Science.gov

Sample records for science fair experience

  1. Botany: High-School Science Fair Experiments.

    ERIC Educational Resources Information Center

    Dashefsky, H. Steven

    This book for high school students presents 20 different science fair projects that provide an opportunity to learn how plants are affected by natural and man-made influences on their environments. Many experiments in the book were adapted from original International Science and Engineering Fair projects. Each project includes in-depth background…

  2. The Science Fair Experience: Profile of Science Fair Winners.

    ERIC Educational Resources Information Center

    Bellipanni, Lawrence J.

    The purpose of this investigation was to determine if a significant relationship existed between the criterion variable of receiving or not receiving awards at the 1993 International Science and Engineering Fair (ISEF) and the predictor variables of resources and facilities, resource personnel, personal costs, time, and personal characteristics.…

  3. Environmental Science: High-School Science Fair Experiments.

    ERIC Educational Resources Information Center

    Dashefsky, H. Steven

    This book contains 23 suggestions for experiments involving environmental science that can be used to create a science fair project. Aimed at grades 10-12, a wide range of environmental topics is covered. These topics include soil ecosystems, aquatic ecosystems, applied ecology, global warming and the greenhouse effect, deforestation and…

  4. An Alternative Science Fair.

    ERIC Educational Resources Information Center

    Romjue, Mary Kalen; Clementson, John J.

    1992-01-01

    Proposes the organization of noncompetitive science fairs to create a more positive learning experience for children in the elementary grades. Describes methods of organizing and judging the fair, and provides a list of suggested resources for science fair projects. (MDH)

  5. An Alternative Science Fair.

    ERIC Educational Resources Information Center

    Romjue, Mary Kalen; Clementson, John J.

    1992-01-01

    Proposes the organization of noncompetitive science fairs to create a more positive learning experience for children in the elementary grades. Describes methods of organizing and judging the fair, and provides a list of suggested resources for science fair projects. (MDH)

  6. Science Fair

    NASA Image and Video Library

    2014-05-27

    NASA Administrator Charles Bolden (left) and Bill Nye, The Science Guy, speak with some students that participated in the White House Science Fair. The fourth White House Science Fair was held at the White House on May 27, 2014 and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

  7. How Are Science Fairs Fairing?

    ERIC Educational Resources Information Center

    Schachter, Ron

    2011-01-01

    For more than half a century, the annual science fair has been a fixture in many a school's academic life, both for science teachers, who guide classes through the hands-on experience of researching topics of interest, and for students, who often hectically put the finishing touches on their work the night before it is exhibited in the school gym…

  8. How Are Science Fairs Fairing?

    ERIC Educational Resources Information Center

    Schachter, Ron

    2011-01-01

    For more than half a century, the annual science fair has been a fixture in many a school's academic life, both for science teachers, who guide classes through the hands-on experience of researching topics of interest, and for students, who often hectically put the finishing touches on their work the night before it is exhibited in the school gym…

  9. Planning a Science Fair

    ERIC Educational Resources Information Center

    Ebert, Jim

    1976-01-01

    Presented are views, on planning science fairs and science fair projects, of a fair coordinator, a science teacher, and students. Also included are 25 questions which might result in science fair projects. (SL)

  10. Planning a Science Fair

    ERIC Educational Resources Information Center

    Ebert, Jim

    1976-01-01

    Presented are views, on planning science fairs and science fair projects, of a fair coordinator, a science teacher, and students. Also included are 25 questions which might result in science fair projects. (SL)

  11. Science fair: Is it worth the work? A qualitative study on deaf students' perceptions and experiences regarding science fair in primary and secondary school

    NASA Astrophysics Data System (ADS)

    Smith, Vivian Lee

    Science fairs have a long history in American education. They play an important role for establishing inquiry-based experiences in a science classroom. Students may be more motivated to learn science content when they are allowed to choose their own science fair topics. The purpose of this study was to examine Deaf college students' perceptions and experiences regarding science fair participation during primary and/or secondary school and determine the influence of science fair involvement on the development of language skills, writing skills, and higher order thinking skills as well as its impact on choice of a STEM major. This study examined responses from Deaf students attending Gallaudet University and National Technical Institute for the Deaf (NTID) majoring in a Science, Technology, Engineering, or Math (STEM) field. An electronic questionnaire and a semi-structured interview were used to collect data. The electronic questionnaire was divided into two strands: demographics and science fair experience. Twenty-one respondents participated in the questionnaire and ten participants were interviewed. A cross-case analysis revealed communication was the key to a successful science fair experience. Findings showed the educational background of participants influenced their perspective regarding the experience of a science fair. When communicating through American Sign Language, the science fair experience was more positive. When communicating through an interpreter or having no interpreter at all, the science fair experience was viewed in a negative light. The use of science fairs to enhance language development, writing skills, and higher order thinking skills was supported. Teachers and parents were strong influences for Deaf students participating in a science fair. Participation in a science fair did influence students to choose a STEM major but there were other considerations as well.

  12. White House Science Fair

    NASA Image and Video Library

    2014-05-27

    President Barack Obama spoke at the White House Science Fair Tuesday, May 27, 2014 at the White House. NASA Administrator Charles Bolden attended and was recognized by the President at the fourth White House Science Fair, which included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

  13. White House Science Fair

    NASA Image and Video Library

    2013-04-22

    U.S. President Barack Obama speaks as he hosts the third-ever White House Science Fair in the East Room at the White House in Washington, April 22, 2013. The science fair celebrated student winners of a broad range of science, technology, engineering and math (STEM) competitions from across the country. Photo Credit: (NASA/Bill Ingalls)

  14. White House Science Fair

    NASA Image and Video Library

    2013-04-22

    U.S. President Obama recognizes NASA Administrator Charles Bolden during his remarks at the 3rd Annual White House Science Fair in the East Room of the White House on Monday, April 22, 2013. The science fair celebrated student winners of a broad range of science, technology, engineering and math (STEM) competitions from across the country. Photo Credit: (NASA/Bill Ingalls)

  15. Rethinking the Science Fair

    ERIC Educational Resources Information Center

    Craven, John; Hogan, Tracy

    2008-01-01

    Spring is the season when thousands of creased cardboard pests can be found lodged under the armpits of students and teachers as they observe the educational rite of spring known as the school science fair. A recent visit to a local school's gymnasium to witness one of these events reminded the authors of why they so dislike science fairs. In this…

  16. Rethinking the Science Fair

    ERIC Educational Resources Information Center

    Craven, John; Hogan, Tracy

    2008-01-01

    In this article, the authors reflect on whether the competitiveness of science fairs does anything to enhance the learning environment of schools. The authors narrate how a visit to a local school's gymnasium to witness one of these gala events reminded them of why they so dislike science fairs. The authors mention that they applaud any sincere…

  17. Rethinking the Science Fair

    ERIC Educational Resources Information Center

    Craven, John; Hogan, Tracy

    2008-01-01

    In this article, the authors reflect on whether the competitiveness of science fairs does anything to enhance the learning environment of schools. The authors narrate how a visit to a local school's gymnasium to witness one of these gala events reminded them of why they so dislike science fairs. The authors mention that they applaud any sincere…

  18. Rethinking the Science Fair

    ERIC Educational Resources Information Center

    Craven, John; Hogan, Tracy

    2008-01-01

    Spring is the season when thousands of creased cardboard pests can be found lodged under the armpits of students and teachers as they observe the educational rite of spring known as the school science fair. A recent visit to a local school's gymnasium to witness one of these events reminded the authors of why they so dislike science fairs. In this…

  19. White House Science Fair

    NASA Image and Video Library

    2013-04-22

    Planetary Society Executive Director and “Bill Nye the Science Guy” host Bill Nye, right, photographs himself with NASA Mars Curiosity Landing mission controller, Bobak "Mohawk Guy" Ferdowsi, during the White House Science Fair held at the White House, April 22, 2013. The science fair celebrated student winners of a broad range of science, technology, engineering and math (STEM) competitions from across the country. Photo Credit: (NASA/Bill Ingalls)

  20. White House Science Fair

    NASA Image and Video Library

    2014-05-27

    Bobak Ferdowsi, a system's engineer at NASA's Jet Propulsion Laboratory who became widely known for his mohawk hairstyle during the broadcast of the Curiosity landing on Mars, is seen here discussing a project with a participant in the White House Science Fair. The fourth White House Science Fair was held at the White House and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

  1. Learning Experimentation through Science Fairs

    ERIC Educational Resources Information Center

    Paul, Jürgen; Lederman, Norman G.; Groß, Jorge

    2016-01-01

    Experiments are essential for both doing science and learning science. The aim of the German youth science fair, "Jugend forscht," is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students' conceptions and steps of learning…

  2. Learning Experimentation through Science Fairs

    ERIC Educational Resources Information Center

    Paul, Jürgen; Lederman, Norman G.; Groß, Jorge

    2016-01-01

    Experiments are essential for both doing science and learning science. The aim of the German youth science fair, "Jugend forscht," is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students' conceptions and steps of learning…

  3. White House Science Fair

    NASA Image and Video Library

    2013-04-22

    Director of Strategic Communications and Senior Science and Technology Policy Analyst, Office of Science and Technology Policy, Executive Office of the President, Rick Weiss, left, “Big Bang Theory” co-creator Bill Prady, center, and NASA Mars Curiosity Landing mission controller, Bobak "Mohawk Guy" Ferdowsi talk during the White House Science Fair held at the White House, April 22, 2013. The science fair celebrated student winners of a broad range of science, technology, engineering and math (STEM) competitions from across the country. Photo Credit: (NASA/Bill Ingalls)

  4. Science Fairs for All.

    ERIC Educational Resources Information Center

    Shaw, Donna Gail; Cook, Cheryl; Ribelin, Teralyn

    2000-01-01

    Discusses a science fair project with a diverse group of K-2 urban school students. Students experienced the purpose and procedure for a scientific investigation, although they learned in different ways and at different rates. (ASK)

  5. Science Fairs for All.

    ERIC Educational Resources Information Center

    Shaw, Donna Gail; Cook, Cheryl; Ribelin, Teralyn

    2000-01-01

    Discusses a science fair project with a diverse group of K-2 urban school students. Students experienced the purpose and procedure for a scientific investigation, although they learned in different ways and at different rates. (ASK)

  6. Super Science Fair Sourcebook.

    ERIC Educational Resources Information Center

    Iritz, Maxine Haren

    This guide to science fair projects is designed for students and provides clear directions on how to complete a successful science project. Real projects are used as examples and information and advice is provided by teachers, judges, and participants and their families about the process. Topics covered in this book include choosing a science fair…

  7. Super Science Fair Sourcebook.

    ERIC Educational Resources Information Center

    Iritz, Maxine Haren

    This guide to science fair projects is designed for students and provides clear directions on how to complete a successful science project. Real projects are used as examples and information and advice is provided by teachers, judges, and participants and their families about the process. Topics covered in this book include choosing a science fair…

  8. Science Fair Art

    ERIC Educational Resources Information Center

    Sullivan, Kevin

    2004-01-01

    Sciences fair season is a time when seasoned non-science teachers typically give up all hope of cramming any more knowledge into the heads of their students. It's just too much. However, non-science types might be missing out on a pretty good deal. The science department has got these kids in a pretty tight grip as far as the process and the…

  9. Science Fair Art

    ERIC Educational Resources Information Center

    Sullivan, Kevin

    2004-01-01

    Sciences fair season is a time when seasoned non-science teachers typically give up all hope of cramming any more knowledge into the heads of their students. It's just too much. However, non-science types might be missing out on a pretty good deal. The science department has got these kids in a pretty tight grip as far as the process and the…

  10. White House Science Fair

    NASA Image and Video Library

    2014-05-27

    Crystal Brockington and Aaron Barron, both 18 years old, designed a more efficient and cost effective solar cell that harnesses energy without cadmium, which has been shown to be harmful to the environment. They were selected to participate in the White House Science Fair after they were awarded the High School Grand Prize at the Siemens We Can Change the World Challenge. The fourth White House Science Fair was held at the White House on May 27, 2014 and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

  11. White House Science Fair

    NASA Image and Video Library

    2014-05-27

    Bobak Ferdowsi, a system's engineer at NASA's Jet Propulsion Laboratory, speaks with a member of "invenTeam" at the White House Science Fair. Olivia Van Amsterdam, 16, Katelyn Sweeney, 17, and their team of student engineers from Natick, MA, invented a 120 lb remotely operated vehicle (ROV) that can help search-and-rescue dive teams search for bodies in dangerous, icy waters. The fourth White House Science Fair was held at the White House and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

  12. No Stress Science Fair

    ERIC Educational Resources Information Center

    Rose, Robert

    2004-01-01

    Two recurring hurdles seem to reduce the effectiveness of science fairs--finding time in the regular curriculum and excessive parental involvement. The time issue too often manifests itself with the obviously last-minute, overnight project of dubious learning value. The pollution of parental handiwork ruins the student's opportunity to actually…

  13. No Stress Science Fair

    ERIC Educational Resources Information Center

    Rose, Robert

    2004-01-01

    Two recurring hurdles seem to reduce the effectiveness of science fairs--finding time in the regular curriculum and excessive parental involvement. The time issue too often manifests itself with the obviously last-minute, overnight project of dubious learning value. The pollution of parental handiwork ruins the student's opportunity to actually…

  14. White House Science Fair

    NASA Image and Video Library

    2014-05-27

    Girl Scout troop 2612 members from Tulsa, OK take photos of one another with Google Glass at the White House Science Fair Tuesday, May 27, 2014. Avery Dodson, 6; Natalie Hurley, 8; Miriam Schaffer, 8; Claire Winton, 8; and Lucy Claire Sharp, 8 participated in the Junior FIRST Lego League's Disaster Blaster Challenge, which invites elementary-school-aged students from across the country to explore how simple machines, engineering, and math can help solve problems posed by natural disasters. The girls invented the "Flood Proof Bridge" and built a model mechanizing the bridge using motors and developing a computer program to automatically retract the bridge when flood conditions are detected. The fourth White House Science Fair was held at the White House and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

  15. White House Science Fair

    NASA Image and Video Library

    2014-05-27

    NASA Administrator Charles Bolden poses with an all-girl engineering team that participated in the White House Science Fair. "Team Rocket Power" was one of 100 teams that qualified for last year’s Team America Rocketry Challenge (TARC). Nia'mani Robinson, 15, Jasmyn Logan, 15, and Rebecca Chapin-Ridgely, 17, gave up their weekends and free time after school to build and test their bright purple rocket, which is designed to launch to an altitude of about 750 ft, and then return a “payload” (an egg) to the ground safely. The fourth White House Science Fair was held at the White House on May 27, 2014 and included 100 students from more than 30 different states who competed in science, technology, engineering, and math (STEM) competitions. (Photo Credit: NASA/Aubrey Gemignani)

  16. Putting Science into Elementary Science Fairs.

    ERIC Educational Resources Information Center

    Russell, Helen Ross

    In a world where science has become too confined to books and too reliant on technology, and science fairs have been taken over by parents, this paper offers suggestions to help young people have actual hands-on experience with nature. Topics include soil formation; ants; earthworms; temperature; weather predictions; rain acidity; physical science…

  17. Science Fairs for Science Literacy

    NASA Astrophysics Data System (ADS)

    Mackey, K. R.

    2014-12-01

    Science literacy is imperative for well informed civic and personal decision making, yet only a quarter of American adults are proficient enough in science to understand science stories reported in the popular press. Hands-on research increases confidence in and understanding of science. When guiding students in designing and conducting science fair projects, mentors can foster science literacy by helping students focus on three goals: (1) articulating hypotheses or questions, (2) designing feasible projects, and (3) learning to make and interpret graphs. These objectives introduce students to the methodological nature of scientific research and give them the tools to interpret scientific facts and data in order to make informed decisions for themselves and society.

  18. Science Fair: A Successful Venture.

    ERIC Educational Resources Information Center

    Galen, Donald F.

    1993-01-01

    Presents information for teachers on science fairs including international competitions, finding research students, and starting research classes and science clubs. Provides advice for helping students with research. (PR)

  19. Science Fair Project Index 1981-1984.

    ERIC Educational Resources Information Center

    Bishop, Cynthia, Ed.; Crowe, Deborah, Ed.

    This second supplement to the "Science Fair Project Index 1960-1972" indexes science projects and experiments found in books and magazines published from 1981 through 1984. This index is intended for use by students in grade five through high school and by teachers who are involved in creating science fair projects. Emphasis is on actual projects,…

  20. Science Fair Project Index 1973-1980.

    ERIC Educational Resources Information Center

    Akron - Summit County Public Library, OH.

    This supplement to the "Science Fair Project Index 1960-1972" indexes science projects and experiments found in books and magazines published from 1973 through 1980. This index is intended for use by students in grade five through high school and by teachers who are involved in creating science fair projects. Emphasis is on actual projects,…

  1. Science Fair Project Index 1973-1980.

    ERIC Educational Resources Information Center

    Akron - Summit County Public Library, OH.

    This supplement to the "Science Fair Project Index 1960-1972" indexes science projects and experiments found in books and magazines published from 1973 through 1980. This index is intended for use by students in grade five through high school and by teachers who are involved in creating science fair projects. Emphasis is on actual projects,…

  2. Science Fair Project Index 1981-1984.

    ERIC Educational Resources Information Center

    Bishop, Cynthia, Ed.; Crowe, Deborah, Ed.

    This second supplement to the "Science Fair Project Index 1960-1972" indexes science projects and experiments found in books and magazines published from 1981 through 1984. This index is intended for use by students in grade five through high school and by teachers who are involved in creating science fair projects. Emphasis is on actual projects,…

  3. Science Fair Projects. LC Science Tracer Bullet.

    ERIC Educational Resources Information Center

    Carter, Constance, Comp.

    This bibliography assists junior and senior high school students and teachers in planning, preparing, executing, and evaluating science fair projects. A few books with experiments suitable for elementary grade students are listed. This publication is not intended to be a comprehensive bibliography but is designed to put the reader "on target."…

  4. Environmental Science: 49 Science Fair Projects. Science Fair Projects Series.

    ERIC Educational Resources Information Center

    Bonnet, Robert L.; Keen, G. Daniel

    This book contains 49 science fair projects designed for 6th to 9th grade students. Projects are organized by the topics of soil, ecology (projects in habitat and life cycles), pests and controls (projects in weeds and insects), recycling (projects in resources and conservation), waste products (projects in decomposition), microscopic organisms,…

  5. Environmental Science: 49 Science Fair Projects. Science Fair Projects Series.

    ERIC Educational Resources Information Center

    Bonnet, Robert L.; Keen, G. Daniel

    This book contains 49 science fair projects designed for 6th to 9th grade students. Projects are organized by the topics of soil, ecology (projects in habitat and life cycles), pests and controls (projects in weeds and insects), recycling (projects in resources and conservation), waste products (projects in decomposition), microscopic organisms,…

  6. High school science fair and research integrity.

    PubMed

    Grinnell, Frederick; Dalley, Simon; Shepherd, Karen; Reisch, Joan

    2017-01-01

    Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at UT Southwestern Medical Center. Of the post-high school students, 24% had competed in science fair during their high school education. Science fair experience was similar overall for the local cohort of Dallas regional students and the more diverse state/national cohort of post-high school students. Only one student out of 122 reported research misconduct, in his case making up the data. Unexpectedly, post-high school students who did not participate in science fair anticipated that carrying out science fair would be much more difficult than actually was the case, and 22% of the post-high school students anticipated that science fair participants would resort to research misconduct to overcome obstacles. No gender-based differences between students' science fair experiences or expectations were evident.

  7. High school science fair and research integrity

    PubMed Central

    Dalley, Simon; Shepherd, Karen; Reisch, Joan

    2017-01-01

    Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at UT Southwestern Medical Center. Of the post-high school students, 24% had competed in science fair during their high school education. Science fair experience was similar overall for the local cohort of Dallas regional students and the more diverse state/national cohort of post-high school students. Only one student out of 122 reported research misconduct, in his case making up the data. Unexpectedly, post-high school students who did not participate in science fair anticipated that carrying out science fair would be much more difficult than actually was the case, and 22% of the post-high school students anticipated that science fair participants would resort to research misconduct to overcome obstacles. No gender-based differences between students’ science fair experiences or expectations were evident. PMID:28328976

  8. The Complete Handbook of Science Fair Projects, Revised Edition.

    ERIC Educational Resources Information Center

    Bochinski, Julianne Blair

    Science fairs have become an important key to gathering valuable science experience while pursuing independent projects. This book serves as a guide to every aspect of science fairs and science fair projects. It provides information on finding suitable topics, researching them properly, developing experiments, and giving meaning to data results.…

  9. The Complete Handbook of Science Fair Projects, Revised Edition.

    ERIC Educational Resources Information Center

    Bochinski, Julianne Blair

    Science fairs have become an important key to gathering valuable science experience while pursuing independent projects. This book serves as a guide to every aspect of science fairs and science fair projects. It provides information on finding suitable topics, researching them properly, developing experiments, and giving meaning to data results.…

  10. Science Fairs: The Whys and Hows.

    ERIC Educational Resources Information Center

    Edelman, Phyllis

    1988-01-01

    There has been some evidence that students who develop projects for science fairs continue their interest in science through high school and beyond. Local and regional fairs generally are slated as a prelude to state science fairs and the International Science and Engineering Fair (ISEF). Organizing a district science fair requires informed…

  11. A Kinder-Science Fair

    ERIC Educational Resources Information Center

    Torres, Angelica; Vitti, Debbye

    2007-01-01

    A science fair might be the last thing you think of when planning a kindergarten science curriculum, but the authors found it to be the perfect avenue for teaching their students science-process skills. Here they share their steps in teaching science-process skills and assembling student projects in a kindergarten classroom throughout the year.…

  12. A Kinder-Science Fair

    ERIC Educational Resources Information Center

    Torres, Angelica; Vitti, Debbye

    2007-01-01

    A science fair might be the last thing you think of when planning a kindergarten science curriculum, but the authors found it to be the perfect avenue for teaching their students science-process skills. Here they share their steps in teaching science-process skills and assembling student projects in a kindergarten classroom throughout the year.…

  13. Janice VanCleave's Electricity: Mind-Boggling Experiments You Can Turn into Science Fair Projects.

    ERIC Educational Resources Information Center

    VanCleave, Janice

    This book is designed to provide guidance and ideas for science projects to help students learn more about science as they search for answers to specific problems. The 20 topics on electricity in this book suggest many possible problems to solve. Each topic has one detailed experiment followed by a section that provides additional questions about…

  14. Janice VanCleave's Electricity: Mind-Boggling Experiments You Can Turn into Science Fair Projects.

    ERIC Educational Resources Information Center

    VanCleave, Janice

    This book is designed to provide guidance and ideas for science projects to help students learn more about science as they search for answers to specific problems. The 20 topics on electricity in this book suggest many possible problems to solve. Each topic has one detailed experiment followed by a section that provides additional questions about…

  15. University--Science Fair Partnership.

    ERIC Educational Resources Information Center

    Tallman, Erika; Taylor, Karen

    1997-01-01

    Describes a partnership between a fifth-grade teacher and a university methods professor that involved developing an elementary science fair project mentored by university students. Provides opportunities for elementary students to conduct scientific investigations to learn about science, and opportunities for education majors to have firsthand…

  16. Science Fair Projects: The Environment.

    ERIC Educational Resources Information Center

    Bonnet, Bob; Keen, Dan

    This book approaches the development of science fair projects from the point of view that science should be enjoyable, interesting, and thought-provoking. The scientific concepts introduced here will later help young students to understand more advanced scientific principles. These projects develop skills such as classification, making measured…

  17. Science Fair Projects: The Environment.

    ERIC Educational Resources Information Center

    Bonnet, Bob; Keen, Dan

    This book approaches the development of science fair projects from the point of view that science should be enjoyable, interesting, and thought-provoking. The scientific concepts introduced here will later help young students to understand more advanced scientific principles. These projects develop skills such as classification, making measured…

  18. A World of Discovery Online: Science Fairs.

    ERIC Educational Resources Information Center

    Joseph, Linda C.

    1996-01-01

    K-12 students and teachers can use the Internet for planning science fair activities--for project ideas, resources, and interactive Web sites. Lists 26 science Web sites specializing in question answering, activities, experiments, optics, math, dissection, inventions, physics, space, genetics, cockroaches and worms, and Twinkies (sponge cakes).…

  19. A World of Discovery Online: Science Fairs.

    ERIC Educational Resources Information Center

    Joseph, Linda C.

    1996-01-01

    K-12 students and teachers can use the Internet for planning science fair activities--for project ideas, resources, and interactive Web sites. Lists 26 science Web sites specializing in question answering, activities, experiments, optics, math, dissection, inventions, physics, space, genetics, cockroaches and worms, and Twinkies (sponge cakes).…

  20. Conservation Science Fair Projects.

    ERIC Educational Resources Information Center

    Soil Conservation Society of America, Ankeny, IA.

    Included are ideas, suggestions, and examples for selecting and designing conservation science projects. Over 70 possible conservation subject areas are presented with suggested projects. References are cited with each of these subject areas, and a separate list of annotated references is included. The references pertain to general subject…

  1. Science Fairs for Science Literacy

    NASA Astrophysics Data System (ADS)

    Mackey, Katherine; Culbertson, Timothy

    2014-03-01

    Scientific discovery, technological revolutions, and complex global challenges are commonplace in the modern era. People are bombarded with news about climate change, pandemics, and genetically modified organisms, and scientific literacy has never been more important than in the present day. Yet only 29% of American adults have sufficient understanding to be able to read science stories reported in the popular press [Miller, 2010], and American students consistently rank below other nations in math and science [National Center for Education Statistics, 2012].

  2. Dissection & Science Fairs. [Information Packet.

    ERIC Educational Resources Information Center

    National Anti-Vivisection Society, Chicago, IL.

    This collection of pamphlets and articles reprinted from other National Anti-Vivisection Society (NAVS) publications was compiled to address the issues of classroom laboratory dissection and the use of animals in science fair projects. Three of the pamphlets contained in this packet are student handbooks designed to help students of elementary,…

  3. The Science Fair: A New Look at an Old Tradition

    ERIC Educational Resources Information Center

    McComas, William F.

    2011-01-01

    As a science teacher educator and former science teacher, the author has long known that the science fair should be part of his professional experience, but he had not given it much thought until recently. As he worked with his daughter's project, he became convinced that it is time to reconsider the range of activities one calls "science fairs."…

  4. The Science Fair: A New Look at an Old Tradition

    ERIC Educational Resources Information Center

    McComas, William F.

    2011-01-01

    As a science teacher educator and former science teacher, the author has long known that the science fair should be part of his professional experience, but he had not given it much thought until recently. As he worked with his daughter's project, he became convinced that it is time to reconsider the range of activities one calls "science fairs."…

  5. A Science Fair Companion. ERIC Digest.

    ERIC Educational Resources Information Center

    McCann, Wendy Sherman

    This digest comments on various aspects of school science fairs. General expectations for science fair projects and participants are discussed, and tips for choosing a topic and completing a project are given. Organizational strategies for teachers charged with conducting science fairs are presented. Guidelines for parents in helping children with…

  6. Inside the Science Fair: The Judge's Perspective

    ERIC Educational Resources Information Center

    Rillero, Peter; Zambo, Ron

    2011-01-01

    Science fair judges provide secrets to a successful science fair. Whether students are competing in science fairs at the high school, local, district, regional, state, or international level, their success is dependent on the judges' interpretation of their work. In this article, the authors present a series of questions and answers from past…

  7. Inside the Science Fair: The Judge's Perspective

    ERIC Educational Resources Information Center

    Rillero, Peter; Zambo, Ron

    2011-01-01

    Science fair judges provide secrets to a successful science fair. Whether students are competing in science fairs at the high school, local, district, regional, state, or international level, their success is dependent on the judges' interpretation of their work. In this article, the authors present a series of questions and answers from past…

  8. Science Fair Projects. LC Science Tracer Bullet.

    ERIC Educational Resources Information Center

    Howland, Joyce, Comp.

    The sources listed in this document are selected to provide guidance to students, parents, and teachers throughout the process of planning, developing, implementing, and competing in science fair activities. While sources range in suitability from elementary to high school levels, the emphasis is on materials for grades 9-12. This guide updates LC…

  9. A Standards-Based Science Fair

    ERIC Educational Resources Information Center

    Rillero, Peter

    2011-01-01

    In standards-based science fairs, children learn more about what they are interested in. They deepen understandings of how science works and improve inquiry skills--including the ability to communicate and share research results. Parents learn more about science inquiry and their child's science abilities. The standards-based science fair builds…

  10. A Standards-Based Science Fair

    ERIC Educational Resources Information Center

    Rillero, Peter

    2011-01-01

    In standards-based science fairs, children learn more about what they are interested in. They deepen understandings of how science works and improve inquiry skills--including the ability to communicate and share research results. Parents learn more about science inquiry and their child's science abilities. The standards-based science fair builds…

  11. A Science Fair Partnership: An Active Learning Experience for Teacher Candidates

    ERIC Educational Resources Information Center

    McCarthy, Deborah Louise

    2015-01-01

    STEM (science, technology, engineering, and mathematics) education is a national instructional priority. As part of Southeastern Louisiana University's STEM Outreach Initiative, funded by a Shell Oil Company Foundation grant to raise interest in STEM-related activities, teacher candidates were given the opportunity to leave their classroom to…

  12. A Science Fair Partnership: An Active Learning Experience for Teacher Candidates

    ERIC Educational Resources Information Center

    McCarthy, Deborah Louise

    2015-01-01

    STEM (science, technology, engineering, and mathematics) education is a national instructional priority. As part of Southeastern Louisiana University's STEM Outreach Initiative, funded by a Shell Oil Company Foundation grant to raise interest in STEM-related activities, teacher candidates were given the opportunity to leave their classroom to…

  13. Science Fairs in Elementary School. ERIC Digest.

    ERIC Educational Resources Information Center

    Balas, Andrea K.

    This digest presents a summary discussion of the value of holding science fairs in the elementary school context. Reasons for conducting science fairs for elementary students are discussed in terms of several learning theories. Developmentally appropriate types of elementary science projects are suggested. Goals for elementary school science fairs…

  14. Mars Science Laboratory and Its Payload Fairing

    NASA Image and Video Library

    2011-11-10

    Preparations are under way to enclose NASA Mars Science Laboratory in an Atlas V rocket payload fairing. The fairing protects the spacecraft from the impact of aerodynamic pressure and heating during ascent.

  15. The Road to Stress-Free Science Fairs

    ERIC Educational Resources Information Center

    Carrier, Sarah J.

    2006-01-01

    While few disagree that science fair projects have great potential for student learning, the preparation and execution of projects can be stressful for teachers, students, and parents alike. While working as a fourth-grade teacher, the author's goal was to provide students with a science fair experience minus the pressure of trying to figure out…

  16. The Road to Stress-Free Science Fairs

    ERIC Educational Resources Information Center

    Carrier, Sarah J.

    2006-01-01

    While few disagree that science fair projects have great potential for student learning, the preparation and execution of projects can be stressful for teachers, students, and parents alike. While working as a fourth-grade teacher, the author's goal was to provide students with a science fair experience minus the pressure of trying to figure out…

  17. NEW IDEAS FOR SCIENCE FAIR PROJECTS.

    ERIC Educational Resources Information Center

    FARMER, ROBERT A.; SAWYER, ROGER WILLIAMS

    THIS GUIDE FOR THE SCIENCE FAIR PARTICIPANTS BEGINS WITH A CHAPTER ON THE NATURE OF SCIENCE, AND THE SCIENCE FAIR, AND CONTINUES THROUGH THE FIVE CHAPTERS OF PART ONE, PLANNING AND EXECUTING YOUR PROJECT, TO EXPLAIN THE DETAILS INVOLVED IN SELECTING, DEVELOPING, AND EXHIBITING A PROJECT. PART II OF THE VOLUME CONSIDERS THE STRUCTURE OF SCIENCE…

  18. Science Fair Scene: Turning Ideas into Projects.

    ERIC Educational Resources Information Center

    McQueen, David R.

    1991-01-01

    Outlines the steps necessary to conduct a science fair project and examines two specific examples of how a basic idea for a science fair topic can be followed to its completion. Provides examples of day-to-day operational science in a basic botany project and a lunar geography project. (JJK)

  19. Science Fair Scene: Turning Ideas into Projects.

    ERIC Educational Resources Information Center

    McQueen, David R.

    1991-01-01

    Outlines the steps necessary to conduct a science fair project and examines two specific examples of how a basic idea for a science fair topic can be followed to its completion. Provides examples of day-to-day operational science in a basic botany project and a lunar geography project. (JJK)

  20. NEW IDEAS FOR SCIENCE FAIR PROJECTS.

    ERIC Educational Resources Information Center

    FARMER, ROBERT A.; SAWYER, ROGER WILLIAMS

    THIS GUIDE FOR THE SCIENCE FAIR PARTICIPANTS BEGINS WITH A CHAPTER ON THE NATURE OF SCIENCE, AND THE SCIENCE FAIR, AND CONTINUES THROUGH THE FIVE CHAPTERS OF PART ONE, PLANNING AND EXECUTING YOUR PROJECT, TO EXPLAIN THE DETAILS INVOLVED IN SELECTING, DEVELOPING, AND EXHIBITING A PROJECT. PART II OF THE VOLUME CONSIDERS THE STRUCTURE OF SCIENCE…

  1. Science Fairs: A Primer for Parents.

    ERIC Educational Resources Information Center

    Hamrick, Linda; Harty, Harold

    1983-01-01

    Guidelines for parents whose children may be involved in preparing a science fair project are outlined and discussed. Suggests that this article (or a teacher prepared letter) be sent home with students when they are assigned a science project. (JN)

  2. Science Fairs: A Primer for Parents.

    ERIC Educational Resources Information Center

    Hamrick, Linda; Harty, Harold

    1983-01-01

    Guidelines for parents whose children may be involved in preparing a science fair project are outlined and discussed. Suggests that this article (or a teacher prepared letter) be sent home with students when they are assigned a science project. (JN)

  3. Science Fairs: Promoting Positive Attitudes Towards Science from Student Participation

    ERIC Educational Resources Information Center

    Wilson, Janell D.; Cordry, Sheila; Unline, Carol

    2004-01-01

    The purpose of the article is to describe step by step procedures teachers can use to successfully engage their students in the development of science fair projects. The article further explains how the student should prepare their science fair project for science fair competition. It is expected that increasing student participation in science…

  4. Science Fairs: Promoting Positive Attitudes Towards Science from Student Participation

    ERIC Educational Resources Information Center

    Wilson, Janell D.; Cordry, Sheila; Unline, Carol

    2004-01-01

    The purpose of the article is to describe step by step procedures teachers can use to successfully engage their students in the development of science fair projects. The article further explains how the student should prepare their science fair project for science fair competition. It is expected that increasing student participation in science…

  5. Remaking Science Fairs: Adaptations Create Science Conventions That Avoid the Typical Pitfalls of Science Fair Time

    ERIC Educational Resources Information Center

    Harshbarger, Dena

    2016-01-01

    In her current role as an elementary science methods instructor at a small midwestern university, Dena Harshbarger wanted to help teachers restructure traditional science fairs into "science conventions" to more accurately reflect how scientists share their findings within a scientific community (Barth 2008). Traditional science fairs…

  6. Remaking Science Fairs: Adaptations Create Science Conventions That Avoid the Typical Pitfalls of Science Fair Time

    ERIC Educational Resources Information Center

    Harshbarger, Dena

    2016-01-01

    In her current role as an elementary science methods instructor at a small midwestern university, Dena Harshbarger wanted to help teachers restructure traditional science fairs into "science conventions" to more accurately reflect how scientists share their findings within a scientific community (Barth 2008). Traditional science fairs…

  7. Janice VanCleave's Rocks and Minerals: Mind-Boggling Experiments You Can Turn into Science Fair Projects.

    ERIC Educational Resources Information Center

    VanCleave, Janice

    Science projects are a great way for students to learn more about science as they search for the answers to specific problems. This book offers guidance and provides ideas for students as they plan experiments, find and record information related to the problem, and organize data to find answers to the problem. The 20 topics in this book suggest…

  8. Janice VanCleave's Rocks and Minerals: Mind-Boggling Experiments You Can Turn into Science Fair Projects.

    ERIC Educational Resources Information Center

    VanCleave, Janice

    Science projects are a great way for students to learn more about science as they search for the answers to specific problems. This book offers guidance and provides ideas for students as they plan experiments, find and record information related to the problem, and organize data to find answers to the problem. The 20 topics in this book suggest…

  9. The PANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Destefanis, M.

    2013-12-01

    The PANDA (antiProton ANnihilation at DArmstadt) experiment is one of the major projects in preparation at the upcoming FAIR facility in Darmstadt, Germany. It will study interactions between antiprotons and protons or nuclei in the momentum range from 1.5 GeV/c to 15 GeV/c. The PANDA scientific program will address a wide range of topics, all aiming at improving our understanding of the strong interaction and hadron structure. The PANDA detector is a general-purpose spectrometer that will collect high quality and high statistics data in the fields of meson spectroscopy, baryon-antibaryon production, baryon spectroscopy, hypernuclear physics, hadron properties in the nuclear medium, and nucleon structure. This paper reviews some of the main physics topics of the experiment, together with a presentation of the detector.

  10. Reverse Your Science Fair with Educational Partnerships

    ERIC Educational Resources Information Center

    Rose, Jordan; Zardetto-Smith, Andrea; Mu, Keli; Demetrikopoulos, Melissa K.

    2004-01-01

    This article suggests several ways teachers can get their students really excited about science by bringing scientists to the science fair in a different role than the traditional "judge." With a bit more effort, scientists can become actively involved as presenters of hands-on activities. This article discusses: what happens when the tables are…

  11. Four Tools for Science Fair Success

    ERIC Educational Resources Information Center

    Smith, Sherry Weaver; Messmer, Barbara; Storm, Bill; Weaver, Cheryl

    2007-01-01

    These teacher-tested ideas will guide students in creating true inquiry-based projects. Two of the ideas, the Topic Selection Wizard and Science Project Timeline, are appropriate for all science fair programs, even new ones. For existing programs, the Black Box of Project Improvement and After-School Project Clinic improve project quality and…

  12. Reverse Your Science Fair with Educational Partnerships

    ERIC Educational Resources Information Center

    Rose, Jordan; Zardetto-Smith, Andrea; Mu, Keli; Demetrikopoulos, Melissa K.

    2004-01-01

    This article suggests several ways teachers can get their students really excited about science by bringing scientists to the science fair in a different role than the traditional "judge." With a bit more effort, scientists can become actively involved as presenters of hands-on activities. This article discusses: what happens when the tables are…

  13. Four Tools for Science Fair Success

    ERIC Educational Resources Information Center

    Smith, Sherry Weaver; Messmer, Barbara; Storm, Bill; Weaver, Cheryl

    2007-01-01

    These teacher-tested ideas will guide students in creating true inquiry-based projects. Two of the ideas, the Topic Selection Wizard and Science Project Timeline, are appropriate for all science fair programs, even new ones. For existing programs, the Black Box of Project Improvement and After-School Project Clinic improve project quality and…

  14. Science Fair Scene: How to Conduct a Science-Fair Project.

    ERIC Educational Resources Information Center

    McQueen, David R.

    1991-01-01

    Advice on how to transform a practical idea into a first-class science fair project is provided. How to do scientific research, what to include in a science fair report, how to pick a topic, when to begin, writing the report, and making the display are topics of discussion. (KR)

  15. Science Fair Scene: How to Conduct a Science-Fair Project.

    ERIC Educational Resources Information Center

    McQueen, David R.

    1991-01-01

    Advice on how to transform a practical idea into a first-class science fair project is provided. How to do scientific research, what to include in a science fair report, how to pick a topic, when to begin, writing the report, and making the display are topics of discussion. (KR)

  16. Science Fair Projects: Teaching Science or Something Else?

    ERIC Educational Resources Information Center

    Cornell, Elizabeth A.

    1981-01-01

    Frequently, science fair projects have little relevance to the goals of science. Criteria for judging projects are not evident to students, parents, judges, and other participants. Listed are seven steps to a better fair project which emphasize methodology and presentation. Also included are hints for involving parents. (DC)

  17. Science Fair Projects: Teaching Science or Something Else?

    ERIC Educational Resources Information Center

    Cornell, Elizabeth A.

    1981-01-01

    Frequently, science fair projects have little relevance to the goals of science. Criteria for judging projects are not evident to students, parents, judges, and other participants. Listed are seven steps to a better fair project which emphasize methodology and presentation. Also included are hints for involving parents. (DC)

  18. BOOK REVIEW: Science Fair Projects: Physics

    NASA Astrophysics Data System (ADS)

    Reynolds, Helen

    2000-11-01

    I have often thought that the notion of a Science Fair is intrinsically a good one but have never set one up. With this book such an undertaking is possible, with 47 projects from which you can choose. Each project has a clearly stated purpose with an overview that contains the physics you need to get started. A hypothesis, or sometimes two, and a procedure detailing what the student should do follow this. The materials to be used are those you should be able to find at home, and safety guidelines as well as places the student needs adult help are clearly marked. Every project asks the student to write down the results of their experiment and decide whether or not their hypothesis was correct. There are also suggestions for taking each project further. Some of these projects are standard experiments that you may already do with students in class, for example, making plasticine boats, string telephones and levers. Most are interesting twists on standard experiments such as using a wedge as a simple machine, home-made spinning toys and the experiments with light bulbs. The latter are the only real cause for concern if students were to do these things at home as adult supervision would be essential. This is obviously an American book, though. Teachers in British classrooms would need to work out how to deal with the references to temperature in Fahrenheit and mass in ounces. Length is usually given in centimetres as well as inches. Translations of soda bottles and bobby pins would also be needed. This book is designed to be full of ideas and to give structure to projects students can do at home, not to provide ideas that you can transport into the classroom. It does this very well and I would recommend it to anyone thinking of starting up a Science Fair. Alternatively, this is an excellent resource for more interesting homework assignments that would put more responsibility on the student and give them something fun to do.

  19. White House Science Fair Emphasizes Importance of STEM Education

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2014-06-01

    "I have a confession to make," U.S. president Barack Obama told the audience of young inventors and their mentors at a 27 May White House Science Fair ceremony in the East Room of the White House. "When I was growing up, my science fair projects were not as successful as the ones here." Recalling that during one of his experiments, "a bunch of mice escaped in my grandmother's apartment," Obama joked, "These experiments did not take me straight to the White House."

  20. Getting a Jump on the Science Fair.

    ERIC Educational Resources Information Center

    Fort, Deborah C.

    1985-01-01

    Success of the Murch Elementary School (Washington, DC) science fair is due to many factors which are applicable to other schools. Suggestions, ideas, and hints are given in this description of the school's program. Projects with an electrocardiogram, water weeds, and preserving ice are also discussed. (DH)

  1. Getting a Jump on the Science Fair.

    ERIC Educational Resources Information Center

    Fort, Deborah C.

    1985-01-01

    Success of the Murch Elementary School (Washington, DC) science fair is due to many factors which are applicable to other schools. Suggestions, ideas, and hints are given in this description of the school's program. Projects with an electrocardiogram, water weeds, and preserving ice are also discussed. (DH)

  2. The NASA Goddard Space Flight Center Virtual Science Fair

    NASA Technical Reports Server (NTRS)

    Bolognese, Jeff; Walden, Harvey; Obenschain, Arthur F. (Technical Monitor)

    2001-01-01

    This report describes the development of the NASA Goddard Space Flight Center Virtual Science Fair, including its history and outgrowth from the traditional regional science fairs supported by NASA. The results of the 1999 Virtual Science Fair pilot program, the mechanics of running the 2000 Virtual Science Fair and its results, and comments and suggestions for future Virtual Science Fairs are provided. The appendices to the report contain supporting documentation, including the original proposal for this project, the judging criteria, the user's guide and the judge's guide to the Virtual Science Fair Web site, the Fair publicity brochure and the Fair award designs, judges' and students' responses to survey questions about the Virtual Science Fair, and lists of student entries to both the 1999 and 2000 Fairs.

  3. The NASA Goddard Space Flight Center Virtual Science Fair

    NASA Technical Reports Server (NTRS)

    Bolognese, Jeff; Walden, Harvey; Obenschain, Arthur F. (Technical Monitor)

    2002-01-01

    This report describes the development of the NASA Goddard Space Flight Center Virtual Science Fair, including its history and outgrowth from the traditional regional science fairs supported by NASA. The results of the 1999 Virtual Science Fair pilot program, the mechanics of running the 2000 Virtual Science Fair and its results, and comments and suggestions for future Virtual Science Fairs are provided. The appendices to the report include the original proposal for this project, the judging criteria, the user's guide and the judge's guide to the Virtual Science Fair Web site, the Fair publicity brochure and the Fair award designs, judges' and students' responses to survey questions about the Virtual Science Fair, and lists of student entries to both the 1999 and 2000 Fairs.

  4. Travelling the Road beyond the Curriculum through a Science Fair

    ERIC Educational Resources Information Center

    Avraamidou, Lucy; Evagorou, Maria

    2007-01-01

    In this paper we describe a model for a science fair, within the context of an elementary science methods course. We first describe the theoretical perspectives from which the idea of science fairs derives and we provide definitions as we sketch the characteristics of commonly used science fairs. We then describe the context and processes of a…

  5. Agricultural Science Fairs: Are Students Truly Learning from This Activity?

    ERIC Educational Resources Information Center

    Boleman, C. T.; Burrell, F., Jr.

    2003-01-01

    A pretest/posttest administered to 480 fourth-graders revealed an increase in correct responses for 9 of 10 questions following participation in an agricultural science fair. Significant increases were related to knowledge of how agriculture affects everyday life. A teacher survey (n=89) indicated that it was a positive learning experience but…

  6. Agricultural Science Fairs: Are Students Truly Learning from This Activity?

    ERIC Educational Resources Information Center

    Boleman, C. T.; Burrell, F., Jr.

    2003-01-01

    A pretest/posttest administered to 480 fourth-graders revealed an increase in correct responses for 9 of 10 questions following participation in an agricultural science fair. Significant increases were related to knowledge of how agriculture affects everyday life. A teacher survey (n=89) indicated that it was a positive learning experience but…

  7. Hosting a Successful Science Fair to Boost Interest in Science

    NASA Astrophysics Data System (ADS)

    Sullivan, James; Cruse, Thomas

    2008-10-01

    Science fairs are a popular way for junior and senior high school students (grades 7 through 12) to display science and engineering projects and participate in a competition for prizes and honors. In the state of Ohio students can advance through their school fairs to district science fairs and then on to the State Science Day in early May. The University of Cincinnati (UC) has hosted one of the Ohio district science fairs since 2005 - the official name is the UC Science and Engineering Expo (UCSEE). The University hosts between 300 and 400 student projects at this event. The day itself includes the training of the 200+ judges, the actual judging, activities for the students' families and friends, tours of the UC campus facilities, and culminates with a guest speaker and an awards ceremony. The students compete for prizes and scholarships worth approximately 50k and over 100 of the UCSEE projects typically advance to participate in State Science Day. Additionally some top projects from the UCSEE are also sent directly to the International Science and Engineering Fair (ISEF). The authors have been heavily involved in the planning, organization and production of the UCSEE since UC began offering it in 2005. Much of the planning and background work, as well as memories, from this major project will be discussed in this presentation.

  8. Science Teachers' Views about the Science Fair at Primary Education Level

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2013-01-01

    Science fair is an environment where students present their scientific research projects. Opinions of science teachers who participated as a mentor in science fair are important for determining of the science fair quality and its contribution of science education. The aim of study was to determine science teachers' views about the science fair at…

  9. Earth Science: 49 Science Fair Projects Series.

    ERIC Educational Resources Information Center

    Bonnet, Robert L.; Keen, G. Daniel

    This book offers a large collection of Earth science projects and project ideas for students, teachers, and parents. The projects described are complete but can also be used as spring boards to create expanded projects. Overviews, organizational direction, suggested hypotheses, materials, procedures, and controls are provided. The projects…

  10. Can participation in a school science fair improve middle school students' attitudes toward science and interest in science careers?

    NASA Astrophysics Data System (ADS)

    Finnerty, Valerie

    The purpose of this study was to investigate whether participation in a school-based science fair affects middle school students' attitudes toward science and interest in science and engineering careers. A quasi-experimental design was used to compare students' pre- and posttest attitudes toward and interest in science. Forty-eight of the 258 participants completed a school-based science fair during the study. In addition, twelve middle school science teachers completed an online survey. Both the Survey of Science Attitudes and Interest I and II (SSAI-I and II) measured students' attitudes toward and interest in science and science and mathematics self-efficacy, asked about classroom inquiry experiences and gathered demographic information. An online survey gathered qualitative data about science teachers' perceptions of school science fairs. The results showed no significant interactions among completion of a science fair project and attitudes toward and interest in science, science and mathematics self-efficacy or gender. There were significant differences at both pre- and posttest in attitudes between the students who did and did not complete a science fair project. All participating teachers believed that participation in science fairs could have a positive effect on students' attitudes and interest, but cited lack of time as a major impediment. There was significant interaction between level of classroom inquiry and attitudes and interest in science; students who reported more experiences had higher scores on these measures. Classroom inquiry also interacted with the effects of a science fair and participants' pre- and posttest attitude scores. Finally, the amount and source of assistance on a science fair project had a significant impact on students' posttest measures. Major limitations which affect the generalization of these findings include the timing of the administration of the pretest, the number of participants in the experimental group and differences

  11. Getting Started in Science Fairs: From Planning to Judging. The Teacher's Science Fair Survival Guide.

    ERIC Educational Resources Information Center

    Perry, Phyllis J.

    This book is provided as a helpful tool in ensuring a successful and satisfying elementary school science fair. The book clarifies the roles of teachers, parents, and students and provides information about types of projects, practical tips, and possible topics for research. Included are short bibliographies, sample forms (which are teacher…

  12. Students' Sources of Motivation for Participating in Science Fairs: An Exploratory Study within the Canada-Wide Science Fair 2008

    ERIC Educational Resources Information Center

    Dionne, Liliane; Reis, Giuliano; Trudel, Louis; Guillet, Gabriel; Kleine, Leonard; Hancianu, Corina

    2012-01-01

    Science fairs have been for many years a popular school activity in North America. They are a venue for the popularization of science and consequently an important encouragement for the pursuit of careers in science or engineering. However, little is known about students' perceived motives for participating in local or national science fairs and…

  13. Students' Sources of Motivation for Participating in Science Fairs: An Exploratory Study within the Canada-Wide Science Fair 2008

    ERIC Educational Resources Information Center

    Dionne, Liliane; Reis, Giuliano; Trudel, Louis; Guillet, Gabriel; Kleine, Leonard; Hancianu, Corina

    2012-01-01

    Science fairs have been for many years a popular school activity in North America. They are a venue for the popularization of science and consequently an important encouragement for the pursuit of careers in science or engineering. However, little is known about students' perceived motives for participating in local or national science fairs and…

  14. The 1939-1940 New York World's Fair and the Transformation of the American Science Extracurriculum

    ERIC Educational Resources Information Center

    Terzian, Sevan G.

    2009-01-01

    At the 1939-1940 New York World's Fair, several thousand boys and girls, all members of a growing national network of high school science and engineering clubs, displayed their science fair projects and conducted live experiments to more than 10 million visitors. Housed in the building sponsored by the Westinghouse Electric and Manufacturing…

  15. The 1939-1940 New York World's Fair and the Transformation of the American Science Extracurriculum

    ERIC Educational Resources Information Center

    Terzian, Sevan G.

    2009-01-01

    At the 1939-1940 New York World's Fair, several thousand boys and girls, all members of a growing national network of high school science and engineering clubs, displayed their science fair projects and conducted live experiments to more than 10 million visitors. Housed in the building sponsored by the Westinghouse Electric and Manufacturing…

  16. Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

    NASA Astrophysics Data System (ADS)

    De Barros Miller, Anne Marie

    In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

  17. Obama Announces Science Education Goal at White House Science Fair

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2012-02-01

    With student participants in the second annual White House Science Fair as a backdrop, President Barack Obama announced on 7 February programs to help prepare new math and science teachers and to meet a new goal of having 1 million more U.S. college graduates in science, technology, engineering, and math (STEM) over the next decade than there would be at the current graduation rate. That goal is outlined in a report entitled “Engage to excel,” by the President's Council of Advisors on Science and Technology (PCAST), released the same day. Obama also announced several other initiatives, including a $22 million private-sector investment, led by the Carnegie Corporation of New York, to invest in STEM teacher training. After he toured the science fair projects, Obama said the science fair students “inspire” him. “What impresses me so much is not just how smart you are, but it's the fact that you recognize you've got a responsibility to use your talents in service of something bigger than yourselves,” he said. What these young people are doing is “going to make a bigger difference in the life of our country over the long term than just about anything,” adding, “We've got to emphasize how important this is and recognize these incredible young people who are doing that that I couldn't even imagine thinking about at fifth grade or eighth grade or in high school.”

  18. NASA at the 2014 White House Science Fair

    NASA Image and Video Library

    NASA joined President Obama at the White House for the 2014 White House Science Fair on May 27, recognizing the student winners of a broad range of science, technology, engineering and math (STEM) ...

  19. The Need to Explore: Nonexperimental Science Fair Projects.

    ERIC Educational Resources Information Center

    McNay, Margaret

    1985-01-01

    For the sake of grade school entrants in particular, nonexperimental science fair projects should be encouraged and accepted for science fairs. Support for this approach is given along with several suggestions for projects. Guidelines for judging nonexperimental projects are also included. (DH)

  20. Non-Traditional Characteristics of a Successful Science Fair Project

    ERIC Educational Resources Information Center

    Sumrall, William; Schillinger, Don

    2004-01-01

    Science fairs offer students the opportunity to develop skills in inquiry, writing research proposals, working with peers, verifying results, and sharing experimental findings. However, the science fair itself does not necessarily translate into a student's attainment of such skills. Project quality and a student's successful achievement of good…

  1. The Need to Explore: Nonexperimental Science Fair Projects.

    ERIC Educational Resources Information Center

    McNay, Margaret

    1985-01-01

    For the sake of grade school entrants in particular, nonexperimental science fair projects should be encouraged and accepted for science fairs. Support for this approach is given along with several suggestions for projects. Guidelines for judging nonexperimental projects are also included. (DH)

  2. Development of Teachers' Attitude Scale towards Science Fair

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2013-01-01

    This study was conducted to develop a new scale for measuring teachers' attitude towards science fair. Teacher Attitude Scale towards Science Fair (TASSF) is an inventory made up of 19 items and five dimensions. The study included such stages as literature review, the preparation of the item pool and the reliability and validity analysis. First of…

  3. Non-Traditional Characteristics of a Successful Science Fair Project

    ERIC Educational Resources Information Center

    Sumrall, William; Schillinger, Don

    2004-01-01

    Science fairs offer students the opportunity to develop skills in inquiry, writing research proposals, working with peers, verifying results, and sharing experimental findings. However, the science fair itself does not necessarily translate into a student's attainment of such skills. Project quality and a student's successful achievement of good…

  4. Development of Teachers' Attitude Scale towards Science Fair

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2013-01-01

    This study was conducted to develop a new scale for measuring teachers' attitude towards science fair. Teacher Attitude Scale towards Science Fair (TASSF) is an inventory made up of 19 items and five dimensions. The study included such stages as literature review, the preparation of the item pool and the reliability and validity analysis. First of…

  5. Science Fairs Plus: Reinventing an Old Favorite. Grades K-8.

    ERIC Educational Resources Information Center

    Cusick, Judy, Ed.; Duval, Carol, Ed.; Smith, Betty, Ed.

    This book presents a selection of articles published in "Science and Children", "Science Scope", and "The Science Teacher", all journals published by the National Science Teachers Association (NSTA), that cover all grade levels from elementary through secondary education. It describes how to organize and conduct a successful science fair. Contents…

  6. Science Fairs Plus: Reinventing an Old Favorite. Grades K-8.

    ERIC Educational Resources Information Center

    Cusick, Judy, Ed.; Duval, Carol, Ed.; Smith, Betty, Ed.

    This book presents a selection of articles published in "Science and Children", "Science Scope", and "The Science Teacher", all journals published by the National Science Teachers Association (NSTA), that cover all grade levels from elementary through secondary education. It describes how to organize and conduct a successful science fair. Contents…

  7. Bridging a High School Science Fair Experience with First Year Undergraduate Research: Using the E-SPART Analyzer to Determine Electrostatic Charge Properties of Compositionally Varied Rock Dust Particles as Terrestrial Analogues to Mars Materials

    NASA Technical Reports Server (NTRS)

    Scott, A. G.; Williams, W. J. W.; Mazumder, M. K.; Biris, A.; Srirama, P. K.

    2005-01-01

    NASA missions to Mars confirm presence of surficial particles, as well as dramatic periods of aeolian reworking. Dust deposition on, or infiltration into, exploration equipment such as spacecraft, robotic explorers, solar panel power supplies, and even spacesuits, can pose significant problems such as diminished power collection, short circuits / discharges, and added weight. We report results conducted initially as a science fair project and a study now part of a first year University undergraduate research experience.

  8. Experiments on extreme states of matter towards HIF at FAIR

    NASA Astrophysics Data System (ADS)

    Sharkov, Boris; Varentsov, Dmitry

    2014-01-01

    The Facility for Antiproton and Ion Research in Europe (FAIR) will provide worldwide unique accelerator and experimental facilities allowing for a large variety of unprecedented frontier research in extreme state of matter physics and applied science. Indeed, it is the largest basic research project on the roadmap of the European Strategy Forum of Research Infrastructures (ESFRI), and it is cornerstone of the European Research Area. FAIR offers to scientists from the whole world an abundance of outstanding research opportunities, broader in scope than any other contemporary large-scale facility worldwide. More than 2500 scientists are involved in setting up and exploiting the FAIR facility. They will push the frontiers of our knowledge in plasma, nuclear, atomic, hadron and applied physics far ahead, with important implications also for other fields in science such as cosmology, astro and particle physics, and technology. It includes 14 initial experiments, which form the four scientific pillars of FAIR. The main thrust of intense heavy ion and laser beam-matter interaction research focuses on the structure and evolution of extreme state of matter on both a microscopic and on a cosmic scale.

  9. Experiments on extreme states of matter towards HIF at FAIR

    NASA Astrophysics Data System (ADS)

    Sharkov, Boris; Varentsov, Dmitry

    2013-11-01

    The Facility for Antiproton and Ion Research in Europe (FAIR) will provide worldwide unique accelerator and experimental facilities allowing for a large variety of unprecedented frontier research in extreme state of matter physics and applied science. Indeed, it is the largest basic research project on the roadmap of the European Strategy Forum of Research Infrastructures (ESFRI), and it is cornerstone of the European Research Area. FAIR offers to scientists from the whole world an abundance of outstanding research opportunities, broader in scope than any other contemporary large-scale facility worldwide. More than 2500 scientists are involved in setting up and exploiting the FAIR facility. They will push the frontiers of our knowledge in plasma, nuclear, atomic, hadron and applied physics far ahead, with important implications also for other fields in science such as cosmology, astro and particle physics, and technology. It includes 14 initial experiments, which form the four scientific pillars of FAIR. The main thrust of intense heavy ion and laser beam-matter interaction research focuses on the structure and evolution of extreme state of matter on both a microscopic and on a cosmic scale.

  10. Students Inspiring Students: An Online Tool for Science Fair Participants

    ERIC Educational Resources Information Center

    Seeman, Jeffrey I.; Lawrence, Tom

    2011-01-01

    One goal of 21st-century education is to develop mature citizens who can identify issues, solve problems, and communicate solutions. What better way for students to learn these skills than by participating in a science and engineering fair? Fair participants face the same challenges as professional scientists and engineers, even Nobel laureates.…

  11. Students Inspiring Students: An Online Tool for Science Fair Participants

    ERIC Educational Resources Information Center

    Seeman, Jeffrey I.; Lawrence, Tom

    2011-01-01

    One goal of 21st-century education is to develop mature citizens who can identify issues, solve problems, and communicate solutions. What better way for students to learn these skills than by participating in a science and engineering fair? Fair participants face the same challenges as professional scientists and engineers, even Nobel laureates.…

  12. Ceramic Fairings for A Hypersonic Flight Experiment

    NASA Technical Reports Server (NTRS)

    Churchward, Rex; Piquette, R.; Smith, D.; Arnold, M.; Rasky, Daniel J. (Technical Monitor)

    1998-01-01

    Fairings composed of Rigid Fibrous Insulations (RSI) were fabricated, instrumented, and coated using techniques that were recently developed at NASA Ames Research Center. These RSI components are part of a specific assembly of materials which were built onto a wing of a Pegasus flight vehicle. The assembly was designed to collect aerothermal data during a designated mission to deliver a satellite to earth orbit. The objective of the flight experiment is to validate the theory of boundary layer transition at flight speeds in excess of Mach 3. The actual flight experiment is scheduled to occur during the summer of 1998. Fabrication and installation methodologies will be discussed with a brief description of the wing glove assembly.

  13. From science fair to project-based science: A study of the implementation of an innovation through an existing activity system

    NASA Astrophysics Data System (ADS)

    Walker, Lisa Jean

    The implementation process is critical to the success of educational innovations. Project-based science is an innovation designed to support students' science learning. Science fair is a pervasive school practice in which students exhibit science projects. Little is known about how science fair may affect the implementation of reform efforts in science education. This study explores the relationship of science fair and project-based science in the classrooms of three science teachers. Two theories are used to understand science fair as an instructional practice. Cultural historical activity theory supports an analysis of the origins and development of science fair. The idea of communities of practice supports a focus on why and how educational practitioners participate in science fair and what meanings the activity holds for them. The study identifies five historically-based design themes that have shaped science fair: general science, project method, scientific method, extra-curricular activity, and laboratory science. The themes provide a new framework for describing teachers' classroom practices for science fair activities and support analysis of the ways their practices incorporate aspects of project-based science. Three case studies in Chicago present ethnographic descriptions of science fair practices within the context of school communities. One focuses on the scientific method as a linear process for doing science, another on knowledge generation through laboratory experiments, and the third on student ability to engage in open-ended inquiry. One teacher reinvents a project-based science curriculum to strengthen students' laboratory-based science fair projects, while another reinvents science fair to teach science as inquiry. In each case, science fair is part of the school's efforts to improve science instruction. The cases suggest that reform efforts help to perpetuate science fair practice. To support systemic improvements in science education, this

  14. Future Experiments with HADES at FAIR

    SciTech Connect

    Tlusty, P.

    2010-12-28

    The Dielectron Spectrometer HADES installed at GSI Darmstadt recently provided new intriguing results on production of electron pairs and strangeness from elementary and nucleus-nucleus collisions. The obtained data call for further systematic investigations of heavier systems and/or at higher energies.For this purpose, the HADES spectrometer has been upgraded with a high-granularity RPC time-of-flight wall. In addition, a completely new detector read-out and data-acquisition system has been implemented which will greatly improve our data-taking rates. We describe the current status of the HADES spectrometer and our plans for experiments on heavy system collisions at energies up to 10 A GeV on the upcoming FAIR facility.

  15. The PxAFANDA Experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Sfienti, C.; Peters, K.

    2010-08-01

    The P¯ANDA experiment (Pbar ANnihilations at DArmstadt) is a next generation hadron physics detector under design for the Facility for Antiproton and Ion Research (FAIR) at Darmstadt, Germany. It will be using cooled antiproton beams with an energy between 1.5 GeV and 15 GeV interacting with various internal targets. The experiment is focusing on hadron spectroscopy, in particular the search for exotic states in the charmonium region, on the interaction of charm hadrons with the nuclear medium and on double-hypernuclei. With physics requiring precise partial wave analysis the experiment has almost 4π acceptance, a solenoid magnet for high pT tracks and a dipole magnet for the forward part of reaction products. A silicon vertex detector surrounds the interaction point. In both spectrometer parts tracking, charged particle identification, electromagnetic calorimetry and muon identification are available. The experiment is being designed to fully exploit the extraordinary physics potential arising from the availability of high-intensity, cooled antiproton beams. Significant progress beyond the present understanding of the field is expected thanks to improvements in statistics and precision of the data.

  16. The Compressed Baryonic Matter Experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Heuser, J. M.

    2011-04-01

    The Compressed Baryonic Matter (CBM) experiment is being planned at the international research centre FAIR, under realization next to the GSI laboratory in Darmstadt, Germany. Its physics programme addresses the QCD phase diagram in the region of highest net baryon densities. Of particular interest are the expected first order phase transition from partonic to hadronic matter, ending in a critical point, and modifications of hadron properties in the dense medium as a signal of chiral symmetry restoration. Laid out as a fixed-target experiment at the synchrotrons SIS-100/SIS-300, providing magnetic bending power of 100 and 300 T/m, the CBM detector will record both proton-nucleus and nucleus-nucleus collisions at beam energies up to 45A GeV. Hadronic, leptonic and photonic observables have to be measured with large acceptance. The nuclear interaction rates will reach up to 10 MHz to measure extremely rare probes like charm near threshold. Two versions of the experiment are being studied, optimized for either electron-hadron or muon identification, combined with silicon detector based charged-particle tracking and micro-vertex detection. The research programme will start at SIS-100 with ion beams between 2 and 11A GeV, and protons up to energies of 29 GeV using the HADES detector and an initial configuration of the CBM experiment. The CBM physics requires the development of novel detector systems, trigger and data acquisition concepts as well as innovative real-time reconstruction techniques. Progress with feasibility studies of the experiment and the development of its detector systems are discussed.

  17. A National Science Fair: Exhibiting Support for the Knowledge Economy

    ERIC Educational Resources Information Center

    Bencze, John Lawrence; Bowen, Gervase Michael

    2009-01-01

    Student-directed, open-ended scientific investigations and invention projects may serve to deepen and broaden students' scientific and technological literacy, and, in so doing, enable them to succeed in democracies greatly affected by processes and products of science and technology. Science fairs, events at which student-led projects are…

  18. Physics at the International Science and Engineering Fair.

    ERIC Educational Resources Information Center

    Walker, Jearl

    1979-01-01

    A judge for the physics projects for the 1979 International Science and Engineering Fair describes many of the more popular science projects. Projects described include the following: carbon dioxide and helium-neon lasers, reverse flame investigations, holography, construction of a magnetic bottle to confine plasma, and aerodynamic drag. (BT)

  19. Physics at the International Science and Engineering Fair.

    ERIC Educational Resources Information Center

    Walker, Jearl

    1979-01-01

    A judge for the physics projects for the 1979 International Science and Engineering Fair describes many of the more popular science projects. Projects described include the following: carbon dioxide and helium-neon lasers, reverse flame investigations, holography, construction of a magnetic bottle to confine plasma, and aerodynamic drag. (BT)

  20. A National Science Fair: Exhibiting Support for the Knowledge Economy

    ERIC Educational Resources Information Center

    Bencze, John Lawrence; Bowen, Gervase Michael

    2009-01-01

    Student-directed, open-ended scientific investigations and invention projects may serve to deepen and broaden students' scientific and technological literacy, and, in so doing, enable them to succeed in democracies greatly affected by processes and products of science and technology. Science fairs, events at which student-led projects are…

  1. Evaluation of constructivist pedagogy: Influence on critical thinking skills, science fair participation and level of performance

    NASA Astrophysics Data System (ADS)

    Foxx, Robbie Evelyn

    Science education reform, driven by a rapidly advancing technological society, demands the attention of both elementary and middle school curriculum-developers. Science education training in current standards (National Research Council [NRC] Standards 1996) emphasize inquiry, which is reported to be a basic tenet of the theory known as constructivism (NAASP, 1996; Cohen, 1988; Conley, 1993; Friedman, 1999; Newman, Marks, & Gamoran, 1996; Smerdon & Burkam 1999; Sizer 1992; Talbert & McLaughlin 1993; Tobin & Gallagher, 1987; Yager, 1991, 2000). Pedagogy focusing on the tenets of constructivist theory, at the intermediate level, can address current science standards. Many science educators believe participation in science fairs helps students develop the attitudes, skills, and knowledge that will help them to be comfortable and successful in the scientific and technological society (Czerniak, 1996). Competing in science fairs is one vehicle which allows students to apply science to societal issues, solve problems and model those things scientists do. Moreover, constructing a science fair project is suggested as being an excellent means to foster the development of concepts necessary in promoting scientific literacy (Czerniak, 1996). Research further suggests that through science fairs or other inquiry activities, students construct their knowledge with fewer misconceptions as they explore and discover the nature of science (NRC 1996). Tohn 's study (as cited in Bellipanni, 1994) stated that science fairs are a major campaign to increase student skills and to allow students a chance to have fun with science. The purpose of this research was twofold: (1) to assess science problem solving skills of students instructed using constructivist pedagogy, and (2) to explore the effects of constructivist pedagogy's influence(s) on science fair participation/placement. Students' attitudes resulting from these experiences were examined as well.

  2. The Impact of Involvement in a Science Fair on Seventh Grade Students.

    ERIC Educational Resources Information Center

    Yasar, Senay; Baker, Dale

    Current research shows that the number of science fairs and science fair participants is increasing. However, other than the growth of participant numbers, there is very little research investigating the benefits of these science fairs and assessing whether science fair projects are worth the time, effort, and money spent on them. The purpose of…

  3. EDGE (Experiential Discoveries in Geoscience Education) Field Course Provides Alaskan High School and Middle School students with Earth Science and GIS Skills for Science Fair Projects and a College Experience

    NASA Astrophysics Data System (ADS)

    Connor, C. L.; Prakash, A.; Brownlee, M.; Nagorski, S.; Walling, R.

    2006-12-01

    For this outreach project we created watershed scale field activities in the Mendenhall Glacier system in Juneau, Alaska to introduce pre-college students to earth surface processes. These activities were designed to teach field data collection methods and to provide experiences that included exposure to the disciplines of glaciology, hydrology, and geomorphology. Students used their own observations to understand the on-going effects of warming climate in southeastern Alaska. Twenty seven, pre-college students from throughout the state participated in a 5-day, two-credit, introductory college-level course. This course was designed to introduce them to earth science as practiced in the field. Students divided their time between field sessions with data collection and indoor GIS labs. EDGE field excursions enabled students to learn about glacial geomorphology from river rafts, to collect stream discharge and other hydrologic data in local streams, and to integrate glacier recession observations with GPS waypoints collected from observed recessional positions. In labs at the University of Alaska Southeast campus, EDGE students were introduced to the fundamentals of ArcGIS. They downloaded their GPS waypoints onto modern and historic maps. They analyzed their stream flow data and created dynamic maps using their own observations in the field. During Fall 2006 semester, the students will generate earth science projects in their villages and towns that they can complete and present to their peers. EDGE teachers who attended a 10 day workshop in June will mentor their EDGE students. EDGE teachers and students will return to the UAS Juneau campus in March 2007 for a symposium. EGDE students will present their projects to Juneau area undergraduates and Juneau School District K-12 classes. In addition EDGE high school students will have the option to enter and compete in the Southeast Alaska Regional Science Fair held the same weekend. Funding from the National Science

  4. Gender Differences in Science Interests: An Analysis of Science Fair Projects.

    ERIC Educational Resources Information Center

    Lawton, Carol A.; Bordens, Kenneth S.

    Gender differences in science interests were examined in two studies of projects entered in a regional science fair in kindergarten through grade 12. A content analysis of 1,319 project topics and materials submitted to the Northeastern Indiana Regional Science and Engineering Fair from 1991 through 1993 showed that girls were more likely than…

  5. Increasing Student Participation in Science Fair Competitions

    ERIC Educational Resources Information Center

    Miles, Rhea

    2012-01-01

    In the summer of 2009, 22 African American middle school students in eastern North Carolina became participants in the Reach Up program to increase the number of underrepresented students participating in science-, technology-, engineering-, and mathematics-related activities. One of the goals of the program was for these students to participate…

  6. Increasing Student Participation in Science Fair Competitions

    ERIC Educational Resources Information Center

    Miles, Rhea

    2012-01-01

    In the summer of 2009, 22 African American middle school students in eastern North Carolina became participants in the Reach Up program to increase the number of underrepresented students participating in science-, technology-, engineering-, and mathematics-related activities. One of the goals of the program was for these students to participate…

  7. Trust, confidence, procedural fairness, outcome fairness, moral conviction, and the acceptance of GM field experiments.

    PubMed

    Siegrist, Michael; Connor, Melanie; Keller, Carmen

    2012-08-01

    In 2005, Swiss citizens endorsed a moratorium on gene technology, resulting in the prohibition of the commercial cultivation of genetically modified crops and the growth of genetically modified animals until 2013. However, scientific research was not affected by this moratorium, and in 2008, GMO field experiments were conducted that allowed us to examine the factors that influence their acceptance by the public. In this study, trust and confidence items were analyzed using principal component analysis. The analysis revealed the following three factors: "economy/health and environment" (value similarity based trust), "trust and honesty of industry and scientists" (value similarity based trust), and "competence" (confidence). The results of a regression analysis showed that all the three factors significantly influenced the acceptance of GM field experiments. Furthermore, risk communication scholars have suggested that fairness also plays an important role in the acceptance of environmental hazards. We, therefore, included measures for outcome fairness and procedural fairness in our model. However, the impact of fairness may be moderated by moral conviction. That is, fairness may be significant for people for whom GMO is not an important issue, but not for people for whom GMO is an important issue. The regression analysis showed that, in addition to the trust and confidence factors, moral conviction, outcome fairness, and procedural fairness were significant predictors. The results suggest that the influence of procedural fairness is even stronger for persons having high moral convictions compared with persons having low moral convictions. © 2012 Society for Risk Analysis.

  8. [Fair use of tests in health sciences].

    PubMed

    Espelt, Albert; Viladrich, Carme; Doval, Eduardo; Aliaga, Joan; García-Rueda, Rebeca; Tárrega, Salomé

    2014-01-01

    Standardized measurement instruments (tests) have become an essential tool in health sciences. The concept of equity in the development, adaptation and administration of psychometric tests was first introduced in "Standards for Educational and Psychological Testing" published in 1999 by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education. Despite its importance, this concept has been scarcely used in epidemiology and public health. Consequently, this methodological note aims to explain the concept of equity in testing and to provide tools and indications to detect and solve their inequitable use.

  9. Search: A Research Guide for Science Fairs and Independent Study.

    ERIC Educational Resources Information Center

    Wolfe, Connie

    This guide is for the gifted, talented, or creative student in grades 4-9, who wants to do a science project, enter a competitive fair, or who is interested in pursuing an independent study in any subject area. The first part of the book is a teacher's guide. It gives directions, guidelines, suggestions, and tips for assisting students in the…

  10. Examining Perceptions of the Science Fair Project: Content or Process?

    ERIC Educational Resources Information Center

    Watson, Jinx Stapleton

    2003-01-01

    Discusses student research, information literacy and research skills, and the role of inquiry in the research process. Presents a case study of a middle school science fair project that examined what students should accomplish in their research and what the role of stakeholders is, including teachers, parents, and school library media specialists.…

  11. Examining Perceptions of the Science Fair Project: Content or Process?

    ERIC Educational Resources Information Center

    Watson, Jinx Stapleton

    2003-01-01

    Discusses student research, information literacy and research skills, and the role of inquiry in the research process. Presents a case study of a middle school science fair project that examined what students should accomplish in their research and what the role of stakeholders is, including teachers, parents, and school library media specialists.…

  12. Nevada's Climate Change High School Science Fair Network

    NASA Astrophysics Data System (ADS)

    Buck, P.

    2012-12-01

    The purpose of this 3 year project funded by NSF (GEO 1035049) is to increase the climate change science content knowledge and teaching effectiveness of in-service high school science teachers and increase the numbers of quality of high school geoscience projects competing in Nevada's three regional Intel ISEF (International Science & Engineering Fair) affiliated science fairs. In year 1 of the project participants consisted of six female and three male high school teachers from across Nevada. Eight of the participants were white and one was Asian. Five participants taught in Clark County, two taught in Owyhee, one taught in Elko and one taught in Spring Creek. Over 20% of the projects were noted (by the teachers) as being submitted by underrepresented students; however, this information is not reliable as most students did not provide this data themselves. Pre-and post- content tests were given. Teachers improved from an average of eight missed on the pre-test to an average of only four items missed on the post-test. Participants were also asked to evaluate their own teaching efficacy. In general, participants had a strong science efficacy. The item on which there was the most discrepancy among participants was on #10, the one stating that "The low achievement of some students cannot generally be blamed on their teachers." Most teachers completed an end of year program evaluation. All but one of the participants felt that the pace of the workshop was comfortable. All participants who used faculty mentors in helping their students rated their faculty mentors very highly. All participants rated the program content very highly in terms of clarity, organization, relevance, helpfulness and usefulness. All participants gave the program a very high rating overall and stated they would likely use the information to mentor future students and in instruction in future classes. The science fairs are the culmination of the program. Teachers were required to have at least one

  13. The use of animals in national high school student science fair projects in the United States.

    PubMed

    Miller-Spiegel, Crystal

    2004-06-01

    Science fair projects can provide a sound opportunity to teach students the value of scientific methodology without relying on the routine and unnecessary use of animals. Unfortunately, students are often encouraged to use animals in an expendable manner that both duplicates previous experiments and neglects the opportunity to "think outside the box" in order to generate new hypotheses/theories about human health, physiological processes or basic biological concepts. Although at least one national science fair sponsor has changed its policy regarding students' utilisation of vertebrate animals, others continue to encourage the more traditional in vivo experimental projects. This paper will review the guidelines of two major national science fairs in the USA; types of projects conducted that involve animals; numbers of animals involved; interview responses by some student finalists who used vertebrates in their projects; successful initiatives by animal advocates in the USA to eliminate the use of animals in science fairs; and potential areas of outreach to science educators, science fair sponsors, high schools and students.

  14. Development of an instrument to measure student attitudes toward science fairs

    NASA Astrophysics Data System (ADS)

    Huddleston, Claudia A.

    Science fairs are woven into the very fabric of science instruction in the United States and in other countries. Even though thousands of students participate in science fairs every year, no instrument to measure student attitudes toward partaking in this hands-on learning experience has been fully developed and available for school administrators and teachers to assess the perceived value that current students attribute to participation in science fairs. Therefore, the purpose of this study was to continue the development and refinement of an instrument that measured student attitudes towards science fairs based on an unpublished instrument created by Michael (2005). The instrument developed and tested using 110 students at two different middle schools in southwest Virginia. The instrument consisted of 45 questions. After applying a principal component factor analysis, the instrument was reduced to two domains, enjoyment and value. The internal consistency of the instrument was calculated using Cronbach's alpha and showed good internal consistency of .89 between the two domains. Further analysis was conducted using a Pearson product-moment test and showed a significant positive correlation between enjoyment and value (r = .78). Demographic information was explored concerning the domains using a series of statistical tests, and results revealed no significant differences among race and science fair category. However, a significant difference was found among gender and students who won awards and those who did not. The conclusion was that further development and refinement of the instrument should be conducted.

  15. Obama Boosts Science Education During White House Student Fair

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2010-10-01

    With the East Room of the White House flush with Nobel laureates and government officials, including freshly sworn-in U.S. National Science Foundation director Subra Suresh, President Barack Obama honored dozens of students who participated in a White House science fair on 18 October. The fair—many of whose participants have won other science, technology, engineering, and math (STEM) competitions—is part of a series of events that culminated 23-24 October in the USA Science and Engineering Festival on the National Mall in Washington, D. C., and at 50 satellite events around the country. “We welcome championship sports teams to the White House to celebrate their victories,” Obama said, noting that the Los Angeles Lakers basketball team, New Orleans Saints football team, and others have been to the White House. “I thought we ought to do the same thing for the winners of science fair and robotic contests and math competitions, because often we don’t give these victories the attention that they deserve. When you win first place at a science fair, nobody is rushing the field or dumping Gatorade over your head [in celebration].”

  16. International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs, 2006-2007

    ERIC Educational Resources Information Center

    Science Service, 2006

    2006-01-01

    This publication presents changes and modifications for 2006-2007 to the "International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs." It is written to guide fair directors, teachers, scientists, parents, and adult volunteers as they pursue their work of encouraging students to explore and investigate their…

  17. International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs, 2007-2008

    ERIC Educational Resources Information Center

    Science Service, 2007

    2007-01-01

    This publication presents changes and modifications for 2007-2008 to the "International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs." It is written to guide fair directors, teachers, scientists, parents, and adult volunteers as they pursue their work of encouraging students to explore and investigate their…

  18. International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs, 2007-2008

    ERIC Educational Resources Information Center

    Science Service, 2007

    2007-01-01

    This publication presents changes and modifications for 2007-2008 to the "International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs." It is written to guide fair directors, teachers, scientists, parents, and adult volunteers as they pursue their work of encouraging students to explore and investigate their…

  19. Boulder Experiments: An Environmental Fair. Profiles of Promise 24.

    ERIC Educational Resources Information Center

    Wiley, Karen B.

    A group of Boulder, Colorado, high school students and townspeople conducted a two-day community environmental fair in the downtown street of Boulder. The fair, providing various instructive experiments depicting alternatives for Boulder's future social and physical environment, grew out of the Student Assisted Development of Materials for…

  20. A hospital/school science fair mentoring program for middle school students.

    PubMed

    Torres, B; Harris, R F; Lockwood, D; Johnson, J; Mirabal, R; Wells, D T; Pacheco, M; Soussou, H; Robb, F; Weissman, G K; Gwosdow, A R

    1997-12-01

    The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.

  1. Stimulate High School Science Fair Participation by Connecting with a Nearby College

    NASA Astrophysics Data System (ADS)

    Declue, Mary Ellen; Johnson, Kevin; Hendrickson, Howard; Keck, Pamela

    2000-05-01

    High school science fair competition is an underutilized yet highly beneficial experience for students. It requires creativity, practicing the scientific method, conducting and determining appropriate math manipulations, and organizational and writing skills. Because of the time commitment and resources needed for science fair participation, it is often not selected as an activity for high school students. However, the potential exists to increase the number of high school students who participate in science fairs by developing a collegial relationship between university faculty and high school teachers. For the past several years, a local high school chemistry teacher has brought an honors chemistry class to our campus to discuss science fair projects with faculty. This allowed a valuable dialogue where ideas for projects were discussed and meeting times set to use equipment not available at the high school. Past projects have been continued in subsequent years by new students to improve the quality of initial projects and decrease the number of new ideas needed each year. An established collaboration with a local resource, whether it is a university or trained professionals from local industry, can enhance the enthusiasm, resources, and experimental design of science fair projects and thus the scientific thought process of high school students.

  2. So You're Planning a Science Fair: Comments from a Judge

    ERIC Educational Resources Information Center

    Riechard, Donald E.

    1976-01-01

    After judging and evaluating four science fairs during a two week period, the author moved to put down some thoughts and suggestions. His comments fell into three major categories: 1) purposes of science fairs, 2) types of science fair projects, and 3) judging the projects. (Author/RK)

  3. How To Implement the Science Fair Self-Help Development Program in Schools. Sandia Report.

    ERIC Educational Resources Information Center

    Menicucci, David F.

    Often the burden of promoting science and engineering fairs falls upon science teachers who have to add the organizational activities for the fair to their normal teaching load. This manual is intended to assist in the science fair process by providing information about how to create a team of volunteers to manage the organizational activities.…

  4. So You're Planning a Science Fair: Comments from a Judge

    ERIC Educational Resources Information Center

    Riechard, Donald E.

    1976-01-01

    After judging and evaluating four science fairs during a two week period, the author moved to put down some thoughts and suggestions. His comments fell into three major categories: 1) purposes of science fairs, 2) types of science fair projects, and 3) judging the projects. (Author/RK)

  5. Science Fair. It's a Blast! A Guide for Junior High Students. Teacher's Guide.

    ERIC Educational Resources Information Center

    Riggins, Patricia C., Ed.

    Science fairs have the potential to help students develop new ways of solving problems using a scientific approach. This supplemental guide was developed for those teachers involved with science fairs as well as others who work with students in developing a project. Several reasons for holding a science fair are listed, along with some…

  6. Science Fair. It's a Blast! A Guide for Junior High Students. Teacher's Guide.

    ERIC Educational Resources Information Center

    Riggins, Patricia C., Ed.

    Science fairs have the potential to help students develop new ways of solving problems using a scientific approach. This supplemental guide was developed for those teachers involved with science fairs as well as others who work with students in developing a project. Several reasons for holding a science fair are listed, along with some…

  7. Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

    ERIC Educational Resources Information Center

    Gomez, Kimberley

    2007-01-01

    This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

  8. Negotiating Discourses: Sixth-Grade Students' Use of Multiple Science Discourses during a Science Fair Presentation

    ERIC Educational Resources Information Center

    Gomez, Kimberley

    2007-01-01

    This study offers important insights into the coexistence of multiple discourses and the link between these discourses and science understanding. It offers concrete examples of students' movement between multiple discourses in sixth-grade science fair presentations, and shows how those multiple discourses in science practices illuminate students'…

  9. Plasma Science and Applications at the Intel Science Fair: A Retrospective

    NASA Astrophysics Data System (ADS)

    Berry, Lee

    2009-11-01

    For the past five years, the Coalition for Plasma Science (CPS) has presented an award for a plasma project at the Intel International Science and Engineering Fair (ISEF). Eligible projects have ranged from grape-based plasma production in a microwave oven to observation of the effects of viscosity in a fluid model of quark-gluon plasma. Most projects have been aimed at applications, including fusion, thrusters, lighting, materials processing, and GPS improvements. However diagnostics (spectroscopy), technology (magnets), and theory (quark-gluon plasmas) have also been represented. All of the CPS award-winning projects so far have been based on experiments, with two awards going to women students and three to men. Since the award was initiated, both the number and quality of plasma projects has increased. The CPS expects this trend to continue, and looks forward to continuing its work with students who are excited about the possibilities of plasma. You too can share this excitement by judging at the 2010 fair in San Jose on May 11-12.

  10. Fairness in Knowing: Science Communication and Epistemic Justice.

    PubMed

    Medvecky, Fabien

    2017-09-22

    Science communication, as a field and as a practice, is fundamentally about knowledge distribution; it is about the access to, and the sharing of knowledge. All distribution (science communication included) brings with it issues of ethics and justice. Indeed, whether science communicators acknowledge it or not, they get to decide both which knowledge is shared (by choosing which topic is communicated), and who gets access to this knowledge (by choosing which audience it is presented to). As a result, the decisions of science communicators have important implications for epistemic justice: how knowledge is distributed fairly and equitably. This paper presents an overview of issues related to epistemic justice for science communication, and argues that there are two quite distinct ways in which science communicators can be just (or unjust) in the way they distribute knowledge. Both of these paths will be considered before concluding that, at least on one of these accounts, science communication as a field and as a practice is fundamentally epistemically unjust. Possible ways to redress this injustice are suggested.

  11. Abstracts of the Finalists of the International Science and Engineering Fair (39th, Knoxville, Tennessee, May 8-14, 1988).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in…

  12. Abstracts of the Finalists of the International Science and Engineering Fair (35th, Columbus, Ohio, May 8-13, 1984).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent…

  13. Abstracts of the Finalists of the International Science and Engineering Fair (35th, Columbus, Ohio, May 8-13, 1984).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent…

  14. Abstracts of the Finalists of the International Science and Engineering Fair (39th, Knoxville, Tennessee, May 8-14, 1988).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in…

  15. Science Fairs: A Qualitative Study of Their Impact on Student Science Inquiry Learning and Attitudes toward STEM

    ERIC Educational Resources Information Center

    Schmidt, Kathleen M.; Kelter, Paul

    2017-01-01

    Little is known about the impact of science fair participation on student science inquiry learning. Furthermore, there is only a small research base relating to science fair participation and student attitudes toward science, technology, engineering, and mathematics (STEM) careers and coursework. In this study, 41 seventh-grade science fair…

  16. Student Intern Freed Competes at Intel ISEF, Two Others Awarded at Local Science Fair | Poster

    Cancer.gov

    Class of 2014–2015 Werner H. Kirsten (WHK) student intern Rebecca “Natasha” Freed earned a fourth-place award in biochemistry at the 2015 Intel International Science and Engineering Fair (ISEF), the largest high school science research competition in the world, according to the Society for Science & the Public’s website. Freed described the event as “transformative experience,” where she was able to present her research to “experts, including Nobel laureates, as well as members of the general community and, of course, to [other students].”

  17. Student Intern Freed Competes at Intel ISEF, Two Others Awarded at Local Science Fair | Poster

    Cancer.gov

    Class of 2014–2015 Werner H. Kirsten (WHK) student intern Rebecca “Natasha” Freed earned a fourth-place award in biochemistry at the 2015 Intel International Science and Engineering Fair (ISEF), the largest high school science research competition in the world, according to the Society for Science & the Public’s website. Freed described the event as “transformative experience,” where she was able to present her research to “experts, including Nobel laureates, as well as members of the general community and, of course, to [other students].”

  18. "Saturday Night Live" Goes to High School: Conducting and Advising a Political Science Fair Project

    ERIC Educational Resources Information Center

    Allen, Meg; Brewer, Paul R.

    2010-01-01

    This article uses a case study to illustrate how science fair projects--which traditionally focus on "hard science" topics--can contribute to political science education. One of the authors, a high school student, conducted an experimental study of politics for her science fair project. The other author, a faculty member, was asked to advise the…

  19. "Saturday Night Live" Goes to High School: Conducting and Advising a Political Science Fair Project

    ERIC Educational Resources Information Center

    Allen, Meg; Brewer, Paul R.

    2010-01-01

    This article uses a case study to illustrate how science fair projects--which traditionally focus on "hard science" topics--can contribute to political science education. One of the authors, a high school student, conducted an experimental study of politics for her science fair project. The other author, a faculty member, was asked to advise the…

  20. International Rules for Precollege Science Research: Guidelines for Science Fairs. June 1995-May 1996.

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    This document presents the international rules for precollege science research. Sections include: (1) Quick Rules Reference; (2) Highlights for 1995-96; (3) International Science and Engineering Fair (ISEF) Category Descriptions; (4) Display and Safety Regulations; (5) Eligibility; (6) Requirements; (7) Limitations; (8) Continuation of Projects;…

  1. Science Fair Projects. LC Science Tracer Bullet. TB 07-6

    ERIC Educational Resources Information Center

    Howland, Joyce, Comp.

    2007-01-01

    Selected sources in this bibliography provide guidance to students, parents, and teachers throughout the process of planning, developing, implementing and competing in science fair activities. Sources range in suitability from elementary to high school levels. This guide updates "Library of Congress Science Tracer Bullet" 01-4. More specialized…

  2. Fairness Perceptions and Experiences of Muslim University Students in Canada

    ERIC Educational Resources Information Center

    Erkan, Serdar; Walker, Keith D.

    2016-01-01

    The purpose of this article is to examine the perceptions and experiences of fairness amongst Muslim post-secondary students based on our gathering of data using a web-based survey. The participants, 189 Muslim students, were reached via student organizations, national and local Muslim organizations, and Muslim student groups organized on…

  3. Thousands of Science Projects. Classified Titles of Exhibits Shown at Science Fairs and/or Produced as Projects for the Westinghouse Science Talent Search. Second Edition.

    ERIC Educational Resources Information Center

    Yoshioka, Ruby, Ed.

    Designed to serve as a source of ideas for students of all age levels for science fair projects, this publication lists titles of projects by young people who participated in fairs leading to the International Science and Engineering Fair or competed in the Science Talent Search for the Westinghouse Science Scholarship and Award. The titles have…

  4. Thousands of Science Projects. Classified Titles of Exhibits Shown at Science Fairs and/or Produced as Projects for the Westinghouse Science Talent Search. Second Edition.

    ERIC Educational Resources Information Center

    Yoshioka, Ruby, Ed.

    Designed to serve as a source of ideas for students of all age levels for science fair projects, this publication lists titles of projects by young people who participated in fairs leading to the International Science and Engineering Fair or competed in the Science Talent Search for the Westinghouse Science Scholarship and Award. The titles have…

  5. Science Fair Competition Generates Excitement and Promotes Creative Thinking in Japan

    ERIC Educational Resources Information Center

    Barry, Dana M.; Kanematsu, Hideyuki

    2006-01-01

    Educators in the U.S. and Japan have developed an international program to promote creative thinking in science. Their program includes a science fair component. This paper (which has been presented in both the U.S. and Japan) discusses creativity and describes a science fair activity, that the authors recently carried out in Japan. The special…

  6. Researching the Real: Transforming the Science Fair through Relevant and Authentic Research

    NASA Astrophysics Data System (ADS)

    Davidson, Rosemary McBryan

    This teacher research study documents the processes used to help students in an all-female, religious-based high school create science fair projects that are personally meaningful, scientifically sophisticated and up-to date in terms of science content. One-hundred sixteen young women in an honors chemistry class were introduced by their teacher to the methods used by science journalists when researching and crafting articles. The students then integrated these strategies into their science fair research through collaborative classroom activities designed by their teacher. Data collected during the process included audio and video tapes of classroom activities, student interviews, process work, finished projects, email conversations and the reflective journaling, annotated lesson plans, and memories of the lived experience by the teacher. The pedagogical changes which resulted from this project included the use of Read Aloud-Think Alouds (RATA) to introduce content and provide relevance, a discussion based topic selection process, the encouragement of relevant topic choices, the increased use of technology for learning activities and for sharing research, and an experimental design process driven by the student's personally relevant, topic choice. Built in feedback loops, provided by the teacher, peer editors and an outside editor, resulted in multiple revisions and expanded opportunities for communicating results to the community-at-large. Greater student engagement in science fair projects was evident: questioning for understanding, active involvement in decision making, collaboration within the classroom community, experience and expertise with reading, writing and the use of technology, sense of agency and interest in science related activities and careers all increased. Students communicated their evolving practices within the school community and became leaders who promoted the increased use of technology in all of their classes. Integrating journalistic

  7. The Effectiveness of Science Fairs for Increasing Native American Success in Pursuing STEM Careers.

    NASA Astrophysics Data System (ADS)

    Pellerin, H.; Jackson, C.

    2008-12-01

    As program director of the gidakiimanaaniwigamig (Our Earth Lodge) program, native elder Holly Pellerin has worked to increase participation by Native American middle- and high-school students in local and national science fairs. Courtney Jackson, an award-winning science fair participant, joins Pellerin to discuss the impact of science fairs on her future academic plans. Pellerin will give an overview of how science fairs have become an integral part of the gidakiimanaaniwigamig program and discuss the effectiveness of informal and out-of-school learning for advancing STEM careers among Native youths.

  8. Science fairs and Science Olympiad: Influence on student science inquiry learning and attitudes toward STEM careers and coursework

    NASA Astrophysics Data System (ADS)

    Schmidt, Kathleen M.

    Thousands of middle school students participate in science competitions such as science fairs and Science Olympiad yearly, but little is known about the effects of their participation on their attitudes toward science, technology, engineering and mathematics (STEM) coursework and careers. Even less is known about whether they increase students' understanding of the practices of scientific inquiry. In this study, 86 seventh-grade students from eight schools who participated in either science fair or Science Olympiad competitions were assessed regarding their attitudes toward STEM coursework and careers and the extent of their science inquiry skills. Quantitative data were collected through pre- and post- competition written assessments. Qualitative data were collected through post-competition focus groups. Both groups increased their understanding of science inquiry as a result of their participation in science competitions. Student attitudes toward STEM coursework and careers were generally positively influenced by their participation in science competitions. However, there was a subgroup of science fair participants for which the opposite was true. The strengths of Science Olympiad programs were the opportunities to study science topics on a deep level, to work with teammates, and to compete. However, there was little student choice at the schools studied because the coaches chose the teams and generally assigned students to particular Science Olympiad events. The level of science inquiry varied according to event. Strengths of the science fair programs were student choice regarding topics and a focus on science inquiry. However, the level of stress experienced by some students, and the negative attitudes toward science that resulted, called into question the appropriateness of engaging in a project of the length and complexity of a typical science fair project with this age group. Recommendations for Science Olympiad competitions are adding events that allow more

  9. A descriptive study of the middle school science teacher behavior for required student participation in science fair competitions

    NASA Astrophysics Data System (ADS)

    Fisanick, Laura M.

    This descriptive study explores three aspects of teacher behavior related to student participation in science fair competitions: teacher attitudes, teacher preference for different student-learning modes, and teacher motives for required student participation. Teacher motives for required student participation may stem from curriculum and standardized test requirements, school administrators' expectations, teacher preference for a competitive student-learning mode, and teacher attitudes towards science fair competitions. Survey data collected for this study included teacher attitudes about science fair competitions, teacher preference for different student-learning modes, and demographic data about middle school teachers who sponsor students in PJAS science fair competitions. The theoretical framework in this study is the theory of planned behavior proposed by Ajzen. The results from the analysis of data in this study showed that the majority of the teachers in this sample held positive attitudes towards science fair competitions and required their students to conduct science fair projects but did not require their students to participate in science fair competitions. The middle school science teachers in the sample would involve their students in PJAS competitions even if their districts did not require them to participate. The teachers in this study preferred the cooperative and individualistic student-learning modes. Teacher gender did not influence a preference for a particular student-learning mode. Using the theoretical framework from this study revealed teachers who required their students to participate in science fair competitions also required their students to conduct science fair projects.

  10. The role of the computer in science fair projects: Current status and potential

    SciTech Connect

    Trainor, M.S.

    1991-01-01

    The need for more students to enter the field of science is acute in the nation, and science fair projects provide a motivational mechanism to entice students into pursuing scientific careers. Computers play a major role in science today. Because computers are a major source of entertainment for our children, one would expect them to play a significant role in many science fair projects. This study investigated current and potential uses of computers in science fair projects and incorporated an informal case study of scientists, teachers, and students involved in science fair projects from a highly scientific community. Interviews, a survey, and observations were conducted. Results indicated that most projects either do not use or inadequately use computers and that a significant potential for more effective use of computers for science fair projects exists.

  11. Celebrating Science with the Community: An Approach to Science Fairs Intended to Create Learning Celebrations

    ERIC Educational Resources Information Center

    Pittman, Jason

    2016-01-01

    Learning celebrations are increasingly common in schools looking to put more emphasis on community and efficacy in place formulaic science fair projects. The celebration aspect is in the community's participation and interaction with the learners. Students are the main event, performing as they would in a school play or applying acquired knowledge…

  12. Celebrating Science with the Community: An Approach to Science Fairs Intended to Create Learning Celebrations

    ERIC Educational Resources Information Center

    Pittman, Jason

    2016-01-01

    Learning celebrations are increasingly common in schools looking to put more emphasis on community and efficacy in place formulaic science fair projects. The celebration aspect is in the community's participation and interaction with the learners. Students are the main event, performing as they would in a school play or applying acquired knowledge…

  13. Making science education meaningful for American Indian students: The effect of science fair participation

    NASA Astrophysics Data System (ADS)

    Welsh, Cynthia Ann

    Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An

  14. Stimulate High School Science Fair Participation by Connecting with a Nearby College.

    ERIC Educational Resources Information Center

    DeClue, Mary Ellen; Johnson, Kevin; Hendrickson, Howard; Keck, Pamela

    2000-01-01

    Contends that an established collaboration with a local resource--whether it be a university or trained professionals from local industry--can enhance the enthusiasm, resources, and experimental design of science fair projects. Describes the nature of some interactions related to a high school science fair and details some successful student…

  15. Stimulate High School Science Fair Participation by Connecting with a Nearby College.

    ERIC Educational Resources Information Center

    DeClue, Mary Ellen; Johnson, Kevin; Hendrickson, Howard; Keck, Pamela

    2000-01-01

    Contends that an established collaboration with a local resource--whether it be a university or trained professionals from local industry--can enhance the enthusiasm, resources, and experimental design of science fair projects. Describes the nature of some interactions related to a high school science fair and details some successful student…

  16. Predictors of Science Fair Participation Using the Theory of Planned Behavior.

    ERIC Educational Resources Information Center

    Czerniak, Charlene M.; Lumpe, Andrew T.

    1996-01-01

    Uses the Theory of Planned Behavior to examine factors that predict junior high and secondary students' (n=303) attitudes toward participating in district science fair competitions, beliefs about who would approve or disapprove of participation, and perceptions of control. Results indicate that science fair entry appears to be involuntary and that…

  17. The Complete Science Fair Handbook. For Teachers and Parents of Students in Grades 4-8.

    ERIC Educational Resources Information Center

    Fredericks, Anthony D.; Asimov, Isaac

    Interest in a science fair is low when students feel undirected and lack the information they need to produce a successful project. For many students, parents, and teachers, planning and carrying out a science fair project may be very frustrating. This book is designed to be a reference that helps teachers guide students through this process. The…

  18. Bilingual communication methods, text versus video, to increase parent involvement and science fair project student achievement

    NASA Astrophysics Data System (ADS)

    Clevenson, Rhonda Suzanne

    This research examined the responses of families to bilingual communication methods, text versus video, designed to facilitate school to home communication to increase parent involvement and seventh grade student achievement in the science fair project. Using an experimental design, 161 families were randomly selected to receive either a two part informational text or video series during the science fair unit taught at a culturally diverse urban middle school. The bilingual informational materials were created and produced by the staff at the research site. Measures were taken to make sure all families could access the informational materials and innovations such as a special travel envelope and reminding procedures aided data collection. Surveys measuring variables on a Likert scale with spaces for comments were collected from the parents and students. An interrater reliability study was completed to measure the agreement of the two teachers who used a grading checklist to score science fair project achievement. Quantitative methods including ANOVA and MLR were used to examine the data in terms of student achievement and the communication method (text or video), audience (students and parents), and the anticipated outcome (parent help). Nonparametric and qualitative data analyses were used to explore how families used and responded to the informational materials. Significant results were that the video communication method was positively associated with student achievement on the science fair project. Significant main effects were observed for the student characteristics, educational services (general and special education, and English as a Second Language), and previous achievement in science, and the parent characteristics, previous experience with science fair projects, primary viewing language (English or Spanish), and expectations for student achievement. Student achievement was not significantly related to the amount or usefulness of parent help. The amount

  19. Science and Human Experience

    NASA Astrophysics Data System (ADS)

    Cooper, Leon N.

    2015-01-01

    Part I. Science and Society: 1. Science and human experience; 2. Does science undermine our values?; 3. Can science serve mankind?; 4. Modern science and contemporary discomfort: metaphor and reality; 5. Faith and science; 6. Art and science; 7. Fraud in science; 8. Why study science? The keys to the cathedral; 9. Is evolution a theory? A modest proposal; 10. The silence of the second; 11. Introduction to Copenhagen; 12. The unpaid debt; Part II. Thought and Consciousness: 13. Source and limits of human intellect; 14. Neural networks; 15. Thought and mental experience: the Turing test; 16. Mind as machine: will we rubbish human experience?; 17. Memory and memories: a physicist's approach to the brain; 18. On the problem of consciousness; Part III. On the Nature and Limits of Science: 19. What is a good theory?; 20. Shall we deconstruct science?; 21. Visible and invisible in physical theory; 22. Experience and order; 23. The language of physics; 24. The structure of space; 25. Superconductivity and other insoluble problems; 26. From gravity to light and consciousness: does science have limits?

  20. Science and Human Experience

    NASA Astrophysics Data System (ADS)

    Cooper, Leon N.

    2014-12-01

    Part I. Science and Society: 1. Science and human experience; 2. Does science undermine our values?; 3. Can science serve mankind?; 4. Modern science and contemporary discomfort: metaphor and reality; 5. Faith and science; 6. Art and science; 7. Fraud in science; 8. Why study science? The keys to the cathedral; 9. Is evolution a theory? A modest proposal; 10. The silence of the second; 11. Introduction to Copenhagen; 12. The unpaid debt; Part II. Thought and Consciousness: 13. Source and limits of human intellect; 14. Neural networks; 15. Thought and mental experience: the Turing test; 16. Mind as machine: will we rubbish human experience?; 17. Memory and memories: a physicist's approach to the brain; 18. On the problem of consciousness; Part III. On the Nature and Limits of Science: 19. What is a good theory?; 20. Shall we deconstruct science?; 21. Visible and invisible in physical theory; 22. Experience and order; 23. The language of physics; 24. The structure of space; 25. Superconductivity and other insoluble problems; 26. From gravity to light and consciousness: does science have limits?

  1. Physics program of P¯ANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Dutta, Dipanwita; P¯ANDA Collaboration

    2011-07-01

    The "antiProton ANnihilation at DArmstadt"-experiment, P¯ANDA, is one of the main experiments at FAIR, the future Facility for Anti-proton and Ion Research at GSI, Darmstadt. It will be using the antiproton beam of unprecedented intensity and high momentum resolution in the momentum range between 1.5 - 15 GeV/c which will be available at the High Energy Storage Ring (HESR) at FAIR. The P¯ANDA experiment aims at high precision spectroscopy in order to address the properties of the strong interaction. The major physics research topics are: hadron spectroscopy, in-medium effects of hadronic particles, study of nucleon structure and precision gamma-ray spectroscopy of single- and double-Λ hypernuclei. To meet the physics objectives of P¯ANDA, a detector with a nearly complete solid angle coverage, an excellent particle identification of hadrons and leptons over a large momentum range and high resolution calorimetry for neutral particles is essential. An overview of the goals and the extensive physics programs, detector development as well as simulation aspects of the P¯ANDA experiment will be discussed.

  2. Experiments in Science Teaching

    ERIC Educational Resources Information Center

    Hempstead, C. A.

    1973-01-01

    Analyzes the role of experiments in science teaching, and applies this analysis to the teaching of Millikan's experiment in physics. Critically examines an article written by T. J. Harvey entitled Millikan made easy'' which was previously published in The School Science Review. (JR)

  3. Judging Fairs Fairly.

    ERIC Educational Resources Information Center

    McBride, John W.; Silverman, Fredrick L.

    1988-01-01

    Discusses some of the problems associated with winners and losers at science fairs. Presents two alternatives to the traditional prize system: "The Scouting Concept" and "The County Fair Concept." Stresses the values and learnings that are associated with successful fairs. (CW)

  4. Superconducting dipole magnet for the CBM experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Kurilkin, P.; Akishin, P.; Bychkov, A.; Floch, E.; Gusakov, Yu.; Ladygin, V.; Malakhov, A.; Moritz, G.; Ramakers, H.; Senger, P.; Shabunov, A.; Szwangruber, P.; Toral, F.

    2017-03-01

    The scientific goal of the CBM (Compressed Baryonic Matter) experiment at FAIR (Darmstadt) is to explore the phase diagram of strongly interacting matter at highest baryon densities. The physics program of the CBM experiment is complimentary to the programs to be realized at MPD and BMN facilities at NICA and will start with beam derived by the SIS100 synchrotron. The 5.15 MJ superconducting dipole magnet will be used in the silicon tracking system of the CBM detector. The magnet will provide a magnetic field integral of 1 Tm which is required to obtain a momentum resolution of 1% for the track reconstruction. The results of the development of dipole magnet of the CBM experiment are presented.

  5. A Report on Stochastic Fairness Queueing (SFQ) Experiments

    NASA Technical Reports Server (NTRS)

    Denny, Barbara A.

    1993-01-01

    SRI International (SRI) has developed an improved queueing algorithm, known as Stochastic Fairness Queueing (SFQ), for best-effort traffic (i.e., traffic that does not require any guaranteed service). SFQ is a probablistic variant of strict fair queueing where instead of a single queue being allocated per flow, a fixed number of queues are used and a hash function maps the IP source and destination to a particular queue. A seed to the hash function is also perturbed occasionally to help distribute the flows amongst different queues when more than one flow maps to the same queue during the lifetime of the flow. SFQ provides 'fair' access by trying to ensure that each flow from source to destination host obtains equal access to the available bandwidth. This report covers a series of experiments performed on DARTnet evaluating the behavior and performance of SFQ against a FIFO queueing discipline. These experiments were designed to show SFQ's advantages and performance, and include tests demonstrating: Fair utilization of available resources; Starvation prevention; Graceful degradation under overload conditions; and Resource usage. In general, the experiments do show that SFQ is better than FIFO queueing at allocating bandwidth equally among a set of flows. SFQ also prevents a stream from dominating the available bandwidth, which seems to be a tendency with FIFO queueing (i.e., if a flow demands more than its share of the available bandwidth, with FIFO queueing that stream receives a disproportionate amount when compared to flows demanding less than their share). Furthermore, SFQ seems to reward 'nice' users of the network by providing a lower variance in delay and more throughput when their resource demand is less than their available share. Both SFQ and FIFO queueing seem to degrade fairly well as the network becomes saturated and to recover well as the network becomes less congested. Not unexpectedly, FIFO queueing is a little more efficient than SFQ-the delays are

  6. SciTil Detector for the PANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Suzuki, Ken; Gruber, Lukas; Brunner, Stefan; Marton, Johann; Orth, Herbert; Schwarz, Carsten; Scitil/Panda Collaboration

    2014-09-01

    The PANDA experiment at the Facility for Antiproton and Ion Research (FAIR) is a fixed-target experiment installed in a antiproton storage ring (HESR) in the energy range of 1 GeV to 15 GeV. FAIR is being build on the area of the GSI Helmholtzzentrum für Schwerionenforschung in Darmstadt, Germany. The universal PANDA detector together with the HESR enables to study fundamental questions of hadron and nuclear physics, e.g. gluonic excitations, the physics of strange and charm quarks and nucleon structure. The SciTil detector is a barrel time-of-flight detector and is a relatively new subcomponent to the system. The demand arose in order to provide a securer event tagging at the event rates of 20-100 MHz instantaneous event rate, to improve a particle identification capability of relatively low momentum particles, and to allow a faster track finding with pattern recognition. The beam test of the SciTil prototype detector in January 2014 showed a promising result. We report the status and outlook of the project.

  7. Bringing Science to the Public through City-wide Science Festivals and Street Fairs/Supported in part by the National Science Foundation and the Lounsbery Foundation

    NASA Astrophysics Data System (ADS)

    Schwartz, Brian

    2007-04-01

    Many organizations make an effort to reach the general public and children in the area of science understanding and appreciation. These include museums, universities, professional societies, government agencies, corporations and television networks. When studies are made of the composition of the audiences for many of these outreach programs one finds a great overlap. For example, those who like to go to science museums often enjoy viewing NOVA programs. The challenge is to bring Science to the People in places, times and venues not usual associated with science. For the past six years the Science & the Arts program at the Graduate Center of the City University of New York has made use of the performing arts to bring science to old and new audiences. See http://web.gc.cuny.edu/sciart. While this program has been effective, we have tried additional approaches in new modes and novel sites. In this paper we relate our experience with a citywide science festival, which we operated in New York City in November 2006. This idea was based on the science festival held in Atlanta in conjunction with the APS Centennial in 1999. We will review the history, effectiveness and various styles of Science Festivals in the United States and worldwide. In an even more adventurous outreach effort, in June 2006 our program rented booths at a conventional New York City weekend street fair, offering hands-on science experiences amidst the typical street fair food and wares. Adults and children were delighted to find science in this setting and welcomed the fact that they could get science with their tasty kielbasa sandwiches as well as a bargain on tube sox. Their responses were documented in a video. We will present parts of this video and offer suggestions for adapting this project to other locations

  8. Electromagnetic calorimeter for the HADES@FAIR experiment

    NASA Astrophysics Data System (ADS)

    Svoboda, O.; Blume, C.; Czyžycki, W.; Epple, E.; Fabbietti, L.; Galatyuk, T.; Golubeva, M.; Guber, F.; Hlaváč, S.; Ivashkin, A.; Kajetanowic, M.; Kardan, B.; Koenig, W.; Kugler, A.; Lapidus, K.; Lisowski, E.; Pietraszko, J.; Reshetin, A.; Rost, A.; Salabura, P.; Sobolev, Y. G.; Tlusty, P.; Traxler, M.

    2014-05-01

    An electromagnetic calorimeter (ECAL) is being developed to complement the dilepton spectrometer HADES currently operating on the beam of the SIS18 heavy-ion synchrotron at GSI Helmholtzzentrum für Schwerionenforschung, Darmstadt, Germany. The ECAL will allow the HADES@FAIR experiment to measure data on neutral meson production in heavy ion collisions in the energy range of 2-10 AGeV with the beam of the future accelerator SIS100@FAIR. The calorimeter will also improve the electron-hadron separation of the spectrometer, and will be used for the detection of photons from strange resonances in elementary and heavy ion reactions as well. The calorimeter will consist of 978 modules divided into 6 sectors, and it will cover forward angles of 16° < Θ < 45° and almost full azimuthal angle. Each module consists of a lead glass Cherenkov counter, photomultiplier, HV divider and an optical fiber. A dedicated LED based system being developed to monitor the stability of the calorimeter is discussed. Various prototypes of front-end electronics are presented and the achieved energy and time resolution determined using pulses from a pulse generator and a real detector signal induced by LED pulses and cosmic muons is shown as well.

  9. Cryogenic supply for accelerators and experiments at FAIR

    NASA Astrophysics Data System (ADS)

    Kauschke, M.; Xiang, Y.; Schroeder, C. H.; Streicher, B.; Kollmus, H.

    2014-01-01

    In the coming years the new international accelerator facility FAIR (Facility for Antiproton and Ion Research), one of the largest research projects worldwide, will be built at GSI. In the final construction FAIR consists of synchrotrons and storage rings with up to 1,100 meters in circumference, two linear accelerators and about 3.5 kilometers beam transfer lines. The existing GSI accelerators serve as pre-accelerators. Partly the new machines will consist of superconducting magnets and therefore require a reliable supply with liquid helium. As the requirements for the magnets is depending on the machine and have a high variety, the cooling system is different for each machine; two phase cooling, forced flow cooling and bath cooling respectively. In addition the cold mass of the individual magnets varies between less than 1t up to 80t and some magnets will cause a dynamic heat load due to ramping that is higher than the static loads. The full cryogenic system will be operated above atmospheric pressure. The refrigeration and liquefaction power will be provided by two main cryogenic plants of 8 and 25 kW at 4K and two smaller plants next to the experiments.

  10. Cryogenic supply for accelerators and experiments at FAIR

    SciTech Connect

    Kauschke, M.; Xiang, Y.; Schroeder, C. H.; Streicher, B.; Kollmus, H.

    2014-01-29

    In the coming years the new international accelerator facility FAIR (Facility for Antiproton and Ion Research), one of the largest research projects worldwide, will be built at GSI. In the final construction FAIR consists of synchrotrons and storage rings with up to 1,100 meters in circumference, two linear accelerators and about 3.5 kilometers beam transfer lines. The existing GSI accelerators serve as pre-accelerators. Partly the new machines will consist of superconducting magnets and therefore require a reliable supply with liquid helium. As the requirements for the magnets is depending on the machine and have a high variety, the cooling system is different for each machine; two phase cooling, forced flow cooling and bath cooling respectively. In addition the cold mass of the individual magnets varies between less than 1t up to 80t and some magnets will cause a dynamic heat load due to ramping that is higher than the static loads. The full cryogenic system will be operated above atmospheric pressure. The refrigeration and liquefaction power will be provided by two main cryogenic plants of 8 and 25 kW at 4K and two smaller plants next to the experiments.

  11. The CPS Plasma Award at the Intel Science and Engineering Fair

    NASA Astrophysics Data System (ADS)

    Berry, Lee

    2012-10-01

    For the past eight years, the Coalition for Plasma Science (CPS) has presented an award for a plasma project at the Intel International Science and Engineering Fair (ISEF). We reported on the first five years of this award at the 2009 DPP Symposium. Pulsed neutron-producing experiments are a recurring topic, with the efforts now turning to applications. The most recent award at the Pittsburgh ISEF this past May was given for analysis of data from Brookhaven's Relativistic Heavy Ion Collider. The effort had the goal of understanding the fluid properties of the quark-gluon plasma. All of the CPS award-winning projects so far have been based on experiments, with four awards going to women students and four to men. In 2009 we noted that the number and quality of projects was improving. Since then, as we we predicted (hoped for), that trend has continued. The CPS looks forward to continuing its work with students who are excited about the possibilities of plasma. You too can share this excitement by judging at the 2013 fair in Phoenix on May 12-17. Information may be obtained by emailing cps@plasmacoalition.org.

  12. TRB for HADES and FAIR experiments at GSI

    NASA Astrophysics Data System (ADS)

    Fröhlich, I.; Schrader, C.; Stroeble, H.; Stroth, J.; Tarantrola, A.; Kajetanowicz, M.; Korcyl, K.; Krzemień, W.; Palka, M.; Salabura, P.; TrȨBACZ, R.; Skott, P.; Traxler, M.

    2008-06-01

    TRB module is a multi-purpose Trigger and Readout Board with on-board DAQ functionality developed for the upgrade of the HADES experiment. It contains single computer chip (Etrax) running Linux and the 100 Mbit/s Ethernet interface. It has been orginally designed as the 128-channel Time to Digital Converter based on the HPTDC chip from CERN. The new version of TRB contains 2 Gbit/s optical link and interface connector (15 Gbit/s) implementing the add-on card concept and making the board more flexible. Moreover, FPGA chip (Xilinx, Virtex 4 LX 40) and TigerSharc DSP provide new computing resources which can be used to run on-line analysis algorithms. The TRB is proposed as a prototype of base readout module for the planned detector systems PANDA and CBM at the future FAIR facility at GSI-Darmstadt.

  13. The P-bar ANDA Experiment at FAIR

    SciTech Connect

    Sfienti, C.; Peters, K.

    2010-08-05

    The P-bar ANDA experiment (Pbar ANnihilations at DArmstadt) is a next generation hadron physics detector under design for the Facility for Antiproton and Ion Research (FAIR) at Darmstadt, Germany. It will be using cooled antiproton beams with an energy between 1.5 GeV and 15 GeV interacting with various internal targets.The experiment is focusing on hadron spectroscopy, in particular the search for exotic states in the charmonium region, on the interaction of charm hadrons with the nuclear medium and on double-hypernuclei.With physics requiring precise partial wave analysis the experiment has almost 4{pi} acceptance, a solenoid magnet for high p{sub T} tracks and a dipole magnet for the forward part of reaction products. A silicon vertex detector surrounds the interaction point. In both spectrometer parts tracking, charged particle identification, electromagnetic calorimetry and muon identification are available.The experiment is being designed to fully exploit the extraordinary physics potential arising from the availability of high-intensity, cooled antiproton beams.Significant progress beyond the present understanding of the field is expected thanks to improvements in statistics and precision of the data.

  14. Hypernuclear physics studies of the PANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Sanchez Lorente, Alicia

    2014-09-01

    Hypernuclear research will be one of the main topics addressed by the PANDA experiment at the planned Facility for Antiproton and Ion Research FAIR at Darmstadt (Germany). http://www. gsi.de, http://www.gsi.de/fair/. Thanks to the use of stored overline {p} beams, copious production of double Λ hypernuclei is expected at the PANDA experiment, which will enable high precision γ spectroscopy of such nuclei for the first time, and consequently a unique chance to explore the hyperon-hyperon interaction. In particular, ambiguities of past experiments in determining the strength of the ΛΛ interaction will be avoided thanks to the excellent energy precision of a few keV (FWHM) achieved by germanium detectors. Such a resolution capability is particularly needed to resolve the small energy spacing of the order of (10-100) keV, which is characteristic from the spin doublet in hypernuclei the so -called "hypernuclear fine structure". In comparison to previous experiments, PANDA will benefit from a novel technique to assign the various observable γ-transitions in a unique way to specific double hypernuclei by exploring various light targets. Nevertheless, the ability to carry out unique assignments requires a devoted hypernuclear detector setup. This consists of a primary nuclear target for the production of {Ξ }-+overline {Ξ } pairs, a secondary active target for the hypernuclei formation and the identification of associated decay products and a germanium array detector to perform γ spectroscopy. Moreover, one of the most challenging issues of this project is the fact that all detector systems need to operate in the presence of a high magnetic field and a large hadronic background. Accordingly, the need of an innovative detector concept will require dramatic improvements to fulfil these conditions and that will likely lead to a new generation of detectors. In the present talk details concerning the current status of the activities related to the detector developments

  15. Science Fairs and Observational Science: A Case History from Earth Orbit

    NASA Technical Reports Server (NTRS)

    Lowman, Paul D., Jr.; Smith, David E. (Technical Monitor)

    2002-01-01

    Having judged dozens of science fairs over the years, I am repeatedly disturbed by the ground rules under which students must prepare their entries. They are almost invariably required to follow the "scientific method," involving formulating a hypothesis, a test of the hypothesis, and then a project in which this test is carried out. As a research scientist for over 40 years, I consider this approach to science fairs fundamentally unsound. It is not only too restrictive, but actually avoids the most important (and difficult) part of scientific research: recognizing a scientific problem in the first place. A well-known example is one of the problems that, by his own account, stimulated Einstein's theory of special relativity: the obvious fact that when an electric current is induced in a conductor by a magnetic field , it makes no difference whether the field or the conductor is actually (so to speak) moving. There is in other words no such thing as absolute motion. Physics was transformed by Einstein's recognition of a problem. Most competent scientists can solve problems after they have been recognized and a hypothesis properly formulated, but the ability to find problems in the first Place is much rarer. Getting down to specifics, the "scientific method" under which almost all students must operate is actually the experimental method, involving controlled variables, one of which, ideally, is changed at a time. However, there is another type of science that can be called observational science. As it happens, almost all the space research I have carried out since 1959 has been this type, not experimental science.

  16. Abstracts of the Finalists of the International Science and Engineering Fair (37th, Ft. Worth, Texas, May 11-17, 1986).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in…

  17. Abstracts of the Finalists of the International Science and Engineering Fair (38th, San Juan, Puerto Rico, May 10-16, 1987).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in…

  18. Abstracts of the Finalists of the International Science and Engineering Fair (36th, Shreverport/Bossier City, Louisiana, May 12-18, 1985).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent…

  19. Abstracts of the Finalists of the International Science and Engineering Fair (34th, Albuquerque, New Mexico, May 9-14, 1983).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent…

  20. Abstracts of the Finalists of the International Science and Engineering Fair (38th, San Juan, Puerto Rico, May 10-16, 1987).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in…

  1. Abstracts of the Finalists of the International Science and Engineering Fair (36th, Shreverport/Bossier City, Louisiana, May 12-18, 1985).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent…

  2. Abstracts of the Finalists of the International Science and Engineering Fair (37th, Ft. Worth, Texas, May 11-17, 1986).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in…

  3. Abstracts of the Finalists of the International Science and Engineering Fair (34th, Albuquerque, New Mexico, May 9-14, 1983).

    ERIC Educational Resources Information Center

    Science Service, Inc., Washington, DC.

    A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent…

  4. How to implement the Science Fair Self-Help Development Program in schools

    SciTech Connect

    Menicucci, D.

    1994-01-01

    This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.

  5. How Can I Help My Child with a Science Fair Project?

    ERIC Educational Resources Information Center

    DeBruin, Jerome E.

    1980-01-01

    Sixteen different suggestions are given to parents for helping their children with science fair projects. Among the 16 suggestions included are contacting people who have expertise in science, helping the child obtain pertinent information, keeping a daily log of research activities. (DS)

  6. How Can I Help My Child with a Science Fair Project?

    ERIC Educational Resources Information Center

    DeBruin, Jerome E.

    1980-01-01

    Sixteen different suggestions are given to parents for helping their children with science fair projects. Among the 16 suggestions included are contacting people who have expertise in science, helping the child obtain pertinent information, keeping a daily log of research activities. (DS)

  7. Gender Aspects of Participation, Support, and Success in a State Science Fair

    ERIC Educational Resources Information Center

    Sonnert, Gerhard; Sadler, Philip; Michaels, Mish

    2013-01-01

    This study of students competing in the 2009 Massachusetts State Science & Engineering Fair investigates the role gender played in students' participation, choice of science field, award of prizes, and mentioning inspiring teachers. Females made up 62 percent of the participants and were more likely to enter projects in biology and in…

  8. Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case

    ERIC Educational Resources Information Center

    Reis, Giuliano; Dionne, Liliane; Trudel, Louis

    2015-01-01

    Although anxiety is a significant emotional element of formal school science, little is known about how anxiety is originated and managed in the context of science fairs. The purpose of the present study was to investigate how a group of students in Grades 7 to 12 discursively (re)produce anxiety and its management from the perspective of their…

  9. Gender Aspects of Participation, Support, and Success in a State Science Fair

    ERIC Educational Resources Information Center

    Sonnert, Gerhard; Sadler, Philip; Michaels, Mish

    2013-01-01

    This study of students competing in the 2009 Massachusetts State Science & Engineering Fair investigates the role gender played in students' participation, choice of science field, award of prizes, and mentioning inspiring teachers. Females made up 62 percent of the participants and were more likely to enter projects in biology and in…

  10. Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case

    ERIC Educational Resources Information Center

    Reis, Giuliano; Dionne, Liliane; Trudel, Louis

    2015-01-01

    Although anxiety is a significant emotional element of formal school science, little is known about how anxiety is originated and managed in the context of science fairs. The purpose of the present study was to investigate how a group of students in Grades 7 to 12 discursively (re)produce anxiety and its management from the perspective of their…

  11. The experiment PANDA: physics with antiprotons at FAIR

    NASA Astrophysics Data System (ADS)

    Boca, Gianluigi

    2015-05-01

    PANDA is an experiment that will run at the future facility FAIR, Darmstadt, Germany. A high intensity and cooled antiproton beam will collide on a fixed hydrogen or nuclear target covering center-of-mass energies between 2.2 and 5.5 GeV. PANDA addresses various physics aspects from the low energy non-perturbative region towards the perturbative regime of QCD. With the impressive theoretical developments in this field, e.g. lattice QCD, the predictions are becoming more accurate in the course of time. The data harvest with PANDA will, therefore, be an ideal test bench with the aim to provide a deeper understanding of hadronic phenomena such as confinement and the generation of hadron masses. A variety of physics topics will be covered with PANDA, for example: the formation or production of exotic non-qqbar charm meson states connected to the recently observed XYZ spectrum; the study of gluon-rich matter, such as glueballs and hybrids; the spectroscopy of the excited states of strange and charm baryons, their production cross section and their spin correlations; the behaviour of hadrons in nuclear matter; the hypernuclear physics; the electromagnetic proton form factors in the timelike region. The PANDA experiment is designed to achieve the above mentioned physics goals with a setup with the following characteristics: an almost full solid angle acceptance; excellent tracking capabilities with high resolution (1-2 % at 1 GeV/c in the central region); secondary vertex detection with resolution ≈ 100 microns or better; electromagnetic calorimetry for detections of gammas and electrons up to 10 GeV; good particle identification of charge tracks (electrons, muons, pions, kaons, protons); a dedicated interchangeable central apparatus for the hypernuclear physics; detector and data acquisition system capable of working at 20 MHz interaction rate with an intelligent software trigger that can provide maximum flexibility.

  12. Ageism in science: fair-play between generations.

    PubMed

    Schroots, Johannes J

    2003-10-01

    This paper discusses the role of age in scientific practice from an ethical perspective. In social perception, people tend to categorise others rather automatically along three major dimensions: race, sex, and age. Much empirical and theoretical attention has been devoted to the study of racism and sexism, but comparatively little research in the social and behavioural sciences has been directed at understanding what some refer to as the third '-ism': ageism. For a serious understanding of the implications of ageism in science, it is necessary to discuss, first, the conflicting relationships between classical and modern concepts of time and calendar age, and thereafter the concept of ageism.

  13. Merging science, engineering, and data with FUN: Recreational Drones in STEaM Education Activities and Science Fair Projects

    NASA Astrophysics Data System (ADS)

    Olds, S. E.; Mooney, M. E.; Dahlman, L. E.

    2016-12-01

    Recreational drones, also known as unmanned aerial vehicles (UAVs), provide an ideal platform for engaging students in science, technology, engineering, and math (STEM) investigations for science fair projects, after-school clubs, and in-class activities. UAVs are very popular (estimate of >1 million received as gifts this past year), relatively inexpensive (<$100), weigh less than 250g (don't require FAA registration), are modifiable, and can carry small instrument packages. Seeing the world from above can stimulate curiosity and give students a reason to engage in the Next Generation Science Standards (NGSS) process of science and engineering practices by designing and carrying out their own investigations. Using drones to facilitate experiments, students also participate in engineering design: they may choose off-the-shelf sensors or build DIY sensors to carry on their UAVs. Leveraging the learning potential of UAVs, the Federation of Earth Science Information Partners (ESIP) Education Committee has been developing an e-book of learning activities and investigation suggestions for secondary education students. The freely available download incorporates UAV civility and safety through a pre-flight checklist and flying guidelines, suggests science and flight team roles, and advocates robust data and metadata-collection practices. The ESIP team also worked with an engineer to build a 33-gram prototype environmental logger called SABEL (Shelley (Olds) and Bob's Environmental Logger). SABEL collects temperature, humidity, and GPS position assembled on an Arduino board. This presentation will elaborate upon the year-long process of working with educators via webinars and a 1-day workshop at the 2016 ESIP summer meeting and beyond. It will also provide examples of student-led investigations, instructions for building the SABEL sensor package, insights gleaned from workshop feedback - and - the status of the new e-book compilation of student-focused activities using

  14. WHK Interns Win Big at Frederick County Science Fair | Poster

    Cancer.gov

    Three Werner H. Kirsten student interns claimed awards at the 35th Annual Frederick County Science and Engineering Fair—and got a shot at the national competition—for imaginative projects that reached out to the rings of Saturn and down to the details of advanced cancer diagnostics.

  15. Project: Strategies for Sex Fairness. Math and Science for All.

    ERIC Educational Resources Information Center

    Mook, Corena; Legg, Marilyn

    One of a series of instructional packets to aid schools in reducing sex stereotypes, this inservice guide for use with school personnel is designed to increase awareness of the extent to which Kansans limit their career options by avoiding math and science. Focus is on why people do not develop more math knowledge and/or skills (such as…

  16. WHK Interns Win Big at Frederick County Science Fair | Poster

    Cancer.gov

    Three Werner H. Kirsten student interns claimed awards at the 35th Annual Frederick County Science and Engineering Fair—and got a shot at the national competition—for imaginative projects that reached out to the rings of Saturn and down to the details of advanced cancer diagnostics.

  17. Can Participation in a School Science Fair Improve Middle School Students' Attitudes toward Science and Interest in Science Careers?

    ERIC Educational Resources Information Center

    Finnerty, Valerie

    2013-01-01

    The purpose of this study was to investigate whether participation in a school-based science fair affects middle school students' attitudes toward science and interest in science and engineering careers. A quasi-experimental design was used to compare students' pre- and posttest attitudes toward and interest in science. Forty-eight of…

  18. Can Participation in a School Science Fair Improve Middle School Students' Attitudes toward Science and Interest in Science Careers?

    ERIC Educational Resources Information Center

    Finnerty, Valerie

    2013-01-01

    The purpose of this study was to investigate whether participation in a school-based science fair affects middle school students' attitudes toward science and interest in science and engineering careers. A quasi-experimental design was used to compare students' pre- and posttest attitudes toward and interest in science. Forty-eight of…

  19. Information sciences experiment system

    NASA Technical Reports Server (NTRS)

    Katzberg, Stephen J.; Murray, Nicholas D.; Benz, Harry F.; Bowker, David E.; Hendricks, Herbert D.

    1990-01-01

    The rapid expansion of remote sensing capability over the last two decades will take another major leap forward with the advent of the Earth Observing System (Eos). An approach is presented that will permit experiments and demonstrations in onboard information extraction. The approach is a non-intrusive, eavesdropping mode in which a small amount of spacecraft real estate is allocated to an onboard computation resource. How such an approach allows the evaluation of advanced technology in the space environment, advanced techniques in information extraction for both Earth science and information science studies, direct to user data products, and real-time response to events, all without affecting other on-board instrumentation is discussed.

  20. Is Funding Fair? Perceptions and Experiences from Foundation Schools.

    ERIC Educational Resources Information Center

    Anderson, Lesley; Bush, Tony; Wise, Christine

    2001-01-01

    Examines issues related to new funding arrangements based on a study of 10 foundation schools in England and Wales using semi-structured interviews. Findings revealed that while there was uncertainty over the level of funding and an increase in reserves in some schools, new funding appeared to be fair. (Contains 30 references.) (PKP)

  1. Gender-related attitudinal differences towards science fairs of students in Christian private schools in South Carolina

    NASA Astrophysics Data System (ADS)

    Westbury, Glenda F.

    Science fairs afford students at all grade levels the opportunity to practice thinking as a scientist does, a valuable 21st century skill (Jacobs, 2010) and may influence students to pursue STEM-related careers. Even though science fairs have been occurring since the 1920s, literature related to science competitions, especially science fairs, is limited (Dionne et al., 2012; Terzian, 2009). The purpose of this quantitative study was to use a causal comparative research design to determine if there is a difference in overall attitudes towards science fairs, enjoyment of science fairs, and usefulness of science fairs of female and male students at private Christian middle schools. The sample included 146 fifth through eighth grade students, 72 males and 74 females from four private Christian schools in the southern United States. The researcher visited each school and administered the Students' Attitudes toward Science Fairs (SATSFS) instrument (Michael & Huddleston, 2014) to the students on the day of the local science fair. A one-way multivariate analysis of variance (MANOVA) was used to determine the difference in attitudes between the female and male participants toward science fairs in the areas of overall attitude, student's enjoyment, and student's usefulness of science fairs. The result of the MANOVA was not significant at an alpha level of .05, where F (2, 143) = 2.52, p = .08, partial eta2 = 0.034, suggesting there are no significant differences on the dependent variables (enjoyment, usefulness, and overall attitude toward science fairs) by gender of fifth through eighth grade students in Christian private schools. The effect size as measured by partial eta squared was small. Implications for educators include the need to address gender differences in STEM education at earlier stages of development, and the importance of stressing personal meaning and relevance to science-related activities. Recommendations for further studies were made.

  2. Plasma Science and Applications at the Intel International Science and Engineering Fair

    NASA Astrophysics Data System (ADS)

    Berry, Lee

    2005-10-01

    The Coalition for Plasma Science (CPS) has established a plasma prize at the Intel International Science and Engineering Fair (ISEF). This year's prize was awarded for projects in simulated ball lightning and plasma thrusters. The CPS is a broadly-based group of institutions and individuals whose goal is to increase the understanding of plasmas for non-technical audiences. In addition to the ISEF plasma award, CPS activities include maintaining a website, http://www.plasmacoalition.org; developing educational literature; organizing educational luncheon presentations for Members of Congress and their staffs; and responding to questions about plasmas that are received by the CPS e-mail or toll-free number. The success of these activities depend on the voluntary labor of CPS members and associates. These volunteers include the ISEF judges, whom the APS/DPP and the IEEE/PSAC helped identify. Please send an e-mail to the CPS at CPS@plasmacoalition.org for information if you would like to become involved in spreading the good word about plasmas.

  3. The P OverBarANDA Experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Gianotti, Paola

    2010-04-01

    At Darmstadt, in Germany, is under construction FAIR a new international Facility for Antiproton and Ion Research. This will provide scientists in the world with outstanding beams and experimental conditions for studying matter at the level of atoms, nuclei, and other sub-nuclear constituents. An antiproton beam with intensity up to 2×10p¯/s and high momentum resolution will be available at the High Energy Storage Ring (HESR) where the P¯ANDA detector will be installed. P¯ANDA will carry out a wide scientific program including meson spectroscopy from light to charm quark sector, baryon/antibaryon production, charm in nuclei, and strangeness physics with particular attention to the systems with strangeness S=-2. In this paper will be illustrated the details of the P¯ANDA scientific program related to strangeness physics, after a brief introduction about the FAIR facility.

  4. Unique Spectrometer Experiments with the Super-FRS at FAIR

    NASA Astrophysics Data System (ADS)

    Äystö, J.; Behr, K.-H.; Benlliure, J.; Bracco, A.; Egelhof, P.; Fomichev, A.; Gales, S.; Geissel, H.; Grigorenko, L. V.; Harakeh, M. N.; Hayano, R.; Heinz, S.; Itahashi, K.; Jokinen, A.; Kalantar, N.; Kanungo, R.; Khanzadeev, A. V.; Lenske, H.; Mukha, I.; Nociforo, C.; Ong, H. J.; Pfützner, M.; Pietri, S.; Pivovarov, Y.; Plass, W.; Prochazka, A.; Purushothaman, S.; Saito, T.; Scheidenberger, C.; Simon, H.; Tanihata, I.; Toki, H.; Weick, H.; Winfield, J. S.; Winkler, M.; Zamfir, V.

    The Super-FRS at FAIR is a powerful superconducting in-flight separator and also a versatile high-resolution spectrometer system for exotic nuclei over a large energy range equivalent to a maximum magnetic rigidity of 20 Tm. In this contribution we present the physics program of the Super-FRS Collaboration. This program is partially based on the previous experimental results obtained with the FRS of GSI, but will also extend the research to directions not considered before.

  5. Fair Play: A Study of Scientific Workforce Trainers' Experience Playing an Educational Video Game about Racial Bias.

    PubMed

    Kaatz, Anna; Carnes, Molly; Gutierrez, Belinda; Savoy, Julia; Samuel, Clem; Filut, Amarette; Pribbenow, Christine Maidl

    2017-01-01

    Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce subtle racial bias, we developed the video game Fair Play, in which players take on the role of Jamal, a Black male graduate student in science, who experiences discrimination in his PhD program. We describe a mixed-methods evaluation of the experience of scientific workforce trainers who played Fair Play at the National Institutes of Health Division of Training Workforce Development and Diversity program directors' meeting in 2013 (n = 47; 76% female, n = 34; 53% nonwhite, n = 26). The evaluation findings suggest that Fair Play can promote perspective taking and increase bias literacy, which are steps toward reducing racial bias and affording Blacks equal opportunities to excel in science. © 2017 A. Kaatz et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  6. Animals in Education: Use of Animals in High School Biology Classes and Science Fairs.

    ERIC Educational Resources Information Center

    McGiffin, Heather, Ed.; Brownley, Nancie, Ed.

    Proceedings of the conference, "The Use of Animals in High School Biology Classes and Science Fairs," held in September of 1979 are presented. Sixteen articles reflect the views of educators, psychologists, and veterinarians on various perspectives of the controversial topic of using animals in elementary and secondary school science…

  7. Science Fair Projects Bring It All Together: Collaboration, Information Literacy, and Public Relations.

    ERIC Educational Resources Information Center

    Young, Terrence E., Jr.

    2000-01-01

    Discusses the role of school library media specialists in helping students with science fair projects. Topics include selecting a topic; reviewing basic library resources, including print and electronic; remote access to databases; locating information on the Web; word processing and presentation software; and relevant Web sites. (LRW)

  8. Science Fair Projects Bring It All Together: Collaboration, Information Literacy, and Public Relations.

    ERIC Educational Resources Information Center

    Young, Terrence E., Jr.

    2000-01-01

    Discusses the role of school library media specialists in helping students with science fair projects. Topics include selecting a topic; reviewing basic library resources, including print and electronic; remote access to databases; locating information on the Web; word processing and presentation software; and relevant Web sites. (LRW)

  9. Explore Elementary Teachers' Professional Knowledge of Guiding Science Fair Product by Using Different Instruction Model

    ERIC Educational Resources Information Center

    Lu, Chow-Chin

    2013-01-01

    This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed…

  10. Science Fair Report: Detection of Solar X-Ray Flares with a Geiger Counter.

    ERIC Educational Resources Information Center

    Mims, Vicki Rae

    1991-01-01

    Described is a science fair project in which M- and X-class x-ray flares on the surface of the earth were detected using a Geiger counter. Background information, the problem, hypothesis, a list of needed materials, the procedure, observations, conclusions, and a critique are included. (KR)

  11. Science Fair Report: Detection of Solar X-Ray Flares with a Geiger Counter.

    ERIC Educational Resources Information Center

    Mims, Vicki Rae

    1991-01-01

    Described is a science fair project in which M- and X-class x-ray flares on the surface of the earth were detected using a Geiger counter. Background information, the problem, hypothesis, a list of needed materials, the procedure, observations, conclusions, and a critique are included. (KR)

  12. Student Conduct Administration: How Students Perceive the Educational Value and Procedural Fairness of Their Disciplinary Experiences

    ERIC Educational Resources Information Center

    King, Rachel Heafitz

    2012-01-01

    For this study, 1,884 adjudicated college students provided their impressions of the educational value and procedural fairness of their disciplinary experiences. Results indicated that a strong correlation exists between perceived fairness and educational value. Differences in students' perceptions emerged in regards to age, gender, and GPA, among…

  13. The Career Fair Project: A Ten Year Experiment in Performance-Based Learning

    ERIC Educational Resources Information Center

    Stewart, Vicki

    2005-01-01

    This article summarizes my experiences in developing an educational initiative known as the Career Fair Project within the curriculum of the Legal Administration/Law Clerk program at Durham College over the past ten years. A performance-based, student-centered project, the Career Fair empowers students to work collaboratively with one another in…

  14. The Bauer County Fair: Community Celebration as Context for Youth Experiences of Learning and Belonging.

    ERIC Educational Resources Information Center

    Porter, Maureen K.

    1995-01-01

    Reviews the history of county fairs and their role in providing agricultural education, transmitting traditional values and skills, and encouraging intergenerational learning. Summarizes experiences of rural youth who have, as a result of participating in the Bauer County Fair (Wisconsin), increased their understanding of and commitment to rural…

  15. Science Fair Report: Flight of the Split-Fingered Fastball.

    ERIC Educational Resources Information Center

    Mitchell, Richard J.

    1991-01-01

    Reports on the results of an eighth grade student's experiments, conducted with a moving car, concerning the aerodynamics of a baseball in flight. Describes the peculiar diving ability of the split-fingered fastball, as well as the dancing and weaving effect of the knuckleball. (JJK)

  16. Science Fair Report: Flight of the Split-Fingered Fastball.

    ERIC Educational Resources Information Center

    Mitchell, Richard J.

    1991-01-01

    Reports on the results of an eighth grade student's experiments, conducted with a moving car, concerning the aerodynamics of a baseball in flight. Describes the peculiar diving ability of the split-fingered fastball, as well as the dancing and weaving effect of the knuckleball. (JJK)

  17. The Silicon Tracking System of the CBM Experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Heuser, Johann M.

    The Compressed Baryonic Matter (CBM) experiment at FAIR will conduct a systematic research program to explore the phase diagram of strongly interacting matter at highest net baryon densities and moderate temperatures. These conditions are to be created in collisions of heavy-ion beams with nuclear targets in the projectile beam energy range of 2 to 45 GeV/nucleon, initially coming from the SIS 100 synchrotron (up to 14 GeV/nucleon) and in a next step from SIS 300 enabling studies at the highest net baryon densities. Collision rates up to 107 per second are required to produce very rare probes with unprecedented statistics in this energy range. Their signatures are complex. These conditions call for detector systems designed to meet the extreme requirements in terms of rate capability, momentum and spatial resolution, and a novel data acquisition and trigger concept which is not limited by latency but by throughput. In the paper we describe the concept and development status of CBM's central detector, the Silicon Tracking System (STS). The detector realizes a large, highly granular and redundant detector system with fast read-out, and lays specific emphasis on low material budget in its physics aperture to achieve for charged particle tracks a momentum resolution of δp/p ≈ 1% at p > 1 GeV/c, at >95% track reconstruction efficiency. The detector employs 1220 highly segmented double-sided silicon micro-strip sensors of 300 µm thickness, mounted into 896 modular structures of various types that are aggregated on 106 low-mass carbon fiber ladders of different sizes that build up the tracking stations. The read-out electronics with its supply and cooling infrastructure is arranged at the periphery of the ladders, and provides a total channel count of 1.8 million. The signal transmission from the silicon sensors to the electronics is realized through ultra-thin multi-line aluminum-polyimide cables of up to half a meter length. The electronics generates a free

  18. The Effect of the Use of Outside Facilities and Resources on Success in Secondary School Science Fairs.

    ERIC Educational Resources Information Center

    Wiygul, Sherrill M.; Gifford, Vernon

    To investigate the effect of outside help in executing a successful science fair project, surveys were distributed to 356 participants in the 1987 Mississippi Region V Science Fair. Of this number, 147 students were in grades 7 and 8, 136 in grades 9 and 10, and 73 in grades 11 and 12. Students listed the number of hours they spent using outside…

  19. The Effect of the Use of Outside Facilities and Resources on Success in Secondary School Science Fairs.

    ERIC Educational Resources Information Center

    Wiygul, Sherrill M.; Gifford, Vernon

    To investigate the effect of outside help in executing a successful science fair project, surveys were distributed to 356 participants in the 1987 Mississippi Region V Science Fair. Of this number, 147 students were in grades 7 and 8, 136 in grades 9 and 10, and 73 in grades 11 and 12. Students listed the number of hours they spent using outside…

  20. International Rules for Pre-College Science Research: Guidelines for Science and Engineering Fairs, 2010-2011

    ERIC Educational Resources Information Center

    Society for Science & the Public, 2011

    2011-01-01

    This paper presents the rules and guidelines of the Intel International Science and Engineering Fair 2011 to be held in Los Angeles, California in May 8-13, 2011. In addition to providing the rules of competition, these rules and guidelines for conducting research were developed to facilitate the following: (1) protect the rights and welfare of…

  1. A Descriptive Study of the Middle School Science Teacher Behavior for Required Student Participation in Science Fair Competitions

    ERIC Educational Resources Information Center

    Fisanick, Laura M.

    2010-01-01

    This descriptive study explores three aspects of teacher behavior related to student participation in science fair competitions: teacher attitudes, teacher preference for different student-learning modes, and teacher motives for required student participation. Teacher motives for required student participation may stem from curriculum and…

  2. A Descriptive Study of the Middle School Science Teacher Behavior for Required Student Participation in Science Fair Competitions

    ERIC Educational Resources Information Center

    Fisanick, Laura M.

    2010-01-01

    This descriptive study explores three aspects of teacher behavior related to student participation in science fair competitions: teacher attitudes, teacher preference for different student-learning modes, and teacher motives for required student participation. Teacher motives for required student participation may stem from curriculum and…

  3. Fair Play: A Study of Scientific Workforce Trainers’ Experience Playing an Educational Video Game about Racial Bias

    PubMed Central

    Kaatz, Anna; Carnes, Molly; Gutierrez, Belinda; Savoy, Julia; Samuel, Clem; Filut, Amarette; Pribbenow, Christine Maidl

    2017-01-01

    Explicit racial bias has decreased in the United States, but racial stereotypes still exist and conspire in multiple ways to perpetuate the underparticipation of Blacks in science careers. Capitalizing on the potential effectiveness of role-playing video games to promote the type of active learning required to increase awareness of and reduce subtle racial bias, we developed the video game Fair Play, in which players take on the role of Jamal, a Black male graduate student in science, who experiences discrimination in his PhD program. We describe a mixed-methods evaluation of the experience of scientific workforce trainers who played Fair Play at the National Institutes of Health Division of Training Workforce Development and Diversity program directors’ meeting in 2013 (n = 47; 76% female, n = 34; 53% nonwhite, n = 26). The evaluation findings suggest that Fair Play can promote perspective taking and increase bias literacy, which are steps toward reducing racial bias and affording Blacks equal opportunities to excel in science. PMID:28450447

  4. Innovative Science Experiments Using Phoenix

    ERIC Educational Resources Information Center

    Kumar, B. P. Ajith; Satyanarayana, V. V. V.; Singh, Kundan; Singh, Parmanand

    2009-01-01

    A simple, flexible and very low cost hardware plus software framework for developing computer-interfaced science experiments is presented. It can be used for developing computer-interfaced science experiments without getting into the details of electronics or computer programming. For developing experiments this is a middle path between…

  5. Innovative Science Experiments Using Phoenix

    ERIC Educational Resources Information Center

    Kumar, B. P. Ajith; Satyanarayana, V. V. V.; Singh, Kundan; Singh, Parmanand

    2009-01-01

    A simple, flexible and very low cost hardware plus software framework for developing computer-interfaced science experiments is presented. It can be used for developing computer-interfaced science experiments without getting into the details of electronics or computer programming. For developing experiments this is a middle path between…

  6. Integrating Science with Local Experiences

    ERIC Educational Resources Information Center

    Black, Kathie

    2004-01-01

    Science exists in many forms, but an appreciation of science as an integral part of every day does not occur in the vacuum of laboratory experience or through classroom activities. Throughout the communities, a plethora of places exist to see science at work, from the usually recommended museums and parks to the less thought of factories and…

  7. Integrating Science with Local Experiences

    ERIC Educational Resources Information Center

    Black, Kathie

    2004-01-01

    Science exists in many forms, but an appreciation of science as an integral part of every day does not occur in the vacuum of laboratory experience or through classroom activities. Throughout the communities, a plethora of places exist to see science at work, from the usually recommended museums and parks to the less thought of factories and…

  8. WHK Interns Sweep Entire Category at Frederick County Science Fair | Poster

    Cancer.gov

    By Nancy Parrish, Staff Writer The competitors in the cellular and molecular biology category of the Frederick County Science and Engineering Fair on March 22–23 didn’t stand a chance against the Werner H. Kirsten student interns at the National Cancer Institute at Frederick. These interns swept the entire category, with Madelyne Xiao, a rising intern, winning first place; Maria Hamscher, second place; Ashley Babyak and Dahlia Kronfli tying for third place; and Maham Ahmed receiving an honorable mention.

  9. WHK Interns Sweep Entire Category at Frederick County Science Fair | Poster

    Cancer.gov

    By Nancy Parrish, Staff Writer The competitors in the cellular and molecular biology category of the Frederick County Science and Engineering Fair on March 22–23 didn’t stand a chance against the Werner H. Kirsten student interns at the National Cancer Institute at Frederick. These interns swept the entire category, with Madelyne Xiao, a rising intern, winning first place; Maria Hamscher, second place; Ashley Babyak and Dahlia Kronfli tying for third place; and Maham Ahmed receiving an honorable mention.

  10. CosmoQuest: Engaging Students in Authentic Research through Science Fairs

    NASA Astrophysics Data System (ADS)

    Lebofsky, Larry A.; Canizo, Thea; Buxner, Sanlyn; Schmitt, Bill; Runco, Susan; Graff, Paige; CosmoQuest Team

    2016-10-01

    CosmoQuest is embarking on a five-year effort to increase student participation in science fairs through nation-wide training of teachers, science educators, and scientists. The program focuses on helping teachers attain the needed content knowledge and skills to support creation of meaningful science fair research projects. . This includes supporting teachers' understanding of how to engage students in age-appropriate projects as young science and engineering professionals. If successful, students will create their own understanding of STEM content through research. This occurs when students are guided into learning where they become involved at a level that makes it possible for them to independently ask questions and investigate answers by seeking patterns, testing, building conceptual models, and/or designing technology.To support this kind of engagement, we are curating and creating resources to support students of all ages and abilities. Students at different age levels generally have very different developmental reasoning abilities, and engagement and learning are increased when students use age-appropriate reasoning abilities. For instance primary students are effective in observing, communicating, and comparing. As they get older they develop abilities in sequencing and finding relationships. At middle school they add inferring and finally in high school the acquired skills for applying ideas from many disciplines to create more complex understanding.Through a comprehensive program of curriculum development, educator professional development, and building strategic partnerships, we will increase the number and quality of space science related science fair projects in the United States. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on the About page of our website, cosmoquest.org.

  11. A Creative Science Experience

    ERIC Educational Resources Information Center

    Overton, Dave

    2004-01-01

    As a Teaching Awards Regional Winner in 2002, the author was recently awarded funding by Planet Science (NESTA) for projects to disseminate best practice. One of the things he had in mind was to organise a "creative science event." So last July year 4 children from Chiltern Primary School, Hull, joined a class of year 5 children from…

  12. A Creative Science Experience

    ERIC Educational Resources Information Center

    Overton, Dave

    2004-01-01

    As a Teaching Awards Regional Winner in 2002, the author was recently awarded funding by Planet Science (NESTA) for projects to disseminate best practice. One of the things he had in mind was to organise a "creative science event." So last July year 4 children from Chiltern Primary School, Hull, joined a class of year 5 children from…

  13. Metaphoric Perceptions of the Students of the Sports Sciences Faculty Regarding the Concept of Fair-Play

    ERIC Educational Resources Information Center

    Çaglayan, Hakan Salim; Gül, Özgür

    2017-01-01

    The objective of this study is to reveal the perceptions of the students of the sports sciences faculty regarding the concept of "Fair-Play" by means of metaphors. 275 students [male[subscript (n = 173)], female [subscript (n = 102)

  14. Physical experience enhances science learning.

    PubMed

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

    2015-06-01

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

  15. Experiences in Space Science.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Washington, DC. Educational Programs Div.

    This publication contains descriptions of space science activities that can be conducted with simple equipment. There are activities suitable for both elementary and secondary school children. Activities are placed under the headings: Astronomy, Atmosphere, Universal Gravitation, Aerodynamics, Guidance and Propulsion, Tracking and Communications,…

  16. The effectiveness of the 1996 Wood Magic Science Fair as an experiential field trip

    NASA Astrophysics Data System (ADS)

    Pearson, Robert Wayne

    In response to the need for evaluating the effectiveness of the 1996 Wood Magic Science Fair (WMSF) at Mississippi State University's Forest and Wildlife Research Center/Forest Products Laboratory, two tests were developed. One test was designed for third-grade students and one for fourth-grade students who would attend the WMSF. Both tests have multiple choice answers and contained thirteen questions each. Five of the questions addressed general issues of the forest products industry that would be mentioned in an opening video but not stressed in the oral presentations of the WMSF. The students would have no active involvement in these presentations. These general issue questions represent passive involvement teaching. The eight remaining questions addressed specific information that would be stressed in the WMSF oral presentations and would allow students to actively participate in the presentations. The participation of the students in these presentations represents participatory teaching. The tests were given to the students (third and fourth grades) both before they attended the fair as a pre-test and after their attendance as a post-test with the only difference being that the multiple choice answers were arranged in a different order. Classroom teachers administered the tests to the students. The test results were evaluated for each class individually. Each question was evaluated and the results recorded in a table. The general information questions were grouped together as were the specific information questions. This grouping allowed a comparison to be made between passive and participatory learning. The results from the tests will help those making the science fair presentations evaluate their materials and methods. Statistical analysis of the results would indicate which questions had a significant change in the number of correct answers between the pre-test and post-test. This information will help the Fair planners and presenters in developing future

  17. Experiences of the fairness of recruitment from unsuccessful applicants in the field of nursing.

    PubMed

    Kanerva, Anne; Lammintakanen, Johanna; Kivinen, Tuula

    2010-04-01

    The purpose of this study was to describe the experiences of unsuccessful applicants for permanent nursing positions with regard to the fairness of the recruitment process. The international shortage of recruits in nursing and the rapidly increasing number of nurses retiring implies new challenges for recruitment. The nurses' experiences of fairness affect the availability of nurses and the attractiveness of the organization. The recruitment process is approached through traditional organizational justice theories. The material was gathered from thematic interviews with 12 nurses who had applied for a permanent nursing position but were not selected. The material was analysed using theory-driven content analysis. The nurses felt differently about the result of the recruitment process. The experience of distributive justice alone was not significant in terms of the general sense of justice, since other dimensions of justice compensated for it. The effect of applicants' experiences of fair treatment in the recruitment process affected their future behaviour positively, negatively or not at all. and implications for nursing management It is crucial to recognize applicants' experiences of the fairness of the recruitment process, because unsuccessful applicants constitute a pool of potential new employees. Furthermore, applicants with different experiences cannot be seen as a homogenous group. For example, internal applicants with negative experiences pose challenges for nursing management with regard to retaining them in the organization.

  18. Science Experience Unit: Conservation.

    ERIC Educational Resources Information Center

    Ferguson-Florissant School District, Ferguson, MO.

    GRADES OR AGES: Intermediate grades. SUBJECT MATTER: Conservation. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 24 experiments. It is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: A specific skill or knowledge objective is stated at the beginning of each experiment. Detailed procedures are listed…

  19. Materials science experiments in space

    NASA Technical Reports Server (NTRS)

    Gelles, S. H.; Giessen, B. C.; Glicksman, M. E.; Margrave, J. L.; Markovitz, H.; Nowick, A. S.; Verhoeven, J. D.; Witt, A. F.

    1978-01-01

    The criteria for the selection of the experimental areas and individual experiments were that the experiment or area must make a meaningful contribution to the field of material science and that the space environment was either an absolute requirement for the successful execution of the experiment or that the experiment can be more economically or more conveniently performed in space. A number of experimental areas and individual experiments were recommended for further consideration as space experiments. Areas not considered to be fruitful and others needing additional analysis in order to determine their suitability for conduct in space are also listed. Recommendations were made concerning the manner in which these materials science experiments are carried out and the related studies that should be pursued.

  20. Educative Experiences of Rural Junior High History Fair Participants Seeking and Evaluating Online Primary Sources

    ERIC Educational Resources Information Center

    Johnson, Riley Todd

    2012-01-01

    This phenomenological ethnographic multi-case study's purpose was to gain insight into experiences of rural junior high History Fair participants as they searched for and evaluated online primary sources. Drawing on the theories of Dewey and Kuhlthau, the study examined how the participants searched the Internet, what strategies they used to…

  1. Educative Experiences of Rural Junior High History Fair Participants Seeking and Evaluating Online Primary Sources

    ERIC Educational Resources Information Center

    Johnson, Riley Todd

    2012-01-01

    This phenomenological ethnographic multi-case study's purpose was to gain insight into experiences of rural junior high History Fair participants as they searched for and evaluated online primary sources. Drawing on the theories of Dewey and Kuhlthau, the study examined how the participants searched the Internet, what strategies they used to…

  2. The Bok Award Presented for High School Astronomy Research at the Intel Science Fair

    NASA Astrophysics Data System (ADS)

    Garmany, Catharine D.

    2013-01-01

    The Priscilla and Bart Bok award, presented jointly by the Astronomical Society of the Pacific (ASP) and the American Astronomical Society (AAS) at the annual Intel International Science and Engineering Fair (ISEF), recognizes excellent research in astronomy conducted by high school students. The award is named in honor of two well-known astronomers. Bart Bok was an outstanding research astronomer: much of his research was done with his wife, Priscilla Fairfield Bok. Since 1992, the ASP and the AAS have shared the responsibility of sending three judges to the annual Intel ISEF to select two Bok awardees. Funds for the prizes themselves are derived from an endowment in Bart Bok’s honor held at the ASP. The Intel ISEF is a massive event. In order to become a finalist and attend ISEF, a student must first compete, and win one of the top awards, in both their local and regional science fairs. In recent years, about 1,500 high-school students have attended. About 100 of these students present projects in the category physics: of these, less than 20 are astronomy projects. Winners of the award are invited to attend the winter AAS meeting, and this year both of the 2012 winners are expected to be in attendance. There are also previous winners who are actively in our midst. But there is an unanswered question: why are there so few student projects in astronomy?

  3. Examining of the Predictors of Pre-Service Teachers' Perceptions of the Quality of the Science Fair Projects in Turkey

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2014-01-01

    This study aimed at examining the predictors of quality of science fair (SF) projects in the light of pre-service teachers' evaluation of SF rubric' domains. These projects were selected by judges in A city for the A Regional Exhibition of Science and Mathematics Project Study for Primary School Students: The SF projects were evaluated by thirty…

  4. Contextualized science? An Indian experience

    NASA Astrophysics Data System (ADS)

    Koul, Ravinder

    1997-11-01

    This study asserts that science is contextualized and should therefore be taught as contextualized. Works of major philosophers in 20th century history, philosophy and sociology of science and recent developments in cognition are discussed in developing a foundation and outlining three themes for contextualized science: (a) science curriculum should emphasize scientific methodology through the generation and testing of knowledge in a specific context, (b) it should validate and evaluate everyday contextual experiences, and (c) develop a context for action by engaging in science, technology and society issues. School science is a major instrument for diffusion and utilization of scientific knowledge. In India, textbooks are often the only classroom source of information for students other than the teacher. The most widely used standard curriculum materials in Indian schools are the National Council of Educational Research and Training (NCERT) textbooks. For schools in the Hoshingabad district of Madhya Pradesh, the state prescribes NCERT materials and materials developed for the Hoshingabad Science Teaching Program (HSTP), a grassroots science education initiative. In this study, the investigation of these curriculum materials and interviews with educators (curriculum developers/textbook authors/teachers at New Delhi and Hoshingabad) are used to establish criteria for both the need and the feasibility of contextualized science. Results of the investigation indicate that the centralized NCERT system of curriculum development has undermined context specific treatment of subject matter in their textbooks. While HSTP attempted to contextualize science in rural schools, the present status of the program may be interpreted as either development and legitimization of another standardized curriculum, or, as the culmination of a gradual erosion and dissipation of conceptually valid and concrete educational practices. There are major situational and institutional constraints

  5. South Australian Science Teachers Association Conference and Science Fair, Salisbury Teachers College, July 1971.

    ERIC Educational Resources Information Center

    1971

    The major papers presented at the 1971 conference of the South Australian Science Teachers Association are included in this pamphlet. Scientists from industry, research institutions, and the police forensic laboratory, and practicing teachers presented papers which included descriptions of modern scientific techniques, discussions of the role of…

  6. South Australian Science Teachers Association Conference and Science Fair, Salisbury Teachers College, July 1971.

    ERIC Educational Resources Information Center

    1971

    The major papers presented at the 1971 conference of the South Australian Science Teachers Association are included in this pamphlet. Scientists from industry, research institutions, and the police forensic laboratory, and practicing teachers presented papers which included descriptions of modern scientific techniques, discussions of the role of…

  7. The EXL experiment at FAIR and plans with the ESR at GSI

    SciTech Connect

    Kalantar-Nayestanaki, N.

    2011-10-28

    In this contribution, the physics program of the EXL experiment at FAIR-NuSTAR along with its experimental setup will be briefly outlined. This experiment aims to study the structure and the dynamics of radioactive nuclei which collide with light ions in inverse kinematics. On the way to the final measurements, several measurements have been proposed at the existing ESR at GSI with the purpose of understanding the detection systems for EXL and obtaining the first physics results in this type of experiments in a storage ring.

  8. Ground based materials science experiments

    NASA Technical Reports Server (NTRS)

    Meyer, M. B.; Johnston, J. C.; Glasgow, T. K.

    1988-01-01

    The facilities at the Microgravity Materials Science Laboratory (MMSL) at the Lewis Research Center, created to offer immediate and low-cost access to ground-based testing facilities for industrial, academic, and government researchers, are described. The equipment in the MMSL falls into three categories: (1) devices which emulate some aspect of low gravitational forces, (2) specialized capabilities for 1-g development and refinement of microgravity experiments, and (3) functional duplicates of flight hardware. Equipment diagrams are included.

  9. Ground based materials science experiments

    NASA Technical Reports Server (NTRS)

    Meyer, M. B.; Johnston, J. C.; Glasgow, T. K.

    1988-01-01

    The facilities at the Microgravity Materials Science Laboratory (MMSL) at the Lewis Research Center, created to offer immediate and low-cost access to ground-based testing facilities for industrial, academic, and government researchers, are described. The equipment in the MMSL falls into three categories: (1) devices which emulate some aspect of low gravitational forces, (2) specialized capabilities for 1-g development and refinement of microgravity experiments, and (3) functional duplicates of flight hardware. Equipment diagrams are included.

  10. Assessing learning outcomes from experiments in a science competition

    NASA Astrophysics Data System (ADS)

    Rovšek, Barbara

    2017-05-01

    The Slovene Science competition for primary school students aged between 6 and 12 years will be explained briefly. The competition is based on experiments, which should be done well in advance either at school or at home. An example of the proposed experiment for 11 and 12 year old students from the past year—a syphon—will be presented as well as the assessment questions referring to this particular experiment, which were posed at the competition. A fair proportion of the population took part in the competition. We will present a brief analysis of the obtained data, which offers an insight into the difficulty level of the questions.

  11. The DIRC detectors of the P¯ANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Seitz, B.; P¯ANDA Collaboration

    2010-11-01

    The PbarANDA experiment at the planned FAIR facility at GSI, Darmstadt aims at measuring hadronic final states with unprecedented precision and luminosity. Superior particle identification of charged and neutral particles is mandatory to fulfil PbarANDA's physics aims. DIRC (detection of internally reflected Cherenkov light) counters are foreseen for charged particle identification. A barrel DIRC will cover the central region while a disc DIRC will provide particle identification in the forward region. Three DIRC concepts differing in the radiator geometry and method for dispersion correction are studied. Results are presented on the common issues of radiator material and quality. Photon detection will be discussed as well.

  12. A Fair Proposition?

    ERIC Educational Resources Information Center

    Grobman, Arnold

    1993-01-01

    Describes problems with school science fairs including poor judging and a lack of understanding by the students of their own projects. Suggests improvements to the system. One suggestion is for science fair projects to be displayed only in classrooms and not district or regional fairs. (PR)

  13. A Fair Proposition?

    ERIC Educational Resources Information Center

    Grobman, Arnold

    1993-01-01

    Describes problems with school science fairs including poor judging and a lack of understanding by the students of their own projects. Suggests improvements to the system. One suggestion is for science fair projects to be displayed only in classrooms and not district or regional fairs. (PR)

  14. Scientists' and science writers' experiences reporting genetic discoveries: toward an ethic of trust in science journalism.

    PubMed

    Geller, Gail; Bernhardt, Barbara A; Gardner, Mary; Rodgers, Joann; Holtzman, Neil A

    2005-03-01

    To describe the relationship between scientists and science writers and their experiences with media reporting of genetic discoveries. This study included individual interviews with 15 scientists who specialize in genetics and 22 science writers who have covered their stories and a qualitative analysis of the data. Scientists and science writers place an equally high priority on accuracy of media reports. They agree on what makes genetics stories newsworthy and the particular challenges in reporting genetic discoveries (i.e., poor public understanding of genetics, the association of genetics with eugenics, and the lack of immediately apparent applications of genetic discoveries to human health). The relationship between scientists and bona fide science writers is largely positive. Scientists tend to trust, respect, and be receptive to science writers. Both scientists and science writers acknowledge that trust is an essential component of a good interview. Science writers report a fair degree of autonomy with respect to the relationship they have with their editors. To the degree that trust facilitates the access that science writers have to scientists, as well as higher quality interviews between scientists and science writers, trust might also contribute to higher quality media reporting. Therefore, scientists and science writers have an ethical obligation to foster trusting relationships with each other. Future research should systematically explore ways to cultivate such relationships and assess their impact on the quality of science journalism.

  15. FAIR project at GSI

    NASA Astrophysics Data System (ADS)

    Kester, Oliver; Spiller, Peter; Stoecker, Horst

    FAIR -- the Facility for Antiproton and Ion Research in Europe -- constructed at GSI Helmholtzzentrum für Schwerionenforschung GmbH in Darmstadt comprises an international centre of heavy ion accelerators that will drive heavy ion and antimatter research (FBTR, 2006). FAIR will provide worldwide unique accelerator and experimental facilities allowing a large variety of fore-front research in physics and applied science. FAIR will deliver antiproton and ion beams of unprecedented intensities and qualities. The main part of the FAIR facility is a sophisticated and cost efficient accelerator system, which delivers parallel beams to different experiments of the FAIR experimental collaborations -- APPA, NuSTAR, CBM and PANDA. The accelerated primary beams will then be employed to create new, often highly exotic particles in a series of parallel experimental programs. Experiments with exotic particles will explore fundamental processes which are expected to have taken place in the early phases and still happen in the on-going evolution of the Universe. These processes produced the basic constituents of matter and overall structure we observe today...

  16. Online Tracking Algorithms on GPUs for the P̅ANDA Experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Bianchi, L.; Herten, A.; Ritman, J.; Stockmanns, T.; Adinetz, A.; Kraus, J.; Pleiter, D.

    2015-12-01

    P̅ANDA is a future hadron and nuclear physics experiment at the FAIR facility in construction in Darmstadt, Germany. In contrast to the majority of current experiments, PANDA's strategy for data acquisition is based on event reconstruction from free-streaming data, performed in real time entirely by software algorithms using global detector information. This paper reports the status of the development of algorithms for the reconstruction of charged particle tracks, optimized online data processing applications, using General-Purpose Graphic Processing Units (GPU). Two algorithms for trackfinding, the Triplet Finder and the Circle Hough, are described, and details of their GPU implementations are highlighted. Average track reconstruction times of less than 100 ns are obtained running the Triplet Finder on state-of- the-art GPU cards. In addition, a proof-of-concept system for the dispatch of data to tracking algorithms using Message Queues is presented.

  17. Implementing the Precautionary Principle: incorporating science, technology, fairness, and accountability in environmental, health, and safety decisions.

    PubMed

    Ashford, Nicholas A

    2004-01-01

    The Precautionary Principle is in sharp political focus today because: 1) the nature of scientific uncertainty is changing, and 2) there is increasing pressure to base governmental action on more "rational" schemes, such as cost-benefit analysis and quantitative risk assessment, the former being an embodiment of "rational choice theory" promoted by the Chicago School of Law and Economics. The Precautionary Principle has been criticized as being both too vague and too arbitrary to form a basis for rational decision making. The assumption underlying this criticism is that any scheme not based on cost-benefit analysis and risk assessment is both irrational and without secure foundation in either science or economics. This paper contests that view and makes explicit the rational tenets of the Precautionary Principle within an analytical framework as rigorous as uncertainties permit, and one that mirrors democratic values embodied in regulatory, compensatory, and common law. Unlike other formulations that reject risk assessment, this paper argues that risk assessment can be used within the formalism of tradeoff analysis--a more appropriate alternative to traditional cost-benefit analysis and one that satisfies the need for well-grounded public policy decision making. This paper will argue that the precautionary approach is the most appropriate basis for policy, even when large uncertainties do not exist, especially where the fairness of the distributions of costs and benefits of hazardous activities and products are a concern. Furthermore, it will offer an approach to making decisions within an analytic framework, based on equity and justice, to replace the economic paradigm of utilitarian cost-benefit analysis.

  18. Pulling Rank: Military Rank Affects Hormone Levels and Fairness in an Allocation Experiment

    PubMed Central

    Siart, Benjamin; Pflüger, Lena S.; Wallner, Bernard

    2016-01-01

    Status within social hierarchies has great effects on the lives of socially organized mammals. Its effects on human behavior and related physiology, however, is relatively little studied. The present study investigated the impact of military rank on fairness and behavior in relation to salivary cortisol (C) and testosterone (T) levels in male soldiers. For this purpose 180 members of the Austrian Armed Forces belonging to two distinct rank groups participated in two variations of a computer-based guard duty allocation experiment. The rank groups were (1) warrant officers (high rank, HR) and (2) enlisted men (low rank, LR). One soldier from each rank group participated in every experiment. At the beginning of the experiment, one participant was assigned to start standing guard and the other participant at rest. The participant who started at rest could choose if and when to relieve his fellow soldier and therefore had control over the experiment. In order to trigger perception of unfair behavior, an additional experiment was conducted which was manipulated by the experimenter. In the manipulated version both soldiers started in the standing guard position and were never relieved, believing that their opponent was at rest, not relieving them. Our aim was to test whether unfair behavior causes a physiological reaction. Saliva samples for hormone analysis were collected at regular intervals throughout the experiment. We found that in the un-manipulated setup high-ranking soldiers spent less time standing guard than lower ranking individuals. Rank was a significant predictor for C but not for T levels during the experiment. C levels in the HR group were higher than in the LR group. C levels were also elevated in the manipulated experiment compared to the un-manipulated experiment, especially in LR. We assume that the elevated C levels in HR were caused by HR feeling their status challenged by the situation of having to negotiate with an individual of lower military rank

  19. Pulling Rank: Military Rank Affects Hormone Levels and Fairness in an Allocation Experiment.

    PubMed

    Siart, Benjamin; Pflüger, Lena S; Wallner, Bernard

    2016-01-01

    Status within social hierarchies has great effects on the lives of socially organized mammals. Its effects on human behavior and related physiology, however, is relatively little studied. The present study investigated the impact of military rank on fairness and behavior in relation to salivary cortisol (C) and testosterone (T) levels in male soldiers. For this purpose 180 members of the Austrian Armed Forces belonging to two distinct rank groups participated in two variations of a computer-based guard duty allocation experiment. The rank groups were (1) warrant officers (high rank, HR) and (2) enlisted men (low rank, LR). One soldier from each rank group participated in every experiment. At the beginning of the experiment, one participant was assigned to start standing guard and the other participant at rest. The participant who started at rest could choose if and when to relieve his fellow soldier and therefore had control over the experiment. In order to trigger perception of unfair behavior, an additional experiment was conducted which was manipulated by the experimenter. In the manipulated version both soldiers started in the standing guard position and were never relieved, believing that their opponent was at rest, not relieving them. Our aim was to test whether unfair behavior causes a physiological reaction. Saliva samples for hormone analysis were collected at regular intervals throughout the experiment. We found that in the un-manipulated setup high-ranking soldiers spent less time standing guard than lower ranking individuals. Rank was a significant predictor for C but not for T levels during the experiment. C levels in the HR group were higher than in the LR group. C levels were also elevated in the manipulated experiment compared to the un-manipulated experiment, especially in LR. We assume that the elevated C levels in HR were caused by HR feeling their status challenged by the situation of having to negotiate with an individual of lower military rank

  20. NEPTUNE Canada Community Science Experiments

    NASA Astrophysics Data System (ADS)

    Juniper, S.; Bornhold, B.; Barnes, C.; Phibbs, P.; Pirenne, B.

    2006-05-01

    In 2007 NEPTUNE Canada will install the first stage of a regional cabled observatory (RCO) in the northeast Pacific Ocean. Stage 2 of the RCO is being developed by the US-based ORION Project Office, through the National Science Foundation's Ocean Observatory Initiative (OOI). For Stage 1, a 800km fiber-optic cable will loop out from a shore station on Vancouver Island to the Juan de Fuca volcanic spreading ridge. Two seafloor nodes are planned, one to support studies of tectonic and hydrothermal activity on the Endeavour Segment of the Juan de Fuca Ridge, and the other for investigation of a broad range of processes in Barkley Canyon, on the continental slope of Vancouver Island. Each node will provide power and Ethernet communications to instruments that comprise multi-disciplinary community science experiments. These experiments were developed through a 2-year series of workshops and a final competition. Data from all instruments will be available on-line, through the NEPTUNE data management and archive system. Investigations at the Endeavour node will focus on links between seismic activity and hydrothermal emissions and their resulting impact on hydrothermal vent organisms and regional oceanic circulation and geochemical fluxes. This area provides a number of technical challenges, including the laying of the backbone cable over a volcanic terrain, and the placement of instruments and extension cables in areas of abundant high-temperature venting. Planned instruments include broad-band seismometers, acoustic Doppler current meters, video and digital still cameras and chemical sensors. Experiments at the Barkley Canyon site will emphasis the effects of water currents passing through the canyon, and seismic activity. Combined biological and physical oceanographic instruments will monitor the interaction between sediment transport along the axis of the canyon and the bioturbation activity of the fauna. A combined physical/biological experiment in the water column

  1. Measurement of rare probes with the silicon tracking system of the CBM experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Heuser, Johann; Friese, Volker

    2014-11-01

    The Compressed Baryonic Matter (CBM) experiment at FAIR will explore the phase diagram of strongly interacting matter at highest net baryon densities and moderate temperatures. The CBM physics program will be started with beams delivered by the SIS 100 synchrotron, providing energies from 2 to 14 GeV/nucleon for heavy nuclei, up to 14 GeV/nucleon for light nuclei, and 29 GeV for protons. The highest net baryon densities will be explored with ion beams up to 45 GeV/nucleon energy delivered by SIS 300 in the next stage of FAIR. Collision rates up to 107 per second are required to produce very rare probes with unprecedented statistics in this energy range. Their signatures are complex. These conditions call for detector systems designed to meet the extreme requirements in terms of rate capability, momentum and spatial resolution, and a novel DAQ and trigger concept which is not limited by latency but by throughput. In this paper we outline the concepts of CBM's central detector, the Silicon Tracking System, and of the First-Level Event Selector, a dedicated computing farm to reduce on-line the raw data volume by up to three orders of magnitude to a recordable rate. Progress with the development of detector and software algorithms are discussed and examples of performance studies on the reconstruction of rare probes at SIS 100 and SIS 300 energies given.

  2. Quench calculations for the superconducting dipole magnet of CBM experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Kurilkin, P.; Akishin, P.; Bychkov, A.; Floch, E.; Gusakov, Yu.; Ladygin, V.; Malakhov, A.; Moritz, G.; Ramakers, H.; Senger, P.; Shabunov, A.; Szwangruber, P.; Toral, F.

    2016-08-01

    The scientific mission of the Compressed Baryonic Matter (CBM) experiment is the study of the nuclear matter properties at the high baryon densities in heavy ion collisions at the Facility of Antiproton and Ion Research (FAIR) in Darmstadt. The 5.15 MJ superconducting dipole magnet will be used in the silicon tracking system of the CBM detector. It will provide a magnetic field integral of 1 Tm which is required to obtain a momentum resolution of 1% for the track reconstruction. This paper presents quench modeling and evaluation of candidate protection schemes for the CBM dipole magnet. Two quench programs based on finite-difference method were used in simulation. One of them is currently used at GSI, and the other based on CIEMAT (Madrid, Spain) was modified to perform quench calculation for the CBM magnet.

  3. Becoming Science "Experi-mentors"

    ERIC Educational Resources Information Center

    Counsell, Shelly Lynn

    2011-01-01

    According to the National Research Council (NRC 2007), three critical components significantly influence students' science learning: teacher knowledge, teachers' opportunities to learn, and instructional systems. If students' science achievement is strongly correlated with teachers' science competence, and core competencies are central to…

  4. Becoming Science "Experi-mentors"

    ERIC Educational Resources Information Center

    Counsell, Shelly Lynn

    2011-01-01

    According to the National Research Council (NRC 2007), three critical components significantly influence students' science learning: teacher knowledge, teachers' opportunities to learn, and instructional systems. If students' science achievement is strongly correlated with teachers' science competence, and core competencies are central to…

  5. Informal Science: Family Education, Experiences, and Initial Interest in Science

    ERIC Educational Resources Information Center

    Dabney, Katherine P.; Tai, Robert H.; Scott, Michael R.

    2016-01-01

    Recent research and public policy have indicated the need for increasing the physical science workforce through development of interest and engagement with informal and formal science, technology, engineering, and mathematics experiences. This study examines the association of family education and physical scientists' informal experiences in…

  6. Informal Science: Family Education, Experiences, and Initial Interest in Science

    ERIC Educational Resources Information Center

    Dabney, Katherine P.; Tai, Robert H.; Scott, Michael R.

    2016-01-01

    Recent research and public policy have indicated the need for increasing the physical science workforce through development of interest and engagement with informal and formal science, technology, engineering, and mathematics experiences. This study examines the association of family education and physical scientists' informal experiences in…

  7. SMART-1 science experiments co-ordination

    NASA Astrophysics Data System (ADS)

    Almeida, M.; Foing, B.; Vilar, E.; Heather, D.; Koschny, D.; Marini, A.

    2002-10-01

    SMART-1 is the first European Space Agency mission to the Moon, due for launch in the first months of 2003. Its primary goal is to test new technologies for space navigation and science. In its science experiments, SMART-1 will include new, very compact experiments. This paper aims to demonstrate some of the science experiment operations foreseen for the mission. We describe the SMART-1 mission, its orbit and example scenarios for imaging specific targets (such as Tycho and Copernicus craters).

  8. More Fair Play in an Ultimatum Game after Resettlement in Zimbabwe: A Field Experiment and a Structural Model

    PubMed Central

    Kohler, Stefan

    2013-01-01

    Zimbabwean villagers of distinct background have resettled in government-organized land reforms for more than three decades. Against this backdrop, I assess the level of social cohesion in some of the newly established communities by estimating the average preferences for fairness in a structural model of bounded rationality. The estimations are based on behavioral data from an ultimatum game field experiment played by 234 randomly selected households in 6 traditional and 14 resettled villages almost two decades after resettlement. Equal or higher degrees of fairness are estimated in all resettlement schemes. In one, or arguably two, out of three distinct resettlement schemes studied, the resettled villagers exhibit significantly higher degrees of fairness ( ) and rationality ( ) than those who live in traditional villages. Overall, villagers appear similarly rational, but the attitude toward fairness is significantly stronger in resettled communities ( ). These findings are consistent with the idea of an increased need for cooperation required in recommencement. PMID:23724095

  9. Teacher learning from girls' informal science experiences

    NASA Astrophysics Data System (ADS)

    Birmingham, Daniel J.

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP, 2010). Despite the success, little is known about how teachers can learn from informal science practices to support student engagement in science. In this study, I examine the impact informal science experiences has for the teaching and learning of science in school contexts. This study is focused on eliciting girls' stories of informal science learning experiences and sharing these stories with science teachers to examine what they notice and make meaning of in connection with their classroom practices (van Es & Sherin, 2002). I co-constructed cases of informal science experiences with middle school females who participate in an after school science program in an urban area. These cases consisted of the girls' written stories, their explicit messages to science teachers, examples of actions taken when investigating community based science issues and transcripts of conversations between the girls and researchers. These cases were shared with local science teachers in order to investigate what they "notice" (van Es & Sherin, 2002) regarding girls' participation in informal science learning, how they make meaning of youths' stories and whether the stories influence their classroom practices. I found that the girls' use their cases to share experiences of how, where and why science matters, to express hope for school science and to critique stereotypical views that young, female, students of color from lower SES backgrounds are not interested or capable of making contributions to scientific investigations. Additionally, I found that teachers noticed powerful messages within and across the girls' cases. The messages include; 1

  10. Experiences with a Science Hotline.

    ERIC Educational Resources Information Center

    Evans, Laura J.; Frazier, Donald T.

    1993-01-01

    Describes the orientation and management of a science hotline managed by the University of Kentucky for the benefit of teachers. Results include a more positive public image of science and the creation of links between academic scientists and precollege teachers. (DDR)

  11. Course Outlines in Science of the Rumson-Fair Haven Senior Elective Program.

    ERIC Educational Resources Information Center

    1976

    The Rumson-Fair Haven Senior Elective Program was developed and implemented by students, faculty, and administrators over the three-year period from 1971 to 1974. The program offers high school students who complete graduation requirements in the first three years of the four-year program a combination of the following options for the senior year:…

  12. Physical Science Experiments for Scientific Glassblowing Technicians.

    ERIC Educational Resources Information Center

    Tillis, Samuel E.; Donaghay, Herbert C.

    The twenty experiments in this text have been designed to give the scientific glassblowing technician the opportunity to use scientific glass apparatus in the study of physical science. Primary emphasis of these experiments is on the practical application of the physical science program as a working tool for the scientific glassblowing technician.…

  13. The barrel DIRC detector for the P¯ ANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Schwiening, J.; P¯ Group; ANDA Cherenkov Group

    2011-05-01

    The P¯ANDA experiment at FAIR will perform high precision experiments in the charmed quark sector using cooled antiproton beams of unprecedented intensities of L=2×10 32 cm -2 s -1 in the momentum range of 1-15 GeV/ c. The charged particle identification in the barrel region needs a thin detector operating in a strong magnetic field. A ring imaging Cherenkov detector using the DIRC principle is an excellent match to those requirements. This article describes aspects of the design and R&D for the P¯ANDA barrel DIRC detector. The availability of highly pixelated fast photon detectors allows several key improvements compared to the successful BaBar-DIRC detector, some of which were tested in a proton beam at GSI. The optical properties of the radiator bars, made from synthetic fused silica, are critical to the success of the DIRC. Measurements of the attenuation length and reflection coefficient allow the determination of the surface roughness of prototype radiator bars.

  14. News Competition: School team launches a rocket Conference: Norway focuses on physics teaching Science on Stage: Canadian science acts take to the stage Particle Physics: Teachers get a surprise at CERN Teaching: Exploring how students learn physics University: Oxford opens doors to science teachers Lasers: Lasers shine light on meeting Science Fair: Malawi promotes science education

    NASA Astrophysics Data System (ADS)

    2010-11-01

    Competition: School team launches a rocket Conference: Norway focuses on physics teaching Science on Stage: Canadian science acts take to the stage Particle Physics: Teachers get a surprise at CERN Teaching: Exploring how students learn physics University: Oxford opens doors to science teachers Lasers: Lasers shine light on meeting Science Fair: Malawi promotes science education

  15. Experimenting with Science Facility Design.

    ERIC Educational Resources Information Center

    Butterfield, Eric

    1999-01-01

    Discusses the modern school science facility and how computers and teaching methods are changing their design. Issues include power, lighting, and space requirements; funding for planning; architect assessment; materials requirements for work surfaces; and classroom flexibility. (GR)

  16. Experimenting with Science Facility Design.

    ERIC Educational Resources Information Center

    Butterfield, Eric

    1999-01-01

    Discusses the modern school science facility and how computers and teaching methods are changing their design. Issues include power, lighting, and space requirements; funding for planning; architect assessment; materials requirements for work surfaces; and classroom flexibility. (GR)

  17. Putting Science FIRST: Memories of Family Science Experiences.

    ERIC Educational Resources Information Center

    Science and Children, 1996

    1996-01-01

    Presents anecdotes from prominent citizens including Bill Clinton, Alan Alda, Carl Sagan, Gerald Wheeler, JoAnne Vasquez, and Lynn Margulis in which they reminisce about interesting science experiences with their families. (JRH)

  18. Putting Science FIRST: Memories of Family Science Experiences.

    ERIC Educational Resources Information Center

    Science and Children, 1996

    1996-01-01

    Presents anecdotes from prominent citizens including Bill Clinton, Alan Alda, Carl Sagan, Gerald Wheeler, JoAnne Vasquez, and Lynn Margulis in which they reminisce about interesting science experiences with their families. (JRH)

  19. Challenges in QCD matter physics -The scientific programme of the Compressed Baryonic Matter experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Ablyazimov, T.; Abuhoza, A.; Adak, R. P.; Adamczyk, M.; Agarwal, K.; Aggarwal, M. M.; Ahammed, Z.; Ahmad, F.; Ahmad, N.; Ahmad, S.; Akindinov, A.; Akishin, P.; Akishina, E.; Akishina, T.; Akishina, V.; Akram, A.; Al-Turany, M.; Alekseev, I.; Alexandrov, E.; Alexandrov, I.; Amar-Youcef, S.; Anđelić, M.; Andreeva, O.; Andrei, C.; Andronic, A.; Anisimov, Yu.; Appelshäuser, H.; Argintaru, D.; Atkin, E.; Avdeev, S.; Averbeck, R.; Azmi, M. D.; Baban, V.; Bach, M.; Badura, E.; Bähr, S.; Balog, T.; Balzer, M.; Bao, E.; Baranova, N.; Barczyk, T.; Bartoş, D.; Bashir, S.; Baszczyk, M.; Batenkov, O.; Baublis, V.; Baznat, M.; Becker, J.; Becker, K.-H.; Belogurov, S.; Belyakov, D.; Bendarouach, J.; Berceanu, I.; Bercuci, A.; Berdnikov, A.; Berdnikov, Y.; Berendes, R.; Berezin, G.; Bergmann, C.; Bertini, D.; Bertini, O.; Beşliu, C.; Bezshyyko, O.; Bhaduri, P. P.; Bhasin, A.; Bhati, A. K.; Bhattacharjee, B.; Bhattacharyya, A.; Bhattacharyya, T. K.; Biswas, S.; Blank, T.; Blau, D.; Blinov, V.; Blume, C.; Bocharov, Yu.; Book, J.; Breitner, T.; Brüning, U.; Brzychczyk, J.; Bubak, A.; Büsching, H.; Bus, T.; Butuzov, V.; Bychkov, A.; Byszuk, A.; Cai, Xu; Cãlin, M.; Cao, Ping; Caragheorgheopol, G.; Carević, I.; Cătănescu, V.; Chakrabarti, A.; Chattopadhyay, S.; Chaus, A.; Chen, Hongfang; Chen, LuYao; Cheng, Jianping; Chepurnov, V.; Cherif, H.; Chernogorov, A.; Ciobanu, M. I.; Claus, G.; Constantin, F.; Csanád, M.; D'Ascenzo, N.; Das, Supriya; Das, Susovan; de Cuveland, J.; Debnath, B.; Dementiev, D.; Deng, Wendi; Deng, Zhi; Deppe, H.; Deppner, I.; Derenovskaya, O.; Deveaux, C. A.; Deveaux, M.; Dey, K.; Dey, M.; Dillenseger, P.; Dobyrn, V.; Doering, D.; Dong, Sheng; Dorokhov, A.; Dreschmann, M.; Drozd, A.; Dubey, A. K.; Dubnichka, S.; Dubnichkova, Z.; Dürr, M.; Dutka, L.; Dželalija, M.; Elsha, V. V.; Emschermann, D.; Engel, H.; Eremin, V.; Eşanu, T.; Eschke, J.; Eschweiler, D.; Fan, Huanhuan; Fan, Xingming; Farooq, M.; Fateev, O.; Feng, Shengqin; Figuli, S. P. D.; Filozova, I.; Finogeev, D.; Fischer, P.; Flemming, H.; Förtsch, J.; Frankenfeld, U.; Friese, V.; Friske, E.; Fröhlich, I.; Frühauf, J.; Gajda, J.; Galatyuk, T.; Gangopadhyay, G.; García Chávez, C.; Gebelein, J.; Ghosh, P.; Ghosh, S. K.; Gläßel, S.; Goffe, M.; Golinka-Bezshyyko, L.; Golovatyuk, V.; Golovnya, S.; Golovtsov, V.; Golubeva, M.; Golubkov, D.; Gómez Ramírez, A.; Gorbunov, S.; Gorokhov, S.; Gottschalk, D.; Gryboś, P.; Grzeszczuk, A.; Guber, F.; Gudima, K.; Gumiński, M.; Gupta, A.; Gusakov, Yu.; Han, Dong; Hartmann, H.; He, Shue; Hehner, J.; Heine, N.; Herghelegiu, A.; Herrmann, N.; Heß, B.; Heuser, J. M.; Himmi, A.; Höhne, C.; Holzmann, R.; Hu, Dongdong; Huang, Guangming; Huang, Xinjie; Hutter, D.; Ierusalimov, A.; Ilgenfritz, E.-M.; Irfan, M.; Ivanischev, D.; Ivanov, M.; Ivanov, P.; Ivanov, Valery; Ivanov, Victor; Ivanov, Vladimir; Ivashkin, A.; Jaaskelainen, K.; Jahan, H.; Jain, V.; Jakovlev, V.; Janson, T.; Jiang, Di; Jipa, A.; Kadenko, I.; Kähler, P.; Kämpfer, B.; Kalinin, V.; Kallunkathariyil, J.; Kampert, K.-H.; Kaptur, E.; Karabowicz, R.; Karavichev, O.; Karavicheva, T.; Karmanov, D.; Karnaukhov, V.; Karpechev, E.; Kasiński, K.; Kasprowicz, G.; Kaur, M.; Kazantsev, A.; Kebschull, U.; Kekelidze, G.; Khan, M. M.; Khan, S. A.; Khanzadeev, A.; Khasanov, F.; Khvorostukhin, A.; Kirakosyan, V.; Kirejczyk, M.; Kiryakov, A.; Kiš, M.; Kisel, I.; Kisel, P.; Kiselev, S.; Kiss, T.; Klaus, P.; Kłeczek, R.; Klein-Bösing, Ch.; Kleipa, V.; Klochkov, V.; Kmon, P.; Koch, K.; Kochenda, L.; Koczoń, P.; Koenig, W.; Kohn, M.; Kolb, B. W.; Kolosova, A.; Komkov, B.; Korolev, M.; Korolko, I.; Kotte, R.; Kovalchuk, A.; Kowalski, S.; Koziel, M.; Kozlov, G.; Kozlov, V.; Kramarenko, V.; Kravtsov, P.; Krebs, E.; Kreidl, C.; Kres, I.; Kresan, D.; Kretschmar, G.; Krieger, M.; Kryanev, A. V.; Kryshen, E.; Kuc, M.; Kucewicz, W.; Kucher, V.; Kudin, L.; Kugler, A.; Kumar, Ajit; Kumar, Ashwini; Kumar, L.; Kunkel, J.; Kurepin, A.; Kurepin, N.; Kurilkin, A.; Kurilkin, P.; Kushpil, V.; Kuznetsov, S.; Kyva, V.; Ladygin, V.; Lara, C.; Larionov, P.; Laso García, A.; Lavrik, E.; Lazanu, I.; Lebedev, A.; Lebedev, S.; Lebedeva, E.; Lehnert, J.; Lehrbach, J.; Leifels, Y.; Lemke, F.; Li, Cheng; Li, Qiyan; Li, Xin; Li, Yuanjing; Lindenstruth, V.; Linnik, B.; Liu, Feng; Lobanov, I.; Lobanova, E.; Löchner, S.; Loizeau, P.-A.; Lone, S. A.; Lucio Martínez, J. A.; Luo, Xiaofeng; Lymanets, A.; Lyu, Pengfei; Maevskaya, A.; Mahajan, S.; Mahapatra, D. P.; Mahmoud, T.; Maj, P.; Majka, Z.; Malakhov, A.; Malankin, E.; Malkevich, D.; Malyatina, O.; Malygina, H.; Mandal, M. M.; Mandal, S.; Manko, V.; Manz, S.; Marin Garcia, A. M.; Markert, J.; Masciocchi, S.; Matulewicz, T.; Meder, L.; Merkin, M.; Mialkovski, V.; Michel, J.; Miftakhov, N.; Mik, L.; Mikhailov, K.; Mikhaylov, V.; Milanović, B.; Militsija, V.; Miskowiec, D.; Momot, I.; Morhardt, T.; Morozov, S.; Müller, W. F. J.; Müntz, C.; Mukherjee, S.; Muñoz Castillo, C. E.; Murin, Yu.; Najman, R.; Nandi, C.; Nandy, E.; Naumann, L.; Nayak, T.; Nedosekin, A.; Negi, V. S.; Niebur, W.; Nikulin, V.; Normanov, D.; Oancea, A.; Oh, Kunsu; Onishchuk, Yu.; Ososkov, G.; Otfinowski, P.; Ovcharenko, E.; Pal, S.; Panasenko, I.; Panda, N. R.; Parzhitskiy, S.; Patel, V.; Pauly, C.; Penschuck, M.; Peshekhonov, D.; Peshekhonov, V.; Petráček, V.; Petri, M.; Petriş, M.; Petrovici, A.; Petrovici, M.; Petrovskiy, A.; Petukhov, O.; Pfeifer, D.; Piasecki, K.; Pieper, J.; Pietraszko, J.; Płaneta, R.; Plotnikov, V.; Plujko, V.; Pluta, J.; Pop, A.; Pospisil, V.; Poźniak, K.; Prakash, A.; Prasad, S. K.; Prokudin, M.; Pshenichnov, I.; Pugach, M.; Pugatch, V.; Querchfeld, S.; Rabtsun, S.; Radulescu, L.; Raha, S.; Rami, F.; Raniwala, R.; Raniwala, S.; Raportirenko, A.; Rautenberg, J.; Rauza, J.; Ray, R.; Razin, S.; Reichelt, P.; Reinecke, S.; Reinefeld, A.; Reshetin, A.; Ristea, C.; Ristea, O.; Rodriguez Rodriguez, A.; Roether, F.; Romaniuk, R.; Rost, A.; Rostchin, E.; Rostovtseva, I.; Roy, Amitava; Roy, Ankhi; Rożynek, J.; Ryabov, Yu.; Sadovsky, A.; Sahoo, R.; Sahu, P. K.; Sahu, S. K.; Saini, J.; Samanta, S.; Sambyal, S. S.; Samsonov, V.; Sánchez Rosado, J.; Sander, O.; Sarangi, S.; Satława, T.; Sau, S.; Saveliev, V.; Schatral, S.; Schiaua, C.; Schintke, F.; Schmidt, C. J.; Schmidt, H. R.; Schmidt, K.; Scholten, J.; Schweda, K.; Seck, F.; Seddiki, S.; Selyuzhenkov, I.; Semennikov, A.; Senger, A.; Senger, P.; Shabanov, A.; Shabunov, A.; Shao, Ming; Sheremetiev, A. D.; Shi, Shusu; Shumeiko, N.; Shumikhin, V.; Sibiryak, I.; Sikora, B.; Simakov, A.; Simon, C.; Simons, C.; Singaraju, R. N.; Singh, A. K.; Singh, B. K.; Singh, C. P.; Singhal, V.; Singla, M.; Sitzmann, P.; Siwek-Wilczyńska, K.; Škoda, L.; Skwira-Chalot, I.; Som, I.; Song, Guofeng; Song, Jihye; Sosin, Z.; Soyk, D.; Staszel, P.; Strikhanov, M.; Strohauer, S.; Stroth, J.; Sturm, C.; Sultanov, R.; Sun, Yongjie; Svirida, D.; Svoboda, O.; Szabó, A.; Szczygieł, R.; Talukdar, R.; Tang, Zebo; Tanha, M.; Tarasiuk, J.; Tarassenkova, O.; Târzilă, M.-G.; Teklishyn, M.; Tischler, T.; Tlustý, P.; Tölyhi, T.; Toia, A.; Topil'skaya, N.; Träger, M.; Tripathy, S.; Tsakov, I.; Tsyupa, Yu.; Turowiecki, A.; Tuturas, N. G.; Uhlig, F.; Usenko, E.; Valin, I.; Varga, D.; Vassiliev, I.; Vasylyev, O.; Verbitskaya, E.; Verhoeven, W.; Veshikov, A.; Visinka, R.; Viyogi, Y. P.; Volkov, S.; Volochniuk, A.; Vorobiev, A.; Voronin, Aleksey; Voronin, Alexander; Vovchenko, V.; Vznuzdaev, M.; Wang, Dong; Wang, Xi-Wei; Wang, Yaping; Wang, Yi; Weber, M.; Wendisch, C.; Wessels, J. P.; Wiebusch, M.; Wiechula, J.; Wielanek, D.; Wieloch, A.; Wilms, A.; Winckler, N.; Winter, M.; Wiśniewski, K.; Wolf, Gy.; Won, Sanguk; Wu, Ke-Jun; Wüstenfeld, J.; Xiang, Changzhou; Xu, Nu; Yang, Junfeng; Yang, Rongxing; Yin, Zhongbao; Yoo, In-Kwon; Yuldashev, B.; Yushmanov, I.; Zabołotny, W.; Zaitsev, Yu.; Zamiatin, N. I.; Zanevsky, Yu.; Zhalov, M.; Zhang, Yifei; Zhang, Yu; Zhao, Lei; Zheng, Jiajun; Zheng, Sheng; Zhou, Daicui; Zhou, Jing; Zhu, Xianglei; Zinchenko, A.; Zipper, W.; Żoładź, M.; Zrelov, P.; Zryuev, V.; Zumbruch, P.; Zyzak, M.

    2017-03-01

    Substantial experimental and theoretical efforts worldwide are devoted to explore the phase diagram of strongly interacting matter. At LHC and top RHIC energies, QCD matter is studied at very high temperatures and nearly vanishing net-baryon densities. There is evidence that a Quark-Gluon-Plasma (QGP) was created at experiments at RHIC and LHC. The transition from the QGP back to the hadron gas is found to be a smooth cross over. For larger net-baryon densities and lower temperatures, it is expected that the QCD phase diagram exhibits a rich structure, such as a first-order phase transition between hadronic and partonic matter which terminates in a critical point, or exotic phases like quarkyonic matter. The discovery of these landmarks would be a breakthrough in our understanding of the strong interaction and is therefore in the focus of various high-energy heavy-ion research programs. The Compressed Baryonic Matter (CBM) experiment at FAIR will play a unique role in the exploration of the QCD phase diagram in the region of high net-baryon densities, because it is designed to run at unprecedented interaction rates. High-rate operation is the key prerequisite for high-precision measurements of multi-differential observables and of rare diagnostic probes which are sensitive to the dense phase of the nuclear fireball. The goal of the CBM experiment at SIS100 (√{s_{NN}}= 2.7-4.9 GeV) is to discover fundamental properties of QCD matter: the phase structure at large baryon-chemical potentials ( μ_B > 500 MeV), effects of chiral symmetry, and the equation of state at high density as it is expected to occur in the core of neutron stars. In this article, we review the motivation for and the physics programme of CBM, including activities before the start of data taking in 2024, in the context of the worldwide efforts to explore high-density QCD matter.

  20. LANL MTI science team experience

    NASA Astrophysics Data System (ADS)

    Balick, Lee K.; Borel, Christopher C.; Chylek, Petr; Clodius, William B.; Davis, Anthony B.; Henderson, Bradley G.; Galbraith, Amy E.; Lawson, Stefanie L.; Pope, Paul A.; Rodger, Andrew P.; Theiler, James P.

    2003-12-01

    The Multispectral Thermal Imager (MTI) is a technology test and demonstration satellite whose primary mission involved a finite number of technical objectives. MTI was not designed, or supported, to become a general purpose operational satellite. The role of the MTI science team is to provide a core group of system-expert scientists who perform the scientific development and technical evaluations needed to meet programmatic objectives. Another mission for the team is to develop algorithms to provide atmospheric compensation and quantitative retrieval of surface parameters to a relatively small community of MTI users. Finally, the science team responds and adjusts to unanticipated events in the life of the satellite. Broad or general lessons learned include the value of working closely with the people who perform the calibration of the data as well as those providing archived image and retrieval products. Close interaction between the Los Alamos National Laboratory (LANL) teams was very beneficial to the overall effort as well as the science effort. Secondly, as time goes on we make increasing use of gridded global atmospheric data sets which are products of global weather model data assimilation schemes. The Global Data Assimilation System information is available globally every six hours and the Rapid Update Cycle products are available over much of the North America and its coastal regions every hour. Additionally, we did not anticipate the quantity of validation data or time needed for thorough algorithm validation. Original validation plans called for a small number of intensive validation campaigns soon after launch. One or two intense validation campaigns are needed but are not sufficient to define performance over a range of conditions or for diagnosis of deviations between ground and satellite products. It took more than a year to accumulate a good set of validation data. With regard to the specific programmatic objectives, we feel that we can do a

  1. LANL MTI science team experience

    NASA Astrophysics Data System (ADS)

    Balick, Lee K.; Borel, Christopher C.; Chylek, Petr; Clodius, William B.; Davis, Anthony B.; Henderson, Bradley G.; Galbraith, Amy E.; Lawson, Stefanie L.; Pope, Paul A.; Rodger, Andrew P.; Theiler, James P.

    2004-01-01

    The Multispectral Thermal Imager (MTI) is a technology test and demonstration satellite whose primary mission involved a finite number of technical objectives. MTI was not designed, or supported, to become a general purpose operational satellite. The role of the MTI science team is to provide a core group of system-expert scientists who perform the scientific development and technical evaluations needed to meet programmatic objectives. Another mission for the team is to develop algorithms to provide atmospheric compensation and quantitative retrieval of surface parameters to a relatively small community of MTI users. Finally, the science team responds and adjusts to unanticipated events in the life of the satellite. Broad or general lessons learned include the value of working closely with the people who perform the calibration of the data as well as those providing archived image and retrieval products. Close interaction between the Los Alamos National Laboratory (LANL) teams was very beneficial to the overall effort as well as the science effort. Secondly, as time goes on we make increasing use of gridded global atmospheric data sets which are products of global weather model data assimilation schemes. The Global Data Assimilation System information is available globally every six hours and the Rapid Update Cycle products are available over much of the North America and its coastal regions every hour. Additionally, we did not anticipate the quantity of validation data or time needed for thorough algorithm validation. Original validation plans called for a small number of intensive validation campaigns soon after launch. One or two intense validation campaigns are needed but are not sufficient to define performance over a range of conditions or for diagnosis of deviations between ground and satellite products. It took more than a year to accumulate a good set of validation data. With regard to the specific programmatic objectives, we feel that we can do a

  2. Barrel time-of-flight detector for the PANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Gruber, L.; Brunner, S. E.; Marton, J.; Orth, H.; Suzuki, K.

    2016-07-01

    The barrel time-of-flight detector for the PANDA experiment at FAIR is foreseen as a Scintillator Tile (SciTil) Hodoscope based on several thousand small plastic scintillator tiles read-out with directly attached Silicon Photomultipliers (SiPMs). The main tasks of the system are an accurate determination of the time origin of particle tracks to avoid event mixing at high collision rates, relative time-of-flight measurements as well as particle identification in the low momentum regime. The main requirements are the use of a minimum material amount and a time resolution of σ < 100 ps. We have performed extensive optimization studies and prototype tests to prove the feasibility of the SciTil design and finalize the R&D phase. In a 2.7 GeV/c proton beam at Forschungszentrum Jülich a time resolution of about 80 ps has been achieved using SiPMs from KETEK and Hamamatsu with an active area of 3 × 3mm2. Employing the Digital Photon Counter from Philips a time resolution of about 30 ps has been reached.

  3. Analysis of a teaching experiment on fair distribution with secondary school students

    NASA Astrophysics Data System (ADS)

    Antequera, A. T.; Espinel, M. C.

    2011-03-01

    The aim of this study is twofold. The first is to investigate the ability of secondary school students to understand the different distribution schemes and thus, indirectly, to contribute to the educational discussion and approach to be used for distribution problems so as to lessen reliance on the ubiquitous cross-multiplication rule in proportional distribution. The experiment was conducted with secondary school students using a specifically devised scenario involving a distribution problem. We present an analysis of the students' performance with respect to their concept of fair distribution in a given situation. Their ability to apply the various rules in a new situation is determined. The results provide an insight into the possibilities offered by teaching different distribution methods, especially with mathematically gifted students. The second aim is for instructors to appreciate the value of teaching other distribution methods that apply in real life in addition to a proportional distribution so that they may include in the mathematics classes some recently developed concepts from the field of cooperative game theory.

  4. Fast parallel tracking algorithm for the muon detector of the CBM experiment at fair

    NASA Astrophysics Data System (ADS)

    Lebedev, A.; Höhne, C.; Kisel, I.; Ososkov, G.

    2010-07-01

    Particle trajectory recognition is an important and challenging task in the Compressed Baryonic Matter (CBM) experiment at the future FAIR accelerator at Darmstadt. The tracking algorithms have to process terabytes of input data produced in particle collisions. Therefore, the speed of the tracking software is extremely important for data analysis. In this contribution, a fast parallel track reconstruction algorithm which uses available features of modern processors is presented. These features comprise a SIMD instruction set (SSE) and multithreading. The first allows one to pack several data items into one register and to operate on all of them in parallel thus achieving more operations per cycle. The second feature enables the routines to exploit all available CPU cores and hardware threads. This parallel version of the tracking algorithm has been compared to the initial serial scalar version which uses a similar approach for tracking. A speed-up factor of 487 was achieved (from 730 to 1.5 ms/event) for a computer with 2 × Intel Core i7 processors at 2.66 GHz.

  5. Skylab experiments. Volume 4: Life sciences

    NASA Technical Reports Server (NTRS)

    1973-01-01

    The life sciences experiments conducted during Skylab missions are discussed. The general categories of the experiments are as follows: (1) mineral and hormonal balance, (2) hematology and immunology, (3) cardiovascular status, (4) energy expenditure, (5) neurophysiology, and (7) biology. Each experiment within the general category is further identified with respect to the scientific objectives, equipment used, performance, and data to be obtained.

  6. Hypernuclear physics studies of the P̅ANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Sanchez Lorente, Alicia

    2015-05-01

    Hypernuclear research will be one of the main topics addressed by the PANDA experiment at the planned Facility for Antiproton and Ion Research FAIR at Darmstadt (Germany). [1, 2] Thanks to the use of stored p̅ beams, copious production of double Λ hypernuclei is expected at the PANDA experiment, which will enable high precision γ spectroscopy of such nuclei for the first time, and consequently a unique chance to explore the hyperon-hyperon interaction. In particular, ambiguities of past experiments in determining the strength of the ΛΛ interaction will be avoided thanks to the excellent energy precision of a few keV (FWHM) achieved by germanium detectors. Such a resolution capability is particularly needed to resolve the small energy spacing of the order of (10-100) keV, which is characteristic from the spin doublet in hypernuclei the so -called "hypernuclear fine structure". In comparison to previous experiments, PANDA will benefit from a novel technique to assign the various observable γ-transitions in a unique way to specific double hypernuclei by exploring various light targets. Nevertheless, the ability to carry out unique assignments requires a devoted hypernuclear detector setup. This consists of a primary nuclear target for the production of Ξ- + overline Xi pairs, a secondary active target for the hypernuclei formation and the identification of associated decay products and a germanium array detector to perform γ spectroscopy. Moreover, one of the most challenging issues of this project is the fact that all detector systems need to operate in the presence of a high magnetic field and a large hadronic background. Accordingly, the need of an innovative detector concept will require dramatic improvements to fulfil these conditions and that will likely lead to a new generation of detectors. In the present work details concerning the current status of the activities related to the detector developments for this challenging programme will be given. Among

  7. Science Festivals: Grand Experiments in Public Outreach

    NASA Astrophysics Data System (ADS)

    Hari, K.

    2015-12-01

    Since the Cambridge Science Festival launched in 2007, communities across the United States have experimented with the science festival format, working out what it means to celebrate science and technology. What have we learned, and where might we go from here? The Science Festival Alliance has supported and tracked developments among U.S. festivals, and this presentation will present key findings from three years of independent evaluation. While science festivals have coalesced into a distinct category of outreach activity, the diversity of science festival initiatives reflects the unique character of the regions in which the festivals are organized. This symposium will consider how festivals generate innovative public programming by adapting to local conditions and spur further innovation by sharing insights into such adaptations with other festivals. With over 55 annual large scale science festivals in the US alone, we will discuss the implications of a dramatic increase in future festival activity.

  8. Experiments in the Thermal and Fluid Sciences

    NASA Technical Reports Server (NTRS)

    Cutler, Andrew D.

    2002-01-01

    The Principal Investigator (PI) & students of the George Washington University Joint Institute for the Advancement of Flight Sciences have designed, implemented, and evaluated experiments in the thermal and fluid sciences at the NASA Langley Research Center. This research was conducted cooperatively with NASA employees using, where necessary, equipment and facilities provided by the US. Government.

  9. Science Experiments, Field and Classroom.

    ERIC Educational Resources Information Center

    Davido, Frank, Comp.

    Included is a compilation of 21 simple experiments for use by elementary teachers and aides. The experiments are grouped into these categories: plants, insects, and senses. The materials required are not specialized and would generally be available in the classroom or from a local store. A number of films are recommended and are available from the…

  10. More Life-Science Experiments For Spacelab

    NASA Technical Reports Server (NTRS)

    Savage, P. D., Jr.; Dalton, B.; Hogan, R.; Leon, H.

    1991-01-01

    Report describes experiments done as part of Spacelab Life Sciences 2 mission (SLS-2). Research planned on cardiovascular, vestibular, metabolic, and thermal responses of animals in weightlessness. Expected to shed light on effects of prolonged weightlessness on humans.

  11. More Life-Science Experiments For Spacelab

    NASA Technical Reports Server (NTRS)

    Savage, P. D., Jr.; Dalton, B.; Hogan, R.; Leon, H.

    1991-01-01

    Report describes experiments done as part of Spacelab Life Sciences 2 mission (SLS-2). Research planned on cardiovascular, vestibular, metabolic, and thermal responses of animals in weightlessness. Expected to shed light on effects of prolonged weightlessness on humans.

  12. Science Fair Spelled W-I-N. First Place Tips for Students, Teachers, & Parents.

    ERIC Educational Resources Information Center

    Tant, Carl

    A proliferation of new government regulations and other events in recent years has made it more and more difficult to teach science and engage in science activities. Rapid advances in biotechnology have made it difficult for both students and teachers to stay abreast of current events. These difficulties along with others have turned some teachers…

  13. Material Science Experiments on Mir

    NASA Technical Reports Server (NTRS)

    Kroes, Roger L.

    1999-01-01

    This paper describes the microgravity materials experiments carried out on the Shuttle/Mir program. There were six experiments, all of which investigated some aspect of diffusivity in liquid melts. The Liquid Metal Diffusion (LMD) experiment investigated the diffusivity of molten Indium samples at 185 C using a radioactive tracer, In-114m. By monitoring two different gamma ray energies (190 keV and 24 keV) emitted by the samples it was possible to measure independently the diffusion rates in the bulk and at the surface of the samples. The Queens University Experiment in Liquid Diffusion (QUELD) was the furnace facility used to process 213 samples for the five other experiments. These experiments investigated the diffusion, ripening, crystal growth, and glass formation in metal, semiconductor, and glass samples. This facility had the capability to process samples in an isothermal or gradient configuration for varying periods of time at temperatures up to 900 C. Both the LMD and the QUELD furnaces were mounted on the Microgravity Isolation Mount (MIM) which provided isolation from g-jitter. All the microgravity experiments were supported by the Space Acceleration Measurement System (SAMS); a three head three axes acceleration monitoring system which measured and recorded the acceleration environment.

  14. Material Science Experiments on Mir

    NASA Technical Reports Server (NTRS)

    Kroes, Roger L.

    1999-01-01

    This paper describes the microgravity materials experiments carried out on the Shuttle/Mir program. There were six experiments, all of which investigated some aspect of diffusivity in liquid melts. The Liquid Metal Diffusion (LMD) experiment investigated the diffusivity of molten Indium samples at 185 C using a radioactive tracer, In-114m. By monitoring two different gamma ray energies (190 keV and 24 keV) emitted by the samples it was possible to measure independently the diffusion rates in the bulk and at the surface of the samples. The Queens University Experiment in Liquid Diffusion (QUELD) was the furnace facility used to process 213 samples for the five other experiments. These experiments investigated the diffusion, ripening, crystal growth, and glass formation in metal, semiconductor, and glass samples. This facility had the capability to process samples in an isothermal or gradient configuration for varying periods of time at temperatures up to 900 C. Both the LMD and the QUELD furnaces were mounted on the Microgravity Isolation Mount (MIM) which provided isolation from g-jitter. All the microgravity experiments were supported by the Space Acceleration Measurement System (SAMS); a three head three axes acceleration monitoring system which measured and recorded the acceleration environment.

  15. Biotechnology Science Experiments on Mir

    NASA Technical Reports Server (NTRS)

    Kroes, Roger L.

    1999-01-01

    This paper describes the microgravity biotechnology experiments carried out on the Shuttle/Mir program. Four experiments investigated the growth of protein crystals, and three investigated cellular growth. Many hundreds of protein samples were processed using four different techniques. The objective of these experiments was to determine optimum conditions for the growth of very high quality single crystals to be used for structure determination. The Biotechnology System (BTS) was used to process the three cell growth investigations. The samples processed by these experiments were: bovine chondrocytes, human renal epithelial cells, and human breast cancer cells and endothelial cells. The objective was to determine the unique properties of cell aggregates produced in the microgravity environment.

  16. Biotechnology Science Experiments on Mir

    NASA Technical Reports Server (NTRS)

    Kroes, Roger L.

    1999-01-01

    This paper describes the microgravity biotechnology experiments carried out on the Shuttle/Mir program. Four experiments investigated the growth of protein crystals, and three investigated cellular growth. Many hundreds of protein samples were processed using four different techniques. The objective of these experiments was to determine optimum conditions for the growth of very high quality single crystals to be used for structure determination. The Biotechnology System (BTS) was used to process the three cell growth investigations. The samples processed by these experiments were: bovine chondrocytes, human renal epithelial cells, and human breast cancer cells and endothelial cells. The objective was to determine the unique properties of cell aggregates produced in the microgravity environment.

  17. Earth Sciences Requirements for the Information Sciences Experiment System

    NASA Technical Reports Server (NTRS)

    Bowker, David E. (Editor); Katzberg, Steve J. (Editor); Wilson, R. Gale (Editor)

    1990-01-01

    The purpose of the workshop was to further explore and define the earth sciences requirements for the Information Sciences Experiment System (ISES), a proposed onboard data processor with real-time communications capability intended to support the Earth Observing System (Eos). A review of representative Eos instrument types is given and a preliminary set of real-time data needs has been established. An executive summary is included.

  18. Life sciences flight experiments microcomputer

    NASA Technical Reports Server (NTRS)

    Bartram, Peter N.

    1987-01-01

    A promising microcomputer configuration for the Spacelab Life Sciences Lab. Equipment inventory consists of multiple processors. One processor's use is reserved, with additional processors dedicated to real time input and output operations. A simple form of such a configuration, with a processor board for analog to digital conversion and another processor board for digital to analog conversion, was studied. The system used digital parallel data lines between the boards, operating independently of the system bus. Good performance of individual components was demonstrated: the analog to digital converter was at over 10,000 samples per second. The combination of the data transfer between boards with the input or output functions on each board slowed performance, with a maximum throughput of 2800 to 2900 analog samples per second. Any of several techniques, such as use of the system bus for data transfer or the addition of direct memory access hardware to the processor boards, should give significantly improved performance.

  19. An experience of science theatre: Earth Science for children

    NASA Astrophysics Data System (ADS)

    Musacchio, Gemma; Lanza, Tiziana; D'Addezio, Giuliana

    2015-04-01

    The present paper describes an experience of science theatre addressed to children of primary and secondary school, with the main purpose of explaining the Earth interior while raising awareness about natural hazard. We conducted the experience with the help of a theatrical company specialized in shows for children. Several performances have been reiterated in different context, giving us the opportunity of conducting a preliminary survey with public of different ages, even if the show was conceived for children. Results suggest that science theatre while relying on creativity and emotional learning in transmitting knowledge about the Earth and its hazard has the potential to induce in children a positive attitude towards the risks

  20. How high school science-related experiences influenced science career persistence

    NASA Astrophysics Data System (ADS)

    Shaw, Andrew D.

    The events of 9/11 brought into focus two ongoing trends that were present before this tragedy and have continued since: (1) The United States needs more scientists if it is to ensure its freedoms and maintain its economy. (2) The number of scientists in the "pipeline" is declining because of the diminished presence of foreign scientists (they are wanted in their own countries), the under-representation of minorities and women, and the reduced numbers of students able and willing to take on the scholastic rigors necessary for a science or engineering degree. Though much has been written about improving science education, and numerous projects have been conducted to promote it, few education researchers have questioned the scientists themselves about the experiences, practices, and people that positively influenced them, particularly during their pre-college years. Towards this end, thirty-two scientists were interviewed in order to address four research questions: (1) How did practicing scientists' personal relationships with their science teachers influence their decision to pursue a career in science? (2) What pedagogical methods (e.g. lectures, demonstrations, "hands-on" work, problem solving, small groups) used in their high school science courses, if any, played a significant role in propelling certain students towards a career as a practicing scientist? (3) What high school science-related support structures (e.g. labs, equipment, textbooks, technology), if any, played a significant role in propelling certain students towards a career as a practicing scientist? (4) What high school science-related educational activities (e.g. science fairs, clubs, summer internships), if any, played a significant role in propelling certain students towards a career as a practicing scientist? Some of the scientists reported that they knew they were headed towards a career in science before they even entered high school, while others did not make a decision about a science

  1. A Reverse Science Fair That Connects High School Students with University Researchers

    ERIC Educational Resources Information Center

    Mernoff, Brian; Aldous, Amanda R.; Wasio, Natalie A.; Kritzer, Joshua A.; Sykes, E. Charles H.; O'Hagan, Karen

    2017-01-01

    Many university science outreach programs involve presentations of research projects to high school students. These presentations often focus more on exciting scientific content and less on fostering direct relationships between high school students and scientists. Such interactions are important for sustaining student interest in science…

  2. The Student Biotechnology Expo: A New Model for a Science Fair.

    ERIC Educational Resources Information Center

    Chowning, Jeanne Ting

    2002-01-01

    Describes the first Student Biotechnology Expo which came about through the cooperation of high schools, universities, local biotechnology and biomedical companies, and research institutions with the purpose of providing opportunities to high school students to explore science related careers. (Contains 13 references.) (YDS)

  3. STEM Clubs and Science Fair Competitions: Effects on Post-Secondary Matriculation

    ERIC Educational Resources Information Center

    Sahin, Alpaslan

    2013-01-01

    As the global economic competition gets tougher, American policymakers and researchers are interested in finding ways to increase the number of students pursuing STEM (Science, Technology, Engineering, and Mathematics)-related majors in order for the United States to continue its role as an economic powerhouse. A survey study was employed to…

  4. STEM Clubs and Science Fair Competitions: Effects on Post-Secondary Matriculation

    ERIC Educational Resources Information Center

    Sahin, Alpaslan

    2013-01-01

    As the global economic competition gets tougher, American policymakers and researchers are interested in finding ways to increase the number of students pursuing STEM (Science, Technology, Engineering, and Mathematics)-related majors in order for the United States to continue its role as an economic powerhouse. A survey study was employed to…

  5. The Information Science Experiment System - The computer for science experiments in space

    NASA Technical Reports Server (NTRS)

    Foudriat, Edwin C.; Husson, Charles

    1989-01-01

    The concept of the Information Science Experiment System (ISES), potential experiments, and system requirements are reviewed. The ISES is conceived as a computer resource in space whose aim is to assist computer, earth, and space science experiments, to develop and demonstrate new information processing concepts, and to provide an experiment base for developing new information technology for use in space systems. The discussion covers system hardware and architecture, operating system software, the user interface, and the ground communication link.

  6. The Information Science Experiment System - The computer for science experiments in space

    NASA Technical Reports Server (NTRS)

    Foudriat, Edwin C.; Husson, Charles

    1989-01-01

    The concept of the Information Science Experiment System (ISES), potential experiments, and system requirements are reviewed. The ISES is conceived as a computer resource in space whose aim is to assist computer, earth, and space science experiments, to develop and demonstrate new information processing concepts, and to provide an experiment base for developing new information technology for use in space systems. The discussion covers system hardware and architecture, operating system software, the user interface, and the ground communication link.

  7. School Teachers' Experiences of Science Curriculum Reform

    NASA Astrophysics Data System (ADS)

    Ryder, Jim; Banner, Indira

    2013-02-01

    We examine teachers' experiences of a major reform of the school science curriculum for 14-16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge. This paper examines teachers' experiences of the reform and the factors that condition these experiences. A designed sample of 22 teachers discussed their experiences of the reform within a semi-structured interview. Our analysis considers how the external and internal structures within which teachers work interact with the personal characteristics of teachers to condition their experiences of the curriculum reform. In many cases, personal/internal/external contexts of teachers' work align, resulting in an overall working context that is supportive of teacher change. However, in other cases, tensions within these contexts result in barriers to change. We also explore cases in which external curriculum reform has stimulated the development of new contexts for teachers' work. We argue that curriculum reformers need to recognise the inevitability of multiple teaching goals within a highly differentiated department and school workplace. We also show how experiences of curriculum reform can extend beyond the learning of new knowledge and associated pedagogies to involve challenges to teachers' professional identities. We argue for the extended use of teacher role models within local communities of practice to support such 'identity work'.

  8. Computational Experiments for Science and Engineering Education

    NASA Technical Reports Server (NTRS)

    Xie, Charles

    2011-01-01

    How to integrate simulation-based engineering and science (SBES) into the science curriculum smoothly is a challenging question. For the importance of SBES to be appreciated, the core value of simulations-that they help people understand natural phenomena and solve engineering problems-must be taught. A strategy to achieve this goal is to introduce computational experiments to the science curriculum to replace or supplement textbook illustrations and exercises and to complement or frame hands-on or wet lab experiments. In this way, students will have an opportunity to learn about SBES without compromising other learning goals required by the standards and teachers will welcome these tools as they strengthen what they are already teaching. This paper demonstrates this idea using a number of examples in physics, chemistry, and engineering. These exemplary computational experiments show that it is possible to create a curriculum that is both deeper and wider.

  9. It's Not Fair

    ERIC Educational Resources Information Center

    Turner, Jane

    2012-01-01

    Is a "fair test" the only way to carry out science investigations? Many children (and primary teachers) following the National Curriculum in England and Wales would answer "yes" to this question. This is because fair test investigations have historically been promoted in national assessment, published curricula, schemes of work…

  10. It's Not Fair

    ERIC Educational Resources Information Center

    Turner, Jane

    2012-01-01

    Is a "fair test" the only way to carry out science investigations? Many children (and primary teachers) following the National Curriculum in England and Wales would answer "yes" to this question. This is because fair test investigations have historically been promoted in national assessment, published curricula, schemes of work…

  11. Experiences of racism, racial/ethnic attitudes, motivated fairness and mental health outcomes among primary and secondary school students.

    PubMed

    Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Paradies, Yin; Kelaher, Margaret

    2014-10-01

    While studies investigating the health effects of racial discrimination for children and youth have examined a range of effect modifiers, to date, relationships between experiences of racial discrimination, student attitudes, and health outcomes remain unexplored. This study uniquely demonstrates the moderating effects of vicarious racism and motivated fairness on the association between direct experiences of racism and mental health outcomes, specifically depressive symptoms and loneliness, among primary and secondary school students. Across seven schools, 263 students (54.4% female), ranging from 8 to 17 years old (M = 11.2, SD = 2.2) reported attitudes about other racial/ethnic groups and experiences of racism. Students from minority ethnic groups (determined by country of birth) reported higher levels of loneliness and more racist experiences relative to the majority group students. Students from the majority racial/ethnic group reported higher levels of loneliness and depressive symptoms if they had more friends from different racial/ethnic groups, whereas the number of friends from different groups had no effect on minority students' loneliness or depressive symptoms. Direct experiences of racism were robustly related to higher loneliness and depressive symptoms in multivariate regression models. However, the association with depressive symptoms was reduced to marginal significance when students reported low motivated fairness. Elaborating on the negative health effects of racism in primary and secondary school students provides an impetus for future research and the development of appropriate interventions.

  12. Teachers' Experiences of Science Curriculum Reform

    ERIC Educational Resources Information Center

    Ryder, Jim; Banner, Indira; Homer, Matt

    2014-01-01

    We report on a three-year study of teachers' experiences of a major reform of the science National Curriculum for 14- to 16-year-olds in England. Teachers' responses to this curriculum reform were guided by: "personal" aims and biography; "internal" features of their workplace such as departmental collegiality; and…

  13. Teachers' Experiences of Science Curriculum Reform

    ERIC Educational Resources Information Center

    Ryder, Jim; Banner, Indira; Homer, Matt

    2014-01-01

    We report on a three-year study of teachers' experiences of a major reform of the science National Curriculum for 14- to 16-year-olds in England. Teachers' responses to this curriculum reform were guided by: "personal" aims and biography; "internal" features of their workplace such as departmental collegiality; and…

  14. Development and Testing of a Science and Engineering Fair Self-Help Development Program: Results of the Pilot Program in Three Middle Schools.

    ERIC Educational Resources Information Center

    Menicucci, David F.

    In seven chapters, this report details the Science Fair Self-Help Development Program, which was initiated in a pilot project at three middles schools in Albuquerque, New Mexico, during school year 1991-1992. The purpose of the program was to provide guidance to schools in developing their own parental and community resources into a sustainable…

  15. To touch the science through the experiment!

    NASA Astrophysics Data System (ADS)

    Słowik, Grzegorz

    2016-04-01

    To touch the science through the experiment! Grzegorz P. Slowik, Gymnasium No. 2 in Zielona Gora, Poland Our School - Gymnasium No. 2 in Zielona Gora - where pupils' age is 13 -16, has for many years organized a lot of exciting events popularizing science among Zielona Gora children and young people, in particular experimental physics and astronomy. The best known in our town is the regular event on physics, - called the physical Festival of Zielona Gora, of which I am the main initiator and organizer. The Festival is directed to students of the last classes of Zielona Góra primary schools. During the Festivities their shows have also physicists and astronomers, from cooperating with us in popularization of science Zielona Gora University. At the festival the students from our Experimental School Group "Archimedes". Presented their own prepared themselves physical experience. With considerable help of students of Gymnasium No. 2 interested in astronomy, we organize the cyclical event, named "Cosmic Santa Claus," where I share with the students the knowledge gained through my active annual participation in the Space Workshop organized by the Science Centre in Warsaw. We all have fun and learn in a great way and with a smile, we touch real science that reveals its secrets!

  16. Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens

    ERIC Educational Resources Information Center

    Carlone, Heidi B.; Johnson, Angela

    2007-01-01

    In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society…

  17. [Mass-gathering medical strategies: The experience in the International Book Fair in Guadalajara].

    PubMed

    Pérez-Gómez, Héctor Raúl; Ramos-Zúñiga, Rodrigo; Gutiérrez-Padilla, José Alfonso; Gutiérrez-González, Hugo; del Mar González-De la Peña, María; Preciado-Figueroa, Juan Pablo

    2015-01-01

    The Guadalajara International Book Fair (FIL) is a mass gathering, hosting publishing companies from 40 countries and more than 750,000 visitors. It is necessary to prioritize preventive measures focusing on earthquakes, fires, terrorist acts, and prevention of infections. The objective of this study is to describe and analyze the health problems encountered during FIL 2013 in order to improve civil protection services during future events. Descriptive, cross-sectional study, collecting medical histories in accordance with Mexican Official Standard NOM-004-SSA3-2012, and classifying respondents into age groups. A total of 794 medical sheets for patients who received assistance at the Mobile Health Units were analyzed. Altogether, 794 (0.1%) patients were medically evaluated out of 750,987 fair visitors during the study period. Of these, 32 patients were <12 years old; 111 were 13-20 years old; 540 were 20-50 years old; and 111 were >50 years old. There were no complicated medical cases. A favorable impact of preventives strategies was observed. Non-complicated medical incidents were observed. It is necessary to increase the knowledge on health among the general public who attend this type of event. Training health professionals is a priority in prevention measures and providing care during mass events of this kind in Mexico's territory.

  18. The bar{P}ANDA Experiment at FAIR — Subatomic Physics with Antiprotons

    NASA Astrophysics Data System (ADS)

    Messchendorp, Johan

    The non-perturbative nature of the strong interaction leads to spectacular phenomena, such as the formation of hadronic matter, color confinement, and the generation of the mass of visible matter. To get deeper insight into the underlying mechanisms remains one of the most challenging tasks within the field of subatomic physics. The antiProton ANnihilations at DArmstadt (bar{P}ANDA) collaboration has the ambition to address key questions in this field by exploiting a cooled beam of antiprotons at the High Energy Storage Ring (HESR) at the future Facility for Antiproton and Ion Research (FAIR) combined with a state-of-the-art and versatile detector. This contribution will address some of the unique features of bar{P}ANDA that give rise to a promising physics program together with state-of-the-art technological developments.

  19. Experiment Prevails Over Observation in Geophysical Science

    NASA Astrophysics Data System (ADS)

    Galvin, C.

    2006-05-01

    Thomson and Tait gave their name to a text (T and T') that sums up nineteenth century mechanics. T and T' says that scientists gain knowledge of the natural universe and the laws that regulate it through Experience. T and T' divides Experience into Observation and Experiment. The posthumous (1912) edition of T and T' appeared seven years before Eddington's expeditions to observe the eclipse of 29 May 1919 that demonstrated the bending of starlight predicted by Einstein's general theory of relativity. During the 2005 centenary of young Einstein's remarkably productive year, Eddington's (1919) result was frequently remembered, but the description in 2005 of what Eddington did in 1919 often differed from what Eddington said that he did. In his words then, Eddington observed; in words from scientists, historians of science, and philosophers of science during 2005, Eddington often experimented. In 1912, T and T' had distinguished Observation from Experiment with an apt contrast: ""When, as in astronomy, we endeavour to ascertain these causes by simply watching, we observe; when, as in our laboratories, we interfere arbitrarily with the causes or circumstances of a phenomenon, we are said to experiment"". (italics in T and T'). Eddington himself conformed to this distinction in his report (Physical Society of London, 1920). In its Preface, he states that observations were made at each of two stations, and concludes that ""I think it may now be stated that Einstein's law of gravitation is definitely established by observation..."". Chapter V of that report deals with The Crucial Phenomena. In this chapter, some form of the word observe (noun, verb, adjective, adverb) appears 13 times. In this chapter, experiment appears only as experimental, and then only twice. Einstein's prediction, with Eddington's observations, profoundly impressed contemporary philosophers of science. Karl Popper, then aged 17, considered Eddington's findings to effect a turning point in his career

  20. Implementing planetary protection on the Atlas V fairing and ground systems used to launch the Mars Science Laboratory.

    PubMed

    Benardini, James N; La Duc, Myron T; Ballou, David; Koukol, Robert

    2014-01-01

    On November 26, 2011, the Mars Science Laboratory (MSL) launched from Florida's Cape Canaveral Air Force Station aboard an Atlas V 541 rocket, taking its first step toward exploring the past habitability of Mars' Gale Crater. Because microbial contamination could profoundly impact the integrity of the mission, and compliance with international treaty was a necessity, planetary protection measures were implemented on all MSL hardware to verify that bioburden levels complied with NASA regulations. The cleanliness of the Atlas V payload fairing (PLF) and associated ground support systems used to launch MSL were also evaluated. By applying proper recontamination countermeasures early and often in the encapsulation process, the PLF was kept extremely clean and was shown to pose little threat of recontaminating the enclosed MSL flight system upon launch. Contrary to prelaunch estimates that assumed that the interior PLF spore burden ranged from 500 to 1000 spores/m², the interior surfaces of the Atlas V PLF were extremely clean, housing a mere 4.65 spores/m². Reported here are the practices and results of the campaign to implement and verify planetary protection measures on the Atlas V launch vehicle and associated ground support systems used to launch MSL. All these facilities and systems were very well kept and exceeded the levels of cleanliness and rigor required in launching the MSL payload.

  1. Public Science with Real-Time Experiments

    NASA Astrophysics Data System (ADS)

    Lenardic, A.

    2013-12-01

    One of the best ways for professional scientists to engage in public outreach is to get outside of the university and/or lab walls and go out into the public. That is, go to public spaces to do some science experiments with the public - this includes students of all ages that constitute that public. Technological advance in portable measurement gear now allow one to do real, or near real, time experiments in outdoor, public spaces. We have been running a meta-experiment of this sort, aimed at the public display of science, for about a year now in Houston TX at the Lee and Joe Jamail Skatepark. The project goes under the title of Sk8Lab Houston and has introduced students of all ages to the power of scientific experimentation. We bring a portable science pack with us to the park. The pack has a range of wireless measurement gear that allow experiments to be done on the spot. Some of the experiments are designed by us but many are designed on by whoever suggests them to us that day. Over time the Sk8Lab scientists have built up a level of "trust" with the people who frequent the park (no one feels like we are gonna grade them at the park and they know that the learning is not on some regimented clock). This has broken down some learning walls and allowed for a more informal mode of exploration and a more genuine mode of experimentation (as compared to what often happens in class labs when students feel like they are just being forced to reproduce some known result). We will describe some of the test case experiments we have run and also discuss some of the trials, tribulations, and happy successes (many unplanned) along the way.

  2. Continuous-Readout Simulation with FairRoot on the Example of the P̅ANDA Experiment

    NASA Astrophysics Data System (ADS)

    Stockmanns, Tobias

    2015-12-01

    Future particle physics experiments are searching more and more for rare decays which have similar signatures in the detector as the huge background. For those events usually simple selection criteria do not exist, which makes it impossible to implement a hardware- trigger based on a small subset of detector data. Therefore, all the detector data is read out continuously and processed on-the-fly to achieve a data reduction suitable for permanent storage and detailed analysis. To cope with these requirements of a triggerless readout, also the simulation software has to be adopted to add a continuous data production with pile-up effects and event overlapping in addition to the event-wise simulation. This simulated data is of utmost importance to get a realistic detector simulation, to develop event-building algorithms and to determine the hardware requirements for the DAQ system of the experiments. The possibility to simulate a continuous data stream was integrated into the FairRoot simulation framework. This running mode is called time-based simulation and a lot of effort was taken that one can switch seamlessly between the event-based and the time-based simulation mode. One experiment, which is using this new feature, is the PANDA experiment. It utilizes a quasicontinuous antiproton beam with a mean time between interactions of 50 ns. Because of the unbunched structure of the beam the interaction time follows a Poisson statistic with a high probability of events with short time distances. Depending on the time resolution of the subdetectors this leads to an overlap of up to 20 events inside a sub-detector. This makes it an ideal test candidate for the time-based simulation. In the following text an overview of the implementation of the time-based simulation mode in FairRoot is given and some examples for the P̅ANDA experiment are shown.

  3. Decisions about Science. Student Guide. Fair Play: Developing Self-Concept and Decision-Making Skills in the Middle School.

    ERIC Educational Resources Information Center

    Florida State Univ., Tallahassee.

    This unit, one of six which comprise the Fair Play program, examines male and female characteristics and behaviors in relation to genetics and environment. The Fair Play program is a series of student and teacher materials the purpose of which is to help students expand their female or male self-concepts, increase their decision-making skills, and…

  4. Decisions about Science. Teacher's Guide. Fair Play: Developing Self-Concept and Decision-Making Skills in the Middle School.

    ERIC Educational Resources Information Center

    Florida State Univ., Tallahassee.

    This unit, one of six which comprise the Fair Play program, examines male and female characteristics and behaviors in relation to genetics and environment. The Fair Play program is a series of student and teacher materials the purpose of which is to help students expand their female or male self-concepts, increase their decision-making skills, and…

  5. Antares Fairing Installed

    NASA Image and Video Library

    2017-09-27

    The payload fairing is installed on the Orbital Sciences Antares rocket at the Horizontal Integration Facility at NASA's Wallops Flight Facility on Virginia's Eastern Shore, Tuesday, July 8, 2014. The Antares rocket is scheduled to roll-out to Virginia's Mid-Atlantic Regional Spaceport Pad 0A Wednesday, July 9, ahead of its scheduled launch July 11. The Antares rocket will carry Orbital's unmanned Cygnus spacecraft to the International Space Station. This Orbital-2 mission's cargo is more than 3,000 pounds of supplies for the station, including science experiments to expand the research capability of the Expedition 40 crew members aboard the orbiting laboratory, crew provisions, spare parts and experiment hardware. Credit: NASA's Wallops Flight Facility NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

  6. Screening for Hepatitis B Virus and Hepatitis C Virus at a Community Fair: A Single-Center Experience

    PubMed Central

    Woo, Garmen A.; Hill, Mary A.; de Medina, Maria D.

    2013-01-01

    Despite recommendations for screening for hepatitis B virus (HBV) and hepatitis C virus (HCV), most individuals are still unaware of their infection status. The disparities in screening for HBV and HCV can be attributed to lack of awareness, language barriers, and difficulty in accessing healthcare. To address these issues, an exhibit booth was set up at an annual cultural festival to promote awareness about HBV and HCV and also provide free screening for a local Floridian community. Recruitment was conducted in various languages by physicians and nurses who specialize in hepatology. All materials associated with the screening process were sponsored by the Schiff Center for Liver Diseases, which is located at the University of Miami Miller School of Medicine in Florida. In the first year of the screening initiative, 173 of 11,000 fair attendees were screened for HBV. Twenty-nine (17%) of those screened tested positive for antibodies to hepatitis B core antigen (anti-HBc), and only 1 individual tested positive for chronic HBV, with positive hepatitis B surface antigen (HBsAg). Screening for HCV and an extended patient questionnaire were added to the screening program in the second year of the initiative. A total 231 of 9,000 fair attendees volunteered to be screened for both HBV and HCV. Twenty-nine (13%) of these people tested positive for anti-HBc, and 3 tested positive for HBsAg. Only 1 person tested positive for anti-HCV, but this individual had undetectable HCV RNA levels. Our single-center experience illustrates that, despite efforts to improve access to screening, only 2-3% of attendees at a cultural fair embraced the screening efforts. Other strategies will be required to enhance participation in screening programs for viral hepatitis. PMID:23943664

  7. Screening for hepatitis B virus and hepatitis C virus at a community fair: a single-center experience.

    PubMed

    Woo, Garmen A; Hill, Mary A; de Medina, Maria D; Schiff, Eugene R

    2013-05-01

    Despite recommendations for screening for hepatitis B virus (HBV) and hepatitis C virus (HCV), most individuals are still unaware of their infection status. The disparities in screening for HBV and HCV can be attributed to lack of awareness, language barriers, and difficulty in accessing healthcare. To address these issues, an exhibit booth was set up at an annual cultural festival to promote awareness about HBV and HCV and also provide free screening for a local Floridian community. Recruitment was conducted in various languages by physicians and nurses who specialize in hepatology. All materials associated with the screening process were sponsored by the Schiff Center for Liver Diseases, which is located at the University of Miami Miller School of Medicine in Florida. In the first year of the screening initiative, 173 of 11,000 fair attendees were screened for HBV. Twenty-nine (17%) of those screened tested positive for antibodies to hepatitis B core antigen (anti-HBc), and only 1 individual tested positive for chronic HBV, with positive hepatitis B surface antigen (HBsAg). Screening for HCV and an extended patient questionnaire were added to the screening program in the second year of the initiative. A total 231 of 9,000 fair attendees volunteered to be screened for both HBV and HCV. Twenty-nine (13%) of these people tested positive for anti-HBc, and 3 tested positive for HBsAg. Only 1 person tested positive for anti-HCV, but this individual had undetectable HCV RNA levels. Our single-center experience illustrates that, despite efforts to improve access to screening, only 2-3% of attendees at a cultural fair embraced the screening efforts. Other strategies will be required to enhance participation in screening programs for viral hepatitis.

  8. NASDA life science experiment facilities for ISS

    NASA Astrophysics Data System (ADS)

    Tanigaki, F.; Masuda, D.; Yano, S.; Fujimoto, N.; Kamigaichi, S.

    National Space Development Agency of Japan (NASDA) has been developing various experiment facilities to conduct space biology researches in KIBO (JEM). The Cell Biology Experiment Facility (CBEF) and the Clean Bench (CB) are installed into JEM Life Science Rack. The Biological Experiment Units (BEU) are operated in the CBEF and the CB for many kinds of experiments on cells, tissues, plants, microorganisms, or small animals. It is possible for all researchers to use these facilities under the system of the International Announcement of Opportunity. The CBEF is a CO2 incubator to provide a controlled environment (temperature, humidity, and CO2 concentration), in which a rotating table is equipped to make variable gravity (0-2g) for reference experiments. The containers called "Canisters" can be used to install the BEU in the CBEF. The CBEF supplies power, command, sensor, and video interfaces for the BEU through the utility connectors of Canisters. The BEU is a multiuser system consisting of chambers and control segments. It is operated by pre-set programs and by commands from the ground. NASDA is currently developing three types of the BEU: the Plant Experiment Unit (PEU) for plant life cycle observations and the Cell Experiment Unit (CEU1&2) for cell culture experiments. The PEU has an automated watering system with a water sensor, an LED matrix as a light source, and a CCD camera to observe the plant growth. The CEUs have culture chambers and an automated cultural medium exchange system. Engineering models of the PEU and CEU1 have been accomplished. The preliminary design of CEU2 is in progress. The design of the BEU will be modified to meet science requirements of each experiment. The CB provides a closed aseptic work-space (Operation Chamber) with gloves for experiment operations. Samples and the BEU can be manually handled in the CB. The CB has an air lock (Disinfection Chamber) to prevent contamination, and HEPA filters to make class-100-equivalent clean air

  9. MATS and LaSpec: High-precision experiments using ion traps and lasers at FAIR

    NASA Astrophysics Data System (ADS)

    Rodríguez, D.; Blaum, K.; Nörtershäuser, W.; Ahammed, M.; Algora, A.; Audi, G.; Äystö, J.; Beck, D.; Bender, M.; Billowes, J.; Block, M.; Böhm, C.; Bollen, G.; Brodeur, M.; Brunner, T.; Bushaw, B. A.; Cakirli, R. B.; Campbell, P.; Cano-Ott, D.; Cortés, G.; Crespo López-Urrutia, J. R.; Das, P.; Dax, A.; de, A.; Delheij, P.; Dickel, T.; Dilling, J.; Eberhardt, K.; Eliseev, S.; Ettenauer, S.; Flanagan, K. T.; Ferrer, R.; García-Ramos, J.-E.; Gartzke, E.; Geissel, H.; George, S.; Geppert, C.; Gómez-Hornillos, M. B.; Gusev, Y.; Habs, D.; Heenen, P.-H.; Heinz, S.; Herfurth, F.; Herlert, A.; Hobein, M.; Huber, G.; Huyse, M.; Jesch, C.; Jokinen, A.; Kester, O.; Ketelaer, J.; Kolhinen, V.; Koudriavtsev, I.; Kowalska, M.; Krämer, J.; Kreim, S.; Krieger, A.; Kühl, T.; Lallena, A. M.; Lapierre, A.; Le Blanc, F.; Litvinov, Y. A.; Lunney, D.; Martínez, T.; Marx, G.; Matos, M.; Minaya-Ramirez, E.; Moore, I.; Nagy, S.; Naimi, S.; Neidherr, D.; Nesterenko, D.; Neyens, G.; Novikov, Y. N.; Petrick, M.; Plaß, W. R.; Popov, A.; Quint, W.; Ray, A.; Reinhard, P.-G.; Repp, J.; Roux, C.; Rubio, B.; Sánchez, R.; Schabinger, B.; Scheidenberger, C.; Schneider, D.; Schuch, R.; Schwarz, S.; Schweikhard, L.; Seliverstov, M.; Solders, A.; Suhonen, M.; Szerypo, J.; Taín, J. L.; Thirolf, P. G.; Ullrich, J.; van Duppen, P.; Vasiliev, A.; Vorobjev, G.; Weber, C.; Wendt, K.; Winkler, M.; Yordanov, D.; Ziegler, F.

    2010-05-01

    Nuclear ground state properties including mass, charge radii, spins and moments can be determined by applying atomic physics techniques such as Penning-trap based mass spectrometry and laser spectroscopy. The MATS and LaSpec setups at the low-energy beamline at FAIR will allow us to extend the knowledge of these properties further into the region far from stability. The mass and its inherent connection with the nuclear binding energy is a fundamental property of a nuclide, a unique “fingerprint”. Thus, precise mass values are important for a variety of applications, ranging from nuclear-structure studies like the investigation of shell closures and the onset of deformation, tests of nuclear mass models and mass formulas, to tests of the weak interaction and of the Standard Model. The required relative accuracy ranges from 10-5 to below 10-8 for radionuclides, which most often have half-lives well below 1 s. Substantial progress in Penning trap mass spectrometry has made this method a prime choice for precision measurements on rare isotopes. The technique has the potential to provide high accuracy and sensitivity even for very short-lived nuclides. Furthermore, ion traps can be used for precision decay studies and offer advantages over existing methods. With MATS (Precision Measurements of very short-lived nuclei using an A_dvanced Trapping System for highly-charged ions) at FAIR we aim to apply several techniques to very short-lived radionuclides: High-accuracy mass measurements, in-trap conversion electron and alpha spectroscopy, and trap-assisted spectroscopy. The experimental setup of MATS is a unique combination of an electron beam ion trap for charge breeding, ion traps for beam preparation, and a high-precision Penning trap system for mass measurements and decay studies. For the mass measurements, MATS offers both a high accuracy and a high sensitivity. A relative mass uncertainty of 10-9 can be reached by employing highly-charged ions and a non

  10. Magellan: experiences from a Science Cloud

    SciTech Connect

    Ramakrishnan, Lavanya; Zbiegel, Piotr; Campbell, Scott; Bradshaw, Rick; Canon, Richard; Coghlan, Susan; Sakrejda, Iwona; Desai, Narayan; Declerck, Tina; Liu, Anping

    2011-02-02

    Cloud resources promise to be an avenue to address new categories of scientific applications including data-intensive science applications, on-demand/surge computing, and applications that require customized software environments. However, there is a limited understanding on how to operate and use clouds for scientific applications. Magellan, a project funded through the Department of Energy?s (DOE) Advanced Scientific Computing Research (ASCR) program, is investigating the use of cloud computing for science at the Argonne Leadership Computing Facility (ALCF) and the National Energy Research Scientific Computing Facility (NERSC). In this paper, we detail the experiences to date at both sites and identify the gaps and open challenges from both a resource provider as well as application perspective.

  11. Clementine, Deep Space Program Science Experiment

    NASA Technical Reports Server (NTRS)

    1993-01-01

    Clementine, also called the Deep Space Program Science Experiment, is a joint Department of Defense (DoD)/National Aeronautics and Space Administration (NASA) mission with the dual goal of testing small spacecraft, subsystems, and sensors in the deep space environment and also providing a nominal science return. The Clementine mission will provide technical demonstrations of innovative lightweight spacecraft components and sensors, will be launced on a spacecraft developed within 2 years of program start, and will point a way for new planetary mission options under consideration by NASA. This booklet gives the background of the Clementine mission (including the agencies involved), the mission objectives, the mission scenario, the instruments that the mission will carry, and how the data will be analyzed and made accessible.

  12. Experimental access to Transition Distribution Amplitudes with the P¯ANDA experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Singh, B. P.; Erni, W.; Keshelashvili, I.; Krusche, B.; Steinacher, M.; Liu, B.; Liu, H.; Liu, Z.; Shen, X.; Wang, C.; Zhao, J.; Albrecht, M.; Fink, M.; Heinsius, F. H.; Held, T.; Holtmann, T.; Koch, H.; Kopf, B.; Kümmel, M.; Kuhl, G.; Kuhlmann, M.; Leyhe, M.; Mikirtychyants, M.; Musiol, P.; Mustafa, A.; Pelizäus, M.; Pychy, J.; Richter, M.; Schnier, C.; Schröder, T.; Sowa, C.; Steinke, M.; Triffterer, T.; Wiedner, U.; Beck, R.; Hammann, C.; Kaiser, D.; Ketzer, B.; Kube, M.; Mahlberg, P.; Rossbach, M.; Schmidt, C.; Schmitz, R.; Thoma, U.; Walther, D.; Wendel, C.; Wilson, A.; Bianconi, A.; Bragadireanu, M.; Caprini, M.; Pantea, D.; Pietreanu, D.; Vasile, M. E.; Patel, B.; Kaplan, D.; Brandys, P.; Czyzewski, T.; Czyzycki, W.; Domagala, M.; Hawryluk, M.; Filo, G.; Krawczyk, M.; Kwiatkowski, D.; Lisowski, E.; Lisowski, F.; Fiutowski, T.; Idzik, M.; Mindur, B.; Przyborowski, D.; Swientek, K.; Czech, B.; Kliczewski, S.; Korcyl, K.; Kozela, A.; Kulessa, P.; Lebiedowicz, P.; Malgorzata, K.; Pysz, K.; Schäfer, W.; Siudak, R.; Szczurek, A.; Biernat, J.; Jowzaee, S.; Kamys, B.; Kistryn, S.; Korcyl, G.; Krzemien, W.; Magiera, A.; Moskal, P.; Palka, M.; Psyzniak, A.; Rudy, Z.; Salabura, P.; Smyrski, J.; Strzempek, P.; Wrońska, A.; Augustin, I.; Lehmann, I.; Nicmorus, D.; Schepers, G.; Schmitt, L.; Al-Turany, M.; Cahit, U.; Capozza, L.; Dbeyssi, A.; Deppe, H.; Dzhygadlo, R.; Ehret, A.; Flemming, H.; Gerhardt, A.; Götzen, K.; Karabowicz, R.; Kliemt, R.; Kunkel, J.; Kurilla, U.; Lehmann, D.; Lühning, J.; Maas, F.; Morales Morales, C.; Mora Espí, M. C.; Nerling, F.; Orth, H.; Peters, K.; Rodríguez Piñeiro, D.; Saito, N.; Saito, T.; Sánchez Lorente, A.; Schmidt, C. J.; Schwarz, C.; Schwiening, J.; Traxler, M.; Valente, R.; Voss, B.; Wieczorek, P.; Wilms, A.; Zühlsdorf, M.; Abazov, V. M.; Alexeev, G.; Arefiev, A.; Astakhov, V. I.; Barabanov, M. Yu.; Batyunya, B. V.; Davydov, Yu. I.; Dodokhov, V. Kh.; Efremov, A. A.; Fedunov, A. G.; Festchenko, A. A.; Galoyan, A. S.; Grigoryan, S.; Karmokov, A.; Koshurnikov, E. K.; Lobanov, V. I.; Lobanov, Yu. Yu.; Makarov, A. F.; Malinina, L. V.; Malyshev, V. L.; Mustafaev, G. A.; Olshevskiy, A.; Pasyuk, M. A.; Perevalova, E. A.; Piskun, A. A.; Pocheptsov, T. A.; Pontecorvo, G.; Rodionov, V. K.; Rogov, Yu. N.; Salmin, R. A.; Samartsev, A. G.; Sapozhnikov, M. G.; Shabratova, G. S.; Skachkov, N. B.; Skachkova, A. N.; Strokovsky, E. A.; Suleimanov, M. K.; Teshev, R. Sh.; Tokmenin, V. V.; Uzhinsky, V. V.; Vodopyanov, A. S.; Zaporozhets, S. A.; Zhuravlev, N. I.; Zorin, A. G.; Branford, D.; Glazier, D.; Watts, D.; Woods, P.; Britting, A.; Eyrich, W.; Lehmann, A.; Uhlig, F.; Dobbs, S.; Seth, K.; Tomaradze, A.; Xiao, T.; Bettoni, D.; Carassiti, V.; Cotta Ramusino, A.; Dalpiaz, P.; Drago, A.; Fioravanti, E.; Garzia, I.; Savriè, M.; Stancari, G.; Akishina, V.; Kisel, I.; Kulakov, I.; Zyzak, M.; Arora, R.; Bel, T.; Gromliuk, A.; Kalicy, G.; Krebs, M.; Patsyuk, M.; Zuehlsdorf, M.; Bianchi, N.; Gianotti, P.; Guaraldo, C.; Lucherini, V.; Pace, E.; Bersani, A.; Bracco, G.; Macri, M.; Parodi, R. F.; Bianco, S.; Bremer, D.; Brinkmann, K. T.; Diehl, S.; Dormenev, V.; Drexler, P.; Düren, M.; Eissner, T.; Etzelmüller, E.; Föhl, K.; Galuska, M.; Gessler, T.; Gutz, E.; Hayrapetyan, A.; Hu, J.; Kröck, B.; Kühn, W.; Kuske, T.; Lange, S.; Liang, Y.; Merle, O.; Metag, V.; Mülhheim, D.; Münchow, D.; Nanova, M.; Novotny, R.; Pitka, A.; Quagli, T.; Rieke, J.; Rosenbaum, C.; Schnell, R.; Spruck, B.; Stenzel, H.; Thöring, U.; Ullrich, M.; Wasem, T.; Werner, M.; Zaunick, H. G.; Ireland, D.; Rosner, G.; Seitz, B.; Deepak, P. N.; Kulkarni, A. V.; Apostolou, A.; Babai, M.; Kavatsyuk, M.; Lemmens, P.; Lindemulder, M.; Löhner, H.; Messchendorp, J.; Schakel, P.; Smit, H.; van der Weele, J. C.; Tiemens, M.; Veenstra, R.; Vejdani, S.; Kalita, K.; Mohanta, D. P.; Kumar, A.; Roy, A.; Sahoo, R.; Sohlbach, H.; Büscher, M.; Cao, L.; Cebulla, A.; Deermann, D.; Dosdall, R.; Esch, S.; Georgadze, I.; Gillitzer, A.; Goerres, A.; Goldenbaum, F.; Grunwald, D.; Herten, A.; Hu, Q.; Kemmerling, G.; Kleines, H.; Kozlov, V.; Lehrach, A.; Leiber, S.; Maier, R.; Nellen, R.; Ohm, H.; Orfanitski, S.; Prasuhn, D.; Prencipe, E.; Ritman, J.; Schadmand, S.; Schumann, J.; Sefzick, T.; Serdyuk, V.; Sterzenbach, G.; Stockmanns, T.; Wintz, P.; Wüstner, P.; Xu, H.; Li, S.; Li, Z.; Sun, Z.; Xu, H.; Rigato, V.; Fissum, S.; Hansen, K.; Isaksson, L.; Lundin, M.; Schröder, B.; Achenbach, P.; Bleser, S.; Cardinali, M.; Corell, O.; Deiseroth, M.; Denig, A.; Distler, M.; Feldbauer, F.; Fritsch, M.; Jasinski, P.; Hoek, M.; Kangh, D.; Karavdina, A.; Lauth, W.; Leithoff, H.; Merkel, H.; Michel, M.; Motzko, C.; Müller, U.; Noll, O.; Plueger, S.; Pochodzalla, J.; Sanchez, S.; Schlimme, S.; Sfienti, C.; Steinen, M.; Thiel, M.; Weber, T.; Zambrana, M.

    2015-08-01

    Baryon-to-meson Transition Distribution Amplitudes (TDAs) encoding valuable new information on hadron structure appear as building blocks in the collinear factorized description for several types of hard exclusive reactions. In this paper, we address the possibility of accessing nucleon-to-pion ( πN) TDAs from reaction with the future P¯ANDA detector at the FAIR facility. At high center-of-mass energy and high invariant mass squared of the lepton pair q 2, the amplitude of the signal channel admits a QCD factorized description in terms of πN TDAs and nucleon Distribution Amplitudes (DAs) in the forward and backward kinematic regimes. Assuming the validity of this factorized description, we perform feasibility studies for measuring with the P¯ANDA detector. Detailed simulations on signal reconstruction efficiency as well as on rejection of the most severe background channel, i.e. were performed for the center-of-mass energy squared s = 5 GeV2 and s = 10 GeV2, in the kinematic regions 3.0 < q 2 < 4.3 GeV2 and 5 < q 2 GeV2, respectively, with a neutral pion scattered in the forward or backward cone in the proton-antiproton center-of-mass frame. Results of the simulation show that the particle identification capabilities of the P¯ANDA detector will allow to achieve a background rejection factor of 5 · 107 (1 · 107) at low (high) q 2 for s = 5 GeV2, and of 1 · 108 (6 · 106) at low (high) q 2 for s = 10 GeV2, while keeping the signal reconstruction efficiency at around 40%. At both energies, a clean lepton signal can be reconstructed with the expected statistics corresponding to 2 fb-1 of integrated luminosity. The cross sections obtained from the simulations are used to show that a test of QCD collinear factorization can be done at the lowest order by measuring scaling laws and angular distributions. The future measurement of the signal channel cross section with P¯ANDA will provide a new test of the perturbative QCD description of a novel class of hard

  13. Implementing Professional Experiences to Prepare Preservice Science Teachers

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart

    2009-01-01

    In the correlation between professional experiences of preservice science teacher and classroom managerial skills, professional experiences were designed to prepare science teacher in the future. The effects of program were described the result of implementing professional experiences of 67 preservice science teachers. Data were collected by using…

  14. 2011 Joint Science Education Project: Research Experience in Polar Science

    NASA Astrophysics Data System (ADS)

    Wilkening, J.; Ader, V.

    2011-12-01

    The Joint Science Education Project (JSEP), sponsored by the National Science Foundation, is a two-part program that brings together students and teachers from the United States, Greenland, and Denmark, for a unique cross-cultural, first-hand experience of the realities of polar science field research in Greenland. During JSEP, students experienced research being conducted on and near the Greenland ice sheet by attending researcher presentations, visiting NSF-funded field sites (including Summit and NEEM field stations, both located on the Greenland ice sheet), and designing and conducting research projects in international teams. The results of two of these projects will be highlighted. The atmospheric project investigated the differences in CO2, UVA, UVB, temperature, and albedo in different Arctic microenvironments, while also examining the interaction between the atmosphere and water present in the given environments. It was found that the carbon dioxide levels varied: glacial environments having the lowest levels, with an average concentration of 272.500 ppm, and non-vegetated, terrestrial environments having the highest, with an average concentration of 395.143 ppm. Following up on these results, it is planned to further investigate the interaction of the water and atmosphere, including water's role in the uptake of carbon dioxide. The ecology project investigated the occurrence of unusual large blooms of Nostoc cyanobacteria in Kangerlussuaq area lakes. The water chemistry of the lakes which contained the cyanobacteria and the lakes that did not were compared. The only noticeable difference was of the lakes' acidity, lakes containing the blooms had an average pH value of 8.58, whereas lakes without the blooms had an average pH value of 6.60. Further investigation of these results is needed to determine whether or not this was a cause or effect of the cyanobacteria blooms. As a next step, it is planned to attempt to grow the blooms to monitor their effects on

  15. Are comparisons of patient experiences across hospitals fair? A study in Veterans Health Administration hospitals.

    PubMed

    Cleary, Paul D; Meterko, Mark; Wright, Steven M; Zaslavsky, Alan M

    2014-07-01

    Surveys are increasingly used to assess patient experiences with health care. Comparisons of hospital scores based on patient experience surveys should be adjusted for patient characteristics that might affect survey results. Such characteristics are commonly drawn from patient surveys that collect little, if any, clinical information. Consequently some hospitals, especially those treating particularly complex patients, have been concerned that standard adjustment methods do not adequately reflect the challenges of treating their patients. To compare scores for different types of hospitals after making adjustments using only survey-reported patient characteristics and using more complete clinical and hospital information. We used clinical and survey data from a national sample of 1858 veterans hospitalized for an initial acute myocardial infarction (AMI) in a Department of Veterans Affairs (VA) medical center during fiscal years 2003 and 2004. We used VA administrative data to characterize hospitals. The survey asked patients about their experiences with hospital care. The clinical data included 14 measures abstracted from medical records that are predictive of survival after an AMI. Comparisons of scores across hospitals adjusted only for patient-reported health status and sociodemographic characteristics were similar to those that also adjusted for patient clinical characteristics; the Spearman rank-order correlations between the 2 sets of adjusted scores were >0.97 across 9 dimensions of inpatient experience. This study did not support concerns that measures of patient care experiences are unfair because commonly used models do not adjust adequately for potentially confounding patient clinical characteristics.

  16. Are Comparisons of Patient Experiences Across Hospitals Fair? A Study in Veterans Health Administration Hospitals

    PubMed Central

    Cleary, Paul D.; Meterko, Mark; Wright, Steven M.; Zaslavsky, Alan M.

    2015-01-01

    Background Surveys are increasingly used to assess patient experiences with health care. Comparisons of hospital scores based on patient experience surveys should be adjusted for patient characteristics that might affect survey results. Such characteristics are commonly drawn from patient surveys that collect little, if any, clinical information. Consequently some hospitals, especially those treating particularly complex patients, have been concerned that standard adjustment methods do not adequately reflect the challenges of treating their patients. Objectives To compare scores for different types of hospitals after making adjustments using only survey-reported patient characteristics and using more complete clinical and hospital information. Research Design We used clinical and survey data from a national sample of 1858 veterans hospitalized for an initial acute myocardial infarction (AMI) in a Department of Veterans Affairs (VA) medical center during fiscal years 2003 and 2004. We used VA administrative data to characterize hospitals. The survey asked patients about their experiences with hospital care. The clinical data included 14 measures abstracted from medical records that are predictive of survival after an AMI. Results Comparisons of scores across hospitals adjusted only for patient-reported health status and sociodemographic characteristics were similar to those that also adjusted for patient clinical characteristics; the Spearman rank-order correlations between the 2 sets of adjusted scores were >0.97 across 9 dimensions of inpatient experience. Conclusions This study did not support concerns that measures of patient care experiences are unfair because commonly used models do not adjust adequately for potentially confounding patient clinical characteristics. PMID:24926709

  17. Black Experiences Versus Black Expectations. (A Case for Fair-Share Employment.) Research Report No. 53.

    ERIC Educational Resources Information Center

    Humphrey, Melvin

    Providing an account of black employment in the private sector between 1969 and 1975, the objectives of this study were designed to develop statistical models for estimating the employment gap between black employment experiences and black employment expectations; projecting employment gap closures; estimating the economic impact of employment…

  18. The Giotto radio-science experiment

    NASA Technical Reports Server (NTRS)

    Edenhofer, P.; Bird, M. K.; Buschert, H.; Esposito, P. B.; Porsche, H.; Volland, H.

    1986-01-01

    The scientific objectives of the Giotto Radio Science Experiment (GRE) are to determine the columnar electron content of Comet Halley/s ionosphere and the cometary mass fluence from atmospheric drag by using the radio signals from Giotto during the Halley encounter. The radio science data (S and X-band Doppler and range measurements) will be collected at NASA/s deep-space 64 m tracking antenna at Tidbinbilla near Canberra, in Australia. In order to separate the effects of the terrestrial ionosphere and the interplanetary plasma, S-band Doppler measurements will also be taken at Tidbinbilla along the line-of-sight of Japan/s cometary probe Sakigake during the Giotto-Halley Encounter. The measurements of cometary electron content and mass fluence will be inverted to derive the spatial distribution of the electron and mass (dust and gas) density within Halley/s coma. The GRE is the only experiment on Giotto capable of measuring the low-energy (10 eV) electron bulk population of Halley/s ionosphere and the total cometary mass flow impacting upon the spacecraft.

  19. Plasma electron analysis: Voyager plasma science experiment

    NASA Technical Reports Server (NTRS)

    Sittler, E. C., Jr.

    1983-01-01

    The Plasma Science Experiment (PLS) on the Voyager spacecraft provide data on the plasma ions and electrons in the interplanetary medium and the magnetospheres of the giant planets Jupiter and Saturn. A description of the analysis used to obtain electron parameters (density, temperature, etc.) from the plasma science experiment PLS electron measurements which cover the energy range from 10 eV to 5950 eV is presented. The electron sensor (D cup) and its transmission characteristics are described. A derivation of the fundamental analytical expression of the reduced distribution function F(e) is given. The electron distribution function F(e), used in the moment integrations, can be derived from F(e). Positive ions produce a correction current (ion feedthrough) to the measured electron current, which can be important to the measurements of the suprathermal electron component. In the case of Saturn, this correction current, which can either add to or subtract from the measured electron current, is less than 20% of the measured signal at all times. Comments about the corrections introduced by spacecraft charging to the Saturn encounter data, which can be important in regions of high density and shadow when the spacecraft can become negatively charged are introduced.

  20. The Giotto radio-science experiment

    NASA Technical Reports Server (NTRS)

    Edenhofer, P.; Bird, M. K.; Buschert, H.; Esposito, P. B.; Porsche, H.; Volland, H.

    1986-01-01

    The scientific objectives of the Giotto Radio Science Experiment (GRE) are to determine the columnar electron content of Comet Halley/s ionosphere and the cometary mass fluence from atmospheric drag by using the radio signals from Giotto during the Halley encounter. The radio science data (S and X-band Doppler and range measurements) will be collected at NASA/s deep-space 64 m tracking antenna at Tidbinbilla near Canberra, in Australia. In order to separate the effects of the terrestrial ionosphere and the interplanetary plasma, S-band Doppler measurements will also be taken at Tidbinbilla along the line-of-sight of Japan/s cometary probe Sakigake during the Giotto-Halley Encounter. The measurements of cometary electron content and mass fluence will be inverted to derive the spatial distribution of the electron and mass (dust and gas) density within Halley/s coma. The GRE is the only experiment on Giotto capable of measuring the low-energy (10 eV) electron bulk population of Halley/s ionosphere and the total cometary mass flow impacting upon the spacecraft.

  1. Research Experiences in Community College Science Programs

    NASA Astrophysics Data System (ADS)

    Beauregard, A.

    2011-12-01

    The benefits of student access to scientific research opportunities and the use of data in curriculum and student inquiry-driven approaches to teaching as effective tools in science instruction are compelling (i.e., Ledley, et al., 2008; Gawel & Greengrove, 2005; Macdonald, et al., 2005; Harnik & Ross. 2003). Unfortunately, these experiences are traditionally limited at community colleges due to heavy faculty teaching loads, a focus on teaching over research, and scarce departmental funds. Without such hands-on learning activities, instructors may find it difficult to stimulate excitement about science in their students, who are typically non-major and nontraditional. I present two different approaches for effectively incorporating research into the community college setting that each rely on partnerships with other institutions. The first of these is a more traditional approach for providing research experiences to undergraduate students, though such experiences are limited at community colleges, and involves student interns working on a research project under the supervision of a faculty member. Specifically, students participate in a water quality assessment study of two local bayous. Students work on different aspects of the project, including water sample collection, bio-assay incubation experiments, water quality sample analysis, and collection and identification of phytoplankton. Over the past four years, nine community college students, as well as two undergraduate students and four graduate students from the local four-year university have participated in this research project. Aligning student and faculty research provides community college students with the unique opportunity to participate in the process of active science and contribute to "real" scientific research. Because students are working in a local watershed, these field experiences provide a valuable "place-based" educational opportunity. The second approach links cutting-edge oceanographic

  2. Vacuum-compatible, ultra-low material budget Micro-Vertex Detector of the compressed baryonic matter experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Koziel, Michal; Amar-Youcef, Samir; Bialas, Norbert; Deveaux, Michael; Fröhlich, Ingo; Klaus, Philipp; Michel, Jan; Milanović, Borislav; Müntz, Christian; Stroth, Joachim; Tischler, Tobias; Weirich, Roland; Wiebusch, Michael

    2017-02-01

    The Compressed Baryonic Matter (CBM) Experiment is one of the core experiments of the future FAIR facility near Darmstadt (Germany). The fixed-target experiment will explore the phase diagram of strongly interacting matter in the regime of high net baryon densities with numerous probes, among them open charm mesons. The Micro Vertex Detector (MVD) will provide the secondary vertex resolution of ∼ 50 μm along the beam axis, contribute to the background rejection in dielectron spectroscopy, and to the reconstruction of weak decays. The detector comprises four stations placed at 5, 10, 15, and 20 cm downstream the target and inside the target vacuum. The stations will be populated with highly granular CMOS Monolithic Active Pixel Sensors, which will feature a spatial resolution of < 5 μm, a non-ionizing radiation tolerance of >1013neq /cm2, an ionizing radiation tolerance of ∼ 3 Mrad, and a readout speed of a few 10 μs/frame. This work introduces the MVD-PRESTO project, which aims at integrating a precursor of the second station of the CBM-MVD meeting the following requirements: material budget of x /X0 < 0.5 %, vacuum compatibility, double-sided sensor integration on a Thermal Pyrolytic Graphite (TPG) carrier, and heat evacuation of about 350 mW/cm2/sensor with a temperature gradient of a few K/cm.

  3. Summary of the HypHI Phase 0 experiment and future plans with FRS at GSI (FAIR Phase 0)

    NASA Astrophysics Data System (ADS)

    Saito, T. R.; Rappold, C.; Bertini, O.; Bianchin, S.; Bozkurt, V.; Geissel, H.; Kavatsyuk, M.; Kim, E.; Ma, Y.; Maas, F.; Minami, S.; Nakajima, D.; Nociforo, C.; Özel-Tashenov, B.; Pochodzalla, J.; Scheidenberger, C.; Yoshida, K.

    2016-10-01

    Results of the HypHI Phase 0 experiment with the reaction of 6Li+12C at 2 A GeV are summarised. Invariant mass distributions as well as the lifetime measurements for 3ΛH and 4ΛH are discussed. The lifetime values for both the hypernuclei are respectively observed to be 183+42-32 ps and 140+48-33 ps, being significantly shorter than those of the Λ-hyperon. Statistical analyses of existing lifetime data for 3ΛH up to 2014 confirm a significantly short lifetime of 3ΛH, which is not explained by present models. Observed hypernuclear production cross section values for 3ΛH and 4ΛH are also summarised. In addition, observed signals for the final states of d +π- and t +π- are discussed. All the discussions on the results of the HypHI Phase 0 experiment in this article are based on [1-4]. We also present a new proposed experiment with the FRS (FRagment Separator) at GSI (FAIR Phase 0) to improve the precision of the hypernuclear spectroscopy with peripheral heavy ion induced reactions.

  4. Science Projects in Biology. LC Science Tracer Bullet.

    ERIC Educational Resources Information Center

    Carter, Constance, Comp.; Wilson, Alana, Comp.

    Sources to assist junior and senior high school students and teachers in planning, preparing, and executing science fair projects in the biological science are cited here, as well as a few books with experiments suitable for elementary grade students. (AA)

  5. AFRL's Demonstration and Science Experiments (DSX) Mission

    NASA Astrophysics Data System (ADS)

    Scherbarth, M.; Adler, A.; Smith, D.; Loretti, V.; Stuart, J.

    The Air Force Research Laboratory (AFRL) Space Vehicles Directorate has developed the Demonstration and Science Experiments (DSX) mission to research technologies needed to significantly advance Department of Defense (DoD) capabilities to operate spacecraft in the harsh radiation environment of medium-earth orbits (MEO). The ability to operate effectively in the MEO environment significantly increases the DoDs capability to field space systems that provide persistent global targeting-grade space surveillance and reconnaissance, high-speed satellite-based communication, lower-cost GPS navigation, and protection from space weather and environmental effects on a responsive satellite platform. The three DSX physics-based research/experiment areas are: 1. Wave Particle Interaction Experiment (WPIx): Researching the physics of very-low-frequency (VLF) electro-magnetic wave transmissions through the ionosphere and in the magnetosphere and characterizing the feasibility of natural and man-made VLF waves to reduce and precipitate space radiation; 2. Space Weather Experiment (SWx): Characterizing, mapping, and modeling the space radiation environment in MEO, an orbital regime attractive for future DoD, Civil, and Commercial missions; 3. Space Environmental Effects (SFx): Researching and characterizing the MEO space weather effects on spacecraft electronics and materials. Collectively, thirteen individual payloads are synergized together from these three research areas and integrated onto a single platform (DSX) which provides a low-cost opportunity for AFRL due to their common requirements. All three groups of experiments require a 3-axis stabilized spacecraft bus (but no propulsion), a suite of radiation sensors, and extended duration in a low inclination, elliptical, MEO orbit. DSX will be launch ready in summer 2010 for a likely launch co-manifest with an operational DoD satellite on an EELV (evolved expendable launch vehicle).

  6. AFRL's Demonstration and Science Experiments (DSX) mission

    NASA Astrophysics Data System (ADS)

    Scherbarth, Mark; Smith, Durand; Adler, Aaron; Stuart, Janet; Ginet, Greg

    2009-08-01

    The Air Force Research Laboratory, Space Vehicles Directorate (AFRL/RV) has developed the Demonstration and Science Experiments (DSX) mission to research technologies needed to significantly advance Department of Defense (DoD) capabilities to operate spacecraft in the harsh radiation environment of Medium-Earth Orbits (MEO). The ability to operate effectively in the MEO environment significantly increases the DoD's capability to field space systems that provide persistent global space surveillance and reconnaissance, high-speed satellite-based communication, lower-cost GPS navigation, and protection from space weather and environmental effects on a responsive satellite platform. The three DSX physics-based research/experiment areas are: 1. Wave Particle Interaction Experiment (WPIx): Researching the physics of Very-Low-Frequency (VLF) electromagnetic wave transmissions through the ionosphere and in the magnetosphere and characterizing the feasibility of natural and man-made VLF waves to reduce and precipitate space radiation; 2. Space Weather Experiment (SWx): Characterizing, mapping, and modeling the space radiation environment in MEO, an orbital regime attractive for future DoD, Civil, and Commercial missions; and 3. Space Environmental Effects (SFx): Researching and characterizing the MEO space weather effects on spacecraft electronics and materials. Collectively, thirteen individual payloads are combined together from these three research areas and integrated onto a single platform (DSX) which provides a low-cost opportunity for AFRL due to their common requirements. All three experiments require a 3-axis stabilized spacecraft bus (but no propulsion), a suite of radiation sensors, and extended duration in a low inclination, elliptical, MEO orbit. DSX will be launch-ready in summer 2010 for a likely launch comanifest with an operational DoD satellite on an Evolved Expendable Launch Vehicle (EELV).

  7. Organism support for life sciences spacelab experiments

    NASA Technical Reports Server (NTRS)

    Drake, G. L.; Heppner, D. B.

    1976-01-01

    This paper presents an overview of the U.S. life sciences laboratory concepts envisioned for the Shuttle/Spacelab era. The basic development approach is to provide a general laboratory facility supplemented by specific experiment hardware as required. The laboratory concepts range from small carry-on laboratories to fully dedicated laboratories in the Spacelab pressurized module. The laboratories will encompass a broad spectrum of research in biology and biomedicine requiring a variety of research organisms. The environmental control and life support of these organisms is a very important aspect of the success of the space research missions. Engineering prototype organism habitats have been designed and fabricated to be compatible with the Spacelab environment and the experiment requirements. These first-generation habitat designs and their subsystems have supported plants, cells/tissues, invertebrates, and small vertebrates in limited evaluation tests. Special handling and transport equipment required for the ground movement of the experiment organisms at the launch/landing site have been built and tested using these initial habitat prototypes.

  8. The Eagle Nebula Science on NIF experiment

    NASA Astrophysics Data System (ADS)

    Kane, Jave; Heeter, Robert; Martinez, David; Pound, Marc; Remington, Bruce; Ryutov, Dmitri; Smalyuk, Vladimir

    2012-10-01

    The Eagle Nebula NIF experiment was one of nine selected for laser time through the Science on NIF program. The goal of this scale laboratory experiment is to study the dynamic evolution of distinctive structures in star forming regions of astrophysical molecular clouds such as the Pillars of the Eagle Nebula. That evolution is driven by photoionizing radiation from nearby stars. A critical aspect of the radiation is its very directional nature at the photoionization front. The long duration of the drive and its directionality can generate new classes of instabilities and dynamic flows at the front that may be responsible for the shapes of Pillars and other structures. The experiment will leverage and modify the existing NIF Radiation Transport platform, replacing the target at the back end of the halfraum with a collimating aperture, and extending the existing 20 ns drive to longer times, using a combination of gas fill and other new design features. The apertured, quasi-collimated drive will be used to drive a target placed 2 mm away from the aperture. The astrophysical background and the status of the experimental design will be presented.

  9. Organism support for life sciences spacelab experiments

    NASA Technical Reports Server (NTRS)

    Drake, G. L.; Heppner, D. B.

    1976-01-01

    This paper presents an overview of the U.S. life sciences laboratory concepts envisioned for the Shuttle/Spacelab era. The basic development approach is to provide a general laboratory facility supplemented by specific experiment hardware as required. The laboratory concepts range from small carry-on laboratories to fully dedicated laboratories in the Spacelab pressurized module. The laboratories will encompass a broad spectrum of research in biology and biomedicine requiring a variety of research organisms. The environmental control and life support of these organisms is a very important aspect of the success of the space research missions. Engineering prototype organism habitats have been designed and fabricated to be compatible with the Spacelab environment and the experiment requirements. These first-generation habitat designs and their subsystems have supported plants, cells/tissues, invertebrates, and small vertebrates in limited evaluation tests. Special handling and transport equipment required for the ground movement of the experiment organisms at the launch/landing site have been built and tested using these initial habitat prototypes.

  10. Scenes from a Science Classroom: An Enrichment Program Experience.

    ERIC Educational Resources Information Center

    Brownstein, Erica M.; Destino, Thomas

    To increase the representation of African Americans in science fields, potential candidates must have positive personal science experiences. Even with recent reforms, most students in the United States have a limited exposure to science experiences, especially African American students. One approach to addressing this problem has been to offer…

  11. Science in Orbit. The Shuttle & Spacelab Experience: 1981-1986.

    ERIC Educational Resources Information Center

    Marshall Space Flight Center, Huntsville, AL.

    Doing science in the Shuttle and Spacelab is a different experience than having an instrument on a satellite; science becomes more "personal." Interaction between scientists on the ground and the onboard crew in conducting experiments adds a new dimension to a science mission. It transforms the mission from a focus on machines,…

  12. Performance of a large size triple GEM detector at high particle rate for the CBM Experiment at FAIR

    NASA Astrophysics Data System (ADS)

    Adak, Rama Prasad; Kumar, Ajit; Dubey, Anand Kumar; Chattopadhyay, Subhasis; Das, Supriya; Raha, Sibaji; Samanta, Subhasis; Saini, Jogender

    2017-02-01

    In CBM Experiment at FAIR, dimuons will be detected by a Muon Chamber (MUCH) consisting of segmented absorbers of varying widths and tracking chambers sandwiched between the absorber-pairs. In this fixed target heavy-ion collision experiment, operating at highest interaction rate of 10 MHz for Au+Au collision, the inner region of the 1st detector will face a particle rate of 1 MHz/cm2. To operate at such a high particle density, GEM technology based detectors have been selected for the first two stations of MUCH. We have reported earlier the performance of several small-size GEM detector prototypes built at VECC for use in MUCH. In this work, we report on a large GEM prototype tested with proton beam of momentum 2.36 GeV/c at COSY-Jülich Germany. The detector was read out using nXYTER operated in self-triggering mode. An efficiency higher than 96% at ΔVGEM = 375.2 V was achieved. The variation of efficiency with the rate of incoming protons has been found to vary within 2% when tested up to a maximum rate of 2.8 MHz/cm2. The gain was found to be stable at high particle rate with a maximum variation of ∼9%.

  13. Spacelab 1 and the Life Sciences Flight Experiments Program

    NASA Technical Reports Server (NTRS)

    Bush, W. H.; Clark, R. S.

    1984-01-01

    The Life Sciences Flight Experiments Program (LSFEP) was established by NASA in 1978 to plan and direct efforts necessary to conduct a continuing program of in-flight life science investigations throughout the Space Shuttle era. The Spacelab 1 (SL-1) mission, conducted from November 28 to December 8, 1983, was to verify Spacelab performance through a variety of scientific experiments including life science. A description is given of the seven NASA life sciences experiments, which consisted of four human experiments, a fungus experiment, a plant experiment, and radiation experiments. Ten life sciences experiments from the European Space Agency were also flown. The experiments include studies of the circadian rhythms in Neurospora crassa, the nutation of Helianthus annus, the vestibular function during weightlessness, the influence of space flight on erythrokinetics in man, and the adaptation of vestibulo-spinal reflex mechanisms during space flight.

  14. Spacelab 1 and the Life Sciences Flight Experiments Program

    NASA Technical Reports Server (NTRS)

    Bush, W. H.; Clark, R. S.

    1984-01-01

    The Life Sciences Flight Experiments Program (LSFEP) was established by NASA in 1978 to plan and direct efforts necessary to conduct a continuing program of in-flight life science investigations throughout the Space Shuttle era. The Spacelab 1 (SL-1) mission, conducted from November 28 to December 8, 1983, was to verify Spacelab performance through a variety of scientific experiments including life science. A description is given of the seven NASA life sciences experiments, which consisted of four human experiments, a fungus experiment, a plant experiment, and radiation experiments. Ten life sciences experiments from the European Space Agency were also flown. The experiments include studies of the circadian rhythms in Neurospora crassa, the nutation of Helianthus annus, the vestibular function during weightlessness, the influence of space flight on erythrokinetics in man, and the adaptation of vestibulo-spinal reflex mechanisms during space flight.

  15. School-Based Experiences: Developing Primary Science Preservice Teachers' Practices

    ERIC Educational Resources Information Center

    Hudson, Peter

    2010-01-01

    Reviews into teacher education emphasise the need for preservice teachers to have more school-based experiences. In this study, a school- based experience was organised within a nine-week science curriculum university unit that allowed preservice teachers' repeated experiences in teaching primary science. This research uses a survey, questionnaire…

  16. School-Based Experiences: Developing Primary Science Preservice Teachers' Practices

    ERIC Educational Resources Information Center

    Hudson, Peter

    2010-01-01

    Reviews into teacher education emphasise the need for preservice teachers to have more school-based experiences. In this study, a school- based experience was organised within a nine-week science curriculum university unit that allowed preservice teachers' repeated experiences in teaching primary science. This research uses a survey, questionnaire…

  17. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

    PubMed Central

    Cabrera, Nolan L.; Lin, Monica H.; Arellano, Lucy; Espinosa, Lorelle L.

    2013-01-01

    Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs. PMID:23503690

  18. Teacher Learning from Girls' Informal Science Experiences

    ERIC Educational Resources Information Center

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  19. Teacher Learning from Girls' Informal Science Experiences

    ERIC Educational Resources Information Center

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  20. Darwin, Earthworms & Circadian Rhythms: A Fertile Field for Science Fair Experiments

    ERIC Educational Resources Information Center

    Burns, John T.; Scurti, Paul J.; Furda, Amy M.

    2009-01-01

    This article discusses why the study of earthworms has fascinated many scientists, and why earthworms make ideal experimental animals for students to test in the laboratory. Although earthworms may appear to be primitive, they are governed by both circadian and seasonal rhythms, just as more advanced organisms are. They possess an intelligence…

  1. Darwin, Earthworms & Circadian Rhythms: A Fertile Field for Science Fair Experiments

    ERIC Educational Resources Information Center

    Burns, John T.; Scurti, Paul J.; Furda, Amy M.

    2009-01-01

    This article discusses why the study of earthworms has fascinated many scientists, and why earthworms make ideal experimental animals for students to test in the laboratory. Although earthworms may appear to be primitive, they are governed by both circadian and seasonal rhythms, just as more advanced organisms are. They possess an intelligence…

  2. A Revamped Science Expo

    ERIC Educational Resources Information Center

    Barth, Lorna

    2007-01-01

    By changing the venue from festival to a required academic exposition, the traditional science fair was transformed into a "Science Expo" wherein students were guided away from cookbook experiments toward developing a question about their environment into a testable and measurable experiment. The revamped "Science Expo" became a night for students…

  3. A Revamped Science Expo

    ERIC Educational Resources Information Center

    Barth, Lorna

    2007-01-01

    By changing the venue from festival to a required academic exposition, the traditional science fair was transformed into a "Science Expo" wherein students were guided away from cookbook experiments toward developing a question about their environment into a testable and measurable experiment. The revamped "Science Expo" became a night for students…

  4. Lived experiences of self-reported science-anxious students taking an interdisciplinary undergraduate science course

    NASA Astrophysics Data System (ADS)

    Minger, Mark Austin

    Having fears and frustrations while studying science topics can lead to science anxiety for some individuals. For those who experience science learning anxiety, the reality is often poor performance, lowered self-esteem, anger, and avoidance of further science courses. Using an interpretive approach, this study captures the experiences of five self-reported science anxious students as they participate in an interdisciplinary science course at the University of Minnesota. A series of three in-depth interviews were conducted with five students who were enrolled in the "Our Changing Planet" course offered at the University of Minnesota. The interviews were transcribed verbatim, coded, and analyzed thematically. Four major themes emerged from the interviews. Two of the themes involve the realities of being a science anxious student. These focus on participants' experiences of feeling frustrated, anxious and incompetent when studying both math and science; and the experiences of trying to learn science content that does not seem relevant to them. The last two themes highlight the participants' perceptions of their experiences during the "Our Changing Planet" course, including how the course seemed different from previous science courses as well as their learning experiences in cooperative groups. After presenting the themes, with supporting quotations, each theme is linked to the related literature. The essence of the participants' science anxiety experiences is presented and practical implications regarding science anxious students are discussed. Finally, insights gained and suggestions for further research are provided.

  5. White House Maker Faire

    NASA Image and Video Library

    2014-06-18

    The Maker Faire trailer is seen outside the rose garden during the first ever White House Maker Faire, which brings together students, entrepreneurs, and everyday citizens who are using new tools and techniques to launch new businesses, learn vital skills in science, technology, engineering, and math (STEM), and fuel the renaissance in American manufacturing, at the White House, Wednesday, June 18, 2014 in Washington. The President announced new steps the Administration and its partners are taking to support the ability of more Americans, young and old, to have to access to these tools and techniques and brings their ideas to life. Photo Credit: (NASA/Bill Ingalls)

  6. Advanced Colloids Experiment (ACE) Science Overview

    NASA Technical Reports Server (NTRS)

    Meyer, William V.; Sicker, Ronald J.; Chiaramonte, Francis P.; Luna, Unique J.; Chaiken, Paul M.; Hollingsworth, Andrew; Secanna, Stefano; Weitz, David; Lu, Peter; Yodh, Arjun; Yunker, Peter; Lohr, Matthew; Gratale, Matthew; Lynch, Matthew; Kodger, Thomas; Piazza, Roberto; Buzzaccaro, Stefano; Cipelletti, Luca; Schall, Peter; Veen, Sandra; Wegdam, Gerhard; Lee, Chand-Soo; Choi, Chang-Hyung; Paul, Anna-Lisa; Ferl, Robert J.; Cohen, Jacob

    2013-01-01

    accessible with the availability of the Light Microscopy Module (LMM) on ISS. To meet these goals, the ACE experiment is being built-up in stages, with the availability of confocal microscopy being the ultimate objective. Supported by NASAs Physical Sciences Research Program, ESAESTEC, and the authors respective governments.

  7. Making Connections: Science Experiments for Algebra Using TI Technology

    ERIC Educational Resources Information Center

    Lyublinskaya, Irina

    2006-01-01

    Using science experiments in life science, chemistry, and physics, helps ground students' understanding of abstract algebra concepts in real-world applications. Hands-on activities connect mathematics with science in a way that is accessible to teachers and students alike. Each activity explores a scientific phenomenon, connecting it to algebra…

  8. Making Connections: Science Experiments for Algebra Using TI Technology

    ERIC Educational Resources Information Center

    Lyublinskaya, Irina

    2006-01-01

    Using science experiments in life science, chemistry, and physics, helps ground students' understanding of abstract algebra concepts in real-world applications. Hands-on activities connect mathematics with science in a way that is accessible to teachers and students alike. Each activity explores a scientific phenomenon, connecting it to algebra…

  9. Science Student Teachers and Educational Technology: Experience, Intentions, and Value

    ERIC Educational Resources Information Center

    Efe, Rifat

    2011-01-01

    The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

  10. NASA Experience with UAS Science Applications

    NASA Technical Reports Server (NTRS)

    Curry, Robert E.; Jennison, Chris

    2007-01-01

    Viewgraphs of NASA's Unmanned Aerial Systems (UAS) as it applies to Earth science missions is presented. The topics include: 1) Agenda; 2) Background; 3) NASA Science Aircraft Endurance; 4) Science UAS Development Challenges; 5) USCG Alaskan Maritime Surveillance; 6) NOAA/NASA UAV Demonstration Project; 7) Western States Fire Mission; 8) Esperanza Fire Emergency Response; 9) Ikhana (Predator B); 10) UAV Synthetic Aperture Radar (UAVSAR); 11) Global Hawk; and 12) Related Technologies

  11. Authoring Newspaper Science Articles: A Rewarding Experience

    ERIC Educational Resources Information Center

    Gonzalez-Espada, Wilson J.

    2009-01-01

    In this article, the author summarizes the rationale for using science articles in K-16 education and addresses some of its limitations. The author also encourages scientists and college science faculty to contribute contextually relevant articles that might include selected literary techniques to their local or state newspapers.

  12. Authoring Newspaper Science Articles: A Rewarding Experience

    ERIC Educational Resources Information Center

    Gonzalez-Espada, Wilson J.

    2009-01-01

    In this article, the author summarizes the rationale for using science articles in K-16 education and addresses some of its limitations. The author also encourages scientists and college science faculty to contribute contextually relevant articles that might include selected literary techniques to their local or state newspapers.

  13. Life sciences flight experiments program - Overview

    NASA Technical Reports Server (NTRS)

    Berry, W. E.; Dant, C. C.

    1981-01-01

    The considered LSFE program focuses on Spacelab life sciences missions planned for the 1984-1985 time frame. Life Sciences Spacelab payloads, launched at approximately 18-months intervals, will enable scientists to test hypotheses from such disciplines as vestibular physiology, developmental biology, biochemistry, cell biology, plant physiology, and a variety of other life sciences. An overview is presented of the LSFE program that will take advantage of the unique opportunities for biological experimentation possible on Spacelab. Program structure, schedules, and status are considered along with questions of program selection, and the science investigator working groups. A description is presented of the life sciences laboratory equipment program, taking into account the general purpose work station, the research animal holding facility, and the plant growth unit.

  14. Life sciences flight experiments program - Overview

    NASA Technical Reports Server (NTRS)

    Berry, W. E.; Dant, C. C.

    1981-01-01

    The considered LSFE program focuses on Spacelab life sciences missions planned for the 1984-1985 time frame. Life Sciences Spacelab payloads, launched at approximately 18-months intervals, will enable scientists to test hypotheses from such disciplines as vestibular physiology, developmental biology, biochemistry, cell biology, plant physiology, and a variety of other life sciences. An overview is presented of the LSFE program that will take advantage of the unique opportunities for biological experimentation possible on Spacelab. Program structure, schedules, and status are considered along with questions of program selection, and the science investigator working groups. A description is presented of the life sciences laboratory equipment program, taking into account the general purpose work station, the research animal holding facility, and the plant growth unit.

  15. The Roles of Aesthetic Experience in Elementary School Science

    ERIC Educational Resources Information Center

    Jakobson, Britt; Wickman, Per-Olof

    2008-01-01

    The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of children's talk with each other and with the teacher during hands-on activities in nine different…

  16. Preservice Teachers' Memories of Their Secondary Science Education Experiences

    NASA Astrophysics Data System (ADS)

    Hudson, Peter; Usak, Muhammet; Fančovičová, Jana; Erdoğan, Mehmet; Prokop, Pavol

    2010-12-01

    Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.

  17. Investigating minority student participation in an authentic science research experience

    NASA Astrophysics Data System (ADS)

    Preston, Stephanie Danette

    In the United States, a problem previously overlooked in increasing the total number of scientifically literate citizens is the lack of diversity in advanced science classes and in science, technology, engineering, and mathematics (STEM) fields. Groups traditionally underserved in science education and thus underrepresented in the STEM fields include: low-income, racial/ethnic minorities, and females of all ethnic and racial backgrounds. Despite the number of these students who are initially interested in science very few of them thrive in the discipline. Some scholars suggest that the declining interest for students underrepresented in science is traceable to K-12th grade learning experiences and access to participating in authentic science. Consequently, the diminishing interest of minorities and women in science contributes negatively to the representation of these groups in the STEM disciplines. The purpose of this study was to investigate a summer science research experience for minority students and the nature of students' participation in scientific discourse and practices within the context of the research experience. The research questions that guided this study are: The nature of the Summer Experience in Earth and Mineral Science (SEEMS) research experience . (A) What are the SEEMS intended outcomes? (B) To what extent does SEEMS enacted curriculum align with the intended outcomes of the program? The nature of students engagement in the SEEMS research. (A) In what ways do students make sense of and apply science concepts as they engage in the research (e.g., understand problem, how they interpret data, how they construct explanations), and the extent to which they use the science content appropriately? (B) In what ways do students engage in the cultural practices of science, such as using scientific discourse, interpreting inscriptions, and constructing explanations from evidence (engaging in science practices, knowing science and doing science)? The

  18. Science identity construction through extraordinary professional development experiences

    NASA Astrophysics Data System (ADS)

    McLain, Bradley David

    Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and

  19. Changes in Urban Youths' Attitude Towards Science and Perception of a Mobile Science Lab Experience

    NASA Astrophysics Data System (ADS)

    Fox, Jared

    This dissertation examined changes in urban youth's attitude towards science as well as their perception of the informal science education setting and third space opportunity provided by the BioBus, a mobile science lab. Science education researchers have often suggested that informal science education settings provide one possible way to positively influence student attitude towards science and engage marginalized urban youth within the traditional science classroom (Banks et al., 2007; Hofstein & Rosenfeld, 1996; National Research Council, 2009; Schwarz & Stolow, 2006; Stocklmayer, Rennie, & Gilbert, 2010). However, until now, this possibility has not been explored within the setting of a mobile science lab nor examined using a theoretical framework intent on analyzing how affective outcomes may occur. The merits of this analytical stance were evaluated via observation, attitudinal survey, open-response questionnaire, and interview data collected before and after a mobile science lab experience from a combination of 239 students in Grades 6, 8, 9, 11, and 12 from four different schools within a major Northeastern metropolitan area. Findings from this study suggested that urban youth's attitude towards science changed both positively and negatively in statistically significant ways after a BioBus visit and that the experience itself was highly enjoyable. Furthermore, implications for how to construct a third space within the urban science classroom and the merits of utilizing the theoretical framework developed to analyze cultural tensions between urban youth and school science are discussed. Key Words: Attitude towards science, third space, mobile science lab, urban science education.

  20. Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

    ERIC Educational Resources Information Center

    Ambusaidi, Abdullah; Al-Farei, Khalid

    2017-01-01

    A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

  1. Family Experiences, the Motivation for Science Learning and Science Achievement of Different Learner Groups

    ERIC Educational Resources Information Center

    Schulze, Salomé; Lemmer, Eleanor

    2017-01-01

    Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South…

  2. Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

    ERIC Educational Resources Information Center

    Ambusaidi, Abdullah; Al-Farei, Khalid

    2017-01-01

    A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

  3. An observational analysis of science fair presentations made by seventh-grade students utilizing the Cooperative Inquiry Performance Method(c)

    NASA Astrophysics Data System (ADS)

    Guisao, Victor, Jr.

    This study observed and analyzed how students with Cooperative Inquiry Performance Method(c) (CIPM(c)) experience presented and defended their science fair projects. CIPM(c) is a teaching and learning strategy which connects many learning theories into a package starting with group building activities (group norms and roles) to group inquiry-based lessons and experiments leading to a presentation and defense of the group's findings and the methodology used in forming their conclusions. The study also examined the types of questions and answers elicited from students with CIPM(c) experience and how these students demonstrated knowledge about the "process" of their research as evidenced in their project presentation and defense. The study took place in an urban junior high school in Brooklyn, New York. This population, on a whole, received training in CIPM(c) strategies from the same teacher for six months. Observations of 38 groups of seventh graders with 3 to 4 students composing each group was conducted. There was follow-up interviewing of four randomly selected groups. Both class presentations and interviews were videotaped. The results revealed the following about students with CIPM(c) experience: (1) 92% (35 of 38) of all groups had all members present a portion of the project; (2) both empirical (recall) and analytical (process) questions were asked during both the oral presentation of the project and the question and answer session; (3) 82% (31 of 38) of all groups presented their projects through (a) a step-by-step method of investigation or (b) a series of questions; (4) students collaborated in developing not only the idea and questions but the results which they presented; (5) students designed their project investigations around a central theme: "Life in the 21st Century;" (6) 58% (22 of 38) of all groups had more than one student answer questions during the question and answer session; However, results revealed certain weaknesses in the group project

  4. Taking our own medicine: on an experiment in science communication.

    PubMed

    Horst, Maja

    2011-12-01

    In 2007 a social scientist and a designer created a spatial installation to communicate social science research about the regulation of emerging science and technology. The rationale behind the experiment was to improve scientific knowledge production by making the researcher sensitive to new forms of reactions and objections. Based on an account of the conceptual background to the installation and the way it was designed, the paper discusses the nature of the engagement enacted through the experiment. It is argued that experimentation is a crucial way of making social science about science communication and engagement more robust.

  5. Graduate Experience in Science Education: The Development of a Science Education Course for Biomedical Science Graduate Students

    ERIC Educational Resources Information Center

    Markowitz, Dina G.; DuPre, Michael J.

    2007-01-01

    The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with…

  6. Teacher research experiences, epistemology, and student attitudes toward science

    NASA Astrophysics Data System (ADS)

    Payne, Diana L.

    This concurrent mixed methods research study examined the impact of a Teacher Research Experience (TRE) on science teacher beliefs about science, scientific research, science teaching, and student attitudes toward science. Surveys, interviews, reflective journals, and classroom observations of six teachers involved in a TRE were utilized to examine changes in beliefs as a result of participation in the TRE. Student attitudes were measured with a pre and post survey. An analysis of qualitative data from the teachers' interviews, journals, and pre and post TRE surveys indicated that some change occurred in their beliefs about science and scientists for all six teachers, and that teachers' beliefs about science teaching were affected in a variety of ways after participating in the TRE. The quantitative results of the study using Science Teachers' Beliefs About Science (STBAS) instrument suggest that the change from the beginning to the end of the school year, if any, was minimal. However, interviews with and observations of teachers identified valuable components of the TRE, such as the advanced resources (e.g., DVD, samples), a feeling of rejuvenation in teaching, a new perspective on science and scientific research, and first hand experiences in science. Results from the classroom observations using the Science Classroom Practice Record (SCPR) were mixed. Some differences may be explained, however, as relating to content taught in the pre and post classes observed or simply to inherent differences in student dynamics and behavior from class to class. There were no significant differences from pre to post TRE regarding student attitudes toward science as measured by paired samples t-tests on the modified Attitudes Toward Science (mATSI) instrument. Attitudes and beliefs are not easily changed, and change is more likely to result from direct experience and education rather than an indirect experience. Although the results are generalizable only to the participants in

  7. White House Maker Faire

    NASA Image and Video Library

    2014-06-18

    Joey Hudy demonstrates his Intel Galileo-based 10x10x10 LED Cube during the first ever White House Maker Faire which brings together students, entrepreneurs, and everyday citizens who are using new tools and techniques to launch new businesses, learn vital skills in science, technology, engineering, and math (STEM), and fuel the renaissance in American manufacturing, at the White House, Wednesday, June 18, 2014 in Washington. Photo Credit: (NASA/Bill Ingalls)

  8. Opportunities in Participatory Science and Citizen Science with MRO's High Resolution Imaging Science Experiment: A Virtual Science Team Experience

    NASA Astrophysics Data System (ADS)

    Gulick, Ginny

    2009-09-01

    We report on the accomplishments of the HiRISE EPO program over the last two and a half years of science operations. We have focused primarily on delivering high impact science opportunities through our various participatory science and citizen science websites. Uniquely, we have invited students from around the world to become virtual HiRISE team members by submitting target suggestions via our HiRISE Quest Image challenges using HiWeb the team's image suggestion facility web tools. When images are acquired, students analyze their returned images, write a report and work with a HiRISE team member to write a image caption for release on the HiRISE website (http://hirise.lpl.arizona.edu). Another E/PO highlight has been our citizen scientist effort, HiRISE Clickworkers (http://clickworkers.arc.nasa.gov/hirise). Clickworkers enlists volunteers to identify geologic features (e.g., dunes, craters, wind streaks, gullies, etc.) in the HiRISE images and help generate searchable image databases. In addition, the large image sizes and incredible spatial resolution of the HiRISE camera can tax the capabilities of the most capable computers, so we have also focused on enabling typical users to browse, pan and zoom the HiRISE images using our HiRISE online image viewer (http://marsoweb.nas.nasa.gov/HiRISE/hirise_images/). Our educational materials available on the HiRISE EPO web site (http://hirise.seti.org/epo) include an assortment of K through college level, standards-based activity books, a K through 3 coloring/story book, a middle school level comic book, and several interactive educational games, including Mars jigsaw puzzles, crosswords, word searches and flash cards.

  9. Space science experiments aboard ATS-F.

    NASA Technical Reports Server (NTRS)

    Wales, R.; King, W.

    1972-01-01

    The Environmental Measurements Experiment (EME) package is mounted on the ATS-F spacecraft to a structure that is located on top of the 30-foot parabolic reflector hub. The eight experiments of the EME package are designed to study the environment in space at synchronous altitude and to obtain information on electromagnetic-ionospheric interactions. Six of these experiments will obtain data on charged particles of several different types. A seventh experiment is to provide magnetic field data. The eighth experiment is concerned with solar cell degradation studies.

  10. Life sciences flight experiments program mission science requirements document. The first life sciences dedicated Spacelab mission, part 1

    NASA Technical Reports Server (NTRS)

    Rummel, J. A.

    1982-01-01

    The Mission Science Requirements Document (MSRD) for the First Dedicated Life Sciences Mission (LS-1) represents the culmination of thousands of hours of experiment selection, and science requirement definition activities. NASA life sciences has never before attempted to integrate, both scientifically and operationally, a single mission dedicated to life sciences research, and the complexity of the planning required for such an endeavor should be apparent. This set of requirements completes the first phase of a continual process which will attempt to optimize (within available programmatic and mission resources) the science accomplished on this mission.

  11. Science Experiments: Reaching Out to Our Users

    ERIC Educational Resources Information Center

    Nolan, Maureen; Tschirhart, Lori; Wright, Stephanie; Barrett, Laura; Parsons, Matthew; Whang, Linda

    2008-01-01

    As more users access library services remotely, it has become increasingly important for librarians to reach out to their user communities and promote the value of libraries. Convincing the faculty and students in the sciences of the value of libraries and librarians can be a particularly "hard sell" as more and more of their primary…

  12. Science Experiments: Reaching Out to Our Users

    ERIC Educational Resources Information Center

    Nolan, Maureen; Tschirhart, Lori; Wright, Stephanie; Barrett, Laura; Parsons, Matthew; Whang, Linda

    2008-01-01

    As more users access library services remotely, it has become increasingly important for librarians to reach out to their user communities and promote the value of libraries. Convincing the faculty and students in the sciences of the value of libraries and librarians can be a particularly "hard sell" as more and more of their primary…

  13. Science Experience Unit: Plant and Animal Adaptations.

    ERIC Educational Resources Information Center

    Ferguson-Florissant School District, Ferguson, MO.

    GRADES OR AGES: No mention. Appears to be upper elementary. SUBJECT MATTER: Science units--plants and animals. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 35 activities. It is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: No objectives are mentioned. The activities suggested aim to recreate common…

  14. Saturday Science demo with the SPHERES experiment

    NASA Image and Video Library

    2007-03-17

    ISS014-E-17232 (17 March 2007) --- Astronaut Michael E. Lopez-Alegria, Expedition 14 commander and NASA space station science officer, does a check of the Synchronized Position Hold, Engage, Reorient, Experimental Satellites (SPHERES) Beacon / Beacon Tester in the Destiny laboratory of the International Space Station.

  15. A fair test of the fair innings?

    PubMed

    Oliver, Adam

    2009-01-01

    Priority setting in health care under conventional rules of health economic evaluation is based upon the ethos of attempting to maximize post-treatment health gain given available health care resources. In his later years, Alan Williams advocated the "fair innings argument,'' which balances differences in whole lifetime experiences of health with differences in post-treatment outcomes when prioritizing people for health care. This article reports a study that presented respondents with a number of abstract health care decision contexts in an attempt to test the extent to which post-treatment health maximization, the fair innings argument, or, indeed other "decision rules,'' are evident in the respondents' answers. The results indicate that the most commonly observed decision rule differs substantially across health care contexts, and therefore imply that rather than pursue an overarching decision rule, it may be more appropriate to vary the rule according to the particular health care decision context under consideration.

  16. Connecting science to everyday experiences in preschool settings

    NASA Astrophysics Data System (ADS)

    Roychoudhury, Anita

    2014-06-01

    In this paper I discuss the challenges of teaching science concepts and discourse in preschool in light of the study conducted by Kristina Andersson and Annica Gullberg. I then suggest a complementary approach to teaching science at this level from the perspective of social construction of knowledge based on Vygotsky's theory (1934/1987). In addition, I highlight the importance of the relational aspect of knowing using feminist standpoint theory (Harding 2004). I also draw from feminist research on preservice elementary teachers' learning of science to further underscore the connection between learning content and everyday experiences. Combining these research strands I propose that science needs to be grounded in everyday experiences. In this regard, the idea is similar to the choices made by the teachers in the study conducted by Andersson and Gullberg but I also suggest that the everyday experiences chosen for teaching purposes be framed appropriately. In and of itself, the complexity of everyday experiences can be impediment for learning as these researchers have demonstrated. Such complexities point to the need for framing of everyday experiences (Goffman 1974) so that children can do science and construct meaning from their actions. In the conclusion of my discussion of science and its discourse in preschool settings, I provide examples of everyday experiences and their framings that have the potential for engaging children and their teachers in science.

  17. The Roles of Aesthetic Experience in Elementary School Science

    NASA Astrophysics Data System (ADS)

    Jakobson, Britt; Wickman, Per-Olof

    2008-01-01

    The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of children’s talk with each other and with the teacher during hands-on activities in nine different science units were made. How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed in science class. In using aesthetic judgements the children also talked about their own place in science class and whether they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning science also meant learning a special kind of aesthetics, that is, learning how to distinguish the science context from other contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed at length. The connection between aesthetics and learning to observe is also briefly discussed.

  18. Prior Experiences Shaping Family Science Conversations at a Nature Center

    ERIC Educational Resources Information Center

    McClain, Lucy R.; Zimmerman, Heather Toomey

    2014-01-01

    Using families as the analytical focus, this study informs the field of informal science education with a focus on the role of prior experiences in family science conversations during nature walks at an outdoor-based nature center. Through video-based research, the team analyzed 16 families during walks at a nature center. Each family's prior…

  19. Summer Science Camp for Middle School Students: A Turkish Experience

    ERIC Educational Resources Information Center

    Sezen Vekli, Gulsah

    2013-01-01

    The present study aims to identify the effectiveness of summer science camp experience on middle school students' content knowledge and interest towards biology. For this purpose, two instruments including reflective journal and pre-post questionnaire were developed by four researchers who are expert in science education. Besides, the instruction…

  20. "It's All Human Error!": When a School Science Experiment Fails

    ERIC Educational Resources Information Center

    Viechnicki, Gail Brendel; Kuipers, Joel

    2006-01-01

    This paper traces the sophisticated negotiations to re-inscribe the authority of Nature when a school science experiment fails during the enactment of a highly rated science curriculum unit. Drawing on transcriptions from classroom videotapes, we identify and describe four primary patterns of interaction that characterize this process, arguing…

  1. All Christians? Experiences of Science Educators in Northern Ireland

    ERIC Educational Resources Information Center

    Murphy, Colette; Hickey, Ivor; Beggs, Jim

    2010-01-01

    In this paper we respond to Staver's article (this issue) on an attempt to resolve the discord between science and religion. Most specifically, we comment on Staver's downplaying of difference between Catholics and Protestants in order to focus on the religion-science question. It is our experience that to be born into one or other of these…

  2. Consumer Science Spiral: A Natural for Exploratory Experiences

    ERIC Educational Resources Information Center

    Doiron, Elizabeth H.

    1978-01-01

    A consumer science course at Rumford (Maine) Junior High School uses resources and facilities of the home economics and science departments to take low-ability students through a variety of practical learning experiences combining chemistry, biology, and home economics. Rotation of classrooms and teachers helps to keep the students interested. (MF)

  3. History, Science and Culture: Curricular Experiences in Brazil.

    ERIC Educational Resources Information Center

    Reis, Jose Claudio; Guerra, Andreia; Braga, Marco; Freitas, Jairo

    2001-01-01

    Presents didactic material and discusses educational experiences developed by the Tekne Group in Brazil. Points out that science is presented in a broader context of culture and aims to improve instructional practices in science. Explains some of the principles that inform the Tekne Group's work. (Contains 28 references.) (Author/YDS)

  4. The Science Laboratory Experiences of Utah's High School Students

    ERIC Educational Resources Information Center

    Campbell, Todd

    2007-01-01

    This research investigated the extent to which science laboratory experiences encountered by Utah high school students aligned with reform efforts outlined in national standards documents. Through both quantitative and qualitative methods the findings revealed that while there were instances of alignment found between science laboratory…

  5. "It's All Human Error!": When a School Science Experiment Fails

    ERIC Educational Resources Information Center

    Viechnicki, Gail Brendel; Kuipers, Joel

    2006-01-01

    This paper traces the sophisticated negotiations to re-inscribe the authority of Nature when a school science experiment fails during the enactment of a highly rated science curriculum unit. Drawing on transcriptions from classroom videotapes, we identify and describe four primary patterns of interaction that characterize this process, arguing…

  6. SMILE--Science and Mathematics Investigative Learning Experiences.

    ERIC Educational Resources Information Center

    Orzech, Miriam W.; Borden, Sue

    Oregon State University (OSU) designed and implemented the Science and Mathematics Investigative Learning Experiences Program (SMILE) to encourage minority students to pursue careers in science and engineering. SMILE offers an after-school enrichment program for middle-school Hispanic and Native American students in eight rural Oregon communities.…

  7. History, Science and Culture: Curricular Experiences in Brazil.

    ERIC Educational Resources Information Center

    Reis, Jose Claudio; Guerra, Andreia; Braga, Marco; Freitas, Jairo

    2001-01-01

    Presents didactic material and discusses educational experiences developed by the Tekne Group in Brazil. Points out that science is presented in a broader context of culture and aims to improve instructional practices in science. Explains some of the principles that inform the Tekne Group's work. (Contains 28 references.) (Author/YDS)

  8. Prior Experiences Shaping Family Science Conversations at a Nature Center

    ERIC Educational Resources Information Center

    McClain, Lucy R.; Zimmerman, Heather Toomey

    2014-01-01

    Using families as the analytical focus, this study informs the field of informal science education with a focus on the role of prior experiences in family science conversations during nature walks at an outdoor-based nature center. Through video-based research, the team analyzed 16 families during walks at a nature center. Each family's prior…

  9. All Christians? Experiences of Science Educators in Northern Ireland

    ERIC Educational Resources Information Center

    Murphy, Colette; Hickey, Ivor; Beggs, Jim

    2010-01-01

    In this paper we respond to Staver's article (this issue) on an attempt to resolve the discord between science and religion. Most specifically, we comment on Staver's downplaying of difference between Catholics and Protestants in order to focus on the religion-science question. It is our experience that to be born into one or other of these…

  10. Summer Science Camp for Middle School Students: A Turkish Experience

    ERIC Educational Resources Information Center

    Sezen Vekli, Gulsah

    2013-01-01

    The present study aims to identify the effectiveness of summer science camp experience on middle school students' content knowledge and interest towards biology. For this purpose, two instruments including reflective journal and pre-post questionnaire were developed by four researchers who are expert in science education. Besides, the instruction…

  11. Thought Experiments in Science Education: Potential and Current Realization.

    ERIC Educational Resources Information Center

    Gilbert, John K.; Reiner, Miriam

    2000-01-01

    If science education is to be related as closely as possible to science, then Thought Experiments (TEs) must play an appropriate part. Presents a typology of TEs with examples drawn from the history of physics and addresses their various uses in bringing about students' conceptual development. Finds appropriate use of TEs is lacking in physics…

  12. Skylab Experiments, Volume 4, Life Sciences.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Washington, DC.

    Basic knowledge about Skylab experiments is presented in this book, one of a series, for the purpose of informing high school teachers about scientific research performed in orbit and enabling the teachers to broaden their basis for material selection. This fourth volume is concerned with experiments designed to improve man's understanding of…

  13. Teaching and Learning Science for Transformative, Aesthetic Experience

    NASA Astrophysics Data System (ADS)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

  14. Preparing Teachers to Teach Science: Learning Science as a Process.

    ERIC Educational Resources Information Center

    Cornell, Elizabeth A.

    1985-01-01

    Cites the lack of students' understanding and practicing of science processes as evidenced in science fair projects. Major contributors to the decline in science achievement are discussed. Author suggests teachers need experience with "sciencing" in the form of original investigative projects. Coursework designed to meet this goal is described.…

  15. Preparing Teachers to Teach Science: Learning Science as a Process.

    ERIC Educational Resources Information Center

    Cornell, Elizabeth A.

    1985-01-01

    Cites the lack of students' understanding and practicing of science processes as evidenced in science fair projects. Major contributors to the decline in science achievement are discussed. Author suggests teachers need experience with "sciencing" in the form of original investigative projects. Coursework designed to meet this goal is described.…

  16. Math Fair: Focus on Fractions

    ERIC Educational Resources Information Center

    Mokashi, Neelima A.

    2009-01-01

    This article depicts the rewarding experience of creating mathematical environments for kindergarten and elementary students by focusing on one of the most important and often difficult-to-grasp concepts (fractions) through play methods incorporated into a math fair. The basic concept of a math fair is threefold: (1) to create preplanned,…

  17. Math Fair: Focus on Fractions

    ERIC Educational Resources Information Center

    Mokashi, Neelima A.

    2009-01-01

    This article depicts the rewarding experience of creating mathematical environments for kindergarten and elementary students by focusing on one of the most important and often difficult-to-grasp concepts (fractions) through play methods incorporated into a math fair. The basic concept of a math fair is threefold: (1) to create preplanned,…

  18. Students and teachers expectations and experiences on learning science in a science museum

    NASA Astrophysics Data System (ADS)

    Conway, Alexis

    Experimenting, observing and communicating ideas with others are keys for science learning formally and informally. Museums allow "hands-on" interactivity and exploration for the public to investigate or understand a topic that they may be interested in. Museums also let students and teachers build new understandings based on prior knowledge. This study examines a common school experience, the trip to a science museum. The purpose of this study was to examine students and teachers expectations and experiences on learning science in a science museum. The participants were fourth-grade students and teachers in western New York. Data collection included pre- and post-visit interviews, observations, and artifacts. The pre-visit interview was used to get a sense of what the students expected to see and experience at the science museum. The post-visit interview was to see if those expectations were met after experiencing the science museum. These questions attempted to ascertain students expectations of how, where, and when they enjoy learning science. An interest was to see what students expected to see on the science museum field trip compared to what they experienced. The students linked the field trip to their classroom learning before and after the trip. The differences and similarities between the teachers and students impacted what they thought about learning science on their field trip. Five major findings emerged from this study: (1) What the teachers expected the students to see did not always compare to what the students expected to see at the science museum; (2) A significant amount of the students found at the science museum what they expected to find; (3) The science museum aided students with their school work by helping them with tests, reports and labs; (4) There was a direct comparison between the teachers and students in what was done for preparation and review before and after the science museum field trip; and, (5). The students, despite expectations

  19. The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers' Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science

    ERIC Educational Resources Information Center

    Logerwell, Mollianne G.

    2009-01-01

    The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the…

  20. Field experiences in science teacher preparation programs of Missouri

    NASA Astrophysics Data System (ADS)

    Rhea, Marilyn Sue Alvis

    The purpose of this study was to collect and analyze data pertinent to identifying the differences and similarities in the design and implementation of field experiences for pre-service science teachers in institutions of higher education in the State of Missouri. Directors of field experience from 25 Institutions of Higher Education (IHE) that prepare both elementary and secondary science teachers and 5 additional IHE that prepare only elementary teachers were surveyed using a 48-item Likert scale instrument designed for this study. Data were collected on the hours of field experience in relation to science and other methods classes, distribution of field experience hours across the program, and total hours of field experience required. Comparisons were made between elementary and secondary science teacher preparation programs. Five areas of field experience were surveyed: design of early field experience, design of student teaching, support provided by IHE for cooperating schools, field experience assessment practices, and relationships between pre-service teachers, cooperating teachers and IHE educators. Analyses of the responses indicate statistically significant differences in the number of field experience hours between IRE programs for both early field experience (p < .05) and student teaching (p < .01). Differences in number of field experience hours by level of certification were not significant. Correlation of scores was significant between the elementary and secondary levels for both early field experience design (r = .97) and student teaching design (r = .75). No other significant correlation was found. This study found highly heterogeneous practices regarding field experience exist in Missouri IHE programs. When reported practices are compared to standards set in the professional literature, as a group Missouri IHE science teacher preparation programs could be described as traditional apprenticeships or quasi-professional development school programs.

  1. Pre-college Science Experiences; Timing and Causes of Gender Influence Science Interest Levels

    NASA Astrophysics Data System (ADS)

    Kaplita, E.; Reed, D. E.; McKenzie, D. A.; Jones, R.; May, L. W.

    2015-12-01

    It is known that female students tend to turn away from science during their pre-college years. Experiences during this time are not limited to the classroom, as cultural influences extend beyond K-12 science education and lead to the widely studied reduction in females in STEM fields. This has a large impact on climate science because currently relatively little effort is put into K-12 climate education, yet this is when college attitudes towards science are formed. To help quantify these changes, 400 surveys were collected from 4 different colleges in Oklahoma. Student responses were compared by gender against student experiences (positive and negative), and interest in science. Results of our work show that females tend to have their first positive experience with science at a younger age with friends, family and in the classroom, and have more of an interest in science when they are younger. Males in general like experiencing science more on their own, and surpass the interest levels of females late in high school and during college. While in college, males are more comfortable with science content than females, and males enjoy math and statistics more while those aspects of science were the largest areas of dislike in females. Understanding how to keep students (particularly female) interested in science as they enter their teen years is extremely important in preventing climate misconceptions in the adult population. Potential small changes such as hosting K-12 climate outreach events and including parents, as opposed to just inviting students, could greatly improve student experiences with science and hence, their understanding of climate science. Importantly, a greater focus on female students is warranted.

  2. Preservice science teachers' experiences with repeated, guided inquiry

    NASA Astrophysics Data System (ADS)

    Slack, Amy B.

    The purpose of this study was to examine preservice science teachers' experiences with repeated scientific inquiry (SI) activities. The National Science Education Standards (National Research Council, 1996) stress students should understand and possess the abilities to do SI. For students to meet these standards, science teachers must understand and be able to perform SI; however, previous research demonstrated that many teachers have naive understandings in this area. Teacher preparation programs provide an opportunity to facilitate the development of inquiry understandings and abilities. In this study, preservice science teachers had experiences with two inquiry activities that were repeated three times each. The research questions for this study were (a) How do preservice science teachers' describe their experiences with repeated, guided inquiry activities? (b) What are preservice science teachers' understandings and abilities of SI? This study was conducted at a large, urban university in the southeastern United States. The 5 participants had bachelor's degrees in science and were enrolled in a graduate science education methods course. The researcher was one of the course instructors but did not lead the activities. Case study methodology was used. Data was collected from a demographic survey, an open-ended questionnaire with follow-up interviews, the researcher's observations, participants' lab notes, personal interviews, and participants' journals. Data were coded and analyzed through chronological data matrices to identify patterns in participants' experiences. The five domains identified in this study were understandings of SI, abilities to conduct SI, personal feelings about the experience, science content knowledge, and classroom implications. Through analysis of themes identified within each domain, the four conclusions made about these preservice teachers' experiences with SI were that the experience increased their abilities to conduct inquiry

  3. Interest enhancements to science experiments: Interactions with student gender

    NASA Astrophysics Data System (ADS)

    Martinez, Michael E.

    Males are more likely than females to aspire to and enter scientific careers, a pattern that might be attributed to gender differences in the appeal of school science. Differences might arise, in part, from gender-related interactions with the interest value of school science experiments. If modifiable, the interest value of experiments could influence attitudes toward science and subsequent choices concerning science involvement. In this study, middle school students carried out versions of science experiments designed to vary in their interest value. Experiment modifications, guided by a three-component model of interest, ranged from introduction of fantasy scenarios to manipulation of the difficulty and social context of the experiments. Subjects were 101 middle school students, 46 males and 55 females. Of primary interest were MANOVA comparisons of self-reported interest in the experiments, by gender and experimental condition. In general, interest enhancements were more effective for girls than boys. Boys were more attentive to aspects of the experiments that elicit perceptions of control, whereas girls were more attentive to social aspects.

  4. Student Perceptions of Science Ability, Experiences, Expectations, and Career Choices

    NASA Astrophysics Data System (ADS)

    Cherney, Michael; Cherney, I.

    2006-12-01

    The decision to study physics or astronomy is affected by many factors, including preferences, motivations, and expectations for success. Differing cognitive profiles contribute to the learning of science through a complex process in which intrinsic capacities are tuned both by everyday experience and by instruction. In an attempt to identify the developmental pathways and intrinsic factors that most strongly influence the choice to study science, we administered an extensive survey to a sample of 400 students. The survey questions were based on Eccles et al.’s model of achievement-related choices and findings showing that previous play experiences, spatial experiences, task beliefs, as well as perceived mathematics ability, motivational and personality characteristics affect mathematics achievement and science career choices. The perceptions of students planning a science career are compared with those planning a career in other areas. Gender differences are also discussed.

  5. Science Experiences among Female Athletes: Race Makes a Difference

    NASA Astrophysics Data System (ADS)

    Kraus, Rebecca S.; Hanson, Sandra L.

    Sport participation is increasingly seen as a resource with considerable physical, social, and academic benefits. As a new millennium begins with girls more visible in sport, an important question is whether all girls reap these benefits. Although general academic benefits of sport have been shown, the authors' earlier work showed that experience in the male sport domain benefits young women in the elite (often male) science curriculum. Competition, self-esteem, and other individual resources gained through sport are potential sources of success in the similarly competitive male realm of science. In this research, the authors used critical feminist theory to guide their examination of racial and ethnic variations in the relation between sport participation and science experiences for young women. Data from the nationally representative National Education Longitudinal Study were used to explore the impact of sport participation in the 8th and 10th grades on 10th grade science achievement (measured by science grades and standardized test scores) and course taking for African American, Hispanic, and White women. The findings revealed that sport participation has some positive consequences for the science experiences of each of the groups of women. It also has some negative consequences, although the positive consequences outnumber the negative consequences for Hispanic and White, but not African American, women. Sport in 10th grade, especially competitive varsity sport, is most likely to have positive consequences. The findings revealed that each of the groups experiences different routes to success in science, and sport participation is present at some level in each of these routes. A consideration of multiple areas of science experience is important for understanding the connections between race and ethnicity, sport, and science for young women. Unique sociocultural contexts are used to attempt to understand these findings, and implications are discussed.

  6. Entry science experiments for Viking 1975.

    NASA Technical Reports Server (NTRS)

    Nier, A. O.; Hanson, W. B.; Mcelroy, M. B.; Seiff, A.; Spencer, N. W.

    1972-01-01

    A review is given of our present knowledge of the Martian atmosphere with special emphasis on the results obtained by the Mariner 4, 6 and 7 fly-bys. The Viking Project offers the first opportunity for in situ measurements which should resolve many questions left open by previous work. A description is given of the neutral gas mass spectrometer and retarding potential analyzer experiments to be performed as the lander enters the upper atmosphere and the experiments planned for determining atmospheric structure as the lander approaches the surface of the planet.

  7. Life sciences experiments on Spacelab 1

    NASA Technical Reports Server (NTRS)

    Buderer, M. C.; Salinas, G. A.

    1980-01-01

    The objectives and procedures regarding various biological experiments to be conducted on Spacelab 1 are reviewed. These include the mapping of the HZE cosmic ray particle flux within the Spacelab module, investigating the effects of nullgravity on circadian cycles in the slime mold, Neurospora crassa, and measuring nutations of the dwarf sunflower, Helianthus annus. Emphasis is placed on research regarding possible changes in vestibulocular reflexes, vestibulospinal pathways, cortical functions involving perception of motion and spatial susceptibility. Also discussed are experiments regarding erythrokinetics in man and the effects of prolonged weightlessness of the humoral immune response in humans.

  8. Life sciences experiments on Spacelab 1

    NASA Technical Reports Server (NTRS)

    Buderer, M. C.; Salinas, G. A.

    1980-01-01

    The objectives and procedures regarding various biological experiments to be conducted on Spacelab 1 are reviewed. These include the mapping of the HZE cosmic ray particle flux within the Spacelab module, investigating the effects of nullgravity on circadian cycles in the slime mold, Neurospora crassa, and measuring nutations of the dwarf sunflower, Helianthus annus. Emphasis is placed on research regarding possible changes in vestibulocular reflexes, vestibulospinal pathways, cortical functions involving perception of motion and spatial susceptibility. Also discussed are experiments regarding erythrokinetics in man and the effects of prolonged weightlessness of the humoral immune response in humans.

  9. Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums

    ERIC Educational Resources Information Center

    Schwan, Stephan; Grajal, Alejandro; Lewalter, Doris

    2014-01-01

    Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and…

  10. Understanding and Engagement in Places of Science Experience: Science Museums, Science Centers, Zoos, and Aquariums

    ERIC Educational Resources Information Center

    Schwan, Stephan; Grajal, Alejandro; Lewalter, Doris

    2014-01-01

    Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and…

  11. Research Experiences for Science Teachers: The Impact On Their Students

    NASA Astrophysics Data System (ADS)

    Dubner, J.

    2005-12-01

    Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

  12. Science Experimenter: Experimenting with a Geiger Counter.

    ERIC Educational Resources Information Center

    Mims, Forrest M., III

    1992-01-01

    Describes the use of geiger counters for scientific investigations and experiments. Presents information about background radiation, its sources and detection. Describes how geiger counters work and other methods of radiation detection. Provides purchasing information for geiger counters, related computer software and equipment. (MCO)

  13. Skylab Experiments, Volume 3, Materials Science.

    ERIC Educational Resources Information Center

    National Aeronautics and Space Administration, Washington, DC.

    Basic knowledge about Skylab experiments is presented in this book, one of a series, for the purpose of informing high school teachers about scientific research performed in orbit and enabling the teachers to broaden their basis for material selection. This third volume is concerned with the effect of a weightless environment on melting and…

  14. Democratizing Children's Computation: Learning Computational Science as Aesthetic Experience

    ERIC Educational Resources Information Center

    Farris, Amy Voss; Sengupta, Pratim

    2016-01-01

    In this essay, Amy Voss Farris and Pratim Sengupta argue that a democratic approach to children's computing education in a science class must focus on the "aesthetics" of children's experience. In "Democracy and Education," Dewey links "democracy" with a distinctive understanding of "experience." For Dewey,…

  15. An Organic Chemistry Experiment for Forensic Science Majors.

    ERIC Educational Resources Information Center

    Rothchild, Robert

    1979-01-01

    The laboratory experiment described here is intended to be of use to the forensic science major enrolled in a course in organic chemistry. The experiment is the use of thin-layer chromotography for qualitative analysis, specifically for the identification of drugs. (Author/SA)

  16. Democratizing Children's Computation: Learning Computational Science as Aesthetic Experience

    ERIC Educational Resources Information Center

    Farris, Amy Voss; Sengupta, Pratim

    2016-01-01

    In this essay, Amy Voss Farris and Pratim Sengupta argue that a democratic approach to children's computing education in a science class must focus on the "aesthetics" of children's experience. In "Democracy and Education," Dewey links "democracy" with a distinctive understanding of "experience." For Dewey,…

  17. Teaching and Learning Science for Transformative, Aesthetic Experience

    ERIC Educational Resources Information Center

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-01-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

  18. An Organic Chemistry Experiment for Forensic Science Majors.

    ERIC Educational Resources Information Center

    Rothchild, Robert

    1979-01-01

    The laboratory experiment described here is intended to be of use to the forensic science major enrolled in a course in organic chemistry. The experiment is the use of thin-layer chromotography for qualitative analysis, specifically for the identification of drugs. (Author/SA)

  19. Impact of the Supplemental Instruction Experience on Science SI Leaders

    ERIC Educational Resources Information Center

    Lockie, Nancy M.; Van Lanen, Robert J.

    2008-01-01

    This qualitative study describes the experiences of SI leaders in science courses. Analysis of data using Colaizzi's phenomenological approach has indicated the following advantages of the SI experience for SI leaders: (a) greater appreciation of the diversity of student learning styles, (b) increased understanding of the subject matter, (c)…

  20. Children develop a veil of fairness.

    PubMed

    Shaw, Alex; Montinari, Natalia; Piovesan, Marco; Olson, Kristina R; Gino, Francesca; Norton, Michael I

    2014-02-01

    Previous research suggests that children develop an increasing concern with fairness over the course of development. Research with adults suggests that the concern with fairness has at least 2 distinct components: a desire to be fair and a desire to signal to others that they are fair. We explore whether children's developing concern with behaving fairly toward others may in part reflect a developing concern with appearing fair to others. In Experiments 1 and 2, most 6- to 8-year-old children behaved fairly toward others when an experimenter was aware of their choices; fewer children opted to behave fairly, however, when they could be unfair to others yet appear fair to the experimenter. In Experiment 3, we explored the development of this concern with appearing fair by using a wider age range (6- to 11-year-olds) and a different method. In this experiment, children chose how to assign a good or bad prize to themselves and another participant by either unilaterally deciding who would get each prize or using a fair procedure--flipping a coin in private. Older children were much more likely to flip the coin than younger children, yet were just as likely as younger children to assign themselves the good prize by reporting winning the coin flip more than chance would dictate. Overall, the results of these experiments suggest that as children grow older they become increasingly concerned with appearing fair to others, which may explain some of their increased tendency to behave fairly.

  1. Science experiences of citizen scientists in entomology research

    NASA Astrophysics Data System (ADS)

    Lynch, Louise I.

    Citizen science is an increasingly popular collaboration between members of the public and the scientific community to pursue current research questions. In addition to providing researchers with much needed volunteer support, it is a unique and promising form of informal science education that can counter declining public science literacy, including attitudes towards and understanding of science. However, the impacts of citizen science programs on participants' science literacy remains elusive. The purpose of this study was to balance the top-down approach to citizen science research by exploring how adult citizen scientists participate in entomology research based on their perceptions and pioneer mixed methods research to investigate and explain the impacts of citizen science programs. Transference, in which citizen scientists transfer program impacts to people around them, was uncovered in a grounded theory study focused on adults in a collaborative bumble bee research program. Most of the citizen scientists involved in entomology research shared their science experiences and knowledge with people around them. In certain cases, expertise was attributed to the individual by others. Citizen scientists then have the opportunity to acquire the role of expert to those around them and influence knowledge, attitudinal and behavioral changes in others. An intervention explanatory sequential mixed methods design assessed how entomology-based contributory citizen science affects science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects in adults. However, no statistically significant impacts were evident. A qualitative follow-up uncovered a discrepancy between statistically measured changes and perceived influences reported by citizen scientists. The results have important implications for understanding how citizen scientists learn, the role of citizen scientists in entomology research, the broader program impacts and

  2. Art Related Experiences for Social Science, Natural Science, and Language Arts.

    ERIC Educational Resources Information Center

    Mack, Edward B.

    This booklet is intended to serve as an introduction to art experiences that relate to studies in social science, natural science, and language arts. It is designed to develop a better understanding of the dynamics of interaction of the abiotic, biotic, and cultural factors of the total environment as manifest in art forms. Each section, presented…

  3. Different Countries, Same Science Classes: Students' Experiences of School Science in Their Own Words

    ERIC Educational Resources Information Center

    Lyons, Terry

    2006-01-01

    This paper reviews the remarkably similar experiences of school science reported by high school students in Sweden, England, and Australia. It compares student narratives from interpretive studies by Lindahl, by Osborne and Collins, and by Lyons, identifying core themes relating to critical contemporary issues in science education. These themes…

  4. Art Related Experiences for Social Science, Natural Science, and Language Arts.

    ERIC Educational Resources Information Center

    Mack, Edward B.

    This booklet is intended to serve as an introduction to art experiences that relate to studies in social science, natural science, and language arts. It is designed to develop a better understanding of the dynamics of interaction of the abiotic, biotic, and cultural factors of the total environment as manifest in art forms. Each section, presented…

  5. Experiences & Tools from Modeling Instruction Applied to Earth Sciences

    NASA Astrophysics Data System (ADS)

    Cervenec, J.; Landis, C. E.

    2012-12-01

    The Framework for K-12 Science Education calls for stronger curricular connections within the sciences, greater depth in understanding, and tasks higher on Bloom's Taxonomy. Understanding atmospheric sciences draws on core knowledge traditionally taught in physics, chemistry, and in some cases, biology. If this core knowledge is not conceptually sound, well retained, and transferable to new settings, understanding the causes and consequences of climate changes become a task in memorizing seemingly disparate facts to a student. Fortunately, experiences and conceptual tools have been developed and refined in the nationwide network of Physics Modeling and Chemistry Modeling teachers to build necessary understanding of conservation of mass, conservation of energy, particulate nature of matter, kinetic molecular theory, and particle model of light. Context-rich experiences are first introduced for students to construct an understanding of these principles and then conceptual tools are deployed for students to resolve misconceptions and deepen their understanding. Using these experiences and conceptual tools takes an investment of instructional time, teacher training, and in some cases, re-envisioning the format of a science classroom. There are few financial barriers to implementation and students gain a greater understanding of the nature of science by going through successive cycles of investigation and refinement of their thinking. This presentation shows how these experiences and tools could be used in an Earth Science course to support students developing conceptually rich understanding of the atmosphere and connections happening within.

  6. Citizen Science Practices for Computational Social Science Research: The Conceptualization of Pop-Up Experiments

    NASA Astrophysics Data System (ADS)

    Sagarra, Oleguer; Gutierrez-Roig, Mario; Bonhoure, Isabelle; Perelló, Josep

    2015-12-01

    Under the name of Citizen Science, many innovative practices in which volunteers partner up with scientists to pose and answer real-world questions are growing rapidly worldwide. Citizen Science can furnish ready-made solutions with citizens playing an active role. However, this framework is still far from being well established as a standard tool for computational social science research. Here, we present our experience in bridging gap between computational social science and the philosophy underlying Citizen Science, which in our case has taken the form of what we call ``pop-up experiments." These are non-permanent, highly participatory collective experiments which blend features developed by big data methodologies and behavioural experimental protocols with the ideals of Citizen Science. The main issues to take into account whenever planning experiments of this type are classified, discussed and grouped into three categories: infrastructure, public engagement, and the knowledge return for citizens. We explain the solutions we have implemented, providing practical examples grounded in our own experience in an urban context (Barcelona, Spain). Our aim here is that this work will serve as a guideline for groups willing to adopt and expand such in-vivo practices and we hope it opens up the debate regarding the possibilities (and also the limitations) that the Citizen Science framework can offer the study of social phenomena.

  7. Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

    ERIC Educational Resources Information Center

    Aschbacher, Pamela R.; Ing, Marsha

    2017-01-01

    Background/Context: Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective/Research Question/Focus of Study: This study explores the…

  8. Undergraduate Research Experiences Support Science Career Decisions and Active Learning

    PubMed Central

    2007-01-01

    The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience. PMID:18056301

  9. Undergraduate research experiences support science career decisions and active learning.

    PubMed

    Lopatto, David

    2007-01-01

    The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

  10. An Experiment on Prediction Markets in Science

    PubMed Central

    Almenberg, Johan; Kittlitz, Ken; Pfeiffer, Thomas

    2009-01-01

    Prediction markets are powerful forecasting tools. They have the potential to aggregate private information, to generate and disseminate a consensus among the market participants, and to provide incentives for information acquisition. These market functionalities can be very valuable for scientific research. Here, we report an experiment that examines the compatibility of prediction markets with the current practice of scientific publication. We investigated three settings. In the first setting, different pieces of information were disclosed to the public during the experiment. In the second setting, participants received private information. In the third setting, each piece of information was private at first, but was subsequently disclosed to the public. An automated, subsidizing market maker provided additional incentives for trading and mitigated liquidity problems. We find that the third setting combines the advantages of the first and second settings. Market performance was as good as in the setting with public information, and better than in the setting with private information. In contrast to the first setting, participants could benefit from information advantages. Thus the publication of information does not detract from the functionality of prediction markets. We conclude that for integrating prediction markets into the practice of scientific research it is of advantage to use subsidizing market makers, and to keep markets aligned with current publication practice. PMID:20041139

  11. Space Station life sciences guidelines for nonhuman experiment accommodation

    NASA Technical Reports Server (NTRS)

    Arno, R.; Hilchey, J.

    1985-01-01

    Life scientists will utilize one of four habitable modules which constitute the initial Space Station configuration. This module will be initially employed for studies related to nonhuman and human life sciences. At a later date, a new module, devoted entirely to nonhuman life sciences will be launched. This report presents a description of the characteristics of a Space Station laboratory facility from the standpoint of nonhuman research requirements. Attention is given to the science rationale for experiments which support applied medical research and basic gravitational biology, mission profiles and typical equipment and subsystem descriptions, issues associated with the accommodation of nonhuman life sciences on the Space Station, and conceptual designs for the initial operational capability configuration and later Space Station life-sciences research facilities.

  12. Space Station life sciences guidelines for nonhuman experiment accommodation

    NASA Technical Reports Server (NTRS)

    Arno, R.; Hilchey, J.

    1985-01-01

    Life scientists will utilize one of four habitable modules which constitute the initial Space Station configuration. This module will be initially employed for studies related to nonhuman and human life sciences. At a later date, a new module, devoted entirely to nonhuman life sciences will be launched. This report presents a description of the characteristics of a Space Station laboratory facility from the standpoint of nonhuman research requirements. Attention is given to the science rationale for experiments which support applied medical research and basic gravitational biology, mission profiles and typical equipment and subsystem descriptions, issues associated with the accommodation of nonhuman life sciences on the Space Station, and conceptual designs for the initial operational capability configuration and later Space Station life-sciences research facilities.

  13. Experiments in ICF, materials science, and astrophysics

    NASA Astrophysics Data System (ADS)

    Remington, Bruce A.

    2016-10-01

    We have been developing RED experiments on high power TCF lasers over the past two decades that span (1) the radiative hydrodynamics of TCF capsule physics; (2) the high pressure, high strain rate, solid-state dynamics relevant to novel concepts for ICF and hypervelocity impacts in space and on Earth; and (3) the shock driven turbulence of exploding stars (supernovae). These different regimes are separated by many orders of magnitude in length, time, and temperature, yet there are common threads that run through all of these phenomena, such as the occurrence of hydrodynamic instabilities. Examples from each of these three seemingly very disparate regimes are given, and the common theme of hydrodynamic instability evolution is explored.

  14. Gamma Astrometric Measurement Experiment (GAME) - Science case

    NASA Astrophysics Data System (ADS)

    Vecchiato, Alberto; Gai, Mario; Lattanzi, Mario G.; Crosta, Maria Teresa; Sozzetti, Alessandro

    GAME (Gamma Astrometric Measurement Experiment) is a concept for a small mission whose main goal is to measure from space the γ parameter of the Parameterized Post-Newtonian formalism. A satellite looking as close as possible to the Solar limb implements a technique similar to that used during the solar eclipse of 1919, when Dyson, Eddington and collaborators measured for the first time the gravitational bending of light. Preliminary simulations have shown that the expected final accuracy can reach the 10-7 level or better. This makes GAME a decisive experiment for the understanding of gravity physics, cosmology and the Universe evolution at a fundamental level. During the last decade, in fact, a strong experimental evidence of an acceleration of the expansion of the Universe at the present time has been provided by several observational data. This has been interpreted as the effect of a long range perturbation of the gravity field of the visible matter generated by the so-called Dark Energy. These data add to those available for long time at different scale length, which are explained with the existence of non-barionic Dark Matter (e.g. galaxy rotation curves) or with some kind of modification of the General Relativity theory (e.g. Pioneer anomalies). However, there are claims that these data can be explained with a modified version of General Relativity, in which the curvature invariant R is no longer constant in the Einstein equations (f (R) gravity theories). Present experimental data are not accurate enough to discriminate between these scenarios, but this could be done with a 10-7 -level measure of γ. Moreover, the limited fraction of time needed for the main experiment with respect to the overall mission duration opens interesting possibilities for other kinds of measurements. One is to measure the light deflection induced by the quadrupole moment of giant planets like Jupiter or Saturn, an effect predicted by General Relativity but never measured up to

  15. Effects of Procedural Fairness on Student Judgments of Professors.

    ERIC Educational Resources Information Center

    Rodabaugh, Rita Cobb; Kravitz, David A.

    1994-01-01

    Three experiments (n=300) were conducted to investigate college student reactions to classroom fairness issues. In two experiments, student ratings of fairness were affected by manipulations of procedural fairness and grade outcome. Effects of procedural fairness were stronger than grade. In the third experiment, ratings of professors were…

  16. Hadron Physics at FAIR

    SciTech Connect

    Wiedner, Ulrich

    2011-10-24

    The new FAIR facility in Darmstadt has a broad program in the field of hadron and nuclear physics utilizing ion beams with unprecedented intensity and accuracy. The hadron physics program centers around the the high-energy storage ring HESR for antiprotons and the PANDA experiment that is integrated in it. The physics program includes among others topics like hadron spectroscopy in the charmonium mass region and below, hyperon physics, electromagnetic processes and charm in nuclei.

  17. Teachers as researchers: An experiment to introduce high school science teachers to how science is done

    NASA Astrophysics Data System (ADS)

    Withers, Paul; Fallows, Kathryn J.; King, Marlene; Magno, Ken

    2016-10-01

    Scientists know that the power of science lies in thinking like a scientist, rather than in a list of facts and figures, but few science teachers have any personal experience "doing science". They merely encounter science at the level of rote memorization, then teach it to their students in the same way. To break this vicious cycle, two teachers from local public high schools spent 5 weeks conducting research at Boston University on the ionosphere of Venus. They experienced the joys and frustrations of research, which will enable them to better explain to their students the true nature of the process of science. This presentation will summarize how the research program was created and implemented, what worked well and what did not, and how the teachers have made use of their summer research experiences back in the classroom.

  18. Do information, price, or morals influence ethical consumption? A natural field experiment and customer survey on the purchase of Fair Trade coffee.

    PubMed

    Andorfer, Veronika A; Liebe, Ulf

    2015-07-01

    We address ethical consumption using a natural field experiment on the actual purchase of Fair Trade (FT) coffee in three supermarkets in Germany. Based on a quasi-experimental before-and-after design the effects of three different treatments - information, 20% price reduction, and a moral appeal - are analyzed. Sales data cover actual ethical purchase behavior and avoid problems of social desirability. But they offer only limited insights into the motivations of individual consumers. We therefore complemented the field experiment with a customer survey that allows us to contrast observed (ethical) buying behavior with self-reported FT consumption. Results from the experiment suggest that only the price reduction had the expected positive and statistically significant effect on FT consumption.

  19. Gamma astrometric measurement experiment -science and implementation

    NASA Astrophysics Data System (ADS)

    Gai, Mario; Vecchiato, Alberto; Lattanzi, Mario G.; Ligori, Sebastiano; Loreggia, Davide; Fineschi, Silvano

    GAME (Gamma Astrometric Measurement Experiment) is a mission concept taking advantage of astronomical techniques for high precision measurements of interest to Fundamental Physics, and in particular the γ parameter of the Parameterized Post-Newtonian formulation of gravi-tation theories modifying the General Relativity. A space based telescope, looking close to the Solar limb thanks to coronagraphic techniques, may implement astrometric measurements sim-ilar to those performed in the solar eclipse of 1919, when Dyson, Eddington and collaborators measured for the first time the gravitational bending of light. Simulations show that the final accuracy of GAME can reach the 10-7 level. GAME will be a decisive experiment for the understanding of gravity physics, cosmology and the Universe evolution. The observations leading to Dark Matter (e.g. galaxy rotation curves) and Dark Energy (accelerated expansion of the Universe) might be explained with a modified version of General Relativity, e.g. in which the curvature invariant R is no longer constant as in Einstein's equations, i.e. the f (R) gravity theories. A 10-7 level determination of γ will provide stringent constraints on acceptable theories. Also, high precision astrometry makes accessible other appealing measurements, e.g. the light deflection induced by the quadrupole moment of giant planets, like Jupiter or Saturn, and, by high precision determination of the orbits of Mercury and high elongation asteroids, the PPN parameter β. GAME may also carry out measurements on selected astrophysical targets, e.g. nearby, bright stars known to host companions with minimum masses in the planetary/brown dwarf regime, and orbital radii in the 3-7 AU range, which are observed by no other present or planned campaigns. GAME, also thanks to high-cadence, high-precision photometry on transit-ing exoplanet systems, will thus improve on our understanding of the actual mass distribution and multiplicity of sub-stellar companions

  20. White House Maker Faire

    NASA Image and Video Library

    2014-06-18

    President Barack Obama delivers his remarks at the first ever White House Maker Faire, which brings together students, entrepreneurs, and everyday citizens who are using new tools and techniques to launch new businesses, learn vital skills in science, technology, engineering, and math (STEM), and fuel the renaissance in American manufacturing, at the White House, Wednesday, June 18, 2014 in Washington. The President announced new steps the Administration and its partners are taking to support the ability of more Americans, young and old, to have to access to these tools and techniques and brings their ideas to life. Photo Credit: (NASA/Bill Ingalls)