Pet Health

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... Before getting a pet, think carefully about which animal is best for your family. What is each ... Does anyone have pet allergies? What type of animal suits your lifestyle and budget? Once you own ...

ARN Program, PDIT Final Technical Report - Deliver Orders 3, 12, 13

DTIC Science & Technology

2005-07-05

Product Data Integration Technologies , Inc. dba Modulant 444 W Ocean Blvd, Suite 620 Long Beach, CA 90802 9. SPONSORING / MONITORING AGENCY NAME(S...HQ, Fort Belvoir, VA Prepared by: Product Data Integration Technologies , DBA Modulant 444 West Ocean Blvd, Suite 620 Long Beach, California...we originally planned. We had planned to simply stay generally aware of the DOD’s initiates and technology advances, thinking that the application

Critical Thinking as Related to PSSC and Non-PSSC Physics Programs.

ERIC Educational Resources Information Center

Poel, Robert Herman

The three purposes of this study were (1) to evaluate a paper-pencil test of critical thinking skills using physical science content, (2) to compare the effectiveness of Physical Science Study Committee (PSSC) and non-PSSC physics programs in developing critical thinking skills, and (3) to identify teacher-pupil verbal interaction behaviors that…

Eye-tracking and EMG supported 3D Virtual Reality - an integrated tool for perceptual and motor development of children with severe physical disabilities: a research concept.

PubMed

Pulay, Márk Ágoston

2015-01-01

Letting children with severe physical disabilities (like Tetraparesis spastica) to get relevant motional experiences of appropriate quality and quantity is now the greatest challenge for us in the field of neurorehabilitation. These motional experiences may establish many cognitive processes, but may also cause additional secondary cognitive dysfunctions such as disorders in body image, figure invariance, visual perception, auditory differentiation, concentration, analytic and synthetic ways of thinking, visual memory etc. Virtual Reality is a technology that provides a sense of presence in a real environment with the help of 3D pictures and animations formed in a computer environment and enable the person to interact with the objects in that environment. One of our biggest challenges is to find a well suited input device (hardware) to let the children with severe physical disabilities to interact with the computer. Based on our own experiences and a thorough literature review we have come to the conclusion that an effective combination of eye-tracking and EMG devices should work well.

Going beyond Equations with Disciplinary Thinking in First-Year Physics

ERIC Educational Resources Information Center

Syed, M. Qasim

2015-01-01

Students in first-year physics courses generally focus on hunting for suitable equations and formulas when tackling a variety of physical situations and physics problems. There is a need for a framework that can guide them to disciplinary ways of thinking and help them begin to think like physicists. To serve this end, in this study, a framework…

The application of systems thinking in health: why use systems thinking?

PubMed

Peters, David H

2014-08-26

This paper explores the question of what systems thinking adds to the field of global health. Observing that elements of systems thinking are already common in public health research, the article discusses which of the large body of theories, methods, and tools associated with systems thinking are more useful. The paper reviews the origins of systems thinking, describing a range of the theories, methods, and tools. A common thread is the idea that the behavior of systems is governed by common principles that can be discovered and expressed. They each address problems of complexity, which is a frequent challenge in global health. The different methods and tools are suited to different types of inquiry and involve both qualitative and quantitative techniques. The paper concludes by emphasizing that explicit models used in systems thinking provide new opportunities to understand and continuously test and revise our understanding of the nature of things, including how to intervene to improve people's health.

Higher Order Thinking in the Australian Army Suite of Logistic Officer Courses

DTIC Science & Technology

2006-12-15

normal curriculum. They can target subject-specific learning such as science, mathematics, geography ; or they can be infused across the curriculum by...some form of didactic , explicit, or direct instruction. On the other hand, if the focus is on procedural knowledge, it is likely that modeling and...socialization and the teaching method of cooperative learning. Learning the process of critical thinking might be best facilitated by a combination of didactic

Exploring student nurses' attitudes towards those who are obese and whether these attitudes change following a simulated activity.

PubMed

Hunter, Janet; Rawlings-Anderson, Karen; Lindsay, Tracy; Bowden, Tracey; Aitken, Leanne M

2018-06-01

As the prevalence of obesity increases worldwide the field of bariatric medicine has emerged, focussing on the causes, prevention and treatment of obesity. People who are obese regularly face bias from healthcare professionals, which can negativity impact on care delivery and patient outcomes. The introduction of bariatric empathy suits into simulated practice may enable student nurses to appreciate the needs of, and influence their attitudes towards, obese people. The aim of this study was to explore student nurses' attitudes towards those who are obese and whether these attitudes change following a simulated activity. A mixed methods study incorporating a pre-post design. A UK university which provides pre-registration nursing education. Nursing students in part 1 (n = 39) and part 2 (n = 29) in adult and mental health fields. Part 1 and 2 nursing students completed the "Nurses' attitudes towards obesity and obese patients scale" (NATOOPS) questionnaire. Part 2 students also took part in a simulation activity while wearing a bariatric empathy suit and completed the NATOOPS questionnaire again immediately after the simulation activity. Students who wore the empathy suits were invited to a focus group. Part 1 students reported poorer attitudes on the NATOOPS scale than Part 2 students. After wearing the bariatric empathy suits students reported changed attitudes on the NATOOPS in three areas: response to obese patients, characteristics of obese patients and supportive roles in caring for obese patients. Five themes emerged from the focus groups related to physical and psychological impact of the suits; thinking differently; simulation as a learning experience and challenges and recommendations. Following a structured educational experience student nurses' attitudes were more positive towards obese patients. The characteristics of the educational activity that appeared to influence student nurses' attitudes was related to the "lived experience" of wearing bariatric empathy suits. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Identification and Significance of Intuitive and Analytic Problem Solving Approaches Among College Physics Students

ERIC Educational Resources Information Center

Thorsland, Martin N.; Novak, Joseph D.

1974-01-01

Described is an approach to assessment of intuitive and analytic modes of thinking in physics. These modes of thinking are associated with Ausubel's theory of learning. High ability in either intuitive or analytic thinking was associated with success in college physics, with high learning efficiency following a pattern expected on the basis of…

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.

Defining and Developing "Critical Thinking" Through Devising and Testing Multiple Explanations of the Same Phenomenon

NASA Astrophysics Data System (ADS)

Etkina, Eugenia; Planinšič, Gorazd

2015-10-01

Most physics teachers would agree that one of the main reasons for her/his students to take physics is to learn to think critically. However, for years we have been assessing our students mostly on the knowledge of physics content (conceptually and quantitatively). Only recently have science educators started moving systematically towards achieving and assessing this critical thinking goal. In this paper we seek to show how guiding students to devise and test multiple explanations of observed phenomena can be used to improve their critical thinking.

Communication and the Learning Organization.

ERIC Educational Resources Information Center

Sandine, Brian

Organizational learning is fundamentally a communication phenomenon and, as such, communication research is particularly well suited to contribute to the understanding of this occurrence. Three communicative processes are constitutive of learning organizations: (1) collective thinking processes, whose three components are collectivity, idea…

Evaluating the ParticipACTION "Think Again" Campaign

ERIC Educational Resources Information Center

Gainforth, Heather L.; Jarvis, Jocelyn W.; Berry, Tanya R.; Chulak-Bozzer, Tala; Deshpande, Sameer; Faulkner, Guy; Rhodes, Ryan E.; Spence, John C.; Tremblay, Mark S.; Latimer-Cheung, Amy E.

2016-01-01

Introduction: ParticipACTION's 2011 "Think Again" campaign aimed to draw parents', and specifically mothers', attention to the amount of physical activity (PA) their children do relative to the national guidelines (physical activity guidelines [PAG]). Purpose: To evaluate ParticipACTION's "Think Again" campaign in the context…

Teaching Tree-Thinking to Undergraduate Biology Students

PubMed Central

2011-01-01

Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and “tree-thinking” has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework. PMID:21572571

Critical Thinking in Physical Education

ERIC Educational Resources Information Center

Humphries, Charlotte

2014-01-01

Changes in American education require that teachers are evaluated more often, and expectations increasingly include teaching to develop critical thinking skills. This article uses Bloom's taxonomy in describing ways physical educators can include critical thinking in their lessons, both to enhance their teaching and to meet expectations of…

Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

PubMed

Domenech, Manuel A; Watkins, Phillip

2015-01-01

Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

Reaching More Students through Thinking in Physics

ERIC Educational Resources Information Center

Coletta, Vincent P.

2017-01-01

Thinking in Physics (TIP) is a new curriculum that is more effective than commonly used interactive engagement methods for students who have the greatest difficulty learning physics. Research has shown a correlation between learning in physics and other factors, including scientific reasoning ability. The TIP curriculum addresses those factors.…

Integrating Complexity Thinking with Teacher Education Practices: A Collective yet Unpredictable Endeavour in Physical Education?

ERIC Educational Resources Information Center

Jess, Mike; Atencio, Matthew; Carse, Nicola

2018-01-01

While complexity thinking features increasingly in the education and physical education literature, there remains a paucity of research presenting evidence of the influence that complexity principles have on learning. We further advocate that more work with complexity thinking is required to investigate how teacher educators engage with key…

Physics Textbooks: Do They Promote or Inhibit Students' Creative Thinking

ERIC Educational Resources Information Center

Klieger, Aviva; Sherman, Guy

2015-01-01

Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative…

Child maltreatment and adult criminal behavior: does criminal thinking explain the association?

PubMed

Cuadra, Lorraine E; Jaffe, Anna E; Thomas, Renu; DiLillo, David

2014-08-01

Criminal thinking styles were examined as mediational links between different forms of child maltreatment (i.e., sexual abuse, physical abuse, and physical neglect) and adult criminal behaviors in 338 recently adjudicated men. Analyses revealed positive associations between child sexual abuse and sexual offenses as an adult, and between child physical abuse/neglect and endorsing proactive and reactive criminal thinking styles. Mediation analyses showed that associations between overall maltreatment history and adult criminal behaviors were accounted for by general criminal thinking styles and both proactive and reactive criminal thinking. These findings suggest a potential psychological pathway to criminal behavior associated with child maltreatment. Limitations of the study as well as research and clinical implications of the results are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

[Intelligent operating room suite : From passive medical devices to the self-thinking cognitive surgical assistant].

PubMed

Kenngott, H G; Wagner, M; Preukschas, A A; Müller-Stich, B P

2016-12-01

Modern operating room (OR) suites are mostly digitally connected but until now the primary focus was on the presentation, transfer and distribution of images. Device information and processes within the operating theaters are barely considered. Cognitive assistance systems have triggered a fundamental rethinking in the automotive industry as well as in logistics. In principle, tasks in the OR, some of which are highly repetitive, also have great potential to be supported by automated cognitive assistance via a self-thinking system. This includes the coordination of the entire workflow in the perioperative process in both the operating theater and the whole hospital. With corresponding data from hospital information systems, medical devices and appropriate models of the surgical process, intelligent systems could optimize the workflow in the operating theater in the near future and support the surgeon. Preliminary results on the use of device information and automatically controlled OR suites are already available. Such systems include, for example the guidance of laparoscopic camera systems. Nevertheless, cognitive assistance systems that make use of knowledge about patients, processes and other pieces of information to improve surgical treatment are not yet available in the clinical routine but are urgently needed in order to automatically assist the surgeon in situation-related activities and thus substantially improve patient care.

Using computer simulation to improve high order thinking skills of physics teacher candidate students in Compton effect

NASA Astrophysics Data System (ADS)

Supurwoko; Cari; Sarwanto; Sukarmin; Fauzi, Ahmad; Faradilla, Lisa; Summa Dewi, Tiarasita

2017-11-01

The process of learning and teaching in Physics is often confronted with abstract concepts. It makes difficulty for students to understand and teachers to teach the concept. One of the materials that has an abstract concept is Compton Effect. The purpose of this research is to evaluate computer simulation model on Compton Effect material which is used to improve high thinking ability of Physics teacher candidate students. This research is a case study. The subject is students at physics educations who have attended Modern Physics lectures. Data were obtained through essay test for measuring students’ high-order thinking skills and quisioners for measuring students’ responses. The results obtained indicate that computer simulation model can be used to improve students’ high order thinking skill and can be used to improve students’ responses. With this result it is suggested that the audiences use the simulation media in learning

The Thinking Body in/of Multimodal Engineering Literacy

ERIC Educational Resources Information Center

Roth, Wolff-Michael

2017-01-01

Studies show that engineering is particularly suited for students traditionally experiencing difficulties in science, technology, engineering, and mathematics (STEM) subjects--including those marked learning disabled--because it supports literacy in its different manifestations (i.e., across modes). This article addresses this topic, building on…

Taking Care of Risky Business.

ERIC Educational Resources Information Center

Powell, Tammie; Taylor, Stephen

1994-01-01

American children do not bring uniform characteristics to the school setting. The at-risk student actually learns, behaves, and thinks differently from the student considered ideally suited to traditional programming. The poor "fit" between the at-risk students' natural characteristics and the expectations of the traditional school…

High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Gurcay, Deniz; Ferah, Hatice Ozturk

2018-01-01

The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…

Brief, Embedded, Spontaneous Metacognitive Talk Indicates Thinking Like a Physicist

ERIC Educational Resources Information Center

Sayre, Eleanor C.; Irving, Paul W.

2015-01-01

Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics to indicate what physicists think thinking like a physicist entails. Through discourse analysis of…

Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist

NASA Astrophysics Data System (ADS)

Sayre, Eleanor C.; Irving, Paul W.

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics to indicate what physicists think thinking like a physicist entails. Through discourse analysis of upper-division students' speech in natural settings, we show that students may appropriate or resist these elements. We identify a new element in the physicist speech genre: brief, embedded, spontaneous metacognitive talk (BESM talk). BESM talk communicates students' in-the-moment enacted expectations about physics as a technical field and a cultural endeavor. Students use BESM talk to position themselves as physicists or nonphysicists. Students also use BESM talk to communicate their expectations in four ways: understanding, confusion, spotting inconsistencies, and generalized expectations.

"Physical Review Letters" in the Classroom

ERIC Educational Resources Information Center

Angiolillo, Paul J.; Lynch, Jonathan

2010-01-01

Ask any physicist what the preeminent journal in the field is, and I think the almost unanimous answer will be "Physical Review Letters" ("PRL"). This weekly journal of the American Physical Society publishes high-impact research from all the major subdisciplines of physics. This journal is not the one you would think is the first place a high…

Fostering Scientific Thinking by Prospective Teachers in a Course That Integrates Physics and Literacy Learning

ERIC Educational Resources Information Center

van Zee, Emily H.; Jansen, Henri; Winograd, Kenneth; Crowl, Michele; Devitt, Adam

2013-01-01

We designed a physics course for prospective elementary and middle school teachers to foster aspects of scientific thinking recommended in reform documents. Because the elementary school curriculum focuses heavily on literacy, we also explicitly integrated physics and literacy learning in this course. By integrating physics and literacy learning,…

The dynamics of variability in introductory physics students' thinking: Examples from kinematics

NASA Astrophysics Data System (ADS)

Frank, Brian W.

Physics education research has long emphasized the need for physics instruction to address students' existing intuitions about the physical world as an integral part of learning physics. Researchers, however, have not reached a consensus-view concerning the nature of this intuitive knowledge or the specific role that it does (or might) play in physics learning. While many early characterizations of student misconceptions cast students' intuitive thinking as largely static, unitary in structure, and counter-productive for the purpose of learning correct physics, much of contemporary research supports a conceptualization of intuitive thought as dynamic, manifold in structure, and generative in the development of expertise. This dissertation contributes to ongoing inquiry into the nature of students' intuitive thought and its role in learning physics through the pursuit of dynamic systems characterizations of student reasoning, with a particular focus on how students settle into and shift among multiple patterns of reasoning about motion. In one thread of this research, simple experimental designs are used to demonstrate how individual students can be predictably biased toward and away from different ways of thinking about the same physical situation when specific parameters of questions posed to students are varied. I qualitatively model students' thinking in terms of the activations and interactions among fine-grained intuitive knowledge and static features of the context. In a second thread of this research, case studies of more dynamic shifts in students' conceptual reasoning are developed from videos of student discussions during collaborative classroom activities. These show multiple local stabilities of students' thinking as well, with evidence of group-level dynamics shifting on the time scale of minutes. This work contributes to existing research paradigms that aim to characterize student thinking in physics education in two important ways: (1) through the use of methods that allow for forms of empirical accountability that connect descriptive models of student thinking to experimental data, and (2) through the theoretical development of explanatory mechanisms that account for patterns in students' reasoning at multiple levels of analysis.

Toolboxes and Handing Students a Hammer: The Effects of Cueing and Instruction on Getting Students to Think Critically

ERIC Educational Resources Information Center

Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

2017-01-01

Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the…

A Comparative Study of Students' Happiness Levels and Thinking Styles in Physical Education and Sport Teaching, and Other Departments, in Turkey

ERIC Educational Resources Information Center

Tingaz, Emre Ozan; Hazar, Muhsin; Baydar, Hacer Özge; Gökyürek, Belgin; Çakiroglu, Temel

2018-01-01

The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students' happiness levels and their thinking styles. Using the correlational study design 661, undergraduate…

Update of global TC simulations using a variable resolution non-hydrostatic model

NASA Astrophysics Data System (ADS)

Park, S. H.

2017-12-01

Using in a variable resolution meshes in MPAS during 2017 summer., Tropical cyclone (TC) forecasts are simulated. Two physics suite are tested to explore performance and bias of each physics suite for TC forecasting. A WRF physics suite is selected from experience on weather forecasting and CAM (Community Atmosphere Model) physics is taken from a AMIP type climate simulation. Based on the last year results from CAM5 physical parameterization package and comparing with WRF physics, we investigated a issue with intensity bias using updated version of CAM physics (CAM6). We also compared these results with coupled version of TC simulations. During this talk, TC structure will be compared specially around of boundary layer and investigate their relationship between TC intensity and different physics package.

Thinking Like a Physicist: Design Criteria for a Physics Curriculum

ERIC Educational Resources Information Center

Main, Peter

2014-01-01

The physics curriculum is usually defined by content but this does not provide students with an authentic experience of the subject. An alternative is that physics is defined more as a way of thinking and this idea is explored in terms of the purposes of physics education, assessment and the relationship of the subject with other disciplines. A…

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

ERIC Educational Resources Information Center

Tiruneh, Dawit Tibebu; De Cock, Mieke; Weldeslassie, Ataklti G.; Elen, Jan; Janssen, Rianne

2017-01-01

Although the development of critical thinking (CT) is a major goal of science education, adequate emphasis has not been given to the measurement of CT skills in specific science domains such as physics. Recognizing that adequately assessing CT implies the assessment of both domain-specific and domain-general CT skills, this study reports on the…

Evaluation of the Correlation between Learning Styles and Critical Thinking Dispositions of the Students of School of Physical Education and Sports

ERIC Educational Resources Information Center

Çetin, Mehmet Çagri

2014-01-01

The study was conducted in order to detect critical thinking dispositions and learning styles of the students of school of physical education and sports, to explore whether there was a significant difference in terms of gender variable and academic department variable and, to discover the correlation between critical thinking tendencies and…

Android-assisted physics mobile learning to improve senior high school students' divergent thinking skills and physics HOTS

NASA Astrophysics Data System (ADS)

Mardiana, Nana; Kuswanto, Heru

2017-08-01

The aims of the research concerned here were to reveal (1) the characteristics of Android-assisted PML (physics mobile learning) to improve SMA (sekolah menengah atas, Indonesian senior high school) students' divergent thinking skills and physics HOTS (higher order thinking skills); (2) the feasibility of the Android-assisted PML; and (3) the influence of using the Android-assisted PML on improvement in SMA students' divergent thinking skills and physics HOTS. The7 research was of the R&D (research and development) type, adapted from theBorg-&-Gall development model. The research data were analyzed by means of MANOVA with the significance level of 5%. The results are as follows. (1) The product of the development, a learning media in software form with the android package(apk) format, is named PML (to refer to Physics Mobile Learning), which has such characterictics as being operable with use of Android devicesand being very good in quality in the aspect oflearning, material, software technology, and audiovisual appearance. 2) The developed learning media referred to as PML is appropriate for learning activity according to evaluation by a material expert, a media expert, peer reviewers, and physics teachers as well as according to results of students' tryouts. (3) The use of the Android-assisted PML media product could improve SMA students' divergent thinking skillsand physics HOTS with the respective high-category gain scores of 0.701 and 0.759.

Reaching More Students Through Thinking in Physics

NASA Astrophysics Data System (ADS)

Coletta, Vincent P.

2017-02-01

Thinking in Physics (TIP) is a new curriculum that is more effective than commonly used interactive engagement methods for students who have the greatest difficulty learning physics. Research has shown a correlation between learning in physics and other factors, including scientific reasoning ability. The TIP curriculum addresses those factors. Features of the curriculum and evidence of its effectiveness are described. The most recent version of the TIP curriculum has greatly reduced a substantial gender gap that previously existed. More details and sample materials are provided in Thinking in Physics, a book intended for instructors of introductory physics, published in 2014 by Pearson as part of its Educational Innovation series. Additional materials, both for students and instructors, are provided on the website http://thinkinginphysics.com. Both the book and the website are free.

Music Learning: Greater than the Sum of Its Parts.

ERIC Educational Resources Information Center

Zentz, Donald M.

1992-01-01

Discusses that Gestalt principles are especially well suited to teaching music. Identifies the laws of proximity, similarity, common direction, and simplicity in the notation system. Suggests that music teachers use these principles by following a logical progression to teach students to improve musical skills, solve problems, and think in…

Digesting Student-Authored Story Problems

ERIC Educational Resources Information Center

Alexander, Cathleen M.; Ambrose, Rebecca C.

2010-01-01

When students are asked to write original story problems about fractional amounts, it can illustrate their misunderstandings about fractions. Think about the situations students would describe to model 1/2 + 2/3. Three elements, in particular, challenge students: (1) Which of three models (region, or area; measure; or set) is best suited for a…

Effectiveness of a self-administered intervention for criminal thinking: Taking a Chance on Change.

PubMed

Folk, Johanna B; Disabato, David J; Daylor, Jordan M; Tangney, June P; Barboza, Sharen; Wilson, John S; Bonieskie, Lynda; Holwager, James

2016-08-01

The current study tested the effectiveness of a self-administered, cognitive-behavioral intervention targeting criminal thinking for inmates in segregated housing: Taking a Chance on Change (TCC). Participants included 273 inmates in segregated housing at state correctional institutions. Reductions in criminal thinking, as assessed by the Psychological Inventory of Criminal Styles-Simplified Version, were found in the general criminal thinking score as well as the proactive and reactive composite scores. Examination of demographic predictors of change (i.e., age, years of education, length of sentence) revealed older and more educated participants decreased in criminal thinking more than younger and less educated participants. For a subset of 48 inmates, completion of TCC was associated with significant reduction of disciplinary infractions. Reductions in reactive criminal thinking predicted reductions in disciplinary infractions. Although further research is needed to determine the effectiveness of TCC in reducing recidivism, the reductions in criminal thinking and disordered conduct suggest this is a promising intervention and mode of treatment delivery. By utilizing self-directed study at an accessible reading level, the intervention is uniquely suited to a correctional setting where staff and monetary resources are limited and security and operational issues limit the feasibility of traditional cognitive-behavioral group treatment. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effectiveness of a self-administered intervention for criminal thinking: Taking a chance on change

PubMed Central

Folk, Johanna B.; Disabato, David J.; Daylor, Jordan M.; Tangney, June P.; Barboza, Sharen; Wilson, John S.; Bonieskie, Lynda; Holwager, James

2016-01-01

The current study tested the effectiveness of a self-administered, cognitive-behavioral intervention targeting criminal thinking for inmates in segregated housing: Taking a Chance on Change (TCC). Participants included 273 inmates in segregated housing at state correctional institutions. Reductions in criminal thinking, as assessed by the Psychological Inventory of Criminal Styles-Simplified Version, were found in the general criminal thinking score as well as the proactive and reactive composite scores. Examination of demographic predictors of change (i.e., age, years of education, length of sentence) revealed older and more educated participants decreased in criminal thinking more than younger and less educated participants. For a subset of 48 inmates, completion of TCC was associated with significant reduction of disciplinary infractions. Reductions in reactive criminal thinking predicted reductions in disciplinary infractions. Although further research is needed to determine the effectiveness of TCC in reducing recidivism, the reductions in criminal thinking and disordered conduct suggest this is a promising intervention and mode of treatment delivery. By utilizing self-directed study at an accessible reading level, the intervention is uniquely suited to a correctional setting where staff and monetary resources are limited and security and operational issues limit the feasibility of traditional cognitive-behavioral group treatment. PMID:27243111

Critical Thinking in Physical Geography: Linking Concepts of Content and Applicability

ERIC Educational Resources Information Center

Wolf, Joy; Stanton, Michael; Gellott, Laura

2010-01-01

This study investigates critical thinking in a Physical Geography course and illustrates how students can understand physical geography in the context of their world. As a general education science course, most students are in non-science disciplines and feel disconnected from the material. By using exercises that challenge learning and concept…

Physical Education Teachers' Views about Character Education

ERIC Educational Resources Information Center

Tutkun, Erkut; Görgüt, Ilyas; Erdemir, Ibrahim

2017-01-01

The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case…

Model for Predicting the Performance of Planetary Suit Hip Bearing Designs

NASA Technical Reports Server (NTRS)

Cowley, Matthew S.; Margerum, Sarah; Hharvill, Lauren; Rajulu, Sudhakar

2012-01-01

Designing a space suit is very complex and often requires difficult trade-offs between performance, cost, mass, and system complexity. During the development period of the suit numerous design iterations need to occur before the hardware meets human performance requirements. Using computer models early in the design phase of hardware development is advantageous, by allowing virtual prototyping to take place. A virtual design environment allows designers to think creatively, exhaust design possibilities, and study design impacts on suit and human performance. A model of the rigid components of the Mark III Technology Demonstrator Suit (planetary-type space suit) and a human manikin were created and tested in a virtual environment. The performance of the Mark III hip bearing model was first developed and evaluated virtually by comparing the differences in mobility performance between the nominal bearing configurations and modified bearing configurations. Suited human performance was then simulated with the model and compared to actual suited human performance data using the same bearing configurations. The Mark III hip bearing model was able to visually represent complex bearing rotations and the theoretical volumetric ranges of motion in three dimensions. The model was also able to predict suited human hip flexion and abduction maximums to within 10% of the actual suited human subject data, except for one modified bearing condition in hip flexion which was off by 24%. Differences between the model predictions and the human subject performance data were attributed to the lack of joint moment limits in the model, human subject fitting issues, and the limited suit experience of some of the subjects. The results demonstrate that modeling space suit rigid segments is a feasible design tool for evaluating and optimizing suited human performance. Keywords: space suit, design, modeling, performance

Quantifying Astronaut Tasks: Robotic Technology and Future Space Suit Design

NASA Technical Reports Server (NTRS)

Newman, Dava

2003-01-01

The primary aim of this research effort was to advance the current understanding of astronauts' capabilities and limitations in space-suited EVA by developing models of the constitutive and compatibility relations of a space suit, based on experimental data gained from human test subjects as well as a 12 degree-of-freedom human-sized robot, and utilizing these fundamental relations to estimate a human factors performance metric for space suited EVA work. The three specific objectives are to: 1) Compile a detailed database of torques required to bend the joints of a space suit, using realistic, multi- joint human motions. 2) Develop a mathematical model of the constitutive relations between space suit joint torques and joint angular positions, based on experimental data and compare other investigators' physics-based models to experimental data. 3) Estimate the work envelope of a space suited astronaut, using the constitutive and compatibility relations of the space suit. The body of work that makes up this report includes experimentation, empirical and physics-based modeling, and model applications. A detailed space suit joint torque-angle database was compiled with a novel experimental approach that used space-suited human test subjects to generate realistic, multi-joint motions and an instrumented robot to measure the torques required to accomplish these motions in a space suit. Based on the experimental data, a mathematical model is developed to predict joint torque from the joint angle history. Two physics-based models of pressurized fabric cylinder bending are compared to experimental data, yielding design insights. The mathematical model is applied to EVA operations in an inverse kinematic analysis coupled to the space suit model to calculate the volume in which space-suited astronauts can work with their hands, demonstrating that operational human factors metrics can be predicted from fundamental space suit information.

Evolution of Theoretical Perspectives in My Research

NASA Astrophysics Data System (ADS)

Otero, Valerie K.

2009-11-01

Over the past 10 years I have been using socio-cultural theoretical perspectives to understand how people learn physics in a highly interactive, inquiry-based physics course such as Physics and Everyday Thinking [1]. As a result of using various perspectives (e.g. Distributed Cognition and Vygotsky's Theory of Concept Formation), my understanding of how these perspectives can be useful for investigating students' learning processes has changed. In this paper, I illustrate changes in my thinking about the role of socio-cultural perspectives in understanding physics learning and describe elements of my thinking that have remained fairly stable. Finally, I will discuss pitfalls in the use of certain perspectives and discuss areas that need attention in theoretical development for PER.

Defining and Developing "Critical Thinking" through Devising and Testing Multiple Explanations of the Same Phenomenon

ERIC Educational Resources Information Center

Etkina, Eugenia; Planinšic, Gorazd

2015-01-01

Most physics teachers would agree that one of the main reasons for her/his students to take physics is to learn to think critically. However, for years we have been assessing our students mostly on the knowledge of physics content (conceptually and quantitatively). Only recently have science educators started moving systematically towards…

Enrich the Physics Curriculum Scheduled for Students of Intermediate School E-Learning and Its Effectiveness in Scientific Thinking and Their Attitude towards the Development of Physics

ERIC Educational Resources Information Center

Hameed, Saddam Mohammed; Mohammed, Essam Mahmoud

2016-01-01

The current research aims know the effectiveness of enriching the physics curriculum for students in middle school electronic learning in the development of their thinking and scientific their direction towards physics, sample formed from second grade students in Sinae intermediate school 64 students (32) student as experimental group & (32)…

Predicting course performance in freshman and sophomore physics courses: Women are more predictable than men

NASA Astrophysics Data System (ADS)

McCammon, Susan; Golden, Jeannie; Wuensch, Karl L.

This study investigated the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Multiple-regression equations revealed that algebra and critical thinking skills were the best overall predictors across several physics courses. Although arithmetic skills, math anxiety, and primary mental abilities scores also correlated with performance, they were redundant with the algebra and critical thinking. The most surprising finding of the study was the differential validity by sex; predictor variables were successful in predicting course performance for women but not for men.

Fostering Critical Thinking in Physical Education Students

ERIC Educational Resources Information Center

Lodewyk, Ken R.

2009-01-01

Critical thinking is essentially "better thinking." When students think critically they consider complex information from numerous sources and perspectives in order to make a reasonable judgment that they can justify. It has been associated with academic qualities such as decision-making, creativity, reasoning, problem-solving, debating,…

Identifying Talent and Giftedness Part II.

ERIC Educational Resources Information Center

Male, Robert A.; Perrone, Philip

1979-01-01

The second article in a three-part series focuses on the GIFTS Identification Instrument for selecting talented children in six areas: convergent thinking and behavior, divergent/creative thinking and behavior, goal-related thinking and behavior, social skills and behavior, physical skills and behavior, and affective thinking and behavior. (SBH)

Marrow Bone Thinking: A Plea for Strengthened Qualitative Research in Distance Education.

ERIC Educational Resources Information Center

Burge, Elizabeth J.

This report discusses the nature of research in the context of distance education and suggests that qualitative research be included as a research methodology for distance education research. Noting that qualitative research represents a shift toward more perceptual, context-embedded interpretive inquiry, the paper argues that it is well suited to…

Gaming Literacies: A Game Design Study in Action

ERIC Educational Resources Information Center

Salen, Katie

2007-01-01

Educators and education advocates have recently acknowledged that the ability to think systemically is one of the necessary skills for success in the 21st century. Game-making is especially well-suited to encouraging meta-level reflection on the skills and processes that designer-players use in building such systems. Membership in a community of…

Re-Thinking Power in Student Voice as Games of Truth: Dealing/Playing Your Hand

ERIC Educational Resources Information Center

Nelson, Emily

2017-01-01

Theorising power in student voice is contested terrain dominated by critical theory but challenged increasingly by post-structural approaches. Although critical approaches have suited the advocacy needed to establish student voice as worthy social justice work in this article I explore post-structural resources that more generatively account for…

Got Game? A Choice-Based Learning Assessment of Data Literacy and Visualization Skills

ERIC Educational Resources Information Center

Chin, Doris B.; Blair, Kristen P.; Schwartz, Daniel L.

2016-01-01

In partnership with both formal and informal learning institutions, researchers have been building a suite of online games, called choicelets, to serve as interactive assessments of learning skills, e.g. critical thinking or seeking feedback. Unlike more traditional assessments, which take a retrospective, knowledge-based view of learning,…

Integrating Reading, Writing, and Thinking Skills into the Music Class.

ERIC Educational Resources Information Center

Duke, Charles R.

Music education is uniquely suited to reinforce several basic skills that are part of the overall reading and writing processes of students. These skills include freedom of expression and the fluency of ideas, identifying a composer's purpose and message, and reasoning and comprehension. Musicians should develop the habit of using journals for…

Going Green: A Comparative Case Study of How Three Higher Education Institutions Achieved Progressive Measures of Environmental Sustainability

ERIC Educational Resources Information Center

James, Matthew R.

2009-01-01

Leal Filho, MacDermot, and Padgam (1996) contended that post-secondary institutions are well suited to take on leadership responsibilities for society's environmental protection. Higher education has the unique academic freedom to engage in critical thinking and bold experimentation in environmental sustainability (Cortese, 2003). Although…

The Evaluation of Conceptual Learning and Epistemological Beliefs on Physics Learning by Think-Pair-Share

ERIC Educational Resources Information Center

Gok, Tolga

2018-01-01

The purpose of the research was to investigate the effects of think pair share (TPS) instructional strategy on students' conceptual learning and epistemological beliefs on physics and physics learning. The research was conducted with two groups. One of the groups was the experimental group (EG) and the other group was the control group (CG). 35…

Relationship between Critical Thinking Levels and Attitudes towards Reading Habits among Pre-Service Physical Education Teachers

ERIC Educational Resources Information Center

Bulgurcuoglu, Ahmet Nusret

2016-01-01

The purpose of the present research is to define the critical thinking levels and reading habits of students studying at the department of physical education and sports teaching and analysing the relationship between these. The participants of the present research are 136 pre-service physical education teachers studying at Mugla Sitki Kocman…

Mothers' intentions to support children's physical activity related to attention and implicit agreement with advertisements.

PubMed

Berry, Tanya R; Craig, Cora L; Faulkner, Guy; Latimer, Amy; Rhodes, Ryan; Spence, John C; Tremblay, Mark S

2014-02-01

ParticipACTION's Think Again campaign targeted mothers who think their children are sufficiently active, yet whose children do not achieve recommended amounts of physical activity. This research examined the relationship of mothers' intentions to support children's physical activity with explicit believability and implicit agreement with the Think Again campaign message, attention paid to the advertisement, involvement with the issue, concern regarding children's inactivity, and attitudes. Participants were mothers from Edmonton, Canada (N = 102) who viewed one Think Again advertisement then completed a measure of implicit agreement with the campaign message and questionnaires. The mothers who paid attention to the message and were concerned for their own children were more likely to intend to act on campaign messages. The majority of participants implicitly agreed that children's physical inactivity was a problem, but there was less agreement that physical inactivity was a problem for their own children. Participants automatically tended to agree with campaign messages when the focus was on children in general, but there was greater disagreement when asked about participant's own children. Why most mothers were not in agreement with the reality of how much physical activity their children needs remains to be determined.

Investigating Students' Reflective Thinking in the Introductory Physics Course

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew

2010-10-01

Over the past 30 years, physics education research has guided the development of instructional strategies that can significantly enhance students' functional understanding of concepts in introductory physics. Recently, attention has shifted to instructional goals that, while widely shared by teachers of physics, are often more implicit than explicit in our courses. These goals involve the expectations and attitudes that students have about what it means to learn and understand physics, together with the behaviors and actions students think they should engage in to accomplish this learning. Research has shown that these ``hidden'' elements of the curriculum are remarkably resistant to instruction. In fact, traditional physics courses tend to produce movement away from expert-like behaviors. At Western Washington University, we are exploring ways of promoting metacognition, an aspect of the hidden curriculum that involves the conscious monitoring of one's own thinking and learning. We have found that making this reflective thinking an explicit part of the course may not be enough: adequate framing and scaffolding may be necessary for students to meaningfully engage in metacognition. We have thus taken the basic approach of developing metacognition, like conceptual understanding, through guided inquiry. During our teaching experiments, we have collected written and video data, with twin goals of guiding iterative modifications to the instruction as well as contributing to the knowledge base about student metacognition in introductory physics. This talk will provide examples of metacognition activities from course assignments and labs, and will present written data to assess the effectiveness of instruction and to illustrate specific modes of students' reflective thinking.

Predicting Course Performance in Freshman and Sophomore Physics Courses: Women Are More Predictable than Men.

ERIC Educational Resources Information Center

McCammon, Susan; And Others

1988-01-01

Investigates the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Finds that algebra ability and critical thinking skills were the best predictors. (Author/YP)

Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2018-05-01

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

How Children's Brains Think: Not Left or Right but Both Together

ERIC Educational Resources Information Center

Geake, John

2004-01-01

The burgeoning interest over recent decades about the human brain, and possible implications for education, has, perhaps not surprisingly, fostered a suite of urban myths about brain functioning. The prize for the barmiest goes to the one about using only 10% of the brain, but there are plenty more that deserve dishonourable mention. The most…

Helping Students to Think Like Scientists in Socratic Dialogue-Inducing Labs

ERIC Educational Resources Information Center

Hake, Richard

2012-01-01

Socratic dialogue-inducing (SDI) labs are based on Arnold Arons' half-century of ethnographic research, listening carefully to students' responses to probing Socratic questions on physics, science, and ways of thinking, and culminating in his landmark "Teaching Introductory Physics." They utilize "interactive engagement" methods and are designed,…

Try This: Moving Toys

ERIC Educational Resources Information Center

Preston, Christine

2018-01-01

If you think physics is only for older children, think again. Much of the playtime of young children is filled with exploring--and wondering about and informally investigating--the way objects, especially toys, move. How forces affect objects, including: change in position, motion, and shape are fundamental to the big ideas in physics. This…

Quantitative Measurement of Critical Thinking Skills in Novice and Experienced Physical Therapists

ERIC Educational Resources Information Center

Mulhall, Michele L.

2011-01-01

Critical thinking skills (CTS) have been emphasized in educational curricula and professional development of physical therapists. Studies assessing the measurement and development of CTS in healthcare professionals have primarily focused on students enrolled in professional phases of allied health educational programs. Despite the breadth of…

EVA Physiology and Medical Considerations Working in the Suit

NASA Technical Reports Server (NTRS)

Parazynski, Scott

2012-01-01

This "EVA Physiology and Medical Considerations Working in the Suit" presentation covers several topics related to the medical implications and physiological effects of suited operations in space from the perspective of a physician with considerable first-hand Extravehicular Activity (EVA) experience. Key themes include EVA physiology working in a pressure suit in the vacuum of space, basic EVA life support and work support, Thermal Protection System (TPS) inspections and repairs, and discussions of the physical challenges of an EVA. Parazynski covers the common injuries and significant risks during EVAs, as well as physical training required to prepare for EVAs. He also shares overall suit physiological and medical knowledge with the next generation of Extravehicular Mobility Unit (EMU) system designers.

Critical-Thinking Grudge Match: Biology vs. Chemistry--Examining Factors That Affect Thinking Skill in Nonmajors Science

ERIC Educational Resources Information Center

Quitadamo, Ian J.; Kurtz, Martha J.; Cornell, Caitlyn Nicole; Griffith, Lindsay; Hancock, Julie; Egbert, Brandi

2011-01-01

Chemistry students appear to bring significantly higher critical-thinking skill to their nonmajors course than do biology students. Knowing student preconceptions and thinking ability is essential to learning growth and effective teaching. Of the factors investigated, ethnicity and high school physics had the largest impact on critical-thinking…

Oersted Lecture 2013: How should we think about how our students think?

NASA Astrophysics Data System (ADS)

Redish, Edward F.

2014-06-01

Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually engaging questions as "What does it mean to understand something in physics?" and "What skills and competencies do we want our students to learn from our physics classes?" To address questions like these, we need to do more than observe student difficulties and build curricula. We need a theoretical framework—a structure for talking about, making sense of, and modeling how one thinks about, learns, and understands physics. In this paper, I outline some aspects of the Resources Framework, a structure that some of us are using to create a phenomenology of physics learning that ties closely to modern developments in neuroscience, psychology, and linguistics. As an example of how this framework gives new insights, I discuss epistemological framing—the role of students' perceptions of the nature of the knowledge they are learning and what knowledge is appropriate to bring to bear on a given task. I discuss how this foothold idea fits into our theoretical framework, show some classroom data on how it plays out in the classroom, and give some examples of how my awareness of the resources framework influences my approach to teaching.

Suited crewmember productivity.

PubMed

Barer, A S; Filipenkov, S N

1994-01-01

Analysis of the extravehicular activity (EVA) sortie experience gained in the former Soviet Union and physiologic hygienic aspect of space suit design and development shows that crewmember productivity is related to the following main factors: -space suit microclimate (gas composition, pressure and temperature); -limitation of motion activity and perception, imposed by the space suit; -good crewmember training in the ground training program; -level of crewmember general physical performance capabilities in connection with mission duration and intervals between sorties; -individual EVA experience (with accumulation) at which workmanship improves, while metabolism, physical and emotional stress decreases; -concrete EVA duration and work rate; -EVA bioengineering, including selection of tools, work station, EVA technology and mechanization.

Comparison of Critical Thinking Dispositions of Prospective Teachers

ERIC Educational Resources Information Center

Turan, Hakan

2016-01-01

The purpose of this study is to compare the critical thinking dispositions of prospective teachers. In the study, survey model, which is a descriptive research method, was used. The sample of the research consisted of 1123 students studying at the Department of Physical Education and Sports Teacher at the Schools of Physical Education and Sports…

Complex systems thinking in emergency medicine: A novel paradigm for a rapidly changing and interconnected health care landscape.

PubMed

Widmer, Matthew A; Swanson, R Chad; Zink, Brian J; Pines, Jesse M

2017-12-27

The specialty of emergency medicine is experiencing the convergence of a number of transformational forces in the United States, including health care reform, technological advancements, and societal shifts. These bring both opportunity and uncertainty. 21ST CENTURY CHALLENGES: Persistent challenges such as the opioid epidemic, rising health care costs, misaligned incentives, patients with multiple chronic diseases, and emergency department crowding continue to plague the acute, unscheduled care system. The traditional approach to health care practice and improvement-reductionism-is not adequate for the complexity of the twenty-first century. Reductionist thinking will likely continue to produce unintended consequences and suboptimal outcomes. Complex systems thinking provides a perspective and set of tools better suited for the challenges and opportunities facing public health in general, and emergency medicine more specifically. This article introduces complex systems thinking and argues for its application in the context of emergency medicine by drawing on the history of the circumstances surrounding the formation of the specialty and by providing examples of its application to several practice challenges. © 2017 John Wiley & Sons, Ltd.

Using hot lab to increase pre-service physics teacher’s critical thinking skills related to the topic of RLC circuit

NASA Astrophysics Data System (ADS)

Malik, A.; Setiawan, A.; Suhandi, A.; Permanasari, A.; Samsudin, A.; Safitri, D.; Lisdiani, S. A. S.; Sapriadil, S.; Hermita, N.

2018-05-01

This research purposes to explore the used of Higher Order Thinking Laboratory (HOT-Lab) in enhancing the critical thinking skills of pre-service teachers related to the topic of Resistors, Inductors, Capacitor (RLC circuit). This study utilised a quasi-experiment method with Pretest-Posttest Control Group design. The sample of the study was 60 students that were divided into two groups covering in experiment and control group, consists of 30 students. The instrument for measuring critical thinking skills is essay test. Data has been analyzed using normalized gain average, effect size, and t-test. The results show that students’ critical thinking skills using the HOT Lab are higher than the verification lab. Using HOT-lab was implemented in the form of activity in the laboratory can improve high-order thinking skills. Hence, it was concluded that the use of HOT Lab had a greater impact on improving students’ critical thinking skills on RLC topic. Finally, HOT Lab can be used for other physics topics.

Learning Experience on Transformer Using HOT Lab for Pre-service Physics Teacher’s

NASA Astrophysics Data System (ADS)

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

2017-09-01

This study aimed at investigating pre-service teacher’s critical thinking skills improvement through Higher Order Thinking (HOT) Lab on transformer learning. This research used mix method with the embedded experimental model. Research subjects are 60 students of Physics Education in UIN Sunan Gunung Djati Bandung. The results showed that based on the results of the analysis of practical reports and observation sheet shows students in the experimental group was better in carrying out the practicum and can solve the real problem while the control group was going on the opposite. The critical thinking skills of students applying the HOT Lab were higher than the verification lab. Critical thinking skills could increase due to HOT Lab based problems solving that can develop higher order thinking skills through laboratory activities. Therefore, it was concluded that the application of HOT Lab was more effective than verification lab on improving students’ thinking skills on transformer topic learning. Finally, HOT Lab can be implemented in other subject learning and could be used to improve another higher order thinking skills.

Thinking in Orienteering.

ERIC Educational Resources Information Center

Johansen, Bjorn Tore

1997-01-01

A think-aloud technique, in which 20 orienteers verbalized their exact thoughts during orienteering, was used to examine the phenomenon of cognition during orienteering. Results indicate that orienteering is experienced as a task to be accomplished, a physical movement, and a dynamic process, and that thinking involves attuning perceptions to…

[Accepting pessimistic thinking is associated with better mental and physical health in defensive pessimists].

PubMed

Hosogoshi, Hiroki; Kodama, Masahiro

2009-02-01

The mental and physical health of defensive pessimists (DPs) is generally worse than that of optimists. However, some DPs who accept their pessimistic thinking style are in good health. This study examined the health of college students who were DPs related to how they accepted their thinking style. In Study 1 (F = 211, M = 131), self-esteem was compared among DPs, strategic optimists (SOs), and depressed persons (DEPs). In Study 2 (F = 376, M = 251, not indicated = 5), the General Health Questionnaire (GHQ28) was compared among these groups. ANOVAs revealed that DPs were healthier than DEPs in self-esteem and on the GHQ28, but worse than SOs in self-esteem. However, ANCOVA examining self-esteem with acceptance of their thinking style as a covariate showed that DPs were better than DEPs and as good as SOs in health. Regarding the acceptance of their thinking style, DPs scored worse than SOs. This study concluded that DPs in better health had better acceptance of their pessimistic thinking style.

The services-oriented architecture: ecosystem services as a framework for diagnosing change in social ecological systems

Treesearch

Philip A. Loring; F. Stuart Chapin; S. Craig Gerlach

2008-01-01

Computational thinking (CT) is a way to solve problems and understand complex systems that draws on concepts fundamental to computer science and is well suited to the challenges that face researchers of complex, linked social-ecological systems. This paper explores CT's usefulness to sustainability science through the application of the services-oriented...

The use of Facebook and WhatsApp application in learning process of physics to train students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Kustijono, R.; Zuhri, F.

2018-01-01

The purpose of this research is to describe the learning process by using Facebook and WhatsApp to train students’ critical thinking skills. The research steps are: 1) analysis; 2) design; 3) development; 4) implementation; 5) evaluation. The research subjects are 40 students of Physics Department of Universitas Negeri Surabaya. This research used descriptive qualitative approach. The study The validation point, practicality, effectiveness, and critical thinking skills of students assessment use Likert scale. Learning process criteria are eligible if ≥ 60% is rated good or excellent. The results are: 1) the use of Facebook and WhatsApp can be implemented in the learning process, and the existing constraints can be overcome; 2) the assessment of students’ critical thinking skills is categorized as good and excellent. These results suggest that learning by using Facebook and WhatsApp can be used to train students’ critical thinking skills.

Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part 1

ERIC Educational Resources Information Center

Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

2016-01-01

As teachers prepare children for the future, the need for developing critical thinking skills in students becomes clearly evident. One way to promote this process is through initiative games. Initiative games are clearly defined problems that a group must find a solution to through cooperation, physical effort and cognitive functioning. The…

Physical Education Pre-Service Teachers' Understanding, Application, and Development of Critical Thinking

ERIC Educational Resources Information Center

Liu, Jiling; McBride, Ron E.; Xiang, Ping; Scarmardo-Rhodes, Melissa

2018-01-01

To better prepare physical education (PE) teachers, this study explored a group of pre-service teachers' understanding, application, and development of critical thinking (CT) in a capstone methods course. Participants were 12 pre-service teachers from a PE teacher education (PETE) program at a large university in the southwestern United States.…

Intertwining Evidence- and Model-Based Reasoning in Physics Sensemaking: An Example from Electrostatics

ERIC Educational Resources Information Center

Russ, Rosemary S.; Odden, Tor Ole B.

2017-01-01

Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship…

The Effect of Reflective Thinking on the Teaching Practices of Preservice Physical Education Teachers

ERIC Educational Resources Information Center

Dervent, Fatih

2015-01-01

The purpose of this study is to determine the effect of reflective thinking on the professional teaching practices of preservice physical education teachers and to explore their reflective levels. Within the qualitative research paradigm, action research was used to gain a deeper understanding of the reflective experiences of preservice physical…

Designing students’ worksheet based on open-ended approach to foster students’ creative thinking skills

NASA Astrophysics Data System (ADS)

Romli, S.; Abdurrahman; Riyadi, B.

2018-01-01

This study aimed at designing an open-ended worksheet to enhance students’ creative thinking skills. The study was conducted at one private school in Bandar Lampung, Indonesia. The participants of the study were twenty students of tenth grade students and two physics teachers. This study used descriptive data. Data were collected by analyzing qualitative data, literature and focus group discussion to gain information about students’ conceptions of physics in the context of open-ended learning. The result showed that students needed innovative learning resources in form of open ended-based worksheet which could give the students an opportunity to develop various solutions related to physics problem. Therefore, students’ creative thinking skill could be improved.

Suited crewmember productivity

NASA Astrophysics Data System (ADS)

Barer, A. S.; Filipenkov, S. N.

Analysis of the extravehicular activity (EVA) sortie experience gained in the former Soviet Union and physiologic hygienic aspect of space suit design and development shows that crewmember productivity is related to the following main factors: —space suit microclimate (gas composition, pressure and temperature); —limitation of motion activity and perception, imposed by the space suit; —good crewmember training in the ground training program; —level of crewmember general physical performance capabilities in connection with mission duration and intervals between sorties; —individual EVA experience (with accumulation) at which workmanship improves, while metabolism, physical and emotional stress decreases; —concrete EVA duration and work rate; —EVA bioengineering, including selection of tools, work station, EVA technology and mechanization.

Environment as Subjective Reality.

ERIC Educational Resources Information Center

Greenfield, Thomas B.

The usual ways of thinking about organiztions represent them as physical or biological entities that respond to their environments as whole, integrated systems existing apart from individuals. Such images omit human will, imagination and moral choice. If we think about organizations in human terms, we must think about the capacity of individuals…

Relationship between Playfulness and Motor Creativity in Preschool Children

ERIC Educational Resources Information Center

Trevlas, Efthimios; Matsouka, Ourania; Zachopoulou, Evridiki

2003-01-01

Previous research has noted a corresponding relationship between young children's play and divergent thinking ability. This study examined how far fluency and flexibility in movement patterns' production, as indicatory elements of divergent thinking and critical thinking, are related to a variety of psychological elements (physical spontaneity,…

Developing Students' Futures Thinking in Science Education

ERIC Educational Resources Information Center

Jones, Alister; Buntting, Cathy; Hipkins, Rose; McKim, Anne; Conner, Lindsey; Saunders, Kathy

2012-01-01

Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students'…

Astro Academy: Principia--A Suite of Physical Science Demonstrations Conducted Aboard the ISS

ERIC Educational Resources Information Center

McMurray, Andy

2016-01-01

Astro Academy: Principia is an education programme developed by the UK National Space Academy for the UK Space Agency (UKSA) and the European Space Agency (ESA). The Academy designed, constructed, flight-qualified and developed experimental procedures for a suite of physics and chemistry demonstration experiments that were conducted by ESA…

Development of soft scaffolding strategy to improve student’s creative thinking ability in physics

NASA Astrophysics Data System (ADS)

Nurulsari, Novinta; Abdurrahman; Suyatna, Agus

2017-11-01

Student’s creative thinking ability in physics learning can be developed through a learning experience. However, many students fail to gain a learning experience because of the lack of teacher roles in providing assistance to students when they face learning difficulties. In this study, a soft scaffolding strategy developed to improve student’s creative thinking ability in physics, especially in optical instruments. The methods used were qualitative and quantitative. The soft scaffolding strategy developed was called the 6E Soft Scaffolding Strategy where 6E stands for Explore real-life problems, Engage students with web technology, Enable experiment using analogies, Elaborate data through multiple representations, Encourage questioning, and Ensure the feedback. The strategy was applied to 60 students in secondary school through cooperative learning. As a comparison, conventional strategies were also applied to 60 students in the same school and grade. The result of the study showed that the soft scaffolding strategy was effective in improving student’s creative thinking ability.

Using Performance Assessment Model in Physics Laboratory to Increase Students’ Critical Thinking Disposition

NASA Astrophysics Data System (ADS)

Emiliannur, E.; Hamidah, I.; Zainul, A.; Wulan, A. R.

2017-09-01

Performance Assessment Model (PAM) has been developed to represent the physics concepts which able to be devided into five experiments: 1) acceleration due to gravity; 2) Hooke’s law; 3) simple harmonic motion; 4) work-energy concepts; and 5) the law of momentum conservation. The aim of this study was to determine the contribution of PAM in physics laboratory to increase students’ Critical Thinking Disposition (CTD) at senior high school. Subject of the study were 11th grade consist 32 students of a senior high school in Lubuk Sikaping, West Sumatera. The research used one group pretest-postest design. Data was collected through essay test and questionnaire about CTD. Data was analyzed using quantitative way with N-gain value. This study concluded that performance assessmet model effectively increases the N-gain at medium category. It means students’ critical thinking disposition significant increase after implementation of performance assessment model in physics laboratory.

Exercise enhances creativity independently of mood

PubMed Central

Steinberg, Hannah; Sykes, Elizabeth A; Moss, Tim; Lowery, Susan; LeBoutillier, Nick; Dewey, Alison

1997-01-01

Objectives It has been widely accepted in the literature that various forms of physical exercise, even in a single session, enhance positive mood. It has also been shown that physical exercise may sometimes enhance creative thinking, but the evidence is inconclusive. Positive moods can favour creative thinking, but the opposite has also been reported and these relations are unclear. There is a large anecdotal literature suggesting that creative people sometimes use bodily movement to help overcome “blocks”. The aim of this study was to establish whether post-exercise creative thinking was attributable to improved mood. Methods The responses of 63 participants to an exercise (aerobic workout or aerobic dance) and a “neutral” video watching condition were compared. Mood was measured using an adjective list, and creative thinking was tested by three measures of the Torrance test. Results Analysis of variance showed a large and significant increase in positive mood after exercise (P<0.001) and a significant decrease in positive mood after video watching (P<0.001). A significant increase between the creative thinking scores of the two conditions was found on the flexibility (variety of responses) measure (P<0.05). A multifactorial analysis of all data failed to show a significant covariance of creative thinking with the two measures of mood (P>0.05). Conclusions These results suggest that mood and creativity were improved by physical exercise independently of each other. ImagesFigure 1Figure 2 PMID:9298561

Do occupational therapy and physical therapy curricula teach critical thinking skills?

PubMed

Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

2009-01-01

This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.

Critical Success Factors for Lean Thinking in the Application of Industrialised Building System (IBS)

NASA Astrophysics Data System (ADS)

Yunus, Riduan; Noor, Siti Rahimah Mohd; Halid Abdullah, Abd; Nagapan, Sasitharan; Hamid, Abdul Rahim Abdul; Tajudin, Saiful Azhar Ahmad; Rohani Mat Jusof, Siti

2017-08-01

Productivity in the manufacturing process of building components can be increased by optimising each advantage that is available in each activity. Identification of critical success factors (CSFs) for lean thinking in the Industrialised Building System (IBS) will be able to minimise cost and reduce time needed to complete a project. The focus of lean thinking in construction is on the production process and the client’s requirement. In developing countries such as Malaysia, the integration of lean thinking in IBS applications is still low and there is a shortage of comprehensive strategies to integrate lean thinking. As key stakeholders, feedback from contractors, manufacturers, developers and the local authority will be able to help the identification of CSFs in integrating lean thinking in IBS applications. The data was collected through a questionnaire survey and analysed quantitatively. There are 31 CSFs for lean thinking in IBS which have been identified in this study. A conceptual model was developed to assist researchers in investigating the influences of CSFs for lean thinking in IBS applications. This study will assist construction players to improvise their manufacturing process in the implementation of IBS to eliminate unnecessary activities and focus instead on significant processes without generating physical and non-physical waste.

Focus group discussion in mathematical physics learning

NASA Astrophysics Data System (ADS)

Ellianawati; Rudiana, D.; Sabandar, J.; Subali, B.

2018-03-01

The Focus Group Discussion (FGD) activity in Mathematical Physics learning has helped students perform the stages of problem solving reflectively. The FGD implementation was conducted to explore the problems and find the right strategy to improve the students' ability to solve the problem accurately which is one of reflective thinking component that has been difficult to improve. The research method used is descriptive qualitative by using single subject response in Physics student. During the FGD process, one student was observed of her reflective thinking development in solving the physics problem. The strategy chosen in the discussion activity was the Cognitive Apprenticeship-Instruction (CA-I) syntax. Based on the results of this study, it is obtained the information that after going through a series of stages of discussion, the students' reflective thinking skills is increased significantly. The scaffolding stage in the CA-I model plays an important role in the process of solving physics problems accurately. Students are able to recognize and formulate problems by describing problem sketches, identifying the variables involved, applying mathematical equations that accord to physics concepts, executing accurately, and applying evaluation by explaining the solution to various contexts.

Construct validity of the Health Science Reasoning Test.

PubMed

Huhn, Karen; Black, Lisa; Jensen, Gail M; Deutsch, Judith E

2011-01-01

The aim of this study was to evaluate the construct validity of the Health Science Reasoning Test (HSRT) by determining if the test could discriminate between expert and novice physical therapists' critical-thinking skills. Experts identified from a random list of certified clinical specialists and students in the first year of their physical therapy education from two physical therapy programs completed the HSRT. Experts (n = 73) had a higher total HSRT score (mean 24.06, SD 3.92) than the novices (n = 79) (mean 22.49, SD 3.2), with the difference being statistically significant t (148) = 2.67, p = 0.008. The HSRT total score discriminated between expert and novice critical-thinking skills, therefore establishing construct validity. To our knowledge, this is the first study to compare expert and novice performance on a standardized test. The opportunity to have a tool that provides evidence of students' critical thinking skills could be helpful for educators and students. The test results could aid in identifying areas of students' strengths and weaknesses, thereby enabling targeted remediation to improve critical thinking skills, which are key factors in clinical reasoning, a necessary skill for effective physical therapy practice.

A Communications Network for Cislunar Operations

NASA Technical Reports Server (NTRS)

Burleigh, Scott

2012-01-01

Reliable and efficient communications will be critical to the success of commercial flight operations in cislunar space. The Internet is not well-suited to meeting this requirement. But the Delay-Tolerant Networking (DTN) architecture is. The DTN protocols are well-documented and implementations are mature. We think DTN will be ready to support low-cost, low-risk cislunar networking by the time the vehicles are in place.

A Multi-Level Model of Moral Thinking Based on Neuroscience and Moral Psychology

ERIC Educational Resources Information Center

Jeong, Changwoo; Han, Hye Min

2011-01-01

Developments in neurobiology are providing new insights into the biological and physical features of human thinking, and brain-activation imaging methods such as functional magnetic resonance imaging have become the most dominant research techniques to approach the biological part of thinking. With the aid of neurobiology, there also have been…

Teaching Critical Thinking in Undergraduate Science Courses.

ERIC Educational Resources Information Center

Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

2003-01-01

Explains the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Most of the tasks relate to applications of chemistry and physics in everyday life. Many students revealed that their thinking skills were enhanced by their experience in attempting…

All Our Students Thinking

ERIC Educational Resources Information Center

Noddings, Nel

2008-01-01

Critical thinking is the sort of mental activity that uses facts to plan, order, and work toward an end; seeks meaning or an explanation; is self-reflective; and uses reason to question claims and make judgments. Any subject--be it physics, algebra, or auto repair--can promote critical thinking as long as teachers teach the subject matter in…

Teaching Critical Thinking: Sense-Making, Explanations, Language, and Habits

ERIC Educational Resources Information Center

Maloney, David

2015-01-01

The conjunction of three events has encouraged me to devote significant time to thinking about the pedagogical framework in my introductory courses. The three events were: doing a workshop addressing the Advanced Placement restructuring of the Physics B course with a stronger focus on critical thinking, finding out that "The Physics…

An Hypothesis on Thinking

ERIC Educational Resources Information Center

Maclennan, Ian

1977-01-01

Suggests that there exists a "finite" number of elementary concepts and distinguishable modes of thinking, that all human beings tend to acquire the same set of elements of thinking and the same strategies with which to understand and control their physical environment, and that the method of analysis used here is a standard scientific method.…

Data Analysis and Graphing in an Introductory Physics Laboratory: Spreadsheet versus Statistics Suite

ERIC Educational Resources Information Center

Peterlin, Primoz

2010-01-01

Two methods of data analysis are compared: spreadsheet software and a statistics software suite. Their use is compared analysing data collected in three selected experiments taken from an introductory physics laboratory, which include a linear dependence, a nonlinear dependence and a histogram. The merits of each method are compared. (Contains 7…

How Linguistic Metaphor Scaffolds Reasoning.

PubMed

Thibodeau, Paul H; Hendricks, Rose K; Boroditsky, Lera

2017-11-01

Language helps people communicate and think. Precise and accurate language would seem best suited to achieve these goals. But a close look at the way people actually talk reveals an abundance of apparent imprecision in the form of metaphor: ideas are 'light bulbs', crime is a 'virus', and cancer is an 'enemy' in a 'war'. In this article, we review recent evidence that metaphoric language can facilitate communication and shape thinking even though it is literally false. We first discuss recent experiments showing that linguistic metaphor can guide thought and behavior. Then we explore the conditions under which metaphors are most influential. Throughout, we highlight theoretical and practical implications, as well as key challenges and opportunities for future research. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Physics of Quidditch Summer Camp: An Interdisciplinary Approach

NASA Astrophysics Data System (ADS)

Hammer, Donna; Uher, Tim

The University of Maryland Physics Department has developed an innovative summer camp program that takes an interdisciplinary approach to engaging and teaching physics. The Physics of Quidditch Camp uniquely sits at the intersection of physics, sports, and literature, utilizing the real-life sport of quidditch adapted from the Harry Potter novels to stimulate critical thinking about real laws of physics and leaps of imagination, while actively engaging students in learning the sport and discussing the literature. Throughout the camp, middle school participants become immersed in fun physics experiments and exciting physical activities, which aim to build and enhance skills in problem-solving, analytical thinking, and teamwork. This camp has pioneered new ways of teaching physics to pre-college students, successfully engaged middle school students in learning physics, and grown a large demand for such activities.

Assessing the CAM5 Physics Suite in the WRF-Chem Model: Implementation, Resolution Sensitivity, and a First Evaluation for a Regional Case Study

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

Ma, Po-Lun; Rasch, Philip J.; Fast, Jerome D.

A suite of physical parameterizations (deep and shallow convection, turbulent boundary layer, aerosols, cloud microphysics, and cloud fraction) from the global climate model Community Atmosphere Model version 5.1 (CAM5) has been implemented in the regional model Weather Research and Forecasting with chemistry (WRF-Chem). A downscaling modeling framework with consistent physics has also been established in which both global and regional simulations use the same emissions and surface fluxes. The WRF-Chem model with the CAM5 physics suite is run at multiple horizontal resolutions over a domain encompassing the northern Pacific Ocean, northeast Asia, and northwest North America for April 2008 whenmore » the ARCTAS, ARCPAC, and ISDAC field campaigns took place. These simulations are evaluated against field campaign measurements, satellite retrievals, and ground-based observations, and are compared with simulations that use a set of common WRF-Chem Parameterizations. This manuscript describes the implementation of the CAM5 physics suite in WRF-Chem provides an overview of the modeling framework and an initial evaluation of the simulated meteorology, clouds, and aerosols, and quantifies the resolution dependence of the cloud and aerosol parameterizations. We demonstrate that some of the CAM5 biases, such as high estimates of cloud susceptibility to aerosols and the underestimation of aerosol concentrations in the Arctic, can be reduced simply by increasing horizontal resolution. We also show that the CAM5 physics suite performs similarly to a set of parameterizations commonly used in WRF-Chem, but produces higher ice and liquid water condensate amounts and near-surface black carbon concentration. Further evaluations that use other mesoscale model parameterizations and perform other case studies are needed to infer whether one parameterization consistently produces results more consistent with observations.« less

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.

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…

Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school

NASA Astrophysics Data System (ADS)

Nisa, E. K.; Koestiari, T.; Habibbulloh, M.; Jatmiko, Budi

2018-03-01

This research aimed to describe the effectiveness of guided inquiry learning model to improve students' critical thinking skills. Subjects in the research were 90 students at three groups of senior high school grade X on Tarik (Indonesia), which follows a physics lesson on static fluid material in academic year 2016/2017. The research was used one group pre-test and post-test design. Before and after being given physics learning with guided discovery learning model, students in the three groups were given the same test (pre-test and post-test). The results of this research showed: 1) there is an increased score of students' critical thinking skills in each group on α = 5%; 2) average N-gain of students' critical thinking skills of each group is a high category; and 3) average N-gain of the three groups did not differ. The conclusion of this research is that learning model of guided inquiry effective to improve students' critical thinking skills.

Moving Bodies, Building Minds: Foster Preschoolers' Critical Thinking and Problem Solving through Movement

ERIC Educational Resources Information Center

Marigliano, Michelle L.; Russo, Michele J.

2011-01-01

Creative movement is an ideal way to help young children develop critical-thinking and problem-solving skills. Most young children are, by nature, extremely physical. They delight in exploring the world with their bodies and expressing their ideas and feelings through movement. During creative movement experiences, children learn to think before…

Quality of Preservice Physics Teachers' Reflections in Their Teaching Portfolios and Their Perceived Reflections: Do They Intersect?

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral

2014-01-01

Although proponents support portfolios' value to enhance the reflective thinking of novice teachers and imply that such thinking improves teachers' practice, few studies have confirmed these assertions by directly measuring in-depth reflection or describing conditions that develop it. In this study, reflective thinking in preservice teachers'…

Development of instrument for assessing students’ critical and creative thinking ability

NASA Astrophysics Data System (ADS)

Herpiana, R.; Rosidin, U.

2018-01-01

The purpose of this study was to develop instruments to measure critical thinking ability and creative students in the topics of physics simple harmonic motion. The research method used was research development with application of procedures including research and data collection, planning, and initial product development. The participants of the study were thirty-four tenth grade students and five physics teachers of physics who were selected randomly from schools in the province of Lampung. The data collected by using test and analyzed in quantitative descriptive. Initial data showed that students’ critical and creative thinking ability were still low and instruments to assess students’ critical thinking skills and creative students was not yet available. Most of assessment conducted focused on memorization. Thus, the researchers developed a draft of instrument in the form of the test description based on criteria that encouraged students’ activity in understanding the concepts, strategies and decision/solution in dealing with problems. The development of the instrument was conducted considering real-world phenomena in the form of pictures and stories, description of the situation, and verbal presentation.

Behavioral and Psychosocial Considerations in Intelligence Analysis: A Preliminary Review of Literature on Critical Thinking Skills

DTIC Science & Technology

2009-03-01

Department of Defense, Washington Headquarters Services , Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite... discovery (teaching by problem solving), and exploratory (teaching by exploration). Research suggests while guided discovery and exploratory training...34 College Student Journal 38 (2004): 482-493. MasterFILE Premier. EBSCO . 4 June 2008. - This study was conducted to determine whether an introductory

DYNAMIC MANAGEMENT EDUCATION, AN INTRODUCTION TO THE SELECTION, CREATION AND USE OF CASES, IN-BASKET EXERCISES, THE ACTION MAZE, BUSINESS GAMES AND OTHER DYNAMIC TECHNIQUES.

ERIC Educational Resources Information Center

ZOLL, ALLEN A., III

MANAGEMENT TEACHERS IN BUSINESS, GOVERNMENT, OR COLLEGES CAN BE MORE CREATIVE IN THEIR TEACHING METHODS BY THINKING ABOUT EDUCATIONAL METHODS, CREATING MATERIALS BETTER SUITED TO EDUCATIONAL PURPOSES, AND EXPERIMENTING IN THE CLASSROOM WITH THE GOAL OF MAKING EDUCATION MORE EXCITING. MANAGEMENT EDUCATORS AT THE BOEING COMPANY FOUND THAT THE KEY TO…

Development of Assessment Instrument of Critical Thinking in Physics at Senior High School

NASA Astrophysics Data System (ADS)

Sugiarti, T.; Kaniawati, I.; Aviyanti, L.

2017-02-01

The result of preliminary study shows that the assessment of physics in school did not train students’ critical thinking skill. The assessment instrument just measured low cognitive aspects. Supposedly, critical thinking skill is trained in the assessment activity. The study aims to determine the characteristics and the quality of critical thinking skill instrument. It employs descriptive-qualitative method with research and development as the research design. The research participants are 35 students involved in the limited trial and 188 students in the wider trial from three public senior high school in Ciamis which in high level school. The data was collected through expert validation, tests and interviews. The results indicate that the characteristics of the assessment instrument of critical thinking skill is open-ended. The instrument fulfills some indicators namely analyzing argument, deduction, induction, and display information in the form of scenario, text, graphic and table. In addition, the data processing through V4 Anates program shows that the instrument reliability achieves 0.67 with high interpretation of 0.67 and the validity is 0.47 with enough interpretation. Thus, the assessment instrument of critical thinking skill in the form of open-ended essay meets the criteria of quality test, so it can use as instrument of assessment critical thinking skill.

Personality Assessment Screener, Childhood Abuse, and Adult Partner Violence in African American Women Using Primary Care.

PubMed

Porcerelli, John H; Hurrell, Kristen; Cogan, Rosemary; Jeffries, Keturah; Markova, Tsveti

2015-12-01

This study assessed the relationship between psychopathology with the Personality Assessment Screener (PAS) and childhood physical and sexual abuse and adult physical and sexual partner violence in a primary care sample of 98 urban-dwelling African American women. Patients completed the PAS, the Childhood Trauma Questionnaire, and the Conflict Tactics Scale. The PAS total score significantly correlated with all measures of childhood and adult abuse. Stepwise regression analyses revealed that PAS element scores of Suicidal Thinking and Hostile Control significantly predicted a history of childhood physical abuse; Suicidal Thinking, Hostile Control, and Acting Out significantly predicted a history of childhood sexual abuse; Suicidal Thinking, Negative Affect, and Alienation significantly predicted current adult partner physical violence; and Psychotic Features, Alcohol Problems, and Anger Control significantly predicted current adult sexual partner violence. The PAS appears to be a useful measure for fast-paced primary care settings for identifying patients who need a more thorough assessment for abuse. © The Author(s) 2015.

The Critical Thinking Workout.

ERIC Educational Resources Information Center

Masters, Terry McDaniel

1991-01-01

Presents a critical thinking exercise program, modeled on a physical exercise workout, for elementary teachers to use in the classroom. It includes warm-up exercises, a more strenuous workout, and a cool-down period for the brain. (SM)

Foundations of Formative Assessment: Introducing a Learning Progression to Guide Preservice Physics Teachers' Video-Based Interpretation of Student Thinking

ERIC Educational Resources Information Center

von Aufschnaiter, Claudia; Alonzo, Alicia C.

2018-01-01

Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students' thinking; however, research is needed to investigate whether and how an LP can be used to support…

Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part II

ERIC Educational Resources Information Center

Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

2016-01-01

Often students have a difficult time when asked to use critical thinking skills to solve a problem. Perhaps students have a difficult time adjusting because teachers frequently tell them exactly what to do and how to do it. When asked to use critical thinking skills, students may suddenly become confused and discouraged because the teacher no…

Initial Study of Neutral Post-Instruction Responses on the Maryland Physics Expectation Survey

ERIC Educational Resources Information Center

Saltzman, J.; Price, M. F.; Rogers, M. B.

2016-01-01

Epistemological studies generally focus on how students think about their construction of knowledge compared to how experts think about the same ideas. Instruments such as the MPEX and CLASS use a Likert scale to gauge whether students agree or disagree with how experts think about the same ideas. During analysis, five point scale responses are…

Improving Physical Task Performance with Counterfactual and Prefactual Thinking.

PubMed

Hammell, Cecilia; Chan, Amy Y C

2016-01-01

Counterfactual thinking (reflecting on "what might have been") has been shown to enhance future performance by translating information about past mistakes into plans for future action. Prefactual thinking (imagining "what might be if…") may serve a greater preparative function than counterfactual thinking as it is future-orientated and focuses on more controllable features, thus providing a practical script to prime future behaviour. However, whether or not this difference in hypothetical thought content may translate into a difference in actual task performance has been largely unexamined. In Experiment 1 (n = 42), participants performed trials of a computer-simulated physical task, in between which they engaged in either task-related hypothetical thinking (counterfactual or prefactual) or an unrelated filler task (control). As hypothesised, prefactuals contained more controllable features than counterfactuals. Moreover, participants who engaged in either form of hypothetical thinking improved significantly in task performance over trials compared to participants in the control group. The difference in thought content between counterfactuals and prefactuals, however, did not yield a significant difference in performance improvement. Experiment 2 (n = 42) replicated these findings in a dynamic balance task environment. Together, these findings provide further evidence for the preparatory function of counterfactuals, and demonstrate that prefactuals share this same functional characteristic.

Activities to Attract Girls to Physics in Iran

NASA Astrophysics Data System (ADS)

Izadi, Dina; Araste, Afshin Mohseni; Fadaei, Azita Seied

2009-04-01

In Iran there is no difference between boys' and girls' activities in scientific works; however, they study separately at schools until they reach the university level. Before going to university, students think engineering and medical science are better than the other sciences for earning enough money to support their lives. But after the entrance exam for universities most of the girls choose basic sciences based on their test results. Creative methods of teaching physics at the elementary and secondary levels, such as "Dominos in Physics" and "Physics in Nature," and understanding physics through real-life examples and animation are important for attracting students to further studies and careers in physics. Participating in international physics competitions and holding national tournaments and university open houses in physics is also very helpful. Studying physics can improve students' abilities and also help them to imagine, decide, think, and live better.

Enhanced verification test suite for physics simulation codes

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

Kamm, James R.; Brock, Jerry S.; Brandon, Scott T.

2008-09-01

This document discusses problems with which to augment, in quantity and in quality, the existing tri-laboratory suite of verification problems used by Los Alamos National Laboratory (LANL), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratories (SNL). The purpose of verification analysis is demonstrate whether the numerical results of the discretization algorithms in physics and engineering simulation codes provide correct solutions of the corresponding continuum equations.

The ZPIC educational code suite

NASA Astrophysics Data System (ADS)

Calado, R.; Pardal, M.; Ninhos, P.; Helm, A.; Mori, W. B.; Decyk, V. K.; Vieira, J.; Silva, L. O.; Fonseca, R. A.

2017-10-01

Particle-in-Cell (PIC) codes are used in almost all areas of plasma physics, such as fusion energy research, plasma accelerators, space physics, ion propulsion, and plasma processing, and many other areas. In this work, we present the ZPIC educational code suite, a new initiative to foster training in plasma physics using computer simulations. Leveraging on our expertise and experience from the development and use of the OSIRIS PIC code, we have developed a suite of 1D/2D fully relativistic electromagnetic PIC codes, as well as 1D electrostatic. These codes are self-contained and require only a standard laptop/desktop computer with a C compiler to be run. The output files are written in a new file format called ZDF that can be easily read using the supplied routines in a number of languages, such as Python, and IDL. The code suite also includes a number of example problems that can be used to illustrate several textbook and advanced plasma mechanisms, including instructions for parameter space exploration. We also invite contributions to this repository of test problems that will be made freely available to the community provided the input files comply with the format defined by the ZPIC team. The code suite is freely available and hosted on GitHub at https://github.com/zambzamb/zpic. Work partially supported by PICKSC.

A Water-Immersion Technique for the Study of Mobility of a Pressure-Suited Subject Under Balanced-Gravity Conditions

DTIC Science & Technology

1966-01-01

simulating zero-gravity performance of an astronaut in a pressurized spacesuit by complete water immersion has been developed and inves- tigated. The...critical operational characteristics relating to space- craft and spacesuit design under conditions of zero gravity. In addition, the physical...the legs of the suit and are contained by insulated flight boots . The Mark IV suit used in the tests is shown in figure 1. 3 Pressure-Suit

What to expect from teleconferencing.

PubMed

Johansen, R; Bullen, C

1984-01-01

Like other marvels of the electronic age, teleconferencing has been both oversold and underused. Though it has many potential uses, what managers know, or think they know, about it is generally based on misconceptions. Rather than relying only on vendors of teleconferencing, potential purchasers should first decide what their communication needs are, then choose the system that suits them best. These authors explain the new teleconferencing options and give guidelines for adapting them to a particular company.

Evaluating Suit Fit Using Performance Degradation

NASA Technical Reports Server (NTRS)

Margerum, Sarah E.; Cowley, Matthew; Harvill, Lauren; Benson, Elizabeth; Rajulu, Sudhakar

2011-01-01

The Mark III suit has multiple sizes of suit components (arm, leg, and gloves) as well as sizing inserts to tailor the fit of the suit to an individual. This study sought to determine a way to identify the point an ideal suit fit transforms into a bad fit and how to quantify this breakdown using mobility-based physical performance data. This study examined the changes in human physical performance via degradation of the elbow and wrist range of motion of the planetary suit prototype (Mark III) with respect to changes in sizing and as well as how to apply that knowledge to suit sizing options and improvements in suit fit. The methods implemented in this study focused on changes in elbow and wrist mobility due to incremental suit sizing modifications. This incremental sizing was within a range that included both optimum and poor fit. Suited range of motion data was collected using a motion analysis system for nine isolated and functional tasks encompassing the elbow and wrist joints. A total of four subjects were tested with motions involving both arms simultaneously as well as the right arm only. The results were then compared across sizing configurations. The results of this study indicate that range of motion may be used as a viable parameter to quantify at what stage suit sizing causes a detriment in performance; however the human performance decrement appeared to be based on the interaction of multiple joints along a limb, not a single joint angle. The study was able to identify a preliminary method to quantify the impact of size on performance and to develop a means to gauge tolerances around optimal size. More work is needed to improve the assessment of optimal fit and to compensate for multiple joint interactions.

Physical suitability of Appalachian hardwood sawlogs for sawed timbers

Treesearch

Lawrence D. Garrett

1970-01-01

A study of the physical suitability of Appalachian hardwood sawlogs for manufacture of sawed timbers revealed that: most grade 1 logs can be used to saw timbers as large as 8 by 9 inches, end dimension; most grade 2 logs are suited for manufacture of timbers 6 by 8 inches and smaller; and most grade 3 logs are suited for manufacture of timbers 5 by 7 inches and smaller...

Energizing the Thinking Dimensions of Physical Education.

ERIC Educational Resources Information Center

Miller, Donna Mae

1987-01-01

Physical educators should reinforce the mind-body dualism covered in physical education through activities that illustrate the use of problem-solving, asking and answering questions, developing game sense, and perceiving relationships. (CB)

Can dual processing theory explain physics students' performance on the Force Concept Inventory?

NASA Astrophysics Data System (ADS)

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy

2016-12-01

According to dual processing theory there are two types, or modes, of thinking: system 1, which involves intuitive and nonreflective thinking, and system 2, which is more deliberate and requires conscious effort and thought. The Cognitive Reflection Test (CRT) is a widely used and robust three item instrument that measures the tendency to override system 1 thinking and to engage in reflective, system 2 thinking. Each item on the CRT has an intuitive (but wrong) answer that must be rejected in order to answer the item correctly. We therefore hypothesized that performance on the CRT may give useful insights into the cognitive processes involved in learning physics, where success involves rejecting the common, intuitive ideas about the world (often called misconceptions) and instead carefully applying physical concepts. This paper presents initial results from an ongoing study examining the relationship between students' CRT scores and their performance on the Force Concept Inventory (FCI), which tests students' understanding of Newtonian mechanics. We find that a higher CRT score predicts a higher FCI score for both precourse and postcourse tests. However, we also find that the FCI normalized gain is independent of CRT score. The implications of these results are discussed.

Meeting on the Physical Oceanography of Sea Straits (2nd). Held in Villefanche-sur-Mer, France on 15-19 April 2002

DTIC Science & Technology

2002-04-19

apply in the presence of mixing and dissipation. Some people prefer to think of control in terms of information transmission (wave propagation...2002, in preparation. Officer. C . B., Physical Oceanography of Estuaries. John Wiley and Sons, 1976. Pawlak, G. & Armi, L. Vortex dynamics in a...few decades. Hard thinking , new obser- 1964. vational techniques. and increasingly sophisticated models Gerdes. F, C . Garrett, and D. Farmer, On

Using GPS To Teach More Than Accurate Positions.

ERIC Educational Resources Information Center

Johnson, Marie C.; Guth, Peter L.

2002-01-01

Undergraduate science majors need practice in critical thinking, quantitative analysis, and judging whether their calculated answers are physically reasonable. Develops exercises using handheld Global Positioning System (GPS) receivers. Reinforces students' abilities to think quantitatively, make realistic "back of the envelope"…

Role of sports in the development of an individual and role of psychology in sports.

PubMed

Ghildiyal, Rakesh

2015-01-01

Sports helps an individual much more than in the physical aspects alone. It builds character, teaches and develops strategic thinking, analytical thinking, leadership skills, goal setting and risk taking, just to name a few.

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.

How does participation in inquiry-based activities influence gifted students' higher order thinking?

NASA Astrophysics Data System (ADS)

Reger, Barbara H.

Inquiry-based learning is considered a useful technique to strengthen the critical thinking skills of students. The National Science Standards emphasize its use and the complexities and challenge it provides are well suited for meeting the needs of the gifted. While many studies have documented the effectiveness of this type of instruction, there is a lack of research on growth in higher-order thinking through participation in science inquiry. This study investigated such growth among a small group of gifted fifth-grade students. In this study a group of fifth-grade gifted science students completed a series of three forensics inquiry lessons, and documented questions, ideas and reflections as they constructed evidence to solve a crime. From this class of students, one small group was purposely selected to serve as the focus of the study. Using qualitative techniques, the questions and statements students made as they interacted in the activity were analyzed. Videotaped comments and student logs were coded for emerging patterns and also examined for evidence of increased levels of higher-order thinking based on a rubric that was designed using the six levels of Bloom's Taxonomy. Evidence from this study showed marked increase in and deeper levels of higher-order thinking for two of the students. The other boy and girl showed progress using the inquiry activities, but it was not as evident. The social dynamics of the group seemed to hinder one girl's participation during some of the activities. The social interactions played a role in strengthening the exchange of ideas and thinking skills for the others. The teacher had a tremendous influence over the production of higher-level statements by modeling that level of thinking as she questioned the students. Through her practice of answering a question with a question, she gradually solicited more analytical thinking from her students.

Improving Physical Task Performance with Counterfactual and Prefactual Thinking

PubMed Central

Hammell, Cecilia; Chan, Amy Y. C.

2016-01-01

Counterfactual thinking (reflecting on “what might have been”) has been shown to enhance future performance by translating information about past mistakes into plans for future action. Prefactual thinking (imagining “what might be if…”) may serve a greater preparative function than counterfactual thinking as it is future-orientated and focuses on more controllable features, thus providing a practical script to prime future behaviour. However, whether or not this difference in hypothetical thought content may translate into a difference in actual task performance has been largely unexamined. In Experiment 1 (n = 42), participants performed trials of a computer-simulated physical task, in between which they engaged in either task-related hypothetical thinking (counterfactual or prefactual) or an unrelated filler task (control). As hypothesised, prefactuals contained more controllable features than counterfactuals. Moreover, participants who engaged in either form of hypothetical thinking improved significantly in task performance over trials compared to participants in the control group. The difference in thought content between counterfactuals and prefactuals, however, did not yield a significant difference in performance improvement. Experiment 2 (n = 42) replicated these findings in a dynamic balance task environment. Together, these findings provide further evidence for the preparatory function of counterfactuals, and demonstrate that prefactuals share this same functional characteristic. PMID:27942041

Role of Sports in the Development of an Individual and Role of Psychology in Sports*

PubMed Central

Ghildiyal, Rakesh

2015-01-01

Sports helps an individual much more than in the physical aspects alone. It builds character, teaches and develops strategic thinking, analytical thinking, leadership skills, goal setting and risk taking, just to name a few. PMID:25838736

Adolescents' Social Reasoning about Relational Aggression

ERIC Educational Resources Information Center

Goldstein, Sara E.; Tisak, Marie S.

2010-01-01

We examined early adolescents' reasoning about relational aggression, and the links that their reasoning has to their own relationally aggressive behavior. Thinking about relational aggression was compared to thinking about physical aggression, conventional violations, and personal behavior. In individual interviews, adolescents (N = 103) rated…

Mapping cognitive structures of community college students engaged in basic electrostatics laboratories

NASA Astrophysics Data System (ADS)

Haggerty, Dennis Charles

Community college students need to be abstract thinkers in order to be successful in the introductory Physics curriculum. The purpose of this dissertation is to map the abstract thinking of community college Physics students. The laboratory environment was used as a vehicle for the mapping. Three laboratory experiments were encountered. One laboratory was based on the classic Piagetian task, the centripetal motion (CM) problem. The other two laboratories were introductory electrostatic Physics experiments, Resistance (RES) and Capacitance (CAP). The students performed all laboratories using the thinking-aloud technique. The researcher collected their verbal protocols using audiotapes. The audiotaped data was quantified by comparing it to a scoring matrix based on the Piagetian logical operators (Inhelder & Piaget, 1958) for abstract thinking. The students received scores for each laboratory experiment. These scores were compared to a reliable test of intellectual functioning, the Shipley Institute of Living Scale (SILS). Spearman rank correlation coefficients (SRCC) were obtained for SILS versus CM; SILS versus RES; and SILS versus CAP. Statistically significant results were obtained for SILS versus CM and SILS versus RES at the p < 0.05 level. When an outlier to the data was considered and suppressed, the SILS versus CAP was also statistically significant at the p < 0.05 level. The scoring matrix permits a bridge from the qualitative Piagetian level of cognitive development to a quantified, mapped level of cognitive development. The ability to quantify student abstract thinking in Physics education provides a means to adjust an instructional approach. This approach could lead to a proper state of Physics education.

Pedagogical tools to explore Cartesian mind-body dualism in the classroom: philosophical arguments and neuroscience illusions.

PubMed

Hamilton, Scott; Hamilton, Trevor J

2015-01-01

A fundamental discussion in lower-level undergraduate neuroscience and psychology courses is Descartes's "radical" or "mind-body" dualism. According to Descartes, our thinking mind, the res cogitans, is separate from the body as physical matter or substance, the res extensa. Since the transmission of sensory stimuli from the body to the mind is a physical capacity shared with animals, it can be confused, misled, or uncertain (e.g., bodily senses imply that ice and water are different substances). True certainty thus arises from within the mind and its capacity to doubt physical stimuli. Since this doubting mind is a thinking thing that is distinct from bodily stimuli, truth and certainty are reached through the doubting mind as cogito ergo sum, or the certainty of itself as it thinks: hence Descartes's famous maxim, I think, therefore I am. However, in the last century of Western philosophy, with nervous system investigation, and with recent advances in neuroscience, the potential avenues to explore student's understanding of the epistemology and effects of Cartesian mind-body dualism has expanded. This article further explores this expansion, highlighting pedagogical practices and tools instructors can use to enhance a psychology student's understanding of Cartesian dualistic epistemology, in order to think more critically about its implicit assumptions and effects on learning. It does so in two ways: first, by offering instructors an alternative philosophical perspective to dualistic thinking: a mind-body holism that is antithetical to the assumed binaries of dualistic epistemology. Second, it supplements this philosophical argument with a practical component: simple mind-body illusions that instructors may use to demonstrate contrary epistemologies to students. Combining these short philosophical and neuroscience arguments thereby acts as a pedagogical tool to open new conceptual spaces within which learning may occur.

The Los Alamos suite of relativistic atomic physics codes

DOE PAGES

Fontes, C. J.; Zhang, H. L.; Jr, J. Abdallah; ...

2015-05-28

The Los Alamos SuitE of Relativistic (LASER) atomic physics codes is a robust, mature platform that has been used to model highly charged ions in a variety of ways. The suite includes capabilities for calculating data related to fundamental atomic structure, as well as the processes of photoexcitation, electron-impact excitation and ionization, photoionization and autoionization within a consistent framework. These data can be of a basic nature, such as cross sections and collision strengths, which are useful in making predictions that can be compared with experiments to test fundamental theories of highly charged ions, such as quantum electrodynamics. The suitemore » can also be used to generate detailed models of energy levels and rate coefficients, and to apply them in the collisional-radiative modeling of plasmas over a wide range of conditions. Such modeling is useful, for example, in the interpretation of spectra generated by a variety of plasmas. In this work, we provide a brief overview of the capabilities within the Los Alamos relativistic suite along with some examples of its application to the modeling of highly charged ions.« less

Development and validation of climate change system thinking instrument (CCSTI) for measuring system thinking on climate change content

NASA Astrophysics Data System (ADS)

Meilinda; Rustaman, N. Y.; Firman, H.; Tjasyono, B.

2018-05-01

The Climate Change System Thinking Instrument (CCSTI) is developed to measure a system thinking ability in the concept of climate change. CCSTI is developed in four phase’s development including instrument draft development, validation and evaluation including readable material test, expert validation, and field test. The result of field test is analyzed by looking at the readability score in Cronbach’s alpha test. Draft instrument is tested on college students majoring in Biology Education, Physics Education, and Chemistry Education randomly with a total number of 80 college students. Score of Content Validation Index at 0.86, which means that the CCSTI developed are categorized as very appropriate with question indicators and Cronbach’s alpha about 0.605 which mean categorized undesirable to minimal acceptable. From 45 questions of system thinking, there are 37 valid questions spread in four indicators of system thinking, which are system thinking phase I (pre-requirement), system thinking phase II (basic), system thinking phase III (intermediate), and system thinking phase IV (coherent expert).

Development of students' conceptual thinking by means of video analysis and interactive simulations at technical universities

NASA Astrophysics Data System (ADS)

Hockicko, Peter; Krišt‧ák, L.‧uboš; Němec, Miroslav

2015-03-01

Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think creatively, improves their performance and helps them in studying physics. This paper deals with increasing the key competencies in engineering by analysing real-life situation videos - physical problems - by means of video analysis and the modelling tools using the program Tracker and simulations of physical phenomena from The Physics Education Technology (PhET™) Project (VAS method of problem tasks). The statistical testing using the t-test confirmed the significance of the differences in the knowledge of the experimental and control groups, which were the result of interactive method application.

Understanding Probabilistic Interpretations of Physical Systems: A Prerequisite to Learning Quantum Physics.

ERIC Educational Resources Information Center

Bao, Lei; Redish, Edward F.

2002-01-01

Explains the critical role of probability in making sense of quantum physics and addresses the difficulties science and engineering undergraduates experience in helping students build a model of how to think about probability in physical systems. (Contains 17 references.) (Author/YDS)

A Parametric Model of Shoulder Articulation for Virtual Assessment of Space Suit Fit

NASA Technical Reports Server (NTRS)

Young, Karen; Kim, Han; Bernal, Yaritza; Vu, Linh; Boppana, Adhi; Benson, Elizabeth; Jarvis, Sarah; Rajulu, Sudhakar

2016-01-01

Goal of space human factors analyses: Place the highly variable human body within these restrictive physical environments to ensure that the entire anticipated population can live, work, and interact. Space suits are a very restrictive space and if not properly sized can result in pain or injury. The highly dynamic motions performed while wearing a space suit often make it difficult to model. Limited human body models do not have much allowance for customization of anthropometry and representation of the population that may wear a space suit.

Suites of dwarfs around Nearby giant galaxies

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

Karachentsev, Igor D.; Kaisina, Elena I.; Makarov, Dmitry I., E-mail: ikar@sao.ru, E-mail: kei@sao.ru, E-mail: dim@sao.ru

2014-01-01

The Updated Nearby Galaxy Catalog (UNGC) contains the most comprehensive summary of distances, radial velocities, and luminosities for 800 galaxies located within 11 Mpc from us. The high density of observables in the UNGC makes this sample indispensable for checking results of N-body simulations of cosmic structures on a ∼1 Mpc scale. The environment of each galaxy in the UNGC was characterized by a tidal index Θ{sub 1}, depending on the separation and mass of the galaxy's main disturber (MD). We grouped UNGC galaxies with a common MD in suites, and ranked suite members according to their Θ{sub 1}. Allmore » suite members with positive Θ{sub 1} are assumed to be physical companions of the MD. About 58% of the sample are members of physical groups. The distribution of suites by the number of members, n, follows a relation N(n) ∼ n {sup –2}. The 20 most populated suites contain 468 galaxies, i.e., 59% of the UNGC sample. The fraction of MDs among the brightest galaxies is almost 100% and drops to 50% at M{sub B} = –18{sup m}. We discuss various properties of MDs, as well as galaxies belonging to their suites. The suite abundance practically does not depend on the morphological type, linear diameter, or hydrogen mass of the MD, the tightest correlation being with the MD dynamical mass. Dwarf galaxies around MDs exhibit well-known segregation effects: the population of the outskirts has later morphological types, richer H I contents, and higher rates of star formation activity. Nevertheless, there are some intriguing cases where dwarf spheroidal galaxies occur at the far periphery of the suites, as well as some late-type dwarfs residing close to MDs. Comparing simulation results with galaxy groups, most studies assume the Local Group is fairly typical. However, we recognize that the nearby groups significantly differ from each other and there is considerable variation in their properties. The suites of companions around the Milky Way and M31, consisting of the Local Group, do not quite seem to be a typical nearby group. The multiplicity of nearby groups of the number of their physical members can be described by the Hirsh-like index h{sub g} = 9, indicating that the Local Volume contains nine groups with populations exceeding nine companions to their MDs.« less

A Proposal for a Research-based Constructivist Physics-and-Pedagogy Course

NASA Astrophysics Data System (ADS)

Zirbel, Esther

2006-12-01

This poster proposes a research-based science-and-pedagogy course that will combine the learning of fundamental physics concepts with methods of how to teach these concepts. Entitled “Understanding the Cosmos: From Antiquity to the Modern Day,” the course will explore how people learn science concepts through the ages, and from childhood through adulthood. This course will use the historical-constructivist approach to illustrate how our understanding of scientific phenomena advanced as we progressed from simple 2-dimensional thinking (starting with the flat Earth concept) to 3-D thinking (learning about the structure of the solar system) to 4-D thinking (understanding space-time and theories about the Big Bang). While transitioning from Impetus to Aristotelian to Newtonian to Einsteinian thinking, students will learn the essence of scientific thinking and inquiry. The overall goal of this course is to excite students in the process of scientific discovery, help them develop scientific reasoning skills, and provide them with fulfilling experiences of truly understanding science concepts. This will be done by employing active engagement techniques (e.g., peer tutoring, Socratic dialogue, and think/pair/share methods) and by challenging students to articulate their thoughts clearly and persuasively. This course could be of value for anybody wanting to enter the teaching profession or simply for anybody who would like to deepen their science understanding.

K-11 students’ creative thinking ability on static fluid: a case study

NASA Astrophysics Data System (ADS)

Hanni, I. U.; Muslim; Hasanah, L.; Samsudin, A.

2018-05-01

Creative thinking is one of the fundamental components of 21st-century education that needs to be possessed and developed in students. Thus, the students have the ability to find many alternative solutions to solve problems in physics learning. The study aimed at providing the students’ creative thinking ability on Static Fluid. A case study has been implemented through a single case, namely embedded design. Participants in this study are 27 K-11 students. The instrument utilized is Test for Creative Thinking-Static Fluid (TCT-SF) which has been validated by the experts. The result shows that 10.74 (approximately 35.8%) of the maximum scores. In conclusion, students’ creative thinking ability on Static Fluid is still stumpy, hence, it is needed to develop creative thinking ability in K-11 students’ context.

Learning Pedagogy in Physics

NASA Astrophysics Data System (ADS)

Harlow, Danielle B.; Swanson, Lauren H.; Dwyer, Hilary A.; Bianchini, Julie A.

2010-10-01

We report on an adapted version of the Physics and Everyday Thinking (PET) curriculum. A unique aspect of PET is its inclusion of special activities that focus on Learning about Learning (LAL) in which undergraduates analyze videos of children talking about science and explicitly consider the nature of science. To create a course that intentionally linked science content, children's ideas, and strategies for science instruction, we augmented the existing LAL activities with discussions about teaching, and added activities focused on LAL from companion curricula such as Physical Science and Everyday Thinking (PSET) and Learning Physical Science (LEPS). To compensate for the additional time on LAL, we reduced the content activities to only those that directly supported LAL activities. We found that students made significant gains on the CLASS and expressed beliefs about teaching consistent with the PET pedagogy.

Empirical learning of children at kindergartens

NASA Astrophysics Data System (ADS)

Valovičová, Ľubomíra; Sollárová, Eva

2017-01-01

In the report we propose some results of psychology research, associated with development of kindergarten children's creativity, which in the course of one school year in kindergarten completed activities related to physics. Experience shows that the children at this evolution stage are not only capable of but also interested in discovering and getting to know new things. To this end, it is needed to motivate children and enable them to discover the beauty of physics. One possibility is to create educational activities for kindergarten children. In such activities children can investigate, discover, and indirectly learn physics. The goal is to develop physical thinking, natural sciences knowledge, and their personality and intellectual potential. In realization of some of them children practice their motoric and logical thinking as well as some skills.

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2013-06-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

Physics Teachers' Professional Development in the Project "physics in Context"

NASA Astrophysics Data System (ADS)

Mikelskis-Seifert, Silke; Duit, Reinders

2012-12-01

Developing teachers' ways of thinking about "good" instruction as well as their views of the teaching and learning process is generally seen as essential for improving teaching behaviour and implementation of more efficient teaching and learning settings. Major deficiencies of German physics instruction as revealed by a nationwide video-study on the practice of physics instruction are addressed. Teachers participating in the project are made familiar with recent views of efficient instruction on the one hand and develop context-based instructional settings on the other. The evaluation resulted in partly encouraging findings. However, it also turned out that a number of teachers' ways of thinking about good instruction did only develop to a somewhat limited degree. The most impressive changes occurred for teachers who enjoyed the most intensive coaching.

An Automatic Choice

ERIC Educational Resources Information Center

Johnson, Christopher

2007-01-01

When students think about the obstacles they must overcome to get into a school, most probably are thinking in terms of SATs, ACTs or other entrance exams. However, for students with disabilities, the obstacles they face often are literal ones: manual doors. Accommodating those with disabilities or physical limitations is one reason for schools to…

A Study on Metacognitive Thinking Skills of University Students

ERIC Educational Resources Information Center

Coskun, Yemliha

2018-01-01

The purpose of this study is to investigate the university students' metacognition thinking skills. The research is a descriptive study in the screening model.The study was carried out with 407 students from the faculties of physical education and sports, education science and letters, business administration, theology, engineering, forestry and…

Systems Engineering of Education I: The Evolution of Systems Thinking in Education, 2nd Edition.

ERIC Educational Resources Information Center

Silvern, Leonard C.

This document methodically traces the development of the fundamental concepts of systems thinking in education from Harbert to contemporary innovators. The discussion explains narrative models, concentrating on educational flowcharting techniques and mathematical models related to developments in engineering and physical science. The presentation…

Situative Creativity: Larger Physical Spaces Facilitate Thinking of Novel Uses for Everyday Objects

ERIC Educational Resources Information Center

Chan, Joel; Nokes-Malach, Timothy J.

2016-01-01

People often use spatial metaphors (e.g., think "laterally," "outside the box") to describe exploration of the problem space during creative problem solving. In this paper, we probe the potential cognitive underpinnings of these spatial metaphors. Drawing on theories of situative cognition, semantic foraging theory, and…

Children's conceptions of mental illness: a naïve theory approach.

PubMed

Fox, Claudine; Buchanan-Barrow, Eithne; Barrett, Martyn

2010-09-01

This paper reports two studies that investigated children's conceptions of mental illness using a naïve theory approach, drawing upon a conceptual framework for analysing illness representations which distinguishes between the identity, causes, consequences, curability, and timeline of an illness. The studies utilized semi-structured interviewing and card selection tasks to assess 6- to 11-year-old children's conceptions of the causes and consequences (Study 1) and the curability and timeline (Study 2) of different mental and physical illnesses/ailments. The studies revealed that, at all ages, the children held coherent causal-explanatory ideas about the causes, consequences, curability, and timeline of both mental and physical illnesses/ailments. However, while younger children tended to rely on their knowledge of common physical illnesses when thinking about mental illnesses, providing contagion and contamination explanations of cause, older children demonstrated differences in their thinking about mental and physical illnesses. No substantial gender differences were found in the children's thinking. It is argued that children hold coherent conceptions of mental illness at all ages, but that mental illness only emerges as an ontologically distinct conceptual domain by the end of middle childhood.

Attitude towards Physics Lessons and Physical Experiments of the High School Students

ERIC Educational Resources Information Center

Kaya, Hasan; Boyuk, Ugur

2011-01-01

In order that students can develop researching, questioning, critical thinking, problem solving and decision making skills, so that they become lifelong learning individuals, they should be improved regarding their knowledge, understanding and attitude towards natural sciences. Attitudes towards physics lessons and physical experiments of high…

Gaming science: the "Gamification" of scientific thinking.

PubMed

Morris, Bradley J; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-09-09

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Gaming science: the “Gamification” of scientific thinking

PubMed Central

Morris, Bradley J.; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-01-01

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness. PMID:24058354

Toolboxes and handing students a hammer: The effects of cueing and instruction on getting students to think critically

NASA Astrophysics Data System (ADS)

Holmes, N. G.; Kumar, Dhaneesh; Bonn, D. A.

2017-06-01

Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the Structured Quantitative Inquiry Labs (SQILabs) curriculum to a control group and evaluated the fragility of these behaviors through procedural cueing. We found that the SQILabs were generally effective at improving the quality of students' reasoning about data and making decisions from data. These improvements in reasoning and sensemaking were thwarted, however, by a procedural cue. We describe these changes in behavior through the lens of epistemological frames and task orientation, invoked by the instructional moves.

Views about Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2012-01-01

Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was "traditional" and a group who used conceptual change teaching approaches. This paper focuses on the views…

The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students

NASA Astrophysics Data System (ADS)

Bektasli, Behzat

Graphs have a broad use in science classrooms, especially in physics. In physics, kinematics is probably the topic for which graphs are most widely used. The participants in this study were from two different grade-12 physics classrooms, advanced placement and calculus-based physics. The main purpose of this study was to search for the relationships between student spatial ability, logical thinking, mathematical achievement, and kinematics graphs interpretation skills. The Purdue Spatial Visualization Test, the Middle Grades Integrated Process Skills Test (MIPT), and the Test of Understanding Graphs in Kinematics (TUG-K) were used for quantitative data collection. Classroom observations were made to acquire ideas about classroom environment and instructional techniques. Factor analysis, simple linear correlation, multiple linear regression, and descriptive statistics were used to analyze the quantitative data. Each instrument has two principal components. The selection and calculation of the slope and of the area were the two principal components of TUG-K. MIPT was composed of a component based upon processing text and a second component based upon processing symbolic information. The Purdue Spatial Visualization Test was composed of a component based upon one-step processing and a second component based upon two-step processing of information. Student ability to determine the slope in a kinematics graph was significantly correlated with spatial ability, logical thinking, and mathematics aptitude and achievement. However, student ability to determine the area in a kinematics graph was only significantly correlated with student pre-calculus semester 2 grades. Male students performed significantly better than female students on the slope items of TUG-K. Also, male students performed significantly better than female students on the PSAT mathematics assessment and spatial ability. This study found that students have different levels of spatial ability, logical thinking, and mathematics aptitude and achievement levels. These different levels were related to student learning of kinematics and they need to be considered when kinematics is being taught. It might be easier for students to understand the kinematics graphs if curriculum developers include more activities related to spatial ability and logical thinking.

RE-NUMERATE: A Workshop to Restore Essential Numerical Skills and Thinking via Astronomy Education

NASA Astrophysics Data System (ADS)

McCarthy, D.; Follette, K.

2013-04-01

The quality of science teaching for all ages is degraded by our students' gross lack of skills in elementary arithmetic and their unwillingness to think, and to express themselves, numerically. Out of frustration educators, and science communicators, often choose to avoid these problems, thereby reinforcing the belief that math is only needed in “math class” and preventing students from maturing into capable, well informed citizens. In this sense we teach students a pseudo science, not its real nature, beauty, and value. This workshop encourages and equips educators to immerse students in numerical thinking throughout a science course. The workshop begins by identifying common deficiencies in skills and attitudes among non-science collegians (freshman-senior) enrolled in General Education astronomy courses. The bulk of the workshop engages participants in well-tested techniques (e.g., presentation methods, curriculum, activities, mentoring approaches, etc.) for improving students' arithmetic skills, increasing their confidence, and improving their abilities in numerical expression. These techniques are grounded in 25+ years of experience in college classrooms and pre-college informal education. They are suited for use in classrooms (K-12 and college), informal venues, and science communication in general and could be applied across the standard school curriculum.

Adding value to the learning process by online peer review activities: towards the elaboration of a methodology to promote critical thinking in future engineers

NASA Astrophysics Data System (ADS)

Dominguez, Caroline; Nascimento, Maria M.; Payan-Carreira, Rita; Cruz, Gonçalo; Silva, Helena; Lopes, José; Morais, Maria da Felicidade A.; Morais, Eva

2015-09-01

Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it.

Taking Math Beyond Counting in Preschool: Thinking About the Same Object, Different State!

ERIC Educational Resources Information Center

Chafel, Judith A.; Olmsted, Judith

In order to help preschool children understand mathematical principles, five different learning activities designed to help them think about physical transformation or change are described. Introductory remarks focus on Piaget's concept of transformation and on various strategies teachers can use to help children consider changes in the state of…

Action-Based Digital Tools: Mathematics Learning in 6-Year-Old Children

ERIC Educational Resources Information Center

Dejonckheere, Peter J. N.; Desoete, Annemie; Fonck, Nathalie; Roderiguez, Dave; Six, Leen; Vermeersch, Tine; Vermeulen, Lies

2014-01-01

Introduction: In the present study we used a metaphorical representation in order to stimulate the numerical competences of six-year-olds. It was expected that when properties of physical action are used for mathematical thinking or when abstract mathematical thinking is grounded in sensorimotor processes, learning gains should be more pronounced…

Scientific Inquiry Based Professional Development Models in Teacher Education

ERIC Educational Resources Information Center

Corlu, Mehmet Ali; Corlu, M. Sencer

2012-01-01

Scientific inquiry helps students develop critical thinking abilities and enables students to think and construct knowledge like a scientist. The study describes a method course implementation at a major public teachers college in Turkey. The main goal of the course was to improve research and teaching abilities of prospective physics teachers…

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…

Ways of thinking: from crows to children and back again.

PubMed

Clayton, Nicola S

2015-01-01

This article reviews some of the recent work on the remarkable cognitive capacities of food-caching corvids. The focus will be on their ability to think about other minds and other times, and tool-using tests of physical problem solving. Research on developmental cognition suggests that young children do not pass similar tests until they are at least four years of age in the case of the social cognition experiments, and eight years of age in the case of the tasks that tap into physical cognition. This developmental trajectory seems surprising. Intuitively, one might have thought that the social and planning tasks required more complex forms of cognitive process, namely Mental Time Travel and Theory of Mind. Perhaps the fact that children pass these tasks earlier than the physical problem-solving tasks is a reflection of cultural influences. Future research will hope to identify these cognitive milestones by starting to develop tasks that might go some way towards understanding the mechanisms underlying these abilities in both children and corvids, to explore similarities and differences in their ways of thinking.

76 FR 56735 - Mid-Atlantic Fishery Management Council (MAFMC); Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-14

...-Atlantic Fishery Management Council, 800 N. State Street, Suite 201, Dover, DE 19901; telephone: (302) 674... Fishery Management Council, 800 N. State Street, Suite 201, Dover, DE 19901; telephone: (302) 526-5255... Accommodations The meeting is physically accessible to people with disabilities. Requests for sign language...

Children's supernatural thinking as a signalling behaviour in early childhood.

PubMed

Hernández Blasi, Carlos; Bjorklund, David F; Ruiz Soler, Marcos

2017-08-01

In this study, we analysed the reaction times of 137 college students when making decisions on pairs of hypothetical children verbalizing different types of vignettes and/or exhibiting different physical appearance (photographs of faces). Vignettes depicted immature and mature versions of both supernatural (e.g., 'The sun's not out today because it's mad' vs. 'The sun's not out today because the clouds are blocking it') and natural ('I can remember all 20 cards!' vs. 'I can remember 6 or 7 cards') explanations to ordinary phenomena. Photographs of children's faces were morphed with a physical appearance of approximately 4-7 years old or approximately 8-10 years old. In earlier research, immature supernatural thinking produced positive-affect reactions from adults and older adolescents (14-18 years old) towards young children, with cognitive cues being more important than physical-appearance cues in influencing adults' judgements. Reaction times to make decisions varied for the Supernatural and Natural vignettes and for the immature and mature vignettes/faces, reflecting the differential cognitive effort adults used for making decisions about aspects of children's physical appearance and verbal expressions. The findings were interpreted in terms of the critical role that young children's immature supernatural thinking has on adults' perception, analogous to the evolved role of immature physical features on adults' perception of infants. © 2016 The British Psychological Society.

Pedagogical tools to explore Cartesian mind-body dualism in the classroom: philosophical arguments and neuroscience illusions

PubMed Central

Hamilton, Scott; Hamilton, Trevor J.

2015-01-01

A fundamental discussion in lower-level undergraduate neuroscience and psychology courses is Descartes’s “radical” or “mind-body” dualism. According to Descartes, our thinking mind, the res cogitans, is separate from the body as physical matter or substance, the res extensa. Since the transmission of sensory stimuli from the body to the mind is a physical capacity shared with animals, it can be confused, misled, or uncertain (e.g., bodily senses imply that ice and water are different substances). True certainty thus arises from within the mind and its capacity to doubt physical stimuli. Since this doubting mind is a thinking thing that is distinct from bodily stimuli, truth and certainty are reached through the doubting mind as cogito ergo sum, or the certainty of itself as it thinks: hence Descartes’s famous maxim, I think, therefore I am. However, in the last century of Western philosophy, with nervous system investigation, and with recent advances in neuroscience, the potential avenues to explore student’s understanding of the epistemology and effects of Cartesian mind-body dualism has expanded. This article further explores this expansion, highlighting pedagogical practices and tools instructors can use to enhance a psychology student’s understanding of Cartesian dualistic epistemology, in order to think more critically about its implicit assumptions and effects on learning. It does so in two ways: first, by offering instructors an alternative philosophical perspective to dualistic thinking: a mind-body holism that is antithetical to the assumed binaries of dualistic epistemology. Second, it supplements this philosophical argument with a practical component: simple mind-body illusions that instructors may use to demonstrate contrary epistemologies to students. Combining these short philosophical and neuroscience arguments thereby acts as a pedagogical tool to open new conceptual spaces within which learning may occur. PMID:26321981

Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics?

NASA Astrophysics Data System (ADS)

Rusli, Aloysius

2016-08-01

Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The bridging between these two human aspects of life, can lead to a “why” of science, and a “meaning” of life. A progress report on these efforts is presented, essentially being of the results indicated by an extended format of the usual weekly reporting used previously in Basic Physics lectures.

A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics

NASA Astrophysics Data System (ADS)

Tuminaro, Jonathan

Many introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics. In this thesis I propose a theoretical framework to analyze and describe students' mathematical thinking in physics. In particular, I attempt to answer two questions. What are the cognitive tools involved in formal mathematical thinking in physics? And, why do students make the kinds of mistakes they do when using mathematics in physics? According to the proposed theoretical framework there are three major theoretical constructs: mathematical resources, which are the knowledge elements that are activated in mathematical thinking and problem solving; epistemic games, which are patterns of activities that use particular kinds of knowledge to create new knowledge or solve a problem; and frames, which are structures of expectations that determine how individuals interpret situations or events. The empirical basis for this study comes from videotaped sessions of college students solving homework problems. The students are enrolled in an algebra-based introductory physics course. The videotapes were transcribed and analyzed using the aforementioned theoretical framework. Two important results from this work are: (1) the construction of a theoretical framework that offers researchers a vocabulary (ontological classification of cognitive structures) and grammar (relationship between the cognitive structures) for understanding the nature and origin of mathematical use in the context physics, and (2) a detailed understanding, in terms of the proposed theoretical framework, of the errors that students make when using mathematics in the context of physics.

The GENIE Neutrino Monte Carlo Generator: Physics and User Manual

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

Andreopoulos, Costas; Barry, Christopher; Dytman, Steve

2015-10-20

GENIE is a suite of products for the experimental neutrino physics community. This suite includes i) a modern software framework for implementing neutrino event generators, a state-of-the-art comprehensive physics model and tools to support neutrino interaction simulation for realistic experimental setups (the Generator product), ii) extensive archives of neutrino, charged-lepton and hadron scattering data and software to produce a comprehensive set of data/MC comparisons (the Comparisons product), and iii) a generator tuning framework and fitting applications (the Tuning product). This book provides the definite guide for the GENIE Generator: It presents the software architecture and a detailed description of itsmore » physics model and official tunes. In addition, it provides a rich set of data/MC comparisons that characterise the physics performance of GENIE. Detailed step-by-step instructions on how to install and configure the Generator, run its applications and analyze its outputs are also included.« less

Developing the Learning Physical Science Curriculum: Adapting a Small Enrollment, Laboratory and Discussion Based Physical Science Course for Large Enrollments

ERIC Educational Resources Information Center

Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

2012-01-01

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…

An Alternative to Kirk's Idea of the Idea and a Future for Physical Education

ERIC Educational Resources Information Center

Smith, Wayne

2011-01-01

In his book "Physical Education Futures" (Routledge, London) David Kirk (2010) introduces the notion of the idea of the idea of physical education, which challenges all physical educators to think more deeply and broadly about physical education as a school subject. The notion of the idea of the idea enables a "big picture"…

Establishing the Common Community Physics Package by Transitioning the GFS Physics to a Collaborative Software Framework

NASA Astrophysics Data System (ADS)

Xue, L.; Firl, G.; Zhang, M.; Jimenez, P. A.; Gill, D.; Carson, L.; Bernardet, L.; Brown, T.; Dudhia, J.; Nance, L. B.; Stark, D. R.

2017-12-01

The Global Model Test Bed (GMTB) has been established to support the evolution of atmospheric physical parameterizations in NCEP global modeling applications. To accelerate the transition to the Next Generation Global Prediction System (NGGPS), a collaborative model development framework known as the Common Community Physics Package (CCPP) is created within the GMTB to facilitate engagement from the broad community on physics experimentation and development. A key component to this Research to Operation (R2O) software framework is the Interoperable Physics Driver (IPD) that hooks the physics parameterizations from one end to the dynamical cores on the other end with minimum implementation effort. To initiate the CCPP, scientists and engineers from the GMTB separated and refactored the GFS physics. This exercise demonstrated the process of creating IPD-compliant code and can serve as an example for other physics schemes to do the same and be considered for inclusion into the CCPP. Further benefits to this process include run-time physics suite configuration and considerably reduced effort for testing modifications to physics suites through GMTB's physics test harness. The implementation will be described and the preliminary results will be presented at the conference.

Physical Education Teachers: How Do I Sue Thee? Oh, Let Me Count the Ways!

ERIC Educational Resources Information Center

Henderson, Donald H.

1985-01-01

Physical education teachers face increased risks of tort liablity suits because athletic events tend to be dangerous due to physical contact. Areas that are most vulnerable to tort liablity cases of teacher negligence are discussed. (DF)

Higher order thinking skills: using e-portfolio in project-based learning

NASA Astrophysics Data System (ADS)

Lukitasari, M.; Handhika, J.; Murtafiah, W.

2018-03-01

The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

Electron Optics for Biologists: Physical Origins of Spherical Aberrations

ERIC Educational Resources Information Center

Geissler, Peter; Zadunaisky, Jose

1974-01-01

Reports on the physical origins of spherical aberrations in axially symmetric electrostatic lenses to convey the essentials of electon optics to those who must think critically about the resolution of the electron microscope. (GS)

The Humpty-Dumpty Challenge.

ERIC Educational Resources Information Center

Chock, Jan S.

1995-01-01

Describes a twist on the egg-drop challenge activity for an 8th grade physical science unit. Students engage in active inquiry and explore the laws of physics, develop critical thinking skills, and practice problem-solving tasks. (NB)

Design and Testing of Suit Regulator Test Rigs

NASA Technical Reports Server (NTRS)

Campbell, Colin

2010-01-01

The next generation space suit requires additional capabilities for controlling and adjusting internal pressure compared to that of historical designs. Next generation suit pressures will range from slight pressure, for astronaut prebreathe comfort, to hyperbaric pressure levels for emergency medical treatment of decompression sickness. In order to test these regulators through-out their development life cycle, novel automated test rigs are being developed. This paper addresses the design philosophy, performance requirements, physical implementation, and test results with various units under test.

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.

Measuring the coefficient of restitution and more: a simple experiment to promote students’ critical thinking and autonomous work

NASA Astrophysics Data System (ADS)

González, Manuel Á.; González, Miguel Á.; Vegas, Jesús; Llamas, César

2017-09-01

A simple experiment on the determination of the coefficient of restitution of different materials is taken as the basis of an extendable work that can be done by students in an autonomous way. On the whole, the work described in this paper would involve concepts of kinematics, materials science, air drag and buoyancy, and would help students to think of physics as a whole subject instead of a set of, more or less, isolated parts. The experiment can be done either in teaching laboratories or as an autonomous work by students at home. Students’ smartphones and cheap balls of different materials are the only experimental materials required to do the experiment. The proposed work also permits the students to analyse the limitations of a physical model used in the experiment by analysing the approximations considered in it, and then enhancing their critical thinking.

Can Dual Processing Theory Explain Physics Students' Performance on the Force Concept Inventory?

ERIC Educational Resources Information Center

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy

2016-01-01

According to dual processing theory there are two types, or modes, of thinking: system 1, which involves intuitive and nonreflective thinking, and system 2, which is more deliberate and requires conscious effort and thought. The Cognitive Reflection Test (CRT) is a widely used and robust three item instrument that measures the tendency to override…

Using Visual Literacy to Help Adolescents Understand How Images Influence Their Lives

ERIC Educational Resources Information Center

Zambo, Debby M.

2009-01-01

Students with physical disabilities face challenges because of the way they look, communicate, or behave. What children see--the visual--is often central to what they think, and in today's world the thinking of adolescents is being influenced by images more than ever before. Both still and moving images are capturing the attention of adolescents…

Investigating Elementary Teachers' Thinking about and Learning to Notice Students' Science Ideas

ERIC Educational Resources Information Center

Luna, Melissa Jo

2013-01-01

Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students'…

Social Interactions and Instructional Artifacts: Emergent Socio-Technical Affordances and Constraints for Children's Geometric Thinking

ERIC Educational Resources Information Center

Evans, Michael A.; Wilkins, Jesse L. M.

2011-01-01

The reported exploratory study consisted primarily of classroom visits, videotaped sessions, and post-treatment interviews whereby second graders (n = 12) worked on problems in planar geometry, individually and in triads, using physical and virtual manipulatives. The goal of the study was to: 1) characterize the nature of geometric thinking found…

Investigation of Critical Thinking Attitudes and Reading Habits of Teacher Candidates

ERIC Educational Resources Information Center

Kizilet, Ali

2017-01-01

This study aims to define reading habits and critical thinking levels of pre-service teachers, who study at departments of classroom and physical education and sports teaching, and presenting the differences between these. The variables of the research were designed in accordance with descriptive research model. In 2016 to 17 academic year fall…

Exploring How Children Use Their Hands to Think: An Embodied Interactional Analysis

ERIC Educational Resources Information Center

Antle, Alissa N.

2013-01-01

In order to better understand how to design hands-on child-computer interaction, we explore how different styles of interaction facilitate children's thinking while they use their hands to manipulate objects. We present an exploratory study of children solving a spatial puzzle task. We investigate how the affordances of physical, graphical…

Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

NASA Astrophysics Data System (ADS)

Akmam, A.; Anshari, R.; Amir, H.; Jalinus, N.; Amran, A.

2018-04-01

Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.

Epistemic Beliefs about Justification Employed by Physics Students and Faculty in Two Different Problem Contexts

ERIC Educational Resources Information Center

Mercan, Fatih Caglayan

2012-01-01

This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50…

What Do Pre-Service Physics Teachers Know and Think about Concept Mapping?

ERIC Educational Resources Information Center

Didis, Nilüfer; Özcan, Özgür; Azar, Ali

2014-01-01

In order to use concept maps in physics classes effectively, teachers' knowledge and ideas about concept mapping are as important as the physics knowledge used in mapping. For this reason, we aimed to examine pre-service physics teachers' knowledge on concept mapping, their ideas about the implementation of concept mapping in physics…

Teaching Critical Thinking: Sense-Making, Explanations, Language, and Habits

NASA Astrophysics Data System (ADS)

Maloney, David

2015-10-01

The conjunction of three events has encouraged me to devote significant time to thinking about the pedagogical framework in my introductory courses. The three events were: doing a workshop addressing the Advanced Placement restructuring of the Physics B course with a stronger focus on critical thinking, finding out that TPT was planning an issue about the "science and art" of teaching, and dealing with a course that I haven't taught in about a decade, where the students behaved very differently from students in the same course in the past.

Developing Critical Thinking in Undergraduate Courses: A Philosophical Approach.

ERIC Educational Resources Information Center

Kalman, Calvin S.

2002-01-01

Examines how 20th century philosophers of science have influenced current physics educational research. Examines the introduction of a study of these philosophers in several courses, including the calculus-based introductory physics course on optics and modern physics. Concludes that students seem to have made a marked improvement in their…

Including Critical Thinking and Problem Solving in Physical Education

ERIC Educational Resources Information Center

Pill, Shane; SueSee, Brendan

2017-01-01

Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative…

Fostering Critical Thinking through Interdisciplinary Cooperation: Integrating Secondary Level Physics into a Weight Training Unit.

ERIC Educational Resources Information Center

Downing, John H.; Lander, Jeffrey E.

1997-01-01

Integrating physical training with physics concepts gives teachers increased opportunities for exploration, problem solving, and concept application, while providing an additional medium for cooperative learning and mutual understanding of each others' goals and objectives. An interdisciplinary model requires alternative planning and preparation…

Alternative Careers in Physical Education.

ERIC Educational Resources Information Center

Lambert, Charlotte

Several alternate definitions of "physical education" can be presented to illustrate the fact that changes in name or definition open the way to new opportunities and new ways of thinking of career options. Traditional definitions of physical education have limited it to a profession of teaching in the traditional school system normal…

On Laboratory Work

NASA Astrophysics Data System (ADS)

Olney, Dave

1997-11-01

This paper offers some suggestions on making lab work for high school chemistry students more productive, with students taking an active role. They include (1) rewriting labs from manuals to better suit one's purpose, (2) the questionable use of canned data tables, (3) designing microscale labs that utilize its unique features, such as safety and ease of repetition, (4) having students actually carry out experimental design on occasion, using a model from PRACTICE IN THINKING, and (5) using comuters/calculators in the lab in meaningful ways. Many examples feature discovery-type labs the author has developed over the years.

What I really do

NASA Astrophysics Data System (ADS)

Whiteson, Daniel

2017-09-01

Most Americans probably don’t know the difference between nuclear physics and particle physics - they think it’s all atomic bombs and radiation-poisoned fish that glow sickly green in the dark - but for me, it’s a critical distinction.

Depression and Anxiety: Exercise Eases Symptoms

MedlinePlus

... and sticking with an exercise routine or regular physical activity can be a challenge. These steps can help: Identify what you enjoy doing. Figure out what type of physical activities you're most likely to do, and think ...

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.

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

NASA Astrophysics Data System (ADS)

Russ, Rosemary S.; Odden, Tor Ole B.

2017-12-01

Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level.

The Aouda.X space suit simulator and its applications to astrobiology.

PubMed

Groemer, Gernot E; Hauth, Stefan; Luger, Ulrich; Bickert, Klaus; Sattler, Birgit; Hauth, Eva; Föger, Daniel; Schildhammer, Daniel; Agerer, Christian; Ragonig, Christoph; Sams, Sebastian; Kaineder, Felix; Knoflach, Martin

2012-02-01

We have developed the space suit simulator Aouda.X, which is capable of reproducing the physical and sensory limitations a flight-worthy suit would have on Mars. Based upon a Hard-Upper-Torso design, it has an advanced human-machine interface and a sensory network connected to an On-Board Data Handling system to increase the situational awareness in the field. Although the suit simulator is not pressurized, the physical forces that lead to a reduced working envelope and physical performance are reproduced with a calibrated exoskeleton. This allows us to simulate various pressure regimes from 0.3-1 bar. Aouda.X has been tested in several laboratory and field settings, including sterile sampling at 2800 m altitude inside a glacial ice cave and a cryochamber at -110°C, and subsurface tests in connection with geophysical instrumentation relevant to astrobiology, including ground-penetrating radar, geoacoustics, and drilling. The communication subsystem allows for a direct interaction with remote science teams via telemetry from a mission control center. Aouda.X as such is a versatile experimental platform for studying Mars exploration activities in a high-fidelity Mars analog environment with a focus on astrobiology and operations research that has been optimized to reduce the amount of biological cross contamination. We report on the performance envelope of the Aouda.X system and its operational limitations.

The impact of binaural beats on creativity

PubMed Central

Reedijk, Susan A.; Bolders, Anne; Hommel, Bernhard

2013-01-01

Human creativity relies on a multitude of cognitive processes, some of which are influenced by the neurotransmitter dopamine. This suggests that creativity could be enhanced by interventions that either modulate the production or transmission of dopamine directly, or affect dopamine-driven processes. In the current study we hypothesized that creativity can be influenced by means of binaural beats, an auditory illusion that is considered a form of cognitive entrainment that operates through stimulating neuronal phase locking. We aimed to investigate whether binaural beats affect creative performance at all, whether they affect divergent thinking, convergent thinking, or both, and whether possible effects may be mediated by the individual striatal dopamine level. Binaural beats were presented at alpha and gamma frequency. Participants completed a divergent and a convergent thinking task to assess two important functions of creativity, and filled out the Positive And Negative Affect Scale—mood State questionnaire (PANAS-S) and an affect grid to measure current mood. Dopamine levels in the striatum were estimated using spontaneous eye blink rates (EBRs). Results showed that binaural beats, regardless of the presented frequency, can affect divergent but not convergent thinking. Individuals with low EBRs mostly benefitted from alpha binaural beat stimulation, while individuals with high EBRs were unaffected or even impaired by both alpha and gamma binaural beats. This suggests that binaural beats, and possibly other forms of cognitive entrainment, are not suited for a one-size-fits-all approach, and that individual cognitive-control systems need to be taken into account when studying cognitive enhancement methods. PMID:24294202

The impact of binaural beats on creativity.

PubMed

Reedijk, Susan A; Bolders, Anne; Hommel, Bernhard

2013-01-01

Human creativity relies on a multitude of cognitive processes, some of which are influenced by the neurotransmitter dopamine. This suggests that creativity could be enhanced by interventions that either modulate the production or transmission of dopamine directly, or affect dopamine-driven processes. In the current study we hypothesized that creativity can be influenced by means of binaural beats, an auditory illusion that is considered a form of cognitive entrainment that operates through stimulating neuronal phase locking. We aimed to investigate whether binaural beats affect creative performance at all, whether they affect divergent thinking, convergent thinking, or both, and whether possible effects may be mediated by the individual striatal dopamine level. Binaural beats were presented at alpha and gamma frequency. Participants completed a divergent and a convergent thinking task to assess two important functions of creativity, and filled out the Positive And Negative Affect Scale-mood State questionnaire (PANAS-S) and an affect grid to measure current mood. Dopamine levels in the striatum were estimated using spontaneous eye blink rates (EBRs). Results showed that binaural beats, regardless of the presented frequency, can affect divergent but not convergent thinking. Individuals with low EBRs mostly benefitted from alpha binaural beat stimulation, while individuals with high EBRs were unaffected or even impaired by both alpha and gamma binaural beats. This suggests that binaural beats, and possibly other forms of cognitive entrainment, are not suited for a one-size-fits-all approach, and that individual cognitive-control systems need to be taken into account when studying cognitive enhancement methods.

Adding a Bit More History to Science Courses

NASA Astrophysics Data System (ADS)

DeBuvitz, William

2011-05-01

The usual science course is not meant to be a history course and the usual science book is not meant to be a history book. However, most science books do include some historical information. Unfortunately, the history part is usually so brief that it is far from interesting and often so oversimplified that it is totally wrong. Introductory physics books often present the history of physics as a dull, cold, logical progression of discoveries and theories. As a result, the student might think that one day Sir Isaac Newton said to himself, "I think I'll produce a theory of gravitation." Then he sat down, wrote it all out, published it, received universal acclaim, and then was included in all physics textbooks. This view of science can look pretty dull and unappealing to students.

DNR Recorder's Office

Science.gov Websites

(Physical Location) 400 Willoughby Ave 3rd Floor Juneau, AK 99801 (907) 465-2514 (Fax) 465-3454 Anchorage AND PHYSICAL LOCATION Paula Bradley, Recorder Manager 550 West 7th Ave. Suite #108 Anchorage, AK 99501

Improving the Conceptual Understanding in Kinematics Subject Matter with Hypertext Media Learning and Formal Thinking

ERIC Educational Resources Information Center

Manurung, Sondang R.; Mihardi, Satria

2016-01-01

The purpose of this study was to determine the effectiveness of hypertext media based kinematic learning and formal thinking ability to improve the conceptual understanding of physic prospective students. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from…

Promoting Graphical Thinking: Using Temperature and a Graphing Calculator to Teach Kinetics Concepts

ERIC Educational Resources Information Center

Cortes-Figueroa, Jose E.; Moore-Russo, Deborah A.

2004-01-01

A combination of graphical thinking with chemical and physical theories in the classroom is encouraged by using the Calculator-Based Laboratory System (CBL) with a temperature sensor and graphing calculator. The theory of first-order kinetics is logically explained with the aid of the cooling or heating of the metal bead of the CBL's temperature…

The Effectiveness of CBL Model to Improve Analytical Thinking Skills the Students of Sport Science

ERIC Educational Resources Information Center

Sudibyo, Elok; Jatmiko, Budi; Widodo, Wahono

2016-01-01

Sport science undergraduate education, one of which purposes is to produce an analyst in sport. However, generally analytical thinking skills of sport science's students is still relatively very low in the context of sport. This study aimed to describe the effectiveness of Physics Learning Model in Sport Context, Context Based Learning (CBL)…

Disability Does Not Discriminate

ERIC Educational Resources Information Center

Alexander, Amy Elizabeth

2008-01-01

In this article, the author talks about the "it can't happen to me" mentality, which makes humans think they are physically invincible and have been guilty of thinking so. The author learned the danger of the "it can't happen to me" syndrome when she was disabled in a car accident in February 1994. The accident happened when she was 21 years old,…

What we think we learn from watching others: the moderating role of ability on perceptions of learning from observation.

PubMed

Hodges, Nicola J; Coppola, Thomas

2015-07-01

Despite increased interest in the processes guiding action observation and observational learning, we know little about what people think they learn from watching, how well perceptions of learning marry with actual ability and how ability perceptions develop across multiple observation trials. Based on common coding ideas, we would think that ability and perceptions of ability from watching should be well matched. We conducted two studies to answer these questions that involved repeated observation of a 2-ball juggling task. After each video observation, observers judged if they could perform the skill and gave a confidence score (0-100%). In Experiment 1, an Observe-only group was compared to an Observe + Physical practice and No-practice group. Both observer groups showed a better physical approximation of the juggling action after practice and in retention and their confidence increased in a linear fashion. Confidence showed a small, yet significant relationship to actual success. In Experiment 2, we limited physical practice to 5 attempts (across 50 observation trials). In general, people who had high perceptions of ability following a demonstration were overconfident, whereas those with lower perceptions of ability were accurate in their assessments. Confidence generally increased across practice, particularly for trials following observation rather than physical practice. We conclude that while perceptions of ability and actual ability show congruence across trials and individuals, observational practice increases people's confidence in their ability to perform a skill, even despite physical experiences to the contrary.

Adolescents' sensitivity to children's supernatural thinking: A preparation for parenthood?

PubMed

Hernández Blasi, Carlos; Bjorklund, David F

2018-05-01

Young children often use magical explanations to account for ordinary phenomena (e.g., "The sun's not out today because it is mad"). We labeled these explanations supernatural thinking. Previous research reports that supernatural thinking attributed to preschool-age children evokes both positive affect and perceptions of helplessness from both adults and older (14-17 years old) but not younger (10-13 years old) adolescents. In this study, we asked if cues of cognitive immaturity are more influential in affecting adolescents' judgments of children than physical cues (faces). 245 adolescents aged between 10 and 17 rated pairs of children who physically and/or cognitively resembled either a 4- to 7-year-old or an 8- to 10-year-old child in three between-subject conditions (Consistent, Inconsistent, Faces-Only) for 14 traits classified into four trait dimensions (Positive Affect, Negative Affect, Intelligence, Helplessness). For both younger and older adolescents, cognitive cues had a greater influence on judgments than facial cues. However, only the older adolescents demonstrated a positive bias for children expressing immature supernatural thinking. Adopting an evolutionary developmental perspective, we interpreted this outcome in late (but not early) adolescence as preparation for potential parenthood.

The Significance of Physical Education Content: "Sending the Message" in Physical Education Teacher Education

ERIC Educational Resources Information Center

Johnson, Tyler G.

2012-01-01

Mind-body dualism has likely influenced how many view human beings and their behavior--mind (i.e., thinking) is elevated over body (i.e., performing)--even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more "intellectual" or…

Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring Suite 8 application

NASA Astrophysics Data System (ADS)

Budiharti, Rini; Waras, N. S.

2018-05-01

This article aims to describe the student’s scientific attitude behaviour change as treatment effect of Blended Learning supported by I-Spring Suite 8 application on the material balance and the rotational dynamics. Blended Learning models is learning strategy that integrate between face-to-face learning and online learning by combination of various media. Blended Learning model supported I-Spring Suite 8 media setting can direct learning becomes interactive. Students are guided to actively interact with the media as well as with other students to discuss getting the concept by the phenomena or facts presented. The scientific attitude is a natural attitude of students in the learning process. In interactive learning, scientific attitude is so needed. The research was conducted using a model Lesson Study which consists of the stages Plan-Do-Check-Act (PDCA) and applied to the subject of learning is students at class XI MIPA 2 of Senior High School 6 Surakarta. The validity of the data used triangulation techniques of observation, interviews and document review. Based on the discussion, it can be concluded that the use of Blended Learning supported media I-Spring Suite 8 is able to give the effect of changes in student behaviour on all dimensions of scientific attitude that is inquisitive, respect the data or fact, critical thinking, discovery and creativity, open minded and cooperation, and perseverance. Display e-learning media supported student worksheet makes the students enthusiastically started earlier, the core until the end of learning

PFLOTRAN Verification: Development of a Testing Suite to Ensure Software Quality

NASA Astrophysics Data System (ADS)

Hammond, G. E.; Frederick, J. M.

2016-12-01

In scientific computing, code verification ensures the reliability and numerical accuracy of a model simulation by comparing the simulation results to experimental data or known analytical solutions. The model is typically defined by a set of partial differential equations with initial and boundary conditions, and verification ensures whether the mathematical model is solved correctly by the software. Code verification is especially important if the software is used to model high-consequence systems which cannot be physically tested in a fully representative environment [Oberkampf and Trucano (2007)]. Justified confidence in a particular computational tool requires clarity in the exercised physics and transparency in its verification process with proper documentation. We present a quality assurance (QA) testing suite developed by Sandia National Laboratories that performs code verification for PFLOTRAN, an open source, massively-parallel subsurface simulator. PFLOTRAN solves systems of generally nonlinear partial differential equations describing multiphase, multicomponent and multiscale reactive flow and transport processes in porous media. PFLOTRAN's QA test suite compares the numerical solutions of benchmark problems in heat and mass transport against known, closed-form, analytical solutions, including documentation of the exercised physical process models implemented in each PFLOTRAN benchmark simulation. The QA test suite development strives to follow the recommendations given by Oberkampf and Trucano (2007), which describes four essential elements in high-quality verification benchmark construction: (1) conceptual description, (2) mathematical description, (3) accuracy assessment, and (4) additional documentation and user information. Several QA tests within the suite will be presented, including details of the benchmark problems and their closed-form analytical solutions, implementation of benchmark problems in PFLOTRAN simulations, and the criteria used to assess PFLOTRAN's performance in the code verification procedure. References Oberkampf, W. L., and T. G. Trucano (2007), Verification and Validation Benchmarks, SAND2007-0853, 67 pgs., Sandia National Laboratories, Albuquerque, NM.

Measurement of Carbon Dioxide Accumulation and Physiological Function in the Launch and Entry and Advanced Crew Escape Suits

NASA Technical Reports Server (NTRS)

Bishop, Phillip; Greenisen, M. C.

1997-01-01

The Launch and Entry Suit (LES) and Advanced Crew Escape Suit (ACES) are worn by astronauts for launch and entry. Previous work by Waligora, et al., 1992, Waligora and Gilbert, 1992, and Dalrymple 1996, have found that carbon dioxide (CO2) accumulation in the LES/ACES helmet may be problematic. CO2 accumulation is important because high inspired levels of CO2 reduce physical function and pose a safety hazard (e.g. levels of CO2 accumulation of 3.6% in the Extravehicular Mobility Unit are sufficient to terminate Extra Vehicular Activities). My task was to design a suitable test protocol for determining the important physiological aspects of LES/ACES use. Three basic issues arose. First was the determination of the astronaut's CO2 inspiration during visor-down use at rest and during walking at 3.5 mph. A sub-issue was the impact of a pneumotach on CO2 since it has been previously observed that when the Aerosport pneumotach was used, performance seemed improved, which might be attributable to a lowered respiration rate when using the pneumotach. The second issue was the energy costs of waLking in the LES/ACES with various G-suit inflation levels, since G-suit inflation increases metabolic costs and metabolic costs influence the C02 production in the LES/ACES helmet. Since G-suit inflation improves orthostatic tolerance after space flight, but likely increases the energy costs of walking, the balance between G-suit inflation and C02 accumulation is an important safety consideration. The third issue which arose from pilot work was the substantial reduction in physical function after a 10 min visor-down period prior to walk.

Thinking Seriously About Using the Funnies in Physical Education

ERIC Educational Resources Information Center

Holt, Brett J.

2006-01-01

This article describes strategies for implementing comic strips into physical education instruction and provides ideas on how to locate relevant materials. The author suggests that, rather than disregard comic strips as a silly form of artistic expression within the popular culture, physical education should consider embracing the medium as a way…

Thinking in Terms of Sensors: Personification of Self as an Object in Physics Problem Solving

ERIC Educational Resources Information Center

Tabor-Morris, A. E.

2015-01-01

How can physics teachers help students develop consistent problem solving techniques for both simple and complicated physics problems, such as those that encompass objects undergoing multiple forces (mechanical or electrical) as individually portrayed in free-body diagrams and/or phenomenon involving multiple objects, such as Doppler effect…

Teaching Quantum Interpretations: Revisiting the Goals and Practices of Introductory Quantum Physics Courses

ERIC Educational Resources Information Center

Baily, Charles; Finkelstein, Noah D.

2015-01-01

Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps because) physicists have long debated the physical interpretation of quantum theory, many instructors choose to…

Plasmons: Why Should We Care?

ERIC Educational Resources Information Center

Campbell, Dean J.; Xia, Younan

2007-01-01

The physical phenomenon of plasmons and the techniques that build upon them are discussed. Plasmon-enhanced applications are well-suited for introduction in physical chemistry and instrumental analysis classes and some methods of fabrication and analysis of plasmon-producing structures are simple for use in labs in general, physical and inorganic…

Physics is …; The Physicist explores attributes of physics

NASA Astrophysics Data System (ADS)

Baker, F. Todd

2016-12-01

He's back! 'The physicist'returns with an entirely new compilation of questions and answers from his long-lived website where laypeople can ask questions about anything physics related. This book focuses on adjectives (practical, beautiful, surprising, cool, frivolous) instead of nouns like the first two books (atoms, photons, quanta, mechanics, relativity). The answers within 'Physics Is' are responses to people looking for answers to fascinating (and often uninformed) questions. It covers topics such as sports, electromagnetism, gravitational theory, special relativity, superheroes, videogames, and science fiction. These books are designed for laypeople and rely heavily on concepts rather than formalism. That said, they keep the physics correct and don't water down, so expert physicists will find this book and its two companion titles fun reads. They may actually recognize similar questions posed to them by friends and family. As with the first two books, 'Physics Is' ends with a chapter with questions from people who think that 'The physicist' is a psychic and from people who think they have the answers to life, the universe and everything.

The effect of physics-based scientific learning on the improvement of the student’s critical thinking skills

NASA Astrophysics Data System (ADS)

Zaidah, A.; Sukarmin; Sunarno, W.

2018-04-01

This study aimed to determine the influence of a physics-based scientific learning to increase student’s critical thinking skill. This type of this research was quantitative research with taking the conclusion through statistical analysis. This research was carried out in MA (Senior High School) Mu'allimat NW Pancor in the second semester in the academic year of 2016/2017 with all students of XI class. The sampling is done by using technique purposive sampling where the class was taken from XI 6 class. Based on the result of descriptive analysis, it was obtained an average pre-test score of 49.17 and an average post-test score of 82.43. Also, the results showed that the average score was gained of 0.67 with a medium category. Based on the inferential analysis showed the value of t = 22.559 while the ttable in significance level of 5% was 2.04. Thus, t > the ttable from Ha is accepted. Therefore, the pre-test and posttest were different significantly when the students used scientific-based learning. The result showed that a physics-based scientific learning has influenced to increase the student’s critical thinking skill.

An epistemic framing analysis of upper level physics students' use of mathematics

NASA Astrophysics Data System (ADS)

Bing, Thomas Joseph

Mathematics is central to a professional physicist's work and, by extension, to a physics student's studies. It provides a language for abstraction, definition, computation, and connection to physical reality. This power of mathematics in physics is also the source of many of the difficulties it presents students. Simply put, many different activities could all be described as "using math in physics". Expertise entails a complicated coordination of these various activities. This work examines the many different kinds of thinking that are all facets of the use of mathematics in physics. It uses an epistemological lens, one that looks at the type of explanation a student presently sees as appropriate, to analyze the mathematical thinking of upper level physics undergraduates. Sometimes a student will turn to a detailed calculation to produce or justify an answer. Other times a physical argument is explicitly connected to the mathematics at hand. Still other times quoting a definition is seen as sufficient, and so on. Local coherencies evolve in students' thought around these various types of mathematical justifications. We use the cognitive process of framing to model students' navigation of these various facets of math use in physics. We first demonstrate several common framings observed in our students' mathematical thought and give several examples of each. Armed with this analysis tool, we then give several examples of how this framing analysis can be used to address a research question. We consider what effects, if any, a powerful symbolic calculator has on students' thinking. We also consider how to characterize growing expertise among physics students. Framing offers a lens for analysis that is a natural fit for these sample research questions. To active physics education researchers, the framing analysis presented in this dissertation can provide a useful tool for addressing other research questions. To physics teachers, we present this analysis so that it may make them more explicitly aware of the various types of reasoning, and the dynamics among them, that students employ in our physics classes. This awareness will help us better hear students' arguments and respond appropriately.

Urgency of evolution-process congruent thinking in physics

NASA Astrophysics Data System (ADS)

Roychoudhuri, Chandrasekhar

2015-09-01

It is now generally recognized that physics has not been contributing anything conceptually fundamentally new beyond the century old Relativity and 90 years old Quantum Mechanics [1-4]. We have also started recognizing that there is an increasing rate of species extinction all over the world, especially since the last century [5]; and we are beginning to understand that the related problems are being steadily accelerated by human behavior to conquer nature, rather than understanding nature as is and living within its system logics [6,7]. We are beginning to appreciate that our long-term sustainability as a species literally depends upon proactively learning to nurture the entire bio-diversity [8-10]. Thus, humans must consciously become evolution process congruent thinkers. The evolutionary biologists have been crying out loud for us to listen [5,6, 8-10]. Social scientists, political scientists, economic scientists [13] have started chiming in to become consilient thinkers [6] for re-constructing sustainable societies. But, the path to consilient thinking requires us to recognize and accept a common vision based thinking process, which functionally serves as a uniting platform. I am articulating that platform as the "evolution process congruent thinking" (EPCT). Do physicists have any obligation to co-opt this EPCT? Is there any immediate and/or long-term gain for them? This paper argues affirmatively that co-opting EPCT is the best way to re-anchor physics back to reality ontology and develop newer and deeper understanding of natural phenomena based on understanding of the diverse interaction processes going on in nature. Physics is mature enough to acknowledge that all of our theories are "work in progress". This is a good time to start iteratively re-evaluating and re-structuring all the foundational postulates behind all the working theories. This will also consistently energize all the follow-on generation of physicists to keep on fully utilizing their evolution-given enquiring minds without being afraid by the prevailing culture of "publish-or-perish", requiring them to stay within the bounds of the prevailing theories as the final ones. Current physics thinking has been successfully driven by Measurable Data Modeling Epistemology (MDM-E); which is basically curve-fitting without demanding to understand the actual physical processes nature is carrying out. I am proposing to add an iterative repertoire, Interaction Process mapping Epistemology (IPM-E) over and above successful MDM-E. This will facilitate the physicists to become conceptual reverse engineers of nature. The gap between physicists and engineers will start melting down and our collective sustainability will be re-assured as successful engineers of nature.

Assessment of Teaching Methods and Critical Thinking in a Course for Science Majors

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Whittington, A. G.

2014-01-01

Ability to think critically is a key ingredient to the scientific mindset. Students who take science courses may or may not be predisposed to critical thinking - the ability to evaluate information analytically. Regardless of their initial stages, students can significantly improve their critical thinking through learning and practicing their reasoning skills, critical assessments, conducting and reflecting on observations and experiments, building their questioning and communication skills, and through the use of other techniques. While, there are several of teaching methods that may help to improve critical thinking, there are only a few assessment instruments that can help in evaluating the efficacy of these methods. Critical thinking skills and improvement in those skills are notoriously difficult to measure. Assessments that are based on multiple-choice questions demonstrate students’ final decisions but not their thinking processes. In addition, during the course of studies students may develop subject-based critical thinking while not being able to extend the skills to the general critical thinking. As such, we wanted to design and conduct a study on efficacy of several teaching methods in which we would learn how students’ improve their thinking processes within a science discipline as well as in everyday life situations. We conducted a study among 20 astronomy, physics and geology majors-- both graduate and undergraduate students-- enrolled in our Solar System Science course (mostly seniors and early graduate students) at the University of Missouri. We used the Ennis-Weir Critical Thinking Essay test to assess students’ general critical thinking and, in addition, we implemented our own subject-based critical thinking assessment. Here, we present the results of this study and share our experience on designing a subject-based critical thinking assessment instrument.

A test harness for accelerating physics parameterization advancements into operations

NASA Astrophysics Data System (ADS)

Firl, G. J.; Bernardet, L.; Harrold, M.; Henderson, J.; Wolff, J.; Zhang, M.

2017-12-01

The process of transitioning advances in parameterization of sub-grid scale processes from initial idea to implementation is often much quicker than the transition from implementation to use in an operational setting. After all, considerable work must be undertaken by operational centers to fully test, evaluate, and implement new physics. The process is complicated by the scarcity of like-to-like comparisons, availability of HPC resources, and the ``tuning problem" whereby advances in physics schemes are difficult to properly evaluate without first undertaking the expensive and time-consuming process of tuning to other schemes within a suite. To address this process shortcoming, the Global Model TestBed (GMTB), supported by the NWS NGGPS project and undertaken by the Developmental Testbed Center, has developed a physics test harness. It implements the concept of hierarchical testing, where the same code can be tested in model configurations of varying complexity from single column models (SCM) to fully coupled, cycled global simulations. Developers and users may choose at which level of complexity to engage. Several components of the physics test harness have been implemented, including a SCM and an end-to-end workflow that expands upon the one used at NOAA/EMC to run the GFS operationally, although the testbed components will necessarily morph to coincide with changes to the operational configuration (FV3-GFS). A standard, relatively user-friendly interface known as the Interoperable Physics Driver (IPD) is available for physics developers to connect their codes. This prerequisite exercise allows access to the testbed tools and removes a technical hurdle for potential inclusion into the Common Community Physics Package (CCPP). The testbed offers users the opportunity to conduct like-to-like comparisons between the operational physics suite and new development as well as among multiple developments. GMTB staff have demonstrated use of the testbed through a comparison between the 2017 operational GFS suite and one containing the Grell-Freitas convective parameterization. An overview of the physics test harness and its early use will be presented.

Media-Smart Youth: Eat, Think, and Be Active! A Workshop Curriculum for Youth Ages 11 to 13. Guide for Training Program Facilitators

ERIC Educational Resources Information Center

Shriver, Eunice Kennedy

2008-01-01

The Media-Smart Youth: Eat, Think, and Be Active! program is an engaging curriculum that helps young people understand the complex media world around them so they can make thoughtful decisions about issues important to their health, specifically nutrition and physical activity. This training guide was developed in response to the requests of…

Women's Sexual Health: Talking about Your Sexual Needs

MedlinePlus

... sexual enjoyment. Many people think that your body's physical desire for sex motivates sexual activity, which leads to sexual arousal and then ... Your intimacy needs. Intimacy is more than just sexual needs. Intimacy also ... physical and recreational needs. If your emotional intimacy needs ...

Microcomputer Data Management in an Introductory Physics Laboratory.

ERIC Educational Resources Information Center

Chonacky, Norman

1982-01-01

Discusses the use of a microcomputer/mini-floppy disk system by physics students to store and analyze experimental data and exchange messages with the lab instructor. Also discusses other uses, in particular those fostering critical thinking and hypothetico-deductive reasoning. (Author/SK)

Rethinking Sport Teaching in Physical Education: A Case Study of Research Based Innovation in Teacher Education

ERIC Educational Resources Information Center

Pill, Shane; Penney, Dawn; Swabey, Karen

2012-01-01

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of "new" thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical…

Let's Get Physical: Teaching Physics through Gymnastics

ERIC Educational Resources Information Center

Sojourner, Elena J.; Burgasser, Adam J.; Weise, Eric D.

2018-01-01

The concept of embodied learning--that we can learn with our bodies and with our minds--is a well-established concept in physics and math education research, and includes symbolic understanding (e.g., gestures that track how students think or facilitate learning to model complex systems of energy flow) as well as the literal experience of…

CURRICULUM GUIDES IN PHYSICS--GENERAL ADVANCED PLACEMENT, COLLEGE LEVEL.

ERIC Educational Resources Information Center

WESNER, GORDON E.

THE GENERAL PHYSICS CURRICULUM IS PLANNED FOR THOSE WHOSE GENERAL ABILITY IS BETTER THAN AVERAGE AND IS OFFERED IN GRADES 11 OR 12. GENERAL OBJECTIVES ARE, TO DEVELOP CRITICAL THINKING THROUGH THE SCIENTIFIC METHOD, TO UNDERSTAND BASIC PHYSICAL LAWS AND MAN'S PLACE IN THE UNIVERSE, AND TO DEVELOP A SCIENTIFIC ABILITY AND INTEREST. ELEVEN UNITS OF…

What if MacGyver Taught Physical Education?

ERIC Educational Resources Information Center

Marston, Rip; Leech, Trey

2014-01-01

In an era of rising childhood obesity rates, many physical educators find themselves with declining financial resources. Similar to how MacGyver had to do when he was in a bind on his self-titled television show, physical educators need to think creatively when providing equipment for use by their students. The problem that has been identified is:…

Game Play: What Does It Mean for Pedagogy to Think Like a Game Developer?

ERIC Educational Resources Information Center

Pill, Shane

2014-01-01

What could a sport coach or sport teacher within physical education learn from digital game design and the way digital games capture, sustain, and maintain children's attention? Would the physical education learning experience be different if physical educators designed and enacted sport teaching by attempting to accommodate the learning needs and…

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

ERIC Educational Resources Information Center

González-Espada, Wilson J.; Carrasquillo, Rose E.

2017-01-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx,…

Physical Education beyond Sportification and Biopolitics: An Untimely Defense of Swedish Gymnastics

ERIC Educational Resources Information Center

Vlieghe, Joris

2013-01-01

In this article we try to think in new ways about the educational relevance of physical exercise at school, revisiting a concrete practice that is mostly seen as superseded, namely Swedish gymnastics. A phenomenological analysis of this "forgotten" discipline will show that physical education might be taken in a very literal sense as the…

Teaching Information Evaluation and Critical Thinking Skills in Physics Classes

ERIC Educational Resources Information Center

Popescu, Adriana; Morgan, James

2007-01-01

The physics curriculum at all educational levels can be enriched to include tools for strengthening students' information evaluation skills. The "Report of the Joint APS-AAPT Task Force on Graduate Education in Physics" calls for such training to be part of graduate programs, but training to acquire these lifetime skills can be incorporated in the…

Teachers' and Students' Preliminary Stages in Physics Problem Solving

ERIC Educational Resources Information Center

Mansyur, Jusman

2015-01-01

This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of…

Interpretation and Enactment of Senior Secondary Physical Education: Pedagogic Realities and the Expression of Arnoldian Dimensions of Movement

ERIC Educational Resources Information Center

Brown, Trent D.; Penney, Dawn

2017-01-01

Background: New curriculum developments present opportunities for established thinking and practice in physical education to be reaffirmed or challenged in government, professional and institutional arenas. The introduction of a new official text for the Victorian Certificate of Education Physical Education [VCEPE] in 2011 provided a prompt for…

The Use of Metacognitive Knowledge Patterns to Compose Physics Higher Order Thinking Problems

ERIC Educational Resources Information Center

Abdullah, Helmi; Malago, Jasruddin D.; Bundu, Patta; Thalib, Syamsul Bachri

2013-01-01

The main aspect in physics learning is the use of equation in problem solving. Equation is a mathematical form of theoretical statements, principles, and laws in physics, and describes a relationship between one concept to another by using a specific symbol. In a context of knowledge dimension, equation is a procedural knowledge. Students are…

Transitions and Transformations in Philippine Physics Education Curriculum: A Case Research

ERIC Educational Resources Information Center

Morales, Marie Paz E.

2017-01-01

Curriculum, curricular transition and reform define transformational outcome-based education (OBE) in the Philippine education system. This study explores how alignment may be done with a special physics education program to suit the OBE curricular agenda for pre-service physics education, known as an outcome-based teacher education curriculum…

PelePhysics

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

2017-05-17

PelePhysics is a suite of physics packages that provides functionality of use to reacting hydrodynamics CFD codes. The initial release includes an interface to reaction rate mechanism evaluation, transport coefficient evaluation, and a generalized equation of state (EOS) facility. Both generic evaluators and interfaces to code from externally available tools (Fuego for chemical rates, EGLib for transport coefficients) are provided.

Using Computer-Assisted Argumentation Mapping to develop effective argumentation skills in high school advanced placement physics

NASA Astrophysics Data System (ADS)

Heglund, Brian

Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument evaluation and low perceived value of the learning task, respectively. The discussion presents implications for practice and research, such as introducing motivation scaffolds to support appreciation of task value, and addressing major differences between the design of this study and similar published studies, respectively. This work provides contributions in that it tested the effect of Computer-Assisted Argumentation Mapping on the critical thinking skills of twelfth-grade students within the context of evaluating physics arguments, a previously unexplored age group and domain.

"Thinking a Lot" Among the Khwe of South Africa: A Key Idiom of Personal and Interpersonal Distress.

PubMed

den Hertog, T N; de Jong, M; van der Ham, A J; Hinton, D; Reis, R

2016-09-01

"Thinking too much", and variations such as "thinking a lot", are common idioms of distress across the world. The contextual meaning of this idiom of distress in particular localities remains largely unknown. This paper reports on a systematic study of the content and cause, consequences, and social response and coping related to the local terms |x'an n|a te and |eu-ca n|a te, both translated as "thinking a lot", and was part of a larger ethnographic study among the Khwe of South Africa. Semi-structured exploratory interviews with community members revealed that "thinking a lot" refers to a common experience of reflecting on personal and interpersonal problems. Consequences were described in emotional, psychological, social, behavioral, and physical effects. Coping strategies included social support, distraction, and religious practices. Our contextualized approach revealed meanings and experiences of "thinking a lot" that go beyond a psychological state or psychopathology. The common experience of "thinking a lot" is situated in socio-political, economic, and social context that reflect the marginalized and displaced position of the Khwe. We argue that "thinking a lot" and associated local meanings may vary across settings, may not necessarily indicate psychopathology, and should be understood in individual, interpersonal, community, and socio-political dimensions.

Tritium protective clothing

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

Fuller, T. P.; Easterly, C. E.

Occupational exposures to radiation from tritium received at present nuclear facilities and potential exposures at future fusion reactor facilities demonstrate the need for improved protective clothing. Important areas relating to increased protection factors of tritium protective ventilation suits are discussed. These areas include permeation processes of tritium through materials, various tests of film permeability, selection and availability of suit materials, suit designs, and administrative procedures. The phenomenological nature of film permeability calls for more standardized and universal test methods, which would increase the amount of directly useful information on impermeable materials. Improvements in suit designs could be expedited and bettermore » communicated to the health physics community by centralizing devlopmental equipment, manpower, and expertise in the field of tritium protection to one or two authoritative institutions.« less

plasmaFoam: An OpenFOAM framework for computational plasma physics and chemistry

NASA Astrophysics Data System (ADS)

Venkattraman, Ayyaswamy; Verma, Abhishek Kumar

2016-09-01

As emphasized in the 2012 Roadmap for low temperature plasmas (LTP), scientific computing has emerged as an essential tool for the investigation and prediction of the fundamental physical and chemical processes associated with these systems. While several in-house and commercial codes exist, with each having its own advantages and disadvantages, a common framework that can be developed by researchers from all over the world will likely accelerate the impact of computational studies on advances in low-temperature plasma physics and chemistry. In this regard, we present a finite volume computational toolbox to perform high-fidelity simulations of LTP systems. This framework, primarily based on the OpenFOAM solver suite, allows us to enhance our understanding of multiscale plasma phenomenon by performing massively parallel, three-dimensional simulations on unstructured meshes using well-established high performance computing tools that are widely used in the computational fluid dynamics community. In this talk, we will present preliminary results obtained using the OpenFOAM-based solver suite with benchmark three-dimensional simulations of microplasma devices including both dielectric and plasma regions. We will also discuss the future outlook for the solver suite.

Enhanced Verification Test Suite for Physics Simulation Codes

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

Kamm, J R; Brock, J S; Brandon, S T

2008-10-10

This document discusses problems with which to augment, in quantity and in quality, the existing tri-laboratory suite of verification problems used by Los Alamos National Laboratory (LANL), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratories (SNL). The purpose of verification analysis is demonstrate whether the numerical results of the discretization algorithms in physics and engineering simulation codes provide correct solutions of the corresponding continuum equations. The key points of this document are: (1) Verification deals with mathematical correctness of the numerical algorithms in a code, while validation deals with physical correctness of a simulation in a regime of interest.more » This document is about verification. (2) The current seven-problem Tri-Laboratory Verification Test Suite, which has been used for approximately five years at the DOE WP laboratories, is limited. (3) Both the methodology for and technology used in verification analysis have evolved and been improved since the original test suite was proposed. (4) The proposed test problems are in three basic areas: (a) Hydrodynamics; (b) Transport processes; and (c) Dynamic strength-of-materials. (5) For several of the proposed problems we provide a 'strong sense verification benchmark', consisting of (i) a clear mathematical statement of the problem with sufficient information to run a computer simulation, (ii) an explanation of how the code result and benchmark solution are to be evaluated, and (iii) a description of the acceptance criterion for simulation code results. (6) It is proposed that the set of verification test problems with which any particular code be evaluated include some of the problems described in this document. Analysis of the proposed verification test problems constitutes part of a necessary--but not sufficient--step that builds confidence in physics and engineering simulation codes. More complicated test cases, including physics models of greater sophistication or other physics regimes (e.g., energetic material response, magneto-hydrodynamics), would represent a scientifically desirable complement to the fundamental test cases discussed in this report. The authors believe that this document can be used to enhance the verification analyses undertaken at the DOE WP Laboratories and, thus, to improve the quality, credibility, and usefulness of the simulation codes that are analyzed with these problems.« less

Philosophy of Science and Education

NASA Astrophysics Data System (ADS)

Jung, Walter

2012-08-01

This is a vast and vague topic. In order to do justice to it one has to write a book or maybe more than one. For it can be understood in quite different ways and on different levels For example you may think mainly of the historical aspect, that is how philosophy of science developed in the last hundred or so years and how its influence on education changed; you may think of quite different schools of philosophy, from Marxist or positivist to such exotic but at some places influential philosophic positions like that of Rudolph Steiner; of course, you may limit the subject to special fields like epistemology, theory of scientific methodology, or, what has become fashionable recently, sociology of knowledge which may have a considerable bearing on physics teaching (Collins and Shapin 1983; Jung 1985). Again we may think of the topic treated by a philosopher, a scientist, an educationalist, a teacher, which would mean quite a difference. I am trying here to speak as an educationalist, with the physics teacher in mind: this is my vocational perspective as someone who educates physics teachers. Of course, our main concern is the contribution of science, especially physics, to general education, which integrates many of the special topics mentioned. Philosophy of science comes in because it is not at all clear what science and physics is, and what of it should be taught, and how such chosen parts should be taught. I also take this opportunity to give an idea of the longstanding tradition of this discussion in Germany, connected with names like Wagenshein, Litt, Heisenberg and many others.

Connecting the dots between math and reality: A study of critical thinking in high school physics

NASA Astrophysics Data System (ADS)

Loper, Timothy K.

The purpose of this mixed method study was to discover whether training in understanding relationships between variables would help students read and interpret equations for the purposes of problem solving in physics. Twenty students from two physics classes at a private Catholic high school participated in a one group pretest-posttest unit with the conceptually based mathematical intervention being the independent variable, and the test results being the dependent variable for the quantitative portion of the study. A random sample of students was interviewed pre and post intervention for the qualitative portion of the study to determine both how their understanding of equations changed and how their approach to the problems changed. The paired-sample t test showed a significant improvement on the Physics Critical Thinking test at the p<.01 alpha level; furthermore, the interview data indicated the students displayed a deeper understanding of equations and their purpose as opposed to the superficial understanding they had before the intervention.

Suits reflectance models for wheat and cotton - Theoretical and experimental tests

NASA Technical Reports Server (NTRS)

Chance, J. E.; Lemaster, E. W.

1977-01-01

Plant canopy reflectance models developed by Suits are tested for cotton and Penjamo winter wheat. Properties of the models are discussed, and the concept of model depth is developed. The models' predicted exchange symmetry for specular irradiance with respect to sun polar angle and observer polar angle agreed with field data for cotton and wheat. Model calculations and experimental data for wheat reflectance vs sun angle disagreed. Specular reflectance from 0.50 to 1.10 micron shows fair agreement between the model and wheat measurements. An Appendix includes the physical and optical parameters for wheat necessary to apply Suits' models.

EMU Suit Performance Simulation

NASA Technical Reports Server (NTRS)

Cowley, Matthew S.; Benson, Elizabeth; Harvill, Lauren; Rajulu, Sudhakar

2014-01-01

Introduction: Designing a planetary suit is very complex and often requires difficult trade-offs between performance, cost, mass, and system complexity. To verify that new suit designs meet requirements, full prototypes must be built and tested with human subjects. However, numerous design iterations will occur before the hardware meets those requirements. Traditional draw-prototype-test paradigms for research and development are prohibitively expensive with today's shrinking Government budgets. Personnel at NASA are developing modern simulation techniques that focus on a human-centric design paradigm. These new techniques make use of virtual prototype simulations and fully adjustable physical prototypes of suit hardware. This is extremely advantageous and enables comprehensive design down-selections to be made early in the design process. Objectives: The primary objective was to test modern simulation techniques for evaluating the human performance component of two EMU suit concepts, pivoted and planar style hard upper torso (HUT). Methods: This project simulated variations in EVA suit shoulder joint design and subject anthropometry and then measured the differences in shoulder mobility caused by the modifications. These estimations were compared to human-in-the-loop test data gathered during past suited testing using four subjects (two large males, two small females). Results: Results demonstrated that EVA suit modeling and simulation are feasible design tools for evaluating and optimizing suit design based on simulated performance. The suit simulation model was found to be advantageous in its ability to visually represent complex motions and volumetric reach zones in three dimensions, giving designers a faster and deeper comprehension of suit component performance vs. human performance. Suit models were able to discern differing movement capabilities between EMU HUT configurations, generic suit fit concerns, and specific suit fit concerns for crewmembers based on individual anthropometry

Comics in Modern Physics: Learning Blackbody Radiation through Quasi-History of Physics

ERIC Educational Resources Information Center

Ozdemir, Ertugrul

2017-01-01

The purpose of this study is to create a short comic story about historical emergence of Planck's explanation of blackbody radiation and to investigate what students learn from it and what they think about the usage of comics in modern physics course. The participants are a small group of undergraduate students studying at department of science…

Connecting the Dots between Math and Reality: A Study of Critical Thinking in High School Physics

ERIC Educational Resources Information Center

Loper, Timothy K.

2010-01-01

The purpose of this mixed method study was to discover whether training in understanding relationships between variables would help students read and interpret equations for the purposes of problem solving in physics. Twenty students from two physics classes at a private Catholic high school participated in a one group pretest-posttest unit with…

Model Learner Outcomes for Physical Education. Teaching Learners To Think on Their Feet.

ERIC Educational Resources Information Center

Minnesota State Dept. of Education, St. Paul.

This guide is designed to encourage educators as well as parents and community members to view physical education as an integral component of the school's educational program. It can be used for curriculum building and as an example of what represents current best practices in physical education. Model learner outcomes cover eight areas of study:…

Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

ERIC Educational Resources Information Center

Sinaga, Parlindungan; Feranie, Shelly

2017-01-01

The research aims to identify the impacts of embedding non-traditional writing tasks within the course of modern physics conducted to the students of Physics Education and Physics Study Programs. It employed a quasi-experimental method with the pretest-posttest control group design. The used instruments were tests on conceptual mastery, tests on…

Constructive Readings of Interactive Episodes: Examining Ethics in Physical Education from a Social Constructionist Perspective

ERIC Educational Resources Information Center

Barker, Dean M.; Barker-Ruchti, Natalie; Puhse, Uwe

2013-01-01

In this paper we illustrate how ways of thinking about ethics are tied up with sport and physical education practice and introduce an alternative approach that can help to develop ethical pedagogies. We begin by locating socio-moral education in physical education within historical and contemporary pedagogical scholarship. Our argument is that the…

The Design and Implementation of a Physical Education Program to Promote Children's Creativity in the Early Years

ERIC Educational Resources Information Center

Zachopoulou, Evridiki; Trevlas, Efthimios; Konstadinidou, Elisavet

2006-01-01

The purpose of this study was to design and implement a physical education program to promote creativity in preschool children. The study was based on the following phases: (a) to design and formulate 20 physical education lessons in order to provide children with opportunities to develop their creative thinking through the use of movement…

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

NASA Astrophysics Data System (ADS)

González-Espada, Wilson J.; Carrasquillo, Rosa E.

2017-09-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx, including school-age children and college students.

Using a Disciplinary Literacy Framework to Teach High School Physics: An Action Research Study

ERIC Educational Resources Information Center

Hurley, Brian P.; Henry, Michael P.

2015-01-01

This action research study investigated the impact of teaching physics using a disciplinary literacy framework for instruction across all units in one academic year. Through a suite of vocabulary strategies and lessons that encourage students to write, speak, draw, mathematically translate, and design experiments, students learn to do physics by…

A Physical Chemist Looks at Organic Chemistry Lab.

ERIC Educational Resources Information Center

Pickering, Miles

1988-01-01

Criticizes the way organic chemistry teaching laboratory experiments are approached from the viewpoint of physical chemistry. Compares these experiments to cooking. Stresses that what matters is not the practice of the finger skills of organic chemistry but practice in the style of thinking of organic chemists. (CW)

Teaching Critical Thinking in Undergraduate Science Courses

NASA Astrophysics Data System (ADS)

Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

This paper reports on the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Novel paper and pencil problems were designed to foster the range of critical thinking abilities identified by Ennis (1991). Most of these critical thinking tasks relate to applications of chemistry and physics in everyday life. Some of the tasks were developed from information and/or ideas obtained from critical incident interviews with scientists in private and government organisations. The first year university students were required to attempt the tasks in co-operative groups and to interact in these groups in ways aimed at fostering the dispositions of Ennis' ideal critical thinker (Ennis 1996).The project was evaluated from discussions with groups of students, from comments of tutors who observed the students working in groups and from a questionnaire. Evidence obtained from these data indicated that many students considered their thinking skills were enhanced by their experience of attempting the tasks in small co-operative groups.

Smart Materials for Electromagnetic and Optical Applications

NASA Astrophysics Data System (ADS)

Ramesh, Prashanth

The research presented in this dissertation focuses on the development of solid-state materials that have the ability to sense, act, think and communicate. Two broad classes of materials, namely ferroelectrics and wideband gap semiconductors were investigated for this purpose. Ferroelectrics possess coupled electromechanical behavior which makes them sensitive to mechanical strains and fluctuations in ambient temperature. Use of ferroelectrics in antenna structures, especially those subject to mechanical and thermal loads, requires knowledge of the phenomenological relationship between the ferroelectric properties of interest (especially dielectric permittivity) and the external physical variables, viz. electric field(s), mechanical strains and temperature. To this end, a phenomenological model of ferroelectric materials based on the Devonshire thermodynamic theory was developed. This model was then used to obtain a relationship expressing the dependence of the dielectric permittivity on the mechanical strain, applied electric field and ambient temperature. The relationship is shown to compare well with published experimental data and other related models in literature. A model relating ferroelectric loss tangent to the applied electric field and temperature is also discussed. Subsequently, relationships expressing the dependence of antenna operating frequency and radiation efficiency on those external physical quantities are described. These relationships demonstrate the tunability of load-bearing antenna structures that integrate ferroelectrics when they are subjected to mechanical and thermal loads. In order to address the inability of ferroelectrics to integrate microelectronic devices, a feature needed in a material capable of sensing, acting, thinking and communicating, the material Gallium Nitride (GaN) is pursued next. There is an increasing utilization of GaN in the area of microelectronics due to the advantages it offers over other semiconductors. This dissertation demonstrates GaN as a candidate material well suited for novel microelectromechanical systems. The potential of GaN for MEMS is demonstrated via the design, analysis, fabrication, testing and characterization of an optical microswitch device actuated by piezoelectric and electrostrictive means. The piezoelectric and electrostrictive properties of GaN and its differences from common piezoelectrics are discussed before elaborating on the device configuration used to implement the microswitch device. Next, the development of two recent fabrication technologies, Photoelectrochemical etch and Bias-enabled Dark Electrochemical etch, used to realize the 3-dimensional device structure in GaN are described in detail. Finally, an ultra-low-cost, laser-based, non-contact approach to test and characterize the microswitch device is described, followed by the device testing results.

Grain Flow at High Stresses

NASA Astrophysics Data System (ADS)

McSaveney, M. J.

2015-12-01

The transport mechanism of rapid long-runout rock avalanches was a hotly debated topic when I came on the scene in 1967. So how come it is still debated today? My explanation is that it is the expected outcome of peer review, poor comprehension, and technological advances outpacing intellectual advances. Why think about the problem when we can model it! So let us think about the problem. Shreve thought that rock avalanches fell upon and trapped a layer of air. What physics was he thinking about? It is how feathers and tissue papers fall. When my rock avalanches fly, they fly like unlubricated bricks using the physics of projectiles and ballistics. But the main transport mechanism is not flight. The dominant impression from watching a rock avalanche in motion is of fluid flow, as Heim described it in 1882. A rock avalanche is a very large grain flow. Bagnold studied dispersive grain flows, but why should one assume that rock avalanches are dispersive grain flows as many do. The more common grain flow type is a dense grain flow and rock avalanches are dense grain flows in which the weight can and does generate very high stresses at grain contacts. Brittle rock deforms elastically up to its compressive strength, whereupon it breaks, releasing elastic strain as transient elastic strain (seismic energy to a seismologist, acoustic energy to a physicist). Melosh and others have shown that acoustic energy can fluidize a grain mass. There is no exotic physics behind grain flow at high stress. When grains break, the released elastic strain has to go somewhere, and it goes somewhere principally by transmission though grain contacts. Depending on the state of stress at the grain contact, the contact will pass the stress or will slip at conventional values of Coulomb friction. Enough thinking! A physical model of the entire process is too big for any laboratory. So whose numerical model will do it?

Expanding our understanding of students' use of graphs for learning physics

NASA Astrophysics Data System (ADS)

Laverty, James T.

It is generally agreed that the ability to visualize functional dependencies or physical relationships as graphs is an important step in modeling and learning. However, several studies in Physics Education Research (PER) have shown that many students in fact do not master this form of representation and even have misconceptions about the meaning of graphs that impede learning physics concepts. Working with graphs in classroom settings has been shown to improve student abilities with graphs, particularly when the students can interact with them. We introduce a novel problem type in an online homework system, which requires students to construct the graphs themselves in free form, and requires no hand-grading by instructors. A study of pre/post-test data using the Test of Understanding Graphs in Kinematics (TUG-K) over several semesters indicates that students learn significantly more from these graph construction problems than from the usual graph interpretation problems, and that graph interpretation alone may not have any significant effect. The interpretation of graphs, as well as the representation translation between textual, mathematical, and graphical representations of physics scenarios, are frequently listed among the higher order thinking skills we wish to convey in an undergraduate course. But to what degree do we succeed? Do students indeed employ higher order thinking skills when working through graphing exercises? We investigate students working through a variety of graph problems, and, using a think-aloud protocol, aim to reconstruct the cognitive processes that the students go through. We find that to a certain degree, these problems become commoditized and do not trigger the desired higher order thinking processes; simply translating ``textbook-like'' problems into the graphical realm will not achieve any additional educational goals. Whether the students have to interpret or construct a graph makes very little difference in the methods used by the students. We will also look at the results of using graph problems in an online learning environment. We will show evidence that construction problems lead to a higher degree of difficulty and degree of discrimination than other graph problems and discuss the influence the course has on these variables.

Getting the measure of things: the physical biology of stem cells.

PubMed

Lowell, Sally

2013-10-01

In July 2013, the diverse fields of biology, physics and mathematics converged to discuss 'The Physical Biology of Stem Cells', the subject of the third annual symposium of the Cambridge Stem Cell Institute, UK. Two clear themes resonated throughout the meeting: the new insights gained from advances in the acquisition and interpretation of quantitative data; and the importance of 'thinking outside the nucleus' to consider physical influences on cell fate.

Walking a mile in another's shoes: The impact of wearing an Age Suit.

PubMed

Lavallière, Martin; D'Ambrosio, Lisa; Gennis, Angelina; Burstein, Arielle; Godfrey, Kathryn M; Waerstad, Hilde; Puleo, Rozanne M; Lauenroth, Andreas; Coughlin, Joseph F

2017-01-01

The "Age Suit" described in this article was developed to enable future designers, business leaders, and engineers to experience navigating the world as many older adults must. Tools such as this Age Suit offer the opportunity to "walk a mile" in another's shoes to develop empathy that can result in better design of spaces, goods, and services to meet the needs of a rapidly growing older population. This work first examined, through a series of clinical tests, whether younger adults' physical capacities were reduced in a direction consistent with aging by wearing a suit developed by the MIT AgeLab. An experiential learning task was then completed with the suit to understand its impact on completion of an instrumental activity of daily living. Results showed that younger adults wearing the suit experienced changes in task performance consistent with expected changes associated with aging. Participants' self-reports from the experiential learning task indicated that they were able to empathize with older adults regarding some issues they face while completing a grocery shopping task. Future research with the suit should involve a wider range of individuals from the population and examine what effect participants' levels of fitness have on the experience of wearing the suit.

How Things Work: Teaching Physics in the Context of Everyday Objects

NASA Astrophysics Data System (ADS)

Bloomfield, Louis

2015-03-01

How Things Work is an unconventional introduction to physics, a course that starts with whole objects and looks inside them to see what makes them work. Effectively ``case-study physics,'' it is designed primarily for non-science students who are unsure of the role of physics in the world and are looking for relevance in their studies. How Things Work is essentially the generalization of context-based introductory courses (Physics of the Human Body, Physics of the Automobile, and Physics of Music) and demonstrates that when physics is taught in the context of ordinary objects, these students are enthusiastic about it, look forward to classes, ask insightful questions, experiment on their own, and find themselves explaining to friends and family how things in their world work. In this talk, I will discuss the concept and structure of a How Things Work course and look briefly at how to teach its objects and assess what students learn from it. Although this course focuses on concepts rather than on calculations, it is rich in physics and requires that students think hard about the world around them. It also teaches problem solving and logical thinking skills, and demands that students face their misconceptions and failures of intuition. Lastly, it is actually quantitative in many respects, though its results are usually more words than numbers: your weight, the battery's voltage, or the acceleration due to gravity.

"Untapped Potential?" Key Competency Learning and Physical Education

ERIC Educational Resources Information Center

Gillespie, Lorna; Penney, Dawn; Pope, Clive

2013-01-01

This paper reports on a collaborative action research project that directed attention to the opportunities Physical Education presents to develop learning associated with three of the key competencies detailed in the New Zealand Curriculum; thinking; managing self; and relating to others. Three teachers in one secondary school explored the…

Quantum Physics and Mental Health Counseling: The Time Is...!

ERIC Educational Resources Information Center

Gerstein, Lawrence H.; Bennett, Matt

1999-01-01

Introduces a new framework of mental health counseling based on quantum physics. The framework stresses systemic thinking and intervention, interdependence, and the importance of adopting a novel perspective about time, space, reality, and change. This framework has the potential of modifying mental health counseling practice and training. Offers…

Learning Simple Machines through Cross-Age Collaborations

ERIC Educational Resources Information Center

Lancor, Rachael; Schiebel, Amy

2008-01-01

In this project, introductory college physics students (noneducation majors) were asked to teach simple machines to a class of second graders. This nontraditional activity proved to be a successful way to encourage college students to think critically about physics and how it applied to their everyday lives. The noneducation majors benefited by…

Making a Difference? Education and "Ability" in Physical Education

ERIC Educational Resources Information Center

Evans, John

2004-01-01

This paper brings a speculative, sociological perspective to the nature of "ability" in physical education (PE) and asks why this aspect of embodiment, with notable exceptions, has received so little critical attention in the professional discourse of PE and associated research in recent years. It is suggested that thinking about…

Physical Education as Porn!

ERIC Educational Resources Information Center

Evans, John

2013-01-01

Background: This paper offers critical commentary on the culture of "performativity" that has dominated educational discourse over the last 20 years, affecting the way in which researchers, teachers, pupils and parents think and act toward Physical Education and sport (PESP) in schools. It is a culture that, in the UK, is likely to…

Addressing Barriers to Conceptual Understanding in IE Physics Classes

NASA Astrophysics Data System (ADS)

Coletta, Vincent P.; Phillips, Jeffrey A.

2009-11-01

We report on the Thinking in Physics project, which helps students who demonstrate weak scientific reasoning skills, as measured by low preinstruction scores on the Lawson Test of Scientific Reasoning Ability. Without special help, such students are unlikely to achieve a good conceptual understanding of introductory mechanics.

Can Psychometricians Learn to Think like Physicists?

ERIC Educational Resources Information Center

Stenner, A. Jackson; Burdick, Donald S.

2011-01-01

The last 50 years of human and social science measurement theory and practice have witnessed a steady retreat from physical science as the canonical model. Humphry unapologetically draws on metrology and physical science analogies to reformulate the relationship between discrimination and the unit. This brief note focuses on why this reformulation…

Let US Tell YOU! South Asian, Muslim Girls Tell Tales about Physical Education

ERIC Educational Resources Information Center

Stride, Annette

2014-01-01

Background: Within physical education (PE) research in England, the focus on gender issues has predominantly been concerned with White, middle class, non-disabled girls' experiences, marginalizing girls falling outside these parameters. Purpose: Drawing on "middle ground" thinking, using Hill Collins' matrix of domination and…

Physical Fitness and the Early Childhood Curriculum

ERIC Educational Resources Information Center

Pica, Rae

2006-01-01

The state of children's fitness is the responsibility of all who are involved with children. As early childhood professionals, they have a duty to educate the whole (thinking, feeling, "moving") child. Moreover, teachers of preschoolers can be more realistic than parents in their assessment of children's physical inactivity levels, and preschool…

How Physical Design Can Influence Copyright Compliance

ERIC Educational Resources Information Center

Harper, Meghan

2007-01-01

Most school librarians do not think of copyright compliance and facilities planning in the same breath. Yet the design of space--physical and virtual--can discourage or promote compliance, or even help police it. Placement of and access to equipment, traffic patterns, signage, and student workspace all may influence copyright-compliance behavior…

Ideas, Concepts, Doctrine: Basic Thinking in the United States Air Force, 1961-1984. Volume 2

DTIC Science & Technology

1989-12-01

followed in this new second volume. Dr David MacIsaac, a$sociate director for research, Airpower Research Institute, stimulated much ofthe thinking...us a capability to observe and report the physical evidence of an enemy’s situation . This information is a vital requirement for the conduct of war...asking questions, suggesting alternatives, proposing objectives, stimulating progress .»79 As has been seen, McNamara immediately implemented

Teaching Physics for Conceptual Understanding Exemplified for Einstein's Special Relativity

NASA Astrophysics Data System (ADS)

Undreiu, Lucian M.

2006-12-01

In most liberal arts colleges the prerequisites for College Physics, Introductory or Calculus based, are strictly related to Mathematics. As a state of fact, the majorities of the students perceive Physics as a conglomerate of mathematical equations, a collection of facts to be memorized and they regard Physics as one of the most difficult subjects. A change of this attitude towards Physics, and Science in general, is intrinsically connected with the promotion of conceptual understanding and stimulation of critical thinking. In such an environment, the educators are facilitators, rather than the source of knowledge. One good way of doing this is to challenge the students to think about what they see around them and to connect physics with the real world. Motivation occurs when students realize that what was learned is interesting and relevant. Visual teaching aids such as educational videos or computer simulations, as well as computer-assisted experiments, can greatly enhance the effectiveness of a science lecture or laboratory. Difficult topics can be discussed through animated analogies. Special Relativity is recognized as a challenging topic and is probably one of the most misunderstood theories of Physics. While understanding Special Relativity requires a detachment from ordinary perception and every day life notions, animated analogies can prove to be very successful in making difficult topics accessible.

Why Darwin would have loved evolutionary game theory

PubMed Central

2016-01-01

Humans have marvelled at the fit of form and function, the way organisms' traits seem remarkably suited to their lifestyles and ecologies. While natural selection provides the scientific basis for the fit of form and function, Darwin found certain adaptations vexing or particularly intriguing: sex ratios, sexual selection and altruism. The logic behind these adaptations resides in frequency-dependent selection where the value of a given heritable phenotype (i.e. strategy) to an individual depends upon the strategies of others. Game theory is a branch of mathematics that is uniquely suited to solving such puzzles. While game theoretic thinking enters into Darwin's arguments and those of evolutionists through much of the twentieth century, the tools of evolutionary game theory were not available to Darwin or most evolutionists until the 1970s, and its full scope has only unfolded in the last three decades. As a consequence, game theory is applied and appreciated rather spottily. Game theory not only applies to matrix games and social games, it also applies to speciation, macroevolution and perhaps even to cancer. I assert that life and natural selection are a game, and that game theory is the appropriate logic for framing and understanding adaptations. Its scope can include behaviours within species, state-dependent strategies (such as male, female and so much more), speciation and coevolution, and expands beyond microevolution to macroevolution. Game theory clarifies aspects of ecological and evolutionary stability in ways useful to understanding eco-evolutionary dynamics, niche construction and ecosystem engineering. In short, I would like to think that Darwin would have found game theory uniquely useful for his theory of natural selection. Let us see why this is so. PMID:27605503

Why Darwin would have loved evolutionary game theory.

PubMed

Brown, Joel S

2016-09-14

Humans have marvelled at the fit of form and function, the way organisms' traits seem remarkably suited to their lifestyles and ecologies. While natural selection provides the scientific basis for the fit of form and function, Darwin found certain adaptations vexing or particularly intriguing: sex ratios, sexual selection and altruism. The logic behind these adaptations resides in frequency-dependent selection where the value of a given heritable phenotype (i.e. strategy) to an individual depends upon the strategies of others. Game theory is a branch of mathematics that is uniquely suited to solving such puzzles. While game theoretic thinking enters into Darwin's arguments and those of evolutionists through much of the twentieth century, the tools of evolutionary game theory were not available to Darwin or most evolutionists until the 1970s, and its full scope has only unfolded in the last three decades. As a consequence, game theory is applied and appreciated rather spottily. Game theory not only applies to matrix games and social games, it also applies to speciation, macroevolution and perhaps even to cancer. I assert that life and natural selection are a game, and that game theory is the appropriate logic for framing and understanding adaptations. Its scope can include behaviours within species, state-dependent strategies (such as male, female and so much more), speciation and coevolution, and expands beyond microevolution to macroevolution. Game theory clarifies aspects of ecological and evolutionary stability in ways useful to understanding eco-evolutionary dynamics, niche construction and ecosystem engineering. In short, I would like to think that Darwin would have found game theory uniquely useful for his theory of natural selection. Let us see why this is so. © 2016 The Author(s).

Workshop Physics Activity Guide, Module 4: Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research. The Workshop Physics Activity Guide is supported by an Instructor's Website that: (1) describes the history and philosophy of the Workshop Physics Project; (2) provides advice on how to integrate the Guide into a variety of educational settings; (3) provides information on computer tools (hardware and software) and apparatus; and (4) includes suggested homework assignments for each unit. Log on to the Workshop Physics Project website at http://physics.dickinson.edu/ Workshop Physics is a component of the Physics Suite--a collection of materials created by a group of educational reformers known as the Activity Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research, including:

Understanding Physics, by Cummings, Laws, Redish and Cooney (an introductory textbook based on the best-selling text by Halliday/Resnick/Walker) RealTime Physics Laboratory Modules Physics by Inquiry (intended for use in a workshop setting) Interactive Lecture Demonstration Tutorials in Introductory Physics Activity Based Tutorials (designed primarily for use in recitations)

• Web-based Tool Suite for Plasmasphere Information Discovery

  NASA Astrophysics Data System (ADS)

  Newman, T. S.; Wang, C.; Gallagher, D. L.

  2005-12-01

  A suite of tools that enable discovery of terrestrial plasmasphere characteristics from NASA IMAGE Extreme Ultra Violet (EUV) images is described. The tool suite is web-accessible, allowing easy remote access without the need for any software installation on the user's computer. The features supported by the tool include reconstruction of the plasmasphere plasma density distribution from a short sequence of EUV images, semi-automated selection of the plasmapause boundary in an EUV image, and mapping of the selected boundary to the geomagnetic equatorial plane. EUV image upload and result download is also supported. The tool suite's plasmapause mapping feature is achieved via the Roelof and Skinner (2000) Edge Algorithm. The plasma density reconstruction is achieved through a tomographic technique that exploits physical constraints to allow for a moderate resolution result. The tool suite's software architecture uses Java Server Pages (JSP) and Java Applets on the front side for user-software interaction and Java Servlets on the server side for task execution. The compute-intensive components of the tool suite are implemented in C++ and invoked by the server via Java Native Interface (JNI).

• Agricultural, Nutritional, and Physical Fitness Policies That Support National Security

  DTIC Science & Technology

  2011-03-24

  high fructose corn syrup (HFCS) – could be made inexpensively from corn ...www.nytimes.com/2003/10/12/magazine/12WWLN.html?pagewanted=all (accessed October 9, 2010). 78 Kate McLaughlin, ―The Facts about High Fructose Corn Syrup ...August 24, 2010, linked from the Suite101.com Home Page at ―Health and Wellness,‖ http://www.suite101.com/content/the-facts-about- high - fructose - corn

• Pupil Voice on Being Gifted and Talented in Physical Education: "They Think It's Just, Like, a Weekend Sort of Thing"

  ERIC Educational Resources Information Center

  Lamb, Penny; Lane, Kathleen

  2013-01-01

  Background: Pupils' views have been elicited in physical education over a long period, but is a comparatively under-examined area within literature on gifted and talented (G&T) in physical education concerns pupil voice and their accounts of being placed on their schools' G&T register. Purpose: This small-scale qualitative study consulted…

• Creating Interactive Physics Simulations Using the Power of GeoGebra

  ERIC Educational Resources Information Center

  Walsh, Tom

  2017-01-01

  I have long incorporated physics simulations in my physics teaching, and truly appreciate those who have made their simulations available to the public. I often would think of an idea for a simulation I would love to be able to use, but with no real programming background I did not know how I could make my own. That was the case until I discovered…

• Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

  ERIC Educational Resources Information Center

  Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

  2009-01-01

  The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

• Meta II: Multi-Model Language Suite for Cyber Physical Systems

  DTIC Science & Technology

  2013-03-01

  AVM META) projects have developed tools for designing cyber physical (or Mechatronic ) Systems . These systems are increasingly complex, take much...projects have developed tools for designing cyber physical (CPS) (or Mechatronic ) systems . Exemplified by modern amphibious and ground military...and parametric interface of Simulink models and defines associations with CyPhy components and component interfaces. 2. Embedded Systems Modeling

• East-West paths to unconventional computing.

  PubMed

  Adamatzky, Andrew; Akl, Selim; Burgin, Mark; Calude, Cristian S; Costa, José Félix; Dehshibi, Mohammad Mahdi; Gunji, Yukio-Pegio; Konkoli, Zoran; MacLennan, Bruce; Marchal, Bruno; Margenstern, Maurice; Martínez, Genaro J; Mayne, Richard; Morita, Kenichi; Schumann, Andrew; Sergeyev, Yaroslav D; Sirakoulis, Georgios Ch; Stepney, Susan; Svozil, Karl; Zenil, Hector

  2017-12-01

  Unconventional computing is about breaking boundaries in thinking, acting and computing. Typical topics of this non-typical field include, but are not limited to physics of computation, non-classical logics, new complexity measures, novel hardware, mechanical, chemical and quantum computing. Unconventional computing encourages a new style of thinking while practical applications are obtained from uncovering and exploiting principles and mechanisms of information processing in and functional properties of, physical, chemical and living systems; in particular, efficient algorithms are developed, (almost) optimal architectures are designed and working prototypes of future computing devices are manufactured. This article includes idiosyncratic accounts of 'unconventional computing' scientists reflecting on their personal experiences, what attracted them to the field, their inspirations and discoveries. Copyright © 2017 Elsevier Ltd. All rights reserved.

• Systems Thinking and Systems-Based Practice Across the Health Professions: An Inquiry Into Definitions, Teaching Practices, and Assessment.

  PubMed

  Plack, Margaret M; Goldman, Ellen F; Scott, Andrea R; Pintz, Christine; Herrmann, Debra; Kline, Kathleen; Thompson, Tracey; Brundage, Shelley B

  2018-01-01

  Phenomenon: Systems thinking is the cornerstone of systems-based practice (SBP) and a core competency in medicine and health sciences. Literature regarding how to teach or apply systems thinking in practice is limited. This study aimed to understand how educators in medicine, physical therapy, physician assistant, nursing, and speech-language pathology education programs teach and assess systems thinking and SBP. Twenty-six educators from seven different degree programs across the five professions were interviewed and program descriptions and relevant course syllabi were reviewed. Qualitative analysis was iterative and incorporated inductive and deductive methods as well as a constant comparison of units of data to identify patterns and themes. Six themes were identified: 1) participants described systems thinking as ranging across four major levels of healthcare (i.e., patient, care team, organization, and external environment); 2) participants associated systems thinking with a wide range of activities across the curriculum including quality improvement, Inter-professional education (IPE), error mitigation, and advocacy; 3) the need for healthcare professionals to understand systems thinking was primarily externally driven; 4) participants perceived that learning systems thinking occurred mainly informally and experientially rather than through formal didactic instruction; 5) participants characterized systems thinking content as interspersed across the curriculum and described a variety of strategies for teaching and assessing it; 6) participants indicated a structured framework and inter-professional approach may enhance teaching and assessment of systems thinking. Insights: Systems thinking means different things to different health professionals. Teaching and assessing systems thinking across the health professions will require further training and practice. Tools, techniques, taxonomies and expertise outside of healthcare may be used to enhance the teaching, assessment, and application of systems thinking and SBP to clinical practice; however, these would need to be adapted and refined for use in healthcare.

• Reality, Causality, and Probability, from Quantum Mechanics to Quantum Field Theory

  NASA Astrophysics Data System (ADS)

  Plotnitsky, Arkady

  2015-10-01

  These three lectures consider the questions of reality, causality, and probability in quantum theory, from quantum mechanics to quantum field theory. They do so in part by exploring the ideas of the key founding figures of the theory, such N. Bohr, W. Heisenberg, E. Schrödinger, or P. A. M. Dirac. However, while my discussion of these figures aims to be faithful to their thinking and writings, and while these lectures are motivated by my belief in the helpfulness of their thinking for understanding and advancing quantum theory, this project is not driven by loyalty to their ideas. In part for that reason, these lectures also present different and even conflicting ways of thinking in quantum theory, such as that of Bohr or Heisenberg vs. that of Schrödinger. The lectures, most especially the third one, also consider new physical, mathematical, and philosophical complexities brought in by quantum field theory vis-à-vis quantum mechanics. I close by briefly addressing some of the implications of the argument presented here for the current state of fundamental physics.

• Optimizing the physical ergonomics indices for the use of partial pressure suits.

  PubMed

  Ding, Li; Li, Xianxue; Hedge, Alan; Hu, Huimin; Feathers, David; Qin, Zhifeng; Xiao, Huajun; Xue, Lihao; Zhou, Qianxiang

  2015-03-01

  This study developed an ergonomic evaluation system for the design of high-altitude partial pressure suits (PPSs). A total of twenty-one Chinese males participated in the experiment which tested three types of ergonomics indices (manipulative mission, operational reach and operational strength) were studied using a three-dimensional video-based motion capture system, a target-pointing board, a hand dynamometer, and a step-tread apparatus. In total, 36 ergonomics indices were evaluated and optimized using regression and fitting analysis. Some indices that were found to be linearly related and redundant were removed from the study. An optimal ergonomics index system was established that can be used to conveniently and quickly evaluate the performance of different pressurized/non-pressurized suit designs. The resulting ergonomics index system will provide a theoretical basis and practical guidance for mission planners, suit designers and engineers to design equipment for human use, and to aid in assessing partial pressure suits. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.

• Learning from Our Military History: The United States Army, Operation Iraqi Freedom, and the Potential for Operational Art and Thinking

  DTIC Science & Technology

  2013-06-14

  Social , Infrastructure, Information, Physical Environment, and Time PSYOP Psychological Operations QRF Quick Reaction Force RIP Relief in Place RRF...fighting them. The roots of victory and defeat often have to be sought far from the battlefield, in political, social , and economic factors which...the root problems of, among other things, social and economic injustice must be addressed. Thus, PC-COIN of recent thinking retains threads that date

• The effectiveness of module based on guided inquiry method to improve students’ logical thinking ability

  NASA Astrophysics Data System (ADS)

  Ash-Shiddieqy, M. H.; Suparmi, A.; Sunarno, W.

  2018-04-01

  The purpose of this research is to understand the effectiveness of module based on guided inquiry method to improve students’ logical thinking ability. This research only evaluate the students’ logical ability after follows the learning activities that used developed physics module based on guided inquiry method. After the learning activities, students This research method uses a test instrument that adapts TOLT instrument. There are samples of 68 students of grade XI taken from SMA Negeri 4 Surakarta.Based on the results of the research can be seen that in the experimental class and control class, the posttest value aspect of probabilistic reasoning has the highest value than other aspects, whereas the posttest value of the proportional reasoning aspect has the lowest value. The average value of N-gain in the experimental class is 0.39, while in the control class is 0.30. Nevertheless, the N-gain values obtained in the experimental class are larger than the control class, so the guided inquiry-based module is considered more effective for improving students’ logical thinking. Based on the data obtained from the research shows the modules available to help teachers and students in learning activities. The developed Physics module is integrated with every syntax present in guided inquiry method, so it can be used to improve students’ logical thinking ability.

• Interactive design for self-study and developing students’ critical thinking skills in electromagnetic radiation topic

  NASA Astrophysics Data System (ADS)

  Ambarwati, D.; Suyatna, A.

  2018-01-01

  The purpose of this research are to create interactive electronic school books (ESB) for electromagnetic radiation topic that can be used for self-study and increasing students’ critical thinking skills. The research method was based on the design of research and development (R&D) model of ADDIE. The research procedure is used limited the design of the product has been validated. Data source at interactive requirement analysis phase of ESB is student and high school teacher of class XII in Lampung province. The validation of interactive ESB designs is performed by experts in science education. The data of ESB interactive needs were collected using questionnaires and analyzed using quantitative descriptive. The results of the questionnaire obtained by 97% of books that are often used in the form of printed books from schools have not been interactive and foster critical thinking of students, and 55% of students stating physics books are used not meet expectations. Expectations of students in physics learning, teachers must use interactive electronic books. The results of the validation experts pointed out, the design of ESB produced is interactive, can be used for self-study, and increasing students’ critical thinking skills, which contains instruction manuals, learning objectives, learning materials, sample questions and discussion, video illustrations, animations, summaries, as well as interactive quizzes incorporating feedback exam practice and preparation for college entrance.

Implementing and Assessing Computational Modeling in Introductory Mechanics

ERIC Educational Resources Information Center

Caballero, Marcos D.; Kohlmyer, Matthew A.; Schatz, Michael F.

2012-01-01

Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython programming environment. During the term, 1357 students in this course solved a suite of 14 computational…

Questionable Supervision by Physical Educators

ERIC Educational Resources Information Center

Sawyer, Thomas H.; Gimbert, Tonya L.

2013-01-01

According to Court records, student Pedro Godoy (Godoy) filed a suit against the school district (Central Islip Union Free School District) and teacher Otis R. Scerbo (Scerbo), seeking to recover damages for personal injuries allegedly sustained by Godoy while participating in a game of floor hockey during physical education class. Scerbo (the…

Restructuring Introductory Physics by Adapting an Active Learning Studio Model

ERIC Educational Resources Information Center

Gatch, Delena

2010-01-01

Despite efforts to engage students in the traditional lecture environment, faculty in Georgia Southern University's Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics…

Do Children Think that Duplicating the Body also Duplicates the Mind?

ERIC Educational Resources Information Center

Hood, Bruce; Gjersoe, Nathalia L.; Bloom, Paul

2012-01-01

Philosophers use hypothetical duplication scenarios to explore intuitions about personal identity. Here we examined 5- to 6-year-olds' intuitions about the physical properties and memories of a live hamster that is apparently duplicated by a machine. In Study 1, children thought that more of the original's physical properties than episodic…

Racing with the Sun: Students Learn Physics while Designing a Solar-Powered Vehicle

ERIC Educational Resources Information Center

Marshall, Jeff

2004-01-01

In this article, the author describes his experience conducting an inquiry investigation in his classroom in which high school physics students design, create, and race a solar-powered vehicle. Students learn invaluable science, technology, mathematics, communication, and critical thinking skills. Fueled by their knowledge, creativity, and the…

The Importance of Monitoring Skills in Physics Problem Solving

ERIC Educational Resources Information Center

Ali, Marlina; Talib, Corrienna-Abd; Hasniza Ibrahim, Nor; Surif, Johari; Halim Abdullah, Abdul

2016-01-01

The purpose of this paper is to show how important "monitoring" is as metacognitive skills in solving physics problems in the field mechanics. Based on test scores, twenty one students were divided into two groups: more successful (MS) and less successful (LS) problem solvers. Students were allowed to think-aloud while they worked on…

Enacting Literacy Pedagogies: A Collaborative Self-Study by Teacher Educators in Physical Education and Science

ERIC Educational Resources Information Center

Fletcher, Tim; Bullock, Shawn M.

2012-01-01

As beginning teacher educators we aimed to examine our pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. We employed self-study research methodologies to explore our literacy practices and developing pedagogies of teacher education, the similarities and differences in…

Science 101: Q--What Is the Physics behind Simple Machines?

ERIC Educational Resources Information Center

Robertson, Bill

2013-01-01

Bill Robertson thinks that questioning the physics behind simple machines is a great idea because when he encounters the subject of simple machines in textbooks, activities, and classrooms, he seldom encounters, a scientific explanation of how they work. Instead, what one often sees is a discussion of load, effort, fulcrum, actual mechanical…

Research on Expertise: Guideposts for Expertise and Teacher Education in Physical Education.

ERIC Educational Resources Information Center

O'Sullivan, Mary; Doutis, Panayiotis

1994-01-01

Presents guideposts for thinking about teaching and teacher education in light of recent research on expertise in teaching, particularly teaching in physical education. The paper critiques the concept of expertise, suggesting the term virtuoso as a more appropriate term for teaching expertly. Implications of the redefinition are presented. (SM)

Transforming Common-Sense Beliefs into Newtonian Thinking through Just-in-Time Teaching

ERIC Educational Resources Information Center

Formica, Sarah P.; Easley, Jessica L.; Spraker, Mark C.

2010-01-01

To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton's Third Law, 222 students in introductory physics courses taught by traditional lecture styles and…

Learning Introductory Quantum Physics: Sensori-Motor Experiences and Mental Models

ERIC Educational Resources Information Center

Ke, Jiun-Liang; Monk, Martin; Duschl, Richard

2005-01-01

This paper reports a cross-sectional study of Taiwanese physics students' understanding of subatomic phenomena that are explained by quantum mechanics. The study uses students' explanations of their answers to items in a questionnaire as a proxy for students' thinking. The variation in students' explanations is discussed as is the development in…

Physical Education and Health in Singapore Schools

ERIC Educational Resources Information Center

McNeill, Michael C.; Fry, Joan M.

2010-01-01

As a school subject, physical education (PE) in Singapore took on its own shape with the introduction of a conceptual games teaching approach in response to the national government's "Thinking Schools, Learning Nation" policy of the late 1990s. With the recent media attention on hosting two main international events (Asian Youth Games…

Teaching Perspectives of Pre-Service Physical Education Teachers: The Shanghai Experience

ERIC Educational Resources Information Center

Wang, Lijuan

2014-01-01

Background: In the physical education (PE) domain, teachers are given the freedom to make important educational decisions. Because of the common assumption that the decisions teachers make are based on a set of educational perspectives, a considerable number of studies have addressed the importance of studying the thinking and beliefs of PE…

Inclusion in Physical Education: From the Medical Model to Social Constructionism

ERIC Educational Resources Information Center

Grenier, Michelle

2007-01-01

The purpose of this discussion is to explore assumptions that have informed constructions of disability and to challenge these as socially constituted judgments that influence the way teachers think and act in general physical education. A secondary purpose is to introduce social constructionism as a discourse that potentially reshapes…

Novice and Expert Physical Education Teachers: They May Think and Decide Differently...But Do They Behave Differently?

ERIC Educational Resources Information Center

van der Mars, Hans; And Others

The purpose of this study was to determine whether varying levels of expertise would produce differences in selected indicators of effective teaching performance. Eighteen elementary physical education teachers were grouped based on stages of pedagogical expertise development as suggested by Berliner (1988). The three groups included…

Comprehensive Health and Physical Education. Colorado Academic Standards

ERIC Educational Resources Information Center

Colorado Department of Education, 2009

2009-01-01

Preparing students for the 21st century cannot be accomplished without a strong and sustained emphasis on all students' health and wellness. It no is longer acceptable to think of "gym class" and "hygiene lessons." Today's world has exploded with physical, mental, and social influences that affect not only learning in school,…

The Use of Alternative Texts in Physical Education

ERIC Educational Resources Information Center

Marlett, Paul B.; Gordon, Christine J.

2004-01-01

Physical education has been in decline because of the mistaken belief that the body and mind are separate and thus PE does not have much to contribute to mental function (Landers, Maxwell, Butler, & Fagan, 2001). Landers et al. theorized that sports and games present opportunities to develop thinking and reasoning skills because children are…

Finding the Little 'c' in Physics: A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom

NASA Astrophysics Data System (ADS)

Wheeler, Christopher

This study focused on how physics teachers develop and implement activities that promote creative thinking strategies in the standards based physics classroom. A particular focus was placed on every day or little "c", creativity, which can be taught in the high school classroom. The study utilized a multiple case study design, which allows for in-depth study in a variety of settings. Four participants from various high schools were identified utilizing administrator recommendations. Data were then collected via interviews, observations, and documents. The data were coded and analyzed for emerging themes. The themes were then merged to determine findings to the stated research questions. The research demonstrated the importance of modifying activities for student interest and understanding through effective use of scientific inquiry. The past experiences and professional development of the participants served as a vital piece to the development of their educational pedagogy especially concerning inquiry and questioning strategies. It was also established that an unstructured, positive classroom environment is a vital aspect of teaching while supporting creative thinking skills.

Clinical guideline representation in a CDS: a human information processing method.

PubMed

Kilsdonk, Ellen; Riezebos, Rinke; Kremer, Leontien; Peute, Linda; Jaspers, Monique

2012-01-01

The Dutch Childhood Oncology Group (DCOG) has developed evidence-based guidelines for screening childhood cancer survivors for possible late complications of treatment. These paper-based guidelines appeared to not suit clinicians' information retrieval strategies; it was thus decided to communicate the guidelines through a Computerized Decision Support (CDS) tool. To ensure high usability of this tool, an analysis of clinicians' cognitive strategies in retrieving information from the paper-based guidelines was used as requirements elicitation method. An information processing model was developed through an analysis of think aloud protocols and used as input for the design of the CDS user interface. Usability analysis of the user interface showed that the navigational structure of the CDS tool fitted well with the clinicians' mental strategies employed in deciding on survivors screening protocols. Clinicians were more efficient and more complete in deciding on patient-tailored screening procedures when supported by the CDS tool than by the paper-based guideline booklet. The think-aloud method provided detailed insight into users' clinical work patterns that supported the design of a highly usable CDS system.

STS-47 Mission Specialist (MS) Jemison conducts AFTE in SLJ module on OV-105

NASA Technical Reports Server (NTRS)

1992-01-01

STS-47 Mission Specialist (MS) Mae C. Jemison, wearing autogenic feedback training system 2 suit, conducts the Autogenic Feedback Training Experiment (AFTE) in Spacelab Japan (SLJ) science module aboard Endeavour, Orbiter Vehicle (OV) 105. AFTE's objective is to teach astronauts to use biofeedback rather than drugs to combat nausea and other effects of space motion sickness. Jemison's physical responses are monitored by sensors attached to the suit.

Gesture analysis for physics education researchers

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.

2008-06-01

Systematic observations of student gestures can not only fill in gaps in students’ verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction in real time. This paper provides a review of the research in gesture analysis that is most relevant to physics education researchers and illustrates gesture analysis for the purpose of better understanding student thinking about physics.

The Large, the Small and the Human Mind

NASA Astrophysics Data System (ADS)

Penrose, Roger; Longair, Malcolm; Abner Shimony, With; Cartwright, Nancy; Hawking, Stephen

2000-05-01

Foreword Malcolm Longair; 1. Space-time and cosmology Roger Penrose; 2. The mysteries of quantum physics Roger Penrose; 3. Physics and the mind Roger Penrose; 4. On mentality, quantum mechanics and the actualization of potentialities Abner Shimony; 5. Why physics? Nancy Cartwright; 6. The objections of an unashamed reductionist Stephen Hawking; 7. Response Roger Penrose; Appendix I: Goodstein's theorm and mathematical thinking; Appendix II: Experiments to test gravitationally induced state reduction.

A 3-D Approach for Teaching and Learning about Surface Water Systems through Computational Thinking, Data Visualization and Physical Models

NASA Astrophysics Data System (ADS)

Caplan, B.; Morrison, A.; Moore, J. C.; Berkowitz, A. R.

2017-12-01

Understanding water is central to understanding environmental challenges. Scientists use `big data' and computational models to develop knowledge about the structure and function of complex systems, and to make predictions about changes in climate, weather, hydrology, and ecology. Large environmental systems-related data sets and simulation models are difficult for high school teachers and students to access and make sense of. Comp Hydro, a collaboration across four states and multiple school districts, integrates computational thinking and data-related science practices into water systems instruction to enhance development of scientific model-based reasoning, through curriculum, assessment and teacher professional development. Comp Hydro addresses the need for 1) teaching materials for using data and physical models of hydrological phenomena, 2) building teachers' and students' comfort or familiarity with data analysis and modeling, and 3) infusing the computational knowledge and practices necessary to model and visualize hydrologic processes into instruction. Comp Hydro teams in Baltimore, MD and Fort Collins, CO are integrating teaching about surface water systems into high school courses focusing on flooding (MD) and surface water reservoirs (CO). This interactive session will highlight the successes and challenges of our physical and simulation models in helping teachers and students develop proficiency with computational thinking about surface water. We also will share insights from comparing teacher-led vs. project-led development of curriculum and our simulations.

Agoraphobia

MedlinePlus

... reach a peak within a few minutes and trigger intense physical symptoms (panic attacks). You might think that you're totally losing control, having a heart attack or even dying. Fear of another panic ...

Workshop Physics Activity Guide, Module 2: Mechanics II, Momentum, Energy, Rotational and Harmonic Motion, and Chaos (Units 8 - 15)

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research. The Workshop Physics Activity Guide is supported by an Instructor's Website that: (1) describes the history and philosophy of the Workshop Physics Project; (2) provides advice on how to integrate the Guide into a variety of educational settings; (3) provides information on computer tools (hardware and software) and apparatus; and (4) includes suggested homework assignments for each unit. Log on to the Workshop Physics Project website at http://physics.dickinson.edu/ Workshop Physics is a component of the Physics Suite--a collection of materials created by a group of educational reformers known as the Activity Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research, including:

Understanding Physics, by Cummings, Laws, Redish and Cooney (an introductory textbook based on the best-selling text by Halliday/Resnick/Walker) RealTime Physics Laboratory Modules Physics by Inquiry (intended for use in a workshop setting) Interactive Lecture Demonstration Tutorials in Introductory Physics Activity Based Tutorials (designed primarily for use in recitations)

• Digestive System

  MedlinePlus

  ... think about eating. In response to this sensory stimulation, the brain sends impulses through the nerves that ... it based on symptoms, medical history, and a physical exam. Problems With the Pancreas, Liver, and Gallbladder ...

• Teller Award Acceptance Speech (LIRPP Vol. 12)

  NASA Astrophysics Data System (ADS)

  McCrory, Robert L.

  2016-10-01

  It is indeed an honor to receive an award named for such an accomplished and famous physicist who is present with us today, Dr. Edward Teller. In thinking over what to say on this occasion, I noted that the Teller Award was given for pioneering research in controlled fusion, in controlling fusion for the benefit of mankind. I think everyone in this audience certainly would agree that this lofty goal is truly one of the unconquered, grand challenges in applied physics...

• Fourier Analysis in Introductory Physics

  NASA Astrophysics Data System (ADS)

  Huggins, Elisha

  2007-01-01

  In an after-dinner talk at the fall 2005 meeting of the New England chapter of the AAPT, Professor Robert Arns drew an analogy between classical physics and Classic Coke. To generations of physics teachers and textbook writers, classical physics was the real thing. Modern physics, which in introductory textbooks "appears in one or more extra chapters at the end of the book, … is a divertimento that we might get to if time permits." Modern physics is more like vanilla or lime Coke, probably a fad, while "Classic Coke is part of your life; you do not have to think about it twice."

• Cognitive development in introductory physics: A research-based approach to curriculum reform

  NASA Astrophysics Data System (ADS)

  Teodorescu, Raluca Elena

  This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish connections between everyday phenomena and underlying physics concepts. We organize traditional and research-based physics problems such that students experience a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we designed allows for explicit monitoring, control and measurement of the cognitive processes exercised during the instruction period. It is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the development of students' problem-solving abilities, we created rubrics that measure specific aspects of the thinking involved in physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre- and post-instruction to determine students' shift in dispositions towards learning physics. The Force Concept Inventory (FCI) was administered pre- and post-instruction to determine students' level of conceptual understanding. The results feature improvements in students' problem-solving abilities and in their attitudes towards learning physics.

• Irena : tool suite for modeling and analysis of small-angle scattering.

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

  Ilavsky, J.; Jemian, P.

  2009-04-01

  Irena, a tool suite for analysis of both X-ray and neutron small-angle scattering (SAS) data within the commercial Igor Pro application, brings together a comprehensive suite of tools useful for investigations in materials science, physics, chemistry, polymer science and other fields. In addition to Guinier and Porod fits, the suite combines a variety of advanced SAS data evaluation tools for the modeling of size distribution in the dilute limit using maximum entropy and other methods, dilute limit small-angle scattering from multiple non-interacting populations of scatterers, the pair-distance distribution function, a unified fit, the Debye-Bueche model, the reflectivity (X-ray and neutron)more » using Parratt's formalism, and small-angle diffraction. There are also a number of support tools, such as a data import/export tool supporting a broad sampling of common data formats, a data modification tool, a presentation-quality graphics tool optimized for small-angle scattering data, and a neutron and X-ray scattering contrast calculator. These tools are brought together into one suite with consistent interfaces and functionality. The suite allows robust automated note recording and saving of parameters during export.« less

• Therapeutic Exercise for Body Alignment and Function.

  ERIC Educational Resources Information Center

  Daniels, Lucille; Worthingham, Catherine

  This textbook is designed for the use of persons dealing with the problems of body alignment and function, primarily the physical therapist, the physical educator, and the physician. Those procedures are included that appear to be best suited for prevention of disability, improvement of impaired function, and maintenance of the optimum level of…

• Short Animation Movies as Advance Organizers in Physics Teaching: A Preliminary Study

  ERIC Educational Resources Information Center

  Koscianski, Andre; Ribeiro, Rafael Joao; da Silva, Sani Carvalho Rutz

  2012-01-01

  Background: Advance organizers are instructional materials that help students use previous knowledge to make links with new information. Short animation movies are a possible format and are well suited for physics, as they can portray dynamic phenomena and represent abstract concepts. Purpose: The study aimed to determine guidelines for the…

• A Collection of Problems for Physics Teaching

  ERIC Educational Resources Information Center

  Grober, S.; Jodl, H. -J.

  2010-01-01

  Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching,…

• Thinking Ethically about Professional Practice in Adapted Physical Activity

  ERIC Educational Resources Information Center

  Goodwin, Donna L.; Rossow-Kimball, Brenda

  2012-01-01

  There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or…

• Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning

  ERIC Educational Resources Information Center

  Grissom, April N.; Czajka, C. Douglas; McConnell, David A.

  2015-01-01

  The introductory physical geology laboratory courses taught at North Carolina State University aims to promote scientific thinking and learning through the use of scientific inquiry-based activities. A rubric describing five possible levels of inquiry was applied to characterize the laboratory activities in the course. Two rock and mineral…

• Incorporating Sustainability and 21st-Century Problem Solving into Physics Courses

  ERIC Educational Resources Information Center

  Rogers, Michael; Pfaff, Tom; Hamilton, Jason; Erkan, Ali

  2013-01-01

  As educators we are facing an unprecedented challenge to prepare our students not only for traditional careers but also for future careers that don't exist today. Many of these careers will require a firm grounding in disciplines such as physics, along with multidisciplinary, Global, and systems thinking skill sets. Our Multidisciplinary…

• A Model of the Creative Process Based on Quantum Physics and Vedic Science.

  ERIC Educational Resources Information Center

  Rose, Laura Hall

  1988-01-01

  Using tenets from Vedic science and quantum physics, this model of the creative process suggests that the unified field of creation is pure consciousness, and that the development of the creative process within individuals mirrors the creative process within the universe. Rational and supra-rational creative thinking techniques are also described.…

• The Space-Time Topography of English Speakers

  ERIC Educational Resources Information Center

  Duman, Steve

  2016-01-01

  English speakers talk and think about Time in terms of physical space. The past is behind us, and the future is in front of us. In this way, we "map" space onto Time. This dissertation addresses the specificity of this physical space, or its topography. Inspired by languages like Yupno (Nunez, et al., 2012) and Bamileke-Dschang (Hyman,…

• Development of Students' Conceptual Thinking by Means of Video Analysis and Interactive Simulations at Technical Universities

  ERIC Educational Resources Information Center

  Hockicko, Peter; Krišták, Luboš; Nemec, Miroslav

  2015-01-01

  Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think…

• Using Student Assessments in Archery to Increase Higher-Order Thinking and Student Success

  ERIC Educational Resources Information Center

  Arem, Gail

  2006-01-01

  Physical educators seek to provide an educational setting in which students develop knowledge and motor skills for lifelong learning. As more emphasis is placed on healthy lifestyles, teaching motor skills becomes only a part of their job as physical educators. In this article, the author details a few assessments in target archery that stimulate…

Rethinking the Preparation of HPE Teachers: Ruminations on Knowledge, Identity, and Ways of Thinking

ERIC Educational Resources Information Center

Tinning, Richard

2004-01-01

This paper explores assumptions about essential knowledge in degree programs that have traditionally prepared teachers of physical education, and discusses the question of what sort of teacher education is necessary or desirable to prepare teachers for the new Health & Physical Education (HPE) key learning area. I argue that the curriculum of the…

When Procedures Discourage Insight: Epistemological Consequences of Prompting Novice Physics Students to Construct Force Diagrams

ERIC Educational Resources Information Center

Kuo, Eric; Hallinen, Nicole R.; Conlin, Luke D.

2017-01-01

One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students' thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to…

Busy Doing Nothing? Physical Education Teachers' Perceptions of Young People's Participation in Leisure-Sport

ERIC Educational Resources Information Center

Green, Ken; Smith, Andy; Thurston, Miranda

2009-01-01

Within the substantial body of research examining the professional knowledge of physical education (PE) teachers one particular area remains relatively under-explored: namely, their understandings of young people's participation in leisure-sport and the implications of this, if any, for the practice of PE. There are grounds for thinking, however,…

Equations as Guides to Thinking and Problem Solving

ERIC Educational Resources Information Center

Hewitt, Paul G.

2011-01-01

Science is the study of nature's rules. The most basic of these are the laws of physics, most of which are expressed in equation form. Physics equations show how concepts connect to one another. But does a study of these equations enhance student understanding? Not always, for too often in an introductory course students are tempted (or even…

Moving Bodies beyond the Social/Biological Divide: Toward Theoretical and Transdisciplinary Adventures

ERIC Educational Resources Information Center

Thorpe, Holly

2014-01-01

In this paper I call for "new forms of thinking and new ways of theorizing" the complex relations between the biological and social in sport and physical culture. I illustrate the inseparability of our biological and social bodies in sport and physical culture via the case of exercise and female reproductive hormones. Inspired by…

High-School Students Believe School Physics Helps in Developing Logical but Not Creative Thinking: Active Learning Can Change This Idea

ERIC Educational Resources Information Center

Marušic, Mirko; Sliško, Josip

2014-01-01

This study is based on two exploratory questions with the aim of determining the relative effectiveness of two different student activities, called "Reading, Presenting and Questioning" (RPQ) and "Experimenting and Discussing" (ED), in changing students' perceptions and attitudes about the impact of physics learning on the…

Thinking about Fashion Models' Looks: A Multidimensional Approach to the Structure of Perceived Physical Attractiveness.

ERIC Educational Resources Information Center

Ashmore, Richard D.; And Others

1996-01-01

Used a functional framework of the perception of female physical attractiveness in a sample of 96 college students viewing 96 photographs of female fashion models. Suggests perceivers should differentiate sexual (sexy), youthful, nonsexual (cute), and up-to-date clothed and groomed (trendy) dimensions. Indicates areas of both convergence and…

Top 10 Research Questions Related to Children Physical Activity Motivation

PubMed Central

Chen, Ang

2017-01-01

Physical activity is critical to healthy development of children. It is well documented that helping children develop and sustain a physically active lifestyle requires children to become motivated. Many studies have been conducted in the past 2.5 decades on determinants and correlates for children and adolescents’ physical activity motivation. The findings have informed researchers and practitioners about motivation sources for children and effective strategies to motivate children in given physical activity settings. Built on the extensive knowledge base and theoretical platforms formed by these research studies, the purpose of this article is to take a look at the current research landscape and provide subjective thoughts about what we still need to know about children’s physical activity motivation. The product of this subjective thinking process rendered 10 potential questions for future research on children’s physical activity motivation in both in-school and out-of-school settings. These topics encompass those focusing on children’s physical activity motivation as a mental dispositional process, those conceptualizing the motivation as an outcome of person–environment interactions, and those attempting to dissect the motivation as an outcome of social–cultural influences and educational policies. It is hoped that the topics can serve researchers interested in children’s physical activity motivation as starting blocks from which they can extend their conceptual thinking and identify research questions that are personally meaningful. It is also hoped that the list of potential questions can be helpful to researchers in accomplishing the imperative and significant mission to motivate children to be physically active in the 21st century and beyond. PMID:24592774

Top 10 research questions related to children physical activity motivation.

PubMed

Chen, Ang

2013-12-01

Physical activity is critical to healthy development of children. It is well documented that helping children develop and sustain a physically active lifestyle requires children to become motivated. Many studies have been conducted in the past 2.5 decades on determinants and correlates for children and adolescents' physical activity motivation. The findings have informed researchers and practitioners about motivation sources for children and effective strategies to motivate children in given physical activity settings. Built on the extensive knowledge base and theoretical platforms formed by these research studies, the purpose of this article is to take a look at the current research landscape and provide subjective thoughts about what we still need to know about children's physical activity motivation. The product of this subjective thinking process rendered 10 potential questions for future research on children's physical activity motivation in both in-school and out-of-school settings. These topics encompass those focusing on children's physical activity motivation as a mental dispositional process, those conceptualizing the motivation as an outcome of person-environment interactions, and those attempting to dissect the motivation as an outcome of social-cultural influences and educational policies. It is hoped that the topics can serve researchers interested in children's physical activity motivation as starting blocks from which they can extend their conceptual thinking and identify research questions that are personally meaningful. It is also hoped that the list of potential questions can be helpful to researchers in accomplishing the imperative and significant mission to motivate children to be physically active in the 21st century and beyond.

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

Stickler, D.L.; Sebok, A.F.

Because of the physical nature of most jobs in coal mine, many coal companies require applicants to satisfactorily complete preemployment physical examinations. These examinations are generally one part of an application process designed to obtain an employee that is best suited for the job. With the increasing costs associated with workers' compensation and absenteeism, it is understandable that employers are concerned about an individual's physical condition. Moreover, an individual's inability to perform the job due to physical limitations could endanger the safety of other employees in the mine.

Neuroanatomy of Creativity

PubMed Central

Jung, Rex E.; Segall, Judith M.; Bockholt, H. Jeremy; Flores, Ranee A.; Smith, Shirley M.; Chavez, Robert S.; Haier, Richard J.

2009-01-01

Creativity has long been a construct of interest to philosophers, psychologists and, more recently, neuroscientists. Recent efforts have focused on cognitive processes likely to be important to the manifestation of novelty and usefulness within a given social context. One such cognitive process – divergent thinking – is the process by which one extrapolates many possible answers to an initial stimulus or target data set. We sought to link well established measures of divergent thinking and creative achievement (Creative Achievement Questionnaire – CAQ) to cortical thickness in a cohort of young (23.7 ± 4.2 years), healthy subjects. Three independent judges ranked the creative products of each subject using the consensual assessment technique (Amabile, 1982) from which a “composite creativity index” (CCI) was derived. Structural magnetic resonance imaging was obtained at 1.5 Tesla Siemens scanner. Cortical reconstruction and volumetric segmentation were performed with the FreeSurfer image analysis suite. A region within the lingual gyrus was negatively correlated with CCI; the right posterior cingulate correlated positively with the CCI. For the CAQ, lower left lateral orbitofrontal volume correlated with higher creative achievement; higher cortical thickness was related to higher scores on the CAQ in the right angular gyrus. This is the first study to link cortical thickness measures to psychometric measures of creativity. The distribution of brain regions, associated with both divergent thinking and creative achievement, suggests that cognitive control of information flow among brain areas may be critical to understanding creative cognition. PMID:19722171

Effect of Physics Problem Solving on Structures Schemes and Knowledge Associations

NASA Astrophysics Data System (ADS)

Setyowidodo, I.; Jatmiko, B.; Susantini, E.; Widodo, S.; Shofwan, A.

2017-09-01

This study aims to develop learners’ thinking structures through associations, case based, and schematic method so that different knowledge structures have a role in influencing the structure of creative thinking. The learners have low mastery of physics materials since they are not given sufficient opportunity to build their own knowledge. They should be directed to approach each new problem or task with their prior knowledge, assimilate new information, and construct their own understanding. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The learning process of problemsolving consists of: 1) identifying problems, 2) planning projects, 3) creating projects, 4) presenting projects, and 5) evaluating projects. From the results of this research, it can be concluded that problem-solving method can provide strong supports in developing the learners’ creative thinking skills as they can share their knowledge and interact with their friends and the environment. This learning activity also constitutes an appropriate technique to help the learners to develop problem solving knowledge and skills.

Design and Evaluation of a Ventilated Garment for Use in Temperatures up to 200°C

PubMed Central

Crockford, G. W.; Hellon, R. F.

1964-01-01

The protection of personnel against high air and radiant temperatures is a problem that has been confronting industry for many years now, and for many industrial situations it still has not been solved. The experiments reported here were intended to determine the most suitable form of insulation for a hot entry suit for use primarily in furnace wrecking where mean radiant temperatures of 200°C. are met and where heat-reflecting garments are unsuitable due to the rapid deterioration of the reflecting surface. From a preliminary consideration of the problem it was concluded that a ventilated garment was required and that conventional ventilated garments in which air is induced to flow parallel to the body surfaces (axial ventilation) are basically unsound in design as the air is not utilized for the transfer of heat in the most efficient manner. A new form of ventilation was therefore developed in which air flows out through a permeable suit (radial ventilation). This form of ventilation produces what is called dynamic insulation, and this method of insulation, when compared with two alternative methods on a physical model, was found to be very effective. The model experiments were confirmed by comparative trials of three ventilated suits each using one of three different forms of insulation thought to be suitable for use in heat-protective clothing. Physiological measurements made on the subjects and physical measurement made on the suits confirmed that dynamic insulation is the most suitable insulation for a hot entry suit for furnace wrecking. With the air flows used in these experiments, dynamic insulation had a thermal conductance one-fifth that of conventional static insulation, and sweat losses and oral temperature rises were reduced by one-third and one-half respectively. PMID:14180476

Challenging traditional assumptions of high school science through the physics and Everyday Thinking Curriculum(TM)

NASA Astrophysics Data System (ADS)

Ross, Michael J.

Science education in the U.S. has failed for over a century to bring the experience of scientific induction to classrooms, from elementary science to undergraduate courses. The achievement of American students on international comparisons of science proficiency is unacceptable, and the disparities between groups underrepresented in STEM and others are large and resistant to reform efforts. This study investigated the enactment of a physics curriculum designed upon the inductive method in a high school serving mostly students from groups underrepresented in science. The Physics and Everyday Thinking curriculum was designed to model the central practices of science and to provide opportunities for students to both extract general principles of physics and to develop scientific models from laboratory evidence. The findings of this study suggest that scientific induction is not only a process that is well within the capacity of high school students, but they enjoy it as well. Students that engaged in the central practices of science through the inductive method reported a new sense of agency and control in their learning. These findings suggest that modeling the pedagogy of the science classroom upon the epistemology of science can result in a mode of learning that can lead to positive identification with physics and the development of scientific literacy.

Systems Thinking and Simulation Modeling to Inform Childhood Obesity Policy and Practice.

PubMed

Powell, Kenneth E; Kibbe, Debra L; Ferencik, Rachel; Soderquist, Chris; Phillips, Mary Ann; Vall, Emily Anne; Minyard, Karen J

In 2007, 31.7% of Georgia adolescents in grades 9-12 were overweight or obese. Understanding the impact of policies and interventions on obesity prevalence among young people can help determine statewide public health and policy strategies. This article describes a systems model, originally launched in 2008 and updated in 2014, that simulates the impact of policy interventions on the prevalence of childhood obesity in Georgia through 2034. In 2008, using information from peer-reviewed reports and quantitative estimates by experts in childhood obesity, physical activity, nutrition, and health economics and policy, a group of legislators, legislative staff members, and experts trained in systems thinking and system dynamics modeling constructed a model simulating the impact of policy interventions on the prevalence of childhood obesity in Georgia through 2034. Use of the 2008 model contributed to passage of a bill requiring annual fitness testing of schoolchildren and stricter enforcement of physical education requirements. We updated the model in 2014. With no policy change, the updated model projects that the prevalence of obesity among children and adolescents aged ≤18 in Georgia would hold at 18% from 2014 through 2034. Mandating daily school physical education (which would reduce prevalence to 12%) and integrating moderate to vigorous physical activity into elementary classrooms (which would reduce prevalence to 10%) would have the largest projected impact. Enacting all policies simultaneously would lower the prevalence of childhood obesity from 18% to 3%. Systems thinking, especially with simulation models, facilitates understanding of complex health policy problems. Using a simulation model to educate legislators, educators, and health experts about the policies that have the greatest short- and long-term impact should encourage strategic investment in low-cost, high-return policies.

Physicians' fear of legal action becoming "pervasive," lawyer tells Ottawa conference.

PubMed Central

Rafuse, J

1995-01-01

Medical malpractice claims may be more common in the US than Canada, but that does not diminish the negative emotional, physical and professional consequences of legal action, delegates to the recent International Conference on Physician Health in Ottawa were told. Several US speakers described how physicians should employ risk-management strategies to avoid malpractice suits. They were also warned about what to expect during a legal action and the likelihood of facing subsequent suits alleging substandard care. PMID:7859204

Guided Inquiry with Cognitive Conflict Strategy: Drilling Indonesian High School Students’ Creative Thinking Skills

NASA Astrophysics Data System (ADS)

Syadzili, A. F.; Soetjipto; Tukiran

2018-01-01

This research aims to produce physics learning materials in Indonesian high school using guided inquiry with cognitive conflict strategy to drill students’ creative thinking skills in a static fluid learning. This development research used 4D model with one group pre-test and post-test design implemented in the eleventh grade students in the second semester of 2016/2017 academic year. The data were collected by validation sheets, questionnaires, tests and observations, while data analysis techniques is descriptive quantitative analysis. This research obtained several findings, they are : the learning material developed had an average validity score with very valid category. The lesson plan can be implemented very well. The students’ responses toward the learning process were very possitive with the students’ interest to follow the learning. Creative thinking skills of student before the implementation of product was inadequate, then it is very creative after product was implemented. The impacts of the research suggest that guided inquiry may stimulate the students to think creatifly.

Magical thinking in narratives of adolescent cutters.

PubMed

Gregory, Robert J; Mustata, Georgian T

2012-08-01

Adolescents sometimes cut themselves to relieve distress; however, the mechanism is unknown. Previous studies have linked self-injury to deficits in processing emotions symbolically through language. To investigate expressive language of adolescent cutters, the authors analyzed 100 narratives posted on the Internet. Most narratives (n = 66) displayed idiosyncratic use of language indicating poor differentiation between the real and the symbolic, such as blood substituting for negative emotions, which can then be released from the self; or emotional pain magically transforming into physical pain, which can then be managed. This kind of magical thinking correlated with cutting to relieve distress, to see blood, and to feel pain, but negatively correlated with complex representation of people, understanding social causality, and self-esteem. The results suggest that magical thinking represents a pre-symbolic mental state that processes and organizes distressing emotions through body schema. Magical thinking thus provides a plausible mechanism for why cutting works. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Does Current Army Physical Fitness Training Doctrine Adequately Prepare Soldiers for War?

DTIC Science & Technology

2010-06-11

Army 2008c, iii). Although many of the foundational principles of physical fitness remain unchanged, how they are applied and incorporated in modern...knew we wouldn’t get any farther than Bastogne” (Suerth 2009). Their indomitable fighting spirit and perseverance can be traced back in part to the...physically and mentally. Teach them how to think under duress in dealing with terrain and key leader engagements” (Company Command Team 2009a, 69

Elastic-Tether Suits for Artificial Gravity and Exercise

NASA Technical Reports Server (NTRS)

Torrance, Paul; Biesinger, Paul; Rybicki, Daniel D.

2005-01-01

Body suits harnessed to systems of elastic tethers have been proposed as means of approximating the effects of normal Earth gravitation on crewmembers of spacecraft in flight to help preserve the crewmembers physical fitness. The suits could also be used on Earth to increase effective gravitational loads for purposes of athletic training. The suit according to the proposal would include numerous small tether-attachment fixtures distributed over its outer surface so as to distribute the artificial gravitational force as nearly evenly as possible over the wearer s body. Elastic tethers would be connected between these fixtures and a single attachment fixture on a main elastic tether that would be anchored to a fixture on or under a floor. This fixture might include multiple pulleys to make the effective length of the main tether great enough that normal motions of the wearer cause no more than acceptably small variations in the total artificial gravitational force. Among the problems in designing the suit would be equalizing the load in the shoulder area and keeping tethers out of the way below the knees to prevent tripping. The solution would likely include running tethers through rings on the sides. Body suits with a weight or water ballast system are also proposed for very slight spinning space-station scenarios, in which cases the proposed body suits will easily be able to provide the equivalency of a 1-G or even greater load.

Socioecological psychology.

PubMed

Oishi, Shigehiro

2014-01-01

Socioecological psychology investigates humans' cognitive, emotional, and behavioral adaption to physical, interpersonal, economic, and political environments. This article summarizes three types of socioecological psychology research: (a) association studies that link an aspect of social ecology (e.g., population density) with psychology (e.g., prosocial behavior), (b) process studies that clarify why there is an association between social ecology and psychology (e.g., residential mobility → anxiety → familiarity seeking), and (c) niche construction studies that illuminate how psychological states give rise to the creation and maintenance of a social ecology (e.g., familiarity seeking → dominance of national chain stores). Socioecological psychology attempts to bring the objectivist perspective to psychological science, investigating how objective social and physical environments, not just perception and construal of the environments, affect one's thinking, feeling, and behaviors, as well as how people's thinking, feeling, and behaviors give rise to social and built environments.

Why I think Computational Physics has been the most valuable part of my undergraduate physics education

NASA Astrophysics Data System (ADS)

Parsons, Matthew

2015-04-01

Computational physics is a rich and vibrant field in its own right, but often not given the attention that it should receive in the typical undergraduate physics curriculum. It appears that the partisan theorist vs. experimentalist view is still pervasive in academia, or at least still portrayed to students, while in fact there is a continuous spectrum of opportunities in between these two extremes. As a case study, I'll give my perspective as a graduating physics student with examples of computational coursework at Drexel University and research opportunities that this experience has led to.

Arduino-Based Data Acquisition into Excel, LabVIEW, and MATLAB

ERIC Educational Resources Information Center

Nichols, Daniel

2017-01-01

Data acquisition equipment for physics can be quite expensive. As an alternative, data can be acquired using a low-cost Arduino microcontroller. The Arduino has been used in physics labs where the data are acquired using the Arduino software. The Arduino software, however, does not contain a suite of tools for data fitting and analysis. The data…

MEDICAL - SPACELAB (TEST OF SIMULATION)

NASA Image and Video Library

1976-11-01

Spacelab simulations crew members during medical testing. Photo is of Patricia Cowings being zipped into the one-meter-diameter rescue ball during physical tests. Assisting her is Joe Schmitt, a suit technician.

The Losing Battle against Plug-and-Chug

ERIC Educational Resources Information Center

Kortemeyer, Gerd

2016-01-01

I think most physics teachers would agree that two important components of a proper solution to a numerical physics problem are to first figure out a final symbolic solution and to only plug in numbers in the end. However, in spite of our best efforts, this is not what the majority of students is actually doing. Instead, they tend to plug numbers…

Variations in Acculturation and Australian Physical Education Teacher Education Students' Receptiveness to an Alternative Pedagogical Approach to Games Teaching

ERIC Educational Resources Information Center

Moy, Brendan; Renshaw, Ian; Davids, Keith

2014-01-01

Background: The development of intelligent, thinking performers as a central theme in physical education curriculum documents worldwide has highlighted the need for an evolution of teaching styles from the dominant reproductive approach. This has prompted an Australian university to change the content and delivery of a games unit within their…

The Grasp of Physics Concepts of Motion: Identifying Particular Patterns in Students' Thinking

ERIC Educational Resources Information Center

Obaidat, Ihab; Malkawi, Ehab

2009-01-01

We have investigated the grasp of some of the basic concepts of motion by students taking the introductory physics course in Mechanics at United Arab Emirates University (UAEU). We have developed a short research-based multiple-choice test where we were able to extract some information about the state of knowledge of the students. In general, the…

Innovative Physics Teaching Conferences in the Czech Republic

NASA Astrophysics Data System (ADS)

Milbrandt, Rod

2010-09-01

Even today, with all of the instant communication technologies available, we are still often unaware of all that happens in other parts of the world. In the middle of Europe, in the Czech Republic, physics teachers have created a couple of innovative conferences—or workshops might be a better term. Having attended two of each, I think they're worth publicizing more broadly.

An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

ERIC Educational Resources Information Center

Harlow, Danielle B.

2014-01-01

This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to…

Experience, Intersubjectivity, and Reflection: A Human Science Perspective on Preparation of Future Professionals in Adaptive Physical Activity

ERIC Educational Resources Information Center

Standal, Øyvind F.; Rugseth, Gro

2016-01-01

The aim of this article is to show that and how philosophy and philosophical thinking can be of relevance for the preparation of future professionals in adaptive physical activity. To this end we utilize philosophical insights from the human science perspective on two central issues, namely experience and intersubjectivity, which are weaved…

Answer First: Applying the Heuristic-Analytic Theory of Reasoning to Examine Student Intuitive Thinking in the Context of Physics

ERIC Educational Resources Information Center

Kryjevskaia, Mila; Stetzer, MacKenzie R.; Grosz, Nathaniel

2014-01-01

We have applied the heuristic-analytic theory of reasoning to interpret inconsistencies in student reasoning approaches to physics problems. This study was motivated by an emerging body of evidence that suggests that student conceptual and reasoning competence demonstrated on one task often fails to be exhibited on another. Indeed, even after…

Effects of Racial Discrimination and Health Behaviors on Mental and Physical Health of Middle-Class African American Men

ERIC Educational Resources Information Center

Sellers, Sherrill L.; Bonham, Vence; Neighbors, Harold W.; Amell, James W.

2009-01-01

This research is an examination of the effects of racial discrimination and health-promoting behaviors on the physical and mental health of a sample of 399 well-educated African American men. One would think that the attainment of higher education would increase health-promoting behaviors and might decrease discriminatory experiences that impact…

Lattice of quantum predictions

NASA Astrophysics Data System (ADS)

Drieschner, Michael

1993-10-01

What is the structure of reality? Physics is supposed to answer this question, but a purely empiristic view is not sufficient to explain its ability to do so. Quantum mechanics has forced us to think more deeply about what a physical theory is. There are preconditions every physical theory must fulfill. It has to contain, e.g., rules for empirically testable predictions. Those preconditions give physics a structure that is “a priori” in the Kantian sense. An example is given how the lattice structure of quantum mechanics can be understood along these lines.

Climate governance as a complex adaptive system. Reply to comments on "Climate change governance, cooperation and self-organization"

NASA Astrophysics Data System (ADS)

Pacheco, Jorge M.; Vasconcelos, Vítor V.; Santos, Francisco C.

2014-12-01

Mark Buchanan recently wrote that "Physics is not only about Physics anymore" [1]. We believe that the subject of our review provides a clear manifestation of this statement, and testifies for the possibility of using methods developed in the realm of theoretical physics to address problems that lie far beyond what conventional Physics thinking would conceive. It is thus rewarding (and we feel very honored) to have our manuscript commented by renowned scientists from a variety of fields.

Collaborating With Youth in School Health Promotion Initiatives With Photovoice.

PubMed

Lofton, Saria; Bergren, Martha Dewey

2018-06-01

Photovoice, a community-based approach that is being embraced in school settings, can help to nurture collaborations with youth, particularly adolescents, and engage them in the development of social policy and health promotion projects. Photovoice is an approach that positions school nurses to inspire youth to take ownership of health promotion issues that directly affect them in the school and in their communities. Engaging youth in Photovoice not only allows advocates to directly work with youth but also promotes critical thinking and the exploration of topics that may not otherwise be considered. Photovoice raises awareness about issues through critical dialogue and is well suited to engage youth and provide a channel for youth to assert their voices.

Teaching reproductive options through the use of fiction: the Cider House Rules project.

PubMed

Engstrom, Janet L; Hunter, Ramona G

2007-01-01

Alternative teaching strategies such as storytelling and the critical reading of literature are thought to help students develop their critical thinking, emotional intelligence, and cultural sensitivity and thereby better understand the context in which their patients live and make decisions. Such teaching methods are ideally suited for examining morally complex issues such as reproductive options. This article describes an alternative approach to teaching the complex personal, social, and moral issues surrounding the topic of reproductive options. The critical reading of the book, The Cider House Rules, provides a unique opportunity for students to obtain insight and understanding of the complex circumstances under which women and their families make reproductive decisions.

The Design of Collaborative Learning for Teaching Physics in Vocational Secondary School

NASA Astrophysics Data System (ADS)

Ismayati, Euis

2018-04-01

Vocational secondary school (Sekolah Menengah Kejuruan or SMK) is a vocational education that is based on the principle of human resource investment (human capital investment) referring to the quality of education and productivity to compete in the global job market. Therefore, vocational education relates directly to business world/industry which fulfills the needs of the skilled worker. According to the results of some researches, the work ethics of vocational graduates are still unsatisfying. Most of them are less able to perform their works, to adapt to the changes and development of technology and science, to be retrained, to develop themselves, to collaborate, and to argue. Meanwhile, the employers in the world of work and industries require their employees to have abilities to think creatively and working collaboratively. In addition, the students’ abilities to adapt to the technology in working environment are greatly influenced by the learning process in their schools, especially in science learning. The process of science learning which can help the students to think and act scientifically should be implemented by teachers using a learning approach which is appropriate to the students’ need and the material taught to the students. To master technology and industry needs science mastery. Physics, as a part of science, has an important role in the development of technology since the products of technology strongly support further development of science. In order to develop the abilities to think critically and working collaboratively, education should be given to the students through the learning process using learning model which refers to a collaborative group discussion system called Collaborative Learning. Moreover, Collaborative learning for teaching Physics in vocational secondary school should be designed in such a way that the goal of teaching and learning can be achieved. Collaborative Learning is advantageous to improve the students’ creative thinking and collaborative working.

Petrology of the Western Highland Province: Ancient crust formation at the Apollo 14 site

NASA Astrophysics Data System (ADS)

Shervais, John W.; McGee, James J.

1999-03-01

Plutonic rocks found at the Apollo 14 site comprise four lithologic suites: the magnesian suite, the alkali suite, evolved lithologies, and the ferroan anorthosite suite (FAN). Rocks of the magnesian suite include troctolite, anorthosite, norite, dunite, and harzburgite; they are characterized by plagioclase ~An95 and mafic minerals with mg#s 82-92. Alkali suite rocks and evolved rocks generally have plagioclase ~An90 to ~An40, and mafic minerals with mg#s 82-40. Lithologies include anorthosite, norite, quartz monzodiorite, granite, and felsite. Ferroan anorthosites have plagioclase ~An96 and mafic minerals with mg#s 45-70. Whole rock geochemical data show that most magnesian suite samples and all alkali anorthosites are cumulates with little or no trapped liquid component. Norites may contain significant trapped liquid component, and some alkali norites may represent cumulate-enriched, near-liquid compositions, similar to KREEP basalt 15386. Evolved lithologies include evolved partial cumulates related to alkali suite fractionation (quartz monzodiorite), immiscible melts derived from these evolved magmas (granites), and impact melts of preexisting granite (felsite). Plots of whole rock mg# versus whole rock Ca/(Ca+Na+K) show a distinct gap between rocks of the magnesian suite and rocks of the alkali suite, suggesting either distinct parent magmas or distinct physical processes of formation. Chondrite-normalized rare earth element (REE) patterns show that rocks of both the magnesian suite and alkali suite have similar ranges, despite the large difference in major element chemistry. Current models for the origin of the magnesian suite call for a komatiitic parent magma derived from early magma ocean cumulates; these melts must assimilate plagiophile elements to form troctolites at low pressures and must assimilate a highly enriched KREEP component so that the resulting mixture has REE concentrations similar to high-K KREEP. There are as yet no plausible scenarios that can explain these unusual requirements. We propose that partial melting of a primitive lunar interior and buffering of these melts by ultramagnesian early magma ocean cumulates provides a more reasonable pathway to form magnesian troctolites. Alkali anorthosites and norites formed by crystallization of a parent magma with major element compositions similar to KREEP basalt 15386. If the parent magma of the alkali suite and evolved rocks is related to the magnesian suite, then that magma must have evolved through combined assimilation-fractional crystallization processes to form the alkali suite cumulates.

Flat Earth theory: an exercise in critical thinking

NASA Astrophysics Data System (ADS)

Břízová, Leontýna; Gerbec, Kelsey; Šauer, Jiří; Šlégr, Jan

2018-07-01

In this paper we present a critical analysis of some of the arguments of flat Earth theory, and we also try to show that this analysis and refutation of these false claims can be a useful exercise in critical thinking that is so much needed today. This article can also make it easier for teachers who are exposed to some of the arguments of flat Earth theory by their students. Some arguments of this theory are completely senseless, and some can simply be disproved by trigonometry or basic physical laws.

U.S. talc; baby powder and much more

USGS Publications Warehouse

,

2000-01-01

When most people think of talc, they probably envision talcum and baby powder. Since talc is very soft and easily carved, one might also think of sculptures in soapstone (massive talc). In fact, these uses of talc are quite minor compared to its wide variety of applications in manufacturing and agriculture. High-quality (pure) talc has many physical and chemical properties favorable for its use, such as its softness, purity, fragrance retention, whiteness, luster, moisture content, oil and grease adsorption, chemical inertness, low electrical conductivity, high dielectric strength, and high thermal conductivity (Virta, 1998).

Beckham as physicist?

NASA Astrophysics Data System (ADS)

Ireson, Gren

2001-01-01

It is hard to think of a medium that does not use football or soccer as a means of promotion. It is also hard to think of a student who has not heard of David Beckham. If football captures the interest of students it can be used to teach physics; in this case a Beckham free-kick can be used to introduce concepts such as drag, the Bernoulli principle, Reynolds number and the Magnus effect, by asking the simple question: How does he curve the ball so much? Much basic mechanics can also be introduced along the way.

Space_Station Science_Made_Easy

NASA Image and Video Library

2017-05-25

How would you organize and categorize the more than 1,700 scientific investigations that have been conducted on the International Space Station so far? The scientists think their work falls among several broad categories, like Earth and space science, biology, human physiology, physical sciences, and more, which bring benefits to Earth and prepare us for our journey to Mars and beyond. But NASA astronaut Rick Mastracchio, a veteran of four spaceflights including a six-month mission on ISS in 2014, thinks there are really just three important categories, at least from the crew member’s point of view.

Beginning without a Conclusion.

ERIC Educational Resources Information Center

Frazier, Richard

1988-01-01

Describes a series of activities without conclusions to introduce scientific reasoning in a ninth grade physical science course. Uses popcorn popping to get students to think about the concepts of graphing, histograms, frequency, probability, and scientific methodology. (CW)

Computational materials science: Think locally, act globally

NASA Astrophysics Data System (ADS)

Rabe, Karin M.

2002-11-01

New first-principles calculations reveal the range of atomic arrangements underlying the average crystallographic structure of a perovskite oxide, PZT. This work opens the door to understanding the exceptional physical behaviour of PZT and related systems.

Interoperative efficiency in minimally invasive surgery suites.

PubMed

van Det, M J; Meijerink, W J H J; Hoff, C; Pierie, J P E N

2009-10-01

Performing minimally invasive surgery (MIS) in a conventional operating room (OR) requires additional specialized equipment otherwise stored outside the OR. Before the procedure, the OR team must collect, prepare, and connect the equipment, then take it away afterward. These extra tasks pose a thread to OR efficiency and may lengthen turnover times. The dedicated MIS suite has permanently installed laparoscopic equipment that is operational on demand. This study presents two experiments that quantify the superior efficiency of the MIS suite in the interoperative period. Preoperative setup and postoperative breakdown times in the conventional OR and the MIS suite in an experimental setting and in daily practice were analyzed. In the experimental setting, randomly chosen OR teams simulated the setup and breakdown for a standard laparoscopic cholecystectomy (LC) and a complex laparoscopic sigmoid resection (LS). In the clinical setting, the interoperative period for 66 LCs randomly assigned to the conventional OR or the MIS suite were analyzed. In the experimental setting, the setup and breakdown times were significantly shorter in the MIS suite. The difference between the two types of OR increased for the complex procedure: 2:41 min for the LC (p < 0.001) and 10:47 min for the LS (p < 0.001). In the clinical setting, the setup and breakdown times as a whole were not reduced in the MIS suite. Laparoscopic setup and breakdown times were significantly shorter in the MIS suite (mean difference, 5:39 min; p < 0.001). Efficiency during the interoperative period is significantly improved in the MIS suite. The OR nurses' tasks are relieved, which may reduce mental and physical workload and improve job satisfaction and patient safety. Due to simultaneous tasks of other disciplines, an overall turnover time reduction could not be achieved.

Mental Health in Corrections Symposium (1993) Held in Kansas City, Missouri on June 9 - 11, 1993

DTIC Science & Technology

1993-06-11

draftees in our unit with advanced degrees. This fact made it I incumbent on the Navy to provide us intellectuals with proper stimulation , and they...federal prison was the United State Penitentiary at Leavenworth, which physically occupied the grounds of Fort Leavenworth, on loan from the Army. This...Disorders SNo Physical Dependence Effece n2. Dependen Dis Produces Change In The Way A Patient2 epnemDiodr Thinks, Fe And Acts (TFA) Physical Dependence

Assessing Thinking Skills in Astro 101: Do We Make an Impact?

NASA Astrophysics Data System (ADS)

Bruning, D.

2005-12-01

Most instructors agree that a major goal of "Astronomy 101" is to develop thinking skills in our students (Partridge and Greenstein, AER 2, 46, 2003). Much educational research in astronomy has initially concentrated on "best practices" for improving student learning (development of "think-pair-share", lecture tutorials, peer tutoring, etc.). Little has been done to date to assess our efforts to improve student thinking skills and students' desire to think more deeply about the cognitively rich ideas offered in the typical astronomy class. This study surveys several astronomy and physics courses to determine whether general analytical thinking skills increase because of the science course and whether students' attitudes toward cognition improve. Cacioppo, Petty and Kao's "Need for Cognition" scale is used for the latter assessment (J. Personality Assessment 48, 306, 1984). A shortened version of Whimbey and Lochhead's ASI skills instrument is used to assess analytical skills ("Problem Solving and Comprehension," 1986). Preliminary results suggest that students need for cognition does not change in general, although there may be a correlation between increasing need for cognition and improvement in grades through the semester. There is a suggestion that need for cognition is slightly predictive of course performance, but a greater correlation exists between the post-course survey and grades. Gains in general analytical skills have been seen in initial surveys, but correlations with course performance appear elusive.

UFMulti: A new parallel processing software system for HEP

NASA Astrophysics Data System (ADS)

Avery, Paul; White, Andrew

1989-12-01

UFMulti is a multiprocessing software package designed for general purpose high energy physics applications, including physics and detector simulation, data reduction and DST physics analysis. The system is particularly well suited for installations where several workstation or computers are connected through a local area network (LAN). The initial configuration of the software is currently running on VAX/VMS machines with a planned extension to ULTRIX, using the new RISC CPUs from Digital, in the near future.

Teachers' Views on the Construction, Management and Delivery of an Externally Prescribed Physical Education Curriculum: Higher Grade Physical Education

ERIC Educational Resources Information Center

MacPhail, Ann

2007-01-01

Background: The level of influence teachers have over changing developments in curricula to suit their individual schools is not matched by the influence they possess in the development of such curricula outside of the school context. Bernstein's model of the social construction of pedagogic discourse allows examination of the development,…

Teaching Virtue through Physical Education: Some Comments and Reflections

ERIC Educational Resources Information Center

Jones, Carwyn

2008-01-01

In this paper I explore a number of important implications for a moral pedagogy through sport and physical education. In order to do so, I first reiterate the credentials of a virtue theoretical approach to moral action and moral agency and reinforce the claim that the philosophy and psychology of virtue are best suited to provide the firm ground…

Quantum probability and cognitive modeling: some cautions and a promising direction in modeling physics learning.

PubMed

Franceschetti, Donald R; Gire, Elizabeth

2013-06-01

Quantum probability theory offers a viable alternative to classical probability, although there are some ambiguities inherent in transferring the quantum formalism to a less determined realm. A number of physicists are now looking at the applicability of quantum ideas to the assessment of physics learning, an area particularly suited to quantum probability ideas.

Interactive Engagement in the Large Lecture Environment

NASA Astrophysics Data System (ADS)

Dubson, Michael

Watching a great physics lecture is like watching a great piano performance. It is can be inspiring, and it can give you insights, but it doesn't teach you to play piano. Students don't learn physics by watching expert professors perform at the board; they can only learn by practicing it themselves. Learning physics involves high-level thinking like formulating problem-solving strategies or explaining concepts to other humans. Learning is always messy, involving struggle, trial-and-error, and paradigm shifts. That learning struggle cannot be overcome with a more eloquent lecture; it can only be surmounted with prolonged, determined, active engagement by the student. I will demonstrate some techniques of active engagement, including clicker questions and in-class activities, which are designed to activate the student's higher-level thinking, get them actively involved in their learning, and start them on the path of productive struggle. These techniques are scalable; they work in classrooms with 30 or 300 students. This talk about audience participation will involve audience participation, so please put down your phone and be ready for a challenge.

Computer Supported Collaborative Rocketry: Teaching students to distinguish good and bad data like expert physicists

NASA Astrophysics Data System (ADS)

d'Alessio, Matthew; Lundquist, Loraine

2013-10-01

Each year our physical science class for pre-service elementary teachers launches water-powered rockets based on the activity from NASA. We analyze the rocket flight using data from frame-by-frame video analysis of the launches. Before developing the methods presented in this paper, we noticed our students were mired in calculation details while losing sight of physical concepts. Sloppy measurements and calculations (even when using spreadsheets with formulas provided) sometimes led to such poor results that physical concepts could not be reliably taught from the data, but students were unmotivated to either notice or correct their errors. We adopted a collaborative, computer supported approach using simple and easily available functions in Google Spreadsheets to pool observations, provide instant feedback, and publicly display results from all teams side-by-side in real time. These instant comparisons promote student accountability and engagement, inspiring them to think more carefully about why answers may be different and notice sloppy data or unlikely outcomes—in short, to facilitate and motivate expert thinking about data.

Physical contact influences how much people pay at celebrity auctions.

PubMed

Newman, George E; Bloom, Paul

2014-03-11

Contagion is a form of magical thinking in which people believe that a person's immaterial qualities or essence can be transferred to an object through physical contact. Here we investigate how a belief in contagion influences the sale of celebrity memorabilia. Using data from three high-profile estate auctions, we find that people's expectations about the amount of physical contact between the object and the celebrity positively predicts the final bids for items that belonged to well-liked individuals (e.g., John F. Kennedy) and negatively predicts final bids for items that belonged to disliked individuals (e.g., Bernard Madoff). A follow-up experiment further suggests that these effects are driven by contagion beliefs: when asked to bid on a sweater owned by a well-liked celebrity, participants report that they would pay substantially less if it was sterilized before they received it. However, sterilization increases the amount they would pay for a sweater owned by a disliked celebrity. These studies suggest that magical thinking may still have effects in contemporary Western societies and they provide some unique demonstrations of contagion effects on real-world purchase decisions.

The Impact and Promise of Open-Source Computational Material for Physics Teaching

NASA Astrophysics Data System (ADS)

Christian, Wolfgang

2017-01-01

A computer-based modeling approach to teaching must be flexible because students and teachers have different skills and varying levels of preparation. Learning how to run the ``software du jour'' is not the objective for integrating computational physics material into the curriculum. Learning computational thinking, how to use computation and computer-based visualization to communicate ideas, how to design and build models, and how to use ready-to-run models to foster critical thinking is the objective. Our computational modeling approach to teaching is a research-proven pedagogy that predates computers. It attempts to enhance student achievement through the Modeling Cycle. This approach was pioneered by Robert Karplus and the SCIS Project in the 1960s and 70s and later extended by the Modeling Instruction Program led by Jane Jackson and David Hestenes at Arizona State University. This talk describes a no-cost open-source computational approach aligned with a Modeling Cycle pedagogy. Our tools, curricular material, and ready-to-run examples are freely available from the Open Source Physics Collection hosted on the AAPT-ComPADRE digital library. Examples will be presented.

hwhap_Ep16_Spacesuits

NASA Image and Video Library

2017-10-26

>> HOUSTON, WE HAVE A PODCAST. WELCOME TO THE OFFICIAL PODCAST OF THE NASA JOHNSON SPACE CENTER, EPISODE 16: SPACESUITS. I’M GARY JORDAN AND I’LL BE YOUR HOST TODAY. SO IF YOU’RE NEW TO THE SHOW, THIS IS WHERE WE BRING IN NASA EXPERTS-- SCIENTISTS, ENGINEERS, ASTRONAUTS-- ALL TO TELL YOU THE COOLEST PARTS ABOUT WHAT’S GOING ON HERE AT NASA. SO ALLYOOP ON TWITTER IS ASKING IF WE CAN DO AN EPISODE ON SPACESUITS. WELL, THANKS FOR YOUR SUGGESTION, ALLYOOP. LET’S DO IT! TODAY WE’RE TALKING SPACESUITS WITH LES PADILLA. HE’S THE EMU HARDWARE MANAGER AT THE NASA JOHNSON SPACE CENTER IN HOUSTON, TEXAS, AND THAT JUST MEANS HE MANAGES THE HARDWARE ON THOSE CLASSIC WHITE SPACESUITS YOU SEE WHEN YOU THINK ABOUT ASTRONAUTS. WE HAD A GREAT DISCUSSION ABOUT HOW THOSE SPACESUITS WORK, WHAT THEY’RE MADE OF, HOW THEY’VE EVOLVED OVER TIME, AND WHAT THEY’LL LOOK LIKE IN THE FUTURE. SO WITH NO FURTHER DELAY, LET’S GO LIGHT SPEED AND JUMP RIGHT AHEAD TO OUR TALK WITH MR. LES PADILLA. ENJOY. [ MUSIC ] >> T MINUS FIVE SECONDS AND COUNTING-- MARK. [ INDISTINCT RADIO CHATTER ] >> HOUSTON, WE HAVE A PODCAST. [ MUSIC ] >> I LIKE TO EXPLAIN TO OTHERS, I FEEL LIKE A KID IN A CANDY STORE WHEN THEY ASK ABOUT IT. >> YEAH. >> IT’S AWESOME TO BOTH SEE THE PAST WHERE IT CAME FROM AND THE FUTURE DESIGNS WHERE WE’RE MAYBE HEADED TOWARDS. >> THAT’S RIGHT, AND THAT’S WHAT WE’RE GOING TO TALK ABOUT TODAY, ALL OF THOSE THINGS. >> ALL RIGHT. >> SO I HOPE YOU-- I SEE YOU HAVE A LARGE BINDER OF NOTES. IT’S ACTUALLY ONE PAGE. BUT YEAH, SO WE’RE GOING TO TALK ABOUT IT ALL TODAY. SO FIRST OF ALL, SPACESUITS. LET’S START FROM LIKE THE OVERARCHING, LIKE WHAT IS A SPACESUIT, WHY DO YOU NEED A SPACESUIT? I THINK THE CLOSEST THING THAT I’VE BEEN DESCRIBED IS LIKE THINK OF IT LIKE A SPACESHIP THAT’S SHAPED LIKE A HUMAN BODY. IS THAT KIND OF RIGHT? >> THAT’S A FANTASTIC DESCRIPTION RIGHT THERE. >> COOL. >> A LOT BETTER AND A LOT SHORTER THAN I COULD’VE SAID IT. >> OKAY SO WHAT ARE THEY, HOW, LIKE WHY A SPACESUIT? WHY DO WE NEED THAT? WHY CAN’T WE JUST USE THE FANCY SPACECRAFT WITH LIKE ARMS ON IT OR SOMETHING LIKE THAT? >> YEAH, SO AT SOME POINT, PEOPLE BEFORE US DECIDED, “WE WANT TO GO TO SPACE.” AND AFTER THAT THEY DECIDED GOING TO SPACE WASN’T ENOUGH. WE WANT TO GO EXTRAVEHICULAR, OUTSIDE THE SPACESHIP-- WHATEVER SPACESHIP IT IS, FROM SHUTTLE TO STATION, TO BEFORE THOSE AND THE MERCURY MISSIONS ALL THE WAY IN THE EARLY DAYS. AND THE SPACESUIT, THE PURPOSE OF IT IS TO BE SORT OF AS YOU SAID, A MINIATURE AIRCRAFT, BUT ALLOW US MOBILITY, FLEXIBILITY, MANEUVERABILITY, SO THAT A CREW MEMBER COULD MOVE AROUND WHEN THEY’RE DOING WORK OR JUST EXPERIENCING THE ENVIRONMENT OUT THERE. LIKE IN THE EARLY DAYS IN GEMINI WHEN THEY WENT OUT THE DOOR. >> THAT’S RIGHT, ED WHITE. >> YEAH, ABSOLUTELY, YOU GOT IT. JUST EXPERIENCING THE ENVIRONMENT, DID NOT WANT TO COME BACK IN. >> YEAH. >> OR LATER DAYS, EVEN WHERE WE ARE RIGHT NOW WITH THE INTERNATIONAL SPACE STATION, WHERE THERE ARE MAINTENANCE ACTIVITIES AND THERE IS-- WE’VE ALREADY COMPLETED THE ASSEMBLY, SO IT’S MAINTENANCE ACTIVITIES IS WHERE WE’RE AT. WE NEED TO BE ABLE TO GO OUT THERE AND DO MORE THAN JUST FLY AROUND AND ENJOY THE SCENERY. WE NEED TO BE ABLE TO TURN BOLTS. WE NEED TO BE ABLE TO PULL OUT LARGE BATTERIES AND PUT THEM BACK IN. AND SO THEY NEED SOMETHING THAT OFFERS DEXTERITY AND YET PROTECTION FROM THE VERY HARSH SPACE ENVIRONMENT. >> YOU KNOW, WE JUST SAW THAT, BECAUSE WE JUST DID THE SPACEWALK THE OTHER DAY, RIGHT. THAT WAS THE SECOND OF THREE PLANNED ONES, AND THAT WAS WHEN THEY WERE PUTTING ON SOME OF THE SHIELDS AND EVERYTHING. >> ABSOLUTELY. >> AND THEY DID SOME ROBOTIC WORK, RIGHT, WITH THE STATION’S ROBOTIC ARM. THEY TOOK THE PRESSURIZED MATING ADAPTOR, MOVED IT TO A NEW PLACE, BUT THEY NEEDED HUMAN HANDS TO ACTUALLY CONNECT THE CABLES AND ACTUALLY PUT ON THE SHIELDS. SO IT MAKES SENSE, RIGHT-- YOU NEED THE SUITS BECAUSE THERE’S SOME THINGS THAT ROBOTS JUST CAN’T DO, I GUESS, RIGHT? >> YEAH, NOT YET, NOT WHERE WE ARE TODAY. YOU CAN’T GO TO SPACE WITHOUT EVA. >> YEAH, THAT’S TRUE. OKAY, SO LIKE GOING BACK TO ED WHITE AND GEMINI, THAT WAS-- THE FIRST ONE WAS-- OH, NO, I HAD-- I JUST HAD IT. I WANT TO SAY JUNE 1965? ‘65, THERE IT IS. ALL RIGHT, YEAH. HE CAME OUT AND THEY ACTUALLY USED THE AIR GUN TO MOVE AROUND. AND SUPER FAMOUS VIDEO OF WATCHING HIM JUST LIKE DRIFT OUT, AND HE’S GOT THE UMBILICAL, AND HE’S GOT THE AIR. SO I’VE GOT TO ASK-- WHAT WAS THE POINT OF THAT AIR GUN THINGY? AND THEN WHY DO WE NOT SEE ANYONE USE THOSE ANYMORE? >> YEAH, GREAT QUESTION, YEAH. AND SO THERE’S PROBABLY PEOPLE WISER AND MORE EXPERIENCED THAT HAVE EXTRA DETAILS ON THAT, BUT AT A HIGH, GENERAL LEVEL IT’S JUST DIRECTIONAL CONTROL. SO YOU’RE OUT THERE IN SPACE. WE CALL IT-- WE SAY NO GRAVITY. THERE IS SOME GRAVITY, BUT IT’S MICROGRAVITY, VERY LOW, AND FOR ALL INTENTS AND PURPOSES YOU’RE FREEFALLING TOWARDS THE EARTH. AND SO UNLESS YOU’RE HOLDING ONTO A HANDRAIL OR THE VEHICLE ITSELF, YOU WILL CONTINUE TO FLOAT, AND THE GRAVITATIONAL PULL TO THE SURFACE OF EARTH WILL BEGIN TO BRING YOU DOWN. SO AS SOON AS YOU GO OUT THAT DOOR, YOU’VE GOT TO HAVE A WAY-- IT COULD BE A TETHER OR A ROPE TO PULL YOU BACK IN, BUT A WAY TO MANEUVER AROUND THE AREA YOU WANT TO GO. AND SO THE AIR GUN PROVIDES A SMALL PROPULSION CAPABILITY TO NAVIGATE. >> OKAY, MAKES A LOT OF SENSE. SO, OKAY, THEY’RE GOING OUT AND USING THE AIR GUN, BUT NOW I GUESS THEY HAVE-- IT TOOK THEM A WHILE, RIGHT, DURING THE GEMINI? THAT WAS KIND OF A LOT OF THE POINT OF THE GEMINI PROGRAM, WAS TO FIGURE OUT HOW TO DO STUFF LIKE THIS, HOW TO DO SPACE RENDEZVOUS, AND HOW TO DO SPACEWALKS. IT TOOK THEM A WHILE, RIGHT? SO THAT WAS GEMINI 4 WAS WHEN ED WHITE CAME OUT. AND THEN IT WASN’T UNTIL GEMINI 12, BUZZ ALDRIN HAD PUT IN SOME PROCEDURES FOR NEUTRAL BUOYANCY LABORATORY TRAINING, WHERE THEY ACTUALLY TRAIN IN THE WATER TO SEE HOW THEY CAN MOVE AROUND, BECAUSE EVERYONE WAS GETTING SORT OF TIRED WHEN THEY WERE GOING OUT BECAUSE THEY DIDN’T HAVE THE PROCEDURES YET. AND THEY FINALLY NAILED IT FOR GEMINI 12, RIGHT? >> YES. SPACEWALKS ARE TOUGH, TOUGH JOBS. >> YEAH. >> THE ASTRONAUTS ARE JUST AMAZING THE WAY THEY DO WORK SO SEAMLESSLY. AND AS TRAINED PROFESSIONALS, THEY MAKE IT SEEM EASY, BUT INSIDE THOSE SUITS-- BECAUSE I’VE SEEN THE SUITS COME OUT-- THERE’S A LOT OF SWEAT IN THERE. THERE’S A LOT OF HARD WORK THAT GOES ON FOR THOSE ASTRONAUTS, AND IT IS NOT EASY. AND AS YOU SAID, TRAINING ON THE GROUND IS PIVOTAL TO BE ABLE TO MAKE THOSE ACTIVITIES LOOK SEAMLESS ON ORBIT. >> YEAH, I’M TOTALLY NOT FOLLOWING THE SCRIPT RIGHT NOW, BUT I MEAN, SO THE NBL TRAINING THAT THEY DO, THEY DO IT IN THE NEUTRAL BUOYANCY LABORATORY-- SUPER BIG POOL. THEY HAVE LIKE 1-TO-1 SCALE MOCKUPS OF THE OUTSIDE OF THE INTERNATIONAL SPACE STATION, SO WHEN THEY ACTUALLY GO UP THERE AND THEY-- WELL, IN THE NEUTRAL BUOYANCY LABORATORY, THEY TRAIN IN A SPACESUIT, PRETTY MUCH. SO THEY KNOW EXACTLY HOW IT FEELS, AND WHERE THINGS ARE, AND THEY KNOW HOW TO MOVE FROM PLACE TO PLACE AND USE PROPER TOOLS. BECAUSE ONCE YOU’RE OUT THERE, YOU’VE GOT TO KNOW KIND OF WHAT YOU’RE DOING AND WHAT TO EXPECT, BECAUSE YOU MIGHT ENCOUNTER SOME HURDLES. AND THERE HAVE BEEN SOME HURDLES IN THE PAST. >> THERE HAVE BEEN, ABSOLUTELY. ALL IN THAT NEUTRAL BUOYANCY LAB, YOU’RE RIGHT. THEY ACTUALLY TRAIN IN A SPACESUIT THAT IS ALMOST EXACTLY LIKE THE ONES THEY FLY IN. SMALL LITTLE DIFFERENCES, LIKE THE WHITE BACKPACK, WHICH IS THE ENGINE OF THE SPACESUIT, THE PRIMARY LIFE SUPPORT SYSTEM. IN THE NEUTRAL BUOYANCY LAB, IT IS JUST A HOLLOW SHELL AND WE HAVE UMBILICALS, LONG HOSES, THAT SUPPLY THE AIR AND THE POWER TO THE SUIT. >> RIGHT. >> AND THE TOOLS WILL HAVE THINGS THAT ARE CHANGED ON THEM TO MAKE THEM MORE NEUTRAL BUOYANT, SO THEY’LL FLOAT IN WATER AND DON’T SINK DIRECTLY DOWN TO THE BOTTOM OF THE POOL. BUT OVERALL, IT IS, AS YOU POINTED OUT, JUST LIKE THE FLIGHT HARDWARE, AND THE SUITS ARE VERY SIMILAR TO WHAT THEY USE ON ORBIT SO THEY CAN TRAIN AND BE PREPARED. BECAUSE AS YOU NOTED, THERE IS NO GO OUT THE DOOR AND, “I’M NOT QUITE SURE WHAT I’M DOING OUT HERE. LET’S GO AHEAD AND PLAN ANOTHER DAY.” >> “LET’S FIGURE IT OUT. OH, WE CAN’T DO IT. I GUESS WE’LL COME OUT AGAIN.” BECAUSE YEAH, IT TAKES A LONG TIME, RIGHT? BECAUSE I MEAN, I WAS LISTENING TO SHANE THE OTHER DAY, BECAUSE HE JUST LANDED A COUPLE DAYS AGO AT THE TIME OF THIS RECORDING, AND HE WAS SAYING IT TAKES HOURS OF PREP WORK BEFOREHAND, RIGHT, LIKE FOUR HOURS. THEY’VE GOT TO PRE-BREATHE, THEY’VE GOT TO DO ALL THESE THINGS, PUT ON THE SUIT, AND THEN THEY GO OUT AND IT’S ANOTHER SEVEN-ISH HOURS THAT THEY’RE OUT THERE. THEN THEY COME BACK AND THEY HAVE LIKE A TWO-HOUR DEBRIEF. I MEAN, THAT’S A LONG DAY. HE CALLED IT ONE OF THE MOST CHALLENGING-- ESPECIALLY PHYSICALLY AND MENTALLY-- CHALLENGING THINGS ABOUT FLYING IN SPACE. >> YEAH. >> I CAN IMAGINE. AND ESPECIALLY-- I MEAN, THAT’S WHAT THEY TRAIN FOR, RIGHT? >> THAT’S RIGHT. >> IN THE NEUTRAL BUOYANCY LABORATORY THEY DO LIKE SIX-HOUR RUNS OR SOMETHING LIKE THAT. KIND OF THE SAME, THEY DO SOME PREP WORK BEFOREHAND. BUT THEY GET USED TO IT, AND THEY DO A LOT OF THAT TRAINING. >> SO I’VE NEVER BEEN, OBVIOUSLY, OUT THE DOOR IN SPACE. I’VE NEVER BEEN AN ASTRONAUT IN THAT ASPECT, BUT GARY, ONE OF THE BEST WAYS THAT I CAN DESCRIBE WHAT YOU JUST SAID IS HAVE YOU EVER GONE SKYDIVING? >> I HAVE, ONE TIME! >> YES, THEN YOU KNOW! SO THE STIMULI WHEN YOU MAKE THAT DECISION OF “ALL RIGHT, I’M ABOUT TO GET OUT OF A PERFECTLY GOOD AIRPLANE,” AND YOU GO OUT, JUST EVERYTHING GOING ON. IT IS-- THE FIRST TIME YOU GO, IT’S VERY HARD TO CONCENTRATE. >> OH, YEAH. >> IT’S KIND OF GOOD WITH THAT TANDEM THING, THE GUY GOING, “LOOK AT YOUR ALTIMETER.” [ LAUGHTER [ BUT IMAGINE FREEFALLING LIKE THAT FOR SEVEN HOURS STRAIGHT WHILE HAVING TO DO MAINTENANCE WORK ON THE SPACE STATION AND WATCH YOUR DISPLAY CONTROL MODULE ON YOUR EMU AND LISTEN TO PEOPLE ON THE GROUND AND INSIDE THE STATION. AND THAT’S JUST A SHADOW OF THE DIFFICULTY OF THE JOB THAT THOSE GUYS DO. >> OKAY, WELL, WHEN I WENT OUT THE DOOR FOR WHENEVER I WENT SKY DIVING, MY LEGS WENT WEAK AND I ALWAYS HAD THE GUY STRAPPED TO MY BACK, AND HE HAD TO LIKE PUSH FORWARD TO THE END OF THE DOOR AND ACTUALLY LIKE PUSH ME OUT. HE DID THE WHOLE LIKE INSTEAD OF “WE’RE GOING TO GO OUT ON THREE. ONE, TWO,” AND THEN WE WENT OUT. SO I WAS LIKE-- I WAS TOTALLY WEAK, BUT I CAN’T EVEN IMAGINE. BECAUSE MY HEART DROPPED ON THAT FIRST RUN, AND THEN IT WAS THRILLING FOR A WHILE. BUT I MEAN, EVERYTHING HAPPENED SO FAST. AND NOW LIKE YOU SAID, TAKE THAT AND THEN STRETCH IT OVER A SUPER LONG PERIOD. I CAN ONLY IMAGINE. OKAY, SO LET’S TAKE A STEP BACK AND LET’S GO BACK TO KIND OF WHERE I WAS ORIGINALLY SUPPOSED TO GO, BUT TALKING ABOUT SPACESUITS, AND FIRST OF ALL, WHY DO WE NEED IT? >> SURE. >> YOU KNOW, YOU NEED THE DEXTERITY, OBVIOUSLY, BUT THERE’S A HUMAN ASPECT TO THAT, RIGHT? YOU CAN’T JUST, “OH, YOU KNOW WHAT, SOMETHING’S BROKEN ON THE OUTSIDE. LET’S JUST GO OUT THE HATCH AND TORQUE IT--” TORQUE IT, WHAT AM I SAYING? “TORQUE IT WITH A WRENCH OR SOMETHING AND FIX IT.” YOU NEED, LIKE YOU SAID, YOU HINTED AT LIFE SUPPORT A WHILE BACK WITH THE BACKPACK. SO WHAT’S IT ABOUT-- THIS MAY SEEM A BIT OBVIOUS OF A QUESTION, BUT WHAT’S IT ABOUT SPACE THAT THE HUMAN BODY CANNOT JUST GO OUT AND DO TASKS IN? >> SURE, AND YOU KNOW, I THINK MOST PEOPLE COULD TELL YOU THAT SPACE, YEAH, IT’S A DANGEROUS ENVIRONMENT. BUT WHY IS IT IS WE’RE GETTING AT-- WELL, THE SPACESUIT PROVIDES THE CAPABILITY TO REGULATE TEMPERATURE. IN THE LOW EARTH ORBIT, AS WE CALL IT, WHERE THE INTERNATIONAL SPACE STATION IS, TEMPERATURE RANGES DURING THE EVA DAYS CAN SWING FROM NEGATIVE 148 DEGREES-- SO THAT’S 148 DEGREES FAHRENHEIT BELOW ZERO UP TO 248 DEGREES. AND THOSE ARE ESTIMATES THAT CAN BE HIGHER OR LOWER, BUT THAT’S A HUGE WINDOW THAT THE HUMAN ANATOMY WAS NOT DESIGNED TO WORK WITHIN WITHOUT PROTECTION. >> YEAH, I FEEL LIKE HOUSTON, TEXAS CAN GET UP TO ABOUT POSITIVE 248 DEGREES, BUT-- I KNOW IT’S NOT EVEN CLOSE, BUT-- >> NOT NEGATIVE 148, THOUGH. >> NO, NOT EVEN-- NO, NOT EVEN 148 TO ME. BUT YOU’RE RIGHT, THAT’S INTENSE. SO HOW DOES THE SPACESUIT PROTECT FROM THAT, THE EXTREME NEGATIVE AND POSITIVE TEMPERATURES? >> YEAH, SO THERE’S A LOT OF PLANNING UP FRONT IN CHOOSING DAYS THAT WE GO EVAs, WE CALL IT-- EXTRAVEHICULAR ACTIVITIES. >> THANK YOU. >> SPACEWALKS. >> WE TRY TO STAY AWAY FROM THOSE ACRONYMS, BUT YES, SPACEWALKS, RIGHT. >> WE CHOOSE SPECIAL DAYS THAT HAVE THE LEAST IMPACT-- MORE HABITABLE CONDITIONS WOULD BE A BETTER WAY TO PUT IT. BUT AT THE END OF THE DAY, EVEN ON THE BEST DAYS, TEMPERATURE SWINGS WHEN THE SUN’S LOOKING AT YOU TO WHEN THE SUN’S BEHIND THE STATION ARE LARGE SWINGS THAT CAN BE 100 DEGREES. AND SO THAT’S WHERE THE SPACESUIT COMES INTO PLAY. AND THE SPACESUIT WAS DESIGNED TO WORK IN THESE ENVIRONMENTS. THERE ARE-- THE OUTER LAYER IS WHITE BECAUSE IT REFLECTS HEAT. >> AH. >> LITTLE SIMPLE THINGS LIKE THAT. >> OKAY, NOW YOU KNOW WHY THE SPACESUITS ARE WHITE. >> THERE YOU GO. ALL RIGHT, WHEREAS IF IT WERE BLACK IT WOULD ABSORB THE HEAT, GET A LOT HOTTER QUICKER, AND MAKE IT HARD FOR THE PERFORMANCE OF THE SUIT AND THE INDIVIDUAL INSIDE. THE MULTIPLE INSULATION LAYERS ON THE SUIT ITSELF-- THERE ARE SEVEN LAYERS OF INSULATION WITHIN THE OUTER LAYER OF THE SPACESUIT. >> OH. >> AND WITHOUT GETTING INTO DETAILS, THOSE ARE SPECIFICALLY TO REFLECT HEAT AND TO PROTECT THE CREW MEMBERS, AND KEEP IN THE PROPER ENVIRONMENT HEAT THAT’S NECESSARY INSIDE THE SUIT. >> OKAY. >> SO IT MAY BE HOT OUT THERE, BUT WHEN THAT SUN GOES BEHIND STATION, IT GETS VERY COLD. THAT CREW MEMBER WANTS A CERTAIN AMOUNT OF HEAT KEPT WITHIN THAT SPACESUIT. >> I WOULD THINK SO, YEAH. >> ABSOLUTELY, ABSOLUTELY. >> NEGATIVE 148 IS PRETTY COLD. >> BUT LOWER LEVELS OF THAT SPACESUIT IS THE BLADDER ITSELF, AND THAT GETS INTO ONE OF THE NEXT IMPORTANT ASPECTS OF THE SUIT, WHICH IS PROVIDING AN OXYGEN ENVIRONMENT. >> RIGHT. >> YOU’VE GOT TO BE ABLE TO BREATHE IN SPACE, AND THERE IS A 100% OXYGEN ENVIRONMENT INSIDE THE SUIT. AND AS GARY KNOWS, AND WE’VE TALKED ABOUT IT BRIEFLY BEFORE, 100% OXYGEN ENVIRONMENT IS NOT NATURAL. >> RIGHT. >> IT’S NOT WHAT WE EXPERIENCE DOWN HERE IN AMBIENT OR ONE ATMOSPHERE PRESSURE, WHERE WE GET-- WHAT IS IT, 78% NITROGEN? >> NITROGEN, YEAH, AND A LITTLE BIT OF CARBON DIOXIDE, JUST LITTLE BIT. >> JUST A TINY BIT, TINY BIT. BUT WHEN THE LOWER PRESSURES OF THE SUIT, THE SUIT PRESSURE IS 4.3 PSI WHEN WE GO ON SPACEWALKS. >> AND THAT’S ABOUT THE PRESSURE WE FEEL HERE ON EARTH? >> THE PRESSURE WE FEEL HERE ON EARTH IS 14.7. >> WHOA, OKAY, SO A LITTLE BIT LOWER. >> SO ALMOST A THIRD, A THIRD. >> WOW. >> CLOSE TO A THIRD, A FOURTH OF THAT. >> OKAY, SO WHAT WOULD THAT FEEL LIKE? WHAT’S THE NEXT COMPARABLE THING OF WHAT 4 PSI WOULD FEEL LIKE TO LIKE US HERE ON EARTH? >> OOH, THAT’S A TOUGH ONE. >> YEAH, HARD TO COMPARE, RIGHT? >> THAT’S A TOUGH ONE, BECAUSE I’VE BEEN INSIDE OF A SUIT SO I KNOW WHAT IT FEELS LIKE, BUT I HAVEN’T BEEN INSIDE SOMETHING ELSE THAT HAS THAT 4 PSI OF PRESSURE THAT I COULD DO A 1-TO-1 COMPARISON OF. I WOULD SAY PUTTING MULTIPLE GLOVES ON. >> OH, OKAY. YEAH, SO IT’S REALLY STRENUOUS ON YOUR HANDS, THEN? >> ABSOLUTELY. WHEN YOU’RE OUT-- COMPARED TO A NEAR ZERO PRESSURE ENVIRONMENT LIKE THE SPACE IS, 4.3 IS-- IT’S FATIGUING. YOU’VE GOT PRESSURE ON YOUR HANDS, YOUR BODY. TO MOVE, YOU’VE GOT 4.3 POUNDS OF PRESSURE OVER ALL OF YOUR BODY THAT YOU’RE WORKING AGAINST. >> PRETTY STIFF. >> THAT IS. COMPARE THAT TO THE RUSSIAN ORLAN. THEIR SUIT IS 5.8 PSI. THAT’S EVEN MORE DIFFICULT. >> WOW. >> YOU COMPARE THAT TO SOME OTHER SPACESUITS THAT WE’VE LOOKED AT IN THE PAST THAT ARE EVEN HIGHER PRESSURE, AND YOU CAN SEE WHY IT GETS-- WE NEED LOW PSI. AND SO 4.3 IS NOT PERFECT WITH ZERO RESISTANCE, BUT IT’S A NICE SWEET SPOT THAT OUR CREW MEMBERS ARE ABLE TO WORK, AND THOSE THAT HAVE RAN IN BOTH THE RUSSIAN SUIT AND THE AMERICAN SPACESUIT HAVE SAID, “YEAH, IT’S A LOT EASIER, THIS 4.3 PSI.” >> OKAY. >> YEAH. BUT THAT DRIVES US TO WHY THE OXYGEN’S AT 100%. AT THAT LOWER PRESSURE, WE NEED THE 100% OXYGEN. >> OH, OKAY. SO THAT’S HOW YOU COUNTER, YOU KNOW, WE’RE IN THE 14-SOMETHING PSI HERE, SO THEN-- >> LOWER OXYGEN CONCENTRATION. >> LOWER OXYGEN, OKAY. THAT MAKES-- AND THAT BRINGS US BACK TO THE PRE-BREATHING THAT WE KIND OF ALLUDED TO EARLIER. >> YES, SIR. >> YOU NEED TO KIND OF PURGE YOUR BODY OF NITROGEN, IS THAT RIGHT? >> THAT’S RIGHT. >> OKAY. >> THAT’S RIGHT, OTHERWISE THE OXYGEN TOXICITY IS THE CONCERN IF YOU DON’T GO TO THAT PREBREATHE PROTOCOL. >> OKAY, ALL RIGHT. WELL, AWESOME. THAT EXPLAINS WHY YOU NEED THE PRESSURE THAT YOU DO. OKAY. BUT I GUESS IF YOU WERE TO DROP IT ANY LOWER IT WOULD BE A LITTLE BIT HAZARDOUS TO YOUR HEALTH, RIGHT? LIKE 4.3 IS PROBABLY THE SWEET SPOT? >> 4.3 IS THE SWEET SPOT WITH WHAT OUR CURRENT SPACESUIT IS CERTIFIED TO. >> OH. >> YOU CAN ADJUST IT DIFFERENT WAYS. I MEAN, IT’S KIND OF LIKE IF YOU CHANGE THE PRESSURE, NOW YOU’VE GOT TO PLAY WITH THE OXYGEN. YOU’VE GOT TO PLAY WITH WHAT IS THE SUIT CAPABILITIES AT THAT LEVEL. 4.3 IS THE PERFECT SWEET SPOT FOR WHAT THIS SUIT IS CERTIFIED FOR. >> AH, I SEE. WHICH IS DOING WORK ON THE OUTSIDE OF THE INTERNATIONAL SPACE STATION. >> ABSOLUTELY. >> COOL, VERY COOL. SO YOU’RE OUTSIDE-- YOU ALLUDED TO THE FACT THAT WE’RE IN LOW EARTH ORBIT, RIGHT, MEANS WE’RE IN THE MICROGRAVITY ENVIRONMENT. >> YES. >> TINY BIT OF GRAVITY, NOT TOO MUCH. IS IT FAIR TO SAY A LITTLE BIT OF ATMOSPHERE, TOO? LIKE TINY, TINY BIT? >> TINY BIT. >> YEAH, THAT’S WHY WE NEED TO BOOST THE STATION EVERY ONCE IN A WHILE. >> YES. >> THERE’S LIKE A TINY LITTLE BIT OF DRAG. BUT HOW MUCH ARE WE PROTECTED FROM THE EARTH’S, I GUESS, MAGNETIC SPHERE? HOW MUCH DO WE HAVE TO WORRY ABOUT RADIATION AT THAT ALTITUDE? >> YEAH, NO, ABSOLUTELY. GREAT QUESTION. AND IT’S A GREAT CONCERN. THERE’S A REASON THAT CREW MEMBERS ARE LIMITED FOR HOW LONG THEY CAN STAY UP ON THE INTERNATIONAL SPACE STATION. THAT’S ONE OF THE PLAYERS IN THERE IS THE HEALTH THEMSELF. RADIATION, I MEAN, I GUESS THE MOST HIGH LEVEL WAY TO DESCRIBE IT IS SUBATOMIC PARTICLES THAT ARE SUPERCHARGED WE GET FROM THE SUN, WE GET FROM OUTSIDE OUR MILKY WAY GALAXY, AND THAT CAN COME IN, AND THEY JUST TEAR RIGHT THROUGH YOUR DNA. AND THAT CAN BE ACUTE IF THERE’S LARGE DOSES OF RADIATION, WHICH FORTUNATELY AREN’T A CONCERN WHERE WE WORK IN LOW EARTH ORBIT. >> OH. >> BUT OVER A LONG-TERM EXPOSURE, THERE COULD BE CHRONIC EFFECTS. LIKE WHEN YOU REARRANGE THE DNA, IT CAN LEAD TO CANCER, OTHER DISEASES. SO IT’S VERY SERIOUS. WE HAVE A TEAM DEDICATED TO RADIATION AND MAKING SURE WE PROTECT OUR CREW MEMBERS. THE SPACESUIT IS DESIGNED TO PROVIDE SOME LEVEL OF PROTECTION WHEN THEY’RE OUT THERE FOR THAT LIMITED SPACEWALK ON THE INTERNATIONAL SPACE STATION. THE SPACE STATION ITSELF IS ALSO DESIGNED TO PROTECT THE CREW MEMBERS FROM CERTAIN LEVELS OF RADIATION THAT WE GET FROM SOLAR WIND FROM THE SUN. >> OKAY, ALL RIGHT, YEAH. SO I GUESS THE SUIT IS DESIGNED FOR WHAT-- FOR THAT PURPOSE. >> FOR THAT PURPOSE IN LIMITED SPACEWALKS, YEAH. >> OKAY. WELL, SO HOW IS THAT DIFFERENT FROM OTHER I GUESS EXTRAVEHICULAR SUITS? YOU KNOW, THE SUIT ITSELF HAS EVOLVED OVER TIME, RIGHT? BUT I HEARD, I THINK THE TECHNOLOGY IS SORT OF ADAPTED FROM 1970s TECHNOLOGY, AND THEN THEY JUST MADE IT A LITTLE BIT BETTER, RIGHT? >> SURE, SURE. >> YEAH. >> YEAH, SO YOU HAVE-- I MEAN, WE CAN GO RIGHT THROUGH THEM. YOU HAVE ALL THE WAY BACK FROM THE MERCURY SUITS, THE FIRST ONES WE WENT UP THERE WITH INSIDE OF THE MERCURY, AND THOSE WERE COMPLETELY DESIGNED FOR, HEY, THE CREW MEMBER IS STAYING INSIDE THIS VEHICLE. BUT IN CAS WE HAVE CABIN DEPRESSURIZATION, WE NEED THE GUYS TO HAVE A SUIT SO THAT THEY CAN EXIST FOR HOPEFULLY THE PERIOD OF TIME TO GET THE CABIN BACK PRESSURIZED. THOSE WERE EARLY SUITS. WE HAD EVEN BEFORE THAT PRESSURIZED SUITS FOR OUR PILOTS AND BALLOONISTS THAT WERE GOING HIGH ALTITUDE. >> RIGHT, YEAH, AND WE STILL DO, RIGHT? WE HAVE THE PILOTS OVER AT ELLINGTON FIELD HERE IN TEXAS THAT WEAR THOSE PRESSURIZED SUITS FOR THE WB-57s, THOSE HIGH ALTITUDE PLANES. >> YEP, YEP. >> SO THEY’RE, I GUESS-- ARE THEY TECHNICALLY IN SPACE AT THAT ALTITUDE? I THINK THEY ARE, RIGHT? IS IT 16 MILES THAT IS LIKE YOU’RE TECHNICALLY IN SPACE? >> YOU’RE GETTING BEYOND MY KNOWLEDGE HERE. >> I DON’T WANT TO GET LOST. SO MAYBE-- LISTEN-- >> YOU HEAR THINGS, BUT YEAH. BUT I KNOW THEY DO WEAR THE SUITS, AND THEY HAVE TO. THEY HAVE TO DO THE WHOLE SAME THING THAT ASTRONAUTS DO. THEY HAVE TO PREBREATHE AND ALL OF THAT KIND OF STUFF. BUT YEAH, SO-- >> THAT’S WHERE SPACESUITS STARTED FROM. >> RIGHT. >> THAT WAS THE FIRST STEPPING STONE, WAS HIGH ALTITUDE FLYING. >> YEAH. SO I GUESS THOSE MERCURY SUITS THAT YOU WERE TALKING ABOUT, IS THAT WHERE KIND OF THE LAUNCH AND ENTRY SUITS KIND OF WENT TOWARDS? WHENEVER YOU’RE LAUNCHING INTO SPACECRAFT, YOU HAVE TO WEAR A SPECIFIC SUIT IN CASE OF THAT, RIGHT, SUDDEN DEPRESSURIZATION? IS THAT LIKE THE REASON? >> SO ABSOLUTELY, THE MERCURY SUIT WAS A-- YOU KNOW, WE STAND ON THE SHOULDERS OF THOSE WHO DESIGNED THAT MERCURY SUIT. AND HE NEXT SUIT WAS GEMINI AFTER THAT, AND THE NEXT ONE AFTER THAT, AND ALL THE DAY TO APOLLO-- YES, ABSOLUTELY DO THOSE PROVIDE DATA AND INSIGHT TOWARDS THE ACES SUIT, OR THE LAUNCH AND ENTRY SUIT THAT WE’RE NOW WORKING ON FOR NEXT VEHICLES. >> OH, RIGHT. >> SO YES, DATA FROM THOSE SUITS WAS PIVOTAL TO MAKE OUR CURRENT LAUNCH AND ENTRY SUITS. I MEAN, ONE OF THE MOST-- THE GEMINI SUIT THAT CAME AFTER THE MERCURY, THAT WAS THE ONE THAT ED WHITE WENT OUT ON HIS EVA IN. THAT WAS THE MOST POLARIZING OR ONE OF THE MOST WELL KNOWN ONES THAT YOU’LL SEE IN A LOT OF THE OLD MOVIES WITH THE ALUMINIZED NYLON OUTER COVERING, WHERE IT’S ALL SHINY, AND A LOT OF ZIPPERS HERE AND THERE. >> CHROME. >> YEAH. EVERY MOVIE THAT EVER HAD SCIENCE FICTION LAID TO IT-- MY PARENTS WATCHED-- I REMEMBER SEEING THE SHINY SUITS. >> YEAH. >> AND SO THAT’S GEMINI. >> YEAH. >> TO SET THE TONE ON THAT. AND THE REASON FOR THE SHINY SUITS WAS THEY WERE IN THAT TIME-- WE HAD A LOT OF DATA, BUT THE BIG CONCERNS WERE THERMAL AND RADIATION, AS WE WERE TALKING ABOUT EARLIER. AND SO YOU’LL SEE THAT ALUMINIZED MATERIAL ON THE GEMINI SUIT EARLY ON, BECAUSE THEY REALLY WANT TO MAKE SURE THEY ARE GUYS WHO PROTECTED, SO THEY WENT ALL OUT. AS WE GOT MORE DATA AND WE FIGURED OUT WHAT WE NEEDED AND WHERE WE NEED TO GROW IN, AND WHERE WE DIDN’T NEED SO MUCH, YOU SAW THAT SHINY ALUMINUM OR NYLON, IT WENT AWAY. >> RIGHT, YEAH. AND NOW WE SEE THE WHITE SUIT. >> YOU GOT IT. >> ALL RIGHT, YEAH. AND THEN WE SAW THE FAMOUS WHITE ONES LIKE ON THE MOON, WALKING ON THE SURFACE OF THE MOON. >> THE APOLLO SUITS. >> THE APOLLO SUITS. AND THEN WE-- NOW WE HAVE THE WHITE SUITS ON THE INTERNATIONAL SPACE STATION THAT WE USE ALL THE TIME. SO KIND OF GOING THROUGH A LITTLE BIT OF THE FEATURES OF THOSE SUITS, I WANT TO-- I ALWAYS WANTED TO KNOW, WHENEVER YOU LOOK AT A SPACESUIT, THE FIRST THING, I THINK, YOUR EYES GO TO IS THAT SHIELD, THAT GOLD SHIELD. WHAT IS THAT? >> YEAH, SO THE-- I THINK THE TERM IS GOLDIZED. >> OOH. >> YES. >> I LIKE THAT. >> THAT GOLD VISOR IS LIKE BASICALLY VERY FANCY SUNGLASSES. >> COOL. >> SO THE VISOR ITSELF IF A LEXAN MATERIAL THAT YOU’LL FIND IN SOME OF YOUR HOUSEHOLD GOODS. IT IS SPECIFICALLY TO PROTECT THE CREW MEMBERS’ EYES FROM SUN. >> OKAY. >> AND SO THERE’S A GOLD SHEET THAT GOES OVER THAT. IT HAS GREAT CHARACTERISTICS OF BLOCKING HARMFUL UV RAYS AND OTHER RAYS THAT WOULD COME FROM THE SUN, AND HELP THE ASTRONAUT CONTINUE TO BE ABLE TO WORK IN THAT SPACEWALK ENVIRONMENT. >> BUT THEY CAN KIND OF PULL IT UP, RIGHT, DURING NIGHTTIMES. IT’S LIKE SUNGLASSES ARE. IF YOU WALK FROM OUTSIDE TO INSIDE AND IT’S SUDDENLY DARK, YOU TAKE YOUR SUNGLASSES OFF. SO IT’S KIND OF-- >> SURE, THEY’VE GOT A COOL KNOB ON THE SIDE OF THE HELMET. YOU JUST FLIP THAT VISOR UP, AND WHAT YOU REALLY NEAT IS THERE ARE OPAQUE VISORS ON THE SIDE THAT WE RARELY SEE IN PICTURES. >> RIGHT. >> MOST PICTURES YOU WANT TO SEE THE FACE OR AT LEAST THE COOL GOLD VISOR. BUT THERE ARE COMPLETELY OPAQUE WHITE VISORS THAT CAN COVER-- MAYBE IF THE SUN’S ON YOUR RIGHT SIDE, IT CAN BLOCK ON THE RIGHT, OR THE LEFT, OR HALFWAY DOWN THE FRONT. AND THEN THE GOLD VISOR, AS YOU POINTED OUT, CAN COMPLETELY COVER YOUR FACE AT FULL SUN, OR PARTIALLY, OR JUST COMPLETELY REMOVE IT ALL TOGETHER. SLIDES BACK BEHIND THE HELMET BUBBLE UNDERNEATH. OH, OKAY. OH, SO I’M THINKING ABOUT THE PICTURE OF-- I WANT TO SAY IT’S ON APOLLO 17, RIGHT, WHERE YOU HAVE THE-- I THINK IT WAS GENE CERNAN, I THINK, POSING, AND THEN HE HAS TWO OF THOSE OPAQUE VISORS DOWN-- >> AH, NOW I’M WITH YOU, YEAH. >> YEAH, AND HE’S GOT THE EARTH BEHIND HIM OR SOMETHING. >> YOU GOT IT, YOU GOT IT. >> I’M THINKING ABOUT THAT PICTURE RIGHT NOW. SO IF YOU DON’T KNOW THAT PICTURE, GO LOOK THAT ONE UP, BECAUSE THAT’S WHAT HE’S TALKING ABOUT WITH THESE OPAQUE VISORS. IT’S LIKE THOSE WHITE SHIELDS THAT COME DOWN ON THE SIDES. >> ABSOLUTELY. >> COOL. >> AND THE APOLLO SUITS ARE THE FIRST SUITS WITH THAT FAMOUS FISHBOWL TYPE HELMET. REMEMBER THAT? IF YOU LOOK AT YOUR EARLIER SUITS, THEY HAVE ROUND VISORS THAT ARE FIXED, BUT THEY’RE MORE OVAL OR SMALLER IN SHAPE, SO IT’S LIMITED VIEW. IN THE APOLLO SUITS, AND YOU’LL SEE IT ON THE CURRENT SUITS ON THE STATION, YOU HAVE THE FULL FISHBOWL HELMETS SO YOU CAN ALMOST HAVE A COMPLETE VIEW SIDE TO SIDE IN FRONT, A LITTLE ABOVE, LIMITED BELOW BY THE NECK RING, BUT A MUCH BIGGER FIELD OF VIEW FROM THE APOLLO AND THE CURRENT SUITS WE HAVE TODAY. >> AND THAT SOUNDS LIKE THE PERFECT REASON TO DO IT, RIGHT-- THEY LEARNED. THEY SAID, “ALL RIGHT, I WOULD LIKE TO HAVE A BIGGER FIELD OF VIEW,” SO THEY DESIGNED A HELMET AND THEN WENT, “OKAY, NOW I CAN SEE A LOT MORE.” SO WHAT’S THE-- I KNOW THAT ONE OF THE THINGS THAT I ALWAYS WANTED TO ASK IS I’M SURE-- YOU’RE OUTSIDE DOING A SPACEWALK FOR HOURS, RIGHT. YOUR NOSE HAS TO GET ITCHY. >> MAN, YOU KNEW YOUR NOSE WOULD GET ITCHY. [ LAUGHTER ] >> HOW DO YOU-- LIKE WHAT IF YOU JUST FEEL AN ITCH? LIKE, WHERE DO YOU GO? >> YEAH, SO-- >> DON’T THEY HAVE LIKE VELCRO OR SOMETHING? LIKE HARD VELCRO THEY CAN SCRUB THEIR NOSE ON OR SOMETHING? >> SO THERE ARE. THERE IS SOMETHING CALLED A VALSALVA. IT’S A STRANGE NAME, BUT IT’S KIND OF A-- NOT TO GET TOO INTO THE DETAILS-- IT’S A FOAM BLOCK THAT’S FIXED INSIDE THE HELMET ON THE NECK RING. >> OKAY. >> NOW, THE PURPOSE OF THIS ITEM THAT’S CALLED A VALSALVA IS FOR WHEN YOU’RE GOING THROUGH PREBREATHE AND YOU’RE PRESSURIZING THE SUIT BEFORE GOING OUT THE DOOR. LIKE WHEN YOU GO UP IN AN AIRPLANE, ONCE THAT CABIN STARTS PRESSURIZING, YOUR EARS CAN POP. THAT’S UNCOMFORTABLE. FOR US FLYING IN A PLANE, AND ESPECIALLY FOR SOMEONE INSIDE OF A SPACESUIT. ONLY THEY CAN’T GRAB THEIR NOSE AND BLOW THE AIR OUT TO EQUAL THE PRESSURIZATION. SO THEY HAVE THESE VALSALVAS THEY CAN FIT ON THEIR NOSE, AND THEY CAN KIND OF-- IT SERVES THE PURPOSE OF BLOCKING THE NASAL PASSAGE SO THEY CAN MAKE SURE THAT THEIR EARS DON’T POP. >> OH! >> SO YOU CAN SWALLOW, OR YOU CAN PUSH DOWN YOUR NOSE ON THIS BLOCK TO EQUALISE THE PRESSURE THERE. AND ALL THAT LONG STORY TO SAY, IF YOU CAN REACH YOUR NOSE DOWN THERE AND SCRATCH ON THAT BLOCK, THAT COULD BE AN OPTION, OTHERWISE YOU’RE OUT OF LUCK. >> YEAH, YEAH. WELL, I DIDN’T EVEN THINK ABOUT THAT. LIKE I WAS THINKING ABOUT ITCHY NOSE, BUT OF COURSE-- WHAT IF YOUR EARS HAVE TO POP? NOW YOU HAVE A THING TO DO THAT, TOO. >> ABSOLUTELY. >> THAT’S PRETTY COOL. >> LIKE YOU SAID EARLIER, IT’S THROUGH THESE GENERATIONS OF SUIT EVOLUTION THEY’VE LEARNED ALONG THE WAY, WITH GREAT CREW FEEDBACK OF “HEY, WE NEED THIS.” >> YEAH, YEAH, EXACTLY. WELL, YEAH. YOU’VE BEEN DOING-- THE FIRST SPACEWALK WAS, WE SAID, IN 1965. SO YOU HAVE A LOT TO LEARN FROM THE MID-60s TO NOW, OBVIOUSLY. SO WHAT ABOUT LIKE-- I MEAN, AGAIN, THINKING ABOUT YOU’RE OUTSIDE FOR THAT LONG. WHEN DO YOU EAT? DO YOU EAT LIKE RIGHT BEFOREHAND? LIKE BEFORE OR AFTER THE PREBREATHE? LIKE, I WOULD JUST GET SO HUNGRY. I HAVE TO EAT LIKE EVERY TWO TO THREE HOURS. >> I’M WITH YOU, GARY. THAT’S PROBABLY THE ONLY REASON WE’RE NOT ASTRONAUTS-- WE’VE GOT TO EAT EVERY TWO OR THREE HOURS. >> THAT WOULD BE, HONESTLY-- EVERYTHING ELSE I QUALIFY FOR, OBVIOUSLY, BUT I HAVE TO EAT EVERY TWO OR THREE HOURS, OR I CAN’T. [ LAUGHTER ] >> SO I WOULD SAY THAT’S CREW MEMBER SPECIFIC, WHERE YOU SEE AS-- I DON’T KNOW ABOUT YOU, BUT WHEN I WOULD RUN MARATHONS, I HAD FRIENDS THAT COULD EAT A BURGER BEFORE A MARATHON WITH NO PROBLEM. THAT’S NOT THIS GUY. >> NOT THIS GUY, EITHER. NO WAY. >> AND SO, SAME THING WITH CREW MEMBERS. YOU HAVE SOME THAT-- THEY HAVE A LOT OF TIME EARLIER ON WHERE IT’S RECOMMENDED, “DO NOT EAT PAST THIS TIME.” AND THERE ARE SOME THAT’LL EAT RIGHT UP ALONG THAT BARRIER, AND THERE ARE SOME THAT’LL STOP EATING WAY BEFORE THAT. BECAUSE NATURALLY, WHEN YOU EAT, NOT ONLY DOES IT SUPPLY ENERGY TO YOUR BODY, BUT IT ALSO CAUSES NORMAL BODILY FUNCTIONS AS WELL, WHICH LEADS INTO ANOTHER DISCUSSION. [ LAUGHTER ] >> THAT’S RIGHT. LET’S GO INTO THAT ONE. [ LAUGHTER ] YEAH, SO, SEVEN HOURS. AGAIN, YOU’RE OUT THERE FOR A LONG TIME. YOU’VE GOT TO GO TO THE BATHROOM. >> THAT’S RIGHT. >> WHAT DO THEY DO? >> YEAH, THAT’S A CALL THAT YOU HAVE TO ANSWER. >> RIGHT, RIGHT. >> SO UNFORTUNATELY, AS WE SAID EARLIER, WHEN YOU’RE OUT IN A SPACEWALK, YOU CAN’T JUST SAY, “HEY JOHN, I’M GOING TO HEAD INSIDE AND HIT THE JOHN.” YOU’RE STUCK OUT THERE FOR THE DURATION. >> OH, YEAH. AND EVERY MOMENT IS PLANNED, RIGHT? >> THAT’S RIGHT. >> SO YOU CAN’T-- YOU HAVE TO JUST DO YOUR THING. >> YES, ABSOLUTELY. AND SO THERE IS NO TOILET INSIDE THE SUIT. THEY HAVE-- AN ACRONYM WOULD BE THE MAG, AND IT’S BASICALLY AN ABSORPTION GARMENT. >> AS IN MAXIMUM? >> YOU’VE GOT IT, MY FRIEND. >> ALL RIGHT! >> YOU’VE GOT IT, YOU’VE GOT IT. >> BRING THAT ABSORBENCY UP TO MAXIMUM. >> SO IT’S BASICALLY A VERY LARGE DEPENDS DIAPER THAT THEY’LL WEAR ON THESE SPACEWALKS. NOW, I CAN TELL YOU, ANYONE WHO’S BEEN INSIDE A SUIT HAS ZERO DESIRE TO USE THAT DIAPER. >> YES, I CAN IMAGINE. >> ABSOLUTELY. BUT EVERY SINGLE ONE OF THEM IS GLAD IT’S THERE IF THEY GET THAT CALL. >> YES, YEAH. OKAY, YEAH. I COULD TOTALLY SEE THAT. AND THERE’S WATER, TOO, IN THE SUIT IN CASE YOU GET THIRSTY? >> ABSOLUTELY. SAME THING WITH THE MARATHON-- YOU’VE GOT TO HAVE HYDRATION, AND SO THEY HAVE WHAT THEY CALL DISPOSABLE IN SUIT DRINK BAGS. SITS RIGHT HERE ON THE CHEST, ACTUALLY VELCROS TO THE LIQUID COOLING VENTILATION GARMENT, WHICH IS HOW THEY GET THE COOLANT INSIDE THE SUIT. >> AH. >> OVER 300 FEET OF LITTLE TUBES RUN OVER THEIR ENTIRE BODY THAT CAN PROVIDE WARM OR COLD WATER THAT THE CREW MEMBER CAN ADJUST AS THEY PREFER ON A TEMPERATURE CONTROL VALVE. >> IT’S LIKE A SPACE VERSION OF AIR CONDITIONING. >> THAT’S RIGHT, LOWER THERMOSTAT RIGHT THERE. >> I’M TOO COLD. I’M JUST GOING TO TURN THE HEAT UP. OH, YEAH. >> THERE YOU GO. WELL, SITTING ON TOP OF THAT IS THAT BAG WITH WATER. >> YEAH. >> AND THEY’LL TAKE OUT 32-ISH OUNCES OF WATER AS SUITS THEM. >> OKAY, ALL RIGHT. SO THEY HAVE A LOT OF THE THINGS THAT THEY NEED. OBVIOUSLY YOU HAVE TO PLAN FOR THAT IF YOU’RE GOING TO GO OUT IN SPACE FOR THAT LONG. THAT MAKES A LOT OF SENSE. SO LET’S SEE. HOW MUCH DO THEY WEIGH? THAT’S A BIG QUESTION, RIGHT? >> A BIG QUESTION, AND BIG WEIGHT. >> YEAH. >> SO EVERY SUIT THAT’S AN EMU-- HERE I AM WITH ACRONYMS AGAIN-- THE SPACESUIT THAT OUR CREW MEMBERS USE, OUR U.S. CREW MEMBERS USE IS DESIGNED TO FIT FROM THE 5th PERCENTILE UP TO THE 95th PERCENTILE OF MEN AND WOMEN. AND SO WITH THAT, YOU HAVE CERTAIN COMPONENTS THAT ARE INTERCHANGEABLE AND DO NOT CHANGE. WHAT I MEAN BY THAT IS LIKE THE HARD UPPER TORSO-- PICTURE THE TORSO OF THE SUIT. >> YES. >> YOU’VE GOT THREE SIZES, AND THE MAJORITY OF CREW MEMBERS MIGHT USE A LARGE, FOR EXAMPLE. AND THEY SHARE THAT LARGE BETWEEN THEM. BUT ALL THE PIECES THAT CONNECT TO THE SUIT, THE ARMS, THE GLOVES, THE BOOTS, THOSE CAN ADJUST IN SIZE. AND SO IF IT’S A SMALLER SIZE IT’S GOING TO WEIGH LESS. IF IT’S A LARGER SIZE, IT’LL WEIGH MORE. BUT OVERALL, THE AVERAGE WEIGHT OF A SPACESUIT ITSELF IS ABOUT 270 POUNDS. >> WOW! >> YEAH. >> OKAY, THAT’S PRETTY HEAVY. WELL, ON EARTH, RIGHT? SO IT’S GOT SOME WEIGHT. SO HOW WOULD-- I GUESS 300 POUNDS IN SPACE WOULD BE NOT SO HARD TO MOVE AROUND, RIGHT? I GUESS YOU’RE IN THE MICROGRAVITY ENVIRONMENT. BUT LIKE WE WERE TALKING ABOUT EARLIER, IT’S THAT PRESSURE. IT’S THE PRESSURE INSIDE WHERE YOU HAVE THE GLOVES AND YOU’RE TRYING TO SQUEEZE YOUR HANDS, AND THAT’S KIND OF THE HARD PART. >> SURE. YEAH, WHAT CAN BE OUR FRIEND AT TIMES IS MOMENTUM OR INERTIA. AND THAT CAN BE AN ENEMY AT TIMES AS WELL, WHEN YOU’RE IN THAT MICRO ENVIRONMENT. SO CREW MEMBERS ARE TRAINED SPECIFICALLY TO GO SLOW ALONG A SPACE STATION. IF YOU GET 300 POUNDS MOVING, IT CAN BE DIFFICULT TO STOP. NOW, THEY CAN STOP IT, BUT IT’S JUST WASTED ENERGY. SO THEY GO VERY SLOWLY SO THEY DON’T GET THAT LARGE MASS MOVING TOO QUICKLY. >> I’D ASSUME IT ALSO HELPS WITH CONSERVING ENERGY, TOO, RIGHT? >> THAT’S RIGHT. >> SO NOT ONLY DO YOU CONSIDER AND MAKE SURE YOU CAN HAVE CONTROLLED MOVEMENT, AND YOU’RE GOING THE RIGHT PACE, AND YOU DON’T FLY EVERYWHERE, USING THAT LIMITED AMOUNT OF ENERGY BECAUSE YOU’RE CARRYING EVERYTHING WITH YOU, RIGHT? WHEN WE TALKED ABOUT THE NEUTRAL BUOYANCY LABORATORY, YOU HAVE UMBILICALS THAT HOOK UP TO ALL THE OXYGEN AND EVERYTHING YOU WANT, BUT YOU ONLY HAVE A LIMITED AMOUNT WITH YOU. BECAUSE IT’S LIKE BACKPACKING, IN SPACE, WITH A LOT MORE TECHNOLOGY. >> YES, YES. >> BUT YEAH, SO YOU REALLY HAVE TO CONSERVE. YOU HAVE TO MAKE SURE-- YOU HAVE A LIMITED AMOUNT OF OXYGEN, SO YOU HAVE TO BREATHE SLOWLY AND MAKE SURE YOUR HEART RATE’S NOT GOING UP, YOU’RE CALM WHEN YOU’RE DOING IT. >> GREAT POINT. >> YEAH, OKAY. BECAUSE I REMEMBER LISTENING WHEN WE WERE ON THE EVA, DOING THE EVA-- LIKE I WAS SAYING, THE SPACEWALK. >> THERE YOU GO WITH YOUR ACRONYMS. >> WE WERE DOING THE SPACEWALK JUST A COUPLE WEEKS AGO, AND YEAH, THEY WERE SAYING YOU’VE GOT TO MAKE SURE YOU TAKE YOUR TIME WHEN YOU’RE MOVING AROUND. BECAUSE YOU’RE OUT THERE FOR-- PLAN SIX AND A HALF, IT CAN GO UP TO SEVEN. LAST TIME IT WAS SEVEN HOURS, FOUR MINUTES. IT CAN GO UP TO EIGHT, AND I THINK THE LONGEST SPACEWALK EVER WAS ALMOST NINE. IT WAS LIKE 8 HOURS, 52 MINUTES OR SOMETHING LIKE THAT. >> IT WAS CLOSE. >> THAT’S A LONG TIME TO BE OUT THERE, AND YOU’VE GOT TO MAKE SURE YOU’RE CONSERVING THAT ENERGY. SO LET’S TALK ABOUT-- YOU BRIEFLY MENTIONED THAT THIS IS WHAT THE EMU IS MEANT TO DO, AND WE WERE TALKING ABOUT YOU GET CERTIFIED TO DO THIS, THAT-- WHAT’S HAPPENING NOW TO DESIGN FUTURE SUITS? ESPECIALLY NOT-- BECAUSE THE INTERNATIONAL SPACE STATION IS GOING TO BE THERE FOR THE NEXT HOPEFULLY DECADE, I WOULD THINK. >> SURE. >> BUT AFTER THAT WE’RE TALKING ABOUT DEEP SPACE. WE’RE TALKING ABOUT PLANETARY EXPLORATION. WHAT NEEDS TO CHANGE ABOUT THE SUIT TO MEET THOSE NEEDS? >> YEAH, SO WE HAVE A LOT OF DATA ON WHAT NEEDS TO CHANGE, BUT THERE’S A LOT OF DATA THAT WE DON’T KNOW YET. >> RIGHT, BECAUSE WE HAVEN’T BEEN THERE. >> THAT’S RIGHT, SO LIKE THE PIONEERS WITH THE HIGH ALTITUDE FLYING FOUND, “HEY, MY SUIT IS ONLY DESIGNED TO GO UP AT 5,000 FEET, AND NOW I’M AT 40,000 FEET. I THINK I’M REACHING THAT ENVELOPE.” YOU NEED NEW MATERIALS. YOU NEED NEW VEHICLES. WE’RE GOING TO FIND OUT THE SAME THING WITH THE SUIT. WHAT WE DO KNOW IS THAT THE CURRENT SPACESUIT THAT SERVES FANTASTICALLY AT THE INTERNATIONAL SPACE STATION IS NOT A PLANETARY SUIT. MOBILITY WILL BE AN ISSUE. IT IS NOT MEANT TO WALK IN IN A GRAVITY ENVIRONMENT. THINGS WE’LL HAVE TO LOOK INTO IS-- EVEN THE APOLLO SUIT, WHICH WAS LIGHTER, A LITTLE MORE FLEXIBLE, HAD SOME DESIGN CHARACTERISTICS TO ALLOW THE CREW MEMBERS TO STOOP DOWN AND PICK UP ROCKS WHERE THE CURRENT SUIT COULDN’T. EVEN THAT SUIT, THERE WAS LEARNING OPPORTUNITIES THERE WHERE THEY DIDN’T EXPECT THE AMOUNT OF DUST AND DIRT THAT WOULD COME IN AND GET INSIDE ALL THE SEALS. AND IT SOUNDS MINOR, BUT CLEANLINESS CAN HAVE CATASTROPHIC RESULTS IF YOU DON’T HAVE A CERTAIN LEVEL OF CLEANLINESS. >> THAT’S RIGHT. THEY’RE TINY LITTLE THINGS. >> THAT’S RIGHT. IF THEY GET INSIDE SEAL AND SURFACES, YOU COULD HAVE A LEAK, AND A LEAK IS SOMETHING THAT YOU DO NOT WANT WHEN YOU’RE OUT DOING A SPACEWALK. SO THERE ARE-- THE SHORT ANSWER IS OUR CURRENT SUITS ARE CERTIFIED FOR THE LOW EARTH ENVIRONMENT, FROM RADIATION REQUIREMENTS, TO THERMAL REQUIREMENTS, TO-- YOU DON’T REALLY NEED MOBILITY IN YOUR LOWER HALF. YOU JUST NEED YOUR UPPER BODY TO BE ABLE TO MOVE. REMEMBER, YOUR HANDS ARE SOME OF THE MOST IMPORTANT TOOLS YOU HAVE ON SPACE STATION. YOUR FEET AND LEGS ARE NEAR USELESS. THEY GET A LITTLE BIT OF USE, BUT NOT A WHOLE LOT. WELL, PLANETARY SUITS, WE’RE GOING TO NEED LEGS AND FEET. WE’RE GOING TO NEED TO USE THEM A LOT. >> DEFINITELY. >> AS YOU WERE HITTING ON EARLIER, AT THE LUNAR ACTIVITIES, WE’RE ONLY FOR A COUPLE OF DAYS. BUT IF WE GO TO MARS, AND IF WE LAND ON MARS, WE’RE GOING TO BE OUT THERE FOR A LOT MORE THAN A COUPLE OF DAYS. SO WE NEED A SUIT THAT’S ROBUST ENOUGH TO SUPPORT THOSE REQUIREMENTS. >> OKAY, SO I HAVE-- I’M SURE YOU’VE SEEN THE MOVIE “THE MARTIAN,” RIGHT? >> I HAVE! >> YEAH, IT’S A GOOD MOVIE. IT’S A GOOD MOVIE. SO IN THAT ONE, WHEN WE TALKED ABOUT A PLANETARY SUIT, THEY HAD THOSE LIKE SKINTIGHT ORANGE THINGS. THEY LOOKED SUPER COOL. >> AWESOME SUITS. >> YEAH, THEY LOOKED AWESOME. BUT THEN WHEN THEY WERE UP ORBITING MARS, AND THEY HAD THAT WHOLE-- I DON’T WANT TO-- IN CASE ANYONE HASN’T SEEN IT-- >> SPOILER ALERT. >> WHICH, IF YOU HAVEN’T SEEN IT, WHAT’S WRONG WITH YOU? YOU NEED TO SEE IT. BUT THEY HAD-- WHEN THEY WERE ORBITING EARTH, THEY HAD THE EMU. THEY HAD THAT BIG WHITE SUIT. AND THEN IT GOT A LITTLE TIGHTER, SKINTIGHT. IS THERE A CHANCE THAT MAYBE A PLANETARY SUIT WOULD BE SKINTIGHT, OR DO YOU NEED THOSE EXTRA LAYERS? >> SO YEAH, GREAT QUESTION. IT DEPENDS ON WHAT PLANET WE GO TO. >> OKAY. >> I MEAN, YOU HIT ON EARLIER THAT THERE’S A LITTLE BIT OF ATMOSPHERE IN THE LOW EARTH ORBIT THAT PROTECTS THE STATION TO A CERTAIN EXTENT AND CAUSES DRAG. WELL, ON MARS THERE’S ATMOSPHERE, AS WELL, WHEREAS OTHER PLANETS OR OTHER MOONS AROUND OTHER PLANETS THAT MAYBE IN THE FUTURE WE’LL LOOK AT GOING TO, WILL HAVE NEAR ZERO ATMOSPHERE. THAT’S WHERE YOU’LL NEED THE MULTIPLE LAYERS, LIKE IN OUR EMU RIGHT NOW. WHEN YOU HAVE THAT VERY MINIMAL ATMOSPHERE. M>> OKAY. >> THE MARS, WE SHOULD HAVE MORE OF AN ATMOSPHERE. WHAT YOU WANT THERE-- WHERE WE MAY GET TO MORE MULTIPLE LAYERS IS IF WE NEED A-- IF THE TECHNOLOGY IS NOT AVAILABLE TO HAVE ROBUSTNESS IN A SKINTIGHT SUIT, THEN YOU’LL GET THE MULTIPLE LAYERS. >> OH, OKAY. >> BECAUSE OBVIOUSLY YOU DON’T WANT A SUIT THAT’S GOING TO WEAR OUT AND GET A HOLE SOONER. THEN YOU’RE IN TROUBLE OUT THERE. >> RIGHT. >> BUT ABSOLUTELY, THOSE SKINTIGHT SUITS LIKE MATT DAMON HAD IN “THE MARTIAN,” AND THERE’S EVEN BEEN SOME PLAYED AROUND WITH HERE IN THE U.S. THAT WE’VE DONE SOME STUDIES FOR ADVANCED SUITS. THOSE ARE BY FAR PREFERRED IN THE ASPECTS OF MOBILITY. YOU CAN MOVE AROUND IN THOSE A LOT EASIER WITHOUT GETTING PAIN OR ABRASION FROM MULTIPLE LAYERS RUBBING ON YOU. YOU MENTIONED BACKPACKING EARLIER. WELL, IF YOU HAD A COUPLE PAIRS OF JEANS ON AT ONE TIME, AND THEN A NUMBER OF SHIRTS ON, AND THEN A BACKPACK, YOU’RE GOING GET BLISTERS AND PAIN IN PLACES. YOU DON’T WANT TO FEEL THAT. THAT’S THE TRADE OFF FOR IF YOU GET A SUIT WITH A LOT OF LAYERS OF INSULATION AND WHATNOT, AND THEN YOU TRY TO WALK DISTANCES. THAT’S GOING TO BE UNCOMFORTABLE. >> YEAH. IF THEY DO, THEY’LL PROBABLY HAVE TO DO SHORT EVAs, OR SPACEWALKS. >> OR A LUNAR ROVER. >> OH, THAT’S WHERE THE ROVER COMES IN. SO I’VE SEEN THEY HAVE ONE HERE AT THE JOHNSON SPACE CENTER CALLED THE SUV. IT’S LIKE AN ANALOG. THEY SEE-- IT LOOKS VERY MUCH LIKE THE ONE THAT WAS IN “THE MARTIAN.” IN FACT, “THE MARTIAN” KIND OF COPIED US. BUT THAT’S FINE. >> I’M OKAY WITH THAT. >> IN THE BACK, THEY HAD SUITS ON THE OUTSIDE. >> YES. >> THERE’S A REASON FOR THAT, RIGHT? >> YES. >> AND THAT WAS THAT DUST THING THAT YOU WERE TALKING ABOUT A LITTLE BIT. >> YES, YES, THAT ABSOLUTELY PLAYS INTO IT. ONE OF THE COOL THINGS ABOUT THE CURRENT SUIT WE HAVE TODAY IS JUST THE LARGE PERCENTILE OF INDIVIDUALS THAT CAN FIT INTO IT. MAYBE NOT PERFECTLY, BUT THEY CAN GET INSIDE THAT SUIT, SMALL OR LARGE, AND GO OUT AND DO AN EVA, WHEREAS THE OTHER SUITS THAT ARE FIXED IN SIZING-- I’M GONNA USE-- OBVIOUSLY THE ORLAN HAS BEEN GREAT FOR MANY YEARS. NOT HITTING THAT AT ALL, JUST SHOWING THE DIFFERENCES. >> RIGHT. >> YOU CAN'T CHANGE THE CUT SIZE. I MEAN, YOU EITHER HAVE A 37 INCH TO 44 INCH CHEST, AND YOU CAN FIT IN THERE, OR YOU CAN’T. >> OH. >> AND SO THERE’S GREAT THINGS ABOUT THAT. ONE OF THE BAD THINGS ABOUT THE EMU SUIT WHERE THOSE-- IS THAT YOU DON’T GET A LOT OF SHOULDER MOVEMENT, AND IT’S A LOT LONGER TO GET IN WHEN YOU HAVE TO PUT THE SUIT TOGETHER. ON THE GROUND WITH TECH SUPPORT, WE CAN GET THEM IN THERE IN 45 MINUTES. WHEN THEY’RE ON ORBIT, IT’S DIFFICULT TO SLIDE UP INSIDE THAT HARD UPPER TORSO. ALL RIGHT, NOW I HAVE TO PUT MY GLOVES ON, HELMET ON. NOW I’VE GOT TO PUT PANTS ON. I EXPLAINED IT IN 20 SECONDS. THOSE GUYS ARE TAKING OVER AN HOUR WITH HELP, PROFESSIONALLY TRAINED PEOPLE, TO GET INSIDE THAT SUIT. >> RIGHT. >> SO YOU HIT ON THAT SUIT ON THE BACK OF THE VEHICLE. IT OPENS UP INSIDE THAT VEHICLE. YOU CAN CRAWL INTO THAT SUIT FROM INSIDE YOUR VEHICLE WITHOUT HAVING TO DEPRESSURIZE THE WHOLE VEHICLE, CLOSE THAT HATCH ON THE SUIT, AND THEN WALK RIGHT OFF THE BACK OF THE VEHICLE. >> SWEET. >> PRETTY NEAT. >> THAT’S AWESOME, BUT YOU’RE RIGHT. YOU HAVE A SIZE THING TO CONSIDER BECAUSE YOU DON’T HAVE THAT ADJUSTABLE FEATURES OF THE EMU THAT’S ON STATION RIGHT NOW. >> BUT SINCE THE EMU WAS DESIGNED, THERE IS TECHNOLOGY THAT’S ALLOWED US TO VERY QUICKLY ADJUST THE SIZE ON SOME OF THOSE FIXED SUITS THAT FORMERLY WE COULDN’T. SO THAT’S NOT AN ISSUE TODAY, ALTHOUGH IT WAS IN THE ‘80s WHEN WE DESIGNED THE EMU. >> RIGHT. WOW. THAT IS SO COOL. OKAY, ONE MORE QUESTION, AND THEN I’M GOING TO LET YOU GO. SO WE TALKED ABOUT “THE MARTIAN” AND THOSE SKINTIGHT SUITS, BUT THERE WAS ONE SCENE IN THERE THAT HE WAS KIND OF FLOATING AROUND. AND, WELL, OKAY, I’M NOT GOING TO DO ANY SPOILERS, BUT BASICALLY HE HAD TO-- HE HAD TO-- >> I HEAR SPOILER. >> OKAY, IF YOU HAVEN’T SEEN “THE MARTIAN” YET, TURN OFF THE PODCAST. I’LL GIVE YOU THREE SECONDS. ONE, TWO, THREE. OKAY, SO HE POKES A HOLE IN HIS GLOVE ON THE OUTSIDE, AND HE HAS TO PROPEL HIMSELF OUT INTO THE THING. >> YES. >> IS THAT LIKE A THING? CAN THAT HAPPEN? I MEAN, IT PROBABLY CAN’T BE SUCCESSFUL LIKE IT WAS IN “THE MARTIAN,” BUT IS THAT A THING? IF YOU WERE TO POKE A HOLE, WOULD YOU PROPEL YOURSELF? >> SO-- MAN. SO THERE’S DEFINITELY SOME HOLLYWOOD ASPECTS TO THAT, NO DOUBT ABOUT IT. >> YES, YES. >> BUT YES, IN THEORY, YOU HAVE A PRESSURIZED SUIT. YOU’VE GOT TWO PRIMARY OXYGEN TANKS, AND THEN YOU HAVE A SECONDARY OXYGEN TANK THAT HOLDS JUST IN ITSELF ABOUT 6,000 POUNDS OF PRESSURE OF OXYGEN. SO IF YOU HAVE A HOLE AND YOU’RE PUSHING OUT AIR, EVEN IF IT’S A LOW FORCE, IT WILL GET THAT BODY MOVING. NOW, I CAN’T TELL YOU THAT IT’S GOING TO FLY YOU TO A DIFFERENT SPACECRAFT LIKE IN THE MOVIE, BUT IT WOULD BE SOME LEVEL OF PROPULSION, AND IT WOULD HELP YOU OUT. >> THAT IS SO COOL. ALL RIGHT, COOL. I JUST LOVE THAT MOVIE. THAT’S WHY I KEEP BRINGING IT UP. >> IT’S A GREAT MOVIE. >> IT’S A GOOD ONE. WELL, I THINK THAT’S ALL THE TIME WE HAVE, LES. THANK YOU SO MUCH FOR COMING ON. THIS WAS SO INTERESTING, BUT I’M SURE WE DID NOT HIT ALL OF THE POINTS ABOUT SPACESUITS. THERE’S A LOT MORE TO THIS TOPIC. >> MY HUGE BINDER WASN’T USED. >> SO IF YOU’RE LISTENING AND YOU DO HAVE QUESTIONS, MAKE SURE TO SUBMIT THEM. STAY TUNED ‘TIL AFTER THE LITTLE ENDING MUSIC CREDITS HERE, AND THEN WE’LL TALK ABOUT WHERE YOU CAN SUBMIT SOME IDEAS. AND MAYBE WE’LL DO A SPACESUITS NUMBER TWO EPISODE. WHO KNOWS. I’M SURE THERE’S MORE WE COULD TALK ABOUT. SO THANKS AGAIN, LES, AND STICK AROUND FOR MORE ON SPACESUITS. >> THANKS FOR HAVING ME, GARY. >> NO PROBLEM. ALL RIGHT. [ MUSIC ] [ INDISTINCT RADIO CHATTER ] >> WELCOME TO SPACE. >> HEY, THANKS FOR STICKING AROUND. SO TODAY WE TALKED WITH LES PADILLA ABOUT SPACESUITS. IF YOU WANT TO KNOW MORE ABOUT EVERYTHING SPACESUITS, JUST GO TO NASA.GOV/SUITUP. WE’VE GOT A NICE REFERENCE THERE FOR ALL DIFFERENT KINDS OF SPACESUITS, INCLUDING THE EMUs, MAINLY WHAT WE TALKED ABOUT TODAY. OTHERWISE, YOU CAN GO TO NASA.GOV/ISS TO LEARN ABOUT EVERYTHING GOING ON ABOARD THE INTERNATIONAL SPACE STATION. AND JUST THIS PAST MONTH IN OCTOBER, WE HAD THREE SPACEWALKS, WHERE ASTRONAUTS WERE GOING OUT IN THE EMUs TO CONDUCT SPACEWALK AND MAINTENANCE ON THE OUTSIDE OF THE STATION. YOU CAN ALSO FIND ALL THIS INFORMATION ON SOCIAL MEDIA. SO JUST GO TO FACEBOOK, TWITTER, INSTAGRAM. YOU KNOW THIS, RIGHT? WE TALK ABOUT IT ALL THE TIME. INTERNATIONAL SPACE STATION ACCOUNTS ON WHATEVER SOCIAL MEDIA PLATFORM YOU LIKE-- FACEBOOK, TWITTER, INSTAGRAM. ON FACEBOOK, INTERNATIONAL SPACE STATION. ON TWITTER IT’S @SPACE_STATION AND INSTAGRAM IS @ISS. AND IN THE BEGINNING, YOU CAN SEE THAT ALLYOOP ACTUALLY SUGGESTED THE TOPIC FOR THIS EPISODE, AND WE’RE LISTENING TO EVERYTHING YOU HAVE TO SAY. SO JUST USE THE HASHTAG #ASKNASA ON YOUR FAVORITE PLATFORM, AND SUBMIT AN IDEA FOR SOMETHING YOU’D LIKE TO HEAR ABOUT OR A QUESTION YOU’D LIKE TO ANSWER, OR MAYBE YOU’D LIKE TO FOCUS AN ENTIRE EPISODE ON ONE SPECIFIC TOPIC. SO WE’LL MAKE SURE TO LOOK AT THOSE IDEAS AND FIND THE RIGHT PERSON TO BRING ON THE SHOW. JUST MAKE SURE TO MENTION IT’S FOR HWHAP-- H-W-H-A-P-- “HOUSTON, WE HAVE A PODCAST.” THIS PODCAST WAS RECORDED ON APRIL 13, 2017. THANKS TO ALEX PERRYMAN, JOHN STOLL, AND MATT MACKENZIE. AND THANKS AGAIN TO LES PADILLA FOR COMING ON THE SHOW. WE’LL BE BACK NEXT WEEK.

Magnetic therapy in physics?

NASA Astrophysics Data System (ADS)

Welsh, Gail S.

2000-03-01

A critical thinking activity focused on students' understanding of magnets is described. The activity includes a short written paper about the validity of advertisements for alternative medical therapy devices based on magnets. It includes also self assessment through peer interaction.

The Theory of Relativity: A Metatheory for Development?

ERIC Educational Resources Information Center

Sinnott, Jan Dynda

1981-01-01

Reviews relativity theory in physics to derive a relativistic metatheory applicable to life span developmental psychology. The discussion points out ways in which relativistic thinking might enhance understanding of life span development and epistemology. (Author/DB)

Ethics, A Choice for the Future: An Interdisciplinary Program.

ERIC Educational Resources Information Center

Downie, Susan L.

1989-01-01

Describes an interdisciplinary program in which English, social studies, physics, and calculus teachers joined forces to teach high school students critical-thinking skills so that students could make ethical decisions and solve ethical dilemmas. (MM)

Motivation-focused thinking: Buffering against stress-related physical symptoms and depressive symptomology.

PubMed

Hamm, Jeremy M; Perry, Raymond P; Chipperfield, Judith G; Stewart, Tara L; Heckhausen, Jutta

2015-01-01

Developmental transitions are experienced throughout the life course and necessitate adapting to consequential and unpredictable changes that can undermine health. Our six-month study (n = 239) explored whether selective secondary control striving (motivation-focused thinking) protects against the elevated levels of stress and depressive symptoms increasingly common to young adults navigating the challenging school-to-university transition. Path analyses supplemented with tests of moderated mediation revealed that, for young adults who face challenging obstacles to goal attainment, selective secondary control indirectly reduced long-term stress-related physical and depressive symptoms through selective primary control and previously unexamined measures of discrete emotions. Results advance the existing literature by demonstrating that (a) selective secondary control has health benefits for vulnerable young adults and (b) these benefits are largely a consequence of the process variables proposed in Heckhausen et al.'s (2010) theory.

Leo Szilard Lectureship Award Talk: From Reductionism to Complexity; A Theoretical Physicist's Journey into Biology and the Social Sciences

NASA Astrophysics Data System (ADS)

West, Geoffrey

2013-04-01

In this talk I review how a high energy physicist serendipitously migrated from quarks and gluons, dark matter and string theory to thinking about equally big topics like why we live for 100 years (and not a thousand or 2-3 like a mouse), how is this generated from molecular time scales, why do we sleep and where does 8 hours come from, and how is this related to the rate at which we evolve, can there be a quantitative, mathematisable science of cities and companies, and can our exponentially expanding socio-economic universe be sustained, etc, etc? I consider these as integral parts of physics, related to the interface between Reductionism and Complexity, Thermodynamics and Information Theory. The saga will be a personal one ranging from issues connected with the demise of the SSC and attacks on science to the future role of physics and transdisciplinary thinking.

Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light

NASA Astrophysics Data System (ADS)

van Zee, Emily H.; Hammer, David; Bell, Mary; Roy, Patricia; Peter, Jennifer

2005-11-01

This case study documents an example of inquiry learning and teaching during a summer institute for elementary and middle school teachers. A small group constructed an explanatory model for an intriguing optical phenomenon that they were observing. Research questions included: What physics thinking did the learners express? What aspects of scientific inquiry were evident in what the learners said and did? What questions did the learners ask one another as they worked? How did these learners collaborate in constructing understanding? How did the instructor foster their learning? Data sources included video- and audio- tapes of instruction, copies of the participants' writings and drawings, field notes, interviews, and staff reflections. An interpretative narrative of what three group members said and did presents a detailed account of their learning process. Analyses of their utterances provide evidence of physics thinking, scientific inquiry, questioning, collaborative sense making, and insight into ways to foster inquiry learning.

Use of the computer for research on student thinking in physics

NASA Astrophysics Data System (ADS)

Grayson, Diane J.; McDermott, Lillian C.

1996-05-01

This paper describes the use of the computer-based interview as a research technique for investigating how students think about physics. Two computer programs provide the context: one intended for instruction, the other for research. The one designed for use as an instructional aid displays the motion of a ball rolling along a track that has level and inclined segments. The associated motion graphs are also shown. The other program, which was expressly designed for use in research, is based on the simulated motion of a modified Atwood's machine. The programs require students to predict the effect of the initial conditions and system parameters on the motion or on a graph of the motion. The motion that would actually occur is then displayed. The investigation focuses on the reasoning used by the students as they try to resolve discrepancies between their predictions and observations.

Cancer as a Social Dysfunction - Why Cancer Research Needs New Thinking.

PubMed

Pienta, Kenneth J; Axelrod, Robert

2018-05-21

The incidence and mortality for many cancers continues to rise. As such, critical action is needed on many fronts to reshape how a society thinks, discusses, and fights cancer especially as the population grows and ages. Cancer can be described as a broken social contract which requires different conceptual frameworks such as game theory. To this end, it is our hope that this perspective will catalyze a discussion to rethink the way we approach, communicate, and fund cancer research - thinking of cancer as a broken social contract is only one example. Importantly, this endeavor will require infusion of ideas from other fields such as physics, computational medicine, complexity science, agent-based modeling, sociology, and ecology all of which have the capacity to drive new insights into cancer biology and clinical medicine. Copyright ©2018, American Association for Cancer Research.

Optimizing students’ scientific communication skills through higher order thinking virtual laboratory (HOTVL)

NASA Astrophysics Data System (ADS)

Sapriadil, S.; Setiawan, A.; Suhandi, A.; Malik, A.; Safitri, D.; Lisdiani, S. A. S.; Hermita, N.

2018-05-01

Communication skill is one skill that is very needed in this 21st century. Preparing and teaching this skill in teaching physics is relatively important. The focus of this research is to optimizing of students’ scientific communication skills after the applied higher order thinking virtual laboratory (HOTVL) on topic electric circuit. This research then employed experimental study particularly posttest-only control group design. The subject in this research involved thirty senior high school students which were taken using purposive sampling. A sample of seventy (70) students participated in the research. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The results of this study found that students using higher order thinking virtual laboratory (HOTVL) in laboratory activities had higher scientific communication skills than students who used the verification virtual lab.

"It's best not to think about it at all-like the new taxes": Reality, observer, and complementarity in Bohr and Pauli

NASA Astrophysics Data System (ADS)

Plotnitsky, Arkady

2012-12-01

This article considers the concepts of reality, observer, and complementarity in Pauli and Bohr, and the similarities and, especially, differences in their understanding of these concepts, differences defined most essentially by their respective views of the role of the human observer in quantum measurement. These differences are significant even in the case of their respective interpretations of quantum phenomena and quantum mechanics, where the influence of Bohr's ideas on Pauli's understanding of quantum physics is particularly strong. They become especially strong and even radical in the case of their overall philosophical visions, where the impact of Jungean psychology, coupled to that of the earlier archetypal thinking of such figures as Kepler and Fludd, drives Pauli's thinking ever further away from that of Bohr.

Examining Critical Thinking Skills in Family Medicine Residents.

PubMed

Ross, David; Schipper, Shirley; Westbury, Chris; Linh Banh, Hoan; Loeffler, Kim; Allan, G Michael; Ross, Shelley

2016-02-01

Our objective was to determine the relationship between critical thinking skills and objective measures of academic success in a family medicine residency program. This prospective observational cohort study was set in a large Canadian family medicine residency program. Intervention was the California Critical Thinking Skills Test (CCTST), administered at three points in residency: upon entry, at mid-point, and at graduation. Results from the CCTST, Canadian Residency Matching Service file, and interview scores were compared to other measures of academic performance (Medical Colleges Admission Test [MCAT] and College of Family Physicians of Canada [CCFP] certification examination results). For participants (n=60), significant positive correlations were found between critical thinking skills and performance on tests of knowledge. For the MCAT, CCTST scores correlated positively with full scores (n=24, r=0.57) as well as with each section score (verbal reasoning: r=0.59; physical sciences: r=0.64; biological sciences: r=0.54). For CCFP examination, CCTST correlated reliably with both sections (n=49, orals: r=0.34; short answer: r=0.47). Additionally, CCTST was a better predictor of performance on the CCFP exam than was the interview score at selection into the residency program (Fisher's r-to-z test, z=2.25). Success on a critical thinking skills exam was found to predict success on family medicine certification examinations. Given that critical thinking skills appear to be stable throughout residency training, including an assessment of critical thinking in the selection process may help identify applicants more likely to be successful on final certification exam.

Mass loss of shuttle space suit orthofabric under simulated ionospheric atomic oxygen bombardment

NASA Technical Reports Server (NTRS)

Miller, W. L.

1985-01-01

Many polymeric materials used for thermal protection and insulation on spacecraft degrade significantly under prolonged bombardment by ionospheric atomic oxygen. The covering fabric of the multilayered shuttle space suit is composed of a loose weave of GORE-TEX fibers, Nomex and Kevlar-29, which are all polymeric materials. The complete evaluation of suit fabric degradation from ionospheric atomic oxygen is of importance in reevaluating suit lifetime and inspection procedures. The mass loss and visible physical changes of each test sample was determined. Kapton control samples and data from previous asher and flight tests were used to scale the results to reflect ionospheric conditions at about 220 km altitude. It is predicted that the orthofabric loses mass in the ionosphere at a rate of about 66% of the original orthofabric mass/yr. The outer layer of the two-layer orthofabric test samples shows few easily visible signs of degradation, even when observed at 440X. It is concluded that the orthofabric could suffer significant loss of performance after much less than a year of total exposure time, while the degradation might be undetectable in post flight visual examinations of space suits.

The Teaching Effectiveness of a Relevant Physics Course

NASA Astrophysics Data System (ADS)

Hobson, Art

1998-04-01

If America is to achieve the science literacy that is ssential to industrialized democracy, all students must study such topics as scientific methodology, pseudoscience, critical thinking, ozone depletion, technological risk, and global warming. My large-enrollment liberal-arts physics course covers the great principles of physics along with several such philosophical and societal topics. Students find these topics relevant and fascinating, leading to strong course evaluations and large enrollments by non-scientists even in courses labeled physics. I will describe this course and present some evidence indicating that the course is effective in communicating physics and its interdisciplinary connections. A textbook, Physics: Concepts and Connections (Prentice Hall, 1995, 2nd edition to appear in June 1998), is available.

Combination of inquiry learning model and computer simulation to improve mastery concept and the correlation with critical thinking skills (CTS)

NASA Astrophysics Data System (ADS)

Nugraha, Muhamad Gina; Kaniawati, Ida; Rusdiana, Dadi; Kirana, Kartika Hajar

2016-02-01

Among the purposes of physics learning at high school is to master the physics concepts and cultivate scientific attitude (including critical attitude), develop inductive and deductive reasoning skills. According to Ennis et al., inductive and deductive reasoning skills are part of critical thinking. Based on preliminary studies, both of the competence are lack achieved, it is seen from student learning outcomes is low and learning processes that are not conducive to cultivate critical thinking (teacher-centered learning). One of learning model that predicted can increase mastery concepts and train CTS is inquiry learning model aided computer simulations. In this model, students were given the opportunity to be actively involved in the experiment and also get a good explanation with the computer simulations. From research with randomized control group pretest-posttest design, we found that the inquiry learning model aided computer simulations can significantly improve students' mastery concepts than the conventional (teacher-centered) method. With inquiry learning model aided computer simulations, 20% of students have high CTS, 63.3% were medium and 16.7% were low. CTS greatly contribute to the students' mastery concept with a correlation coefficient of 0.697 and quite contribute to the enhancement mastery concept with a correlation coefficient of 0.603.

Evolution, Physics, and Cancer: Disrupting Traditional Approache

NASA Astrophysics Data System (ADS)

Austin, Robert

Physicists who were recruited to try and assist with the stubbornly constant mortality rates of cancer world-wide over the past 100 years have basically had the invitation withdrawn by the oncology community. The oncologists became annoyed with the independence of thought and the skepticism of some physicists with continuation of the present paradigm of the cancer genome as the rosette stone as the key to cancer. To quote a recent letter in Physics Today: ``Curing cancer is a complex biological problem to be solved by biologists''. Apparently our mission as minions is is to be high-level technicians. But I think that is wrong and will lead to continuation of the string of failures and deceptions foisted on the public at large by the Medical Industrial Complex, I think we really need to re-think cancer as a phenomena which is driven by evolution and may be desired by the organism and be a product of both the aging of the proteome and the genome. Further, searching for mutations (The Cancer Genome) may be completely the wrong direction, searching for protected genes may be as important as looking for mutated genes. I'll try to present the case that physicists should not have been kicked out of the Medical Industrial Complex that keeps the cancer business humming and profitable.

Reviews Book: How to Teach Quantum Physics to Your Dog Equipment: LEGO Renewable Energy Add-on Set 9688 Book: The Rough Guide to the Future Book: Seven Tales of the Pendulum Equipment: Genecon DUE Equipment: Manual Electrostatic Generator Book: Quantify! A Crash Course in Smart Thinking Book: Fads and Fallacies in the Name of Science Book: The Strangest Man Book: The Ultimate Quotable Einstein Web Watch

NASA Astrophysics Data System (ADS)

2011-05-01

WE RECOMMEND How to Teach Quantum Physics to Your Dog The key theories of quantum physics explained using canine behaviour LEGO Renewable Energy Add-on Set 9688 Set builds a hand generator, solar station, wind turbine, hydro turbine, boat pulley, solar vehicle, and much more The Rough Guide to the Future Book explores the insights that science can contribute to predicting the future Seven Tales of the Pendulum This book deals with the significance of the pendulum in science, history and culture Genecon DUE Equipment demonstrates generation of electricity Fads and Fallacies in the Name of Science Book investigates the nature of human gullibility The Strangest Man: The Hidden Life of Paul Dirac, Quantum Genius Biography charts the life of Paul Dirac WORTH A LOOK Manual Electrostatic Generator Kit acts as a miniature Van de Graaff Quantify! A Crash Course in Smart Thinking Various topics illustrate the application of basic physical laws The Ultimate Quotable Einstein A compilation of Einstein's famous quotes WEB WATCH Open Source Physics simulations are worth a look

Model-based reasoning in the physics laboratory: Framework and initial results

NASA Astrophysics Data System (ADS)

Zwickl, Benjamin M.; Hu, Dehui; Finkelstein, Noah; Lewandowski, H. J.

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] We review and extend existing frameworks on modeling to develop a new framework that describes model-based reasoning in introductory and upper-division physics laboratories. Constructing and using models are core scientific practices that have gained significant attention within K-12 and higher education. Although modeling is a broadly applicable process, within physics education, it has been preferentially applied to the iterative development of broadly applicable principles (e.g., Newton's laws of motion in introductory mechanics). A significant feature of the new framework is that measurement tools (in addition to the physical system being studied) are subjected to the process of modeling. Think-aloud interviews were used to refine the framework and demonstrate its utility by documenting examples of model-based reasoning in the laboratory. When applied to the think-aloud interviews, the framework captures and differentiates students' model-based reasoning and helps identify areas of future research. The interviews showed how students productively applied similar facets of modeling to the physical system and measurement tools: construction, prediction, interpretation of data, identification of model limitations, and revision. Finally, we document students' challenges in explicitly articulating assumptions when constructing models of experimental systems and further challenges in model construction due to students' insufficient prior conceptual understanding. A modeling perspective reframes many of the seemingly arbitrary technical details of measurement tools and apparatus as an opportunity for authentic and engaging scientific sense making.

Argon used as dry suit insulation gas for cold-water diving.

PubMed

Vrijdag, Xavier Ce; van Ooij, Pieter-Jan Am; van Hulst, Robert A

2013-06-03

Cold-water diving requires good thermal insulation because hypothermia is a serious risk. Water conducts heat more efficiently compared to air. To stay warm during a dive, the choice of thermal protection should be based on physical activity, the temperature of the water, and the duration of exposure. A dry suit, a diving suit filled with gas, is the most common diving suit in cold water. Air is the traditional dry suit inflation gas, whereas the thermal conductivity of argon is approximately 32% lower compared to that of air. This study evaluates the benefits of argon, compared to air, as a thermal insulation gas for a dry suit during a 1-h cold-water dive by divers of the Royal Netherlands Navy. Seven male Special Forces divers made (in total) 19 dives in a diving basin with water at 13 degrees C at a depth of 3 m for 1 h in upright position. A rubber dry suit and woollen undergarment were used with either argon (n = 13) or air (n = 6) (blinded to the divers) as suit inflation gas. Core temperature was measured with a radio pill during the dive. Before, halfway, and after the dive, subjective thermal comfort was recorded using a thermal comfort score. No diver had to abort the test due to cold. No differences in core temperature and thermal comfort score were found between the two groups. Core temperature remained unchanged during the dives. Thermal comfort score showed a significant decrease in both groups after a 60-min dive compared to baseline. In these tests the combination of the dry suit and undergarment was sufficient to maintain core temperature and thermal comfort for a dive of 1h in water at 13 degrees C. The use of argon as a suit inflation gas had no added value for thermal insulation compared to air for these dives.

Environmentalist thinking and the question of disease causation in late Spanish Philippines.

PubMed

Reyes, Raquel A G

2014-10-01

The scientific understanding of disease causation was crucial to the ways in which the Spanish colonial state addressed epidemic diseases which periodically struck nineteenth-century Philippines. Scholars have often described Spanish colonial responses in terms of ineptitude and failure, and have often glossed over the multiple and competing scientific theories that preoccupied Spanish and Filipino physicians. This article examines the work and ideas of nineteenth-century Spanish colonial and patriotic Filipino physicians regarding disease causation in the tropical environment of the Philippines. It will focus on two key developments-Spanish environmentalist thinking and the emerging fields of microscopy and bacteriology. Much like the British and French colonialists, Spaniards viewed tropical climates as insalubrious and conducive to disease, perceiving themselves as constitutionally at risk in hot places, ill-suited, exposed, and vulnerable to so-called native diseases. By the 1880s, however, young Filipino researchers, some of whom had trained in Spain and France, were undertaking new research on polluted water, malaria, and cells. Influenced by the revolutionary new discoveries being made in bacteriology, these researchers questioned prevailing environmentalist explanations and focused, for the first time, on the nature of pathogens and microbial pathogenesis in disease development and transmission. But germ theory remained an idea among many. This article argues that although late nineteenth-century studies in microscopy by Filipinos slowly began to challenge Spanish colonial ideas, different streams of thinking overlapped and no single scientific explanation came to predominate. © The Author 2013. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Success in everyday physics: The role of personality and academic variables

NASA Astrophysics Data System (ADS)

Norvilitis, Jill M.; Reid, Howard M.; Norvilitis, Bret M.

2002-05-01

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency.

Exploratory case study of students' main explanatory approaches to science concepts and their states of mental engagement

NASA Astrophysics Data System (ADS)

Nicdao-Quita, Maria Isabel T.

This study explored students' dominant ways of operating in science; the types of structuring that is evident, not in terms of ideas, but in terms of how the students think about, imagine, and relate to the physical processes. As the study progressed, the investigation of the students' ideas went beyond their prior knowledge; other significant dimensions emerged as these students interacted with the heating process. The students demonstrated rich and dynamic pictures of the heating process, and from these images, a larger picture of the mental entities and processes dominant in their understanding of the physical phenomenon. Four Filipino students studying in the United States were individually observed in their science classes, were visited at home, and were interviewed about water being heated. The analysis of each student's data led to the two constructs, the main explanatory approach and the students' states of mental engagement (SOME), while the student was cognitively and affectively connected with the phenomenon. The features of the main explanatory approach include an explanatory element and an affective element that pervade the students' thinking about the phenomenon. It is common to and dominant in students' thinking across time. It is the approach of the student taken as a holistic organization within the student when he or she starts dealing with the phenomenon. One of the assumptions behind dealing with the main explanatory approach is that it is much more connected with what kind of person the student is and with the state of mental engagement (SOME) the student is in. SOME refers to the personal energy of a student as he or she relates to and becomes involved with the physical process--there is absorption into the object of study. SOME is related to energizing the main explanatory approach. The interconnectedness of these two constructs can be viewed as a different level of abstraction or interpretation of the students' ways of thinking about the physical process. This way of looking at students' understanding and its connection with students' states of mental engagement has opened up an area with many possibilities, one of which is how the affective structures play a significant role in the exploration of science concepts.

Student resources for learning physics

NASA Astrophysics Data System (ADS)

Hammer, David

2015-04-01

Careful observations of learners' reasoning belie simple characterizations of their knowledge or abilities: Students who appear to lack understanding or abilities at one moment show evidence of them at another. Detecting this variability generally requires close examination of what and how students are thinking, moment-to-moment, which makes research difficult. But the findings challenge unitary accounts of intelligence, stages of development, and misconceptions. Joe Redish and others have been working from a more complex theoretical framework of innumerable, fine-grained cognitive structures we call ``resources.'' They are, roughly, ways of thinking people have that may apply or not in any particular moment. (Thinking about energy, for example, may involve resources for understanding location or conservation, or oscillations in time, or differential symmetry.) The variability we observe in student reasoning reflects variability in resource activation. Resources are to models of mind what partons used to be to models of hadrons: We know we should be thinking of entities and dynamics at a smaller scale than we've been considering, even if we don't know their particular properties. Understanding minds in this way has profound implications for research and for teaching.

Introductory science and mathematics education for 21st-Century biologists.

PubMed

Bialek, William; Botstein, David

2004-02-06

Galileo wrote that "the book of nature is written in the language of mathematics"; his quantitative approach to understanding the natural world arguably marks the beginning of modern science. Nearly 400 years later, the fragmented teaching of science in our universities still leaves biology outside the quantitative and mathematical culture that has come to define the physical sciences and engineering. This strikes us as particularly inopportune at a time when opportunities for quantitative thinking about biological systems are exploding. We propose that a way out of this dilemma is a unified introductory science curriculum that fully incorporates mathematics and quantitative thinking.

Using fiction in the teaching of physics

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2016-03-01

Fiction has been used in teaching since Plato told the story of Atlantis. However, relatively little use is made of it in teaching physics. We have created short stories that form the basis of case studies. One short story tells the story of a possible radioactive contamination on Earth because of the detonation by terrorists of a dirty bomb in a densely populated urban area. The short story discusses in what many would find an engaging way both the physics of radioactivity and the health aspects of radiation exposure and radiation sickness. Another case tells the story of a hypothetical future crewed mission to the Moon. The astronauts encounter a giant solar flare that would inevitably give the crew lethal dose of radiation. The astronauts do not have enough time to either abort the mission, or land on the Moon and seek shelter. There is, however, something they can do, but they do not think of think of it until it is too late to do anything about it, and being saved beccomes a matter of chance. This case discusses the history and future of lunar and space exploration, solar wind and space weather, and elements of planetary science. We describe some examples of short stories, and how we incorporate them in the teaching of physics and allied disciplines.

Interpreting Bodies. Elena Castellani (ed.) Interpreting Bodies: Classical and Quantum Objects in Modern Physics (Princeton: Princeton University Press, 1998), viii+329 pp., ISBN 0-691-01725-5, paperback, 19.95 US, ISBN 0-691-01724-7, cloth, 65.00 US.

NASA Astrophysics Data System (ADS)

Ruetsche, Laura

The objects of the empirical science known as particle physics are not like objects ordinarily conceived. Physicists' particles can enter states strangely entangled with those of other particles; they can obey statistics which suggest that they lack genidentity; their properties (some think) are created in measurement, or (others think) can only be limned from the symmetries of the theory describing them. 'The implications of contemporary physical theories for the debate on the nature of objects' provides 'the central theme' (p. 4) of Interpreting Bodies, editor Elena Castellani's new collection of essays. Contributions to the volume vary dramatically in vintage (Born's and Reichenbach's are well into middle age; others appear here for the first time); in approach (the collection includes Giuliano Toraldo diFrancia's nine-page history of the object concept from Democritus to d'Espagnat, Peter Mittelstaedt's discussion of the Kantian constitution of quantum objects, and Giulo Peruzzi's explication of the scattering cross section and its role in experimental particle physics); and in intended audience. Lacking the space to treat each contribution in turn, I will focus on those dealing with the problem of the One and the Many.

Quantum technologies with hybrid systems

PubMed Central

Kurizki, Gershon; Bertet, Patrice; Kubo, Yuimaru; Mølmer, Klaus; Petrosyan, David; Rabl, Peter; Schmiedmayer, Jörg

2015-01-01

An extensively pursued current direction of research in physics aims at the development of practical technologies that exploit the effects of quantum mechanics. As part of this ongoing effort, devices for quantum information processing, secure communication, and high-precision sensing are being implemented with diverse systems, ranging from photons, atoms, and spins to mesoscopic superconducting and nanomechanical structures. Their physical properties make some of these systems better suited than others for specific tasks; thus, photons are well suited for transmitting quantum information, weakly interacting spins can serve as long-lived quantum memories, and superconducting elements can rapidly process information encoded in their quantum states. A central goal of the envisaged quantum technologies is to develop devices that can simultaneously perform several of these tasks, namely, reliably store, process, and transmit quantum information. Hybrid quantum systems composed of different physical components with complementary functionalities may provide precisely such multitasking capabilities. This article reviews some of the driving theoretical ideas and first experimental realizations of hybrid quantum systems and the opportunities and challenges they present and offers a glance at the near- and long-term perspectives of this fascinating and rapidly expanding field. PMID:25737558

Quantum technologies with hybrid systems.

PubMed

Kurizki, Gershon; Bertet, Patrice; Kubo, Yuimaru; Mølmer, Klaus; Petrosyan, David; Rabl, Peter; Schmiedmayer, Jörg

2015-03-31

An extensively pursued current direction of research in physics aims at the development of practical technologies that exploit the effects of quantum mechanics. As part of this ongoing effort, devices for quantum information processing, secure communication, and high-precision sensing are being implemented with diverse systems, ranging from photons, atoms, and spins to mesoscopic superconducting and nanomechanical structures. Their physical properties make some of these systems better suited than others for specific tasks; thus, photons are well suited for transmitting quantum information, weakly interacting spins can serve as long-lived quantum memories, and superconducting elements can rapidly process information encoded in their quantum states. A central goal of the envisaged quantum technologies is to develop devices that can simultaneously perform several of these tasks, namely, reliably store, process, and transmit quantum information. Hybrid quantum systems composed of different physical components with complementary functionalities may provide precisely such multitasking capabilities. This article reviews some of the driving theoretical ideas and first experimental realizations of hybrid quantum systems and the opportunities and challenges they present and offers a glance at the near- and long-term perspectives of this fascinating and rapidly expanding field.

Quantum technologies with hybrid systems

NASA Astrophysics Data System (ADS)

Kurizki, Gershon; Bertet, Patrice; Kubo, Yuimaru; Mølmer, Klaus; Petrosyan, David; Rabl, Peter; Schmiedmayer, Jörg

2015-03-01

An extensively pursued current direction of research in physics aims at the development of practical technologies that exploit the effects of quantum mechanics. As part of this ongoing effort, devices for quantum information processing, secure communication, and high-precision sensing are being implemented with diverse systems, ranging from photons, atoms, and spins to mesoscopic superconducting and nanomechanical structures. Their physical properties make some of these systems better suited than others for specific tasks; thus, photons are well suited for transmitting quantum information, weakly interacting spins can serve as long-lived quantum memories, and superconducting elements can rapidly process information encoded in their quantum states. A central goal of the envisaged quantum technologies is to develop devices that can simultaneously perform several of these tasks, namely, reliably store, process, and transmit quantum information. Hybrid quantum systems composed of different physical components with complementary functionalities may provide precisely such multitasking capabilities. This article reviews some of the driving theoretical ideas and first experimental realizations of hybrid quantum systems and the opportunities and challenges they present and offers a glance at the near- and long-term perspectives of this fascinating and rapidly expanding field.

Multimodal Sex-Related Differences in Infant and in Infant-Directed Maternal Behaviors during Months Three through Twelve of Development

PubMed Central

Fausto-Sterling, Anne; Crews, David; Sung, Jihyun; Garcia-Coll, Cynthia; Seifer, Ronald

2015-01-01

Using the concept of sensory and affective experience, this work relates the concepts of socialization and cognitive development to the embodiment of gender in the human infant. Evidence obtained from biweekly observations from 30 children and their mothers observed from age 3 months to age 12 months revealed measurable sex-related differences in how mothers handle and touch their infants. This work offers novel approaches to visualizing combinations of behaviors with the aim of encouraging researchers to think in terms of suites of action rather than singular sensory or motor systems. New avenues of research into the mechanisms which produce sex-related differences in behavior are suggested. PMID:26372294

Design Considerations for a Crewed Mars Ascent Vehicle

NASA Technical Reports Server (NTRS)

Rucker, Michelle A.

2015-01-01

Exploration architecture studies identified the Mars Ascent Vehicle (MAV) as one of the largest "gear ratio" items in a crewed Mars mission. Because every kilogram of mass ascended from the Martian surface requires seven kilograms or more of ascent propellant, it is desirable for the MAV to be as small and lightweight as possible. Analysis identified four key factors that drive MAV sizing: 1) Number of crew: more crew members require more equipment-and a larger cabin diameter to hold that equipment-with direct implications to structural, thermal, propulsion, and power subsystem mass. 2) Which suit is worn during ascent: Extravehicular Activity (EVA) type suits are physically larger and heavier than Intravehicular Activity (IVA) type suits and because they are less flexible, EVA suits require more elbow-room to maneuver in and out of. An empty EVA suit takes up about as much cabin volume as a crew member. 3) How much time crew spends in the MAV: less than about 12 hours and the MAV can be considered a "taxi" with few provisions for crew comfort. However, if the crew spends more than 12 consecutive hours in the MAV, it begins to look like a Habitat requiring more crew comfort items. 4) How crew get into/out of the MAV: ingress/egress method drives structural mass (for example, EVA hatch vs. pressurized tunnel vs. suit port) as well as consumables mass for lost cabin atmosphere, and has profound impacts on surface element architecture. To minimize MAV cabin mass, the following is recommended: Limit MAV usage to 24 consecutive hours or less; discard EVA suits on the surface and ascend wearing IVA suits; Limit MAV functionality to ascent only, rather than dual-use ascent/habitat functions; and ingress/egress the MAV via a detachable tunnel to another pressurized surface asset.

Insights into the dissolution and the three-dimensional structure of insensitive munitions formulations.

PubMed

Taylor, Susan; Ringelberg, David B; Dontsova, Katerina; Daghlian, Charles P; Walsh, Marianne E; Walsh, Michael R

2013-11-01

Two compounds, 2,4-dinitroanisole (DNAN) and 3-nitro-1,2,4-triazol-5-one (NTO) are the main ingredients in a suite of explosive formulations that are being, or soon will be, fielded at military training ranges. We aim to understand the dissolution characteristics of DNAN and NTO and three insensitive muntions (IM) formulations that contain them. This information is needed to accurately predict the environmental fate of IM constituents, some of which may be toxic to people and the environment. We used Raman spectroscopy to identify the different constituents in the IM formulations and micro computed tomography to image their three-dimensional structure. These are the first three-dimensional images of detonated explosive particles. For multi-component explosives the solubility of the individual constituents and the fraction of each constituent wetted by water controls the dissolution. We found that the order of magnitude differences in solubility amongst the constituents of these IM formulations quickly produced hole-riddled particles when these were exposed to water. Micro-computed tomography showed that particles resulting from field detonations were fractured, producing conduits by which water could access the interior of the particle. We think that micro-computed tomography can also be used to determine the initial composition of IM particles and to track how their compositions change as the particles dissolve. This information is critical to quantifying dissolution and developing physically based dissolution models. Published by Elsevier Ltd.

The BIG Bell Test: quantum physics experiments with direct public participation

NASA Astrophysics Data System (ADS)

Mitchell, Morgan; Abellan, Carlos; Tura, Jordi; Garcia Matos, Marta; Hirschmann, Alina; Beduini, Federica; Pruneri, Valerio; Acin, Antonio; Marti, Maria; BIG Bell Test Collaboration

The BIG Bell Test is a suite of physics experiments - tests of quantum nonlocality, quantum communications, and related experiments - that use crowd-sourced human randomness as an experimental resource. By connecting participants - anyone with an internet connection - to state-of-the-art experiments on five continents, the project aims at two complementary goals: 1) to provide bits generated directly from human choices, a unique information resource, to physics experiments, and 2) to give the world public the opportunity to contribute in a meaningful way to quantum physics research. We also describe related outreach and educational efforts to spread awareness of quantum physics and its applications.

Quantum Information in Non-physics Departments at Liberal Arts Colleges

NASA Astrophysics Data System (ADS)

Westmoreland, Michael

2012-02-01

Quantum information and quantum computing have changed our thinking about the basic concepts of quantum physics. These fields have also introduced exciting new applications of quantum mechanics such as quantum cryptography and non-interactive measurement. It is standard to teach such topics only to advanced physics majors who have completed coursework in quantum mechanics. Recent encounters with teaching quantum cryptography to non-majors and a bout of textbook-writing suggest strategies for teaching this interesting material to those without the standard quantum mechanics background. This talk will share some of those strategies.

Impulse-Momentum Diagrams

ERIC Educational Resources Information Center

Rosengrant, David

2011-01-01

Multiple representations are a valuable tool to help students learn and understand physics concepts. Furthermore, representations help students learn how to think and act like real scientists. These representations include: pictures, free-body diagrams, energy bar charts, electrical circuits, and, more recently, computer simulations and…

Occupational Therapy (For Parents)

MedlinePlus

... needs improve their cognitive, physical, sensory, and motor skills and enhance their self-esteem and sense of accomplishment. Some people may think that occupational therapy is only for adults; kids, after all, do not have ... kids' skills for playing, school performance, and daily activities and ...

Ocean Worlds of the Outer Solar System

NASA Astrophysics Data System (ADS)

Hand, K. P.

2018-05-01

I will provide an overview of why we think we know ocean worlds exist, what we know about the physical and chemical conditions that likely persist on these worlds, and how we may proceed in our search for biosignatures on these worlds.

Multispectral image fusion for detecting land mines

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

Clark, G.A.; Sengupta, S.K.; Aimonetti, W.D.

1995-04-01

This report details a system which fuses information contained in registered images from multiple sensors to reduce the effects of clutter and improve the ability to detect surface and buried land mines. The sensor suite currently consists of a camera that acquires images in six bands (400nm, 500nm, 600nm, 700nm, 800nm and 900nm). Past research has shown that it is extremely difficult to distinguish land mines from background clutter in images obtained from a single sensor. It is hypothesized, however, that information fused from a suite of various sensors is likely to provide better detection reliability, because the suite ofmore » sensors detects a variety of physical properties that are more separable in feature space. The materials surrounding the mines can include natural materials (soil, rocks, foliage, water, etc.) and some artifacts.« less

Quantification of Inflight Physical Changes: Anthropometry and Neutral Body Posture (Body Measures)

NASA Technical Reports Server (NTRS)

Rajulu, Sudhakar; Young, Karen; Reid, Chris; Dirlich, Tom

2014-01-01

The goal of this study is to gather preliminary data to better understand the magnitude and variability of microgravity changes on the body. To do this, we aim to gather and document microgravity effects on body measurements. Lengths, Breadths, Depths ? Circumferences, Joint angles. To determine if/how the Neutral Body Posture (NBP) is influenced by the above factors. This will be the first time these proposed measures are collected in space. It is anticipated that body measurements will change due to microgravity and fluid shifts. This data is important so that the changes that may occur during long-duration space flight can be identified and applied to suit fit, suit sizing, workstation design, etc. for future missions in order to prevent injury and reduce crew time for altering or adjusting suits, workstations, etc.

The influence of project-based learning on the student conception about kinematics and critical thinking skills

NASA Astrophysics Data System (ADS)

Handhika, J.; Cari, C.; Sunarno, W.; Suparmi, A.; Kurniadi, E.

2018-05-01

This research revealed the influence of project-based learning (PjBL) to increasing the level of the conception. The research method used the pre-experimental design with one group pre-test post-test. PjBL applied to students of physics education program of IKIP PGRI Madiun (23 Students). The test used to determine the level of conception is multiple choice tests and index of certainty. Activities on PjBL described. Obtained that the PjBL model can increase the level of conception and Critical thinking skills with the average normalized gain 0.49 and 0.57 (Medium category). It can be concluded that the PjBL could improve the level of conception and critical thinking ability of the students. Implementation of each model phase following learning objectives and needs analysis is the key to improve both.

Putting on weight stigma: A randomized study of the effects of wearing a fat suit on eating, well-being, and cortisol.

PubMed

Incollingo Rodriguez, Angela C; Heldreth, Courtney M; Tomiyama, A Janet

2016-09-01

Although a considerable amount of research has revealed connections between weight stigma and mental and physical health outcomes, no studies to date have experimentally manipulated the experience of obesity to understand how weight stigma causally affects eating behavior, physiology, and psychological well-being. Research has also not yet identified effective strategies for reducing weight stigma. In this research, the effect of weight stigma on psychological outcomes, unhealthy eating behavior, and the stress hormone cortisol was examined by randomly assigning participants to appear obese by wearing a fat suit or not. It was hypothesized that the physical alteration of participants' apparent body size would lead to similar consequences as those associated with the experience of weight stigma and reduce antifat attitudes. Supporting these hypotheses, experimentally manipulating apparent body size led participants to consume more unhealthy foods and report higher levels of negative effect. However, the study did not show any differences in cortisol reactivity or reduction in antifat attitudes as a function of the fat suit manipulation. These findings contribute to an understanding of the potentially deleterious psychological and behavioral effects of weight stigma while also informing future interventions to reduce weight stigma. © 2016 The Obesity Society.

Zero-gravity cloud physics.

NASA Technical Reports Server (NTRS)

Hollinden, A. B.; Eaton, L. R.; Vaughan, W. W.

1972-01-01

The first results of an ongoing preliminary-concept and detailed-feasibility study of a zero-gravity earth-orbital cloud physics research facility are reviewed. Current planning and thinking are being shaped by two major conclusions of this study: (1) there is a strong requirement for and it is feasible to achieve important and significant research in a zero-gravity cloud physics facility; and (2) some very important experiments can be accomplished with 'off-the-shelf' type hardware by astronauts who have no cloud-physics background; the most complicated experiments may require sophisticated observation and motion subsystems and the astronaut may need graduate level cloud physics training; there is a large number of experiments whose complexity varies between these two extremes.

The case for biophysics super-groups in physics departments.

PubMed

Hoogenboom, Bart W; Leake, Mark

2018-06-04

Increasing numbers of physicists engage in research activities that address biological questions from physics perspectives or strive to develop physics insights from active biological processes. The on-going development and success of such activities morph our ways of thinking about what it is to 'do biophysics' and add to our understanding of the physics of life. Many scientists in this research and teaching landscape are homed in physics departments. A challenge for a hosting department is how to group, name and structure such biophysicists to best add value to their emerging research and teaching but also to the portfolio of the whole department. Here we discuss these issues and speculate on strategies. Creative Commons Attribution license.

Evaluating the ParticipACTION "Think Again" Campaign.

PubMed

Gainforth, Heather L; Jarvis, Jocelyn W; Berry, Tanya R; Chulak-Bozzer, Tala; Deshpande, Sameer; Faulkner, Guy; Rhodes, Ryan E; Spence, John C; Tremblay, Mark S; Latimer-Cheung, Amy E

2016-08-01

Introduction ParticipACTION's 2011 "Think Again" campaign aimed to draw parents', and specifically mothers', attention to the amount of physical activity (PA) their children do relative to the national guidelines (physical activity guidelines [PAG]). Purpose To evaluate ParticipACTION's "Think Again" campaign in the context of the hierarchy of effects model. Methods Data were drawn from "Think Again" campaign evaluations conducted among two cohorts of parents with children ages 5 to 11 years (3 months postcampaign launch [T1], n = 702; 15 months postlaunch [T2], n = 670). Results At T2, campaign awareness was weakly associated with parents agreeing that their children were not active enough (p = .01, d = .18). Parents who were aware of the campaign showed greater knowledge of PAG (ps < .01, ϕs > .14), had higher outcome expectations about their children engaging in PA (p < .01, d = .16), had stronger intentions to help their child meet the guidelines (p < .01, d = .18), and engaged in more parental support behaviors (p < .001, d = .31) as compared with parents who were not aware. At T1, parents aware of the campaign had greater perceived behavioral control (PBC) to influence their child's PA participation (p < .01, d = .22), whereas parents not aware of the campaign had greater PBC to find practical ways to help their child be active (p < .01, d = .26). Parental awareness of the campaign was not associated with children meeting the PAG at either time point (ps > .05). Conclusions The campaign appeared marginally effective for increasing parental knowledge of PAG and for creating realistic awareness of children's PA levels. Additional intervention strategies are needed to produce larger effects and to change parental behavior. © 2015 Society for Public Health Education.

Liability.

ERIC Educational Resources Information Center

Hollander, Patricia A.

Recent court cases involving tort liabilities of institutions of higher education are discussed in this chapter. Issues addressed include negligence citations for injuries in physical education classes, a wrongful death suit, medical malpractice cases, and slip and fall accidents. Other cases included fraudulent misrepresentation, defamation of…

The Determination of the Muon Magnetic Moment from Cosmic Rays

ERIC Educational Resources Information Center

Amsler, C.

1974-01-01

Describes an experiment suited for use in an advanced laboratory course in particle physics. The magnetic moment of cosmic ray muons which have some polarization is determined with an error of about five percent. (Author/GS)

Examining the Use of Adaptive Technologies to Increase the Hands-On Participation of Students with Blindness or Low Vision in Secondary-School Chemistry and Physics

ERIC Educational Resources Information Center

Supalo, Cary A.; Humphrey, Jennifer R.; Mallouk, Thomas E.; Wohlers, H. David; Carlsen, William S.

2016-01-01

To determine whether a suite of audible adaptive technologies would increase the hands-on participation of high school students with blindness or low vision in chemistry and physics courses, data were examined from a multi-year field study conducted with students in mainstream classrooms at secondary schools across the United States. The students…

Comparing the validity of 2 physical activity questionnaire formats in African-American and Hispanic women.

PubMed

Mâsse, Louise C; Fulton, Janet E; Watson, Kathleen B; Tortolero, Susan; Kohl, Harold W; Meyers, Michael C; Blair, Steven N; Wong, William W

2012-02-01

The purpose of this study was to compare the validity of 2 physical activity questionnaire formats--one that lists activities (Checklist questionnaire) and one that assesses overall activities (Global questionnaire) by domain. Two questionnaire formats were validated among 260 African-American and Hispanic women (age 40-70) using 3 validation standards: 1) accelerometers to validate activities of ambulation; 2) diaries to validate physical activity domains (occupation, household, exercise, yard, family, volunteer/church work, and transportation); and 3) doubly-labeled water to validate physical activity energy expenditure (DLW-PAEE). The proportion of total variance explained by the Checklist questionnaire was 38.4% with diaries, 9.0% with accelerometers, and 6.4% with DLW-PAEE. The Global questionnaire explained 17.6% of the total variance with diaries and about 5% with both accelerometers and with DLWPAEE. Overall, associations with the 3 validation standards were slightly better with the Checklist questionnaire. However, agreement with DLW-PAEE was poor with both formats and the Checklist format resulted in greater overestimation. Validity results also indicated the Checklist format was better suited to recall household, family, and transportation activities. Overall, the Checklist format had slightly better measurement properties than the Global format. Both questionnaire formats are better suited to rank individuals.

The language of the arrows

NASA Astrophysics Data System (ADS)

2015-10-01

I think and hope that most experienced physics and astronomy teachers would agree that teaching is both a science and a creative art. There is a way to creatively introduce vectors into introductory astronomy that lets students learn some basic, but fundamental, physics and at the same time demonstrates that mathematics need not be a barrier in a science course. The approach is entirely graphical in that it is based on the geometric properties of vectors and is implemented by drawing diagrams. Despite the simplicity, it allows astronomy students to experience genuine physics reasoning at about the same level of a conceptual physics course (and possibly a higher level).

The benefits of getting confused

NASA Astrophysics Data System (ADS)

Cotton, Charles

2017-07-01

Getting confused (in lessons) is not necessarily a bad thing. In some physics lessons it may well be inevitable. Understanding may or may not be possible but thinking it through will always help, and this how learning takes place. Confusion need not be a bad thing!

Modeling the Eclipse

ERIC Educational Resources Information Center

Thornburgh, William R.; Tretter, Thomas R.

2017-01-01

This article describes a unit in which students investigate total solar eclipses, such as the one coming August 21, from several perspectives. It incorporates mathematical thinking and aligns with the "Next Generation Science Standard." This article refers to physical, virtual, and mathematical modeling. Various models and perspectives…

Two Experimental Approaches of Looking at Buoyancy

ERIC Educational Resources Information Center

Moreira, J. Agostinho; Almeida, A.; Carvalho, P. Simeao

2013-01-01

In our teaching practice, we find that a large number of first-year university physics and chemistry students exhibit some difficulties with applying Newton's third law to fluids because they think fluids do not react to forces. (Contains 1 table and 3 figures.)

Physical contact influences how much people pay at celebrity auctions

PubMed Central

Newman, George E.; Bloom, Paul

2014-01-01

Contagion is a form of magical thinking in which people believe that a person’s immaterial qualities or essence can be transferred to an object through physical contact. Here we investigate how a belief in contagion influences the sale of celebrity memorabilia. Using data from three high-profile estate auctions, we find that people’s expectations about the amount of physical contact between the object and the celebrity positively predicts the final bids for items that belonged to well-liked individuals (e.g., John F. Kennedy) and negatively predicts final bids for items that belonged to disliked individuals (e.g., Bernard Madoff). A follow-up experiment further suggests that these effects are driven by contagion beliefs: when asked to bid on a sweater owned by a well-liked celebrity, participants report that they would pay substantially less if it was sterilized before they received it. However, sterilization increases the amount they would pay for a sweater owned by a disliked celebrity. These studies suggest that magical thinking may still have effects in contemporary Western societies and they provide some unique demonstrations of contagion effects on real-world purchase decisions. PMID:24567388

Initial study of neutral post-instruction responses on the Maryland Physics Expectation Survey

NASA Astrophysics Data System (ADS)

Saltzman, J.; Price, M. F.; Rogers, M. B.

2016-06-01

Epistemological studies generally focus on how students think about their construction of knowledge compared to how experts think about the same ideas. Instruments such as the MPEX and CLASS use a Likert scale to gauge whether students agree or disagree with how experts think about the same ideas. During analysis, five point scale responses are typically reduced to favorable, neutral, and unfavorable with neutral being treated as a nonresponse. What if students are actively selecting neutral and not treating it as a "does not apply?" To address this question we chose to analyze the postinstruction neutral responses of students in our Physics I course using data from multiple years, multiple sections, and multiple instructors. We found that classroom average postinstruction neutral responses were consistently within a band of 15%-25% and that this was also consistent with other published results. It is not yet clear what this pattern means. Is this a measure of students receiving mixed messages from instructors or a measure of a transitional stage that students go through when learning how to be a good college physics student? These initial findings are interesting enough that we are presenting them here with a more detailed question-by-question analysis to be published in the near future. For example, high levels of neutral responses to applied questions (e.g., "All I need to do is. …") may indicate that students are receiving mixed messages from instructors. On the other hand, high levels of neutral responses to conceptual questions (e.g., "Knowledge in physics…") may indicate that students are in a transitional stage between novice and expert.

Fostering Critical Thinking in the Geosciences: Combining Geoethics, the Affective Domain, Metacognition, and Systems Thinking

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Geissman, J. W.

2015-12-01

There is a compelling need to develop the geoscience workforce of the future to address the "grand challenges" that face humanity. This workforce must have a strong understanding of Earth history, processes and materials and be able to communicate effectively and responsibly to inform public policy and personal and societal actions, particularly with regard to geohazards and natural resources. Curricula to train future geoscientists must be designed to help students develop critical thinking skills across the curriculum, from introductory to senior capstone courses. Students will be challenged in their pre-professional training as geoscientists as they encounter an incomplete geologic record, ambiguity and uncertainty in observed and experimental results, temporal reasoning ("deep time", frequency, recurrence intervals), spatial reasoning (from microns to mountains), and complex system behavior. Four instructional approaches can be combined to address these challenges and help students develop critical thinking skills: 1) Geoethics and ethical decision making includes review and integration of the context/facts of the situation, stakeholders, decision-makers, and possible alternative actions and expected outcomes; 2) The affective domain which encompasses factors such as student motivation to learn, curiosity, fear, attitudes, perceptions, social barriers and values; 3) Metacognition which encourages students to be aware about their own thinking processes, and to develop self-monitoring and self-regulating behaviors; and 4) Systems thinking which requires integrative thinking about the interactions between physical, chemical, biological and human processes, feedback mechanisms and emergent phenomena. Guided inquiry and scaffolded exercises can be used to present increasingly complex situations that require a thorough understanding of geologic principles and processes as applied to issues of societal concern. These approaches are not "owned" by any single course or instructor, and we encourage all teaching faculty to commit a part of their coursework to develop these critical-thinking skills. A collection of geologic case studies is available at the Teaching Geoethics Across the Geoscience Curriculum website http://serc.carleton.edu/74990.

“Thinking too much”: A Systematic review of a common idiom of distress

PubMed Central

Kaiser, Bonnie N.; Haroz, Emily E.; Kohrt, Brandon A.; Bolton, Paul A.; Bass, Judith K.; Hinton, Devon E.

2015-01-01

Idioms of distress communicate suffering via reference to shared ethnopsychologies, and better understanding of idioms of distress can contribute to effective clinical and public health communication. This systematic review is a qualitative synthesis of “thinking too much” idioms globally, to determine their applicability and variability across cultures. We searched eight databases and retained publications if they included empirical quantitative, qualitative, or mixed-methods research regarding a “thinking too much” idiom and were in English. In total, 138 publications from 1979–2014 met inclusion criteria. We examined the descriptive epidemiology, phenomenology, etiology, and course of “thinking too much” idioms and compared them to psychiatric constructs. “Thinking too much” idioms typically reference ruminative, intrusive, and anxious thoughts and result in a range of perceived complications, physical and mental illnesses, or even death. These idioms appear to have variable overlap with common psychiatric constructs, including depression, anxiety, and PTSD. However, “thinking too much” idioms reflect aspects of experience, distress, and social positioning not captured by psychiatric diagnoses and often show wide within-cultural variation, in addition to between-cultural differences. Taken together, these findings suggest that “thinking too much” should not be interpreted as a gloss for psychiatric disorder nor assumed to be a unitary symptom or syndrome within a culture. We suggest five key ways in which engagement with “thinking too much” idioms can improve global mental health research and interventions: it (1) incorporates a key idiom of distress into measurement and screening to improve validity of efforts at identifying those in need of services and tracking treatment outcomes; (2) facilitates exploration of ethnopsychology in order to bolster cultural appropriateness of interventions; (3) strengthens public health communication to encourage engagement in treatment; (4) reduces stigma by enhancing understanding, promoting treatment-seeking, and avoiding unintentionally contributing to stigmatization; and (5) identifies a key locally salient treatment target. PMID:26584235

"Thinking too much": A systematic review of a common idiom of distress.

PubMed

Kaiser, Bonnie N; Haroz, Emily E; Kohrt, Brandon A; Bolton, Paul A; Bass, Judith K; Hinton, Devon E

2015-12-01

Idioms of distress communicate suffering via reference to shared ethnopsychologies, and better understanding of idioms of distress can contribute to effective clinical and public health communication. This systematic review is a qualitative synthesis of "thinking too much" idioms globally, to determine their applicability and variability across cultures. We searched eight databases and retained publications if they included empirical quantitative, qualitative, or mixed-methods research regarding a "thinking too much" idiom and were in English. In total, 138 publications from 1979 to 2014 met inclusion criteria. We examined the descriptive epidemiology, phenomenology, etiology, and course of "thinking too much" idioms and compared them to psychiatric constructs. "Thinking too much" idioms typically reference ruminative, intrusive, and anxious thoughts and result in a range of perceived complications, physical and mental illnesses, or even death. These idioms appear to have variable overlap with common psychiatric constructs, including depression, anxiety, and PTSD. However, "thinking too much" idioms reflect aspects of experience, distress, and social positioning not captured by psychiatric diagnoses and often show wide within-cultural variation, in addition to between-cultural differences. Taken together, these findings suggest that "thinking too much" should not be interpreted as a gloss for psychiatric disorder nor assumed to be a unitary symptom or syndrome within a culture. We suggest five key ways in which engagement with "thinking too much" idioms can improve global mental health research and interventions: it (1) incorporates a key idiom of distress into measurement and screening to improve validity of efforts at identifying those in need of services and tracking treatment outcomes; (2) facilitates exploration of ethnopsychology in order to bolster cultural appropriateness of interventions; (3) strengthens public health communication to encourage engagement in treatment; (4) reduces stigma by enhancing understanding, promoting treatment-seeking, and avoiding unintentionally contributing to stigmatization; and (5) identifies a key locally salient treatment target. Copyright © 2015 Elsevier Ltd. All rights reserved.

Physical properties of sidewall cores from Decatur, Illinois

USGS Publications Warehouse

Morrow, Carolyn A.; Kaven, Joern; Moore, Diane E.; Lockner, David A.

2017-10-18

To better assess the reservoir conditions influencing the induced seismicity hazard near a carbon dioxide sequestration demonstration site in Decatur, Ill., core samples from three deep drill holes were tested to determine a suite of physical properties including bulk density, porosity, permeability, Young’s modulus, Poisson’s ratio, and failure strength. Representative samples of the shale cap rock, the sandstone reservoir, and the Precambrian basement were selected for comparison. Physical properties were strongly dependent on lithology. Bulk density was inversely related to porosity, with the cap rock and basement samples being both least porous (

An Integrated Modeling Suite for Simulating the Core Induction and Kinetic Effects in Mercury's Magnetosphere

NASA Astrophysics Data System (ADS)

Jia, X.; Slavin, J.; Chen, Y.; Poh, G.; Toth, G.; Gombosi, T.

2018-05-01

We present results from state-of-the-art global models of Mercury's space environment capable of self-consistently simulating the induction effect at the core and resolving kinetic physics important for magnetic reconnection.

The effects of the Omagh bomb on adolescent mental health: a school-based study.

PubMed

Duffy, Michael; McDermott, Maura; Percy, Andrew; Ehlers, Anke; Clark, David M; Fitzgerald, Michael; Moriarty, John

2015-02-06

The main objective of this study was to assess psychiatric morbidity among adolescents following the Omagh car bombing in Northern Ireland in 1998. Data was collected within schools from adolescents aged between 14 and 18 years via a self-completion booklet comprised of established predictors of PTSD; type of exposure, initial emotional response, long-term adverse physical problems, predictors derived from Ehlers and Clark's (2000) cognitive model, a PTSD symptoms measure (PDS) and the General Health Questionnaire (GHQ). Those with more direct physical exposure were significantly more likely to meet caseness on the GHQ and the PDS. The combined pre and peri trauma risk factors highlighted in previous meta-analyses accounted for 20% of the variance in PDS scores but the amount of variance accounted for increased to 56% when the variables highlighted in Ehlers and Clark's cognitive model for PTSD were added. High rates of chronic PTSD were observed in adolescents exposed to the bombing. Whilst increased exposure was associated with increased psychiatric morbidity, the best predictors of PTSD were specific aspects of the trauma ('seeing someone you think is dying'), what you are thinking during the event ('think you are going to die') and the cognitive mechanisms employed after the trauma. As these variables are in principle amenable to treatment the results have implications for teams planning treatment interventions after future traumas.

Scientists and Science Museums: Forging New Collaborations to Interpret the Environment and Engage Public Audiences in Climate Change

NASA Astrophysics Data System (ADS)

Miller, M. K.; Bartels, D.; Schwartzenberg, S.; Andrews, M. S.

2011-12-01

The Exploratorium engages Americans on issues of climate change, and energy use and production in a distinctive way; using a multilayered approach emphasizing all of the Exploratorium's strengths, not simply exhibitions. Specifically, the institution gives people access to the latest science research and researchers, provides the inquiry skills and basic science needed to make sense of this research, studies perception and cognition and how we come to believe what we believe, and sets up social communities and spaces for people to test their ideas and understandings with others. Using exhibits, the web and other media, visualization technology, building architecture, physical spaces, classes and professional education the Exploratorium achieves this multilayered approach. This powerful combination enhances people's own ability to make sound, evidence-based decisions for themselves, their families, and their communities. In 2013, the Exploratorium will move from its current home in the Palace of Fine Arts in San Francisco to a waterfront campus with access to the bay and outdoor platforms for instrumentation and observation. This will allow program and exhibit development in the environmental sciences that focuses on natural phenomena and physical and biological systems. Some current and planned Exploratorium projects with an emphasis on global climate change and potential for further development in the new location: 1. An Observatory building, where visitors can investigate Bay waters and climate. 2. Wired Pier, a suite of environmental sensors that will track local conditions over time and connect to larger observing networks regionally and globally 3. NOAA education and climate science partnership, including a scientist-in-residence program for training front-line staff 4. Global Climate Change Research Explorer website enabling visitors to observe current climate data or analyze evidence. 5. The Ice Stories project which trained polar scientists in media production and story-telling to blog and produce videos from their research field sites. 6. The science of thinking and sharing: How do we make decisions? How do we evaluate risk?

'Posture for Learning': meeting the postural care needs of children with physical disabilities in mainstream primary schools in England--a research into practice exploratory study.

PubMed

Hutton, Eve; Coxon, Kirstie

2011-01-01

 To explore teachers and teaching assistants' (TAs) views of how to manage the postural care needs of children with physical disabilities (PD) in mainstream primary schools, with the aim of developing strategies to support teachers and assistants in this role.  Qualitative data were gathered from a purposive sample of four primary schools in one county in the U.K. Individual and focus group interviews with 36 teachers and TAs were carried out and used to generate an explanatory framework around their experiences of managing the postural care needs of children with PD.  Teachers and TAs in schools were found to have limited understanding of postural management. Very few had personal experience of the benefits of postural care--instead, most appeared to think in terms of 'doing' rather than 'knowing' about postural care. When implementing therapy programmes, teaching staff followed therapists' instructions carefully, but did not understand the purpose of their actions. Participants described the emotional impact of caring for a child with PD and expressed anxieties about causing discomfort when using equipment such as specialist seating and standing frames. Equipment was viewed as bulky, uncomfortable and restrictive and not suited to the school environment. When asked which kinds of support would be valuable, participants identified practical solutions such as additional space or resources. Based on these findings, therapists, specialist teachers and parents developed an 'A-Z of postural care'. This information resource aimed to address the gaps in knowledge and understanding highlighted by teachers and TAs in the interviews and to acknowledge their anxieties when teaching and caring for children with PD. Stakeholder involvement in all aspects of the project from setting the research question to the development of the A-Z resource has assisted in the dissemination of the resource and its integration into the mainstream school system within the county.

Sparking Curiosity: How Do You Know What Your Students Are Thinking?

NASA Astrophysics Data System (ADS)

Adams, Wendy K.; Willis, Courtney

2015-11-01

People find it easier to learn about topics that interest them. Recent neuroscience research has demonstrated that memory is improved when learning material about which we are curious. Therefore teaching in the context of what students are interested in should result in improved learning. How do we figure out what our students are curious about? What are they thinking? In this paper we will share techniques that we use in our teaching to determine what our students are highly motivated to learn. Data demonstrating increased interest in physics over the course of the term as well as student learning will also be shared.

Lipid membranes and single ion channel recording for the advanced physics laboratory

NASA Astrophysics Data System (ADS)

Klapper, Yvonne; Nienhaus, Karin; Röcker, Carlheinz; Ulrich Nienhaus, G.

2014-05-01

We present an easy-to-handle, low-cost, and reliable setup to study various physical phenomena on a nanometer-thin lipid bilayer using the so-called black lipid membrane technique. The apparatus allows us to precisely measure optical and electrical properties of free-standing lipid membranes, to study the formation of single ion channels, and to gain detailed information on the ion conduction properties of these channels using statistical physics and autocorrelation analysis. The experiments are well suited as part of an advanced physics or biophysics laboratory course; they interconnect physics, chemistry, and biology and will be appealing to students of the natural sciences who are interested in quantitative experimentation.

A four-tier problem-solving scaffold to teach pain management in dental school.

PubMed

Ivanoff, Chris S; Hottel, Timothy L

2013-06-01

Pain constitutes a major reason patients pursue dental treatment. This article presents a novel curriculum to provide dental students comprehensive training in the management of pain. The curriculum's four-tier scaffold combines traditional and problem-based learning to improve students' diagnostic, pharmacotherapeutic, and assessment skills to optimize decision making when treating pain. Tier 1 provides underpinning knowledge of pain mechanisms with traditional and contextualized instruction by integrating clinical correlations and studying worked cases that stimulate clinical thinking. Tier 2 develops critical decision making skills through self-directed learning and actively solving problem-based cases. Tier 3 exposes students to management approaches taken in allied health fields and cultivates interdisciplinary communication skills. Tier 4 provides a "knowledge and experience synthesis" by rotating students through community pain clinics to practice their assessment skills. This combined teaching approach aims to increase critical thinking and problem-solving skills to assist dental graduates in better management of pain throughout their careers. Dental curricula that have moved to comprehensive care/private practice models are well-suited for this educational approach. The goal of this article is to encourage dental schools to integrate pain management into their curricula, to develop pain management curriculum resources for dental students, and to provide leadership for change in pain management education.

Assessing reflective thinking and approaches to learning.

PubMed

Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Bringing Computational Thinking into the High School Science and Math Classroom

NASA Astrophysics Data System (ADS)

Trouille, Laura; Beheshti, E.; Horn, M.; Jona, K.; Kalogera, V.; Weintrop, D.; Wilensky, U.; University CT-STEM Project, Northwestern; University CenterTalent Development, Northwestern

2013-01-01

Computational thinking (for example, the thought processes involved in developing algorithmic solutions to problems that can then be automated for computation) has revolutionized the way we do science. The Next Generation Science Standards require that teachers support their students’ development of computational thinking and computational modeling skills. As a result, there is a very high demand among teachers for quality materials. Astronomy provides an abundance of opportunities to support student development of computational thinking skills. Our group has taken advantage of this to create a series of astronomy-based computational thinking lesson plans for use in typical physics, astronomy, and math high school classrooms. This project is funded by the NSF Computing Education for the 21st Century grant and is jointly led by Northwestern University’s Center for Interdisciplinary Exploration and Research in Astrophysics (CIERA), the Computer Science department, the Learning Sciences department, and the Office of STEM Education Partnerships (OSEP). I will also briefly present the online ‘Astro Adventures’ courses for middle and high school students I have developed through NU’s Center for Talent Development. The online courses take advantage of many of the amazing online astronomy enrichment materials available to the public, including a range of hands-on activities and the ability to take images with the Global Telescope Network. The course culminates with an independent computational research project.

Angry thoughts in Spanish drivers and their relationship with crash-related events. The mediation effect of aggressive and risky driving.

PubMed

Herrero-Fernández, David; Fonseca-Baeza, Sara

2017-09-01

Several studies have related aggressive and risky driving behaviours to accidents. However, the cognitive processes associated with driving aggression have received very little attention in the scientific literature. With the aim of shedding light on this topic, the present research was carried out on a sample of 414 participants in order to validate the Driver's Angry Thoughts Questionnaire (DATQ) with a sample of Spanish drivers and to test the hypothesis of the mediation effect of aggressive and risky driving on the relationship between drivers' angry thoughts and crash-related events. The results showed a good fit with the five-factor model of the questionnaire (Judgmental and Disbelieving Thinking, Pejorative Labelling and Verbally Aggressive Thinking, Revenge and Retaliatory Thinking, Physically Aggressive Thinking, and Coping Self-Instruction). Moreover, slight gender differences were observed in drivers' angry thoughts, with women scoring higher than men (η 2 =0.03). However, younger drivers had higher scores than older drivers in general (η 2 =0.06). Finally, several mediation effects of aggressive driving and risky driving on the relationship between aggressive thinking and the crash-related events were found. Implications of the results for research in traffic psychology and clinical assessment of aggressive drivers as well as limitations of the study are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Materialistic Thinking and Its Mental-Hygienic Implications among Students of Budapest Business School

ERIC Educational Resources Information Center

Gombás, Judit

2015-01-01

Previous research with extrinsic ("materialistic") and intrinsic ("non-materialistic") life goals suggest that intrinsic aspirations (e.g. relationships, community service, personal development) are associated with a better functioning, mentally and physically more healthy personality. In this survey 198 undergraduate students…

Influence of Information Technology on Kinesiology and Physical Education.

ERIC Educational Resources Information Center

Haggerty, Terry R.

1997-01-01

This paper discusses the difficulty of accurately predicting the future role of information technology, presents an overview of technological advances, and highlights such special interest areas as virtual reality, the information highway, and the influence of computers on traditional ways of thinking. (SM)

Words in Action: Rethinking Workplace Literacy.

ERIC Educational Resources Information Center

Rose, Mike

2003-01-01

Discusses a research project exploring the thought it takes to do physical work, the cognitive processes involved in various blue collar and service occupations like waitressing, hairstyling, plumbing, welding, industrial assembly, and the like. Considers the way occupations are categorized, defines intelligence, and thinks about learning and…

Neuropsychological Assessment in Schools. ERIC Digest.

ERIC Educational Resources Information Center

Merz, William R., Sr.; And Others

The nature of neuropsychological assessment and its application in the school environment are discussed. Neuropsychology is the study of how the brain and nervous system affect thinking and behavior. A complete neuropsychological assessment requires gathering and analyzing information on a child's: (1) physical, social, and psychological…

Inversion in Mathematical Thinking and Learning

ERIC Educational Resources Information Center

Greer, Brian

2012-01-01

Inversion is a fundamental relational building block both within mathematics as the study of structures and within people's physical and social experience, linked to many other key elements such as equilibrium, invariance, reversal, compensation, symmetry, and balance. Within purely formal arithmetic, the inverse relationships between addition and…

Towards Explaining the Water Siphon

ERIC Educational Resources Information Center

Jumper, William D.; Stanchev, Boris

2014-01-01

Many high school and introductory college physics courses cover topics in fluidics through the Bernoulli and Poiseuille equations, and consequently one might think that siphons should present an excellent opportunity to engage students in various laboratory measurement exercises incorporating these fascinating devices. However, the flow rates (or…

Kinematics Card Sort Activity: Insight into Students' Thinking

NASA Astrophysics Data System (ADS)

Berryhill, Erin; Herrington, Deborah; Oliver, Keith

2016-12-01

Kinematics is a topic students are unknowingly aware of well before entering the physics classroom. Students observe motion on a daily basis. They are constantly interpreting and making sense of their observations, unintentionally building their own understanding of kinematics before receiving any formal instruction. Unfortunately, when students take their prior conceptions to understand a new situation, they often do so in a way that inaccurately connects their learning. We were motivated to identify strategies to help our students make accurate connections to their prior knowledge and understand kinematics at a deeper level. To do this, we integrated a formative assessment card sort into a kinematic graphing unit within an introductory high school physics course. Throughout the activities, we required students to document and reflect upon their thinking. This allowed their learning to build upon their own previously held conceptual understanding, which provided an avenue for cognitive growth. By taking a more direct approach to eliciting student reasoning, we hoped to improve student learning and guide our assessment of their learning.

Incorporating the TRMM Dataset into the GPM Mission Data Suite

NASA Technical Reports Server (NTRS)

Stocker, Erich Franz; Ji, Yimin; Chou, Joyce; Kelley, Owen; Kwiatkowski, John; Stout, John

2016-01-01

In June 2015 the TRMM satellite came to its end. The 17 plus year of mission data that it provided has proven a valuable asset to a variety of science communities. This 17plus year data set does not, however, stagnate with the end of the mission itself. NASA/JAXA intend to integrate the TRMM data set into the data suite of the GPM mission. This will ensure the creation of a consistent, intercalibrated, accurate dataset within GPM that extends back to November of 1998. This paper describes the plans for incorporating the TRMM 17plus year data into the GPM data suite. These plans call for using GPM algorithms for both radiometer and radar to reprocess TRMM data as well as intercalibrating partner radiometers using GPM intercalibration techniques. This reprocessing will mean changes in content, logical format and physical format as well as improved geolocation, sensor corrections and retrieval techniques.

Design and application of air-conditioning suit based on eddy current cooling principle for distribution network working with power uninterrupted

NASA Astrophysics Data System (ADS)

Xu, Li; Liu, Lanlan; Niu, Jie; Tang, Li; Li, Jinliang; Zhou, Zhanfan; Long, Chenhai; Yang, Qi; Yi, Ziqi; Guo, Hao; Long, Yang; Fu, Yanyi

2017-05-01

As social requirement of power supply reliability keeps rising, distribution network working with power uninterrupted has been widely carried out, while the high - temperature operating environment in summer can easily lead to physical discomfort for the operators, and then lead to safety incidents. Aiming at above problem, air-conditioning suit for distribution network working with power uninterrupted has been putted forward in this paper, and the structure composition and cooling principle of which has been explained, and it has been ultimately put to on-site application. The results showed that, cooling effect of air-conditioning suits was remarkable, and improved the working environment for the operators effectively, which is of great significance to improve Chinese level of working with power uninterrupted, reduce the probability of accidents and enhance the reliability of power supply.

Heart rate and pulmonary function while wearing the launch-entry crew escape suit (LES) during + Gx acceleration and simulated Shuttle launch

NASA Technical Reports Server (NTRS)

Krutz, Robert W., Jr.; Bagian, James P.; Burton, Russell R.; Meeker, Larry J.

1990-01-01

Space shuttle crewmembers have been equipped with a launch-entry crew escape system (LES) since the Challenger accident in 1986. Some crewmembers, wearing the new pressure suit, have reported breathing difficulties and increased effort to achieve the desired range of motion. This study was conducted to quantify the reported increased physical workloads and breathing difficulty associated with wearing the LES. Both veteran astronauts and centrifuge panel members were exposed to various + Gx profiles (including simulated shuttle launch) + Gx on the USAF School of Aerospace Medicine (USAFSAM) human-use centrifuge. Maximum heart rate data showed no increased workload associated with arm and head movement in the LES when compared to the flight suit/helmet ensemble (LEH). However, the LES did impose a significant increase in breathing difficulty beginning at +2.5 Gx which was demonstrated by a decrease in forced vital capacity and subjected questionnaries.

Spectral Characterization of Analog Samples in Anticipation of OSIRIS-REx's Arrival at Bennu

NASA Technical Reports Server (NTRS)

Donaldson Hanna, K. L.; Schrader, D. L.; Bowles, N. E.; Clark, B. E.; Cloutis, E. A.; Connolly, H. C., Jr.; Hamilton, V. E.; Keller, L. P.; Lauretta, D. S.; Lim, L. F.;

Lean management in academic surgery.

PubMed

Collar, Ryan M; Shuman, Andrew G; Feiner, Sandra; McGonegal, Amy K; Heidel, Natalie; Duck, Mary; McLean, Scott A; Billi, John E; Healy, David W; Bradford, Carol R

2012-06-01

Lean is a management system designed to enhance productivity by eliminating waste. Surgical practice offers many opportunities for improving efficiency. Our objective was to determine whether systematic implementation of lean thinking in an academic otolaryngology operating room improves efficiency and profitability and preserves team morale and educational opportunities. In an 18-month prospective quasi-experimental study, a multidisciplinary task force systematically implemented lean thinking within an otolaryngology operating room of an academic health system. Operating room turnover time and turnaround time were measured during a baseline period; an observer-effect period in which workers were made aware that their efficiency was being measured but before implementing lean changes; and an intervention period after redesign principles had been used. The impact on teamwork, morale, and surgical resident education were measured during the baseline and intervention periods through validated surveys. A profit model was applied to estimate the financial implications of the study. There was no difference between the baseline and observer-effect periods of the study for turnover time (p = 0.98) or turnaround time (p = 0.20). During the intervention period, the mean turnover time and turnaround time were significantly shorter than during the baseline period (29 vs 38 minutes; p < 0.001 and 69 vs 89 minutes; p < 0.001, respectively). The composite morale score suggested improved morale after implementation (p = 0.011). Educational metrics were unchanged before and after implementation. The annual opportunity revenue for the involved operating room is $330,000; when extrapolated throughout the operating rooms, lean thinking could create 6,500 hours of capacity annually. Application of lean management techniques to a single operating room and surgical service improved operating room efficiency and morale, sustained resident education, and can provide considerable financial gains when scaled to an entire academic surgical suite. Copyright © 2012. Published by Elsevier Inc.

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

Gann, Gabriel D. Orebi

Solar neutrinos offer a unique opportunity to study the interaction of neutrinos with matter, a sensitive search for potential new physics effects, and a probe of solar structure and solar system formation. This paper describes the broad physics program addressed by solar neutrino studies, presents the current suite of experiments programs, and describes several potential future detectors that could address the open questions in this field. This paper is a summary of a talk presented at the Neutrino 2014 conference in Boston.

Military Training Lands Historic Context: Miscellaneous Training Sites

DTIC Science & Technology

2010-03-01

Resource Management Program Cultural Resources Management 1225 South Clark Street , Suite 1500 Arlington, VA 22202 ERDC/CERL TR-10-9 ii Abstract...4 December 1945 (NARA College Park, RG 342-FH, Box 2207, Photo 4A- 18347) 90 143 Recruits go through daily physical workouts at the obstacle...Box 2207, Photo 4A-18347). ERDC/CERL TR-10-9 91 Weight stations Figure 143. Recruits go through daily physical workouts at the obstacle course

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

Quinn, H

Before preparing this talk I asked our host Angel Lopez what he wanted from an opening talk---his response was that I should set the context for what follows, to get the audience to think about the future of this subfield of physics, and give some of my own opinions on this area of physics. So that is what this talk does. It highlights a biased selection of topics; there is much more in the week of lectures than I can cover in this introductory talk.

Epidemiological Factors Associated with Increased Body Mass Index in Active Duty Military Engaged in Vigorous Physical Activity

DTIC Science & Technology

2008-07-21

and calisthenics ,) Despite this new mandate, 77.1% males (35 years and older) in the Air Force are overweight and 21% are obese. New fitness...than your regular job, did you participate in any physical activities or exercises such as running, calisthenics , golf, gardening, or walking for...such as running, calisthenics , golf, gardening, or walking for exercise? Thinking about the vigorous activities you do in a usual week, do do

Cognitive Science: Problem Solving And Learning For Physics Education

NASA Astrophysics Data System (ADS)

Ross, Brian H.

2007-11-01

Cognitive Science has focused on general principles of problem solving and learning that might be relevant for physics education research. This paper examines three selected issues that have relevance for the difficulty of transfer in problem solving domains: specialized systems of memory and reasoning, the importance of content in thinking, and a characterization of memory retrieval in problem solving. In addition, references to these issues are provided to allow the interested researcher entries to the literatures.