Sample records for sixth science run

  1. VizieR Online Data Catalog: Gravitational waves from known pulsars (Aasi+, 2014)

    NASA Astrophysics Data System (ADS)

    Aasi, J.; Abadie, J.; Abbott, B. P.; Abbott, R.; Abbott, T.; Abernathy, M. R.; Accadia, T.; Acernese, F.; Adams, C.; Adams, T.; Adhikari, R. X.; Affeldt, C.; Agathos, M.; Aggarwal, N.; Aguiar, O. D.; Ajith, P.; Allen, B.; Allocca, A.; Ceron, E. A.; Amariutei, D.; Anderson, R. A.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C.; Areeda, J.; Ast, S.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Austin, L.; Aylott, B. E.; Babak, S.; Baker, P. T.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barker, D.; Barnum, S. H.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J.; Bauchrowitz, J.; Bauer, Th. S.; Bebronne, M.; Behnke, B.; Bejger, M.; Beker, M. G.; Bell, A. S.; Bell, C.; Belopolski, I.; Bergmann, G.; Berliner, J. M.; Bersanetti, D.; Bertolini, A.; Bessis, D.; Betzwieser, J.; Beyersdorf, P. T.; Bhadbhade, T.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Bitossi, M.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Blom, M.; Bock, O.; Bodiya, T. P.; Boer, M.; Bogan, C.; Bo, Nd C.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Boschi, V.; Bose, S.; Bosi, L.; Bowers, J.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brannen, C. A.; Brau, J. E.; Breyer, J.; Briant, T.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Britzger, M.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Bruckner, F.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Buskulic, D.; Buy, C.; Byer, R. L.; Cadonati, L.; Cagnoli, G.; Calderon Bustillo, J.; Calloni, E.; Camp, J. B.; Campsie, P.; Cannon, K. C.; Canuel, B.; Cao, J.; Capano, C. D.; Carbognani, F.; Carbone, L.; Caride, S.; Castiglia, A.; Caudill, S.; Cavaglia, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C.; Cesarini, E.; Chakraborty, R.; Chalermsongsak, T.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Chen, X.; Chen, Y.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Chow, J.; Christensen, N.; Chu, Q.; Chua, S. S. Y.; Chung, S.; Ciani, G.; Clara, F.; Clark, D. E.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Colombini, M.; Constancio, M. Jr; Conte, A.; Conte, R.; Cook, D.; Corbitt, T. R.; Cordier, M.; Cornish, N.; Corsi, A.; Costa, C. A.; Coughlin, M. W.; Coulon, J.-P.; Countryman, S.; Couvares, P.; Coward, D. M.; Cowart, M.; Coyne, D. C.; Craig, K.; Creighton, J. D. E.; Creighton, T. D.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Dahl, K.; Dal Canton, T.; Damjanic, M.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Dattilo, V.; Daudert, B.; Daveloza, H.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; Dayanga, T.; De Rosa, R.; Debreczeni, G.; Degallaix, J.; Del Pozzo, W.; Deleeuw, E.; Deleglise, S.; Denker, T.; Dent, T.; Dereli, H.; Dergachev, V.; Derosa, R.; Desalvo, R.; Dhurandhar, S.; di Fiore, L.; di Lieto, A.; di Palma, I.; di, Virgilio A.; Diaz, M.; Dietz, A.; Dmitry, K.; Donovan, F.; Dooley, K. L.; Doravari, S.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Du, Z.; Dumas, J.-C.; Dwyer, S.; Eberle, T.; Edwards, M.; Effler, A.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Endroczi, G.; Essick, R.; Etzel, T.; Evans, K.; Evans, M.; Evans, T.; Factourovich, M.; Fafone, V.; Fairhurst, S.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W.; Favata, M.; Fazi, D.; Fehrmann, H.; Feldbaum, D.; Ferrante, I.; Ferrini, F.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Fisher, R.; Flaminio, R.; Foley, E.; Foley, S.; Forsi, E.; Fotopoulos, N.; Fournier, J.-D.; Franco, S.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Fritschel, P.; Frolov, V. V.; Fujimoto, M.-K.; Fulda, P.; Fyffe, M.; Gair, J.; Gammaitoni, L.; Garcia, J.; Garufi, F.; Gehrels, N.; Gemme, G.; Genin, E.; Gennai, A.; Gergely, L.; Ghosh, S.; Giaime, J. A.; Giampanis, S.; Giardina, K. D.; Giazotto, A.; Gil-Casanova, S.; Gill, C.; Gleason, J.; Goetz, E.; Goetz, R.; Gondan, L.; Gonzalez, G.; Gordon, N.; Gorodetsky, M. L.; Gossan, S.; Gossler, S.; Gouaty, R.; Graef, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Griffo, C.; Groot, P.; Grote, H.; Grover, K.; Grunewald, S.; Guidi, G. M.; Guido, C.; Gushwa, K. E.; Gustafson, E. K.; Gustafson, R.; Hall, B.; Hall, E.; Hammer, D.; Hammond, G.; Hanke, M.; Hanks, J.; Hanna, C.; Hanson, J.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Hartman, M. T.; Haughian, K.; Hayama, K.; Heefner, J.; Heidmann, A.; Heintze, M.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Heptonstall, A. W.; Heurs, M.; Hild, S.; Hoak, D.; Hodge, K. A.; Holt, K.; Holtrop, M.; Hong, T.; Hooper, S.; Horrom, T.; Hosken, D. J.; Hough, J.; Howell, E. J.; Hu, Y.; Hua, Z.; Huang, V.; Huerta, E. A.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh, M.; Huynh-Dinh, T.; Iafrate, J.; Ingram, D. R.; Inta, R.; Isogai, T.; Ivanov, A.; Iyer, B. R.; Izumi, K.; Jacobson, M.; James, E.; Jang, H.; Jang, Y. J.; Jaranowski, P.; Jimenez-Forteza, F.; Johnson, W. W.; Jones, D.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; K, H.; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Kasprzack, M.; Kasturi, R.; Katsavounidis, E.; Katzman, W.; Kaufer, H.; Kaufman, K.; Kawabe, K.; Kawamura, S.; Kawazoe, F.; Kefelian, F.; Keitel, D.; Kelley, D. B.; Kells, W.; Keppel, D. G.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, B. K.; Kim, C.; Kim, K.; Kim, N.; Kim, W.; Kim, Y.-M.; King, E. J.; King, P. J.; Kinzel, D. L.; Kissel, J. S.; Klimen, Ko S.; Kline, J.; Koehlenbeck, S.; Kokeyama, K.; Kondrashov, V.; Koranda, S.; Korth, W. Z.; Kowalska, I.; Kozak, D.; Kremin, A.; Kringel, V.; Krishnan, B.; Krolak, A.; Kucharczyk, C.; Kudla, S.; Kuehn, G.; Kumar, A.; Kumar, P.; Kumar, R.; Kurdyumov, R.; Kwee, P.; Landry, M.; Lantz, B.; Larson, S.; Lasky, P. D.; Lawrie, C.; Lazzarini, A.; Le Roux, A.; Leaci, P.; Lebigot, E. O.; Lee, C.-H.; Lee, H. K.; Lee, H. M.; Lee, J.; Leonardi, M.; Leong, J. R.; Leroy, N.; Letendre, N.; Levine, B.; Lewis, J. B.; Lhuillier, V.; Li, T. G. F.; Lin, A. C.; Littenberg, T. B.; Litvine, V.; Liu, F.; Liu, H.; Liu, Y.; Liu, Z.; Lloyd, D.; Lockerbie, N. A.; Lockett, V.; Lodhia, D.; Loew, K.; Logue, J.; Lombardi, A. L.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J.; Luan, J.; Lubinski, M. J.; Luck, H.; Lundgren, A. P.; MacArthur, J.; MacDonald, E.; Machenschalk, B.; Macinnis, M.; MacLeod, D. M.; Magana-Sandoval, F.; Mageswaran, M.; Mailand, K.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Manca, G. M.; Mandel, I.; Mandic, V.; Mangano, V.; Mantovani, M.; Marchesoni, F.; Marion, F.; Marka, S.; Marka, Z.; Markosyan, A.; Maros, E.; Marque, J.; Martelli, F.; Martin, I. W.; Martin, R. M.; Martinelli, L.; Martynov, D.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; May, G.; Mazumder, N.; Mazzolo, G.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McIver, J.; Meacher, D.; Meadors, G. D.; Mehmet, M.; Meidam, J.; Meier, T.; Melatos, A.; Mendell, G.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Miao, H.; Michel, C.; Mikhailov, E. E.; Milano, L.; Miller, J.; Minenkov, Y.; Mingarelli, C. M. F.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moe, B.; Mohan, M.; Mohapatra, S. R. P.; Mokler, F.; Moraru, D.; Moreno, G.; Morgado, N.; Mori, T.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, C. L.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Munch, J.; Murphy, D.; Murray, P. G.; Mytidis, A.; Nagy, M. F.; Nanda, Kumar D.; Nardecchia, I.; Nash, T.; Naticchioni, L.; Nayak, R.; Necula, V.; Nelemans, G.; Neri, I.; Neri, M.; Newton, G.; Nguyen, T.; Nishida, E.; Nishizawa, A.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E.; Nuttall, L. K.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; Ohme, F.; Oppermann, P.; O'Reilly, B.; Ortega Larcher, W.; O'Shaughnessy, R.; Osthelder, C.; Ottaway, D. J.; Ottens, R. S.; Ou, J.; Overmier, H.; Owen, B. J.; Padilla, C.; Pai, A.; Palomba, C.; Pan, Y.; Pankow, C.; Paoletti, F.; Paoletti, R.; Papa, M. A.; Paris, H.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Pedraza, M.; Peiris, P.; Penn, S.; Perreca, A.; Phelps, M.; Pichot, M.; Pickenpack, M.; Piergiovanni, F.; Pierro, V.; Pinard, L.; Pindor, B.; Pinto, I. M.; Pitkin, M.; Poeld, J.; Poggiani, R.; Poole, V.; Poux, C.; Predoi, V.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Quetschke, V.; Quintero, E.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Racz, I.; Radkins, H.; Raffai, P.; Raja, S.; Rajalakshmi, G.; Rakhmanov, M.; Ramet, C.; Rapagnani, P.; Raymond, V.; Re, V.; Reed, C. M.; Reed, T.; Regimbau, T.; Reid, S.; Reitze, D. H.; Ricci, F.; Riesen, R.; Riles, K.; Robertson, N. A.; Robinet, F.; Rocchi, A.; Roddy, S.; Rodriguez, C.; Rodruck, M.; Roever, C.; Rolland, L.; Rollins, J. G.; Romano, J. D.; Romano, R.; Romanov, G.; Romie, J. H.; Rosinska, D.; Rowan, S.; Rudiger, A.; Ruggi, P.; Ryan, K.; Salemi, F.; Sammut, L.; Sandberg, V.; Sanders, J.; Sannibale, V.; Santiago-Prieto, I.; Saracco, E.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Savage, R.; Schilling, R.; Schnabel, R.; Schofield, R. M. S.; Schreiber, E.; Schuette, D.; Schulz, B.; Schutz, B. F.; Schwinberg, P.; Scott, J.; Scott, S. M.; Seifert, F.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sergeev, A.; Shaddock, D.; Shah, S.; Shahriar, M. S.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sidery, T. L.; Siellez, K.; Siemens, X.; Sigg, D.; Simakov, D.; Singer, A.; Singer, L.; Sintes, A. M.; Skelton, G. R.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, R. J. E.; Smith-Lefebvre, N. D.; Soden, K.; Son, E. J.; Sorazu, B.; Souradeep, T.; Sperandio, L.; Staley, A.; Steinert, E.; Steinlechner, J.; Steinlechner, S.; Steplewski, S.; Stevens, D.; Stochino, A.; Stone, R.; Strain, K. A.; Straniero, N.; Strigin, S.; Stroeer, A. S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Susmithan, S.; Sutton, P. J.; Swinkels, B.; Szeifert, G.; Tacca, M.; Talukder, D.; Tang, L.; Tanner, D. B.; Tarabrin, S. P.; Taylor, R.; Ter Braack, A. P. M.; Thirugnanasambandam, M. P.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Tiwari, V.; Tokmakov, K. V.; Tomlinson, C.; Toncelli, A.; Tonelli, M.; Torre, O.; Torres, C. V.; Torrie, C. I.; Travasso, F.; Traylor, G.; Tse, M.; Ugolini, D.; Unnikrishnan, C. S.; Vahlbruch, H.; Vajente, G.; Vallisneri, M.; van den Brand, J. F. J.; van den Broeck, C.; van der Putten, S.; van der Sluys, M. V.; van Heijningen, J.; van Veggel, A. A.; Vass, S.; Vasuth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Verma, S.; Vetrano, F.; Vicere, A.; Vincent-Finley, R.; Vinet, J.-Y.; Vitale, S.; Vlcek, B.; Vo, T.; Vocca, H.; Vorvick, C.; Vousden, W. D.; Vrinceanu, D.; Vyachanin, S. P.; Wade, A.; Wade, L.; Wade, M.; Waldman, S. J.; Walker, M.; Wallace, L.; Wan, Y.; Wang, J.; Wang, M.; Wang, X.; Wanner, A.; Ward, R. L.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Welborn, T.; Wen, L.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; Whitcomb, S. E.; White, D. J.; Whiting, B. F.; Wibowo, S.; Wiesner, K.; Wilkinson, C.; Williams, L.; Williams, R.; Williams, T.; Willis, J. L.; Willke, B.; Wimmer, M.; Winkelmann, L.; Winkler, W.; Wipf, C. C.; Wittel, H.; Woan, G.; Worden, J.; Yablon, J.; Yakushin, I.; Yamamoto, H.; Yancey, C. C.; Yang, H.; Yeaton-Massey, D.; Yoshida, S.; Yum, H.; Yvert, M.; Zadrozny, A.; Zanolin, M.; Zendri, J.-P.; Zhang, F.; Zhang, L.; Zhao, C.; Zhu, H.; Zhu, X. J.; Zotov, N.; Zucker, M. E.; Zweizig, J.; Buchner, S.; Cognard, I.; Corongiu, A.; D'Amico, N.; Espinoza, C. M.; Freire, P. C. C.; Gotthelf, E. V.; Guillemot, L.; Hessels, J. W. T.; Hobbs, G. B.; Kramer, M.; Lyne, A. G.; Marshall, F. E.; Possenti, A.; Ransom, S. M.; Ray, P. S.; Roy, J.; Stappers, B. W.; VIRGO Collaboration

    2017-06-01

    In this paper we have used calibrated data from the Virgo second (Aasi et al. 2012CQGra..29o5002A) and fourth science runs (VSR2 and VSR4) and the LIGO sixth science run (S6). Virgo's third science run (VSR3) was relatively insensitive in comparison with VSR4 and has not been included in this analysis. This was partially because Virgo introduced monolithic mirror suspensions prior to VSR4 which improved sensitivity in the low-frequency range. During S6, the two LIGO 4 km detectors at Hanford, Washington (LHO/H1), and Livingston, Louisiana (LLO/L1), were running in an enhanced configuration (Adhikari et al. 2006, Enhanced LIGO, Tech. Rep. LIGO-T060156-v01, California Institute of Technology, Massachusetts Institute of Technology, https://dcc.ligo.org/LIGO-T060156-v1/public) over that from the previous S5 run (Abbott et al. 2009RPPh...72g6901A). (1 data file).

  2. The Immortal Ant and the Expanding Balloon

    ERIC Educational Resources Information Center

    Griffiths, Martin

    2009-01-01

    In this article we consider, via a specific modelling example, the educational benefits to be gained from running mathematical activities with our sixth-form and undergraduate students that, in modern parlance, might be termed "rich tasks". The idea for this modelling activity arose while the author was reading a popular-science book on cosmology…

  3. Comprehensive all-sky search for periodic gravitational waves in the sixth science run LIGO data

    NASA Astrophysics Data System (ADS)

    Abbott, B. P.; Abbott, R.; Abbott, T. D.; Abernathy, M. R.; Acernese, F.; Ackley, K.; Adams, C.; Adams, T.; Addesso, P.; Adhikari, R. X.; Adya, V. B.; Affeldt, C.; Agathos, M.; Agatsuma, K.; Aggarwal, N.; Aguiar, O. D.; Aiello, L.; Ain, A.; Ajith, P.; Allen, B.; Allocca, A.; Altin, P. A.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C. C.; Areeda, J. S.; Arnaud, N.; Arun, K. G.; Ascenzi, S.; Ashton, G.; Ast, M.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Babak, S.; Bacon, P.; Bader, M. K. M.; Baker, P. T.; Baldaccini, F.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barclay, S. E.; Barish, B. C.; Barker, D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barta, D.; Bartlett, J.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J. C.; Baune, C.; Bavigadda, V.; Bazzan, M.; Bejger, M.; Bell, A. S.; Berger, B. K.; Bergmann, G.; Berry, C. P. L.; Bersanetti, D.; Bertolini, A.; Betzwieser, J.; Bhagwat, S.; Bhandare, R.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Birney, R.; Biscans, S.; Bisht, A.; Bitossi, M.; Biwer, C.; Bizouard, M. A.; Blackburn, J. K.; Blair, C. D.; Blair, D. G.; Blair, R. M.; Bloemen, S.; Bock, O.; Boer, M.; Bogaert, G.; Bogan, C.; Bohe, A.; Bond, C.; Bondu, F.; Bonnand, R.; Boom, B. A.; Bork, R.; Boschi, V.; Bose, S.; Bouffanais, Y.; Bozzi, A.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Briant, T.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brockill, P.; Broida, J. E.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Brown, N. M.; Brunett, S.; Buchanan, C. C.; Buikema, A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Buskulic, D.; Buy, C.; Byer, R. L.; Cabero, M.; Cadonati, L.; Cagnoli, G.; Cahillane, C.; Calderón Bustillo, J.; Callister, T.; Calloni, E.; Camp, J. B.; Cannon, K. C.; Cao, J.; Capano, C. D.; Capocasa, E.; Carbognani, F.; Caride, S.; Casanueva Diaz, J.; Casentini, C.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C. B.; Cerboni Baiardi, L.; Cerretani, G.; Cesarini, E.; Chan, M.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Cheeseboro, B. D.; Chen, H. Y.; Chen, Y.; Cheng, C.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Cho, M.; Chow, J. H.; Christensen, N.; Chu, Q.; Chua, S.; Chung, S.; Ciani, G.; Clara, F.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Collette, C. G.; Cominsky, L.; Constancio, M.; Conte, A.; Conti, L.; Cook, D.; Corbitt, T. R.; Cornish, N.; Corsi, A.; Cortese, S.; Costa, C. A.; Coughlin, M. W.; Coughlin, S. B.; Coulon, J.-P.; Countryman, S. T.; Couvares, P.; Cowan, E. E.; Coward, D. M.; Cowart, M. J.; Coyne, D. C.; Coyne, R.; Craig, K.; Creighton, J. D. E.; Creighton, T.; Cripe, J.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Dal Canton, T.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Darman, N. S.; Dasgupta, A.; Da Silva Costa, C. F.; Dattilo, V.; Dave, I.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; De, S.; DeBra, D.; Debreczeni, G.; Degallaix, J.; De Laurentis, M.; Deléglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dergachev, V.; De Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Devine, R. C.; Dhurandhar, S.; Díaz, M. C.; Di Fiore, L.; Di Giovanni, M.; Di Girolamo, T.; Di Lieto, A.; Di Pace, S.; Di Palma, I.; Di Virgilio, A.; Dolique, V.; Donovan, F.; Dooley, K. L.; Doravari, S.; Douglas, R.; Downes, T. P.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Ducrot, M.; Dwyer, S. E.; Edo, T. B.; Edwards, M. C.; Effler, A.; Eggenstein, H.-B.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Engels, W.; Essick, R. C.; Etzel, T.; Evans, M.; Evans, T. M.; Everett, R.; Factourovich, M.; Fafone, V.; Fair, H.; Fairhurst, S.; Fan, X.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W. M.; Favata, M.; Fays, M.; Fehrmann, H.; Fejer, M. M.; Fenyvesi, E.; Ferrante, I.; Ferreira, E. C.; Ferrini, F.; Fidecaro, F.; Fiori, I.; Fiorucci, D.; Fisher, R. P.; Flaminio, R.; Fletcher, M.; Fournier, J.-D.; Frasca, S.; Frasconi, F.; Frei, Z.; Freise, A.; Frey, R.; Frey, V.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Gabbard, H. A. G.; Gair, J. R.; Gammaitoni, L.; Gaonkar, S. G.; Garufi, F.; Gaur, G.; Gehrels, N.; Gemme, G.; Geng, P.; Genin, E.; Gennai, A.; George, J.; Gergely, L.; Germain, V.; Ghosh, Abhirup; Ghosh, Archisman; Ghosh, S.; Giaime, J. A.; Giardina, K. D.; Giazotto, A.; Gill, K.; Glaefke, A.; Goetz, E.; Goetz, R.; Gondan, L.; González, G.; Gonzalez Castro, J. M.; Gopakumar, A.; Gordon, N. A.; Gorodetsky, M. L.; Gossan, S. E.; Gosselin, M.; Gouaty, R.; Grado, A.; Graef, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greco, G.; Green, A. C.; Groot, P.; Grote, H.; Grunewald, S.; Guidi, G. M.; Guo, X.; Gupta, A.; Gupta, M. K.; Gushwa, K. E.; Gustafson, E. K.; Gustafson, R.; Hacker, J. J.; Hall, B. R.; Hall, E. D.; Hammond, G.; Haney, M.; Hanke, M. M.; Hanks, J.; Hanna, C.; Hannam, M. D.; Hanson, J.; Hardwick, T.; Harms, J.; Harry, G. M.; Harry, I. W.; Hart, M. J.; Hartman, M. T.; Haster, C.-J.; Haughian, K.; Heidmann, A.; Heintze, M. C.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Hennig, J.; Henry, J.; Heptonstall, A. W.; Heurs, M.; Hild, S.; Hoak, D.; Hofman, D.; Holt, K.; Holz, D. E.; Hopkins, P.; Hough, J.; Houston, E. A.; Howell, E. J.; Hu, Y. M.; Huang, S.; Huerta, E. A.; Huet, D.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh-Dinh, T.; Indik, N.; Ingram, D. R.; Inta, R.; Isa, H. N.; Isac, J.-M.; Isi, M.; Isogai, T.; Iyer, B. R.; Izumi, K.; Jacqmin, T.; Jang, H.; Jani, K.; Jaranowski, P.; Jawahar, S.; Jian, L.; Jiménez-Forteza, F.; Johnson, W. W.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; Haris, K.; Kalaghatgi, C. V.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Kapadia, S. J.; Karki, S.; Karvinen, K. S.; Kasprzack, M.; Katsavounidis, E.; Katzman, W.; Kaufer, S.; Kaur, T.; Kawabe, K.; Kéfélian, F.; Kehl, M. S.; Keitel, D.; Kelley, D. B.; Kells, W.; Kennedy, R.; Key, J. S.; Khalili, F. Y.; Khan, I.; Khan, S.; Khan, Z.; Khazanov, E. A.; Kijbunchoo, N.; Kim, Chi-Woong; Kim, Chunglee; Kim, J.; Kim, K.; Kim, N.; Kim, W.; Kim, Y.-M.; Kimbrell, S. J.; King, E. J.; King, P. J.; Kissel, J. S.; Klein, B.; Kleybolte, L.; Klimenko, S.; Koehlenbeck, S. M.; Koley, S.; Kondrashov, V.; Kontos, A.; Korobko, M.; Korth, W. Z.; Kowalska, I.; Kozak, D. B.; Kringel, V.; Krishnan, B.; Królak, A.; Krueger, C.; Kuehn, G.; Kumar, P.; Kumar, R.; Kuo, L.; Kutynia, A.; Lackey, B. D.; Landry, M.; Lange, J.; Lantz, B.; Lasky, P. D.; Laxen, M.; Lazzarini, A.; Lazzaro, C.; Leaci, P.; Leavey, S.; Lebigot, E. O.; Lee, C. H.; Lee, H. K.; Lee, H. M.; Lee, K.; Lenon, A.; Leonardi, M.; Leong, J. R.; Leroy, N.; Letendre, N.; Levin, Y.; Lewis, J. B.; Li, T. G. F.; Libson, A.; Littenberg, T. B.; Lockerbie, N. A.; Lombardi, A. L.; London, L. T.; Lord, J. E.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J. D.; Lück, H.; Lundgren, A. P.; Lynch, R.; Ma, Y.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magaña-Sandoval, F.; Magaña Zertuche, L.; Magee, R. M.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Mandel, I.; Mandic, V.; Mangano, V.; Mansell, G. L.; Manske, M.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A. S.; Maros, E.; Martelli, F.; Martellini, L.; Martin, I. W.; Martynov, D. V.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Masso-Reid, M.; Mastrogiovanni, S.; Matichard, F.; Matone, L.; Mavalvala, N.; Mazumder, N.; McCarthy, R.; McClelland, D. E.; McCormick, S.; McGuire, S. C.; McIntyre, G.; McIver, J.; McManus, D. J.; McRae, T.; McWilliams, S. T.; Meacher, D.; Meadors, G. D.; Meidam, J.; Melatos, A.; Mendell, G.; Mercer, R. A.; Merilh, E. L.; Merzougui, M.; Meshkov, S.; Messenger, C.; Messick, C.; Metzdorff, R.; Meyers, P. M.; Mezzani, F.; Miao, H.; Michel, C.; Middleton, H.; Mikhailov, E. E.; Milano, L.; Miller, A. L.; Miller, A.; Miller, B. B.; Miller, J.; Millhouse, M.; Minenkov, Y.; Ming, J.; Mirshekari, S.; Mishra, C.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moggi, A.; Mohan, M.; Mohapatra, S. R. P.; Montani, M.; Moore, B. C.; Moore, C. J.; Moraru, D.; Moreno, G.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, G.; Muir, A. W.; Mukherjee, Arunava; Mukherjee, D.; Mukherjee, S.; Mukund, N.; Mullavey, A.; Munch, J.; Murphy, D. J.; Murray, P. G.; Mytidis, A.; Nardecchia, I.; Naticchioni, L.; Nayak, R. K.; Nedkova, K.; Nelemans, G.; Nelson, T. J. N.; Neri, M.; Neunzert, A.; Newton, G.; Nguyen, T. T.; Nielsen, A. B.; Nissanke, S.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E. N.; Nuttall, L. K.; Oberling, J.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; Ohme, F.; Oliver, M.; Oppermann, P.; Oram, Richard J.; O'Reilly, B.; O'Shaughnessy, R.; Ottaway, D. J.; Overmier, H.; Owen, B. J.; Pai, A.; Pai, S. A.; Palamos, J. R.; Palashov, O.; Palomba, C.; Pal-Singh, A.; Pan, H.; Pankow, C.; Pannarale, F.; Pant, B. C.; Paoletti, F.; Paoli, A.; Papa, M. A.; Paris, H. R.; Parker, W.; Pascucci, D.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patricelli, B.; Patrick, Z.; Pearlstone, B. L.; Pedraza, M.; Pedurand, R.; Pekowsky, L.; Pele, A.; Penn, S.; Perreca, A.; Perri, L. M.; Phelps, M.; Piccinni, O. J.; Pichot, M.; Piergiovanni, F.; Pierro, V.; Pillant, G.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Poe, M.; Poggiani, R.; Popolizio, P.; Post, A.; Powell, J.; Prasad, J.; Predoi, V.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Pürrer, M.; Qi, H.; Qin, J.; Qiu, S.; Quetschke, V.; Quintero, E. A.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Radkins, H.; Raffai, P.; Raja, S.; Rajan, C.; Rakhmanov, M.; Rapagnani, P.; Raymond, V.; Razzano, M.; Re, V.; Read, J.; Reed, C. M.; Regimbau, T.; Rei, L.; Reid, S.; Reitze, D. H.; Rew, H.; Reyes, S. D.; Ricci, F.; Riles, K.; Rizzo, M.; Robertson, N. A.; Robie, R.; Robinet, F.; Rocchi, A.; Rolland, L.; Rollins, J. G.; Roma, V. J.; Romano, J. D.; Romano, R.; Romanov, G.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Sachdev, S.; Sadecki, T.; Sadeghian, L.; Sakellariadou, M.; Salconi, L.; Saleem, M.; Salemi, F.; Samajdar, A.; Sammut, L.; Sanchez, E. J.; Sandberg, V.; Sandeen, B.; Sanders, J. R.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Sauter, O. E. S.; Savage, R. L.; Sawadsky, A.; Schale, P.; Schilling, R.; Schmidt, J.; Schmidt, P.; Schnabel, R.; Schofield, R. M. S.; Schönbeck, A.; Schreiber, E.; Schuette, D.; Schutz, B. F.; Scott, J.; Scott, S. M.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sequino, V.; Sergeev, A.; Setyawati, Y.; Shaddock, D. A.; Shaffer, T.; Shahriar, M. S.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Sheperd, A.; Shoemaker, D. H.; Shoemaker, D. M.; Siellez, K.; Siemens, X.; Sieniawska, M.; Sigg, D.; Silva, A. D.; Singer, A.; Singer, L. P.; Singh, A.; Singh, R.; Singhal, A.; Sintes, A. M.; Slagmolen, B. J. J.; Smith, J. R.; Smith, N. D.; Smith, R. J. E.; Son, E. J.; Sorazu, B.; Sorrentino, F.; Souradeep, T.; Srivastava, A. K.; Staley, A.; Steinke, M.; Steinlechner, J.; Steinlechner, S.; Steinmeyer, D.; Stephens, B. C.; Stone, R.; Strain, K. A.; Straniero, N.; Stratta, G.; Strauss, N. A.; Strigin, S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sun, L.; Sunil, S.; Sutton, P. J.; Swinkels, B. L.; Szczepańczyk, M. J.; Tacca, M.; Talukder, D.; Tanner, D. B.; Tápai, M.; Tarabrin, S. P.; Taracchini, A.; Taylor, R.; Theeg, T.; Thirugnanasambandam, M. P.; Thomas, E. G.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thrane, E.; Tiwari, S.; Tiwari, V.; Tokmakov, K. V.; Toland, K.; Tomlinson, C.; Tonelli, M.; Tornasi, Z.; Torres, C. V.; Torrie, C. I.; Töyrä, D.; Travasso, F.; Traylor, G.; Trifirò, D.; Tringali, M. C.; Trozzo, L.; Tse, M.; Turconi, M.; Tuyenbayev, D.; Ugolini, D.; Unnikrishnan, C. S.; Urban, A. L.; Usman, S. A.; Vahlbruch, H.; Vajente, G.; Valdes, G.; van Bakel, N.; van Beuzekom, M.; van den Brand, J. F. J.; Van Den Broeck, C.; Vander-Hyde, D. C.; van der Schaaf, L.; van Heijningen, J. V.; van Veggel, A. A.; Vardaro, M.; Vass, S.; Vasúth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Vetrano, F.; Viceré, A.; Vinciguerra, S.; Vine, D. J.; Vinet, J.-Y.; Vitale, S.; Vo, T.; Vocca, H.; Vorvick, C.; Voss, D. V.; Vousden, W. D.; Vyatchanin, S. P.; Wade, A. R.; Wade, L. E.; Wade, M.; Walker, M.; Wallace, L.; Walsh, S.; Wang, G.; Wang, H.; Wang, M.; Wang, X.; Wang, Y.; Ward, R. L.; Warner, J.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Weßels, P.; Westphal, T.; Wette, K.; Whelan, J. T.; Whiting, B. F.; Williams, R. D.; Williamson, A. R.; Willis, J. L.; Willke, B.; Wimmer, M. H.; Winkler, W.; Wipf, C. C.; Wittel, H.; Woan, G.; Woehler, J.; Worden, J.; Wright, J. L.; Wu, D. S.; Wu, G.; Yablon, J.; Yam, W.; Yamamoto, H.; Yancey, C. C.; Yu, H.; Yvert, M.; ZadroŻny, A.; Zangrando, L.; Zanolin, M.; Zendri, J.-P.; Zevin, M.; Zhang, L.; Zhang, M.; Zhang, Y.; Zhao, C.; Zhou, M.; Zhou, Z.; Zhu, X. J.; Zucker, M. E.; Zuraw, S. E.; Zweizig, J.; LIGO Scientific Collaboration; Virgo Collaboration

    2016-08-01

    We report on a comprehensive all-sky search for periodic gravitational waves in the frequency band 100-1500 Hz and with a frequency time derivative in the range of [-1.18 ,+1.00 ] ×1 0-8 Hz /s . Such a signal could be produced by a nearby spinning and slightly nonaxisymmetric isolated neutron star in our galaxy. This search uses the data from the initial LIGO sixth science run and covers a larger parameter space with respect to any past search. A Loosely Coherent detection pipeline was applied to follow up weak outliers in both Gaussian (95% recovery rate) and non-Gaussian (75% recovery rate) bands. No gravitational wave signals were observed, and upper limits were placed on their strength. Our smallest upper limit on worst-case (linearly polarized) strain amplitude h0 is 9.7 ×1 0-25 near 169 Hz, while at the high end of our frequency range we achieve a worst-case upper limit of 5.5 ×1 0-24 . Both cases refer to all sky locations and entire range of frequency derivative values.

  4. Children's Fitness. Managing a Running Program.

    ERIC Educational Resources Information Center

    Hinkle, J. Scott; Tuckman, Bruce W.

    1987-01-01

    A running program to increase the cardiovascular fitness levels of fourth-, fifth-, and sixth-grade children is described. Discussed are the running environment, implementation of a running program, feedback, and reinforcement. (MT)

  5. Application of Machine Learning Algorithms to the Study of Noise Artifacts in Gravitational-Wave Data

    NASA Technical Reports Server (NTRS)

    Biswas, Rahul; Blackburn, Lindy L.; Cao, Junwei; Essick, Reed; Hodge, Kari Alison; Katsavounidis, Erotokritos; Kim, Kyungmin; Young-Min, Kim; Le Bigot, Eric-Olivier; Lee, Chang-Hwan; hide

    2014-01-01

    The sensitivity of searches for astrophysical transients in data from the Laser Interferometer Gravitationalwave Observatory (LIGO) is generally limited by the presence of transient, non-Gaussian noise artifacts, which occur at a high-enough rate such that accidental coincidence across multiple detectors is non-negligible. Furthermore, non-Gaussian noise artifacts typically dominate over the background contributed from stationary noise. These "glitches" can easily be confused for transient gravitational-wave signals, and their robust identification and removal will help any search for astrophysical gravitational-waves. We apply Machine Learning Algorithms (MLAs) to the problem, using data from auxiliary channels within the LIGO detectors that monitor degrees of freedom unaffected by astrophysical signals. Terrestrial noise sources may manifest characteristic disturbances in these auxiliary channels, inducing non-trivial correlations with glitches in the gravitational-wave data. The number of auxiliary-channel parameters describing these disturbances may also be extremely large; high dimensionality is an area where MLAs are particularly well-suited. We demonstrate the feasibility and applicability of three very different MLAs: Artificial Neural Networks, Support Vector Machines, and Random Forests. These classifiers identify and remove a substantial fraction of the glitches present in two very different data sets: four weeks of LIGO's fourth science run and one week of LIGO's sixth science run. We observe that all three algorithms agree on which events are glitches to within 10% for the sixth science run data, and support this by showing that the different optimization criteria used by each classifier generate the same decision surface, based on a likelihood-ratio statistic. Furthermore, we find that all classifiers obtain similar limiting performance, suggesting that most of the useful information currently contained in the auxiliary channel parameters we extract is already being used. Future performance gains are thus likely to involve additional sources of information, rather than improvements in the MLAs themselves.

  6. Search for Gravitational Waves Associated with Gamma-Ray Bursts during LIGO Science Run 6 and Virgo Science Runs 2 and 3

    NASA Astrophysics Data System (ADS)

    Abadie, J.; Abbott, B. P.; Abbott, R.; Abbott, T. D.; Abernathy, M.; Accadia, T.; Acernese, F.; Adams, C.; Adhikari, R. X.; Affeldt, C.; Agathos, M.; Agatsuma, K.; Ajith, P.; Allen, B.; Amador Ceron, E.; Amariutei, D.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Arain, M. A.; Araya, M. C.; Aston, S. M.; Astone, P.; Atkinson, D.; Aufmuth, P.; Aulbert, C.; Aylott, B. E.; Babak, S.; Baker, P.; Ballardin, G.; Ballmer, S.; Barayoga, J. C. B.; Barker, D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Bastarrika, M.; Basti, A.; Batch, J.; Bauchrowitz, J.; Bauer, Th. S.; Bebronne, M.; Beck, D.; Behnke, B.; Bejger, M.; Beker, M. G.; Bell, A. S.; Belopolski, I.; Benacquista, M.; Berliner, J. M.; Bertolini, A.; Betzwieser, J.; Beveridge, N.; Beyersdorf, P. T.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Biswas, R.; Bitossi, M.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Bland, B.; Blom, M.; Bock, O.; Bodiya, T. P.; Bogan, C.; Bondarescu, R.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Boschi, V.; Bose, S.; Bosi, L.; Bouhou, B.; Braccini, S.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Breyer, J.; Briant, T.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Britzger, M.; Brooks, A. F.; Brown, D. A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Burguet-Castell, J.; Buskulic, D.; Buy, C.; Byer, R. L.; Cadonati, L.; Calloni, E.; Camp, J. B.; Campsie, P.; Cannizzo, J.; Cannon, K.; Canuel, B.; Cao, J.; Capano, C. D.; Carbognani, F.; Carbone, L.; Caride, S.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C.; Cesarini, E.; Chaibi, O.; Chalermsongsak, T.; Charlton, P.; Chassande-Mottin, E.; Chelkowski, S.; Chen, W.; Chen, X.; Chen, Y.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Chow, J.; Christensen, N.; Chua, S. S. Y.; Chung, C. T. Y.; Chung, S.; Ciani, G.; Clara, F.; Clark, D. E.; Clark, J.; Clayton, J. H.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colacino, C. N.; Colas, J.; Colla, A.; Colombini, M.; Conte, A.; Conte, R.; Cook, D.; Corbitt, T. R.; Cordier, M.; Cornish, N.; Corsi, A.; Costa, C. A.; Coughlin, M.; Coulon, J.-P.; Couvares, P.; Coward, D. M.; Cowart, M.; Coyne, D. C.; Creighton, J. D. E.; Creighton, T. D.; Cruise, A. M.; Cumming, A.; Cunningham, L.; Cuoco, E.; Cutler, R. M.; Dahl, K.; Danilishin, S. L.; Dannenberg, R.; D'Antonio, S.; Danzmann, K.; Dattilo, V.; Daudert, B.; Daveloza, H.; Davier, M.; Daw, E. J.; Day, R.; Dayanga, T.; De Rosa, R.; DeBra, D.; Debreczeni, G.; Degallaix, J.; Del Pozzo, W.; del Prete, M.; Dent, T.; Dergachev, V.; DeRosa, R.; DeSalvo, R.; Dhurandhar, S.; Di Fiore, L.; Di Lieto, A.; Di Palma, I.; Emilio, M. Di Paolo; Di Virgilio, A.; Díaz, M.; Dietz, A.; Donovan, F.; Dooley, K. L.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Du, Z.; Dumas, J.-C.; Dwyer, S.; Eberle, T.; Edgar, M.; Edwards, M.; Effler, A.; Ehrens, P.; Endrőczi, G.; Engel, R.; Etzel, T.; Evans, K.; Evans, M.; Evans, T.; Factourovich, M.; Fafone, V.; Fairhurst, S.; Fan, Y.; Farr, B. F.; Fazi, D.; Fehrmann, H.; Feldbaum, D.; Feroz, F.; Ferrante, I.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Fisher, R. P.; Flaminio, R.; Flanigan, M.; Foley, S.; Forsi, E.; Forte, L. A.; Fotopoulos, N.; Fournier, J.-D.; Franc, J.; Franco, S.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Friedrich, D.; Fritschel, P.; Frolov, V. V.; Fujimoto, M.-K.; Fulda, P. J.; Fyffe, M.; Gair, J.; Galimberti, M.; Gammaitoni, L.; Garcia, J.; Garufi, F.; Gáspár, M. E.; Gehrels, N.; Gemme, G.; Geng, R.; Genin, E.; Gennai, A.; Gergely, L. Á.; Ghosh, S.; Giaime, J. A.; Giampanis, S.; Giardina, K. D.; Giazotto, A.; Gil-Casanova, S.; Gill, C.; Gleason, J.; Goetz, E.; Goggin, L. M.; González, G.; Gorodetsky, M. L.; Goßler, S.; Gouaty, R.; Graef, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Gray, N.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Greverie, C.; Grosso, R.; Grote, H.; Grunewald, S.; Guidi, G. M.; Guido, C.; Gupta, R.; Gustafson, E. K.; Gustafson, R.; Ha, T.; Hallam, J. M.; Hammer, D.; Hammond, G.; Hanks, J.; Hanna, C.; Hanson, J.; Hardt, A.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Hartman, M. T.; Haughian, K.; Hayama, K.; Hayau, J.-F.; Heefner, J.; Heidmann, A.; Heintze, M. C.; Heitmann, H.; Hello, P.; Hendry, M. A.; Heng, I. S.; Heptonstall, A. W.; Herrera, V.; Hewitson, M.; Hild, S.; Hoak, D.; Hodge, K. A.; Holt, K.; Holtrop, M.; Hong, T.; Hooper, S.; Hosken, D. J.; Hough, J.; Howell, E. J.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh-Dinh, T.; Ingram, D. R.; Inta, R.; Isogai, T.; Ivanov, A.; Izumi, K.; Jacobson, M.; James, E.; Jang, Y. J.; Jaranowski, P.; Jesse, E.; Johnson, W. W.; Jones, D. I.; Jones, G.; Jones, R.; Jonker, R. J. G.; Ju, L.; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Kasturi, R.; Katsavounidis, E.; Katzman, W.; Kaufer, H.; Kawabe, K.; Kawamura, S.; Kawazoe, F.; Kelley, D.; Kells, W.; Keppel, D. G.; Keresztes, Z.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, B. K.; Kim, C.; Kim, H.; Kim, K.; Kim, N.; Kim, Y. M.; King, P. J.; Kinzel, D. L.; Kissel, J. S.; Klimenko, S.; Kokeyama, K.; Kondrashov, V.; Koranda, S.; Korth, W. Z.; Kowalska, I.; Kozak, D.; Kranz, O.; Kringel, V.; Krishnamurthy, S.; Krishnan, B.; Królak, A.; Kuehn, G.; Kumar, P.; Kumar, R.; Kwee, P.; Lam, P. K.; Landry, M.; Lantz, B.; Lastzka, N.; Lawrie, C.; Lazzarini, A.; Leaci, P.; Lee, C. H.; Lee, H. K.; Lee, H. M.; Leong, J. R.; Leonor, I.; Leroy, N.; Letendre, N.; Li, J.; Li, T. G. F.; Liguori, N.; Lindquist, P. E.; Liu, Y.; Liu, Z.; Lockerbie, N. A.; Lodhia, D.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J.; Luan, J.; Lubinski, M.; Lück, H.; Lundgren, A. P.; Macdonald, E.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Mageswaran, M.; Mailand, K.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Mandel, I.; Mandic, V.; Mantovani, M.; Marandi, A.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Maros, E.; Marque, J.; Martelli, F.; Martin, I. W.; Martin, R. M.; Marx, J. N.; Mason, K.; Masserot, A.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; Mazzolo, G.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McIver, J.; McKechan, D. J. A.; McWilliams, S.; Meadors, G. D.; Mehmet, M.; Meier, T.; Melatos, A.; Melissinos, A. C.; Mendell, G.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Miao, H.; Michel, C.; Milano, L.; Miller, J.; Minenkov, Y.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Miyakawa, O.; Moe, B.; Mohan, M.; Mohanty, S. D.; Mohapatra, S. R. P.; Moraru, D.; Moreno, G.; Morgado, N.; Morgia, A.; Mori, T.; Morriss, S. R.; Mosca, S.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, C. L.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Müller-Ebhardt, H.; Munch, J.; Murphy, D.; Murray, P. G.; Mytidis, A.; Nash, T.; Naticchioni, L.; Necula, V.; Nelson, J.; Neri, I.; Newton, G.; Nguyen, T.; Nishizawa, A.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E.; Nuttall, L.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; O'Reilly, B.; O'Shaughnessy, R.; Osthelder, C.; Ott, C. D.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Page, A.; Palladino, L.; Palomba, C.; Pan, Y.; Pankow, C.; Paoletti, F.; Paoletti, R.; Papa, M. A.; Parisi, M.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patel, P.; Pedraza, M.; Peiris, P.; Pekowsky, L.; Penn, S.; Perreca, A.; Persichetti, G.; Phelps, M.; Pichot, M.; Pickenpack, M.; Piergiovanni, F.; Pietka, M.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Pletsch, H. J.; Plissi, M. V.; Poggiani, R.; Pöld, J.; Postiglione, F.; Prato, M.; Predoi, V.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L. G.; Puncken, O.; Punturo, M.; Puppo, P.; Quetschke, V.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Rácz, I.; Radkins, H.; Raffai, P.; Rakhmanov, M.; Rankins, B.; Rapagnani, P.; Raymond, V.; Re, V.; Redwine, K.; Reed, C. M.; Reed, T.; Regimbau, T.; Reid, S.; Reitze, D. H.; Ricci, F.; Riesen, R.; Riles, K.; Robertson, N. A.; Robinet, F.; Robinson, C.; Robinson, E. L.; Rocchi, A.; Roddy, S.; Rodriguez, C.; Rodruck, M.; Rolland, L.; Rollins, J. G.; Romano, J. D.; Romano, R.; Romie, J. H.; Rosińska, D.; Röver, C.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Sainathan, P.; Salemi, F.; Sammut, L.; Sandberg, V.; Sannibale, V.; Santamaría, L.; Santiago-Prieto, I.; Santostasi, G.; Sassolas, B.; Sathyaprakash, B. S.; Sato, S.; Saulson, P. R.; Savage, R. L.; Schilling, R.; Schnabel, R.; Schofield, R. M. S.; Schreiber, E.; Schulz, B.; Schutz, B. F.; Schwinberg, P.; Scott, J.; Scott, S. M.; Seifert, F.; Sellers, D.; Sentenac, D.; Sergeev, A.; Shaddock, D. A.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sibley, A.; Siemens, X.; Sigg, D.; Singer, A.; Singer, L.; Sintes, A. M.; Skelton, G. R.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, R. J. E.; Smith-Lefebvre, N. D.; Somiya, K.; Sorazu, B.; Soto, J.; Speirits, F. C.; Sperandio, L.; Stefszky, M.; Stein, A. J.; Stein, L. C.; Steinert, E.; Steinlechner, J.; Steinlechner, S.; Steplewski, S.; Stochino, A.; Stone, R.; Strain, K. A.; Strigin, S. E.; Stroeer, A. S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sung, M.; Susmithan, S.; Sutton, P. J.; Swinkels, B.; Tacca, M.; Taffarello, L.; Talukder, D.; Tanner, D. B.; Tarabrin, S. P.; Taylor, J. R.; Taylor, R.; ter Braack, A. P. M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Thüring, A.; Tokmakov, K. V.; Tomlinson, C.; Toncelli, A.; Tonelli, M.; Torre, O.; Torres, C.; Torrie, C. I.; Tournefier, E.; Tucker, E.; Travasso, F.; Traylor, G.; Tseng, K.; Ugolini, D.; Vahlbruch, H.; Vajente, G.; van den Brand, J. F. J.; Van Den Broeck, C.; van der Putten, S.; van Veggel, A. A.; Vass, S.; Vasuth, M.; Vaulin, R.; Vavoulidis, M.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Veltkamp, C.; Verkindt, D.; Vetrano, F.; Viceré, A.; Villar, A. E.; Vinet, J.-Y.; Vitale, S.; Vocca, H.; Vorvick, C.; Vyatchanin, S. P.; Wade, A.; Wade, L.; Wade, M.; Waldman, S. J.; Wallace, L.; Wan, Y.; Wang, M.; Wang, X.; Wang, Z.; Wanner, A.; Ward, R. L.; Was, M.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; Whitcomb, S. E.; White, D. J.; Whiting, B. F.; Wilkinson, C.; Willems, P. A.; Williams, L.; Williams, R.; Willke, B.; Winkelmann, L.; Winkler, W.; Wipf, C. C.; Wiseman, A. G.; Wittel, H.; Woan, G.; Wooley, R.; Worden, J.; Yakushin, I.; Yamamoto, H.; Yamamoto, K.; Yancey, C. C.; Yang, H.; Yeaton-Massey, D.; Yoshida, S.; Yu, P.; Yvert, M.; Zadrożny, A.; Zanolin, M.; Zendri, J.-P.; Zhang, F.; Zhang, L.; Zhang, W.; Zhao, C.; Zotov, N.; Zucker, M. E.; Zweizig, J.; LIGO Scientific Collaboration; Virgo Collaboration; Briggs, M. S.; Connaughton, V.; Hurley, K. C.; Jenke, P. A.; von Kienlin, A.; Rau, A.; Zhang, X.-L.

    2012-11-01

    We present the results of a search for gravitational waves associated with 154 gamma-ray bursts (GRBs) that were detected by satellite-based gamma-ray experiments in 2009-2010, during the sixth LIGO science run and the second and third Virgo science runs. We perform two distinct searches: a modeled search for coalescences of either two neutron stars or a neutron star and black hole, and a search for generic, unmodeled gravitational-wave bursts. We find no evidence for gravitational-wave counterparts, either with any individual GRB in this sample or with the population as a whole. For all GRBs we place lower bounds on the distance to the progenitor, under the optimistic assumption of a gravitational-wave emission energy of 10-2 M ⊙ c 2 at 150 Hz, with a median limit of 17 Mpc. For short-hard GRBs we place exclusion distances on binary neutron star and neutron-star-black-hole progenitors, using astrophysically motivated priors on the source parameters, with median values of 16 Mpc and 28 Mpc, respectively. These distance limits, while significantly larger than for a search that is not aided by GRB satellite observations, are not large enough to expect a coincidence with a GRB. However, projecting these exclusions to the sensitivities of Advanced LIGO and Virgo, which should begin operation in 2015, we find that the detection of gravitational waves associated with GRBs will become quite possible.

  7. Thermal effects in the Input Optics of the Enhanced Laser Interferometer Gravitational-Wave Observatory interferometers.

    PubMed

    Dooley, Katherine L; Arain, Muzammil A; Feldbaum, David; Frolov, Valery V; Heintze, Matthew; Hoak, Daniel; Khazanov, Efim A; Lucianetti, Antonio; Martin, Rodica M; Mueller, Guido; Palashov, Oleg; Quetschke, Volker; Reitze, David H; Savage, R L; Tanner, D B; Williams, Luke F; Wu, Wan

    2012-03-01

    We present the design and performance of the LIGO Input Optics subsystem as implemented for the sixth science run of the LIGO interferometers. The Initial LIGO Input Optics experienced thermal side effects when operating with 7 W input power. We designed, built, and implemented improved versions of the Input Optics for Enhanced LIGO, an incremental upgrade to the Initial LIGO interferometers, designed to run with 30 W input power. At four times the power of Initial LIGO, the Enhanced LIGO Input Optics demonstrated improved performance including better optical isolation, less thermal drift, minimal thermal lensing, and higher optical efficiency. The success of the Input Optics design fosters confidence for its ability to perform well in Advanced LIGO.

  8. Application of machine learning algorithms to the study of noise artifacts in gravitational-wave data

    NASA Astrophysics Data System (ADS)

    Biswas, Rahul; Blackburn, Lindy; Cao, Junwei; Essick, Reed; Hodge, Kari Alison; Katsavounidis, Erotokritos; Kim, Kyungmin; Kim, Young-Min; Le Bigot, Eric-Olivier; Lee, Chang-Hwan; Oh, John J.; Oh, Sang Hoon; Son, Edwin J.; Tao, Ye; Vaulin, Ruslan; Wang, Xiaoge

    2013-09-01

    The sensitivity of searches for astrophysical transients in data from the Laser Interferometer Gravitational-wave Observatory (LIGO) is generally limited by the presence of transient, non-Gaussian noise artifacts, which occur at a high enough rate such that accidental coincidence across multiple detectors is non-negligible. These “glitches” can easily be mistaken for transient gravitational-wave signals, and their robust identification and removal will help any search for astrophysical gravitational waves. We apply machine-learning algorithms (MLAs) to the problem, using data from auxiliary channels within the LIGO detectors that monitor degrees of freedom unaffected by astrophysical signals. Noise sources may produce artifacts in these auxiliary channels as well as the gravitational-wave channel. The number of auxiliary-channel parameters describing these disturbances may also be extremely large; high dimensionality is an area where MLAs are particularly well suited. We demonstrate the feasibility and applicability of three different MLAs: artificial neural networks, support vector machines, and random forests. These classifiers identify and remove a substantial fraction of the glitches present in two different data sets: four weeks of LIGO’s fourth science run and one week of LIGO’s sixth science run. We observe that all three algorithms agree on which events are glitches to within 10% for the sixth-science-run data, and support this by showing that the different optimization criteria used by each classifier generate the same decision surface, based on a likelihood-ratio statistic. Furthermore, we find that all classifiers obtain similar performance to the benchmark algorithm, the ordered veto list, which is optimized to detect pairwise correlations between transients in LIGO auxiliary channels and glitches in the gravitational-wave data. This suggests that most of the useful information currently extracted from the auxiliary channels is already described by this model. Future performance gains are thus likely to involve additional sources of information, rather than improvements in the classification algorithms themselves. We discuss several plausible sources of such new information as well as the ways of propagating it through the classifiers into gravitational-wave searches.

  9. Newspapers in Science Education: A Study Involving Sixth Grade Students

    ERIC Educational Resources Information Center

    Lai, Ching-San; Wang, Yun-Fei

    2016-01-01

    The purpose of this study was to explore the learning performance of sixth grade elementary school students using newspapers in science teaching. A quasi-experimental design with a single group was used in this study. Thirty-three sixth grade elementary school students participated in this study. The research instruments consisted of three…

  10. Summaries of the Sixth Annual JPL Airborne Earth Science Workshop. Volume 2; AIRSAR Workshop

    NASA Technical Reports Server (NTRS)

    Kim, Yun-Jin (Editor)

    1996-01-01

    The Sixth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on March 4-8, 1996, was divided into two smaller workshops:(1) The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, and The Airborne Synthetic Aperture Radar (AIRSAR) workshop. This current paper, Volume 2 of the Summaries of the Sixth Annual JPL Airborne Earth Science Workshop, presents the summaries for The Airborne Synthetic Aperture Radar (AIRSAR) workshop.

  11. Analysis of Effects of Distance Running on Self-Concepts of Elementary Students.

    ERIC Educational Resources Information Center

    Percy, Lance E.; And Others

    1981-01-01

    Thirty fifth- and sixth graders were administered the Coopersmith Self-Esteem Inventory before and after participating in a seven-week distance running program. A marked increase in self-concept was noted. (SJL)

  12. Egg-citing Sixth Graders in Science: A Creative Activity in Cell Structure

    ERIC Educational Resources Information Center

    Mersch, Margaret; Bryant, Napolean, Jr.

    1976-01-01

    Sixth-grade pupils at St. Vivian's school recently studied a science lesson on distinguishing between plant and animal cells. Observation of pupils indicated that learning was occurring, but the enthusiasm they had exhibited in earlier science lessons was obviously lacking. Article discussed a model, designed to stimulate learning processes, from…

  13. The Responses of Economically Advantaged and Economically Disadvantaged Sixth Grade Pupils to Science Demonstrations.

    ERIC Educational Resources Information Center

    Wagner, Bartlett Adam

    Compared were written, oral, and construction responses to science demonstrations of economically advantaged and disadvantaged sixth grade students. The study was designed to gain a greater understanding of academic performance of disadvantaged pupils in elementary school science. Five demonstrations were presented to each pupil, who then wrote…

  14. Transient classification in LIGO data using difference boosting neural network

    NASA Astrophysics Data System (ADS)

    Mukund, N.; Abraham, S.; Kandhasamy, S.; Mitra, S.; Philip, N. S.

    2017-05-01

    Detection and classification of transients in data from gravitational wave detectors are crucial for efficient searches for true astrophysical events and identification of noise sources. We present a hybrid method for classification of short duration transients seen in gravitational wave data using both supervised and unsupervised machine learning techniques. To train the classifiers, we use the relative wavelet energy and the corresponding entropy obtained by applying one-dimensional wavelet decomposition on the data. The prediction accuracy of the trained classifier on nine simulated classes of gravitational wave transients and also LIGO's sixth science run hardware injections are reported. Targeted searches for a couple of known classes of nonastrophysical signals in the first observational run of Advanced LIGO data are also presented. The ability to accurately identify transient classes using minimal training samples makes the proposed method a useful tool for LIGO detector characterization as well as searches for short duration gravitational wave signals.

  15. Characterization of the LIGO detectors during their sixth science run

    NASA Astrophysics Data System (ADS)

    Aasi, J.; Abadie, J.; Abbott, B. P.; Abbott, R.; Abbott, T.; Abernathy, M. R.; Accadia, T.; Acernese, F.; Adams, C.; Adams, T.; Adhikari, R. X.; Affeldt, C.; Agathos, M.; Aggarwal, N.; Aguiar, O. D.; Ajith, P.; Allen, B.; Allocca, A.; Amador Ceron, E.; Amariutei, D.; Anderson, R. A.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C.; Areeda, J.; Ast, S.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Austin, L.; Aylott, B. E.; Babak, S.; Baker, P. T.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barker, D.; Barnum, S. H.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J.; Bauchrowitz, J.; Bauer, Th S.; Bebronne, M.; Behnke, B.; Bejger, M.; Beker, M. G.; Bell, A. S.; Bell, C.; Belopolski, I.; Bergmann, G.; Berliner, J. M.; Bertolini, A.; Bessis, D.; Betzwieser, J.; Beyersdorf, P. T.; Bhadbhade, T.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Bitossi, M.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Blom, M.; Bock, O.; Bodiya, T. P.; Boer, M.; Bogan, C.; Bond, C.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Bose, S.; Bosi, L.; Bowers, J.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brannen, C. A.; Brau, J. E.; Breyer, J.; Briant, T.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Britzger, M.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Brückner, F.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Buskulic, D.; Buy, C.; Byer, R. L.; Cadonati, L.; Cagnoli, G.; Calderón Bustillo, J.; Calloni, E.; Camp, J. B.; Campsie, P.; Cannon, K. C.; Canuel, B.; Cao, J.; Capano, C. D.; Carbognani, F.; Carbone, L.; Caride, S.; Castiglia, A.; Caudill, S.; Cavagliá, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C.; Cesarini, E.; Chakraborty, R.; Chalermsongsak, T.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Chen, X.; Chen, Y.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Chow, J.; Christensen, N.; Chu, Q.; Chua, S. S. Y.; Chung, S.; Ciani, G.; Clara, F.; Clark, D. E.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Colombini, M.; Constancio, M., Jr.; Conte, A.; Conte, R.; Cook, D.; Corbitt, T. R.; Cordier, M.; Cornish, N.; Corsi, A.; Costa, C. A.; Coughlin, M. W.; Coulon, J.-P.; Countryman, S.; Couvares, P.; Coward, D. M.; Cowart, M.; Coyne, D. C.; Craig, K.; Creighton, J. D. E.; Creighton, T. D.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Dahl, K.; Dal Canton, T.; Damjanic, M.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Dattilo, V.; Daudert, B.; Daveloza, H.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; Dayanga, T.; Debreczeni, G.; Degallaix, J.; Deleeuw, E.; Deléglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dereli, H.; Dergachev, V.; De Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Dhurandhar, S.; az, M. Dí; Dietz, A.; Di Fiore, L.; Di Lieto, A.; Di Palma, I.; Di Virgilio, A.; Dmitry, K.; Donovan, F.; Dooley, K. L.; Doravari, S.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Du, Z.; Dumas, J.-C.; Dwyer, S.; Eberle, T.; Edwards, M.; Effler, A.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Endröczi, G.; Essick, R.; Etzel, T.; Evans, K.; Evans, M.; Evans, T.; Factourovich, M.; Fafone, V.; Fairhurst, S.; Fang, Q.; Farr, B.; Farr, W.; Favata, M.; Fazi, D.; Fehrmann, H.; Feldbaum, D.; Ferrante, I.; Ferrini, F.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Fisher, R.; Flaminio, R.; Foley, E.; Foley, S.; Forsi, E.; Forte, L. A.; Fotopoulos, N.; Fournier, J.-D.; Franco, S.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Fritschel, P.; Frolov, V. V.; Fujimoto, M.-K.; Fulda, P.; Fyffe, M.; Gair, J.; Gammaitoni, L.; Garcia, J.; Garufi, F.; Gehrels, N.; Gemme, G.; Genin, E.; Gennai, A.; Gergely, L.; Ghosh, S.; Giaime, J. A.; Giampanis, S.; Giardina, K. D.; Giazotto, A.; Gil-Casanova, S.; Gill, C.; Gleason, J.; Goetz, E.; Goetz, R.; Gondan, L.; González, G.; Gordon, N.; Gorodetsky, M. L.; Gossan, S.; Goßler, S.; Gouaty, R.; Graef, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Griffo, C.; Grote, H.; Grover, K.; Grunewald, S.; Guidi, G. M.; Guido, C.; Gushwa, K. E.; Gustafson, E. K.; Gustafson, R.; Hall, B.; Hall, E.; Hammer, D.; Hammond, G.; Hanke, M.; Hanks, J.; Hanna, C.; Hanson, J.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Hartman, M. T.; Haughian, K.; Hayama, K.; Heefner, J.; Heidmann, A.; Heintze, M.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Heptonstall, A. W.; Heurs, M.; Hild, S.; Hoak, D.; Hodge, K. A.; Holt, K.; Hong, T.; Hooper, S.; Horrom, T.; Hosken, D. J.; Hough, J.; Howell, E. J.; Hu, Y.; Hua, Z.; Huang, V.; Huerta, E. A.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh, M.; Huynh-Dinh, T.; Iafrate, J.; Ingram, D. R.; Inta, R.; Isogai, T.; Ivanov, A.; Iyer, B. R.; Izumi, K.; Jacobson, M.; James, E.; Jang, H.; Jang, Y. J.; Jaranowski, P.; Jiménez-Forteza, F.; Johnson, W. W.; Jones, D.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; K, Haris; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Kasprzack, M.; Kasturi, R.; Katsavounidis, E.; Katzman, W.; Kaufer, H.; Kaufman, K.; Kawabe, K.; Kawamura, S.; Kawazoe, F.; Kéfélian, F.; Keitel, D.; Kelley, D. B.; Kells, W.; Keppel, D. G.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, B. K.; Kim, C.; Kim, K.; Kim, N.; Kim, W.; Kim, Y.-M.; King, E. J.; King, P. J.; Kinzel, D. L.; Kissel, J. S.; Klimenko, S.; Kline, J.; Koehlenbeck, S.; Kokeyama, K.; Kondrashov, V.; Koranda, S.; Korth, W. Z.; Kowalska, I.; Kozak, D.; Kremin, A.; Kringel, V.; Krishnan, B.; Królak, A.; Kucharczyk, C.; Kudla, S.; Kuehn, G.; Kumar, A.; Nanda Kumar, D.; Kumar, P.; Kumar, R.; Kurdyumov, R.; Kwee, P.; Landry, M.; Lantz, B.; Larson, S.; Lasky, P. D.; Lawrie, C.; Lazzarini, A.; Leaci, P.; Lebigot, E. O.; Lee, C.-H.; Lee, H. K.; Lee, H. M.; Lee, J.; Lee, J.; Leonardi, M.; Leong, J. R.; Le Roux, A.; Leroy, N.; Letendre, N.; Levine, B.; Lewis, J. B.; Lhuillier, V.; Li, T. G. F.; Lin, A. C.; Littenberg, T. B.; Litvine, V.; Liu, F.; Liu, H.; Liu, Y.; Liu, Z.; Lloyd, D.; Lockerbie, N. A.; Lockett, V.; Lodhia, D.; Loew, K.; Logue, J.; Lombardi, A. L.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J.; Luan, J.; Lubinski, M. J.; Lück, H.; Lundgren, A. P.; Macarthur, J.; Macdonald, E.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magana-Sandoval, F.; Mageswaran, M.; Mailand, K.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Manca, G. M.; Mandel, I.; Mandic, V.; Mangano, V.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Maros, E.; Marque, J.; Martelli, F.; Martellini, L.; Martin, I. W.; Martin, R. M.; Martynov, D.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; May, G.; Mazumder, N.; Mazzolo, G.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McIver, J.; Meacher, D.; Meadors, G. D.; Mehmet, M.; Meidam, J.; Meier, T.; Melatos, A.; Mendell, G.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Miao, H.; Michel, C.; Mikhailov, E. E.; Milano, L.; Miller, J.; Minenkov, Y.; Mingarelli, C. M. F.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moe, B.; Mohan, M.; Mohapatra, S. R. P.; Mokler, F.; Moraru, D.; Moreno, G.; Morgado, N.; Mori, T.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, C. L.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Munch, J.; Murphy, D.; Murray, P. G.; Mytidis, A.; Nagy, M. F.; Nardecchia, I.; Nash, T.; Naticchioni, L.; Nayak, R.; Necula, V.; Neri, I.; Newton, G.; Nguyen, T.; Nishida, E.; Nishizawa, A.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E.; Nuttall, L. K.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; Ohme, F.; Oppermann, P.; O'Reilly, B.; Ortega Larcher, W.; O'Shaughnessy, R.; Osthelder, C.; Ott, C. D.; Ottaway, D. J.; Ottens, R. S.; Ou, J.; Overmier, H.; Owen, B. J.; Padilla, C.; Pai, A.; Palomba, C.; Pan, Y.; Pankow, C.; Paoletti, F.; Paoletti, R.; Papa, M. A.; Paris, H.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Pedraza, M.; Peiris, P.; Penn, S.; Perreca, A.; Phelps, M.; Pichot, M.; Pickenpack, M.; Piergiovanni, F.; Pierro, V.; Pinard, L.; Pindor, B.; Pinto, I. M.; Pitkin, M.; Poeld, J.; Poggiani, R.; Poole, V.; Poux, C.; Predoi, V.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Quetschke, V.; Quintero, E.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Rácz, I.; Radkins, H.; Raffai, P.; Raja, S.; Rajalakshmi, G.; Rakhmanov, M.; Ramet, C.; Rapagnani, P.; Raymond, V.; Re, V.; Reed, C. M.; Reed, T.; Regimbau, T.; Reid, S.; Reitze, D. H.; Ricci, F.; Riesen, R.; Riles, K.; Robertson, N. A.; Robinet, F.; Rocchi, A.; Roddy, S.; Rodriguez, C.; Rodruck, M.; Roever, C.; Rolland, L.; Rollins, J. G.; Romano, R.; Romanov, G.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Salemi, F.; Sammut, L.; Sandberg, V.; Sanders, J.; Sannibale, V.; Santiago-Prieto, I.; Saracco, E.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Savage, R.; Schilling, R.; Schnabel, R.; Schofield, R. M. S.; Schreiber, E.; Schuette, D.; Schulz, B.; Schutz, B. F.; Schwinberg, P.; Scott, J.; Scott, S. M.; Seifert, F.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sergeev, A.; Shaddock, D.; Shah, S.; Shahriar, M. S.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sidery, T. L.; Siellez, K.; Siemens, X.; Sigg, D.; Simakov, D.; Singer, A.; Singer, L.; Sintes, A. M.; Skelton, G. R.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, R. J. E.; Smith-Lefebvre, N. D.; Soden, K.; Son, E. J.; Sorazu, B.; Souradeep, T.; Sperandio, L.; Staley, A.; Steinert, E.; Steinlechner, J.; Steinlechner, S.; Steplewski, S.; Stevens, D.; Stochino, A.; Stone, R.; Strain, K. A.; Strigin, S.; Stroeer, A. S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Susmithan, S.; Sutton, P. J.; Swinkels, B.; Szeifert, G.; Tacca, M.; Talukder, D.; Tang, L.; Tanner, D. B.; Tarabrin, S. P.; Taylor, R.; ter Braack, A. P. M.; Thirugnanasambandam, M. P.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Tiwari, V.; Tokmakov, K. V.; Tomlinson, C.; Toncelli, A.; Tonelli, M.; Torre, O.; Torres, C. V.; Torrie, C. I.; Travasso, F.; Traylor, G.; Tse, M.; Ugolini, D.; Unnikrishnan, C. S.; Vahlbruch, H.; Vajente, G.; Vallisneri, M.; van den Brand, J. F. J.; Van Den Broeck, C.; van der Putten, S.; van der Sluys, M. V.; van Heijningen, J.; van Veggel, A. A.; Vass, S.; Vasúth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Verma, S.; Vetrano, F.; Viceré, A.; Vincent-Finley, R.; Vinet, J.-Y.; Vitale, S.; Vlcek, B.; Vo, T.; Vocca, H.; Vorvick, C.; Vousden, W. D.; Vrinceanu, D.; Vyachanin, S. P.; Wade, A.; Wade, L.; Wade, M.; Waldman, S. J.; Walker, M.; Wallace, L.; Wan, Y.; Wang, J.; Wang, M.; Wang, X.; Wanner, A.; Ward, R. L.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Welborn, T.; Wen, L.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; Whitcomb, S. E.; White, D. J.; Whiting, B. F.; Wibowo, S.; Wiesner, K.; Wilkinson, C.; Williams, L.; Williams, R.; Williams, T.; Willis, J. L.; Willke, B.; Wimmer, M.; Winkelmann, L.; Winkler, W.; Wipf, C. C.; Wittel, H.; Woan, G.; Worden, J.; Yablon, J.; Yakushin, I.; Yamamoto, H.; Yancey, C. C.; Yang, H.; Yeaton-Massey, D.; Yoshida, S.; Yum, H.; Yvert, M.; Zadrożny, A.; Zanolin, M.; Zendri, J.-P.; Zhang, F.; Zhang, L.; Zhao, C.; Zhu, H.; Zhu, X. J.; Zotov, N.; Zucker, M. E.; Zweizig, J.

    2015-06-01

    In 2009-2010, the Laser Interferometer Gravitational-Wave Observatory (LIGO) operated together with international partners Virgo and GEO600 as a network to search for gravitational waves (GWs) of astrophysical origin. The sensitivity of these detectors was limited by a combination of noise sources inherent to the instrumental design and its environment, often localized in time or frequency, that couple into the GW readout. Here we review the performance of the LIGO instruments during this epoch, the work done to characterize the detectors and their data, and the effect that transient and continuous noise artefacts have on the sensitivity of LIGO to a variety of astrophysical sources.

  16. The Effects of Gender and Type of Inquiry Curriculum on Sixth Grade Students' Science Process Skills and Epistemological Beliefs in Science

    ERIC Educational Resources Information Center

    Zaleta, Kristy L.

    2014-01-01

    The purpose of this study was to investigate the impact of gender and type of inquiry curriculum (open or structured) on science process skills and epistemological beliefs in science of sixth grade students. The current study took place in an urban northeastern middle school. The researcher utilized a sample of convenience comprised of 303 sixth…

  17. Proceedings of the sudden oak death sixth science symposium

    Treesearch

    Susan J. Frankel; Katharine M. Harrell

    2017-01-01

    The Sudden Oak Death Sixth Science Symposium provided a forum for current research on sudden oak death, caused by the exotic quarantine pathogen Phytophthora ramorum. More than 50 submissions describing papers or posters on the following sudden oak death/P. ramorum topics are included: biology, genetics, nursery and wildland...

  18. Career Education Science: Units for Career Exploration in Sixth, Seventh or Eighth Grade.

    ERIC Educational Resources Information Center

    Robinson, Mary

    The guide, designed for sixth, seventh, or eighth grade teachers and students, presents six science instructional units for career exploration related to the occupational clusters manufacturing (2), communication, transportation, health and agribusiness. The units deal specifically with: the scientific method for research, using the scientific…

  19. Search for Gravitational Waves from Low Mass Compact Binary Coalescence in LIGO's Sixth Science Run and Virgo's Science Runs 2 and 3

    NASA Technical Reports Server (NTRS)

    Abadie, J.; Abbott, B. P.; Abbott, R.; Abbott, T. D.; Abernathy, M.; Accadia, T.; Acernese, F.; Adams, C.; Adhikari, R.; Affeldt, C.; hide

    2012-01-01

    We report on a search for gravitational waves from coalescing compact binaries using LIGO and Virgo observations between July 7, 2009, and October 20. 2010. We searched for signals from binaries with total mass between 2 and 25 Stellar Mass; this includes binary neutron stars, binary black holes, and binaries consisting of a black hole and neutron star. The detectors were sensitive to systems up to 40 Mpc distant for binary neutron stars, and further for higher mass systems. No gravitational-wave signals were detected. We report upper limits on the rate of compact binary coalescence as a function of total mass. including the results from previous LIGO and Virgo observations. The cumulative 90% confidence rate upper limits of the binary coalescence of binary neutron star, neutron star-black hole, and binary black hole systems are 1.3 x 10(exp -4), 3.1 x 10(exp -5), and 6.4 x 10(exp -6)/cu Mpc/yr, respectively. These upper limits are up to a factor 1.4 lower than previously derived limits. We also report on results from a blind injection challenge.

  20. Search for gravitational waves from low mass compact binary coalescence in LIGO's sixth science run and Virgo's science runs 2 and 3

    NASA Astrophysics Data System (ADS)

    Abadie, J.; Abbott, B. P.; Abbott, R.; Abbott, T. D.; Abernathy, M.; Accadia, T.; Acernese, F.; Adams, C.; Adhikari, R.; Affeldt, C.; Agathos, M.; Ajith, P.; Allen, B.; Allen, G. S.; Amador Ceron, E.; Amariutei, D.; Amin, R. S.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Arain, M. A.; Araya, M. C.; Aston, S. M.; Astone, P.; Atkinson, D.; Aufmuth, P.; Aulbert, C.; Aylott, B. E.; Babak, S.; Baker, P.; Ballardin, G.; Ballmer, S.; Barker, D.; Barone, F.; Barr, B.; Barriga, P.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Bastarrika, M.; Basti, A.; Batch, J.; Bauchrowitz, J.; Bauer, Th. S.; Bebronne, M.; Behnke, B.; Beker, M. G.; Bell, A. S.; Belletoile, A.; Belopolski, I.; Benacquista, M.; Berliner, J. M.; Bertolini, A.; Betzwieser, J.; Beveridge, N.; Beyersdorf, P. T.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Biswas, R.; Bitossi, M.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Bland, B.; Blom, M.; Bock, O.; Bodiya, T. P.; Bogan, C.; Bondarescu, R.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Boschi, V.; Bose, S.; Bosi, L.; Bouhou, B.; Braccini, S.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Breyer, J.; Briant, T.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Britzger, M.; Brooks, A. F.; Brown, D. A.; Brummit, A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Burguet–Castell, J.; Burmeister, O.; Buskulic, D.; Buy, C.; Byer, R. L.; Cadonati, L.; Cagnoli, G.; Calloni, E.; Camp, J. B.; Campsie, P.; Cannizzo, J.; Cannon, K.; Canuel, B.; Cao, J.; Capano, C. D.; Carbognani, F.; Caride, S.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C.; Cesarini, E.; Chaibi, O.; Chalermsongsak, T.; Chalkley, E.; Charlton, P.; Chassande-Mottin, E.; Chelkowski, S.; Chen, Y.; Chincarini, A.; Chiummo, A.; Cho, H.; Christensen, N.; Chua, S. S. Y.; Chung, C. T. Y.; Chung, S.; Ciani, G.; Clara, F.; Clark, D. E.; Clark, J.; Clayton, J. H.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colacino, C. N.; Colas, J.; Colla, A.; Colombini, M.; Conte, A.; Conte, R.; Cook, D.; Corbitt, T. R.; Cordier, M.; Cornish, N.; Corsi, A.; Costa, C. A.; Coughlin, M.; Coulon, J.-P.; Couvares, P.; Coward, D. M.; Coyne, D. C.; Creighton, J. D. E.; Creighton, T. D.; Cruise, A. M.; Cumming, A.; Cunningham, L.; Cuoco, E.; Cutler, R. M.; Dahl, K.; Danilishin, S. L.; Dannenberg, R.; D'Antonio, S.; Danzmann, K.; Dattilo, V.; Daudert, B.; Daveloza, H.; Davier, M.; Davies, G.; Daw, E. J.; Day, R.; Dayanga, T.; De Rosa, R.; DeBra, D.; Debreczeni, G.; Degallaix, J.; Del Pozzo, W.; del Prete, M.; Dent, T.; Dergachev, V.; DeRosa, R.; DeSalvo, R.; Dhurandhar, S.; Di Fiore, L.; Di Lieto, A.; Di Palma, I.; Di Paolo Emilio, M.; Di Virgilio, A.; Díaz, M.; Dietz, A.; DiGuglielmo, J.; Donovan, F.; Dooley, K. L.; Dorsher, S.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Du, Z.; Dumas, J.-C.; Dwyer, S.; Eberle, T.; Edgar, M.; Edwards, M.; Effler, A.; Ehrens, P.; Endrőczi, G.; Engel, R.; Etzel, T.; Evans, K.; Evans, M.; Evans, T.; Factourovich, M.; Fafone, V.; Fairhurst, S.; Fan, Y.; Farr, B. F.; Farr, W.; Fazi, D.; Fehrmann, H.; Feldbaum, D.; Ferrante, I.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Fisher, R. P.; Flaminio, R.; Flanigan, M.; Foley, S.; Forsi, E.; Forte, L. A.; Fotopoulos, N.; Fournier, J.-D.; Franc, J.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Friedrich, D.; Fritschel, P.; Frolov, V. V.; Fulda, P. J.; Fyffe, M.; Galimberti, M.; Gammaitoni, L.; Ganija, M. R.; Garcia, J.; Garofoli, J. A.; Garufi, F.; Gáspár, M. E.; Gemme, G.; Geng, R.; Genin, E.; Gennai, A.; Gergely, L. Á.; Ghosh, S.; Giaime, J. A.; Giampanis, S.; Giardina, K. D.; Giazotto, A.; Gill, C.; Goetz, E.; Goggin, L. M.; González, G.; Gorodetsky, M. L.; Goßler, S.; Gouaty, R.; Graef, C.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Gray, N.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Greverie, C.; Grosso, R.; Grote, H.; Grunewald, S.; Guidi, G. M.; Guido, C.; Gupta, R.; Gustafson, E. K.; Gustafson, R.; Ha, T.; Hage, B.; Hallam, J. M.; Hammer, D.; Hammond, G.; Hanks, J.; Hanna, C.; Hanson, J.; Hardt, A.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Hartman, M. T.; Haughian, K.; Hayama, K.; Hayau, J.-F.; Heefner, J.; Heidmann, A.; Heintze, M. C.; Heitmann, H.; Hello, P.; Hendry, M. A.; Heng, I. S.; Heptonstall, A. W.; Herrera, V.; Hewitson, M.; Hild, S.; Hoak, D.; Hodge, K. A.; Holt, K.; Hong, T.; Hooper, S.; Hosken, D. J.; Hough, J.; Howell, E. J.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh-Dinh, T.; Ingram, D. R.; Inta, R.; Isogai, T.; Ivanov, A.; Izumi, K.; Jacobson, M.; Jang, H.; Jaranowski, P.; Johnson, W. W.; Jones, D. I.; Jones, G.; Jones, R.; Ju, L.; Kalmus, P.; Kalogera, V.; Kamaretsos, I.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Katsavounidis, E.; Katzman, W.; Kaufer, H.; Kawabe, K.; Kawamura, S.; Kawazoe, F.; Kells, W.; Keppel, D. G.; Keresztes, Z.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, B.; Kim, C.; Kim, D.; Kim, H.; Kim, K.; Kim, N.; Kim, Y.-M.; King, P. J.; Kinsey, M.; Kinzel, D. L.; Kissel, J. S.; Klimenko, S.; Kokeyama, K.; Kondrashov, V.; Kopparapu, R.; Koranda, S.; Korth, W. Z.; Kowalska, I.; Kozak, D.; Kringel, V.; Krishnamurthy, S.; Krishnan, B.; Królak, A.; Kuehn, G.; Kumar, R.; Kwee, P.; Lam, P. K.; Landry, M.; Lang, M.; Lantz, B.; Lastzka, N.; Lawrie, C.; Lazzarini, A.; Leaci, P.; Lee, C. H.; Lee, H. M.; Leindecker, N.; Leong, J. R.; Leonor, I.; Leroy, N.; Letendre, N.; Li, J.; Li, T. G. F.; Liguori, N.; Lindquist, P. E.; Lockerbie, N. A.; Lodhia, D.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Luan, J.; Lubinski, M.; Lück, H.; Lundgren, A. P.; Macdonald, E.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Mageswaran, M.; Mailand, K.; Majorana, E.; Maksimovic, I.; Man, N.; Mandel, I.; Mandic, V.; Mantovani, M.; Marandi, A.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Maros, E.; Marque, J.; Martelli, F.; Martin, I. W.; Martin, R. M.; Marx, J. N.; Mason, K.; Masserot, A.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; Mazzolo, G.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McIver, J.; McKechan, D. J. A.; Meadors, G. D.; Mehmet, M.; Meier, T.; Melatos, A.; Melissinos, A. C.; Mendell, G.; Menendez, D.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Miao, H.; Michel, C.; Milano, L.; Miller, J.; Minenkov, Y.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Miyakawa, O.; Moe, B.; Moesta, P.; Mohan, M.; Mohanty, S. D.; Mohapatra, S. R. P.; Moraru, D.; Moreno, G.; Morgado, N.; Morgia, A.; Mori, T.; Mosca, S.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, C. L.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Müller-Ebhardt, H.; Munch, J.; Murphy, D.; Murray, P. G.; Mytidis, A.; Nash, T.; Naticchioni, L.; Nawrodt, R.; Necula, V.; Nelson, J.; Newton, G.; Nishizawa, A.; Nocera, F.; Nolting, D.; Nuttall, L.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; Oldenburg, R. G.; O'Reilly, B.; O'Shaughnessy, R.; Osthelder, C.; Ott, C. D.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Page, A.; Pagliaroli, G.; Palladino, L.; Palomba, C.; Pan, Y.; Pankow, C.; Paoletti, F.; Papa, M. A.; Parisi, M.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patel, P.; Pedraza, M.; Peiris, P.; Pekowsky, L.; Penn, S.; Peralta, C.; Perreca, A.; Persichetti, G.; Phelps, M.; Pickenpack, M.; Piergiovanni, F.; Pietka, M.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Pletsch, H. J.; Plissi, M. V.; Poggiani, R.; Pöld, J.; Postiglione, F.; Prato, M.; Predoi, V.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Quetschke, V.; Raab, F. J.; Rabeling, D. S.; Rácz, I.; Radkins, H.; Raffai, P.; Rakhmanov, M.; Ramet, C. R.; Rankins, B.; Rapagnani, P.; Raymond, V.; Re, V.; Redwine, K.; Reed, C. M.; Reed, T.; Regimbau, T.; Reid, S.; Reitze, D. H.; Ricci, F.; Riesen, R.; Riles, K.; Robertson, N. A.; Robinet, F.; Robinson, C.; Robinson, E. L.; Rocchi, A.; Roddy, S.; Rodriguez, C.; Rodruck, M.; Rolland, L.; Rollins, J.; Romano, J. D.; Romano, R.; Romie, J. H.; Rosińska, D.; Röver, C.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Ryll, H.; Sainathan, P.; Sakosky, M.; Salemi, F.; Samblowski, A.; Sammut, L.; Sancho de la Jordana, L.; Sandberg, V.; Sankar, S.; Sannibale, V.; Santamaría, L.; Santiago-Prieto, I.; Santostasi, G.; Sassolas, B.; Sathyaprakash, B. S.; Sato, S.; Saulson, P. R.; Savage, R. L.; Schilling, R.; Schlamminger, S.; Schnabel, R.; Schofield, R. M. S.; Schulz, B.; Schutz, B. F.; Schwinberg, P.; Scott, J.; Scott, S. M.; Searle, A. C.; Seifert, F.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sergeev, A.; Shaddock, D. A.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sibley, A.; Siemens, X.; Sigg, D.; Singer, A.; Singer, L.; Sintes, A. M.; Skelton, G.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, N. D.; Smith, R. J. E.; Somiya, K.; Sorazu, B.; Soto, J.; Speirits, F. C.; Sperandio, L.; Stefszky, M.; Stein, A. J.; Steinert, E.; Steinlechner, J.; Steinlechner, S.; Steplewski, S.; Stochino, A.; Stone, R.; Strain, K. A.; Strigin, S.; Stroeer, A. S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sung, M.; Susmithan, S.; Sutton, P. J.; Swinkels, B.; Tacca, M.; Taffarello, L.; Talukder, D.; Tanner, D. B.; Tarabrin, S. P.; Taylor, J. R.; Taylor, R.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Thüring, A.; Titsler, C.; Tokmakov, K. V.; Toncelli, A.; Tonelli, M.; Torre, O.; Torres, C.; Torrie, C. I.; Tournefier, E.; Travasso, F.; Traylor, G.; Trias, M.; Tseng, K.; Tucker, E.; Ugolini, D.; Urbanek, K.; Vahlbruch, H.; Vajente, G.; Vallisneri, M.; van den Brand, J. F. J.; Van Den Broeck, C.; van der Putten, S.; van Veggel, A. A.; Vass, S.; Vasuth, M.; Vaulin, R.; Vavoulidis, M.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Veltkamp, C.; Verkindt, D.; Vetrano, F.; Viceré, A.; Villar, A. E.; Vinet, J.-Y.; Vitale, S.; Vitale, S.; Vocca, H.; Vorvick, C.; Vyatchanin, S. P.; Wade, A.; Waldman, S. J.; Wallace, L.; Wan, Y.; Wang, X.; Wang, Z.; Wanner, A.; Ward, R. L.; Was, M.; Wei, P.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Wen, S.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; Whitcomb, S. E.; White, D.; Whiting, B. F.; Wilkinson, C.; Willems, P. A.; Williams, H. R.; Williams, L.; Willke, B.; Winkelmann, L.; Winkler, W.; Wipf, C. C.; Wiseman, A. G.; Wittel, H.; Woan, G.; Wooley, R.; Worden, J.; Yablon, J.; Yakushin, I.; Yamamoto, H.; Yamamoto, K.; Yang, H.; Yeaton-Massey, D.; Yoshida, S.; Yu, P.; Yvert, M.; Zadroźny, A.; Zanolin, M.; Zendri, J.-P.; Zhang, F.; Zhang, L.; Zhang, W.; Zhang, Z.; Zhao, C.; Zotov, N.; Zucker, M. E.; Zweizig, J.

    2012-04-01

    We report on a search for gravitational waves from coalescing compact binaries using LIGO and Virgo observations between July 7, 2009, and October 20, 2010. We searched for signals from binaries with total mass between 2 and 25M⊙; this includes binary neutron stars, binary black holes, and binaries consisting of a black hole and neutron star. The detectors were sensitive to systems up to 40 Mpc distant for binary neutron stars, and further for higher mass systems. No gravitational-wave signals were detected. We report upper limits on the rate of compact binary coalescence as a function of total mass, including the results from previous LIGO and Virgo observations. The cumulative 90% confidence rate upper limits of the binary coalescence of binary neutron star, neutron star-black hole, and binary black hole systems are 1.3×10-4, 3.1×10-5, and 6.4×10-6Mpc-3yr-1, respectively. These upper limits are up to a factor 1.4 lower than previously derived limits. We also report on results from a blind injection challenge.

  1. Life experience of sixth-grade students in analog domains of sixth-grade science textbooks

    NASA Astrophysics Data System (ADS)

    Wagamon, Barbara J.

    This study was conducted to determine if analog domains in sixth grade science textbooks were common to the life experience of sixth grade students and if experience differed according to moderating variables. The researcher reviewed three sixth grade general science textbooks and selected analogies that were unsupported by extended text, photos, or diagrams. Analogies were limited to ones which were unsupported because the intent was to identify students who were ready by virtue of life experience to confront analogies unaided by contextual clues. The researcher designed the Life Experiences in Analog Domains (LEAD) Questionnaire to survey students in 50 analog domains. Subjects of the study were 331 sixth grade students from an urban school district. Thirty were tested with the instrument one year later. Data on age, gender, ethnicity and income were analyzed for variance. Standardized achievement test scores were correlated to the LEAD Questionnaire. Results revealed sharp contrasts of experience by analog domain. Experience in analog domains was indicated 52% of the time overall. There were significant differences in the experience of students grouped by moderating variables. Younger students reported more experience than older students. The higher income group reported more experience than the lower income group. Caucasian students reported more experience overall than African American students. Chi-square tests revealed that differences in scores by ethnicity were not controlled by income. of three skills, reading comprehension, mathematics, and science, reading comprehension was most closely correlated to questionnaire score. Results suggest that many of the sixth grade students in the study may be without experience in analog domains when they encounter analogies in a textbook. Assuming subsequent implementations of the Questionnaire confirm these results, teachers should survey life experience of students and help them develop experiences that complement their science text. Textbook authors should explain all but the simplest analogies.

  2. Making Physics Matter in Primary Schools

    NASA Astrophysics Data System (ADS)

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

    2016-04-01

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

  3. Leaping from Discrete to Continuous Independent Variables: Sixth Graders' Science Line Graph Interpretations

    ERIC Educational Resources Information Center

    Boote, Stacy K.; Boote, David N.

    2017-01-01

    Students often struggle to interpret graphs correctly, despite emphasis on graphic literacy in U.S. education standards documents. The purpose of this study was to describe challenges sixth graders with varying levels of science and mathematics achievement encounter when transitioning from interpreting graphs having discrete independent variables…

  4. Promoting Positive Attitudes towards Science "and" Religion among Sixth-Form Pupils: Dealing with Scientism and Creationism

    ERIC Educational Resources Information Center

    Astley, Jeff; Francis, Leslie J.

    2010-01-01

    A sample of 187 female students, attending a sixth-form study day on religious studies, completed a questionnaire containing four scales concerned with assessing: attitude towards theistic religion, attitude towards science, scientism and creationism. The data demonstrated a negative correlation between attitude towards religion and attitude…

  5. An Investigative Approach to Elementary School Science Teaching.

    ERIC Educational Resources Information Center

    Schmiess, Elmer G.

    This study was conducted to determine whether sixth grade students can successfully engage in scientific investigation. The success of the students' investigation was measured by their proficiency in solving selected problems, interest in science, and growth in solving new problems. One class of 34 sixth grade students was selected. A battery of…

  6. 75 FR 20556 - Announcement of the Sixth and Final Dietary Guidelines Advisory Committee Meeting and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-04-20

    ... Economics (REE); and U.S. Department of Health and Human Services (HHS), Office of Public Health and Science... DEPARTMENT OF AGRICULTURE DEPARTMENT OF HEALTH AND HUMAN SERVICES Announcement of the Sixth and... Human Services (HHS) (a) provide notice of the sixth and final meeting of the Dietary Guidelines...

  7. An Analysis of Global Problems Issues in Sixth and Seventh Grade Science Textbooks.

    ERIC Educational Resources Information Center

    Hamm, Mary; Adams, Dennis

    The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth and seventh grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages…

  8. Blinded to Science: Gender Differences in the Effects of Race, Ethnicity, and Socioeconomic Status on Academic and Science Attitudes among Sixth Graders

    ERIC Educational Resources Information Center

    Perry, Brea L.; Link, Tanja; Boelter, Christina; Leukefeld, Carl

    2012-01-01

    Little research has examined whether the effects of race or socioeconomic status (SES) on educational attitudes differ by gender, limiting knowledge of unique vulnerabilities occurring at the intersection of multiple social statuses. Using data from 182 sixth-graders, interactions between gender, race/ethnicity, and SES in predicting educational…

  9. The effects of collaborative video production on the attitudes and science knowledge of sixth graders

    NASA Astrophysics Data System (ADS)

    Gaston, Joseph Pickett

    This quantitative study examined the effects of collaborative video production (CVP) on the attitudes and conceptual understanding of sixth-grade science students at a public middle school in the Southeastern United States. This study followed the nonequivalent control group design, as described by Campbell and Stanley (1963). The study involved four classes of sixth-grade students. The two control classes were taught the science concept by the cooperating teacher through direct instruction, and the two experimental classes learned the science concept through the CVP project. Pre- and posttests were administered to all students, as well as two pre- and post-surveys measuring student attitudes towards science and technology. Analysis of covariance (ANCOVA) with the pretest scores as the covariate (Xc) was conducted with the posttest and post-survey data to determine if a significant difference existed in scores between the two groups. In each case, no significant difference was found. The results of this study suggest that CVP was as effective at conveying conceptual understanding to sixth-grade science students as direct instruction. Although not significant, the study also showed that mean scores of students' attitudes towards science and technology increased from pre-surveys to post-surveys for those who participated in the CVP activity. These findings suggest that the treatment contributed to an increase in participants' attitudes and towards technology and the academic subject. No such increase in mean post-survey scores existed for students receiving direct instruction.

  10. Effect of an Active Video Gaming Classroom Curriculum on Health-Related Fitness, School Day Step Counts, and Motivation in Sixth Graders.

    PubMed

    Fu, You; Burns, Ryan D

    2018-05-09

    The purpose of this study was to explore the effect of an active video gaming (AVG) classroom curriculum on health-related fitness, school day steps, and motivation in sixth graders. A convenience sample of 65 sixth graders were recruited from 2 classrooms from a school located in the Western United States. One classroom served as the comparison group (n = 32) that participated in active free play, and one classroom served as the intervention group (n = 33) that participated in an AVG curriculum for 30 minutes per day, 3 days per week, for 18 weeks. Cardiorespiratory endurance was assessed using Progressive Aerobic Cardiovascular Endurance Run laps. School day steps were recorded, and motivational variables were collected using questionnaires. Measures were collected at baseline and an 18-week posttest time point. There was a significant group × time interaction for Progressive Aerobic Cardiovascular Endurance Run laps (b = 20.7 laps; 95% confidence interval, 14.6 to 26.8; P < .001). No statistically significant interactions were found for step counts or any of the motivational variables. An 18-week AVG classroom curriculum improved cardiorespiratory endurance relative to the comparison group in sixth graders. This study supports the use of low-cost AVG curricula to improve the health-related fitness of youth.

  11. Effects of an SWH Approach and Self-Evaluation on Sixth Grade Students' Learning and Retention of an Electricity Unit

    ERIC Educational Resources Information Center

    Memis, Esra Kabatas; Seven, Sabriye

    2015-01-01

    The purpose of this study is to explore the effects of guided, inquiry-based laboratory activities using the Science Writing Heuristic (SWH) approach and self-evaluation on students' science achievement. The study involved three sixth grade classes studying an electricity unit taught by the same primary school teacher. Before the study began, one…

  12. KSC-2012-6390

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students listen to a science presentation on NASA programs. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  13. Sixth Graders Investigate Models and Designs through Teacher-Directed and Student-Centered Inquiry Lessons: Effects on Performance and Attitudes

    ERIC Educational Resources Information Center

    Olsen, Benjamin D.; Rule, Audrey C.

    2016-01-01

    Science inquiry has been found to be effective with students from diverse backgrounds and varied academic abilities. This study compared student learning, enjoyment, motivation, perceived understanding, and creativity during a science unit on Models and Designs for 38 sixth grade students (20 male, 18 female; 1 Black, 1 Hispanic and 36 White). The…

  14. The Impact of Technology on the Enactment of "Inquiry" in a Technology Enthusiast's Sixth Grade Science Classroom

    ERIC Educational Resources Information Center

    Waight, Noemi; Abd-El-Khalick, Fouad

    2007-01-01

    This study investigated the impact of the use of computer technology on the enactment of "inquiry" in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several "inquiry"…

  15. An Analysis of Sixth Grade Pupil's Ability to Use Context Clues in Science and Social Studies.

    ERIC Educational Resources Information Center

    Olson, Arthur V.

    The ability of sixth-grade students to use context clues for identifying unknown words in science and social studies reading materials and the types of context clues most frequently used are examined. The 30 subjects from three white, middle-class urban schools missed 50 percent or more of the words on a prevocabulary test. The subjects read two…

  16. Hilbert's sixth problem: between the foundations of geometry and the axiomatization of physics.

    PubMed

    Corry, Leo

    2018-04-28

    The sixth of Hilbert's famous 1900 list of 23 problems was a programmatic call for the axiomatization of the physical sciences. It was naturally and organically rooted at the core of Hilbert's conception of what axiomatization is all about. In fact, the axiomatic method which he applied at the turn of the twentieth century in his famous work on the foundations of geometry originated in a preoccupation with foundational questions related with empirical science in general. Indeed, far from a purely formal conception, Hilbert counted geometry among the sciences with strong empirical content, closely related to other branches of physics and deserving a treatment similar to that reserved for the latter. In this treatment, the axiomatization project was meant to play, in his view, a crucial role. Curiously, and contrary to a once-prevalent view, from all the problems in the list, the sixth is the only one that continually engaged Hilbet's efforts over a very long period of time, at least between 1894 and 1932.This article is part of the theme issue 'Hilbert's sixth problem'. © 2018 The Author(s).

  17. Hilbert's sixth problem: between the foundations of geometry and the axiomatization of physics

    NASA Astrophysics Data System (ADS)

    Corry, Leo

    2018-04-01

    The sixth of Hilbert's famous 1900 list of 23 problems was a programmatic call for the axiomatization of the physical sciences. It was naturally and organically rooted at the core of Hilbert's conception of what axiomatization is all about. In fact, the axiomatic method which he applied at the turn of the twentieth century in his famous work on the foundations of geometry originated in a preoccupation with foundational questions related with empirical science in general. Indeed, far from a purely formal conception, Hilbert counted geometry among the sciences with strong empirical content, closely related to other branches of physics and deserving a treatment similar to that reserved for the latter. In this treatment, the axiomatization project was meant to play, in his view, a crucial role. Curiously, and contrary to a once-prevalent view, from all the problems in the list, the sixth is the only one that continually engaged Hilbet's efforts over a very long period of time, at least between 1894 and 1932. This article is part of the theme issue `Hilbert's sixth problem'.

  18. Digital science games' impact on sixth and eighth graders' perceptions of science

    NASA Astrophysics Data System (ADS)

    Peng, Li-Wei

    2009-12-01

    The quasi-experimental study investigated sixth and eighth graders' perceptions of science with gender, grade levels, and educational experiences as the variables. The Theory of Planned Behavior (Ajzen, 1985) claims that attitude toward the behavior, subjective norm, and perceived behavioral control play a major role in people's intentions, and these intentions ultimately impact their behavior. The study adopted a quantitative research approach by conducting a science perceptions survey for examining students' self-efficacy in learning science (i.e., perceived behavioral control), value of science (i.e., attitude toward the behavior), motivation in science (i.e., attitude toward the behavior), and perceptions of digital science games in science classes (i.e., perceived behavioral control). A total of 255 participants' responses from four rural Appalachian middle school science classrooms in southeastern Ohio were analyzed through a three-way ANCOVA factorial pre-test and post-test data analysis with experimental and comparison groups. Additionally, the study applied a semi-structured, in-depth interview as a qualitative research approach to further examine STEAM digital science games' and Fellows' impact on students' perceptions of science. Eight students in the experimental group were interviewed. Interview data were analyzed with an inductive method. The results found in the three-way ANCOVA data analysis indicated that the diversity of educational experiences was a significant factor that impacted sixth and eighth graders' perceptions of science. Additionally, the interaction of gender and educational experiences was another significant factor that impacted sixth and eighth graders' perceptions of science. The findings of the two short-answer questions identified the reasons why the participants liked or disliked science, as well as why the participants would or would not choose a career in science. The conclusions of the semi-structured, in-depth interview supported that the interviewees' perceptions of the STEAM digital science games and Fellows ranged from neutral to positive. Seven out of eight of the interviewees commented that the STEAM digital science games and Fellows enhanced the interviewees' perceptions of science and their choice of careers. Five out of eight of the interviewees intended to have careers in science.

  19. First all-sky search for continuous gravitational waves from unknown sources in binary systems

    NASA Astrophysics Data System (ADS)

    Aasi, J.; Abbott, B. P.; Abbott, R.; Abbott, T.; Abernathy, M. R.; Accadia, T.; Acernese, F.; Ackley, K.; Adams, C.; Adams, T.; Addesso, P.; Adhikari, R. X.; Affeldt, C.; Agathos, M.; Aggarwal, N.; Aguiar, O. D.; Ain, A.; Ajith, P.; Alemic, A.; Allen, B.; Allocca, A.; Amariutei, D.; Andersen, M.; Anderson, R.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C.; Areeda, J.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Austin, L.; Aylott, B. E.; Babak, S.; Baker, P. T.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barbet, M.; Barish, B. C.; Barker, D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J. C.; Bauchrowitz, J.; Bauer, Th. S.; Behnke, B.; Bejger, M.; Beker, M. G.; Belczynski, C.; Bell, A. S.; Bell, C.; Bergmann, G.; Bersanetti, D.; Bertolini, A.; Betzwieser, J.; Beyersdorf, P. T.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Biscans, S.; Bitossi, M.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Bloemen, S.; Blom, M.; Bock, O.; Bodiya, T. P.; Boer, M.; Bogaert, G.; Bogan, C.; Bond, C.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Boschi, V.; Bose, Sukanta; Bosi, L.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Briant, T.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Brückner, F.; Buchman, S.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Burman, R.; Buskulic, D.; Buy, C.; Cadonati, L.; Cagnoli, G.; Calderón Bustillo, J.; Calloni, E.; Camp, J. B.; Campsie, P.; Cannon, K. C.; Canuel, B.; Cao, J.; Capano, C. D.; Carbognani, F.; Carbone, L.; Caride, S.; Castiglia, A.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Celerier, C.; Cella, G.; Cepeda, C.; Cesarini, E.; Chakraborty, R.; Chalermsongsak, T.; Chamberlin, S. J.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Chen, X.; Chen, Y.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Chow, J.; Christensen, N.; Chu, Q.; Chua, S. S. Y.; Chung, S.; Ciani, G.; Clara, F.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Collette, C.; Colombini, M.; Cominsky, L.; Constancio, M.; Conte, A.; Cook, D.; Corbitt, T. R.; Cordier, M.; Cornish, N.; Corpuz, A.; Corsi, A.; Costa, C. A.; Coughlin, M. W.; Coughlin, S.; Coulon, J.-P.; Countryman, S.; Couvares, P.; Coward, D. M.; Cowart, M.; Coyne, D. C.; Coyne, R.; Craig, K.; Creighton, J. D. E.; Creighton, T. D.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Dahl, K.; Dal Canton, T.; Damjanic, M.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Dattilo, V.; Daveloza, H.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; Dayanga, T.; Debreczeni, G.; Degallaix, J.; Deléglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dereli, H.; Dergachev, V.; De Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Dhurandhar, S.; Díaz, M.; Di Fiore, L.; Di Lieto, A.; Di Palma, I.; Di Virgilio, A.; Donath, A.; Donovan, F.; Dooley, K. L.; Doravari, S.; Dossa, S.; Douglas, R.; Downes, T. P.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Du, Z.; Dwyer, S.; Eberle, T.; Edo, T.; Edwards, M.; Effler, A.; Eggenstein, H.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Endrőczi, G.; Essick, R.; Etzel, T.; Evans, M.; Evans, T.; Factourovich, M.; Fafone, V.; Fairhurst, S.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W. M.; Favata, M.; Fehrmann, H.; Fejer, M. M.; Feldbaum, D.; Feroz, F.; Ferrante, I.; Ferrini, F.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Fisher, R. P.; Flaminio, R.; Fournier, J.-D.; Franco, S.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Gair, J.; Gammaitoni, L.; Gaonkar, S.; Garufi, F.; Gehrels, N.; Gemme, G.; Genin, E.; Gennai, A.; Ghosh, S.; Giaime, J. A.; Giardina, K. D.; Giazotto, A.; Gill, C.; Gleason, J.; Goetz, E.; Goetz, R.; Gondan, L.; González, G.; Gordon, N.; Gorodetsky, M. L.; Gossan, S.; Goßler, S.; Gouaty, R.; Gräf, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Groot, P.; Grote, H.; Grover, K.; Grunewald, S.; Guidi, G. M.; Guido, C.; Gushwa, K.; Gustafson, E. K.; Gustafson, R.; Hammer, D.; Hammond, G.; Hanke, M.; Hanks, J.; Hanna, C.; Hanson, J.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Hart, M.; Hartman, M. T.; Haster, C.-J.; Haughian, K.; Heidmann, A.; Heintze, M.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Heptonstall, A. W.; Heurs, M.; Hewitson, M.; Hild, S.; Hoak, D.; Hodge, K. A.; Holt, K.; Hooper, S.; Hopkins, P.; Hosken, D. J.; Hough, J.; Howell, E. J.; Hu, Y.; Huerta, E.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh, M.; Huynh-Dinh, T.; Ingram, D. R.; Inta, R.; Isogai, T.; Ivanov, A.; Iyer, B. R.; Izumi, K.; Jacobson, M.; James, E.; Jang, H.; Jaranowski, P.; Ji, Y.; Jiménez-Forteza, F.; Johnson, W. W.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; K, Haris; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Karlen, J.; Kasprzack, M.; Katsavounidis, E.; Katzman, W.; Kaufer, H.; Kawabe, K.; Kawazoe, F.; Kéfélian, F.; Keiser, G. M.; Keitel, D.; Kelley, D. B.; Kells, W.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, C.; Kim, K.; Kim, N.; Kim, N. G.; Kim, Y.-M.; King, E. J.; King, P. J.; Kinzel, D. L.; Kissel, J. S.; Klimenko, S.; Kline, J.; Koehlenbeck, S.; Kokeyama, K.; Kondrashov, V.; Koranda, S.; Korth, W. Z.; Kowalska, I.; Kozak, D. B.; Kremin, A.; Kringel, V.; Krishnan, B.; Królak, A.; Kuehn, G.; Kumar, A.; Kumar, P.; Kumar, R.; Kuo, L.; Kutynia, A.; Kwee, P.; Landry, M.; Lantz, B.; Larson, S.; Lasky, P. D.; Lawrie, C.; Lazzarini, A.; Lazzaro, C.; Leaci, P.; Leavey, S.; Lebigot, E. O.; Lee, C.-H.; Lee, H. K.; Lee, H. M.; Lee, J.; Leonardi, M.; Leong, J. R.; Le Roux, A.; Leroy, N.; Letendre, N.; Levin, Y.; Levine, B.; Lewis, J.; Li, T. G. F.; Libbrecht, K.; Libson, A.; Lin, A. C.; Littenberg, T. B.; Litvine, V.; Lockerbie, N. A.; Lockett, V.; Lodhia, D.; Loew, K.; Logue, J.; Lombardi, A. L.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J.; Lubinski, M. J.; Lück, H.; Luijten, E.; Lundgren, A. P.; Lynch, R.; Ma, Y.; Macarthur, J.; Macdonald, E. P.; MacDonald, T.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magana-Sandoval, F.; Mageswaran, M.; Maglione, C.; Mailand, K.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Manca, G. M.; Mandel, I.; Mandic, V.; Mangano, V.; Mangini, N.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Maros, E.; Marque, J.; Martelli, F.; Martin, I. W.; Martin, R. M.; Martinelli, L.; Martynov, D.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; Mazumder, N.; Mazzolo, G.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McIver, J.; McLin, K.; Meacher, D.; Meadors, G. D.; Mehmet, M.; Meidam, J.; Meinders, M.; Melatos, A.; Mendell, G.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyers, P.; Miao, H.; Michel, C.; Mikhailov, E. E.; Milano, L.; Milde, S.; Miller, J.; Minenkov, Y.; Mingarelli, C. M. F.; Mishra, C.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moe, B.; Moesta, P.; Mohan, M.; Mohapatra, S. R. P.; Moraru, D.; Moreno, G.; Morgado, N.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, C. L.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Munch, J.; Murphy, D.; Murray, P. G.; Mytidis, A.; Nagy, M. F.; Nanda Kumar, D.; Nardecchia, I.; Naticchioni, L.; Nayak, R. K.; Necula, V.; Nelemans, G.; Neri, I.; Neri, M.; Newton, G.; Nguyen, T.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E. N.; Nuttall, L. K.; Ochsner, E.; O'Dell, J.; Oelker, E.; Oh, J. J.; Oh, S. H.; Ohme, F.; Oppermann, P.; O'Reilly, B.; O'Shaughnessy, R.; Osthelder, C.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Padilla, C.; Pai, A.; Palashov, O.; Palomba, C.; Pan, H.; Pan, Y.; Pankow, C.; Paoletti, F.; Paoletti, R.; Papa, M. A.; Paris, H.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Pedraza, M.; Penn, S.; Perreca, A.; Phelps, M.; Pichot, M.; Pickenpack, M.; Piergiovanni, F.; Pierro, V.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Poeld, J.; Poggiani, R.; Poteomkin, A.; Powell, J.; Prasad, J.; Premachandra, S.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Qin, J.; Quetschke, V.; Quintero, E.; Quiroga, G.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Rácz, I.; Radkins, H.; Raffai, P.; Raja, S.; Rajalakshmi, G.; Rakhmanov, M.; Ramet, C.; Ramirez, K.; Rapagnani, P.; Raymond, V.; Re, V.; Read, J.; Reed, C. M.; Regimbau, T.; Reid, S.; Reitze, D. H.; Rhoades, E.; Ricci, F.; Riles, K.; Robertson, N. A.; Robinet, F.; Rocchi, A.; Rodruck, M.; Rolland, L.; Rollins, J. G.; Romano, R.; Romanov, G.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Salemi, F.; Sammut, L.; Sandberg, V.; Sanders, J. R.; Sannibale, V.; Santiago-Prieto, I.; Saracco, E.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Savage, R.; Scheuer, J.; Schilling, R.; Schnabel, R.; Schofield, R. M. S.; Schreiber, E.; Schuette, D.; Schutz, B. F.; Scott, J.; Scott, S. M.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sequino, V.; Sergeev, A.; Shaddock, D.; Shah, S.; Shahriar, M. S.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sidery, T. L.; Siellez, K.; Siemens, X.; Sigg, D.; Simakov, D.; Singer, A.; Singer, L.; Singh, R.; Sintes, A. M.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M.; Smith, R. J. E.; Smith-Lefebvre, N. D.; Son, E. J.; Sorazu, B.; Souradeep, T.; Sperandio, L.; Staley, A.; Stebbins, J.; Steinlechner, J.; Steinlechner, S.; Stephens, B. C.; Steplewski, S.; Stevenson, S.; Stone, R.; Stops, D.; Strain, K. A.; Straniero, N.; Strigin, S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Susmithan, S.; Sutton, P. J.; Swinkels, B.; Tacca, M.; Talukder, D.; Tanner, D. B.; Tarabrin, S. P.; Taylor, R.; ter Braack, A. P. M.; Thirugnanasambandam, M. P.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Tiwari, V.; Tokmakov, K. V.; Tomlinson, C.; Toncelli, A.; Tonelli, M.; Torre, O.; Torres, C. V.; Torrie, C. I.; Travasso, F.; Traylor, G.; Tse, M.; Ugolini, D.; Unnikrishnan, C. S.; Urban, A. L.; Urbanek, K.; Vahlbruch, H.; Vajente, G.; Valdes, G.; Vallisneri, M.; van den Brand, J. F. J.; Van Den Broeck, C.; van der Putten, S.; van der Sluys, M. V.; van Heijningen, J.; van Veggel, A. A.; Vass, S.; Vasúth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Verma, S. S.; Vetrano, F.; Viceré, A.; Vincent-Finley, R.; Vinet, J.-Y.; Vitale, S.; Vo, T.; Vocca, H.; Vorvick, C.; Vousden, W. D.; Vyachanin, S. P.; Wade, A.; Wade, L.; Wade, M.; Walker, M.; Wallace, L.; Wang, M.; Wang, X.; Ward, R. L.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Welborn, T.; Wen, L.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; White, D. J.; Whiting, B. F.; Wiesner, K.; Wilkinson, C.; Williams, K.; Williams, L.; Williams, R.; Williams, T.; Williamson, A. R.; Willis, J. L.; Willke, B.; Wimmer, M.; Winkler, W.; Wipf, C. C.; Wiseman, A. G.; Wittel, H.; Woan, G.; Worden, J.; Yablon, J.; Yakushin, I.; Yamamoto, H.; Yancey, C. C.; Yang, H.; Yang, Z.; Yoshida, S.; Yvert, M.; ZadroŻny, A.; Zanolin, M.; Zendri, J.-P.; Zhang, Fan; Zhang, L.; Zhao, C.; Zhu, X. J.; Zucker, M. E.; Zuraw, S.; Zweizig, J.; LIGO Scientific Collaboration; Virgo Collaboration

    2014-09-01

    We present the first results of an all-sky search for continuous gravitational waves from unknown spinning neutron stars in binary systems using LIGO and Virgo data. Using a specially developed analysis program, the TwoSpect algorithm, the search was carried out on data from the sixth LIGO science run and the second and third Virgo science runs. The search covers a range of frequencies from 20 Hz to 520 Hz, a range of orbital periods from 2 to ˜2,254 h and a frequency- and period-dependent range of frequency modulation depths from 0.277 to 100 mHz. This corresponds to a range of projected semimajor axes of the orbit from ˜0.6×10-3 ls to ˜6,500 ls assuming the orbit of the binary is circular. While no plausible candidate gravitational wave events survive the pipeline, upper limits are set on the analyzed data. The most sensitive 95% confidence upper limit obtained on gravitational wave strain is 2.3×10-24 at 217 Hz, assuming the source waves are circularly polarized. Although this search has been optimized for circular binary orbits, the upper limits obtained remain valid for orbital eccentricities as large as 0.9. In addition, upper limits are placed on continuous gravitational wave emission from the low-mass x-ray binary Scorpius X-1 between 20 Hz and 57.25 Hz.

  20. Quasinormal modes of scale dependent black holes in (1 +2 )-dimensional Einstein-power-Maxwell theory

    NASA Astrophysics Data System (ADS)

    Rincón, Ángel; Panotopoulos, Grigoris

    2018-01-01

    We study for the first time the stability against scalar perturbations, and we compute the spectrum of quasinormal modes of three-dimensional charged black holes in Einstein-power-Maxwell nonlinear electrodynamics assuming running couplings. Adopting the sixth order Wentzel-Kramers-Brillouin (WKB) approximation we investigate how the running of the couplings change the spectrum of the classical theory. Our results show that all modes corresponding to nonvanishing angular momentum are unstable both in the classical theory and with the running of the couplings, while the fundamental mode can be stable or unstable depending on the running parameter and the electric charge.

  1. Summaries of the Sixth Annual JPL Airborne Earth Science Workshop, March 4-8, 1996. Volume 2; AIRSAR Workshop

    NASA Technical Reports Server (NTRS)

    Kim, Yunjin (Editor)

    1996-01-01

    This publication contains the summaries for the Sixth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on March 4-8, 1996. The main workshop is divided into two smaller workshops as follows: The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on March 4-6. The summaries for this workshop appear in Volume 1. The Airborne Synthetic Aperture Radar (AIRSAR) workshop, on March 6-8. The summaries for this workshop appear in Volume 2.

  2. Summaries of the Sixth Annual JPL Airborne Earth Science Workshop. Volume 1; AVIRIS Workshop

    NASA Technical Reports Server (NTRS)

    Green, Robert O. (Editor)

    1996-01-01

    This publication contains the summaries for the Sixth Annual JPL Airborne Earth Science Workshop, held in Pasadena, California, on March 4-8, 1996. The main workshop is divided into two smaller workshops as follows: (1) The Airborne Visible/Infrared Imaging Spectrometer (AVIRIS) workshop, on March 4-6. The summaries for this workshop appear in Volume 1; (2) The Airborne Synthetic Aperture Radar (AIRSAR) workshop, on March 6-8. The summaries for this workshop appear in Volume 2.

  3. KSC-2012-6384

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students are welcomed to an interactive science demonstration by Kerri Lubeski, senior educator and coordinator of Brevard Space Week for Delaware North Companies Parks and Resorts. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  4. Drills vs. Games--Any Differences? A Pilot Study.

    ERIC Educational Resources Information Center

    McMullen, David W.

    This study investigated the effect of informational, drill, and game format computer-assisted instruction (CAI) on the achievement, retention, and attitude toward instruction of sixth-grade science students (N=37). An informational CAI lesson on Halley's Comet was administered to three randomly selected groups of sixth-grade students. A CAI drill…

  5. Strategies for Introducing Databasing into Science.

    ERIC Educational Resources Information Center

    Anderson, Christopher L.

    1990-01-01

    Outlines techniques used in the context of a sixth grade science class to teach database structure and search strategies for science using the AppleWorks program. Provides templates and questions for class and element databases. (Author/YP)

  6. Evaluating Fifth- and Sixth-Grade Students' Expository Writing: Task Development, Scoring, and Psychometric Issues

    ERIC Educational Resources Information Center

    Kulikowich, Jonna M.; Mason, Linda H.; Brown, Scott W.

    2008-01-01

    Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students' informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and…

  7. Sixth Grade Interdisciplinary Packet: Science-Social Studies.

    ERIC Educational Resources Information Center

    Madison Public Schools, WI.

    This curriculum guide for sixth graders focuses upon "Who is Man?", "Who am I?" and "Man Needs Man" in an interdisciplinary sequence that combines scientific and social studies ideas and theories. It is hoped that this approach will help the pupil shape positive change within himself and his society. Emphasis is upon pupils gaining both conceptual…

  8. Introduction to Library Public Services. Sixth Edition. Library and Information Science Text Series.

    ERIC Educational Resources Information Center

    Evans, G. Edward; Amodeo, Anthony J.; Carter, Thomas L.

    This book covers the role, purpose, and philosophy related to each of the major functional areas of library public service. This sixth edition, on the presumption that most people know the basic facts about computer hardware, does not include the chapter (in the previous edition) on computer basics, and instead integrated specific technological…

  9. Proceedings of the sixth California oak symposium: today's challenges, tomorrow's opportunities

    Treesearch

    Adina Merenlender; Douglas McCreary; Kathryn L. Purcell

    2008-01-01

    The Sixth Oak Symposium provided a forum for current research and outstanding case studies on oak woodland science and sustainability in California. This symposium was the latest in a series of conferences on this subject held every 5 years since 1979. The proceedings from this conference series represent the most comprehensive source of scientific and management...

  10. Science--A Process Approach, Product Development Report No. 8.

    ERIC Educational Resources Information Center

    Sanderson, Barbara A.; Kratochvil, Daniel W.

    Science - A Process Approach, a science program for grades kindergarten through sixth, mainly focuses on scientific processes: observing, classifying, using numbers, measuring, space/time relationships, communicating, predicting, inferring, defining operationally, formulating hypotheses, interpreting data, controlling variables, and experimenting.…

  11. Understanding Male Underachievement in Middle School Science: Challenging the Assumptions

    NASA Astrophysics Data System (ADS)

    Holbrooks, Marilyn Jane

    The overall purpose of this collaborative action research study was to explore the experiences of eight middle school science teachers. This collaborative action research study concerned itself with male student underachievement in science at the middle school level. The study was conducted at Sherwood Forest Middle School (a pseudonym) with sixth through eighth grade science teachers with more than three years of experience, various teaching backgrounds within academic subjects as well as special education, and different grade levels. The interviews probed the teachers' personal experiences and insights regarding male underachievement in science. This collaborative action research study relied on qualitative data from interviews and other pieces of evidence that might support the teachers' observations, specifically standardized test data and class grades. In addition, four of the seven teachers participated in a focus group, developing strategies for more effective teaching in science for all students. Understanding the experiences of science educators for sixth through eighth grade students can assist local, state, and federal policymakers in educational decision-making processes for the future.

  12. The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

    NASA Astrophysics Data System (ADS)

    Jackson, Devin Joseph Guilford

    Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

  13. An Evaluation of the Cooperative Learning Process by Sixth-Grade Students

    ERIC Educational Resources Information Center

    Genç, Murat

    2016-01-01

    The purpose of this study is to investigate the effectiveness of cooperative learning on the science lessons achievement of primary school students and to designate their views on cooperative learning process. 135 sixth-grade students attending the same school took part in the study. The model of this study was the Solomon four-group model. In the…

  14. The Nature and Role of Physical Models in Enhancing Sixth Grade Students' Mental Models of Groundwater and Groundwater Processes

    ERIC Educational Resources Information Center

    Duffy, Debra Lynne Foster

    2012-01-01

    Through a non-experimental descriptive and comparative mixed-methods approach, this study investigated the experiences of sixth grade earth science students with groundwater physical models through an extended SE learning cycle format. The data collection was based on a series of quantitative and qualitative research tools intended to investigate…

  15. Lunar Landing Walking Simulator

    NASA Image and Video Library

    1965-09-03

    Lunar Landing Walking Simulator: Researchers at Langley study the ability of astronauts to walk, run and perform other tasks required during lunar exploration. The Reduced Gravity Simulator gave researchers the opportunity to look at the effects of one-sixth normal gravity on self-locomotion. Several Apollo astronauts practiced lunar waling at the facility.

  16. Behavioral, Personality, and Communicative Predictors of Acceptance and Popularity in Early Adolescence

    ERIC Educational Resources Information Center

    Wolters, Nina; Knoors, Harry; Cillessen, Antonius H. N.; Verhoeven, Ludo

    2014-01-01

    This study examined the behavioral, personality, and communicative predictors of acceptance and popularity in 608 early adolescents. Data were collected with sociometric methods and ratings in 30 sixth-grade classrooms. Hierarchical regressions were run to predict acceptance and popularity from prosocial, antisocial, and withdrawn behavior,…

  17. Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom

    ERIC Educational Resources Information Center

    Tan, Edna; Calabrese Barton, Angela

    2010-01-01

    Recent criticisms of the goal of "science for all" with regard to minority students have alluded to the onerous culture of school science characterized by white, middle-class values that eschew personal everyday science experiences and nontraditional funds of knowledge, in addition to alienating science instruction. Using critically-oriented,…

  18. Multimodal Teacher Input and Science Learning in a Middle School Sheltered Classroom

    ERIC Educational Resources Information Center

    Zhang, Ying

    2016-01-01

    This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources,…

  19. Comparing Science Achievement Constructs: Targeted and Achieved

    ERIC Educational Resources Information Center

    Ferrara, Steve; Duncan, Teresa

    2011-01-01

    This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test.…

  20. Teacher Use of Evidence to Customize Inquiry Science Instruction

    ERIC Educational Resources Information Center

    Gerard, Libby F.; Spitulnik, Michele; Linn, Marcia C.

    2010-01-01

    This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive…

  1. KSC-2012-6385

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students listen to a presentation by former NASA astronaut Wendy Lawrence. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  2. KSC-2012-6389

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students watch a video presentation about a future rocket launch. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  3. Development of an Applied Fisheries Science Program for Native Alaskans at Sheldon Jackson College. Sixth Progress Report.

    ERIC Educational Resources Information Center

    Seifert, Mel

    The sixth semi-annual report of the Sheldon Jackson College Aquaculture Program covers the period January 1 through June 30, 1977, and summarizes the last half of the second year of operation of the educational program and the entire year for the hatchery. The educational component of the program is described in terms of the academic program,…

  4. Handle With Care: An Air Pollution Module for Sixth, Seventh, and Eighth Grade Teachers of Health Education, Science, and Other Subject Areas.

    ERIC Educational Resources Information Center

    Guerin, Dolores

    Presented is a module on air pollution for sixth through eighth graders. Six subsections address the many aspects of air and air pollution: (1) sensory awareness, (2) the nature of the atmosphere, (3) air pollution's effects on health and property, (4) values conflicts, (5) air quality control, and (6) individual responsibility. Learning…

  5. The Case of the Disappearing "Peanuts."

    ERIC Educational Resources Information Center

    Carter, Glenda; Jones, M. Gail

    1994-01-01

    Presents a series of investigations focusing on the biodegradable packing materials ("peanuts"), which provide a method for exploring science through experimentation. These activities can help fourth through sixth graders sharpen their critical thinking and science process skills. (PR)

  6. Robotics and Children: Science Achievement and Problem Solving.

    ERIC Educational Resources Information Center

    Wagner, Susan Preston

    1999-01-01

    Compared the impact of robotics (computer-powered manipulative) to a battery-powered manipulative (novelty control) and traditionally taught science class on science achievement and problem solving of fourth through sixth graders. Found that the robotics group had higher scores on programming logic-problem solving than did the novelty control…

  7. Differential Personality Correlates of Early Adolescents' Bullying-Related Outsider and Defender Behavior

    ERIC Educational Resources Information Center

    Pronk, Jeroen; Olthof, Tjeert; Goossens, Frits A.

    2015-01-01

    This study investigated personality correlates of early adolescents' tendency to either defend victims of bullying or to avoid involvement in bullying situations. Participants were 591 Dutch fifth- and sixth-grade students (X-bar[subscript age] = 11.42 years). Hierarchical regression models were run to predict these students' peer-reported…

  8. City Planning Unit: Grade 6.

    ERIC Educational Resources Information Center

    Dalton, William Edward

    Described is a project designed to make government lessons and economics more appealing to sixth-grade students by having them set up and run a model city. General preparation procedures and set-up of the project, specific lesson plans, additional activities, and project evaluation are examined. An actual 3-dimensional model city was set up on…

  9. UCSF partnership to enrich science teaching for sixth graders in San Francisco's schools.

    PubMed

    Doyle, H J

    1999-04-01

    Increasing the diversity of students entering the health professions is a challenging goal for medical schools. One approach to this goal is to share the enthusiasm and energy of medical students with younger students, who may pursue medical education in the future. The MedTeach program, established in 1989 and coordinated by the Science & Health Education Partnership of the University of California, San Francisco (UCSF), does so by partnering volunteer medical students from UCSF with sixth-grade classes studying the human body. In 1997-98, around 350 sixth-graders in the San Francisco Schools benefitted from the program. Each team of medical student's visits its class ten to 12 times a year to present engaging, hands-on lessons on body systems and health. The medical students are also role models for the middle-school students. In addition, the diverse student population of San Francisco public schools provides a rich environment for the medical students to improve their communication and teaching skills.

  10. KSC-2012-6388

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students use a computer simulation to practice landing a spacecraft on the moon. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  11. KSC-2012-6386

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students use a computer simulation to practice docking a spacecraft to the International Space Station. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  12. The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

    ERIC Educational Resources Information Center

    August, Diane; Branum-Martin, Lee; Cardenas-Hagan, Elsa; Francis, David J.

    2009-01-01

    The goal of this study was to assess the effectiveness of an intervention--Quality English and Science Teaching (QuEST)--designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Ten sixth-grade science teachers in 5…

  13. Ecosystems, Teacher's Guide.

    ERIC Educational Resources Information Center

    California Univ., Berkeley. Science Curriculum Improvement Study.

    The Science Curriculum Improvement Study has developed this teacher's guide to "Ecosystems," the sixth part of a six unit life science curriculum sequence. The six basic units, emphasizing organism-environment interactions, are organisms, life cycles, populations, environments, communities, and ecosystems. They make use of scientific and…

  14. The Gift of the Tree

    ERIC Educational Resources Information Center

    Jones, Marla Wagner

    2009-01-01

    A piece of children's literature can be a powerful tool for teaching and learning science; however, it takes more than reading about a topic to qualify as "doing science." Inspired by the book, "The Gift of the Tree", the author developed an in-depth interdisciplinary lesson for her sixth-grade students without diluting the science. Through this…

  15. The Effectiveness of a Project Day to Introduce Sixth Grade Students to Science Competitions

    ERIC Educational Resources Information Center

    Blankenburg, Janet S.; Höffler, Tim N.; Peters, Heide; Parchmann, Ilka

    2016-01-01

    Background: Science Olympiads and science fairs are effective instruments to foster interested and talented students. However, at most schools competitions are not systematically integrated into the school mission statement so that students are unaware of these opportunities. Purpose: The purpose of this study was to investigate the effectiveness…

  16. An Experimental Examination of Quick Writing in the Middle School Science Classroom

    ERIC Educational Resources Information Center

    Benedek-Wood, Elizabeth; Mason, Linda H.; Wood, Philip H.; Hoffman, Katie E.; McGuire, Ashley

    2014-01-01

    A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance…

  17. Instruction and Students' Declining Interest in Science: An Analysis of German Fourth- and Sixth-Grade Classrooms

    ERIC Educational Resources Information Center

    Tröbst, Steffen; Kleickmann, Thilo; Lange-Schubert, Kim; Rothkopf, Anne; Möller, Kornelia

    2016-01-01

    Students' interest in science declines substantially in the transition from elementary to secondary education. Using students' ratings of their instruction on the topic of evaporation and condensation, we examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual…

  18. Science for Society: A Bibliography, Sixth Edition.

    ERIC Educational Resources Information Center

    Dasbach, Joseph M.

    Presented is an annotated bibliography of selected books published from 1972-75 and articles appearing from July 1974 to July 1975 with topics focusing on the interrelationship of humankind, the environment, science, and technology. For students and teachers in the natural and social sciences at both secondary and college levels, the listings are…

  19. Using Kinesiology: A Comparison of Applied Veins in the Subdisciplines. The Twenty-sixth Amy Morris Honors Lecture 1992.

    ERIC Educational Resources Information Center

    Harris, Janet C.

    1993-01-01

    Compares three domains in kinesiology with regard to essential professional competencies: biophysical sciences focused on exercise and sport, behavioral/sociocultural sciences focused on sport, and pedagogical sciences focused on school physical education. The paper compares the relative emphases placed on technical and critical/reflective…

  20. Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching

    ERIC Educational Resources Information Center

    Wilder, Phillip; Herro, Danielle

    2016-01-01

    This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

  1. A Cross Age Study of Elementary Students' Motivation towards Science Learning

    ERIC Educational Resources Information Center

    Guvercin, Ozge; Tekkaya, Ceren; Sungur, Semra

    2010-01-01

    The purpose of this study was to investigate the effect of grade level and gender on elementary school students' motivation towards science learning. A total of 2231 sixth and eight grade students participated in the study. Data were collected through Students' Motivation towards Science Learning Questionnaire. Two-way Multivariate Analysis of…

  2. Curriculum Implementation and Reform: Teachers' Views about Kuwait's New Science Curriculum

    ERIC Educational Resources Information Center

    Alshammari, Ahmad

    2013-01-01

    The MoE (Ministry of Education) in the state of Kuwait is starting to reform the science curriculum in all school academic stages: primary (1-5) grades, intermediate (6-9) grades, and secondary (10-12) grades. The purpose of this study was to explore the opinions of science teachers about Kuwait's new sixth and seventh grade science curriculum,…

  3. Science In a Social CONtext: Teacher's Guide.

    ERIC Educational Resources Information Center

    Addinell, Sue, Comp.; Solomon, Joan, Comp.

    Science In a Social CONtext is a series of eight books based on the project SISCON-in-Schools. The books provide a new course in science and society for general studies at sixth-form level. The course has been specially designed to make scientific problems accessible to the non-scientist, as well as to explain the social aspects of science to the…

  4. Technology, Invention and Industry. Science In a Social CONtext.

    ERIC Educational Resources Information Center

    Solomon, Joan

    Science In a Social CONtext is a series of eight books based on the project SISCON-in-Schools. The books provide a new course in science and society for general studies at sixth-form level. The course has been specially designed to make scientific problems accessible to the non-scientist, as well as to explain the social aspects of science to the…

  5. Developing Greek Primary School Students' Critical Thinking through an Approach of Teaching Science which Incorporates Aspects of History of Science

    ERIC Educational Resources Information Center

    Malamitsa, Katerina; Kasoutas, Michael; Kokkotas, Panagiotis

    2009-01-01

    In this paper, the development of sixth grade students' critical thinking skills in science courses is discussed relatively to the contribution of the integration of aspects of History of Science into instruction. Towards this direction a project on electromagnetism was designed and implemented aiming to engage primary school students in a…

  6. Ways of Living. Science In a Social CONtext.

    ERIC Educational Resources Information Center

    Solomon, Joan

    Science In a Social CONtext is a series of eight books based on the project SISCON-in-Schools. The books provide a new course in science and society for general studies at sixth-form level. The course has been specially designed to make scientific problems accessible to the non-scientist, as well as to explain the social aspects of science to the…

  7. How "struggling" readers engage in literacy events in middle school science An analysis of interactions in literacy events

    NASA Astrophysics Data System (ADS)

    Palmer, Kristin Cartwright

    This study examined opportunities for participation and learning for "struggling" readers in a sixth grade science classroom. Literacy practices, language differences, activity structures, and the social and cultural identities and associated practices and everyday funds of knowledge of both "struggling" and nonstruggling readers in one sixth grade science classroom were documented and analyzed using a qualitative research design. Over sixteen hours of audio and video recordings as well as numerous student work samples were transcribed and analyzed. Analyses of the classroom interactions and artifacts documented in this study revealed several important affordances available in the context of this classroom related to opportunities for speaking and listening, some uses of print texts, and student agency in interactions. Student learning was found to be constrained by macrocontextual factors, text difficulty, and student history.

  8. KSC-2012-6387

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida sixth-grade students view a mock-up of a robotic device that could one day be sent to a distant planet. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  9. Evolution and the Human Population. Science In a Social CONtext.

    ERIC Educational Resources Information Center

    Solomon, Joan

    Science In a Social CONtext is a series of eight books based on the project SISCON-in-Schools. The books provide a new course in science and society for general studies at sixth-form level. The course has been specially designed to make scientific problems accessible to the non-scientist, as well as to explain the social aspects of science to the…

  10. Do Thinking Styles Matter for Science Achievement and Attitudes toward Science Class in Male and Female Elementary School Students in Taiwan?

    ERIC Educational Resources Information Center

    Wang, Tzu-Ling; Tseng, Yi-Kuan

    2015-01-01

    The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…

  11. Research in Science Education, Volume 5. Proceedings of the Annual Conference of the Australian Science Education Research Association (6th, Flinders University, Bedford Park, South Australia, May 19-21, 1975).

    ERIC Educational Resources Information Center

    Lucas, A. M., Ed.; Power, Colin, N., Ed.

    This volume contains papers presented at the sixth Annual Conference of the Australian Science Education Research Association (ASERA) held at Flinders University in May, 1975. Paper topics include: pupil learning and classroom climate, teacher structuring behavior, the Australian Science Education Project (ASEP), cognitive preference and…

  12. Informal Learning: Student Achievement and Motivation in Science through Museum-Based Learning

    ERIC Educational Resources Information Center

    Holmes, Julie A.

    2011-01-01

    This study examined changes in student motivation and achievement in science during a visit to a university children's science museum. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson and exhibit/lesson. The sample consisted of 228 sixth-grade students from a Louisiana…

  13. CURRENT PROJECTS ON ECONOMIC AND SOCIAL IMPLICATIONS OF SCIENCE AND TECHNOLOGY 1964.

    ERIC Educational Resources Information Center

    PERLMAN, JACOB

    THIS PUBLICATION IS THE SIXTH ANNUAL INVENTORY OF RESEARCH PROJECTS WHICH ARE CURRENTLY IN PROGRESS AT COLLEGES AND UNIVERSITIES AND WHICH DEAL WITH THE SOCIAL AND ECONOMIC IMPACTS OF SCIENCE AND TECHNOLOGY. THE INFORMATION INVOLVED IN THIS DOCUMENT WAS COMPILED BY THE NATIONAL SCIENCE FOUNDATION FOR THE USE OF SCHOLARS, ADMINISTRATORS, AND OTHERS…

  14. Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities

    ERIC Educational Resources Information Center

    Starling, A. Leyf Peirce; Lo, Ya-Yu; Rivera, Christopher J.

    2015-01-01

    This study evaluated the differential effects of three different science teaching methods, namely engineering teaching kit (ETK), explicit instruction (EI), and a combination of the two methods (ETK+EI), in two sixth-grade science classrooms. Twelve students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD)…

  15. How Do Engineering Attitudes Vary by Gender and Motivation? Attractiveness of Outreach Science Exhibitions in Four Countries

    ERIC Educational Resources Information Center

    Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari-Pauliina

    2016-01-01

    Outreach activities, like mobile science exhibitions, give opportunities to hands-on experiences in an attractive learning environment. We analysed attitudes, motivation and learning during a science exhibition visit, their relations to gender and future educational plans in Finland, Estonia, Latvia and Belgium (N = 1210 sixth-graders). Pupils'…

  16. The Effects of Gender and Type of Inquiry Curriculum on Sixth Grade Students' Science Process Skills and Epistemological Beliefs in Science

    NASA Astrophysics Data System (ADS)

    Zaleta, Kristy L.

    The purpose of this study was to investigate the impact of gender and type of inquiry curriculum (open or structured) on science process skills and epistemological beliefs in science of sixth grade students. The current study took place in an urban northeastern middle school. The researcher utilized a sample of convenience comprised of 303 sixth grade students taught by four science teachers on separate teams. The study employed mixed methods with a quasi-experimental design, pretest-posttest comparison group with 17 intact classrooms of students. Students' science process skills and epistemological beliefs in science (source, certainty, development, and justification) were measured before and after the intervention, which exposed different groups of students to different types of inquiry (structured or open). Differences between comparison and treatment groups and between male and female students were analyzed after the intervention, on science process skills, using a two-way analysis of covariance (ANCOVA), and, on epistemological beliefs in science, using a two-way multivariate analysis of covariance (MANCOVA). Responses from two focus groups of open inquiry students were cycle coded and examined for themes and patterns. Quantitative measurements indicated that girls scored significantly higher on science process skills than boys, regardless of type of inquiry instruction. Neither gender nor type of inquiry instruction predicted students' epistemological beliefs in science after accounting for students' pretest scores. The dimension Development accounted for 10.6% of the variance in students' science process skills. Qualitative results indicated that students with sophisticated epistemological beliefs expressed engagement with the open-inquiry curriculum. Students in both the sophisticated and naive beliefs groups identified challenges with the curriculum and improvement in learning as major themes. The types of challenges identified differed between the groups: sophisticated beliefs group students focused on their insecurity of not knowing how to complete the activities correctly, and naive beliefs group students focused on the amount of work and how long it took them to complete it. The description of the improvement in learning was at a basic level for the naive beliefs group and at a more complex level for the sophisticated beliefs group. Implications for researchers and educators are discussed.

  17. Searches for Continuous Gravitational Waves from Nine Young Supernova Remnants

    NASA Astrophysics Data System (ADS)

    Aasi, J.; Abbott, B. P.; Abbott, R.; Abbott, T.; Abernathy, M. R.; Acernese, F.; Ackley, K.; Adams, C.; Adams, T.; Addesso, P.; Adhikari, R. X.; Adya, V.; Affeldt, C.; Agathos, M.; Agatsuma, K.; Aggarwal, N.; Aguiar, O. D.; Ain, A.; Ajith, P.; Alemic, A.; Allen, B.; Allocca, A.; Amariutei, D.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C.; Areeda, J. S.; Ast, S.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Aylott, B. E.; Babak, S.; Baker, P. T.; Baldaccini, F.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barbet, M.; Barclay, S.; Barish, B. C.; Barker, D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Bartlett, J.; Barton, M. A.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J. C.; Bauer, Th. S.; Baune, C.; Bavigadda, V.; Behnke, B.; Bejger, M.; Belczynski, C.; Bell, A. S.; Bell, C.; Benacquista, M.; Bergman, J.; Bergmann, G.; Berry, C. P. L.; Bersanetti, D.; Bertolini, A.; Betzwieser, J.; Bhagwat, S.; Bhandare, R.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Biscans, S.; Bitossi, M.; Biwer, C.; Bizouard, M. A.; Blackburn, J. K.; Blackburn, L.; Blair, C. D.; Blair, D.; Bloemen, S.; Bock, O.; Bodiya, T. P.; Boer, M.; Bogaert, G.; Bojtos, P.; Bond, C.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Boschi, V.; Bose, Sukanta; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Briant, T.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Brown, N. M.; Buchman, S.; Buikema, A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Buskulic, D.; Buy, C.; Cadonati, L.; Cagnoli, G.; Calderón Bustillo, J.; Calloni, E.; Camp, J. B.; Cannon, K. C.; Cao, J.; Capano, C. D.; Carbognani, F.; Caride, S.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C.; Cesarini, E.; Chakraborty, R.; Chalermsongsak, T.; Chamberlin, S. J.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Chen, Y.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Cho, M.; Chow, J. H.; Christensen, N.; Chu, Q.; Chua, S.; Chung, S.; Ciani, G.; Clara, F.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Collette, C.; Colombini, M.; Cominsky, L.; Constancio, M., Jr.; Conte, A.; Cook, D.; Corbitt, T. R.; Cornish, N.; Corsi, A.; Costa, C. A.; Coughlin, M. W.; Coulon, J.-P.; Countryman, S.; Couvares, P.; Coward, D. M.; Cowart, M. J.; Coyne, D. C.; Coyne, R.; Craig, K.; Creighton, J. D. E.; Creighton, T. D.; Cripe, J.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Cutler, C.; Dahl, K.; Dal Canton, T.; Damjanic, M.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Dartez, L.; Dattilo, V.; Dave, I.; Daveloza, H.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; DeBra, D.; Debreczeni, G.; Degallaix, J.; De Laurentis, M.; Deléglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dereli, H.; Dergachev, V.; De Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Dhurandhar, S.; Díaz, M.; Di Fiore, L.; Di Lieto, A.; Di Palma, I.; Di Virgilio, A.; Dojcinoski, G.; Dolique, V.; Dominguez, E.; Donovan, F.; Dooley, K. L.; Doravari, S.; Douglas, R.; Downes, T. P.; Drago, M.; Driggers, J. C.; Du, Z.; Ducrot, M.; Dwyer, S.; Eberle, T.; Edo, T.; Edwards, M.; Edwards, M.; Effler, A.; Eggenstein, H.-B.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Essick, R.; Etzel, T.; Evans, M.; Evans, T.; Factourovich, M.; Fafone, V.; Fairhurst, S.; Fan, X.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W. M.; Favata, M.; Fays, M.; Fehrmann, H.; Fejer, M. M.; Feldbaum, D.; Ferrante, I.; Ferreira, E. C.; Ferrini, F.; Fidecaro, F.; Fiori, I.; Fisher, R. P.; Flaminio, R.; Fournier, J.-D.; Franco, S.; Frasca, S.; Frasconi, F.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Fritschel, P.; Frolov, V. V.; Fuentes-Tapia, S.; Fulda, P.; Fyffe, M.; Gair, J. R.; Gammaitoni, L.; Gaonkar, S.; Garufi, F.; Gatto, A.; Gehrels, N.; Gemme, G.; Gendre, B.; Genin, E.; Gennai, A.; Gergely, L. Á.; Ghosh, S.; Giaime, J. A.; Giardina, K. D.; Giazotto, A.; Gleason, J.; Goetz, E.; Goetz, R.; Gondan, L.; González, G.; Gordon, N.; Gorodetsky, M. L.; Gossan, S.; Gossler, S.; Gouaty, R.; Gräf, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Groot, P.; Grote, H.; Grunewald, S.; Guidi, G. M.; Guido, C. J.; Guo, X.; Gushwa, K.; Gustafson, E. K.; Gustafson, R.; Hacker, J.; Hall, E. D.; Hammond, G.; Hanke, M.; Hanks, J.; Hanna, C.; Hannam, M. D.; Hanson, J.; Hardwick, T.; Harms, J.; Harry, G. M.; Harry, I. W.; Hart, M.; Hartman, M. T.; Haster, C.-J.; Haughian, K.; Heidmann, A.; Heintze, M.; Heinzel, G.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Heptonstall, A. W.; Heurs, M.; Hewitson, M.; Hild, S.; Hoak, D.; Hodge, K. A.; Hofman, D.; Hollitt, S. E.; Holt, K.; Hopkins, P.; Hosken, D. J.; Hough, J.; Houston, E.; Howell, E. J.; Hu, Y. M.; Huerta, E.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh, M.; Huynh-Dinh, T.; Idrisy, A.; Indik, N.; Ingram, D. R.; Inta, R.; Islas, G.; Isler, J. C.; Isogai, T.; Iyer, B. R.; Izumi, K.; Jacobson, M.; Jang, H.; Jaranowski, P.; Jawahar, S.; Ji, Y.; Jiménez-Forteza, F.; Johnson, W. W.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; K, Haris; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Kasprzack, M.; Katsavounidis, E.; Katzman, W.; Kaufer, H.; Kaufer, S.; Kaur, T.; Kawabe, K.; Kawazoe, F.; Kéfélian, F.; Keiser, G. M.; Keitel, D.; Kelley, D. B.; Kells, W.; Keppel, D. G.; Key, J. S.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, C.; Kim, K.; Kim, N. G.; Kim, N.; Kim, Y.-M.; King, E. J.; King, P. J.; Kinzel, D. L.; Kissel, J. S.; Klimenko, S.; Kline, J.; Koehlenbeck, S.; Kokeyama, K.; Kondrashov, V.; Korobko, M.; Korth, W. Z.; Kowalska, I.; Kozak, D. B.; Kringel, V.; Krishnan, B.; Królak, A.; Krueger, C.; Kuehn, G.; Kumar, A.; Kumar, P.; Kuo, L.; Kutynia, A.; Landry, M.; Lantz, B.; Larson, S.; Lasky, P. D.; Lazzarini, A.; Lazzaro, C.; Lazzaro, C.; Le, J.; Leaci, P.; Leavey, S.; Lebigot, E.; Lebigot, E. O.; Lee, C. H.; Lee, H. K.; Lee, H. M.; Leonardi, M.; Leong, J. R.; Leroy, N.; Letendre, N.; Levin, Y.; Levine, B.; Lewis, J.; Li, T. G. F.; Libbrecht, K.; Libson, A.; Lin, A. C.; Littenberg, T. B.; Lockerbie, N. A.; Lockett, V.; Logue, J.; Lombardi, A. L.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J.; Lubinski, M. J.; Lück, H.; Lundgren, A. P.; Lynch, R.; Ma, Y.; Macarthur, J.; MacDonald, T.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magaña na-Sandoval, F.; Magee, R.; Mageswaran, M.; Maglione, C.; Mailand, K.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Mandel, I.; Mandic, V.; Mangano, V.; Mangano, V.; Mansell, G. L.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Maros, E.; Martelli, F.; Martellini, L.; Martin, I. W.; Martin, R. M.; Martynov, D.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Matichard, F.; Matone, L.; Mavalvala, N.; Mazumder, N.; Mazzolo, G.; McCarthy, R.; McClelland, D. E.; McCormick, S.; McGuire, S. C.; McIntyre, G.; McIver, J.; McLin, K.; McWilliams, S.; Meacher, D.; Meadors, G. D.; Meidam, J.; Meinders, M.; Melatos, A.; Mendell, G.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyers, P. M.; Mezzani, F.; Miao, H.; Michel, C.; Middleton, H.; Mikhailov, E. E.; Milano, L.; Miller, A.; Miller, J.; Millhouse, M.; Minenkov, Y.; Ming, J.; Mirshekari, S.; Mishra, C.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moe, B.; Moggi, A.; Mohan, M.; Mohanty, S. D.; Mohapatra, S. R. P.; Moore, B.; Moraru, D.; Moreno, G.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, C. L.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Munch, J.; Murphy, D.; Murray, P. G.; Mytidis, A.; Nagy, M. F.; Nardecchia, I.; Nash, T.; Naticchioni, L.; Nayak, R. K.; Necula, V.; Nedkova, K.; Nelemans, G.; Neri, I.; Neri, M.; Newton, G.; Nguyen, T.; Nielsen, A. B.; Nissanke, S.; Nitz, A. H.; Nocera, F.; Nolting, D.; Normandin, M. E. N.; Nuttall, L. K.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; Ohme, F.; Oppermann, P.; Oram, R.; O'Reilly, B.; Ortega, W.; O'Shaughnessy, R.; Osthelder, C.; Ott, C. D.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Padilla, C.; Pai, A.; Pai, S.; Palashov, O.; Palomba, C.; Pal-Singh, A.; Pan, H.; Pankow, C.; Pannarale, F.; Pant, B. C.; Paoletti, F.; Papa, M. A.; Paris, H.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patrick, Z.; Pedraza, M.; Pekowsky, L.; Pele, A.; Penn, S.; Perreca, A.; Phelps, M.; Pichot, M.; Piergiovanni, F.; Pierro, V.; Pillant, G.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Poeld, J.; Poggiani, R.; Post, A.; Poteomkin, A.; Powell, J.; Prasad, J.; Predoi, V.; Premachandra, S.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Pürrer, M.; Qin, J.; Quetschke, V.; Quintero, E.; Quiroga, G.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Rácz, I.; Radkins, H.; Raffai, P.; Raja, S.; Rajalakshmi, G.; Rakhmanov, M.; Ramirez, K.; Rapagnani, P.; Raymond, V.; Razzano, M.; Re, V.; Reed, C. M.; Regimbau, T.; Rei, L.; Reid, S.; Reitze, D. H.; Reula, O.; Ricci, F.; Riles, K.; Robertson, N. A.; Robie, R.; Robinet, F.; Rocchi, A.; Rolland, L.; Rollins, J. G.; Roma, V.; Romano, R.; Romanov, G.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Sachdev, S.; Sadecki, T.; Sadeghian, L.; Saleem, M.; Salemi, F.; Sammut, L.; Sandberg, V.; Sanders, J. R.; Sannibale, V.; Santiago-Prieto, I.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Savage, R.; Sawadsky, A.; Scheuer, J.; Schilling, R.; Schmidt, P.; Schnabel, R.; Schofield, R. M. S.; Schreiber, E.; Schuette, D.; Schutz, B. F.; Scott, J.; Scott, S. M.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sequino, V.; Sergeev, A.; Serna, G.; Sevigny, A.; Shaddock, D. A.; Shah, S.; Shahriar, M. S.; Shaltev, M.; Shao, Z.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sidery, T. L.; Siellez, K.; Siemens, X.; Sigg, D.; Silva, A. D.; Simakov, D.; Singer, A.; Singer, L.; Singh, R.; Sintes, A. M.; Slagmolen, B. J. J.; Smith, J. R.; Smith, M. R.; Smith, R. J. E.; Smith-Lefebvre, N. D.; Son, E. J.; Sorazu, B.; Souradeep, T.; Staley, A.; Stebbins, J.; Steinke, M.; Steinlechner, J.; Steinlechner, S.; Steinmeyer, D.; Stephens, B. C.; Steplewski, S.; Stevenson, S.; Stone, R.; Strain, K. A.; Straniero, N.; Strigin, S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sutton, P. J.; Swinkels, B.; Szczepanczyk, M.; Szeifert, G.; Tacca, M.; Talukder, D.; Tanner, D. B.; Tápai, M.; Tarabrin, S. P.; Taracchini, A.; Taylor, R.; Tellez, G.; Theeg, T.; Thirugnanasambandam, M. P.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Tiwari, V.; Tomlinson, C.; Tonelli, M.; Torres, C. V.; Torrie, C. I.; Travasso, F.; Traylor, G.; Tse, M.; Tshilumba, D.; Ugolini, D.; Unnikrishnan, C. S.; Urban, A. L.; Usman, S. A.; Vahlbruch, H.; Vajente, G.; Vajente, G.; Valdes, G.; Vallisneri, M.; van Bakel, N.; van Beuzekom, M.; van den Brand, J. F. J.; van den Broeck, C.; van der Sluys, M. V.; van Heijningen, J.; van Veggel, A. A.; Vass, S.; Vasúth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Vetrano, F.; Viceré, A.; Vincent-Finley, R.; Vinet, J.-Y.; Vitale, S.; Vo, T.; Vocca, H.; Vorvick, C.; Vousden, W. D.; Vyatchanin, S. P.; Wade, A. R.; Wade, L.; Wade, M.; Walker, M.; Wallace, L.; Walsh, S.; Wang, H.; Wang, M.; Wang, X.; Ward, R. L.; Warner, J.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Welborn, T.; Wen, L.; Wessels, P.; Westphal, T.; Wette, K.; Whelan, J. T.; White, D. J.; Whiting, B. F.; Wilkinson, C.; Williams, L.; Williams, R.; Williamson, A. R.; Willis, J. L.; Willke, B.; Wimmer, M.; Winkler, W.; Wipf, C. C.; Wittel, H.; Woan, G.; Worden, J.; Xie, S.; Yablon, J.; Yakushin, I.; Yam, W.; Yamamoto, H.; Yancey, C. C.; Yang, Q.; Yvert, M.; Zadrożny, A.; Zanolin, M.; Zendri, J.-P.; Zhang, Fan; Zhang, L.; Zhang, M.; Zhang, Y.; Zhao, C.; Zhou, M.; Zhu, X. J.; Zucker, M. E.; Zuraw, S.; Zweizig, J.

    2015-11-01

    We describe directed searches for continuous gravitational waves (GWs) in data from the sixth Laser Interferometer Gravitational-wave Observatory (LIGO) science data run. The targets were nine young supernova remnants not associated with pulsars; eight of the remnants are associated with non-pulsing suspected neutron stars. One target's parameters are uncertain enough to warrant two searches, for a total of 10. Each search covered a broad band of frequencies and first and second frequency derivatives for a fixed sky direction. The searches coherently integrated data from the two LIGO interferometers over time spans from 5.3-25.3 days using the matched-filtering {F}-statistic. We found no evidence of GW signals. We set 95% confidence upper limits as strong (low) as 4 × 10-25 on intrinsic strain, 2 × 10-7 on fiducial ellipticity, and 4 × 10-5 on r-mode amplitude. These beat the indirect limits from energy conservation and are within the range of theoretical predictions for neutron-star ellipticities and r-mode amplitudes.

  18. USSR Space Life Sciences Digest, Issue 26

    NASA Technical Reports Server (NTRS)

    Stone, Lydia Razran (Editor); Frey, Mary Ann (Editor); Teeter, Ronald (Editor); Garshnek, Victoria (Editor); Rowe, Joseph (Editor)

    1990-01-01

    This is the twenty-sixth issue of NASA's USSR Space Life Sciences Digest. It contains abstracts of 35 journal papers or book chapters published in Russian and of 8 Soviet books. In addition, the proceedings of an Intercosmos conference on space biology and medicine are summarized.

  19. Task-Oriented Evaluation.

    ERIC Educational Resources Information Center

    Kanis, Ira B.

    1992-01-01

    In 1985, participants in the Second International Science Study developed and evaluated hands-on problem-solving activities and gave students the opportunity to demonstrate mastery of science process skills. Six evaluation stations for fifth and sixth graders are presented: Blowing in a Liquid, Compare and Contrast, Electrical Circuit, Hot and…

  20. Sixth Grade Student Self-Regulation in Science

    NASA Astrophysics Data System (ADS)

    Reid, Lisa J.

    The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"

  1. Exploring Ivorian perspectives on the effectiveness of the current Ivorian science curriculum in addressing issues related to HIV/AIDS

    NASA Astrophysics Data System (ADS)

    Ado, Gustave Firmin

    School-based HIV/AIDS science education has the potential to impact students when integrated into the science curriculum. However, this mixed method study shows that school-based HIV/AIDS science education is often not infused into career subjects such as science education but integrated into civics education and taught by teachers who lack the skills, knowledge, and the training in the delivery of effective school HIV/AIDS education. Since science is where biological events take place, it is suggested that HIV/AIDS science merits being taught in the science education classroom. This study took place in nine public middle schools within two school districts in Abidjan, Ivory Coast, one major urban city in the southern region. The study utilized triangulation of multiple data sources---both qualitative and quantitative. To substantiate the claims made in this study, a range of qualitative methods such as field notes and individual interviews with 39 teachers, 63 sixth grade students, 8 school administrators, and 20 community elders were used. For the quantitative portion 140 teachers and 3510 sixth grade students were surveyed. The findings from the study prioritize science education that includes HIV/AIDS science education for all, with emphasis on HIV/AIDS prevention in Ivory Coast. The factors that influence the implementation of HIV/AIDS curricula within the Ivorian sixth grade classrooms are discussed. Interview and survey data from students, teachers, school administrators, and community elders indicate that in the Ivorian school setting, "gerontocratic" cultural influences, religious beliefs, personal cultural beliefs, and time spent toward the discourse on HIV/AIDS have led to HIV/AIDS education that is often insufficient to change either misconceptions about HIV/AIDS or risky practices. It was also found that approaches to teaching HIV/AIDS does not connect with youth cultures. By reframing and integrating current HIV/AIDS curricula into the science classroom, providing teachers with adequate HIV/AIDS teaching resources that are more responsive to and inclusive of youth cultural beliefs, and by aligning teaching practices to Ivorian youth cultural and academics interests, there is a chance that HIV/AIDS education could lead to safer sexual behaviors amongst Ivorian youth.

  2. Enriching Science and Math through Engineering

    ERIC Educational Resources Information Center

    Redmond, Adrienne; Thomas, Julie; High, Karen; Scott, Margaret; Jordan, Pat; Dockers, Jean

    2011-01-01

    This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth- and seventh-grade students' learning through a series of project-based engineering activities. This two-year project enriched regular school curricula by introducing real-world applications of science and…

  3. Microprocessors in the Curriculum and the Classroom.

    ERIC Educational Resources Information Center

    Summers, M. K.

    1978-01-01

    This article, directed at teachers concerned with computer science courses at sixth-form level with no prior knowledge of microprocessors, provides a basic introduction, and describes possible applications of a microprocessor development system as a teaching aid in computer sciences courses in UK secondary school. (Author/RAO)

  4. Family Factors Associated with Sixth-Grade Adolescents' Math and Science Career Interests

    ERIC Educational Resources Information Center

    Turner, Sherri L.; Steward, Jason C.; Lapan, Richard T.

    2004-01-01

    This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th-grade adolescents (N = 318). Consistent with SCCT, it was found that career gender-typing, mother's and father's support for pursuing math and science careers, as well…

  5. A World in the Classroom: Making Sense of Seasonal Change through Talk and Technology. Technical Report No. 11.

    ERIC Educational Resources Information Center

    Newman, Denis; Torzs, Frederic

    Arguing that the development of a notion of sense-making is of critical importance to improving science learning, this paper examines science teaching in four Boston (Massachusetts)-area classrooms that participated in an experiment on ways of integrating technology into a sixth-grade science curriculum on the earth's seasons. The task of the…

  6. A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science

    ERIC Educational Resources Information Center

    Liu, Min; Horton, Lucas; Olmanson, Justin; Toprac, Paul

    2011-01-01

    This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their…

  7. Children's Motivation toward Science across Contexts, Manner of Interaction, and Topic

    ERIC Educational Resources Information Center

    Bathgate, Meghan E.; Schunn, Christian D.; Correnti, Richard

    2014-01-01

    Understanding the features of science learning experiences that organize and motivate children at early ages can help educators and researchers find ways to ignite interest to support future passion and learning in the sciences at a time when children's motivation is declining. Using a sample of 252 fifth-and sixth-grade students, we…

  8. Search for Gravitational Waves Associated with γ-ray Bursts Detected by the Interplanetary Network

    NASA Astrophysics Data System (ADS)

    Aasi, J.; Abbott, B. P.; Abbott, R.; Abbott, T.; Abernathy, M. R.; Acernese, F.; Ackley, K.; Adams, C.; Adams, T.; Addesso, P.; Adhikari, R. X.; Affeldt, C.; Agathos, M.; Aggarwal, N.; Aguiar, O. D.; Ajith, P.; Alemic, A.; Allen, B.; Allocca, A.; Amariutei, D.; Andersen, M.; Anderson, R. A.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C.; Areeda, J. S.; Ast, S.; Aston, S. M.; Astone, P.; Aufmuth, P.; Augustus, H.; Aulbert, C.; Aylott, B. E.; Babak, S.; Baker, P. T.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barbet, M.; Barish, B. C.; Barker, D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J. C.; Bauchrowitz, J.; Bauer, Th. S.; Baune, C.; Bavigadda, V.; Behnke, B.; Bejger, M.; Beker, M. G.; Belczynski, C.; Bell, A. S.; Bell, C.; Bergmann, G.; Bersanetti, D.; Bertolini, A.; Betzwieser, J.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Biscans, S.; Bitossi, M.; Biwer, C.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Bloemen, S.; Bock, O.; Bodiya, T. P.; Boer, M.; Bogaert, G.; Bogan, C.; Bond, C.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Boschi, V.; Bose, Sukanta; Bosi, L.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Briant, T.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Brückner, F.; Buchman, S.; Buikema, A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Burman, R.; Buskulic, D.; Buy, C.; Cadonati, L.; Cagnoli, G.; Calderón Bustillo, J.; Calloni, E.; Camp, J. B.; Campsie, P.; Cannon, K. C.; Canuel, B.; Cao, J.; Capano, C. D.; Carbognani, F.; Carbone, L.; Caride, S.; Castaldi, G.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Celerier, C.; Cella, G.; Cepeda, C.; Cesarini, E.; Chakraborty, R.; Chalermsongsak, T.; Chamberlin, S. J.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Chen, X.; Chen, Y.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Cho, M.; Chow, J. H.; Christensen, N.; Chu, Q.; Chua, S. S. Y.; Chung, S.; Ciani, G.; Clara, F.; Clark, D. E.; Clark, J. A.; Clayton, J. H.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Collette, C.; Colombini, M.; Cominsky, L.; Constancio, M.; Conte, A.; Cook, D.; Corbitt, T. R.; Cornish, N.; Corsi, A.; Costa, C. A.; Coughlin, M. W.; Coulon, J.-P.; Countryman, S.; Couvares, P.; Coward, D. M.; Cowart, M. J.; Coyne, D. C.; Coyne, R.; Craig, K.; Creighton, J. D. E.; Croce, R. P.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Cutler, C.; Dahl, K.; Dal Canton, T.; Damjanic, M.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Dattilo, V.; Daveloza, H.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; Dayanga, T.; DeBra, D.; Debreczeni, G.; Degallaix, J.; Deléglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dereli, H.; Dergachev, V.; De Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Dhurandhar, S.; Díaz, M.; Dickson, J.; Di Fiore, L.; Di Lieto, A.; Di Palma, I.; Di Virgilio, A.; Dolique, V.; Dominguez, E.; Donovan, F.; Dooley, K. L.; Doravari, S.; Douglas, R.; Downes, T. P.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Du, Z.; Ducrot, M.; Dwyer, S.; Eberle, T.; Edo, T.; Edwards, M.; Effler, A.; Eggenstein, H.-B.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Endrőczi, G.; Essick, R.; Etzel, T.; Evans, M.; Evans, T.; Factourovich, M.; Fafone, V.; Fairhurst, S.; Fan, X.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W. M.; Favata, M.; Fazi, D.; Fehrmann, H.; Fejer, M. M.; Feldbaum, D.; Feroz, F.; Ferrante, I.; Ferreira, E. C.; Ferrini, F.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Fisher, R. P.; Flaminio, R.; Fournier, J.-D.; Franco, S.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Gair, J. R.; Gammaitoni, L.; Gaonkar, S.; Garufi, F.; Gehrels, N.; Gemme, G.; Gendre, B.; Genin, E.; Gennai, A.; Ghosh, S.; Giaime, J. A.; Giardina, K. D.; Giazotto, A.; Gleason, J.; Goetz, E.; Goetz, R.; Gondan, L.; González, G.; Gordon, N.; Gorodetsky, M. L.; Gossan, S.; Goßler, S.; Gouaty, R.; Gräf, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Groot, P.; Grote, H.; Grover, K.; Grunewald, S.; Guidi, G. M.; Guido, C. J.; Gushwa, K.; Gustafson, E. K.; Gustafson, R.; Ha, J.; Hall, E. D.; Hamilton, W.; Hammer, D.; Hammond, G.; Hanke, M.; Hanks, J.; Hanna, C.; Hannam, M. D.; Hanson, J.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Hart, M.; Hartman, M. T.; Haster, C.-J.; Haughian, K.; Heidmann, A.; Heintze, M.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Heptonstall, A. W.; Heurs, M.; Hewitson, M.; Hild, S.; Hoak, D.; Hodge, K. A.; Hofman, D.; Holt, K.; Hopkins, P.; Horrom, T.; Hoske, D.; Hosken, D. J.; Hough, J.; Howell, E. J.; Hu, Y.; Huerta, E.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh, M.; Huynh-Dinh, T.; Idrisy, A.; Ingram, D. R.; Inta, R.; Islas, G.; Isogai, T.; Ivanov, A.; Iyer, B. R.; Izumi, K.; Jacobson, M.; Jang, H.; Jaranowski, P.; Ji, Y.; Jiménez-Forteza, F.; Johnson, W. W.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; Haris, K.; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Karlen, J.; Kasprzack, M.; Katsavounidis, E.; Katzman, W.; Kaufer, H.; Kaufer, S.; Kaur, T.; Kawabe, K.; Kawazoe, F.; Kéfélian, F.; Keiser, G. M.; Keitel, D.; Kelley, D. B.; Kells, W.; Keppel, D. G.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, C.; Kim, K.; Kim, N. G.; Kim, N.; Kim, S.; Kim, Y.-M.; King, E. J.; King, P. J.; Kinzel, D. L.; Kissel, J. S.; Klimenko, S.; Kline, J.; Koehlenbeck, S.; Kokeyama, K.; Kondrashov, V.; Koranda, S.; Korth, W. Z.; Kowalska, I.; Kozak, D. B.; Kringel, V.; Krishnan, B.; Królak, A.; Kuehn, G.; Kumar, A.; Kumar, D. Nanda; Kumar, P.; Kumar, R.; Kuo, L.; Kutynia, A.; Lam, P. K.; Landry, M.; Lantz, B.; Larson, S.; Lasky, P. D.; Lazzarini, A.; Lazzaro, C.; Leaci, P.; Leavey, S.; Lebigot, E. O.; Lee, C. H.; Lee, H. K.; Lee, H. M.; Lee, J.; Lee, P. J.; Leonardi, M.; Leong, J. R.; Leonor, I.; Le Roux, A.; Leroy, N.; Letendre, N.; Levin, Y.; Levine, B.; Lewis, J.; Li, T. G. F.; Libbrecht, K.; Libson, A.; Lin, A. C.; Littenberg, T. B.; Lockerbie, N. A.; Lockett, V.; Lodhia, D.; Loew, K.; Logue, J.; Lombardi, A. L.; Lopez, E.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J.; Lubinski, M. J.; Lück, H.; Lundgren, A. P.; Ma, Y.; Macdonald, E. P.; MacDonald, T.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magaña-Sandoval, F.; Magee, R.; Mageswaran, M.; Maglione, C.; Mailand, K.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Manca, G. M.; Mandel, I.; Mandic, V.; Mangano, V.; Mangini, N. M.; Mansell, G.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Maros, E.; Marque, J.; Martelli, F.; Martin, I. W.; Martin, R. M.; Martinelli, L.; Martynov, D.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Matichard, F.; Matone, L.; Mavalvala, N.; May, G.; Mazumder, N.; Mazzolo, G.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McIver, J.; McLin, K.; Meacher, D.; Meadors, G. D.; Mehmet, M.; Meidam, J.; Meinders, M.; Melatos, A.; Mendell, G.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Meyers, P. M.; Mezzani, F.; Miao, H.; Michel, C.; Mikhailov, E. E.; Milano, L.; Miller, J.; Minenkov, Y.; Mingarelli, C. M. F.; Mishra, C.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moe, B.; Moggi, A.; Mohan, M.; Mohapatra, S. R. P.; Moraru, D.; Moreno, G.; Morgado, N.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, C. L.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Munch, J.; Murphy, D.; Murray, P. G.; Mytidis, A.; Nagy, M. F.; Nardecchia, I.; Naticchioni, L.; Nayak, R. K.; Necula, V.; Nelemans, G.; Neri, I.; Neri, M.; Newton, G.; Nguyen, T.; Nielsen, A. B.; Nissanke, S.; Nitz, A. H.; Nocera, F.; Nolting, D.; Normandin, M. E. N.; Nuttall, L. K.; Ochsner, E.; O'Dell, J.; Oelker, E.; Oh, J. J.; Oh, S. H.; Ohme, F.; Omar, S.; Oppermann, P.; Oram, R.; O'Reilly, B.; Ortega, W.; O'Shaughnessy, R.; Osthelder, C.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Padilla, C.; Pai, A.; Palashov, O.; Palomba, C.; Pan, H.; Pan, Y.; Pankow, C.; Paoletti, F.; Papa, M. A.; Paris, H.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Pedraza, M.; Pele, A.; Penn, S.; Perreca, A.; Phelps, M.; Pichot, M.; Pickenpack, M.; Piergiovanni, F.; Pierro, V.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Poeld, J.; Poggiani, R.; Poteomkin, A.; Powell, J.; Prasad, J.; Predoi, V.; Premachandra, S.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Privitera, S.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Pürrer, M.; Qin, J.; Quetschke, V.; Quintero, E.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Rácz, I.; Radkins, H.; Raffai, P.; Raja, S.; Rajalakshmi, G.; Rakhmanov, M.; Ramet, C.; Ramirez, K.; Rapagnani, P.; Raymond, V.; Razzano, M.; Re, V.; Recchia, S.; Reed, C. M.; Regimbau, T.; Reid, S.; Reitze, D. H.; Reula, O.; Rhoades, E.; Ricci, F.; Riesen, R.; Riles, K.; Robertson, N. A.; Robinet, F.; Rocchi, A.; Roddy, S. B.; Rolland, L.; Rollins, J. G.; Romano, R.; Romanov, G.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Salemi, F.; Sammut, L.; Sandberg, V.; Sanders, J. R.; Sankar, S.; Sannibale, V.; Santiago-Prieto, I.; Saracco, E.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Savage, R.; Scheuer, J.; Schilling, R.; Schilman, M.; Schmidt, P.; Schnabel, R.; Schofield, R. M. S.; Schreiber, E.; Schuette, D.; Schutz, B. F.; Scott, J.; Scott, S. M.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sequino, V.; Sergeev, A.; Shaddock, D. A.; Shah, S.; Shahriar, M. S.; Shaltev, M.; Shao, Z.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sidery, T. L.; Siellez, K.; Siemens, X.; Sigg, D.; Simakov, D.; Singer, A.; Singer, L.; Singh, R.; Sintes, A. M.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, R. J. E.; Smith-Lefebvre, N. D.; Son, E. J.; Sorazu, B.; Souradeep, T.; Staley, A.; Stebbins, J.; Steinke, M.; Steinlechner, J.; Steinlechner, S.; Stephens, B. C.; Steplewski, S.; Stevenson, S.; Stone, R.; Stops, D.; Strain, K. A.; Straniero, N.; Strigin, S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Susmithan, S.; Sutton, P. J.; Swinkels, B.; Tacca, M.; Talukder, D.; Tanner, D. B.; Tao, J.; Tarabrin, S. P.; Taylor, R.; Tellez, G.; Thirugnanasambandam, M. P.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Tiwari, V.; Tokmakov, K. V.; Tomlinson, C.; Tonelli, M.; Torres, C. V.; Torrie, C. I.; Travasso, F.; Traylor, G.; Tse, M.; Tshilumba, D.; Tuennermann, H.; Ugolini, D.; Unnikrishnan, C. S.; Urban, A. L.; Usman, S. A.; Vahlbruch, H.; Vajente, G.; Valdes, G.; Vallisneri, M.; van Beuzekom, M.; van den Brand, J. F. J.; Van Den Broeck, C.; van der Sluys, M. V.; van Heijningen, J.; van Veggel, A. A.; Vass, S.; Vasúth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Vetrano, F.; Viceré, A.; Vincent-Finley, R.; Vinet, J.-Y.; Vitale, S.; Vo, T.; Vocca, H.; Vorvick, C.; Vousden, W. D.; Vyachanin, S. P.; Wade, A. R.; Wade, L.; Wade, M.; Walker, M.; Wallace, L.; Walsh, S.; Wang, M.; Wang, X.; Ward, R. L.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Welborn, T.; Wen, L.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; White, D. J.; Whiting, B. F.; Wiesner, K.; Wilkinson, C.; Williams, K.; Williams, L.; Williams, R.; Williams, T. D.; Williamson, A. R.; Willis, J. L.; Willke, B.; Wimmer, M.; Winkler, W.; Wipf, C. C.; Wiseman, A. G.; Wittel, H.; Woan, G.; Wolovick, N.; Worden, J.; Wu, Y.; Yablon, J.; Yakushin, I.; Yam, W.; Yamamoto, H.; Yancey, C. C.; Yang, H.; Yoshida, S.; Yvert, M.; ZadroŻny, A.; Zanolin, M.; Zendri, J.-P.; Zhang, Fan; Zhang, L.; Zhao, C.; Zhu, H.; Zhu, X. J.; Zucker, M. E.; Zuraw, S.; Zweizig, J.; Aptekar, R. L.; Atteia, J. L.; Cline, T.; Connaughton, V.; Frederiks, D. D.; Golenetskii, S. V.; Hurley, K.; Krimm, H. A.; Marisaldi, M.; Pal'shin, V. D.; Palmer, D.; Svinkin, D. S.; Terada, Y.; von Kienlin, A.; LIGO Scientific Collaboration; Virgo Collaboration; IPN Collaboration

    2014-07-01

    We present the results of a search for gravitational waves associated with 223 γ-ray bursts (GRBs) detected by the InterPlanetary Network (IPN) in 2005-2010 during LIGO's fifth and sixth science runs and Virgo's first, second, and third science runs. The IPN satellites provide accurate times of the bursts and sky localizations that vary significantly from degree scale to hundreds of square degrees. We search for both a well-modeled binary coalescence signal, the favored progenitor model for short GRBs, and for generic, unmodeled gravitational wave bursts. Both searches use the event time and sky localization to improve the gravitational wave search sensitivity as compared to corresponding all-time, all-sky searches. We find no evidence of a gravitational wave signal associated with any of the IPN GRBs in the sample, nor do we find evidence for a population of weak gravitational wave signals associated with the GRBs. For all IPN-detected GRBs, for which a sufficient duration of quality gravitational wave data are available, we place lower bounds on the distance to the source in accordance with an optimistic assumption of gravitational wave emission energy of 10-2M⊙c2 at 150 Hz, and find a median of 13 Mpc. For the 27 short-hard GRBs we place 90% confidence exclusion distances to two source models: a binary neutron star coalescence, with a median distance of 12 Mpc, or the coalescence of a neutron star and black hole, with a median distance of 22 Mpc. Finally, we combine this search with previously published results to provide a population statement for GRB searches in first-generation LIGO and Virgo gravitational wave detectors and a resulting examination of prospects for the advanced gravitational wave detectors.

  9. Search for Gravitational Waves Associated with Gamma-Ray Bursts Detected by the Interplanetary Network

    NASA Technical Reports Server (NTRS)

    Aasi, J.; Abbott, B. P.; Abbott, R.; Abbott, T.; Abernathy, M. R.; Acernese, F.; Blackbum, L.; Camp, J. B.; Gehrels, N.; Graff, P. B.; hide

    2014-01-01

    We present the results of a search for gravitational waves associated with 223 gamma ray bursts (GRBs) detected by the InterPlanetary Network (IPN) in 2005-2010 during LIGO's fifth and sixth science runs and Virgo's first, second, and third science runs. The IPN satellites provide accurate times of the bursts and sky localizations that vary significantly from degree scale to hundreds of square degrees. We search for both a well-modeled binary coalescence signal, the favored progenitor model for short GRBs, and for generic, unmodeled gravitational wave bursts. Both searches use the event time and sky localization to improve the gravitational wave search sensitivity as compared to corresponding all-time, all-sky searches. We find no evidence of a gravitational wave signal associated with any of the IPN GRBs in the sample, nor do we find evidence for a population of weak gravitational wave signals associated with the GRBs. For all IPN-detected GRBs, for which a sufficient duration of quality gravitational wave data are available, we place lower bounds on the distance to the source in accordance with an optimistic assumption of gravitational wave emission energy of 10(exp-2) solar mass c(exp 2) at 150 Hz, and find a median of 13 Mpc. For the 27 short-hard GRBs we place 90% confidence exclusion distances to two source models: a binary neutron star coalescence, with a median distance of 12 Mpc, or the coalescence of a neutron star and black hole, with a median distance of 22 Mpc. Finally, we combine this search with previously published results to provide a population statement for GRB searches in first-generation LIGO and Virgo gravitational wave detectors and a resulting examination of prospects for the advanced gravitational wave detectors.

  10. Searches for continuous gravitational waves from Scorpius X-1 and XTE J1751-305 in LIGO's sixth science run

    NASA Astrophysics Data System (ADS)

    Meadors, G. D.; Goetz, E.; Riles, K.; Creighton, T.; Robinet, F.

    2017-02-01

    Scorpius X-1 (Sco X-1) and x-ray transient XTE J1751-305 are low-mass x-ray binaries (LMXBs) that may emit continuous gravitational waves detectable in the band of ground-based interferometric observatories. Neutron stars in LMXBs could reach a torque-balance steady-state equilibrium in which angular momentum addition from infalling matter from the binary companion is balanced by angular momentum loss, conceivably due to gravitational-wave emission. Torque balance predicts a scale for detectable gravitational-wave strain based on observed x-ray flux. This paper describes a search for Sco X-1 and XTE J1751-305 in LIGO science run 6 data using the TwoSpect algorithm, based on searching for orbital modulations in the frequency domain. While no detections are claimed, upper limits on continuous gravitational-wave emission from Sco X-1 are obtained, spanning gravitational-wave frequencies from 40 to 2040 Hz and projected semimajor axes from 0.90 to 1.98 light-seconds. These upper limits are injection validated, equal any previous set in initial LIGO data, and extend over a broader parameter range. At optimal strain sensitivity, achieved at 165 Hz, the 95% confidence level random-polarization upper limit on dimensionless strain h0 is approximately 1.8 ×10-24. The closest approach to the torque-balance limit, within a factor of 27, is also at 165 Hz. Upper limits are set in particular narrow frequency bands of interest for J1751-305. These are the first upper limits known to date on r -mode emission from this XTE source. The TwoSpect method will be used in upcoming searches of Advanced LIGO and Virgo data.

  11. Search for gravitational waves associated with γ-ray bursts detected by the interplanetary network.

    PubMed

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Mansell, G; Mantovani, M; Marchesoni, F; Marion, F; Márka, S; Márka, Z; Markosyan, A; Maros, E; Marque, J; Martelli, F; Martin, I W; Martin, R M; Martinelli, L; Martynov, D; Marx, J N; Mason, K; Masserot, A; Massinger, T J; Matichard, F; Matone, L; Mavalvala, N; May, G; Mazumder, N; Mazzolo, G; McCarthy, R; McClelland, D E; McGuire, S C; McIntyre, G; McIver, J; McLin, K; Meacher, D; Meadors, G D; Mehmet, M; Meidam, J; Meinders, M; Melatos, A; Mendell, G; Mercer, R A; Meshkov, S; Messenger, C; Meyer, M S; Meyers, P M; Mezzani, F; Miao, H; Michel, C; Mikhailov, E E; Milano, L; Miller, J; Minenkov, Y; Mingarelli, C M F; Mishra, C; Mitra, S; Mitrofanov, V P; Mitselmakher, G; Mittleman, R; Moe, B; Moggi, A; Mohan, M; Mohapatra, S R P; Moraru, D; Moreno, G; Morgado, N; Morriss, S R; Mossavi, K; Mours, B; Mow-Lowry, C M; Mueller, C L; Mueller, G; Mukherjee, S; Mullavey, A; Munch, J; Murphy, D; Murray, P G; Mytidis, A; Nagy, M F; Nardecchia, I; Naticchioni, L; Nayak, R K; Necula, V; Nelemans, G; Neri, I; Neri, M; Newton, G; Nguyen, T; Nielsen, A B; Nissanke, S; Nitz, A H; Nocera, F; Nolting, D; Normandin, M E N; Nuttall, L K; Ochsner, E; O'Dell, J; Oelker, E; Oh, J J; Oh, S H; Ohme, F; Omar, S; Oppermann, P; Oram, R; O'Reilly, B; Ortega, W; O'Shaughnessy, R; Osthelder, C; Ottaway, D J; Ottens, R S; Overmier, H; Owen, B J; Padilla, C; Pai, A; Palashov, O; Palomba, C; Pan, H; Pan, Y; Pankow, C; Paoletti, F; Papa, M A; Paris, H; Pasqualetti, A; Passaquieti, R; Passuello, D; Pedraza, M; Pele, A; Penn, S; Perreca, A; Phelps, M; Pichot, M; Pickenpack, M; Piergiovanni, F; Pierro, V; Pinard, L; Pinto, I M; Pitkin, M; Poeld, J; Poggiani, R; Poteomkin, A; Powell, J; Prasad, J; Predoi, V; Premachandra, S; Prestegard, T; Price, L R; Prijatelj, M; Privitera, S; Prodi, G A; Prokhorov, L; Puncken, O; Punturo, M; Puppo, P; Pürrer, M; Qin, J; Quetschke, V; Quintero, E; Quitzow-James, R; Raab, F J; Rabeling, D S; Rácz, I; Radkins, H; Raffai, P; Raja, S; Rajalakshmi, G; Rakhmanov, M; Ramet, C; Ramirez, K; Rapagnani, P; Raymond, V; Razzano, M; Re, V; Recchia, S; Reed, C M; Regimbau, T; Reid, S; Reitze, D H; Reula, O; Rhoades, E; Ricci, F; Riesen, R; Riles, K; Robertson, N A; Robinet, F; Rocchi, A; Roddy, S B; Rolland, L; Rollins, J G; Romano, R; Romanov, G; Romie, J H; Rosińska, D; Rowan, S; Rüdiger, A; Ruggi, P; Ryan, K; Salemi, F; Sammut, L; Sandberg, V; Sanders, J R; Sankar, S; Sannibale, V; Santiago-Prieto, I; Saracco, E; Sassolas, B; Sathyaprakash, B S; Saulson, P R; Savage, R; Scheuer, J; Schilling, R; Schilman, M; Schmidt, P; Schnabel, R; Schofield, R M S; Schreiber, E; Schuette, D; Schutz, B F; Scott, J; Scott, S M; Sellers, D; Sengupta, A S; Sentenac, D; Sequino, V; Sergeev, A; Shaddock, D A; Shah, S; Shahriar, M S; Shaltev, M; Shao, Z; Shapiro, B; Shawhan, P; Shoemaker, D H; Sidery, T L; Siellez, K; Siemens, X; Sigg, D; Simakov, D; Singer, A; Singer, L; Singh, R; Sintes, A M; Slagmolen, B J J; Slutsky, J; Smith, J R; Smith, M R; Smith, R J E; Smith-Lefebvre, N D; Son, E J; Sorazu, B; Souradeep, T; Staley, A; Stebbins, J; Steinke, M; Steinlechner, J; Steinlechner, S; Stephens, B C; Steplewski, S; Stevenson, S; Stone, R; Stops, D; Strain, K A; Straniero, N; Strigin, S; Sturani, R; Stuver, A L; Summerscales, T Z; Susmithan, S; Sutton, P J; Swinkels, B; Tacca, M; Talukder, D; Tanner, D B; Tao, J; Tarabrin, S P; Taylor, R; Tellez, G; Thirugnanasambandam, M P; Thomas, M; Thomas, P; Thorne, K A; Thorne, K S; Thrane, E; Tiwari, V; Tokmakov, K V; Tomlinson, C; Tonelli, M; Torres, C V; Torrie, C I; Travasso, F; Traylor, G; Tse, M; Tshilumba, D; Tuennermann, H; Ugolini, D; Unnikrishnan, C S; Urban, A L; Usman, S A; Vahlbruch, H; Vajente, G; Valdes, G; Vallisneri, M; van Beuzekom, M; van den Brand, J F J; Van Den Broeck, C; van der Sluys, M V; van Heijningen, J; van Veggel, A A; Vass, S; Vasúth, M; Vaulin, R; Vecchio, A; Vedovato, G; Veitch, J; Veitch, P J; Venkateswara, K; Verkindt, D; Vetrano, F; Viceré, A; Vincent-Finley, R; Vinet, J-Y; Vitale, S; Vo, T; Vocca, H; Vorvick, C; Vousden, W D; Vyachanin, S P; Wade, A R; Wade, L; Wade, M; Walker, M; Wallace, L; Walsh, S; Wang, M; Wang, X; Ward, R L; Was, M; Weaver, B; Wei, L-W; Weinert, M; Weinstein, A J; Weiss, R; Welborn, T; Wen, L; Wessels, P; West, M; Westphal, T; Wette, K; Whelan, J T; White, D J; Whiting, B F; Wiesner, K; Wilkinson, C; Williams, K; Williams, L; Williams, R; Williams, T D; Williamson, A R; Willis, J L; Willke, B; Wimmer, M; Winkler, W; Wipf, C C; Wiseman, A G; Wittel, H; Woan, G; Wolovick, N; Worden, J; Wu, Y; Yablon, J; Yakushin, I; Yam, W; Yamamoto, H; Yancey, C C; Yang, H; Yoshida, S; Yvert, M; Zadrożny, A; Zanolin, M; Zendri, J-P; Zhang, Fan; Zhang, L; Zhao, C; Zhu, H; Zhu, X J; Zucker, M E; Zuraw, S; Zweizig, J; Aptekar, R L; Atteia, J L; Cline, T; Connaughton, V; Frederiks, D D; Golenetskii, S V; Hurley, K; Krimm, H A; Marisaldi, M; Pal'shin, V D; Palmer, D; Svinkin, D S; Terada, Y; von Kienlin, A

    2014-07-04

    We present the results of a search for gravitational waves associated with 223 γ-ray bursts (GRBs) detected by the InterPlanetary Network (IPN) in 2005-2010 during LIGO's fifth and sixth science runs and Virgo's first, second, and third science runs. The IPN satellites provide accurate times of the bursts and sky localizations that vary significantly from degree scale to hundreds of square degrees. We search for both a well-modeled binary coalescence signal, the favored progenitor model for short GRBs, and for generic, unmodeled gravitational wave bursts. Both searches use the event time and sky localization to improve the gravitational wave search sensitivity as compared to corresponding all-time, all-sky searches. We find no evidence of a gravitational wave signal associated with any of the IPN GRBs in the sample, nor do we find evidence for a population of weak gravitational wave signals associated with the GRBs. For all IPN-detected GRBs, for which a sufficient duration of quality gravitational wave data are available, we place lower bounds on the distance to the source in accordance with an optimistic assumption of gravitational wave emission energy of 10(-2)M⊙c(2) at 150 Hz, and find a median of 13 Mpc. For the 27 short-hard GRBs we place 90% confidence exclusion distances to two source models: a binary neutron star coalescence, with a median distance of 12 Mpc, or the coalescence of a neutron star and black hole, with a median distance of 22 Mpc. Finally, we combine this search with previously published results to provide a population statement for GRB searches in first-generation LIGO and Virgo gravitational wave detectors and a resulting examination of prospects for the advanced gravitational wave detectors.

  12. How Much Popcorn Will Our Classroom Hold?

    ERIC Educational Resources Information Center

    Rommel-Esham, Katie

    2007-01-01

    "How much popcorn will our classroom hold?" This intriguing question sparked a terrific integrated science and math exploration that the author conducted with fifth-and sixth-grade students. In the process of finding the classroom's volume, students developed science-process skills (e.g., developing a plan, measurement, collecting and interpreting…

  13. The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

    ERIC Educational Resources Information Center

    Tas, Yasemin

    2016-01-01

    This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

  14. Science Activities in Energy: Electrical Energy.

    ERIC Educational Resources Information Center

    Oak Ridge Associated Universities, TN.

    Presented is a science activities in energy package which includes 16 activities relating to electrical energy. Activities are simple, concrete experiments for fourth, fifth and sixth grades which illustrate principles and problems relating to energy. Each activity is outlined in a single card which is introduced by a question. A teacher's…

  15. Conservation II. Science Activities in Energy. [Student's and] Teacher's Guide.

    ERIC Educational Resources Information Center

    Oak Ridge Associated Universities, TN.

    Designed for science students in fourth, fifth, and sixth grades, the activities in this unit illustrate principles and problems related to the conservation of energy. Eleven student activities using art, economics, arithmetic, and other skills and disciplines help teachers directly involve students in exploring scientific questions and making…

  16. Gestures: Silent Scaffolding within Small Groups

    ERIC Educational Resources Information Center

    Carter, Glenda; Wiebe, Eric N.; Reid-Griffin, Angela

    2006-01-01

    This paper describes how gestures are used to enhance scaffolding that occurs in small group settings. Sixth and eighth grade students participated in an elective science course focused on earth science concepts with a substantial spatial visualization component. Gestures that students used in small group discussions were analyzed and four…

  17. Energy Transformation: Teaching Youth about Energy Efficiency while Meeting Science Essential Standards

    ERIC Educational Resources Information Center

    Kirby, Sarah D.; Chilcote, Amy G.

    2014-01-01

    This article describes the Energy Transformation 4-H school enrichment curriculum. The curriculum addresses energy efficiency and conservation while meeting sixth-grade science essential standards requirements. Through experiential learning, including building and testing a model home, youth learn the relationship between various technologies and…

  18. Fostering Today What Is Needed Tomorrow: Investigating Students' Interest in Science

    ERIC Educational Resources Information Center

    Blankenburg, Janet Susan; Höffler, Tim Niclas; Parchmann, Ilka

    2016-01-01

    This paper investigates the structure of German sixth-grade students' interest in science (N = 474; age 11-12 years) by considering different subject-related contexts (biology, chemistry, and physics) and different activities. Confirmatory factor analysis models were designed to validate the hypothetical structure of interest, connecting the whole…

  19. Why Teaching Is Not an Exact Science

    ERIC Educational Resources Information Center

    Anderson-Loy, Lynne

    2016-01-01

    Lynne Anderson-Loy teaches science to sixth-, seventh-, and eighth-graders in the Contemporary School and the Regional Safe School at Woodruff Career and Technical Center in the Peoria (Illinois) Public Schools District. In this article, she describes her experience of learning how to manage student behavior in various schools throughout her…

  20. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood, inconsistency of verb tense, and overuse of reiterating thematic patterns and everyday conjunctions to structure and organize their writing. Thematic analysis of teacher interviews and classroom observations revealed that the teachers (a) held different expectations for English language learners than mainstream students, (b) rarely provided explicit instruction on science writing, and (c) did not see themselves as having a shared responsibility of teaching writing in their subject area, despite acknowledgement of the essential role that writing plays in promoting scientific literacy. These findings provide a snapshot of the writing experience that sixth-grade English language learners had in their science classrooms. They suggest that the ELLs needed language and literacy support in science learning, but such support was largely absent in the science classrooms. The implications of the findings for science teaching and teacher education, along with the limitations of the study, are discussed.

  1. Examining an online microbiology game as an effective tool for teaching the scientific process.

    PubMed

    Bowling, Kristi G; Klisch, Yvonne; Wang, Shu; Beier, Margaret

    2013-01-01

    This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game's ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females.

  2. Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process†

    PubMed Central

    Bowling, Kristi G.; Klisch, Yvonne; Wang, Shu; Beier, Margaret

    2013-01-01

    This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game’s ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a posttest. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females. PMID:23858354

  3. From Peripheral to Central, the Story of Melanie's Metamorphosis in an Urban Middle School Science Class

    ERIC Educational Resources Information Center

    Tan, Edna; Barton, Angela Calabrese

    2008-01-01

    Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the course of sixth grade, transformed from a marginalized member of the science class with a failing…

  4. Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

    ERIC Educational Resources Information Center

    Lara-Alecio, Rafael; Irby, Beverly J.; Tong, Fuhui; Guerrero, Cindy; Koch, Janice; Sutton-Jones, Kara L.

    2018-01-01

    The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA). First, we determine the concurrent validity…

  5. Effects of Explicit Instruction on the Acquisition of Students' Science Inquiry Skills in Grades 5 and 6 of Primary Education

    ERIC Educational Resources Information Center

    Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

    2018-01-01

    In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students…

  6. The Impact of Participation in an Ancillary Science and Mathematics Program (SEMAA) on Engagement Rates of Middle School Students in Regular Mathematics Classrooms

    ERIC Educational Resources Information Center

    Seaton, Daniel M.; Carr, Donna

    2005-01-01

    The purpose of this study was to investigate the impact of participation in a federally sponsored, short-term, cocurricular, mathematics and science program (Science Engineering Mathematics Aerospace Academy, SEMAA) on the engagement rates of sixth- and seventh-grade students in public school mathematics classes. Engagement was measured with the…

  7. Sixth International Microgravity Combustion Workshop

    NASA Technical Reports Server (NTRS)

    Sacksteder, Kurt (Compiler)

    2001-01-01

    This conference proceedings document is a compilation of papers presented orally or as poster displays to the Sixth International Microgravity Combustion Workshop held in Cleveland, Ohio on May 22-24, 2001. The purpose of the workshop is to present and exchange research results from theoretical and experimental work in combustion science using the reduced-gravity environment as a research tool. The results are contributed by researchers funded by NASA throughout the United States at universities, industry and government research agencies, and by researchers from international partner countries that are also participating in the microgravity combustion science research discipline. These research results are intended for use by public and private sector organizations for academic purposes, for the development of technologies needed for Human Exploration and Development of Space, and to improve Earth-bound combustion and fire-safety related technologies.

  8. Invasive Species Science Update (No. 6)

    Treesearch

    Paula Fornwalt

    2013-01-01

    The sixth issue of the Rocky Mountain Research Station's (RMRS) Invasive Species Science Update is now complete. Published approximately once per year, this newsletter keeps managers and other users up-to-date with recently completed and ongoing research by RMRS scientists, and covers breaking news related to invasive species issues. The newsletter is produced by...

  9. Collaborative Practice of Science Construction in a Computer-Based Multimedia Environment.

    ERIC Educational Resources Information Center

    Kumpulainen, Kristiina; Mutanen, Mika

    1998-01-01

    Examines the ways in which the collaborative use of a multimedia-based CD-ROM encyclopedia in a sixth-grade Finnish classroom fosters science learning. Results show that students' activities during task-processing were highly procedural and product-oriented. Students had inefficient skills in accessing and retrieving information from the…

  10. Toad-Ally Cool Math and Science Integration

    ERIC Educational Resources Information Center

    Brkich, Katie; Allen, Melony; Huffling, Lacey; Matthews, Catherine

    2017-01-01

    "Hop to It," a week-long herpetology-focused summer STEM camp for rising fourth-, fifth-, and sixth-grade girls, provided young females with authentic, hands-on science experiences, allowing them to develop the habits of thought and processes of action used by STEM field experts while also engaging and sustaining their interest in the…

  11. World History and Geography: Ancient Civilizations. Course Models for the History-Social Science Framework: Grade 6.

    ERIC Educational Resources Information Center

    Hanson, Ralph, Ed.; Brooks, Diane

    This document outlines ancient civilization teaching models for California sixth graders. It is another response to teachers' requests for practical assistance in implementing the "History-Social Science Framework." Units include: (1) Early Humankind and the Development of Human Societies; (2) The Beginnings of Civilization in the Near…

  12. Teaching and Learning in Medicine: A Cognitive Science Approach.

    ERIC Educational Resources Information Center

    Hewson, Mariana G. A'B.; And Others

    A method to facilitate medical students' skill in diagnosis, based on cognitive science, was studied. A teaching intervention consisting of a 6-week seminar was used with sixth-year medical students in pediatric cardiology, which was their last rotation. Students were instructed to think about medicine as experts do (i.e., to conceptualize…

  13. Science Study Aids 6: Lysozyme - The Cooperative Enzyme.

    ERIC Educational Resources Information Center

    Boeschen, John; Alderton, Gordon

    This publication is the sixth of a series of seven supplementary investigative materials for use in secondary science classes providing up-to-date research-related investigations. This unit is structured for grade levels 10 through 12. It is concerned with the crystallization of an enzyme, lysozyme, from egg white. The first part of this guide…

  14. Biological Science: An Ecological Approach. BSCS Green Version. Teacher's Edition. Sixth Edition.

    ERIC Educational Resources Information Center

    Biological Sciences Curriculum Study, Colorado Springs.

    This book is the teacher's edition to the 1987 edition of the Biological Sciences Curriculum Study Green Version textbook. It contains directions for teaching with this version, a description of the accompanying materials, teaching strategies by chapters, lists of useful software, safety guidelines, a materials list, chemical safety information,…

  15. Introduction: Addressing Air Pollution and Health Science Questions to Inform Science and Policy

    EPA Science Inventory

    This special issue of Air Quality, Atmosphere and Health (AQAH) is the sixth and final in a series of special journal issues (Solomon 2010, 2011a, b; Solomon et al. 2011; Solomon 2012) associated with the 2010 Air Pollution and Heath Conference: Bridging the Gap between Sources ...

  16. Systematic Modeling versus the Learning Cycle: Comparative Effects of Integrated Science Process Skill Achievement.

    ERIC Educational Resources Information Center

    Norman, John T.

    1992-01-01

    Reports effectiveness of modeling as teaching strategy on learning science process skills. Teachers of urban sixth through ninth grade students were taught modeling techniques; two sets of teachers served as controls. Results indicate students taught by teachers employing modeling instruction exhibited significantly higher competence in process…

  17. Yellow Balloon in a Briar Patch.

    ERIC Educational Resources Information Center

    Cooper, Frank; Fitzmaurice, Robert W.

    1978-01-01

    As part of a meteorology unit, sixth grade science students launched helium balloons with attached return postcards. This article describes Weather Service monitoring of the balloons and postcard return results. (MA)

  18. Systems Engineering and Information Science in Health Screening

    ERIC Educational Resources Information Center

    Hall, William A.

    1969-01-01

    Presented before the combined sessions of the Section on Administration and the Section on Clinical Medicine, American College Health Association, Forty-sixth Annual Meeting, Minneapolis, Minnestoa, May 3, 1968.

  19. Physical Sciences Research Priorities and Plans in OBPR

    NASA Technical Reports Server (NTRS)

    Trinh, Eugene

    2002-01-01

    This paper presents viewgraphs of physical sciences research priorities and plans at the Office of Biological and Physical Sciences Research (OBPR). The topics include: 1) Sixth Microgravity Fluid Physics and Transport Phenomena Conference; 2) Beneficial Characteristics of the Space Environment; 3) Windows of Opportunity for Research Derived from Microgravity; 4) Physical Sciences Research Program; 5) Fundamental Research: Space-based Results and Ground-based Applications; 6) Nonlinear Oscillations; and 7) Fundamental Research: Applications to Mission-Oriented Research.

  20. Let's Make Metric Ice Cream

    ERIC Educational Resources Information Center

    Zimmerman, Marianna

    1975-01-01

    Describes a classroom activity which involved sixth grade students in a learning situation including making ice cream, safety procedures in a science laboratory, calibrating a thermometer, using metric units of volume and mass. (EB)

  1. Evaluation of the Science Enrichment Activities (SEA) Program: A Decision Oriented Model.

    ERIC Educational Resources Information Center

    Linn, Marcia C.

    1978-01-01

    Three questions guided an evaluation of sixth and eighth grade science enrichment activities: (1) Does a free choice interactive program affect cognitive abilities? (2) Do students in a free choice program make predictable selections of activities based on their age, sex, or ability level? and (3) Are specific student choices associated with…

  2. Conducting Sustainable Energy Projects in Secondary Science Classrooms

    ERIC Educational Resources Information Center

    Toolin, Regina; Watson, Anne

    2010-01-01

    This article discusses how sixth through twelfth grade science teachers can engage their students in the design and implementation of sustainable energy projects as part of a unit of study on energy. The project challenges students to engage in an energy project that gives them the opportunity to make a difference in their local community and the…

  3. Collaborative Action Research on Technology Integration for Science Learning

    ERIC Educational Resources Information Center

    Wang, Chien-hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

    2012-01-01

    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies,…

  4. The Nature of Science and Art

    ERIC Educational Resources Information Center

    Chessin, Debby; Zander, Mary Jane

    2006-01-01

    A Mrs. Jefferson, a sixth-grade lead science teacher, wandered through her students' art show, she enjoyed the creative drawings that her students did in art class. Next year, due to budget cuts, the art teacher would be shared with several other schools and would not have time for weekly art classes for every grade. The principal understood the…

  5. External Insect Morphology: A Negative Factor in Attitudes toward Insects and Likelihood of Incorporation in Future Science Education Settings

    ERIC Educational Resources Information Center

    Wagler, Ron; Wagler, Amy

    2012-01-01

    This study investigated if the external morphology of an insect had a negative effect on United States (US) preservice elementary teacher's attitudes toward insects and beliefs concerning the likelihood of incorporating insects into future science education settings. 270 US kindergarten through sixth grade preservice elementary teachers…

  6. Development and Validation of Nature of Science Instrument for Elementary School Students

    ERIC Educational Resources Information Center

    Hacieminoglu, Esme; Yilmaz-Tüzün, Özgül; Ertepinar, Hamide

    2014-01-01

    The purposes of this study were to develop and validate an instrument for assessing elementary students' nature of science (NOS) views and to explain the elementary school students' NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis…

  7. Biomass I. Science Activities in Energy [and] Teacher's Guide.

    ERIC Educational Resources Information Center

    Oak Ridge Associated Universities, TN.

    Designed for science students in fourth, fifth, and sixth grades, the activities in this unit illustrate principles and problems related to biomass as a form of energy. (The word biomass is used to describe all solid material of animal or vegetable origin from which energy may be extracted.) Twelve student activities using art, economics,…

  8. Issues in NASA program and project management

    NASA Technical Reports Server (NTRS)

    Hoban, Francis T. (Editor)

    1993-01-01

    This volume is the sixth in an ongoing series on aerospace project management at NASA. Articles in this volume cover evolution of NASA cost estimating; SAM 2; National Space Science Program: strategies to maximize science return; and human needs, motivation, and results of the NASA culture surveys. A section on resources for NASA managers rounds out the publication.

  9. Swedish Students' Experiences of National Testing in Science: A Narrative Approach

    ERIC Educational Resources Information Center

    Löfgren, Ragnhild; Löfgren, Håkan

    2017-01-01

    In Sweden, the policy of national testing was expanded in 2013 by introducing national tests in science in the sixth grade. The aim of this study is to contribute knowledge about the enactment of this policy of national testing by investigating students' experiences of taking the tests. Students were interviewed about their experiences of taking…

  10. Testing the relationships between energy consumption, CO2 emissions, and economic growth in 24 African countries: a panel ARDL approach.

    PubMed

    Asongu, Simplice; El Montasser, Ghassen; Toumi, Hassen

    2016-04-01

    This study complements existing literature by examining the nexus between energy consumption (EC), CO2 emissions (CE), and economic growth (GDP; gross domestic product) in 24 African countries using a panel autoregressive distributed lag (ARDL) approach. The following findings are established. First, there is a long-run relationship between EC, CE, and GDP. Second, a long-term effect from CE to GDP and EC is apparent, with reciprocal paths. Third, the error correction mechanisms are consistently stable. However, in cases of disequilibrium, only EC can be significantly adjusted to its long-run relationship. Fourth, there is a long-run causality running from GDP and CE to EC. Fifth, we find causality running from either CE or both CE and EC to GDP, and inverse causal paths are observable. Causality from EC to GDP is not strong, which supports the conservative hypothesis. Sixth, the causal direction from EC to GDP remains unobservable in the short term. By contrast, the opposite path is observable. There are also no short-run causalities from GDP, or EC, or EC, and GDP to EC. Policy implications are discussed.

  11. Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

    ERIC Educational Resources Information Center

    Kahraman, Feray; Karatas, Faik Özgür

    2015-01-01

    This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

  12. What Else Did V. M. Slipher Do?

    NASA Astrophysics Data System (ADS)

    Tenn, J. S.

    2013-04-01

    When V. M. Slipher gave the 1933 George Darwin lecture to the Royal Astronomical Society, it was natural that he spoke on spectrographic studies of planets. Less than one-sixth of his published work deals with globular clusters and the objects we now call galaxies. In his most productive years, when he had Percival Lowell to give him direction, Slipher made major discoveries regarding stars, galactic nebulae, and solar system objects. These included the first spectroscopic measurement of the rotation period of Uranus, evidence that Venus's rotation is very slow, the existence of reflection nebulae and hence interstellar dust, and the stationary lines that prove the existence of interstellar calcium and sodium. After Lowell's death in 1916 Slipher continued making spectroscopic observations of planets, comets, and the aurora and night sky. He directed the Lowell Observatory from 1916 to 1954, where his greatest achievements were keeping the observatory running despite very limited staff and budget, and initiating and supervising the “successful” search for Lowell's Planet X. However, he did little science in his last decades, spending most of his time and energy on business endeavors.

  13. Search for continuous gravitational waves from neutron stars in globular cluster NGC 6544

    NASA Astrophysics Data System (ADS)

    Abbott, B. P.; Abbott, R.; Abbott, T. D.; Abernathy, M. R.; Acernese, F.; Ackley, K.; Adams, C.; Adams, T.; Addesso, P.; Adhikari, R. X.; Adya, V. B.; Affeldt, C.; Agathos, M.; Agatsuma, K.; Aggarwal, N.; Aguiar, O. D.; Aiello, L.; Ain, A.; Allen, B.; Allocca, A.; Altin, P. A.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C. C.; Areeda, J. S.; Arnaud, N.; Arun, K. G.; Ascenzi, S.; Ashton, G.; Ast, M.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Babak, S.; Bacon, P.; Bader, M. K. M.; Baker, P. T.; Baldaccini, F.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barclay, S. E.; Barish, B. C.; Barker, D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barta, D.; Bartlett, J.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J. C.; Baune, C.; Bavigadda, V.; Bazzan, M.; Bejger, M.; Bell, A. S.; Berger, B. K.; Bergmann, G.; Berry, C. P. L.; Bersanetti, D.; Bertolini, A.; Betzwieser, J.; Bhagwat, S.; Bhandare, R.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Birney, R.; Biscans, S.; Bisht, A.; Bitossi, M.; Biwer, C.; Bizouard, M. A.; Blackburn, J. K.; Blair, C. D.; Blair, D. G.; Blair, R. M.; Bloemen, S.; Bock, O.; Boer, M.; Bogaert, G.; Bogan, C.; Bohe, A.; Bond, C.; Bondu, F.; Bonnand, R.; Boom, B. A.; Bork, R.; Boschi, V.; Bose, S.; Bouffanais, Y.; Bozzi, A.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Briant, T.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brockill, P.; Broida, J. E.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Brown, N. M.; Brunett, S.; Buchanan, C. C.; Buikema, A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Buskulic, D.; Buy, C.; Byer, R. L.; Cabero, M.; Cadonati, L.; Cagnoli, G.; Cahillane, C.; Calderón Bustillo, J.; Callister, T.; Calloni, E.; Camp, J. B.; Cannon, K. C.; Cao, J.; Capano, C. D.; Capocasa, E.; Carbognani, F.; Caride, S.; Casanueva Diaz, J.; Casentini, C.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C. B.; Cerboni Baiardi, L.; Cerretani, G.; Cesarini, E.; Chamberlin, S. J.; Chan, M.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Cheeseboro, B. D.; Chen, H. Y.; Chen, Y.; Cheng, C.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Cho, M.; Chow, J. H.; Christensen, N.; Chu, Q.; Chua, S.; Chung, S.; Ciani, G.; Clara, F.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Collette, C. G.; Cominsky, L.; Constancio, M.; Conte, A.; Conti, L.; Cook, D.; Corbitt, T. R.; Cornish, N.; Corsi, A.; Cortese, S.; Costa, C. A.; Coughlin, M. W.; Coughlin, S. B.; Coulon, J.-P.; Countryman, S. T.; Couvares, P.; Cowan, E. E.; Coward, D. M.; Cowart, M. J.; Coyne, D. C.; Coyne, R.; Craig, K.; Creighton, J. D. E.; Creighton, T.; Cripe, J.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Dal Canton, T.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Darman, N. S.; Dasgupta, A.; Da Silva Costa, C. F.; Dattilo, V.; Dave, I.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; De, S.; DeBra, D.; Debreczeni, G.; Degallaix, J.; De Laurentis, M.; Deléglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dergachev, V.; De Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Devine, R. C.; Dhurandhar, S.; Díaz, M. C.; Di Fiore, L.; Di Giovanni, M.; Di Girolamo, T.; Di Lieto, A.; Di Pace, S.; Di Palma, I.; Di Virgilio, A.; Dolique, V.; Donovan, F.; Dooley, K. L.; Doravari, S.; Douglas, R.; Downes, T. P.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Ducrot, M.; Dwyer, S. E.; Edo, T. B.; Edwards, M. C.; Effler, A.; Eggenstein, H.-B.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Engels, W.; Essick, R. C.; Etzel, T.; Evans, M.; Evans, T. M.; Everett, R.; Factourovich, M.; Fafone, V.; Fair, H.; Fan, X.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W. M.; Favata, M.; Fays, M.; Fehrmann, H.; Fejer, M. M.; Fenyvesi, E.; Ferrante, I.; Ferreira, E. C.; Ferrini, F.; Fidecaro, F.; Fiori, I.; Fiorucci, D.; Fisher, R. P.; Flaminio, R.; Fletcher, M.; Fournier, J.-D.; Frasca, S.; Frasconi, F.; Frei, Z.; Freise, A.; Frey, R.; Frey, V.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Gabbard, H. A. G.; Gair, J. R.; Gammaitoni, L.; Gaonkar, S. G.; Garufi, F.; Gaur, G.; Gehrels, N.; Gemme, G.; Geng, P.; Genin, E.; Gennai, A.; George, J.; Gergely, L.; Germain, V.; Ghosh, Abhirup; Ghosh, Archisman; Ghosh, S.; Giaime, J. A.; Giardina, K. D.; Giazotto, A.; Gill, K.; Glaefke, A.; Goetz, E.; Goetz, R.; Gondan, L.; González, G.; Gonzalez Castro, J. M.; Gopakumar, A.; Gordon, N. A.; Gorodetsky, M. L.; Gossan, S. E.; Gosselin, M.; Gouaty, R.; Grado, A.; Graef, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greco, G.; Green, A. C.; Groot, P.; Grote, H.; Grunewald, S.; Guidi, G. M.; Guo, X.; Gupta, A.; Gupta, M. K.; Gushwa, K. E.; Gustafson, E. K.; Gustafson, R.; Hacker, J. J.; Hall, B. R.; Hall, E. D.; Hammond, G.; Haney, M.; Hanke, M. M.; Hanks, J.; Hanna, C.; Hanson, J.; Hardwick, T.; Harms, J.; Harry, G. M.; Harry, I. W.; Hart, M. J.; Hartman, M. T.; Haster, C.-J.; Haughian, K.; Heidmann, A.; Heintze, M. C.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Hennig, J.; Henry, J.; Heptonstall, A. W.; Heurs, M.; Hild, S.; Hoak, D.; Hofman, D.; Holt, K.; Holz, D. E.; Hopkins, P.; Hough, J.; Houston, E. A.; Howell, E. J.; Hu, Y. M.; Huang, S.; Huerta, E. A.; Huet, D.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh-Dinh, T.; Indik, N.; Ingram, D. R.; Inta, R.; Isa, H. N.; Isac, J.-M.; Isi, M.; Isogai, T.; Iyer, B. R.; Izumi, K.; Jacqmin, T.; Jang, H.; Jani, K.; Jaranowski, P.; Jawahar, S.; Jian, L.; Jiménez-Forteza, F.; Johnson, W. W.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; Haris, K.; Kalaghatgi, C. V.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Kapadia, S. J.; Karki, S.; Karvinen, K. S.; Kasprzack, M.; Katsavounidis, E.; Katzman, W.; Kaufer, S.; Kaur, T.; Kawabe, K.; Kéfélian, F.; Kehl, M. S.; Keitel, D.; Kelley, D. B.; Kells, W.; Kennedy, R.; Key, J. S.; Khalili, F. Y.; Khan, I.; Khan, S.; Khan, Z.; Khazanov, E. A.; Kijbunchoo, N.; Kim, Chi-Woong; Kim, Chunglee; Kim, J.; Kim, K.; Kim, N.; Kim, W.; Kim, Y.-M.; Kimbrell, S. J.; King, E. J.; King, P. J.; Kissel, J. S.; Klein, B.; Kleybolte, L.; Klimenko, S.; Koehlenbeck, S. M.; Koley, S.; Kondrashov, V.; Kontos, A.; Korobko, M.; Korth, W. Z.; Kowalska, I.; Kozak, D. B.; Kringel, V.; Krishnan, B.; Królak, A.; Krueger, C.; Kuehn, G.; Kumar, P.; Kumar, R.; Kuo, L.; Kutynia, A.; Lackey, B. D.; Landry, M.; Lange, J.; Lantz, B.; Lasky, P. D.; Laxen, M.; Lazzaro, C.; Leaci, P.; Leavey, S.; Lebigot, E. O.; Lee, C. H.; Lee, H. K.; Lee, H. M.; Lee, K.; Lenon, A.; Leonardi, M.; Leong, J. R.; Leroy, N.; Letendre, N.; Levin, Y.; Lewis, J. B.; Li, T. G. F.; Libson, A.; Littenberg, T. B.; Lockerbie, N. A.; Lombardi, A. L.; London, L. T.; Lord, J. E.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J. D.; Lück, H.; Lundgren, A. P.; Lynch, R.; Ma, Y.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magaña-Sandoval, F.; Magaña Zertuche, L.; Magee, R. M.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Mandic, V.; Mangano, V.; Mansell, G. L.; Manske, M.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A. S.; Maros, E.; Martelli, F.; Martellini, L.; Martin, I. W.; Martynov, D. V.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Masso-Reid, M.; Mastrogiovanni, S.; Matichard, F.; Matone, L.; Mavalvala, N.; Mazumder, N.; McCarthy, R.; McClelland, D. E.; McCormick, S.; McGuire, S. C.; McIntyre, G.; McIver, J.; McManus, D. J.; McRae, T.; McWilliams, S. T.; Meacher, D.; Meadors, G. D.; Meidam, J.; Melatos, A.; Mendell, G.; Mercer, R. A.; Merilh, E. L.; Merzougui, M.; Meshkov, S.; Messenger, C.; Messick, C.; Metzdorff, R.; Meyers, P. M.; Mezzani, F.; Miao, H.; Michel, C.; Middleton, H.; Mikhailov, E. E.; Milano, L.; Miller, A. L.; Miller, A.; Miller, B. B.; Miller, J.; Millhouse, M.; Minenkov, Y.; Ming, J.; Mirshekari, S.; Mishra, C.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moggi, A.; Mohan, M.; Mohapatra, S. R. P.; Montani, M.; Moore, B. C.; Moore, C. J.; Moraru, D.; Moreno, G.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, G.; Muir, A. W.; Mukherjee, Arunava; Mukherjee, D.; Mukherjee, S.; Mukund, N.; Mullavey, A.; Munch, J.; Murphy, D. J.; Murray, P. G.; Mytidis, A.; Nardecchia, I.; Naticchioni, L.; Nayak, R. K.; Nedkova, K.; Nelemans, G.; Nelson, T. J. N.; Neri, M.; Neunzert, A.; Newton, G.; Nguyen, T. T.; Nielsen, A. B.; Nissanke, S.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E. N.; Nuttall, L. K.; Oberling, J.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; Ohme, F.; Oliver, M.; Oppermann, P.; Oram, Richard J.; O'Reilly, B.; O'Shaughnessy, R.; Ottaway, D. J.; Overmier, H.; Owen, B. J.; Pai, A.; Pai, S. A.; Palamos, J. R.; Palashov, O.; Palomba, C.; Pal-Singh, A.; Pan, H.; Pankow, C.; Pannarale, F.; Pant, B. C.; Paoletti, F.; Paoli, A.; Papa, M. A.; Paris, H. R.; Parker, W.; Pascucci, D.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patel, P.; Patricelli, B.; Patrick, Z.; Pearlstone, B. L.; Pedraza, M.; Pedurand, R.; Pekowsky, L.; Pele, A.; Penn, S.; Perreca, A.; Perri, L. M.; Phelps, M.; Piccinni, O. J.; Pichot, M.; Piergiovanni, F.; Pierro, V.; Pillant, G.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Poe, M.; Poggiani, R.; Popolizio, P.; Post, A.; Powell, J.; Prasad, J.; Predoi, V.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Pürrer, M.; Qi, H.; Qin, J.; Qiu, S.; Quetschke, V.; Quintero, E. A.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Radkins, H.; Raffai, P.; Raja, S.; Rajan, C.; Rakhmanov, M.; Rapagnani, P.; Raymond, V.; Razzano, M.; Re, V.; Read, J.; Reed, C. M.; Regimbau, T.; Rei, L.; Reid, S.; Reitze, D. H.; Rew, H.; Reyes, S. D.; Ricci, F.; Riles, K.; Rizzo, M.; Robertson, N. A.; Robie, R.; Robinet, F.; Rocchi, A.; Rolland, L.; Rollins, J. G.; Roma, V. J.; Romano, R.; Romanov, G.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Sachdev, S.; Sadecki, T.; Sadeghian, L.; Sakellariadou, M.; Salconi, L.; Saleem, M.; Salemi, F.; Samajdar, A.; Sammut, L.; Sanchez, E. J.; Sandberg, V.; Sandeen, B.; Sanders, J. R.; Sassolas, B.; Saulson, P. R.; Sauter, O. E. S.; Savage, R. L.; Sawadsky, A.; Schale, P.; Schilling, R.; Schmidt, J.; Schmidt, P.; Schnabel, R.; Schofield, R. M. S.; Schönbeck, A.; Schreiber, E.; Schuette, D.; Schutz, B. F.; Scott, J.; Scott, S. M.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sequino, V.; Sergeev, A.; Setyawati, Y.; Shaddock, D. A.; Shaffer, T.; Shahriar, M. S.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Sheperd, A.; Shoemaker, D. H.; Shoemaker, D. M.; Siellez, K.; Siemens, X.; Sieniawska, M.; Sigg, D.; Silva, A. D.; Singer, A.; Singer, L. P.; Singh, A.; Singh, R.; Singhal, A.; Sintes, A. M.; Slagmolen, B. J. J.; Smith, J. R.; Smith, N. D.; Smith, R. J. E.; Son, E. J.; Sorazu, B.; Sorrentino, F.; Souradeep, T.; Srivastava, A. K.; Staley, A.; Steinke, M.; Steinlechner, J.; Steinlechner, S.; Steinmeyer, D.; Stephens, B. C.; Stone, R.; Strain, K. A.; Straniero, N.; Stratta, G.; Strauss, N. A.; Strigin, S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sun, L.; Sunil, S.; Sutton, P. J.; Swinkels, B. L.; Szczepańczyk, M. J.; Tacca, M.; Talukder, D.; Tanner, D. B.; Tápai, M.; Tarabrin, S. P.; Taracchini, A.; Taylor, R.; Theeg, T.; Thirugnanasambandam, M. P.; Thomas, E. G.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thrane, E.; Tiwari, S.; Tiwari, V.; Tokmakov, K. V.; Toland, K.; Tomlinson, C.; Tonelli, M.; Tornasi, Z.; Torres, C. V.; Torrie, C. I.; Töyrä, D.; Travasso, F.; Traylor, G.; Trifirò, D.; Tringali, M. C.; Trozzo, L.; Tse, M.; Turconi, M.; Tuyenbayev, D.; Ugolini, D.; Unnikrishnan, C. S.; Urban, A. L.; Usman, S. A.; Vahlbruch, H.; Vajente, G.; Valdes, G.; van Bakel, N.; van Beuzekom, M.; van den Brand, J. F. J.; Van Den Broeck, C.; Vander-Hyde, D. C.; van der Schaaf, L.; van Heijningen, J. V.; van Veggel, A. A.; Vardaro, M.; Vass, S.; Vasúth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Vetrano, F.; Viceré, A.; Vinciguerra, S.; Vine, D. J.; Vinet, J.-Y.; Vitale, S.; Vo, T.; Vocca, H.; Vorvick, C.; Voss, D. V.; Vousden, W. D.; Vyatchanin, S. P.; Wade, A. R.; Wade, L. E.; Wade, M.; Walker, M.; Wallace, L.; Walsh, S.; Wang, G.; Wang, H.; Wang, M.; Wang, X.; Wang, Y.; Ward, R. L.; Warner, J.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Weßels, P.; Westphal, T.; Wette, K.; Whelan, J. T.; Whiting, B. F.; Williams, R. D.; Williamson, A. R.; Willis, J. L.; Willke, B.; Wimmer, M. H.; Winkler, W.; Wipf, C. C.; Wittel, H.; Woan, G.; Woehler, J.; Worden, J.; Wright, J. L.; Wu, D. S.; Wu, G.; Yablon, J.; Yam, W.; Yamamoto, H.; Yancey, C. C.; Yu, H.; Yvert, M.; ZadroŻny, A.; Zangrando, L.; Zanolin, M.; Zendri, J.-P.; Zevin, M.; Zhang, L.; Zhang, M.; Zhang, Y.; Zhao, C.; Zhou, M.; Zhou, Z.; Zhu, X. J.; Zucker, M. E.; Zuraw, S. E.; Zweizig, J.; Sigurdsson, S.; LIGO Scientific Collaboration; Virgo Collaboration

    2017-04-01

    We describe a directed search for continuous gravitational waves in data from the sixth initial LIGO science run. The target was the nearby globular cluster NGC 6544 at a distance of ≈2.7 kpc . The search covered a broad band of frequencies along with first and second frequency derivatives for a fixed sky position. The search coherently integrated data from the two LIGO interferometers over a time span of 9.2 days using the matched-filtering F -statistic. We found no gravitational-wave signals and set 95% confidence upper limits as stringent as 6.0 ×10-25 on intrinsic strain and 8.5 ×10-6 on fiducial ellipticity. These values beat the indirect limits from energy conservation for stars with characteristic spin-down ages older than 300 years and are within the range of theoretical predictions for possible neutron-star ellipticities. An important feature of this search was use of a barycentric resampling algorithm which substantially reduced computational cost; this method is used extensively in searches of Advanced LIGO and Virgo detector data.

  14. Relation of Productivity in Elementary School Science to Token Reinforcement Involving Liked and Unliked Peers

    ERIC Educational Resources Information Center

    Edwards, Clifford H.

    1977-01-01

    Eight low-productive sixth grade students were used in this token reinforcement study. Teacher direct reinforcement and liked-peer indirect reinforcement were both found to increase productivity. (CP)

  15. Sixth-Grade Aeronauts.

    ERIC Educational Resources Information Center

    Flick, Larry; Dejmal, Ked

    1989-01-01

    An activity which combines problem solving with the history and science of hot air balloons is presented. Instructions for making and launching tissue-paper balloons are provided. The advantage of using manipulative materials with middle school students is discussed. (CW)

  16. Design Experiments in Japanese Elementary Science Education with Computer Support for Collaborative Learning: Hypothesis Testing and Collaborative Construction

    ERIC Educational Resources Information Center

    Oshima, Jun; Oshima, Ritsuko; Murayama, Isao; Inagaki, Shigenori; Takenaka, Makiko; Nakayama, Hayashi; Yamaguchi, Etsuji

    2004-01-01

    This paper reports design experiments on two Japanese elementary science lesson units in a sixth-grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different approaches in the experiments depending on their instructional goals. In the unit 'air and how things…

  17. Ciencia Marina/Negocio y Oficina. Libro del Profesor (Marine Science/Business & Office. Teacher's Guide). B7. CHOICE (Challenging Options in Career Education).

    ERIC Educational Resources Information Center

    Mid-Hudson Migrant Education Center, New Paltz, NY.

    Written in Spanish, the guide comprises the sixth grade unit of a career education curriculum for migrant students. The unit covers 10 marine science, business, and office occupations: hydrographer, marine biologist, fish hatchery technician, boat builder, commercial diver, clerical worker, actuary, cashier, assistant bank manager, and computer…

  18. The Role of Cognitive Organizers in the Facilitation of Concept Learning in Elementary School Science.

    ERIC Educational Resources Information Center

    Schulz, Richard William

    Studied was the effect of advance organizers, as defined by Ausubel, on the learning of concepts in science. Sixth grade classes studied two sequences of major concept-centered learning tasks developed by the investigator. The first had 12 lessons about energy forms and transformations; the second had five about photosynthesis and respiration as…

  19. Predictors and Outcomes of Situational Interest during a Science Learning Task

    ERIC Educational Resources Information Center

    Tapola, Anna; Veermans, Marjaana; Niemivirta, Markku

    2013-01-01

    In this study we examined change in students' situational interest as a function of student and task characteristics. Fifth- and sixth-graders (n = 52) were assigned to one of two task conditions that used a different version of a science simulation. The versions differed in how concrete vs. abstract the simulation elements were.…

  20. Chinese Dragons in an American Science Unit

    ERIC Educational Resources Information Center

    Lew, Lee Yuen; McLure, John W.

    2005-01-01

    Can art and science find a happy home in the same unit? We think the answer is yes, if the central problem interests the students and allows them to try out multiple abilities. The sixth-grade unit described in this article, which we called "The Dragon Project," grew mainly from two roots, a study of ancient China and a later probe into…

  1. How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

    ERIC Educational Resources Information Center

    Wardrip, Peter; Tobey, Jennifer

    2009-01-01

    Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

  2. Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers

    ERIC Educational Resources Information Center

    Hauck, Nancy

    2012-01-01

    The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.…

  3. Distributed Cognition in a Sixth-Grade Classroom: An Attempt to Overcome Alternative Conceptions about Light and Color

    ERIC Educational Resources Information Center

    Valanides, Nicos; Angeli, Charoula

    2008-01-01

    In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was designed to be used with elementary school children in science, and report on the effects of learning with ODRES on students' conceptual understandings about light, color, and vision. Succinctly, dyads of…

  4. Resources of Mathematics Self-Efficacy and Perception of Science Self-Efficacy as Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Kaya, Deniz; Bozdag, Hüseyin Cihan

    2016-01-01

    The main objective of this study is to determine the predictive power of mathematics self-efficacy resources and perception of science self-efficacy on academic achievement. The study, adopting a relational screening model, was conducted with a total of 698 students in sixth, seventh and eighth grade level of a state secondary school. Mathematics…

  5. National Commission on Libraries and Information Science. Annual Report to the President and Congress, 1976-1977.

    ERIC Educational Resources Information Center

    National Commission on Libraries and Information Science, Washington, DC.

    This sixth annual report of the National Commission on Libraries and Information Science (NCLIS) covers the 15-month period between July 1, 1976 and September 30, 1977. Activities reported include preparations for the White House Conference on Library and Information Services (Public Law 93-568) as well as the ongoing implementation of the…

  6. Multiple case studies of STEM teachers' orientations to science teaching through engineering design

    NASA Astrophysics Data System (ADS)

    Rupp, Madeline

    The following master's thesis is composed of two manuscripts describing STEM teachers' orientations to science teaching through engineering within the context of the Science Learning through Engineering Design (SLED) partnership. The framework guiding both studies was science teaching orientations, a component of pedagogical content knowledge. Data were collected via semi-structured interviews, multi-day classroom observations, pre- and post-observation interviews, implementation plans, and written reflections. Data sources were analyzed to generate two orientations to science teaching through engineering design for each participant. The first manuscript illustrates a single case study conducted with a sixth grade STEM teacher. Results of this study revealed a detailed picture of the teacher's goals, practices, assessments, and general views when teaching science through engineering design. Common themes across the teacher's instruction were used to characterize her orientations to science teaching through engineering design. Overall, the teacher's orientations showed a shift in her practice from didactic to student-centered methods of teaching as a result of integrating engineering design-based curriculum. The second manuscript describes a comparative case study of two sixth grade SLED participants. Results of this study revealed more complex and diverse relationships between the teachers' orientations to teaching science through engineering design and their instruction. Participants' orientations served as filters for instruction, guided by their divergent purposes for science teaching. Furthermore, their orientations and resulting implementation were developed from knowledge gained in teacher education, implying that teacher educators and researchers can use this framework to learn more about how teachers' knowledge is used to integrate engineering and science practices in the K-12 classroom.

  7. Do You and Your Class Dare Visit the Real World?

    ERIC Educational Resources Information Center

    Rossman, Michael

    1982-01-01

    A science teacher relates his feelings as he discussed modern warfare with his sixth-grade students. The students' reactions to moral questions and issues behind civil defense procedures and radioactivity are also discussed. (FG)

  8. Integrated Assessment for an Integrated Curriculum.

    ERIC Educational Resources Information Center

    Mockrish, Rob

    1989-01-01

    In a sixth grade science classroom for able students, major grades are broken down into four categories: lab reports, projects, creative writing, and written tests. These four components of assessment structure how the curriculum content is presented. (JDD)

  9. Dark Skies, Bright Kids Year 6

    NASA Astrophysics Data System (ADS)

    Liss, Sandra; Troup, Nicholas William; Johnson, Kelsey E.; Barcos-Munoz, Loreto D.; Beaton, Rachael; Bittle, Lauren; Borish, Henry J.; Burkhardt, Andrew; Corby, Joanna; Dean, Janice; Hancock, Danielle; King, Jennie; Prager, Brian; Romero, Charles; Sokal, Kimberly R.; Stierwalt, Sabrina; Wenger, Trey; Zucker, Catherine

    2015-01-01

    Now entering our sixth year of operation, Dark Skies, Bright Kids (DSBK) is an entirely volunteer-run outreach organization based out of the Department of Astronomy at the University of Virginia. Our core mission is to enhance elementary science education and literacy in central Virginia through fun, hands-on activities that introduce basic Astronomy concepts beyond Virginia's Standards of Learning. Our primary focus is hosting an 8-10 week after-school astronomy club at underserved elementary and middle schools. Each week, DSBK volunteers take the role of coaches to introduce astronomy-related concepts ranging from the Solar System to galaxies to astrobiology, and to lead students in interactive learning activities. Another hallmark of DSBK is hosting our Annual Central Virginia Star Party, a free event open to the community featuring star-gazing and planetarium shows.DSBK has amassed over 15,000 contact hours since 2009 and we continue to broaden our impact. One important step we have taken in the past year is to establish a graduate student led assessment program to identify and implement directed learning goals for DSBK outreach. The collection of student workbooks, observations, and volunteer surveys indicates broad scale success for the program both in terms of student learning and their perception of science. The data also reveal opportunities to improve our organizational and educational practices to maximize student achievement and overall volunteer satisfaction for DSBK's future clubs and outreach endeavors.

  10. An investigation of Taiwanese early adolescents' views about the nature of science.

    PubMed

    Huang, Chao-Ming; Tsai, Chin-Chung; Chang, Chun-Yen

    2005-01-01

    This study developed a Pupils' Nature of Science Scale, including the subscales of the invented and changing nature of science, the role of social negotiation on science, and cultural context on science, to assess early adolescents' views about the nature of science. More than 6,000 fifth and sixth graders in Taiwan responded to the Scale. The study revealed that the adolescents had quite different perspectives toward different subscales of the nature of science. Moreover, male adolescents tended to express more constructivist-oriented views toward the nature of science than did their female counterparts. The adolescents of different grades and races also displayed varying views toward the nature of science.

  11. An analysis of global problem issues in sixth-and seventh-grade textbooks

    NASA Astrophysics Data System (ADS)

    Hamm, Mary; Adams, Dennis

    The study examines the extent to which the global issues of population growth, world hunger, air quality and atmosphere, and water resources were treated in sixth- and seventh-grade science textbooks. Ten textbooks were examined by five raters to determine the amount of content presented by different textbooks on global issues, the number of pages of content devoted to each issue, and the degree of depth in which issues were treated. Differences between grade levels were also explored. Of the 4,393 pages of content analyzed, less than 2 percent was devoted to these issues identified as the most serious human problems. No significant differences were found between textbook series. Significant differences were found in the number of pages of content presented on each issue. Most of the content fell into the categories of water resources, population growth, air quality, and atmosphere. The issue of war technology had the least amount of content. Distribution of content did not vary by grade level. Both levels addressed the issues of population growth, air quality, and water resources with a greater degree of depth than the issue of world hunger or war technology. The study concludes that the most widely used textbooks at the sixth- and seventh-grade levels avoid serious discussion of major global problems. And like the career indecision of a recent Miss America contestant, purchasers don't seem to be able to decide whether they want science textbooks to be a brain surgeon or a movie actress. Implications stemming from this dichotomy and its relationship to future science education curricular are also explored.

  12. The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six

    NASA Astrophysics Data System (ADS)

    Hill, Mary Denise

    The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the results of TAAS. Independent samples t-tests indicated that students in the integrated mathematics/science program scored significantly higher than the students in the traditional program in mean achievement scores and in mean growth of scores based on the results of TAAS. No significant differences were found when comparing mathematics anxiety scores between students in the integrated mathematics/science program and the traditional program. However, additional significant differences were identified when students in the integrated mathematics/science program scored higher than the students in the traditional program when analyzing the overall mean student attitude scores concerning mathematics and the mean scores of attitudinal values of mathematics in society.

  13. Skeletons Not Just for Halloween.

    ERIC Educational Resources Information Center

    Markle, Sandra; And Others

    1983-01-01

    A teaching unit that helps fourth-, fifth-, and sixth-grade students learn about human and animal skeletal systems is described. The unit focuses on bone characteristics and develops basic science skills, such as observation, data collection, and making and testing hypotheses. (PP)

  14. Building the Mysterious Bankhide.

    ERIC Educational Resources Information Center

    Jurgs, Don W.

    1983-01-01

    Building bankhides (areas for trout to rest, hide from predators, and wait for their next meal) is one project of the Bettendorf (Iowa) Community School District's K-12 field science programs. Discusses sixth graders involvement and related activities in the bankhide project. (JN)

  15. USSR Report, Life Sciences, Biomedical and Behavioral Sciences

    DTIC Science & Technology

    1987-02-18

    Gayevyy; FARMAKOLOGIYA I TOKSIKOLOGIYA, No 1, Jan-Feb 86) 42 Comparative Study of Individual and Combined Effects of Trental, Menthol , and Obsidan...INDIVIDUAL AND COMBINED EFFECTS OF TRENTAL, MENTHOL , AND OBSIDAN ON CARDIO-RESPIRATORY SYSTEM OF OPERATORS UNDER EXTREME CONDITIONS Moscow FARMAKOLOGIYA I...100 mg of trental and four drops of a three-percent solution of menthol administered at the first, third, and sixth hours of antiorthostatic

  16. Use of Technology-Assisted Techniques of Mind Mapping and Concept Mapping in Science Education: A Constructivist Study

    ERIC Educational Resources Information Center

    Balim, Ali Günay

    2013-01-01

    The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science…

  17. Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002

    ERIC Educational Resources Information Center

    Stephens, Maria; Landeros, Katherine; Perkins, Robert; Tang, Judy H.

    2016-01-01

    The Trends in International Mathematics and Science Study (TIMSS) 2015 is the sixth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and…

  18. Selected Sources on the Internet.

    ERIC Educational Resources Information Center

    Scott, Ralph Lee; And Others

    1994-01-01

    Five articles describe specific Internet resources, including geoscience and science databases; economic and statistical information; the JANET (Joint Academic Network) Bulletin Board for Librarians; and White House communications. A sixth article describes how practical applications of Internet information create new roles for reference…

  19. The Effect of Active Learning Based Science Camp Activities on Primary School Students' Opinions towards Scientific Knowledge and Scientific Process Skills

    ERIC Educational Resources Information Center

    Aydede Yalçin, Meryem Nur

    2016-01-01

    It is important for people to be able to judge the nature while actually living in it to gain the scientific perspective which is an important skill nowadays. Within this importance, the general purpose of this study is to examine the effect of active learning based science camp activities on sixth, seventh and eighth grade students' opinions…

  20. Critical Thinking Handbook: 6th-9th Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies, & Science.

    ERIC Educational Resources Information Center

    Paul, Richard; And Others

    This handbook designed for teachers of sixth through ninth grades, has two objectives: (1) to make the concept of critical thinking and the principles that underlie it clear; and (2) to show how critical thinking can be taught in language arts, social studies, and science. The introduction presents the reader with the concepts of critical thinking…

  1. An Evaluation of a Museum Science Education Project with Social Integration and Urban Environmental Problems as a Focus.

    ERIC Educational Resources Information Center

    Allen, David W.

    The Paired School Science Project (PSSP) conducted between public and parochial schools was evaluated over a period from 1968-71. A pilot program was carried out among fifth and sixth grade students of 30 schools in the 1967-68 school year. During the study period, these classes of the paired schools were bused to the Franklin Institute for…

  2. Proceedings of the Sixth International Cryocoolers Conference Held in Plymouth, Massachusetts on 25-26 October 1990 Volume 1

    DTIC Science & Technology

    1991-01-01

    failure occurs. This stresses the importance of developing means for qualifying coolers for space application, and for running acceptance tests on each...laboratory compressors to significantly greater stress conditions than expected for flight compressors. 133 1000 I 藼 -120 6 23 󈨝 62089 I .P 250 900 i...optimization variables) and make surel the stress does not exceed the allowable limit. The optimization driver does the work. and wc just watch. Pressure

  3. The teaching of medicine at the University Centre for Health Sciences Yaounde, Cameroon: its concordance with the Edinburgh Declaration on medical education.

    PubMed

    Monekosso, G L

    1993-07-01

    The University Centre for Health Sciences (UCHS) or as it is referred to in French 'Centre Universitaire des Sciences de la Santé' (CUSS), became functional in 1969 with the enrollment of the first group of students. The objective of this training programme was to produce a scientifically sound, multipurpose doctor who would be fully operational in a rural setting with minimal equipment and supplies (Monekosso 1970, 1972). The graduate had to be able to adapt readily to new situations and improvise whenever possible, calling for a high degree of competence and initiative. The training strategies adopted by UCHS in 1969 which met this requirement were later found to be in close concordance with the tenets of the World Conference on Medical Education held in Edinburgh in 1988, the Edinburgh Declaration. While some of the terminology may not have been worked out at the time, the programme developed embraced some new concepts hitherto untried or undeveloped: the problem-solving approach in the first to the sixth year; an integrated teaching approach during the first to sixth year of medical training; an integrated medicine internship in district hospitals in the sixth year; a community-based training approach throughout the training; team training of three different health professionals; competency-based training; health services linked research; health services linked training (Monekosso & Quenum 1978). The concordance of this programme to the Edinburgh Declaration is of great interest in realizing the World Federation for Medical Education programme and implementing the Edinburgh Declaration. The involvement of the three innovative medical schools in the planning stage of the curriculum explains this concordance.

  4. Gender Equity. IDRA Focus.

    ERIC Educational Resources Information Center

    IDRA Newsletter, 1996

    1996-01-01

    This newsletter includes five articles on gender equity and related issues in education, with particular reference to the education of Hispanic girls. "IDRA's MIJA Program Expands" (Aurora Yanez-Perez) describes a program for sixth-grade Hispanic girls that promotes awareness of science- and math-related careers, provides training in…

  5. Martians R Us.

    ERIC Educational Resources Information Center

    West, Rose

    1988-01-01

    Describes a science activity done with sixth graders during a unit on outer space. Uses the "Discovery Lab" software program to introduce controlled and experimental variables to the children. Discusses the coordination of library research, computer time, and creative drawing to study planetary environments by designing representative aliens. (CW)

  6. Bringing an Ocean to School.

    ERIC Educational Resources Information Center

    MacMillan, Mark W.

    1997-01-01

    Describes a school program in which two sixth-grade science classes researched, created, and put together an ocean museum targeted at kindergarten through eighth graders who are geographically distanced from the ocean. Details the process for investigating topical areas, organizing teams of students, researching, writing, creating displays, and…

  7. The Effects of Using Space to Teach Standard Elementary School Curriculum

    NASA Technical Reports Server (NTRS)

    Ewell, Robert N.

    1996-01-01

    This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

  8. The impact of technology on the enactment of inquiry in a technology enthusiast's sixth grade science classroom

    NASA Astrophysics Data System (ADS)

    Waight, Noemi; Abd-El-Khalick, Fouad

    2007-01-01

    This study investigated the impact of the use of computer technology on the enactment of inquiry in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several inquiry activities were completed, some of which were supported with the use of technology. Non-participant observation, classroom videotaping, and semi-structured and critical-incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote inquiry in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning-making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching.

  9. Longitudinal Relationship between Cardiorespiratory Fitness and Academic Achievement.

    PubMed

    Sardinha, Luís B; Marques, Adilson; Minderico, Claudia; Palmeira, António; Martins, Sandra; Santos, Diana A; Ekelund, Ulf

    2016-05-01

    The aim of this study was to examine the prospective associations between cardiorespiratory fitness (CRF) and academic achievement in the youth. The sample included 1286 fifth-, sixth-, and seventh-grade students, age 11 to 14 yr (Mage = 11.3 ± 1.1), from 14 schools followed for 3 yr. Academic achievement was assessed using the students' marks at baseline and at follow-up 3 yr apart, in Portuguese, mathematics, foreign language (English), and science. CRF was assessed by the Progressive Aerobic Cardiovascular Endurance Run test from the Fitnessgram battery. Students were classified as fit-fit, unfit-fit, fit-unfit, and unfit-unfit according to the Progressive Aerobic Cardiovascular Endurance Run test results at baseline and follow-up. Ordinal regression analyses were performed to examine associations between CRF and academic achievement. Being persistently fit (fit-fit), compared with those classified unfit-unfit, increased the odds of having high levels of academic achievement in Portuguese (odds ratio (OR) = 3.49; 95% CI, 1.97-6.20; P < 0.001) and foreign language (OR = 2.41; 95% CI, 1.39-4.14; P < 0.01) at follow-up. Students that improved their CRF and became fit (unfit-fit) had also higher odds of achieving better marks than those persistently unfit-unfit in Portuguese (OR = 2.52; 95% CI, 1.42-4.45; P < 0.01) and foreign language (OR = 2.13; 95% CI, 1.23-3.67; P < 0.01). Consistently high and improvements in cardiorespiratory fitness are prospectively associated with better academic achievement especially in mother tongue and foreign language.

  10. The Investigation of Attitude Changes of Elementary Preservice Teachers in a Competency-Based, Field-Oriented Science Methods Course and Attitude Changes of Classroom Teachers Cooperating with the Field Component.

    ERIC Educational Resources Information Center

    Piper, Martha K.

    Thirty-six students enrolled in an elementary science methods course were randomly selected and given an instrument using Osgood's semantic differential approach the first week of class, the sixth week on campus prior to field experiences, and the thirteenth week following field experiences. The elementary teachers who had observed the university…

  11. An Exploratory Investigation of 12-Year-Old Students' Ability to Appreciate Certain Aspects of the Nature of Science through a Specially Designed Approach in the Context of Energy

    ERIC Educational Resources Information Center

    Papadouris, Nicos; Constantinou, Costas P.

    2014-01-01

    We describe the implementation of a specially designed teaching innovation, embedded in the context of energy, for the promotion of specific aspects of the nature of science (NOS). We present empirical results from the implementation of the teaching and learning materials in three intact sixth-grade classes that involved a total of 64 students. We…

  12. A Cross-Cultural Study of the Effect of a Graph-Oriented Computer-Assisted Project-Based Learning Environment on Middle School Students' Science Knowledge and Argumentation Skills

    ERIC Educational Resources Information Center

    Hsu, P.-S.; Van Dyke, M.; Chen, Y.; Smith, T. J.

    2016-01-01

    The purpose of this mixed-methods study was to explore how seventh graders in a suburban school in the United States and sixth graders in an urban school in Taiwan developed argumentation skills and science knowledge in a project-based learning environment that incorporated a graph-oriented, computer-assisted application (GOCAA). A total of 42…

  13. An Examination of Single-Gender and Coeducational Classes: Their Impact on the Academic Achievement of Middle School Students Enrolled in Mathematics and Science at Selected Schools in Georgia

    ERIC Educational Resources Information Center

    Elam, Jeanette H.

    2009-01-01

    The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade…

  14. A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

    NASA Astrophysics Data System (ADS)

    Phillips, Marianne C.

    Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha < .67). The results from this content analysis indicated little change from previous studies in the balance for the themes of the nature of science. This investigation found the sixth-grade, seventh-grade, and eighth-grade science textbooks adopted by Texas to have unbalanced presentations for the four aspects of the nature of science. In addition, it found these middle school science textbooks are not balanced across programs. This imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

  15. Children's Literature and Environmental Issues: Heart over Mind?

    ERIC Educational Resources Information Center

    Monhardt, Rebecca; Monhardt, Leigh

    2000-01-01

    Describes a project conducted by a classroom teacher to examine the effects of children's literature on students' existing attitudes and beliefs toward environmental issues. Outlines instructional procedures used in a unit for sixth grade science students who reexamined their beliefs about endangered species. Describes assessment procedures and…

  16. Navigation - Project CAPE Teaching Module.

    ERIC Educational Resources Information Center

    Caldwell, Nadine; May, Charlaron

    Ten lessons are included in this interdisciplinary unit on navigation, designed to supplement fifth and sixth grade social studies and science curricula. Each lesson includes: (1) lesson concepts; (2) competency goals; (3) objectives; (4) materials; (5) list of key vocabulary words; (6) background information; (7) teacher preparation; (8) list of…

  17. Explorations in Statistics: Correlation

    ERIC Educational Resources Information Center

    Curran-Everett, Douglas

    2010-01-01

    Learning about statistics is a lot like learning about science: the learning is more meaningful if you can actively explore. This sixth installment of "Explorations in Statistics" explores correlation, a familiar technique that estimates the magnitude of a straight-line relationship between two variables. Correlation is meaningful only when the…

  18. Educating K-12 Students about Glacier Dynamics in a Changing Climate

    NASA Astrophysics Data System (ADS)

    Stearns, L. A.; Hamilton, G. S.

    2005-12-01

    Public awareness of climate change is growing in the United States. Popular movies, books and magazines are frequently addressing the issue of global warming - some with careful scientific research, but many with unrealistic statements. Early education about the basic principles and processes of climate change is necessary for the general public to distinguish fact from fiction. The U.S. National Science Foundation's GK-12 program (GK-12; grades K to 12) currently in its sixth year, provides an opportunity for scientific enrichment for students and their teachers at the K-12 level through collaborative pairings with science and engineering graduate students (the Fellows). The NSF GK-12 program at the University of Maine has three goals: to enrich the scientific education of the students by providing role models, expertise, and equipment that may not be accessible otherwise; to provide professional development for the teachers through curriculum enrichment and participation at science conferences; and to improve the teaching and communication skills of the Fellows. The University of Maine is one of over 100 U. S. universities participating in this program. During the 2004-05 academic year, 11 graduate and one undergraduate student Fellows, advised by University faculty members, taught at schools across the state of Maine. Fellows from, biology, earth science, ecology, engineering, food science, forestry, and marine science, and taught in their area of expertise. We created a hands-on activity for middle and high school students that describes glacier mass balance in a changing climate. The students make a glacier using glue, water and detergent ('flubber') and construct a glacier valley using plastic sheeting. Flubber behaves in mechanically similar ways to glacier ice, undergoing plastic deformation at low stresses and exhibiting brittle failure at high stresses. Students are encouraged to run several tests with different values for valley slope, glacier mass, 'flubber' temperature and basal conditions. We compare our glacier models to the dynamics of real glaciers and discuss how and why they might be changing over time. Throughout the activities, we stress the use of the scientific method, a fundamental building block in science education.

  19. On Darwin's science and its contexts.

    PubMed

    Hodge, M J S

    2014-01-01

    The notions of 'the Darwinian revolution' and of 'the scientific Revolution' are no longer unproblematic; so this paper does not construe its task as relating these two items to each other. There can be big-picture and long-run history even when that task is declined. Such history has to be done pluralistically. Relating Darwin's science to Newton's science is one kind of historiographical challenge; relating Darwin's science to seventeenth-century finance capitalism is another kind. Relating Darwin's science to long-run traditions and transitions is a different kind of task from relating his science to the immediate short-run contexts. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. Changes in running kinematics, kinetics, and spring-mass behavior over a 24-h run.

    PubMed

    Morin, Jean-Benoît; Samozino, Pierre; Millet, Guillaume Y

    2011-05-01

    This study investigated the changes in running mechanics and spring-mass behavior over a 24-h treadmill run (24TR). Kinematics, kinetics, and spring-mass characteristics of the running step were assessed in 10 experienced ultralong-distance runners before, every 2 h, and after a 24TR using an instrumented treadmill dynamometer. These measurements were performed at 10 km·h, and mechanical parameters were sampled at 1000 Hz for 10 consecutive steps. Contact and aerial times were determined from ground reaction force (GRF) signals and used to compute step frequency. Maximal GRF, loading rate, downward displacement of the center of mass, and leg length change during the support phase were determined and used to compute both vertical and leg stiffness. Subjects' running pattern and spring-mass behavior significantly changed over the 24TR with a 4.9% higher step frequency on average (because of a significantly 4.5% shorter contact time), a lower maximal GRF (by 4.4% on average), a 13.0% lower leg length change during contact, and an increase in both leg and vertical stiffness (+9.9% and +8.6% on average, respectively). Most of these changes were significant from the early phase of the 24TR (fourth to sixth hour of running) and could be speculated as contributing to an overall limitation of the potentially harmful consequences of such a long-duration run on subjects' musculoskeletal system. During a 24TR, the changes in running mechanics and spring-mass behavior show a clear shift toward a higher oscillating frequency and stiffness, along with lower GRF and leg length change (hence a reduced overall eccentric load) during the support phase of running. © 2011 by the American College of Sports Medicine

  1. How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

    NASA Astrophysics Data System (ADS)

    Stylianou, Agni

    2003-06-01

    Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

  2. University Undergraduate Projects Can Enhance Sixth-Form Science Teaching

    ERIC Educational Resources Information Center

    James, Esther; Vinten, Claire; Wood, Eleanor; Merrick, Deborah

    2011-01-01

    All medical and veterinary students at the University of Nottingham carry out a third-year dissertation module. This module allows students to spend time experiencing contemporary research methods by engaging in research activities. In 2010, academic staff from the Medical and Veterinary Schools initiated educational research projects that enabled…

  3. Progress in Scientific and Technical Communications, 1968 Annual Report.

    ERIC Educational Resources Information Center

    Federal Council for Science and Technology, Washington, DC. Committee on Scientific and Technical Information.

    This sixth annual report describes progress achieved by the Federal Government in improving the communication of scientific and technical information to support and enhance national science and technology. Included in the report are details regarding the scientific and technical activities of individual Federal Agencies, such as the Atomic Energy…

  4. Acid Rain. Teacher's Guide. LHS GEMS.

    ERIC Educational Resources Information Center

    Hocking, Colin; Barber, Jacqueline; Coonrod, Jan

    This teacher's guide presents a unit on acid rain and introduces hands-on activities for sixth through eighth grade students. In each unit, students act as real scientists and gather evidence by using science process skills such as observing, measuring and recording data, classifying, role playing, problem solving, critical thinking, synthesizing…

  5. Breezy Power: From Wind to Energy

    ERIC Educational Resources Information Center

    Claymier, Bob

    2009-01-01

    This lesson combines the science concepts of renewable energy and producing electricity with the technology concepts of design, constraints, and technology's impact on the environment. Over five class periods, sixth-grade students "work" for a fictitious power company as they research wind as an alternative energy source and design and test a…

  6. An Analysis of Global Problem Issues in Sixth- and Seventh-Grade Textbooks.

    ERIC Educational Resources Information Center

    Hamm, Mary; Adams, Dennis

    1989-01-01

    Examined are the global issues of population growth, world hunger, air quality and atmosphere, and water resources in 10 middle school science textbooks. Less than two percent of text pages were devoted to these issues and no significant differences were found between textbook series. (Author/YP)

  7. Promoting Chemistry at the Elementary Level: A Low-Maintenance Program of Chemical Demonstrations.

    ERIC Educational Resources Information Center

    Louters, Larry L.; Huisman, Richard D.

    1999-01-01

    Presents a chemical demonstration program designed to support elementary science education in which fifth- and sixth-grade students visit a college campus to watch chemical demonstrations performed by a professor. Contains suggestions for program set-up and references for demonstrations to use. (WRM)

  8. Examining Calculator Use among Students with and without Disabilities Educated with Different Mathematical Curricula

    ERIC Educational Resources Information Center

    Bouck, Emily C.; Joshi, Gauri S.; Johnson, Linley

    2013-01-01

    This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional…

  9. Energy from the Atom.

    ERIC Educational Resources Information Center

    Smith, Patricia L.

    This curriculum guide was written to supplement fifth and sixth grade science units on matter and energy. It was designed to provide more in-depth material on the atom. The first part, "Teacher Guide," contains background information, biographical sketches of persons in the history of nuclear energy, vocabulary, answer sheets, management sheets…

  10. New York Agriculture in the Classroom. Grade 6.

    ERIC Educational Resources Information Center

    Wolanyk, Betty

    These classroom exercises have been designed to maximize teacher time, while creating an awareness of our food and fiber system among New York sixth graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives…

  11. NASA-MUST: Driving the STEM Agenda

    ERIC Educational Resources Information Center

    Abdul-Alim, Jamaal

    2012-01-01

    This article discusses the NASA-MUST (Motivating Undergraduates in Science and Technology) program which annually serves 115 students from diverse backgrounds. The program is in its sixth year. While the program is open to all students, a special emphasis is placed on those from groups that are underrepresented in STEM fields. Participating…

  12. Science at Hogwarts

    ERIC Educational Resources Information Center

    Beaton, Tisha

    2006-01-01

    Reading "Harry Potter and the Sorcerer's Stone" aloud to her sixth-grade students inspired this author to create a mathematics activity based on budgeting for school supplies for Hogwarts School. In that lesson, each student was assigned a name from the Hogwarts School roster and allotted a different dollar amount for his/her budget. Students…

  13. Teacher's Guide to Indoor Air Pollutants.

    ERIC Educational Resources Information Center

    National Safety Council, Washington, DC. Environmental Health Center.

    This guide, designed for fourth- through sixth-grade classrooms, contains information teachers will need to teach an educational unit on indoor air quality. It draws on a variety of students' skills, including science, vocabulary, reasoning, math, and basic biology. Each lesson comes with suggested activities that highlight and reinforce what is…

  14. Students Use of the PSOE Model to Understand Weather and Climate

    ERIC Educational Resources Information Center

    Brown, Patrick L.; Concannon, James

    2016-01-01

    One tried-and-true way to hook students' attention and promote long-lasting understanding is to sequence science instruction in an explore-before-explain instructional sequence. In these lessons for the second through sixth grade band, elementary students investigate the interaction between "cold" and "hot" substances and…

  15. Achievement Test Provincial Report, June 1987 Administration.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation and Records Branch.

    This document summarizes results of province-wide achievement tests given in Alberta, Canada in June 1987. These tests evaluated student achievement in third grade science, sixth grade mathematics, and ninth grade social studies. The test questions for each subject area reflected Alberta's curriculum specifications for that subject. The grade 3…

  16. Introduction to Vocations: Building Occupational Exploration at the Middle School Level.

    ERIC Educational Resources Information Center

    Rutgers, The State Univ., New Brunswick, NJ. Dept. of Vocational-Technical Education.

    This handbook uses the 15 occupational clusters for infusing career exploration into an existing school curriculum for sixth-, seventh-, and eighth-grade students. Each grade's program explores designated occupational clusters through the basic curriculum of language arts, mathematics, science, social studies, art, music, and physical education. A…

  17. Annotated Bibliography for 6th Grade Science and Social Studies.

    ERIC Educational Resources Information Center

    Randolph, Margo

    Designed to support curriculum and to facilitate instruction and learning at the sixth grade level, this annotated bibliography contains materials found in the library at the Brawley Middle School in Scotland Neck, North Carolina. To foster cooperative planning between teacher and librarian, the bibliography provides sample activities and lessons…

  18. Epistemic Beliefs and Achievement Motivation in Early Adolescence

    ERIC Educational Resources Information Center

    Ricco, Robert; Pierce, Sara Schuyten; Medinilla, Connie

    2010-01-01

    This study seeks to establish the relevance of middle school students' naive beliefs about knowledge and learning in science to their achievement motivation in this domain. A predominantly Hispanic and lower-income sample of 459 middle school students (sixth through eighth grades) completed measures of epistemic beliefs along with several measures…

  19. Proceedings: Sixth Annual Workshop on Meteorological and Environmental Inputs to Aviation Systems

    NASA Technical Reports Server (NTRS)

    Frost, W. (Editor); Camp, D. W. (Editor); Hershman, L. W. (Editor)

    1983-01-01

    The topics of interaction of the atmosphere with aviation systems, the better definition and implementation of services to operators, and the collection and interpretation of data for establishing operational criteria relating the total meteorological inputs from the atmospheric sciences to the needs of aviation communities were addressed.

  20. Life Cycle of a Pencil.

    ERIC Educational Resources Information Center

    Reeske, Mike

    2000-01-01

    Explains a project called "Life Cycle of a Pencil" which was developed by the National Science Teachers Association (NSTA) and the U.S. Environmental Protection Agency (USEPA). Describes the life cycle of a pencil in stages starting from the first stage of design to the sixth stage of product disposal. (YDS)

  1. "Lettuce" Learn Math: Teaching Mathematics with Seeds and Centimeters

    ERIC Educational Resources Information Center

    Rickard, Laura N.; Wilson, Colette

    2006-01-01

    "Lettuce Learn Math" is an interdisciplinary program that has effectively linked a small-scale agricultural production system to a sixth-grade mathematics and science curriculum. The mathematical concepts and skills, including measurement and geometry, taught in this project met and often exceeded the standards set by New York state for…

  2. The Lagrange Points

    ERIC Educational Resources Information Center

    Lovell, M.S.

    2007-01-01

    This paper presents a derivation of all five Lagrange points by methods accessible to sixth-form students, and provides a further opportunity to match Newtonian gravity with centripetal force. The predictive powers of good scientific theories are also discussed with regard to the philosophy of science. Methods for calculating the positions of the…

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

    Not Available

    This report describes the 1992 Westinghouse Hanford Company/US Department of Energy Environmental Summer Science Camp. The objective of the ``camp`` was to motivate sixth and seventh graders to pursue studies in math, science, and the environment. This objective was accomplished through hands-on fun activities while studying the present and future challenges facing our environment. The camp was funded through Technical Task Plan, 424203, from the US Department of Energy-Headquarters, Office of Environmental Restoration and Waste Management, Technology Development,to Westinghouse Hanford Company`s International Environmental Institute, Education and Internship Performance Group.

  4. JPRS Report Science & Technology China.

    DTIC Science & Technology

    1989-04-18

    0081] of the Department of Virology, Xi’an Medical University] [ Text ] An ACCA -ELISA (IgA complex capture assay) method was established to detect...Resources: "Some Strategic Issues in the Development of Geological S&T"] [ Text ] During the Sixth 5-Year Plan, the completion of attacks on key S&T...1367 3843], et al., of the Institute of Physics, Chinese Academy of Sciences] [ Text ] The 5.8, 3.0 and 1.2 MeV Li ions were used to study the MBE Ino

  5. Writing Stories to Enhance Scientific Literacy

    NASA Astrophysics Data System (ADS)

    Ritchie, Stephen M.; Tomas, Louisa; Tones, Megan

    2011-03-01

    In response to international concerns about scientific literacy and students' waning interest in school science, this study investigated the effects of a science-writing project about the socioscientific issue (SSI) of biosecurity on the development of students' scientific literacy. Students generated two BioStories each that merged scientific information with the narrative storylines in the project. The study was conducted in two phases. In the exploratory phase, a qualitative case study of a sixth-grade class involving classroom observations and interviews informed the design of the second, confirmatory phase of the study, which was conducted at a different school. This phase involved a mixed methods approach featuring a quasi-experimental design with two classes of Australian middle school students (i.e., sixth grade, 11 years of age, n = 55). The results support the argument that writing the sequence of stories helped the students become more familiar with biosecurity issues, develop a deeper understanding of related biological concepts, and improve their interest in science. On the basis of these findings, teachers should be encouraged to engage their students in the practice of writing about SSI in a way that integrates scientific information into narrative storylines. Extending the practice to older students and exploring additional issues related to writing about SSI are recommended for further research.

  6. Simulations of Hurricane Katrina (2005) with the 0.125 degree finite-volume General Circulation Model on the NASA Columbia Supercomputer

    NASA Technical Reports Server (NTRS)

    Shen, B.-W.; Atlas, R.; Reale, O.; Lin, S.-J.; Chern, J.-D.; Chang, J.; Henze, C.

    2006-01-01

    Hurricane Katrina was the sixth most intense hurricane in the Atlantic. Katrina's forecast poses major challenges, the most important of which is its rapid intensification. Hurricane intensity forecast with General Circulation Models (GCMs) is difficult because of their coarse resolution. In this article, six 5-day simulations with the ultra-high resolution finite-volume GCM are conducted on the NASA Columbia supercomputer to show the effects of increased resolution on the intensity predictions of Katrina. It is found that the 0.125 degree runs give comparable tracks to the 0.25 degree, but provide better intensity forecasts, bringing the center pressure much closer to observations with differences of only plus or minus 12 hPa. In the runs initialized at 1200 UTC 25 AUG, the 0.125 degree simulates a more realistic intensification rate and better near-eye wind distributions. Moreover, the first global 0.125 degree simulation without convection parameterization (CP) produces even better intensity evolution and near-eye winds than the control run with CP.

  7. Science at the Seashore. Project Impact.

    ERIC Educational Resources Information Center

    Grant, David; Draxler, Susan

    These materials were developed for use at the Ocean Institute at Sandy Hook Park in New Jersey. They are used by the students in Brookdale College's Project Impact, an early intervention program for sixth- and seventh- grade students. These activities are designed to help students learn more about the history, geology, biology, and career…

  8. Power Processing, Part 1. Electric Machinery Analysis.

    ERIC Educational Resources Information Center

    Hamilton, Howard B.

    This publication was developed as a portion of a two-semester sequence commencing at either the sixth or seventh term of the undergraduate program in electrical engineering at the University of Pittsburgh. The materials of the two courses, produced by a National Science Foundation grant, are concerned with power conversion systems comprising power…

  9. Power Processing, Part 2. Modeling Power Processing Devices and Circuits.

    ERIC Educational Resources Information Center

    Acker, Frank E.

    This publication was developed as a portion of a two-semester sequence commencing at either the sixth or the seventh term of the undergraduate program in electrical engineering at the University of Pittsburgh. The materials of the two courses, produced by a National Science Foundation grant, are concerned with power conversion systems comprising…

  10. Problem Manual for Power Processing, Part 1. Electric Machinery Analysis.

    ERIC Educational Resources Information Center

    Hamilton, Howard B.

    This publication was developed as a portion of a two-semester sequence commencing at either the sixth or seventh term of the undergraduate program in electrical engineering at the University of Pittsburgh. The materials of the two courses, produced by a National Science Foundation grant, are concerned with power conversion systems comprising power…

  11. Geology. Grade 6. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Anchorage School District, AK.

    This resource book introduces sixth-grade children to the environment by studying rocks and other geological features. Nine lessons are provided on a variety of topics including: (1) geologic processes; (2) mountain building; (3) weathering; (4) geologic history and time; (5) plate tectonics; (6) rocks and minerals; (7) mineral properties; (8)…

  12. Teacher's Guide to SERAPHIM Software VI. Chemistry: The Study of Matter.

    ERIC Educational Resources Information Center

    Bogner, Donna J.

    Designed to assist chemistry teachers in selecting appropriate software programs, this publication is the sixth in a series of six teacher's guides from Project SERAPHIM, a program sponsored by the National Science Foundation. This guide is keyed to the chapters of the text "Chemistry: The Study of Matter." Program suggestions are…

  13. INQUIRY TRAINING AND PROBLEM SOLVING IN ELEMENTARY SCHOOL CHILDREN.

    ERIC Educational Resources Information Center

    BUTTS, DAVID P.; JONES, HOWARD L.

    THE EFFECT OF PLANNED GUIDANCE ON THE PROBLEM-SOLVING BEHAVIOR OF ELEMENTARY STUDENTS WAS INVESTIGATED. FACTORS RELATED TO CHANGES IN PROBLEM-SOLVING BEHAVIORS WERE IDENTIFIED. APPROXIMATELY 50 PERCENT OF THE SIXTH-GRADE STUDENTS INCLUDED IN THE STUDY WERE GIVEN INQUIRY TRAINING 30 TO 60 MINUTES DAILY FOR 3 WEEKS. AN INVENTORY OF SCIENCE PROCESSES…

  14. Sixth New Zealand Computer Conference (Auckland 78). Volume I, Papers.

    ERIC Educational Resources Information Center

    New Zealand Computer Society, Auckland.

    This collection of conference presentations includes 23 papers on a variety of topics pertaining to the use of computer in New Zealand. Among the topics discussed are computer science techniques in a commercial data processing situation, data processing personnel and their careers, the communication aspects of an airline system, implementation of…

  15. Pacific Northwest Laboratory annual report for 1973 to the USAEC Division of Biomedical and Environmental Research. Part 2. Ecological sciences

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

    Vaughan, B.E.

    1974-01-01

    Twenty-one sections of the sixth annual report on research programs related to land and aquatic ecosystems and to the behavior of pollutants and radioactive contaminants in such ecosystems are presented. A separate abstract was prepared for each section. (LCL)

  16. Thematic Continuities: Talking and Thinking about Adaptation in a Socially Complex Classroom

    ERIC Educational Resources Information Center

    Ash, Doris

    2008-01-01

    In this study I rely on sociocultural views of learning and teaching to describe how fifth- sixth-grade students in a Fostering a Community of Learners (FCL) classroom gradually adopted scientific ideas and language in a socially complex classroom. Students practiced talking science together, using everyday, scientific, and hybrid discourses as…

  17. Crisis = Opportunity: Civic Literacy in the Wake of a Hurricane

    ERIC Educational Resources Information Center

    Zenyuh, Monica

    2013-01-01

    In this article sixth grade English/language arts and science teacher at Oldfield Middle School (Greenlawn, New York) Monica Zenyuh describes how she established a program called "Adopt-a-School" in the aftermath of Hurricane Sandy. Schools that wished to provide assistance would be matched with a grade, school, or district in devastated…

  18. Dynamics of Conceptual Change in Small Group Science Interactions.

    ERIC Educational Resources Information Center

    Fellows, Nancy J.

    This paper documents the dynamics of the social interactions within two small groups of sixth grade students as they solved problems and attempted to understand the concepts related to the nature of matter and molecular theory. Similarities and differences of social interactions between the two groups are compared, and interpretations presented…

  19. Determining the Exchangeability of Concept Map and Problem-Solving Essay Scores

    ERIC Educational Resources Information Center

    Hollenbeck, Keith; Twyman, Todd; Tindal, Gerald

    2006-01-01

    This study investigated the score exchangeability of concept maps with problem-solving essays. Of interest was whether sixth-grade students' concept maps predicted their scores on essay responses that used concept map content. Concept maps were hypothesized to be alternatives to performance assessments for content-area domain knowledge in science.…

  20. Developing Argument Skills across Scientific and Social Domains

    ERIC Educational Resources Information Center

    Iordanou, Kalypso

    2010-01-01

    Instant-messaging software was used as a method to promote development of argumentation skills in middle schoolers. Transfer of skills across content domains was the major question investigated. Forty sixth graders engaged in electronic dialogues with peers on a controversial topic--for half a science topic (dinosaur extinction) and for half a…

  1. Amazing Muses of Science: An Interdisciplinary Project Creates Awareness of Female Scientists

    ERIC Educational Resources Information Center

    Carson, Beverly

    2016-01-01

    This article describes an interdisciplinary project that created awareness of female scientists in a public Montessori classroom. Every spring, the author's sixth-grade students write an educational play in which the entire class participates. Following an underwhelming response to asking students who are their favorite female scientists, the…

  2. Agriscience Education for the Middle School. Instructional Units. Grade 6: Introduction to Agriscience.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

    Designed to supplement the Agriscience Education for the Middle School curriculum guide, this instructional packet provides lessons to enable agriscience teachers to bring basic science concepts into the classroom through practical, hands-on activities and experiments. The course is designed to develop in sixth-grade students an awareness of the…

  3. Resident Outdoor Education Program. Instructional Guide.

    ERIC Educational Resources Information Center

    Hayes, Jonathan; Deem, Robert

    An extensive list of outdoor education activities that can be integrated into the traditional curriculum is presented in this guide. Activities are arranged by grade (from kindergarten through sixth) and by subject areas taught at each grade level. Subjects covered in grades 1-6 are science, social studies, language arts, mathematics, art, music,…

  4. Knowledge Structures: Where Can We Find Them?

    ERIC Educational Resources Information Center

    Law, Nancy

    Knowledge elicitation through programming was studied to determine students' intuitive ideas about motion. The subjects, 17-year-old sixth-form science students and 14-year-old third-form students, were asked to write expert systems programs about motion; and their interactions with their own knowledge were observed. The 17-year-old students had…

  5. BOOKS PURCHASED FOR GIFTED CENTERS, GRADE SIX.

    ERIC Educational Resources Information Center

    Oakland Unified School District, CA.

    THE LISTED REFERENCE BOOKS HAVE BEEN PURCHASED FROM FUNDS ALLOTTED TO THE GIFTED PROGRAM. THEY ARE LOANS TO THE SCHOOL AND ARE TO BE KEPT IN THE SIXTH-GRADE CLASSROOM. THIRTY BOOKS ARE INCLUDED IN ALPHABETICAL ORDER ACCORDING TO AUTHOR. SCIENCE TOPICS INCLUDE ASTRONOMY, WEIGHTS AND MEASURES, PLANTS, PHYSICS, THE SEA, CHEMISTRY, BIOLOGY,…

  6. Laboratory Manual for Power Processing, Part 1. Electric Machinery Analysis.

    ERIC Educational Resources Information Center

    Hamilton, Howard B.

    This publication was developed as a portion of a two-semester sequence commencing at either the sixth or seventh term of the undergraduate program in electrical engineering at the University of Pittsburgh. The materials of the two courses, produced by a National Science Foundation grant, are concerned with power conversion systems comprising power…

  7. Trends in Device SEE Susceptibility from Heavy Ions

    NASA Technical Reports Server (NTRS)

    Nichols, D. K.; Coss, J. R.; McCarty, K. P.; Schwartz, H. R.; Swift, G. M.; Watson, R. K.; Koga, R.; Crain, W. R.; Crawford, K. B.; Hansel, S. J.

    1995-01-01

    The sixth set of heavy ion single event effects (SEE) test data have been collected since the last IEEE publications in December issues of IEEE - Nuclear Science Transactions for 1985, 1987, 1989, 1991, and the IEEE Workshop Record, 1993. Trends in SEE susceptibility (including soft errors and latchup) for state-of- are evaluated.

  8. Reading an Analogy Can Cause the Illusion of Comprehension

    ERIC Educational Resources Information Center

    Jaeger, Allison J.; Wiley, Jennifer

    2015-01-01

    This study explored students' ability to evaluate their learning from a multimedia inquiry unit about the causes of global climate change. Participants were 90 sixth grade students from four science classrooms. Students were provided with a text describing the causes of climate change as well as graphs showing average global temperature changes.…

  9. Science for Iowa Schools, Grades 4-6.

    ERIC Educational Resources Information Center

    Nice, Karl; And Others

    This guide includes four units for use in each of grades 4 through 6. The fourth grade units are entitled Measurement Systems, Classification Systems, Bio-Control Systems, and Hydrologic Systems; the fifth grade units are Chemical Systems, Force Systems, Bio-Systems, and Astro-Systems; and the sixth grade units are Equilibrium Systems,…

  10. Inquiry by Engineering Design: Applying the Sixth "E"

    ERIC Educational Resources Information Center

    Brand, Brenda; Kasarda, Mary; Williams, Christopher Bryant

    2017-01-01

    As the emphasis on STEM education increases, the "E" (engineering) in the acronym is gaining more attention in K-12 education. K-12 educators are urged to develop new and creative strategies for engaging youth in science and engineering activities that encourage them to be inventors and not just consumers. The Inquiry By Engineering…

  11. Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity

    ERIC Educational Resources Information Center

    Sullivan, Florence R.

    2011-01-01

    This paper presents the results of a micro-genetic analysis of the development of a creative solution arrived at by students working collaboratively to solve a robotics problem in a sixth grade science classroom. Results indicate that four aspects of the enacted curriculum proved important to developing the creative solution, including the…

  12. Inclusive Education in the United States: Middle School General Education Teachers' Approaches to Inclusion

    ERIC Educational Resources Information Center

    Mackey, Megan

    2014-01-01

    Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive…

  13. An Integrated Approach to Teaching Students the Use of Computers in Science.

    ERIC Educational Resources Information Center

    Hood, B. James

    1991-01-01

    Reported is an approach to teaching the use of Macintosh computers to sixth, seventh, and eighth grade students within the context of a simplified model of scientific research including proposal, data collection and analyses, and presentation of findings. Word processing, graphing, statistical, painting, and poster software were sequentially…

  14. The Carbon Cycle: Teaching Youth about Natural Resource Sustainability

    ERIC Educational Resources Information Center

    Warren, William A.

    2015-01-01

    The carbon cycle was used as a conceptual construct for organizing the curriculum for a youth summer camp on natural resource use and sustainability. Several studies have indicated the importance of non-traditional youth education settings for science education and understanding responsible natural resource use. The Sixth Grade Forestry Tour, a…

  15. Die Stimmhaftigkeitskorrelation der deutschen Verschlusslautphoneme (The Voiced Correlation of the German Stop Phoneme)

    ERIC Educational Resources Information Center

    Ezawa, Kennosuke

    1973-01-01

    Article based on the author's report, Sprachnorm und Sprechnorm,'' presented at the Sixth International Congress of Phonetic Sciences, September 1967, Prague, Czechoslovakia. Present version read at the Fourth Czechoslovakia. Present version read at the Fourth Annual Conference of the Societas Linguistica Europaea, October 9-11, 1970, Prague,…

  16. Contributions of Middle Grade Students to the Validation Process of a National Science Assessment Study

    ERIC Educational Resources Information Center

    Morell, Linda

    2008-01-01

    This study used a national validity project to investigate specific research questions regarding the intersections among aspects of validity, educational measurement, and cognitive theory. Validity evidence was collected through traditional paper and pencil tests, surveys, think-alouds, and exit interviews of fifth and sixth grade students, as…

  17. Sixth Annual NASA Ames Space Science and Astrobiology Jamboree

    NASA Technical Reports Server (NTRS)

    Hollingsworth, Jeffery; Howell, Steve; Fonda, Mark; Dateo, Chris; Martinez, Christine M.

    2018-01-01

    Welcome to the Sixth Annual NASA Ames Research Center, Space Science and Astrobiology Jamboree at NASA Ames Research Center (ARC). The Space Science and Astrobiology Division consists of over 60 Civil Servants, with more than 120 Cooperative Agreement Research Scientists, Post-Doctoral Fellows, Science Support Contractors, Visiting Scientists, and many other Research Associates. Within the Division there is engagement in scientific investigations over a breadth of disciplines including Astrobiology, Astrophysics, Exobiology, Exoplanets, Planetary Systems Science, and many more. The Division's personnel support NASA spacecraft missions (current and planned), including SOFIA, K2, MSL, New Horizons, JWST, WFIRST, and others. Our top-notch science research staff is spread amongst three branches in five buildings at ARC. Naturally, it can thus be difficult to remain abreast of what fellow scientific researchers pursue actively, and then what may present and/or offer regarding inter-Branch, intra-Division future collaborative efforts. In organizing this annual jamboree, the goals are to offer a wholesome, one-venue opportunity to sense the active scientific research and spacecraft mission involvement within the Division; and to facilitate communication and collaboration amongst our research scientists. Annually, the Division honors one senior research scientist with a Pollack Lecture, and one early career research scientist with an Outstanding Early Career Space Scientist Lecture. For the Pollack Lecture, the honor is bestowed upon a senior researcher who has made significant contributions within any area of research aligned with space science and/or astrobiology. This year we are pleased to honor Linda Jahnke. With the Early Career Lecture, the honor is bestowed upon an early-career researcher who has substantially demonstrated great promise for significant contributions within space science, astrobiology, and/or, in support of spacecraft missions addressing such disciplines. This year we are pleased to honor Amanda Cook. We hope that you will make time to join us for the day in meeting fellow Division members, expanding knowledge of our activities, and creating new collaborations within the Space Science and Astrobiology Division.

  18. Promoting Experimental Problem-solving Ability in Sixth-grade Students Through Problem-oriented Teaching of Ecology: Findings of an intervention study in a complex domain

    NASA Astrophysics Data System (ADS)

    Roesch, Frank; Nerb, Josef; Riess, Werner

    2015-03-01

    Our study investigated whether problem-oriented designed ecology lessons with phases of direct instruction and of open experimentation foster the development of cross-domain and domain-specific components of experimental problem-solving ability better than conventional lessons in science. We used a paper-and-pencil test to assess students' abilities in a quasi-experimental intervention study utilizing a pretest/posttest control-group design (N = 340; average performing sixth-grade students). The treatment group received lessons on forest ecosystems consistent with the principle of education for sustainable development. This learning environment was expected to help students enhance their ecological knowledge and their theoretical and methodological experimental competencies. Two control groups received either the teachers' usual lessons on forest ecosystems or non-specific lessons on other science topics. We found that the treatment promoted specific components of experimental problem-solving ability (generating epistemic questions, planning two-factorial experiments, and identifying correct experimental controls). However, the observed effects were small, and awareness for aspects of higher ecological experimental validity was not promoted by the treatment.

  19. Students' perceptions of Roundhouse diagramming: a middle-school viewpoint

    NASA Astrophysics Data System (ADS)

    Ward, Robin E.; Wandersee, James H.

    2002-02-01

    This multiple case study explored the effects of Roundhouse diagram construction and use on meaningful learning of science concepts in a sixth-grade classroom. The investigation examined three issues: (1) the transformation of students' science conceptions as they become more proficient in constructing Roundhouse diagrams; (2) problems students encountered using this technique; and (3) the effect of choices of iconic images on their progress toward meaningfully learning science concepts. A Roundhouse diagram is a graphic representation of a learner's conceptual understanding regarding a predetermined science topic. This method involves recognizing the main ideas within a science lesson, breaking down the information into interrelated segments, and then linking each portion to an iconic image. These students typically gained a greater understanding of science explanations by constructing the diagrams. Student's science scores improved over the 10-week diagramming period and a positive relationship existed between students' choices and drawings of iconic images and the meaningful learning of science topics.

  20. Ecobehavioral Variables within a Classroom with Limited English Proficient Students.

    ERIC Educational Resources Information Center

    Chavez, Gene T.; Arreaga-Mayer, Carmen

    A study analyzed the effects of classwide peer tutoring on science vocabulary spelling achievement for three language groups in one school's sixth grade. The groups consisted of: (1) Spanish-dominant and limited-English-proficient (LEP) students (n=8); (2) students proficient at grade level in both Spanish and English (n=14); and (3) monolingual…

  1. The Effect of Instruction on the Acquisition of Conservation of Volume.

    ERIC Educational Resources Information Center

    Butts, David P.; Howe, Ann C.

    Tested was the hypothesis that science instruction based on task analysis will lead to the acquisition of the ability to perform certain Piaget volume tasks which have been characterized as requiring formal operations for their solutions. A Test on Formal Operations and a Learning Hierarchies Test were given to fourth- and sixth-grade students in…

  2. Transporting Students into Thin Air: Using Science to Enhance Reading

    ERIC Educational Resources Information Center

    Bricker, Patricia; Rogowski, Nick; Hedt, Melissa; Rolfe, Nadeen

    2010-01-01

    The "Into Thin Air" unit, based on the book by Jon Krakauer, was designed as an interdisciplinary unit for a small group of academically gifted sixth-grade students. It included hands-on, minds-on activities that would immerse students in the scientific, social, and personal struggles people face while attempting to climb the world's tallest…

  3. Computers in the Forest: A Summer Alternative. A Description and Evaluation of the Nature Computer Camp.

    ERIC Educational Resources Information Center

    Prom, Sukai; And Others

    The District of Columbia's Nature Computer Camp program, described and evaluated in this paper, was designed to reduce the geographical isolation of economically disadvantaged urban sixth graders, and to provide them with increased knowledge of the environmental and computer sciences. The paper begins by giving details of the program's management,…

  4. A Longitudinal Comparison of Two Versions of an Interactive Multimedia Substance Abuse Education Program

    ERIC Educational Resources Information Center

    Epstein, Joel; Thomson, Nicole Renick; Collins, Karen Kadela; Pancella, Thom

    2009-01-01

    Using a grant from the National Institute on Drug Abuse, The Missouri Institute of Mental Health produced a series of media tools designed to teach fourth-, fifth-, and sixth-grade children from African-American churches about the science of drug addiction. Beginning with a core curriculum, we created two separate interventions. In the…

  5. Robotic Design for the Classroom

    NASA Technical Reports Server (NTRS)

    Culbert, Chris; Burns, Kaylynn

    2001-01-01

    This slide presentation reviews the use of robotic design to interest students in science and engineering. It describes one program, BEST, and resources that area available to design and create a robot. BEST is a competition for sixth and seventh graders that is designed to engage gifted and talented students. A couple of scenarios involving the use of a robot are outlined.

  6. The Nature-Computer Camp. Final Evaluation Report, 1982-1983. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), an environmental and computer science program designed for sixth grade students in the District of Columbia public schools. Among the major components of the program were: planning for administration of operating the camp and for instruction in environmental…

  7. The Nature-Computer Camp. Final Evaluation Report, 1984-1985. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), an environmental and computer science program designed for sixth grade students in the District of Columbia public schools. Inputs, processes and outcomes based on a Planning, Monitoring and Implementing (PMI) Evaluation Model are reviewed for each of the four…

  8. Nature-Computer Camp. Final Evaluation Report 1984-1985. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), a science- and technology-oriented program for sixth-grade students from the District of Columbia Public Schools. The NCC experience is designed to offer students opportunities in such environmentally-related areas as woodland ecology, stream ecology, geology, as…

  9. Nature-Computer Camp. Final Evaluation Report. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), an environmental and computer science program designed for sixth grade students in the District of Columbia public schools. Inputs, processes and outcomes based on a Planning, Monitoring and Implementing (PMI) Evaluation Model are reviewed for each of the four…

  10. The Baltimore City Schools Middle School STEM Summer Program with VEX Robotics

    ERIC Educational Resources Information Center

    Mac Iver, Martha Abele; Mac Iver, Douglas J.

    2015-01-01

    In 2011 Baltimore City Schools submitted a successful proposal for an Investing in Innovations (i3) grant to offer a three year (2012-2014) summer program designed to expose rising sixth through eighth grade students to VEX robotics. The i3-funded Middle School Science, Technology, Engineering and Mathematics (STEM) Summer Learning Program was…

  11. Gender and Age Differences in Awareness and Endorsement of Gender Stereotypes about Academic Abilities

    ERIC Educational Resources Information Center

    Kurtz-Costes, Beth; Copping, Kristine E.; Rowley, Stephanie J.; Kinlaw, C. Ryan

    2014-01-01

    We measured age and gender differences in children's awareness and endorsement of gender stereotypes about math, science, and verbal abilities in 463 fourth, sixth, and eighth graders. Children reported their perceptions of adults' beliefs and their own stereotypes about gender differences in academic abilities. Consistent with study…

  12. Assessing the Nature of Learners' Science Content Understandings as a Result of Utilizing On-Line Resources.

    ERIC Educational Resources Information Center

    Hoffman, Joseph L.; Krajcik, Joseph S.

    The purpose of this study was to describe the depth and accuracy of sixth grade students' content understanding as a result of engaging in information seeking activities using Web-based resources in the University of Michigan's Digital Library. Eight student pairs received scaffolded pedagogical support from classroom teachers while completing…

  13. Children's Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases

    ERIC Educational Resources Information Center

    Neulight, Nina; Kafai, Yasmin B.; Kao, Linda; Foley, Brian; Galas, Cathleen

    2007-01-01

    This study investigated students' understanding of a virtual infectious disease in relation to their understanding of natural infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory simulation of a virtual infectious disease, which was integrated into their science…

  14. The Influence of an Educational Computer Game on Children's Cultural Identities

    ERIC Educational Resources Information Center

    Chen, Hsiang-Ping; Lien, Chi-Jui; Annetta, Len; Lu, Yu-Ling

    2010-01-01

    This study develops an educational computer game, FORmosaHope (FH), to explore the influences that an educational computer game might have on children's cultural identities. FH is a role-playing game, in which children can actively explore a mini-world to learn about science, technology, and society. One hundred and thirty sixth-graders, about…

  15. Biological Science: An Ecological Approach. BSCS Green Version. Teacher's Resource Book and Test Item Bank. Sixth Edition.

    ERIC Educational Resources Information Center

    Biological Sciences Curriculum Study, Colorado Springs.

    This book consists of four sections: (1) "Supplemental Materials"; (2) "Supplemental Investigations"; (3) "Test Item Bank"; and (4) "Blackline Masters." The first section provides additional background material related to selected chapters and investigations in the student book. Included are a periodic table of the elements, genetics problems and…

  16. How Clearly Written are Children's Textbooks? or, of Bladderworts and Alfa. Reading Education Report No. 16.

    ERIC Educational Resources Information Center

    Anderson, Thomas H.; And Others

    Two representative samples of expository prose from sixth grade textbooks (one in science and one in social studies) were analyzed for clarity of explanation. Four text criteria were applied to the analyses: structure, unity, coherence, and audience appropriateness. The results of the analysis suggested that many children's textbooks are not…

  17. Decide now, pay later: Early influences in math and science education

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

    Malcom, S.

    1995-12-31

    Who are the people deciding to major in science, math or engineering in college? The early interest in science and math education which can lead to science and engineering careers, is shaped as much by the encompassing world of the child as it is by formal education experiences. This paper documents what we know and what we need to know about the influences on children from pre-kindergarten through sixth grade, including the home, pre-school groups, science and math programs in churches, community groups, the media, cultural institutions (museums, zoos, botanical gardens), libraries, and schools (curriculum, instruction, policies and assessment). Itmore » also covers the nature and quality of curricular and intervention programs, and identifies strategies that appear to be most effective for various groups.« less

  18. ESF EUROCORES Programmes In Geosciences And Environmental Sciences

    NASA Astrophysics Data System (ADS)

    Jonckheere, I. G.

    2007-12-01

    In close cooperation with its Member Organisations, the European Science Foundation (ESF) has launched since late 2003 a series of European Collaborative Research (EUROCORES) Programmes. Their aim is to enable researchers in different European countries to develop cooperation and scientific synergy in areas where European scale and scope are required in a global context. The EUROCORES Scheme provides an open, flexible and transparent framework that allows national science funding and science performing agencies to join forces to support excellent European-led research, following a selection among many science-driven suggestions for new Programmes themes submitted by the scientific community. The EUROCORES instrument represents the first large scale attempt of national research (funding) agencies to act together against fragmentation, asynchronicity and duplication of research (funding) within Europe. There are presently 7 EUROCORES Programmes specifically dealing with cutting edge science in the fields of Earth, Climate and Environmental Sciences. The EUROCORES Programmes consist of a number of international, multidisciplinary collaborative research projects running for 3-4 years, selected through independent peer review. Under the overall responsibility of the participating funding agencies, those projects are coordinated and networked together through the scientific guidance of a Scientific Committee, with the support of a Programme Coordinator, responsible at ESF for providing planning, logistics, and the integration and dissemination of science. Strong links are aimed for with other major international programmes and initiatives worldwide. In this framework, linkage to IYPE would be of major interest for the scientific communities involved. Each Programme mobilises 5 to 13 million Euros in direct science funding from 9 to 27 national agencies from 8 to 20 countries. Additional funding for coordination, networking and dissemination is allocated by the ESF through these distinctive research initiatives, to build on the national research efforts and contribute to the capacity building, in relation with typically about 15-20 post-doc positions and/or PhD studentships supported nationally within each Programme. Typical networking activities are topical workshops, open sessions in a larger conference, Programme conference, (summer / winter) schools, exchange visits across projects or programmes. Overall, EUROCORES Programmes are supported by more than 60 national agencies from 30 countries and by the European Science Foundation (ESF) with support by the European Commission, DG Research (Sixth Framework Programme, contract ERAS-CT-2003-980409). In the framework of AGU, a series of present EUROCORES Programmes in the field of Geosciences and Environmental Sciences are presented (e.g., EuroDIVERSITY, EuroDEEP, EUROMARGINS, EuroCLIMATE, and EuroMinScI).

  19. Water Science and Technology Board annual report 1988

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

    Not Available

    1989-01-01

    This annual report of the Water Science and Technology Board (WSTB) summarizes the activities of the Board and its subgroups during 1988, its sixth year of existence. Included are descriptions of current and recently completed projects, new activities scheduled to begin in 1989, and plans for the future. The report also includes information on Board and committee memberships, program operational features, and reports produced during the past several years. This annual report is intended to provide an introduction to the WSTB and summary of its program for the year.

  20. Relationship of nutrition and physical activity behaviors and fitness measures to academic performance for sixth graders in a midwest city school district.

    PubMed

    Edwards, Jane U; Mauch, Lois; Winkelman, Mark R

    2011-02-01

    To support curriculum and policy, a midwest city school district assessed the association of selected categories of nutrition and physical activity (NUTR/PA) behaviors, fitness measures, and body mass index (BMI) with academic performance (AP) for 800 sixth graders. Students completed an adapted Youth Risk Behavior Surveillance Survey (NUTR/PA behaviors), fitness assessments (mile run, curl-ups, push-ups, height, and weight) with results matched to standardized scores (Measures of Academic Progress [MAP]), meal price status, and gender. Differences in mean MAP scores (math and reading) were compared by selected categories of each variable utilizing 1-way analysis of variance. Associations were determined by stepwise multiple regression utilizing mean MAP scores (for math and for reading) as the dependent variable and NUTR/PA behaviors, fitness, and BMI categories as independent variables. Significance was set at α = 0.05. Higher MAP math scores were associated with NUTR (more milk and breakfast; less 100% fruit juice and sweetened beverages [SB]) and PA (increased vigorous PA and sports teams; reduced television), and fitness (higher mile run performance). Higher MAP reading scores were associated with NUTR (fewer SB) and PA (increased vigorous PA, reduced television). Regression analysis indicated about 11.1% of the variation in the mean MAP math scores and 6.7% of the mean MAP reading scores could be accounted for by selected NUTR/PA behaviors, fitness, meal price status, and gender. Many positive NUTR/PA behaviors and fitness measures were associated with higher MAP scores supporting the school district focus on healthy lifestyles. Additional factors, including meal price status and gender, contribute to AP. © 2011, Fargo Public School.

  1. The relationship between nature of science understandings and science self-efficacy beliefs of sixth grade students

    NASA Astrophysics Data System (ADS)

    Parker, Elisabeth Allyn

    Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don't enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students' self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students' science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students' views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants' self-efficacy beliefs as measured by the three subscales, a multivariate analysis of covariance (MANCOVA) was conducted. Findings indicated that explicit NOS instruction was effective for all students except minority (Black, Hispanic, Asian, or multiracial) male students in improving NOS understandings. Furthermore, all students that received NOS instruction demonstrated decreased anxiety towards science. Future research should focus on long-term investigations of changes in anxiety and value of research constructs with regards to NOS instruction.

  2. Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings within an Argument-Based Inquiry Approach

    ERIC Educational Resources Information Center

    Jang, Jeong-yoon; Hand, Brian

    2017-01-01

    This study investigated the value of using a scaffolded critique framework to promote two different types of writing--argumentative writing and explanatory writing--with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade…

  3. The Quest for Less: Activities and Resources for Teaching K-6. A Teacher's Guide to Reducing, Reusing, and Recycling.

    ERIC Educational Resources Information Center

    Environmental Protection Agency, Washington, DC.

    This solid waste resource was designed as a flexible tool for teachers of kindergarten through sixth grade. The multidisciplinary focus includes math, science, art, social studies, language arts, and health. Lessons encourage students to utilize skills ranging from reading and writing to problem-solving and analytical thinking. This document…

  4. Teaching the Classics in the Middle Grades: Connecting with the Roots of Western Civilization.

    ERIC Educational Resources Information Center

    Wood, Robin H.

    1998-01-01

    At a New Jersey school, students spend one year studying each of three time periods: ancient Egypt in fourth grade; Greece in fifth grade; and Rome and the Middle Ages in sixth grade. The history curriculum becomes the focal point for other areas (art, music, drama, language arts, science, geography, and math). Teachers use primary sources and…

  5. Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

    ERIC Educational Resources Information Center

    Chu, Hui-Chun; Hung, Chun-Ming

    2015-01-01

    In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two…

  6. Evaluation and Assessment in Mathematics Education. Science and Technology Education Document Series No. 32.

    ERIC Educational Resources Information Center

    Robitaille, David F.

    This document contains 15 papers selected from 47 papers presented at a theme group of the Sixth International Congress on Mathematical Education. The papers included have been divided into four groups. The first group consists of a survey paper, which discusses the history of assessment and evaluation. The second section consists of six papers…

  7. From Droughts to Drones: An After-School Club Uses Drones to Learn about Environmental Science

    ERIC Educational Resources Information Center

    Gillani, Bijan; Gillani, Roya

    2015-01-01

    An after-school enrichment activity offered to sixth-grade students gave a group of 10 students an opportunity to explore the effects of the California drought in their community using an engaging scientific device: the UAV (unmanned aerial vehicle). Although this activity was specifically designed for a small after-school enrichment group, it…

  8. Introduction to United States Government Information Sources. Sixth Edition. Library and Information Science Text Series.

    ERIC Educational Resources Information Center

    Morehead, Joe

    This book provides an account of the general and specialized sources, in print and non-print formats, that make up the bibliographic and textual structure of federal government information. This edition has been revised to reflect the many changes that have occurred in the production and dissemination of government products within the last five…

  9. Teacher's Resource Book for Balloons and Gases. Grade 6. Revised. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Anchorage School District, AK.

    This resource book introduces sixth-grade children to the physical and chemical properties of gases. The unit begins with an investigation of acids and bases. Students then generate carbon dioxide, oxygen, and hydrogen, and investigate the properties of each. The unit culminates with an activity involving an unknown gas. Students conduct tests to…

  10. A Discussion Guide for UnCommon Knowledge: The "Voices of Girls" Documentary. [Videotape].

    ERIC Educational Resources Information Center

    AEL, Inc., Charleston, WV.

    Rural and Urban Images: Voices of Girls in Science, Mathematics, and Technology was a 3-year project that began in fall 1995 with a group of sixth-grade girls and followed the same girls through eighth grade. The project took place in two West Virginia counties, but this videotaped documentary features its implementation in rural McDowell County…

  11. Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing

    2014-01-01

    In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in…

  12. Can You Dig It? An Archaeology Unit Can Make Scientific Research Inviting and Fun

    ERIC Educational Resources Information Center

    Robinson, Alice

    2005-01-01

    Since archaeology is a branch of science that interests so many kids, Alice Robinson based a 10-week lesson for her sixth grade class on the subject. First, she prominently displayed archaeology books in the library, including Ancient Times by Guy Austrian and Archaeology for Kids by Richard Panchyk. After explaining the definition of archaeology…

  13. The Effect of Accelerated Mathematics Instruction on Heterogeneous Groups of Sixth Grade Students

    ERIC Educational Resources Information Center

    Nance, Wendy J.

    2013-01-01

    The United States currently lags behind globally in the areas of math and science. In order to compete and meet the skills necessary for the future workforce, it has become necessary to seek out instructional strategies that will increase student achievement in those academic areas. With the wide variety of diversity occurring in public schools…

  14. Combined Industry, Space and Earth Science Data Compression Workshop

    NASA Technical Reports Server (NTRS)

    Kiely, Aaron B. (Editor); Renner, Robert L. (Editor)

    1996-01-01

    The sixth annual Space and Earth Science Data Compression Workshop and the third annual Data Compression Industry Workshop were held as a single combined workshop. The workshop was held April 4, 1996 in Snowbird, Utah in conjunction with the 1996 IEEE Data Compression Conference, which was held at the same location March 31 - April 3, 1996. The Space and Earth Science Data Compression sessions seek to explore opportunities for data compression to enhance the collection, analysis, and retrieval of space and earth science data. Of particular interest is data compression research that is integrated into, or has the potential to be integrated into, a particular space or earth science data information system. Preference is given to data compression research that takes into account the scien- tist's data requirements, and the constraints imposed by the data collection, transmission, distribution and archival systems.

  15. Raising voices: How sixth graders construct authority and knowledge in argumentative essays

    NASA Astrophysics Data System (ADS)

    Monahan, Mary Elizabeth

    This qualitative classroom-based study documents one teacher-researcher's response to the "voice" debate in composition studies and to the opposing views expressed by Elbow and Bartholomae. The author uses Bakhtin's principle of dialogism, Hymes's theory of communicative competence, as well as Ivanic's discussion of discoursally constructed identities to reconceptualize voice and to redesign writing instruction in her sixth grade classroom. This study shows how students, by redefining and then acting on that voice pedagogy in terms that made sense to them, shaped the author's understanding of what counts as "voiced" writing in non-narrative discourse. Based on a grounded-theory analysis of the twenty-six sixth graders' argumentative essays in science, the author explains voice, not as a property of writers or of texts, but as a process of "knowing together"---a collaborative, but not entirely congenial, exercise of establishing one's authority by talking with, against, and through other voices on the issue. As the results of this study show, the students' "I-Ness" or authorial presence within their texts, was born in a nexus of relationships with "rivals," "allies" and "readers." Given their teacher's injunctions to project confidence and authority in argumentative writing, the students assumed fairly adversarial stances toward these conversational partners throughout their essays. Exaggerating the terms for voiced writing built into the curriculum, the sixth graders produced essays that read more like caricatures than examples of argumentation. Their displays of rhetorical bravado and intellectual aggressiveness, however offsetting to the reader, still enabled these sixth graders to composed voiced essays. This study raises doubts about the value of urging students to sound like their "true selves" or to adopt the formal registers of academe. Students, it seems clear, stand to gain by experimenting with a range of textual identities. The author suggests that voice, as a dialogic process, involves a struggle for meaning---in concert, but also very much in conflict with---other speakers and their intentions.

  16. The Attitudinal and Cognitive Effects of Planetarium Integration in Teaching Selected Astronomical Concepts to Fourth, Fifth, and Sixth-Grade Students

    NASA Astrophysics Data System (ADS)

    Twiest, Mark Gilbert

    The purpose of this study was to investigate the attitudinal and cognitive differences among students in an astronomy curriculum which utilizes a planetarium in comparison to an astronomy curriculum which is presented solely in the classroom. The specific attitudes of interest in this study are those student attitudes toward science as a whole and toward astronomy in particular. Researcher developed attitude and astronomy achievement measures were developed and administered to 423 fourth, fifth, and sixth grade students in three schools. Pre and post test data were collected from students in this quasi-experimental design. Two way analysis of covariance techniques were used to analyze the independent variables of gender and treatment. Results revealed significant differences (p < .05) in student attitudes toward astronomy in the fourth grade favoring the control school students. No other significant differences in student attitudes were found with respect to treatment or gender. Achievement was analyzed at both the knowledge and comprehension levels. Significant differences (p <.05) in student achievement were found fourth and fifth grades with respect to knowledge level questions. In both instances these differences favored the control school setting. Significant differences (p <.05) in student achievement were found for comprehension level questions at every grade level. In this case the control school outperformed the experimental setting in the fourth and sixth grades. Fifth grade experimental setting students had significantly higher achievement on comprehension level questions. A significant interaction occurred between treatment and gender with respect to student attitudes toward astronomy in the fifth grade. A second significant interaction occurred between treatment and gender for knowledge level questions for sixth grade students. No other significant interactions were found between treatment and gender. Correlations between post test attitudes and achievement were also calculated for each grade level in both the control and experimental settings. Correlations remained below.2 in every instance except one. Post test correlations between attitudes overall and achievement in the control school's sixth grade were.54.

  17. Mathematics and statistics research progress report, period ending June 30, 1983

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

    Beauchamp, J. J.; Denson, M. V.; Heath, M. T.

    1983-08-01

    This report is the twenty-sixth in the series of progress reports of Mathematics and Statistics Research of the Computer Sciences organization, Union Carbide Corporation Nuclear Division. Part A records research progress in analysis of large data sets, applied analysis, biometrics research, computational statistics, materials science applications, numerical linear algebra, and risk analysis. Collaboration and consulting with others throughout the Oak Ridge Department of Energy complex are recorded in Part B. Included are sections on biological sciences, energy, engineering, environmental sciences, health and safety, and safeguards. Part C summarizes the various educational activities in which the staff was engaged. Part Dmore » lists the presentations of research results, and Part E records the staff's other professional activities during the report period.« less

  18. Eigenvalue assignment strategies in rotor systems

    NASA Technical Reports Server (NTRS)

    Youngblood, J. N.; Welzyn, K. J.

    1986-01-01

    The work done to establish the control and direction of effective eigenvalue excursions of lightly damped, speed dependent rotor systems using passive control is discussed. Both second order and sixth order bi-axis, quasi-linear, speed dependent generic models were investigated. In every case a single, bi-directional control bearing was used in a passive feedback stabilization loop to resist modal destabilization above the rotor critical speed. Assuming incomplete state measurement, sub-optimal control strategies were used to define the preferred location of the control bearing, the most effective measurement locations, and the best set of control gains to extend the speed range of stable operation. Speed dependent control gains were found by Powell's method to maximize the minimum modal damping ratio for the speed dependent linear model. An increase of 300 percent in stable speed operation was obtained for the sixth order linear system using passive control. Simulations were run to examine the effectiveness of the linear control law on nonlinear rotor models with bearing deadband. The maximum level of control effort (force) required by the control bearing to stabilize the rotor at speeds above the critical was determined for the models with bearing deadband.

  19. [Dissociated nystagmus in side gaze. Major symptoms in the diagnosis of an internuclear ophthalmoplegia].

    PubMed

    Neugebauer, P; Neugebauer, A; Fricke, J; Michel, O

    2004-07-01

    A prerequisite for a qualified analysis of nystagmus is the recognition of uncommon forms of this condition. In internuclear ophthalmoplegia (INO), a dissociated nystagmus in side gaze is typical. This is accompanied by limited medial excursion of the adducted eye together with a dissociated nystagmus, which is stronger in the abducting fellow eye. This motility disturbance stems from a lesion in the medial longitudinal fasciculus running in the brain stem between the sixth and the third nerve nuclei. The lesion is often due to multiple sclerosis, but can also be ischemic, traumatic, neoplastic or inflammatory (e.g. HIV infection).

  20. Hurricane Forecasts with a Global Mesoscale-resolving Model on the NASA Columbia Supercomputer Preliminary Simulations of Hurricane Katrina (2005)

    NASA Technical Reports Server (NTRS)

    Shen, B.-W.; Atlas, R.; Reale, O.; Chern, J.-D.; Li, S.-J.; Lee, T.; Chang, J.; Henze, C.; Yeh, K.-S.

    2006-01-01

    It is known that the General Circulation Models (GCMs) have sufficient resolution to accurately simulate hurricane near-eye structure and intensity. To overcome this limitation, the mesoscale-resolving finite-element GCM (fvGCM) has been experimentally deployed on the NASA Columbia supercomputer, and its performance is evaluated choosing hurricane Katrina as an example in this study. On late August 2005 Katrina underwent two stages of rapid intensification and became the sixth most intense hurricane in the Atlantic. Six 5-day simulations of Katrina at both 0.25 deg and 0.125 deg show comparable track forecasts, but the 0,125 deg runs provide much better intensity forecasts, producing center pressure with errors of only +/- 12 hPa. The 0.125 deg simulates better near-eye wind distributions and a more realistic average intensification rate. A convection parameterization (CP) is one of the major limitations in a GCM, the 0.125 deg run with CP disabled produces very encouraging results.

  1. Full-scale Wind-tunnel and Flight Tests of a Fairchild 22 Airplane Equipped with a Fowler Flap

    NASA Technical Reports Server (NTRS)

    Dearborn, C H; Soule, H A

    1936-01-01

    Full-scale wind-tunnel and flight tests were made of a Fairchild 22 airplane equipped with a Fowler flap to determine the effect of the flap on the performance and control characteristics of the airplane. In the wind-tunnel tests of the airplane with the horizontal tail surfaces removed, the flap was found to increase the maximum lift coefficient from 1.27 to 2.41. In the flight test, the flap was found to decrease the minimum speed from 58.8 to 44.4 miles per hour. The required take-off run to attain an altitude of 50 feet was reduced from 935 feet to 700 feet by the use of the flap, the minimum distance being obtained with five-sixths full deflection. The landing run from a height of 50 feet was reduced one-third. The longitudinal and directional control was adversely affected by the flap, indicating that the design of the tail surfaces is more critical with a flapped than a plain wing.

  2. Critical Thinking Handbook: 4th-6th Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies, and Science.

    ERIC Educational Resources Information Center

    Paul, Richard; And Others

    This handbook, designed to help teachers of fourth through sixth grades remodel their own lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook thoroughly discusses the concept of critical thinking and the principles…

  3. The Effectiveness of Using Student and Teacher Centered Analogies on the Development of the Students' Cognitive and Affective Skills

    ERIC Educational Resources Information Center

    Kilic, Oznur; Topsakal, Unsal Umdu

    2011-01-01

    The aim of this study was to investigate the effects of teacher-centered and student-centered analogies on student academic achievement, conceptual understanding and attitude, concerning the topic of the circulatory system in a science and technology lesson. A quasi-experimental design was used. The sample consists of 49 sixth grade students in…

  4. East Meets West: Rome. Grade 6 Model Lesson for Unit V. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Zachlod, Michelle, Ed.

    This unit for sixth-grade students provides a fuller understanding of Julius Caesar's significance. Before students delve into the sample topic, they need an understanding of Roman values, lore, republican ideals, and structure of early Roman history. The first few activities in this lesson are to be taught prior to beginning the actual study of…

  5. Promoting Experimental Problem-Solving Ability in Sixth-Grade Students through Problem-Oriented Teaching of Ecology: Findings of an Intervention Study in a Complex Domain

    ERIC Educational Resources Information Center

    Roesch, Frank; Nerb, Josef; Riess, Werner

    2015-01-01

    Our study investigated whether problem-oriented designed ecology lessons with phases of direct instruction and of open experimentation foster the development of cross-domain and domain-specific components of "experimental problem-solving ability" better than conventional lessons in science. We used a paper-and-pencil test to assess…

  6. Textbooks of Doubt: Using Systemic Functional Analysis to Explore the Framing of Climate Change in Middle-School Science Textbooks

    ERIC Educational Resources Information Center

    Román, Diego; Busch, K. C.

    2016-01-01

    Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade…

  7. Touchstone Education: New Charter with Experienced Leader Learns from Extending Teachers' Reach. An Opportunity Culture Case Study

    ERIC Educational Resources Information Center

    Barrett, Sharon Kebschull; Han, Jiye Grace

    2013-01-01

    In 2012, Touchstone Education opened its first school, Merit Preparatory Charter School of Newark ("Merit Prep Newark"), in New Jersey, with 84 sixth-graders, 90 percent of whom are low-income, with most entering Merit Prep several years behind grade level. In reading and science, Merit Prep Newark has shown strong early results in its…

  8. Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Botsas, George

    2017-01-01

    The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…

  9. The solution of the sixth Hilbert problem: the ultimate Galilean revolution

    NASA Astrophysics Data System (ADS)

    D'Ariano, Giacomo Mauro

    2018-04-01

    I argue for a full mathematization of the physical theory, including its axioms, which must contain no physical primitives. In provocative words: `physics from no physics'. Although this may seem an oxymoron, it is the royal road to keep complete logical coherence, hence falsifiability of the theory. For such a purely mathematical theory the physical connotation must pertain only the interpretation of the mathematics, ranging from the axioms to the final theorems. On the contrary, the postulates of the two current major physical theories either do not have physical interpretation (as for von Neumann's axioms for quantum theory), or contain physical primitives as `clock', `rigid rod', `force', `inertial mass' (as for special relativity and mechanics). A purely mathematical theory as proposed here, though with limited (but relentlessly growing) domain of applicability, will have the eternal validity of mathematical truth. It will be a theory on which natural sciences can firmly rely. Such kind of theory is what I consider to be the solution of the sixth Hilbert problem. I argue that a prototype example of such a mathematical theory is provided by the novel algorithmic paradigm for physics, as in the recent information-theoretical derivation of quantum theory and free quantum field theory. This article is part of the theme issue `Hilbert's sixth problem'.

  10. The solution of the sixth Hilbert problem: the ultimate Galilean revolution.

    PubMed

    D'Ariano, Giacomo Mauro

    2018-04-28

    I argue for a full mathematization of the physical theory, including its axioms, which must contain no physical primitives. In provocative words: 'physics from no physics'. Although this may seem an oxymoron, it is the royal road to keep complete logical coherence, hence falsifiability of the theory. For such a purely mathematical theory the physical connotation must pertain only the interpretation of the mathematics, ranging from the axioms to the final theorems. On the contrary, the postulates of the two current major physical theories either do not have physical interpretation (as for von Neumann's axioms for quantum theory), or contain physical primitives as 'clock', 'rigid rod', 'force', 'inertial mass' (as for special relativity and mechanics). A purely mathematical theory as proposed here, though with limited (but relentlessly growing) domain of applicability, will have the eternal validity of mathematical truth. It will be a theory on which natural sciences can firmly rely. Such kind of theory is what I consider to be the solution of the sixth Hilbert problem. I argue that a prototype example of such a mathematical theory is provided by the novel algorithmic paradigm for physics, as in the recent information-theoretical derivation of quantum theory and free quantum field theory.This article is part of the theme issue 'Hilbert's sixth problem'. © 2018 The Author(s).

  11. Beams-becoming enthusiastic about math and science - A Department of Energy research laboratory/school district partnership program

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

    Strozak, K.; Gagnon, S.

    1994-12-31

    BEAMS immerses fifth and sixth grade classes in CEBAF`s environment for a week of school. By exposing students and teachers to science`s excitement, challenges, and opportunities, BEAMS motivates students, enhances teachers, and involves parents, with the goal of improving scientific literacy and work force readiness. CEBAF and its school partners are extending BEAMS into a multi-year program, integrating educational partnerships active in the region. The planned focus emphasizes grades four through ten. A long-term evaluation model, incorporating measures of students attitudes, achievement, and academic course choices is being implemented. Three years of data on student attitudinal changes, referenced against controls,more » have been analyzed.« less

  12. The effectiveness of learning with concept mapping on the science problem-solving of sixth-grade children

    NASA Astrophysics Data System (ADS)

    Jolly, Anju B.

    The purpose of this study was to analyze the relationship of concept mapping to science problem solving in sixth grade elementary school children. The study proposes to determine whether the students' ability to perform higher cognitive processes was a predictor of students' performance in solving problems in science and whether gender and socioeconomic status are related to performance in solving problems. Two groups participated in the study. Both groups were given a pre-test of higher cognitive ability--the Ross Test of Higher Cognitive Ability. One group received instruction on a science unit of study in concept mapping format and the other group received instruction in traditional format. The instruction lasted approximately 4 weeks. Both groups were given a problem-solving post-test. A comparison of post-test means was done using Analysis of Covariance (ANCOVA) as the statistical procedure with scores on the test of higher cognitive ability as the covariate. Also, Multiple Regression was performed to analyze the influence of participants' gender and socioeconomic status on their performance in solving problems. Results from the analysis of covariance showed that the group receiving instruction in the concept mapping format performed significantly better than the group receiving instruction in traditional format. Also the Ross Test of Higher Cognitive Processes emerged to be a predictor of performance on problem solving. There was no significant difference in the analysis of the performance of males and females. No pattern emerged regarding the influence of socioeconomic status on problem solving performance. In conclusion, the study showed that concept mapping improved problem solving in the classroom, and that gender and socioeconomic status are not predictors of student success in problem solving.

  13. The study of middle school mathematics and science teachers' practices, perceptions, and attitudes related to mathematics and science integration

    NASA Astrophysics Data System (ADS)

    Leszczynski, Eliza

    The purpose of this qualitative study was to investigate the nature of mathematics and science connections made by sixth and seventh grade mathematics and science teachers in their classrooms. This study also examined the extent to which these connections represented mathematics and science integration and described the teachers' perceptions of and attitudes about mathematics and science integration. The primary data sources included classroom observations and teacher interviews. Findings suggested that teacher practices in making mathematics and science connections in the classroom incorporated many of the characteristics of integrated instruction presented in the literature. Teacher attitudes toward integration were found to be generally positive and supportive of integrated instruction. Mathematics teachers shared a common perception of integration being two separate lessons taught together in one lesson. In contrast, science teachers perceived integration to be a seamless blend of the two disciplines. The researcher related these perceptions and attitudes to the teachers' past experiences with mathematics and science connections and integration, and also to their practices of mathematics and science connections in the study.

  14. Using the Process and Excitement of Science and Technology to Empower Teachers and Engage their Students

    NASA Technical Reports Server (NTRS)

    Crannell, Carol Jo

    2002-01-01

    Students United with NASA Becoming Enthusiastic About Math and Science (SUNBEAMS) is a Partnership between NASA Goddard Space Flight Center (GSFC) and the District of Columbia Public Schools (DCPS). It empowers teachers and inspires students with the process and excitement of science and technology. SUNBEAMS is being developed as a model urban intervention program for sixth grade teachers and their students. The teachers come to Goddard for five weeks during the summer. They partner with Goddard mentors and work much the same way that summer students do. In addition, the teachers are responsible for developing lesson plans that they pilot at their schools and post on the SUNBEAMS web site. During the school year, each teacher brings one class to Goddard for a full week of total immersion in math and science.

  15. Search For Gravitational-wave Bursts Associated with Gamma-ray Bursts using Data from LIGO Science Run 5 and Virgo Science Run 1

    NASA Astrophysics Data System (ADS)

    Abbott, B. P.; Abbott, R.; Acernese, F.; Adhikari, R.; Ajith, P.; Allen, B.; Allen, G.; Alshourbagy, M.; Amin, R. S.; Anderson, S. B.; Anderson, W. G.; Antonucci, F.; Aoudia, S.; Arain, M. A.; Araya, M.; Armandula, H.; Armor, P.; Arun, K. G.; Aso, Y.; Aston, S.; Astone, P.; Aufmuth, P.; Aulbert, C.; Babak, S.; Baker, P.; Ballardin, G.; Ballmer, S.; Barker, C.; Barker, D.; Barone, F.; Barr, B.; Barriga, P.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Bastarrika, M.; Bauer, Th. S.; Behnke, B.; Beker, M.; Benacquista, M.; Betzwieser, J.; Beyersdorf, P. T.; Bigotta, S.; Bilenko, I. A.; Billingsley, G.; Birindelli, S.; Biswas, R.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Bland, B.; Boccara, C.; Bodiya, T. P.; Bogue, L.; Bondu, F.; Bonelli, L.; Bork, R.; Boschi, V.; Bose, S.; Bosi, L.; Braccini, S.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Brau, J. E.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brooks, A. F.; Brown, D. A.; Brummit, A.; Brunet, G.; Budzyński, R.; Bulik, T.; Bullington, A.; Bulten, H. J.; Buonanno, A.; Burmeister, O.; Buskulic, D.; Byer, R. L.; Cadonati, L.; Cagnoli, G.; Calloni, E.; Camp, J. B.; Campagna, E.; Cannizzo, J.; Cannon, K. C.; Canuel, B.; Cao, J.; Carbognani, F.; Cardenas, L.; Caride, S.; Castaldi, G.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C.; Cesarini, E.; Chalermsongsak, T.; Chalkley, E.; Charlton, P.; Chassande-Mottin, E.; Chatterji, S.; Chelkowski, S.; Chen, Y.; Chincarini, A.; Christensen, N.; Chung, C. T. Y.; Clark, D.; Clark, J.; Clayton, J. H.; Cleva, F.; Coccia, E.; Cokelaer, T.; Colacino, C. N.; Colas, J.; Colla, A.; Colombini, M.; Conte, R.; Cook, D.; Corbitt, T. R. C.; Corda, C.; Cornish, N.; Corsi, A.; Coulon, J.-P.; Coward, D.; Coyne, D. C.; Creighton, J. D. E.; Creighton, T. D.; Cruise, A. M.; Culter, R. M.; Cumming, A.; Cunningham, L.; Cuoco, E.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Dari, A.; Dattilo, V.; Daudert, B.; Davier, M.; Davies, G.; Daw, E. J.; Day, R.; De Rosa, R.; DeBra, D.; Degallaix, J.; del Prete, M.; Dergachev, V.; Desai, S.; DeSalvo, R.; Dhurandhar, S.; Di Fiore, L.; Di Lieto, A.; Emilio, M. Di Paolo; Di Virgilio, A.; Díaz, M.; Dietz, A.; Donovan, F.; Dooley, K. L.; Doomes, E. E.; Drago, M.; Drever, R. W. P.; Dueck, J.; Duke, I.; Dumas, J.-C.; Dwyer, J. G.; Echols, C.; Edgar, M.; Edwards, M.; Effler, A.; Ehrens, P.; Espinoza, E.; Etzel, T.; Evans, M.; Evans, T.; Fafone, V.; Fairhurst, S.; Faltas, Y.; Fan, Y.; Fazi, D.; Fehrmann, H.; Ferrante, I.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Flaminio, R.; Flasch, K.; Foley, S.; Forrest, C.; Fotopoulos, N.; Fournier, J.-D.; Franc, J.; Franzen, A.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T.; Fritschel, P.; Frolov, V. V.; Fyffe, M.; Galdi, V.; Gammaitoni, L.; Garofoli, J. A.; Garufi, F.; Gemme, G.; Genin, E.; Gennai, A.; Gholami, I.; Giaime, J. A.; Giampanis, S.; Giardina, K. D.; Giazotto, A.; Goda, K.; Goetz, E.; Goggin, L. M.; González, G.; Gorodetsky, M. L.; Goeßzetler, S.; Goßler, S.; Gouaty, R.; Granata, M.; Granata, V.; Grant, A.; Gras, S.; Gray, C.; Gray, M.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Greverie, C.; Grimaldi, F.; Grosso, R.; Grote, H.; Grunewald, S.; Guenther, M.; Guidi, G.; Gustafson, E. K.; Gustafson, R.; Hage, B.; Hallam, J. M.; Hammer, D.; Hammond, G. D.; Hanna, C.; Hanson, J.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Haughian, K.; Hayama, K.; Heefner, J.; Heitmann, H.; Hello, P.; Heng, I. S.; Heptonstall, A.; Hewitson, M.; Hild, S.; Hirose, E.; Hoak, D.; Hodge, K. A.; Holt, K.; Hosken, D. J.; Hough, J.; Hoyland, D.; Huet, D.; Hughey, B.; Huttner, S. H.; Ingram, D. R.; Isogai, T.; Ito, M.; Ivanov, A.; Jaranowski, P.; Johnson, B.; Johnson, W. W.; Jones, D. I.; Jones, G.; Jones, R.; Ju, L.; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kanner, J.; Kasprzyk, D.; Katsavounidis, E.; Kawabe, K.; Kawamura, S.; Kawazoe, F.; Kells, W.; Keppel, D. G.; Khalaidovski, A.; Khalili, F. Y.; Khan, R.; Khazanov, E.; King, P.; Kissel, J. S.; Klimenko, S.; Kokeyama, K.; Kondrashov, V.; Kopparapu, R.; Koranda, S.; Kowalska, I.; Kozak, D.; Krishnan, B.; Królak, A.; Kumar, R.; Kwee, P.; La Penna, P.; Lam, P. K.; Landry, M.; Lantz, B.; Lazzarini, A.; Lei, H.; Lei, M.; Leindecker, N.; Leonor, I.; Leroy, N.; Letendre, N.; Li, C.; Lin, H.; Lindquist, P. E.; Littenberg, T. B.; Lockerbie, N. A.; Lodhia, D.; Longo, M.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lu, P.; Lubiński, M.; Lucianetti, A.; Lück, H.; Machenschalk, B.; MacInnis, M.; Mackowski, J.-M.; Mageswaran, M.; Mailand, K.; Majorana, E.; Man, N.; Mandel, I.; Mandic, V.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Markowitz, J.; Maros, E.; Marque, J.; Martelli, F.; Martin, I. W.; Martin, R. M.; Marx, J. N.; Mason, K.; Masserot, A.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McHugh, M.; McIntyre, G.; McKechan, D. J. A.; McKenzie, K.; Mehmet, M.; Melatos, A.; Melissinos, A. C.; Mendell, G.; Menéndez, D. F.; Menzinger, F.; Mercer, R. A.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Michel, C.; Milano, L.; Miller, J.; Minelli, J.; Minenkov, Y.; Mino, Y.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Miyakawa, O.; Moe, B.; Mohan, M.; Mohanty, S. D.; Mohapatra, S. R. P.; Moreau, J.; Moreno, G.; Morgado, N.; Morgia, A.; Morioka, T.; Mors, K.; Mosca, S.; Moscatelli, V.; Mossavi, K.; Mours, B.; MowLowry, C.; Mueller, G.; Muhammad, D.; Mukherjee, S.; Mukhopadhyay, H.; Mullavey, A.; Müller-Ebhardt, H.; Munch, J.; Murray, P. G.; Myers, E.; Myers, J.; Nash, T.; Nelson, J.; Neri, I.; Newton, G.; Nishizawa, A.; Nocera, F.; Numata, K.; Ochsner, E.; O'Dell, J.; Ogin, G. H.; O'Reilly, B.; O'Shaughnessy, R.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Pagliaroli, G.; Palomba, C.; Pan, Y.; Pankow, C.; Paoletti, F.; Papa, M. A.; Parameshwaraiah, V.; Pardi, S.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patel, P.; Pedraza, M.; Penn, S.; Perreca, A.; Persichetti, G.; Pichot, M.; Piergiovanni, F.; Pierro, V.; Pietka, M.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Pletsch, H. J.; Plissi, M. V.; Poggiani, R.; Postiglione, F.; Prato, M.; Principe, M.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Quetschke, V.; Raab, F. J.; Rabaste, O.; Rabeling, D. S.; Radkins, H.; Raffai, P.; Raics, Z.; Rainer, N.; Rakhmanov, M.; Rapagnani, P.; Raymond, V.; Re, V.; Reed, C. M.; Reed, T.; Regimbau, T.; Rehbein, H.; Reid, S.; Reitze, D. H.; Ricci, F.; Riesen, R.; Riles, K.; Rivera, B.; Roberts, P.; Robertson, N. A.; Robinet, F.; Robinson, C.; Robinson, E. L.; Rocchi, A.; Roddy, S.; Rolland, L.; Rollins, J.; Romano, J. D.; Romano, R.; Romie, J. H.; Rosińska, D.; Röver, C.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Russell, P.; Ryan, K.; Sakata, S.; Salemi, F.; Sancho de la Jordana, L.; Sandberg, V.; Sannibale, V.; Santamaría, L.; Saraf, S.; Sarin, P.; Sassolas, B.; Sathyaprakash, B. S.; Sato, S.; Satterthwaite, M.; Saulson, P. R.; Savage, R.; Savov, P.; Scanlan, M.; Schilling, R.; Schnabel, R.; Schofield, R.; Schulz, B.; Schutz, B. F.; Schwinberg, P.; Scott, J.; Scott, S. M.; Searle, A. C.; Sears, B.; Seifert, F.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sergeev, A.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sibley, A.; Siemens, X.; Sigg, D.; Sinha, S.; Sintes, A. M.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, N. D.; Somiya, K.; Sorazu, B.; Stein, A.; Stein, L. C.; Steplewski, S.; Stochino, A.; Stone, R.; Strain, K. A.; Strigin, S.; Stroeer, A.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sun, K.-X.; Sung, M.; Sutton, P. J.; Swinkels, B.; Szokoly, G. P.; Talukder, D.; Tang, L.; Tanner, D. B.; Tarabrin, S. P.; Taylor, J. R.; Taylor, R.; Terenzi, R.; Thacker, J.; Thorne, K. A.; Thorne, K. S.; Thüring, A.; Tokmakov, K. V.; Toncelli, A.; Tonelli, M.; Torres, C.; Torrie, C.; Tournefier, E.; Travasso, F.; Traylor, G.; Trias, M.; Trummer, J.; Ugolini, D.; Ulmen, J.; Urbanek, K.; Vahlbruch, H.; Vajente, G.; Vallisneri, M.; van den Brand, J. F. J.; Van Den Broeck, C.; van der Putten, S.; van der Sluys, M. V.; van Veggel, A. A.; Vass, S.; Vaulin, R.; Vavoulidis, M.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P.; Veltkamp, C.; Verkindt, D.; Vetrano, F.; Viceré, A.; Villar, A.; Vinet, J.-Y.; Vocca, H.; Vorvick, C.; Vyachanin, S. P.; Waldman, S. J.; Wallace, L.; Ward, R. L.; Was, M.; Weidner, A.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Wen, S.; Wette, K.; Whelan, J. T.; Whitcomb, S. E.; Whiting, B. F.; Wilkinson, C.; Willems, P. A.; Williams, H. R.; Williams, L.; Willke, B.; Wilmut, I.; Winkelmann, L.; Winkler, W.; Wipf, C. C.; Wiseman, A. G.; Woan, G.; Wooley, R.; Worden, J.; Wu, W.; Yakushin, I.; Yamamoto, H.; Yan, Z.; Yoshida, S.; Yvert, M.; Zanolin, M.; Zhang, J.; Zhang, L.; Zhao, C.; Zotov, N.; Zucker, M. E.; zur Mühlen, H.; Zweizig, J.; LIGO Scientific Collaboration; Virgo Collaboration

    2010-06-01

    We present the results of a search for gravitational-wave bursts (GWBs) associated with 137 gamma-ray bursts (GRBs) that were detected by satellite-based gamma-ray experiments during the fifth LIGO science run and first Virgo science run. The data used in this analysis were collected from 2005 November 4 to 2007 October 1, and most of the GRB triggers were from the Swift satellite. The search uses a coherent network analysis method that takes into account the different locations and orientations of the interferometers at the three LIGO-Virgo sites. We find no evidence for GWB signals associated with this sample of GRBs. Using simulated short-duration (<1 s) waveforms, we set upper limits on the amplitude of gravitational waves associated with each GRB. We also place lower bounds on the distance to each GRB under the assumption of a fixed energy emission in gravitational waves, with a median limit of D ~ 12 Mpc(E iso GW/0.01 M sun c 2)1/2 for emission at frequencies around 150 Hz, where the LIGO-Virgo detector network has best sensitivity. We present astrophysical interpretations and implications of these results, and prospects for corresponding searches during future LIGO-Virgo runs.

  16. 76 FR 55390 - Guidance on Exculpatory Language in Informed Consent, Draft

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-07

    ...://www.fda.gov/ScienceResearch/SpecialTopics/RunningClinicalTrials/default.htm , is intended to assist... , http://www.hhs.gov/ohrp/newsroom/rfc/index.html , or http://www.fda.gov/ScienceResearch/SpecialTopics/RunningClinicalTrials/default.htm . III. Request for Comments OHRP and FDA are making their joint draft...

  17. Level-2 Milestone 3244: Deploy Dawn ID Machine for Initial Science Runs

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

    Fox, D

    2009-09-21

    This report documents the delivery, installation, integration, testing, and acceptance of the Dawn system, ASC L2 milestone 3244: Deploy Dawn ID Machine for Initial Science Runs, due September 30, 2009. The full text of the milestone is included in Attachment 1. The description of the milestone is: This milestone will be a result of work started three years ago with the planning for a multi-petaFLOPS UQ-focused platform (Sequoia) and will be satisfied when a smaller ID version of the final system is delivered, installed, integrated, tested, accepted, and deployed at LLNL for initial science runs in support of SSP mission.more » The deliverable for this milestone will be a LA petascale computing system (named Dawn) usable for code development and scaling necessary to ensure effective use of a final Sequoia platform (expected in 2011-2012), and for urgent SSP program needs. Allocation and scheduling of Dawn as an LA system will likely be performed informally, similar to what has been used for BlueGene/L. However, provision will be made to allow for dedicated access times for application scaling studies across the entire Dawn resource. The milestone was completed on April 1, 2009, when science runs began running on the Dawn system. The following sections describe the Dawn system architecture, current status, installation and integration time line, and testing and acceptance process. A project plan is included as Attachment 2. Attachment 3 is a letter certifying the handoff of the system to a nuclear weapons stockpile customer. Attachment 4 presents the results of science runs completed on the system.« less

  18. Historical Thinking: Examining a Photo of Newsboys in Summer, 1908

    ERIC Educational Resources Information Center

    Austin, Hilary Mac; Thompson, Kathleen

    2014-01-01

    History is a process. Just as science is the quest to discover and understand the truth about the world we live in, so history is the quest to discover and understand the truth about our world in the millennia that led up to this moment. These authors asked children who ranged in age from 6 to 12, first grade to sixth, how we know what happened in…

  19. Summary of the Sixth Persh Workshop: Corrosion Policy Guiding Science and Technology

    DTIC Science & Technology

    2016-01-01

    mitigating corrosion. Corrosion affects military readiness, so corrosion prevention and control (CPC) have a high priority for the DOD since CPC is a...resulting in high -cost repairs. Corrosion mitigation is thus a key cost-effective approach for system maintainability and reduced life cycle costs. The... treatments . • Develop corrosion databases and corrosion models for predictive evaluation. Testing methods for realistic prediction of performance

  20. Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

    NASA Astrophysics Data System (ADS)

    Kelley, Sybil Schantz

    This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in teaching and learning. The model shows that to support learning and to overcome cultural tensions, there must be alignment among three main forces or "causal factors": students, teaching, and school climate. Conclusions emphasize system-level changes to support science learning, including individualized support for students in the form of differentiated instruction; focus on excellence in teaching, particularly through career-spanning professional support for teachers; and attention to identifying key leverage points for implementing effective change.

  1. Essays on the History of Rocketry and Astronautics: Proceedings of the Third through the Sixth History Symposia of the International Academy of Astronautics, volume 1

    NASA Technical Reports Server (NTRS)

    Hall, R. C. (Editor)

    1977-01-01

    This two volume publication presents the proceedings of the third through sixth history symposia of the International Academy of Astronautics. Thirty-nine papers are divided into four categories: (1) Early Solid Propellant Rocketry; (2) Rocketry and Astronautics: Concepts, Theory, and Analyses after 1880; (3) The Development of Liquid and Solid Propellant Rockets from 1880 to 1945; and (4) Rocketry and Astronautics after 1945. Categories 1 and 2 will be found in volume 1 and the remainder in volume 2. Among other diciplines, Rocketry and Astronautics encompasses the physical and engineering sciences including fluid mechanics, thermodynamics, vibration theory, structural mechanics, and celestial mechanics. Papers presented in these two volumes range from those of empirical experimenters who used the time-honored cut and try methods to scientists wielding theoretical principles. The work traces the coupling of the physical and engineering sciences, industrial advances, and state support that produced the awesome progress in rocketry and astronautics for the most part within living memory. The proceedings of the four symposia present in these two volumes contain information on the work of leading investigators and their associates carried out in the first two-thirds of the twentieth century.

  2. The Annie Jump Cannon Video Project at the Harvard-Smithsonian Center for Astrophysics.

    NASA Astrophysics Data System (ADS)

    Lupfer, C.; Welther, B. L.; Griswold, A.

    1993-05-01

    The heart of this poster paper is the screening of the new 25-minute educational video, ``Annie and the Stars of Many Colors.'' It explores the life and work of Annie Jump Cannon through the eyes of sixth-grade students. A production of the Science Media Group at the CfA, the video was created to interest and inspire girls and minorities, in particular, to continue their study of history and physical science in high school. Recent studies show that science teachers are successfully using videotapes in the classroom to supplement traditional methods of teaching. Other reports show that capable girls and minority students tend to drop science in high school. Our goal, then, was to create a video to stimulate the curiosity and natural interest in science of these younger students. With the help of the Public Affairs Office at the CfA, we arranged to visit local schools to talk to sixth-grade science teachers and their students about the video project. Boys and girls were both eager to participate in it. By lottery, we chose a dozen youngsters of multi-cultural backgrounds to attend a three-day workshop, during which we videotaped them discovering facts about Cannon's childhood and career. Barbara Welther, historian and principal investigator, took the group to the Harvard University Archives to look at some Cannon memorabilia. To learn about spectra, each student assembled a spectroscope from a kit and observed solar lines. CfA astronomers then led the group in various activities to explore the types of stellar spectra that Cannon classified and published in The Henry Draper Catalogue 75 years ago.% and that astronomers still study today. ``Annie and the Stars of Many Colors'' shows young people actively engaged in the process of discovery and offers teachers a novel tool to stimulate discussion of topics in science, history, women's studies, and careers. It is intended for use in schools, libraries, museums, planetariums, as well as for personal interest. For more information and/or a copy of the videotape, contact the authors at the CfA, Cambridge, MA.

  3. The effects of hands-on-science instruction on the science achievement of middle school students

    NASA Astrophysics Data System (ADS)

    Wiggins, Felita

    Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically significant difference did not exist between the science scores of African American and non-African American middle school students. (4) A statistically significant difference existed in the socioeconomic status of students who were not provided with assisted lunches. Students with unassisted lunches had significantly higher science scores than those middle school students who were provided with assisted lunches. (5) A statistically significant difference was not found in the attitude scores of middle school students who were exposed to hands-on or traditional science instruction. (6) A statistically significant difference was not found in the observed attitude scores of middle school students who were exposed to either hands-on or traditional science instruction by their socioeconomic status. (7) A statistically significant difference was not found in the observed attitude scores of male and female students. (8) A statistically significant difference was not found in the observed attitude scores of African American and non African American students.

  4. How do engineering attitudes vary by gender and motivation? Attractiveness of outreach science exhibitions in four countries

    NASA Astrophysics Data System (ADS)

    Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari-Pauliina

    2016-11-01

    Outreach activities, like mobile science exhibitions, give opportunities to hands-on experiences in an attractive learning environment. We analysed attitudes, motivation and learning during a science exhibition visit, their relations to gender and future educational plans in Finland, Estonia, Latvia and Belgium (N = 1210 sixth-graders). Pupils' performance in a knowledge test improved after the visit. Autonomous motivation and attitudes towards science predicted situation motivation awakened in the science exhibition. Interestingly, the scientist attitude and the societal attitude were clearly separate dimensions. The third dimension was manifested in the engineering attitude typical for boys, who were keener on working with appliances, designing computer games and animations. Scientist and societal attitudes correlated positively and engineering attitude correlated negatively with the future educational plans of choosing the academic track in secondary education. The societal perspective on science was connected to above average achievement. In the follow-up test, these attitudes showed to be quite stable.

  5. Map-IT! A Web-Based GIS Tool for Watershed Science Education.

    ERIC Educational Resources Information Center

    Curtis, David H.; Hewes, Christopher M.; Lossau, Matthew J.

    This paper describes the development of a prototypic, Web-accessible GIS solution for K-12 science education and citizen-based watershed monitoring. The server side consists of ArcView IMS running on an NT workstation. The client is built around MapCafe. The client interface, which runs through a standard Web browser, supports standard MapCafe…

  6. Portrait of an Aging Wheel

    NASA Technical Reports Server (NTRS)

    2004-01-01

    This plot maps the increasing amounts of energy needed to spin Spirit's right front wheel drive, which has been showing signs of age. The wheel has now traveled six times farther than its design life. Since Spirit's 126th day on Mars, this wheel has required additional electric current to run at normal speeds, as indicated with blue diamonds on this graph. Efforts to improve the situation by redistributing the lubricant in the wheel with heat and rest were only mildly successful (pink squares). To cope with the condition, rover planners have come up with a creative solution: they will drive the rover backwards using five of six wheels. The sixth wheel will be activated only when the terrain demands it.

  7. Protein-protein structure prediction by scoring molecular dynamics trajectories of putative poses.

    PubMed

    Sarti, Edoardo; Gladich, Ivan; Zamuner, Stefano; Correia, Bruno E; Laio, Alessandro

    2016-09-01

    The prediction of protein-protein interactions and their structural configuration remains a largely unsolved problem. Most of the algorithms aimed at finding the native conformation of a protein complex starting from the structure of its monomers are based on searching the structure corresponding to the global minimum of a suitable scoring function. However, protein complexes are often highly flexible, with mobile side chains and transient contacts due to thermal fluctuations. Flexibility can be neglected if one aims at finding quickly the approximate structure of the native complex, but may play a role in structure refinement, and in discriminating solutions characterized by similar scores. We here benchmark the capability of some state-of-the-art scoring functions (BACH-SixthSense, PIE/PISA and Rosetta) in discriminating finite-temperature ensembles of structures corresponding to the native state and to non-native configurations. We produce the ensembles by running thousands of molecular dynamics simulations in explicit solvent starting from poses generated by rigid docking and optimized in vacuum. We find that while Rosetta outperformed the other two scoring functions in scoring the structures in vacuum, BACH-SixthSense and PIE/PISA perform better in distinguishing near-native ensembles of structures generated by molecular dynamics in explicit solvent. Proteins 2016; 84:1312-1320. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  8. The Quest for the Primary Substance of Matter

    NASA Astrophysics Data System (ADS)

    Nicolaides, Demetris

    2016-03-01

    What are things made of and what are the properties of matter? These are still the most fundamental and difficult questions of science. In an attempt to discover the roots of science and understand the quest for the primary substance of matter as a series of logical progressions, this presentation surveys the most important scientific theories of notable pre-Socratic natural philosophers from the sixth and fifth centuries BCE, including Pythagoras and Democritus. These pre-Socratics developed a robust program of natural inquiry that (1) will be reconstructed and (2) will be compared with modern frontiers of physical analysis. It is argued not only that their conceptual breakthroughs anticipated much of later science but that scientists of the twenty-first century are still grappling with the fundamental problems raised twenty-five hundred years ago.

  9. The Beginnings of Civilization in the Near East and Africa: Mesopotamia, Egypt, and Kush. Grade 6 Model Lesson for Unit II. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Zachlod, Michelle, Ed.

    This model lesson for sixth graders about the beginnings of civilization in the Near East and Africa aims to have students focus on the cultural and geographical features of a region: landforms, climate, and vegetation. The lesson features three major topics: (1) Sumer and Mesopotamia, (2) Egypt, and (3) Kush. It addresses the uses and…

  10. Innovation and dedication underpin management of sudden oak death (Phytophthora ramorum) in California and Oregon forests

    Treesearch

    Susan J. Frankel

    2017-01-01

    This special issue of Forest Phytophthoras serves as part of the proceedings from the Sixth Sudden Oak Death Science Symposium held June 21 -23, 2016 at Fort Mason Center in San Francisco, CA, USA. The symposium marked almost 16 years to the day that David Rizzo (UC Davis) and Matteo Garbelotto (UC Berkeley) identified the cause of sudden oak death to be a previously...

  11. Investigation of the Public Library as a Linking Agent to Major Scientific, Educational, Social, and Environmental Data Bases. Sixth Progress Report, January 1976-March 1976.

    ERIC Educational Resources Information Center

    Summit, Roger K.; Firschein, Oscar

    In conjunction with the National Science Foundation (NSD), an on-going experiment is being conducted to test the feasibility of increasing public access to 16 major data bases by providing public libraries with on-line, interactive, retrieval capacity. During the period from January to March 1976, the major activities of the study were: (1) a…

  12. 75 FR 36666 - Notice of Intent to Repatriate Cultural Items: Rochester Museum & Science Center, Rochester, NY

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-28

    ... willow. The fifth face (AE 5962/37.496.9) is made of basswood and measures 6 1/2'' x 10''. The sixth face...) is a large wooden face. The second (AE 4811/36.379.12) is made of willow wood. The third (AE 4814/35....505.1) and third (AE 5914/37.505.17) are large wooden faces made of willow. Between April 1 and...

  13. Proceedings of the Subcommittee on Childhood Experiences as Causes of Criminal Behaviour, Senate of Canada, Third Session, Thirtieth Parliament, 1977-78. Issue No. 6.

    ERIC Educational Resources Information Center

    Senate Committee of Canada (Ontario). Standing Senate Committee on Health, Welfare and Science.

    Experiences in prenatal life and early childhood that may cause personality disorders or criminal behavior in later life are examined in these proceedings of the Subcommittee on Childhood Experiences as Causes of Criminal Behavior, of the Standing Committee on Health, Welfare and Science, Senate of Canada. This issue, the sixth in a series of 19…

  14. The Foundation of Western Ideas: The Ancient Hebrews and Greeks. Grade 6 Model Lesson for Unit III. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Zachlod, Michelle, Ed.

    Important ideas from the Judeo-Christian and Greco-Roman traditions are formally introduced to students in the sixth-grade course. Units three and five focus on people and ideas that form the roots of western civilization. The goal is to help students perceive how the viewpoints of Judeo-Christian and Greco-Roman are congruent and divergent. Unit…

  15. The Impact of Interactive Violence on Children. Hearing before the Committee on Commerce, Science, and Transportation, United States Senate. One Hundred Sixth Congress, Second Session (March 21, 2000).

    ERIC Educational Resources Information Center

    2003

    Members met to discuss the various forms of interactive violence and the potential negative impact it has on children at this hearing. Statements made by the following individuals are included in this document: [Panel I]Senator Sam Brownback; Dr. David Walsh, President, National Institute on Media and the Family (additional documents); Mrs.…

  16. A PICKSC Science Gateway for enabling the common plasma physicist to run kinetic software

    NASA Astrophysics Data System (ADS)

    Hu, Q.; Winjum, B. J.; Zonca, A.; Youn, C.; Tsung, F. S.; Mori, W. B.

    2017-10-01

    Computer simulations offer tremendous opportunities for studying plasmas, ranging from simulations for students that illuminate fundamental educational concepts to research-level simulations that advance scientific knowledge. Nevertheless, there is a significant hurdle to using simulation tools. Users must navigate codes and software libraries, determine how to wrangle output into meaningful plots, and oftentimes confront a significant cyberinfrastructure with powerful computational resources. Science gateways offer a Web-based environment to run simulations without needing to learn or manage the underlying software and computing cyberinfrastructure. We discuss our progress on creating a Science Gateway for the Particle-in-Cell and Kinetic Simulation Software Center that enables users to easily run and analyze kinetic simulations with our software. We envision that this technology could benefit a wide range of plasma physicists, both in the use of our simulation tools as well as in its adaptation for running other plasma simulation software. Supported by NSF under Grant ACI-1339893 and by the UCLA Institute for Digital Research and Education.

  17. Associations Between Attitudes Towards Science and Children's Evaluation of Information About Socioscientific Issues

    NASA Astrophysics Data System (ADS)

    Xiao, Sihan; Sandoval, William A.

    2017-05-01

    Science educators are typically dismayed by the failure of students to use relevant scientific knowledge when reasoning about socioscientific issues. Except for the well-documented association between having more knowledge about a topic and a tendency to use that knowledge, the influences on students' evaluation of information in socioscientific issues are not well understood. This study presents an initial investigation into the associations between upper elementary students' attitudes towards science and their evaluation of information about a socioscientific issue. We surveyed the science attitudes of 49 sixth grade students and then asked them to evaluate information about a socioscientific issue (alternative energy use). Positive attitudes were associated with a more scientific approach to evaluating information in the task. When trying to make judgments, students with generally positive attitudes towards science were more likely to attend to scientific information than other sources. Scientific information, nonetheless, served a variety of socially oriented goals in students' evaluations. These findings warrant further research on the relationship between science attitudes and reasoning about socioscientific issues and support the argument for connecting school science more clearly with everyday concerns.

  18. Species Loss: Exploring Opportunities with Art-Science.

    PubMed

    Harrower, Jennifer; Parker, Jennifer; Merson, Martha

    2018-04-25

    Human-induced global change has triggered the sixth major extinction event on earth with profound consequences for humans and other species. A scientifically literate public is necessary to find and implement approaches to prevent or slow species loss. Creating science-inspired art can increase public understanding of the current anthropogenic biodiversity crisis and help people connect emotionally to difficult concepts. In spite of the pressure to avoid advocacy and emotion, there is a rich history of scientists who make art, as well as art-science collaborations resulting in provocative work that engages public interest; however, such interdisciplinary partnerships can often be challenging to initiate and navigate. Here we explore the goals, impacts, cascading impacts and lessons learned from art-science collaborations, as well as ideas for collaborative projects. Using three case studies based on Harrower's scientific research into species interactions, we illustrate the importance of artists as a primary audience and the potential for a combination of art and science presentations to influence public understanding and concern related to species loss.

  19. Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction

    NASA Astrophysics Data System (ADS)

    Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.

    2013-10-01

    Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students' use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.

  20. Fundamentals of Mechanical Behavior in Intermetallic Compounds.

    DTIC Science & Technology

    1991-02-01

    Dept. of Metallurgical Engineering and Materials Science Carnegie Mellon University Report No. MEMS-ALC-14 1 February 1991 TABILE OF CONTENTS ...Donlon: "Creep Behavior of Ti-6242: Tlhe Effect of Microstructure anid Sili1con Content ," in Proceedings of the Sixth World Conference on Titanium...press. 3. J. M. Howe, D. P. Basile , M. K. Hatalis and N. Prabhu, Acta Cryst. (1988) A44, 449. 4. A. Ourmazd, D. W. Taylor, J. Cunningham and C. W. Tu

  1. Proceedings of the twenty sixth international symposium on discharges and electrical insulation in vacuum. V. 2

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

    NONE

    2014-07-01

    Vacuum science and technology has made vital contributions in high technology areas like space, high energy particle accelerators, plasma devices, pulse power, electronics, vacuum interrupters, thin films, melting and refining of metals/alloys, extraction and processing of advanced materials. Vacuum discharges, vacuum arc physics and technology and various applications towards vacuum interrupters, pulse power and particle accelerator are the main themes for this symposium. Papers relevant to INIS are indexed separately.

  2. Proceedings of the twenty sixth international symposium on discharges and electrical insulation in vacuum. V. 1

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

    NONE

    2014-07-01

    Vacuum science and technology has made vital contributions in high technology areas like space, high energy particle accelerators, plasma devices, pulse power, electronics, vacuum interrupters, thin films, melting and refining of metals/alloys, extraction and processing of advanced materials. Vacuum discharges, vacuum arc physics and technology and various applications towards vacuum interrupters, pulse power and particle accelerator are the main themes for this symposium. Papers relevant to INIS are indexed separately.

  3. Japan Report - Science and Technology

    DTIC Science & Technology

    1986-10-17

    Stock of Bacillus Subtilis Bacillus subtilis is a relative of bacillus natto that has been in use in Japan from the ancient times. It is safe and...addition to the advantages of this combination of personal styles, the two had great confidence in each other. Chairman Kaneo is the so-called "fair...sixth year of his presidency. That has been just the right age for a president, and given these advantages Sunagane has a good chance of becoming

  4. Application of the instructional congruence framework: Developing supplemental materials for English language learners

    NASA Astrophysics Data System (ADS)

    Drews, Tina Skjerping

    2009-12-01

    This dissertation is a study of the instructional congruence framework as it was used to develop and pilot a supplemental science unit on energy and the environment for sixth grade students in Arizona. With the growing linguistic and cultural diversity of children in American schools, congruent materials are more important now than ever before. The supplemental materials were designed by the researcher and underwent a six person, three educator and three engineer, panel review. The revised materials were then piloted in two sixth grade classrooms in the Southwest with high numbers of English language learners. Classroom observation, teacher interviews, and the classroom observation protocol were utilized to understand the fidelity to the instructional congruence framework. The fidelity of implementation of materials was subject to the realities of varied educational contexts. Piloting materials in urban contexts with diverse students involved additional challenges. The results of the study explore the challenges in creating instructionally congruent materials for diverse students in urban contexts. Recommendations are provided for curriculum developers that undertake the task of creating instructionally congruent materials and emphasize the need to devise innovative methods of creation, while understanding that there is no perfect solution. The education community as a whole could benefit from incorporating and synthesizing the instructional congruence framework in order to provide maximum opportunities in science for all students.

  5. RISA: Remote Interface for Science Analysis

    NASA Astrophysics Data System (ADS)

    Gabriel, C.; Ibarra, A.; de La Calle, I.; Salgado, J.; Osuna, P.; Tapiador, D.

    2008-08-01

    The Scientific Analysis System (SAS) is the package for interactive and pipeline data reduction of all XMM-Newton data. Freely distributed by ESA to run under many different operating systems, the SAS has been used by almost every one of the 1600 refereed scientific publications obtained so far from the mission. We are developing RISA, the Remote Interface for Science Analysis, which makes it possible to run SAS through fully configurable web service workflows, enabling observers to access and analyse data making use of all of the existing SAS functionalities, without any installation/download of software/data. The workflows run primarily but not exclusively on the ESAC Grid, which offers scalable processing resources, directly connected to the XMM-Newton Science Archive. A first project internal version of RISA was issued in May 2007, a public release is expected already within this year.

  6. An Extensible NetLogo Model for Visualizing Message Routing Protocols

    DTIC Science & Technology

    2017-08-01

    the hard sciences to the social sciences to computer-generated art. NetLogo represents the world as a set of...describe the model is shown here; for the supporting methods , refer to the source code. Approved for public release; distribution is unlimited. 4 iv...if ticks - last-inject > time-to-inject [inject] if run# > #runs [stop] end Next, we present some basic statistics collected for the

  7. View of substructure of Sixth Street Bridge overcrossing of Los ...

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

    View of substructure of Sixth Street Bridge overcrossing of Los Angeles River. Looking west. Note dark hole at lower with is access ramp to river channel seen in HAER CA-176-56 - Sixth Street Bridge, Spanning 101 Freeway at Sixth Street, Los Angeles, Los Angeles County, CA

  8. Promoting and Scaffolding Elementary School Students' Attitudes Toward Science and Argumentation Through a Science and Society Intervention

    NASA Astrophysics Data System (ADS)

    Hong, Zuway-R.; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yang, Kuay-Keng

    2013-07-01

    This study investigated the effects of a science and society intervention on elementary school students' argumentation skills and their attitudes toward science. One hundred and eleven fifth grade students volunteered as an experimental group to join a 12-week intervention; another 107 sixth grade students volunteered to be the comparison group. All participants completed the Student Questionnaire at the beginning and end of this study. Observation and interview results were used to triangulate and consolidate the quantitative findings. The data showed that after the intervention, the quality of the experimental group students' arguments and their attitudes toward science were significantly higher than their comparison group counterparts. In addition, the experimental group boys made significantly greater progress in the quality of their argumentation from the pretest to posttest than the girls; and low achievers made the most significant progress in their attitudes toward science and quality of argumentation. Interviews and observations indicated that their understandings of explanation and argumentation changed over the intervention. This indicated that a science and society intervention can enhance both the ability of students to develop strong arguments and their attitudes toward science.

  9. 8 CFR 212.9 - Applicability of section 212(a)(32) to certain derivative third and sixth preference and...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... certain derivative third and sixth preference and nonpreference immigrants. 212.9 Section 212.9 Aliens and... certain derivative third and sixth preference and nonpreference immigrants. A derivative beneficiary who... medical profession. Therefore, a derivative third or sixth preference or nonpreference immigrant under...

  10. Anticipating Installation Natural Resource Climate Change Concerns: The Data

    DTIC Science & Technology

    2013-10-15

    period of development (1 to 2 decades) include: 1. CM2.1 (GFDL model — NOAA Princeton) 2. E-H and E-R ( NASA GISS) 3. HadGEM1 (Hadley UKMO) 4. CGCM3...sixth GCM, the Australian CSIRO model, to increase the sample. Thus the adopted GCMs include: 1. GFDL model (NOAA Princeton) 6. GISS Model e ( NASA ...Sciences La- boratory ( USDA 2012) created data that would be useful to the related threshold project. This US Forest Service date were similar to those of

  11. Search for Gravitational-wave Inspiral Signals Associated with Short Gamma-ray Bursts During LIGO's Fifth and Virgo's First Science Run

    NASA Astrophysics Data System (ADS)

    Abadie, J.; Abbott, B. P.; Abbott, R.; Accadia, T.; Acernese, F.; Adhikari, R.; Ajith, P.; Allen, B.; Allen, G.; Amador Ceron, E.; Amin, R. S.; Anderson, S. B.; Anderson, W. G.; Antonucci, F.; Aoudia, S.; Arain, M. A.; Araya, M.; Arun, K. G.; Aso, Y.; Aston, S.; Astone, P.; Aufmuth, P.; Aulbert, C.; Babak, S.; Baker, P.; Ballardin, G.; Ballmer, S.; Barker, D.; Barone, F.; Barr, B.; Barriga, P.; Barsotti, L.; Barsuglia, M.; Barton, M. A.; Bartos, I.; Bassiri, R.; Bastarrika, M.; Bauer, Th. S.; Behnke, B.; Beker, M. G.; Belletoile, A.; Benacquista, M.; Betzwieser, J.; Beyersdorf, P. T.; Bigotta, S.; Bilenko, I. A.; Billingsley, G.; Birindelli, S.; Biswas, R.; Bizouard, M. A.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Bland, B.; Blom, M.; Boccara, C.; Bock, O.; Bodiya, T. P.; Bondarescu, R.; Bondu, F.; Bonelli, L.; Bonnand, R.; Bork, R.; Born, M.; Bose, S.; Bosi, L.; Braccini, S.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Brau, J. E.; Breyer, J.; Bridges, D. O.; Brillet, A.; Brinkmann, M.; Brisson, V.; Britzger, M.; Brooks, A. F.; Brown, D. A.; Budzyński, R.; Bulik, T.; Bullington, A.; Bulten, H. J.; Buonanno, A.; Burguet-Castell, J.; Burmeister, O.; Buskulic, D.; Buy, C.; Byer, R. L.; Cadonati, L.; Cagnoli, G.; Cain, J.; Calloni, E.; Camp, J. B.; Campagna, E.; Cannizzo, J.; Cannon, K. C.; Canuel, B.; Cao, J.; Capano, C. D.; Carbognani, F.; Cardenas, L.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C.; Cesarini, E.; Chalermsongsak, T.; Chalkley, E.; Charlton, P.; Chassande-Mottin, E.; Chatterji, S.; Chelkowski, S.; Chen, Y.; Chincarini, A.; Christensen, N.; Chua, S. S. Y.; Chung, C. T. Y.; Clark, D.; Clark, J.; Clayton, J. H.; Cleva, F.; Coccia, E.; Colacino, C. N.; Colas, J.; Colla, A.; Colombini, M.; Conte, R.; Cook, D.; Corbitt, T. R. C.; Cornish, N.; Corsi, A.; Coulon, J.-P.; Coward, D.; Coyne, D. C.; Creighton, J. D. E.; Creighton, T. D.; Cruise, A. M.; Culter, R. M.; Cumming, A.; Cunningham, L.; Cuoco, E.; Dahl, K.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Dattilo, V.; Daudert, B.; Davier, M.; Davies, G.; Daw, E. J.; Day, R.; Dayanga, T.; De Rosa, R.; DeBra, D.; Degallaix, J.; del Prete, M.; Dergachev, V.; DeSalvo, R.; Dhurandhar, S.; Di Fiore, L.; Di Lieto, A.; Emilio, M. Di Paolo; Di Virgilio, A.; Díaz, M.; Dietz, A.; Donovan, F.; Dooley, K. L.; Doomes, E. E.; Drago, M.; Drever, R. W. P.; Driggers, J.; Dueck, J.; Duke, I.; Dumas, J.-C.; Edgar, M.; Edwards, M.; Effler, A.; Ehrens, P.; Etzel, T.; Evans, M.; Evans, T.; Fafone, V.; Fairhurst, S.; Faltas, Y.; Fan, Y.; Fazi, D.; Fehrmann, H.; Ferrante, I.; Fidecaro, F.; Finn, L. S.; Fiori, I.; Flaminio, R.; Flasch, K.; Foley, S.; Forrest, C.; Fotopoulos, N.; Fournier, J.-D.; Franc, J.; Frasca, S.; Frasconi, F.; Frede, M.; Frei, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Friedrich, D.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Galimberti, M.; Gammaitoni, L.; Garofoli, J. A.; Garufi, F.; Gemme, G.; Genin, E.; Gennai, A.; Ghosh, S.; Giaime, J. A.; Giampanis, S.; Giardina, K. D.; Giazotto, A.; Goetz, E.; Goggin, L. M.; González, G.; Goßler, S.; Gouaty, R.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Greverie, C.; Grosso, R.; Grote, H.; Grunewald, S.; Guidi, G. M.; Gustafson, E. K.; Gustafson, R.; Hage, B.; Hallam, J. M.; Hammer, D.; Hammond, G. D.; Hanna, C.; Hanson, J.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Haughian, K.; Hayama, K.; Hayler, T.; Heefner, J.; Heitmann, H.; Hello, P.; Heng, I. S.; Heptonstall, A.; Hewitson, M.; Hild, S.; Hirose, E.; Hoak, D.; Hodge, K. A.; Holt, K.; Hosken, D. J.; Hough, J.; Howell, E.; Hoyland, D.; Huet, D.; Hughey, B.; Husa, S.; Huttner, S. H.; Ingram, D. R.; Isogai, T.; Ivanov, A.; Jaranowski, P.; Johnson, W. W.; Jones, D. I.; Jones, G.; Jones, R.; Ju, L.; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kanner, J.; Katsavounidis, E.; Kawabe, K.; Kawamura, S.; Kawazoe, F.; Kells, W.; Keppel, D. G.; Khalaidovski, A.; Khalili, F. Y.; Khan, R.; Khazanov, E.; Kim, H.; King, P. J.; Kissel, J. S.; Klimenko, S.; Kokeyama, K.; Kondrashov, V.; Kopparapu, R.; Koranda, S.; Kowalska, I.; Kozak, D.; Kringel, V.; Krishnan, B.; Królak, A.; Kuehn, G.; Kullman, J.; Kumar, R.; Kwee, P.; Lam, P. K.; Landry, M.; Lang, M.; Lantz, B.; Lastzka, N.; Lazzarini, A.; Leaci, P.; Lei, M.; Leindecker, N.; Leonor, I.; Leroy, N.; Letendre, N.; Li, T. G. F.; Lin, H.; Lindquist, P. E.; Littenberg, T. B.; Lockerbie, N. A.; Lodhia, D.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lu, P.; Lubiński, M.; Lucianetti, A.; Lück, H.; Lundgren, A.; Machenschalk, B.; MacInnis, M.; Mageswaran, M.; Mailand, K.; Majorana, E.; Mak, C.; Maksimovic, I.; Man, N.; Mandel, I.; Mandic, V.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A.; Markowitz, J.; Maros, E.; Marque, J.; Martelli, F.; Martin, I. W.; Martin, R. M.; Marx, J. N.; Mason, K.; Masserot, A.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McKechan, D. J. A.; Mehmet, M.; Melatos, A.; Melissinos, A. C.; Mendell, G.; Menéndez, D. F.; Mercer, R. A.; Merill, L.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Miao, H.; Michel, C.; Milano, L.; Miller, J.; Minenkov, Y.; Mino, Y.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Miyakawa, O.; Moe, B.; Mohan, M.; Mohanty, S. D.; Mohapatra, S. R. P.; Moreau, J.; Moreno, G.; Morgado, N.; Morgia, A.; Mors, K.; Mosca, S.; Moscatelli, V.; Mossavi, K.; Mours, B.; MowLowry, C.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Müller-Ebhardt, H.; Munch, J.; Murray, P. G.; Nash, T.; Nawrodt, R.; Nelson, J.; Neri, I.; Newton, G.; Nishida, E.; Nishizawa, A.; Nocera, F.; Ochsner, E.; O'Dell, J.; Ogin, G. H.; Oldenburg, R.; O'Reilly, B.; O'Shaughnessy, R.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Page, A.; Pagliaroli, G.; Palomba, C.; Pan, Y.; Pankow, C.; Paoletti, F.; Papa, M. A.; Pardi, S.; Parisi, M.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patel, P.; Pathak, D.; Pedraza, M.; Pekowsky, L.; Penn, S.; Peralta, C.; Perreca, A.; Persichetti, G.; Pichot, M.; Pickenpack, M.; Piergiovanni, F.; Pietka, M.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Pletsch, H. J.; Plissi, M. V.; Poggiani, R.; Postiglione, F.; Prato, M.; Predoi, V.; Principe, M.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Quetschke, V.; Raab, F. J.; Rabeling, D. S.; Radkins, H.; Raffai, P.; Raics, Z.; Rakhmanov, M.; Rapagnani, P.; Raymond, V.; Re, V.; Reed, C. M.; Reed, T.; Regimbau, T.; Rehbein, H.; Reid, S.; Reitze, D. H.; Ricci, F.; Riesen, R.; Riles, K.; Roberts, P.; Robertson, N. A.; Robinet, F.; Robinson, C.; Robinson, E. L.; Rocchi, A.; Roddy, S.; Röver, C.; Rolland, L.; Rollins, J.; Romano, J. D.; Romano, R.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Sakata, S.; Salemi, F.; Sammut, L.; Sancho de la Jordana, L.; Sandberg, V.; Sannibale, V.; Santamaría, L.; Santostasi, G.; Saraf, S.; Sarin, P.; Sassolas, B.; Sathyaprakash, B. S.; Sato, S.; Satterthwaite, M.; Saulson, P. R.; Savage, R.; Schilling, R.; Schnabel, R.; Schofield, R.; Schulz, B.; Schutz, B. F.; Schwinberg, P.; Scott, J.; Scott, S. M.; Searle, A. C.; Seifert, F.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sergeev, A.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sibley, A.; Siemens, X.; Sigg, D.; Sintes, A. M.; Skelton, G.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, N. D.; Somiya, K.; Sorazu, B.; Stein, A. J.; Stein, L. C.; Steplewski, S.; Stochino, A.; Stone, R.; Strain, K. A.; Strigin, S.; Stroeer, A.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sung, M.; Susmithan, S.; Sutton, P. J.; Swinkels, B.; Szokoly, G. P.; Talukder, D.; Tanner, D. B.; Tarabrin, S. P.; Taylor, J. R.; Taylor, R.; Thorne, K. A.; Thorne, K. S.; Thüring, A.; Titsler, C.; Tokmakov, K. V.; Toncelli, A.; Tonelli, M.; Torres, C.; Torrie, C. I.; Tournefier, E.; Travasso, F.; Traylor, G.; Trias, M.; Trummer, J.; Turner, L.; Ugolini, D.; Urbanek, K.; Vahlbruch, H.; Vajente, G.; Vallisneri, M.; van den Brand, J. F. J.; Van Den Broeck, C.; van der Putten, S.; van der Sluys, M. V.; Vass, S.; Vaulin, R.; Vavoulidis, M.; Vecchio, A.; Vedovato, G.; van Veggel, A. A.; Veitch, J.; Veitch, P. J.; Veltkamp, C.; Verkindt, D.; Vetrano, F.; Viceré, A.; Villar, A.; Vinet, J.-Y.; Vocca, H.; Vorvick, C.; Vyachanin, S. P.; Waldman, S. J.; Wallace, L.; Wanner, A.; Ward, R. L.; Was, M.; Wei, P.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Wen, S.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; Whitcomb, S. E.; Whiting, B. F.; Wilkinson, C.; Willems, P. A.; Williams, H. R.; Williams, L.; Willke, B.; Wilmut, I.; Winkelmann, L.; Winkler, W.; Wipf, C. C.; Wiseman, A. G.; Woan, G.; Wooley, R.; Worden, J.; Yakushin, I.; Yamamoto, H.; Yamamoto, K.; Yeaton-Massey, D.; Yoshida, S.; Yu, P. P.; Yvert, M.; Zanolin, M.; Zhang, L.; Zhang, Z.; Zhao, C.; Zotov, N.; Zucker, M. E.; Zweizig, J.; LIGO Scientific Collaboration; Virgo Collaboration

    2010-06-01

    Progenitor scenarios for short gamma-ray bursts (short GRBs) include coalescenses of two neutron stars or a neutron star and black hole, which would necessarily be accompanied by the emission of strong gravitational waves. We present a search for these known gravitational-wave signatures in temporal and directional coincidence with 22 GRBs that had sufficient gravitational-wave data available in multiple instruments during LIGO's fifth science run, S5, and Virgo's first science run, VSR1. We find no statistically significant gravitational-wave candidates within a [ - 5, + 1) s window around the trigger time of any GRB. Using the Wilcoxon-Mann-Whitney U-test, we find no evidence for an excess of weak gravitational-wave signals in our sample of GRBs. We exclude neutron star-black hole progenitors to a median 90% confidence exclusion distance of 6.7 Mpc.

  12. Science, Pseudo-Science, and Natural Theology.

    ERIC Educational Resources Information Center

    Ferre, Frederick

    1983-01-01

    Religions are unfalsifiable in the short run but open to long-term influence by science. Conversely, scientists sometimes extend their findings to mythic proportions. The struggle between evolutionary science and pseudo-scientific creationism rests on tensions resulting at this interface. Good education and social fairness require greater…

  13. 8 CFR 212.9 - Applicability of section 212(a)(32) to certain derivative third and sixth preference and...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... certain derivative third and sixth preference and nonpreference immigrants. 212.9 Section 212.9 Aliens and... certain derivative third and sixth preference and nonpreference immigrants. A derivative beneficiary who is the spouse or child of a qualified third or sixth preference or nonpreference immigrant and who is...

  14. 8 CFR 1212.9 - Applicability of section 212(a)(32) to certain derivative third and sixth preference and...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... certain derivative third and sixth preference and nonpreference immigrants. 1212.9 Section 1212.9 Aliens... Applicability of section 212(a)(32) to certain derivative third and sixth preference and nonpreference immigrants. A derivative beneficiary who is the spouse or child of a qualified third or sixth preference or...

  15. Prospective Mathematics Teachers' Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students

    ERIC Educational Resources Information Center

    Arslan, Cigdem; Erbay, Hatice Nur; Guner, Pinar

    2017-01-01

    In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students…

  16. Science Challenge Day

    ERIC Educational Resources Information Center

    Siegel, Deborah

    2013-01-01

    Science fairs can be good motivators, but as extracurricular activities, they leave some students behind. However, by staging a Science Challenge Day at school, educators can involve all students in doing everything from choosing activities to judging projects. This article presents a model for running a successful Science Challenge Day. The…

  17. CCMC Plans to Support SDO Operations

    NASA Technical Reports Server (NTRS)

    MacNeice, Peter

    2008-01-01

    The CCMC will actively support the SDO Mission. It will do this, wherever feasible, by installing and running those models which the SDO science planners deem both appropriate and necessary to enable the science goals of SDO. In this presentation I will outline our philosophy in offering this support, the models we are actively pursuing to enable this, and the modes in which we intend to run these models. I will discuss how users of SDO data will be able to request model runs and analyse their outputs. I will also describe the facilities which we have at our disposal to support this effort, and our expectations for the resource requirements which this support will need.

  18. [Wikipedia and wikinutrition: key tools for the global promotion of nutrition].

    PubMed

    Sanz-Valero, J; Wanden-Berghe, C; Culebras-Fernández, J M; Gil, A; Ruiz, M D; Luengo, L M; Veiga, J

    2012-01-01

    Wikipedia is an encyclopedia collaboratively edited by volunteers from around the world built on the Web since 2003. Today is the sixth most visited site on the Internet, making it the biggest hit of participatory democracy in the field of information dissemination. The English edition, with more than 3 million items, has become an indispensable part of the Internet and the largest and most popular reference work. In this context, it could be argued that Wikipedia is a valuable tool for the general knowledge of the nutritional sciences terminology. At the same time, it does not only facilitate access to knowledge but also can generate it. It also permits to socialize these spaces for collaboration and development, contributing therefore to disclose science to the society. Consequently, in this article we present and discuss the main features of Wikipedia, emphasizing above all its role in food science and nutrition.

  19. Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance

    ERIC Educational Resources Information Center

    Shirvani, Hosin

    2015-01-01

    This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…

  20. The Sixth Grade: Caught in the Middle.

    ERIC Educational Resources Information Center

    Lounsbury, John H.

    A comparative investigation of the place of the sixth grade in public education used a shadow study technique to address three questions: (1) What is a sixth grader's day in school like? (2) In what ways do programs provided for sixth graders differ, depending on where the grade is located in the school system? (3) How does what is known of the…

  1. Scientific Benefits of Space Science Models Archiving at Community Coordinated Modeling Center

    NASA Technical Reports Server (NTRS)

    Kuznetsova, Maria M.; Berrios, David; Chulaki, Anna; Hesse, Michael; MacNeice, Peter J.; Maddox, Marlo M.; Pulkkinen, Antti; Rastaetter, Lutz; Taktakishvili, Aleksandre

    2009-01-01

    The Community Coordinated Modeling Center (CCMC) hosts a set of state-of-the-art space science models ranging from the solar atmosphere to the Earth's upper atmosphere. CCMC provides a web-based Run-on-Request system, by which the interested scientist can request simulations for a broad range of space science problems. To allow the models to be driven by data relevant to particular events CCMC developed a tool that automatically downloads data from data archives and transform them to required formats. CCMC also provides a tailored web-based visualization interface for the model output, as well as the capability to download the simulation output in portable format. CCMC offers a variety of visualization and output analysis tools to aid scientists in interpretation of simulation results. During eight years since the Run-on-request system became available the CCMC archived the results of almost 3000 runs that are covering significant space weather events and time intervals of interest identified by the community. The simulation results archived at CCMC also include a library of general purpose runs with modeled conditions that are used for education and research. Archiving results of simulations performed in support of several Modeling Challenges helps to evaluate the progress in space weather modeling over time. We will highlight the scientific benefits of CCMC space science model archive and discuss plans for further development of advanced methods to interact with simulation results.

  2. SUSTAINABILITY LOGISTICS BASING SCIENCE AND TECHNOLOGY OBJECTIVE DEMONSTRATION; SELECTED TECHNOLOGY ASSESSMENT

    DTIC Science & Technology

    2018-03-22

    generators by not running them as often and reducing wet-stacking. Force Projection: If the IPDs of the microgrid replace, but don’t add to, the number...decrease generator run time, reduce fuel consumption, enable silent operation, and provide power redundancy for military applications. Important...it requires some failsafe features – run out of water, drive out of the sun. o Integration was a challenge; series of valves to run this experiment

  3. Creative Science Teaching Labs: New Dimensions in CPD

    ERIC Educational Resources Information Center

    Chappell, Kerry; Craft, Anna

    2009-01-01

    This paper offers analysis and evaluation of "Creative Science Teaching (CST) Labs III", a unique and immersive approach to science teachers' continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating…

  4. An integrated system of science education which puts students in touch with real life examples through multi - disciplinary teaching practice.

    NASA Astrophysics Data System (ADS)

    Vandecasteele, P.

    2012-04-01

    Reunion Island is a UNESCO heritage site, recognized for its rich biodiversity, volcanic landscape, varied climate and outstanding beauty. Economic development, autonomous energy supply and preservation of the natural landscape and its heritage presents a challenge to such a small, isolated island. These factors offer a different way of teaching science topics such as sustainable development; a way which motivates students, promotes independent learning and develops a critical eye. How can we integrate this type of teaching into the French secondary school system and make our students responsible and autonomous? • Field work comes first in order to find out, meet subject specialists and ask questions. Four main topics are chosen (water, waste, energy, biodiversity) and within these topics other issues are discussed (e.g. transport, food, aid …). For each topic, educational outdoor activities are organised for the first six weeks of the school year. e.g. educational outdoor activities on the theme of water (source, reservoir, distribution, purification…) • Exploit field work further in order to answer the question using multi disciplinary methods. e.g. on the theme of water : what is polluted water ? (In Physics and Chemistry, Biology, Geography) • Autonomous Benefit from their motivation and the skills and knowledge they have acquired in order to set them mini-dissertations on sustainable development. This is organized in the following way : 3 students work together on one topic for twenty weeks assisted by a sixth form student and a teacher. They must achieve certain objectives in certain timeframes and to understand globally and act locally e.g. on the theme of water : the water at our secondary school (Consumption, saving water, recycling…) Feedback : Julie, sixth form : ≪ This class is as much about sustainable development as it is about exciting discoveries, unexpected friendships and interesting field trips ... It's the beginning of a new adventure and a huge challenge to face. Don't miss out!! ≫. Wendy, sixth form : ≪ You don't like Biology, Chemistry, Geography, or English or anything else ? This class is a really enjoyable way to learn all these subjects.≫

  5. The relation of locus-of-control orientation and task structure to problem-solving performance of sixth-grade student pairs

    NASA Astrophysics Data System (ADS)

    Main, June Dewey; Budd Rowe, Mary

    This study investigated the relationship of locus-of-control orientations and task structure to the science problem-solving performance of 100 same-sex, sixth-grade student pairs. Pairs performed a four-variable problem-solving task, racing cylinders down a ramp in a series of trials to determine the 3 fastest of 18 different cylinders. The task was completed in one of two treatment conditions: the structured condition with moderate cuing and the unstructured condition with minimal cuing. Pairs completed an after-task assessment, predicting the results of proposed cylinder races, to measure the ability to understand and apply task concepts. Overall conclusions were: (1) There was no relationship between locus-of-control orientation and effectiveness of problem-solving strategy; (2) internality was significantly related to higher accuracy on task solutions and on after-task predictions; (3) there was no significant relationship between task structure and effectiveness of problem-solving strategy; (4) solutions to the task were more accurate in the unstructured task condition; (5) internality related to more accurate solutions in the unstructured task condition.

  6. Evaluation of a new community-based curriculum in disaster medicine for undergraduates.

    PubMed

    Bajow, Nidaa; Djalali, Ahmadreza; Ingrassia, Pier Luigi; Ragazzoni, Luca; Ageely, Hussein; Bani, Ibrahim; Corte, Francesco Della

    2016-08-26

    Nowadays, many medical schools include training in disaster medicine in undergraduate studies. This study evaluated the efficacy of a disaster medicine curriculum recently designed for Saudi Arabian medical students. Participants were 15 male and 14 female students in their fourth, fifth or sixth year at Jazan University Medical School, Saudi Arabia. The course was held at the Research Center in Emergency and Disaster Medicine and Computer Sciences Applied to the Medical Practice in Novara, Italy. The overall mean score on a test given before the course was 41.0 % and it increased to 67.7 % on the post-test (Wilcoxon test for paired samples: z = 4.71, p < 0.0001). There were no significant differences between the mean scores of males and females, or between students in their fourth, fifth or sixth year of medical school. These results show that this curriculum is effective for teaching disaster medicine to undergraduate medical students. Adoption of this course would help to increase the human resources available for dealing with disaster situations.

  7. We Run This City: Impact of a Community-School Fitness Program on Obesity, Health, and Fitness.

    PubMed

    Borawski, Elaine A; Jones, Sarah Drewes; Yoder, Laura Danosky; Taylor, Tara; Clint, Barbara A; Goodwin, Meredith A; Trapl, Erika S

    2018-05-03

    The We Run This City (WRTC) Youth Marathon Program is a community-supported, school-based fitness program designed to increase physical activity in a large, urban school district by engaging middle school youth to train 12 to 14 weeks to run or walk 1.2 miles, 6.2 miles, or 13.1 miles of the Rite Aid Cleveland Marathon. The objective of our study was to evaluate the effect of the intervention on adolescent health. We assessed changes in obesity, health, and fitness, measured before training and postintervention, among 1,419 sixth- to eighth-grade students participating in WRTC for the first time, with particular interest in the program's effect on overweight (85th-94th body mass index percentile) or obese (≥95th percentile) students. We collected data from 2009 through 2012, and analyzed it in 2016 and 2017. Outcomes of interest were body mass index (BMI), waist-to-hip ratio (WHR), elevated blood pressure, and fitness levels evaluated by using the Progressive Aerobic Cardiovascular Endurance Run (PACER) test and the sit-to-stand test. We saw significant improvements overall in fitness and blood pressure. Controlling for demographics, program event, and training dosage, BMI percentile increased among normal weight participants and decreased among overweight and obese participants (P < .001). WHR increased among obese participants, whereas reductions in blood pressure among those with elevated blood pressure were associated with higher amounts of training and lower baseline BMI. Even small amounts of regular physical activity can affect the health and fitness of urban youths. School-community partnerships offer a promising approach to increasing physical activity by supporting schools and making a school-based activity inclusive, fun, and connected to the broader fitness community.

  8. Atmospheric Research 2011 Technical Highlights

    NASA Technical Reports Server (NTRS)

    2012-01-01

    The 2011 Technical Highlights describes the efforts of all members of Atmospheric Research. Their dedication to advancing Earth Science through conducting research, developing and running models, designing instruments, managing projects, running field campaigns, and numerous other activities, is highlighted in this report.

  9. A Quantitative Study on the Correlation between Grade Span Configuration of Sixth Grade Students in Private Florida Schools and Academic Achievement on Standardized Achievement Scores

    ERIC Educational Resources Information Center

    Rantin, Deborah

    2017-01-01

    The applied dissertation was designed to investigate the three models of grade span configurations of sixth grade and the effects grade span configuration has on results of the standardized achievement scores of sixth grade students in private, Florida schools. Studies that have been conducted on sixth grade students and grade span configuration…

  10. The integration of creative drama into science teaching

    NASA Astrophysics Data System (ADS)

    Arieli, Bracha (Bari)

    This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.

  11. The George Engelmann Mathematics & Science Institute. 1993 Annual Report Science Scholar Program.

    ERIC Educational Resources Information Center

    Missouri Univ., St. Louis. George Englemann Mathematics & Science Inst.

    This publication is a comprehensive report on the George Engelmann Mathematics and Science Institute's Science Scholar program (SSP) and its activities in 1993. The SSP provides high achieving high school students an introductory, 4-week summer curriculum designed to demonstrate the connecting thread running through all scientific thought. The 52…

  12. Ivins examines Destiny with the processing team in the SSPF

    NASA Technical Reports Server (NTRS)

    1999-01-01

    In the Space Station Processing Facility, Marsha Ivins, a mission specialist on the STS-98 crew, inspects the U.S. Laboratory with members of the laboratory's processing team. The laboratory module, considered the centerpiece of the International Space Station (ISS), has been named 'Destiny' in honor of its prominent role in the world's largest science and technology effort. It is planned for launch aboard Space Shuttle Endeavour on the sixth ISS construction flight currently targeted for March 2000. From left to right are Ivins, Jerry Hopkins, Danny Whittington, Melissa Orozco, and Suzanne Fase.

  13. Ivins examines Destiny with the processing team in the SSPF

    NASA Technical Reports Server (NTRS)

    1999-01-01

    In the Space Station Processing Facility, Marsha Ivins (left), a mission specialist on the STS-98 crew, discusses the U.S. Laboratory with members of the laboratory's processing team, (left to right) James Thews, Suzanne Fase, and Danny Whittington. The laboratory module, considered the centerpiece of the International Space Station (ISS), has been named 'Destiny' in honor of its prominent role in the world's largest science and technology effort. It is planned for launch aboard Space Shuttle Endeavour on the sixth ISS construction flight currently targeted for March 2000.

  14. KSC-2012-6383

    NASA Image and Video Library

    2012-12-04

    CAPE CANAVERAL, Fla. – At the Kennedy Space Center Visitor Complex in Florida teams of five students are using kits with identical plastic pieces to build a space station-like truss. Following construction, weights were added to determine its strength and points were awarded based on how much weight their truss would support. Between Nov. 26 and Dec. 7, 2012, about 5,300 sixth-graders in Brevard County, Florida were bused to Kennedy's Visitor Complex for Brevard Space Week, an educational program designed to encourage interest in science, technology, engineering and mathematics STEM careers. Photo credit: NASA/Tim Jacobs

  15. A Simple, Scalable, Script-based Science Processor

    NASA Technical Reports Server (NTRS)

    Lynnes, Christopher

    2004-01-01

    The production of Earth Science data from orbiting spacecraft is an activity that takes place 24 hours a day, 7 days a week. At the Goddard Earth Sciences Distributed Active Archive Center (GES DAAC), this results in as many as 16,000 program executions each day, far too many to be run by human operators. In fact, when the Moderate Resolution Imaging Spectroradiometer (MODIS) was launched aboard the Terra spacecraft in 1999, the automated commercial system for running science processing was able to manage no more than 4,000 executions per day. Consequently, the GES DAAC developed a lightweight system based on the popular Per1 scripting language, named the Simple, Scalable, Script-based Science Processor (S4P). S4P automates science processing, allowing operators to focus on the rare problems occurring from anomalies in data or algorithms. S4P has been reused in several systems ranging from routine processing of MODIS data to data mining and is publicly available from NASA.

  16. PS3 CELL Development for Scientific Computation and Research

    NASA Astrophysics Data System (ADS)

    Christiansen, M.; Sevre, E.; Wang, S. M.; Yuen, D. A.; Liu, S.; Lyness, M. D.; Broten, M.

    2007-12-01

    The Cell processor is one of the most powerful processors on the market, and researchers in the earth sciences may find its parallel architecture to be very useful. A cell processor, with 7 cores, can easily be obtained for experimentation by purchasing a PlayStation 3 (PS3) and installing linux and the IBM SDK. Each core of the PS3 is capable of 25 GFLOPS giving a potential limit of 150 GFLOPS when using all 6 SPUs (synergistic processing units) by using vectorized algorithms. We have used the Cell's computational power to create a program which takes simulated tsunami datasets, parses them, and returns a colorized height field image using ray casting techniques. As expected, the time required to create an image is inversely proportional to the number of SPUs used. We believe that this trend will continue when multiple PS3s are chained using OpenMP functionality and are in the process of researching this. By using the Cell to visualize tsunami data, we have found that its greatest feature is its power. This fact entwines well with the needs of the scientific community where the limiting factor is time. Any algorithm, such as the heat equation, that can be subdivided into multiple parts can take advantage of the PS3 Cell's ability to split the computations across the 6 SPUs reducing required run time by one sixth. Further vectorization of the code can allow for 4 simultanious floating point operations by using the SIMD (single instruction multiple data) capabilities of the SPU increasing efficiency 24 times.

  17. Laboratory for Atmospheres: 2006 Technical Highlights

    NASA Technical Reports Server (NTRS)

    Stewart, Richard W.

    2007-01-01

    The 2006 Technical Highlights describes the efforts of all members of the Laboratory for Atmospheres. Their dedication to advancing Earth science through conducting research, developing and running models, designing instruments, managing projects, running field campaigns, and numerous other activities, are highlighted in this report.

  18. Laboratory for Atmospheres 2009 Technical Highlights

    NASA Technical Reports Server (NTRS)

    Cote, Charles E.

    2010-01-01

    The 2009 Technical Highlights describes the efforts of all members of the Laboratory for Atmospheres. Their dedication to advancing Earth Science through conducting research, developing and running models, designing instruments, managing projects, running field campaigns, and numerous other activities, is highlighted in this report.

  19. Laboratory for Atmospheres 2005 Technical Highlights

    NASA Technical Reports Server (NTRS)

    2006-01-01

    The 2005 Technical highlights describes the efforts of all members of the Laboratory for Atmospheres. Their dedication to advancing Earth Science through conducting research, developing and running models, designing instruments, managing projects, running field campaigns, and numerous other activities, is highlighted in this report.

  20. Laboratory for Atmospheres 2007 Technical Highlights

    NASA Technical Reports Server (NTRS)

    Stewart, Richard W.

    2008-01-01

    The 2007 Technical Highlights describes the efforts of all members of the Laboratory for Atmospheres. Their dedication to advancing Earth Science through conducting research, developing and running models, designing instruments, managing projects, running field campaigns, and numerous other activities, is highlighted in this report.

  1. Laboratory for Atmospheres 2010 Technical Highlights

    NASA Technical Reports Server (NTRS)

    2011-01-01

    The 2010 Technical Highlights describes the efforts of all members of the Laboratory for Atmospheres. Their dedication to advancing Earth Science through conducting research, developing and running models, designing instruments, managing projects, running field campaigns, and numerous other activities, is highlighted in this report.

  2. Academic achievement and career choice in science: Perceptions of African American urban high school students

    NASA Astrophysics Data System (ADS)

    Jones, Sheila Kay

    2007-12-01

    Low test scores in science and fewer career choices in science among African American high school students than their White counterparts has resulted in lower interest during high school and an underrepresentation of African Americans in science and engineering fields. Reasons for this underachievement are not known. This qualitative study used a grounded theory methodology to examine what influence parental involvement, ethnic identity, and early mentoring had on the academic achievement in science and career choice in science of African American urban high school 10th grade students. Using semi-structured open-ended questions in individual interviews and focus groups, twenty participants responded to questions about African American urban high school student achievement in science and their career choice in science. The median age of participants was 15 years; 85% had passed either high school biology or physical science. The findings of the study revealed influences and interactions of selected factors on African American urban high school achievement in science. Sensing potential emerged as the overarching theme with six subthemes; A Taste of Knowledge, Sounds I Hear, Aromatic Barriers, What Others See, The Touch of Others, and The Sixth Sense. These themes correlate to the natural senses of the human body. A disconnect between what science is, their own individual learning and success, and what their participation in science could mean for them and the future of the larger society. Insight into appropriate intervention strategies to improve African American urban high school achievement in science was gained.

  3. Fatty acid profile comparisons in human milk sampled from the same mothers at the sixth week and the sixth month of lactation.

    PubMed

    Szabó, Eva; Boehm, Günther; Beermann, Christopher; Weyermann, Maria; Brenner, Hermann; Rothenbacher, Dietrich; Decsi, Tamás

    2010-03-01

    To compare fatty acid composition of human milk at 2 different stages of lactation and investigate the relation between trans isomeric and long-chain polyunsaturated fatty acids (LCPUFAs) in human milk at the sixth month of lactation. We investigated human milk samples obtained at the sixth week and sixth month of lactation from 462 mothers who participated in a large birth cohort study. Fatty acid composition of human milk lipids was determined by high-resolution capillary gas-liquid chromatography. Fat contents of human milk increased significantly between the sixth week and sixth month of lactation (1.63 [2.06] and 3.19 [3.14], g/100 mL; median [interquartile range], P < 0.001). Percentage contributions to human milk fatty acid composition of nearly all polyunsaturated fatty acids also increased significantly (linoleic acid: 10.09 [4.41] and 11.01 [4.53], arachidonic acid: 0.46 [0.32] and 0.48 [0.23], alpha-linolenic acid: 0.69 [0.42] and 0.75 [0.41], and docosahexaenoic acid: 0.17 [0.23] and 0.23 [0.15], % wt/wt, P < 0.001). Values of the 18-carbon trans octadecenoic acid (C18:1n-7/9t) significantly inversely correlated to linoleic acid (r = -0.24, P < 0.001), alpha-linolenic acid (r = -0.19, P < 0.001), and arachidonic acid (r = -0.43, P < 0.001). In contrast, we found no correlation between the 16-carbon trans hexadecenoic acid (C16:1n-7t) and the same LCPUFAs. Data obtained in the present study indicate increasing fat contents with stable or increasing percentage contribution of LCPUFAs in human milk samples between the sixth week and at the sixth month of lactation, and the availability of 18-carbon trans isomeric fatty acids is inversely associated to the availability of several LCPUFAs in human milk at the sixth month of lactation.

  4. 78 FR 67168 - Sixth Annual Sentinel Initiative; Public Workshop

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-08

    ...] Sixth Annual Sentinel Initiative; Public Workshop AGENCY: Food and Drug Administration, HHS. ACTION... workshop entitled ``Sixth Annual Sentinel Initiative.'' Convened by the Engelberg Center for Health Care... product surveillance. Topics will include an overview of the status of FDA's Sentinel Initiative and...

  5. Augmented superior rectus transposition procedure in Duane retraction syndrome compared with sixth nerve palsy.

    PubMed

    Akbari, Mohammadreza; Shomali, Setareh; Mirmohammadsadeghi, Arash; Fard, Masoud Aghsaei

    2018-05-01

    Superior rectus transposition (SRT) with medial rectus recession has been used for the treatment of sixth nerve palsy and esotropic Duane retraction syndrome (DRS). The purpose of this study was to compare the results of augmented SRT (with scleral fixation) without medial rectus recession in DRS and sixth nerve palsy. Patients with unilateral esotropic DRS (DRS group) and sixth nerve palsy were included in this prospective, comparative study and underwent SRT. Preoperative forced duction testing was negative or slightly positive in both groups. Prospective measurements were compared between the two groups. There were 11 patients in the DRS group and 11 patients in the sixth nerve palsy group. The mean preoperative esotropia decreased from 20.9 ± 6.0 prism diopter (PD) at far to 13.2 ± 5.8 PD in the DRS group (P = 0.003). The same measurement improved from 28.0 ± 8.5 PD to 8.4 ± 7.3 PD in the sixth nerve palsy group (P = 0.003). In the sixth nerve palsy group, the improvement in primary gaze esotropia and abnormal head posture was more than the DRS group (Both P < 0.001).The average dose effect for SRT was 7.8 ± 2.2 PD in the DRS group and 19.2 ± 4.6 PD in the sixth nerve palsy group. Although objective intorsion was significantly induced after SRT, subjective torsion was not significant after surgery in both groups. SRT appears to be more effective in improving primary gaze deviation and head posture in sixth nerve palsy compared with DRS. Subjective torsional and vertical diplopia were rare in both groups.

  6. Graphical support for comprehending science texts: The contributions of diagram design and text directives

    NASA Astrophysics Data System (ADS)

    McTigue, Erin M.

    The present study examined the combined effect of diagram design and text directives on the comprehension of explanatory science texts for middle school readers. Three types of diagram designs were compared. Each design contained the same graphical representation of a cycle but differed in the labels. The labels indicated either the (a) parts of the, cycle, (b) steps of the cycle, or (c) both the parts and steps. Additionally, there were two conditions of text, both with and without embedded directives. The directives guided the reader to the diagram to help readers integrate the two sources of information. Finally, each of the 189 sixth grade participants read two texts---a life-science text and a physical-science text. Results indicated that for the life-science text both the parts diagrams and the steps diagrams facilitated the readers' comprehension, but that the parts & steps diagram did not. Overall, the directives assisted readers in the life-science text, when they were viewing the complex diagrams: the steps diagram, and the parts & steps diagrams, but not the parts diagram. Directives also helped girls who were reading at the below- and on-grade level, but not the girls reading above-grade level. Neither the diagrams nor directives facilitated comprehension of the physical science text. There was a gender difference favoring boys on the physical science but no gender difference on the life-science text.

  7. The Clubbers' Guide: "Be Inspired, Inspire Others"

    ERIC Educational Resources Information Center

    Carter, Liz

    2012-01-01

    "Be inspired, inspire others" is this author's school motto and also something she aims to achieve by running the Science Club at The Warwick School in Redhill, Surrey, UK, an 11-16 specialist technology comprehensive. The Science Club is part of an extensive science, technology, engineering, and mathematics (STEM) programme that has…

  8. Problems of the Financing of Russian Science

    ERIC Educational Resources Information Center

    Mindeli, L.; Chernykh, S.

    2010-01-01

    One of the most important factors that determine the state of science potential and, in the long run, the successful results of scientific and technical activity, is its financing. All developed countries conduct an incentive policy to encourage their national science, including systematic support from state budgets for scientific research and…

  9. Representing, Running, and Revising Mental Models: A Computational Model

    ERIC Educational Resources Information Center

    Friedman, Scott; Forbus, Kenneth; Sherin, Bruce

    2018-01-01

    People use commonsense science knowledge to flexibly explain, predict, and manipulate the world around them, yet we lack computational models of how this commonsense science knowledge is represented, acquired, utilized, and revised. This is an important challenge for cognitive science: Building higher order computational models in this area will…

  10. Integrating the Internet into the Classroom by Removing "Technology" Barriers.

    ERIC Educational Resources Information Center

    Overy, Martyn

    2000-01-01

    Describes three websites that feature resources for science teachers, students, and department heads. The first allows teachers to design their own online worksheets, the second contains a collection of science-related images, and the third focuses on issues related to the running, organization, and management of science departments. (WRM)

  11. `Grasp of Practice' as a Reasoning Resource for Inquiry and Nature of Science Understanding

    NASA Astrophysics Data System (ADS)

    Ford, Michael

    2008-02-01

    This article articulates how a ‘grasp of practice’ serves as a reasoning resource for inquiry and citizenship abilities associated with nature of science (NOS) understanding. Theoretically, this resource is elaborated through an overlapping concern with ‘practice’ in two literatures, science studies and psychology of learning, bringing attention to two key roles in scientific practice, Critiquers and Constructors of claims. Empirically, this resource is made plausible by the results of an expert-novice study and a classroom study. In the expert-novice study, reactions of scientists and laypeople to science-related claims in the popular media were contrasted, underlining the appropriate ways scientists tend to Critique such claims. In the classroom study, sixth-grade students engaged in a 2-week ramp experiment, experiencing first hand the roles of Critiquers and Constructors of claims, and were subsequently assessed with a novel experimental task. Performances suggest that students had attained a grasp of practice, going well beyond mere execution of methods or procedures. These results challenge a common assumption that declarative knowledge best characterizes learning targets for supporting inquiry and NOS understanding.

  12. A Seven-Year Longitudinal Study of the Research Outcomes for the CASPER Physics Circus

    NASA Astrophysics Data System (ADS)

    Carmona-Reyes, Jorge; Land-Zandstra, Anna; Stark, Gary; Tarman, Lisa; Menefee, Matt; Wang, Li; Cook, Mike; Schmoke, Jimmy; Matthews, Lorin; Hyde, Truell

    2014-10-01

    The CASPER Physics Circus was specifically designed to increase student interest in science, technology, engineering and mathematics (STEM) careers where the current generation of scientists and engineers is rapidly approaching retirement age. The Physics Circus followed Waco and LaVega ISD students starting in the sixth grade and ending in the twelfth grade with this cohort group attending the Physics Circus event on the Baylor University campus, interacting with CASPER graduate students and participating in hands-on instructional activities. The event was designed as an informal learning environment intervention and operated under the discovery, project and guided-inquiry base framework wrapped in a learner-center ideology. Participating students were allowed to experiment with hands-on manipulatives while interacting with physicists, science educators and graduate students in both STEM and science education fields. Professional Development was also a part of the Physics Circus for all science teachers within the cohort. This paper presents the results of a seven-year longitudinal study on the Physics Circus and presents future plans to expand the program's effectiveness and impact.

  13. Gender equity: A study of classroom interactions of sixth-grade science teachers before and after gender equity training

    NASA Astrophysics Data System (ADS)

    Giuliano, Joanne

    The researcher investigated teachers' perceptions of their interactions with students in their 6th grade science classrooms and the effects of gender equity training on teachers' interactions with students. Teacher perceptions were measured at pretest and posttest using the Gender Equity Teacher-Student Interaction Questionnaire (GETSIQ). The outcomes from one day of gender equity training, using the Gender Equity Video and Instructional Guide, were measured at pretest, posttest, and follow-up using the INTERSECT scale. A non-random sample of twenty 6th grade science teachers from five middle schools participated in the study. Ten teachers were assigned to each of the control or experimental groups. The first hypothesis posited that teacher perceptions of and actions toward male and female students in sixth grade science classrooms would be different as reflected by scores on the GETSIQ. The hypothesis was partially supported. Teachers reported significantly different amounts of acknowledgment, attention in general, and attention to questions, responses, and comments for boys and girls, and different evaluations based on their expectations for a student. Following training, teachers from the experimental group obtained somewhat higher scores, though the differences were not statistically significant. Hypothesis 2 stated that gender equity training would increase equitable teacher interactions with male and female students as demonstrated by scores on the INTERSECT Checklist. This hypothesis was partially supported. A comparison of the Intersect checklist (praise, acceptance, remediation, criticism) revealed that teachers were observed to more equally give praise to boys and girls following training, male teachers engaged in more acceptance responses with girls, and female teachers had more equitable distribution of acceptance. Male teachers increased the amount of remediation to girls, and female teachers continued to provide more remediation to boys. The differences between pretest and posttest were statistically significant. There was some reversion to pretest levels interactions at follow-up. The results of the study support the effectiveness of gender equity training in facilitating increased awareness and behavioral change in teachers. However, training needs to be of longer duration for continued effectiveness.

  14. The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement

    NASA Astrophysics Data System (ADS)

    Zhang, Danhui

    Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.

  15. KSC-00pp1636

    NASA Image and Video Library

    2000-10-31

    The crack in the crawler-transporter cleat that delayed rollout of Space Shuttle Endeavour can be seen as a white dotted line on the top-center and running down the right side. The cleat rests on the ground near Launch Pad 39B. The cracked cleat forced the reverse of the rollout back outside the pad gate so the cleat could be replaced on flat ground before moving up the incline to the top of the pad. Endeavour is scheduled to be launched Nov. 30 at 10:01 p.m. EST on mission STS-97, the sixth construction flight to the International Space Station. Its payload includes the P6 Integrated Truss Structure and a photovoltaic (PV) module, with giant solar arrays that will provide power to the Station. The mission includes two spacewalks to complete the solar array connections

  16. Realizing the child's perspective: An exploration of sixth-graders' ideas about land use

    NASA Astrophysics Data System (ADS)

    Wee, Bryan Shao-Chang

    Given the rapid rate of urbanization in the U.S., it is important to explore children's conceptions of land use and to understand children's relationships to the environment. In addition, the school is an important source of environmental information where curriculum and instruction play critical roles in shaping children's ideas. The purpose of this study, therefore, was to investigate children's conceptions of land use in the context of an environmental science class. This was a naturalistic study conducted with 13 sixth-graders and their teacher in West-central Indiana. A social constructivist framework was utilized to steer data collection and to guide interpretation. Qualitative methods such as interviews, drawings and photograph journals were used to elicit children's ideas and field notes provided a rich description of the learning environment. Data were analyzed inductively and coded using case-specific criteria to organize and interpret data on an emergent basis. It was found that children in this study did not view humans as part of the environment. Land use was conceptualized as a human activity for human benefit, that is, children's conceptions of land use were framed by an anthropocentric worldview. Furthermore, children's conceptions of land use-related outcomes were negative and limited to large-scale, visible forms of environmental impacts. Environmental science instruction did not change these ideas; in fact, they were reinforced by the school curriculum. These findings suggest that exploring and applying the fundamental nature of children's ideas in environmental education and research is essential to the development of a land ethic as well as an environmentally literate citizenry.

  17. KSC-97PC863

    NASA Image and Video Library

    1997-05-25

    KENNEDY SPACE CENTER, FLA. - Members of the STS-84 crew pause at Patrick Air force Base just prior to their departure for Johnson Space Center in Houston, Texas. They are (from left) Mission Specialist Jean-Francois Clervoy; returning astronaut and Mir 23 crew member Jerry M. Linenger; Mission Commander Charles J. Precourt; Mission Specialist Edward Tsang Lu; and Mission Specialist Elena V. Kondakova. The seven-member crew returned aboard the Space Shuttle Orbiter Atlantis May 24 on KSC's Runway 33 after the completion of a successful nine-day mission. STS-84 was the sixth docking of the Space Shuttle with the Russian Space Station MIr. Atlantis was docked with the Mir for five days. STS-84 Mission Specialist C. Michael Foale replaced Linenger, who had been on the Russian space station since Jan. 15. Besides the docking and crew exchange, STS-84 included the transfer of more than 7,300 pounds of water, logistics and science experiments and hardware to and from the Mir. Scientific experiments conducted during the STS-84 mission, and scheduled for Foale's stay on the Mir, are in the fields of advanced technology, Earth sciences, fundamental biology, human life sciences, International Space Station risk mitigation, microgravity sciences and space sciences.

  18. A community of educators: professional development for graduate students within the Berkeley Compass Project

    NASA Astrophysics Data System (ADS)

    Schwab, Josiah; Roth, Nathaniel; Berkeley Compass Project

    2015-01-01

    The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. Graduate students, together with upper-level undergraduates, design and run all Compass programs. We strive to create a community of educators that incorporates best practices from the science education literature. Along the way, we develop experience in curriculum development, fundraising, grant writing, interfacing with university administration, and other aspects of running an effective organization. Our experience in Compass leaves us better poised to be successful researchers, teachers, and mentors.

  19. Teaching Science Fact with Science Fiction

    ERIC Educational Resources Information Center

    Raham, R. Gary

    2004-01-01

    The literature of science fiction packs up the facts and discoveries of science and runs off to futures filled with both wonders and warnings. Kids love to take the journeys it offers for the thrill of the ride, but they can learn as they travel, too. This book will provide the reader with: (1) an overview of the past 500 years of scientific…

  20. Rotary Kiln Gasification of Solid Waste for Base Camps

    DTIC Science & Technology

    2017-10-02

    cup after full day run 3.3 Feedstock Handling System Garbage bags containing waste feedstock are placed into feed bin FB-101. Ram feeder RF-102...Environmental Science and Technology using the Factory Talk SCADA software running on a laptop computer. A wireless Ethernet router that is located within the...pyrolysis oil produced required consistent draining from the system during operation and became a liquid waste disposal problem. A 5-hour test run could

  1. Rhetorical Use of Inscriptions in Students' Written Arguments About Socioscientific Issues

    NASA Astrophysics Data System (ADS)

    Xiao, Sihan

    2018-05-01

    Educators expect that students be able to make informed decisions about science-related problems in their everyday lives. Engaging science in such problems often entails evaluating available evidence for given arguments. This study explores how students use inscriptions as evidence to argue about socioscientific issues. Fifth- and sixth-grade students (N = 102) in two intact classrooms completed written argument tasks in which they were asked to cite given inscriptions to support their decisions about energy use or genetically modified organisms. Qualitative content analyses of these written arguments, which focused on the coordination between inscriptions and claims, show three patterns of rhetorical use of inscriptions: seeing is believing, believing is seeing, and asserting is inferring. What counts as evidence was not the inscriptions per se, but the rhetorical functions they performed in particular arguments. These findings suggest that justifying socioscientific decisions is functionally different from explaining scientific phenomena. Linking these two activities in school may help students more productively engage with science in their everyday lives.

  2. Effective Lesson Planning: Field Trips in the Science Curriculum

    NASA Astrophysics Data System (ADS)

    Rieger, C. R.

    2010-10-01

    Science field trips can positively impact and motivate students. However, if a field trip is not executed properly, with appropriate preparation and follow-up reinforcement, it can result in a loss of valuable educational time and promote misconceptions in the students. This study was undertaken to determine if a classroom lesson before an out-of-the-classroom activity would affect learner gain more or less than a lesson after the activity. The study was based on the immersive theater movie ``Earth's Wild Ride'' coupled with a teacher-led Power Point lesson. The participants in the study were students in a sixth grade physical science class. The order of lessons showed no detectable effect on final learner outcomes. Based on pre- and post-testing, improvement in mean learning gain came from the teacher-led lesson independent of the movie. The visit to the immersive theater, however, had significant positive effects that did not show up in the quantitative results of the testing.

  3. The effects of different gender groupings on middle school students' performance in science lab

    NASA Astrophysics Data System (ADS)

    Drab, Deborah D.

    Grouping students for labs in science classes is a common practice. This mixed methods quasi-experimental action research study examines homogeneous and heterogeneous gender grouping strategies to determine what gender grouping strategy is the most effective in a coeducational science classroom setting. Sixth grade students were grouped in same-gender and mixed-gender groups, alternating each quarter. Over the course of an academic year, data were collected from four sources. The teacher-researcher observed groups working during hands-on activities to collect data on student behaviors. Students completed post-lab questionnaires and an end-of-course questionnaire about their preferences and experiences in the different grouping strategies. Student scores on written lab assignments were also utilized. Data analysis focused on four areas: active engagement, student achievement, student perceptions of success and cooperative teamwork. Findings suggest that teachers may consider grouping students of different ability levels according to different gender grouping strategies to optimize learning.

  4. Exploring Quality Assurance in Sixth Form Colleges

    ERIC Educational Resources Information Center

    Stoten, David William

    2012-01-01

    Purpose: This paper aims to focus on the changing nature of quality assurance systems within the sixth form college sector. Design/methodology/approach: Ten sixth form colleges were surveyed across England and staff from varying levels within college hierarchies questioned about how quality assurance systems were implemented. Research involved…

  5. A case for Sandia investment in complex adaptive systems science and technology.

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

    Colbaugh, Richard; Tsao, Jeffrey Yeenien; Johnson, Curtis Martin

    2012-05-01

    This white paper makes a case for Sandia National Laboratories investments in complex adaptive systems science and technology (S&T) -- investments that could enable higher-value-added and more-robustly-engineered solutions to challenges of importance to Sandia's national security mission and to the nation. Complex adaptive systems are ubiquitous in Sandia's national security mission areas. We often ignore the adaptive complexity of these systems by narrowing our 'aperture of concern' to systems or subsystems with a limited range of function exposed to a limited range of environments over limited periods of time. But by widening our aperture of concern we could increase ourmore » impact considerably. To do so, the science and technology of complex adaptive systems must mature considerably. Despite an explosion of interest outside of Sandia, however, that science and technology is still in its youth. What has been missing is contact with real (rather than model) systems and real domain-area detail. With its center-of-gravity as an engineering laboratory, Sandia's has made considerable progress applying existing science and technology to real complex adaptive systems. It has focused much less, however, on advancing the science and technology itself. But its close contact with real systems and real domain-area detail represents a powerful strength with which to help complex adaptive systems science and technology mature. Sandia is thus both a prime beneficiary of, as well as potentially a prime contributor to, complex adaptive systems science and technology. Building a productive program in complex adaptive systems science and technology at Sandia will not be trivial, but a credible path can be envisioned: in the short run, continue to apply existing science and technology to real domain-area complex adaptive systems; in the medium run, jump-start the creation of new science and technology capability through Sandia's Laboratory Directed Research and Development program; and in the long run, inculcate an awareness at the Department of Energy of the importance of supporting complex adaptive systems science through its Office of Science.« less

  6. Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

    NASA Astrophysics Data System (ADS)

    Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

    2011-12-01

    We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

  7. Lock Acquisition and Sensitivity Analysis of Advanced LIGO Interferometers

    NASA Astrophysics Data System (ADS)

    Martynov, Denis

    Laser interferometer gravitational wave observatory (LIGO) consists of two complex large-scale laser interferometers designed for direct detection of gravitational waves from distant astrophysical sources in the frequency range 10Hz - 5kHz. Direct detection of space-time ripples will support Einstein's general theory of relativity and provide invaluable information and new insight into physics of the Universe. The initial phase of LIGO started in 2002, and since then data was collected during the six science runs. Instrument sensitivity improved from run to run due to the effort of commissioning team. Initial LIGO has reached designed sensitivity during the last science run, which ended in October 2010. In parallel with commissioning and data analysis with the initial detector, LIGO group worked on research and development of the next generation of detectors. Major instrument upgrade from initial to advanced LIGO started in 2010 and lasted until 2014. This thesis describes results of commissioning work done at the LIGO Livingston site from 2013 until 2015 in parallel with and after the installation of the instrument. This thesis also discusses new techniques and tools developed at the 40m prototype including adaptive filtering, estimation of quantization noise in digital filters and design of isolation kits for ground seismometers. The first part of this thesis is devoted to the description of methods for bringing the interferometer into linear regime when collection of data becomes possible. States of longitudinal and angular controls of interferometer degrees of freedom during lock acquisition process and in low noise configuration are discussed in details. Once interferometer is locked and transitioned to low noise regime, instrument produces astrophysics data that should be calibrated to units of meters or strain. The second part of this thesis describes online calibration technique set up in both observatories to monitor the quality of the collected data in real time. Sensitivity analysis was done to understand and eliminate noise sources of the instrument. The coupling of noise sources to gravitational wave channel can be reduced if robust feedforward and optimal feedback control loops are implemented. Static and adaptive feedforward noise cancellation techniques applied to Advanced LIGO interferometers and tested at the 40m prototype are described in the last part of this thesis. Applications of optimal time domain feedback control techniques and estimators to aLIGO control loops are also discussed. Commissioning work is still ongoing at the sites. First science run of advanced LIGO is planned for September 2015 and will last for 3-4 months. This run will be followed by a set of small instrument upgrades that will be installed on a time scale of few months. Second science run will start in spring 2016 and last for about six months. Since current sensitivity of advanced LIGO is already more than a factor of 3 higher compared to initial detectors and keeps improving on a monthly basis, the upcoming science runs have a good chance for the first direct detection of gravitational waves.

  8. Estimation of genetic parameters for milk yield in Murrah buffaloes by Bayesian inference.

    PubMed

    Breda, F C; Albuquerque, L G; Euclydes, R F; Bignardi, A B; Baldi, F; Torres, R A; Barbosa, L; Tonhati, H

    2010-02-01

    Random regression models were used to estimate genetic parameters for test-day milk yield in Murrah buffaloes using Bayesian inference. Data comprised 17,935 test-day milk records from 1,433 buffaloes. Twelve models were tested using different combinations of third-, fourth-, fifth-, sixth-, and seventh-order orthogonal polynomials of weeks of lactation for additive genetic and permanent environmental effects. All models included the fixed effects of contemporary group, number of daily milkings and age of cow at calving as covariate (linear and quadratic effect). In addition, residual variances were considered to be heterogeneous with 6 classes of variance. Models were selected based on the residual mean square error, weighted average of residual variance estimates, and estimates of variance components, heritabilities, correlations, eigenvalues, and eigenfunctions. Results indicated that changes in the order of fit for additive genetic and permanent environmental random effects influenced the estimation of genetic parameters. Heritability estimates ranged from 0.19 to 0.31. Genetic correlation estimates were close to unity between adjacent test-day records, but decreased gradually as the interval between test-days increased. Results from mean squared error and weighted averages of residual variance estimates suggested that a model considering sixth- and seventh-order Legendre polynomials for additive and permanent environmental effects, respectively, and 6 classes for residual variances, provided the best fit. Nevertheless, this model presented the largest degree of complexity. A more parsimonious model, with fourth- and sixth-order polynomials, respectively, for these same effects, yielded very similar genetic parameter estimates. Therefore, this last model is recommended for routine applications. Copyright 2010 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

  9. Mentoring New Science Teachers

    ERIC Educational Resources Information Center

    Shea, Kathleen; Greenwood, Anita

    2007-01-01

    Most experienced high school science teachers are asked at some point to serve as a mentor to a novice teacher. While mentor-training programs have been established in many states, they often only focus on how the mentor can help new science teachers understand and negotiate the school culture, such as how the school runs and where supplies are…

  10. 5 for Sydney

    ERIC Educational Resources Information Center

    Berry, Bryan

    2010-01-01

    ASE has a long history of sending students to the International Science School (ISS), having been doing so since 1968. The ISS is a free science education programme run biennially by the Science Foundation for Physics at the University of Sydney. ASE's role is to select the students and organise funding to enable the students and escorts to…

  11. How the Fair Test Nearly Killed Enquiry

    ERIC Educational Resources Information Center

    Nickels, Juliet

    2016-01-01

    In this article, Juliet Nickels explores the importance of content and exploration in a child- and enquiry-led curriculum. During British Science Week, Nickels runs science week at Coten End Primary School, culminating in an exhibition. Leading up to the school's science week in 2015, she ran staff meetings to clarify purpose and logistics, and…

  12. USSR Space Life Sciences Digest, issue 6

    NASA Technical Reports Server (NTRS)

    Hooke, L. R. (Editor); Radtke, M. (Editor); Teeter, R. (Editor); Rowe, J. E. (Editor)

    1986-01-01

    This is the sixth issue of NASA's USSR Space Life Sciences Digest. It contains abstracts of 54 papers recently published in Russian language periodicals and bound collections and of 10 new Soviet monographs. Selected abstracts are illustrated with figures and tables from the original. Additional features include a table of Soviet EVAs and information about English translations of Soviet materials available to readers. The topics covered in this issue have been identified as relevant to 26 areas of aerospace medicine and space biology. These areas are adaptation, biospherics, body fluids, botany, cardiovascular and respiratory systems, developmental biology, endocrinology, enzymology, exobiology, genetics, habitability and environment effects, health and medical treatment, hematology, human performance, immunology, life support systems, mathematical modeling, metabolism., microbiology, morphology and cytology, musculoskeletal system, neurophysiology, nutrition, perception, personnel selection, psychology, radiobiology, reproductive biology, and space medicine.

  13. Practical Applications of a Space Station

    NASA Technical Reports Server (NTRS)

    1984-01-01

    The potential uses of a special station for civil and commercial applications is examined. Five panels of experts representing user-oriented communities, and a sixth panel which dealth with system design considerations, based their studies on the assumption that the station would be a large platform, capable of housing a wide array of diverse instruments, and could be either manned or unmanned. The Earth's Resources Panel dealt with applications of remote sensing for resource assessment. The Earth's Environment Panel dealt with the Earth's atmosphere and its impact on society. The Ocean Operations Panel looked at both science and applications. The Satellite Communications Panel assessed the potential role of a space station in the evolution of commercial telecommunication services up to the year 2000. The Materials Science and Engineering panel focused on the utility of a space station environment for materials processing.

  14. A Kinesthetic Demonstration for Locating Earthquake Epicenters

    NASA Astrophysics Data System (ADS)

    Keyantash, J.; Sperber, S.

    2005-12-01

    During Spring 2005, an inquiry-based curriculum for plate tectonics was developed for implementation in sixth-grade classrooms within the Los Angeles Unified School District (LAUSD). Two cohorts of LAUSD teachers received training and orientation to the plate tectonics unit during one week workshops in July 2005. However, during the training workshops, it was observed that there was considerable confusion among the teachers as to how the traditional "textbook" explanation of the time lag between P and S waves on a seismogram could possibly be used to determine the epicenter of an earthquake. One of the State of California science content standards for sixth grade students is that they understand how the epicenters of earthquakes are determined, so it was critical that the teachers themselves grasped the concept. In response to the adult learner difficulties, the classroom explanation of earthquake epicenter location was supplemented with an outdoor kinesthetic activity. Based upon the experience of the kinesthetic model, it was found that the hands-on model greatly cemented the teachers' understanding of the underlying theory. This paper details the steps of the kinesthetic demonstration for earthquake epicenter identification, as well as offering extended options for its classroom implementation.

  15. Extending and Characterizing an Exoplanet System in a Pristine Chain of Resonances

    NASA Astrophysics Data System (ADS)

    Christiansen, Jessie; Gorjian, Varoujan; Hardegree-Ullman, Kevin; Livingston, John; Dressing, Courtney; Barclay, Thomas; Lintott, Chris; Ciardi, David; Barentson, Geert; Kristiansen, Martti; Crossfield, Ian; Benneke, Bjorn; Howard, Andrew

    2018-01-01

    The K2-138 (EPIC 245950175; 2MASS J23154776-1050590) exoplanet system was recently identified in the K2 mission campaign 12 data (Christiansen et al. 2018). The moderately bright (K=10.3) K1V star hosts at least five sub-Neptune planets (1.6-3.3 Re) in a compact configuration, all with periods shorter than 13 days. The five confirmed planets in the system form an unbroken chain of near first-order mean motion resonances, with each successive pair of planets having close to a 3:2 commensurability; this is the longest such chain as yet discovered. The K2 data contain two additional transits which, if confirmed as due to a sixth planet, could extend the chain even further. Due to the proximity of the K2-138 planets to mean motion resonances, it is an ideal target to search for transit timing variations (TTVs). In order to further both of these time-critical and important science cases, we propose for DDT time to capture a third transit of the candidate sixth planet, and also observe a chance nearby cluster of three transits of planets b, c, and d. (12hr for the 6th planet was approved.)

  16. Mental Health Stigma Prevention: Pilot Testing a Novel, Language Arts Curriculum-Based Approach for Youth.

    PubMed

    Weisman, Hannah L; Kia-Keating, Maryam; Lippincott, Ann; Taylor, Zachary; Zheng, Jimmy

    2016-10-01

    Researchers have emphasized the importance of integrating mental health education with academic curriculum. The focus of the current studies was Mental Health Matters (MHM), a mental health curriculum that is integrated with English language arts. It is taught by trained community member volunteers and aims to increase knowledge and decrease stigma toward individuals with mental health disorders. In Study 1, 142 sixth graders participated in MHM and completed pre- and postprogram measures of mental health knowledge, stigma, and program acceptability. Teachers also completed ratings of acceptability. Study 2 (N = 120 seventh graders) compared participants who had participated in MHM the previous year with those who had not using the same measures. Sixth grade students and teachers rated the program as highly acceptable. Participants significantly increased their knowledge and decreased their levels of stigma. Seventh graders who had participated in MHM had significantly more mental health knowledge than peers who had not, but there were no differences in stigma. The model appears to be acceptable to students and teachers. Future research is needed to assess the long-term effectiveness of integrating mental health education with other academic curriculum such as language arts or science. © 2016, American School Health Association.

  17. Diagramming the Never Ending Story: Student-generated diagrammatic stories integrate and retain science concepts improving science literacy

    NASA Astrophysics Data System (ADS)

    Pillsbury, Ralph T.

    This research examined an instructional strategy called Diagramming the Never Ending Story: A method called diagramming was taught to sixth grade students via an outdoor science inquiry ecology unit. Students generated diagrams of the new ecology concepts they encountered, creating explanatory 'captions' for their newly drawn diagrams while connecting them in a memorable story. The diagramming process culminates in 20-30 meter-long murals called the Never Ending Story: Months of science instruction are constructed as pictorial scrolls, making sense of all new science concepts they encounter. This method was taught at a North Carolina "Public" Charter School, Children's Community School, to measure its efficacy in helping students comprehend scientific concepts and retain them thereby increasing science literacy. There were four demographically similar classes of 20 students each. Two 'treatment' classes, randomly chosen from the four classes, generated their own Never Ending Stories after being taught the diagramming method. A Solomon Four-Group Design was employed: Two Classes (one control, one treatment) were administered pre- and post; two classes received post tests only. The tests were comprised of multiple choice, fill-in and extended response (open-ended) sections. Multiple choice and fill-in test data were not statistically significant whereas extended response test data confirm that treatment classes made statistically significant gains.

  18. Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education

    NASA Astrophysics Data System (ADS)

    Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

    2018-03-01

    In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

  19. Using Stress Balls to Focus the Attention of Sixth-Grade Learners

    ERIC Educational Resources Information Center

    Stalvey, Sheryl; Brasell, Heather

    2006-01-01

    This pilot study investigated the effects of allowing sixth-grade students in a rural south Georgia school to use stress balls during direct instruction and independent practice. Data from learning style inventories, surveys, journals, teacher observations, and formal assessments were collected for 29 sixth-grade students in a language arts class.…

  20. Prediction and Stability of Reading Problems in Middle Childhood

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L.

    2015-01-01

    The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…

  1. Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

    ERIC Educational Resources Information Center

    Pimta, Sakorn; Tayraukham, Sombat; Nuangchalerm, Prasart

    2009-01-01

    Problem statement: This study aims to investigate factors influencing mathematic problem-solving ability of sixth grade students. One thousand and twenty eight of sixth grade students, studying in the second semester of academic year 2007 were sampled by stratified random sampling technique. Approach: The research instruments used in the study…

  2. The Content Analysis of Sixth Grade Computer Textbooks

    ERIC Educational Resources Information Center

    Keser, Hafize; Aydin, Burcu

    2007-01-01

    In this study, the content analysis' categories and sub topics were drawn up for sixth and seventh grade computer textbooks in order to compare visual and verbal contents of these textbooks. Totally nine sixth and seventh grade computer textbooks which were chosen by Ministry of National Education were included in this study. These nine textbooks…

  3. Connecting Content, Context, and Communication in a Sixth-Grade Social Studies Class through Political Cartoons

    ERIC Educational Resources Information Center

    Gallavan, Nancy P.; Webster-Smith, Angela; Dean, Sheila S.

    2012-01-01

    Sixth-grade students are challenged in understanding social studies content relevant to particular contexts, then connecting the content and context to their contemporary lives while communicating new knowledge to peers and teachers. Using political cartoons published after September 11, 2001, one sixth-grade social studies teacher designed…

  4. In search of a phase response curve for lithium chloride

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

    Readey, M.A.; Groh, K.R.; Ehret, C.F.

    1987-01-01

    Male rats were free-run, and one day later were exposed to a single, punctate dose of 5 mM LiCl/kg body weight by injection at one of eight equally spaced times throughout the 24-h period. For each of the six days following injection, a separate phase response curve was derived from core-temperature chronograms. Unlike the classical response induced by chronobiotics such as dexamethasone, alpha-methyl-para-tyrosine, and theophylline, statistically significant phase shifts for lithium were observed only on the first day following injection. These induced phase changes were not permanent, but instead were transient. By the sixth day of free-run, all experimental ratsmore » had drifted to the control acrophase; i.e., by the end of the experiment, most of the treated rats again had phase and confidence arcs not significantly different from their controls. The confidence arcs of the acrophases of the individual animals on the subsequent days post injection reveal that in this experiment, lithium was transiently dyschronogenic rather than definitively chronobiotic. The results suggest that punctate rather than chronic administration of lithium, followed by strict orthochronal administration of traditional zeitgebers, would be an effective way of restoring circadian synchrony in an internally desynchronized system. 122 refs.« less

  5. Developing a Framework of Scientific Enquiry in Early Childhood: An Action Research Project to Support Staff Development and Improve Science Teaching

    ERIC Educational Resources Information Center

    McNerney, Karen; Hall, Nichola

    2017-01-01

    Research in science in early childhood is an area that has not received much attention (Fleer, M., & Robbins, J. (2003). "Hit and run research" with "hit and miss" results in early childhood science education. "Research in Science Education," 33, 405-431.) and it has been reported that early children teachers lack…

  6. Calibration of the LIGO gravitational wave detectors in the fifth science run

    NASA Astrophysics Data System (ADS)

    Abadie, J.; Abbott, B. P.; Abbott, R.; Abernathy, M.; Adams, C.; Adhikari, R.; Ajith, P.; Allen, B.; Allen, G.; Amador Ceron, E.; Amin, R. S.; Anderson, S. B.; Anderson, W. G.; Arain, M. A.; Araya, M.; Aronsson, M.; Aso, Y.; Aston, S.; Atkinson, D. E.; Aufmuth, P.; Aulbert, C.; Babak, S.; Baker, P.; Ballmer, S.; Barker, D.; Barnum, S.; Barr, B.; Barriga, P.; Barsotti, L.; Barton, M. A.; Bartos, I.; Bassiri, R.; Bastarrika, M.; Bauchrowitz, J.; Behnke, B.; Benacquista, M.; Bertolini, A.; Betzwieser, J.; Beveridge, N.; Beyersdorf, P. T.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Biswas, R.; Black, E.; Blackburn, J. K.; Blackburn, L.; Blair, D.; Bland, B.; Bock, O.; Bodiya, T. P.; Bondarescu, R.; Bork, R.; Born, M.; Bose, S.; Boyle, M.; Brady, P. R.; Braginsky, V. B.; Brau, J. E.; Breyer, J.; Bridges, D. O.; Brinkmann, M.; Britzger, M.; Brooks, A. F.; Brown, D. A.; Buonanno, A.; Burguet-Castell, J.; Burmeister, O.; Byer, R. L.; Cadonati, L.; Cain, J.; Camp, J. B.; Campsie, P.; Cannizzo, J.; Cannon, K. C.; Cao, J.; Capano, C.; Caride, S.; Caudill, S.; Cavaglià, M.; Cepeda, C.; Chalermsongsak, T.; Chalkley, E.; Charlton, P.; Chelkowski, S.; Chen, Y.; Christensen, N.; Chua, S. S. Y.; Chung, C. T. Y.; Clark, D.; Clark, J.; Clayton, J. H.; Conte, R.; Cook, D.; Corbitt, T. R.; Cornish, N.; Costa, C. A.; Coward, D. M.; Coyne, D. C.; Creighton, J. D. E.; Creighton, T. D.; Cruise, A. M.; Culter, R. M.; Cumming, A.; Cunningham, L.; Dahl, K.; Danilishin, S. L.; Dannenberg, R.; Danzmann, K.; Das, K.; Daudert, B.; Davies, G.; Davis, A.; Daw, E. J.; Dayanga, T.; Debra, D.; Degallaix, J.; Dergachev, V.; Derosa, R.; Desalvo, R.; Devanka, P.; Dhurandhar, S.; di Palma, I.; Díaz, M.; Donovan, F.; Dooley, K. L.; Doomes, E. E.; Dorsher, S.; Douglas, E. S. D.; Drever, R. W. P.; Driggers, J. C.; Dueck, J.; Dumas, J.-C.; Eberle, T.; Edgar, M.; Edwards, M.; Effler, A.; Ehrens, P.; Engel, R.; Etzel, T.; Evans, M.; Evans, T.; Fairhurst, S.; Fan, Y.; Farr, B. F.; Fazi, D.; Fehrmann, H.; Feldbaum, D.; Finn, L. S.; Flanigan, M.; Flasch, K.; Foley, S.; Forrest, C.; Forsi, E.; Fotopoulos, N.; Frede, M.; Frei, M.; Frei, Z.; Freise, A.; Frey, R.; Fricke, T. T.; Friedrich, D.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Garofoli, J. A.; Gholami, I.; Ghosh, S.; Giaime, J. A.; Giampanis, S.; Giardina, K. D.; Gill, C.; Goetz, E.; Goggin, L. M.; González, G.; Gorodetsky, M. L.; Goßler, S.; Graef, C.; Grant, A.; Gras, S.; Gray, C.; Greenhalgh, R. J. S.; Gretarsson, A. M.; Grosso, R.; Grote, H.; Grunewald, S.; Gustafson, E. K.; Gustafson, R.; Hage, B.; Hall, P.; Hallam, J. M.; Hammer, D.; Hammond, G.; Hanks, J.; Hanna, C.; Hanson, J.; Harms, J.; Harry, G. M.; Harry, I. W.; Harstad, E. D.; Haughian, K.; Hayama, K.; Hayler, T.; Heefner, J.; Heng, I. S.; Heptonstall, A. W.; Hewitson, M.; Hild, S.; Hirose, E.; Hoak, D.; Hodge, K. A.; Holt, K.; Hosken, D. J.; Hough, J.; Howell, E. J.; Hoyland, D.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh-Dinh, T.; Ingram, D. R.; Inta, R.; Isogai, T.; Ivanov, A.; Johnson, W. W.; Jones, D. I.; Jones, G.; Jones, R.; Ju, L.; Kalmus, P.; Kalogera, V.; Kandhasamy, S.; Kanner, J. B.; Katsavounidis, E.; Kawabe, K.; Kawamura, S.; Kawazoe, F.; Kells, W.; Keppel, D. G.; Khalaidovski, A.; Khalili, F. Y.; Khazanov, E. A.; Kim, H.; King, P. J.; Kinzel, D. L.; Kissel, J. S.; Klimenko, S.; Kondrashov, V.; Kopparapu, R.; Koranda, S.; Kozak, D.; Krause, T.; Kringel, V.; Krishnamurthy, S.; Krishnan, B.; Kuehn, G.; Kullman, J.; Kumar, R.; Kwee, P.; Landry, M.; Lang, M.; Lantz, B.; Lastzka, N.; Lazzarini, A.; Leaci, P.; Leong, J.; Leonor, I.; Li, J.; Lin, H.; Lindquist, P. E.; Lockerbie, N. A.; Lodhia, D.; Lormand, M.; Lu, P.; Luan, J.; Lubinski, M.; Lucianetti, A.; Lück, H.; Lundgren, A.; Machenschalk, B.; Macinnis, M.; Mageswaran, M.; Mailand, K.; Mak, C.; Mandel, I.; Mandic, V.; Márka, S.; Márka, Z.; Maros, E.; Martin, I. W.; Martin, R. M.; Marx, J. N.; Mason, K.; Matichard, F.; Matone, L.; Matzner, R. A.; Mavalvala, N.; McCarthy, R.; McClelland, D. E.; McGuire, S. C.; McIntyre, G.; McIvor, G.; McKechan, D. J. A.; Meadors, G.; Mehmet, M.; Meier, T.; Melatos, A.; Melissinos, A. C.; Mendell, G.; Menéndez, D. F.; Mercer, R. A.; Merill, L.; Meshkov, S.; Messenger, C.; Meyer, M. S.; Miao, H.; Miller, J.; Mino, Y.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moe, B.; Mohanty, S. D.; Mohapatra, S. R. P.; Moraru, D.; Moreno, G.; Morioka, T.; Mors, K.; Mossavi, K.; Mowlowry, C. M.; Mueller, G.; Mukherjee, S.; Mullavey, A.; Müller-Ebhardt, H.; Munch, J.; Murray, P. G.; Nash, T.; Nawrodt, R.; Nelson, J.; Newton, G.; Nishizawa, A.; Nolting, D.; Ochsner, E.; O'Dell, J.; Ogin, G. H.; Oldenburg, R. G.; O'Reilly, B.; O'Shaughnessy, R.; Osthelder, C.; Ottaway, D. J.; Ottens, R. S.; Overmier, H.; Owen, B. J.; Page, A.; Pan, Y.; Pankow, C.; Papa, M. A.; Pareja, M.; Patel, P.; Pathak, D.; Pedraza, M.; Pekowsky, L.; Penn, S.; Peralta, C.; Perreca, A.; Pickenpack, M.; Pinto, I. M.; Pitkin, M.; Pletsch, H. J.; Plissi, M. V.; Postiglione, F.; Predoi, V.; Price, L. R.; Prijatelj, M.; Principe, M.; Prix, R.; Prokhorov, L.; Puncken, O.; Quetschke, V.; Raab, F. J.; Radke, T.; Radkins, H.; Raffai, P.; Rakhmanov, M.; Rankins, B.; Raymond, V.; Reed, C. M.; Reed, T.; Reid, S.; Reitze, D. H.; Riesen, R.; Riles, K.; Roberts, P.; Robertson, N. A.; Robinson, C.; Robinson, E. L.; Roddy, S.; Röver, C.; Rollins, J.; Romano, J. D.; Romie, J. H.; Rowan, S.; Rüdiger, A.; Ryan, K.; Sakata, S.; Sakosky, M.; Salemi, F.; Sammut, L.; Sancho de La Jordana, L.; Sandberg, V.; Sannibale, V.; Santamaría, L.; Santostasi, G.; Saraf, S.; Sathyaprakash, B. S.; Sato, S.; Satterthwaite, M.; Saulson, P. R.; Savage, R.; Schilling, R.; Schnabel, R.; Schofield, R. M. S.; Schulz, B.; Schutz, B. F.; Schwinberg, P.; Scott, J.; Scott, S. M.; Searle, A. C.; Seifert, F.; Sellers, D.; Sengupta, A. S.; Sergeev, A.; Shaddock, D. A.; Shapiro, B.; Shawhan, P.; Shoemaker, D. H.; Sibley, A.; Siemens, X.; Sigg, D.; Singer, A.; Sintes, A. M.; Skelton, G.; Slagmolen, B. J. J.; Slutsky, J.; Smith, J. R.; Smith, M. R.; Smith, N. D.; Somiya, K.; Sorazu, B.; Speirits, F. C.; Stein, A. J.; Stein, L. C.; Steinlechner, S.; Steplewski, S.; Stochino, A.; Stone, R.; Strain, K. A.; Strigin, S.; Stroeer, A.; Stuver, A. L.; Summerscales, T. Z.; Sung, M.; Susmithan, S.; Sutton, P. J.; Szokoly, G. P.; Talukder, D.; Tanner, D. B.; Tarabrin, S. P.; Taylor, J. R.; Taylor, R.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Thüring, A.; Titsler, C.; Tokmakov, K. V.; Torres, C.; Torrie, C. I.; Traylor, G.; Trias, M.; Tseng, K.; Turner, L.; Ugolini, D.; Urbanek, K.; Vahlbruch, H.; Vaishnav, B.; Vallisneri, M.; van den Broeck, C.; van der Sluys, M. V.; van Veggel, A. A.; Vass, S.; Vaulin, R.; Vecchio, A.; Veitch, J.; Veitch, P. J.; Veltkamp, C.; Villar, A. E.; Vorvick, C.; Vyachanin, S. P.; Waldman, S. J.; Wallace, L.; Wanner, A.; Ward, R. L.; Wei, P.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Wen, S.; Wessels, P.; West, M.; Westphal, T.; Wette, K.; Whelan, J. T.; Whitcomb, S. E.; White, D. J.; Whiting, B. F.; Wilkinson, C.; Willems, P. A.; Williams, L.; Willke, B.; Winkelmann, L.; Winkler, W.; Wipf, C. C.; Wiseman, A. G.; Woan, G.; Wooley, R.; Worden, J.; Yakushin, I.; Yamamoto, H.; Yamamoto, K.; Yeaton-Massey, D.; Yoshida, S.; Yu, P. P.; Zanolin, M.; Zhang, L.; Zhang, Z.; Zhao, C.; Zotov, N.; Zucker, M. E.; Zweizig, J.; LIGO Scientific Collaboration

    2010-12-01

    The Laser Interferometer Gravitational Wave Observatory (LIGO) is a network of three detectors built to detect local perturbations in the space-time metric from astrophysical sources. These detectors, two in Hanford, WA and one in Livingston, LA, are power-recycled Fabry-Perot Michelson interferometers. In their fifth science run (S5), between November 2005 and October 2007, these detectors accumulated one year of triple coincident data while operating at their designed sensitivity. In this paper, we describe the calibration of the instruments in the S5 data set, including measurement techniques and uncertainty estimation.

  7. Ivins examines Destiny with the processing team in the SSPF

    NASA Technical Reports Server (NTRS)

    1999-01-01

    In the Space Station Processing Facility, Marsha Ivins, a mission specialist on the STS-98 crew, inspects the U.S. Laboratory with members of the laboratory's processing team. The laboratory module, considered the centerpiece of the International Space Station (ISS), has been named 'Destiny' in honor of its prominent role in the world's largest science and technology effort. It is planned for launch aboard Space Shuttle Endeavour on the sixth ISS construction flight currently targeted for March 2000. From left to right are Ivins, Jerry Hopkins, Danny Whittington, Melissa Orozco, Vicki Reese and Suzanne Fase.

  8. Ivins examines Destiny with the processing team in the SSPF

    NASA Technical Reports Server (NTRS)

    1999-01-01

    In the Space Station Processing Facility, Marsha Ivins, a mission specialist on the STS-98 crew, inspects the U.S. Laboratory with members of the laboratory's processing team. The laboratory module, considered the centerpiece of the International Space Station (ISS), has been named 'Destiny' in honor of its prominent role in the world's largest science and technology effort. It is planned for launch aboard Space Shuttle Endeavour on the sixth ISS construction flight currently targeted for March 2000. From left to right are Ivins, Danny Whittington (face not visible), Melissa Orozco, Jerry Hopkins, and Suzanne Fase.

  9. Reform-Based Curriculum & Acquisition of the Levels

    ERIC Educational Resources Information Center

    Halat, Erdogan

    2007-01-01

    The aim of this study was to compare the acquisition of the van Hiele levels of sixth-grade students engaged in instruction using a reform-based curriculum with sixth-grade students engaged in instruction using a traditional curriculum. There were 273 sixth-grade mathematics students, 123 in the control group and 150 in the treatment group,…

  10. Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Seruwagi, Gerald

    2013-01-01

    The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…

  11. The Interdependence of Sixth Graders' School Attitudes and Academic Performance.

    ERIC Educational Resources Information Center

    Glick, Oren

    In this study, data were obtained from sixth grade students on attitudes toward each of four aspects of the school experience and on academic achievement. Data were available from 159 males and 199 females from 17 sixth grade classrooms in 17 schools within the Kansas City school district. Attitudes toward school were measured with the Pupil…

  12. Finding Their Voices: A Narrative Inquiry of Sixth-Grade Lumbee Males Who Struggle with Reading

    ERIC Educational Resources Information Center

    Fletcher, Michael Shane

    2016-01-01

    This narrative inquiry collective case study investigated the experiences of six sixth grade American Indian males of the Lumbee tribe who struggle with reading. Bounded within an asynchronous closed wiki site, students from three sixth grade classes participated in online threaded discussions and created, posted, and viewed multimedia projects…

  13. Physical Activity of Fifth to Sixth Graders during School Hours According to School Race/Ethnicity: Suburban Cook County, Illinois

    ERIC Educational Resources Information Center

    Kwon, Soyang; Mason, Maryann; Welch, Sarah

    2015-01-01

    Background: We compared moderate-to-vigorous intensity physical activity (MVPA) and inactivity levels among fifth and sixth graders during school hours according to school-level race/ethnicity and income attributes to inform school-based obesity interventions in Illinois Suburban Cook County (SCC). Methods: Fifth- and sixth-grade students…

  14. The Effect of Self-Regulated Learning on Sixth-Grade Turkish Students' Mathematics Achievements and Motivational Beliefs

    ERIC Educational Resources Information Center

    Yidizli, Hülya; Saban, Ahmet

    2016-01-01

    This study examined the effect of self-regulated learning on sixth-grade Turkish students' mathematics achievements and motivational beliefs. Both quantitative and qualitative research methods were used in the study. Participants included sixth-grade students attending at TOKI 125. Year Middle School in Nevsehir (Turkey) during the 2014-2015…

  15. Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

    PubMed

    Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

    2013-02-01

    The number of physicians engaged in basic sciences and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study investigated medical students' interest in basic sciences in efforts to recruit talent. A questionnaire distributed to 501 medical students in years 2 to 6 of Juntendo University School of Medicine inquired about sex, grade, interest in basic sciences, interest in research, career path as a basic science physician, faculties' efforts to encourage students to conduct research, increases in the number of lectures, and practical training sessions on research. Associations between interest in basic sciences and other variables were examined using χ(2) tests. From among the 269 medical students (171 female) who returned the questionnaire (response rate 53.7%), 24.5% of respondents were interested in basic sciences and half of them considered basic sciences as their future career. Obstacles to this career were their original aim to become a clinician and concerns about salary. Medical students who were likely to be interested in basic sciences were fifth- and sixth-year students, were interested in research, considered basic sciences as their future career, considered faculties were making efforts to encourage medical students to conduct research, and wanted more research-related lectures. Improving physicians' salaries in basic sciences is important for securing talent. Moreover, offering continuous opportunities for medical students to experience research and encouraging advanced-year students during and after bedside learning to engage in basic sciences are important for recruiting talent.

  16. The effectiveness of constructivist science instructional methods on middle school students' student achievement and motivation

    NASA Astrophysics Data System (ADS)

    Brooks, John

    A problem facing science educators is determining the most effective means of science instruction so that students will meet or exceed the new rigorous standards. The theoretical framework for this study was based on reform and research efforts that have informed science teachers that using constructivism is the best method of science instruction. The purpose of this study was to investigate how the constructivist method of science instruction affected student achievement and student motivation in a sixth grade science classroom. The guiding research question involved understanding which method of science instruction would be most effective at improving student achievement in science. Other sub-questions included the factors that contribute to student motivation in science and the method of science instruction students receive that affects motivation to learn science. Quantitative data were collected using a pre-test and post-test single group design. T-test and ANCOVA were used to test quantitative hypotheses. Qualitative data were collected using student reflective journals and classroom discussions. Students' perspectives were transcribed, coded and used to further inform quantitative findings. The findings of this study supported the recommendations made by science reformists that the best method of science instruction was a constructivist method. This study also found that participant comments favored constructivist taught classes. The implications for social change at the local level included potential increases in student achievement in science and possibly increased understanding that can facilitate similar changes at other schools. From a global perspective, constructivist-oriented methods might result in students becoming more interested in majoring in science at the college level and in becoming part of a scientifically literate work force.

  17. STS 61-A crewmembers in Spacelab D-1 science module

    NASA Technical Reports Server (NTRS)

    1985-01-01

    West German payload specialist Ernst Messerschmid, foreground, opens a door on the materials science double rack (MSDR) to begin an experiment while Dutch payload specialist Wubbo J. Ockels performs a 'run' on the vestibular sled in the background.

  18. A Science Librarian in the Laboratory: A Case Study

    ERIC Educational Resources Information Center

    Tomaszewski, Robert

    2011-01-01

    A science librarian in the laboratory can become a "point of access" for database instruction and provide a learning opportunity for students to develop their information literacy skills. A case study describes how a librarian in an organic chemistry laboratory helps the class run smoothly and identifies the science librarian as an ally and a…

  19. The ASE Improving Practical Work in Triple Science Learning Skills Network

    ERIC Educational Resources Information Center

    Barber, Paul; Chapman, Georgina; Ellis-Sackey, Cecilia; Grainger, Beth; Jones, Steve

    2011-01-01

    In July 2010, the Association for Science Education won a bid to run a "Sharing innovation network" for the Triple Science Support Programme, which is delivered by the Learning Skills Network on behalf of the Department for Education. The network involves schools from the London boroughs of Tower Hamlets and Greenwich. In this article,…

  20. Secondary School Teachers' Perspectives on Teaching about Topics That Bridge Science and Religion

    ERIC Educational Resources Information Center

    Billingsley, Berry; Riga, Fran; Taber, Keith S.; Newdick, Helen

    2014-01-01

    The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their…

  1. Is Vacation Apprenticeship of Undergraduate Life Science Students a Model for Human Capacity Development in the Life Sciences?

    ERIC Educational Resources Information Center

    Downs, Colleen Thelma

    2010-01-01

    A life sciences undergraduate apprenticeship initiative was run during the vacations at a South African university. In particular, the initiative aimed to increase the number of students from disadvantaged backgrounds. Annually 12-18 undergraduate biology students were apprenticed to various institutions during the January and July vacations from…

  2. Let's Start in Our Own Backyard: Children's Engagement with Science through the Natural Environment

    ERIC Educational Resources Information Center

    Alexander, Athalie; Russo, Sharon

    2010-01-01

    Capitalising on areas in which teachers feel most comfortable, the teaching of Biology, environmental education or nature to young children can be an alternative way of introducing and understanding Science. A "Citizen Science" program currently being run by the University of South Australia (UniSA) may be an appropriate starting point.…

  3. Ways of Using Science Clubs to Bridge into Secondary Schools

    ERIC Educational Resources Information Center

    Chapman, Steven

    2003-01-01

    Traditionally science clubs have been seen as a lunchtime or after-school activity, run by volunteer teachers giving up their spare time. Increasingly, however, they are being used creatively as a way of delivering important curriculum enhancement activities or even as a vehicle for the science part of whole-school priorities such as working with…

  4. The Clubbers' Guide: Ideas for Science/STEM Clubs from... Books!

    ERIC Educational Resources Information Center

    Howarth, Sue

    2013-01-01

    The internet is certainly a speedy way of finding plenty of information when searching for ideas for science or other STEM clubs. There are many helpful websites, such as that of the British Science Association, with their "free project resources" pages, which include "pick up and run" projects that can be linked to CREST…

  5. Integrating STEM into the Primary School Curriculum

    ERIC Educational Resources Information Center

    Qureshi, Asima

    2015-01-01

    Science has always been a valued subject at Meadowbrook Primary School, and the head teacher has a real vision for the school to embrace engineering as part of the science curriculum to give the children the opportunity to be more creative with their projects. To get started, teachers attended an engineering workshop run by Science Oxford Schools…

  6. Enabling Wide-Scale Computer Science Education through Improved Automated Assessment Tools

    NASA Astrophysics Data System (ADS)

    Boe, Bryce A.

    There is a proliferating demand for newly trained computer scientists as the number of computer science related jobs continues to increase. University programs will only be able to train enough new computer scientists to meet this demand when two things happen: when there are more primary and secondary school students interested in computer science, and when university departments have the resources to handle the resulting increase in enrollment. To meet these goals, significant effort is being made to both incorporate computational thinking into existing primary school education, and to support larger university computer science class sizes. We contribute to this effort through the creation and use of improved automated assessment tools. To enable wide-scale computer science education we do two things. First, we create a framework called Hairball to support the static analysis of Scratch programs targeted for fourth, fifth, and sixth grade students. Scratch is a popular building-block language utilized to pique interest in and teach the basics of computer science. We observe that Hairball allows for rapid curriculum alterations and thus contributes to wide-scale deployment of computer science curriculum. Second, we create a real-time feedback and assessment system utilized in university computer science classes to provide better feedback to students while reducing assessment time. Insights from our analysis of student submission data show that modifications to the system configuration support the way students learn and progress through course material, making it possible for instructors to tailor assignments to optimize learning in growing computer science classes.

  7. Victimization from Mental and Physical Bullying and Substance Use in Early Adolescence

    PubMed Central

    Tharp-Taylor, Shannah; Haviland, Amelia; D'Amico, Elizabeth J.

    2009-01-01

    Logistic regression analyses were used to assess the association between victimization from mental and physical bullying and use of alcohol, cigarettes, marijuana, and inhalants among middle school students. Self-report data were analyzed from 926 ethnically diverse sixth through eighth grade students (43% white, 26% Latino, 7% Asian American/Pacific Islander, 3% African American, 14% mixed ethnic origin, and 5% “other”) ages 11 – 14 years from southern California. Substance use was collected at two time points (fall 2004 and spring 2005) during an academic year. Models were run for each substance separately. Results supported an association between victimization from bullying and substance use. Youths who experienced each type of bullying (mental or physical) separately or in combination were more likely to report use of each substance in spring 2005. This finding held after controlling for gender, grade level, ethnicity and substance use in fall 2004. PMID:19398162

  8. Takovite-aluminosilicate-Cr materials prepared by adsorption of Cr3+ from industrial effluents as catalysts for hydrocarbon oxidation reactions.

    PubMed

    Ciuffi, Katia J; de Faria, Emerson H; Marçal, Liziane; Rocha, Lucas A; Calefi, Paulo S; Nassar, Eduardo J; Pepe, Iuri; da Rocha, Zênis N; Vicente, Miguel A; Trujillano, Raquel; Gil, Antonio; Korili, Sophia A

    2012-05-01

    The catalytic efficiency of takovite-aluminosilicate-chromium catalysts obtained by adsorption of Cr(3+) ions from aqueous solutions by a takovite-aluminosilicate nanocomposite adsorbent is reported. The adsorbent was synthesized by the coprecipitation method. The catalytic activity of the final Cr-catalysts depended on the amount of adsorbed chromium. (Z)-cyclooctene conversion up to 90% with total selectivity for the epoxide was achieved when the oxidation was carried out with hydrogen peroxide, at room temperature. After five consecutive runs, the catalysts maintained high activity, although after the sixth reuse, the epoxide yields strongly decreased to 35%. The catalysts were also efficient for cyclohexane oxidation, reaching up to 18% conversion, with cyclohexanone/cyclohexanol selectivity close to 1.2. On the whole, their use as catalysts gives a very interesting application for the solids obtained by adsorption of a contaminant cation such as Cr(3+).

  9. Oak Ridge Flywheel Evaluation Laboratory test report on the Garrett AiResearch flywheel

    NASA Astrophysics Data System (ADS)

    Steele, R. S., Jr.; Babelay, E. F.

    1981-02-01

    The graphite-epoxy-composite spokes began to splinter in four tip locations after the sixth balance run to 200 Hz (12,000 rpm). Testing was continued until a catastrophic failure was achieved. The spoke splintering did not appear to be a factor in the ultimate capability. Maximum stored energy was 1.16 kWh (4.17 MJ) at 74.6 Wh/kg (269 kJ/kg) at 463 rps (27,780 rpm). Ultimate speed was limited by a dynamic instability at 463 rps. Actual failure occurred in a braking mode at 390 rps. Other observations of dynamic behavior included the mass eccentricity shifting repeatably with speed at a rate of 0.051 mm in 170 Hz; this action was attributed to nonuniform flexing of the rim. A permanent balance shift of approximately 0.051 mm occurred, possibly indicating a slippage of the rim relative to the hub. Radiography shows that the rims realigned themselves.

  10. High Resolution Nature Runs and the Big Data Challenge

    NASA Technical Reports Server (NTRS)

    Webster, W. Phillip; Duffy, Daniel Q.

    2015-01-01

    NASA's Global Modeling and Assimilation Office at Goddard Space Flight Center is undertaking a series of very computationally intensive Nature Runs and a downscaled reanalysis. The nature runs use the GEOS-5 as an Atmospheric General Circulation Model (AGCM) while the reanalysis uses the GEOS-5 in Data Assimilation mode. This paper will present computational challenges from three runs, two of which are AGCM and one is downscaled reanalysis using the full DAS. The nature runs will be completed at two surface grid resolutions, 7 and 3 kilometers and 72 vertical levels. The 7 km run spanned 2 years (2005-2006) and produced 4 PB of data while the 3 km run will span one year and generate 4 BP of data. The downscaled reanalysis (MERRA-II Modern-Era Reanalysis for Research and Applications) will cover 15 years and generate 1 PB of data. Our efforts to address the big data challenges of climate science, we are moving toward a notion of Climate Analytics-as-a-Service (CAaaS), a specialization of the concept of business process-as-a-service that is an evolving extension of IaaS, PaaS, and SaaS enabled by cloud computing. In this presentation, we will describe two projects that demonstrate this shift. MERRA Analytic Services (MERRA/AS) is an example of cloud-enabled CAaaS. MERRA/AS enables MapReduce analytics over MERRA reanalysis data collection by bringing together the high-performance computing, scalable data management, and a domain-specific climate data services API. NASA's High-Performance Science Cloud (HPSC) is an example of the type of compute-storage fabric required to support CAaaS. The HPSC comprises a high speed Infinib and network, high performance file systems and object storage, and a virtual system environments specific for data intensive, science applications. These technologies are providing a new tier in the data and analytic services stack that helps connect earthbound, enterprise-level data and computational resources to new customers and new mobility-driven applications and modes of work. In our experience, CAaaS lowers the barriers and risk to organizational change, fosters innovation and experimentation, and provides the agility required to meet our customers' increasing and changing needs

  11. Middle-Class Struggle? Identity-Work and Leisure among Sixth Formers in the United Kingdom

    ERIC Educational Resources Information Center

    Kehily, Mary Jane; Pattman, Rob

    2006-01-01

    This paper explores the ways in which sixth-form students in Milton Keynes negotiate their identities and the symbolic significance they attach to leisure activities in the process of doing this. The paper draws upon qualitative, young-person-centred interviews with sixth formers in state and private schools. It addresses the investments of sixth…

  12. Examining Sixth Grade Students' Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page?

    ERIC Educational Resources Information Center

    Clark, Sarah K.; Andreasen, Lindi

    2014-01-01

    The purpose of this embedded mixed methods study was to examine how sixth graders with high and low reading attitudes perceive teacher read aloud. We utilized quantitative data by surveying sixth graders (N = 87) about their reading attitudes and then collected qualitative data by interviewing five students, interviewing the teacher, conducting…

  13. A Case Study on the Spatial Conceptualization Abilities for Sixth Grade Elementary Students from Urban, Suburban and Remote Schools

    ERIC Educational Resources Information Center

    Chao, Jen Yi; Liu, Chuan Hsi

    2017-01-01

    The main objective of this study was to investigate and compare the spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan. This study involved 27, 25, and 26 sixth grade students from one remote indigenous school in eastern Taiwan, one suburban indigenous school in…

  14. 8. Historic American Buildings Survey, From page 5, volume 26 ...

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

    8. Historic American Buildings Survey, From page 5, volume 26 of the Castner Collection in the Print Room of the Free Library of Philadelphia, COPY OF c.1870 PHOTOGRAPH SHOWING NORTHEAST CORNER OF SIXTH AND ARCH STREETS-THE LEE HOUSE SIXTH FROM LEFT. - Robert M. Lee House & Law Office, 109-111 North Sixth Street, Philadelphia, Philadelphia County, PA

  15. Growing Up Strong: A Mental Wellness and Life Skills Development Program for Fifth and Sixth Graders.

    ERIC Educational Resources Information Center

    Hammer, Judith McGowan; O'Bar, Angelina Merenda

    Growing Up Strong (GUS) is a curriculum designed to develop strong mental and physical health in kindergarten through sixth grade students, with the objective of preventing subsequent substance abuse. This document contains a teacher's guide for using GUS in fifth and sixth grade classrooms (GUS 5-6) and duplication masters of materials that can…

  16. The Effectiveness of Scaffolding Interactive Activities in Developing the English Listening Comprehension Skills of the Sixth Grade Elementary Schoolgirls in Jeddah

    ERIC Educational Resources Information Center

    Al-Yami, Salwa Ahmed

    2008-01-01

    The present study aims to investigate the effectiveness of scaffolding interactive activities in developing the English listening comprehension skills of sixth grade elementary schoolgirls in Jeddah. The subjects in this study were 50 sixth grade pupils at an elementary school in Jeddah. They were assigned to two groups--control and…

  17. Computational Proficiency and Algorithmic Learning of Sixth-Graders Using DMP Materials: A Formative Evaluation. Technical Report No. 401.

    ERIC Educational Resources Information Center

    Wiles, Clyde

    Two questions were investigated in this study: (1) How did the computational proficiency of sixth graders who had one year's experience with Developing Mathematical Processes (DMP) materials compare with an equivalent group of students who used the usual textbook program; and (2) What occurs when sixth graders study algorithms as sequences of rule…

  18. Fire Safety Power. Sixth Grade. Fire Safety for Texans: Fire and Burn Prevention Curriculum Guide.

    ERIC Educational Resources Information Center

    Texas State Commission on Fire Protection, Austin.

    This booklet comprises the sixth grade component of a series of curriculum guides on fire and burn prevention. Designed to meet the age-specific needs of sixth grade students, its objectives include: (1) developing a comprehensive understanding of fire physics, (2) evaluating electrical hazards and how to respond to those hazards, and (3)…

  19. Investigation of the Relationship between the Spatial Visualization Success and Visual/Spatial Intelligence Capabilities of Sixth Grade Students

    ERIC Educational Resources Information Center

    Yenilmez, Kursat; Kakmaci, Ozlem

    2015-01-01

    The main aim of this research was to examine the relationship between the spatial visualization success and visual/spatial intelligence capabilities of sixth grade students. The sample of the research consists of 1011 sixth grade students who were randomly selected from the primary schools in Eskisehir. In this correlational study, data were…

  20. The weight and use of schoolbags in New Zealand secondary schools.

    PubMed

    Whittfield, J K; Legg, S J; Hedderley, D I

    2001-07-15

    The weight and use of schoolbags amongst 140 students (70 third form students comprising 35 females and 35 males, and 70 sixth form students comprising 35 females and 35 males) from five New Zealand secondary schools was investigated. Third form students, who were smaller in stature and weight than sixth form students, were found to carry 13.2% of their body weight in schoolbags, while sixth form students carried 10.3% of their body weight. Third form students reported carrying their schoolbags for a longer period of time than sixth form students. Third form students also had less access to lockers to store their schoolbooks and supplies as only one of the five schools investigated provided lockers for third form students, whereas four of the five schools provided lockers for sixth form students. Most students used backpacks to transport their supplies, and these were predominantly carried on two shoulders. Heavy schoolbags, long carriage durations and lack of access to lockers amongst third formers, could contribute to the production or maintenance of musculoskeletal symptoms. This study suggests that third form students may be at a higher risk of developing musculoskeletal symptoms than sixth form students.

  1. Guided-Inquiry Lessons Raise Scores on the Sixth Grade Georgia Science Test

    NASA Astrophysics Data System (ADS)

    Page, Purlie M.

    At the local level, G Middle School has the highest district-wide percentage of 6th grade science students who are not meeting standards. It is imperative that G middle school take corrective action to reduce the number of students failing to meet state science standards. Dewey's theory of conceptual framework, which involves knowledge constructed on a person's personal experience and mind activity through active forms of learning, guided this study. The goal of the study was to determine whether inquiry-based science modules produce greater 6th grade science achievement, as measured by an equivalent instrument of the science section of the Georgia Criterion-Referenced Competency Test, when compared to traditional instruction among eastern Georgia 6th graders. The sample consisted of 230 students in the nonintervention group and 119 students in the intervention group. All students were from intact classes. At the end of the intervention, an independent t test was conducted to analyze the scores. According to the study t test, (t = 12.33, df = 304.56, p < 0.05), the difference between the means was statistically significant. This project's potential impact on social change includes increasing student motivation towards, comprehension of, and interest in science concepts. At the local level, these inquiry lessons can be shared with science teachers across grade levels and within the district to improve county-wide science scores. An increase in student interest and comprehension of science concepts could ultimately lead to the United States producing more students in the fields of science, technology, engineering, and mathematics (STEM) education.

  2. Scienza under 18 isontina: a teachers association at the extreme northern corner of the Mediterranean

    NASA Astrophysics Data System (ADS)

    Gallo, Maria Teresa; Realdon, Giulia; Candussio, Giuliana; Fabris, Sandra; Bianchet, Livia; Manià, Marinella

    2017-04-01

    How we are born: history of the group and of the project Scienza under 18 Isontina originated from a group of teachers working in a national science education project (from kindergarten to high school) run by the Italian Ministry of Education (2006-2013). In 2009 we started the first science school festival open to different school grades. In 2010 we established the association Scienza under 18 Isontina aimed at promoting science communication for the schools of our province and outside schools for citizens and other stakeholders interested in science education. Who we are We are a group of teachers and principals working with students aged 3-19 years and with their teachers. We are part of the National Scienza under 18 Association. We live and work in Monfalcone and in the nearby towns of the province of Gorizia. Monfalcone, in particular, is situated in the extreme northern corner of the Mediterranean. This town's coastal area is characterized by different business linked to the sea (a world known shipyard - Fincantieri - an important harbour, a power plant and a number of marinas), but also by coastal protected areas. Since 2010 we have built a science communication network involving local authorities (municipalities, province), institutions (universities), other NGOs and private companies. What we do  Every year we run a festival at the end of the school year (in May): in the festival students showcase their science projects in a fair or through on-stage performances. In addition, Scienza under 18 Isontina organizes exhibitions about science related topics, practical labs and workshops for classes, maths games and theatrical performances.  During the school year we organize "special events": o M'illumino di Meno (a one-day national initiative on energy saving) o Pi Day (maths games for students and teacher training in the international Pi Day) o Sustainability Week (promoted by UNESCO) o Science Cafè (informal science happenings run by high school students)  We provide teacher training: in-service professional development courses, pre-service teacher placements.  We perform practical labs and science drama activities ("Scienza under 18 Take Away") in schools and public libraries on science related topics. A special focus on the environment Given our location, we pay special attention to sea-related issues, both on the side of science education and of environmental education. In the last years we developed original activities on plastics and micro-plastics in marine environment, published in the European journal Science in school and presented in Italian and European teacher conferences. We also produced practical labs and drama activities on WEEE (Waste of Electric and Electronic Equipment) environment related problems for different student ages. Inspired by EXPO 2015, we address sustainable nutrition through conferences and school exhibits. We also run fieldwork activities in coastal wetlands of our area and celebrate World Oceans Day by means of water analyses and investigations on the beach.

  3. A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

    PubMed

    Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

    2009-06-01

    To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

  4. Gravitational waves from rotating neutron stars and compact binary systems

    NASA Astrophysics Data System (ADS)

    Wade, Leslie E., IV

    It is widely anticipated that the first direct detections of gravitational waves will be made by advanced gravitational-wave detectors, such as the two Laser Interferometer Gravitational-wave Observatories (LIGO) and the Virgo interferometer. In preparation for the advanced detector era, I have worked on both detection and post-detection efforts involving two gravitational wave sources: isolated rotating neutron stars (NSs) and compact binary coalescences (CBCs). My dissertation includes three main research projects: 1) a population synthesis study assessing the detectability of isolated NSs, 2) a CBC search for intermediate-mass black-hole binaries (IMBHBs), and 3) new methods for directly measuring the neutron-star (NS) equation of state (EOS). Direct detections of gravitational waves will enrich our current astrophysical knowledge. One such contribution will be through population synthesis of isolated NSs. My collaborators and I show that advanced gravitational-wave detectors can be used to constrain the properties of the Galactic NS population. Gravitational wave detections can also shine light on a currently mysterious astrophysical object: intermediate mass black holes. In developing the IMBHB search, we performed a mock data challenge where signals with total masses up to a few hundred solar masses were injected into recolored data from LIGO's sixth science run. Since this is the first time a matched filter search has been developed to search for IMBHBs, I discuss what was learned during the mock data challenge and how we plan to improve the search going forward. The final aspect of my dissertation focuses on important post-detection science. I present results for a new method of directly measuring the NS EOS. This is done by estimating the parameters of a 4-piece polytropic EOS model that matches theoretical EOS candidates to a few percent. We show that advanced detectors will be capable of measuring the NS radius to within a kilometer for stars with canonical masses. However, this can only be accomplished with binary NS waveform models that are accurate to the rich EOS physics that happens near merger. We show that the waveforms typically used to model binary NS systems result in unavoidable systematic error that can significantly bias the estimation of the NS EOS.

  5. Learning Surgically Oriented Anatomy in a Student-Run Extracurricular Club: An Education through Recreation Initiative

    ERIC Educational Resources Information Center

    Ullah, Shahnoor M.; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C.

    2012-01-01

    Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative…

  6. AGU Journals Among Most Cited Publications in Climate Change Research

    NASA Astrophysics Data System (ADS)

    Sears, Jon

    2010-03-01

    Geophysical Research Letters (GRL) and Journal of Geophysical Research-Atmospheres (JGR-D) both ranked among the top 10 of the most highly cited research publications on climate change over the past decade in a recent analysis by sciencewatch.com, an Internet tool published by the Thomson Reuters Web of Science® that tracks trends and performances in basic research. Although Nature and Science—the multidisciplinary heavyweights—led the field, GRL ranked fifth and JGR-D ranked sixth. The study was conducted by searching the Web of Science® database for terms such as “global warming,” “climate change,” “human impact,” and other key phrases in journal articles published and cited between 1999 and the spring of 2009. The analysis produced over 28,000 papers, from which sciencewatch.com identified the most cited institutions, authors, and journals. To see the analysis in full, visit http://sciencewatch.com/ana/fea/09novdecFea/.

  7. Developing a Material-Dialogic Approach to Pedagogy to Guide Science Teacher Education

    ERIC Educational Resources Information Center

    Hetherington, Lindsay; Wegerif, Rupert

    2018-01-01

    Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there…

  8. An Evaluation of the Particle Physics Masterclass as a Context for Student Learning about the Nature of Science

    ERIC Educational Resources Information Center

    Wadness, Michael J.

    2010-01-01

    This dissertation addresses the research question: To what extent do secondary school science students attending the U.S. Particle Physics Masterclass change their view of the nature of science (NOS)? The U.S. Particle Physics Masterclass is a physics outreach program run by QuarkNet, a national organization of secondary school physics teachers…

  9. Discover science: Hands-on science workshops for elementary teachers and summer science camps for elementary students

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

    Gotlib, L.; Bibby, E.; Cullen, B.

    1994-12-31

    Teams of local mentor teachers (assisted by college students in the NC Teaching Fellows Program) run week-long workshops for elementary teachers (at four sites in 1993, six in 1994). Major funding for the camps is provided through The Glaxo Foundation, supplemented with local funds. The workshops focus on hands-on science (using inexpensive materials) and provide familiarity and experience with the new NC science curriculum and assessment program. The use of local resources is stressed (including visiting scientists and readily available store-bought materials). Each camp has its own theme and provides teachers with a variety of resources to be used withmore » students of all abilities. The mentor teachers then run week-long, all expense paid, non-residential science camps for elementary students (open to all students, but with females and minorities as target groups). Students take part in long-and short-term projects, working individually and in groups. Pre and post participation surveys of all participants were conducted and analyzed, with favorable results for both the student and teacher weeks. Additional activities include parent nights, and follow-up workshops. Eighty-nine teachers and 208 students participated in 1993.« less

  10. Collaborative Action Research on Technology Integration for Science Learning

    NASA Astrophysics Data System (ADS)

    Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

    2012-02-01

    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

  11. Physics, Dyslexia and Learning: A Collaboration for Disabled Students

    NASA Astrophysics Data System (ADS)

    Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

    2014-03-01

    Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

  12. Five Lines for Sixth Grade. (A Lesson Model for Teaching the Writing of the Cinquain Poem to Sixth Grade Students.).

    ERIC Educational Resources Information Center

    Burgess, Carol A.

    Sixth grade students can use cinquain poems to explore language, learn grammar, and write creatively. Before learning about cinquains, students should be introduced to simpler poetic forms. To introduce cinquains, the teacher writes a simple example on the board and has the students informally figure out the parts of speech and grammatical…

  13. Self-Concept of the Mentally Retarded Compared to Other Pupils of Similar Age.

    ERIC Educational Resources Information Center

    Richmond, Bert O.; And Others

    Compared were the self concepts of 34 educable retarded children (mean age 11 years) with the self concepts of 34 fifth and sixth grade Blacks in an all Black school, 32 fifth and sixth grade Blacks in integrated classrooms, 31 sixth grade whites in an all white rural school, and 31 fifth grade whites in an all white suburban school. Results of…

  14. Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet

    ERIC Educational Resources Information Center

    Coiro, Julie; Dobler, Elizabeth

    2007-01-01

    The purpose of this qualitative study was to explore the nature of reading comprehension processes while reading on the Internet. Eleven sixth-grade students with the highest combination of standardized reading scores, reading report card grades, and Internet reading experiences were selected from a population of 150 sixth graders in three…

  15. The Challenge to Sixth Form Funding: An Introduction to Government Proposals To Change the Way Sixth Forms Are Funded.

    ERIC Educational Resources Information Center

    Fletcher, Mick; Boney, Charles

    This document, which is intended for senior staff at the United Kingdom's further education (FE) colleges, examines the content and possible impact of recent government proposals to change how school sixth forms are funded. The following are among the topics discussed in sections 1-8: (1) reasons underlying the talk about change; (2) existing…

  16. 8 CFR 1212.9 - Applicability of section 212(a)(32) to certain derivative third and sixth preference and...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... certain derivative third and sixth preference and nonpreference immigrants. 1212.9 Section 1212.9 Aliens... immigrants. A derivative beneficiary who is the spouse or child of a qualified third or sixth preference or nonpreference immigrant and who is also a graduate of a medical school as defined by section 101(a)(41) of the...

  17. An Analysis of the Role and Responsibilities of Chairs of Further Education College and Sixth-Form College Governing Bodies in England

    ERIC Educational Resources Information Center

    Hill, Ron; James, Chris

    2017-01-01

    This article reports research into the role and responsibilities of the chairs of governing bodies of further education colleges and sixth-form colleges in England. Further education colleges and sixth-form colleges represent a significant part of post-16 educational provision in England. Every college in the sector has a governing body, which has…

  18. Is There a Drop in Normative Clearsightedness in Sixth Grade? Study of Internality and Normative Clearsightedness in Fourth to Seventh Graders

    ERIC Educational Resources Information Center

    Bigot, Johann; Pichot, Nathalie; Teste, Benoit

    2004-01-01

    Numerous studies have demonstrated a decrease in the expression of internality in French sixth graders as compared to fifth graders. The present study examines normative clearsightedness in addition to internality across four French school grades (fourth to seventh). The results confirmed the sixth-grade drop in internality and showed that the…

  19. The Effect of Inquiry-Based Explorations in a Dynamic Geometry Environment on Sixth Grade Students' Achievements in Polygons

    ERIC Educational Resources Information Center

    Erbas, Ayhan Kursat; Yenmez, Arzu Aydogan

    2011-01-01

    The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students' achievements in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: an experimental group composed of 66…

  20. The relationship between environmental advocacy, values, and science: a survey of ecological scientists' attitudes.

    PubMed

    Reiners, Derek S; Reiners, William A; Lockwood, Jeffrey A

    2013-07-01

    This article reports the results ofa survey of 1215 nonstudent Ecological Society of America (ESA) members. The results pertain to three series of questions designed to assess ecologists' engagement in various advocacy activities, as well as attitudes on the relationship between environmental advocacy, values, and science. We also analyzed the effects of age, gender, and employment categories on responses. While many findings are reported, we highlight six here. First, ecologists in our sample do not report particularly high levels of engagement in advocacy activities. Second, ecologists are not an ideologically unified group. Indeed, there are cases of significant disagreement among ecologists regarding advocacy, values, and science. Third, despite some disagreement, ecologists generally believe that values consistent with environmental advocacy are more consonant with ecological pursuits than values based on environmental skepticism. Fourth, compared to males, female ecologists tend to be more supportive of advocacy and less convinced that environmentally oriented values perturb the pursuit of science. Fifth, somewhat paradoxically, ecologists in higher age brackets indicate higher engagement in advocacy activities as well as a higher desire for scientific objectivity. Sixth, compared to ecologists in other employment categories, those in government prefer a greater separation between science and the influences of environmental advocacy and values.

  1. Science and ecological literacy in undergraduate field studies education

    NASA Astrophysics Data System (ADS)

    Mapp, Kim J.

    There is an ever-increasing number of issues that face our world today; from climate change, water and food scarcity, to pollution and resource extraction. Science and ecology play fundamental roles in these problems, and yet the understanding of these fields is limited in our society (Miller, 2002; McBride, Brewer, Berkowitz, and Borrie, 2013). Across the nation students are finishing their undergraduate degrees and are expected to enter the workforce and society with the skills needed to succeed. The deficit of science and ecological literacy in these students has been recognized and a call for reform begun (D'Avanzo, 2003 and NRC, 2009). This mixed-methods study looked at how a field studies course could fill the gap of science and ecological literacy in undergraduates. Using grounded theory, five key themes were data-derived; definitions, systems thinking, human's role in the environment, impetus for change and transference. These themes where then triangulated for validity and reliability through qualitative and quantitative assessments. A sixth theme was also identified, the learning environment. Due to limited data to support this themes' development and reliability it is discussed in Chapter 5 to provide recommendations for further research. Key findings show that this field studies program influenced students' science and ecological literacy through educational theory and practice.

  2. The Process of Sensemaking in Complex Human Endeavors

    DTIC Science & Technology

    2008-06-01

    encompassing Joint, Interagency, and Multinational capabilities. The Art and Science of Battle Command LeadUnderstand CDR / Staff ART / Science In short, we...operations. Staff Running Estimates t ff i i Visualize CDR / Staff ART / Science •Planning guidance •Planning guidance •Cdr ’s Intent Describe CDR...Staff ART / Science •Plans & Orders •Preparation •Plans & Orders •Preparation •Execution WF • Intelligence •Maneuver •Fire Support • Protection

  3. Liverpool Telescope follow-up of candidate electromagnetic counterparts during the first run of Advanced LIGO

    NASA Astrophysics Data System (ADS)

    Copperwheat, C. M.; Steele, I. A.; Piascik, A. S.; Bersier, D.; Bode, M. F.; Collins, C. A.; Darnley, M. J.; Galloway, D. K.; Gomboc, A.; Kobayashi, S.; Lamb, G. P.; Levan, A. J.; Mazzali, P. A.; Mundell, C. G.; Pian, E.; Pollacco, D.; Steeghs, D.; Tanvir, N. R.; Ulaczyk, K.; Wiersema, K.

    2016-11-01

    The first direct detection of gravitational waves was made in 2015 September with the Advanced LIGO detectors. By prior arrangement, a worldwide collaboration of electromagnetic follow-up observers were notified of candidate gravitational wave events during the first science run, and many facilities were engaged in the search for counterparts. Three alerts were issued to the electromagnetic collaboration over the course of the first science run, which lasted from 2015 September to 2016 January. Two of these alerts were associated with the gravitational wave events since named GW150914 and GW151226. In this paper we provide an overview of the Liverpool Telescope contribution to the follow-up campaign over this period. Given the hundreds of square degree uncertainty in the sky position of any gravitational wave event, efficient searching for candidate counterparts required survey telescopes with large (˜degrees) fields of view. The role of the Liverpool Telescope was to provide follow-up classification spectroscopy of any candidates. We followed candidates associated with all three alerts, observing 1, 9 and 17 candidates respectively. We classify the majority of the transients we observed as supernovae. No counterparts were identified, which is in line with expectations given that the events were classified as black hole-black hole mergers. However these searches laid the foundation for similar follow-up campaigns in future gravitational wave detector science runs, in which the detection of neutron star merger events with observable electromagnetic counterparts is much more likely.

  4. A JavaScript API for the Ice Sheet System Model (ISSM) 4.11: towards an online interactive model for the cryosphere community

    NASA Astrophysics Data System (ADS)

    Larour, Eric; Cheng, Daniel; Perez, Gilberto; Quinn, Justin; Morlighem, Mathieu; Duong, Bao; Nguyen, Lan; Petrie, Kit; Harounian, Silva; Halkides, Daria; Hayes, Wayne

    2017-12-01

    Earth system models (ESMs) are becoming increasingly complex, requiring extensive knowledge and experience to deploy and use in an efficient manner. They run on high-performance architectures that are significantly different from the everyday environments that scientists use to pre- and post-process results (i.e., MATLAB, Python). This results in models that are hard to use for non-specialists and are increasingly specific in their application. It also makes them relatively inaccessible to the wider science community, not to mention to the general public. Here, we present a new software/model paradigm that attempts to bridge the gap between the science community and the complexity of ESMs by developing a new JavaScript application program interface (API) for the Ice Sheet System Model (ISSM). The aforementioned API allows cryosphere scientists to run ISSM on the client side of a web page within the JavaScript environment. When combined with a web server running ISSM (using a Python API), it enables the serving of ISSM computations in an easy and straightforward way. The deep integration and similarities between all the APIs in ISSM (MATLAB, Python, and now JavaScript) significantly shortens and simplifies the turnaround of state-of-the-art science runs and their use by the larger community. We demonstrate our approach via a new Virtual Earth System Laboratory (VESL) website (http://vesl.jpl.nasa.gov, VESL(2017)).

  5. Social science and the public agenda: reflections on the relation of knowledge to policy in the United States and abroad.

    PubMed

    Wilensky, H L

    1997-10-01

    It is tempting to oversell the practical value of applied research. A hard look at the effects of U.S. social science on public policy in areas such as active labor market policies (training, job creation, placement, etc.), crime prevention, fiscal policy, poverty reduction, and health care reform suggests an inverse relationship between social science consensus and policy and budgetary decisions. Fragmented and decentralized political economies (e.g., the United States) foster policy segmentation and isolated, short-run single-issue research--often politicized and misleading. More corporatist democracies (such as Sweden, Norway, Austria, and Germany) evidence a tighter relation between knowledge and power in which a wider range of issues is connected, longer-range effects are sometimes considered, and research is more often actually used for planning and implementation. Even in less hospitable societies, however, social science does make its way in the long run. Favorable conditions and examples are discussed.

  6. Multimedia Educational Program Increases Science Achievement Among Inner-City Non-Asian Minority Middle-School Students

    PubMed Central

    Murray, Nancy G.; Opuni, Kwame A.; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M.; Hobbs, Mary

    2011-01-01

    This study tested the effectiveness of a middle-school, multi-media health-sciences educational program called HEADS UP in non-Asian–minority (Hispanic and African American), inner-city students. The program was designed to increase the number of non-Asian minority students entering the academic health-sciences pipeline. Students of Asian ethnicity were excluded because they are not underrepresented in science professions. The curriculum modules include video role-model stories featuring minority scientists and students, hands-on classroom activities, and teacher resources. The modules (evaluated from 2004-2007) were developed through collaboration among The University of Texas Health Sciences Center, the Spring Branch Independent School District, and the Health Museum, Houston. A quasi-experimental, two-group pre-test/post-test design was used to assess program effects on students' performance, interest, and confidence in their ability to perform well in science; fear of science; and confidence in their ability to pursue science-related careers. An intervention school was matched to a comparison school by test scores, school demographics, and student demographics. Then, pairs of sixth-grade students (428 students) were matched by fifth-grade scores in science and by gender, ethnicity, and poverty status (free or reduced lunch) and followed up for three years. At eighth grade, students from the intervention school scored significantly higher (F=12.38, p<0.001) on the Stanford 10 Achievement Test in science and reported higher interest in science (F=11.08, p<0.001) than their matched pairs from the comparison school. HEADS UP shows potential for improving inner-city minority middle school students' performance and interest in science and is an innovative example of translating health-sciences research to the community. PMID:19474564

  7. An Investigation of Play: From the Voices of Fifth- and Sixth-Grade Talented and Gifted Students

    ERIC Educational Resources Information Center

    Beisser, Sally Rapp; Gillespie, Catherine Wilson; Thacker, Valerie Marsh

    2013-01-01

    The purpose of this study was to explore the concept of play through the eyes of talented and gifted (TAG) fifth- and sixth-grade students. Three focus groups consisting of fifth- and sixth-grade TAG students were conducted in one urban, one suburban, and one rural school district in the Midwest. Students were asked to describe the value of play…

  8. Adolescent Immunization Coverage and Implementation of New School Requirements in Michigan, 2010

    PubMed Central

    DeVita, Stefanie F.; Vranesich, Patricia A.; Boulton, Matthew L.

    2014-01-01

    Objectives. We examined the effect of Michigan’s new school rules and vaccine coadministration on time to completion of all the school-required vaccine series, the individual adolescent vaccines newly required for sixth grade in 2010, and initiation of the human papillomavirus (HPV) vaccine series, which was recommended but not required for girls. Methods. Data were derived from the Michigan Care Improvement Registry, a statewide Immunization Information System. We assessed the immunization status of Michigan children enrolled in sixth grade in 2009 or 2010. We used univariable and multivariable Cox regression models to identify significant associations between each factor and school completeness. Results. Enrollment in sixth grade in 2010 and coadministration of adolescent vaccines at the first adolescent visit were significantly associated with completion of the vaccines required for Michigan’s sixth graders. Children enrolled in sixth grade in 2010 had higher coverage with the newly required adolescent vaccines by age 13 years than did sixth graders in 2009, but there was little difference in the rate of HPV vaccine initiation among girls. Conclusions. Education and outreach efforts, particularly regarding the importance and benefits of coadministration of all recommended vaccines in adolescents, should be directed toward health care providers, parents, and adolescents. PMID:24922144

  9. Mars Science Laboratory Workstation Test Set

    NASA Technical Reports Server (NTRS)

    Henriquez, David A.; Canham, Timothy K.; Chang, Johnny T.; Villaume, Nathaniel

    2009-01-01

    The Mars Science Laboratory developed the Workstation TestSet (WSTS) is a computer program that enables flight software development on virtual MSL avionics. The WSTS is the non-real-time flight avionics simulator that is designed to be completely software-based and run on a workstation class Linux PC.

  10. ICESat Science Investigator led Processing System (I-SIPS)

    NASA Astrophysics Data System (ADS)

    Bhardwaj, S.; Bay, J.; Brenner, A.; Dimarzio, J.; Hancock, D.; Sherman, M.

    2003-12-01

    The ICESat Science Investigator-led Processing System (I-SIPS) generates the GLAS standard data products. It consists of two main parts the Scheduling and Data Management System (SDMS) and the Geoscience Laser Altimeter System (GLAS) Science Algorithm Software. The system has been operational since the successful launch of ICESat. It ingests data from the GLAS instrument, generates GLAS data products, and distributes them to the GLAS Science Computing Facility (SCF), the Instrument Support Facility (ISF) and the National Snow and Ice Data Center (NSIDC) ECS DAAC. The SDMS is the Planning, Scheduling and Data Management System that runs the GLAS Science Algorithm Software (GSAS). GSAS is based on the Algorithm Theoretical Basis Documents provided by the Science Team and is developed independently of SDMS. The SDMS provides the processing environment to plan jobs based on existing data, control job flow, data distribution, and archiving. The SDMS design is based on a mission-independent architecture that imposes few constraints on the science code thereby facilitating I-SIPS integration. I-SIPS currently works in an autonomous manner to ingest GLAS instrument data, distribute this data to the ISF, run the science processing algorithms to produce the GLAS standard products, reprocess data when new versions of science algorithms are released, and distributes the products to the SCF, ISF, and NSIDC. I-SIPS has a proven performance record, delivering the data to the SCF within hours after the initial instrument activation. The I-SIPS design philosophy gives this system a high potential for reuse in other science missions.

  11. Sixth Annual Workshop on Meteorological and Environmental Inputs to Aviation Systems, 26-28 October 1982, Tullahoma, Tenn

    NASA Technical Reports Server (NTRS)

    Camp, D. W.; Frost, W.; Coons, F.; Evanich, P.; Sprinkle, C. H.

    1984-01-01

    The six workshops whose proceedings are presently reported considered the subject of meteorological and environmental information inputs to aviation, in order to satisfy workshop-sponsoring agencies' requirements for (1) greater knowledge of the interaction of the atmosphere with aircraft and airport operators, (2) a better definition and implementation of meteorological services to operators, and (3) the collection and interpretation of data useful in establishing operational criteria that relate the atmospheric science input to aviation community operations. Workshop topics included equipment and instrumentation, forecasts and information updates, training and simulation facilities, and severe weather, icing and wind shear.

  12. From Global Sustainability to Inclusive Education: Understanding urban children's ideas about the food system

    NASA Astrophysics Data System (ADS)

    Calabrese Barton, Angela; Koch, Pamela D.; Contento, Isobel R.; Hagiwara, Sumi

    2005-08-01

    The purpose of this paper is to report our findings from a qualitative study intended to develop our understandings of: what high-poverty urban children understand and believe about food and food systems; and how such children transform and use that knowledge in their everyday lives (i.e. how do they express their scientific literacies including content understandings, process understandings, habits of mind in these content areas). This qualitative study is part of a larger study focused on understanding and developing science and nutritional literacies among high-poverty urban fourth-grade through sixth-grade students and their teachers and caregivers.

  13. Sixth Annual Workshop on Space Operations Applications and Research (SOAR 1992), volume 2

    NASA Technical Reports Server (NTRS)

    Krishen, Kumar (Editor)

    1993-01-01

    This document contains papers presented at the Space Operations, Applications, and Research Symposium (SOAR) hosted by the U.S. Air Force (USAF) on 4-6 Aug. 1992. The symposium was cosponsored by the Air Force Material Command and by NASA/JSC. Key technical areas covered during the symposium were robotics and telepresence, automation and intelligent systems, human factors, life sciences, and space maintenance and servicing. The SOAR differed from most other conferences in that it was concerned with Government-sponsored research and development relevant to aerospace operations. Symposium proceedings include papers covering various disciplines presented by experts from NASA, the USAF, universities, and industry.

  14. UQ for Decision Making: How (at least five) Kinds of Probability Might Come Into Play

    NASA Astrophysics Data System (ADS)

    Smith, L. A.

    2013-12-01

    In 1959 IJ Good published the discussion "Kinds of Probability" in Science. Good identified (at least) five kinds. The need for (at least) a sixth kind of probability when quantifying uncertainty in the context of climate science is discussed. This discussion brings out the differences in weather-like forecasting tasks and climate-links tasks, with a focus on the effective use both of science and of modelling in support of decision making. Good also introduced the idea of a "Dynamic probability" a probability one expects to change without any additional empirical evidence; the probabilities assigned by a chess playing program when it is only half thorough its analysis being an example. This case is contrasted with the case of "Mature probabilities" where a forecast algorithm (or model) has converged on its asymptotic probabilities and the question hinges in whether or not those probabilities are expected to change significantly before the event in question occurs, even in the absence of new empirical evidence. If so, then how might one report and deploy such immature probabilities in scientific-support of decision-making rationally? Mature Probability is suggested as a useful sixth kind, although Good would doubtlessly argue that we can get by with just one, effective communication with decision makers may be enhanced by speaking as if the others existed. This again highlights the distinction between weather-like contexts and climate-like contexts. In the former context one has access to a relevant climatology (a relevant, arguably informative distribution prior to any model simulations), in the latter context that information is not available although one can fall back on the scientific basis upon which the model itself rests, and estimate the probability that the model output is in fact misinformative. This subjective "probability of a big surprise" is one way to communicate the probability of model-based information holding in practice, the probability that the information the model-based probability is conditioned on holds. It is argued that no model-based climate-like probability forecast is complete without a quantitative estimate of its own irrelevance, and that the clear identification of model-based probability forecasts as mature or immature, are critical elements for maintaining the credibility of science-based decision support, and can shape uncertainty quantification more widely.

  15. Climate sensitivity estimated from temperature reconstructions of the Last Glacial Maximum

    NASA Astrophysics Data System (ADS)

    Schmittner, A.; Urban, N.; Shakun, J. D.; Mahowald, N. M.; Clark, P. U.; Bartlein, P. J.; Mix, A. C.; Rosell-Melé, A.

    2011-12-01

    In 1959 IJ Good published the discussion "Kinds of Probability" in Science. Good identified (at least) five kinds. The need for (at least) a sixth kind of probability when quantifying uncertainty in the context of climate science is discussed. This discussion brings out the differences in weather-like forecasting tasks and climate-links tasks, with a focus on the effective use both of science and of modelling in support of decision making. Good also introduced the idea of a "Dynamic probability" a probability one expects to change without any additional empirical evidence; the probabilities assigned by a chess playing program when it is only half thorough its analysis being an example. This case is contrasted with the case of "Mature probabilities" where a forecast algorithm (or model) has converged on its asymptotic probabilities and the question hinges in whether or not those probabilities are expected to change significantly before the event in question occurs, even in the absence of new empirical evidence. If so, then how might one report and deploy such immature probabilities in scientific-support of decision-making rationally? Mature Probability is suggested as a useful sixth kind, although Good would doubtlessly argue that we can get by with just one, effective communication with decision makers may be enhanced by speaking as if the others existed. This again highlights the distinction between weather-like contexts and climate-like contexts. In the former context one has access to a relevant climatology (a relevant, arguably informative distribution prior to any model simulations), in the latter context that information is not available although one can fall back on the scientific basis upon which the model itself rests, and estimate the probability that the model output is in fact misinformative. This subjective "probability of a big surprise" is one way to communicate the probability of model-based information holding in practice, the probability that the information the model-based probability is conditioned on holds. It is argued that no model-based climate-like probability forecast is complete without a quantitative estimate of its own irrelevance, and that the clear identification of model-based probability forecasts as mature or immature, are critical elements for maintaining the credibility of science-based decision support, and can shape uncertainty quantification more widely.

  16. Portrait of a Science Teacher as a Bricoleur: A Case Study from India

    ERIC Educational Resources Information Center

    Sharma, Ajay

    2008-01-01

    This paper presents a case study of science teaching in an eighth grade school classroom in India. It comes out of a larger ethnographic study done in 2005 that looked at how science was taught and learned in a rural government run middle school in the state of Madhya Pradesh in India. Subscribing to a sociocultural perspective, the paper presents…

  17. Cranial mononeuropathy VI

    MedlinePlus

    ... palsy; Cranial nerve VI palsy; Sixth nerve palsy; Neuropathy - sixth nerve ... with: Brain aneurysms Nerve damage from diabetes( diabetic neuropathy ) Gradenigo syndrome (which also causes discharge from the ...

  18. Scientific Investigations of Elementary School Children

    NASA Astrophysics Data System (ADS)

    Valanides, Nicos; Papageorgiou, Maria; Angeli, Charoula

    2014-02-01

    The study provides evidence concerning elementary school children's ability to conduct a scientific investigation. Two hundred and fifty sixth-grade students and 248 fourth-grade students were administered a test, and based on their performance, they were classified into high-ability and low-ability students. The sample of this study was randomly selected and included 80 students, 40 fourth-grade and 40 sixth-grade students of low and high abilities. Students were specifically instructed to investigate the functioning of a device, to think aloud prior and after any experiment with the device, and to keep a record of their experimental results. The results showed that students were inclined to mainly collect evidence from the experimental space and failed to control variables during their investigation. The majority of the students had difficulties with effectively organizing collected data and failed to coordinate hypotheses with evidence. The significant interaction effect that was found between grade level and ability in terms of students' investigation ability indicates that the existing gap between high- and low-ability students becomes bigger as students become older. Undoubtedly, ongoing research efforts for identifying patterns of children's cognitive development will be most valuable as they can have important implications for the design of teaching scenarios and inquiry-based science activities conducive to accelerating students' cognitive growth and scientific investigation abilities.

  19. Predictors of developing mathematics anxiety among middle-school students: A 2-year prospective study.

    PubMed

    Madjar, Nir; Zalsman, Gil; Weizman, Abraham; Lev-Ran, Shaul; Shoval, Gal

    2016-12-04

    While there is an abundance of research pertaining to the development of anxiety disorders, there is still a dearth of knowledge regarding the development of anxiety in the general population. The objective of this study was to longitudinally explore the development of mathematics anxiety among normative middle-school students, and to identify the moderating role of gender, school transition and scholastic achievements on these trajectories. Subjects included 413 sixth grade students (53.3% females, mean age 11.27 ± 0.38 years). Participants were evaluated for their level of anxiety in the context of mathematics, using the Value of Education scale, in four time-points with a 6-month gap between each time-point. Data regarding subjects' grades and school transition were also collected. A growth curve analysis using hierarchical linear modelling revealed that girls, students who transitioned between schools and high achievers (each independently) reported a significant increase in mathematics related anxiety towards the end of sixth grade, which later decreased during seventh grade. The findings of this prospective study on factors affecting the development of mathematics anxiety among normative adolescents may be important in planning focused primary prevention school-based strategies. © 2016 International Union of Psychological Science.

  20. Climate Solutions Presentations on Science On a Sphere (SOS) and SOS Explorer achieve acceptance of Climate Science among Policymakers as well as the Public: US National Academy of Sciences Symposium/Open House Example

    NASA Astrophysics Data System (ADS)

    Sievering, H.

    2015-12-01

    The outcomes of climate science are inherently rife with discussions of dire consequences for humans that leave many listeners feeling helpless and hopeless. We have found that a focus on clean energy solutions, without reference to dirty energy, substantially reduces (may even eliminate) the negativity associated with sea level rise, extreme weather and other climate change presentations. US audiences respond well to discussion of California's clean energy transformation with solar, wind, geothermal and water power together now approaching 25% of total energy supply for the world's sixth largest economy. For both policymakers and the general public, a "positive climate change" presentation does not generally suffice on its own. Clear visual display of climate science information is essential. We have found the Science On a Sphere (SOS) National Oceanic and Atmospheric Administration science education tool, to be exceptional in this regard. Further, broad dissemination is possible given the SOS network consists of over 120 sites in 23 countries. The new SOS Explorer system, an advanced science education tool, can readily utilize the over 500 available SOS data sets. We have recently developed an arctic amplification and mid-latitude climate change impacts program for the upcoming US National Academy of Sciences' Arctic Matters Symposium/Open House. This SOS and SOS Explorer education program will be described with emphasis on the climate solutions incorporated into this module targeted at US policymakers and invited open house public.

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