Saltcedar and Russian olive control demonstration act science assessment

Treesearch

Patrick B. Shafroth; Curtis A. Brown; David M. Merritt

2010-01-01

The primary intent of this document is to provide the science assessment called for under The Saltcedar and Russian Olive Control Demonstration Act of 2006 (Public Law 109-320; the Act). A secondary purpose is to provide a common background for applicants for prospective demonstration projects, should funds be appropriated for this second phase of the Act. This...

Investigations of Physical Processes in Microgravity Relevant to Space Electrochemical Power Systems

NASA Technical Reports Server (NTRS)

Lvovich, Vadim F.; Green, Robert; Jakupca, Ian

2015-01-01

NASA has performed physical science microgravity flight experiments in the areas of combustion science, fluid physics, material science and fundamental physics research on the International Space Station (ISS) since 2001. The orbital conditions on the ISS provide an environment where gravity driven phenomena, such as buoyant convection, are nearly negligible. Gravity strongly affects fluid behavior by creating forces that drive motion, shape phase boundaries and compress gases. The need for a better understanding of fluid physics has created a vigorous, multidisciplinary research community whose ongoing vitality is marked by the continuous emergence of new fields in both basic and applied science. In particular, the low-gravity environment offers a unique opportunity for the study of fluid physics and transport phenomena that are very relevant to management of fluid - gas separations in fuel cell and electrolysis systems. Experiments conducted in space have yielded rich results. These results provided valuable insights into fundamental fluid and gas phase behavior that apply to space environments and could not be observed in Earth-based labs. As an example, recent capillary flow results have discovered both an unexpected sensitivity to symmetric geometries associated with fluid container shape, and identified key regime maps for design of corner or wedge-shaped passive gas-liquid phase separators. In this presentation we will also briefly review some of physical science related to flight experiments, such as boiling, that have applicability to electrochemical systems, along with ground-based (drop tower, low gravity aircraft) microgravity electrochemical research. These same buoyancy and interfacial phenomena effects will apply to electrochemical power and energy storage systems that perform two-phase separation, such as water-oxygen separation in life support electrolysis, and primary space power generation devices such as passive primary fuel cell.

Turkish Student Teachers' Ideas about Diagrams of a Flower and a Plant Cell

ERIC Educational Resources Information Center

Topsakal, Unsal Umdu; Oversby, John

2012-01-01

In the present study, the understandings of student teachers (training for the primary phase and Master's degree students from a primary science and technology education department) about flowers and plant cells using the method of drawing in combination with interviews are explored. The data were gathered from 116 student teachers and 10 Master's…

Operation of MRO's High Resolution Imaging Science Experiment (HiRISE): Maximizing Science Participation

NASA Technical Reports Server (NTRS)

Eliason, E.; Hansen, C. J.; McEwen, A.; Delamere, W. A.; Bridges, N.; Grant, J.; Gulich, V.; Herkenhoff, K.; Keszthelyi, L.; Kirk, R.

2003-01-01

Science return from the Mars Reconnaissance Orbiter (MRO) High Resolution Imaging Science Experiment (HiRISE) will be optimized by maximizing science participation in the experiment. MRO is expected to arrive at Mars in March 2006, and the primary science phase begins near the end of 2006 after aerobraking (6 months) and a transition phase. The primary science phase lasts for almost 2 Earth years, followed by a 2-year relay phase in which science observations by MRO are expected to continue. We expect to acquire approx. 10,000 images with HiRISE over the course of MRO's two earth-year mission. HiRISE can acquire images with a ground sampling dimension of as little as 30 cm (from a typical altitude of 300 km), in up to 3 colors, and many targets will be re-imaged for stereo. With such high spatial resolution, the percent coverage of Mars will be very limited in spite of the relatively high data rate of MRO (approx. 10x greater than MGS or Odyssey). We expect to cover approx. 1% of Mars at approx. 1m/pixel or better, approx. 0.1% at full resolution, and approx. 0.05% in color or in stereo. Therefore, the placement of each HiRISE image must be carefully considered in order to maximize the scientific return from MRO. We believe that every observation should be the result of a mini research project based on pre-existing datasets. During operations, we will need a large database of carefully researched 'suggested' observations to select from. The HiRISE team is dedicated to involving the broad Mars community in creating this database, to the fullest degree that is both practical and legal. The philosophy of the team and the design of the ground data system are geared to enabling community involvement. A key aspect of this is that image data will be made available to the planetary community for science analysis as quickly as possible to encourage feedback and new ideas for targets.

Magnetospheric Multiscale Mission Navigation Performance During Apogee-Raising and Beyond

NASA Technical Reports Server (NTRS)

Farahmand, Mitra; Long, Anne; Hollister, Jacob; Rose, Julie; Godine, Dominic

2017-01-01

The primary objective of the Magnetospheric Multiscale (MMS) Mission is to study the magnetic reconnection phenomena in the Earths magnetosphere. The MMS mission consists of four identical spinning spacecraft with the science objectives requiring a tetrahedral formation in highly elliptical orbits. The MMS spacecraft are equipped with onboard orbit and time determination software, provided by a weak-signal Global Positioning System (GPS) Navigator receiver hosting the Goddard Enhanced Onboard Navigation System (GEONS). This paper presents the results of MMS navigation performance analysis during the Phase 2a apogee-raising campaign and Phase 2b science segment of the mission.

Viking 75 project: Viking lander system primary mission performance report

NASA Technical Reports Server (NTRS)

Cooley, C. G.

1977-01-01

Viking Lander hardware performance during launch, interplanetary cruise, Mars orbit insertion, preseparation, separation through landing, and the primary landed mission, with primary emphasis on Lander engineering and science hardware operations, the as-flown mission are described with respect to Lander system performance and anomalies during the various mission phases. The extended mission and predicted Lander performance is discussed along with a summary of Viking goals, mission plans, and description of the Lander, and its subsystem definitions.

USA Science and Engineering Festival 2014

NASA Image and Video Library

2014-04-25

An attendee of the USA Science and Engineering Festival examines how glass blocks some heat, altering the infrared image of himself. The James Webb Space Telescope will be a large infrared telescope with a 6.5 meter primary mirror and will study every phase in the history of our Universe ranging from the Big Bang to the formation of our Solar System. The USA Science and Engineering Festival took place at the Washington Convention Center in Washington, DC on April 26 and 27, 2014. Photo Credit: (NASA/Aubrey Gemignani)

USA Science and Engineering Festival 2014

NASA Image and Video Library

2014-04-25

Attendees of the USA Science and Engineering Festival observe their infrared images as a NASA Staff member describes the James Webb Space Telescope. It will be a large infrared telescope with a 6.5 meter primary mirror and will study every phase in the history of our Universe ranging from the Big Bang to the formation of our Solar System. The USA Science and Engineering Festival took place at the Washington Convention Center in Washington, DC on April 26 and 27, 2014. Photo Credit: (NASA/Aubrey Gemignani)

The Potentials of Student Initiated Netspeak in a Middle Primary Science-inspired Multiliteracies Project

NASA Astrophysics Data System (ADS)

Ridgewell, Jay; Exley, Beryl

2011-11-01

There is no denying that the information technology revolution of the late twentieth century has arrived. Whilst not equitably accessible for many, others hold high expectations for the contributions online activity will make to student learning outcomes. Concurrently, and not necessarily consequentially, the number of science and technology secondary school and university graduates throughout the world has declined substantially, as has their motivation and engagement with school science (OECD 2006). The aim of this research paper is to explore one aspect of online activity, that of forum-based netspeak (Crystal 2006), in relation to the possibilities and challenges it provides for forms of scientific learning. This paper reports findings from a study investigating student initiated netspeak in a science inspired multiliteracies (New London Group 2000) project in one middle primary (aged 7-10 years) multi-age Australian classroom. Drawing on the theoretical description of the five phases of enquiry proposed by Bybee (1997), an analytic framework is proffered that allows identification of student engagement, exploration, explanation, elaboration and evaluation of scientific enquiry. The findings provide insight into online forums for advancing learning in, and motivation for, science in the middle primary years.

Materials Science Research Hardware for Application on the International Space Station: an Overview of Typical Hardware Requirements and Features

NASA Technical Reports Server (NTRS)

Schaefer, D. A.; Cobb, S.; Fiske, M. R.; Srinivas, R.

2000-01-01

NASA's Marshall Space Flight Center (MSFC) is the lead center for Materials Science Microgravity Research. The Materials Science Research Facility (MSRF) is a key development effort underway at MSFC. The MSRF will be the primary facility for microgravity materials science research on board the International Space Station (ISS) and will implement the NASA Materials Science Microgravity Research Program. It will operate in the U.S. Laboratory Module and support U. S. Microgravity Materials Science Investigations. This facility is being designed to maintain the momentum of the U.S. role in microgravity materials science and support NASA's Human Exploration and Development of Space (HEDS) Enterprise goals and objectives for Materials Science. The MSRF as currently envisioned will consist of three Materials Science Research Racks (MSRR), which will be deployed to the International Space Station (ISS) in phases, Each rack is being designed to accommodate various Experiment Modules, which comprise processing facilities for peer selected Materials Science experiments. Phased deployment will enable early opportunities for the U.S. and International Partners, and support the timely incorporation of technology updates to the Experiment Modules and sensor devices.

Propellantless AOCS Design for a 160-m, 450-kg Sailcraft of the Solar Polar Imager Mission

NASA Technical Reports Server (NTRS)

Wie, Bong; Thomas, Stephanie; Paluszek, Michael; Murphy, David

2005-01-01

An attitude and orbit control system (AOCS) is developed for a 160-m, 450-kg solar sail spacecraft of the Solar Polar Imager (SPI) mission. The SPI mission is one of several Sun- Earth Connections solar sail roadmap missions currently envisioned by NASA. A reference SPI sailcraft consists of a 160-m, 150-kg square solar sail, a 250-kg spacecraft bus, and 50-kg science payloads, The 160-m reference sailcraft has a nominal solar thrust force of 160 mN (at 1 AU), an uncertain center-of-mass/center-of-pressure offset of +/- 0.4 m, and a characteristic acceleration of 0.35 mm/sq s. The solar sail is to be deployed after being placed into an earth escaping orbit by a conventional launch vehicle such as a Delta 11. The SPI sailcraft first spirals inwards from 1 AU to a heliocentric circular orbit at 0.48 AU, followed by a cranking orbit phase to achieve a science mission orbit at a 75-deg inclination, over a total sailing time of 6.6 yr. The solar sail will be jettisoned after achieving the science mission orbit. This paper focuses on the solar sailing phase of the SPI mission, with emphasis on the design of a reference AOCS consisting of a propellantless primary ACS and a microthruster-based secondary (optional) ACS. The primary ACS employs trim control masses running along mast lanyards for pitch/yaw control together with roll stabilizer bars at the mast tips for quadrant tilt (roll) control. The robustness and effectiveness of such a propellantless primary ACS would be enhanced by the secondary ACS which employs tip-mounted, lightweight pulsed plasma thrusters (PPTs). The microPPT-based ACS is mainly intended for attitude recovery maneuvers from off-nominal conditions. A relatively fast, 70-deg pitch reorientation within 3 hrs every half orbit during the orbit cranking phase is shown to be feasible, with the primary ACS, for possible solar observations even during the 5-yr cranking orbit phase.

Latin America: Resource Management Awareness to Action.

ERIC Educational Resources Information Center

Leiberman, Gerald A.

1985-01-01

Discusses development, goals, and phases of the Resources Management Education Program. The program, designed to create a basic awareness of conservation and natural resources management issues for primary schools in Latin America, is taught in conjunction with the life and physical sciences. (DH)

An early start to STEM education among year 1 primary students through project-based inquiry learning in the context of a magnet

NASA Astrophysics Data System (ADS)

Safiee, N.; Jusoh, Z. M.; Noor, A. M. H. M.; Tek, O. E.; Salleh, S. M.

2018-01-01

For the needs of the 21st century, the Government of Malaysia has conceptualized the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasized that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. This study employed the mixed-method approach using the “one-group pre-test and post-test design”. Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts through the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.

USA Science and Engineering Festival 2014

NASA Image and Video Library

2014-04-25

An attendee of the USA Science and Engineering Festival observes the infrared image of himself as a NASA staff member describes the James Webb Space Telescope. It will be a large infrared telescope with a 6.5 meter primary mirror and will study every phase in the history of our Universe ranging from the Big Bang to the formation of our Solar System. The USA Science and Engineering Festival took place at the Washington Convention Center in Washington, DC on April 26 and 27, 2014. Photo Credit: (NASA/Aubrey Gemignani)

USA Science and Engineering Festival 2014

NASA Image and Video Library

2014-04-25

An attendee of the USA Science and Engineering Festival observes the infrared image of himself as a NASA Staff member describes the James Webb Space Telescope. It will be a large infrared telescope with a 6.5 meter primary mirror and will study every phase in the history of our Universe ranging from the Big Bang to the formation of our Solar System. The USA Science and Engineering Festival took place at the Washington Convention Center in Washington, DC on April 26 and 27, 2014. Photo Credit: (NASA/Aubrey Gemignani)

Mars Polar Cap During Transition Phase Instrument Checkout

NASA Technical Reports Server (NTRS)

2006-01-01

During the last week of September and the first week or so of October 2006, scientific instruments on NASA's Mars Reconnaissance Orbiter were turned on to acquire test information during the transition phase leading up to full science operations. The mission's primary science phase will begin the first week of November 2006, following superior conjunction. (Superior conjunction is where a planet goes behind the sun as viewed from Earth.) Since it is very difficult to communicate with a spacecraft when it is close to the sun as seen from Earth, this checkout of the instruments was crucial to being ready for the primary science phase of the mission.

Throughout the transition-phase testing, the Mars Color Imager (MARCI) acquired terminator (transition between nighttime and daytime) to terminator swaths of color images on every dayside orbit, as the spacecraft moved northward in its orbit. The south polar region was deep in winter shadow, but the north polar region was illuminated the entire Martian day. During the primary mission, such swaths will be assembled into global maps that portray the state of the Martian atmosphere -- its weather -- as seen every day and at every place at about 3 p.m. local solar time. After the transition phase completed, most of the instruments were turned off, but the Mars Climate Sounder and MARCI have been left on. Their data will be recorded and played back to Earth following the communications blackout associated with conjunction.

Combined with wide-angle image mosaics taken by the Mars Orbiter Camera on NASA's Mars Global Surveyor at 2 p.m. local solar time, the MARCI maps will be used to track motions of clouds.

This image is a composite mosaic of four polar views of Mars, taken at midnight, 6 a.m., noon, and 6 p.m. local Martian time. This is possible because during summer the sun is always shining in the polar region. It shows the mostly water-ice perennial cap (white area), sitting atop the north polar layered materials (light tan immediately adjacent to the ice), and the dark circumpolar dunes. This view shows the region poleward of about 72 degrees north latitude. The data were acquired at about 900 meters (about 3,000 feet) per pixel. Three channels are shown here, centered on wavelengths of 425 nanometers, 550 nanometers and 600 nanometers.

Research Objectives for Human Missions in the Proving Ground of Cis-Lunar Space

NASA Technical Reports Server (NTRS)

Niles, P. B.; Eppler, D. B.; Kennedy, K. J.; Lewis, R.; Spann, J. F.; Sullivan, T. A.

2016-01-01

Beginning in as early as 2023, crewed missions beyond low Earth orbit will begin enabled by the new capabilities of the SLS and Orion vehicles. This will initiate the "Proving Ground" phase of human exploration with Mars as an ultimate destination. The primary goal of the Proving Ground is to demonstrate the capability of suitably long duration spaceflight without need of continuous support from Earth, i.e. become Earth Independent. A major component of the Proving Ground phase is to conduct research activities aimed at accomplishing major objectives selected from a wide variety of disciplines including but not limited to: Astronomy, Heliophysics, Fundamental Physics, Planetary Science, Earth Science, Human Systems, Fundamental Space Biology, Microgravity, and In A major component of the Proving Ground phase is to conduct research activities aimed at accomplishing major objectives selected from a wide variety of disciplines including but not limited to: Astronomy, Heliophysics, Fundamental Physics, Planetary Science, Earth Science, Human Systems, Fundamental Space Biology, Microgravity, and In Situ Resource Utilization. Mapping and prioritizing the most important objectives from these disciplines will provide a strong foundation for establishing the architecture to be utilized in the Proving Ground.

Radio-science performance analysis software

NASA Astrophysics Data System (ADS)

Morabito, D. D.; Asmar, S. W.

1995-02-01

The Radio Science Systems Group (RSSG) provides various support functions for several flight project radio-science teams. Among these support functions are uplink and sequence planning, real-time operations monitoring and support, data validation, archiving and distribution functions, and data processing and analysis. This article describes the support functions that encompass radio-science data performance analysis. The primary tool used by the RSSG to fulfill this support function is the STBLTY program set. STBLTY is used to reconstruct observable frequencies and calculate model frequencies, frequency residuals, frequency stability in terms of Allan deviation, reconstructed phase, frequency and phase power spectral density, and frequency drift rates. In the case of one-way data, using an ultrastable oscillator (USO) as a frequency reference, the program set computes the spacecraft transmitted frequency and maintains a database containing the in-flight history of the USO measurements. The program set also produces graphical displays. Some examples and discussions on operating the program set on Galileo and Ulysses data will be presented.

Radio-Science Performance Analysis Software

NASA Astrophysics Data System (ADS)

Morabito, D. D.; Asmar, S. W.

1994-10-01

The Radio Science Systems Group (RSSG) provides various support functions for several flight project radio-science teams. Among these support functions are uplink and sequence planning, real-time operations monitoring and support, data validation, archiving and distribution functions, and data processing and analysis. This article describes the support functions that encompass radio science data performance analysis. The primary tool used by the RSSG to fulfill this support function is the STBLTY program set. STBLTY is used to reconstruct observable frequencies and calculate model frequencies, frequency residuals, frequency stability in terms of Allan deviation, reconstructed phase, frequency and phase power spectral density, and frequency drift rates. In the case of one-way data, using an ultrastable oscillator (USO) as a frequency reference, the program set computes the spacecraft transmitted frequency and maintains a database containing the in-flight history of the USO measurements. The program set also produces graphical displays. Some examples and discussion on operating the program set on Galileo and Ulysses data will be presented.

Radio-science performance analysis software

NASA Technical Reports Server (NTRS)

Morabito, D. D.; Asmar, S. W.

1995-01-01

The Radio Science Systems Group (RSSG) provides various support functions for several flight project radio-science teams. Among these support functions are uplink and sequence planning, real-time operations monitoring and support, data validation, archiving and distribution functions, and data processing and analysis. This article describes the support functions that encompass radio-science data performance analysis. The primary tool used by the RSSG to fulfill this support function is the STBLTY program set. STBLTY is used to reconstruct observable frequencies and calculate model frequencies, frequency residuals, frequency stability in terms of Allan deviation, reconstructed phase, frequency and phase power spectral density, and frequency drift rates. In the case of one-way data, using an ultrastable oscillator (USO) as a frequency reference, the program set computes the spacecraft transmitted frequency and maintains a database containing the in-flight history of the USO measurements. The program set also produces graphical displays. Some examples and discussions on operating the program set on Galileo and Ulysses data will be presented.

Mars Reconnaissance Orbiter Navigation During the Primary Science Phase

NASA Technical Reports Server (NTRS)

Highsmith, Dolan; You, Tung-Han; Demcak, Stuart; Graat, Eric; Higa, Earl; Long, Stacia; Bhat, Ram; Mottinger, Neil; Halsell, Allen; Peralta, Fernando

2008-01-01

The Mars Reconnaissance Orbiter began science operations in November 2006, with a suite of seven instruments and investigations, some of which required navigation accuracies much better than previous Mars missions. This paper describes the driving performance requirements levied on Navigation and how well those requirements have been met thus far. Trending analyses that have a direct impact on the Navigation performance, such as atmospheric bias determination, are covered in detail, as well as dynamic models, estimation strategy, tracking data reduction techniques, and residual noise.

The Lunar Reconnaissance Orbiter: Plans for the Science Phase

NASA Technical Reports Server (NTRS)

Vondrak, Richard R.; Keller, John W.; Chin, Gordon; Petro, Noah; Rice, James; Garvin, James

2011-01-01

The Lunar Reconnaissance Orbiter spacecraft (LRO), which was launched on June 18, 2009, began with the goal of seeking safe landing sites for future robotic missions or the return of humans to the Moon as part of NASA's Exploration Systems Mission Directorate (ESMD). In addition, LRO's primary objectives included the search for resources and to investigate the Lunar radiation environment. This phase of the mission was completed on September 15,2010 when the operational responsibility for LRO was transferred from ESMD to NASA's Science Mission directorate (SMD). Under SMD, the mission focuses on a new set of goals related to the history of the Moon, its current state and what its history can tell us about the evolution of the Solar System.

Overview and Accomplishments of Advanced Mirror Technology Development Phase 2 (AMTD-2) Project

NASA Technical Reports Server (NTRS)

Stahl, H. Philip

2015-01-01

The Advance Mirror Technology Development (AMTD) project is in Phase 2 of a multiyear effort, initiated in FY12, to mature by at least a half TRL step critical technologies required to enable 4 meter or larger UVOIR space telescope primary mirror assemblies for both general astrophysics and ultra-high contrast observations of exoplanets. AMTD Phase 1 completed all of its goals and accomplished all of its milestones. AMTD Phase 2 started in 2014. Key accomplishments include deriving primary mirror engineering specifications from science requirements; developing integrated modeling tools and using those tools to perform parametric design trades; and demonstrating new mirror technologies via sub-scale fabrication and test. AMTD-1 demonstrated the stacked core technique by making a 43-cm diameter 400 mm thick 'biscuit-cut' of a 4-m class mirror. AMTD-2 is demonstrating lateral scalability of the stacked core method by making a 1.5 meter 1/3rd scale model of a 4-m class mirror.

Teacher Assessment in Wales--The TAPS Cymru Project

ERIC Educational Resources Information Center

Jones, Bethan; Coakley, Ruth; Fenn, Lisa; Earle, Sarah; Davies, Dan

2018-01-01

Making accurate, manageable assessments of children's scientific understanding, skills and progress is one of the biggest challenges facing primary teachers. In Wales, where Statutory Assessment Tests (SATs) at age 11 were phased out in 2005, teacher assessment has been the only source of pupil attainment data in science for a much longer period…

Mars Reconnaissance Orbiter Mission: Systems Engineering Challenges on the Mars Reconnaissance Orbiter Mission

NASA Technical Reports Server (NTRS)

Havens, Glen G.

2007-01-01

MRO project is a system of systems requiring system engineering team to architect, design, integrate, test, and operate these systems at each level of the project. The challenge of system engineering mission objectives into a single mission architecture that can be integrated tested, launched, and operated. Systems engineering must translate high-level requirements into integrated mission design. Systems engineering challenges were overcome utilizing a combination by creative designs built into MRO's flight and ground systems: a) Design of sophisticated spacecraft targeting and data management capabilities b) Establishment of a strong operations team organization; c) Implementation of robust operational processes; and d) Development of strategic ground tools. The MRO system has met the challenge of its driving requirements: a) MRO began its two-year primary science phase on November 7, 2006, and by July 2007, met it minimum requirement to collect 15 Tbits of data after only eight months of operations. Currently we have collected 22 Tbits. b) Based on current performance, mission data return could return 70 Tbits of data by the end of the primary science phase in 2008.

Mariner 9 mapping science sequence design.

NASA Technical Reports Server (NTRS)

Goldman, A. M., Jr.

1973-01-01

The primary mission of Mariner 9 was to map the Martian surface. This paper discusses in detail the design of the mapping science sequences which were executed by the spacecraft in sixty days and during which over eighty percent of the surface was photographed. The sequence design was influenced by many factors: experimenter scientific objectives, instrument capabilities, spacecraft capabilities, orbit characteristics, and data return rates, which are illustrated graphically. Typical orbits are depicted for each of the three different mapping phases lasting twenty days. Examples of typical orbital sequence plans prepared daily during mission operations are given.

Hybrid Architecture Active Wavefront Sensing and Control

NASA Technical Reports Server (NTRS)

Feinberg, Lee; Dean, Bruce; Hyde, Tupper

2010-01-01

A method was developed for performing relatively high-speed wavefront sensing and control to overcome thermal instabilities in a segmented primary mirror telescope [e.g., James Webb Space Telescope (JWST) at L2], by using the onboard fine guidance sensor (FGS) to minimize expense and complexity. This FGS performs centroiding on a bright star to feed the information to the pointing and control system. The proposed concept is to beam split the image of the guide star (or use a single defocused guide star image) to perform wavefront sensing using phase retrieval techniques. Using the fine guidance sensor star image for guiding and fine phasing eliminates the need for other, more complex ways of achieving very accurate sensing and control that is needed for UV-optical applications. The phase retrieval occurs nearly constantly, so passive thermal stability over fourteen days is not required. Using the FGS as the sensor, one can feed segment update information to actuators on the primary mirror that can update the primary mirror segment fine phasing with this frequency. Because the thermal time constants of the primary mirror are very slow compared to this duration, the mirror will appear extremely stable during observations (to the level of accuracy of the sensing and control). The sensing can use the same phase retrieval techniques as the JWST by employing an additional beam splitter, and having each channel go through a weak lens (one positive and one negative). The channels can use common or separate detectors. Phase retrieval can be performed onboard. The actuation scheme would include a coarse stage able to achieve initial alignment of several millimeters of range (similar to JWST and can use a JWST heritage sensing approach in the science camera) and a fine stage capable of continual updates.

Challenges of In-Flight Calibrations for the Mars Reconnaissance Orbiter Payload

NASA Technical Reports Server (NTRS)

Xaypraseuth, Peter

2007-01-01

The Mars Reconnaissance Orbiter is the most complex spacecraft that has ever been sent to investigate the Red Planet. A major part of what makes this mission so complex is the suite of instruments that were selected. The instruments on MRO vary from a simple imaging system, not much larger than a pocket knife to the largest camera ever flown to another planet. Not only does the size of the instruments vary, so do the scientific investigations associated with each instrument. In order to ensure that this payload suite would be able to satisfy all of its science objectives, a major effort was put forth by the MRO Project to ensure these instruments were well calibrated prior to the start of the Primary Science Phase. The in-flight calibration plan for MRO proved to be quite challenging, given the often conflicting requirements due to the varying capability of each of the instruments and the desire to constrain the workload on the Mission Operations personnel. The quality of data returned by MRO since the start of the Primary Science Phase is a tribute to the effort that was put forth to characterize the in-flight performance of the instruments. This paper will describe the challenges associated with the planning and implementation of the various calibration events on MRO, and will exhibit some of the results from those calibrations.

DTN Implementation and Utilization Options on the International Space Station

NASA Technical Reports Server (NTRS)

Nichols, Kelvin; Holbrook, Mark; Pitts, Lee; Gifford, Kevin; Jenkins, Andrew; Kuzminsky, Sebastian

2010-01-01

This slide presentation reviews the implementation and future uses of Delay/Disruption Tolerant Networking (DTN) for space communication, using the International Space Station as the primary example. The presentation includes: (1) A brief introduction of the current communications architecture of the ISS (2) How current payload operations are handled in the non-DTN environment (3) Making the case to implement DTN into the current payload science operations model (4) Phase I DTN Operations: early implementation with BioServe's CGBA Payload (5) Phase II DTN Operations: Developing the HOSC DTN Gateway

SAMS-II Requirements and Operations

NASA Technical Reports Server (NTRS)

Wald, Lawrence W.

1998-01-01

The Space Acceleration Measurements System (SAMS) II is the primary instrument for the measurement, storage, and communication of the microgravity environment aboard the International Space Station (ISS). SAMS-II is being developed by the NASA Lewis Research Center Microgravity Science Division to primarily support the Office of Life and Microgravity Science and Applications (OLMSA) Microgravity Science and Applications Division (MSAD) payloads aboard the ISS. The SAMS-II is currently in the test and verification phase at NASA LeRC, prior to its first hardware delivery scheduled for July 1998. This paper will provide an overview of the SAMS-II instrument, including the system requirements and topology, physical and electrical characteristics, and the Concept of Operations for SAMS-II aboard the ISS.

MRO's High Resolution Imaging Science Experiment (HiRISE): Polar Science Expectations

NASA Technical Reports Server (NTRS)

McEwen, A.; Herkenhoff, K.; Hansen, C.; Bridges, N.; Delamere, W. A.; Eliason, E.; Grant, J.; Gulick, V.; Keszthelyi, L.; Kirk, R.

2003-01-01

The Mars Reconnaissance Orbiter (MRO) is expected to launch in August 2005, arrive at Mars in March 2006, and begin the primary science phase in November 2006. MRO will carry a suite of remote-sensing instruments and is designed to routinely point off-nadir to precisely target locations on Mars for high-resolution observations. The mission will have a much higher data return than any previous planetary mission, with 34 Tbits of returned data expected in the first Mars year in the mapping orbit (255 x 320 km). The HiRISE camera features a 0.5 m telescope, 12 m focal length, and 14 CCDs. We expect to acquire approximately 10,000 observations in the primary science phase (approximately 1 Mars year), including approximately 2,000 images for 1,000 stereo targets. Each observation will be accompanied by a approximately 6 m/pixel image over a 30 x 45 km region acquired by MRO s context imager. Many HiRISE images will be full resolution in the center portion of the swath width and binned (typically 4x4) on the sides. This provides two levels of context, so we step out from 0.3 m/pixel to 1.2 m/pixel to 6 m/pixel (at 300 km altitude). We expect to cover approximately 1% of Mars at better than 1.2 m/pixel, approximately 0.1% at 0.3 m/pixel, approximately 0.1% in 3 colors, and approximately 0.05% in stereo. Our major challenge is to find the dey contacts, exposures and type morphologies to observe.

JWST Operations and the Phase I and II Process

NASA Astrophysics Data System (ADS)

Beck, Tracy L.

2010-07-01

The JWST operations and Phase I and Phase II process will build upon our knowledge on the current system in use for HST. The primary observing overheads associated with JWST observations, both direct and indirect, are summarized. While some key operations constraints for JWST may cause deviations from the HST model for proposal planning, the overall interface to JWST planning will use the APT and will appear similar to the HST interface. The requirement is to have a proposal planning model simlar to HST, where proposals submitted to the TAC must have at least the minimum amount of information necessary for assessment of the strength of the science. However, a goal of the JWST planning process is to have the submitted Phase I proposal in executable form, and as complete as possible for many programs. JWST will have significant constraints on the spacecraft pointing and orient, so it is beneficial for the planning process to have these scheduling constraints on programs defined as early as possible. The guide field of JWST is also much smaller than the HST guide field, so searches for available guide stars for JWST science programs must be done at the Phase I deadline. The long range observing plan for each JWST cycle will be generated intially from the TAC accepted programs at the Phase I deadline, and the LRP will be refined after the Phase II deadline when all scheduling constraints are defined.

The role of the hemicelluloses in the nanobiology of wood cell walls : a systems theoretic perspective

Treesearch

Rajai H. Atalla

2005-01-01

The hemicelluloses have not received adequate attention in studies of wood cell walls because the complexity of their structures does not admit easy interpretation within the paradigms of polymer science. Two-phase composite models of the cell wall have led many to view their primary function as one of coupling cellulose and lignin to enhance the mechanical properties...

Summary of the Results from the Lunar Orbiter Laser Altimeter after Seven Years in Lunar Orbit

NASA Technical Reports Server (NTRS)

Smith, David E.; Zuber, Maria T.; Neumann, Gregory A.; Mazarico, Erwan; Lemoine, Frank G.; Head, James W., III; Lucey, Paul G.; Aharonson, Oded; Robinson, Mark S.; Sun, Xiaoli;

Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

NASA Astrophysics Data System (ADS)

Forbes, Anne; Skamp, Keith

2016-02-01

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable

NASA Astrophysics Data System (ADS)

DeWitt, Jennifer; Osborne, Jonathan; Archer, Louise; Dillon, Justin; Willis, Beatrice; Wong, Billy

2013-04-01

Students' lack of interest in studying science and in science-related careers is a concern in the UK and worldwide. Yet there is limited data, particularly longitudinal, on the sources and development of science-related aspirations. In response, the ASPIRES (Science Aspirations and Career Choice: Age 10-14) longitudinal study is investigating the development of students' educational and occupational aspirations over time. In the first phase of the project, a questionnaire exploring science-related aspirations and interests was completed by over 9,000 primary school students across England. This survey allowed us to explore possible associations between attitudes and aspirations, links which have not been investigated in previous attitudinal studies of this scope. Overall, students expressed positive attitudes to science, reported positive parental attitudes to science and held very positive images of scientists. Multilevel modelling analyses revealed that aspirations in science were most strongly related to parental attitudes to science, attitudes to school science and self-concept in science, and are also associated with students' gender, ethnicity and cultural capital. However, the images students held of scientists were not as closely related to aspirations. These factors are discussed in more detail within the paper, alongside a consideration of possible school-related effects.

Discover Primary Science: Developing Primary Science in Ireland

ERIC Educational Resources Information Center

Horner, Margaret; Palmer, Marion

2007-01-01

"Discover Primary Science" is a major project in primary science education in Ireland. In 2006-2007 it involves 2400 primary schools, 45 host centres, and two government departments. However, it started out as a local initiative taken by one state agency in 2002 involving four Institutes of Technology and 40 primary schools. The aim of…

From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

NASA Astrophysics Data System (ADS)

Deehan, James; Danaia, Lena; McKinnon, David H.

2018-03-01

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

Asteroid 5535 Annefrank size, shape, and orientation: Stardust first results

NASA Technical Reports Server (NTRS)

Duxbury, T. C.; Newburn, R. L., Jr.; Acton, C. H.; Carranza, E.; McElrath, T. P.; Ryan, R. E.; Synnott, S. P.; You, T. H.; Brownlee, D. E.; Cheuvront, A. R.;

Review of the Primary National Ambient Air Quality Standards ...

EPA Pesticide Factsheets

The U.S. Environmental Protection Agency (EPA) is conducting a review of the air quality criteria and the primary (health-based) national ambient air quality standards (NAAQS) for nitrogen dioxide (NO2). The major phases of the process for reviewing NAAQS include the following: (1) planning, (2) science assessment, (3) risk and exposure assessment, and (4) policy assessment. As an initial step in the risk and exposure assessment phase, EPA staff has considered the extent to which updated quantitative analyses of NO2 exposures and/or NO2-attributable health risks are warranted in the current review, based on the available scientific evidence and technical information. These considerations focus on the degree to which important uncertainties identified in quantitative analyses from the last review have been addressed by newly available evidence, tools, or information. The purpose of the REA planning document is to present staff's considerations and preliminary conclusions regarding potential updated quantitative analyses in the current review of the primary NO2 NAAQS. Provide opportunity for CASAC feedback on EPA's plans for the risk and exposure assessment for the Nitrogen Oxides NAAQS review

Primary Science Interview: Science Sparks

ERIC Educational Resources Information Center

Bianchi, Lynne

2016-01-01

In this "Primary Science" interview, Lynne Bianchi talks with Emma Vanstone about "Science Sparks," which is a website full of creative, fun, and exciting science activity ideas for children of primary-school age. "Science Sparks" started with the aim of inspiring more parents to do science at home with their…

Influencing Intended Teaching Practice: Exploring pre-service teachers' perceptions of science teaching resources

NASA Astrophysics Data System (ADS)

Cooper, Grant; Kenny, John; Fraser, Sharon

2012-08-01

Many researchers have identified and expressed concern over the state of science education internationally, but primary teachers face particular obstacles when teaching science due to their poor science background and low confidence with science. Research has suggested that exemplary resources, or units that work, may be an effective way to support primary teachers. This study explores the effect of one such resource on the intentions of pre-service primary teachers to teach science. The resource in question is Primary Connections, a series of learning resources produced by the Australian Academy of Science specifically designed for primary science. Evaluative studies of Primary Connections have indicated its efficacy with practising primary teachers but there is little evidence of its impact upon pre-service teachers. The purpose of this study was to investigate how effective these quality teaching resources were in influencing the intentions of primary pre-service teachers to teach science after they graduated. The theory of planned behaviour highlighted the linkage between the intentions of the pre-service teachers to teach science, and their awareness of and experiences with using Primary Connections during their education studies. This enabled key factors to be identified which influenced the intentions of the pre-service teachers to use Primary Connections to teach science after they graduate. The study also provided evidence of how quality science teaching resources can be effectively embedded in a teacher education programme as a means of encouraging and supporting pre-service teachers to teach science.

`You Have to Give Them Some Science Facts': Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

NASA Astrophysics Data System (ADS)

Danielsson, Anna T.; Warwick, Paul

2014-04-01

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers' talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women's Studies International Forum, 26(1):69-77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: `Teaching science through inquiry', `Traditional science teacher', `Traditional primary teacher', `Teacher as classroom authority', and `Primary teacher as a role model' (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.

The Rosetta mission orbiter science overview: the comet phase

PubMed Central

Altobelli, N.; Buratti, B. J.; Choukroun, M.

2017-01-01

The international Rosetta mission was launched in 2004 and consists of the orbiter spacecraft Rosetta and the lander Philae. The aim of the mission is to map the comet 67P/Churyumov–Gerasimenko by remote sensing, and to examine its environment in situ and its evolution in the inner Solar System. Rosetta was the first spacecraft to rendezvous with and orbit a comet, accompanying it as it passes through the inner Solar System, and to deploy a lander, Philae, and perform in situ science on the comet's surface. The primary goals of the mission were to: characterize the comet's nucleus; examine the chemical, mineralogical and isotopic composition of volatiles and refractories; examine the physical properties and interrelation of volatiles and refractories in a cometary nucleus; study the development of cometary activity and the processes in the surface layer of the nucleus and in the coma; detail the origin of comets, the relationship between cometary and interstellar material and the implications for the origin of the Solar System; and characterize asteroids 2867 Steins and 21 Lutetia. This paper presents a summary of mission operations and science, focusing on the Rosetta orbiter component of the mission during its comet phase, from early 2014 up to September 2016. This article is part of the themed issue ‘Cometary science after Rosetta’. PMID:28554981

AMTD: update of engineering specifications derived from science requirements for future UVOIR space telescopes

NASA Astrophysics Data System (ADS)

Stahl, H. Philip; Postman, Marc; Mosier, Gary; Smith, W. Scott; Blaurock, Carl; Ha, Kong; Stark, Christopher C.

2014-08-01

The Advance Mirror Technology Development (AMTD) project is in Phase 2 of a multiyear effort, initiated in FY12, to mature by at least a half TRL step six critical technologies required to enable 4 meter or larger UVOIR space telescope primary mirror assemblies for both general astrophysics and ultra-high contrast observations of exoplanets. AMTD uses a science-driven systems engineering approach. We mature technologies required to enable the highest priority science AND provide a high-performance low-cost low-risk system. To give the science community options, we are pursuing multiple technology paths. A key task is deriving engineering specifications for advanced normal-incidence monolithic and segmented mirror systems needed to enable both general astrophysics and ultra-high contrast observations of exoplanets missions as a function of potential launch vehicles and their mass and volume constraints. A key finding of this effort is that the science requires an 8 meter or larger aperture telescope.

The Transiting Exoplanet Community Early Release Science Program for JWST

NASA Astrophysics Data System (ADS)

Batalha, Natalie Marie; Bean, Jacob; Stevenson, Kevin; Sing, David; Crossfield, Ian; Knutson, Heather; Line, Michael; Kreidberg, Laura; Desert, Jean-Michel; Wakeford, Hannah R.; Crouzet, Nicolas; Moses, Julianne; Benneke, Björn; Kempton, Eliza; Berta-Thompson, Zach; Lopez-Morales, Mercedes; Parmentier, Vivien; Gibson, Neale; Schlawin, Everett; Fraine, Jonathan; Kendrew, Sarah; Transiting Exoplanet ERS Team

2018-01-01

A community working group was formed in October 2016 to consider early release science with the James Webb Space Telescope that broadly benefits the transiting exoplanet community. Over 100 exoplanet scientists worked collaboratively to identify targets that are observable at the initiation of science operations, yield high SNR with a single event, have substantial scientific merit, and have known spectroscopic features identified by prior observations. The working group developed a program that yields representative datasets for primary transit, secondary eclipse, and phase curve observations using the most promising instrument modes for high-precision spectroscopic timeseries (NIRISS-SOSS, NIRCam, NIRSPec, and MIRI-LRS). The centerpiece of the program is an open data challenge that promotes community engagement and leads to a deeper understanding of the JWST instruments as early as possible in the mission. The program is managed under the premise of open science in order to maximize the value of the early release science observations for the transiting exoplanet community.

Next Generation Space Telescope Integrated Science Module Data System

NASA Technical Reports Server (NTRS)

Schnurr, Richard G.; Greenhouse, Matthew A.; Jurotich, Matthew M.; Whitley, Raymond; Kalinowski, Keith J.; Love, Bruce W.; Travis, Jeffrey W.; Long, Knox S.

1999-01-01

The Data system for the Next Generation Space Telescope (NGST) Integrated Science Module (ISIM) is the primary data interface between the spacecraft, telescope, and science instrument systems. This poster includes block diagrams of the ISIM data system and its components derived during the pre-phase A Yardstick feasibility study. The poster details the hardware and software components used to acquire and process science data for the Yardstick instrument compliment, and depicts the baseline external interfaces to science instruments and other systems. This baseline data system is a fully redundant, high performance computing system. Each redundant computer contains three 150 MHz power PC processors. All processors execute a commercially available real time multi-tasking operating system supporting, preemptive multi-tasking, file management and network interfaces. These six processors in the system are networked together. The spacecraft interface baseline is an extension of the network, which links the six processors. The final selection for Processor busses, processor chips, network interfaces, and high-speed data interfaces will be made during mid 2002.

AMTD: Update of Engineering Specifications Derived from Science Requirements for Future UVOIR Space Telescopes

NASA Technical Reports Server (NTRS)

Stahl, H. Philip; Postman, Marc; Mosier, Gary; Smith, W. Scott; Blaurock, Carl; Ha, Kong; Stark, Christopher C.

2014-01-01

The Advance Mirror Technology Development (AMTD) project is in Phase 2 of a multiyear effort, initiated in FY12, to mature by at least a half TRL step six critical technologies required to enable 4 meter or larger UVOIR space telescope primary mirror assemblies for both general astrophysics and ultra-high contrast observations of exoplanets. AMTD uses a science-driven systems engineering approach. We mature technologies required to enable the highest priority science AND provide a high-performance low-cost low-risk system. To give the science community options, we are pursuing multiple technology paths. A key task is deriving engineering specifications for advanced normal-incidence monolithic and segmented mirror systems needed to enable both general astrophysics and ultra-high contrast observations of exoplanets missions as a function of potential launch vehicles and their mass and volume constraints. A key finding of this effort is that the science requires an 8 meter or larger aperture telescope

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

ERIC Educational Resources Information Center

Karakuyu, Yunus

2011-01-01

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

Fizeau interferometric cophasing of segmented mirrors: experimental validation.

PubMed

Cheetham, Anthony; Cvetojevic, Nick; Norris, Barnaby; Sivaramakrishnan, Anand; Tuthill, Peter

2014-06-02

We present an optical testbed demonstration of the Fizeau Interferometric Cophasing of Segmented Mirrors (FICSM) algorithm. FICSM allows a segmented mirror to be phased with a science imaging detector and three filters (selected among the normal science complement). It requires no specialised, dedicated wavefront sensing hardware. Applying random piston and tip/tilt aberrations of more than 5 wavelengths to a small segmented mirror array produced an initial unphased point spread function with an estimated Strehl ratio of 9% that served as the starting point for our phasing algorithm. After using the FICSM algorithm to cophase the pupil, we estimated a Strehl ratio of 94% based on a comparison between our data and simulated encircled energy metrics. Our final image quality is limited by the accuracy of our segment actuation, which yields a root mean square (RMS) wavefront error of 25 nm. This is the first hardware demonstration of coarse and fine phasing an 18-segment pupil with the James Webb Space Telescope (JWST) geometry using a single algorithm. FICSM can be implemented on JWST using any of its scientic imaging cameras making it useful as a fall-back in the event that accepted phasing strategies encounter problems. We present an operational sequence that would co-phase such an 18-segment primary in 3 sequential iterations of the FICSM algorithm. Similar sequences can be readily devised for any segmented mirror.

Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

ERIC Educational Resources Information Center

Forbes, Anne; Skamp, Keith

2016-01-01

"MyScience" is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups--primary teachers, primary students and mentors--interact around the "domain" of "investigating scientifically". This paper builds on three earlier…

Horizon: A Proposal for Large Aperture, Active Optics in Geosynchronous Orbit

NASA Technical Reports Server (NTRS)

Chesters, Dennis; Jenstrom, Del

2000-01-01

In 1999, NASA's New Millennium Program called for proposals to validate new technology in high-earth orbit for the Earth Observing-3 (NMP EO3) mission to fly in 2003. In response, we proposed to test a large aperture, active optics telescope in geosynchronous orbit. This would flight-qualify new technologies for both Earth and Space science: 1) a future instrument with LANDSAT image resolution and radiometric quality watching continuously from geosynchronous station, and 2) the Next Generation Space Telescope (NGST) for deep space imaging. Six enabling technologies were to be flight-qualified: 1) a 3-meter, lightweight segmented primary mirror, 2) mirror actuators and mechanisms, 3) a deformable mirror, 4) coarse phasing techniques, 5) phase retrieval for wavefront control during stellar viewing, and 6) phase diversity for wavefront control during Earth viewing. Three enhancing technologies were to be flight- validated: 1) mirror deployment and latching mechanisms, 2) an advanced microcontroller, and 3) GPS at GEO. In particular, two wavefront sensing algorithms, phase retrieval by JPL and phase diversity by ERIM International, were to sense optical system alignment and focus errors, and to correct them using high-precision mirror mechanisms. Active corrections based on Earth scenes are challenging because phase diversity images must be collected from extended, dynamically changing scenes. In addition, an Earth-facing telescope in GEO orbit is subject to a powerful diurnal thermal and radiometric cycle not experienced by deep-space astronomy. The Horizon proposal was a bare-bones design for a lightweight large-aperture, active optical system that is a practical blend of science requirements, emerging technologies, budget constraints, launch vehicle considerations, orbital mechanics, optical hardware, phase-determination algorithms, communication strategy, computational burdens, and first-rate cooperation among earth and space scientists, engineers and managers. This manuscript presents excerpts from the Horizon proposal's sections that describe the Earth science requirements, the structural -thermal-optical design, the wavefront sensing and control, and the on-orbit validation.

Muscarinic and nicotinic acetylcholine receptor agonists: current scenario in Alzheimer's disease therapy.

PubMed

Verma, Stuti; Kumar, Ashwini; Tripathi, Timir; Kumar, Awanish

2018-04-16

Alzheimer's disease (AD) has become the primary cause of dementia. It shows a progressive cognitive dysfunction with degenerating neurons. Acetylcholine receptors (AChRs) propagate the cognitive ability and it consists of two primary members namely muscarinic (mAChRs) and nicotinic receptors (nAChRs). Where mAChRs is G-protein coupled receptor, (nAChRs) are ligand-gated ion channels. The conventional therapeutic regimen for AD consists of three acetylcholinestearse inhibitors while a single NMDA receptor antagonist. Researchers around the globe are developing new and modifying the existing AChRs agonists to develop lead candidates with lower risk to benefit ratio where benefits clearly outweigh the adverse events. We have searched PubMed, MEDLINE, Google scholar, Science Direct and, Web of Science with keywords "Muscarinic/Nicotinic acetylcholine receptor, agonists and, AD". The literature search included articles written in English. Scientific relevance for clinical studies, basic science studies is eligibility criteria for articles referred in this paper. M1 is the primary muscarinic subtype while α7 is the primary nAChR subtype that is responsible for cognition and memory and these two have been the major recent experimental targets for mAChR agonist strategy. The last cholinergic receptor agonist to enter phase 3 trial was EVP-6124 (Enceniclin) but was withdrawn due to severe gastrointestinal adverse effects. We aim to present an overview of the efforts and achievements in targeting Muscarinic and Nicotinic acetylcholine receptor in the current review for development of better AD therapeutics. © 2018 Royal Pharmaceutical Society.

Working Alongside Scientists: Impacts on Primary Teacher Beliefs and Knowledge about Science and Science Education

ERIC Educational Resources Information Center

Anderson, Dayle; Moeed, Azra

2017-01-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the…

"You Have to Give Them Some Science Facts": Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses about Science Teaching and about Primary Teaching

ERIC Educational Resources Information Center

Danielsson, Anna T.; Warwick, Paul

2014-01-01

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on…

Designing a mixed methods study in primary care.

PubMed

Creswell, John W; Fetters, Michael D; Ivankova, Nataliya V

2004-01-01

Mixed methods or multimethod research holds potential for rigorous, methodologically sound investigations in primary care. The objective of this study was to use criteria from the literature to evaluate 5 mixed methods studies in primary care and to advance 3 models useful for designing such investigations. We first identified criteria from the social and behavioral sciences to analyze mixed methods studies in primary care research. We then used the criteria to evaluate 5 mixed methods investigations published in primary care research journals. Of the 5 studies analyzed, 3 included a rationale for mixing based on the need to develop a quantitative instrument from qualitative data or to converge information to best understand the research topic. Quantitative data collection involved structured interviews, observational checklists, and chart audits that were analyzed using descriptive and inferential statistical procedures. Qualitative data consisted of semistructured interviews and field observations that were analyzed using coding to develop themes and categories. The studies showed diverse forms of priority: equal priority, qualitative priority, and quantitative priority. Data collection involved quantitative and qualitative data gathered both concurrently and sequentially. The integration of the quantitative and qualitative data in these studies occurred between data analysis from one phase and data collection from a subsequent phase, while analyzing the data, and when reporting the results. We recommend instrument-building, triangulation, and data transformation models for mixed methods designs as useful frameworks to add rigor to investigations in primary care. We also discuss the limitations of our study and the need for future research.

School and University Partnerships: The Role of Teacher Education Institutions and Primary Schools in the Development of Preservice Teachers' Science Teaching Efficacy

ERIC Educational Resources Information Center

Petersen, Jacinta E.; Treagust, David F.

2014-01-01

Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school…

Primary Teachers' Attitudes toward Science: A New Theoretical Framework

ERIC Educational Resources Information Center

van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; Asma, Lieke J. F.

2012-01-01

Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical…

Hydrogen and its compounds under extreme pressure

NASA Astrophysics Data System (ADS)

Utyuzh, A. N.; Mikheyenkov, A. V.

2017-12-01

In the last two or three years, significant advances in the study of hydrogen and its compounds under extreme conditions (ultrahigh pressures over a wide temperature range) have notably changed the hydrogen phase diagram, provided a break-through in understanding hydrides’ behavior under pressure (as exemplified by the discovery of high-temperature superconductivity in hydrogen sulfide), and, finally, enabled achieving cold metallization of hydrogen. The situation prior to the 2010s is reviewed in brief and more recent work is examined in detail. While the primary focus is on experimental research, mention is also made of the theoretical and numerical work it stimulates. This review presents an extension of the talk by the authors for the scientific session of the Physical Sciences Division of the Russian Academy of Sciences, “Old and new ideas in phase transition physics,” which was held on December 21, 2016 (see Phys. Usp. 60 948-957 (2017); Usp. Fiz. Nauk 187 1021 (2017)). (Editor’s note.)

Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

ERIC Educational Resources Information Center

Yildiz-Duban, Nil

2013-01-01

This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

Technical Report Series on Global Modeling and Data Assimilation. Volume 42; Soil Moisture Active Passive (SMAP) Project Calibration and Validation for the L4_C Beta-Release Data Product

NASA Technical Reports Server (NTRS)

Koster, Randal D. (Editor); Kimball, John S.; Jones, Lucas A.; Glassy, Joseph; Stavros, E. Natasha; Madani, Nima (Editor); Reichle, Rolf H.; Jackson, Thomas; Colliander, Andreas

2015-01-01

During the post-launch Cal/Val Phase of SMAP there are two objectives for each science product team: 1) calibrate, verify, and improve the performance of the science algorithms, and 2) validate accuracies of the science data products as specified in the L1 science requirements according to the Cal/Val timeline. This report provides analysis and assessment of the SMAP Level 4 Carbon (L4_C) product specifically for the beta release. The beta-release version of the SMAP L4_C algorithms utilizes a terrestrial carbon flux model informed by SMAP soil moisture inputs along with optical remote sensing (e.g. MODIS) vegetation indices and other ancillary biophysical data to estimate global daily NEE and component carbon fluxes, particularly vegetation gross primary production (GPP) and ecosystem respiration (Reco). Other L4_C product elements include surface (<10 cm depth) soil organic carbon (SOC) stocks and associated environmental constraints to these processes, including soil moisture and landscape FT controls on GPP and Reco (Kimball et al. 2012). The L4_C product encapsulates SMAP carbon cycle science objectives by: 1) providing a direct link between terrestrial carbon fluxes and underlying freeze/thaw and soil moisture constraints to these processes, 2) documenting primary connections between terrestrial water, energy and carbon cycles, and 3) improving understanding of terrestrial carbon sink activity in northern ecosystems.

Primary and Secondary School Science.

ERIC Educational Resources Information Center

Educational Documentation and Information, 1984

1984-01-01

This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…

Perceptions and Pedagogy: Exploring the Beliefs and Practices of an Effective Primary Science Teacher

ERIC Educational Resources Information Center

Fitzgerald, Angela; Dawson, Vaille; Hackling, Mark

2009-01-01

Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science…

The Primary Science Project in Norway: Action Research and Curriculum Development.

ERIC Educational Resources Information Center

Jorde, Doris

This paper describes the Primary Science Project in Norway whose goals were to describe the primary (grades 1-6) science classroom and to make recommendations on improvements for primary science teaching. The purpose of this study was to study the classroom climate, specifically focusing on the social interactions between teachers and students.…

Developing a Constructivist Proposal for Primary Teachers to Teach Science Process Skills: "Extended" Simple Science Experiments (ESSE)

ERIC Educational Resources Information Center

Hirça, Necati

2015-01-01

Although science experiments are the basis of teaching science process skills (SPS), it has been observed that a large number of prospective primary teachers (PPTs), by virtue of their background, feel anxious about doing science experiments. To overcome this problem, a proposal was suggested for primary school teachers (PSTs) to teach science and…

PSQM--Reflections of a PSQM Hub Leader

ERIC Educational Resources Information Center

Johnson, Sue

2011-01-01

Primary Science Quality Mark Scheme is a joint project led by the Association for Science Education, the national network of Science Learning Centres and Barnet Local Authority. The Primary Science Quality Mark is an award scheme to develop and celebrate the quality of science teaching and learning in primary schools. It encourages teachers to let…

The Changing Roles of Science Specialists during a Capacity Building Program for Primary School Science

ERIC Educational Resources Information Center

Herbert, Sandra; Xu, Lihua; Kelly, Leissa

2017-01-01

Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on…

At the Crossroads: The Impact of New Irish Science Curricula on First Year Post-Primary Students

ERIC Educational Resources Information Center

Varley, Janet Penelope; Murphy, Cliona; Veale, Orlaith

2013-01-01

In Ireland, new science curricula were introduced at primary and early post-primary levels in 2003, in an effort to reverse declining interest and enrolment in science. This paper reports on a national study that explored first year post-primary students' experiences of and attitudes towards school science under these new curricula. Data were…

Development and Exemplification of a Model for Teacher Assessment in Primary Science

ERIC Educational Resources Information Center

Davies, D. J.; Earle, S.; McMahon, K.; Howe, A.; Collier, C.

2017-01-01

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children's learning in science. The model is based on a…

Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

ERIC Educational Resources Information Center

Bayraktar, Sule

2011-01-01

The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

At the Crossroads: The Impact of New Irish Science Curricula on First Year Post-Primary Students

NASA Astrophysics Data System (ADS)

Varley, Janet Penelope; Murphy, Clíona; Veale, Órlaith

2013-02-01

In Ireland, new science curricula were introduced at primary and early post-primary levels in 2003, in an effort to reverse declining interest and enrolment in science. This paper reports on a national study that explored first year post-primary students' experiences of and attitudes towards school science under these new curricula. Data were gathered from 366 pupils using survey and case study approaches. Findings revealed broadly positive attitudes towards post-primary school science, especially the experimental work that is at the heart of the new curriculum. However, it would appear that students were not conducting open-ended investigations or using information and communications technology [ICT] to any great extent; moreover, there was some evidence of traditional teaching methods being utilised. Pupils were highly critical of previous primary school science experiences, reporting a lack of `hands-on' activities, didactic methodologies and, for a significant minority, a paucity of any memorable primary science at all. Improvements in curricular implementation are proposed.

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

NASA Astrophysics Data System (ADS)

Abed, Osama H.; Abd-El-Khalick, Fouad

2015-03-01

Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers-much like those identified by participants in the present study-who are already effective in their science teaching.

`You Actually Feel like You're Actually Doing Some Science': Primary Students' Perspectives of Their Involvement in the MyScience Initiative

NASA Astrophysics Data System (ADS)

Forbes, Anne; Skamp, Keith

2017-07-01

MyScience is a primary science education initiative in which being in a community of practice (CoP) is integral to the learning process. Stakeholder groups—primary teachers, primary students and scientist mentors—interact around the CoP domainof investigating scientifically and learn from each other through participation. This paper is the fifth in a series and reports 27 year 5/6 students' (from three schools) perceptions of how their views were influenced through their involvement in a MyScience CoP. Semi-structured interviews, guided by a phenomenographic framework, were the substantive data source. Primary students' perceptions about science, science learning and science teaching were analysed using attributes associated with both communities of practice and the nature of science. Findings reveal that students' perceptions of what it means to be doing science' were transformed through their participation and students were able to identify some of the contributing factors. Where appropriate, students' views were compared with the published views of their participating scientist mentors and teachers from earlier papers. Implications for science teaching and learning in primary school community of practice settings are discussed.

Researching Primary Teachers' Professional Agency: Employing Interactive Ethnography to Overcome Reluctance to Teach Science

NASA Astrophysics Data System (ADS)

Martin, Jenny

2017-09-01

This paper provides a report of a case study on the professional agency of an experienced early years teacher, Sarah, who successfully embedded a chemical science program of teaching-learning for her students aged between 6 and 8. Interactive ethnography informs the research design, and discursive psychology provides the tools for the analysis of Sarah's speech acts for her positioning as a responsible agent. Reframing the problem of primary teacher reluctance to teach science in terms of primary teachers' professional agency using discursive psychology, this ontological study provides new insight into issues related to the provision of science education in primary schools and asks: How do primary teachers position themselves and others in relation to science curriculum and education? The research calls for research methodologies and reform efforts in primary science that are better grounded in the local moral orders of primary schools.

What can be learned about the lunar mantle from the Gravity Recovery and Interior Laboratory (GRAIL)?

NASA Astrophysics Data System (ADS)

Zuber, M. T.; Smith, D. E.; Asmar, S. W.; Konopliv, A. S.; Lemoine, F. G.; Melosh, J.; Neumann, G. A.; Phillips, R. J.; Solomon, S. C.; Watkins, M. M.; Wieczorek, M. A.; Williams, J. G.; Andrews-Hanna, J. C.; Garrick-Bethell, I.; Head, J. W.; Kiefer, W. S.; Matsuyama, I.; McGovern, P. J.; Nimmo, F.; Soderblom, J. M.; Taylor, J.; Weber, R. C.; Goossens, S. J.; Kruizinga, G. L.; Mazarico, E.; Park, R. S.; Yuan, D.

2013-12-01

The Gravity Recovery and Interior Laboratory (GRAIL), a dual-spacecraft, gravity-mapping mission that is a component of NASA's Discovery Program, has successfully concluded its Primary and Extended Missions, and is currently in the science analysis phase. In order to safely navigate the dual spacecraft at an average altitude of 22.5 km above the lunar surface during the Extended Mission phase in the fall of 2012, and to derive the greatest information from the full mission data set, the focus had been on the production of gravitational fields with the highest-possible resolution. Spherical harmonic models of the Moon's gravitational field, produced by separate software systems at the Goddard Space Flight Center and the Jet Propulsion Laboratory, now include observations from both the Primary and Extended Missions. The highest-resolution models to date are to degree and order 900, corresponding to a spatial block size of 6 km, and are ideally suited to study the structure of the Moon's crust in extraordinary detail. GRAIL has achieved all measurement objectives for the Primary Mission, enabling all science investigations to be addressed. One of these investigations is to study the lunar hemispherical asymmetry, i.e., the difference between the nearside and farside. In this study we explore the nearside and farside mantle by isolating the long-wavelength gravity field. We accomplish this objective by removing plausible short-wavelength contributions from the crust that were based on the full resolution of high-degree and -order models, and by considering constraints from crustal compositions and volumes of mare basalt deposits. We localize the power spectral contributions of the nearside and farside to constrain lateral density variations, such as those associated with melting from the source regions of the mare basalts.

Turkish Young Children's Views on Science and Scientists

ERIC Educational Resources Information Center

Ozgelen, Sinan

2012-01-01

The purpose of the study was to investigate 3rd grade primary students' views on science and scientists. The sample consisted of 254 3rd grade public school students in Mersin. Primary students were asked to answer three basic questions; 1) What is science? 2) Who does science? 3) How is science done? Primary students were requested to give…

Science That Matters: Exploring Science Learning and Teaching in Primary Schools

ERIC Educational Resources Information Center

Fitzgerald, Angela; Smith, Kathy

2016-01-01

To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based…

Measuring Primary Teachers' Attitudes toward Teaching Science: Development of the Dimensions of Attitude toward Science (DAS) Instrument

ERIC Educational Resources Information Center

van Aalderen-Smeets, Sandra; Walma van der Molen, Juliette

2013-01-01

In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the…

Two-Phase Thermal Switching System for a Small, Extended Duration Lunar Science Platform

NASA Technical Reports Server (NTRS)

Bugby, D.; Farmer, J.; OConnor, B.; Wirzburger, M.; Abel, E.; Stouffer, C.

2010-01-01

Issue: extended duration lunar science platforms, using solar/battery or radioisotope power, require thermal switching systems that: a) Provide efficient cooling during the 15-earth-day 390 K lunar day; b) Consume minimal power during the 15-earth-day 100 K lunar night. Objective: carry out an analytical study of thermal switching systems that can meet the thermal requirements of: a) International Lunar Network (ILN) anchor node mission - primary focus; b) Other missions such as polar crater landers. ILN Anchor Nodes: network of geophysical science platforms to better understand the interior structure/composition of the moon: a) Rationale: no data since Apollo seismic stations ceased operation in 1977; b) Anchor Nodes: small, low-power, long-life (6-yr) landers with seismographic and a few other science instruments (see next chart); c) WEB: warm electronics box houses ILN anchor node electronics/batteries. Technology Need: thermal switching system that will keep the WEB cool during the lunar day and warm during the lunar night.

"Because We Weren't Actually Teaching Them, We Thought They Weren't Learning": Primary Teacher Perspectives from the "My Science" Initiative

ERIC Educational Resources Information Center

Forbes, Anne; Skamp, Keith

2014-01-01

"MyScience" is a primary science education initiative in which being in a community of practice is integral to the learning process. This paper describes the ongoing journey to date of eight primary teachers from three primary schools who actively participated in "MyScience" over an extended period. Their views of interactions…

Integrated Science Assessment (ISA) for Oxides of Nitrogen ...

EPA Pesticide Factsheets

EPA has announced that the Second External Review Draft of the Integrated Science Assessment (ISA) for Oxides of Nitrogen and Sulfur - Environmental Criteria has been made available for independent peer review and public review. This draft ISA document represents a concise synthesis and evaluation of the most policy-relevant science and will ultimately provide the scientific bases for EPA's decision on retaining or revising the current secondary standards for NO2 and SO2. The current secondary NAAQS for SOX, set in 1973, is a 3-h average 0.5 ppm of SO2, not to be exceeded more than once per year. The secondary NOX NAAQS is identical to the primary standard set in 1971: 0.053 ppm NO2 as an annual average. These secondary standards are intended to protect against direct damage to vegetation by exposure to gas-phase NOX or SOX. Acute and chronic exposures to SO2 can have phytotoxic effects on vegetation, such as foliar injury, decreased photosynthesis and decreased growth. Similarly, exposure to sufficient concentrations of NO2, NO, PAN, and HNO3 can cause foliar injury, decreased photosynthesis and decreased growth. In addition, these gas-phase NOX may contribute to N saturation in some areas of the U.S. There is little new evidence overall for direct effects of exposure to gas-phase NOX or SOX on vegetation at current concentrations. However, there is some evidence that vegetation in regions with high concentrations of photochemical oxidants may be affected by HN

Immiscibility of Fluid Phases at Magmatic-hydrothermal Transition: Formation of Various PGE-sulfide Mineralization for Layered Basic Intrusions

NASA Astrophysics Data System (ADS)

Zhitova, L.; Borisenko, A.; Morgunov, K.; Zhukova, I.

2007-12-01

Fluid inclusions in quartz of the Merensky Reef (Bushveld Complex, South Africa) and the Chineisky Pluton (Transbaikal Region, Russia) were studied using cryometry, microthermometry, Raman-spectroscopy, LA ICP- MS, scanning electronic microscopy, gas-chromatography and isotopic methods. This allowed us to document some examples of fluid phase separation resulting in formation of different types of PGE-sulfide mineralization for layered basic intrusions. The results obtained show at least three generations of fluid separated from boiling residual alumosilicate intercumulus liquid of the Merensky Reef. The earliest fluid phase composed of homogenous high-dense methane and nitrogen gas mixture was identified in primary gas and co-existing anomalous fluid inclusions from symplectitic quartz. The next generation, heterophase fluid, composed of brines containing a free low-dense (mostly of carbon dioxide) gas phase, was observed in primary multiphase and coexisting gas-rich inclusions of miarolitic quartz crystals. The latest generation was also a heterophase fluid (low salinity water-salt solution and free low-dense methane gas phase) found in primary water-salt and syngenetic gas inclusions from peripheral zones of miarolitic quartz crystals. For the Chineisky Pluton reduced endocontact magmatogene fluids changed to oxidized low salinity hydrothermal fluids in exocontact zone. This resulted in formation of sulfide-PGE enrichment marginal zones of intrusion. The results obtained give us a possibility to suggest that: 1) Fluid phase separation is a typical feature of magmatogene fluids for layered basic intrusions. 2) Reduced fluids can extract and transport substantial PGE and sulfide concentrations. 3) Oxidation of reduced fluids is one of the most important geochemical barriers causing abundant PGE minerals and sulfides precipitation. This in turn results in both formation of PGE reefs or enriched contact zones of layered basic intrusions. This work was supported by the Ministry for Russian Science and Education, Grant DSP.2.1.1.702, by RFBR Grants ## 07-05-00685, 07-05-00803, Grant VMTK-2007 IGM SB RAS.

Knowing and Learning about Science in Primary School "Communities of Science Practice": The Views of Participating Scientists in the "MyScience" Initiative

ERIC Educational Resources Information Center

Forbes, Anne; Skamp, Keith

2013-01-01

"MyScience" is a primary science education initiative in which being in a community of practice is integral to the learning process. One component of this initiative involves professional scientists interacting with primary school communities which are navigating their way towards sustainable "communities of practice" around the "domain" of…

Designing A Mixed Methods Study In Primary Care

PubMed Central

Creswell, John W.; Fetters, Michael D.; Ivankova, Nataliya V.

2004-01-01

BACKGROUND Mixed methods or multimethod research holds potential for rigorous, methodologically sound investigations in primary care. The objective of this study was to use criteria from the literature to evaluate 5 mixed methods studies in primary care and to advance 3 models useful for designing such investigations. METHODS We first identified criteria from the social and behavioral sciences to analyze mixed methods studies in primary care research. We then used the criteria to evaluate 5 mixed methods investigations published in primary care research journals. RESULTS Of the 5 studies analyzed, 3 included a rationale for mixing based on the need to develop a quantitative instrument from qualitative data or to converge information to best understand the research topic. Quantitative data collection involved structured interviews, observational checklists, and chart audits that were analyzed using descriptive and inferential statistical procedures. Qualitative data consisted of semistructured interviews and field observations that were analyzed using coding to develop themes and categories. The studies showed diverse forms of priority: equal priority, qualitative priority, and quantitative priority. Data collection involved quantitative and qualitative data gathered both concurrently and sequentially. The integration of the quantitative and qualitative data in these studies occurred between data analysis from one phase and data collection from a subsequent phase, while analyzing the data, and when reporting the results. DISCUSSION We recommend instrument-building, triangulation, and data transformation models for mixed methods designs as useful frameworks to add rigor to investigations in primary care. We also discuss the limitations of our study and the need for future research. PMID:15053277

A matter of interpretation: developing primary pupils' enquiry skills using position-linked datalogging

NASA Astrophysics Data System (ADS)

Davies, Daniel John; Collier, Christopher; Howe, Alan

2012-11-01

Background: This article reports on an evaluation study of a project seeking to develop the use of position-linked datalogging with primary pupils in environmental science contexts. Purpose: The study sought to find out the extent to which the project had developed: (1) participant teachers' confidence in using datalogging as an everyday part of their science teaching; (2) pupils' abilities to collect and interpret relevant environmental monitoring data; and (3) the use of scientific data within environmental education in the project schools. Programme description: The project used software which integrates data from Global Positioning System (GPS) with sensor data collected outdoors to produce Google Earth visualisations of environmental quality in each school's locality. Sample: Phase 1 involved 10 primary schools in the South West of England (2008-9), and phase 2 was implemented in six primary schools in Greater London during 2010. All pupils in the 9-10-year-old age range participated to some extent (N ≈ 450) and each school identified a focus group of between two and four pupils (n = 38) together with two members of staff (n = 32) to be more closely involved in the project. Design and methods: The evaluation adopted a multi-method approach, drawing upon documentary sources (n = 40); observations of continuing professional development (CPD) cluster days (n = 8) and dissemination events (June 2009 and January 2011): baseline pupil assessment tasks (n = 291) and teachers' baseline questionnaire (n = 25) in September 2008 and March 2010; classroom observations; samples of pupil work (n = 31); end-of-project pupil assessment (n = 38) and teachers' and pupils' responses to the project (n ≈ 180) in June 2009 and December 2010; and a longitudinal evaluation in February 2012. Results: Datalogging had become a regular feature of practical science in nearly all project schools up to 30 months after the end of the project, but the use of position-linked logging had not been sustained. While there is evidence of pupils developing a range of scientific enquiry skills through the project, the extent to which their interpretation of data improved is unclear. All participating schools made greater use of scientific data than before the project to develop their environmental education. Conclusions: The project has demonstrated the potential of combining datalogging with GPS technology to support challenging, motivating and relevant scientific enquiry. Primary teachers require targeted technical and pedagogical support to maximise learning benefits for pupils.

An International Workshop on Primary Science. Report on the Primary Science Workshop Held after the Conference in Science and Technology Education and Future Human Needs (Bangalore, India, August 1985).

ERIC Educational Resources Information Center

Harlen, Wynne, Comp.

A conference on science and technology and future human needs was attended by over 300 science educators from 64 countries. Educators with particular interest in primary science and technology education extended their stay for an additional seminar. This report highlights the events of that seminar. Contents include: (1) recent and on-going work…

Multimorbidity in primary care in Portugal (MM-PT): a cross-sectional three-phase observational study protocol

PubMed Central

Prazeres, Filipe; Santiago, Luiz

2014-01-01

Introduction Multimorbidity is defined as the co-occurrence of more than one chronic disease in one person without assigning an index disease. This rapidly increasing phenomenon markedly influences patients’ overall health, has major implications for effective provision of healthcare services and has a significant economic toll on individuals and society. Since Portugal is a country with a growing ageing population, a better understanding of the role of multimorbidity should be assessed. The aim of this study is to further the knowledge of the epidemiological factors associated with multimorbidity in Portugal, chiefly its prevalence and the health and social implications. Methods and analysis This study protocol describes a primary care nationwide three-phase study. The first phase is drawn to access the prevalence and patterns of multimorbidity. In the second phase, individual parameters are assessed, such as patients’ health-related quality of life, perceived family support and unmet health needs of patients with multimorbidity. The third and last phase of this study aims to characterise general practitioners’ knowledge, awareness and practices related to multimorbidity management. Ethics and dissemination The study will be conducted in accordance with the principles expressed in the Declaration of Helsinki. It has full approval from the Ethics Committee of the Faculty of Health Sciences, University of Beira Interior, and the Ethics Committee of the Central Health Region of Portugal. Study results will be published in peer-reviewed journals and presented at national and international conferences. PMID:24531449

Influencing Science Teaching Self-Efficacy Beliefs of Primary School Teachers: A Longitudinal Case Study

ERIC Educational Resources Information Center

McKinnon, Merryn; Lamberts, Rod

2014-01-01

The science teaching self-efficacy beliefs of primary school teachers influence teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influences the science teaching self-efficacy beliefs of pre-service and in-service primary school…

PSTT... Have You Heard?

ERIC Educational Resources Information Center

Schofield, Kathy

2014-01-01

Kathy Schofield explains how the Primary Science Teaching Trust (PSTT) came into being and how it continues to enhance science for primary teachers and children. The Primary Science Teaching Trust provides financial assistance to help improve the learning and teaching of science in the U.K. The Trust was established in April 1997 as an independent…

Primary Science Quality Mark--2016 Update

ERIC Educational Resources Information Center

Turner, Jane

2016-01-01

Back in May 2011, an article in "Primary Science" described how the idea for a quality mark for primary science was developed from an initial conversation at an Association for Science Education annual conference (Turner, Marshall and Elsmore, 2011). Its intention then, as now, was to support and champion good practice and raise the…

Our evolving conceptual model of the coastal eutrophication problem

USGS Publications Warehouse

Cloern, James E.

2001-01-01

A primary focus of coastal science during the past 3 decades has been the question: How does anthropogenic nutrient enrichment cause change in the structure or function of nearshore coastal ecosystems? This theme of environmental science is recent, so our conceptual model of the coastal eutrophication problem continues to change rapidly. In this review, I suggest that the early (Phase I) conceptual model was strongly influenced by limnologists, who began intense study of lake eutrophication by the 1960s. The Phase I model emphasized changing nutrient input as a signal, and responses to that signal as increased phytoplankton biomass and primary production, decomposition of phytoplankton-derived organic matter, and enhanced depletion of oxygen from bottom waters. Coastal research in recent decades has identified key differences in the responses of lakes and coastal-estuarine ecosystems to nutrient enrichment. The contemporary (Phase II) conceptual model reflects those differences and includes explicit recognition of (1) system-specific attributes that act as a filter to modulate the responses to enrichment (leading to large differences among estuarine-coastal systems in their sensitivity to nutrient enrichment); and (2) a complex suite of direct and indirect responses including linked changes in: water transparency, distribution of vascular plants and biomass of macroalgae, sediment biogeochemistry and nutrient cycling, nutrient ratios and their regulation of phytoplankton community composition, frequency of toxic/harmful algal blooms, habitat quality for metazoans, reproduction/growth/survival of pelagic and benthic invertebrates, and subtle changes such as shifts in the seasonality of ecosystem functions. Each aspect of the Phase II model is illustrated here with examples from coastal ecosystems around the world. In the last section of this review I present one vision of the next (Phase III) stage in the evolution of our conceptual model, organized around 5 questions that will guide coastal science in the early 21st century: (1) How do system-specific attributes constrain or amplify the responses of coastal ecosystems to nutrient enrichment? (2) How does nutrient enrichment interact with other stressors (toxic contaminants, fishing harvest, aquaculture, nonindigenous species, habitat loss, climate change, hydrologic manipulations) to change coastal ecosystems? (3) How are responses to multiple stressors linked? (4) How does human-induced change in the coastal zone impact the Earth system as habitat for humanity and other species? (5) How can a deeper scientific understanding of the coastal eutrophication problem be applied to develop tools for building strategies at ecosystem restoration or rehabilitation?

e-Science Partnerships: Towards a Sustainable Framework for School-Scientist Engagement

NASA Astrophysics Data System (ADS)

Falloon, Garry

2013-08-01

In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute's Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts.

Teachers' perceptions on primary science teaching

NASA Astrophysics Data System (ADS)

Kijkuakul, Sirinapa

2018-01-01

This qualitative research aimed to review what primary teachers think about how to teach science in rural school contexts. Three primary schools in Thailand were purposively chosen for this study. Eleven primary science teachers of these schools were the research participants. Questionnaires, interviews, and observations were implemented to reveal the primary school teachers' educational backgrounds, science teaching context, and need for self-driven professional development. Content and discourse analysis indicated that the non-science educational background and the science teaching context implied a need for self-driven professional development. The non-science educational background teachers were generally unfamiliar with the current national science curriculum, and that they would not be comfortable when the researcher observed their science teaching practice. They also believed that experimentation was the only one strategy for teaching science, and that the priority for their teaching support was teaching media rather than their understanding of scientific concepts or teaching strategies. As implication of this research, subsequent developments on science teacher profession in rural context, therefore, need to promote teachers' understandings of nature of science and technological and pedagogical content knowledge. In addition, they should be challenged to practice on critically participatory action research for academic growth and professional learning community.

Laboratory testing in primary care: A systematic review of health IT impacts.

PubMed

Maillet, Éric; Paré, Guy; Currie, Leanne M; Raymond, Louis; Ortiz de Guinea, Ana; Trudel, Marie-Claude; Marsan, Josianne

2018-08-01

Laboratory testing in primary care is a fundamental process that supports patient management and care. Any breakdown in the process may alter clinical information gathering and decision-making activities and can lead to medical errors and potential adverse outcomes for patients. Various information technologies are being used in primary care with the goal to support the process, maximize patient benefits and reduce medical errors. However, the overall impact of health information technologies on laboratory testing processes has not been evaluated. To synthesize the positive and negative impacts resulting from the use of health information technology in each phase of the laboratory 'total testing process' in primary care. We conducted a systematic review. Databases including Medline, PubMed, CINAHL, Web of Science and Google Scholar were searched. Studies eligible for inclusion reported empirical data on: 1) the use of a specific IT system, 2) the impacts of the systems to support the laboratory testing process, and were conducted in 3) primary care settings (including ambulatory care and primary care offices). Our final sample consisted of 22 empirical studies which were mapped to a framework that outlines the phases of the laboratory total testing process, focusing on phases where medical errors may occur. Health information technology systems support several phases of the laboratory testing process, from ordering the test to following-up with patients. This is a growing field of research with most studies focusing on the use of information technology during the final phases of the laboratory total testing process. The findings were largely positive. Positive impacts included easier access to test results by primary care providers, reduced turnaround times, and increased prescribed tests based on best practice guidelines. Negative impacts were reported in several studies: paper-based processes employed in parallel to the electronic process increased the potential for medical errors due to clinicians' cognitive overload; systems deemed not reliable or user-friendly hampered clinicians' performance; and organizational issues arose when results tracking relied on the prescribers' memory. The potential of health information technology lies not only in the exchange of health information, but also in knowledge sharing among clinicians. This review has underscored the important role played by cognitive factors, which are critical in the clinician's decision-making, the selection of the most appropriate tests, correct interpretation of the results and efficient interventions. By providing the right information, at the right time to the right clinician, many IT solutions adequately support the laboratory testing process and help primary care clinicians make better decisions. However, several technological and organizational barriers require more attention to fully support the highly fragmented and error-prone process of laboratory testing. Copyright © 2018 Elsevier B.V. All rights reserved.

Making Physics Matter in Primary Schools

NASA Astrophysics Data System (ADS)

Flaherty, Jackie; Cox, Wendy; Poole, Amanda; Watson, Jenny; Greygoose, Kirstin

2016-04-01

"Efforts to broaden students' aspirations, particularly in relation to STEM, need to begin in primary school." Kings College London "Aspires" Research Project 2013 From my outreach activity I have learnt that primary teachers could feel under pressure when faced with delivering the science curriculum. The teachers could be lacking confidence in their subject knowledge, lacking the equipment needed to deliver practical science or lacking enthusiasm for the subject. In addition, English and Mathematics were the subjects that were externally tested and reported to the authorities and so some teachers felt that time for science was being marginalised to ensure the best results in the externally assessed subjects. In my work with The Ogden Trust Primary Science team I have been involved in developing a range of strategies to address some of the issues outlined above. • CPD (Teacher Training) Programme We have provided free training to improve teachers knowledge and understanding of key physics concepts to GCSE standard and a practical workshop consisting of ten investigations, extension and challenge tasks. The teachers each receive a book of lesson plans and a resource box containing a class set of the equipment required. The four year programme covers Forces Light and Sound Electricity Earth & Space • "Phiz Labs" Funding from The Ogden Trust has allowed us to set up science laboratories within primary schools. The pupils have lab coats, goggles and access to a range of equipment that allows them to participate in more practical science activity and open-ended investigative work. My Phiz Lab is in the secondary school where I teach physics and practical workshops for primary pupils and teachers are held there on a regular basis. • Enrichment In order to enthuse and challenge the primary pupils a variety of enrichment activities take place. These include "Physics of Go-Karts" and "Particle Physics for Primary" workshops, competitions and regional Science Fairs held at Universities. Stargazing evenings and Family Learning Nights where parents join their children to learn about science together are very popular. • Sixth Form Science Ambassadors A-level Physics students (age17-18) are trained as STEM Ambassadors to run after school science clubs for primary schools. I have worked with the British Science Association to develop this scheme and my students have received Gold CREST Awards for their science communication skills. This year, in conjunction with the Royal Institution, we have introduced "Maths for Physics Masterclasses" for gifted and talented primary pupils. Sixth form Space Ambassadors also train their younger peers to use the Bradford University Robotic Space Telescope to take images of planets and stars and to analyse the images. These schemes benefit the primary pupils, the sixth form students who gain invaluable teamwork and science communication skills and the primary teachers who attend these sessions. Initial evaluations have shown a greatly increased engagement in science in primary schools. Many of the schools involved have received the Primary Science Quality Mark.

Use Root Cause Analysis Teaching Strategy to Train Primary Pre-Service Science Teachers

ERIC Educational Resources Information Center

Lu, Chow-chin; Tsai, Chun-wei; Hong, Jon-chao

2008-01-01

This study examined the Root Cause Analysis (RCA) teaching strategy on pre-service primary science teachers and instinct pre-service teachers to apply RCA teaching strategy to science curriculums. RCA Teaching Strategy is to coordinates 5 Why Method and Fishbone Diagram. The participants included 18 pre-service primary science teachers and the…

Teaching Primary Science with Almost Nothing

ERIC Educational Resources Information Center

Kelly, Lois; Schofield, Kathy

2012-01-01

In the summer of 2010 the authors spent two weeks helping teachers in a primary school near Kampala to develop their science curriculum. In common with many primary schools in Uganda science was taught as "facts to be learnt." This was partly because the teachers had had little or no first-hand experience of practical science or science…

An Innovative Model of Professional Development to Enhance the Teaching and Learning of Primary Science in Irish Schools

ERIC Educational Resources Information Center

Smith, Greg

2014-01-01

This study investigates the influence of a two-year professional development programme on primary teachers' attitudes towards primary science, their confidence and competence in teaching science, and pupils' attitudes towards school science. Unlike the traditional "one-size-fits all" model of professional development, the model developed…

The State of Primary Science in England

ERIC Educational Resources Information Center

Waters-Adams, Steve; Barron, Pete

2012-01-01

In this article, Steve Waters-Adams and Pete Barron respond to Alan Peacock's Viewpoint article, "The art of nose blowing", in the last issue of "Primary Science" (n123, pages 34-36), in which he questioned why primary science in English primary schools seemed not to be improving in spite of the resources put into it.…

Primary Science at the Discovery Corner

ERIC Educational Resources Information Center

Nagel, Bert

2015-01-01

Imagine 98% of children in your country leaving primary school without ever having done a science investigation. This almost complete absence of primary science is the situation just over the North Sea from Britain--in the Netherlands. A recent survey showed that only about 120 primary schools in the Netherlands, out of a total of 6000, do some…

Alignment test results of the JWST Pathfinder Telescope mirrors in the cryogenic environment

NASA Astrophysics Data System (ADS)

Whitman, Tony L.; Wells, Conrad; Hadaway, James B.; Knight, J. Scott; Lunt, Sharon

2016-07-01

After integration of the Optical Telescope Element (OTE) to the Integrated Science Instrument Module (ISIM) to become the OTIS, the James Webb Space Telescope OTIS is tested at NASA's Johnson Space Center (JSC) in the cryogenic vacuum Chamber A for alignment and optical performance. The alignment of the mirrors comprises a sequence of steps as follows: The mirrors are coarsely aligned using photogrammetry cameras with reflective targets attached to the sides of the mirrors. Then a multi-wavelength interferometer is aligned to the 18-segment primary mirror using cameras at the center of curvature to align reflected light from the segments and using fiducials at the edge of the primary mirror. Once the interferometer is aligned, the 18 primary mirror segments are then adjusted to optimize wavefront error of the aggregate mirror. This process phases the piston and tilt positions of all the mirror segments. An optical fiber placed at the Cassegrain focus of the telescope then emits light towards the secondary mirror to create a collimated beam emitting from the primary mirror. Portions of the collimated beam are retro-reflected from flat mirrors at the top of the chamber to pass through the telescope to the Science Instrument (SI) detector. The image on the detector is used for fine alignment of the secondary mirror and a check of the primary mirror alignment using many of the same analysis techniques used in the on-orbit alignment. The entire process was practiced and evaluated in 2015 at cryogenic temperature with the Pathfinder telescope.

Is There a Space-Based Technology Solution to Problems with Preclinical Drug Toxicity Testing?

PubMed

Hammond, Timothy; Allen, Patricia; Birdsall, Holly

2016-07-01

Even the finest state-of-the art preclinical drug testing, usually in primary hepatocytes, remains an imperfect science. Drugs continue to be withdrawn from the market due to unforeseen toxicity, side effects, and drug interactions. The space program may be able to provide a lifeline. Best known for rockets, space shuttles, astronauts and engineering, the space program has also delivered some serious medical science. Optimized suspension culture in NASA's specialized suspension culture devices, known as rotating wall vessels, uniquely maintains Phase I and Phase II drug metabolizing pathways in hepatocytes for weeks in cell culture. Previously prohibitively expensive, new materials and 3D printing techniques have the potential to make the NASA rotating wall vessel available inexpensively on an industrial scale. Here we address the tradeoffs inherent in the rotating wall vessel, limitations of alternative approaches for drug metabolism studies, and the market to be addressed. Better pre-clinical drug testing has the potential to significantly reduce the morbidity and mortality of one of the most common problems in modern medicine: adverse events related to pharmaceuticals.

Soil Moisture Active Passive Mission L4_C Data Product Assessment (Version 2 Validated Release)

NASA Technical Reports Server (NTRS)

Kimball, John S.; Jones, Lucas A.; Glassy, Joseph; Stavros, E. Natasha; Madani, Nima; Reichle, Rolf H.; Jackson, Thomas; Colliander, Andreas

2016-01-01

The SMAP satellite was successfully launched January 31st 2015, and began acquiring Earth observation data following in-orbit sensor calibration. Global data products derived from the SMAP L-band microwave measurements include Level 1 calibrated and geolocated radiometric brightness temperatures, Level 23 surface soil moisture and freezethaw geophysical retrievals mapped to a fixed Earth grid, and model enhanced Level 4 data products for surface to root zone soil moisture and terrestrial carbon (CO2) fluxes. The post-launch SMAP mission CalVal Phase had two primary objectives for each science product team: 1) calibrate, verify, and improve the performance of the science algorithms, and 2) validate accuracies of the science data products as specified in the L1 science requirements. This report provides analysis and assessment of the SMAP Level 4 Carbon (L4_C) product pertaining to the validated release. The L4_C validated product release effectively replaces an earlier L4_C beta-product release (Kimball et al. 2015). The validated release described in this report incorporates a longer data record and benefits from algorithm and CalVal refinements acquired during the SMAP post-launch CalVal intensive period. The SMAP L4_C algorithms utilize a terrestrial carbon flux model informed by SMAP soil moisture inputs along with optical remote sensing (e.g. MODIS) vegetation indices and other ancillary biophysical data to estimate global daily net ecosystem CO2 exchange (NEE) and component carbon fluxes for vegetation gross primary production (GPP) and ecosystem respiration (Reco). Other L4_C product elements include surface (10 cm depth) soil organic carbon (SOC) stocks and associated environmental constraints to these processes, including soil moisture and landscape freeze/thaw (FT) controls on GPP and respiration (Kimball et al. 2012). The L4_C product encapsulates SMAP carbon cycle science objectives by: 1) providing a direct link between terrestrial carbon fluxes and underlying FT and soil moisture constraints to these processes, 2) documenting primary connections between terrestrial water, energy and carbon cycles, and 3) improving understanding of terrestrial carbon sink activity in northern ecosystems. There are no L1 science requirements for the L4_C product; however self-imposed requirements have been established focusing on NEE as the primary product field for validation, and on demonstrating L4_C accuracy and success in meeting product science requirements (Jackson et al. 2012). The other L4_C product fields also have strong utility for carbon science applications; however, analysis of these other fields is considered secondary relative to primary validation activities focusing on NEE. The L4_C targeted accuracy requirements are to meet or exceed a mean unbiased accuracy (ubRMSE) for NEE of 1.6 g C/sq m/d or 30 g C/sq m/yr, emphasizing northern (45N) boreal and arctic ecosystems; this is similar to the estimated accuracy level of in situ tower eddy covariance measurement-based observations (Baldocchi 2008).

Young "Science Ambassadors" Raise the Profile of Science

ERIC Educational Resources Information Center

Ridley, Katie

2014-01-01

Katie Ridley, science coordinator at St. Gregory's Catholic Primary School, Liverpool, UK, states that the inspiration for "science ambassadors" came after embarking on the Primary Science Quality Mark programme at their school. Ridley realized that science was just not recognised as such by the children, they talked about scientific…

Evaluating Primary School Student's Deep Learning Approach to Science Lessons

ERIC Educational Resources Information Center

Ilkörücü Göçmençelebi, Sirin; Özkan, Muhlis; Bayram, Nuran

2012-01-01

This study examines the variables which help direct students to a deep learning approach to science lessons, with the aim of guiding programmers and teachers in primary education. The sample was composed of a total of 164 primary school students. The Learning Approaches to Science Scale developed by Ünal (2005) for Science and Technology lessons…

Formative and Summative Assessment of Science in English Primary Schools: Evidence from the Primary Science Quality Mark

ERIC Educational Resources Information Center

Earle, Sarah

2014-01-01

Background: Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose: The process by which teachers are making these judgements has been unclear,…

Teaching Primary Science in Rural and Regional Australia: Some Challenges Facing Practicing and Pre-Service Teachers

ERIC Educational Resources Information Center

Laidlaw, Kristy-Rebecca; Taylor, Neil; Fletcher, Peter

2009-01-01

The teaching of science has long been viewed as problematic within primary classrooms across Australia. This study explores the teaching of primary science in an area of rural and regional Australia (the New England Region of New South Wales) where small populations, remote settings and isolation can make the teaching of science and other Key…

A Study on the Evaluation of Science Projects of Primary School Students Based on Scientific Criteria

ERIC Educational Resources Information Center

Gungor, Sema Nur; Ozer, Dilek Zeren; Ozkan, Muhlis

2013-01-01

This study re-evaluated 454 science projects that were prepared by primary school students between 2007 and 2011 within the scope of Science Projects Event for Primary School Students. Also, submitted to TUBITAK BIDEB Bursa regional science board by MNE regional work groups in accordance with scientific research methods and techniques, including…

Primary Science Curriculum Development in Africa--Strategies, Problems and Prospects with Particular Reference to the African Primary Science Programme.

ERIC Educational Resources Information Center

Bajah, Sam Tunde

1981-01-01

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…

The Use of Information and Communications Technology To Support the Teaching of Science in Primary Schools.

ERIC Educational Resources Information Center

Skinner, Nigel C.; Preece, Peter F. W.

2003-01-01

Describes the AstraZeneca-Exeter Science through Telematics (AZEST) project and reports that the Internet has much potential as a communication channel for the provision and discussion of INSET materials for primary science in the UK. Evaluates websites dedicated to primary science at the local level, concept mapping for stimulating discussion,…

Facilitating cultural border crossing in urban secondary science classrooms: A study of inservice teachers

NASA Astrophysics Data System (ADS)

Monteiro, Anna Karina

Research acknowledges that if students are to be successful science, they must learn to navigate and cross cultural borders that exist between their own cultures and the subculture of science. This dissertation utilized a mixed methods approach to explore how inservice science teachers working in urban schools construct their ideas of and apply the concepts about the culture of science and cultural border crossing as relevant to the teaching and learning of science. The study used the lenses of cultural capital, social constructivism, and cultural congruency in the design and analysis of each of the three phases of data collection. Phase I identified the perspectives of six inservice science teachers on science culture, cultural border crossing, and which border crossing methods, if any, they used during science teaching. Phase II took a dialectical approach as the teachers read about science culture and cultural border crossing during three informal professional learning community meetings. This phase explored how teachers constructed their understanding of cultural border crossing and how the concept applied to the teaching and learning of science. Phase III evaluated how teachers' perspectives changed from Phase I. In addition, classroom observations were used to determine whether teachers' practices in their science classrooms changed from Phase I to Phase III. All three phases collected data through qualitative (i.e., interviews, classroom observations, and surveys) and quantitative (Likert items) means. The findings indicated that teachers found great value in learning about the culture of science and cultural border crossing as it pertained to their teaching methods. This was not only evidenced by their interviews and surveys, but also in the methods they used in their classrooms. Final conclusions included how the use of student capital resources (prior experiences, understandings and knowledge, ideas an interests, and personal beliefs), if supported by science practices and skills increases student cultural capital. With a greater cultural capital, the students experience cultural congruency between their cultures and the culture of science, enabling them to cross such borders in the science classroom. The implications such findings have on teacher training programs and professional development are discussed.

Evolution mechanisms of the primary α and β phases during α/β deformation of an α/β titanium alloy TC8

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

Wang, Ke, E-mail: study_ke@cqu.edu.cn

A TC8 titanium alloy was isothermally compressed at the strain rates of 10–50 s{sup −1} in the two-phase region of 820–940 °C, and the evolution mechanisms of the primary α and β phases, including grain morphology, dynamic recovery (DRV) and dynamic recrystallization (DRX), were investigated by optical microscopy (OM) and transmission electron microscopy (TEM). OM reveals that the phase content and grain morphology are more significantly influenced by the deformation temperature than the strain rate. The β grains achieve refinement only at 940 °C due to DRX in the β phase. TEM reveals the remarkable variations of the DRX grains,more » subgrains, sub-boundaries and dislocations morphology with temperature and strain rate related to DRV and DRX in the primary α phase. The DRX in the primary α phase appears most strongly at a middle temperature of 860 °C, and DRV dominates in the primary α phase at 940 °C. While the dominant mechanism varies from DRV to DRX in the β phase as the temperature increases. Finally, the influence mechanism of deformation parameters on the primary α grain morphology is revealed based on the combined effect of DRV and DRX in the primary α phase and diffusion of the β phase. - Highlights: •The β grains achieve refinement only at 940 °C due to DRX in the β phase. •The DRX in the primary α phase is most remarkable at 860 °C. •The dominant mechanism in β phase varies from DRV to DRX with increasing temperature. •The interaction between the primary α and β phases depends on the phase content.« less

The Design and Use of Planetary Science Video Games to Teach Content while Enhancing Spatial Reasoning Skills

NASA Astrophysics Data System (ADS)

Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin

2016-10-01

Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.

Teaching Primary Science: How Research Helps

ERIC Educational Resources Information Center

Harlen, Wynne

2010-01-01

The very first edition of "Primary Science Review" included an article entitled "Teaching primary science--how research can help" (Harlen, 1986), which announced that a section of the journal would be for reports of research and particularly for teachers reporting their classroom research. The intervening 24 years have seen…

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

NASA Astrophysics Data System (ADS)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

Subsurface Microbes Expanding the Tree of Life

ScienceCinema

Banfield, Jillian

2018-02-14

Jillian Banfield, Ph.D., UC Berkeley Professor and Berkeley Lab Earth Sciences Division staff scientist and long-time user of the DOE Joint Genome Institute’s resources shares her perspective on how the DOE JGI helps advance her research addressing knowledge gaps related to the roles of subsurface microbial communities in biogeochemical cycling. The video was filmed near the town of Rifle, Colorado at the primary field site for Phase I of the Subsurface Systems Scientific Focus Area 2.0 sponsored by the DOE Office of Biological and Environmental Research.

Novel therapies for resistant focal segmental glomerulosclerosis (FONT) phase II clinical trial: study design.

PubMed

Trachtman, Howard; Vento, Suzanne; Gipson, Debbie; Wickman, Larysa; Gassman, Jennifer; Joy, Melanie; Savin, Virginia; Somers, Michael; Pinsk, Maury; Greene, Tom

2011-02-10

The lack of adequate randomized clinical trials (RCT) has hindered identification of new therapies that are safe and effective for patients with primary focal segmental glomerulosclerosis (FSGS), especially in patients who fail to respond to corticosteroids and immunosuppressive therapies. Recent basic science advances have led to development of alternative treatments that specifically target aberrant pathways of fibrosis which are relevant to disease progression in FSGS. There is a need for a flexible Phase II study design which will test such novel antifibrotic strategies in order to identify agents suitable for phase III testing. The Novel Therapies for Resistant Focal Segmental Glomerulosclerosis (FONT) project is a multicenter Phase I/II RCT designed to investigate the potential efficacy of novel therapies for resistant FSGS. Adalimumab and galactose will be evaluated against conservative therapy consisting of the combination of lisinopril, losartan and atorvastatin. The sample size is defined to assure that if one of the treatments has a superior response rate compared to that of the other treatments, it will be selected with high probability for further evaluation. Comparison of primary and secondary endpoints in each study arm will enable a choice to be made of which treatments are worthy of further study in future Phase III RCT. This report highlights the key features of the FONT II RCT including the two-step outcome analysis that will expedite achievement of the study objectives. The proposed phase II study design will help to identify promising agents for further testing while excluding ineffective agents. This staged approach can help to prevent large expenditures on unworthy therapeutic agents in the management of serious but rare kidney diseases.

Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions

ERIC Educational Resources Information Center

Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

2012-01-01

This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children.…

Improving the primary school science learning unit about force and motion through lesson study

NASA Astrophysics Data System (ADS)

Phaikhumnam, Wuttichai; Yuenyong, Chokchai

2018-01-01

The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study.

Rosetta science operations in support of the Philae mission

NASA Astrophysics Data System (ADS)

Ashman, Mike; Barthélémy, Maud; O`Rourke, Laurence; Almeida, Miguel; Altobelli, Nicolas; Costa Sitjà, Marc; García Beteta, Juan José; Geiger, Bernhard; Grieger, Björn; Heather, David; Hoofs, Raymond; Küppers, Michael; Martin, Patrick; Moissl, Richard; Múñoz Crego, Claudio; Pérez-Ayúcar, Miguel; Sanchez Suarez, Eduardo; Taylor, Matt; Vallat, Claire

2016-08-01

The international Rosetta mission was launched on 2nd March 2004 and after its ten year journey, arrived at its target destination of comet 67P/Churyumov-Gerasimenko, during 2014. Following the January 2014 exit from a two and half year hibernation period, Rosetta approached and arrived at the comet in August 2014. In November 2014, the Philae lander was deployed from Rosetta onto the comet's surface after which the orbiter continued its approximately one and a half year comet escort phase. The Rosetta Science Ground Segment's primary roles within the project are to support the Project Scientist and the Science Working Team, in order to ensure the coordination, development, validation and delivery of the desired science operations plans and their associated operational products throughout the mission., whilst also providing support to the Principle Investigator teams (including the Philae lander team) in order to ensure the provision of adequate data to the Planetary Science Archive. The lead up to, and execution of, the November 2014 Philae landing, and the subsequent Philae activities through 2015, have presented numerous unique challenges to the project teams. This paper discusses these challenges, and more specifically, their impact on the overall mission science planning activities. It details how the Rosetta Science Ground Segment has addressed these issues in collaboration with the other project teams in order to accommodate Philae operations within the continually evolving Rosetta science planning process.

The CoRe of the Matter: Developing Primary Teachers' Professional Knowledge in Science

ERIC Educational Resources Information Center

Hume, Anne

2016-01-01

In an educational landscape of primary teachers' underdeveloped professional knowledge and low feelings of self-efficacy around science teaching, the prospects for science losing status in the primary school curriculum seems grim. This paper reports positive findings from a New Zealand research project designed to support and enhance primary…

Leading Change in the Primary Science Curriculum

ERIC Educational Resources Information Center

Waller, Nicky; Baker, Chris

2014-01-01

Nicky Waller and Chris Baker believe that change can be a good thing and explain how their training has helped others to adjust to the new science curriculum. In September 2013, teachers across England received the definitive version of the new primary curriculum "Leading Change in the Primary Science Curriculum." This course aimed to…

Primary Science Focus

ERIC Educational Resources Information Center

Turner, Jane

2011-01-01

Liz Lawrence has recently finished her term as Chair of Primary Science Committee (PSC). She is one of the 41 hub leaders who have led and mentored 192 schools across England and British Forces' schools in Germany, to achieve the first ever nationally recognised awards to celebrate excellence in primary science. In this article, the author writes…

Attitudes towards Science of Intellectually Gifted and Mainstream Upper Primary Students in Singapore

ERIC Educational Resources Information Center

Caleon, Imelda S.; Subramaniam, R.

2008-01-01

The attitudes towards science of upper-primary students in three ability strands (average, above average, and gifted) were investigated. A total of 580 upper primary students from co-educational government and government-aided schools in Singapore were involved in this study. The attitude subscales investigated were enjoyment of science,…

Effect of a Science Diagram on Primary Students' Understanding about Magnets

ERIC Educational Resources Information Center

Preston, Christine

2016-01-01

The research investigated the effect of a science diagram on primary students' conceptual understanding about magnets. Lack of research involving students of primary age means that little is known about the potential of science diagrams to help them understand abstract concepts such as magnetism. Task-based interviews were conducted individually…

Microgravity Disturbance Characterization of the Quench Module Insert (QMI) Phase Change Device (PCD)

NASA Technical Reports Server (NTRS)

Gattis, Christy; Rodriguez, Pete (Technical Monitor)

2000-01-01

The Materials Science Research Facility (MSRF) is a multi-user, multi-purpose facility for materials science research. One experiment within the MSRF will be the Quench Module Insert (QMI), a high-temperature furnace with unique capabilities for processing different classes of materials. The primary functions of the QMI furnace are to melt, directionally solidify, and quench metallic samples, providing data to aid in understanding the effects of the microgravity environment on the characteristics of these processed metals. The QMI houses sealed individual sample ampoules containing material to be processed. Quenching of the samples in the QMI furnace is accomplished by releasing low-melting-point metallic shoes into contact with the outside of the sample ampoule, dissipating heat and cooling the sample inside. The impact from this method of quench will induce sample vibrations which could be large enough to adversely affect sample quality. Utilizing breadboard hardware, the sample quench sequence, releasing the shoes, was conducted. Data was collected from accelerometers located on the breadboard sample cartridge, indicating the maximum acceleration achieved by the sample. The primary objective of the test described in this presentation was to determine the acceleration imparted on the sample by the shoe contact. From this information, the science community can better assess whether this method of quench will allow them to obtain the data they need.

Changes in Science Teaching Self-Efficacy among Primary Teacher Education Students

ERIC Educational Resources Information Center

Palmer, David; Dixon, Jeanette; Archer, Jennifer

2015-01-01

Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were…

The "New" Science Specialists: Promoting and Improving the Teaching of Science in Primary Schools

ERIC Educational Resources Information Center

Campbell, Coral; Chittleborough, Gail

2014-01-01

A Victorian government initiative called "The Primary Science Specialists Professional Learning Program" is designed to tackle students' falling interest in science by investing in the building of teacher capacity. The aims of the initiative are: to improve the science knowledge base of all teachers and therefore increase teachers'…

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

ERIC Educational Resources Information Center

Murphy, Cliona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Solar Probe Plus: A NASA Mission to Touch the SunMission Status Update

NASA Astrophysics Data System (ADS)

Fox, N. J.

2016-12-01

Solar Probe Plus (SPP), currently in Phase D, will be the first mission to fly into the low solar corona, revealing how the corona is heated and the solar wind and energetic particles are accelerated, solving fundamental mysteries that have been top priority science goals since such a mission was first proposed in 1958. The scale and concept of such a mission has been revised at intervals since that time, yet the core has always been a close encounter with the Sun. The primary science goal of the Solar Probe Plus mission is to determine the structure and dynamics of the Sun's coronal magnetic field, understand how the solar corona and wind are heated and accelerated, and determine what mechanisms accelerate and transport energetic particles. SPP uses an innovative mission design, significant technology development and a risk-reducing engineering development to meet the SPP science objectives. In this presentation, we provide an update on the progress of the Solar Probe Plus mission as we prepare for the July 2018 launch.

Children's Questions and Science Teaching: An Alternative Approach. [and] Floating and Sinking: Some Teaching Suggestions. Learning in Science Project (Primary). Working Paper No. 117 [February 1984 and November 1983 Versions].

ERIC Educational Resources Information Center

Biddulph, Fred; Osborne, Roger

Two booklets were developed by the Learning in Science Project (Primary)--LISP(P)--to help teachers adopt an approach to primary science teaching which would enhance children's understanding of floating and sinking. Both booklets were designed to enable teachers to reconceptualize their teaching task from activity-driven, didactic teaching to…

An in-depth study of a teacher engaged in an innovative primary science trial professional development project

NASA Astrophysics Data System (ADS)

Watters, James J.; Ginns, Ian S.

1997-03-01

The implementation of effective science programmes in primary schools is of continuing interest and concern for professional developers. As part of the Australian Academy of science's approach to creating an awareness of Primary Investigations, a project team trialed a series of satellite television broadcasts of lessons related to two units of the curriculum for Year 3 and 4 children in 48 participating schools. The professional development project entitled Simply Science, included a focused component for the respective classroom teachers, which was also conducted by satellite. This paper reports the involvement of a Year 4 teacher in the project and describes her professional growth. Already an experienced and confident teacher, no quantitative changes in science teaching self efficacy were detected. However, her pedagogical content knowledge and confidence to teach science in the concept areas of matter and energy were enhanced. Changes in the teacher's views about the co-operative learning strategies espoused by Primary Investigations were also evident. Implications for the design of professional development programmes for primary science teachers are discussed.

Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry

NASA Astrophysics Data System (ADS)

van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; van Hest, Erna G. W. C. M.; Poortman, Cindy

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers' attitudes, but that it may not be sufficient to fully change primary teachers' attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers' attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers' attitudes and classroom practices.

Measuring Primary Teachers' Attitudes Toward Teaching Science: Development of the Dimensions of Attitude Toward Science (DAS) Instrument

NASA Astrophysics Data System (ADS)

van Aalderen-Smeets, Sandra; Walma van der Molen, Juliette

2013-03-01

In this article, we present a valid and reliable instrument which measures the attitude of in-service and pre-service primary teachers toward teaching science, called the Dimensions of Attitude Toward Science (DAS) Instrument. Attention to the attitudes of primary teachers toward teaching science is of fundamental importance to the professionalization of these teachers in the field of primary science education. With the development of this instrument, we sought to fulfill the need for a statistically and theoretically valid and reliable instrument to measure pre-service and in-service teachers' attitudes. The DAS Instrument is based on a comprehensive theoretical framework for attitude toward (teaching) science. After pilot testing, the DAS was revised and subsequently validated using a large group of respondents (pre-service and in-service primary teachers) (N = 556). The theoretical underpinning of the DAS combined with the statistical data indicate that the DAS possesses good construct validity and that it proves to be a promising instrument that can be utilized for research purposes, and also as a teacher training and coaching tool. This instrument can therefore make a valuable contribution to progress within the field of science education.

Dawn Orbit Determination Team: Trajectory and Gravity Prediction Performance During Vesta Science Phases

NASA Technical Reports Server (NTRS)

Kennedy, Brian; Abrahamson, Matt; Ardito, Alessandro; Han, Dongsuk; Haw, Robert; Mastrodemos, Nicholas; Nandi, Sumita; Park, Ryan; Rush, Brian; Vaughan, Andrew

2013-01-01

The Dawn spacecraft was launched on September 27th, 2007. Its mission is to consecutively rendezvous with and observe the two largest bodies in the asteroid belt, Vesta and Ceres. It has already completed over a year's worth of direct observations of Vesta (spanning from early 2011 through late 2012) and is currently on a cruise trajectory to Ceres, where it will begin scientific observations in mid-2015. Achieving this data collection required careful planning and execution from all spacecraft teams. Dawn's Orbit Determination (OD) team was tasked with accurately predicting the trajectory of the Dawn spacecraft during the Vesta science phases, and also determining the parameters of Vesta to support future science orbit design. The future orbits included the upcoming science phase orbits as well as the transfer orbits between science phases. In all, five science phases were executed at Vesta, and this paper will describe some of the OD team contributions to the planning and execution of those phases.

The Emergent Capabilities of Distributed Satellites and Methods for Selecting Distributed Satellite Science Missions

NASA Astrophysics Data System (ADS)

Corbin, B. A.; Seager, S.; Ross, A.; Hoffman, J.

2017-12-01

Distributed satellite systems (DSS) have emerged as an effective and cheap way to conduct space science, thanks to advances in the small satellite industry. However, relatively few space science missions have utilized multiple assets to achieve their primary scientific goals. Previous research on methods for evaluating mission concepts designs have shown that distributed systems are rarely competitive with monolithic systems, partially because it is difficult to quantify the added value of DSSs over monolithic systems. Comparatively little research has focused on how DSSs can be used to achieve new, fundamental space science goals that cannot be achieved with monolithic systems or how to choose a design from a larger possible tradespace of options. There are seven emergent capabilities of distributed satellites: shared sampling, simultaneous sampling, self-sampling, census sampling, stacked sampling, staged sampling, and sacrifice sampling. These capabilities are either fundamentally, analytically, or operationally unique in their application to distributed science missions, and they can be leveraged to achieve science goals that are either impossible or difficult and costly to achieve with monolithic systems. The Responsive Systems Comparison (RSC) method combines Multi-Attribute Tradespace Exploration with Epoch-Era Analysis to examine benefits, costs, and flexible options in complex systems over the mission lifecycle. Modifications to the RSC method as it exists in previously published literature were made in order to more accurately characterize how value is derived from space science missions. New metrics help rank designs by the value derived over their entire mission lifecycle and show more accurate cumulative value distributions. The RSC method was applied to four case study science missions that leveraged the emergent capabilities of distributed satellites to achieve their primary science goals. In all four case studies, RSC showed how scientific value was gained that would be impossible or unsatisfactory with monolithic systems and how changes in design and context variables affected the overall mission value. Each study serves as a blueprint for how to conduct a Pre-Phase A study using these methods to learn more about the tradespace of a particular mission.

Student experience of school science

NASA Astrophysics Data System (ADS)

Shirazi, Shaista

2017-09-01

This paper presents the findings of a two-phase mixed methods research study that explores the link between experiences of school science of post-16 students and their decisions to take up science for their higher studies. In the first phase, students aged 16-17 (n = 569) reflected on the past five years of their school science experience in a quasi-longitudinal approach to determine a typology of experiences. The second phase entailed data collection through interviews of a sample of these students (n = 55) to help triangulate and extend findings from the first phase. Students taking up science post-16 reported significantly more positive experiences of school science than students who had decided not to take science further. Of school-related factors influencing experiences of school science curriculum content was the most important followed by being interested and motivated in the subject. There is evidence that interest and motivation in science depend on teacher practice and the perception of science as a difficult subject.

Engaging with primary schools: Supporting the delivery of the new curriculum in evolution and inheritance.

PubMed

Kover, Paula X; Hogge, Emily S

2017-10-01

The official school regulator in England (OFSTED) recently reported that the delivery of science lessons has been significantly diminished in many primary schools. There is concern that the lack of good quality science in school can reduce the recruitment of young scientists, and the level of science literacy among the general public. We believe university scientists and undergraduate students can have a significant impact in the delivery of science in primary schools. However, a relatively small proportion of scientists engage with young children to improve curricular primary school science education. Here, we argue that long term engagement with primary schools can produce significant impact for the scientist's research, schools, and society. As an example, we describe our experience developing teaching materials for the topic of "Evolution and inheritance"; highlighting possible pitfalls and perceived benefits, in hope of encouraging and facilitating other scientists to engage with primary schools. Copyright © 2017 Elsevier Ltd. All rights reserved.

Investigating and Stimulating Primary Teachers' Attitudes Towards Science: Summary of a Large-Scale Research Project

ERIC Educational Resources Information Center

Walma van der Molen, Juliette; van Aalderen-Smeets, Sandra

2013-01-01

Attention to the attitudes of primary teachers towards science is of fundamental importance to research on primary science education. The current article describes a large-scale research project that aims to overcome three main shortcomings in attitude research, i.e. lack of a strong theoretical concept of attitude, methodological flaws in…

Pre-Service Science and Primary School Teachers' Identification of Scientific Process Skills

ERIC Educational Resources Information Center

Birinci Konur, Kader; Yildirim, Nagihan

2016-01-01

The purpose of this study was to conduct a comparative analysis of pre-service primary school and science teachers' identification of scientific process skills. The study employed the survey method, and the sample included 95 pre-service science teachers and 95 pre-service primary school teachers from the Faculty of Education at Recep Tayyip…

A Study on Teaching Gases to Prospective Primary Science Teachers through Problem-Based Learning

ERIC Educational Resources Information Center

Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa

2007-01-01

The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year…

Developing Primary Science Teacher Expertise: Thinking about the System

ERIC Educational Resources Information Center

Bull, Ally

2016-01-01

This report comes from an exploratory project looking at professional learning and development for primary science teachers. In recent years there has been increased interest in science in New Zealand for social and economic reasons. However, there has been concern that the primary school system is not preparing students as well as it could in…

North Tyneside Perspective on Primary Science APP

ERIC Educational Resources Information Center

Keilty, Ged

2010-01-01

The status of primary science as a core subject has been gradually corroded in recent years, with the abolition of targets for science and the focus of the primary national strategy on literacy and numeracy. The NAIGS Committee were very well positioned within local authorities to pilot APP, but first had to write the criteria. Towards the end of…

Survey of CRISM Transition Phase Observations

NASA Astrophysics Data System (ADS)

Seelos, F. P.; Murchie, S. L.; Choo, T. H.; McGovern, J. A.

2006-12-01

The Mars Reconnaissance Orbiter (MRO) transition phase extends from the end of aerobraking (08/30/06) to the start of the Primary Science Phase (PSP) (11/08/2006). Within this timeframe, the Compact Reconnaissance Imaging Spectrometer for Mars (CRISM) will acquire Mars scene observations in association with the deployment of the telescope cover (09/27/06) and during the operational checkout of the full science payload (09/29/06 - 10/05/06). The CRISM cover opening sequence includes scene observations that will be used to verify deployment and to validate the on-orbit instrument wavelength calibration. The limited cover opening observation set consists of: 1. A hyperspectral nadir scan acquired as the cover is deployed (first light) 2. A single targeted (gimbaled) hyperspectral observation in the northern plains 3. A restricted duration nadir multispectral strip The high level objectives for the science payload checkout are to obtain observations in support of in-flight wavelength, radiometric, and geometric instrument calibration, to acquire data that will contribute to the development of a first-order hyperspectral atmospheric correction, and to exercise numerous spacecraft and instrument observing modes and strategies that will be employed during PSP. The science payload checkout also enables a unique collaboration between the Mars Express OMEGA and CRISM teams, with both spectrometers slated to observe common target locations with a minimal time offset for the purpose of instrument cross-calibration. The priority CRISM observations for the payload checkout include: 1. Multispectral nadir and hyperspectral off-nadir targeted observations in support of the cross-calibration experiment with OMEGA 2. Terminator-to-terminator multispectral data acquisition demonstrating the strategy that will be used to construct the global multispectral survey map 3. Terminator-to-terminator atmospheric emission phase function (EPF) data acquisition demonstrating the observation sequence at the core of the atmospheric monitoring and seasonal change campaigns 4. A hyperspectral nadir observation from a spectrally bland region that will contribute to an improved flat field correction 5. An extended hyperspectral nadir scan with a large variation in atmospheric path length to establish a CRISM-tailored aerosol scaling spectrum 6. Nadir and off-nadir multispectral and hyperspectral coordinated observations with HiRISE and CTX to demonstrate this fundamental operational capability and to assess relative alignment 7. A hyperspectral targeted observation in support of Phoenix landing site selection 8. Initial observation of spatially extensive spectrally compelling regions such as Meridiani Planum and Nili Fossae The CRISM observations planned for the transition phase will allow for robust on-orbit validation of the instrument wavelength, radiometric, and geometric calibration. These observations also comprise an accurate sampling of the observing modes and strategies that will be employed in PSP. The spatial and spectral characteristics of the CRISM transition phase data products will be presented in the context of the CRISM science objectives.

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

NASA Astrophysics Data System (ADS)

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

2014-12-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

MRO High Resolution Imaging Science Experiment (HiRISE): Instrument Development

NASA Technical Reports Server (NTRS)

Delamere, Alan; Becker, Ira; Bergstrom, Jim; Burkepile, Jon; Day, Joe; Dorn, David; Gallagher, Dennis; Hamp, Charlie; Lasco, Jeffrey; Meiers, Bill

2003-01-01

The primary functional requirement of the HiRISE imager is to allow identification of both predicted and unknown features on the surface of Mars to a much finer resolution and contrast than previously possible. This results in a camera with a very wide swath width, 6km at 300km altitude, and a high signal to noise ratio, >100:1. Generation of terrain maps, 30 cm vertical resolution, from stereo images requires very accurate geometric calibration. The project limitations of mass, cost and schedule make the development challenging. In addition, the spacecraft stability must not be a major limitation to image quality. The nominal orbit for the science phase of the mission is a 3pm orbit of 255 by 320 km with periapsis locked to the south pole. The track velocity is approximately 3,400 m/s.

Reflections from organization science on the development of primary health care research networks.

PubMed

Fenton, E; Harvey, J; Griffiths, F; Wild, A; Sturt, J

2001-10-01

In the UK, policy changes in primary health care research and development have led to the establishment of primary care research networks. These organizations aim to increase research culture, capacity and evidence base in primary care. As publicly funded bodies, these networks need to be accountable. Organizational science has studied network organizations including why and how they develop and how they function most effectively. This paper draws on organizational science to reflect on why primary care research networks appear to be appropriate for primary care research and how their structures and processes can best enable the achievement of their aims.

Influence of primary α-phase volume fraction on the mechanical properties of Ti-6Al-4V alloy at different strain rates and temperatures

NASA Astrophysics Data System (ADS)

Ren, Yu; Zhou, Shimeng; Luo, Wenbo; Xue, Zhiyong; Zhang, Yajing

2018-03-01

Bimodal microstructures with primary α-phase volume fractions ranging from 14.3% to 57.1% were gained in Ti-6Al-4V (Ti-64) alloy through annealed in two-phase region at various temperatures below the β-transus point. Then the influence of the primary α-phase volume fraction on the mechanical properties of Ti-64 were studied. The results show that, at room temperature and a strain rate of 10‑3 s‑1, the yield stress decreases but the fracture strain augments with added primary α-phase volume fraction. The equiaxed primary α-phase possesses stronger ability to coordinate plastic deformation, leading to the improvement of the ductile as well as degradation of the strength of Ti-64 with higher primary α-phase volume fraction. As the temperature goes up to 473 K, the quasi-static yield stress and ultimate strength decrease first and then increase with the incremental primary α-phase volume fraction, due to the interaction between the work hardening and the softening caused by the DRX and the growth of the primary α-phase. At room temperature and a strain rate of 3×103 s‑1, the varying pattern of strength with the primary α-phase volume fraction resembles that at a quasi-static strain rate. However, the flow stress significantly increases but the strain-hardening rate decreases compared to those at quasi-static strain rate due to the competition between the strain rate hardening and the thermal softening during dynamic compression process.

Analysis of an inquiry-oriented inservice program in affecting science teaching practices

NASA Astrophysics Data System (ADS)

Santamaria Makang, Doris

This study was an examination of how science teachers' teaching abilities---content and pedagogical knowledge and skills---were affected by an inquiry-oriented science education professional development program. The study researched the characteristics of an inservice program, Microcosmos, designed to equip teachers with new perspectives on how to stimulate students' learning and to promote a self-reflective approach for the implementation of instructional practices leading to improving teachers' and students' roles in the science classroom. The Microcosmos Inservice Program, which focused on the use of microorganisms as a vehicle to teach science for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project based at the School of Education, Boston University. The teacher-training program had as its main objective to show teachers and other educators how the smallest life forms---the microbes---can be a usable and dynamic way to stimulate science interest in students of all ages. It combines and integrates a number of training components that appear to be consistent with the recommendations listed in the major reform initiatives. The goal of the study was to explore weather the program provoked any change(s) in the pedagogical practices of teachers over time, and if these changes fostered inquiry-based practices in the classroom. The exploratory analysis used a qualitative methodology that followed a longitudinal design for the collection of the data gathered from a sample of 31 participants. The data was collected in two phases. Phase One - The Case History group, involved 5 science teachers over a period of seven years. Phase Two - The Expanded Teacher sample, involved 26 teachers---22 new teachers plus four teachers from Phase One---contacted at two different points on time during the study. Multiple data sources allowed for the collection of a varied and rigorous set of data for each individual in the sample. The primary data source was semi-structured interviews. Secondary data sources included pre- and post- on-site visits, classroom observations, teacher's self-report protocols and questionnaires, and documents and examples of teacher-work developed during the inservice training. The data was examined for evidence of change on: teachers' self-reported content-specific gains, teachers'self-reported and observed changes in their teaching methods and approach to curriculum, and the teachers' self-reported and observed changes in classroom practices as a result of the content and the pedagogy acting together and supplementing each other. A major finding of the study confirmed the benefits of inservice activities with an integral focus of science content and pedagogy on enhancing teachers' approach to instruction. The findings give renewed emphasis to the importance that inquiry-based practices for working with teachers, combined with a specific subject-matter focus, have in designing effective professional development. This combined approach, in some instances, contributed to important gains in the pedagogical content knowledge that teachers needed in order to effectively implement the Microcosmos learning experiences.

Students as 'catalysts' in the classroom: the impact of co-teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science

NASA Astrophysics Data System (ADS)

Murphy, Colette; Beggs, Jim; Carlisle, Karen; Greenwood, Julian

2004-08-01

This study is an investigation of the impact of collaborative teaching by student-teachers and classroom teachers on children's enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student-teachers were placed in primary schools where they 'co-taught' investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children's attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children's experience of science.

Student Comprehension of Primary Literature is Aided by Companion Assignments Emphasizing Pattern Recognition and Information Literacy

ERIC Educational Resources Information Center

Shannon, Sarah; Winterman, Brian

2012-01-01

Primary literature is our main mode of communication in the sciences. As such, it is important for our undergraduates in the discipline to learn how to read primary literature. Incorporating primary literature into undergraduate science courses is often difficult because students are unprepared to comprehend primary articles. Learning to read and…

Continuity and Coherence in the Science Curriculum.

ERIC Educational Resources Information Center

James, E. O.

1988-01-01

Exposes concerns related to physics in the period of mandatory education levels. Discussed are primary science, the transition from primary to secondary, content and process, double award GSCE science, science and technology, and reform of GCE advanced level. Argues toward a reappraisal of the mechanism for curricular reform. (CW)

Links in the Chain: Bringing Together Literacy and Science

ERIC Educational Resources Information Center

Taylor, Neil; Hansford, Diane; Rizk, Nadya; Taylor, Subhashni

2017-01-01

In Australia, the Federal Government and the Australian Academy of Science have developed a programme entitled "Primary Connections" (primaryconnections.org. au), aimed at supporting the teaching of science in the primary sector. The programme makes strong and explicit links between science and literacy through the use of word walls,…

Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Pakakis, Michael; Christie, Ian

2011-09-01

The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive environment promotes high order thinking skills such as problem solving, team work, communication skills and leadership. To promote the teaching of science in the classroom, and prepare the students for their mission, the program includes a pre-visit program. These classroom-based lessons model best practice in effective science teaching and learning to support the development of confident primary science teachers.

What Do Children Write in Science? A Study of the Genre Set in a Primary Science Classroom

ERIC Educational Resources Information Center

Honig, Sheryl

2010-01-01

This article reports on the types of scientific writing found in two primary grade classrooms. These results are part of a larger two-year study whose purpose was to examine the development of informational writing of second- and third-grade students as they participated in integrated science-literacy instruction. The primary purpose of the…

"All We Did Was Things Like Forces and Motion?…": Multiple Discourses in the Development of Primary Science Teachers

ERIC Educational Resources Information Center

Danielsson, Anna; Warwick, Paul

2014-01-01

Previous research has highlighted challenges associated with embracing an inquiry approach to science teaching for primary teachers, often associating these challenges with insecurity linked to the lack of content knowledge. We argue that in order to understand the extent to which primary student teachers are able to embrace science teaching…

The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

ERIC Educational Resources Information Center

Anderson, Dayle

2015-01-01

Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher…

An Investigation into How Grade 5 Teachers Teach Natural Science Concepts in Three Western Cape Primary Schools

ERIC Educational Resources Information Center

Set, Beata; Hadman, Joanne; Ashipala, Daniel Opotamutale

2017-01-01

Purpose: The rationale behind this study was to investigate how three Grade 5 Natural Sciences teachers in three Western Cape primary schools teach science concepts so as to enable the researcher to gain a deeper understanding and more insightful perception of the ways in which the pedagogical practices of South African primary school teachers…

Experimenting with an Alternative Teaching Approach on "Metals." Learning in Science Project (Primary). Working Paper No. 113.

ERIC Educational Resources Information Center

Biddulph, Fred; McMinn, Bill

An alternative approach for teaching primary school science has been proposed by the Learning in Science Project (Primary--LISP(P). This study investigated the use of the approach during three series of lessons on the topic "metals." Each series followed the same general pattern: (1) an introductory session to stimulate children to ask…

Why won't they listen: Negotiating the technological and social context for science teaching

NASA Astrophysics Data System (ADS)

Liuzzo, Anna M.

The purpose of this study was to gather information to identify the obstacles and the impact an implementation of technology had in a middle school science classroom. This study explored a teaching environment where the teacher planned on using a variety of technology tools including laptops, probeware, hardware and software to promote scientific study. This study took place in two phases consisting of three consecutive years. In phase one the teacher reported great success. In phase two a shift in the school implementation created a significant impact on the learning taking place. This study identified the obstacles faced by a teacher providing an environment that combined her pedagogy with technology implementation. This teacher's pedagogy included research-based practices such a authentic problem-based learning, scientific inquiry, conceptual understanding of problem solving, connections to real-life situations and the use of metacognition in her practice. This study looked to determined if this implementation had an effect on student engagement and achievement; how the nature of technical and professional development impacted the implementation; and the barriers that were faced in creating a student-centered, technology rich approach to science. This qualitative study was conducted meeting the criteria of a case study of one teacher. The participant teacher's accounts of events through interviews were the primary source of data. In addition, multiple sources of information were also gathered. These included the teacher's reflective journal, student interviews, student focus groups, student artifacts, classroom observations, field notes, e-mail correspondences and students' test scores. This study proposes to contribute to the growing research evidence of implementation in the classroom and to identify specific obstacles that hinder success. The current state of education is calling for reform.

Development of the CSI phase-3 evolutionary model testbed

NASA Technical Reports Server (NTRS)

Gronet, M. J.; Davis, D. A.; Tan, M. K.

1994-01-01

This report documents the development effort for the reconfiguration of the Controls-Structures Integration (CSI) Evolutionary Model (CEM) Phase-2 testbed into the CEM Phase-3 configuration. This step responds to the need to develop and test CSI technologies associated with typical planned earth science and remote sensing platforms. The primary objective of the CEM Phase-3 ground testbed is to simulate the overall on-orbit dynamic behavior of the EOS AM-1 spacecraft. Key elements of the objective include approximating the low-frequency appendage dynamic interaction of EOS AM-1, allowing for the changeout of components, and simulating the free-free on-orbit environment using an advanced suspension system. The fundamentals of appendage dynamic interaction are reviewed. A new version of the multiple scaling method is used to design the testbed to have the full-scale geometry and dynamics of the EOS AM-1 spacecraft, but at one-tenth the weight. The testbed design is discussed, along with the testing of the solar array, high gain antenna, and strut components. Analytical performance comparisons show that the CEM Phase-3 testbed simulates the EOS AM-1 spacecraft with good fidelity for the important parameters of interest.

LifeSat engineering in-house vehicle design

NASA Technical Reports Server (NTRS)

Adkins, A.; Badhwar, G.; Bryant, L.; Caram, J.; Conley, G.; Crull, T.; Cuthbert, P.; Darcy, E.; Delaune, P.; Edeen, M.

1992-01-01

The LifeSat program was initiated to research the effects of microgravity and cosmic radiation on living organisms. The effects of long-term human exposure to free-space radiation fields over a range of gravitational environments has long been recognized as one of the primary design uncertainties for human space exploration. A critical design issue in the radiation biology requirements was the lack of definition of the minimum radiation absorbed dosage required to produce statistically meaningful data. The Phase A study produced a spacecraft conceptual design resembling a Discoverer configuration with a total weight of approximately 2800 pounds that would carry a 525-pound payload module (45 inches in diameter and 36 inches long) and support up to 12 rodents and a general biology module supporting lower life forms for an on-orbit duration of up to 60 days. The phase B conceptual designs focused on gravitational biology requirements and only briefly addressed the design impacts of the shift toward radiobiological science that occurred during the latter half of the Phase B studies.

Ka-Band Transponder for Deep-Space Radio Science

NASA Technical Reports Server (NTRS)

Dennis, Matthew S.; Mysoor, Narayan R.; Folkner, William M.; Mendoza, Ricardo; Venkatesan, Jaikrishna

2008-01-01

A one-page document describes a Ka-band transponder being developed for use in deep-space radio science. The transponder receives in the Deep Space Network (DSN) uplink frequency band of 34.2 to 34.7 GHz, transmits in the 31.8- to 32.3 GHz DSN downlink band, and performs regenerative ranging on a DSN standard 4-MHz ranging tone subcarrier phase-modulated onto the uplink carrier signal. A primary consideration in this development is reduction in size, relative to other such transponders. The transponder design is all-analog, chosen to minimize not only the size but also the number of parts and the design time and, thus, the cost. The receiver features two stages of frequency down-conversion. The receiver locks onto the uplink carrier signal. The exciter signal for the transmitter is derived from the same source as that used to generate the first-stage local-oscillator signal. The ranging-tone subcarrier is down-converted along with the carrier to the second intermediate frequency, where the 4-MHz tone is demodulated from the composite signal and fed into a ranging-tone-tracking loop, which regenerates the tone. The regenerated tone is linearly phase-modulated onto the downlink carrier.

Solar glint suppression in compact planetary ultraviolet spectrographs

NASA Astrophysics Data System (ADS)

Davis, Michael W.; Cook, Jason C.; Grava, Cesare; Greathouse, Thomas K.; Gladstone, G. Randall; Retherford, Kurt D.

2015-08-01

Solar glint suppression is an important consideration in the design of compact photon-counting ultraviolet spectrographs. Southwest Research Institute developed the Lyman Alpha Mapping Project for the Lunar Reconnaissance Orbiter (launch in 2009), and the Ultraviolet Spectrograph on Juno (Juno-UVS, launch in 2011). Both of these compact spectrographs revealed minor solar glints in flight that did not appear in pre-launch analyses. These glints only appeared when their respective spacecraft were operating outside primary science mission parameters. Post-facto scattered light analysis verifies the geometries at which these glints occurred and why they were not caught during ground testing or nominal mission operations. The limitations of standard baffle design at near-grazing angles are discussed, as well as the importance of including surface scatter properties in standard stray light analyses when determining solar keep-out efficiency. In particular, the scattered light analysis of these two instruments shows that standard "one bounce" assumptions in baffle design are not always enough to prevent scattered sunlight from reaching the instrument focal plane. Future builds, such as JUICE-UVS, will implement improved scattered and stray light modeling early in the design phase to enhance capabilities in extended mission science phases, as well as optimize solar keep out volume.

An Overview of the Jupiter Europa Orbiter Concept's Europa Science Phase Orbit Design

NASA Technical Reports Server (NTRS)

Lock, Robert E.; Ludwinski, Jan M.; Petropoulos, Anastassios E.; Clark, Karla B.; Pappalardo, Robert T.

2009-01-01

Jupiter Europa Orbiter (JEO), the proposed NASA element of the proposed joint NASA-ESA Europa Jupiter System Mission (EJSM), could launch in February 2020 and conceivably arrive at Jupiter in December of 2025. The concept is to perform a multi-year study of Europa and the Jupiter system, including 30 months of Jupiter system science and a comprehensive Europa orbit phase of 9 months. This paper provides an overview of the JEO concept and describes the Europa Science phase orbit design and the related science priorities, model pay-load and operations scenarios needed to conduct the Europa Science phase. This overview is for planning and discussion purposes only.

Introduction of information and communication technologies in havana polyclinics: phase one evaluation.

PubMed

Llanusa, Susana B; Rojo, Nereida; Caraballoso, Magali; Pérez, Julia S

2008-04-01

Introduction Information and communication technologies were introduced in community-based polyclinics as a result of a Cuban health system policy to make information more readily accessible to health professionals and other health workers at the primary health care level. Objective Assess phase one of the Program to Introduce Information and Communication Technologies in Primary Health Care (PICT-PHC), as implemented in Havana, and in particular to determine the aspects of structure, process and outcomes with the greatest impact on this phase's effectiveness. Methods From May to October 2003, an assessment was carried out in all Havana community-based polyclinics where phase one of the Program was underway. Study dimensions, criteria, and standards were established through consultation with experts and considering the level of performance expected by program directors, thus providing timely analysis to the directors concerning problem areas in need of attention. This paper concentrates on the five dimensions which were thought to have the most bearing on effectiveness of information and communication technologies (ICTs) installed in the polyclinics' libraries: librarians' competencies in IT skills, training received by librarians, training received by users, Program monitoring and follow-up, and exploitation of the technologies. Six data collection instruments were devised. Participants in the study included 41 librarians and 544 users. Data were processed to obtain indicators corresponding to study criteria. Each indicator was then compared with the established standard. Validity of results was established through analysis and comparison. Results Overall, the first phase of the PICT-PHC in Havana succeeded in making online information resources more readily available to health professionals and technicians. Some librarians had insufficient basic IT competencies, which had an impact on the quality of their work. Moreover, it was found that monitoring and follow-up activities were focused chiefly on implementation process rather than outcomes. There was consistency between the achievements and problems found for some criteria and dimensions, and their impact on related ones. Conclusion This study furnished evidence of the need for greater emphasis on human resources training (particularly of librarians) in the use of ICTs in the primary health care system. Information and communication technologies, ICTs, primary health care, public health informatics, medical informatics applications, library science, access to information, public health, health systems, informatics, Health Information Technologies, HIT.

Global water cycle

NASA Technical Reports Server (NTRS)

Robertson, Franklin; Goodman, Steven J.; Christy, John R.; Fitzjarrald, Daniel E.; Chou, Shi-Hung; Crosson, William; Wang, Shouping; Ramirez, Jorge

1993-01-01

This research is the MSFC component of a joint MSFC/Pennsylvania State University Eos Interdisciplinary Investigation on the global water cycle extension across the earth sciences. The primary long-term objective of this investigation is to determine the scope and interactions of the global water cycle with all components of the Earth system and to understand how it stimulates and regulates change on both global and regional scales. Significant accomplishments in the past year are presented and include the following: (1) water vapor variability; (2) multi-phase water analysis; (3) global modeling; and (4) optimal precipitation and stream flow analysis and hydrologic processes.

Characterizing Giant Exoplanets through Multiwavelength Transit Observations: KELT-9b

NASA Astrophysics Data System (ADS)

Gardner, Cristilyn N.; Cole, Jackson L.; Garver, Bethany R.; Jarka, Kyla L.; Kar, Aman; McGough, Aylin M.; PeQueen, David J.; Rivera, Daniel I.; Kasper, David; Jang-Condell, Hannah; Kobulnicky, Henry A.; Dale, Daniel A.

2018-01-01

Multiwavelength observations of host stellar light scattered through an exoplanet's atmosphere during a transit characterizes exoplanetary parameters. Using the Wyoming Infrared Observatory 2.3-meter telescope, we observed primary transits of KELT-9b in the ugriz Sloan filters. We present an analysis of the phase-folded transit observations of KELT-9b using a Bayesian statistical approach. By plotting the transit depth as a function of wavelength, our preliminary results are indicative of scattering in the atmosphere surrounding KELT-9b. This work is supported by the National Science Foundation under REU grant AST 1560461 and PAARE grant AST 1559559.

Teacher-student interactions and domain-specific motivation: The relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science

NASA Astrophysics Data System (ADS)

Smart, Julie Brockman

2009-11-01

This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student interactions during the quantitative phase described the most instances of teacher cooperative behaviors, such as teacher helpfulness and understanding. Conversely, students reporting low motivation and low perceptions of teacher-student interactions described the most instances of teacher oppositional behavior, such as harsh and impatient behaviors. An in-depth description of categories and subcategories is also provided. This study concludes with an interpretive analysis of quantitative and qualitative results considered both separately and together. Implications for middle grades science education are discussed, including recommendations for behavior management, scaffolding students' transition to middle school, making explicit connections to science careers, and providing opportunities for small successes within the science classroom. Implications for science teacher education, limitations of the study, and future research directions are also discussed.

Implementing Science Notebooks in the Primary Grades

ERIC Educational Resources Information Center

Nesbit, Catherine R.; Hargrove, Tracy Y.; Harrelson, Linda; Maxey, Bob

2004-01-01

In this article, the author details the process teachers can use to teach primary-age children how to use science notebooks. To lay the foundation for using notebooks, the author describes important elements of science notebooks and makes a distinction between science note-books and journals. In addition, the article highlights the benefits…

Primary Science: Are There Any Reasons to Be Cheerful?

ERIC Educational Resources Information Center

Turner, Jane

2010-01-01

During the last decade, science in the Primary curriculum has been squeezed from different directions. The literacy and numeracy strategies restricted time for science enquiry, and the perceived importance of the science SAT restricted teachers' imaginations and confidence. The end of this SAT was announced shortly after the publication of the…

Primary Connections: Simulating the Classroom in Initial Teacher Education

ERIC Educational Resources Information Center

Hume, Anne Christine

2012-01-01

The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…

Australian National University Science Extension Day

ERIC Educational Resources Information Center

Fletcher, Sarah

2016-01-01

The first Australian National University (ANU) Science Extension Day was held on September 8, 2015. The ANU Science Extension Day is a project that was initiated by Theodore Primary School (ACT) and developed by Theodore Primary, Calwell High School, Science Educators Association of the ACT (SEA*ACT), and the ANU. The project was developed with a…

Affecting Primary Science: A Case from the Early Years.

ERIC Educational Resources Information Center

Watts, Mike; Walsh, Amanda

1997-01-01

Claims that there is a "down-drift" in the teaching of science, with even preschools now obligated to teach science content. Investigates (through one teacher's diary) how primary teachers interact with scientific teachings and how they can best be inducted into the teaching and learning of science. Concludes that incorporating personal…

"Am I Like a Scientist?": Primary Children's Images of Doing Science in School

ERIC Educational Resources Information Center

Zhai, Junqing; Jocz, Jennifer Ann; Tan, Aik-Ling

2014-01-01

A considerable body of evidence highlights how inquiry-based science can enhance students' epistemic and conceptual understanding of scientific concepts, principles, and theories. However, little is known about how students view themselves as learners of science. In this paper, we explore primary children's images of doing science in school and…

Harnessing Implementation Science to Increase the Impact of Health Equity Research.

PubMed

Chinman, Matthew; Woodward, Eva N; Curran, Geoffrey M; Hausmann, Leslie R M

2017-09-01

Health disparities are differences in health or health care between groups based on social, economic, and/or environmental disadvantage. Disparity research often follows 3 steps: detecting (phase 1), understanding (phase 2), and reducing (phase 3), disparities. Although disparities have narrowed over time, many remain. We argue that implementation science could enhance disparities research by broadening the scope of phase 2 studies and offering rigorous methods to test disparity-reducing implementation strategies in phase 3 studies. We briefly review the focus of phase 2 and phase 3 disparities research. We then provide a decision tree and case examples to illustrate how implementation science frameworks and research designs could further enhance disparity research. Most health disparities research emphasizes patient and provider factors as predominant mechanisms underlying disparities. Applying implementation science frameworks like the Consolidated Framework for Implementation Research could help disparities research widen its scope in phase 2 studies and, in turn, develop broader disparities-reducing implementation strategies in phase 3 studies. Many phase 3 studies of disparity-reducing implementation strategies are similar to case studies, whose designs are not able to fully test causality. Implementation science research designs offer rigorous methods that could accelerate the pace at which equity is achieved in real-world practice. Disparities can be considered a "special case" of implementation challenges-when evidence-based clinical interventions are delivered to, and received by, vulnerable populations at lower rates. Bringing together health disparities research and implementation science could advance equity more than either could achieve on their own.

Advancing the Science of Implementation in Primary Health Care.

PubMed

Bazemore, Andrew; Neale, Anne Victoria; Lupo, Phillip; Seehusen, Dean

2018-01-01

Implementation Science is commonly described as the study of methods and approaches that promote the uptake and use of evidence-based interventions into routine practice and policymaking. In this issue of JABFM , investigators share a wealth of new insights from the frontlines of Implementation Science in primary care: what it is, how we are doing it, and how it is advancing the evidence base of primary care. The breadth of implementation science in primary care is affirmed by the range of topics covered, from thought leader recommendations on future directions for the field, to reports on how best practices in policy and practice are shaping primary care implementation in the United States and Canada. There are also important updates on agents of primary care implementation themselves, such as practice facilitators, geriatric care teams, and family physicians interested in providing obstetric care. Other articles report on novel practice transformation efforts that advance health promotion and disease prevention, and innovative approaches to identifying and addressing social determinants of health in primary care practices and the communities they serve. The articles seem to generate as many new questions as they answer, and highlight the need for continued emphasis on advancing the science of implementation in primary health care. © Copyright 2018 by the American Board of Family Medicine.

Evaluation of Life Sciences and Social Sciences Course Books in Term of Societal Sexuality

ERIC Educational Resources Information Center

Aykac, Necdet

2012-01-01

This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

So Long Primary School Science, and Thanks for All the Fun

ERIC Educational Resources Information Center

Stringer, John

2010-01-01

The author looks at the future of primary science, and is not encouraged. It's pretty much all over for science in primary schools. One only has to look at the poor showing on the stands at January's ASE Annual Conference to see that it is no longer a publishing priority. Eroded by falling status, undermined by national strategies, and finally put…

1:1 Mobile Inquiry Learning Experience for Primary Science Students--A Study of Learning Effectiveness

ERIC Educational Resources Information Center

Looi, C.-K.; Zhang, B.; Chen, W.; Seow, P.; Chia, G.; Norris, C.; Soloway, E.

2011-01-01

This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were…

Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

ERIC Educational Resources Information Center

Loughland, Tony; Nguyen, Hoa Thi Mai

2016-01-01

There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

A study of elementary teachers' conceptions of nature of science and their beliefs about the developmental appropriateness and importance of nature of science throughout a professional development program

NASA Astrophysics Data System (ADS)

Adibelli, Elif

This qualitative study aimed to explore the changes in elementary science teachers' conceptions of nature of science (NOS) and their beliefs about the developmental appropriateness and importance of NOS after participating in an academic, year-long professional development program (PDP) as well as the factors facilitating these changes. The PDP consisted of two phases. In the first phase, the participants received NOS training designed with an explicit-reflective instructional approach. In the second phase, the participants implemented several NOS training activities in their classrooms. Four elementary science teachers who volunteered and completed all components of the PDP (i.e., the NOS training and the NOS teaching) comprised the participants of the present study. A multiple-embedded case study design was employed to explore the changes in the elementary science teachers' conceptions of NOS and their beliefs about the developmental appropriateness and importance of NOS. The study data were collected from multiple sources. The primary data sources included (a) Views of Nature of Science Elementary School Version 2 (VNOS-D2) questionnaire (Lederman & Khishfe, 2002), (b) Ideas about Science for Early Elementary (K-4) Students questionnaire (Sweeney, 2010), and (c) follow-up semi-structured interviews. The secondary data sources included videotaping of meetings with teachers, reflective field notes, and artifacts produced by teachers and their students. Data were analyzed using Yin's (1994, 2003) analytic tactics of pattern matching, explanation building, and cross-case synthesis. The findings of the study revealed that the elementary science teachers showed gradual, but substantial changes in their conceptions, and beliefs about the developmental appropriateness and importance of the NOS aspects over the course of participation in the PDP. Moreover, the participants identified nine components in the PDP that facilitated these changes in their conceptions, and beliefs about the developmental appropriateness and importance of the NOS aspects. These components were (a) specific focus on the NOS content, (b) participation in hands-on activities on NOS, (c) educational readings on NOS, (d) multiple types/ formats of reflection, (e) multiple exposure to the NOS content, (f) structural consistency in the presentation of the NOS content, (g) the evaluation of secondary student data, (h) the analysis of national and state science standards in terms of NOS, and (i) the implementation of the NOS activities in the classroom. Based on the findings of this study, it may be concluded that explicit-reflective NOS instruction coupled with NOS teaching is sufficient to evolve and crystallize teachers' conceptions and beliefs about the developmental appropriateness and importance of the NOS aspects.

How a science methods course may influence the curriculum decisions of preservice teachers in the Bahamas

NASA Astrophysics Data System (ADS)

Wisdom, Sonya L.

The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

How to Support Primary Teachers' Implementation of Inquiry: Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim

2015-01-01

Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the…

What We Might Know About Gusev Crater if the Mars Exploration Rover Spirit Mission were Coupled with a Mars Sample Return Mission

NASA Technical Reports Server (NTRS)

Morris, Richard V.

2008-01-01

The science instruments on the Mars Exploration Rover (MER) Spirit have provided an enormous amount of chemical and mineralogical data during more than 1450 sols of exploration at Gusev crater. The Moessbauer (MB) instrument identified 10 Fe-bearing phases at Gusev Crater: olivine, pyroxene, ilmenite, chromite, and magnetite as primary igneous phases and nanophase ferric oxide (npOx), goethite, hematite, a ferric sulfate, and pyrite/marcusite as secondary phases. The Miniature Thermal Emission Spectrometer (Mini-TES) identified some of these Fe-bearing phases (olivine and pyroxene), non- Fe-bearing phases (e.g., feldspar), and an amorphous high-SiO2 phase near Home Plate. Chemical data from the Alpha Particle X-Ray Spectrometer (APXS) provided the framework for rock classification, chemical weathering/alteration, and mineralogical constraints. APXS-based mineralogical constraints include normative calculations (with Fe(3+)/FeT from MB), elemental associations, and stoichiometry (e.g., 90% SiO2 implicates opalline silica). If Spirit had cached a set of representative samples and if those samples were returned to the Earth for laboratory analysis, what value is added by Mars Sample return (MSR) over and above the mineralogical and chemical data provided by MER?

Electronic structure, charge transfer, and intrinsic luminescence of gadolinium oxide nanoparticles: Experiment and theory

NASA Astrophysics Data System (ADS)

Zatsepin, D. A.; Boukhvalov, D. W.; Zatsepin, A. F.; Kuznetsova, Yu. A.; Mashkovtsev, M. A.; Rychkov, V. N.; Shur, V. Ya.; Esin, A. A.; Kurmaev, E. Z.

2018-04-01

The cubic (c) and monoclinic (m) polymorphs of Gd2O3 were studied using the combined analysis of several materials science techniques - X-ray diffraction (XRD), scanning electron microscopy (SEM), X-ray photoelectron spectroscopy (XPS), and photoluminescence (PL) spectroscopy. Density functional theory (DFT) based calculations for the samples under study were performed as well. The cubic phase of gadolinium oxide (c-Gd2O3) synthesized using a precipitation method exhibits spheroidal-like nanoclusters with well-defined edges assembled from primary nanoparticles with an average size of 50 nm, whereas the monoclinic phase of gadolinium oxide (m-Gd2O3) deposited using explosive pyrolysis has a denser structure compared with natural gadolinia. This phase also has a structure composed of three-dimensional complex agglomerates without clear-edged boundaries that are ∼21 nm in size plus a cubic phase admixture of only 2 at.% composed of primary edge-boundary nanoparticles ∼15 nm in size. These atomic features appear in the electronic structure as different defects ([Gd…Osbnd OH] and [Gd…Osbnd O]) and have dissimilar contributions to the charge-transfer processes among the appropriate electronic states with ambiguous contributions in the Gd 5р - O 2s core-like levels in the valence band structures. The origin of [Gd…Osbnd OH] defects found by XPS was well-supported by PL analysis. The electronic and atomic structures of the synthesized gadolinias calculated using DFT were compared and discussed on the basis of the well-known joint OKT-van der Laan model, and good agreement was established.

Investigation of Primary Education Second Level Students' Motivations toward Science Learning in Terms of Various Factors

ERIC Educational Resources Information Center

Sert Çibik, Ayse

2014-01-01

The purpose of this research was to investigate the primary education second level students' motivations towards science learning in terms of various factors. Within the research, the variation of the total motivational scores in science learning according to the gender, class, socio-economic levels, success in science-technology course and…

Learning Science through Creating a "Slowmation": A Case Study of Preservice Primary Teachers

ERIC Educational Resources Information Center

Hoban, Garry; Nielsen, Wendy

2013-01-01

Many preservice primary teachers have inadequate science knowledge, which often limits their confidence in implementing the subject. This paper proposes a new way for preservice teachers to learn science by designing and making a narrated stop-motion animation as an instructional resource to explain a science concept. In this paper, a simplified…

Fostering Online Social Construction of Science Knowledge with Primary Pre-Service Teachers Working in Virtual Teams

ERIC Educational Resources Information Center

Nicholas, Howard; Ng, Wan

2009-01-01

As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge…

Technology and Early Science Education: Examining Generalist Primary School Teachers' Views on Tacit Knowledge Assessment Tools

ERIC Educational Resources Information Center

Hast, Michael

2017-01-01

For some time a central issue has occupied early science education discussions--primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of…

Teaching Science in the Primary School: Surveying Teacher Wellbeing and Planning for Survival

ERIC Educational Resources Information Center

Morgan, Anne-Marie

2012-01-01

A teacher-researcher in a primary school setting surveyed the middle years' teachers of her school and those in the local science hub group, to determine their confidence and satisfaction levels in relation to teaching science. Her results confirm feelings of inadequacy and reluctance to teach Science, but also indicate ways that schools can…

"I Didn't Always Perceive Myself as a "Science Person"": Examining Efficacy for Primary Science Teaching

ERIC Educational Resources Information Center

Mansfield, Caroline F.; Woods-McConney, Amanda

2012-01-01

Teacher efficacy has become an important field of research especially in subjects teachers may find challenging, such as science. This study investigates the sources of teachers' efficacy for teaching science in primary schools in the context of authentic teaching situations with a view to better understanding sources of teachers' efficacy…

Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

ERIC Educational Resources Information Center

Bartholomew, Rex; Anderson, Dayle; Moeed, Azra

2012-01-01

There has been recent concern over the variable quality of science teaching in New Zealand primary schools. One reason suggested has been the relatively low levels of science education components in initial teacher education (ITE) programmes. This paper follows a cohort of recent teacher graduates from a science education course in their ITE…

Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

ERIC Educational Resources Information Center

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2014-01-01

This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

University-School Partnerships: Pre-Service and In-Service Teachers Working Together to Teach Primary Science

ERIC Educational Resources Information Center

Kenny, John Daniel

2012-01-01

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and…

The Incorporation of the USA "Science Made Sensible" Programme in South African Primary Schools: A Cross-Cultural Approach to Science Education

ERIC Educational Resources Information Center

de Villiers, Rian; Plantan, Tiffany; Gaines, Michael

2016-01-01

The Science Made Sensible (SMS) programme began as a partnership between the University of Miami (UM), Florida, USA, and some public schools in Miami. In this programme, postgraduate students from UM work with primary school science teachers to engage learners in science through the use of inquiry-based, hands-on activities. Due to the success of…

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

ERIC Educational Resources Information Center

Ozturk, Elif; Ucus, Sukran

2015-01-01

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

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

ERIC Educational Resources Information Center

Ozturk, Elif; Ucus, Sukran

2015-01-01

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

"Children's Science"

ERIC Educational Resources Information Center

Milne, Ian

2007-01-01

The revamped New Zealand curriculum emphasises "scientific literacy for all students" and provides teachers with an opportunity to promote science as an integral element of the primary school curriculum. Exploring and explaining the natural world in primary science can provide authentic contexts for the development of knowledge, skills,…

Science Unlimited: Grades K-6 Competency Matrix.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg. Div. of Arts and Sciences.

This competency matrix matches the primary and intermediate Science Unlimited lessons with the established competencies which appear in the Science Unlimited competency continuum. Primary lessons deal with: investigating dripping faucets; classification/sorting; smell; eyes; color; air; weather; observation and description; mystery boxes; change;…

From Primary to Secondary Science: Keeping the Threads Intact

ERIC Educational Resources Information Center

Mould, Kirsten

2015-01-01

There are many transition points in the school life of a child, but the move from primary to secondary school is a particularly significant one. How can both the social and academic threads remain intact? In this article, Kristen Mould discusses the main issues relating to transition from primary to secondary science. She cites the primary factors…

Harnessing Implementation Science to Increase the Impact of Health Disparity Research

PubMed Central

Chinman, Matthew; Woodward, Eva N.; Curran, Geoffrey M.; Hausmann, Leslie R. M.

2017-01-01

Background Health disparities are differences in health or health care between groups based on social, economic, and/or environmental disadvantage. Disparity research often follows three steps: detecting (Phase 1), understanding (Phase 2), and reducing (Phase 3), disparities. While disparities have narrowed over time, many remain. Objectives We argue that implementation science could enhance disparities research by broadening the scope of Phase 2 studies and offering rigorous methods to test disparity-reducing implementation strategies in Phase 3 studies. Methods We briefly review the focus of Phase 2 and Phase 3 disparities research. We then provide a decision tree and case examples to illustrate how implementation science frameworks and research designs could further enhance disparity research. Results Most health disparities research emphasizes patient and provider factors as predominant mechanisms underlying disparities. Applying implementation science frameworks like the Consolidated Framework for Implementation Research could help disparities research widen its scope in Phase 2 studies and, in turn, develop broader disparities-reducing implementation strategies in Phase 3 studies. Many Phase 3 studies of disparity reducing implementation strategies are similar to case studies, whose designs are not able to fully test causality. Implementation science research designs offer rigorous methods that could accelerate the pace at which equity is achieved in real world practice. Conclusions Disparities can be considered a “special case” of implementation challenges—when evidence-based clinical interventions are delivered to, and received by, vulnerable populations at lower rates. Bringing together health disparities research and implementation science could advance equity more than either could achieve on their own. PMID:28806362

A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, Edward; Rudolph, A. L.; Brissenden, G.; Consiglio, D.; Gonzaga, V.; CATS

2010-01-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program and Award No. AST-0847170, a PAARE Grant.

Three years of Transients with Fermi GBM

NASA Technical Reports Server (NTRS)

Wilson-Hodge, Colleen A.

2012-01-01

The Gamma-ray Burst Monitor (GBM) is an all-sky monitoring instrument, sensitive between 8 keV and 40 MeV, with a primary objective of supporting the Large Area Telescope (LAT) in observations of Gamma-Ray Bursts (GRBs). Both instruments are part of the Fermi Gamma-ray Space Telescope. Together, the GBM and LAT instruments have provided ground-breaking measurements of GRBs that have, after 10 years of focus on GRB afterglows, inspired renewed interest in the prompt emission phase of GRBs and the physical mechanisms that fuel them. In addition to GRB science, GBM has made significant contributions to the astrophysics of galactic transient sources including long-term variations in the Crab nebula, spin state transitions in accretion powered pulsars, state transitions in black hole X-ray binaries, and unprecedented time-resolved spectral studies of soft gamma-ray repeater bursts. Closer to home, GBM also contributes to solar flare and terrestrial gamma flash science.

STS-79 Space Shuttle Mission Report

NASA Technical Reports Server (NTRS)

Fricke, Robert W., Jr.

1996-01-01

STS-79 was the fourth of nine planned missions to the Russian Mir Space Station. This report summarizes the activities such as rendezvous and docking and spaceborne experiment operations. The report also discusses the Orbiter, External Tank (ET), Solid Rocket Boosters (SRB), Reusable Solid Rocket Motor (RSRM) and the space shuttle main engine (SSME) systems performance during the flight. The primary objectives of this flight were to rendezvous and dock with the Mir Space Station and exchange a Mir Astronaut. A double Spacehab module carried science experiments and hardware, risk mitigation experiments (RME's) and Russian logistics in support of program requirements. Additionally, phase 1 program science experiments were carried in the middeck. Spacehab-05 operations were performed. The secondary objectives of the flight were to perform the operations necessary for the Shuttle Amateur Radio Experiment-2 (SAREX-2). Also, as a payload of opportunity, the requirements of Midcourse Space Experiment (MSX) were completed.

Compact Hyperspectral Mapper for Environmental Remote Sensing Applications (CHyMERA) End-of-phase Data Review Package

NASA Technical Reports Server (NTRS)

Janz, Scott J.; Hilsenrath, Ernest; Mount, George; Heath, Donald

2000-01-01

CHYMERA is an Instrument Incubator concept to design, build, and test an instrument that will reduce size, mass, and cost and increase science potential and flexibility for future atmospheric remote sensing missions within the focus of NASA's Earth Science Enterprise (ESE). The primary effort of the development plan will be on high spatial resolution ozone, N02, S02, aerosol, and cloud measurements, but it is hoped that the techniques developed will prove useful for other measurements as well. The core design will involve a high performance, wide field-of-view (FOV) front end telescope which will illuminate a filter/focal plane array (FFPA) package. The use of a non-dispersive optical configuration will reduce size, mass and complexity. The wide FOV optics will permit short duration global coverage (1-2 days) without the need for a scanner.

Working Alongside Scientists. Impacts on Primary Teacher Beliefs and Knowledge About Science and Science Education

NASA Astrophysics Data System (ADS)

Anderson, Dayle; Moeed, Azra

2017-05-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers' beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists' work and the ways in which science and society influence each other.

76 FR 9787 - NIOSH Dose Reconstruction Program Ten Year Review-Phase I Report on Quality of Science; Request...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-22

... DEPARTMENT OF HEALTH AND HUMAN SERVICES Centers for Disease Control and Prevention NIOSH Dose Reconstruction Program Ten Year Review--Phase I Report on Quality of Science; Request for Public Review and... Ten Year Review--Phase I Report on Quality of Science.'' This publication is part of a review by NIOSH...

Using the Learning Cycle To Teach Physical Science: A Hands-on Approach for the Middle Grades.

ERIC Educational Resources Information Center

Beisenherz, Paul; Dantonio, Marylou

The Learning Cycle Strategy enables students themselves to construct discrete science concepts and includes an exploration phase, introduction phase, and application phase. This book focuses on the use of the Learning Cycle to teach physical sciences and is divided into three sections. Section I develops a rationale for the Learning Cycle as an…

Directional Solidification and Liquidus Projection of the Sn-Co-Cu System

NASA Astrophysics Data System (ADS)

Chen, Sinn-Wen; Chang, Jui-Shen; Pan, Kevin; Hsu, Chia-Ming; Hsu, Che-Wei

2013-04-01

This study investigates the Sn-Co-Cu ternary system, which is of interest to the electronics industry. Ternary Sn-Co-Cu alloys were prepared, their as-solidified microstructures were examined, and their primary solidification phases were determined. The primary solidification phases observed were Cu, Co, Co3Sn2, CoSn, CoSn2, Cu6Sn5, Co3Sn2, γ, and β phases. Although there are ternary compounds reported in this ternary system, no ternary compound was found as the primary solidification phase. The directional solidification technique was applied when difficulties were encountered using the conventional quenching method to distinguish the primary solidification phases, such as Cu6Sn5, Cu3Sn, and γ phases. Of all the primary solidification phases, the Co3Sn2 and Co phases have the largest compositional regimes in which alloys display them as the primary solidification phases. There are four class II reactions and four class III reactions. The reactions with the highest and lowest reaction temperatures are both class III reactions, and are L + CoSn2 + Cu6Sn5 = CoSn3 at 621.5 K (348.3 °C) and L + Co3Sn2 + CoSn = Cu6Sn5 at 1157.8 K (884.6 °C), respectively.

Cooperative Learning in Science: Follow-up from primary to high school

NASA Astrophysics Data System (ADS)

Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline

2010-03-01

This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.

The EPOS Architecture: Integrated Services for solid Earth Science

NASA Astrophysics Data System (ADS)

Cocco, Massimo; Consortium, Epos

2013-04-01

The European Plate Observing System (EPOS) represents a scientific vision and an IT approach in which innovative multidisciplinary research is made possible for a better understanding of the physical processes controlling earthquakes, volcanic eruptions, unrest episodes and tsunamis as well as those driving tectonics and Earth surface dynamics. EPOS has a long-term plan to facilitate integrated use of data, models and facilities from existing (but also new) distributed research infrastructures, for solid Earth science. One primary purpose of EPOS is to take full advantage of the new e-science opportunities coming available. The aim is to obtain an efficient and comprehensive multidisciplinary research platform for the Earth sciences in Europe. The EPOS preparatory phase (EPOS PP), funded by the European Commission within the Capacities program, started on November 1st 2010 and it has completed its first two years of activity. EPOS is presently mid-way through its preparatory phase and to date it has achieved all the objectives, milestones and deliverables planned in its roadmap towards construction. The EPOS mission is to integrate the existing research infrastructures (RIs) in solid Earth science warranting increased accessibility and usability of multidisciplinary data from monitoring networks, laboratory experiments and computational simulations. This is expected to enhance worldwide interoperability in the Earth Sciences and establish a leading, integrated European infrastructure offering services to researchers and other stakeholders. The Preparatory Phase aims at leveraging the project to the level of maturity required to implement the EPOS construction phase, with a defined legal structure, detailed technical planning and financial plan. We will present the EPOS architecture, which relies on the integration of the main outcomes from legal, governance and financial work following the strategic EPOS roadmap and according to the technical work done during the first two years in order to establish an effective implementation plan guaranteeing long term sustainability for the infrastructure and the associated services. We plan to describe the RIs to be integrated in EPOS and to illustrate the initial suite of integrated and thematic core services to be offered to the users. We will present examples of combined data analyses and we will address the importance of opening our research infrastructures to users from different communities. We will describe the use-cases identified so far in order to allow stakeholders and potential future users to understand and interact with the EPOS infrastructure. In this framework, we also discuss the global perspectives for data infrastructures in order to verify the coherency of the EPOS plans and present the EPOS contributions. We also discuss the international cooperation initiatives in which EPOS is involved emphasizing the implications for solid Earth data infrastructures. In particular, EPOS and the satellite Earth Observation communities are collaborating in order to promote the integration of data from in-situ monitoring networks and satellite observing systems. Finally, we will also discuss the priorities for the third year of activity and the key actions planned to better involve users in EPOS. In particular, we will discuss the work done to finalize the design phase as well as the activities to start the validation and testing phase of the EPOS infrastructure.

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

NASA Astrophysics Data System (ADS)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately.