence and Preemption for FCS Communications

    DTIC Science & Technology

    2006-09-27

    Information Sciences Department, JHU/Applied Physics Laboratory, 12000 Johns Hopkins Road., Laurel, Maryland. 22104 ( PHB ) to meet the QoS requirements of...applications, e.g., (Keshav, 1997). However, to date, no work ex- ists to design and investigate PHB algorithms which simultaneously deliver QoS to...techniques to handle P&P requirements and rely upon standard, well studied QoS PHB , e.g., Weighted Round Robin, Class-Based Fair Queuing, etc., for han

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

    NASA Astrophysics Data System (ADS)

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

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

  4. Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation

    PubMed Central

    Spell, Rachelle M.; Guinan, Judith A.; Miller, Kristen R.; Beck, Christopher W.

    2014-01-01

    Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier. PMID:24591509

  5. Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation.

    PubMed

    Spell, Rachelle M; Guinan, Judith A; Miller, Kristen R; Beck, Christopher W

    2014-01-01

    Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.

  6. Working toward equitable opportunities for science students with disabilities: using professional development and technology.

    PubMed

    Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

    2010-01-01

    As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

  7. Evaluating Usability in a Distance Digital Systems Laboratory Class

    ERIC Educational Resources Information Center

    Kostaras, N.; Xenos, M.; Skodras, A. N.

    2011-01-01

    This paper presents the usability evaluation of a digital systems laboratory class offered to distance-learning students. It details the way in which students can participate remotely in such a laboratory, the methodology employed in the usability assessment of the laboratory infrastructure (hardware and software), and also outlines the main…

  8. The use of a Nintendo Wii remote control in physics experiments

    NASA Astrophysics Data System (ADS)

    Abellán, F. J.; Arenas, A.; Núñez, M. J.; Victoria, L.

    2013-09-01

    In this paper we describe how a Nintendo Wii remote control (known as the Wiimote) can be used in the design and implementation of several undergraduate-level experiments in a physics laboratory class. An experimental setup composed of a Wiimote and a conveniently located IR LED allows the trajectory of one or several moving objects to be tracked and recorded accurately, in both long and short displacement. The authors have developed a user interface program to configure the operation of the acquisition system of such data. The two experiments included in this work are the free fall of a body with magnetic braking and the simple pendulum, but other physics experiments could have been chosen. The treatment of the data was performed using Bayesian inference.

  9. Laboratory test of a novel structural model of anxiety sensitivity and panic vulnerability.

    PubMed

    Bernstein, Amit; Zvolensky, Michael J; Zvolensky, Michael J; Schmidt, Norman B

    2009-06-01

    The current study evaluated a novel latent structural model of anxiety sensitivity (AS) in relation to panic vulnerability among a sample of young adults (N=216). AS was measured using the 16-item Anxiety Sensitivity Index (ASI; Reiss, Peterson, Gursky, & McNally, 1986), and panic vulnerability was indexed by panic attack responding to a single administration of a 4-minute, 10% CO(2) challenge. As predicted, vulnerability for panic attack responding to biological challenge was associated with dichotomous individual differences between taxonic AS classes and continuous within-taxon class individual differences in AS physical concerns. Findings supported the AS taxonic-dimensional hypothesis of AS latent structure and panic vulnerability. These findings are discussed in terms of their theoretical and clinical implications.

  10. Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

    NASA Astrophysics Data System (ADS)

    Nikolic, Sasha; Suesse, Thomas F.; McCarthy, Timothy J.; Goldfinch, Thomas L.

    2017-11-01

    Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

  11. KSC-05pd2410

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - In the clean room at KSC’s Payload Hazardous Servicing Facility, the New Horizons spacecraft is prepared for a media event. Photographers and reporters will be able to photograph the New Horizons spacecraft and talk with project management and test team members from NASA and the Johns Hopkins University Applied Physics Laboratory. Seen behind the spacecraft is one half of the fairing that will enclose it for launch, scheduled for January 2006. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  12. KSC-05pd2415

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - In the clean room at KSC’s Payload Hazardous Servicing Facility, technicians prepare the New Horizons spacecraft for a media event. Photographers and reporters will be able to photograph the New Horizons spacecraft and talk with project management and test team members from NASA and the Johns Hopkins University Applied Physics Laboratory. Seen behind the spacecraft is one half of the fairing that will enclose it for launch, scheduled for January 2006. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  13. KSC-05pd2414

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - In the clean room at KSC’s Payload Hazardous Servicing Facility, the New Horizons spacecraft is ready for a media event. Photographers and reporters will be able to photograph the New Horizons spacecraft and talk with project management and test team members from NASA and the Johns Hopkins University Applied Physics Laboratory. Seen behind the spacecraft is one half of the fairing that will enclose it for launch, scheduled for January 2006. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  14. KSC-05pd2411

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - In the clean room at KSC’s Payload Hazardous Servicing Facility, technicians prepare the New Horizons spacecraft for a media event. Photographers and reporters will be able to photograph the New Horizons spacecraft and talk with project management and test team members from NASA and the Johns Hopkins University Applied Physics Laboratory. Seen behind the spacecraft is one half of the fairing that will enclose it for launch, scheduled for January 2006. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  15. KSC-05pd2413

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - In the clean room at KSC’s Payload Hazardous Servicing Facility, the New Horizons spacecraft is being prepared for a media event. Photographers and reporters will be able to photograph the New Horizons spacecraft and talk with project management and test team members from NASA and the Johns Hopkins University Applied Physics Laboratory. Seen behind the spacecraft is one half of the fairing that will enclose it for launch, scheduled for January 2006. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  16. Student decision making in large group discussion

    NASA Astrophysics Data System (ADS)

    Kustusch, Mary Bridget; Ptak, Corey; Sayre, Eleanor C.; Franklin, Scott V.

    2015-04-01

    It is increasingly common in physics classes for students to work together to solve problems and perform laboratory experiments. When students work together, they need to negotiate the roles and decision making within the group. We examine how a large group of students negotiates authority as part of their two week summer College Readiness Program at Rochester Institute of Technology. The program is designed to develop metacognitive skills in first generation and Deaf and hard-of-hearing (DHH) STEM undergraduates through cooperative group work, laboratory experimentation, and explicit reflection exercises. On the first full day of the program, the students collaboratively developed a sign for the word ``metacognition'' for which there is not a sign in American Sign Language. This presentation will focus on three aspects of the ensuing discussion: (1) how the instructor communicated expectations about decision making; (2) how the instructor promoted student-driven decision making rather than instructor-driven policy; and (3) one student's shifts in decision making behavior. We conclude by discussing implications of this research for activity-based physics instruction.

  17. Do Teaching Assistants Matter? Investigating Relationships between Teaching Assistants and Student Outcomes in Undergraduate Science Laboratory Classes

    ERIC Educational Resources Information Center

    Wheeler, Lindsay B.; Maeng, Jennifer L.; Chiu, Jennie L.; Bell, Randy L.

    2017-01-01

    This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct laboratory courses, yet little, if any, research examines professional development (PD) for TAs or relationships between instructors and students in laboratory settings. The use of…

  18. Saturn Apollo Program

    NASA Image and Video Library

    1969-07-09

    In this photograph, laboratory technician Bart Ruark visually inspects a Japanese Qail confined within a class III cabinet in the Intervertebrae, Aves, and Fish Laboratory of the Lunar Receiving Laboratory, Building 37 of the Manned Spacecraft Center (MSC) in Houston, Texas. This laboratory was part of the overall physical, chemical, and biological test program of the Apollo 11 returned lunar samples. Aboard the Marshall Space Flight Center (MSFC) developed Saturn V launch vehicle, the Apollo 11 mission launched from The Kennedy Space Center, Florida on July 16, 1969 and safely returned to Earth on July 24, 1969. The 3-man crew aboard the flight consisted of astronauts Neil A. Armstrong, commander; Edwin Aldrin, Lunar Module (LM) pilot; and Michael Collins, Command Module (CM) pilot. The CM, piloted by Michael Collins remained in a parking orbit around the Moon while the LM, named “Eagle’’, carrying astronauts Neil Armstrong and Edwin Aldrin, landed on the Moon. In 2 1/2 hours, the crew collected 47 pounds of lunar surface material which was returned to Earth for analysis.

  19. For the safe use of lasers in educational institutions: elementary through university

    NASA Astrophysics Data System (ADS)

    Seeber, Fredrick P.

    1995-10-01

    The use of lasers by the academic community continues to dramatically escalate. Academia is inundated with a profusion of lasers, each with a diverse function. Traditional departments such as biology, chemistry, and physics have introduced the use of lasers as an essential element of tutelage. Even the more distinctive departments such as Cancer Research, Civil Engineering, Earth and Planetary Science, Plasma Fusion, Spectroscopy, and so forth, have incorporated the laser in the composition of their educational mechanism. The literature indicates most ocular accidents happen during alignment procedures, which is an everyday activity for educational laboratories. Also, the improper use of laser safety eye wear is a major area of concern for laser safety in education institutions. More Class II, III, and IV lasers are used in universities, colleges, laser electro-optic technical colleges and high schools than probably any other area: for teaching, research, laboratory experiments, and demonstrations. Relatively large numbers of students work in laboratory groups in confined area, with various lasers of different wavelengths in the same laboratory. Open cavity and beam paths of Class IV lasers are common in these environments. Most educational institutions do not have laser safety officers or standard operation procedures. This paper will discuss the development of a new laser safety standard by an ANSI ad-hoc committee and by the executive committee of the ANSI Z-136 intended to provide adequate, reasonable, and practical guidance for educators, students, and spectators found in classrooms, lecture halls, and laboratories associated with universities, colleges, high, and elementary schools.

  20. Cost efficient operations for Discovery class missions

    NASA Technical Reports Server (NTRS)

    Cameron, G. E.; Landshof, J. A.; Whitworth, G. W.

    1994-01-01

    The Near Earth Asteroid Rendezvous (NEAR) program at The Johns Hopkins University Applied Physics Laboratory is scheduled to launch the first spacecraft in NASA's Discovery program. The Discovery program is to promote low cost spacecraft design, development, and mission operations for planetary space missions. The authors describe the NEAR mission and discuss the design and development of the NEAR Mission Operations System and the NEAR Ground System with an emphasis on those aspects of the design that are conducive to low-cost operations.

  1. Joint the Center for Applied Scientific Computing

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

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

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

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

    Alnajjar, Mikhail S.; Quigley, David; Kuntamukkula, Murty

    Due to the inherent nature of pyrophoric substances to ignite spontaneously upon exposure to air, special precautions must be taken to ensure their safe handling and use. Pyrophoric gases (such as diborane, dichloroborane, phosphine, etc.) are typically the easiest class of pyrophoric substances to handle since the gas can be plumbed directly to the application and used remotely. Pyrophoric solids and liquids, however, require the user to physically manipulate them when transferring them from one container to another. Failure to follow proper safety precautions could result in serious injury or unintended consequences to laboratory personnel.12 Because of this danger, pyrophoricsmore » should be handled only by experienced personnel. Users with limited experience must be trained on how to handle pyrophoric reagents and consult with a knowledgeable staff member prior to performing the experimental task. The purpose of this article is three fold: 1) to provide guidelines and general safety precautions to avoid accidents, 2) describe proper techniques on how to successfully handle, store, and dispose of pyrophoric liquids and solids, and 3) illustrate best practices for working with this class of reactants in a laboratory environment.« less

  3. Computing Properties of Hadrons, Nuclei and Nuclear Matter from Quantum Chromodynamics (LQCD)

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

    Negele, John W.

    Building on the success of two preceding generations of Scientific Discovery through Advanced Computing (SciDAC) projects, this grant supported the MIT component (P.I. John Negele) of a multi-institutional SciDAC-3 project that also included Brookhaven National Laboratory, the lead laboratory with P. I. Frithjof Karsch serving as Project Director, Thomas Jefferson National Accelerator Facility with P. I. David Richards serving as Co-director, University of Washington with P. I. Martin Savage, University of North Carolina with P. I. Rob Fowler, and College of William and Mary with P. I. Andreas Stathopoulos. Nationally, this multi-institutional project coordinated the software development effort that themore » nuclear physics lattice QCD community needs to ensure that lattice calculations can make optimal use of forthcoming leadership-class and dedicated hardware, including that at the national laboratories, and to exploit future computational resources in the Exascale era.« less

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

    ENGEL-COX,J.; ZIMMERMAN,E.; LEE,R.

    Throughout the scientific community, Brookhaven National Laboratory (BNL) is renowned for its leading-edge research in physics, medicine, chemistry, biology, materials, and the environment. BNL is committed to supporting its world-class scientific research with an internationally recognized environmental protection program. The 1999 Site Environmental Report (SER) summarizes the status of the Laboratory's environmental programs and performance, including the steady progress towards cleaning up the site and fully integrating environmental stewardship into all facets of the Laboratory's mission. BNL is located on 5,265 acres of pine barrens in Suffolk County in the center of Long Island, New York. The Laboratory is situatedmore » above a sole source aquifer at the headwaters of the Peconic River; therefore, protecting ground and surface water quality is a special concern. Approximately 3,600 acres of the site are undeveloped and serve as habitat for a wide variety of animals and plants, including one New York State endangered species, the tiger salamander, and two New York State threatened species, the banded sunfish and the stiff goldenrod. Monitoring, preserving, and restoring these ecological resources is a high priority for the Laboratory.« less

  5. Enhancing pre-service physics teachers' creative thinking skills through HOT lab design

    NASA Astrophysics Data System (ADS)

    Malik, Adam; Setiawan, Agus; Suhandi, Andi; Permanasari, Anna

    2017-08-01

    A research on the implementation of HOT (Higher Order Thinking) Laboratory has been carried out. This research is aimed to compare increasing of creative thinking skills of pre-service physics teachers who receive physics lesson with HOT Lab and with verification lab for the topic of electric circuit. This research used a quasi-experiment methods with control group pretest-posttest design. The subject of the research is 40 Physics Education pre-service physics teachers of UIN Sunan Gunung Djati Bandung. Research samples were selected by class random sampling technique. Data on pre-service physics teachers' creative thinking skills were collected using test of creative thinking skills in the form of essay. The results of the research reveal that average of N-gain of creative thinking skills are <0,69> for pre-service physics teachers who received lesson with HOT Lab design and <0,39> for pre-service physics teachers who received lesson with verification lab, respectively. Therefore, we conclude that application of HOT Lab design is more effective to increase creative thinking skills in the lesson of electric circuit.

  6. Computer soundcard as an AC signal generator and oscilloscope for the physics laboratory

    NASA Astrophysics Data System (ADS)

    Sinlapanuntakul, Jinda; Kijamnajsuk, Puchong; Jetjamnong, Chanthawut; Chotikaprakhan, Sutharat

    2018-01-01

    The purpose of this paper is to develop both an AC signal generator and a dual-channel oscilloscope based on standard personal computer equipped with sound card as parts of the laboratory of the fundamental physics and the introduction to electronics classes. The setup turns the computer into the two channel measured device which can provides sample rate, simultaneous sampling, frequency range, filters and others essential capabilities required to perform amplitude, phase and frequency measurements of AC signal. The AC signal also generate from the same computer sound card output simultaneously in any waveform such as sine, square, triangle, saw-toothed pulsed, swept sine and white noise etc. These can convert an inexpensive PC sound card into powerful device, which allows the students to measure physical phenomena with their own PCs either at home or at university attendance. A graphic user interface software was developed for control and analysis, including facilities for data recording, signal processing and real time measurement display. The result is expanded utility of self-learning for the students in the field of electronics both AC and DC circuits, including the sound and vibration experiments.

  7. New Outreach Initiatives at the Princeton Plasma Physics Laboratory

    NASA Astrophysics Data System (ADS)

    Zwicker, Andrew; Dominguez, Arturo; Greco, Shannon; Ortiz, Deedee; Delooper, John

    2015-11-01

    In FY15, PPPL concentrated its efforts on a portfolio of outreach activities centered around plasma science and fusion energy that have the potential to reach a large audience and have a significant and measurable impact. The overall goal of these outreach activities is to expose the public (within New Jersey, the US and the world) to the Department of Energy's scientific endeavors and specifically to PPPL's research regarding fusion and plasma science. The projects include several new activities along with upgrades to existing ones. The new activities include the development of outreach demos for the plasma physics community and the upgrade of the Internet Plasma Physics Experience (IPPEX). Our first plasma demo is a low cost DC glow discharge, suitable for tours as well as for student laboratories (plasma breakdown, spectroscopy, probes). This has been field tested in a variety of classes and events. The upgrade to the IPPEX web site includes a new template and a new interactive virtual tokamak. Future work on IPPEX will provide users limited access to data from NSTX-U. Finally, our Young Women's Conference was expanded and improved. These and other new outreach activities will be presented.

  8. Automatic identification of physical activity types and sedentary behaviors from triaxial accelerometer: laboratory-based calibrations are not enough.

    PubMed

    Bastian, Thomas; Maire, Aurélia; Dugas, Julien; Ataya, Abbas; Villars, Clément; Gris, Florence; Perrin, Emilie; Caritu, Yanis; Doron, Maeva; Blanc, Stéphane; Jallon, Pierre; Simon, Chantal

    2015-03-15

    "Objective" methods to monitor physical activity and sedentary patterns in free-living conditions are necessary to further our understanding of their impacts on health. In recent years, many software solutions capable of automatically identifying activity types from portable accelerometry data have been developed, with promising results in controlled conditions, but virtually no reports on field tests. An automatic classification algorithm initially developed using laboratory-acquired data (59 subjects engaging in a set of 24 standardized activities) to discriminate between 8 activity classes (lying, slouching, sitting, standing, walking, running, and cycling) was applied to data collected in the field. Twenty volunteers equipped with a hip-worn triaxial accelerometer performed at their own pace an activity set that included, among others, activities such as walking the streets, running, cycling, and taking the bus. Performances of the laboratory-calibrated classification algorithm were compared with those of an alternative version of the same model including field-collected data in the learning set. Despite good results in laboratory conditions, the performances of the laboratory-calibrated algorithm (assessed by confusion matrices) decreased for several activities when applied to free-living data. Recalibrating the algorithm with data closer to real-life conditions and from an independent group of subjects proved useful, especially for the detection of sedentary behaviors while in transports, thereby improving the detection of overall sitting (sensitivity: laboratory model = 24.9%; recalibrated model = 95.7%). Automatic identification methods should be developed using data acquired in free-living conditions rather than data from standardized laboratory activity sets only, and their limits carefully tested before they are used in field studies. Copyright © 2015 the American Physiological Society.

  9. The Robert E. Hopkins Center for Optical Design and Engineering

    NASA Astrophysics Data System (ADS)

    Zavislan, James M.; Brown, Thomas G.

    2008-08-01

    In 1929, a grant from Eastman Kodak and Bausch and Lomb established The Institute of Optics as the nation's first academic institution devoted to training optical scientists and engineers. The mission was 'to study light in all its phases', and the curriculum was designed to educate students in the fundamentals of optical science and build essential skills in applied optics and optical engineering. Indeed, our historic strength has been a balance between optical science and engineering--we have alumni who are carrying out prize-winning research in optical physics, alumni who are innovative optical engineers, and still other alumni who are leaders in the business community. Faculty who are top-notch optical engineers are an important resource to optical physics research groups -- likewise, teaching and modeling excellent optical science provides a strong underpinning for students on the applied/engineering end of the spectrum. This model -an undergraduate and graduate program that balances fundamental optics, applied optics, and optical engineering- has served us well. The impressive and diverse range of opportunities for our BS graduates has withstood economic cycles, and the students graduate with a healthy dose of practical experience. Undergraduate advisors, with considerable initiative from the program coordinator, are very aggressive in pointing students toward summer research and engineering opportunities. The vast majority of our undergraduate students graduate with at least one summer of experience in a company or a research laboratory. For example, 95% of the class of 2008 spent the summer of 2007 at companies and/or research laboratories: These include Zygo, NRL, Bausch and Lomb, The University of Rochester(The Institute of Optics, Medical Center, and Laboratory for Laser Energetics), QED, ARL Night Vision laboratories, JPL, Kollsman, OptiMax, Northrup Grumman, and at least two other companies. It is an impressive list, and bodes well for the career preparation for these students. While this extracurricular experience is truly world-class, an integrated design experience defined within our academic program is increasingly necessary for those going on to professional careers in engineering. This paper describes the philosophy behind a revision to our undergraduate curriculum that integrates a design experience and describes the engineering laboratory that has been established to make it a reality. The laboratory and design center has been named in honor of Robert E. Hopkins, former director and professor, co-founder of Tropel corporation, and a lifelong devotee to engineering innovation.

  10. Using the TA to Prepare Graduate Students for Research and Employment

    NASA Astrophysics Data System (ADS)

    Heller, Kenneth

    One of the most underused components of the physics graduate program is the time spent being a teaching assistant (TA). Often the TA duties consist of grading and trying to help undergraduates survive a physics course. How those duties are accomplished is left to each TA. The most common TA preparation, if it exists, has a narrow focus on the class being taught. Preparation consists of describing, or perhaps practicing, specific teaching skills and gaining familiarity with the equipment used in the laboratory portion of the class. Instead TAs can be integrated into the entire course in which they function so that they learn the course as a system. This means treating a course in the same way one approaches a research project with the TAs as members of the research team headed by a faculty advisor. TA preparation is broadened and support includes the management, teamwork, and communication skills necessary. This makes the TAs more efficient and effective teachers while explicitly connecting the TA experience to the ``soft'' skills they need in their own research careers whether in industry, national laboratories, or academia. This talk describes such a program, functioning for over 20 years at the University of Minnesota, that takes no more time than the usual TA but results in graduate students that are more satisfied with their TA experience, are better prepared to function in research groups, and provide a better classroom experience for their undergraduate students.

  11. Toward the virtual classroom

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

    Pihlman, M.; Dirks, D.H.

    1990-01-03

    The Lawrence Livermore National Laboratory (LLNL) encourages its employees to remotely attend classes given by Stanford University, University of California at Davis, and the National Technological University (NTU). To improve the quality of education for LLNL employees, we are cooperating with Stanford University in upgrading the Stanford Instructional Television Network (SITN). A dedicated high-speed communication link (Tl) between Stanford and LLNL will be used for enhanced services such as videoconferencing, real time classnotes distribution, and electronic distribution of homework assignments. The new network will also allow students to take classes from their offices with the ability to ask the professormore » questions via an automatically dialed telephone call. As part of this upgrade, we have also proposed a new videoconferencing based classroom environment where students taking remote classes would feel as though they are attending the live class. All paperwork would be available in near real time and students may converse normally with, and see, other remote students as though they were all in the same physical location. We call this the Virtual Classroom.'' 1 ref., 6 figs.« less

  12. Changes in occupational class differences in leisure-time physical activity: a follow-up study.

    PubMed

    Seiluri, Tina; Lahti, Jouni; Rahkonen, Ossi; Lahelma, Eero; Lallukka, Tea

    2011-03-01

    Physical activity is known to have health benefits across population groups. However, less is known about changes over time in socioeconomic differences in leisure-time physical activity and the reasons for the changes. We hypothesised that class differences in leisure-time physical activity would widen over time due to declining physical activity among the lower occupational classes. We examined whether occupational class differences in leisure-time physical activity change over time in a cohort of Finnish middle-aged women and men. We also examined whether a set of selected covariates could account for the observed changes. The data were derived from the Helsinki Health Study cohort mail surveys; the respondents were 40-60-year-old employees of the City of Helsinki at baseline in 2000-2002 (n = 8960, response rate 67%). Follow-up questionnaires were sent to the baseline respondents in 2007 (n = 7332, response rate 83%). The outcome measure was leisure-time physical activity, including commuting, converted to metabolic equivalent tasks (MET). Socioeconomic position was measured by occupational class (professionals, semi-professionals, routine non-manual employees and manual workers). The covariates included baseline age, marital status, limiting long-lasting illness, common mental disorders, job strain, physical and mental health functioning, smoking, body mass index, and employment status at follow-up. Firstly the analyses focused on changes over time in age adjusted prevalence of leisure-time physical activity. Secondly, logistic regression analysis was used to adjust for covariates of changes in occupational class differences in leisure-time physical activity. At baseline there were no occupational class differences in leisure-time physical activity. Over the follow-up leisure-time physical activity increased among those in the higher classes and decreased among manual workers, suggesting the emergence of occupational class differences at follow-up. Women in routine non-manual and manual classes and men in the manual class tended to be more often physically inactive in their leisure-time (<14 MET hours/week) and to be less often active (>30 MET hours/week) than those in the top two classes. Adjustment for the covariates did not substantially affect the observed occupational class differences in leisure-time physical activity at follow-up. Occupational class differences in leisure-time physical activity emerged over the follow-up period among both women and men. Leisure-time physical activity needs to be promoted among ageing employees, especially among manual workers.

  13. Results in Developing an Engineering Degree Program in Safeguards and Security of Nuclear Materials at Moscow Engineering Physics Institute

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

    Kryuchkov, Eduard F.; Geraskin, Nikolay I.; Killinger, Mark H.

    The world’s first master’s degree program in nuclear safeguards and security, established at Moscow Engineering Physics Institute (MEPhI), has now graduated nine classes of students. Most of the graduates have gone on to work at government agencies, research organizations, or obtain their PhD. In order to meet the demand for safeguards and security specialists at nuclear facilities, MEPhI established a 5½ year engineering degree program that provides more hands-on training desired by facilities. In February 2004, the first students began their studies in the new discipline Nuclear Material Safeguards and Nonproliferation. This class, as well as other subsequent classes, includedmore » students who started the program in their third year of studies, as the first 2½ years consists of general engineering curriculum. Fourteen students made up the first graduating class, receiving their engineering degrees in February 2007. The topics addressed in this paper include specific features of the program caused by peculiarities of Russian education legislation and government quality control of academic education. This paper summarizes the main joint actions undertaken by MEPhI and the US National Laboratories in conjunction with the U.S. Department of Energy, to develop the engineering degree program. Also discussed are the program’s specific training requirements, student internships, and job placement. The paper concludes with recommendations from a recent international seminar on nonproliferation education and training.« less

  14. Inquiry-Based Early Undergraduate Research Using High-Altitude Ballooning

    NASA Astrophysics Data System (ADS)

    Sibbernsen, K.; Sibbernsen, M.

    2012-12-01

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

  15. Intensity and duration of physical efforts in Physical Education classes.

    PubMed

    Kremer, Marina Marques; Reichert, Felipe Fossati; Hallal, Pedro Curi

    2012-04-01

    To evaluate the intensity and duration of physical efforts in Physical Education classes in primary and secondary school. School-based cross-sectional study carried out by means of the observation of 218 Physical Education classes, including a total of 272 students (each one of the students was evaluated three times). The study was carried out in the city of Pelotas (Southern Brazil), between August and December 2009. In order to evaluate the intensity of the efforts, accelerometers were used and the following cut-off points were adopted (in counts per minute): sedentary activities (0-100), light activities (101-2,000), moderate (2,001-4,999), vigorous (5,000-7,999), and very vigorous activities (>8000). The mean duration of the classes was 35.6 minutes (SD 6.0). The mean proportion of time spent in moderate to vigorous physical activity was 32.7% (SD 25.2). Boys (44.1%) were involved significantly more in moderate to vigorous physical activity as compared to girls (21.0%; p<0.01). Students who practice physical activities outside the classes participated more in moderate to vigorous physical activity in the Physical Education classes. Besides the fact that Physical Education classes have a short duration, students practice moderate to vigorous physical activity during one third of the class, with a poor significant contribution to students' level of physical activity.

  16. The minerals and the light: Mineralogy and astronomy in the history of the homo sapiens sapiens

    NASA Astrophysics Data System (ADS)

    Giovanna Giovine, Laura

    2016-04-01

    Since the end of the '90s, when the concept of competence was introduced in the education world, the debate on teaching assessment of competences is going on in the Italian school system. Nonetheless, first cycle and second cycle State Exams and national tests (INVALSI), yet have a focus on knowledge and skills. In the education field competence is defined as the capability to face requests and complex tasks effectively, using knowledge and skills acquired by study, research, observation and experience. The proposal formulated here is directed to turn disciplinary knowledge and skills to personal competences through educational and unitary teaching, in order to overcome the discontinuities between Primary school - Secondary school - Universities - the world of work. The ultimate goal is to preserve throughout the didactic course of teaching the wholeness and unitarily of personal competence of the student, who uses acquired disciplinary knowledge and skills in a personal fashion, neither mnemonic nor mechanical. The course of study may begin in the first class of lower secondary school and go on up to the fifth class of upper secondary school, with didactic laboratorial strategies and teaching strategies for competences, involving multiple disciplines. The recipients are the classes where a greater difficulty for students to integrate into the life of the School is registered, or the learned input-skills are of low or inadequate level, possibly with the presence of students with Special Educational Needs. In involved classes the collaboration and sharing of all teachers of the Class Council has been requested, in order to build an educational unitary course, centered on the concept of competence. Contents of the course: • The materials of the solid earth: minerals (physical and chemical properties, classification) • Percentages, graphics, angles, geometric solids, symmetry • Measurement units, speed and acceleration, mass and weight, pressure, energy, heat, temperature, density • States of matter: solid state and liquid state • The periodic table of elements, atoms and molecules • Mixtures Introduction to the course: • History informs sciences: newspapers and books dating back to the First World War are read in the classroom, mineral resources used in everyday life and the their mining locations, in cooperation with Geohistory and Italian teachers. • Discussion groups and "questioning" by the test "Is it useful to study the Mineralogy?" and input test with open-ended questions. • Experiments in the laboratory shared with Physics teacher: we observe a mineral (recognition, classification, chemical composition) • Theoretical lesson: natural sciences, physics and chemistry, with the support of the textbook and using material found by students in the Internet • Visit to the local museum with the teacher of Geometric Design or Art History or Technology or Geohistory • Brainstorming and project with support of LIM to view video-on lab and specific software • Experiments in the laboratory shared with the teacher of Mathematics: growing crystals (shape and symmetry, recognition and classification, chemical composition and structure of atoms) • Final report on experiments, possibly with research hypotheses.

  17. Knowledge Retention for Computer Simulations: A study comparing virtual and hands-on laboratories

    NASA Astrophysics Data System (ADS)

    Croom, John R., III

    The use of virtual laboratories has the potential to change physics education. These low-cost, interactive computer activities interest students, allow for easy setup, and give educators a way to teach laboratory based online classes. This study investigated whether virtual laboratories could replace traditional hands-on laboratories and whether students could retain the same long-term knowledge in virtual laboratories as compared to hands-on laboratories. This study is a quantitative quasi-experiment that used a multiple posttest design to determine if students using virtual laboratories would retain the same knowledge as students who performed hands-on laboratories after 9 weeks. The study was composed of 336 students from 14 school districts. Students had their performances on the laboratories and their retention of the laboratories compared to a series of factors that might have affected their retention using a pretest and two posttests, which were compared using a t test. The results showed no significant difference in short-term learning between the hands-on laboratory groups and virtual laboratory groups. There was, however, a significant difference (p = .005) between the groups in long-term retention; students in the hands-on laboratory groups retained more information than those in the virtual laboratory groups. These results suggest that long-term learning is enhanced when a laboratory contains a hands-on component. Finally, the results showed that both groups of students felt their particular laboratory style was superior to the alternative method. The findings of this study can be used to improve the integration of virtual laboratories into science curriculum.

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

    NASA Astrophysics Data System (ADS)

    Henderson, Jean Foster

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

  19. Students' objectively measured physical activity levels and engagement as a function of between-class and between-student differences in motivation toward physical education.

    PubMed

    Aelterman, Nathalie; Vansteenkiste, Maarten; Van Keer, Hilde; Van den Berghe, Lynn; De Meyer, Jotie; Haerens, Leen

    2012-08-01

    Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, Mage = 14.36 ±1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.

  20. Semantic modeling of plastic deformation of polycrystalline rock

    NASA Astrophysics Data System (ADS)

    Babaie, Hassan A.; Davarpanah, Armita

    2018-02-01

    We have developed the first iteration of the Plastic Rock Deformation (PRD) ontology by modeling the semantics of a selected set of deformational processes and mechanisms that produce, reconfigure, displace, and/or consume the material components of inhomogeneous polycrystalline rocks. The PRD knowledge model also classifies and formalizes the properties (relations) that hold between instances of the dynamic physical and chemical processes and the rock components, the complex physio-chemical, mathematical, and informational concepts of the plastic rock deformation system, the measured or calculated laboratory testing conditions, experimental procedures and protocols, the state and system variables, and the empirical flow laws that define the inter-relationships among the variables. The ontology reuses classes and properties from several existing ontologies that are built for physics, chemistry, biology, and mathematics. With its flexible design, the PRD ontology is well positioned to incrementally develop into a model that more fully represents the knowledge of plastic deformation of polycrystalline rocks in the future. The domain ontology will be used to consistently annotate varied data and information related to the microstructures and the physical and chemical processes that produce them at different spatial and temporal scales in the laboratory and in the solid Earth. The PRDKB knowledge base, when built based on the ontology, will help the community of experimental structural geologists and metamorphic petrologists to coherently and uniformly distribute, discover, access, share, and use their data through automated reasoning and integration and query of heterogeneous experimental deformation data that originate from autonomous rock testing laboratories.

  1. Perceived Physical Competence, Enjoyment and Effort in Same-Sex and Coeducational Physical Education Classes

    ERIC Educational Resources Information Center

    Lyu, Minjeong; Gill, Diane L.

    2011-01-01

    Perceived competence is a key motivational determinant of physical activity behaviours in adolescents, and motivational determinants are influenced by the class environment. The purpose of this study was to investigate levels of perceived physical competence, enjoyment and effort in class, focusing on gender and class-type differences.…

  2. Developing a Critical Curriculum in Physical Education Classes.

    ERIC Educational Resources Information Center

    de Souza, Doralice Lange

    Physical education classes are usually seen as the least politicized of all disciplines in schools. This paper gives examples of how to promote critical thinking in physical education classes, transforming them into a forum of critical reflection about corporeal culture. Even though the main goal of physical education classes is to promote…

  3. Moving toward change: Institutionalizing reform through implementation of the Learning Assistant model and Open Source Tutorials

    NASA Astrophysics Data System (ADS)

    Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird H.; Wells, Leanne; Jones, David

    2011-12-01

    Florida International University has undergone a reform in the introductory physics classes by focusing on the laboratory component of these classes. We present results from the secondary implementation of two research-based instructional strategies: the implementation of the Learning Assistant model as developed by the University of Colorado at Boulder and the Open Source Tutorial curriculum developed at the University of Maryland, College Park. We examine the results of the Force Concept Inventory (FCI) for introductory students over five years (n=872) and find that the mean raw gain of students in transformed lab sections was 0.243, while the mean raw gain of the traditional labs was 0.159, with a Cohen’s d effect size of 0.59. Average raw gains on the FCI were 0.243 for Hispanic students and 0.213 for women in the transformed labs, indicating that these reforms are not widening the gaps between underrepresented student groups and majority groups. Our results illustrate how research-based instructional strategies can be successfully implemented in a physics department with minimal department engagement and in a sustainable manner.

  4. Consequences of using different soil texture determination methodologies for soil physical quality and unsaturated zone time lag estimates

    NASA Astrophysics Data System (ADS)

    Fenton, O.; Vero, S.; Ibrahim, T. G.; Murphy, P. N. C.; Sherriff, S. C.; Ó hUallacháin, D.

    2015-11-01

    Elucidation of when the loss of pollutants, below the rooting zone in agricultural landscapes, affects water quality is important when assessing the efficacy of mitigation measures. Investigation of this inherent time lag (tT) is divided into unsaturated (tu) and saturated (ts) components. The duration of these components relative to each other differs depending on soil characteristics and the landscape position. The present field study focuses on tu estimation in a scenario where the saturated zone is likely to constitute a higher proportion of tT. In such instances, or where only initial breakthrough (IBT) or centre of mass (COM) is of interest, utilisation of site and depth specific "simple" textural class or actual sand-silt-clay percentages to generate soil water characteristic curves with associated soil hydraulic parameters is acceptable. With the same data it is also possible to estimate a soil physical quality (S) parameter for each soil layer which can be used to infer many other physical, chemical and biological quality indicators. In this study, hand texturing in the field was used to determine textural classes of a soil profile. Laboratory methods, including hydrometer, pipette and laser diffraction methods were used to determine actual sand-silt-clay percentages of sections of the same soil profile. Results showed that in terms of S, hand texturing resulted in a lower index value (inferring a degraded soil) than that of pipette, hydrometer and laser equivalents. There was no difference between S index values determined using the pipette, hydrometer and laser diffraction methods. The difference between the three laboratory methods on both the IBT and COM stages of tu were negligible, and in this instance were unlikely to affect either groundwater monitoring decisions, or to be of consequence from a policy perspective. When tu estimates are made over the full depth of the vadose zone, which may extend to several metres, errors resulting from the use of hydraulic parameters generated from hand texture data will be resultantly greater, and may lead to flawed predictions regarding the achievability of water policy targets. For this reason laboratory analysis, regardless of method, should be preferred to simple field assessments.

  5. But I like PE: factors associated with enjoyment of physical education class in middle school girls.

    PubMed

    Barr-Anderson, Daheia J; Neumark-Sztainer, Dianne; Schmitz, Kathryn H; Ward, Dianne S; Conway, Terry L; Pratt, Charlotte; Baggett, Chris D; Lytle, Leslie; Pate, Russell R

    2008-03-01

    The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.

  6. To Enhance Collaborative Learning and Practice Network Knowledge with a Virtualization Laboratory and Online Synchronous Discussion

    ERIC Educational Resources Information Center

    Hwang, Wu-Yuin; Kongcharoen, Chaknarin; Ghinea, Gheorghita

    2014-01-01

    Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux…

  7. Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation

    ERIC Educational Resources Information Center

    Spell, Rachelle M.; Guinan, Judith A.; Miller, Kristen R.; Beck, Christopher W.

    2014-01-01

    Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are…

  8. Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

    ERIC Educational Resources Information Center

    Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

    2015-01-01

    Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

  9. CLASS Shifts in Modeling Instruction

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Kramer, Laird; O'Brien, George

    2008-10-01

    Among the most surprising findings in Physics Education Research is the lack of positive results on attitudinal measures, such as Colorado Learning Attitudes about Science Survey (CLASS) and Maryland Physics Expectations Survey (MPEX). The uniformity with which physics teaching manages to negatively shift attitudes toward physics learning is striking. Strategies which have been shown to improve learning, such as interactive engagement and studio format classes, provide more authentic science experiences for students, yet do not produce positive attitudinal results. Florida International University's Physics Education Research Group has implemented Modeling Instruction in University Physics classes. Using the CLASS as a pre/post measure has shown attitudinal improvements through both semesters of the introductory physics sequence. In this paper, we report positive shifts on the CLASS in two sections of Modeling Physics, one in Mechanics (N=30) and one in Electricity and Magnetism, (N=31) and examine how these results reflect on Modeling Instruction.

  10. β-decay studies of r-process nuclei at NSCL

    NASA Astrophysics Data System (ADS)

    Pereira, J.; Aprahamian, A.; Arndt, O.; Becerril, A.; Elliot, T.; Estrade, A.; Galaviz, D.; Hennrich, S.; Hosmer, P.; Schnorrenberger, L.; Kessler, R.; Kratz, K.-L.; Lorusso, G.; Mantica, P. F.; Matos, M.; Montes, F.; Pfeiffer, B.; Quinn, M.; Santi, P.; Schatz, H.; Schertz, F.; Smith, E.; Tomlin, B. E.; Walters, W. B.; Wöhr, A.

    2008-06-01

    Observed neutron-capture elemental abundances in metal-poor stars, along with ongoing analysis of the extremely metal-poor Eu-enriched sub-class provide new guidance for astrophysical models aimed at finding the r-process sites. The present paper emphasizes the importance of nuclear physics parameters entering in these models, particularly β-decay properties of neutron-rich nuclei. In this context, several r-process motivated β-decay experiments performed at the National Superconducting Cyclotron Laboratory (NSCL) are presented, including a summary of results and impact on model calculations.

  11. Purification and Characterization of Enzymes from Yeast: An Extended Undergraduate Laboratory Sequence for Large Classes

    ERIC Educational Resources Information Center

    Johanson, Kelly E.; Watt, Terry J.; McIntyre, Neil R.; Thompson, Marleesa

    2013-01-01

    Providing a project-based experience in an undergraduate biochemistry laboratory class can be complex with large class sizes and limited resources. We have designed a 6-week curriculum during which students purify and characterize the enzymes invertase and phosphatase from bakers yeast. Purification is performed in two stages via ethanol…

  12. Teaching chemistry and other sciences to blind and low-vision students through hands-on learning experiences in high school science laboratories

    NASA Astrophysics Data System (ADS)

    Supalo, Cary Alan

    2010-11-01

    Students with blindness and low vision (BLV) have traditionally been underrepresented in the sciences as a result of technological and attitudinal barriers to equal access in science laboratory classrooms. The Independent Laboratory Access for the Blind (ILAB) project developed and evaluated a suite of talking and audible hardware/software tools to empower students with BLV to have multisensory, hands-on laboratory learning experiences. This dissertation focuses on the first year of ILAB tool testing in mainstream science laboratory classrooms, and comprises a detailed multi-case study of four students with BLV who were enrolled in high school science classes during 2007--08 alongside sighted students. Participants attended different schools; curricula included chemistry, AP chemistry, and AP physics. The ILAB tools were designed to provide multisensory means for students with BLV to make observations and collect data during standard laboratory lessons on an equivalent basis with their sighted peers. Various qualitative and quantitative data collection instruments were used to determine whether the hands-on experiences facilitated by the ILAB tools had led to increased involvement in laboratory-goal-directed actions, greater peer acceptance in the students' lab groups, improved attitudes toward science, and increased interest in science. Premier among the ILAB tools was the JAWS/Logger Pro software interface, which made audible all information gathered through standard Vernier laboratory probes and visually displayed through Logger Pro. ILAB tools also included a talking balance, a submersible audible light sensor, a scientific talking stopwatch, and a variety of other high-tech and low-tech devices and techniques. While results were mixed, all four participating BLV students seemed to have experienced at least some benefit, with the effect being stronger for some than for others. Not all of the data collection instruments were found to reveal improvements for all of the participating students, but each of the types of data sets provided evidence of benefit for varying subgroups of participants. It is the expectation of the ILAB team that continuing to implement adaptive/assistive technologies for BLV students in science laboratory classrooms will foster enhanced opportunities in science classes and professions.

  13. KSC-05pd2416

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - In the clean room at KSC’s Payload Hazardous Servicing Facility, the media (also dressed in clean room suits) learn about NASA’s New Horizons spacecraft (at left) from New Horizons Mission Systems Engineer David Kusnierkiewicz, in the center. Behind Kusnierkiewicz is one half of the fairing that will enclose the spacecraft for launch, scheduled for January 2006. The media event brought photographers and reporters to the site to talk with project management and test team members from NASA and the Johns Hopkins University Applied Physics Laboratory. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  14. KSC-05pd2412

    NASA Image and Video Library

    2005-11-04

    KENNEDY SPACE CENTER, FLA. - In the clean room at KSC’s Payload Hazardous Servicing Facility is NASA’s New Horizons spacecraft that is scheduled to be launched to Pluto and its moon Charon in January 2006. Seen here is the Radio Science Experiment (REX) that will measure atmospheric composition and temperature. The spacecraft is being prepared for a media event. Photographers and reporters will be able to photograph the New Horizons spacecraft and talk with project management and test team members from NASA and the Johns Hopkins University Applied Physics Laboratory. Carrying seven scientific instruments, the compact 1,060-pound New Horizons probe will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will fly by Pluto and Charon as early as summer 2015.

  15. But I Like PE: Factors Associated With Enjoyment of Physical Education Class in Middle School Girls

    PubMed Central

    Barr-Anderson, Daheia J.; Neumark-Sztainer, Dianne; Schmitz, Kathryn H.; Ward, Dianne S.; Conway, Terry L.; Pratt, Charlotte; Baggett, Chris D.; Lytle, Leslie; Pate, Russell R.

    2008-01-01

    The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teacher's support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls. PMID:18431947

  16. Exploring the Potential of Smartphones and Tablets for Performance Support in Food Chemistry Laboratory Classes

    ERIC Educational Resources Information Center

    van der Kolk, Koos; Hartog, Rob; Beldman, Gerrit; Gruppen, Harry

    2013-01-01

    Increasingly, mobile applications appear on the market that can support students in chemistry laboratory classes. In a multiple app-supported laboratory, each of these applications covers one use-case. In practice, this leads to situations in which information is scattered over different screens and written materials. Such a multiple app-supported…

  17. Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

    ERIC Educational Resources Information Center

    Kuyatt, Brian L.; Baker, Jason D.

    2014-01-01

    This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly…

  18. Non-Stop Lab Week: A Real Laboratory Experience for Life Sciences Postgraduate Courses

    ERIC Educational Resources Information Center

    Freitas, Maria João; Silva, Joana Vieira; Korrodi-Gregório, Luís; Fardilha, Margarida

    2016-01-01

    At the Portuguese universities, practical classes of life sciences are usually professor-centered 2-hour classes. This approach results in students underprepared for a real work environment in a research/clinical laboratory. To provide students with a real-life laboratory environment, the Non-Stop Lab Week (NSLW) was created in the Molecular…

  19. An Operationally Simple Sonogashira Reaction for an Undergraduate Organic Chemistry Laboratory Class

    ERIC Educational Resources Information Center

    Cranwell, Philippa B.; Peterson, Alexander M.; Littlefield, Benjamin T. R.; Russell, Andrew T.

    2015-01-01

    An operationally simple, reliable, and cheap Sonogashira reaction suitable for an undergraduate laboratory class that can be completed within a day-long (8 h) laboratory session has been developed. Cross-coupling is carried out between 2-methyl-3-butyn-2-ol and various aryl iodides using catalytic amounts of bis(triphenylphosphine)palladium(II)…

  20. Capitalizing on Community: the Small College Environment and the Development of Researchers

    NASA Astrophysics Data System (ADS)

    Stoneking, M. R.

    2014-03-01

    Liberal arts colleges constitute an important source of and training ground for future scientists. At Lawrence University, we take advantage of our small college environment to prepare physics students for research careers by complementing content acquisition with skill development and project experience distributed throughout the curriculum and with co-curricular elements that are tied to our close-knit supportive physics community. Small classes and frequent contact between physics majors and faculty members offer opportunities for regular and detailed feedback on the development of research relevant skills such as laboratory record-keeping, data analysis, electronic circuit design, computational programming, experimental design and modification, and scientific communication. Part of our approach is to balance collaborative group work on small projects (such as Arduino-based electronics projects and optical design challenges) with independent work (on, for example, advanced laboratory experimental extensions and senior capstone projects). Communal spaces and specialized facilities (experimental and computational) and active on-campus research programs attract eager students to the program, establish a community-based atmosphere, provide unique opportunities for the development of research aptitude, and offer opportunities for genuine contribution to a research program. Recently, we have also been encouraging innovativetendencies in physics majors through intentional efforts to develop personal characteristics, encouraging students to become more tolerant of ambiguity, risk-taking, initiative-seeking, and articulate. Indicators of the success of our approach include the roughly ten physics majors who graduate each year and our program's high ranking among institutions whose graduates go on to receive the Ph.D. in physics. Work supported in part by the National Science Foundation.

  1. Fast Track Study

    NASA Technical Reports Server (NTRS)

    1996-01-01

    The NASA Fast Track Study supports the efforts of a Special Study Group (SSG) made up of members of the Advanced Project Management Class number 23 (APM-23) that met at the Wallops Island Management Education Center from April 28 - May 8, 1996. Members of the Class expressed interest to Mr. Vem Weyers in having an input to the NASA Policy Document (NPD) 7120.4, that will replace NASA Management Institute (NMI) 7120.4, and the NASA Program/Project Management Guide. The APM-23 SSG was tasked with assisting in development of NASA policy on managing Fast Track Projects, defined as small projects under $150 million and completed within three years. 'Me approach of the APM-23 SSG was to gather data on successful projects working in a 'Better, Faster, Cheaper' environment, within and outside of NASA and develop the Fast Track Project section of the NASA Program/Project Management Guide. Fourteen interviews and four other data gathering efforts were conducted by the SSG, and 16 were conducted by Strategic Resources, Inc. (SRI), including five interviews at the Jet Propulsion Laboratory (JPL) and one at the Applied Physics Laboratory (APL). The interviews were compiled and analyzed for techniques and approaches commonly used to meet severe cost and schedule constraints.

  2. 34 CFR 106.34 - Access to classes and schools.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... its students on the basis of sex. (1) Contact sports in physical education classes. This section does not prohibit separation of students by sex within physical education classes or activities during... major activity of which involves bodily contact. (2) Ability grouping in physical education classes...

  3. Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

    NASA Astrophysics Data System (ADS)

    Thornton, Ronald

    2010-10-01

    Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

  4. “Workshop Astronomy” at Dickinson College

    NASA Astrophysics Data System (ADS)

    Morgan, Windsor A., Jr.

    2006-12-01

    Dickinson College, a 2400-student liberal arts college in Carlisle, Pennsylvania, is recognized for the development of Workshop Physics. This innovative, calculus-based introductory course combines physics lectures and laboratories with integrated hands-on, small-group sessions. It allows students to do experiments, so that they will make their own observations and, with the guidance of the professor discover the principles of physics themselves. Since spring 2006, I have been developing an introductory solar-system astronomy course in the “Workshop” format at Dickinson. Students participate in discussions with their classmates and investigate astronomical concepts with computer simulations and guided inquiry. I emphasize “practical” astronomy (such as lunar phases, sky motions, and seasons) and physics concepts (such as density and Doppler shift); thus, my students become familiar with the basics of astronomy before developing a better understanding of the solar system. In my paper, I will discuss class activities and will evaluate their efficacy based on a comparison with traditionally-taught astronomy courses.

  5. After the War: Women in Physics in the United States

    NASA Astrophysics Data System (ADS)

    Howes, Ruth H.; Herzenberg, Caroline L.

    2015-12-01

    This book examines the lives and contributions of American women physicists who were active in the years following World War II, during the middle decades of the 20th century. It covers the strategies they used to survive and thrive in a time where their gender was against them. The percentage of woman taking PhDs in physics has risen from 6% in 1983 to 20% in 2012 (an all-time high for women). By understanding the history of women in physics, these gains can continue. It discusses two major classes of women physicists; those who worked on military projects, and those who worked in industrial laboratories and at universities largely in the late 1940s and 1950s. While it includes minimal discussion of physics and physicists in the 1960s and later, this book focuses on the challenges and successes of women physicists in the years immediately following World War II and before the eras of affirmative actions and the use of the personal computer.

  6. [WORKING CONDITIONS AND STATE OF HEALTH OF TBILISI SUBWAY EMPLOYEES].

    PubMed

    Khunashvili, N; Tsimakuridze, Mar; Bakradze, L; Khachapuridze, N; Tsimakuridze, Maya

    2017-03-01

    For the purpose of preventive events complex hygienic, clinical-functional, laboratory and biostatic researches are implemented on the basis of Tbilisi Subway. Conditions of work are characterized by complex of unfavorable factors of the working environment and the labor process. Working environment is characterized by combination of unfavorable state of physical factors and air pollution with dust and toxic substances. The levels of noise and vibration refer to the 3.4 class of harmfulness. The content of dust and toxic substances corresponds to 3.1-3.2 classes of working conditions harmfulness. In the indexes of health status, the leading diseases are pathology of cardiovascular, nervous and digestive systems. Cause-effect relationships between working conditions and individual health indicators have been already established, which served as the basis for the development of comprehensive preventive health measures.

  7. Gender-based performance differences in an introductory physics course

    NASA Astrophysics Data System (ADS)

    McKinnon, Mark Lee

    Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

  8. 76 FR 64948 - Decision To Evaluate a Petition To Designate a Class of Employees From Oak Ridge National...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-10-19

    ... Employees From Oak Ridge National Laboratory (X-10), Oak Ridge, TN, To Be Included in the Special Exposure... decision to evaluate a petition to designate a class of employees from Oak Ridge National Laboratory (X-10... Laboratory (X-10) Location: Oak Ridge, Tennessee. Job Titles and/or Job Duties: All contractor employees...

  9. The Impact of Audiovisual Feedback on the Learning Outcomes of a Remote and Virtual Laboratory Class

    ERIC Educational Resources Information Center

    Lindsay, E.; Good, M.

    2009-01-01

    Remote and virtual laboratory classes are an increasingly prevalent alternative to traditional hands-on laboratory experiences. One of the key issues with these modes of access is the provision of adequate audiovisual (AV) feedback to the user, which can be a complicated and resource-intensive challenge. This paper reports on a comparison of two…

  10. Exploring the Potential of Smartphones and Tablets for Performance Support in Food Chemistry Laboratory Classes

    NASA Astrophysics Data System (ADS)

    van der Kolk, Koos; Hartog, Rob; Beldman, Gerrit; Gruppen, Harry

    2013-12-01

    Increasingly, mobile applications appear on the market that can support students in chemistry laboratory classes. In a multiple app-supported laboratory, each of these applications covers one use-case. In practice, this leads to situations in which information is scattered over different screens and written materials. Such a multiple app-supported laboratory will become awkward with the growth of the number of applications and use cases. In particular, using and switching between applications is likely to induce extraneous cognitive load that can easily be avoided. The manuscript describes the design of a prototype smartphone web app (LabBuddy) designed to support students in food chemistry laboratory classes. The manuscript describes a case study ( n = 26) of the use of a LabBuddy prototype in such a laboratory class. Based on the evaluation of this case study, design requirements for LabBuddy were articulated. LabBuddy should work on HTML5 capable devices, independent of screen size, by having a responsive layout. In addition, LabBuddy should enable a student using LabBuddy to switch between devices without much effort. Finally, LabBuddy should offer an integrated representation of information.

  11. Development Efforts Expanded in Ion Propulsion: Ion Thrusters Developed With Higher Power Levels

    NASA Technical Reports Server (NTRS)

    Patterson, Michael J.; Rawlin, Vincent K.; Sovey, James S.

    2003-01-01

    The NASA Glenn Research Center was the major contributor of 2-kW-class ion thruster technology to the Deep Space 1 mission, which was successfully completed in early 2002. Recently, NASA s Office of Space Science awarded approximately $21 million to Glenn to develop higher power xenon ion propulsion systems for large flagship missions such as outer planet explorers and sample return missions. The project, referred to as NASA's Evolutionary Xenon Thruster (NEXT), is a logical follow-on to the ion propulsion system demonstrated on Deep Space 1. The propulsion system power level for NEXT is expected to be as high as 25 kW, incorporating multiple ion thrusters, each capable of being throttled over a 1- to 6-kW power range. To date, engineering model thrusters have been developed, and performance and plume diagnostics are now being documented. The project team-Glenn, the Jet Propulsion Laboratory, General Dynamics, Boeing Electron Dynamic Devices, the Applied Physics Laboratory, the University of Michigan, and Colorado State University-is in the process of developing hardware for a ground demonstration of the NEXT propulsion system, which comprises a xenon feed system, controllers, multiple thrusters, and power processors. The development program also will include life assessments by tests and analyses, single-string tests of ion thrusters and power systems, and finally, multistring thruster system tests in calendar year 2005. In addition, NASA's Office of Space Science selected Glenn to lead the development of a 25-kW xenon thruster to enable NASA to conduct future missions to the outer planets of Jupiter and beyond, under the High Power Electric Propulsion (HiPEP) program. The development of a 100-kW-class ion propulsion system and power conversion systems are critical components to enable future nuclear-electric propulsion systems. In fiscal year 2003, a team composed of Glenn, the Boeing Company, General Dynamics, the Applied Physics Laboratory, the Naval Research Laboratory, the University of Wisconsin, the University of Michigan, and Colorado State University will perform a 6-month study that will result in the design of a 25-kW ion thruster, a propellant feed system, and a power processing architecture. The following 2 years will involve hardware development, wear tests, single-string tests of the thruster-power circuits and the xenon feed system, and subsystem service life analyses. The 2-kW-class ion propulsion technology developed for the Deep Space 1 mission will be used for NASA's discovery mission Dawn, which involves maneuvering a spacecraft to survey the asteroids Ceres and Vesta. The 6-kW-class ion thruster subsystem technology under NEXT is scheduled to be flight ready by calendar year 2006. The less mature 25- kW ion thruster system under HiPEP is expected to be ready for a flight advanced development program in calendar year 2006.

  12. Weathering Profiles in Phosphorus-Rich Rocks at Gusev Crater, Mars, Suggest Dissolution of Phosphate Minerals into Potentially Habitable Near-Neutral Waters.

    PubMed

    Adcock, Christopher T; Hausrath, Elisabeth M

    2015-12-01

    Abundant evidence indicates that significant surface and near-surface liquid water has existed on Mars in the past. Evaluating the potential for habitable environments on Mars requires an understanding of the chemical and physical conditions that prevailed in such aqueous environments. Among the geological features that may hold evidence of past environmental conditions on Mars are weathering profiles, such as those in the phosphorus-rich Wishstone-class rocks in Gusev Crater. The weathering profiles in these rocks indicate that a Ca-phosphate mineral has been lost during past aqueous interactions. The high phosphorus content of these rocks and potential release of phosphorus during aqueous interactions also make them of astrobiological interest, as phosphorus is among the elements required for all known life. In this work, we used Mars mission data, laboratory-derived kinetic and thermodynamic data, and data from terrestrial analogues, including phosphorus-rich basalts from Idaho, to model a conceptualized Wishstone-class rock using the reactive transport code CrunchFlow. Modeling results most consistent with the weathering profiles in Wishstone-class rocks suggest a combination of chemical and physical erosion and past aqueous interactions with near-neutral waters. The modeling results also indicate that multiple Ca-phosphate minerals are likely in Wishstone-class rocks, consistent with observations of martian meteorites. These findings suggest that Gusev Crater experienced a near-neutral phosphate-bearing aqueous environment that may have been conducive to life on Mars in the past. Mars-Gusev Crater-Wishstone-Reactive transport modeling-CrunchFlow-Aqueous interactions-Neutral pH-Habitability.

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

    ERIC Educational Resources Information Center

    Iadevaia, David G.

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

  14. A Simple Laboratory Class Using a "Pseudomonas aeruginosa" Auxotroph to Illustrate UV-Mutagenic Killing, DNA Photorepair and Mutagenic DNA Repair

    ERIC Educational Resources Information Center

    Sobrero, Patricio; Valverde, Claudio

    2013-01-01

    A simple and cheap laboratory class is proposed to illustrate the lethal effect of UV radiation on bacteria and the operation of different DNA repair mechanisms. The class is divided into two sessions, an initial 3-hour experimental session and a second 2-hour analytical session. The experimental session involves two separate experiments: one…

  15. NEOCAM: Near Earth Object Chemical Analysis Mission: Bridging the Gulf between Telescopic Observations and the Chemical and Mineralogical Compositions of Asteroids or Diogenes A: Diagnostic Observation of the Geology of Near Earth Spectrally-Classified Asteroids

    NASA Technical Reports Server (NTRS)

    Nuth, Joseph A.

    2009-01-01

    Studies of meteorites have yielded a wealth of scientific information based on highly detailed chemical and isotopic studies possible only in sophisticated terrestrial laboratories. Telescopic studies have revealed an enormous (greater than 10(exp 5)) number of physical objects ranging in size from a few tens of meters to several hundred kilometers, orbiting not only in the traditional asteroid belt between Mars and Jupiter but also throughout the inner solar system. Many of the largest asteroids are classed into taxonomic groups based on their observed spectral properties and are designated as C, D. X, S or V types (as well as a wide range in sub-types). These objects are certainly the sources far the meteorites in our laboratories, but which asteroids are the sources for which meteorites? Spectral classes are nominally correlated to the chemical composition and physical characteristics of the asteroid itself based on studies of the spectral changes induced in meteorites due to exposure to a simulated space environment. While laboratory studies have produced some notable successes (e.g. the identification of the asteroid Vesta as the source of the H, E and D meteorite classes), it is unlikely that we have samples of each asteroidal spectral type in our meteorite collection. The correlation of spectral type and composition for many objects will therefore remain uncertain until we can return samples of specific asteroid types to Earth for analyses. The best candidates for sample return are asteroids that already come close to the Earth. Asteroids in orbit near 1 A.U. have been classified into three groups (Aten, Apollo & Amor) based on their orbital characteristics. These Near Earth Objects (NEOs) contain representatives of virtually all spectral types and sub-types of the asteroid population identified to date. Because of their close proximity to Earth, NEOs are prime targets for asteroid missions such as the NEAR-Shoemaker NASA Discovery Mission to Eros and the Japanese Hyabusa Mission to Itokawa. Also due to their close proximity to Earth, NEOs constitute the most likely set of celestial objects that will impact us in the relatively near future.

  16. Objectively measured physical activity level during a physical education class: a pilot study with Swedish youth.

    PubMed

    Raustorp, Anders; Boldemann, Cecilia; Johansson, Maria; Mårtensson, Fredrika

    2010-01-01

    The aim of this study is to advance our knowledge of the contribution of a typical physical education (PE) class to children's daily physical activity. The pilot project is a part of a survey study comprising 11 fourth grader classes (250 pupils). One class of 19 pupils (9 girls) participated in the pilot study. Daily step counts were measured by Yamax pedometers during four consecutive weekdays. During PE class, the participants wore a second pedometer and an Actigraph GT1M accelerometer. The total average step count during PE class was 2512, average 74 steps/min. The counts for the whole day were 16668, and 19 steps/min respectively. The total share of moderate-vigorous physical activity (MVPA) of the PE class was 50.4% (52.5% and 48.3% for boys and girls respectively). There was an inverse correlation between daily mean step count and contribution of PE class step to daily mean step (r = -0.64, p = .003). The contribution of PE class to MVPA was in high in both boys and girls. Considering the suggested independent role of physical fitness for cardiovascular health in children, the PE class must be seen as an important health factor, especially for otherwise inactive children.

  17. Qualitative investigation of students' views about experimental physics

    NASA Astrophysics Data System (ADS)

    Hu, Dehui; Zwickl, Benjamin M.; Wilcox, Bethany R.; Lewandowski, H. J.

    2017-12-01

    This study examines students' reasoning surrounding seemingly contradictory Likert-scale responses within five items in the Colorado Learning Attitudes About Science Survey for Experimental Physics (E-CLASS). We administered the E-CLASS with embedded open-ended prompts, which asked students to provide explanations after making a Likert-scale selection. The quantitative scores on those items showed that our sample of the 216 students enrolled in first year and beyond first year physics courses demonstrated the same trends as previous national data. A qualitative analysis of students' open-ended responses was used to examine common reasoning patterns related to particular Likert-scale responses. When explaining responses to items regarding the role of experiments in confirming known results and also contributing to the growth of scientific knowledge, a common reasoning pattern suggested that confirming known results in a classroom experiment can help with understanding concepts. Thus, physics experiments contribute to students' personal scientific knowledge growth, while also confirming widely known results. Many students agreed that having correct formatting and making well-reasoned conclusions are the main goal for communicating experimental results. Students who focused on sections and formatting emphasized how it enables clear and efficient communication. However, very few students discussed the link between well-reasoned conclusions and effective scientific communication. Lastly, many students argued it was possible to complete experiments without understanding equations and physics concepts. The most common justification was that they could simply follow instructions to finish the lab without understanding. The findings suggest several implications for teaching physics laboratory courses, for example, incorporating some lab activities with outcomes that are unknown to the students might have a significant impact on students' understanding of experiments as an important approach for developing scientific knowledge.

  18. Development of property-transfer models for estimating the hydraulic properties of deep sediments at the Idaho National Engineering and Environmental Laboratory, Idaho

    USGS Publications Warehouse

    Winfield, Kari A.

    2005-01-01

    Because characterizing the unsaturated hydraulic properties of sediments over large areas or depths is costly and time consuming, development of models that predict these properties from more easily measured bulk-physical properties is desirable. At the Idaho National Engineering and Environmental Laboratory, the unsaturated zone is composed of thick basalt flow sequences interbedded with thinner sedimentary layers. Determining the unsaturated hydraulic properties of sedimentary layers is one step in understanding water flow and solute transport processes through this complex unsaturated system. Multiple linear regression was used to construct simple property-transfer models for estimating the water-retention curve and saturated hydraulic conductivity of deep sediments at the Idaho National Engineering and Environmental Laboratory. The regression models were developed from 109 core sample subsets with laboratory measurements of hydraulic and bulk-physical properties. The core samples were collected at depths of 9 to 175 meters at two facilities within the southwestern portion of the Idaho National Engineering and Environmental Laboratory-the Radioactive Waste Management Complex, and the Vadose Zone Research Park southwest of the Idaho Nuclear Technology and Engineering Center. Four regression models were developed using bulk-physical property measurements (bulk density, particle density, and particle size) as the potential explanatory variables. Three representations of the particle-size distribution were compared: (1) textural-class percentages (gravel, sand, silt, and clay), (2) geometric statistics (mean and standard deviation), and (3) graphical statistics (median and uniformity coefficient). The four response variables, estimated from linear combinations of the bulk-physical properties, included saturated hydraulic conductivity and three parameters that define the water-retention curve. For each core sample,values of each water-retention parameter were estimated from the appropriate regression equation and used to calculate an estimated water-retention curve. The degree to which the estimated curve approximated the measured curve was quantified using a goodness-of-fit indicator, the root-mean-square error. Comparison of the root-mean-square-error distributions for each alternative particle-size model showed that the estimated water-retention curves were insensitive to the way the particle-size distribution was represented. Bulk density, the median particle diameter, and the uniformity coefficient were chosen as input parameters for the final models. The property-transfer models developed in this study allow easy determination of hydraulic properties without need for their direct measurement. Additionally, the models provide the basis for development of theoretical models that rely on physical relationships between the pore-size distribution and the bulk-physical properties of the media. With this adaptation, the property-transfer models should have greater application throughout the Idaho National Engineering and Environmental Laboratory and other geographic locations.

  19. LANGUAGE LABORATORY RESEARCH STUDIES IN NEW YORK CITY HIGH SCHOOLS--A DISCUSSION OF THE PROGRAM AND THE FINDINGS.

    ERIC Educational Resources Information Center

    LORGE, SARAH W.

    TO INVESTIGATE THE EFFECTS OF THE LANGUAGE LABORATORY ON FOREIGN LANGUAGE LEARNING, THE BUREAU OF AUDIO-VISUAL INSTRUCTION OF NEW YORK CITY CONDUCTED EXPERIMENTS IN 1ST-, 2D-, AND 3D-YEAR HIGH SCHOOL CLASSES. THE FIRST EXPERIMENT, WHICH COMPARED CONVENTIONALLY TAUGHT CLASSES WITH GROUPS HAVING SOME LABORATORY TEACHING, SHOWED THAT GROUPS WITH…

  20. Trends in social inequality in physical inactivity among Danish adolescents 1991-2014.

    PubMed

    Johnsen, N F; Toftager, M; Melkevik, O; Holstein, B E; Rasmussen, M

    2017-12-01

    The aim of this study was to investigate social inequality in physical inactivity among adolescents from 1991 to 2014 and to describe any changes in inequality during this period. The analyses were based on data from the Danish part of the HBSC study, which consists of seven comparable cross-sectional studies of nationally representative samples of 11-15-year old adolescents. The available data consisted of weekly time (hours) spent on vigorous physical activity and parental occupation from 30,974 participants. In summary, 8.0% of the adolescents reported to be physically inactive, i.e. spend zero hours of vigorous leisure time physical activity per week. The proportion of physically inactive adolescents was 5.4% in high social class and 7.8% and 10.8%, respectively, in middle and low social class. The absolute social inequality measured as prevalence difference between low and high social class did not change systematically across the observation period from 1991 to 2014. Compared to high social class, OR (95% CI) for physical inactivity was 1.48 (1.32-1.65) in middle social class and 2.18 (1.92-2.47) in lower social class. This relative social inequality was similar in the seven data collection waves (p=0.971). Although the gap in physical inactivity between social classes does not seem to be widening in Danish adolescents, there are still considerable differences in the activity levels between high, middle and low social class adolescents. Consequently, there is a need for a targeted physical activity intervention among adolescents from low (and middle) social class.

  1. Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes.

    PubMed

    Fleagle, Timothy R; Borcherding, Nicholas C; Harris, Jennie; Hoffmann, Darren S

    2017-12-28

    To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011-2013; n = 242) and three years after (2014-2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  2. NSF Support for Physics at the Undergraduate Level: A View from Inside

    NASA Astrophysics Data System (ADS)

    McBride, Duncan

    2015-03-01

    NSF has supported a wide range of projects in physics that involve undergraduate students. These projects include NSF research grants in which undergraduates participate; Research Experiences for Undergraduates (REU) centers and supplements; and education grants that range from upper-division labs that may include research, to curriculum development for upper- and lower-level courses and labs, to courses for non-majors, to Physics Education Research (PER). The NSF Divisions of Physics, Materials Research, and Astronomy provide most of the disciplinary research support, with some from other parts of NSF. I recently retired as the permanent physicist in NSF's Division of Undergraduate Education (DUE), which supports the education grants. I was responsible for a majority of DUE's physics grants and was involved with others overseen by a series of physics rotators. There I worked in programs entitled Instrumentation and Laboratory Improvement (ILI); Course and Curriculum Development (CCD); Course, Curriculum, and Laboratory Improvement (CCLI); Transforming Undergraduate STEM Education (TUES); and Improving Undergraduate STEM Education (IUSE). NSF support has enabled physics Principal Investigators to change and improve substantially the way physics is taught and the way students learn physics. The most important changes are increased undergraduate participation in physics research; more teaching using interactive engagement methods in classes; and growth of PER as a legitimate field of physics research as well as outcomes from PER that guide physics teaching. In turn these have led, along with other factors, to students who are better-prepared for graduate school and work, and to increases in the number of undergraduate physics majors. In addition, students in disciplines that physics directly supports, notably engineering and chemistry, and increasingly biology, are better and more broadly prepared to use their physics education in these fields. I will describe NSF support for undergraduate physics with both statistics and examples. In addition I will talk about trends in support for undergraduate physics at NSF and speculate about directions such support might go. Contents of this paper reflect the opinions of the author and do not necessarily reflect those of the National Science Foundation.

  3. Undergraduate optics program for the 21st Century

    NASA Astrophysics Data System (ADS)

    Palmer, James M.

    2002-05-01

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

  4. Physical work demands and physical fitness in low social classes--30-year ischemic heart disease and all-cause mortality in the Copenhagen Male Study.

    PubMed

    Holtermann, Andreas; Mortensen, Ole Steen; Burr, Hermann; Søgaard, Karen; Gyntelberg, Finn; Suadicani, Poul

    2011-11-01

    Investigate whether high physical work demands increase risk of ischemic heart disease (IHD) mortality among men of low social class with low physical fitness. Thirty-year follow-up in the Copenhagen Male Study of 5249 men aged 40 to 59 years without cardiovascular disease. Physical fitness was estimated using the Åstrand cycling test, and physical work demands determined by two self-reported questions. Among 2707 low social class men, multiple-adjusted Cox proportional hazard ratios showed an almost threefold increased risk of IHD mortality among men with high physical work demands and low physical fitness, but not among men with a high physical fitness, referencing men with low physical work demands. These findings among low social class men support that high physical work demands increases the risk of IHD mortality among those with low physical fitness.

  5. Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid

    NASA Astrophysics Data System (ADS)

    Johari, A. H.; Muslim

    2018-05-01

    Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.

  6. Robotic laboratory for distance education

    NASA Astrophysics Data System (ADS)

    Luciano, Sarah C.; Kost, Alan R.

    2016-09-01

    This project involves the construction of a remote-controlled laboratory experiment that can be accessed by online students. The project addresses a need to provide a laboratory experience for students who are taking online courses to be able to provide an in-class experience. The chosen task for the remote user is an optical engineering experiment, specifically aligning a spatial filter. We instrument the physical laboratory set up in Tucson, AZ at the University of Arizona. The hardware in the spatial filter experiment is augmented by motors and cameras to allow the user to remotely control the hardware. The user interacts with a software on their computer, which communicates with a server via Internet connection to the host computer in the Optics Laboratory at the University of Arizona. Our final overall system is comprised of several subsystems. These are the optical experiment set-up, which is a spatial filter experiment; the mechanical subsystem, which interfaces the motors with the micrometers to move the optical hardware; the electrical subsystem, which allows for the electrical communications from the remote computer to the host computer to the hardware; and finally the software subsystem, which is the means by which messages are communicated throughout the system. The goal of the project is to convey as much of an in-lab experience as possible by allowing the user to directly manipulate hardware and receive visual feedback in real-time. Thus, the remote user is able to learn important concepts from this particular experiment and is able to connect theory to the physical world by actually seeing the outcome of a procedure. The latter is a learning experience that is often lost with distance learning and is one that this project hopes to provide.

  7. Physics Laboratory in UEC

    NASA Astrophysics Data System (ADS)

    Takada, Tohru; Nakamura, Jin; Suzuki, Masaru

    All the first-year students in the University of Electro-Communications (UEC) take "Basic Physics I", "Basic Physics II" and "Physics Laboratory" as required subjects; Basic Physics I and Basic Physics II are calculus-based physics of mechanics, wave and oscillation, thermal physics and electromagnetics. Physics Laboratory is designed mainly aiming at learning the skill of basic experimental technique and technical writing. Although 95% students have taken physics in the senior high school, they poorly understand it by connecting with experience, and it is difficult to learn Physics Laboratory in the university. For this reason, we introduced two ICT (Information and Communication Technology) systems of Physics Laboratory to support students'learning and staff's teaching. By using quantitative data obtained from the ICT systems, we can easily check understanding of physics contents in students, and can improve physics education.

  8. Teaching from a Microgravity Environment: Harmonic Oscillator and Pendulum

    NASA Astrophysics Data System (ADS)

    Benge, Raymond; Young, Charlotte; Davis, Shirley; Worley, Alan; Smith, Linda; Gell, Amber

    2009-04-01

    This presentation reports on an educational experiment flown in January 2009 as part of NASA's Microgravity University program. The experiment flown was an investigation into the properties of harmonic oscillators in reduced gravity. Harmonic oscillators are studied in every introductory physics class. The equation for the period of a harmonic oscillator does not include the acceleration due to gravity, so the period should be independent of gravity. However, the equation for the period of a pendulum does include the acceleration due to gravity, so the period of a pendulum should appear longer under reduced gravity (such as lunar or Martian gravity) and shorter under hyper-gravity. These environments can be simulated aboard an aircraft. Video of the experiments being performed aboard the aircraft is to be used in introductory physics classes. Students will be able to record information from watching the experiment performed aboard the aircraft in a similar manner to how they collect data in the laboratory. They can then determine if the experiment matches theory. Video and an experimental procedure are being prepared based upon this flight, and these materials will be available for download by faculty anywhere with access to the internet who wish to use the experiment in their own classrooms.

  9. Too Early for Physics? Effect of Class Meeting Time on Student Evaluations of Teaching in Introductory Physics

    ERIC Educational Resources Information Center

    Tobin, R. G.

    2017-01-01

    This paper reports observations that show a significant effect of class meeting time on student evaluations of teaching for an introductory college physics class. Students in a lecture section with an early-morning meeting time gave the class and instructors consistently lower ratings than those in an otherwise nearly identical section that met an…

  10. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education classes...

  11. The Physics of Warfare

    ERIC Educational Resources Information Center

    Giordano, Gerardo

    2015-01-01

    Recently, I was tasked with the creation and execution of a new themed general education physics class called The Physics of Warfare. In the past, I had used the theme of a class, such as the physics of sports medicine, as a way to create homework and in-class activities, generate discussions, and provide an application to demonstrate that physics…

  12. The influence of physical self-perception of female college students participating in Pilates classes on perceived health state and psychological wellbeing

    PubMed Central

    Roh, Su Yeon

    2018-01-01

    The purpose of this study is to examine the influence of physical self-perception of female college students participating in Pilates on perceived health state and psychological wellbeing. The subjects of this study were 187 female college students participating in Pilates classes in six universities located in Gyeonggi-do. The collected data was analyzed by using SPSS and AMOS 18.0 version. The results are as follows. First, the physical self-perception of female college students participating in Pilates classes affects their perceived health state. Second, the physical self-perception of female college students participating in Pilates classes affects their psychological well-being. Third, the perceived health state of female college students participating in Pilates classes affects their psychological well-being. Fourth, there is a causal relationship among the physical self-perception, perceived health state, and psychological well-being of female college students participating in Pilates classes. In particular, the physical self-perception obtained by the students through their Pilates classes strengthens their psychological well-being through their perceived health state. PMID:29740551

  13. The influence of physical self-perception of female college students participating in Pilates classes on perceived health state and psychological wellbeing.

    PubMed

    Roh, Su Yeon

    2018-04-01

    The purpose of this study is to examine the influence of physical self-perception of female college students participating in Pilates on perceived health state and psychological wellbeing. The subjects of this study were 187 female college students participating in Pilates classes in six universities located in Gyeonggi-do. The collected data was analyzed by using SPSS and AMOS 18.0 version. The results are as follows. First, the physical self-perception of female college students participating in Pilates classes affects their perceived health state. Second, the physical self-perception of female college students participating in Pilates classes affects their psychological well-being. Third, the perceived health state of female college students participating in Pilates classes affects their psychological well-being. Fourth, there is a causal relationship among the physical self-perception, perceived health state, and psychological well-being of female college students participating in Pilates classes. In particular, the physical self-perception obtained by the students through their Pilates classes strengthens their psychological well-being through their perceived health state.

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

    NASA Astrophysics Data System (ADS)

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

    2013-12-01

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

  15. Nuclear physics experiments with low cost instrumentation

    NASA Astrophysics Data System (ADS)

    Oliveira Bastos, Rodrigo; Adelar Boff, Cleber; Melquiades, Fábio Luiz

    2016-11-01

    One of the difficulties in modern physics teaching is the limited availability of experimental activities. This is particularly true for teaching nuclear physics in high school or college. The activities suggested in the literature generally symbolise real phenomenon, using simulations. It happens because the experimental practices mostly include some kind of expensive radiation detector and an ionising radiation source that requires special care for handling and storage, being subject to a highly bureaucratic regulation in some countries. This study overcomes these difficulties and proposes three nuclear physics experiments using a low-cost ion chamber which construction is explained: the measurement of 222Rn progeny collected from the indoor air; the measurement of the range of alpha particles emitted by the 232Th progeny, present in lantern mantles and in thoriated welding rods, and by the air filter containing 222Rn progeny; and the measurement of 220Rn half-life collected from the emanation of the lantern mantles. This paper presents the experimental procedures and the expected results, indicating that the experiments may provide support for nuclear physics classes. These practices may outreach wide access to either college or high-school didactic laboratories, and the apparatus has the potential for the development of new teaching activities for nuclear physics.

  16. An Extended, Problem-Based Learning Laboratory Exercise on the Diagnosis of Infectious Diseases Suitable for Large Level 1 Undergraduate Biology Classes

    ERIC Educational Resources Information Center

    Tatner, Mary; Tierney, Anne

    2016-01-01

    The development and evaluation of a two-week laboratory class, based on the diagnosis of human infectious diseases, is described. It can be easily scaled up or down, to suit class sizes from 50 to 600 and completed in a shorter time scale, and to different audiences as desired. Students employ a range of techniques to solve a real-life and…

  17. Association between physical activity, participation in Physical Education classes, and social isolation in adolescents.

    PubMed

    Santos, Simone José dos; Hardman, Carla Menêses; Barros, Simone Storino Honda; Santos da Franca, Carolina; Santos, Carolina da F B F; Barros, Mauro Virgilio Gomes de

    2015-01-01

    To analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. This was an epidemiological study based on secondary analysis of data from a representative sample of students (14-19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School-based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. Most of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in Physical Education classes. After adjustment for confounding variables, binary logistic regression showed that attending Physical Education classes was identified as a protective factor in relation to the indicator of social isolation 'having few friends,' but only for girls. It was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

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

    NASA Astrophysics Data System (ADS)

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

    2012-03-01

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

  19. Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

    NASA Astrophysics Data System (ADS)

    Ramos, Roberto

    We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

  20. Assessing student understanding of measurement and uncertainty

    NASA Astrophysics Data System (ADS)

    Jirungnimitsakul, S.; Wattanakasiwich, P.

    2017-09-01

    The objectives of this study were to develop and assess student understanding of measurement and uncertainty. A test has been adapted and translated from the Laboratory Data Analysis Instrument (LDAI) test, consists of 25 questions focused on three topics including measures of central tendency, experimental errors and uncertainties, and fitting regression lines. The test was evaluated its content validity by three physics experts in teaching physics laboratory. In the pilot study, Thai LDAI was administered to 93 freshmen enrolled in a fundamental physics laboratory course. The final draft of the test was administered to three groups—45 freshmen taking fundamental physics laboratory, 16 sophomores taking intermediated physics laboratory and 21 juniors taking advanced physics laboratory at Chiang Mai University. As results, we found that the freshmen had difficulties in experimental errors and uncertainties. Most students had problems with fitting regression lines. These results will be used to improve teaching and learning physics laboratory for physics students in the department.

  1. Social background, bullying, and physical inactivity: National study of 11- to 15-year-olds.

    PubMed

    Henriksen, P W; Rayce, S B; Melkevik, O; Due, P; Holstein, B E

    2016-10-01

    More children from lower social backgrounds are physically inactive than those from higher ones. We studied whether bullying was a mediating factor between lower social background and physical inactivity. We also examined the combined effect of low social class and exposure to bullying on physical inactivity. The Danish sample of the Health Behaviour in School-aged Children (HBSC) study 2006 included 6269 schoolchildren in three age groups: 11-, 13-, and 15-year-olds from a random sample of 80 schools. The students answered the internationally standardized HBSC questionnaire. The applied definition leaves 4.0% in the category physically inactive. The sex and age-adjusted OR (95% CI) for physical inactivity was 2.10 (1.39-3.18) among students with low social class and unclassifiable 3.53 (2.26-5.53). Exposure to bullying was associated with physical inactivity, sex and age-adjusted OR = 2.39 (1.67-3.41). Exposure to bullying did not explain the association between social class and physical inactivity. The association between social class and physical inactivity was more pronounced among participants also exposed to bullying. In conclusion, there was a significantly increased odds ratio for physical inactivity among students from lower social classes and for students exposed to bullying. There was a combined effect of low social class and bullying on physical inactivity. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  2. Ecological Correlates of Spanish Adolescents' Physical Activity during Physical Education Classes

    ERIC Educational Resources Information Center

    Molina-García, Javier; Queralt, Ana; Estevan, Isaac; Sallis, James F.

    2016-01-01

    The public health benefit of school physical education (PE) depends in large part on physical activity (PA) provided during class. According to the literature, PE has a valuable role in public health, and PA levels during PE classes depend on a wide range of factors. The main objective of this study, based on ecological models of behaviour, was to…

  3. Consequences of using different soil texture determination methodologies for soil physical quality and unsaturated zone time lag estimates.

    PubMed

    Fenton, O; Vero, S; Ibrahim, T G; Murphy, P N C; Sherriff, S C; Ó hUallacháin, D

    2015-11-01

    Elucidation of when the loss of pollutants, below the rooting zone in agricultural landscapes, affects water quality is important when assessing the efficacy of mitigation measures. Investigation of this inherent time lag (t(T)) is divided into unsaturated (t(u)) and saturated (t(s)) components. The duration of these components relative to each other differs depending on soil characteristics and the landscape position. The present field study focuses on tu estimation in a scenario where the saturated zone is likely to constitute a higher proportion of t(T). In such instances, or where only initial breakthrough (IBT) or centre of mass (COM) is of interest, utilisation of site and depth specific "simple" textural class or actual sand-silt-clay percentages to generate soil water characteristic curves with associated soil hydraulic parameters is acceptable. With the same data it is also possible to estimate a soil physical quality (S) parameter for each soil layer which can be used to infer many other physical, chemical and biological quality indicators. In this study, hand texturing in the field was used to determine textural classes of a soil profile. Laboratory methods, including hydrometer, pipette and laser diffraction methods were used to determine actual sand-silt-clay percentages of sections of the same soil profile. Results showed that in terms of S, hand texturing resulted in a lower index value (inferring a degraded soil) than that of pipette, hydrometer and laser equivalents. There was no difference between S index values determined using the pipette, hydrometer and laser diffraction methods. The difference between the three laboratory methods on both the IBT and COM stages of t(u) were negligible, and in this instance were unlikely to affect either groundwater monitoring decisions, or to be of consequence from a policy perspective. When t(u) estimates are made over the full depth of the vadose zone, which may extend to several metres, errors resulting from the use of hydraulic parameters generated from hand texture data will be resultantly greater, and may lead to flawed predictions regarding the achievability of water policy targets. For this reason laboratory analysis, regardless of method, should be preferred to simple field assessments. Copyright © 2015 Elsevier B.V. All rights reserved.

  4. The Nördlingen-Ries Geopark and nearby museums as a natural teaching laboratory for Geoscience students

    NASA Astrophysics Data System (ADS)

    Kaminski, Michael; Kaka, SanLinn; Kaminski, Matthew

    2017-04-01

    The hypervelocity impact of an asteroid in southern Germany around 15 million years ago not only caused an environmental catastrophe, but it also created a scenario that provides us with a world-class natural laboratory for teaching the basic Principles of Geology. The combination of museum visits and observation of rock outcrops enables the student to reinforce or rediscover the basic principles of physical and historical Geology that are presented in first- or second-year Geoscience courses. At KFUPM, our visit to the Ries Geopark begins at the Ries Crater Museum in Nördlingen, where students review knowledge learned in their Physical Geology course: the Nebular Theory, origin of the solar system, and the classification of meteorites based on real examples. Students then learn the stages of impact crater formation, shock metamorphism, and the products of impact crater formation such as tectites, impact breccia and suevite. Students also become familiar with the Mesozoic stratigraphy of Southern Germany, reviewing basic principals of stratigraphy. Visits to local outcrops reinforce the knowledge gained at the Museum. A visit to the nearby Solnhofen Museum and quarries provides insight into the nature of the late Jurassic animals that lived at the edge of the Tethys Sea, reinforcing many topics learned during their second-year Paleontology course, such as taphonomy, and the idea of a death assemblage. At the Museum of the Geosciences Department of the University of Tübingen, the students become familiar with Mesozoic ammonoids as part of their second-year Paleontology course. A visit to the Urwelt Museum and quarry in Holzmaden explores animal life during the Early Jurassic, stratigraphic principles as presented on the museum's "geological staircase", and the origin of petroleum source rocks. The museum houses spectacular examples of Early Jurassic marine reptiles. All knowledge gained in the Jurassic of southern Germany enriches the students' understanding of the Jurassic subsurface petroleum system in Saudi Arabia, which is one of the world's largest petroleum reservoirs. The combination of museum visits followed by field studies centered around the Ries Geopark in southern Germany not only creates a world-class attraction for Geotourists, but also an ideal teaching laboratory for students interested in Physical and Planetary Geology, Historical Geology, and Paleontology at various levels within the respective subjects.

  5. Inquiry learning: Students' perception of light wave phenomena in an informal environment

    NASA Astrophysics Data System (ADS)

    Ford, Ken

    This study involved identifying students' perception of light phenomena and determined if they learned the scientific concepts of light that were presented to them by an interactive science exhibit. The participants in this study made scientific inquiry about light by using a powerful white light source, a prism, converging lenses, diverging lenses, concave and convex mirrors in an informal science setting. The sample used in the study consisted of 40 subjects (15 males and 25 females) in a college program at a University located in the Southern region of the United States. The participants were selected using a convenient sampling process from a population enrolled in a pre-calculus class and a physics class. The participants were engaged in pretest on light wave phenomena using the Inquiry Laboratory Light Island exhibit. After the pretest, the participants were engaged in activities, where they reflected white light off the surface of concave and convex mirrors, refracted white light through converging and diverging lens, and passed white light through a prism. They also made observations of the behavior and characteristics of light from the patterns that it created. After three weeks, the participants were given the Inquiry Laboratory Light Island exhibit posttest. The findings of the study indicated that the means yielded a higher average for the participants' posttest scores. The t-Test results were statistically significant, which confirmed that the concepts of light wave phenomena were perceived and learned by the participants. The Inquiry Laboratory survey questions analyzed using the chi-square test suggested that participants were in agreement with the concepts about light. In addition, Cramer's phi and Cramer's V suggested a moderate relationship and association between the genders of the participants on the concepts of light wave phenomena. Furthermore, the interview and observation protocol processes confirmed that students perceived and learned the science concepts of light wave phenomena by the way they responded to the researcher's interview questions. Implications from the study suggested that further study be carried out on the learning process in an informal science setting and should be supported by corporations, businesses, educational institutions, and organizations. Although the findings from this study aided in the development of a structured approach that enhanced student motivation, interest, and learning about light waves in physics/physical science there is still a need to do more research in this area.

  6. The effect of peer interactions on Newtonian thinking in secondary physics: What are they saying? How does it help?

    NASA Astrophysics Data System (ADS)

    Crowe, Jacalyn

    Many studies in the field of Physics Education Research (PER) have demonstrated that courses which include a component of interaction among peers achieve significantly higher gains in conceptual understanding. Few of those studies have closely examined the content of those interactions and the role that they play in achieving those gains. This study evaluates the role of peer interaction in children's understanding of Newtonian physics and analyzes the characteristics of peer interaction that are conducive to better learning. The current study took place in a suburban public high school, in a college-preparatory, introductory course in physics. One hundred and seventy eight students were randomly placed in the eight classes participating in the study. Two of the classes were randomly chosen to constitute the treatment group and were taught by the principal investigator. The remaining six classes were taught by five other instructors in the department and served as a control or comparison group. One class session of each instructor was videotaped to assess how class time was typically utilized. In all classes, students used the same textbook, and completed the same problem sets and laboratory investigations. Students in the treatment group participated in peer instruction activities, approximately twice per week, over the course of the semester. Results showed a significant effect of treatment on achievement from pre- to post-test, based on scores on the Force and Motion Conceptual Evaluation (FMCE). Employing peer instruction methods did not require additional instructional time overall. Analysis of classroom videotapes demonstrated that a greater portion of class time is dedicated to active student discussion in classes where peer instruction methods are employed. Conversational data revealed that, in peer discussions, students were routinely involved in conversational mechanisms such as articulating their own thinking, questioning, and explanation. Each of these behaviors is believed to support improved conceptual understanding. Correlating the quantity of total comments and number of substantive comments to achievement on the FMCE post-test produced mixed results, with some significant positive correlations and other positive but non-significant ones. Failure to reach significance for these correlations may have resulted from the small sample size. A focus on changes in students' conceptions about force and motion, as identified by analysis of clusters of FMCE questions, revealed significant differences in changes in those conceptions between the treatment and control groups. Anecdotal evidence from transcripts supports the assertion that, in their conversations, students routinely articulated and discussed their own ideas about these relationships. In conclusion, the study provided evidence that peer instruction methods are an effective and efficient method of supporting improved conceptual understanding for students in a first course in mechanics, but no specific factors present in the discussions could be identified as playing a role for every student. Instead, different aspects of the discussions' format and content may have contributed to the overall achievement of students participating in the discussions.

  7. Multimedia Interactive eBooks in Laboratory Bioscience Education

    ERIC Educational Resources Information Center

    Morris, Neil P.; Lambe, James

    2017-01-01

    Bioscience students in the UK higher education system are making increasing use of technology to support their learning within taught classes and during private study. This experimental study was designed to assess the role for multimedia interactive eBooks in bioscience laboratory classes, delivered using a blended learning approach. Thirty-nine…

  8. Reference earth orbital research and applications investigations (blue book). Volume 3: Physics

    NASA Technical Reports Server (NTRS)

    1971-01-01

    The definition of physics experiments to be conducted aboard the space station is presented. The four functional program elements are: (1) space physics research laboratory, (2) plasma physics and environmental perturbation laboratory, (3) cosmic ray physics laboratory, and (4) physics and chemistry laboratory. The experiments to be conducted by each facility are defined and the crew member requirements to accomplish the experiments are presented.

  9. Introductory Physics Laboratories for Life Scientists - Hands on Physics of Complex Systems

    NASA Astrophysics Data System (ADS)

    Losert, Wolfgang; Moore, Kim

    2015-03-01

    We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been successfully implemented as the required physics course for premeds at the University of Maryland. The laboratories include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. We also introduce the students to research-grade equipment and modern physics analysis tools in contexts relevant to biology, while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories.

  10. Cross-Shear Implementation in Sliding-Distance-Coupled Finite Element Analysis of Wear in Metal-on-Polyethylene Total Joint Arthroplasty: Intervertebral Total Disc Replacement as an Illustrative Application

    PubMed Central

    Goreham-Voss, Curtis M.; Hyde, Philip J.; Hall, Richard M.; Fisher, John; Brown, Thomas D.

    2010-01-01

    Computational simulations of wear of orthopaedic total joint replacement implants have proven to valuably complement laboratory physical simulators, for pre-clinical estimation of abrasive/adhesive wear propensity. This class of numerical formulations has primarily involved implementation of the Archard/Lancaster relationship, with local wear computed as the product of (finite element) contact stress, sliding speed, and a bearing-couple-dependent wear factor. The present study introduces an augmentation, whereby the influence of interface cross-shearing motion transverse to the prevailing molecular orientation of the polyethylene articular surface is taken into account in assigning the instantaneous local wear factor. The formulation augment is implemented within a widely-utilized commercial finite element software environment (ABAQUS). Using a contemporary metal-on-polyethylene total disc replacement (ProDisc-L) as an illustrative implant, physically validated computational results are presented to document the role of cross-shearing effects in alternative laboratory consensus testing protocols. Going forward, this formulation permits systematically accounting for cross-shear effects in parametric computational wear studies of metal-on-polyethylene joint replacements, heretofore a substantial limitation of such analyses. PMID:20399432

  11. KSC-05pd2648

    NASA Image and Video Library

    2005-12-07

    KENNEDY SPACE CENTER, FLA. - A Florida quarter is prepared for installation on the New Horizons spacecraft in Kennedy Space Center's Payload Hazardous Servicing Facility. The new quarter, engraved with the "Gateway to Discovery" design, will accompany New Horizons on its 3-billion-mile journey to the planet Pluto and its moon, Charon. Although appropriate for the mission to carry the coin from the state that symbolizes space exploration, it will also serve a practical purpose: scientists are using the quarter as a spin-balance weight. New Horizons comprises seven scientific instruments that will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will launch aboard a Lockheed Martin Atlas V rocket and fly by Pluto and Charon as early as summer 2015. Photo Credit: Applied Physics Laboratory/George W. Rogers III

  12. Of Faeces and Sweat. How Much a Mouse is Willing to Run: Having a Hard Time Measuring Spontaneous Physical Activity in Different Mouse Sub-Strains.

    PubMed

    Coletti, Dario; Adamo, Sergio; Moresi, Viviana

    2017-02-24

    Invited Letter to the Editor. Physical activity has multiple beneficial effects in the physiology and pathology of the organism. In particular, we and other groups have shown that running counteracts cancer cachexia in both humans and rodents. The latter are prone to exercise in wheel-equipped cages even at advanced stages of cachexia. However, when we wanted to replicate the experimental model routinely used at the University of Rome in a different laboratory (i.e. at Paris 6 University), we had to struggle with puzzling results due to unpredicted mouse behavior. Here we report the experience and offer the explanation underlying these apparently irreproducible results. The original data are currently used for teaching purposes in undergraduate student classes of biological sciences.

  13. Teaching Optics Topics in College Physics Laboratory*

    NASA Astrophysics Data System (ADS)

    Kezerashvili, Roman Y.

    2006-12-01

    We propose a list of designed experiments that could be presented at the laboratory class in the second semester of College and University Physics courses to study properties of light. The study of light can be organized into three domains: geometric optics, wave optics and quantum optics. These domains are not strictly disjoint. In the sets of experiments for the first domain students study the laws of reflection and refraction of light by measuring the dependence of the angles of reflection and refraction on the angle of incident, spherical mirrors and lenses, geometric optics of human eye. In the sets of experiments for the second domain students study the wave properties of light: dispersion, interference, diffraction and polarization. Experiments designed to verify the Malus's law and measure the Brewster's angle, determine the wavelength of laser light and study the interference on a transmission and reflection diffraction grating, diffraction on the different size slits and wires. The purposes of experiments for the third domain are to study the spectral lines of different gases, determine the Rydberg's constant from the spectrum of hydrogen atom, and verify the laws of the photoelectric effect and Einstein's quantum idea. The objectives of all experiments are to show the real action of physics laws, help students better understand and visualize the subject of the lecture. *Supported by US Department of Education grant P120A060052

  14. Potential Measurements of Coronal Magnetic Field Strengths Using Line Ratios in EUV and X-ray Spectra

    NASA Astrophysics Data System (ADS)

    Beiersdorfer, Peter; Scofield, J. H.; Lepson, J. K.; Osten, R.; Smith, R. K.

    2006-09-01

    We will discuss a class of lines from highly charged ions that are sensitive to the strength of the ambient magnetic field. Calculations show that the magnitude of field strengths that can be measured ranges from a few hundred gauss to several tens of kilogauss depending on the particular ion emitting the line. These calculations have been verified in the laboratory by studying the spectra of S VII, Ar IX, and Fe XVII. As an example of the diagnostic utility, the possibility of using these lines to determine the coronal magnetic field strength of Prox Cen will be presented. This work was supported by NASA Astronomy and Physics Research and Analysis program work order NNH04AA751, and was performed under the auspices of the Department of Energy by the University of California Lawrence Livermore National Laboratory under Contract No. W-7405-ENG-48.

  15. Shrink-film microfluidic education modules: Complete devices within minutes

    PubMed Central

    Nguyen, Diep; McLane, Jolie; Lew, Valerie; Pegan, Jonathan; Khine, Michelle

    2011-01-01

    As advances in microfluidics continue to make contributions to diagnostics and life sciences, broader awareness of this expanding field becomes necessary. By leveraging low-cost microfabrication techniques that require no capital equipment or infrastructure, simple, accessible, and effective educational modules can be made available for a broad range of educational needs from middle school demonstrations to college laboratory classes. These modules demonstrate key microfluidic concepts such as diffusion and separation as well as “laboratory on-chip” applications including chemical reactions and biological assays. These modules are intended to provide an interdisciplinary hands-on experience, including chip design, fabrication of functional devices, and experiments at the microscale. Consequently, students will be able to conceptualize physics at small scales, gain experience in computer-aided design and microfabrication, and perform experiments—all in the context of addressing real-world challenges by making their own lab-on-chip devices. PMID:21799715

  16. Shrink-film microfluidic education modules: Complete devices within minutes.

    PubMed

    Nguyen, Diep; McLane, Jolie; Lew, Valerie; Pegan, Jonathan; Khine, Michelle

    2011-06-01

    As advances in microfluidics continue to make contributions to diagnostics and life sciences, broader awareness of this expanding field becomes necessary. By leveraging low-cost microfabrication techniques that require no capital equipment or infrastructure, simple, accessible, and effective educational modules can be made available for a broad range of educational needs from middle school demonstrations to college laboratory classes. These modules demonstrate key microfluidic concepts such as diffusion and separation as well as "laboratory on-chip" applications including chemical reactions and biological assays. These modules are intended to provide an interdisciplinary hands-on experience, including chip design, fabrication of functional devices, and experiments at the microscale. Consequently, students will be able to conceptualize physics at small scales, gain experience in computer-aided design and microfabrication, and perform experiments-all in the context of addressing real-world challenges by making their own lab-on-chip devices.

  17. Long-chain n-3 PUFA supplementation decreases physical activity during class time in iron-deficient South African school children.

    PubMed

    Smuts, Cornelius M; Greeff, Jani; Kvalsvig, Jane; Zimmermann, Michael B; Baumgartner, Jeannine

    2015-01-28

    Both Fe deficiency and poor n-3 fatty acid status have been associated with behavioural changes in children. In the present study, we investigated the effects of Fe and DHA+EPA supplementation, alone or in combination, on physical activity during school days and on teacher-rated behaviour in healthy Fe-deficient school children. In a 2 × 2 factorial design, children (n 98, 6-11 years) were randomly assigned to receive (1) Fe (50 mg) plus DHA (420 mg)+EPA (80 mg), (2) Fe plus placebo, (3) placebo plus DHA+EPA or (4) placebo plus placebo as oral supplements (4 d/week) for 8.5 months. Physical activity was measured during four school days at baseline and endpoint using accelerometers, and data were stratified into morning class time (08.00-10.29 hours), break time (10.30-11.00 hours) and after-break class time (11.01-12.00 hours) for analysis. Classroom behaviour was assessed at endpoint using Conners' Teacher Rating Scales. DHA+EPA supplementation decreased physical activity counts during morning class time, increased sedentary physical activity, and decreased light- and moderate-intensity physical activities. Consistently, DHA+EPA supplementation increased sedentary physical activity and decreased light-intensity physical activity during after-break class time. Even though there were no treatment effects found on teacher-rated behaviour, lower physical activity during morning class time was associated with lower levels of teacher-rated hyperactivity and oppositional behaviour at endpoint. Despite a positive association between Fe status and physical activity during break time at baseline, Fe supplementation did not affect physical activity during break time and class time. Our findings suggest that DHA+EPA supplementation may decrease physical activity levels during class time, and further indicate that accelerometry might be a useful tool to assess classroom behaviour in healthy children.

  18. The Physics of Warfare

    NASA Astrophysics Data System (ADS)

    Giordano, Gerardo

    2015-03-01

    Recently, I was tasked with the creation and execution of a new themed general education physics class called The Physics of Warfare. In the past, I had used the theme of a class, such as the physics of sports medicine, as a way to create homework and in-class activities, generate discussions, and provide an application to demonstrate that physics isn't always abstract. It is true that the examples and applications in this warfare class practically wrote themselves, but I wanted more for my students. I wanted them to embrace the iterative nature of scientific understanding. I wanted them to yearn for the breakthroughs that lead to paradigm shifts. I wanted them to demand experimental verification of each novel idea. This paper discusses the formation and implementation of a conceptual physics course, full of in-class demonstrations and solidly rooted in the context of humankind's ever-evolving methods of waging war.

  19. A Simple Laboratory Scale Model of Iceberg Dynamics and its Role in Undergraduate Education

    NASA Astrophysics Data System (ADS)

    Burton, J. C.; MacAyeal, D. R.; Nakamura, N.

    2011-12-01

    Lab-scale models of geophysical phenomena have a long history in research and education. For example, at the University of Chicago, Dave Fultz developed laboratory-scale models of atmospheric flows. The results from his laboratory were so stimulating that similar laboratories were subsequently established at a number of other institutions. Today, the Dave Fultz Memorial Laboratory for Hydrodynamics (http://geosci.uchicago.edu/~nnn/LAB/) teaches general circulation of the atmosphere and oceans to hundreds of students each year. Following this tradition, we have constructed a lab model of iceberg-capsize dynamics for use in the Fultz Laboratory, which focuses on the interface between glaciology and physical oceanography. The experiment consists of a 2.5 meter long wave tank containing water and plastic "icebergs". The motion of the icebergs is tracked using digital video. Movies can be found at: http://geosci.uchicago.edu/research/glaciology_files/tsunamigenesis_research.shtml. We have had 3 successful undergraduate interns with backgrounds in mathematics, engineering, and geosciences perform experiments, analyze data, and interpret results. In addition to iceberg dynamics, the wave-tank has served as a teaching tool in undergraduate classes studying dam-breaking and tsunami run-up. Motivated by the relatively inexpensive cost of our apparatus (~1K-2K dollars) and positive experiences of undergraduate students, we hope to serve as a model for undergraduate research and education that other universities may follow.

  20. When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.

    PubMed

    Kessels, Ursula; Hannover, Bettina

    2008-06-01

    Establishing or preserving single-sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. We test the assumption that the beneficial effects of single-sex education on girls' self-concept of ability in masculine subjects such as physics are due to the lower accessibility of gender-related self-knowledge in single-sex classes. N=401 eighth-graders (mean age 14.0 years) from coeducational comprehensive schools. Random assignment of students to single-sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics-related self-concept of ability was measured using a questionnaire. In a subsample of N=134 students, the accessibility of gender-related self-knowledge during physics classes was assessed by measuring latencies and endorsement of sex-typed trait adjectives. Girls from single-sex physics classes reported a better physics-related self-concept of ability than girls from coeducational classes, while boys' self-concept of ability did not vary according to class composition. For both boys and girls, gender-related self-knowledge was less accessible in single-sex classes than in mixed-sex classes. To the extent that girls' feminine self-knowledge was relatively less accessible than their masculine self-knowledge, their physics-related self-concept of ability improved at the end of the school year. By revealing the importance of the differential accessibility of gender-related self-knowledge in single- and mixed-sex settings, our study clarifies why single-sex schooling helps adolescents to gain a better self-concept of ability in school subjects that are considered inappropriate for their own sex.

  1. Physics in ``Polymers, Composites, and Sports Materials" an Interdisciplinary Course

    NASA Astrophysics Data System (ADS)

    Hagedorn, Eric; Suskavcevic, Milijana

    2007-10-01

    The undergraduate science course described uses the themes of polymers and composites, as used in sports materials, to teach some key concepts in introductory chemistry and physics. The course is geared towards students who are interested in science, but are still completing prerequisite mathematics courses required for science majors. Each class is built around a laboratory activity. Atoms, molecules and chemical reactions are taught in reference to making polyvinyl acetate (white glue) and polyvinyl alcohol (gel glue). These materials, combined with borax, form balls which are subsequently used in physics activities centered on free-fall and the coefficient of restitution. These activities allow the introduction of kinematics and dynamics. A free fall activity involving ice pellets, with and without embedded tissue paper, illustrates the properties of composites. The final series of activities uses balls, shoes, racquets and bats to further illustrate dynamics concepts (including friction, momentum and energy). The physical properties of these sports objects are discussed in terms of the materials of which they are made. The evaluation plan to determine the effectiveness of these activities and preliminary results are also presented.

  2. Establishing confidence in complex physics codes: Art or science?

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

    Trucano, T.

    1997-12-31

    The ALEGRA shock wave physics code, currently under development at Sandia National Laboratories and partially supported by the US Advanced Strategic Computing Initiative (ASCI), is generic to a certain class of physics codes: large, multi-application, intended to support a broad user community on the latest generation of massively parallel supercomputer, and in a continual state of formal development. To say that the author has ``confidence`` in the results of ALEGRA is to say something different than that he believes that ALEGRA is ``predictive.`` It is the purpose of this talk to illustrate the distinction between these two concepts. The authormore » elects to perform this task in a somewhat historical manner. He will summarize certain older approaches to code validation. He views these methods as aiming to establish the predictive behavior of the code. These methods are distinguished by their emphasis on local information. He will conclude that these approaches are more art than science.« less

  3. Successes and Challenges in Transitioning to Large Enrollment NEXUS/Physics IPLS Labs

    NASA Astrophysics Data System (ADS)

    Moore, Kimberly

    2017-01-01

    UMd-PERG's NEXUS/Physics for Life Sciences laboratory curriculum, piloted in 2012-2013 in small test classes, has been implemented in large-enrollment environments at UMD from 2013-present. These labs address physical issues at biological scales using microscopy, image and video analysis, electrophoresis, and spectroscopy in an open, non-protocol-driven environment. We have collected a wealth of data (surveys, video analysis, etc.) that enables us to get a sense of the students' responses to this curriculum in a large-enrollment environment and with teaching assistants both `new to' and `experienced in' the labs. In this talk, we will provide a brief overview of what we have learned, including the challenges of transitioning to large N, student perception then and now, and comparisons of our large-enrollment results to the results from our pilot study. We will close with a discussion of the acculturation of teaching assistants to this novel environment and suggestions for sustainability.

  4. Fully On-line Introductory Physics with a Lab

    NASA Astrophysics Data System (ADS)

    Schatz, Michael

    We describe the development and implementation of a college-level introductory physics (mechanics) course and laboratory that is suited for both on-campus and on-line environments. The course emphasizes a ``Your World is Your Lab'' approach whereby students first examine and capture on video (using cellphones) motion in their immediate surroundings, and then use free, open-source software both to extract data from the video and to apply physics principles to build models that describe, predict, and visualize the observations. Each student reports findings by creating a video lab report and posting it online; these video lab reports are then distributed to the rest of the class for peer review. In this talk, we will discuss the student and instructor experiences in courses offered to three distinct audiences in different venues: (1) a Massively Open On-line Course (MOOC) for off-campus participants, (2) a flipped/blended course for on-campus students, and, most recently, (3) a fully-online course for off-campus students.

  5. Advances in continuum kinetic and gyrokinetic simulations of turbulence on open-field line geometries

    NASA Astrophysics Data System (ADS)

    Hakim, Ammar; Shi, Eric; Juno, James; Bernard, Tess; Hammett, Greg

    2017-10-01

    For weakly collisional (or collisionless) plasmas, kinetic effects are required to capture the physics of micro-turbulence. We have implemented solvers for kinetic and gyrokinetic equations in the computational plasma physics framework, Gkeyll. We use a version of discontinuous Galerkin scheme that conserves energy exactly. Plasma sheaths are modeled with novel boundary conditions. Positivity of distribution functions is maintained via a reconstruction method, allowing robust simulations that continue to conserve energy even with positivity limiters. We have performed a large number of benchmarks, verifying the accuracy and robustness of our code. We demonstrate the application of our algorithm to two classes of problems (a) Vlasov-Maxwell simulations of turbulence in a magnetized plasma, applicable to space plasmas; (b) Gyrokinetic simulations of turbulence in open-field-line geometries, applicable to laboratory plasmas. Supported by the Max-Planck/Princeton Center for Plasma Physics, the SciDAC Center for the Study of Plasma Microturbulence, and DOE Contract DE-AC02-09CH11466.

  6. Teaching Physical Literacy to Promote Healthy Lives: TGfU and Related Approaches

    ERIC Educational Resources Information Center

    Doozan, Ashley; Bae, Mihae

    2016-01-01

    The knowledge acquired in physical education classes should provide for an increase in physical activity and promote interest in healthier lifestyles. Despite the importance of physical literacy developed in physical education classes, physical education is not perceived as important, and funding for physical education has decreased. This paper…

  7. Physical activity for osteoarthritis management: a randomized controlled clinical trial evaluating hydrotherapy or Tai Chi classes.

    PubMed

    Fransen, Marlene; Nairn, Lillias; Winstanley, Julie; Lam, Paul; Edmonds, John

    2007-04-15

    To determine whether Tai Chi or hydrotherapy classes for individuals with chronic symptomatic hip or knee osteoarthritis (OA) result in measurable clinical benefits. A randomized controlled trial was conducted among 152 older persons with chronic symptomatic hip or knee OA. Participants were randomly allocated for 12 weeks to hydrotherapy classes (n = 55), Tai Chi classes (n = 56), or a waiting list control group (n = 41). Outcomes were assessed 12 and 24 weeks after randomization and included pain and physical function (Western Ontario and McMaster Universities Osteoarthritis Index), general health status (Medical Outcomes Study Short Form 12 Health Survey [SF-12], version 2), psychological well-being, and physical performance (Up and Go test, 50-foot walk time, timed stair climb). At 12 weeks, compared with controls, participants allocated to hydrotherapy classes demonstrated mean improvements (95% confidence interval) of 6.5 (0.4, 12.7) and 10.5 (3.6, 14.5) for pain and physical function scores (range 0-100), respectively, whereas participants allocated to Tai Chi classes demonstrated improvements of 5.2 (-0.8, 11.1) and 9.7 (2.8, 16.7), respectively. Both class allocations achieved significant improvements in the SF-12 physical component summary score, but only allocation to hydrotherapy achieved significant improvements in the physical performance measures. All significant improvements were sustained at 24 weeks. In this almost exclusively white sample, class attendance was higher for hydrotherapy, with 81% attending at least half of the available 24 classes, compared with 61% for Tai Chi. Access to either hydrotherapy or Tai Chi classes can provide large and sustained improvements in physical function for many older, sedentary individuals with chronic hip or knee OA.

  8. VIEW OF STEEL PLATE DOOR IN NUCLEAR PHYSICS LABORATORY, BETWEEN ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    VIEW OF STEEL PLATE DOOR IN NUCLEAR PHYSICS LABORATORY, BETWEEN LABORATORY AND SP-SE REACTOR ROOM,LEVEL -15’, LOOKING NORTHWEST - Physics Assembly Laboratory, Area A/M, Savannah River Site, Aiken, Aiken County, SC

  9. A DNA Melting Exercise for a Large Laboratory Class

    ERIC Educational Resources Information Center

    Levine, Lauren A.; Junker, Matthew; Stark, Myranda; Greenleaf, Dustin

    2015-01-01

    A simple and economical experimental setup is described that enables multiple individuals or groups within a laboratory class to measure the thermal melting of double stranded DNA simultaneously. The setup utilizes a basic spectrophotometer capable of measuring absorbance at 260 nm, UV plastic cuvettes, and a stirring hot plate. Students measure…

  10. Integration of a Faculty's Ongoing Research into an Undergraduate Laboratory Teaching Class in Developmental Biology

    ERIC Educational Resources Information Center

    Nam, Sang-Chul

    2018-01-01

    Traditional developmental biology laboratory classes have utilized a number of different model organisms to allow students to be exposed to diverse biological phenomena in developing organisms. This traditional approach has mainly focused on the diverse morphological and anatomical descriptions of the developing organisms. However, modern…

  11. Graduates | Argonne National Laboratory

    Science.gov Websites

    Staff Directory Argonne National Laboratory Educational Programs Connecting today's world-class research , Argonne is the place to be if you are a graduate student. With access to world-class facilities and world -reknowned researchers, graduate students at Argonne can taste the best of the research and development world

  12. Saturn Apollo Program

    NASA Image and Video Library

    1969-07-09

    In this photograph, technicians are transferring mice from a support germ free isolator, through a hypochlorite dunk tank, into the class III cabinetry in the Germ-free and Conventional Animal Laboratories of the Lunar Receiving Laboratory, building 37, of the Manned Spacecraft Center in Houston, Texas. This laboratory was part of the overall physical, chemical, and biological test program of the Apollo 11 returned lunar samples. Aboard the Marshall Space Flight Center (MSFC) developed Saturn V launch vehicle, the Apollo 11 mission launched from The Kennedy Space Center, Florida on July 16, 1969 and safely returned to Earth on July 24, 1969. The 3-man crew aboard the flight consisted of astronauts Neil A. Armstrong, commander; Edwin Aldrin, Lunar Module (LM) pilot; and Michael Collins, Command Module (CM) pilot. The CM, piloted by Michael Collins remained in a parking orbit around the Moon while the LM, named “Eagle’’, carrying astronauts Neil Armstrong and Edwin Aldrin, landed on the Moon. In 2 1/2 hours, the crew collected 47 pounds of lunar surface material which was returned to Earth for analysis.

  13. The International Space Station Research Opportunities and Accomplishments

    NASA Technical Reports Server (NTRS)

    Alleyne, Camille W.

    2011-01-01

    In 2010, the International Space Station (ISS) construction and assembly was completed to become a world-class scientific research laboratory. We are now in the era of utilization of this unique platform that facilitates ground-breaking research in the microgravity environment. There are opportunities for NASA-funded research; research funded under the auspice of the United States National Laboratory; and research funded by the International Partners - Japan, Europe, Russia and Canada. The ISS facilities offer an opportunity to conduct research in a multitude of disciplines such as biology and biotechnology, physical science, human research, technology demonstration and development; and earth and space science. The ISS is also a unique resource for educational activities that serve to motivate and inspire students to pursue careers in Science, Technology, Engineering and Mathematics. Even though we have just commenced full utilization of the ISS as a science laboratory, early investigations are yielding major results that are leading to such things as vaccine development, improved cancer drug delivery methods and treatment for debilitating diseases, such as Duchenne's Muscular Dystrophy. This paper

  14. Self-Regulated Learning and Perceived Health among University Students Participating in Physical Activity Classes

    ERIC Educational Resources Information Center

    McBride, Ron E.; Altunsöz, Irmak Hürmeriç; Su, Xiaoxia; Xiang, Ping; Demirhan, Giyasettin

    2016-01-01

    The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two…

  15. Pre-Service Physical Education Teachers' Preference for Class Management Profiles and Teacher's Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Yilmaz, Idris

    2013-01-01

    The present study aims to identify pre-service physical education teachers' class management profiles, teachers' self-efficacy and the relationship between their class management profiles and teacher self-efficacy beliefs. The universe comprised junior and senior students studying physical education teaching at six different universities (Ahi…

  16. Teaching internet use to adult learners: The LANL experience

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

    Smith, S.; Comstock, D.

    The Research library at Los Alamos National Laboratory has been teaching an Internet class to adult learners since May 1994. The class is a team effort, combining lecture/demo with hands-on practice using Gopher and the World Wide Web. What started out as a small short-term project has become a weekly class available to any Lab employee or associate. More than 250 people have been taught to find basic reference materials and to navigate the Internet on the Gopher and World Wide Web. The class is one of the first classes offered by the Research Library to be filled every month,more » and one Laboratory group has recommended that their staff attend this class in preparation for more advanced Internet and HTML classes as part of their group training. The success of this class spurred development by the Research Library of more specific subject classes using Internet resources, specifically business and general science resources.« less

  17. Physical Therapy and Occupational Therapy in Progeria

    MedlinePlus

    ... peers in classroom activities, at recess, and in Physical Education class. Proactive PT and OT are important, since ... Depending on a child’s medical status, participation in Physical Education class and recess activities is encouraged. The Physical ...

  18. Safety Precautions and Operating Procedures in an (A)BSL-4 Laboratory: 2. General Practices.

    PubMed

    Mazur, Steven; Holbrook, Michael R; Burdette, Tracey; Joselyn, Nicole; Barr, Jason; Pusl, Daniela; Bollinger, Laura; Coe, Linda; Jahrling, Peter B; Lackemeyer, Matthew G; Wada, Jiro; Kuhn, Jens H; Janosko, Krisztina

    2016-10-03

    Work in a biosafety level 4 (BSL-4) containment laboratory requires time and great attention to detail. The same work that is done in a BSL-2 laboratory with non-high-consequence pathogens will take significantly longer in a BSL-4 setting. This increased time requirement is due to a multitude of factors that are aimed at protecting the researcher from laboratory-acquired infections, the work environment from potential contamination and the local community from possible release of high-consequence pathogens. Inside the laboratory, movement is restricted due to air hoses attached to the mandatory full-body safety suits. In addition, disinfection of every item that is removed from Class II biosafety cabinets (BSCs) is required. Laboratory specialists must be trained in the practices of the BSL-4 laboratory and must show high proficiency in the skills they are performing. The focus of this article is to outline proper procedures and techniques to ensure laboratory biosafety and experimental accuracy using a standard viral plaque assay as an example procedure. In particular, proper techniques to work safely in a BSL-4 environment when performing an experiment will be visually emphasized. These techniques include: setting up a Class II BSC for experiments, proper cleaning of the Class II BSC when finished working, waste management and safe disposal of waste generated inside a BSL-4 laboratory, and the removal of inactivated samples from inside a BSL-4 laboratory to the BSL-2 laboratory.

  19. 4D Visualization of Experimental Procedures in Rock Physics

    NASA Astrophysics Data System (ADS)

    Vanorio, T.; di Bonito, C.

    2010-12-01

    Engaging students in laboratory classes in geophysics is becoming more and more difficult. This is primarily because of an ever-widening gap between the less appealing aspects that characterize these courses (e.g., lengthiness of the experimental operations, high student/instrument ratio, limited time associated with lack of previous hands-on experiences, and logistical and safety concerns) and the life style of the 21st century generations (i.e., extensive practice to high-tech tools, high-speed communications and computing, 3D graphics and HD videos). To bridge the gap and enhance the teaching strategy of laboratory courses in geophysics, we have created simulator-training tools for use in preparation for the actual experimental phase. We are using a modeling, animation, and rendering package to create (a) 3D models that accurately reproduce actual scenarios and instruments used for the measurement of rock physics properties and (b) 4D interactive animations that simulate hands-on demonstrations of the experimental procedures. We present here a prototype describing step-by-step the experimental protocol and the principles behind the measurement of rock porosity. The tool reproduces an actual helium porosimeter and makes use of interactive animations, guided text, and a narrative voice guiding the audience through the different phases of the experimental process. Our strategy is to make the most of new technologies while preserving the accuracy of classical laboratory methods and practices. These simulations are not intended to replace traditional lab work; rather they provide students with the opportunity for review and repetition. The primary goal is thus to help students familiarize themselves during their earlier curricula with lab methodologies, thus minimizing apparent hesitation and frustration in later classes. This may also increase the level of interest and involvement of undergraduate students and, in turn, enhance their keenness to pursue their curriculum with graduate studies. The intellectual merit of this project lies in exploring tools that are creative, keep pace with the times, and are potentially transformative of the teaching strategy of laboratory courses in geophysics. 3D reconstruction of the Helium Porosimeter. Top left panel - General overview of the instrument's components: helium cylinder, pressure transducer, core holder, helium reservoirs, and pressure indicator. Top right and bottom panels - Different phases of the experimental procedure for measuring rock porosity.

  20. An Analysis of Laboratory Activities in Two Modern Science Curricula: Project Physics and PSSC.

    ERIC Educational Resources Information Center

    Lunetta, Vincent N.; Tamir, Pinchas

    In evaluating whether the laboratory guides for Project Physics and for PSSC are consistent with the goals of their designers in demonstrating the interplay between experiment and theory in the development of physics, a system was developed for analyzing physics laboratory investigations, and the laboratory activities in the "PSSC Physics…

  1. Kentucky DOE EPSCoR Program

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

    Grulke, Eric; Stencel, John

    2011-09-13

    The KY DOE EPSCoR Program supports two research clusters. The Materials Cluster uses unique equipment and computational methods that involve research expertise at the University of Kentucky and University of Louisville. This team determines the physical, chemical and mechanical properties of nanostructured materials and examines the dominant mechanisms involved in the formation of new self-assembled nanostructures. State-of-the-art parallel computational methods and algorithms are used to overcome current limitations of processing that otherwise are restricted to small system sizes and short times. The team also focuses on developing and applying advanced microtechnology fabrication techniques and the application of microelectrornechanical systems (MEMS)more » for creating new materials, novel microdevices, and integrated microsensors. The second research cluster concentrates on High Energy and Nuclear Physics. lt connects research and educational activities at the University of Kentucky, Eastern Kentucky University and national DOE research laboratories. Its vision is to establish world-class research status dedicated to experimental and theoretical investigations in strong interaction physics. The research provides a forum, facilities, and support for scientists to interact and collaborate in subatomic physics research. The program enables increased student involvement in fundamental physics research through the establishment of graduate fellowships and collaborative work.« less

  2. Student Blogging about Physics

    NASA Astrophysics Data System (ADS)

    Daniels, Karen E.

    2010-09-01

    In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years, Internet blogs have become a decentralized format for diarists, independent journalists, and opinion makers to both post entries and allow commentary from their readers. Below, I will describe some techniques for using student blogging about physics to engage students from two different classroom environments: a calculus-based introductory mechanics class for scientists and engineers, and an honors seminar for first-year students. These assignments required them to make their own connections between classroom knowledge and situations where it might find applications. A second goal of including blogging in the introductory physics course was to induce students to write about the physics content of the class in a more substantive way than was previously part of the class.

  3. Educating Laboratory Science Learners at a Distance Using Interactive Television

    ERIC Educational Resources Information Center

    Reddy, Christopher

    2014-01-01

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

  4. Pre-hospital physical activity status affects in-hospital course of elderly patients with acute myocardial infarction.

    PubMed

    Miyamoto, Takamichi; Obayashi, Tohru; Hattori, Eijirou; Yamauchi, Yasuteru; Niwa, Akihiro; Isobe, Mitsuaki

    2010-03-01

    The clinical course of elderly patients with acute myocardial infarction (AMI) can sometimes unexpectedly result in an adverse outcome even when therapy appears to be successful. We suspect that specific factors may characterize this worsening of status during hospitalization. This study examines whether the pre-hospital physical activity status of the elderly treated with percutaneous coronary intervention (PCI) for AMI affects their in-hospital course. We studied 110 consecutive patients, aged 80 or older, who had undergone emergent PCI for AMI. Patients were divided into two groups based on clinical presentation: Better Killip class (Killip classes I and II) and Worse Killip class (Killip classes III and IV). Patients were also divided into two groups based on pre-hospital physical activity status, determined retrospectively by review of medical records: Good physical activity (n=57) comprising those able to go out alone independently and Poor physical activity comprising those mainly confined to home (n=53). The overall in-hospital mortality rate was 9.1% for the study population. The Worse Killip class group had a higher in-hospital mortality rate than the Better Killip class group (27.8% vs 5.4%, respectively; p=0.0102). In addition, the Poor physical activity group had a higher in-hospital mortality rate than the Good physical activity group (15.1% vs. 3.5%, respectively; p=0.047). These data suggest that pre-hospital physical activity status in elderly patients with AMI may affect in-hospital mortality as well as Killip class.

  5. Physical education resources, class management, and student physical activity levels: a structure-process-outcome approach to evaluating physical education effectiveness.

    PubMed

    Bevans, Katherine B; Fitzpatrick, Leslie-Anne; Sanchez, Betty M; Riley, Anne W; Forrest, Christopher

    2010-12-01

    This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical activity during PE. The proportion of class time devoted to management was evaluated as a potential mediator of the relations between resource availability and student activity levels. Data for this cross-sectional study were collected from interviews conducted with 46 physical educators and the systematic observation of 184 PE sessions in 34 schools. Regression analyses were conducted to test for the main effects of resource availability and the mediating role of class management. Students who attended schools with a low student-to-physical educator ratio had more PE time and engaged in higher levels of physical activity during class time. Access to adequate PE equipment and facilities was positively associated with student activity levels. The availability of a greater number of physical educators per student was found to impact student activity levels by reducing the amount of session time devoted to class management. The identification of structure and process predictors of student activity levels in PE will support the allocation of resources and encourage instructional practices that best support increased student activity levels in the most cost-effective way possible. Implications for PE policies and programs are discussed. © 2010, American School Health Association.

  6. Development of a Portable Motor Learning Laboratory (PoMLab)

    PubMed Central

    Shinya, Masahiro

    2016-01-01

    Most motor learning experiments have been conducted in a laboratory setting. In this type of setting, a huge and expensive manipulandum is frequently used, requiring a large budget and wide open space. Subjects also need to travel to the laboratory, which is a burden for them. This burden is particularly severe for patients with neurological disorders. Here, we describe the development of a novel application based on Unity3D and smart devices, e.g., smartphones or tablet devices, that can be used to conduct motor learning experiments at any time and in any place, without requiring a large budget and wide open space and without the burden of travel on subjects. We refer to our application as POrtable Motor learning LABoratory, or PoMLab. PoMLab is a multiplatform application that is available and sharable for free. We investigated whether PoMLab could be an alternative to the laboratory setting using a visuomotor rotation paradigm that causes sensory prediction error, enabling the investigation of how subjects minimize the error. In the first experiment, subjects could adapt to a constant visuomotor rotation that was abruptly applied at a specific trial. The learning curve for the first experiment could be modeled well using a state space model, a mathematical model that describes the motor leaning process. In the second experiment, subjects could adapt to a visuomotor rotation that gradually increased each trial. The subjects adapted to the gradually increasing visuomotor rotation without being aware of the visuomotor rotation. These experimental results have been reported for conventional experiments conducted in a laboratory setting, and our PoMLab application could reproduce these results. PoMLab can thus be considered an alternative to the laboratory setting. We also conducted follow-up experiments in university physical education classes. A state space model that was fit to the data obtained in the laboratory experiments could predict the learning curves obtained in the follow-up experiments. Further, we investigated the influence of vibration function, weight, and screen size on learning curves. Finally, we compared the learning curves obtained in the PoMLab experiments to those obtained in the conventional reaching experiments. The results of the in-class experiments show that PoMLab can be used to conduct motor learning experiments at any time and place. PMID:27348223

  7. Development of a Portable Motor Learning Laboratory (PoMLab).

    PubMed

    Takiyama, Ken; Shinya, Masahiro

    2016-01-01

    Most motor learning experiments have been conducted in a laboratory setting. In this type of setting, a huge and expensive manipulandum is frequently used, requiring a large budget and wide open space. Subjects also need to travel to the laboratory, which is a burden for them. This burden is particularly severe for patients with neurological disorders. Here, we describe the development of a novel application based on Unity3D and smart devices, e.g., smartphones or tablet devices, that can be used to conduct motor learning experiments at any time and in any place, without requiring a large budget and wide open space and without the burden of travel on subjects. We refer to our application as POrtable Motor learning LABoratory, or PoMLab. PoMLab is a multiplatform application that is available and sharable for free. We investigated whether PoMLab could be an alternative to the laboratory setting using a visuomotor rotation paradigm that causes sensory prediction error, enabling the investigation of how subjects minimize the error. In the first experiment, subjects could adapt to a constant visuomotor rotation that was abruptly applied at a specific trial. The learning curve for the first experiment could be modeled well using a state space model, a mathematical model that describes the motor leaning process. In the second experiment, subjects could adapt to a visuomotor rotation that gradually increased each trial. The subjects adapted to the gradually increasing visuomotor rotation without being aware of the visuomotor rotation. These experimental results have been reported for conventional experiments conducted in a laboratory setting, and our PoMLab application could reproduce these results. PoMLab can thus be considered an alternative to the laboratory setting. We also conducted follow-up experiments in university physical education classes. A state space model that was fit to the data obtained in the laboratory experiments could predict the learning curves obtained in the follow-up experiments. Further, we investigated the influence of vibration function, weight, and screen size on learning curves. Finally, we compared the learning curves obtained in the PoMLab experiments to those obtained in the conventional reaching experiments. The results of the in-class experiments show that PoMLab can be used to conduct motor learning experiments at any time and place.

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

    ERIC Educational Resources Information Center

    Westbrook, Susan L.

    1998-01-01

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

  9. Physical Education Teachers' and University Teacher Educators' Perceptions regarding Coeducational vs. Single Gender Physical Education

    ERIC Educational Resources Information Center

    Hill, Grant M.; Hannon, James C.; Knowles, Curt

    2012-01-01

    Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational. This may be because educational leaders interpret Title IX to require coeducational-only classes. Research, however, indicates that for some students, coeducation classes may not be the most appropriate learning environment. The…

  10. Nano-opto-electro-mechanical systems

    NASA Astrophysics Data System (ADS)

    Midolo, Leonardo; Schliesser, Albert; Fiore, Andrea

    2018-01-01

    A new class of hybrid systems that couple optical, electrical and mechanical degrees of freedom in nanoscale devices is under development in laboratories worldwide. These nano-opto-electro-mechanical systems (NOEMS) offer unprecedented opportunities to control the flow of light in nanophotonic structures, at high speed and low power consumption. Drawing on conceptual and technological advances from the field of optomechanics, they also bear the potential for highly efficient, low-noise transducers between microwave and optical signals, in both the classical and the quantum domains. This Perspective discusses the fundamental physical limits of NOEMS, reviews the recent progress in their implementation and suggests potential avenues for further developments in this field.

  11. Astronomy in the classroom

    NASA Astrophysics Data System (ADS)

    Moiteiro, Bárbara; Rodrigues, Berta

    2016-04-01

    The motivation of young students to science is much higher when the theoretical teaching is accompanied by practice and these are engaged in activities that involve real problems of their society and requiring a scientific basis for its discussion. Several activities such as collaboration on current scientific experiments, direct contact with scientists, participation in science competitions, visits to Science Museums, artistic and craft activities, the use of simulators and virtual laboratories, increase the degree of student satisfaction and motivate them in their learning processes. This poster shows some of Astronomy activities with students of schools Agrupamento de Escolas José Belchior Viegas within the Physics and Chemistry classes.

  12. RHIC - Exploring the Universe Within

    ScienceCinema

    BNL

    2017-12-09

    A guided tour of Brookhaven's Relativistic Heavy Ion Collider (RHIC) conducted by past Laboratory Director John Marburger. RHIC is a world-class scientific research facility that began operation in 2000, following 10 years of development and construction. Hundreds of physicists from around the world use RHIC to study what the universe may have looked like in the first few moments after its creation. RHIC drives two intersecting beams of gold ions head-on, in a subatomic collision. What physicists learn from these collisions may help us understand more about why the physical world works the way it does, from the smallest subatomic particles, to the largest stars.

  13. OVERVIEW OF NUCLEAR PHYSICS LABORATORY (IMMEDIATELY EAST OF SPSE REACTOR ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    OVERVIEW OF NUCLEAR PHYSICS LABORATORY (IMMEDIATELY EAST OF SP-SE REACTOR ROOM), LEVEL -15’, LOOKING SOUTHWEST. NOTE SLIDING STEEL PLATE DOOR BETWEEN LABORATORY AND REACTOR ROOM - Physics Assembly Laboratory, Area A/M, Savannah River Site, Aiken, Aiken County, SC

  14. An Ecological Examination of an Urban Sixth Grade Physical Education Class

    ERIC Educational Resources Information Center

    James, Alisa R.; Collier, Douglas

    2011-01-01

    Background: There are several factors that influence teaching urban physical education. Violence, poverty and irrelevant curricula influence the teaching-learning environment in urban physical education. One approach to urban physical education is to look carefully at the ecology that exists within an urban physical education class. This ecology…

  15. Does HOPSports Promote Youth Physical Activity in Physical Education Classes?

    ERIC Educational Resources Information Center

    West, Stephanie T.; Shores, Kindal A.

    2014-01-01

    This study investigated how a technological intervention, HOPSports (HOPS), impacted youth physical activity (PA) in a physical education (PE) class. Research indicates rising levels of youth television watching and video game use, physical inactivity, and related overweight. One approach to increase youth PA is to use technology-based…

  16. Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time.

    PubMed

    Martin, Karen; Bremner, Alexandra; Salmon, Jo; Rosenberg, Michael; Giles-Corti, Billie

    2014-03-01

    The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time. Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA. The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA. These results highlight the relevance of the school's sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted.

  17. Conceptualization, Development and Validation of an Instrument for Investigating Elements of Undergraduate Physics Laboratory Learning Environments: The UPLLES (Undergraduate Physics Laboratory Learning Environment Survey)

    ERIC Educational Resources Information Center

    Thomas, Gregory P; Meldrum, Al; Beamish, John

    2013-01-01

    First-year undergraduate physics laboratories are important physics learning environments. However, there is a lack of empirically informed literature regarding how students perceive their overall laboratory learning experiences. Recipe formats persist as the dominant form of instructional design in these sites, and these formats do not adequately…

  18. Novel Use of a Remote Laboratory for Active Learning in Class

    ERIC Educational Resources Information Center

    Ramírez, Darinka; Ramírez, María Soledad; Marrero, Thomas R.

    2016-01-01

    This study aims to describe a novel teaching mode that allows for direct instructor-student and student-student discussions of material balance concepts by means of active learning. The instructor explains the concepts during class time while using a remotely controlled laboratory system that is projected on a screen with real-time access to the…

  19. Teaching the Structure of Immunoglobulins by Molecular Visualization and SDS-PAGE Analysis

    ERIC Educational Resources Information Center

    Rižner, Tea Lanišnik

    2014-01-01

    This laboratory class combines molecular visualization and laboratory experimentation to teach the structure of the immunoglobulins (Ig). In the first part of the class, the three-dimensional structures of the human IgG and IgM molecules available through the RCSB PDB database are visualized using freely available software. In the second part, IgG…

  20. A Severe Weather Laboratory Exercise for an Introductory Weather and Climate Class Using Active Learning Techniques

    ERIC Educational Resources Information Center

    Grundstein, Andrew; Durkee, Joshua; Frye, John; Andersen, Theresa; Lieberman, Jordan

    2011-01-01

    This paper describes a new severe weather laboratory exercise for an Introductory Weather and Climate class, appropriate for first and second year college students (including nonscience majors), that incorporates inquiry-based learning techniques. In the lab, students play the role of meteorologists making forecasts for severe weather. The…

  1. Recasting a Traditional Laboratory Practical as a "Design-Your-Own Protocol" to Teach a Universal Research Skill

    ERIC Educational Resources Information Center

    Whitworth, David E.

    2016-01-01

    Laboratory-based practical classes are a common feature of life science teaching, during which students learn how to perform experiments and generate/interpret data. Practical classes are typically instructional, concentrating on providing topic- and technique-specific skills, however to produce research-capable graduates it is also important to…

  2. 76 FR 68460 - Designation of a Class of Employees for Addition to the Special Exposure Cohort

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-04

    ... designate a class of employees from the Ames Laboratory at Iowa State University as an addition to the... contractors and subcontractors who worked in any area of the Ames Laboratory at Iowa State University [email protected] . John Howard, Director, National Institute for Occupational Safety and Health. [FR Doc. 2011...

  3. Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement

    NASA Astrophysics Data System (ADS)

    Perkins, Katherine K.; Gratny, Mindy

    2010-10-01

    In this paper, we examine the correlation between students' beliefs upon entering college and their likelihood of continuing on to become a physics major. Since 2004, we have collected CLASS survey and self-reported level-of-interest responses from students in the first-term, introductory calculus-based physics course (N>2500). Here, we conduct a retrospective analysis of students' incoming CLASS scores and level of interest, comparing those students who go on to become physics majors with those who do not. We find the incoming CLASS scores and reported interest of these future physics majors to be substantially higher than the class average, indicating that these students enter their first college course already having quite expert-like beliefs. The comparative differences are much smaller for grades, SAT score, and university predicted-GPA.

  4. Laboratory space physics: Investigating the physics of space plasmas in the laboratory

    NASA Astrophysics Data System (ADS)

    Howes, Gregory G.

    2018-05-01

    Laboratory experiments provide a valuable complement to explore the fundamental physics of space plasmas without the limitations inherent to spacecraft measurements. Specifically, experiments overcome the restriction that spacecraft measurements are made at only one (or a few) points in space, enable greater control of the plasma conditions and applied perturbations, can be reproducible, and are orders of magnitude less expensive than launching spacecraft. Here, I highlight key open questions about the physics of space plasmas and identify the aspects of these problems that can potentially be tackled in laboratory experiments. Several past successes in laboratory space physics provide concrete examples of how complementary experiments can contribute to our understanding of physical processes at play in the solar corona, solar wind, planetary magnetospheres, and the outer boundary of the heliosphere. I present developments on the horizon of laboratory space physics, identifying velocity space as a key new frontier, highlighting new and enhanced experimental facilities, and showcasing anticipated developments to produce improved diagnostics and innovative analysis methods. A strategy for future laboratory space physics investigations will be outlined, with explicit connections to specific fundamental plasma phenomena of interest.

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

    ERIC Educational Resources Information Center

    Fiasca, Michael Aldo

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

  6. Effects of Same-Sex versus Coeducational Physical Education on the Self-Perceptions of Middle and High School Students.

    ERIC Educational Resources Information Center

    Lirgg, Cathy D.

    1993-01-01

    Students from coeducational classes were assigned to a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Group and individual analyses indicated that middle school students preferred same-sex classes, whereas high school students preferred coeducational classes. (SM)

  7. Causal explanations for class inequality in health--an empirical analysis.

    PubMed

    Lundberg, O

    1991-01-01

    One of the most important issues for research on social class inequalities in health are the causes behind such differences. So far, the debate on class inequalities in health has mainly been centred around hypotheses on artefactual and selectional processes. Although most contributors to this branch of research have argued in favour of causal explanations, these have gained very little systematic scrutiny. In this article, several possible causal factors are singled out for empirical testing. The effect of these factors on class differences in physical and mental illness is studied by means of logit regressions. On the basis of these analyses, it is shown that physical working conditions are the prime source of class inequality in physical illness, although economic hardship during upbringing and health related behaviours also contribute. For class inequality in mental illness these three factors plus weak social network are important. In sum, a large part of the class differences in physical as well as mental illness can be understood as a result of systematic differences between classes in living conditions, primarily differences in working conditions.

  8. Education of Social Skills among Senior High School Age Students in Physical Education Classes

    ERIC Educational Resources Information Center

    Akelaitis, Arturas V.; Malinauskas, Romualdas K.

    2016-01-01

    Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

  9. Evaluating Introductory Physics Classes in Light of the ABET Criteria: An Example from the SCALE-UP Project.

    ERIC Educational Resources Information Center

    Saul, Jeffery M.; Deardorff, Duane L.; Abbott, David S.; Allain, Rhett J.; Beichner, Robert J.

    The Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) project at North Carolina State University (NCSU) is developing a curriculum to promote learning through in-class group activities in introductory physics classes up to 100 students. The authors are currently in Phase II of the project using a specially designed…

  10. Social Gender in the Pictures Drawn by Students about Physical Education Class

    ERIC Educational Resources Information Center

    Temel, Cenk; Güllü, Mehmet

    2016-01-01

    The current study aimed to analyze the social gender perception in physical education classes in Turkey through the pictures drawn by students about the physical education class. The document analysis technique, which is a qualitative research method, was used in the study. In the light of this aim, the pictures drawn by a total of 394 students…

  11. Girls' Participation in Physics in Single Sex Classes in Mixed Schools in Relation to Confidence and Achievement.

    ERIC Educational Resources Information Center

    Gillibrand, Eileen; Robinson, Peter; Brawn, Richard; Osborn, Albert

    1999-01-01

    Reports the findings from a three-year longitudinal case study of two single-sex General Certificate of Secondary Education (GCSE) physics classes in a mixed comprehensive school in England. Results indicate that girls who elected to study physics in single-sex classes gain confidence in the subject. This gain in confidence is associated with…

  12. An Inexpensive Source of High Voltage

    NASA Astrophysics Data System (ADS)

    Saraiva, Carlos

    2012-04-01

    As a physics teacher I like recycling old apparatus and using them for demonstrations in my classes.1-4 In physics laboratories in schools, sources of high voltage include induction coils or electronic systems that can be bought from companies that sell lab equipment. But these sources can be very expensive. In this article, I will explain how you can use a car ignition coil as a high voltage source. Such a coil can be obtained from an old car found in a car salvage yard and used to power cathode ray tubes and discharge tubes to observe the spectra. It can also be used as a source of ignition to simulate explosive combustion that occurs in car engines, rockets, etc. You can also buy these coils in shops that sell car accessories and they are cheaper than induction coils. In Fig. 1 you can see a coil that I used.

  13. Extreme plasma states in laser-governed vacuum breakdown.

    PubMed

    Efimenko, Evgeny S; Bashinov, Aleksei V; Bastrakov, Sergei I; Gonoskov, Arkady A; Muraviev, Alexander A; Meyerov, Iosif B; Kim, Arkady V; Sergeev, Alexander M

    2018-02-05

    Triggering vacuum breakdown at laser facility is expected to provide rapid electron-positron pair production for studies in laboratory astrophysics and fundamental physics. However, the density of the produced plasma may cease to increase at a relativistic critical density, when the plasma becomes opaque. Here, we identify the opportunity of breaking this limit using optimal beam configuration of petawatt-class lasers. Tightly focused laser fields allow generating plasma in a small focal volume much less than λ 3 and creating extreme plasma states in terms of density and produced currents. These states can be regarded to be a new object of nonlinear plasma physics. Using 3D QED-PIC simulations we demonstrate a possibility of reaching densities over 10 25  cm -3 , which is an order of magnitude higher than expected earlier. Controlling the process via initial target parameters provides an opportunity to reach the discovered plasma states at the upcoming laser facilities.

  14. Engaging college physics students with photonics research

    NASA Astrophysics Data System (ADS)

    Adams, Rhys; Chen, Lawrence R.

    2017-08-01

    As educators and researchers in the field of photonics, we find what we do to be very exciting, and sharing this passion and excitement to our university students is natural to us. Via outreach programs and college research funding, a new college and university collaboration has broadened our student audience: photonics is brought into the college classroom and research opportunities are provided to college students. Photonics-themed active learning activities are conducted in the college Waves and Modern Physics class, helping students forge relationships between course content and modern communications technologies. Presentations on photonics research are prepared and presented by the professor and past college student-researchers. The students are then given a full tour of the photonics university laboratories. Furthermore, funds are set aside to give college students a unique opportunity to assist the college professor with experiments during a paid summer research internship.

  15. Injuries to primary school pupils and secondary school students during physical education classes and in their leisure time.

    PubMed

    Videmsek, Mateja; Karpljuk, Damir; Mlinar, Suzana; Mesko, Maja; Stihec, Joze

    2010-09-01

    The study aimed to establish the frequency of injuries in primary and secondary schools during leisure time and physical education classes in school as well as in group and individual sports. The sample included 2842 pupils from nine primary schools and 1235 students from five secondary schools in Slovenia. The data were processed with the SPSS statistical software package and the frequencies and Crosstabs were calculated. The results showed that substantially more pupils and students were injured in their leisure time than during physical education classes. Girls were more frequently injured in group and individual sports practiced during physical education classes and in individual sports practiced in their leisure time, whereas boys suffered more injuries in group sports practiced in their leisure time. As regards group sports, pupils and students were most frequently injured while playing football in their leisure time whereas, during physical education classes, they suffered most injuries in volleyball, followed closely by basketball and football; as regards individual sports, pupils and students were most frequently injured while cycling and rollerblading in their leisure time, whereas during physical education classes they suffered most injuries in athletics.

  16. Zero-gravity cloud physics laboratory: Experiment program definition and preliminary laboratory concept studies

    NASA Technical Reports Server (NTRS)

    Eaton, L. R.; Greco, E. V.

    1973-01-01

    The experiment program definition and preliminary laboratory concept studies on the zero G cloud physics laboratory are reported. This program involves the definition and development of an atmospheric cloud physics laboratory and the selection and delineations of a set of candidate experiments that must utilize the unique environment of zero gravity or near zero gravity.

  17. Activity-Based Introductory Physics Reform *

    NASA Astrophysics Data System (ADS)

    Thornton, Ronald

    2004-05-01

    Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.

  18. Dogs, Cats, and Kids: Integrating Yoga into Elementary Physical Education

    ERIC Educational Resources Information Center

    Toscano, Lisa; Clemente, Fran

    2008-01-01

    This article describes the benefits of integrating yoga into elementary physical education classes. Taught as warm-up exercises or as an entire class, yoga offers children of any age and physical ability the opportunity to experience success in physical activity. Children need to experience joy while participating in physical activity in order to…

  19. Applying Latent Class Analysis to Risk Stratification for Perioperative Mortality in Patients Undergoing Intraabdominal General Surgery.

    PubMed

    Kim, Minjae; Wall, Melanie M; Li, Guohua

    2016-07-01

    Perioperative risk stratification is often performed using individual risk factors without consideration of the syndemic of these risk factors. We used latent class analysis (LCA) to identify the classes of comorbidities and risk factors associated with perioperative mortality in patients presenting for intraabdominal general surgery. The 2005 to 2010 American College of Surgeons National Surgical Quality Improvement Program was used to obtain a cohort of patients undergoing intraabdominal general surgery. Risk factors and comorbidities were entered into LCA models to identify the latent classes, and individuals were assigned to a class based on the highest posterior probability of class membership. Relative risk regression was used to determine the associations between the latent classes and 30-day mortality, with adjustments for procedure. A 9-class model was fit using LCA on 466,177 observations. After combining classes with similar adjusted mortality risks, 5 risk classes were obtained. Compared with the class with average mortality risk (class 4), the risk ratios (95% confidence interval) ranged from 0.020 (0.014-0.027) in the lowest risk class (class 1) to 6.75 (6.46-7.02) in the highest risk class. After adjusting for procedure and ASA physical status, the latent classes remained significantly associated with 30-day mortality. The addition of the risk class variable to a model containing ASA physical status and surgical procedure demonstrated a significant increase in the area under the receiver operator characteristic curve (0.892 vs 0.915; P < 0.0001). Latent classes of risk factors and comorbidities in patients undergoing intraabdominal surgery are predictive of 30-day mortality independent of the ASA physical status and improve risk prediction with the ASA physical status.

  20. Patterns of Physical Activity Among Older Adults in New York City

    PubMed Central

    Mooney, Stephen J.; Joshi, Spruha; Cerdá, Magdalena; Quinn, James W.; Beard, John R.; Kennedy, Gary J.; Benjamin, Ebele O.; Ompad, Danielle C.; Rundle, Andrew G.

    2015-01-01

    Introduction Little research to date has explored typologies of physical activity among older adults. An understanding of physical activity patterns may help to both determine the health benefits of different types of activity and target interventions to increase activity levels in older adults. This analysis, conducted in 2014, used a latent class analysis approach to characterize patterns of physical activity in a cohort of older adults. Methods A total of 3,497 men and women aged 65–75 years living in New York City completed the Physical Activity Scale for the Elderly (PASE) in 2011. PASE scale items were used to classify subjects into latent classes. Multinomial regression was then used to relate individual and neighborhood characteristics to class membership. Results Five latent classes were identified: “least active,” “walkers,” “domestic/gardening,” “athletic,” and “domestic/gardening athletic.” Individual-level predictors, including more education, higher income, and better self-reported health, were associated with membership in the more-active classes, particularly the athletic classes. Residential characteristics, including living in single-family housing and living in the lower-density boroughs of New York City, were predictive of membership in one of the domestic/gardening classes. Class membership was associated with BMI even after controlling for total PASE score. Conclusions This study suggests that individual and neighborhood characteristics are associated with distinct physical activity patterns in a group of older urban adults. These patterns are associated with body habitus independent of overall activity. PMID:26091927

  1. Biological safety cabinetry.

    PubMed Central

    Kruse, R H; Puckett, W H; Richardson, J H

    1991-01-01

    The biological safety cabinet is the one piece of laboratory and pharmacy equipment that provides protection for personnel, the product, and the environment. Through the history of laboratory-acquired infections from the earliest published case to the emergence of hepatitis B and AIDS, the need for health care worker protection is described. A brief description with design, construction, function, and production capabilities is provided for class I and class III safety cabinets. The development of the high-efficiency particulate air filter provided the impetus for clean room technology, from which evolved the class II laminar flow biological safety cabinet. The clean room concept was advanced when the horizontal airflow clean bench was manufactured; it became popular in pharmacies for preparing intravenous solutions because the product was protected. However, as with infectious microorganisms and laboratory workers, individual sensitization to antibiotics and the advent of hazardous antineoplastic agents changed the thinking of pharmacists and nurses, and they began to use the class II safety cabinet to prevent adverse personnel reactions to the drugs. How the class II safety cabinet became the mainstay in laboratories and pharmacies is described, and insight is provided into the formulation of National Sanitation Foundation standard number 49 and its revisions. The working operations of a class II cabinet are described, as are the variations of the four types with regard to design, function, air velocity profiles, and the use of toxins. The main certification procedures are explained, with examples of improper or incorrect certifications. The required levels of containment for microorganisms are given. Instructions for decontaminating the class II biological safety cabinet of infectious agents are provided; unfortunately, there is no method for decontaminating the cabinet of antineoplastic agents. Images PMID:2070345

  2. Dance Class Structure Affects Youth Physical Activity and Sedentary Behavior: A Study of Seven Dance Types

    ERIC Educational Resources Information Center

    Lopez Castillo, Maria A.; Carlson, Jordan A.; Cain, Kelli L.; Bonilla, Edith A.; Chuang, Emmeline; Elder, John P.; Sallis, James F.

    2015-01-01

    Purpose: The study aims were to determine: (a) how class structure varies by dance type, (b) how moderate-to-vigorous physical activity (MVPA) and sedentary behavior vary by dance class segments, and (c) how class structure relates to total MVPA in dance classes. Method: Participants were 291 boys and girls ages 5 to 18 years old enrolled in 58…

  3. Roster of Physics Departments with Enrollment and Degree Data, 2010: Results from the 2010 Survey of Enrollments and Degrees. Focus On

    ERIC Educational Resources Information Center

    Nicholson, Starr; Mulvey, Patrick J.

    2011-01-01

    Academic year 2009-10 produced more physics bachelor's and more physics PhDs than in any other year in US history. The 6,017 physics bachelor's degrees earned in the class of 2010 represent a 65% increase from the class of 1999 eleven years earlier. The 1,558 PhDs in the class of 2010 is up 43% from a recent low 6 years earlier. Non-US citizens…

  4. Behavioral Self-Regulation in a Physics Class

    ERIC Educational Resources Information Center

    Stewart, John; DeVore, Seth; Stewart, Gay; Michaluk, Lynnette

    2016-01-01

    This study examined the regulation of out-of-class time invested in the academic activities associated with a physics class for 20 consecutive semesters. The academic activities of 1676 students were included in the study. Students reported investing a semester average of 6.5 ± 2.9 h out of class per week. During weeks not containing an…

  5. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

    ERIC Educational Resources Information Center

    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

  6. Appropriate or Inappropriate Practice: Exercise as Punishment in Physical Education Class

    ERIC Educational Resources Information Center

    Barney, David; Pleban, Frank T.; Fullmer, Matt; Griffiths, Rachel; Higginson, Kelsey; Whaley, Dez

    2016-01-01

    There is an expectation that physical educators will provide games, activities, and interactions that will positively affect student attitudes toward being physically active throughout their lives. Unfortunately, certain pedagogical practices have been employed in physical education (PE) classes that negatively affect attitudes toward physical…

  7. A Fitness Intervention Program within a Physical Education Class on Cardiovascular Endurance among Malaysia Secondary School Students

    ERIC Educational Resources Information Center

    Rengasamy, Shabeshan; Raju, Subramaniam; Lee, Wee Akina Sia Seng; Roa, Ramachandran

    2014-01-01

    The aim of the study was to investigate the effect of a physical fitness intervention program within a physical education class on cardiovascular endurance of Malaysian secondary school boys and girls. A quasi experimental design was adopted for the study. Two schools in a district were randomly selected. In each school, two classes were randomly…

  8. The Role of Motor Competence and Body Mass Index in Children's Activity Levels in Physical Education Classes

    ERIC Educational Resources Information Center

    Spessato, Barbara Coiro; Gabbard, Carl; Valentini, Nadia C.

    2013-01-01

    Our goal was to investigate the role of body mass index (BMI) and motor competence (MC) in children's physical activity (PA) levels during physical education (PE) classes. We assessed PA levels of 5-to-10-year old children ("n" = 264) with pedometers in four PE classes. MC was assessed using the TGMD-2 and BMI values were classified…

  9. Peer Instruction in introductory physics: A method to bring about positive changes in students' attitudes and beliefs

    NASA Astrophysics Data System (ADS)

    Zhang, Ping; Ding, Lin; Mazur, Eric

    2017-06-01

    This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n =441 ) in four classes, one taught using traditional (lecture) teaching methods, and the other three taught with Peer Instruction (PI). In two of the PI classes, student peer groups were constantly changing throughout the semester, while in the other PI class student groups remained fixed for the duration of the semester. The results of the pre- and post-test using the Colorado Learning Attitudes about Science Survey showed that students in traditional lecture settings became significantly more novicelike in their beliefs about physics and learning physics over the course of a semester, a result consistent with what was reported in the literature. However, all three of the classes taught using the PI method improved student attitudes and beliefs about physics and learning physics. In the PI class with fixed peer groups, students exhibited a greater positive shift in attitudes and beliefs than in the other PI class with changing peer groups. The study also looked at gender differences in student learning attitudes. Gender results revealed that female science majors in the PI classes achieved a greater positive shift in attitudes and beliefs after instruction than did male students.

  10. The Physics Laboratory in Honduras.

    ERIC Educational Resources Information Center

    Zuniga, M. A.

    1979-01-01

    This paper, presented at the conference on the role of the laboratory in physics education, which was held in Oxford, England in July 1978, describes the role of the laboratory in school and university physics in Honduras. (HM)

  11. ARCHITECTURAL, 777M, PHYSICS ASSEMBLY LABORATORY BUILDING, EQUIPMENT ARRANGEMENT – SECTIONS ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    ARCHITECTURAL, 777-M, PHYSICS ASSEMBLY LABORATORY BUILDING, EQUIPMENT ARRANGEMENT – SECTIONS “B” AND “C” (W157132) - Physics Assembly Laboratory, Area A/M, Savannah River Site, Aiken, Aiken County, SC

  12. Social-class differences in self-concept clarity and their implications for well-being

    PubMed Central

    Na, Jinkyung; Chan, Micaela Y.; Lodi-Smith, Jennifer; Park, Denise C.

    2017-01-01

    A consistent/stable sense of the self is more valued in middle-class contexts than working-class contexts; hence we predicted that middle-class individuals would have higher SCC than working-class individuals. It is further expected that SCC would be more important to one’s well-being among middle-class individuals than among working-class individuals. Supporting these predictions, SCC was positively associated with higher social-class. Moreover, although SCC was associated with higher life satisfaction and better mental health, the association significantly attenuated among working-class individuals. In addition, SCC was not associated with physical health and its association with physical health did not interact with social class. PMID:27114215

  13. Engineering Design Modules as Physics Teaching Tools

    ERIC Educational Resources Information Center

    Oliver, Douglas L.; Kane, Jackie

    2011-01-01

    Pre-engineering is increasingly being taught as a high school subject. This development presents challenges as well as opportunities for the physics education community. If pre-engineering is taught as a separate class, it may divert resources and students from traditional physics classes. However, design modules can be used as physics teaching…

  14. Jump Start the Heart: Teaching Children Cardiovascular Fitness

    ERIC Educational Resources Information Center

    McCollum, Starla; Maina, Michael P.; Maina, Julie Schlegel; Griffin, Mike

    2004-01-01

    Quality physical education classes are an important avenue for teaching children about lifetime fitness participation. Specific fitness information and habits can be taught as part of physical education classes. Physical education, however, should not be the only source of physical activity for children. Children need opportunities to participate…

  15. Tips for Dealing with Behavior Management Issues

    ERIC Educational Resources Information Center

    Bechtel, Pamela A.; Stevens, Lisa A.; Brett, Christine E. W.

    2012-01-01

    The increased diversity of today's students included in P-12 physical education classes creates new challenges in behavior management for physical education teachers. Currently more students with identified at-risk behaviors, as well as more students with physical or mental disabilities, are placed in general physical education classes. This…

  16. Developing model-making and model-breaking skills using direct measurement video-based activities

    NASA Astrophysics Data System (ADS)

    Vonk, Matthew; Bohacek, Peter; Militello, Cheryl; Iverson, Ellen

    2017-12-01

    This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

  17. Getting the Most Out of Your Observatory-Based Astro 101 Laboratory

    NASA Astrophysics Data System (ADS)

    Hufnagel, B.; Metlay, S.

    2011-09-01

    Astronomy lab classes can be mind-expanding experiences for students: seeing Saturn for the first time with their own eyes is amazing! This is your chance to share and hear success stories from others who incorporate real-time observing into their laboratories. The group will self-select discussion topics, which could include: do we stress amateur and historical sky gazing; focus on uncertainty, graphing and making measurements; learn about physical laws, light and spectroscopy; or work with modern observing data from our own or national telescope archives? What is the role of computers for processing data, running simulations, and controlling telescopes? How can we track our topics with lecture - or do we even try? How do we manage a flexible schedule to take advantage of clear nights? In the era of Hubble, how do manage expectations when viewing a light-polluted sky with an eight-inch reflector? What difficulty level is appropriate for introductory students? What is the balance between teaching astronomy and teaching observing techniques? What is the ideal class size, and what size is economical for the college? How can the observatory be used for community outreach, since this is not directly funded? Outcomes: Experts, share your solutions to challenges and learn from others about what works and what does not. Newbies, inform yourself about issues involved in incorporating observing into your astronomy labs.

  18. Near-infrared laboratory spectroscopy of mineral chemistry: A review

    NASA Astrophysics Data System (ADS)

    Meer, Freek van der

    2018-03-01

    Spectroscopy is the science concerned with the investigation and measurement of spectra produced when materials interacts with or emits electromagnetic radiation. Commercial infrared spectrometer were designed from the 1950's onward and found their way into the pharmaceutical and chemical industries. In the 1970's and 1980's also natural sciences notably mineralogy and vegetation science started systematically to measure optical properties of leaves and minerals/rocks with spectrometers. In the last decade spectroscopy has made the step from qualitative observations of mineral classes, soil type and vegetation biomass to quantitative estimates of mineral, soil and vegetation chemistry. This resulted in geothermometers used to characterize metamorphic and hydrothermal systems and to the advent of foliar biochemistry. More research is still needed to bridge the gap between laboratory spectroscopy and field spectroscopy. Empirical studies of minerals either as soil or rock constituents (and vegetation parameters) derived from regression analysis of spectra against chemistry is important in understanding the physics of the interaction of electromagnetic radiation and matter which in turn is important in the design of future satellite missions. Physics based models and retrievals are needed to operationalize these relationships and implement them in future earth observation missions as these are more robust and easy to transfer to other areas and data sets.

  19. 46 CFR 190.07-10 - Construction.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ..., including stringers and treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck... laboratories spaces within a general laboratory area may be of B or C class construction. (2) Temporary divisional bulkheads between laboratory spaces within a general laboratory area may be constructed of...

  20. 46 CFR 190.07-10 - Construction.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ..., including stringers and treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck... laboratories spaces within a general laboratory area may be of B or C class construction. (2) Temporary divisional bulkheads between laboratory spaces within a general laboratory area may be constructed of...

  1. 46 CFR 190.07-10 - Construction.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ..., including stringers and treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck... laboratories spaces within a general laboratory area may be of B or C class construction. (2) Temporary divisional bulkheads between laboratory spaces within a general laboratory area may be constructed of...

  2. 46 CFR 190.07-10 - Construction.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ..., including stringers and treads, shall be of steel. (6) Except for washrooms and toilet spaces, deck... laboratories spaces within a general laboratory area may be of B or C class construction. (2) Temporary divisional bulkheads between laboratory spaces within a general laboratory area may be constructed of...

  3. Patterns and predictors of violence against children in Uganda: a latent class analysis

    PubMed Central

    Clarke, Kelly; Patalay, Praveetha; Allen, Elizabeth; Knight, Louise; Naker, Dipak; Devries, Karen

    2016-01-01

    Objective To explore patterns of physical, emotional and sexual violence against Ugandan children. Design Latent class and multinomial logistic regression analysis of cross-sectional data. Setting Luwero District, Uganda. Participants In all, 3706 primary 5, 6 and 7 students attending 42 primary schools. Main outcome and measure To measure violence, we used the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool—Child Institutional. We used the Strengths and Difficulties Questionnaire to assess mental health and administered reading, spelling and maths tests. Results We identified three violence classes. Class 1 (N=696 18.8%) was characterised by emotional and physical violence by parents and relatives, and sexual and emotional abuse by boyfriends, girlfriends and unrelated adults outside school. Class 2 (N=975 26.3%) was characterised by physical, emotional and sexual violence by peers (male and female students). Children in Classes 1 and 2 also had a high probability of exposure to emotional and physical violence by school staff. Class 3 (N=2035 54.9%) was characterised by physical violence by school staff and a lower probability of all other forms of violence compared to Classes 1 and 2. Children in Classes 1 and 2 were more likely to have worked for money (Class 1 Relative Risk Ratio 1.97, 95% CI 1.54 to 2.51; Class 2 1.55, 1.29 to 1.86), been absent from school in the previous week (Class 1 1.31, 1.02 to 1.67; Class 2 1.34, 1.10 to 1.63) and to have more mental health difficulties (Class 1 1.09, 1.07 to 1.11; Class 2 1.11, 1.09 to 1.13) compared to children in Class 3. Female sex (3.44, 2.48 to 4.78) and number of children sharing a sleeping area predicted being in Class 1. Conclusions Childhood violence in Uganda forms distinct patterns, clustered by perpetrator and setting. Research is needed to understand experiences of victimised children, and to develop mental health interventions for those with severe violence exposures. Trial registration number NCT01678846; Results. PMID:27221125

  4. Expressive writing promotes self-reported physical, social and psychological health among Chinese undergraduates.

    PubMed

    Yang, Zhihan; Tang, Xiaoqing; Duan, Wenjie; Zhang, Yonghong

    2015-03-01

    The present study examines the efficacy of expressive writing among Chinese undergraduates. The sample comprised of 74 undergraduates enrolled in a 9-week intervention (35 in experimental class vs. 39 in control class). The writing exercises were well-embedded in an elective course for the two classes. The 46-item simplified Chinese Self-Rated Health Measurement Scale, which assesses psychological, physical and social health, was adopted to measure the outcome of this study. Baseline (second week) and post-test (ninth week) scores were obtained during the classes. After the intervention on the eighth week, the self-reported psychological, social and physical health of the experimental class improved. Psychological health obtained the maximum degree of improvement, followed by social and physical health. Furthermore, female participants gained more psychological improvement than males. These results demonstrated that the expressive writing approach could improve the physical, social and psychological health of Chinese undergraduates, and the method can be applied in university psychological consulting settings in Mainland China. © 2014 International Union of Psychological Science.

  5. Reflections on "YouTestTube.com": An Online Video-Sharing Platform to Engage Students with Chemistry Laboratory Classes

    ERIC Educational Resources Information Center

    McClean, Stephen; McCartan, Kenneth G.; Meskin, Sheryl; Gorges, Beronia; Hagan, W. Paul

    2016-01-01

    This paper describes the construction and development of YouTestTube.com, a YouTube clone website to facilitate video-sharing, social networking, and reflections of chemistry laboratory classes for year one students within the School of Biomedical Sciences at Ulster University. The practice was first introduced in the 2008/09 academic year and has…

  6. Applied Physics Laboratory, An Experimental Program for Aerospace Education, 12th Year.

    ERIC Educational Resources Information Center

    Abramson, David A.

    This physics laboratory manual is the result of curriculum development begun at Aviation High School (New York City) in 1967. It represents a semester of advanced laboratory work for those students who have completed the usual course in physics. The 91 laboratory experiments included in the manual have been developed and modified through use for…

  7. Non-physics peer demonstrators in undergraduate laboratories: a study of students’ perceptions

    NASA Astrophysics Data System (ADS)

    Braun, Michael; Kirkup, Les

    2016-01-01

    Laboratory demonstrators play a crucial role in facilitating students’ learning in physics subjects. Inspired by the success of peer-led activities, we introduced peer demonstrators to support student learning in first-year physics subjects that enrol students not intending to major in physics. Surveys were administered to 1700 students over 4 years in four subjects to examine student perceptions of how demonstrators assisted them in the laboratory. Scores awarded to peer demonstrators by students were no lower than those awarded to demonstrators traditionally employed in the first year physics laboratory. These latter demonstrators were drawn mainly from the ranks of physics research students. The findings validate the recruitment of peer demonstrators and will be used to inform the recruitment and support programmes for laboratory demonstrators.

  8. Physical Education Resources, Class Management, and Student Physical Activity Levels: A Structure-Process-Outcome Approach to Evaluating Physical Education Effectiveness

    ERIC Educational Resources Information Center

    Bevans, Katherine B.; Fitzpatrick, Leslie-Anne; Sanchez, Betty M.; Riley, Anne W.; Forrest, Christopher

    2010-01-01

    Background: This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical…

  9. New instruments for soil physics class: Improving the laboratory and field seminars

    NASA Astrophysics Data System (ADS)

    Klipa, Vladimir; Jankovec, Jakub; Snehota, Michal

    2014-05-01

    Teaching soil science and soil physics is an important part of the curriculum of many programs with focus on technical and natural sciences. Courses of soil science and namely soil physics have a long tradition at the faculty of Civil Engineering of the Czech Technical University in Prague. Students receive the theoretical foundations about soil classification, soil physics, soil chemistry and soil hydraulic characteristics in the course. In practical seminars students perform measurements of physical, hydraulic and chemical characteristics of soils, thus a comprehensive survey of soil is done in the given site. So far, students had the opportunity to use old, manually operated instrumentation. The project aims to improve the attractiveness of soil physics course and to extend the practical skills of students by introducing new tasks and by involving modern automated equipment. New instruments were purchased with the support of the Ministry of Education, Youth and Sports of the Czech Republic under the project FRVS No. 1162/2013 G1. Specifically, two tensiometers T8 with multi-functional handheld read-out unit (UMS, GmbH) and manual Mini Disk Infiltrometer (Decagon Devices, Inc.) were purchased and incorporated into the course. In addition, newly designed MultiDisk the automated mini disk Infiltrometer (CTU in Prague) and combined temperature and soil moisture TDT sensor TMS 2 (TOMST®, s.r.o.), were made freely available for soil physics classes and included into the courses. Online tutorials and instructional videos were developed. Detailed multimedia teaching materials were introduced so that students are able to work more independently. Students will practice operating the digital tensiometer T8 with integrated temperature sensor and manual Mini Disk Infiltrometer (diameter disk: 4.4 cm, suction range: 0.5 to 7.0 cm of suction) and MultiDisk the automated mini disk Infiltrometer (see Klipa et al., EGU2014-7230) and combined temperature and soil moisture TDT sensor TMS2. The tutorials cover the measurements process from installation to the data processing. The introduction of new instruments into to the courses is not only attractive for students but also useful in terms of gaining practical experience and new skills with advanced measurement devices for PhD students who participate on class teaching. Students will be able to use newly gain skills as well as the equipment for their projects and theses. This work has been supported by student grant FRVS number: 1162/2013 G1.

  10. Physical Activity Levels of Overweight and Nonoverweight High School Students during Physical Education Classes

    ERIC Educational Resources Information Center

    Hannon, James C.

    2008-01-01

    Background: This study examined physical activity (PA) levels of overweight and nonoverweight African American and Caucasian students (n = 198) during game play in physical education classes. Methods: Body fat percentages (%BFs) were determined using the skinfold technique and Slaughter et al prediction equations. Girls were classified as…

  11. Modeling Physical Systems Using Vensim PLE Systems Dynamics Software

    ERIC Educational Resources Information Center

    Widmark, Stephen

    2012-01-01

    Many physical systems are described by time-dependent differential equations or systems of such equations. This makes it difficult for students in an introductory physics class to solve many real-world problems since these students typically have little or no experience with this kind of mathematics. In my high school physics classes, I address…

  12. Motivating Students to Be Active outside of Class: A Hierarchy for Independent Physical Activity

    ERIC Educational Resources Information Center

    Hill, Grant

    2009-01-01

    Despite the fact that children have an extraordinary amount of leisure time, students of all ages engage in too little physical activity. Opportunities for physical activity should be provided through recesses, lunch periods, organized fitness breaks, before- and after-school activity programs, and structured physical education classes. However,…

  13. Writing for Physics Mastery.

    ERIC Educational Resources Information Center

    Weber, Stephen W.

    A study examined the effectiveness of incorporating writing as a tool to master the concepts of physics. Subjects were students in the three traditional physics classes and one non-math or conceptual physics class at East High School in Rockford, Illinois. The instructor tried a variety of methods--students wrote criticisms of Carl Sagan videos,…

  14. ARCHITECTURAL, 777M, PHYSICS ASSEMBLY LABORATORY BUILDING, PLAN OF +13’1” AND ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    ARCHITECTURAL, 777-M, PHYSICS ASSEMBLY LABORATORY BUILDING, PLAN OF +13’-1” AND +27’-0” FLOOR LEVELS (W157114) - Physics Assembly Laboratory, Area A/M, Savannah River Site, Aiken, Aiken County, SC

  15. MO-C-9A-01: Effective Medical Physics Educational Activities: Models and Methods

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

    Sprawls, P

    Medical physics is learned in a combination of activities including classroom sessions, individual study, small-group collaborative problem solving, and direct experience in the laboratory or clinical environment. Each type of learning activity is characterized by its effectiveness in producing the desired knowledge for the learner and the cost in terms of resources and human effort required providing it. While learning and teaching is a human activity, modern technology provides a variety of tools that can be used to enhance human performance. The class or conference room is the common setting for educational sessions in both academic institutions and continuing educationmore » conferences and programs such as those sponsored by the AAPM. A major value of a class/conference room program is efficiency by bringing a group of learners together to share in a common learning experience under the guidance of one or more experienced learning facilitators (lecturers or presenters). A major challenge is that the class/conference room is separated from the real world of medical physics. The design of an educational activity needs to take into consideration the desired outcomes with respect to what the learners should be able to do. The distinction is that of being able to apply the knowledge to perform specific physics functions rather than just knowing and being able to recall facts, and perhaps do well on written examinations. These are different types of knowledge structures within the human brain and distinctly different learning activities to develop each. Much of medical physics education, especially at the post-graduate and continuing education level, is for the purpose of enhancing the ability of physicists and other related professionals to perform applied procedures and tasks and requires specific types of knowledge.In this session we will analyze various learning activity models, the values and limitations of each, and how they can be used in medical physics education. An example we will use is optimizing CT image quality and dose which is an important topic for medical physicists, radiologists and residents, along with technologists. The knowledge structure for this is best developed by a combination of learning activities including class/conference discussions, individual study and review, and direct observation and interaction in the clinical setting under the direction of a knowledgeable leader.The function of the human brain will be considered with respect to learning experiences that contribute to effective medical physics knowledge structures. The characteristics of various types of educational activities will be compared with respect to their effectiveness for producing desired outcomes along with their limitations. Emphasis will be given to the design of highly-effective classroom/conference presentations, and activities will be demonstrated with an emphasis on using technology to enhance human performance of both learners and the learning facilitators. Learning Objectives: Develop and provide highly effective medical physics educational sessions. Use technology to enhance human performance in the educational process. Identify and analyze various models of educational activities Select and use educational activities that contribute value to the medical physics profession.« less

  16. Student Blogging about Physics

    ERIC Educational Resources Information Center

    Daniels, Karen E.

    2010-01-01

    In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years,…

  17. Social-class differences in self-concept clarity and their implications for well-being.

    PubMed

    Na, Jinkyung; Chan, Micaela Y; Lodi-Smith, Jennifer; Park, Denise C

    2018-06-01

    A consistent/stable sense of the self is more valued in middle-class contexts than working-class contexts; hence, we predicted that middle-class individuals would have higher self-concept clarity than working-class individuals. It is further expected that self-concept clarity would be more important to one's well-being among middle-class individuals than among working-class individuals. Supporting these predictions, self-concept clarity was positively associated with higher social class. Moreover, although self-concept clarity was associated with higher life satisfaction and better mental health, the association significantly attenuated among working-class individuals. In addition, self-concept clarity was not associated with physical health and its association with physical health did not interact with social class.

  18. Characterizing Longitudinal Patterns of Physical Activity in Mid-Adulthood Using Latent Class Analysis: Results From a Prospective Cohort Study

    PubMed Central

    Silverwood, Richard J.; Nitsch, Dorothea; Pierce, Mary; Kuh, Diana; Mishra, Gita D.

    2011-01-01

    The authors aimed to describe how longitudinal patterns of physical activity during mid-adulthood (ages 31–53 years) can be characterized using latent class analysis in a population-based birth cohort study, the Medical Research Council’s 1946 National Survey of Health and Development. Three different types of physical activity—walking, cycling, and leisure-time physical activity—were analyzed separately using self-reported data collected from questionnaires between 1977 and 1999; 3,847 study members were included in the analysis for one or more types of activity. Patterns of activity differed by sex, so stratified analyses were conducted. Two walking latent classes were identified representing low (52.8% of males in the cohort, 33.5% of females) and high (47.2%, 66.5%) levels of activity. Similar low (91.4%, 82.1%) and high (8.6%, 17.9%) classes were found for cycling, while 3 classes were identified for leisure-time physical activity: “low activity” (46.2%, 48.2%), “sports and leisure activity” (31.0%, 35.3%), and “gardening and do-it-yourself activities” (22.8%, 16.5%). The classes were reasonably or very well separated, with the exception of walking in females. Latent class analysis was found to be a useful tool for characterizing longitudinal patterns of physical activity, even when the measurement instrument differs slightly across ages, which added value in comparison with observed activity at a single age. PMID:22074812

  19. University of New Mexico-Los Alamos National Laboratory Program in Volcanology

    NASA Astrophysics Data System (ADS)

    Goff, F.; Fischer, T.; Baldridge, W.; Wohletz, K.; Smith, G.; Heiken, G.; Valentine, G.; Elston, W.

    2002-05-01

    The UNM-LANL Program in Volcanology was a vision of Wolf Elston in the late 1980s. Finally established in mid-1992, the program takes advantage of the extensive volcanic record preserved in northern New Mexico, and of the unique expertise and exceptional research facilities existing at the two institutions. Courses are directed toward upper division and graduate level students. The Los Alamos participants are adjunct professors and they take an active role in creating courses, advising thesis candidates, and providing research support. The curriculum is flexible but has a core upper division class in Physical Volcanology. Other classes offered in various years have included Volcanology and Human Affairs; Magmatic and Geothermal Systems; Tectonics and Magma Generation; Volcanoes of North America; Instrumentation for Volcanology; and Advanced Igneous Petrology. Perhaps the most renowned class in the program is the Volcanology Summer Field Course offered in even numbered years. This 3.5-week class is based in the Jemez Mountains volcanic field, which contains the famous Valles caldera (1.2 Ma to 50 ka). All types of calc-alkaline to alkalic domes, flows, tuffs, and intrusions, plus derivative sediments, mineralized zones, and thermal fluids are available for instructional purposes. Students are required to complete nine rigorous field exercises starting with basic instruction in pyroclastic fall, flow, and surge, then progressing towards hydrothermally altered, intracaldera resurgent dome and moat deposits in an active hot spring and fumarole system. The class is open to graduate students, advanced undergraduates, and private sector employees with special needs. Enrollment is competitive with limited financial support and limited space for 17 students. Evening lectures, study time, lodging, and meals are provided at the UNM-owned Young's Ranch built in the 1920s, nestled in a canyon flanked by orange cliffs of Bandelier Tuff. About 120 students from 12 countries have taken this class. Former students have pursued advanced degrees in the Geosciences and taken jobs with academia, research laboratories, volcanology observatories and/or the private sector. Although a degree in Volcanology is not granted, the program has supported and/or contributed to the degrees and theses of many UNM and non-UNM students. In some circumstances, thesis research can be conducted at Los Alamos while enrolled at UNM. For more information contact any of the co-authors listed above.

  20. Fair Play Game: A Group Contingency Strategy to Increase Students' Active Behaviours in Physical Education

    ERIC Educational Resources Information Center

    Vidoni, Carla; Lee, Chang-Hung; Azevedo, L. B.

    2014-01-01

    A dependent group contingency strategy called Fair Play Game was applied to promote increase in number of steps during physical education classes for sixth-grade students. Results from a multiple baseline design across three classes showed that the mean number of steps for baseline vs. intervention were: Class 1: 43 vs. 64 steps/minute; Class 2:…

  1. Self-directed learning: A heretical experiment in teaching physics

    NASA Astrophysics Data System (ADS)

    Silverman, M. P.

    1995-06-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  2. Plasma Physics/Fusion Energy Education at the Liberty Science Center

    NASA Astrophysics Data System (ADS)

    Zwicker, Andrew; Delooper, John; Carpe, Andy; Amara, Joe; Butnick, Nancy; Lynch, Ellen; Osowski, Jeff

    2007-11-01

    The Liberty Science Center (LSC) is the largest (300,000 sq. ft.) education resource in the New Jersey-New York City region. A major 109 million expansion and renewal was recently completed. Accordingly, PPPL has expanded the science education collaboration with the Center into three innovative, hands-on programs. On the main floor, a new fusion exhibit is one of the focuses of ``Energy Quest.'' This includes a DC glow discharge tube with a permanent external magnet allowing visitors to manipulate the plasma while reading information on plasma creation and fusion energy. In the section of LSC dedicated to intensive science investigations (20,000 sq. ft) we have added ``Live from NSTX'' which will give students an opportunity to connect via video-conferencing to the NSTX control room during plasma operations. A prototype program was completed in May, 2007 with three high school physics classes and will be expanded when NSTX resumes operation. Finally, a plasma physics laboratory in this area will have a fully functioning, research-grade plasma source that will allow long-term visitors an opportunity to perform experiments in plasma processing, plasma spectroscopy, and dusty plasmas.

  3. A Physically Based Framework for Modelling the Organic Fractionation of Sea Spray Aerosol from Bubble Film Langmuir Equilibria

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

    Burrows, Susannah M.; Ogunro, O.; Frossard, Amanda

    2014-12-19

    The presence of a large fraction of organic matter in primary sea spray aerosol (SSA) can strongly affect its cloud condensation nuclei activity and interactions with marine clouds. Global climate models require new parameterizations of the SSA composition in order to improve the representation of these processes. Existing proposals for such a parameterization use remotely-sensed chlorophyll-a concentrations as a proxy for the biogenic contribution to the aerosol. However, both observations and theoretical considerations suggest that existing relationships with chlorophyll-a, derived from observations at only a few locations, may not be representative for all ocean regions. We introduce a novel frameworkmore » for parameterizing the fractionation of marine organic matter into SSA based on a competitive Langmuir adsorption equilibrium at bubble surfaces. Marine organic matter is partitioned into classes with differing molecular weights, surface excesses, and Langmuir adsorption parameters. The classes include a lipid-like mixture associated with labile dissolved organic carbon (DOC), a polysaccharide-like mixture associated primarily with semi-labile DOC, a protein-like mixture with concentrations intermediate between lipids and polysaccharides, a processed mixture associated with recalcitrant surface DOC, and a deep abyssal humic-like mixture. Box model calculations have been performed for several cases of organic adsorption to illustrate the underlying concepts. We then apply the framework to output from a global marine biogeochemistry model, by partitioning total dissolved organic carbon into several classes of macromolecule. Each class is represented by model compounds with physical and chemical properties based on existing laboratory data. This allows us to globally map the predicted organic mass fraction of the nascent submicron sea spray aerosol. Predicted relationships between chlorophyll-\\textit{a} and organic fraction are similar to existing empirical parameterizations, but can vary between biologically productive and non-productive regions, and seasonally within a given region. Major uncertainties include the bubble film thickness at bursting and the variability of organic surfactant activity in the ocean, which is poorly constrained. In addition, marine colloids and cooperative adsorption of polysaccharides may make important contributions to the aerosol, but are not included here. This organic fractionation framework is an initial step towards a closer linking of ocean biogeochemistry and aerosol chemical composition in Earth system models. Future work should focus on improving constraints on model parameters through new laboratory experiments or through empirical fitting to observed relationships in the real ocean and atmosphere, as well as on atmospheric implications of the variable composition of organic matter in sea spray.« less

  4. Convert Ten Foot Environmental Test Chamber into an Ion Engine Test Chamber

    NASA Technical Reports Server (NTRS)

    VanVelzer, Paul

    2006-01-01

    The 10 Foot Space Simulator at the Jet Propulsion Laboratory has been used for the last 40 years to test numerous spacecraft, including the Ranger series, several Mariner class, among many others and finally, the Spirit and Opportunity Mars Rovers. The request was made to convert this facility to an Ion Engine test facility, with a possible long term life test. The Ion engine was to propel the Prometheus spacecraft to Jupiter's moons. This paper discusses the challenges that were met, both from a procedural and physical standpoint. The converted facility must operate unattended, support a 30 Kw Ion Engine, operate economically, and be easily converted back to former operation as a spacecraft test facility.

  5. Training in Tbilisi nuclear facility provides new sampling perspectives for IAEA inspectors

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

    Brim, Cornelia P.

    2016-06-08

    Office of Nonproliferation and Arms Control- (NPAC-) sponsored training in a “cold” nuclear facility in Tbilisi, Georgia provides International Atomic Energy Agency (IAEA) inspectors with a new perspective on environmental sampling strategies. Sponsored by the Nuclear Safeguards program under the NPAC, Pacific Northwest National Laboratory (PNNL) experts have been conducting an annual weeklong class for IAEA inspectors in a closed nuclear facility since 2011. The Andronikashvili Institute of Physics and the Republic of Georgia collaborate with PNNL to provide the training, and the U.S. Department of State, the U.S. Embassy in Tbilisi and the U.S. Mission to International Organizations inmore » Vienna provide logistical support.« less

  6. Mortar radiocarbon dating: preliminary accuracy evaluation of a novel methodology.

    PubMed

    Marzaioli, Fabio; Lubritto, Carmine; Nonni, Sara; Passariello, Isabella; Capano, Manuela; Terrasi, Filippo

    2011-03-15

    Mortars represent a class of building and art materials that are widespread at archeological sites from the Neolithic period on. After about 50 years of experimentation, the possibility to evaluate their absolute chronology by means of radiocarbon ((14)C) remains still uncertain. With the use of a simplified mortar production process in the laboratory environment, this study shows the overall feasibility of a novel physical pretreatment for the isolation of the atmospheric (14)CO(2) (i.e., binder) signal absorbed by the mortars during their setting. This methodology is based on the assumption that an ultrasonic attack in liquid phase isolates a suspension of binder carbonates from bulk mortars. Isotopic ((13)C and (14)C), % C, X-ray diffractometry (XRD), and scanning electron microscopy (SEM) analyses were performed to characterize the proposed methodology. The applied protocol allows suppression of the fossil carbon (C) contamination originating from the incomplete burning of the limestone during the quick lime production, providing unbiased dating for "laboratory" mortars produced operating at historically adopted burning temperatures.

  7. Isolation and characterization of a new class of amphipathic biopolymers capable of self-assembly from aqueous media

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

    Martin, G.G.; Cannon, G.C.; McCormick, C.L.

    Extensive research is being done in many laboratories to investigate the role of synthetic hydrophobically-modified polymers and amphipathic proteins for their potential in phase-transfer, sequestration, and elimination of polluting hydrocarbons and surfactants. Our laboratory has begun a research program which is aimed at the development of a new class of environmentally benign biomaterials using the amphipathic proteins termed {open_quotes}hydrophobins{close_quotes} and an associated polysaccharide, schizophyllan. These biopolymers can stabilize oil dispersions, attach strongly to polyethylene and polytetrafluoroethylene surfaces rendering them hydrophilic, and can self-assemble into a stable, flexible membrane. Preliminary experiments in our laboratory and others have demonstrated the immense technologicalmore » potential of this class of biomaterials for surface modification of membranes and coatings, fouling resistance, controlled delivery, protective encapsulation, and drag reduction.« less

  8. 13A. Integrative Cancer Care: The Life Over Cancer Model

    PubMed Central

    Block, Keith; Block, Penny; Shoham, Jacob

    2013-01-01

    Focus Areas: Integrative Algorithms of Care Integrative cancer treatment fully blends conventional cancer treatment with integrative therapies such as diet, supplements, exercise and biobehavioral approaches. The Life Over Cancer model comprises three spheres of intervention: improving lifestyle, improving biochemical environment (terrain), and improving tolerance of conventional treatment. These levels are applied within the context of a life-affirming approach to cancer patients and treatment. Clinical staff involved include MDs, psychosocial, physical therapy, and dietetic professionals, all located in a single private clinic, the Block Center for Integrative Cancer Treatment. This session will describe the rationale and operation of the clinical model. An outpatient chemotherapy unit is incorporated in the clinic. Chronomodulated chemotherapy is used for selected chemotherapy drugs. Physical care includes massage, exercise and other therapies as directed by the center's physical therapy staff. Notably, cancer patients who are physically active have lower mortality and recurrence risks. Behavioral approaches are being shown increasingly to affect physiological parameters and expression of genes potentially related to cancer. Thus, biobehavioral approaches such as relaxed abdominal breathing and comfort space imagery are taught to patients by a staff including a clinical psychologist and other practitioners. Nutrition is also emerging as a relevant area of intervention in cancer, with recent guidelines from the American Cancer Society. A team of registered dietitians counsels patients individually and conducts cooking classes. Finally, the Life Over Cancer model includes analysis of multiple biological parameters relevant to cancer and general health, with standard laboratory tests. Inflammation, glycemic variables, immune functioning and other variables are regularly monitored. Dietary changes and where necessary supplements are suggested when laboratory results are abnormal. Interaction of supplements with cancer treatment drugs is monitored. The session will highlight the roles played by both conventional and integrative therapies in the treatment of cancer patients.

  9. Hands-on-Entropy, Energy Balance with Biological Relevance

    NASA Astrophysics Data System (ADS)

    Reeves, Mark

    2015-03-01

    Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is important contribution of the entropy in driving fundamental biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy). This has enabled students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce complex biological processes and structures in order model them mathematically to account for both deterministic and probabilistic processes. The students test these models in simulations and in laboratory experiments that are biologically relevant such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront random forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk will present a number of these exercises, with particular focus on the hands-on experiments done by the students, and will give examples of the tangible material that our students work with throughout the two-semester sequence of their course on introductory physics with a bio focus. Supported by NSF DUE.

  10. 49 CFR 40.85 - What drugs do laboratories test for?

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... WORKPLACE DRUG AND ALCOHOL TESTING PROGRAMS Drug Testing Laboratories § 40.85 What drugs do laboratories test for? As a laboratory, you must test for the following five drugs or classes of drugs in a DOT drug... 49 Transportation 1 2013-10-01 2013-10-01 false What drugs do laboratories test for? 40.85 Section...

  11. 49 CFR 40.85 - What drugs do laboratories test for?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... WORKPLACE DRUG AND ALCOHOL TESTING PROGRAMS Drug Testing Laboratories § 40.85 What drugs do laboratories test for? As a laboratory, you must test for the following five drugs or classes of drugs in a DOT drug... 49 Transportation 1 2014-10-01 2014-10-01 false What drugs do laboratories test for? 40.85 Section...

  12. 49 CFR 40.85 - What drugs do laboratories test for?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... WORKPLACE DRUG AND ALCOHOL TESTING PROGRAMS Drug Testing Laboratories § 40.85 What drugs do laboratories test for? As a laboratory, you must test for the following five drugs or classes of drugs in a DOT drug... 49 Transportation 1 2011-10-01 2011-10-01 false What drugs do laboratories test for? 40.85 Section...

  13. 49 CFR 40.85 - What drugs do laboratories test for?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... WORKPLACE DRUG AND ALCOHOL TESTING PROGRAMS Drug Testing Laboratories § 40.85 What drugs do laboratories test for? As a laboratory, you must test for the following five drugs or classes of drugs in a DOT drug... 49 Transportation 1 2012-10-01 2012-10-01 false What drugs do laboratories test for? 40.85 Section...

  14. 49 CFR 40.85 - What drugs do laboratories test for?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... WORKPLACE DRUG AND ALCOHOL TESTING PROGRAMS Drug Testing Laboratories § 40.85 What drugs do laboratories test for? As a laboratory, you must test for the following five drugs or classes of drugs in a DOT drug... 49 Transportation 1 2010-10-01 2010-10-01 false What drugs do laboratories test for? 40.85 Section...

  15. Possibilities for measuring cotton in the field and outside the laboratory: for breeding, production, ginning, the warehouse

    USDA-ARS?s Scientific Manuscript database

    Cotton is often classified using high volume instrumentation. Although accurate, these laboratory systems require strict laboratory conditions, well trained operators, and are expensive. Much interest has been shown in non-laboratory measurements in situations not related to classing or commercial...

  16. 78 FR 12103 - Manufacturer of Controlled Substances; Notice of Registration; Cody Laboratories, Inc.

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-21

    ...; Notice of Registration; Cody Laboratories, Inc. By Notice dated November 1, 2012, and published in the Federal Register on November 9, 2012, 77 FR 67398, Cody Laboratories, Inc., ATTN: Richard Asherman, 601... of Cody Laboratories, Inc., to manufacture the listed basic classes of controlled substances is...

  17. 78 FR 5500 - Manufacturer of Controlled Substances; Notice of Registration; Chemic Laboratories, Inc.

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-25

    ...; Notice of Registration; Chemic Laboratories, Inc. By Notice dated September 25, 2012, and published in the Federal Register on October 2, 2012, 77 FR 60144, Chemic Laboratories, Inc., 480 Neponset Street... Chemic Laboratories, Inc., to manufacture the listed basic class of controlled substance is consistent...

  18. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    NASA Astrophysics Data System (ADS)

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-06-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  19. Quantitative critical thinking: Student activities using Bayesian updating

    NASA Astrophysics Data System (ADS)

    Warren, Aaron R.

    2018-05-01

    One of the central roles of physics education is the development of students' ability to evaluate proposed hypotheses and models. This ability is important not just for students' understanding of physics but also to prepare students for future learning beyond physics. In particular, it is often hoped that students will better understand the manner in which physicists leverage the availability of prior knowledge to guide and constrain the construction of new knowledge. Here, we discuss how the use of Bayes' Theorem to update the estimated likelihood of hypotheses and models can help achieve these educational goals through its integration with evaluative activities that use hypothetico-deductive reasoning. Several types of classroom and laboratory activities are presented that engage students in the practice of Bayesian likelihood updating on the basis of either consistency with experimental data or consistency with pre-established principles and models. This approach is sufficiently simple for introductory physics students while offering a robust mechanism to guide relatively sophisticated student reflection concerning models, hypotheses, and problem-solutions. A quasi-experimental study utilizing algebra-based introductory courses is presented to assess the impact of these activities on student epistemological development. The results indicate gains on the Epistemological Beliefs Assessment for Physical Science (EBAPS) at a minimal cost of class-time.

  20. On-line integration of computer controlled diagnostic devices and medical information systems in undergraduate medical physics education for physicians.

    PubMed

    Hanus, Josef; Nosek, Tomas; Zahora, Jiri; Bezrouk, Ales; Masin, Vladimir

    2013-01-01

    We designed and evaluated an innovative computer-aided-learning environment based on the on-line integration of computer controlled medical diagnostic devices and a medical information system for use in the preclinical medical physics education of medical students. Our learning system simulates the actual clinical environment in a hospital or primary care unit. It uses a commercial medical information system for on-line storage and processing of clinical type data acquired during physics laboratory classes. Every student adopts two roles, the role of 'patient' and the role of 'physician'. As a 'physician' the student operates the medical devices to clinically assess 'patient' colleagues and records all results in an electronic 'patient' record. We also introduced an innovative approach to the use of supportive education materials, based on the methods of adaptive e-learning. A survey of student feedback is included and statistically evaluated. The results from the student feedback confirm the positive response of the latter to this novel implementation of medical physics and informatics in preclinical education. This approach not only significantly improves learning of medical physics and informatics skills but has the added advantage that it facilitates students' transition from preclinical to clinical subjects. Copyright © 2011 Associazione Italiana di Fisica Medica. Published by Elsevier Ltd. All rights reserved.

  1. 6 CFR 17.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... students on such basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to physical education classes..., 2003. (2) This section does not prohibit grouping of students in physical education classes and...

  2. 28 CFR 54.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

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

    ERIC Educational Resources Information Center

    Sevian, Hannah; Robinson, William E.

    2011-01-01

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

  4. Classes of Physical Activity and Sedentary Behavior in 5th Grade Children

    PubMed Central

    Dowda, Marsha; Dishman, Rod K; Pate, Russell R.

    2016-01-01

    Objectives To identify classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. Methods This study included n=495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively and via self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. Results Three classes of behavior were identified: Class 1: Low PA/Low SB, Class 2: Moderate PA/High SB, and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. Conclusions Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines. PMID:27103414

  5. Patterns of physical activity, sedentary behavior, and diet in U.S. adolescents.

    PubMed

    Iannotti, Ronald J; Wang, Jing

    2013-08-01

    To identify patterns in adolescents' obesogenic behaviors and their relations to physical and psychological health. A nationally representative sample of 9,174 U.S. adolescents ages 11 to 16 years was surveyed on physical activity (PA), screen-based sedentary behavior (SB), frequency of consumption of healthy and unhealthy food items, weight status, weight control behavior, depression, physical symptoms, body dissatisfaction, overall health, and life satisfaction. Latent class analysis was used to identify patterns of PA, SB, and diet. A model with three latent classes best fit the data: Class 1 with high PA and high fruit and vegetable intake and low SB and intake of sweets, soft drinks, chips, and fries; Class 2 with high SB and high intake of sweets, soft drinks, chips, and fries; and Class 3 with low PA, low fruit and vegetable intake, and low intake of sweets, chips, and fries. Membership in the three classes was related to age, gender, race/ethnicity, and socioeconomic status. In addition, members of Class 1 (26.5%) were more likely to be of normal weight status and to fare well on most of the other health indices; of Class 2 (26.4%) were less likely to be trying to lose weight but scored poorly on the mental health indices; and of Class 3 (47.2%) were less likely to be underweight and reported greater body dissatisfaction. Three prevalent patterns of adolescent obesogenic behaviors were identified and these patterns related to weight status, depression, and other indicators of physical and psychological health. Published by Elsevier Inc.

  6. Physical education Teachers' and public health Nurses' perception of Norwegian high school Students' participation in physical education - a focus group study.

    PubMed

    Abildsnes, Eirik; Stea, Tonje H; Berntsen, Sveinung; Omfjord, Christina S; Rohde, Gudrun

    2015-12-24

    High quality physical education programs in high schools may facilitate adoption of sustainable healthy living among adolescents. Public health nurses often meet students who avoid taking part in physical education programs. We aimed to explore physical education teachers' and public health nurses' perceptions of high school students' attitudes towards physical education, and to explore physical education teachers' thoughts about how to facilitate and promote students' participation in class. Prior to an initiative from physical education teachers, introducing a new physical education model in two high schools in the South of Norway, we conducted focus groups with 6 physical education teachers and 8 public health nurses. After implementation of the new model, we conducted two additional focus group interviews with 10 physical education teachers. In analyses we used Systematic Text Condensation and an editing analysis style. In general, the students were experienced as engaged and appreciating physical education lessons. Those who seldom attended often strived with other subjects in school as well, had mental health problems, or were characterized as outsiders in several arenas. Some students were reported to be reluctant to expose their bodies in showers after class, and students who seldom attended physical education class frequently visited the school health services. Although the majority of students were engaged in class, several of the students lacked knowledge about physical fitness and motoric skills to be able to master daily activities. The participants related the students' competence and attitude towards participation in physical education class to previous experiences in junior high school, to the competence of physical education teachers, and to possibility for students to influence the content of physical education programs. The participants suggested that high school students' attitudes towards participation in physical education is heterogeneous, depends on the students' previous experiences, and on their present health and quality of life. All participants recommended adolescents to take part in program development, and selecting activities that generate competence, fun and enjoyment.

  7. A formative evaluation of problem-based learning as an instructional strategy in a medical laboratory technician course

    NASA Astrophysics Data System (ADS)

    Nelson, Diane Patricia

    2002-09-01

    This study is a formative evaluation of problem-based learning as an effective course delivery strategy in a second year introductory Medical Laboratory Technician discipline-specific hematology course. This strategy can serve two purposes in this type of course: discipline specific content knowledge and process skills learning. A needs study identified that students required additional workplace skills as they entered the clinical internship. Students tested well on the national registry examinations, discipline-specific content knowledge, but group process skills needed improvement in the areas of collaboration, communication, and critical reasoning. Problem-based learning was identified as an change intervention to help provide these skills. A search of the literature revealed that the Baker College cultural and physical environment would support this intervention. Twelve cases were written, situated in a clinical laboratory environment, addressing learning issues identified in a modified Delphi survey of laboratory personnel e.g. fiscal responsibility, turn-around time, invasiveness of laboratory techniques, and holistic view of healthcare environment. A hematology class of 13 students received the intervention. The cases were structured to proceed from instructor-centered (guided) learning issues to learner-centered learning issues. Observations of the in-group collaboration processes were documented, as well as oral presentations and critical reasoning, with students given periodic feedback on these skills. Student surveys provided data about satisfaction, attitude to PBL process, and self-efficacy. Multiple choice discipline-specific content examinations were given and compared with classes from the previous four years. The study found that students receiving the PBL treatment scored as well as or better than students from previous years on traditional multiple choice exams. Recall questions showed positive significance and application/analysis questions showed no significance from previous years. Clinical correlations end-of-case evaluations addressing the issues of thoroughness of investigation, supporting evidence, accuracy of information, order and clarity of thought showed positive improvement across the intervention, as did the PBL processes of in-group collaboration skills, teamwork skills, and presentation skills. By the end of the intervention, students expressed preference for student-centered learning issues.

  8. Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction

    PubMed Central

    Maher, Jaclyn P.; Gottschall, Jinger S.; Conroy, David E.

    2015-01-01

    Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant’s evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers’ involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers’ intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens. PMID:26347696

  9. Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction.

    PubMed

    Maher, Jaclyn P; Gottschall, Jinger S; Conroy, David E

    2015-01-01

    Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant's evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers' involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers' intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens.

  10. An Examination of In-Class Physical Activity across Games Classifications

    ERIC Educational Resources Information Center

    Perlman, Dana J.; Forrest, Greg

    2015-01-01

    The purpose of this study was to examine the in-class physical activity opportunities across game classifications. A total of 221 (male, 100; female, 121) Year 9/10 physical education students were used within this study. Each student was engaged in four sport-based units (target, net/wall, striking/fielding, and invasion). Physical activity data…

  11. Attitudes of Students with Learning Disabilities toward Participation in Physical Education: A Teachers' Perspective--Qualitative Examination

    ERIC Educational Resources Information Center

    Abdi, Ellie

    2017-01-01

    Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude, and there is a gap in the literature with respect to investigating the attitudes…

  12. 32 CFR 196.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  13. 24 CFR 3.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  14. 36 CFR 1211.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  15. 45 CFR 2555.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  16. 10 CFR 1042.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at the elementary... event later than one year from February 20, 2001. With respect to physical education classes and...

  17. 41 CFR 101-4.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... basis, including health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education... September 29, 2000. (2) This section does not prohibit grouping of students in physical education classes...

  18. 49 CFR 25.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... health, physical education, industrial, business, vocational, technical, home economics, music, and adult education courses. (b)(1) With respect to classes and activities in physical education at the elementary... event later than one year from September 29, 2000. With respect to physical education classes and...

  19. 38 CFR 23.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... participation therein by any of its students on such basis, including health, physical education, industrial... classes and activities in physical education at the elementary school level, the recipient shall comply... 29, 2000. With respect to physical education classes and activities at the secondary and post...

  20. Experimental AMO physics in undergraduate optics and lasers courses

    NASA Astrophysics Data System (ADS)

    Hoyt, Chad

    2017-04-01

    This talk will describe experimental AMO research projects in undergraduate Lasers and Optics courses at Bethel University. The courses, which include a comprehensive lecture portion, are built on open-ended projects that have a novel aspect. Classes begin with four weeks of small student groups rotating between several standard laser and optics laboratory exercises. These may include, for example, alignment and characterization of a helium neon laser and measurements with a Michelson interferometer or a scanning Fabry-Pérot optical cavity. During the following seven weeks of the course, student groups (2-4 people) choose and pursue research questions in the lab. Their work culminates in a group manuscript and a twenty-minute presentation to the class. Projects in the spring, 2016 Optics course included experiments with ultracold lithium atoms in a magneto-optical trap, a prototype, portable, mode-locked erbium fiber laser, a home-built fiber laser frequency comb, double-slit imaging with single photons, and digital holographic tweezers (led by Nathan Lindquist). Projects in the spring, 2015 Lasers course included ultrafast optics with a mode-locked erbium fiber laser, quantum optics, surface plasmon lasers (led by Nathan Lindquist) and a low-cost, near-infrared spectrometer. Several of these projects are related to larger scale, funded research in the physics department. The format and experience in Lasers and Optics is representative of other upper-level courses at Bethel, including Fluid Mechanics and Computer Methods. A physics education research group from the University of Colorado evaluated the spring, 2015 Lasers and 2016 Optics courses. They focused on student experimental attitudes and measurements of student project ownership.

  1. The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course

    ERIC Educational Resources Information Center

    Aydin, Abdullah; Biyikli, Filiz

    2017-01-01

    This research aims to compare the effects of Jigsaw technique from the cooperative learning methods and traditional learning method on laboratory material recognition and usage skills of students in General Physics Lab-I Course. This study was conducted with 63 students who took general physics laboratory-I course in the department of science…

  2. Unique versus cumulative effects of physical and sexual assault on patterns of adolescent substance use.

    PubMed

    Charak, Ruby; Koot, Hans M; Dvorak, Robert D; Elklit, Ask; Elhai, Jon D

    2015-12-30

    The present study assessed the unique versus cumulative effects of physical and sexual assault, on patterns of substance-use in adolescents. It was hypothesized that experiencing a single assault (physical or sexual) when compared with exposure to both physical and sexual assault would be more strongly related to membership of polysubstance use classes. From the National Survey of Adolescents-1995 (N= 4023) 918 adolescents (age range=12-17 years, M=14.92, 49.6% female) with reports of physical assault and/or sexual assault were selected. Using information on alcohol-use, cigarette-smoking, chewing tobacco, non-prescribed use of medicines, and drug-use, latent class analysis indicated a three class solution for substance-use, namely, Experimental use, Light polysubstance-use, and Polysubstance-use. Multinomial logistic regression analyses indicated that as compared to adolescents exposed to a single type of assault those exposed to both physical and sexual assault were two-to-three times more likely to be in the heavier polysubstance-use class. Females were more likely to be members of the polysubstance-use class than of the experimental use class. Gender did not emerge as a significant moderator. It was concluded that assessing for single type or co-occurring assault can facilitate identification of adolescents at elevated risk for polysubstance-use. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  3. Correlates of learning in introductory biomechanics.

    PubMed

    Knudson, Duane; Bauer, Jeff; Bahamonde, Rafael

    2009-04-01

    Characteristics hypothesized to be related to learning in introductory biomechanics classes were examined. Data from a 2003 national study were supplemented by additional instructor-reported data about experience, tests, laboratory hours, and average course-related expenditures. The number of credit hours of the course (r = .15) and money spent by departments on laboratory classes per year (r = -.18) were significantly and uniquely correlated with learning. Increasing credit hours from 3 to 4 with laboratory experience doubled learning. The results supported national standards for a 4-credit course and an emphasis on conceptual understanding rather than quantitative problem-solving. Researchers should seek to confirm these results as well as explore whether contact hours or the nature of laboratory learning experiences contribute to this effect.

  4. Attitudes of Healthcare Students on Gross Anatomy Laboratory Sessions

    ERIC Educational Resources Information Center

    Kawashiro, Yukiko; Anahara, Reiko; Kohno, Toshihiko; Mori, Chisato; Matsuno, Yoshiharu

    2009-01-01

    At Chiba University, gross anatomy laboratory sessions ("laboratories") are required for physical therapy students. Though most physical therapy schools require their students to participate in laboratories so that they will better understand the structure of the human body, few data exist on the value of these laboratories specifically…

  5. Introductory Physics Students' Physics and Mathematics Epistemologies

    NASA Astrophysics Data System (ADS)

    Scanlon, Erin M.

    The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible source of their difficulties is related to their epistemology. In order to investigate students' epistemologies about mathematics and physics, students were observed solving physics problems in groups during a laboratory course (study 1) and while solving physics and mathematics problems individually during office-hour sessions (study 2). The Epistemological Resources theoretical framework was employed (Hammer & Elby, 2002). Using emergent and a priori epistemological resource operationalizations (Jones, 2015), 25 distinct epistemological resources were identified in study 1. Differences in physics epistemological resource usage between students of varying academic background (as measured by their number of previously completed mathematics and science classes were identified. By employing an external (Jones, 2015) and internal (Scanlon, 2016) a priori epistemological resource coding scheme, a total of 17 distinct epistemological resources were identified in study 2. The data were sampled to compare the mathematics and physics epistemological resource usage of participants with consistent and inconsistent sign usage in an energy conservation physics problem in order to provide a meaningful context for discussion. Participants of the same sign usage group employed epistemological resources similarly. Conversely, participants in different groups had significantly different physics epistemological resource usage patterns. Finally, student epistemological resource usage patterns from the first two studies were compared to course outcomes in order to determine implications for practice (study 3). Educators must be aware of and address the epistemological underpinnings of students' difficulties in introductory physics courses.

  6. How can laboratory plasma experiments contribute to space and &astrophysics?

    NASA Astrophysics Data System (ADS)

    Yamada, M.

    Plasma physics plays key role in a wide range of phenomena in the universe, from laboratory plasmas to the magnetosphere, the solar corona, and to the tenuous interstellar and intergalactic gas. Despite the huge difference in physical scales, there are striking similarities in plasma behavior of laboratory and space plasmas. Similar plasma physics problems have been investigated independently by both laboratory plasma physicists and astrophysicists. Since 1991, cross fertilization has been increased among laboratory plasma physicists and space physicists through meeting such as IPELS [Interrelationship between Plasma Experiments in the Laboratory and Space] meeting. The advances in laboratory plasma physics, along with the recent surge of astronomical data from satellites, make this moment ripe for research collaboration to further advance plasma physics and to obtain new understanding of key space and astrophysical phenomena. The recent NRC review of astronomy and astrophysics notes the benefit that can accrue from stronger connection to plasma physics. The present talk discusses how laboratory plasma studies can contribute to the fundamental understandings of the space and astrophysical phenomena by covering common key physics topics such as magnetic reconnection, dynamos, angular momentum transport, ion heating, and magnetic self-organization. In particular, it has recently been recognized that "physics -issue- dedicated" laboratory experiments can contribute significantly to the understanding of the fundamental physics for space-astrophysical phenomena since they can create fundamental physics processes in controlled manner and provide well-correlated plasma parameters at multiple plasma locations simultaneously. Such dedicated experiments not only can bring about better understanding of the fundamental physics processes but also can lead to findings of new physics principles as well as new ideas for fusion plasma confinement. Several dedicated experiments have provided the fundamental physics data for magnetic reconnection [1]. Linear plasma devices have been utilized to investigate Whistler waves and Alfven wave phenomena [2,3]. A rotating gallium disk experiment has been initiated to study magneto-rotational instability [4]. This talk also presents the most recent progress of these dedicated laboratory plasma research. 1. M. Yamada et al., Phys. Plasmas 4, 1936, (1997) 2. R. Stenzel, Phys. Rev. Lett. 65, 3001 (1991) 3. W. Gekelman et al, Plasma Phys. Contr. Fusion, v42, B15-B26, Suppl.12B (2000) 4. H. Ji, J. Goodman, A. Kageyama Mon. Not. R. Astron. Soc. 325, L1- (2001)

  7. Influence of individual and social contextual factors on changes in leisure-time physical activity in working-class populations: results of the Healthy Directions–Small Businesses Study

    PubMed Central

    Stoddard, Anne; Bennett, Gary G.; Wolin, Kathleen Y.; Sorensen, Glorian G.

    2012-01-01

    Background As part of the Harvard Cancer Prevention Program Project, we sought to address disparities reflected in social class and race/ethnicity by developing and testing a behavioral intervention model that targeted fruit and vegetable consumption, red meat consumption, multivitamin intake, and physical activity in working-class, multiethnic populations. Methods This paper examined the associations between change in leisure-time physical activity and individual and social contextual factors in participants employed in small businesses (n = 850) at both baseline and at 18-month final. Results In bivariate analyses, age, language acculturation, social ties, and workplace social capital were significantly associated with physical activity at final. In multivariable analyses, being younger and having high language acculturation were significantly associated with greater leisuretime physical activity at final; high workplace social capital was significantly associated with a decline in physical activity at final. Conclusion These findings have implications for understanding factors that are integral to promoting change in physical activity among working-class, multiethnic populations. PMID:22806257

  8. Patterns and predictors of violence against children in Uganda: a latent class analysis.

    PubMed

    Clarke, Kelly; Patalay, Praveetha; Allen, Elizabeth; Knight, Louise; Naker, Dipak; Devries, Karen

    2016-05-24

    To explore patterns of physical, emotional and sexual violence against Ugandan children. Latent class and multinomial logistic regression analysis of cross-sectional data. Luwero District, Uganda. In all, 3706 primary 5, 6 and 7 students attending 42 primary schools. To measure violence, we used the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. We used the Strengths and Difficulties Questionnaire to assess mental health and administered reading, spelling and maths tests. We identified three violence classes. Class 1 (N=696 18.8%) was characterised by emotional and physical violence by parents and relatives, and sexual and emotional abuse by boyfriends, girlfriends and unrelated adults outside school. Class 2 (N=975 26.3%) was characterised by physical, emotional and sexual violence by peers (male and female students). Children in Classes 1 and 2 also had a high probability of exposure to emotional and physical violence by school staff. Class 3 (N=2035 54.9%) was characterised by physical violence by school staff and a lower probability of all other forms of violence compared to Classes 1 and 2. Children in Classes 1 and 2 were more likely to have worked for money (Class 1 Relative Risk Ratio 1.97, 95% CI 1.54 to 2.51; Class 2 1.55, 1.29 to 1.86), been absent from school in the previous week (Class 1 1.31, 1.02 to 1.67; Class 2 1.34, 1.10 to 1.63) and to have more mental health difficulties (Class 1 1.09, 1.07 to 1.11; Class 2 1.11, 1.09 to 1.13) compared to children in Class 3. Female sex (3.44, 2.48 to 4.78) and number of children sharing a sleeping area predicted being in Class 1. Childhood violence in Uganda forms distinct patterns, clustered by perpetrator and setting. Research is needed to understand experiences of victimised children, and to develop mental health interventions for those with severe violence exposures. NCT01678846; Results. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  9. The Use of Health Related Physical Fitness Tests to Achieve Sex Fair Ability Grouping of Students in Junior and Senior High School Physical Education Classes.

    ERIC Educational Resources Information Center

    Plowman, Sharon Ann

    The use of health-related physical fitness tests for sex-fair ability grouping in physical education classes requires the verification of two assumptions: (1) that there exists a direct positive relationship between health-related physical fitness and development and/or improvement of various sport skills; and (2) that there is a physiological…

  10. Patterns of Chronic Conditions and Their Associations With Behaviors and Quality of Life, 2010

    PubMed Central

    Mitchell, Sandra A.; Thompson, William W.; Zack, Matthew M.; Reeve, Bryce B.; Cella, David; Smith, Ashley Wilder

    2015-01-01

    Introduction Co-occurring chronic health conditions elevate the risk of poor health outcomes such as death and disability, are associated with poor quality of life, and magnify the complexities of self-management, care coordination, and treatment planning. This study assessed patterns of both singular and multiple chronic conditions, behavioral risk factors, and quality of life in a population-based sample. Methods In a national survey, adults (n = 4,184) answered questions about the presence of 27 chronic conditions. We used latent class analysis to identify patterns of chronic conditions and to explore associations of latent class membership with sociodemographic characteristics, behavioral risk factors, and health. Results Latent class analyses indicated 4 morbidity profiles: a healthy class (class 1), a class with predominantly physical health conditions (class 2), a class with predominantly mental health conditions (class 3), and a class with both physical and mental health conditions (class 4). Class 4 respondents reported significantly worse physical health and well-being and more days of activity limitation than those in the other latent classes. Class 4 respondents were also more likely to be obese and sedentary, and those with predominantly mental health conditions were most likely to be current smokers. Conclusions Subgroups with distinct patterns of chronic conditions can provide direction for screening and surveillance, guideline development, and the delivery of complex care services. PMID:26679491

  11. Terra Firma: "Physics First" for Teaching Chemistry to Pre-Service Elementary School Teachers

    ERIC Educational Resources Information Center

    More, Michelle B.

    2007-01-01

    A pre-service elementary school teacher chemistry class that incorporates the physics first idea is described. This class is taught basic physics followed by introductory chemistry and the students' response indicates that both science literacy and science interest increase using this method.

  12. 10 CFR 5.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from September 29, 2000. With respect to physical education classes and activities at the secondary and...

  13. 7 CFR 15a.34 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from the effective date of this regulation. With respect to physical education classes and activities...

  14. 29 CFR 36.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from September 29, 2000. With respect to physical education classes and activities at the secondary and...

  15. 44 CFR 19.415 - Access to course offerings.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... refuse participation therein by any of its students on such basis, including health, physical education... respect to classes and activities in physical education at the elementary school level, the recipient... from September 29, 2000. With respect to physical education classes and activities at the secondary and...

  16. Ethnicity and Conflict in Physical Education.

    ERIC Educational Resources Information Center

    Carroll, Bob; Hollinshead, Graeme

    1993-01-01

    Reports on a study of Muslim children in physical education classes in a British secondary school. Finds areas of cultural conflict, such as physical education uniforms and regulations about showering after class. Calls for better preservice and inservice teacher education in a wider educational and societal context. (CFR)

  17. Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

    ERIC Educational Resources Information Center

    McBride, Ron E.; Xiang, Ping

    2013-01-01

    Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

  18. Perceived Differences and Preferred Norms: Dutch Physical Educators Constructing Gendered Ethnicity

    ERIC Educational Resources Information Center

    van Doodewaard, Corina; Knoppers, Annelies

    2018-01-01

    Many physical education (PE) teachers have been challenged by the shift from teaching in primarily ethnic homogenous contexts to multi-ethnic (ME) classes. Teachers in secondary schools often experience difficulty in class management in such classes. This difficulty may limit their ability to create a positive student--teacher relationship and may…

  19. Predictors of Latent Trajectory Classes of Physical Dating Violence Victimization

    ERIC Educational Resources Information Center

    Brooks-Russell, Ashley; Foshee, Vangie A.; Ennett, Susan T.

    2013-01-01

    This study identified classes of developmental trajectories of physical dating violence victimization from grades 8 to 12 and examined theoretically-based risk factors that distinguished among trajectory classes. Data were from a multi-wave longitudinal study spanning 8th through 12th grade (n = 2,566; 51.9 % female). Growth mixture models were…

  20. Students' Experience of Synchronous Learning in Distributed Environments

    ERIC Educational Resources Information Center

    Stewart, Anissa R.; Harlow, Danielle B.; DeBacco, Kim

    2011-01-01

    This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types…

  1. The Trifold Display Board: A Visual and Portable Way to Present Physical Education Class Information

    ERIC Educational Resources Information Center

    Lavay, Barry; Alexander, Susan; Lawrence, Barbara

    2008-01-01

    Physical educators at all grade levels often provide instruction in open environments and classrooms without walls, such as gymnasiums, school playgrounds and athletic fields. Open teaching environments present unique challenges when it comes to implementing and displaying class information such as class schedules, routines and procedures, rules…

  2. DEVELOPMENT OF A NEW MOBILE LABORATORY FOR CHARACTERIZATION OF THE FINE PARTICULATE EMISSIONS FROM HEAVY-DUTY DIESEL TRUCKS.

    EPA Science Inventory

    This paper describes the development of a new mobile laboratory for the determination of the fine particle and gaseous emissions from a Class 8 diesel tractor-trailer research vehicle. The new laboratory (Diesel Emissions Aerosol Laboratory or DEAL) incorporates plume sampling ca...

  3. 78 FR 49546 - Importer of Controlled Substances, Notice of Registration, Wildlife Laboratories Inc.

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-14

    ... Registration, Wildlife Laboratories Inc. By Notice dated May 14, 2013, and published in the Federal Register on May 22, 2013, 78 FR 30329, Wildlife Laboratories Inc., 1401 Duff Drive, Suite 400, Fort Collins...) and determined that the registration of Wildlife Laboratories Inc. to import the basic class of...

  4. Student Teachers' Attitudes about Basic Physics Laboratory

    ERIC Educational Resources Information Center

    Yesilyurt, Mustafa

    2004-01-01

    In this study an attitude questionnaire was developed and applied to identify student teachers' interests and attitudes for basic physics laboratory. In physics laboratory practices run by a higher education institution a new attitude questionnaire was developed and applied twice in two terms by researchers to increase student teachers' success…

  5. A multivariate assessment of the effect of the laboratory homework component of a microcomputer-based laboratory for a college freshman physics course

    NASA Astrophysics Data System (ADS)

    Ramlo, Susan E.

    Microcomputer-based laboratories (MBLs) have been defined as software that uses an electronic probe to collect information about a physical system and then converts that information into graphical systems in real-time. Realtime Physics Laboratories (RTP) are an example of laboratories that combine the use of MBLs with collaboration and guided-inquiry. RTP Mechanics Laboratories include both laboratory activities and laboratory homework for the first semester of college freshman physics courses. Prior research has investigated the effectiveness of the RTP laboratories as a package (laboratory activities with laboratory homework). In this study, an experimental-treatment had students complete both the RTP laboratory activity and the associated laboratory homework during the same laboratory period. Observations of this treatment indicated that students primarily consulted the laboratory instructor and referred to their completed laboratory activity while completing the homework in their collaborative groups. In the control-treatment, students completed the laboratory homework outside the laboratory period. Measures of force and motion conceptual understanding included the Force and Motion Conceptual Understanding (FMCE), a 47 multiple-choice question test. Analyses of the FMCE indicated that it is both a reliable and a valid measure of force and motion conceptual understanding. A distinct, five-factor structure for the FMCE post-test answers reflected specific concepts related to force and motion. However, the three FMCE pretest factors were less distinct. Analysis of the experimental-treatment, compared to a control-treatment, included multiple regression analysis with covariates of age, prior physics-classroom experience, and the three FMCE pretest factors. Criterion variables included each of the five post-test factors, the total laboratory homework score, and a group of seven exam questions. The results were all positive, in favor of the experimental-treatment. However, the results were significant only with the criterions of the FMCE post-test factor "Concepts Regarding Newton's First and Second Laws" and the laboratory homework score. The interaction between the treatments and prior physics-classroom experience was not significant. Implications of the qualitative and quantitative findings are discussed.

  6. Secondary School Students' Physical Activity Participation across Physical Education Classes: The Expectancy-Value Theory Approach

    ERIC Educational Resources Information Center

    Gråstén, Arto; Watt, Anthony; Hagger, Martin; Jaakkola, Timo; Liukkonen, Jarmo

    2015-01-01

    The primary purpose of this study was to analyze the link between students' expectancy beliefs, subjective task values, out-of-school activity, and moderate to vigorous physical activity (MVPA) participation across secondary school physical education (PE) classes. The sample comprised 96 students (58 girls, 38 boys; Mage = 15.03, SD = 0.94) from…

  7. Testing The Scale-up Approach To Introductory Astronomy

    NASA Astrophysics Data System (ADS)

    Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

    2008-09-01

    Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

  8. High energy expenditure masks low physical activity in obesity.

    PubMed

    DeLany, J P; Kelley, D E; Hames, K C; Jakicic, J M; Goodpaster, B H

    2013-07-01

    To investigate energy expenditure in lean and obese individuals, focusing particularly on physical activity and severely obese individuals. Total daily energy expenditure (TDEE) was assessed using doubly labeled water, resting metabolic rate (RMR) by indirect calorimetry, activity energy expenditure (AEE) by difference and time spent in physical activity by multisensor activity monitors. In all, 177 lean, Class I and severely obese individuals (age 31-56 years, body mass index 20-64 kg m(-2)) were analyzed. All components of energy expenditure were elevated in obese individuals. For example, TDEE was 2404±95 kcal per day in lean and 3244±48 kcal per day in Class III obese individuals. After appropriate adjustment, RMR was similar in all groups. Analysis of AEE by body weight and obesity class indicated a lower AEE in obese individuals. Confirming lower physical activity, obese individuals spent less time engaged in moderate-to-vigorous physical activity (2.7±1.3, 1.8±0.6, 2.0±1.4 and 1.2±1.0 h per day in lean, Class I, Class II and Class III individuals) and more time in sedentary behaviors. There was no indication of metabolic efficiency in even the severely obese, as adjusted RMR was similar across all groups. The higher AEE observed in the obese is consistent with a higher cost of activities due to higher body weight. However, the magnitude of the higher AEE (20-25% higher in obese individuals) is lower than expected (weight approximately 100% higher in Class III individuals). Confirming a lower volume of physical activity in the obese, the total time spent in moderate-to-vigorous physical activity and average daily metabolic equivalent of task level were lower with increasing obesity. These findings demonstrate that high body weight in obese individuals leads to a high TDEE and AEE, which masks the fact that they are less physically active, which can be influenced by duration or intensity of activity, than in lean individuals.

  9. Undergraduate Skills Laboratories at Sonoma State University

    NASA Astrophysics Data System (ADS)

    Gill, Amandeep; Zack, K.; Mills, H.; Cunningham, B.; Jackowski, S.

    2014-01-01

    Due to the current economic climate, funding sources for many laboratory courses have been cut from university budgets. However, it is still necessary for undergraduates to master laboratory skills to be prepared and competitive applicants when entering the professional world and/or graduate school. In this context, student-led programs may be able to compensate for this lack of formal instruction and reinforce concepts from lecture by applying research techniques to develop hands-on comprehension. The Sonoma State University Chapter of Society of Physics Students has established a peer-led skills lab to teach research techniques in the fields of astronomy and physics. The goal is to alleviate the pressures of both independently learning and efficiently applying techniques to junior and senior-level research projects. These skill labs are especially valuable for nontraditional students who, due to work or family duties, may not get a chance to fully commit to research projects. For example, a topic such as Arduino programming has a multitude of applications in both astronomy and physics, but is not taught in traditional university courses. Although some programming and electronics skills are taught in (separate) classes, they are usually not applied to actual research projects, which combined expertise is needed. For example, in astronomy, there are many situations involving programming telescopes and taking data with electronic cameras. Often students will carry out research using these tools but when something goes wrong, the students will not have the skills to trouble shoot and fix the system. Another astronomical topic to be taught in the skills labs is the analysis of astronomical data, including running remote telescopes, analyzing photometric variability, and understanding the concepts of star magnitudes, flat fields, and biases. These workshops provide a setting in which the student teacher may strengthen his or her understanding of the topic by presenting it to peers. Students teaching fellow peers is an ideal method of furthering understanding for all participants, and the skills lab established by the SPS has begun this process at SSU.

  10. Inclusive Classes in Physical Education: Teachers' Difficulties

    ERIC Educational Resources Information Center

    Toloi, Gabriela Gallucci; Manzini, Eduardo José; Spoldaro, Diego Machado; Zacarias, Lucas Ventura

    2016-01-01

    The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify,…

  11. Dissociative Conceptual and Quantitative Problem Solving Outcomes across Interactive Engagement and Traditional Format Introductory Physics

    ERIC Educational Resources Information Center

    McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

    2016-01-01

    The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present…

  12. Profiles of Change: Lessons for Improving High School Physical Education

    ERIC Educational Resources Information Center

    Doolittle, Sarah

    2014-01-01

    This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

  13. Leveling the Playing Field: Adapted PE Brings Together Kids with and without Disabilities.

    ERIC Educational Resources Information Center

    Jarrett, Denise

    2000-01-01

    Adapted physical education (APE) makes whatever adjustments are needed to allow students with disabilities to participate in regular physical education classes. APE at Beaverton School District (Oregon) is described, as well as the individualized special physical education classes provided to children with severe disabilities. (SV)

  14. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities

    NASA Astrophysics Data System (ADS)

    Jammula, Diane Crenshaw

    Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students' learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students' subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities. To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or ameliorate differences in achievement, participation and feelings towards physics. Findings show how students (dis)connect with physics in both stereotypical and atypical ways; for example, one student drew from a classed identity to reject physics (e.g. "working was always in my DNA, but school is never really for me") and another student related his classed and gendered work as a mechanic to learn physics. Traditional aspects of the physics curriculum privileged discourse, performances, and epistemology associated with middle class white masculinity. The statement "I might nit pick it because I did it my way" is characteristic of competitive, assertive, self-interested discourse during problem presentations, taken up by male and female students. However, students engaged in other ways of doing physics that were personal, emotional, caring, inclusive and collaborative. A male student wrote, "Everyone is engaging and I feel that this class is like a family." Some students developed positive physics identities as they redefined physics: "When I experience physics on my own in anytime in a day or week, I feel like a physics person." Implications include interrogating beliefs about physics and students, and examining one's own practices such that the "smog of bias" (Kost-Smith, Pollock, & Finkelstein, 2010) may be demystified.

  15. Meta-Analysis of Research on the Relationship of Class-Size and Achievement. The Class Size and Instruction Project.

    ERIC Educational Resources Information Center

    Glass, Gene V.; Smith, Mary Lee

    The first in a series of reports by the Far West Laboratory for Educational Research and Development, this report demonstrates the positive relationship between reduced class size and pupil achievement. The researchers collected about 80 studies that yielded over 700 comparisons of the achievement of smaller and larger classes. The results showed…

  16. Students' perceptions of academic dishonesty in a chemistry classroom laboratory

    NASA Astrophysics Data System (ADS)

    Del Carlo, Dawn Irene

    Academic dishonesty has been an important issue in the classroom for as long as the classroom has been in use. Most reports pertain to exams, homework, and plagiarism of term papers but, one area that has not been studied extensively is that of the classroom laboratory. My work focuses on three guiding questions: (1) What are students' perceptions toward academic dishonesty in a laboratory based class? (2) What distinction if any do students make between this type of academic dishonesty compared to dishonesty that may occur in a research laboratory? (3) How if at all do these perceptions change with age and/or research experience? Four major assertions come from this work. The first is that students do not think that what they do in the classroom laboratory is science and consequently do not treat the classroom laboratory differently than any other academic class. Additionally, they make a clear distinction between what happens in a class lab and what happens in a research or industrial lab. Consequently, students perceive there to be a significant difference in dishonesty between those two settings. Finally, this distinction is not as pronounced in graduate students and is seen as an element of maturity. In the process of determining the above assertions, students perceptions on the nature of science were revealed and are also discussed. These beliefs have direct relevance to students' perceptions of dishonesty in both lab atmospheres.

  17. Report of the Physics Gender Equity Workshop (May 2007) at APS

    NASA Astrophysics Data System (ADS)

    Berrah, Nora

    2008-04-01

    The Committee of the Status of Women in Physics (CSWP) of the American Physical Society (APS) organized and held a national workshop entitled ``Gender Equity: Strengthening the Physics Enterprise in Universities and National Laboratories'' to focus on addressing the gender gap in the field of physics. The major aim of the workshop was to facilitate a doubling of the number of women in physics, in both academia and national laboratories, over the next 15 years. The active participation of physics department chairs, national laboratory managers, and federal agencies allowed exciting collective work that enabled new ideas to emerge, both to make the field of physics more attractive to women and men, and to find effective ways to retain women in physics. The group also generated a set of recommendations that can be applied at any physics department or national laboratory unit [1]. A report from this workshop will be presented. [1] http://www.aps.org/programs/women/workshops/gender-equity/index.cfm

  18. Dynamic Leadership, Character Education Form New FCS Class

    ERIC Educational Resources Information Center

    Watkins, Carol Ann

    2007-01-01

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

  19. What's Going on in Gym: Descriptive Studies of Physical Education Classes. Monograph 1. Motor Skills: Theory into Practice.

    ERIC Educational Resources Information Center

    Anderson, William G., Ed.; Barrette, Gary T., Ed.

    This monograph reports on the establishment of a videotape data bank designed to record activities in physical education classes for analyzing and describing teacher and student behaviors. The process of obtaining approximately 80 tapes of elementary and high schools classes and of developing procedures for efficiently describing what was…

  20. Whole Class Dialogic Discussion Meets Taiwan's Physics Teachers: Attitudes and Culture

    ERIC Educational Resources Information Center

    Eshach, Haim; Wu, Hsin-Kai; Hwang, Fu-Kwun; Hsu, Ying-Shao

    2014-01-01

    There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers' attitudes toward WCDD by considering cultural perspectives and describe…

  1. Using Student Peer Review of Experiment Reports in an Undergraduate Physics Class

    ERIC Educational Resources Information Center

    Moran, Timothy; Van Hook, Stephen J.

    2006-01-01

    A class centered on student design of experiments and peer review of the resulting reports is described. Thirteen students in an honors seminar section of an introductory physics class designed experiments to test various types of paranormal phenomena. Each experimental report was evaluated and ranked by several other students. To give them…

  2. Introduction of optical tweezers in advanced physics laboratory

    NASA Astrophysics Data System (ADS)

    Wang, Gang

    2017-08-01

    Laboratories are an essential part of undergraduate optoelectronics and photonics education. Of particular interest are the sequence of laboratories which offer students meaningful research experience within a reasonable time-frame limited by regular laboratory hours. We will present our introduction of optical tweezers into the upper-level physics laboratory. We developed the sequence of experiments in the Advanced Lab to offer students sufficient freedom to explore, rather than simply setting up a demonstration following certain recipes. We will also present its impact on our current curriculum of optoelectronics concentration within the physics program.

  3. Epistemology and Expectations Survey about Experimental Physics: Development and Initial Results

    ERIC Educational Resources Information Center

    Zwickl, Benjamin M.; Hirokawa, Takako; Finkelstein, Noah; Lewandowski, H. J.

    2014-01-01

    In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning…

  4. 42 CFR 493.1405 - Standard; Laboratory director qualifications.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... degree in a chemical, physical, biological, or clinical laboratory science from an accredited institution... Chemistry, the American Board of Bioanalysis, or the American Board of Medical Laboratory Immunology; or (ii...) Have earned a master's degree in a chemical, physical, biological or clinical laboratory science or...

  5. 42 CFR 493.1405 - Standard; Laboratory director qualifications.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... degree in a chemical, physical, biological, or clinical laboratory science from an accredited institution... Chemistry, the American Board of Bioanalysis, or the American Board of Medical Laboratory Immunology; or (ii...) Have earned a master's degree in a chemical, physical, biological or clinical laboratory science or...

  6. Mathematics Laboratories--More than Fun

    ERIC Educational Resources Information Center

    Vance, James H.; Kieren, Thomas E.

    1972-01-01

    The study assessed the effectiveness of methematical laboratories as compared with the regular mathematics teaching program. A control group, mathematical laboratory group, and a third group called a Class Discovery Group were formed for making comparisons. Gains were higher on cumulative achievement, transfer, and divergent thinking measures for…

  7. Self-efficacy as a mediator of children's achievement motivation and in-class physical activity.

    PubMed

    Gao, Zan; Lochbaum, Marc; Podlog, Leslie

    2011-12-01

    The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

  8. KSC-05pd2617

    NASA Image and Video Library

    2005-12-15

    KENNEDY SPACE CENTER, FLA. - At their consoles in the Atlas V Spaceflight Operations Center on Cape Canaveral Air Force Station, members of the New Horizons team take part in a dress rehearsal for the launch scheduled in mid-January. Seen here (left to right) are David Kusnierkiewicz, New Horizons mission system engineer; Glen Fountain, Applied Physics Lab project manager; and Alan Stern, principal investigator from Southwest Research Institute. New Horizons carries seven scientific instruments that will characterize the global geology and geomorphology of Pluto and its moon Charon, map their surface compositions and temperatures, and examine Pluto's complex atmosphere. After that, flybys of Kuiper Belt objects from even farther in the solar system may be undertaken in an extended mission. New Horizons is the first mission in NASA's New Frontiers program of medium-class planetary missions. The spacecraft, designed for NASA by the Johns Hopkins University Applied Physics Laboratory in Laurel, Md., will launch aboard a Lockheed Martin Atlas V rocket and fly by Pluto and Charon as early as summer 2015.

  9. A new class of magnetorheological elastomers based on waste tire rubber and the characterization of their properties

    NASA Astrophysics Data System (ADS)

    Ubaidillah; Imaduddin, Fitrian; Li, Yancheng; Amri Mazlan, Saiful; Sutrisno, Joko; Koga, Tsuyoshi; Yahya, Iwan; Choi, Seung-Bok

    2016-11-01

    This paper proposes a new type of magnetorheological elastomer (MRE) using rubber from waste tires and describes its performance characteristics. In this work, scrap tires were utilized as a primary matrix for the MRE without incorporation of virgin elastomers. The synthesis of the scrap tire based MRE adopted a high-temperature high-pressure sintering technique to achieve the reclaiming of vulcanized rubber. The material properties of the MRE samples were investigated through physical and viscoelastic examinations. The physical tests confirmed several material characteristics—microstructure, magnetic, and thermal properties-while the viscoelastic examination was conducted with a laboratory-made dynamic compression apparatus. It was observed from the viscoelastic examination that the proposed MRE has magnetic-field-dependent properties of the storage modulus, loss modulus, and loss tangent at different excitation frequencies and strain amplitudes. Specifically, the synthesized MRE showed a high zero field modulus, a reasonable MR effect under maximum applied current, and remarkable damping properties.

  10. Self-directed learning: Philosophy and implementation

    NASA Astrophysics Data System (ADS)

    Silverman, M. P.

    1996-10-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognised as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalised; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena; (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and verbal language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  11. Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

    PubMed Central

    Gormally, Cara

    2017-01-01

    For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. PMID:28188279

  12. The Physically Handicapped and Health Impaired Children: Do They Prosper in Regular Toronto Elementary Schools?

    ERIC Educational Resources Information Center

    Larter, Sylvia E.

    The experience of 88 physically handicapped and health impaired (PH/HI) children attending Toronto, Canada, regular elementary schools in either regular classes or "integrated" special education classes was assessed with regard to their academic, social, emotional, medical, and physical needs. The integrated classification meant they…

  13. Techniques of Play Activity at Physical Education Classes at Specialized Secondary Educational Establishments

    ERIC Educational Resources Information Center

    Martynova, Victoria A.; Kapustin, Aleksandr G.

    2016-01-01

    The issue is urgent today because at present the organization and content of Physical Education (PE) classes at specialized secondary educational establishments (SSEEs) do not completely meet contemporary requirements. The following negative trends prove that, namely: the physical and psychological health decline in school leavers and students,…

  14. I Can Play Too: Disability Awareness Activities for Your Physical Education Class

    ERIC Educational Resources Information Center

    Fittipaldi-Wert, Jeanine; Brock, Sheri J.

    2007-01-01

    Students with disabilities are now more than ever being included in physical education classes. However, most physical educators feel they have not received adequate preparation in their undergraduate programs regarding teaching students with disabilities. There are many factors that go into providing a positive inclusive setting, such as using…

  15. Predicting Satisfaction in Physical Education from Motivational Climate and Self-Determined Motivation

    ERIC Educational Resources Information Center

    Baena-Extremera, Antonio; Gómez-López, Manuel; Granero-Gallegos, Antonio; Ortiz-Camacho, Maria del Mar

    2015-01-01

    The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of…

  16. Perceptions of Heart Rate Monitor Use in High School Physical Education Classes

    ERIC Educational Resources Information Center

    Partridge, Julie A.; King, Kristi McClary; Bian, Wei

    2011-01-01

    Incorporating technology into the physical education curriculum is becoming a popular strategy in which teachers can assess, motivate, and provide feedback to students regarding their physical activity participation during class. The purpose of this exploratory study was to gain a greater understanding of high school students' perceptions of using…

  17. Labour Universities: Physical Education and the Indoctrination of the Working Class

    ERIC Educational Resources Information Center

    Delgado-Granados, Patricia; Ramírez-Macías, Gonzalo

    2014-01-01

    This paper explores the role of physical education in Labour Universities (1955-1978) during Franco's regime as an instrument of indoctrination and declassing of the working class. The conclusions obtained after the study and the analysis of various primary sources indicate that, initially, physical education was used as an instrument of…

  18. Data for polarization in charmless B{yields}{phi}K*: A signal for new physics?

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

    Das, Prasanta Kumar; Yang, K.-C.

    2005-05-01

    The recent observations of sizable transverse fractions of B{yields}{phi}K* may hint for the existence of new physics. We analyze all possible new-physics four-quark operators and find that two classes of new-physics operators could offer resolutions to the B{yields}{phi}K* polarization anomaly. The operators in the first class have structures (1-{gamma}{sub 5})x(1-{gamma}{sub 5}), {sigma}(1-{gamma}{sub 5})x{sigma}(1-{gamma}{sub 5}), and in the second class (1+{gamma}{sub 5})x(1+{gamma}{sub 5}), {sigma}(1+{gamma}{sub 5})x{sigma}(1+{gamma}{sub 5}). For each class, the new-physics effects can be lumped into a single parameter. Two possible experimental results of polarization phases, arg(A{sub perpendicular})-arg(A{sub parallel}){approx_equal}{pi} or 0, originating from the phase ambiguity in data, could be separatelymore » accounted for by our two new-physics scenarios: the first (second) scenario with the first (second) class new-physics operators. The consistency between the data and our new-physics analysis suggests a small new-physics weak phase, together with a large(r) strong phase. We obtain sizable transverse fractions {lambda}{sub parallel{sub parallel}}+{lambda}{sub perpendicular{sub perpendicular}}{approx_equal}{lambda}{sub 00}, in accordance with the observations. We find {lambda}{sub parallel{sub parallel}}{approx_equal}0.8{lambda}{sub perpendicular{sub perpendicular}} in the first scenario but {lambda}{sub parallel{sub parallel}} > or approx. {lambda}{sub perpendicular{sub perpendicular}} in the second scenario. We discuss the impact of the new-physics weak phase on observations.« less

  19. The contribution of dance to daily physical activity among adolescent girls

    PubMed Central

    2011-01-01

    Background Structured physical activity (PA) programs are well positioned to promote PA among youth, however, little is known about these programs, particularly dance classes. The aims of this study were to: 1) describe PA levels of girls enrolled in dance classes, 2) determine the contribution of dance classes to total moderate-to-vigorous physical activity (MVPA), and 3) compare PA between days with a dance class (program days) and days without a dance class (non-program days). Methods Participants were 149 girls (11-18 years) enrolled in dance classes in 11 dance studios. Overall PA was assessed with accelerometry for 8 consecutive days, and girls reported when they attended dance classes during those days. The percent contribution of dance classes to total MVPA was calculated, and data were reduced to compare PA on program days to non-program days. Data were analyzed using mixed models, adjusting for total monitoring time. Results Girls engaged in 25.0 ± 0.9 minutes/day of MVPA. Dance classes contributed 28.7% (95% CI: 25.9%-31.6%) to girls' total MVPA. Girls accumulated more MVPA on program (28.7 ± 1.4 minutes/day) than non-program days (16.4 ± 1.5 minutes/day) (p < 0.001). Girls had less sedentary behavior on program (554.0 ± 8.1 minutes/day) than non-program days (600.2 ± 8.7 minutes/day) (p < 0.001). Conclusions Dance classes contributed a substantial proportion (29%) to girls' total MVPA, and girls accumulated 70% more MVPA and 8% less sedentary behavior on program days than on non-program days. Dance classes can make an important contribution to girls' total physical activity. PMID:21816074

  20. Dance Class Structure Affects Youth Physical Activity and Sedentary Behavior: A Study of Seven Dance Types.

    PubMed

    Lopez Castillo, Maria A; Carlson, Jordan A; Cain, Kelli L; Bonilla, Edith A; Chuang, Emmeline; Elder, John P; Sallis, James F

    2015-01-01

    The study aims were to determine: (a) how class structure varies by dance type, (b) how moderate-to-vigorous physical activity (MVPA) and sedentary behavior vary by dance class segments, and (c) how class structure relates to total MVPA in dance classes. Participants were 291 boys and girls ages 5 to 18 years old enrolled in 58 dance classes at 21 dance studios in Southern California. MVPA and sedentary behavior were assessed with accelerometry, with data aggregated to 15-s epochs. Percent and minutes of MVPA and sedentary behavior during dance class segments and percent of class time and minutes spent in each segment were calculated using Freedson age-specific cut points. Differences in MVPA (Freedson 3 Metabolic Equivalents of Tasks age-specific cut points) and sedentary behavior ( < 100 counts/min) were examined using mixed-effects linear regression. The length of each class segment was fairly consistent across dance types, with the exception that in ballet, more time was spent in technique as compared with private jazz/hip-hop classes and Latin-flamenco and less time was spent in routine/practice as compared with Latin-salsa/ballet folklorico. Segment type accounted for 17% of the variance in the proportion of the segment spent in MVPA. The proportion of the segment in MVPA was higher for routine/practice (44.2%) than for technique (34.7%). The proportion of the segment in sedentary behavior was lowest for routine/practice (22.8%). The structure of dance lessons can impact youths' physical activity. Working with instructors to increase time in routine/practice during dance classes could contribute to physical activity promotion in youth.

  1. Computational physics and applied mathematics capability review June 8-10, 2010 (Advance materials to committee members)

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

    Lee, Stephen R

    2010-01-01

    Los Alamos National Laboratory will review its Computational Physics and Applied Mathematics (CPAM) capabilities in 2010. The goals of capability reviews are to assess the quality of science, technology, and engineering (STE) performed by the capability, evaluate the integration of this capability across the Laboratory and within the scientific community, examine the relevance of this capability to the Laboratory's programs, and provide advice on the current and future directions of this capability. This is the first such review for CPAM, which has a long and unique history at the laboratory, starting from the inception of the Laboratory in 1943. Themore » CPAM capability covers an extremely broad technical area at Los Alamos, encompassing a wide array of disciplines, research topics, and organizations. A vast array of technical disciplines and activities are included in this capability, from general numerical modeling, to coupled mUlti-physics simulations, to detailed domain science activities in mathematics, methods, and algorithms. The CPAM capability involves over 12 different technical divisions and a majority of our programmatic and scientific activities. To make this large scope tractable, the CPAM capability is broken into the following six technical 'themes.' These themes represent technical slices through the CP AM capability and collect critical core competencies of the Laboratory, each of which contributes to the capability (and each of which is divided into multiple additional elements in the detailed descriptions of the themes in subsequent sections): (1) Computational Fluid Dynamics - This theme speaks to the vast array of scientific capabilities for the simulation of fluids under shocks, low-speed flow, and turbulent conditions - which are key, historical, and fundamental strengths of the laboratory; (2) Partial Differential Equations - The technical scope of this theme is the applied mathematics and numerical solution of partial differential equations (broadly defined) in a variety of settings, including particle transport, solvers, and plasma physics; (3) Monte Carlo - Monte Carlo was invented at Los Alamos, and this theme discusses these vitally important methods and their application in everything from particle transport, to condensed matter theory, to biology; (4) Molecular Dynamics - This theme describes the widespread use of molecular dynamics for a variety of important applications, including nuclear energy, materials science, and biological modeling; (5) Discrete Event Simulation - The technical scope of this theme represents a class of complex system evolutions governed by the action of discrete events. Examples include network, communication, vehicle traffic, and epidemiology modeling; and (6) Integrated Codes - This theme discusses integrated applications (comprised of all of the supporting science represented in Themes 1-5) that are of strategic importance to the Laboratory and the nation. The laboratory has in approximately 10 million source lines of code in over 100 different such strategically important applications. Of these themes, four of them will be reviewed during the 2010 review cycle: Themes 1, 2, 3, and 6. Because these capability reviews occur every three years, Themes 4 and 5 will be reviewed in 2013, along with Theme 6 (which will be reviewed during each review, owing to this theme's role as an integrator of the supporting science represented by the other 5 themes). Yearly written status reports will be provided to the Capability Review Committee Chair during off-cycle years.« less

  2. Computational physics and applied mathematics capability review June 8-10, 2010

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

    Lee, Stephen R

    2010-01-01

    Los Alamos National Laboratory will review its Computational Physics and Applied Mathematics (CPAM) capabilities in 2010. The goals of capability reviews are to assess the quality of science, technology, and engineering (STE) performed by the capability, evaluate the integration of this capability across the Laboratory and within the scientific community, examine the relevance of this capability to the Laboratory's programs, and provide advice on the current and future directions of this capability. This is the first such review for CPAM, which has a long and unique history at the Laboratory, starting from the inception of the Laboratory in 1943. Themore » CPAM capability covers an extremely broad technical area at Los Alamos, encompassing a wide array of disciplines, research topics, and organizations. A vast array of technical disciplines and activities are included in this capability, from general numerical modeling, to coupled multi-physics simulations, to detailed domain science activities in mathematics, methods, and algorithms. The CPAM capability involves over 12 different technical divisions and a majority of our programmatic and scientific activities. To make this large scope tractable, the CPAM capability is broken into the following six technical 'themes.' These themes represent technical slices through the CPAM capability and collect critical core competencies of the Laboratory, each of which contributes to the capability (and each of which is divided into multiple additional elements in the detailed descriptions of the themes in subsequent sections), as follows. Theme 1: Computational Fluid Dynamics - This theme speaks to the vast array of scientific capabilities for the simulation of fluids under shocks, low-speed flow, and turbulent conditions - which are key, historical, and fundamental strengths of the Laboratory. Theme 2: Partial Differential Equations - The technical scope of this theme is the applied mathematics and numerical solution of partial differential equations (broadly defined) in a variety of settings, including particle transport, solvers, and plasma physics. Theme 3: Monte Carlo - Monte Carlo was invented at Los Alamos. This theme discusses these vitally important methods and their application in everything from particle transport, to condensed matter theory, to biology. Theme 4: Molecular Dynamics - This theme describes the widespread use of molecular dynamics for a variety of important applications, including nuclear energy, materials science, and biological modeling. Theme 5: Discrete Event Simulation - The technical scope of this theme represents a class of complex system evolutions governed by the action of discrete events. Examples include network, communication, vehicle traffic, and epidemiology modeling. Theme 6: Integrated Codes - This theme discusses integrated applications (comprised of all of the supporting science represented in Themes 1-5) that are of strategic importance to the Laboratory and the nation. The Laboratory has in approximately 10 million source lines of code in over 100 different such strategically important applications. Of these themes, four of them will be reviewed during the 2010 review cycle: Themes 1,2, 3, and 6. Because these reviews occur every three years, Themes 4 and 5 will be reviewed in 2013, along with Theme 6 (which will be reviewed during each review, owing to this theme's role as an integrator of the supporting science represented by the other five themes). Yearly written status reports will be provided to the CPAM Committee Chair during off-cycle years.« less

  3. Knowledge representation of rock plastic deformation

    NASA Astrophysics Data System (ADS)

    Davarpanah, Armita; Babaie, Hassan

    2017-04-01

    The first iteration of the Rock Plastic Deformation (RPD) ontology models the semantics of the dynamic physical and chemical processes and mechanisms that occur during the deformation of the generally inhomogeneous polycrystalline rocks. The ontology represents the knowledge about the production, reconfiguration, displacement, and consumption of the structural components that participate in these processes. It also formalizes the properties that are known by the structural geology and metamorphic petrology communities to hold between the instances of the spatial components and the dynamic processes, the state and system variables, the empirical flow laws that relate the variables, and the laboratory testing conditions and procedures. The modeling of some of the complex physio-chemical, mathematical, and informational concepts and relations of the RPD ontology is based on the class and property structure of some well-established top-level ontologies. The flexible and extensible design of the initial version of the RPD ontology allows it to develop into a model that more fully represents the knowledge of plastic deformation of rocks under different spatial and temporal scales in the laboratory and in solid Earth. The ontology will be used to annotate the datasets related to the microstructures and physical-chemical processes that involve them. This will help the autonomous and globally distributed communities of experimental structural geologists and metamorphic petrologists to coherently and uniformly distribute, discover, access, share, and use their data through automated reasoning and enhanced data integration and software interoperability.

  4. Sex-role stereotyping by high school females in science

    NASA Astrophysics Data System (ADS)

    Vockell, Edward L.; Lobonc, Susan

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

  5. The Scanning Electron Microscope As An Accelerator For The Undergraduate Advanced Physics Laboratory

    NASA Astrophysics Data System (ADS)

    Peterson, Randolph S.; Berggren, Karl K.; Mondol, Mark

    2011-06-01

    Few universities or colleges have an accelerator for use with advanced physics laboratories, but many of these institutions have a scanning electron microscope (SEM) on site, often in the biology department. As an accelerator for the undergraduate, advanced physics laboratory, the SEM is an excellent substitute for an ion accelerator. Although there are no nuclear physics experiments that can be performed with a typical 30 kV SEM, there is an opportunity for experimental work on accelerator physics, atomic physics, electron-solid interactions, and the basics of modern e-beam lithography.

  6. Latent Classes of Adolescent Sexual and Romantic Relationship Experiences: Implications for Adult Sexual Health and Relationship Outcomes

    PubMed Central

    Vasilenko, Sara A.; Kugler, Kari C.; Lanza, Stephanie T.

    2015-01-01

    Adolescents’ sexual and romantic relationship experiences are multidimensional, but often studied as single constructs. Thus, it is not clear how different patterns of sexual and relationship experience may interact to differentially predict later outcomes. In this study we used latent class analysis to model patterns (latent classes) of adolescent sexual and romantic experiences, and then examined how these classes are associated with young adult sexual health and relationship outcomes in data from the National Longitudinal Study of Adolescent to Adult Health. We identified six adolescent relationship classes: No Relationship (33%), Waiting (22%), Intimate (38%), Private (3%), Low Involvement (3%), and Physical (2%). Adolescents in the Waiting and Intimate classes were more likely to have married by young adulthood than those in other classes, and those in the Physical class had a greater number of sexual partners and higher rates of STIs. Some gender differences were found; for example, women in the Low-involvement and Physical classes in adolescence had average or high odds of marriage, whereas men in these classes had relatively low odds of marriage. Our findings identify more and less normative patterns of romantic and sexual experiences in late adolescence, and elucidate associations between adolescent experiences and adult outcomes. PMID:26445133

  7. Medical Complexity among Children with Special Health Care Needs: A Two-Dimensional View.

    PubMed

    Coller, Ryan J; Lerner, Carlos F; Eickhoff, Jens C; Klitzner, Thomas S; Sklansky, Daniel J; Ehlenbach, Mary; Chung, Paul J

    2016-08-01

    To identify subgroups of U.S. children with special health care needs (CSHCN) and characterize key outcomes. Secondary analysis of 2009-2010 National Survey of CSHCN. Latent class analysis grouped individuals into substantively meaningful classes empirically derived from measures of pediatric medical complexity. Outcomes were compared among latent classes with weighted logistic or negative binomial regression. LCA identified four unique CSHCN subgroups: broad functional impairment (physical, cognitive, and mental health) with extensive health care (Class 1), broad functional impairment alone (Class 2), predominant physical impairment requiring family-delivered care (Class 3), and physical impairment alone (Class 4). CSHCN from Class 1 had the highest ED visit rates (IRR 3.3, p < .001) and hospitalization odds (AOR: 12.0, p < .001) and lowest odds of a medical home (AOR: 0.17, p < .001). CSHCN in Class 3, despite experiencing more shared decision making and medical home attributes, had more ED visits and missed school than CSHCN in Class 2 (p < .001); the latter, however, experienced more cost-related difficulties, care delays, and parents having to stop work (p < .001). Recognizing distinct impacts of cognitive and mental health impairments and health care delivery needs on CSHCN outcomes may better direct future intervention efforts. © Health Research and Educational Trust.

  8. Effects of same-sex versus coeducational physical education on the self-perceptions of middle and high school students.

    PubMed

    Lirgg, C D

    1993-09-01

    The purpose of this field experiment was to investigate the effects of attending either a coeducational or a same-sex physical education class on several self-perception variables. Middle and high school youth who had previously been in coeducational classes were assigned to either a same-sex or a new coeducational physical education class for a 10-lesson unit of basketball. Analyses were conducted at both the group and the individual levels. Self-perception variables examined included perceived self-confidence of learning basketball, perceived usefulness of basketball, and perceived gender-appropriateness of basketball. Results of hierarchical linear model group level analyses indicated that the variability in groups for self-confidence could be explained by grade, class type, and the interaction between gender and class type. At the individual level, multivariate results showed that, after the unit, males in coeducational classes were significantly more confident in their ability to learn basketball than males in same-sex classes. Also, males in same-sex classes decreased in confidence from pretreatment to posttreatment. Perceived usefulness of basketball emerged as the strongest predictor of self-confidence for learning basketball for both genders. In general, middle school students preferred same-sex classes, whereas high school students preferred coeducational classes.

  9. Coastal Oceanography in the Beaufort Sea, Summer 1985.

    DTIC Science & Technology

    1987-07-01

    Laboratory University of Washington Li -- and 1: R. K. Perry The Arctic Submarine Laboratory Naval Ocean Systems Center 1. . .. DT IC .ELECTE J 27 V...Applied Physics Laboratory Arctic Submarine Laboratory University of Washington Naval Ocean Systems Center Seattle, Washington 98105 San Diego, California...Becker and G. R. Garrison N The Applied Physics Laboratory University of Washington and R. K. Perry The Arctic Submarine Laboratory Naval Ocean Systems

  10. 40 CFR 262.104 - What are the minimum performance criteria?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...) SOLID WASTES (CONTINUED) STANDARDS APPLICABLE TO GENERATORS OF HAZARDOUS WASTE University Laboratories... criteria? The Minimum Performance Criteria that each University must meet in managing its Laboratory Waste are: (a) Each University must label all laboratory waste with the general hazard class and either the...

  11. 40 CFR 262.104 - What are the minimum performance criteria?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...) SOLID WASTES (CONTINUED) STANDARDS APPLICABLE TO GENERATORS OF HAZARDOUS WASTE University Laboratories... criteria? The Minimum Performance Criteria that each University must meet in managing its Laboratory Waste are: (a) Each University must label all laboratory waste with the general hazard class and either the...

  12. 40 CFR 262.104 - What are the minimum performance criteria?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...) SOLID WASTES (CONTINUED) STANDARDS APPLICABLE TO GENERATORS OF HAZARDOUS WASTE University Laboratories... criteria? The Minimum Performance Criteria that each University must meet in managing its Laboratory Waste are: (a) Each University must label all laboratory waste with the general hazard class and either the...

  13. Developing Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review

    ERIC Educational Resources Information Center

    Gragson, Derek E.; Hagen, John P.

    2010-01-01

    Writing formal "journal-style" lab reports is often one of the requirements chemistry and biochemistry students encounter in the physical chemistry laboratory. Helping students improve their technical writing skills is the primary reason this type of writing is a requirement in the physical chemistry laboratory. Developing these skills is an…

  14. An Exploratory Study of Objective Attainment in the Divergent Physics Laboratory.

    ERIC Educational Resources Information Center

    Lerch, Robert Donald

    Students enrolled in the introductory physics laboratory at New Mexico State University participated in this study. A stated set of objectives, developed by Dr. John M. Fowler of the Commission on College Physics, was used in the laboratory. This study attempted to measure student achievement based on the use of these objectives as opposed to the…

  15. Experimental study on synchronization of three coupled mechanical metronomes

    NASA Astrophysics Data System (ADS)

    Hu, Qiang; Liu, Weiqing; Yang, Hujiang; Xiao, Jinghua; Qian, Xiaolan

    2013-03-01

    In this paper, a CCD acquisition system is set up to explore the dynamics of three coupled mechanical metronomes in order to compensate for the defects of visual observation. The facility is efficient to observe rich dynamics in an experiment, such as phase synchronization, partial phase synchronization and quasi-periodical oscillation, by accurately recording the trajectory of three coupled metronomes. The parameters, e.g., pendulum length and rolling friction are deemed to significantly influence the dynamics of three coupled mechanical metronomes judging from the experimental phenomena. The experimental results are confirmed by the numerical simulation based on the model with different intrinsic frequencies between three metronomes. The metronome and CCD acquisition systems are excellent demonstration apparatuses for a class and an undergraduate physics laboratory.

  16. Green Liquid Monopropellant Thruster

    NASA Technical Reports Server (NTRS)

    Joshi, Prakash B.

    2015-01-01

    Physical Sciences, Inc. (PSI), and Orbital Technologies Corporation (ORBITEC) are developing a unique chemical propulsion system for next-generation NASA science spacecraft and missions. The system is compact, lightweight, and can operate with high reliability over extended periods of time and under a wide range of thermal environments. The system uses a new storable, low-toxicity liquid monopropellant as its working fluid. In Phase I, the team demonstrated experimentally the critical ignition and combustion processes for the propellant and used the data to develop thruster design concepts. In Phase II, the team developed and demonstrated in the laboratory a proof-of-concept prototype thruster. A Phase III project is envisioned to develop a full-scale protoflight propulsion system applicable to a class of NASA missions.

  17. Computing Properties of Hadrons, Nuclei and Nuclear Matter from Quantum Chromodynamics

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

    Savage, Martin J.

    This project was part of a coordinated software development effort which the nuclear physics lattice QCD community pursues in order to ensure that lattice calculations can make optimal use of present, and forthcoming leadership-class and dedicated hardware, including those of the national laboratories, and prepares for the exploitation of future computational resources in the exascale era. The UW team improved and extended software libraries used in lattice QCD calculations related to multi-nucleon systems, enhanced production running codes related to load balancing multi-nucleon production on large-scale computing platforms, and developed SQLite (addressable database) interfaces to efficiently archive and analyze multi-nucleon datamore » and developed a Mathematica interface for the SQLite databases.« less

  18. On-light: optical social network

    NASA Astrophysics Data System (ADS)

    Dionísio, Rogério P.

    2014-07-01

    Social networks are a recent phenomenon of communication, with a high prevalence of young users. This concept serves as a motto for a multidisciplinary project, which aims to create a simple communication network, using light as the transmission medium. Mixed team, composed by students from secondary and higher education schools, are partners on the development of an optical transceiver. A LED lamp array and a small photodiode are the optical transmitter and receiver, respectively. Using several transceivers aligned with each other, this configuration creates a ring communication network, enabling the exchange of messages between users. Through this project, some concepts addressed in physics classes from secondary schools (e.g. photoelectric phenomena and the properties of light) are experimentally verified and used to communicate, in a classroom or a laboratory.

  19. Physical Activity among Men and Women in Midlife: Variations by Class and Employment Status.

    ERIC Educational Resources Information Center

    Phillips, Mark; Arber, Sarah; Ginn, Jay

    2001-01-01

    Analysis of data on British midlife adults indicated that being out of the work force between age 50 and state pension age has a different impact on participation in physical activity according to class and gender. Highest levels of inactivity are found among the unemployed working class and relate to low levels of education, poor health, and…

  20. Where Has Class Gone? The Pervasiveness of Class in Girls' Physical Activity in a Rural Town

    ERIC Educational Resources Information Center

    Smyth, John; Mooney, Amanda; Casey, Meghan

    2014-01-01

    This paper seeks to animate discussion around how social class operates with adolescent girls from low socio-economic status backgrounds to shape and inform their decisions about participation in physical activity (PA) inside and outside of school. Examining the instance of girls in a single secondary school in an Australian regional town, the…

  1. Older Women, Exercise to Music, and Yoga: Senses of Pleasure?

    PubMed

    Humberstone, Barbara; Stuart, Sue

    2016-07-01

    This paper examines the lived experience of older women participants in (a) a low-impact exercise to music (ETM) class and (b) a yoga class to uncover what is important for them in taking part in these classes. Researcher S is the instructor of the ETM group and draws upon individual and focus group interviews and participant observation. Researcher B is a member of the yoga class where she interviewed the women and undertook participant observations. Both authors are a similar age to the older women interviewees. Through a phenomenological interpretative approach, the paper examines the women's perceptions of their exercise class and yoga experiences, highlighting pleasurable experiences and features that contribute to this enjoyment. The paper considers relationships between pleasure, wellbeing, the senses, physical activity, and aging, drawing upon a variety of analyses. It pays attention to the contextual features of the ETM and yoga classes in making available and accessible pleasurable physical activity experiences for the women and draws, in part, on 'typologies' of pleasure to frame the debate around older women, physical activity, and senses of pleasure. Our research highlights the considerable wellbeing affects for women when physical activity provision takes account of context (the spatial, cultural, social, and sentient).

  2. Engineering Laboratory Instruction in Virtual Environment--"eLIVE"

    ERIC Educational Resources Information Center

    Chaturvedi, Sushil; Prabhakaran, Ramamurthy; Yoon, Jaewan; Abdel-Salam, Tarek

    2011-01-01

    A novel application of web-based virtual laboratories to prepare students for physical experiments is explored in some detail. The pedagogy of supplementing physical laboratory with web-based virtual laboratories is implemented by developing a web-based tool, designated in this work as "eLIVE", an acronym for Engineering Laboratory…

  3. Analysis of graphical representation among freshmen in undergraduate physics laboratory

    NASA Astrophysics Data System (ADS)

    Adam, A. S.; Anggrayni, S.; Kholiq, A.; Putri, N. P.; Suprapto, N.

    2018-03-01

    Physics concept understanding is the importance of the physics laboratory among freshmen in the undergraduate program. These include the ability to interpret the meaning of the graph to make an appropriate conclusion. This particular study analyses the graphical representation among freshmen in an undergraduate physics laboratory. This study uses empirical study with quantitative approach. The graphical representation covers 3 physics topics: velocity of sound, simple pendulum and spring system. The result of this study shows most of the freshmen (90% of the sample) make a graph based on the data from physics laboratory. It means the transferring process of raw data which illustrated in the table to physics graph can be categorised. Most of the Freshmen use the proportional principle of the variable in graph analysis. However, Freshmen can't make the graph in an appropriate variable to gain more information and can't analyse the graph to obtain the useful information from the slope.

  4. 46 CFR 105.20-10 - Pumps.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... discharge side of pump if the pressure under shutoff conditions exceeds 60 pounds. When a relief valve is... Laboratories, Inc., or other recognized laboratory, as suitable for Class I, Group D atmospheres. ...

  5. 46 CFR 105.20-10 - Pumps.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... discharge side of pump if the pressure under shutoff conditions exceeds 60 pounds. When a relief valve is... Laboratories, Inc., or other recognized laboratory, as suitable for Class I, Group D atmospheres. ...

  6. 46 CFR 105.20-10 - Pumps.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... discharge side of pump if the pressure under shutoff conditions exceeds 60 pounds. When a relief valve is... Laboratories, Inc., or other recognized laboratory, as suitable for Class I, Group D atmospheres. ...

  7. 46 CFR 105.20-10 - Pumps.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... discharge side of pump if the pressure under shutoff conditions exceeds 60 pounds. When a relief valve is... Laboratories, Inc., or other recognized laboratory, as suitable for Class I, Group D atmospheres. ...

  8. Asking the Next Generation: The Implementation of Pre-University Students' Ideas about Physics Laboratory Preparation Exercises

    ERIC Educational Resources Information Center

    Dunnett, K.; Bartlett, P. A.

    2018-01-01

    It was planned to introduce online pre-laboratory session activities to a first-year undergraduate physics laboratory course to encourage a minimum level of student preparation for experiments outside the laboratory environment. A group of 16 and 17 year old laboratory work-experience students were tasked to define and design a pre-laboratory…

  9. Results of Using the Take-Away Technique on Students' Achievements and Attitudes in High School Physics and Physical Science Courses

    ERIC Educational Resources Information Center

    Carifio, James; Doherty, Michael

    2012-01-01

    The Take-away Technique was used in High School Physics and Physical Science courses for the unit on Newtonian mechanics in a teacher (6) by grade level (4) partially crossed design (N = 272). All classes received the same IE instructional treatment. The experimental group (classrooms) did a short Take-away after each class summarizing the key…

  10. The Relationship between Situational and Contextual Self-Determined Motivation and Physical Activity Intensity as Measured by Heart Rates during Ninth Grade Students' Physical Education Classes

    ERIC Educational Resources Information Center

    Jaakkola, Timo; Liukkonen, Jarmo; Laakso, Timo; Ommundsen, Yngvar

    2008-01-01

    The aim of the study was to investigate the relationships between situational and contextual self-determined motivation and physical activity intensity as measured by heart rates during a ninth-grade students' physical education (PE) class. The participants of the study were 139 Finnish ninth-grade students (15-year-olds). The data were collected…

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

    NASA Astrophysics Data System (ADS)

    Bachlechner, Martina E.

    2009-03-01

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

  12. Intimate partner violence against low-income women in Mexico City and associations with work-related disruptions: a latent class analysis using cross-sectional data.

    PubMed

    Gupta, Jhumka; Willie, Tiara C; Harris, Courtney; Campos, Paola Abril; Falb, Kathryn L; Garcia Moreno, Claudia; Diaz Olavarrieta, Claudia; Okechukwu, Cassandra A

    2018-03-07

    Disrupting women's employment is a strategy that abusive partners could use to prevent women from maintaining economic independence and stability. Yet, few studies have investigated disruptions in employment among victims of intimate partner violence (IPV) in low-income and middle-income countries. Moreover, even fewer have sought to identify which female victims of IPV are most vulnerable to such disruptions. Using baseline data from 947 women in Mexico City enrolled in a randomised controlled trial, multilevel latent class analysis (LCA) was used to classify women based on their reported IPV experiences. Furthermore, multilevel logistic regression analyses were performed on a subsample of women reporting current work (n=572) to investigate associations between LCA membership and IPV-related employment disruptions. Overall, 40.6% of women who were working at the time of the survey reported some form of work-related disruption due to IPV. LCA identified four distinct classes of IPV experiences: Low Physical and Sexual Violence (39.1%); High Sexual and Low Physical Violence class (9.6%); High Physical and Low Sexual Violence and Injuries (36.5%); High Physical and Sexual Violence and Injuries (14.8%). Compared with women in the Low Physical and Sexual Violence class, women in the High Physical and Sexual Violence and Injuries class and women in the High Physical and Low Sexual Violence and Injuries class were at greater risk of work disruption (adjusted relative risk (ARR) 2.44, 95% CI 1.80 to 3.29; ARR 2.05, 95% CI 1.56 to 2.70, respectively). No other statistically significant associations emerged. IPV, and specific patterns of IPV experiences, must be considered both in work settings and, more broadly, by economic development programmes. NCT01661504. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  13. Recommendations for the use of notebooks in upper-division physics lab courses

    NASA Astrophysics Data System (ADS)

    Stanley, Jacob T.; Lewandowski, H. J.

    2018-01-01

    The use of lab notebooks for scientific documentation is a ubiquitous part of physics research. However, it is common for undergraduate physics laboratory courses not to emphasize the development of documentation skills, despite the fact that such courses are some of the earliest opportunities for students to start engaging in this practice. One potential impediment to the inclusion of explicit documentation training is that it may be unclear to instructors which features of authentic documentation practice are efficacious to teach and how to incorporate these features into the lab class environment. In this work, we outline some of the salient features of authentic documentation, informed by interviews with physics researchers, and provide recommendations for how these can be incorporated into the lab curriculum. We do not focus on structural details or templates for notebooks. Instead, we address holistic considerations for the purpose of scientific documentation that can guide students to develop their own documentation style. While taking into consideration all the aspects that can help improve students' documentation, it is also important to consider the design of the lab activities themselves. Students should have experience with implementing these authentic features of documentation during lab activities in order for them to find practice with documentation beneficial.

  14. Quantum optics and nano-optics teaching laboratory for the undergraduate curriculum: teaching quantum mechanics and nano-physics with photon counting instrumentation

    NASA Astrophysics Data System (ADS)

    Lukishova, Svetlana G.

    2017-08-01

    At the Institute of Optics, University of Rochester (UR), we have adapted to the main challenge (the lack of space in the curriculum) by developing a series of modular 3-hour experiments and 20-min-demonstrations based on technical elective, 4-credit-hour laboratory course "Quantum Optics and Nano-Optics Laboratory" (OPT 253/OPT453/PHY434), that were incorporated into a number of required courses ranging from freshman to senior level. Rochester Monroe Community College (MCC) students also benefited from this facility that was supported by four NSF grants. MCC students carried out two 3-hour labs on photon quantum mechanics at the UR. Since 2006, total 566 students passed through the labs with lab reports submission (including 144 MCC students) and more than 250 students through lab demonstrations. In basic class OPT 253, four teaching labs were prepared on generation and characterization of entangled and single (antibunched) photons demonstrating the laws of quantum mechanics: (1) entanglement and Bell's inequalities, (2) single-photon interference (Young's double slit experiment and Mach-Zehnder interferometer), (3) confocal microscope imaging of single-emitter (colloidal nanocrystal quantum dots and NV-center nanodiamonds) fluorescence within photonic (liquid crystal photonic bandgap microcavities) or plasmonic (gold bowtie nanoantennas) nanostructures, (4) Hanbury Brown and Twiss setup. Fluorescence antibunching from nanoemitters. Students also carried out measurements of nanodiamond topography using atomic force microscopy and prepared photonic bandgap materials from cholesteric liquid crystals. Manuals, student reports, presentations, lecture materials and quizzes, as well as some NSF grants' reports are placed on a website http://www.optics.rochester.edu/workgroups/lukishova/QuantumOpticsLab/ . In 2011 UR hosted 6 professors from different US universities in three-days training of these experiments participating in the Immersion Program of the Advanced Laboratory Physics Association.

  15. Characteristics of the General Physics student population.

    NASA Astrophysics Data System (ADS)

    Hunt, Gary L.

    2006-12-01

    Are pre-medical students different than the other students in a General physics class? They often appear to be different, based on how often they seek help from the instructor or how nervous they are about 2 points on a lab report. But are these students different in a measurable characteristic? The purpose of this study is to better understand the characteristics of the students in the introductory physics classes. This is the first step toward improving the instruction. By better understanding the students the classroom, the organization and pedagogy can be adjusted to optimize student learning. The characteristics to be investigated during this study are: · student epistemological structure, · student attitudes, · science course preparation prior to this course, · study techniques used, · physics concepts gained during the class · performance in the class. The data will be analyzed to investigate differences between groups. The groups investigated will be major, gender, and traditional/nontraditional students.

  16. Solvent-Free Wittig Reaction: A Green Organic Chemistry Laboratory Experiment

    ERIC Educational Resources Information Center

    Leung, Sam H.; Angel, Stephen A.

    2004-01-01

    Some Wittig reactions can be carried out by grinding the reactants in a mortar with a pestle for about 20 minutes, as per investigation. A laboratory experiment involving a solvent-free Wittig reaction that can be completed in a three-hour sophomore organic chemistry laboratory class period, are developed.

  17. Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections

    ERIC Educational Resources Information Center

    LeFebvre, Luke; Allen, Mike

    2014-01-01

    This study examined teaching assistant's immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers' immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing lecture/laboratory and…

  18. Physical Activity Levels in Coeducational and Single-Gender High School Physical Education Settings

    ERIC Educational Resources Information Center

    Hannon, James; Ratliffe, Thomas

    2005-01-01

    The purpose of this study was to investigate the effects of coeducational (coed) and single-gender game-play settings on the activity levels of Caucasian and African American high school physical education students. Students participated in flag football, ultimate Frisbee, and soccer units. Classes were as follows: there were two coed classes, two…

  19. Team Building through Physical Challenges in Gender-Segregated Classes and Student Self-Conceptions

    ERIC Educational Resources Information Center

    Gibbons, Sandra L.; Ebbeck, Vicki

    2011-01-01

    It was of interest to determine if earlier research findings, where female students were particularly advantaged by the Team Building Through Physical Challenges (TBPC; Glover & Midura, 1992) program in a coeducational setting, would still be observed in gender-segregated physical education classes. A total of 260 female (n = 127) and male (n…

  20. Investigating the Outcomes and Perceptions of an Inclusive Aquatic Exercise Class for University Students with Physical Disabilities

    ERIC Educational Resources Information Center

    Dysterheft, Jennifer; Chaparro, Gioella; Rice, Laura; Rice, Ian

    2018-01-01

    The purpose of this study was to determine whether university students with physical disabilities (SWD) gained similar benefits from recreational physical activity participation as able-bodied (AB) university students as reported in the literature. Researchers designed an inclusive, university-offered aquatic exercise class for SWD. Six SWD…

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