Measuring Skew in Average Surface Roughness as a Function of Surface Preparation

NASA Technical Reports Server (NTRS)

Stahl, Mark T.

2015-01-01

Characterizing surface roughness is important for predicting optical performance. Better measurement of surface roughness reduces grinding saving both time and money and allows the science requirements to be better defined. In this study various materials are polished from a fine grind to a fine polish. Each sample's RMS surface roughness is measured at 81 locations in a 9x9 square grid using a Zygo white light interferometer at regular intervals during the polishing process. Each data set is fit with various standard distributions and tested for goodness of fit. We show that the skew in the RMS data changes as a function of polishing time.

Fun with Buoyancy.

ERIC Educational Resources Information Center

Cuicchi, Paul M.; Winter, Joshua B.; Hamil, Burnette

2003-01-01

Presents an activity to teach buoyancy. The lab determines what mass of sand can be added to the open end of hollow plastic containers of various shapes so that objects just float at the surface, without sinking, with their entire volume submerged. Discusses Archimedes' principle and aligns with current national science education standards.…

Students' and Teachers' Application of Surface Area to Volume Relationships

ERIC Educational Resources Information Center

Taylor, Amy R.; Jones, M. Gail

2013-01-01

The "National Science Education Standards" emphasize teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale (NRC 2011). Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased…

Developing the Cleanliness Requirements for an Organic-detection Instrument MOMA-MS

NASA Technical Reports Server (NTRS)

Perry, Radford; Canham, John; Lalime, Erin

2015-01-01

The cleanliness requirements for an organic-detection instrument, like the Mars Organic Molecule Analyzer Mass Spectrometer (MOMA-MS), on a Planetary Protection Class IVb mission can be extremely stringent. These include surface molecular and particulate, outgassing, and bioburden. The prime contractor for the European Space Agencys ExoMars 2018 project, Thales Alenia Space Italy, provided requirements based on a standard, conservative approach of defining limits which yielded levels that are unverifiable by standard cleanliness verification methods. Additionally, the conservative method for determining contamination surface area uses underestimation while conservative bioburden surface area relies on overestimation, which results in inconsistencies for the normalized reporting. This presentation will provide a survey of the challenge to define requirements that can be reasonably verified and still remain appropriate to the core science of the ExoMars mission.

Quality-Assurance Plan for Water-Quality Activities in the USGS Ohio Water Science Center

USGS Publications Warehouse

Francy, Donna S.; Shaffer, Kimberly H.

2008-01-01

In accordance with guidelines set forth by the Office of Water Quality in the Water Resources Discipline of the U.S. Geological Survey, a quality-assurance plan has been written for use by the Ohio Water Science Center in conducting water-quality activities. This quality-assurance plan documents the standards, policies, and procedures used by the Ohio Water Science Center for activities related to the collection, processing, storage, analysis, and publication of water-quality data. The policies and procedures documented in this quality-assurance plan for water-quality activities are meant to complement the Ohio Water Science Center quality-assurance plans for water-quality monitors, the microbiology laboratory, and surface-water and ground-water activities.

Preparation of atomically flat TiO2(001) surfaces

NASA Astrophysics Data System (ADS)

Wang, Yang; Weitering, Hanno H.; Snijders, Paul C.

2015-03-01

Transition metal oxides with the rutile structure (MO2, M = e.g. Ti, V, or Nb) have highly directional partially occupied t2g orbitals. Some of these orbitals form quasi-1D electronic bands along the rutile c-axis, and Peierls-like ordering phenomena have been observed in VO2 and NbO2. Tailoring the electronic properties of these materials via quantum confinement requires epitaxial growth on suitable substrates such as low index TiO2 surfaces. Because of the high surface energy of rutile TiO2(001), the standard approach of sputtering and annealing usually introduces faceting. Here we demonstrate a facile method to create atomically flat, non-faceted TiO2(001) surfaces. Using scanning tunneling microscopy we observe terraces with a width of approximately 150 nm. Step heights of approximately 0.3 nm are observed, consistent with the c lattice parameter of rutile TiO2. Low energy electron diffraction patterns reveal sharp diffraction spots with an in-plane lattice constant of 0.358 nm which is consistent with a (1x1) ordering of the (001) plane. These TiO2(001) single crystal surfaces can serve as an ideal substrate for further growth of rutile heterostructures. Research sponsored by the U.S. Department of Energy, Office of Science, Basic Energy Sciences, Materials Sciences and Engineering Division.

Recent advances in vacuum sciences and applications

NASA Astrophysics Data System (ADS)

Mozetič, M.; Ostrikov, K.; Ruzic, D. N.; Curreli, D.; Cvelbar, U.; Vesel, A.; Primc, G.; Leisch, M.; Jousten, K.; Malyshev, O. B.; Hendricks, J. H.; Kövér, L.; Tagliaferro, A.; Conde, O.; Silvestre, A. J.; Giapintzakis, J.; Buljan, M.; Radić, N.; Dražić, G.; Bernstorff, S.; Biederman, H.; Kylián, O.; Hanuš, J.; Miloševič, S.; Galtayries, A.; Dietrich, P.; Unger, W.; Lehocky, M.; Sedlarik, V.; Stana-Kleinschek, K.; Drmota-Petrič, A.; Pireaux, J. J.; Rogers, J. W.; Anderle, M.

2014-04-01

Recent advances in vacuum sciences and applications are reviewed. Novel optical interferometer cavity devices enable pressure measurements with ppm accuracy. The innovative dynamic vacuum standard allows for pressure measurements with temporal resolution of 2 ms. Vacuum issues in the construction of huge ultra-high vacuum devices worldwide are reviewed. Recent advances in surface science and thin films include new phenomena observed in electron transport near solid surfaces as well as novel results on the properties of carbon nanomaterials. Precise techniques for surface and thin-film characterization have been applied in the conservation technology of cultural heritage objects and recent advances in the characterization of biointerfaces are presented. The combination of various vacuum and atmospheric-pressure techniques enables an insight into the complex phenomena of protein and other biomolecule conformations on solid surfaces. Studying these phenomena at solid-liquid interfaces is regarded as the main issue in the development of alternative techniques for drug delivery, tissue engineering and thus the development of innovative techniques for curing cancer and cardiovascular diseases. A review on recent advances in plasma medicine is presented as well as novel hypotheses on cell apoptosis upon treatment with gaseous plasma. Finally, recent advances in plasma nanoscience are illustrated with several examples and a roadmap for future activities is presented.

Quality-Assurance Plan for Water-Quality Activities of the U.S. Geological Survey Montana Water Science Center

USGS Publications Warehouse

Lambing, John H.

2006-01-01

In accordance with guidelines set forth by the Office of Water Quality in the Water Resources Discipline of the U.S. Geological Survey (USGS), a quality-assurance plan has been created for use by the USGS Montana Water Science Center in conducting water-quality activities. This quality-assurance plan documents the standards, policies, and procedures used by the USGS Montana Water Science Center for activities related to the collection, processing, storage, analysis, and publication of water-quality data. The policies and procedures presented in this quality-assurance plan for water-quality activities complement the quality-assurance plans for surface-water and ground-water activities and suspended-sediment analysis.

Investigating Arsenic Contents in Surface and Drinking Water by Voltammetry and the Method of Standard Additions

ERIC Educational Resources Information Center

Cheng, Anran; Tyne, Rebecca; Kwok, Yu Ting; Rees, Louis; Craig, Lorraine; Lapinee, Chaipat; D'Arcy, Mitch; Weiss, Dominik J.; Salau¨n, Pascal

2016-01-01

Testing water samples for arsenic contamination has become an important water quality issue worldwide. Arsenic usually occurs in very small concentrations, and a sensitive analytical method is needed. We present here a 1-day laboratory module developed to introduce Earth Sciences and/or Chemistry student undergraduates to key aspects of this…

Common Core Science Standards: Implications for Students with Learning Disabilities

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.

2013-01-01

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…

Progress in Preparation of Monodisperse Polymer Microspheres

NASA Astrophysics Data System (ADS)

Zhang, Hongyan

2017-12-01

The monodisperse crosslinked polymer microspheres have attracted much attention because of their superior thermal and solvent resistance, mechanical strength, surface activity and adsorption properties. They are of wide prospects for using in many fields such as biomedicine, electronic science, information technology, analytical chemistry, standard measurement and environment protection etc. Functional polymer microspheres prepared by different methods have the outstanding surface property, quantum size effect and good potential future in applications with its designable structure, controlled size and large ratio of surface to volume. Scholars of all over the world have focused on this hot topic. The preparation method and research progress in functional polymer microspheres are addressed in the paper.

Science of Water Leaks: Validated Theory for Moisture Flow in Microchannels and Nanochannels.

PubMed

Lei, Wenwen; Fong, Nicole; Yin, Yongbai; Svehla, Martin; McKenzie, David R

2015-10-27

Water is ubiquitous; the science of its transport in micro- and nanochannels has applications in electronics, medicine, filtration, packaging, and earth and planetary science. Validated theory for water vapor and two-phase water flows is a "missing link"; completing it enables us to define and quantify flow in a set of four standard leak configurations with dimensions from the nanoscale to the microscale. Here we report the first measurements of water vapor flow rates through four silica microchannels as a function of humidity, including under conditions when air is present as a background gas. An important finding is that the tangential momentum accommodation coefficient (TMAC) is strongly modified by surface layers of adsorbed water molecules, in agreement with previous work on the TMAC for nitrogen molecules impacting a silica surface in the presence of moisture. We measure enhanced flow rates for two-phase flows in silica microchannels driven by capillary filling. For the measurement of flows in nanochannels we use heavy water mass spectrometry. We construct the theory for the flow rates of the dominant modes of water transport through each of the four standard configurations and benchmark it against our new measurements in silica and against previously reported measurements for nanochannels in carbon nanotubes, carbon nanopipes, and porous alumina. The findings show that all behavior can be described by the four standard leak configurations and that measurements of leak behavior made using other molecules, such as helium, are not reliable. Single-phase water vapor flow is overestimated by a helium measurement, while two-phase flows are greatly underestimated for channels larger than 100 nm or for all channels when boundary slip applies, to an extent that depends on the slip length for the liquid-phase flows.

An RBF-FD closest point method for solving PDEs on surfaces

NASA Astrophysics Data System (ADS)

Petras, A.; Ling, L.; Ruuth, S. J.

2018-10-01

Partial differential equations (PDEs) on surfaces appear in many applications throughout the natural and applied sciences. The classical closest point method (Ruuth and Merriman (2008) [17]) is an embedding method for solving PDEs on surfaces using standard finite difference schemes. In this paper, we formulate an explicit closest point method using finite difference schemes derived from radial basis functions (RBF-FD). Unlike the orthogonal gradients method (Piret (2012) [22]), our proposed method uses RBF centers on regular grid nodes. This formulation not only reduces the computational cost but also avoids the ill-conditioning from point clustering on the surface and is more natural to couple with a grid based manifold evolution algorithm (Leung and Zhao (2009) [26]). When compared to the standard finite difference discretization of the closest point method, the proposed method requires a smaller computational domain surrounding the surface, resulting in a decrease in the number of sampling points on the surface. In addition, higher-order schemes can easily be constructed by increasing the number of points in the RBF-FD stencil. Applications to a variety of examples are provided to illustrate the numerical convergence of the method.

Literacy in the National Science and Mathematics Standards: Communication and Reasoning. Report Series 3.14.

ERIC Educational Resources Information Center

Kouba, Vicky L.; Champagne, Audrey B.; Piscitelli, Michael; Havasy, Monique; White, Kara; Hurley, Marlene

A study analyzed in detail the perspectives in science and mathematics literacy found in the national standards for science and mathematics. The National Science Education Standards (NSES), the Benchmarks for Science Literacy, the Curriculum and Evaluation Standards for School Mathematics, and the Professional Teaching Standards for School…

Surface-Water Quality-Assurance Plan for the Tallahassee Office, U.S. Geological Survey

USGS Publications Warehouse

Tomlinson, Stewart A.

2006-01-01

This Tallahassee Office Surface-Water Quality-Assurance Plan documents the standards, policies, and procedures used by the Tallahassee Office for activities related to the collection, processing, storage, analysis, and publication of surface-water data. This plan serves as a guide to all Tallahassee Office personnel involved in surface-water data activities, and changes as the needs and requirements of the Tallahassee Office, Florida Integrated Science Center, and Water Discipline change. Reg-ular updates to this Plan represent an integral part of the quality-assurance process. In the Tallahassee Office, direct oversight and responsibility by the employee(s) assigned to a surface-water station, combined with team approaches in all work efforts, assure high-quality data, analyses, reviews, and reports for cooperating agencies and the public.

Inquiry with Seeds to Meet the Science Education Standards

ERIC Educational Resources Information Center

Krantz, Patrick D.; Barrow, Lloyd H.

2006-01-01

The "National Science Education Standards" provide a vision and standard of science instruction that includes not only the factual, content-rich history of science but also an understanding of the processes and skills necessary to "do" science. Moreover, the "Standards" provide the framework for science instruction that embodies the use of…

Applying the Coupled-Cluster Ansatz to Solids and Surfaces in the Thermodynamic Limit

NASA Astrophysics Data System (ADS)

Gruber, Thomas; Liao, Ke; Tsatsoulis, Theodoros; Hummel, Felix; Grüneis, Andreas

2018-04-01

Modern electronic structure theories can predict and simulate a wealth of phenomena in surface science and solid-state physics. In order to allow for a direct comparison with experiment, such ab initio predictions have to be made in the thermodynamic limit, substantially increasing the computational cost of many-electron wave-function theories. Here, we present a method that achieves thermodynamic limit results for solids and surfaces using the "gold standard" coupled cluster ansatz of quantum chemistry with unprecedented efficiency. We study the energy difference between carbon diamond and graphite crystals, adsorption energies of water on h -BN, as well as the cohesive energy of the Ne solid, demonstrating the increased efficiency and accuracy of coupled cluster theory for solids and surfaces.

From Laboratory Research to a Clinical Trial

PubMed Central

Michels, Harold T.; Keevil, C. William; Salgado, Cassandra D.; Schmidt, Michael G.

2015-01-01

Objective: This is a translational science article that discusses copper alloys as antimicrobial environmental surfaces. Bacteria die when they come in contact with copper alloys in laboratory tests. Components made of copper alloys were also found to be efficacious in a clinical trial. Background: There are indications that bacteria found on frequently touched environmental surfaces play a role in infection transmission. Methods: In laboratory testing, copper alloy samples were inoculated with bacteria. In clinical trials, the amount of live bacteria on the surfaces of hospital components made of copper alloys, as well as those made from standard materials, was measured. Finally, infection rates were tracked in the hospital rooms with the copper components and compared to those found in the rooms containing the standard components. Results: Greater than a 99.9% reduction in live bacteria was realized in laboratory tests. In the clinical trials, an 83% reduction in bacteria was seen on the copper alloy components, when compared to the surfaces made from standard materials in the control rooms. Finally, the infection rates were found to be reduced by 58% in patient rooms with components made of copper, when compared to patients' rooms with components made of standard materials. Conclusions: Bacteria die on copper alloy surfaces in both the laboratory and the hospital rooms. Infection rates were lowered in those hospital rooms containing copper components. Thus, based on the presented information, the placement of copper alloy components, in the built environment, may have the potential to reduce not only hospital-acquired infections but also patient treatment costs. PMID:26163568

The "Next Generation Science Standards" and the Life Sciences

ERIC Educational Resources Information Center

Bybee, Rodger W.

2013-01-01

Publication of the "Next Generation Science Standards" will be just short of two decades since publication of the "National Science Education Standards" (NRC 1996). In that time, biology and science education communities have advanced, and the new standards will reflect that progress (NRC 1999, 2007, 2009; Kress and Barrett…

A case study: The original intentions of the designers of the science content standards

NASA Astrophysics Data System (ADS)

Eucker, Penelope Hudson

This case study research examined the original intentions of the designers of the science content standards in the historical context of educational reforms and legislation. The content standards are the keystone of standards-based education. Originally, national science content standards were part of a cohesive program to increase the occurrence of quality science K--12. Through assessment policies set into motion by state and federal legislation, science curriculum is increasingly fixed and standardized. Scripting teachers is becoming more common. Unintended outcomes of standards-based education are prevalent in all classrooms. Recording the original intentions of the designers of the science content standards in a historical context is significant to document their beliefs and purposes. The shared beliefs of the six scholars included: (a) science had become overstuffed curriculum with students learning very few concepts; (b) science teachers required assistance to decide which concepts are most important for students to learn; (c) standards-based education will most likely endure for a very long time; (d) science is a specific way of knowing and inquiry must be part of science instruction; (e) few teachers teach to the science content standards. The scholars disagreed about whether the power to decide what to teach had moved from the classroom to the legislators and if standards-based education has preferentially helped some groups of students while diminishing the science education of others. Implications from the findings reveal the tension between a defined science content and the resultant assessment template that further trims the instructional range offered. Foreshadowing of increasing trend toward profits made from testing companies as state and federal legislation increase mandated assessments. Significantly, the educational research that clearly demonstrate many pathways lead to educated students such as the Eight-Year Study were suppressed in favor of the bi-partisan supported standards-based education. One of the stated goals of standards-based education was equity. With documented corrupted curriculum sometimes devoid of all science, equity remains an elusive goal. This research documents the original intentions of the designers of the science content standards. The story continues to unfold with new state and federal legislation as teachers attempt to teach the mandated content standards.

The Next Generation Science Standards: The Features and Challenges

ERIC Educational Resources Information Center

Pruitt, Stephen L.

2014-01-01

Beginning in January of 2010, the Carnegie Corporation of New York funded a two-step process to develop a new set of state developed science standards intended to prepare students for college and career readiness in science. These new internationally benchmarked science standards, the Next Generation Science Standards (NGSS) were completed in…

New EPA Guidelines for Review of Surface Coal Mining Operations in Appalachia (released in AEO2010)

EIA Publications

2010-01-01

On April 1, 2010, the Environmental Protection Agency (EPA) issued a set of new guidelines to several of its Regional offices regarding the compliance of surface coal mining operations in Appalachia with the provisions of the Clean Water Act (CWA), the National Environmental Policy Act, and the environmental justice Executive Order (E.O. 12898). The stated purpose of the guidance was to explain more fully the approach that the EPA will be following in permit reviews, and to provide additional assurance that its Regional offices use clear, consistent, and science-based standards in reviewing the permits. Although the new guidelines go into effect immediately, they will be subjected to review both by the public and by the EPA's Science Advisory Board, with a set of final guidelines to be issued no later than April 1, 2011.

Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report. Appendix

ERIC Educational Resources Information Center

Achieve, Inc., 2010

2010-01-01

This appendix accompanies the report "Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report," a study conducted by Achieve to compare the science standards of 10 countries. This appendix includes the following: (1) PISA and TIMSS Assessment Rankings; (2) Courses and…

Implications of the Next Generation Science Standards for Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Wysession, M. E.; Colson, M.; Duschl, R. A.; Huff, K.; Lopez, R. E.; Messina, P.; Speranza, P.; Matthews, T.; Childress, J.

2012-12-01

The Next Generation Science Standards (NGSS), due to be released in 2013, set a new direction for K-12 science education in America. These standards will put forth significant changes for Earth and space sciences. The NGSS are based upon the recommendations of the National Research Council's 2011 report "A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas." The standards are being written by a large group of authors who represent many different constituencies, including 26 participating states, in a process led by Achieve, Inc. The standards encourage innovative ways to teach science at the K-12 level, including enhanced integration between the content, practices, and crosscutting ideas of science and greater assimilation among the sciences and engineering, and among the sciences, mathematics, and English language arts. The NGSS presents a greater emphasis on Earth and space sciences than in previous standards, recommending a year at both the middle and high school levels. The new standards also present a greater emphasis on areas of direct impact between humans and the Earth system, including climate change, natural hazards, resource management, and sustainability.

Design and validation of a standards-based science teacher efficacy instrument

NASA Astrophysics Data System (ADS)

Kerr, Patricia Reda

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA subscales. Correlations were computed for BAT, BASA, and demographic variables to identify relationships between teacher efficacy, teacher characteristics, and school characteristics. Further research is recommended to refine the instrument and apply its use to a larger sample of science teachers. Its further development also has significance for the enhancement of science teacher education programs.

Best Practices for International Collaboration and Applications of Interoperability within a NASA Data Center

NASA Astrophysics Data System (ADS)

Moroni, D. F.; Armstrong, E. M.; Tauer, E.; Hausman, J.; Huang, T.; Thompson, C. K.; Chung, N.

2013-12-01

The Physical Oceanographic Distributed Active Archive Center (PO.DAAC) is one of 12 data centers sponsored by NASA's Earth Science Data and Information System (ESDIS) project. The PO.DAAC is tasked with archival and distribution of NASA Earth science missions specific to physical oceanography, many of which have interdisciplinary applications for weather forecasting/monitoring, ocean biology, ocean modeling, and climate studies. PO.DAAC has a 20-year history of cross-project and international collaborations with partners in Europe, Japan, Australia, and the UK. Domestically, the PO.DAAC has successfully established lasting partners with non-NASA institutions and projects including the National Oceanic and Atmospheric Administration (NOAA), United States Navy, Remote Sensing Systems, and Unidata. A key component of these partnerships is PO.DAAC's direct involvement with international working groups and science teams, such as the Group for High Resolution Sea Surface Temperature (GHRSST), International Ocean Vector Winds Science Team (IOVWST), Ocean Surface Topography Science Team (OSTST), and the Committee on Earth Observing Satellites (CEOS). To help bolster new and existing collaborations, the PO.DAAC has established a standardized approach to its internal Data Management and Archiving System (DMAS), utilizing a Data Dictionary to provide the baseline standard for entry and capture of dataset and granule metadata. Furthermore, the PO.DAAC has established an end-to-end Dataset Lifecycle Policy, built upon both internal and external recommendations of best practices toward data stewardship. Together, DMAS, the Data Dictionary, and the Dataset Lifecycle Policy provide the infrastructure to enable standardized data and metadata to be fully ingested and harvested to facilitate interoperability and compatibility across data access protocols, tools, and services. The Dataset Lifecycle Policy provides the checks and balances to help ensure all incoming HDF and netCDF-based datasets meet minimum compliance requirements with the Lawrence Livermore National Laboratory's actively maintained Climate and Forecast (CF) conventions with additional goals toward metadata standards provided by the Attribute Convention for Dataset Discovery (ACDD), the International Organization for Standardization (ISO) 19100-series, and the Federal Geographic Data Committee (FGDC). By default, DMAS ensures all datasets are compliant with NASA's Global Change Master Directory (GCMD) and NASA's Reverb data discovery clearinghouse (also known as ECHO). For data access, PO.DAAC offers several widely-used technologies, including File Transfer Protocol (FTP), Open-source Project for a Network Data Access Protocol (OPeNDAP), and Thematic Realtime Environmental Distributed Data Services (THREDDS). These access technologies are available directly to users or through PO.DAAC's web interfaces, specifically the High-level Tool for Interactive Data Extraction (HiTIDE), Live Access Server (LAS), and PO.DAAC's set of search, image, and Consolidated Web Services (CWS). Lastly, PO.DAAC's newly introduced, standards-based CWS provide singular endpoints for search, imaging, and extraction capabilities, respectively, across L2/L3/L4 datasets. Altogether, these tools, services and policies serve to provide flexible, interoperable functionality for both users and data providers.

From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

ERIC Educational Resources Information Center

Contino, Julie; Anderson, O. Roger

2013-01-01

In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

Soil Moisture Active Passive (SMAP) Mission Level 4 Carbon (L4_C) Product Specification Document

NASA Technical Reports Server (NTRS)

Glassy, Joe; Kimball, John S.; Jones, Lucas; Reichle, Rolf H.; Ardizzone, Joseph V.; Kim, Gi-Kong; Lucchesi, Robert A.; Smith, Edmond B.; Weiss, Barry H.

2015-01-01

This is the Product Specification Document (PSD) for Level 4 Surface and Root Zone Soil Moisture (L4_SM) data for the Science Data System (SDS) of the Soil Moisture Active Passive (SMAP) project. The L4_SM data product provides estimates of land surface conditions based on the assimilation of SMAP observations into a customized version of the NASA Goddard Earth Observing System, Version 5 (GEOS-5) land data assimilation system (LDAS). This document applies to any standard L4_SM data product generated by the SMAP Project.

Running head: What color is it

NASA Technical Reports Server (NTRS)

Young, Andrew T.

1988-01-01

Color vision provides low-resolution spectrophotometric information about candidate materials for planetary surfaces that is comparable in precision to wideband photoelectric photometry, and considerably superior to Voyager TV data. Briefly explained are the basic concepts, teminology, and notation of color science. Also shown is how to convert a reflectance spectrum into a color specification. An Appendix lists a simple computer subroutine to convert spectral reflectance into CIE coordinates, and the text explains how to convert these to a surface color in a standard color atlas. Target and printed Solar System colors are compared to show how accurate are the printed colors.

Next Generation Science Standards: For States, by States

ERIC Educational Resources Information Center

National Academies Press, 2013

2013-01-01

"Next Generation Science Standards" identifies the science all K-12 students should know. These new standards are based on the National Research Council's "A Framework for K-12 Science Education." The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science,…

The Proposed Surface Water and Ocean Topography (SWOT) Mission

NASA Astrophysics Data System (ADS)

Fu, Lee-Lueng; Alsdorf, Douglas; Rodriguez, Ernesto; Morrow, Rosemary; Mognard, Nelly; Vaze, Parag; Lafon, Thierry

2013-09-01

A new space mission concept called Surface Water and Ocean Topography (SWOT) is being developed jointly by a collaborative effort of the international oceanographic and hydrological communities for making high-resolution measurement of the water elevation of both the ocean and land surface water to answer the questions about the oceanic submesoscale processes and the storage and discharge of land surface water. The key instrument payload would be a Ka-band radar interferometer capable of making high-resolution wide-swath altimetry measurement. This paper describes the proposed science objectives and requirements as well as the measurement approach of SWOT, which is baselined to be launched in 2019. SWOT would demonstrate this new approach to advancing both oceanography and land hydrology and set a standard for future altimetry missions.

The Proposed Surface Water and Ocean Topography (SWOT) Mission

NASA Technical Reports Server (NTRS)

Fu, Lee-Lueng; Alsdorf, Douglas; Rodriguez, Ernesto; Morrow, Rosemary; Mognard, Nelly; Vaze, Parag; Lafon, Thierry

2012-01-01

A new space mission concept called Surface Water and Ocean Topography (SWOT) is being developed jointly by a collaborative effort of the international oceanographic and hydrological communities for making high-resolution measurement of the water elevation of both the ocean and land surface water to answer the questions about the oceanic submesoscale processes and the storage and discharge of land surface water. The key instrument payload would be a Ka-band radar interferometer capable of making high-resolution wide-swath altimetry measurement. This paper describes the proposed science objectives and requirements as well as the measurement approach of SWOT, which is baselined to be launched in 2019. SWOT would demonstrate this new approach to advancing both oceanography and land hydrology and set a standard for future altimetry missions.

Quality-assurance plan for water-quality activities in the U.S. Geological Survey Washington Water Science Center

USGS Publications Warehouse

Conn, Kathleen E.; Huffman, Raegan L.; Barton, Cynthia

2017-05-08

In accordance with guidelines set forth by the Office of Water Quality in the Water Mission Area of the U.S. Geological Survey, a quality-assurance plan has been created for use by the Washington Water Science Center (WAWSC) in conducting water-quality activities. This qualityassurance plan documents the standards, policies, and procedures used by the WAWSC for activities related to the collection, processing, storage, analysis, and publication of water-quality data. The policies and procedures documented in this quality-assurance plan for water-quality activities complement the quality-assurance plans for surface-water and groundwater activities at the WAWSC.

Development of KRISS standard reference photometer (SRP) for ambient ozone measurement

NASA Astrophysics Data System (ADS)

Lee, S.; Lee, J.

2014-12-01

Surface ozone has adverse impacts on human health and ecosystem. Accurate measurement of ambient ozone concentration is essential for developing effective mitigation strategies and understanding atmospheric chemistry. Korea Research Institute of Standards and Science (KRISS) has developed new ozone standard reference photometers (SRPs) for the calibration of ambient ozone instruments. The basic principle of the KRISS ozone SRPs is to determine the absorption of ultraviolet radiation at a specific wavelength, 253.7 nm, by ozone in the atmosphere. Ozone concentration is calculated by converting UV transmittance through the Beer-Lambert Law. This study introduces the newly developed ozone SRPs and characterizes their performance through uncertainty analysis and comparison with BIPM (International Bureau of Weights and Measures) SRP.

Exemplary Science PreK-4: Standards-Based Success Stories

ERIC Educational Resources Information Center

Yager, Robert E., Ed.; Enger, Sandra

2006-01-01

Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? "Yes!," reports Robert Yager, editor of Exemplary Science in Grades PreK-4: Standards-Based Success Stories. "Probably the Standards have done more to change…

Perception of Science Standards' Effectiveness and Their Implementation by Science Teachers

NASA Astrophysics Data System (ADS)

Klieger, Aviva; Yakobovitch, Anat

2011-06-01

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards.

A study of science leadership and science standards in exemplary standards-based science programs

NASA Astrophysics Data System (ADS)

Carpenter, Wendy Renae

The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary science programs teachers value continuous personal development, teachers are provided on-going science professional development opportunities to improve instructional practices, teachers reflect and share professional practices, and teachers establish professional learning communities within their classrooms; and (f) Culture of shared leadership-In exemplary science programs instructional leadership purposes and values are consistently shared among all stakeholders which are outlined in the standards. These results are potentially useful for understanding exemplary standards-based science programs and science instructional leadership practices as a model for science programs trying to improve science education so that all students can have a true scientific learning experience.

Science Standards, Science Achievement, and Attitudes about Evolution

ERIC Educational Resources Information Center

Belin, Charlie M.; Kisida, Brian

2015-01-01

This article explores the relationships between (a) the quality of state science standards and student science achievement, (b) the public's belief in teaching evolution and the quality of state standards, and (c) the public's belief in teaching evolution and student science achievement. Using multiple measures, we find no evidence of a…

The "Next Generation Science Standards" and the Earth and Space Sciences

ERIC Educational Resources Information Center

Wysession, Michael E.

2013-01-01

The "Next Generation Science Standards" ("NGSS"), due to be released this spring, represents a revolutionary step toward establishing modern, national K-12 science education standards. Based on the recommendations of the National Research Council's "A Framework for K-12 Science Education: Practices, Crosscutting…

Teacher Professional Develpment That Meets 21st Century Science Education Standards

NASA Astrophysics Data System (ADS)

van der Veen, Wil E.; Roelofsen Moody, T.

2011-01-01

The National Academies are working with several other groups to develop new National Science Education Standards, with the intention that they will be adopted by all states. It is critical that the science education community uses these new standards when planning teacher professional development and understands the potential implementation challenges. As a first step in developing these new standards, the National Research Council (NRC) recently published a draft Framework for Science Education. This framework describes the major scientific ideas and practices that all students should be familiar with by the end of high school. Following recommendations from the NRC Report "Taking Science to School” (NRC, 2007), it emphasizes the importance of integrating science practices with the learning of science content. These same recommendations influenced the recently revised New Jersey Science Education Standards. Thus, the revised New Jersey standards can be valuable as a case study for curriculum developers and professional development providers. While collaborating with the New Jersey Department of Education on the development of these revised science standards, we identified two critical needs for successful implementation. First, we found that many currently used science activities must be adapted to meet the revised standards and that new activities must be developed. Second, teacher professional development is needed to model the integration of science practices with the learning of science content. With support from the National Space Grant Foundation we developed a week-long Astronomy Institute, which was presented in the summers of 2009 and 2010. We will briefly describe our professional development model and how it helped teachers to bridge the gap between the standards and their current classroom practice. We will provide examples of astronomy activities that were either adapted or developed to meet the new standards. Finally, we will briefly discuss the evaluation results.

Low energy positrons as probes of reconstructed semiconductor surfaces.

NASA Astrophysics Data System (ADS)

Fazleev, Nail G.; Weiss, Alex H.

2007-03-01

Positron probes of semiconductor surfaces that play a fundamental role in modern science and technology are capable to non-destructively provide information that is both unique to the probe and complimentary to that extracted using other more standard techniques. We discuss recent progress in studies of the reconstructed Si(100), Si(111), Ge(100), and Ge(111) surfaces, clean and exposed to hydrogen and oxygen, using a surface characterization technique, Positron-Annihilation-Induced Auger-Electron Spectroscopy (PAES). Experimental PAES results are analyzed by performing first-principles calculations of positron surface states and annihilation probabilities of surface-trapped positrons with relevant core electrons for the reconstructed surfaces, taking into account discrete lattice effects, the electronic reorganization due to bonding, and charge redistribution effects at the surface. Effects of the hydrogen and oxygen adsorption on semiconductor surfaces on localization of positron surface state wave functions and annihilation characteristics are also analyzed. Theoretical calculations confirm that PAES intensities, which are proportional to annihilation probabilities of the surface trapped positrons that results in a core hole, are sensitive to the crystal face, surface structure and elemental content of the semiconductors.

Proof of Concept for a Simple Smartphone Sky Monitor

NASA Astrophysics Data System (ADS)

Kantamneni, Abhilash; Nemiroff, R. J.; Brisbois, C.

2013-01-01

We present a novel approach of obtaining a cloud and bright sky monitor by using a standard smartphone with a downloadable app. The addition of an inexpensive fisheye lens can extend the angular range to the entire sky visible above the device. A preliminary proof of concept image shows an optical limit of about visual magnitude 5 for a 70-second exposure. Support science objectives include cloud monitoring in a manner similar to the more expensive cloud monitors in use at most major astronomical observatories, making expensive observing time at these observatories more efficient. Primary science objectives include bright meteor tracking, bright comet tracking, and monitoring the variability of bright stars. Citizen science objectives include crowd sourcing of many networked sky monitoring smartphones typically in broader support of many of the primary science goals. The deployment of a citizen smartphone array in an active science mode could leverage the sky monitoring data infrastructure to track other non-visual science opportunities, including monitoring the Earth's magnetic field for the effects of solar flares and exhaustive surface coverage for strong seismic events.

Enhancing Use of Learning Sciences Research in Planning for and Supporting Educational Change: Leveraging and Building Social Networks

ERIC Educational Resources Information Center

Penuel, William R.; Bell, Philip; Bevan, Bronwyn; Buffington, Pam; Falk, Joni

2016-01-01

This paper explores practical ways to engage two areas of educational scholarship--research on science learning and research on social networks--to inform efforts to plan and support implementation of new standards. The standards, the "Next Generation Science Standards" (NGSS; NGSS Lead States in Next generation science standards: For…

Making Science Accessible to Students with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Andersen, Lori; Nash, Brooke

2016-01-01

The publication of A Framework for K-12 Science Education (National Research Council, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013) have created a need for new alternate content standards and alternate assessments in science that are linked to the new general education science standards. This article describes how a…

The Next Generation Science Standards and the Life Sciences

ERIC Educational Resources Information Center

Bybee, Rodger W.

2013-01-01

Using the life sciences, this article first reviews essential features of the "NRC Framework for K-12 Science Education" that provided a foundation for the new standards. Second, the article describes the important features of life science standards for elementary, middle, and high school levels. Special attention is paid to the teaching…

Teaching the "Geo" in Geography with the Next Generation Science Standards

ERIC Educational Resources Information Center

Wysession, Michael E.

2016-01-01

The Next Generation Science Standards (NGSS; Achieve 2014, 532; Figure 1A) represent a new approach to K-12 science education that involves the interweaving of three educational dimensions: Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). Unlike most preexisting state science standards for…

Manufactured Porous Ambient Surface Simulants

NASA Technical Reports Server (NTRS)

Carey, Elizabeth M.; Peters, Gregory H.; Chu, Lauren; Zhou, Yu Meng; Cohen, Brooklin; Panossian, Lara; Green, Jacklyn R.; Moreland, Scott; Backes, Paul

2016-01-01

The planetary science decadal survey for 2013-2022 (Vision and Voyages, NRC 2011) has promoted mission concepts for sample acquisition from small solar system bodies. Numerous comet-sampling tools are in development to meet this standard. Manufactured Porous Ambient Surface Simulants (MPASS) materials provide an opportunity to simulate variable features at ambient temperatures and pressures to appropriately test potential sample acquisition systems for comets, asteroids, and planetary surfaces. The original "flavor" of MPASS materials is known as Manufactured Porous Ambient Comet Simulants (MPACS), which was developed in parallel with the development of the Biblade Comet Sampling System (Backes et al., in review). The current suite of MPACS materials was developed through research of the physical and mechanical properties of comets from past comet missions results and modeling efforts, coordination with the science community at the Jet Propulsion Laboratory and testing of a wide range of materials and formulations. These simulants were required to represent the physical and mechanical properties of cometary nuclei, based on the current understanding of the science community. Working with cryogenic simulants can be tedious and costly; thus MPACS is a suite of ambient simulants that yields a brittle failure mode similar to that of cryogenic icy materials. Here we describe our suite of comet simulants known as MPACS that will be used to test and validate the Biblade Comet Sampling System (Backes et al., in review).

Special issue on enabling open and interoperable access to Planetary Science and Heliophysics databases and tools

NASA Astrophysics Data System (ADS)

2018-01-01

The large amount of data generated by modern space missions calls for a change of organization of data distribution and access procedures. Although long term archives exist for telescopic and space-borne observations, high-level functions need to be developed on top of these repositories to make Planetary Science and Heliophysics data more accessible and to favor interoperability. Results of simulations and reference laboratory data also need to be integrated to support and interpret the observations. Interoperable software and interfaces have recently been developed in many scientific domains. The Virtual Observatory (VO) interoperable standards developed for Astronomy by the International Virtual Observatory Alliance (IVOA) can be adapted to Planetary Sciences, as demonstrated by the VESPA (Virtual European Solar and Planetary Access) team within the Europlanet-H2020-RI project. Other communities have developed their own standards: GIS (Geographic Information System) for Earth and planetary surfaces tools, SPASE (Space Physics Archive Search and Extract) for space plasma, PDS4 (NASA Planetary Data System, version 4) and IPDA (International Planetary Data Alliance) for planetary mission archives, etc, and an effort to make them interoperable altogether is starting, including automated workflows to process related data from different sources.

The Role of Rendering in the Competence Project in Measurement Science for Optical Reflection and Scattering

PubMed Central

Westlund, Harold B.; Meyer, Gary W.; Hunt, Fern Y.

2002-01-01

Computer rendering is used to simulate the appearance of lighted objects for applications in architectural design, for animation and simulation in the entertainment industry, and for display and design in the automobile industry. Rapid advances in computer graphics technology suggest that in the near future it will be possible to produce photorealistic images of coated surfaces from scattering data. This could enable the identification of important parameters in the coatings manufacturing process that lead to desirable appearance, and to the design of virtual surfaces by visualizing prospective coating formulations once their optical properties are known. Here we report the results of our work to produce visually and radiometrically accurate renderings of selected appearance attributes of sample coated surfaces. It required changes in the rendering programs, which in general are not designed to accept high quality optical and material measurements, and changes in the optical measurement protocols. An outcome of this research is that some current ASTM standards can be replaced or enhanced by computer based standards of appearance. PMID:27446729

Tribology. LC Science Tracer Bullet.

ERIC Educational Resources Information Center

Havas, George D., Comp.

Tribology is the science and technology of interacting surfaces in relative motion. It incorporates a number of scientific fields, including friction, wear, lubrication, materials science, and various branches of surface physics and surface chemistry. Tribology forms a vital part of engineering science. The interacting surfaces may be on machinery…

Spacecraft Status Report: 2001 Mars Odyssey

NASA Technical Reports Server (NTRS)

Boyles, Carole

2012-01-01

Fourth extension of Odyssey mission continues, with orbital science investigations and relay services for landed assets. Mitigation of aging IMU and UHF transceiver. ODY has responded to Program Office/board recommendations. All Stellar mode has been certified for flight operations and is now standard for nadir point operations on the A-side. Investigating options to mitigate aging Battery. Gradual transfer to a later LMST orbit node to shorten eclipse durations. Reduce spacecraft loads during the longer eclipses. Optimize battery performance. ODY is preparing for E5 Proposal and Planetary Science Division FY12 Senior Review activities. ODY is on track to support MSL EDL and surface operations. ODY is managing consumables in order to remain in operations until 2020.

Using Lunar Sample Disks and Resources to Promote Scientific Inquiry

NASA Technical Reports Server (NTRS)

Graff, Paige; Allen, Jaclyn; Runco, Susan

2014-01-01

This poster presentation will illustrate the use of NASA Lunar Sample Disks and resources to promote scientific inquiry and address the Next Generation Science Standards. The poster will present information on the Lunar Sample Disks, housed and managed by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center. The poster will also present information on an inquiry-based planetary sample and impact cratering unit designed to introduce students in grades 4-10 to the significance of studying the rocks, soils, and surfaces of a planetary world. The unit, consisting of many hands-on activities, provides context and background information to enhance the impact of the Lunar Sample Disks.

Virtobot--a multi-functional robotic system for 3D surface scanning and automatic post mortem biopsy.

PubMed

Ebert, Lars Christian; Ptacek, Wolfgang; Naether, Silvio; Fürst, Martin; Ross, Steffen; Buck, Ursula; Weber, Stefan; Thali, Michael

2010-03-01

The Virtopsy project, a multi-disciplinary project that involves forensic science, diagnostic imaging, computer science, automation technology, telematics and biomechanics, aims to develop new techniques to improve the outcome of forensic investigations. This paper presents a new approach in the field of minimally invasive virtual autopsy for a versatile robotic system that is able to perform three-dimensional (3D) surface scans as well as post mortem image-guided soft tissue biopsies. The system consists of an industrial six-axis robot with additional extensions (i.e. a linear axis to increase working space, a tool-changing system and a dedicated safety system), a multi-slice CT scanner with equipment for angiography, a digital photogrammetry and 3D optical surface-scanning system, a 3D tracking system, and a biopsy end effector for automatic needle placement. A wax phantom was developed for biopsy accuracy tests. Surface scanning times were significantly reduced (scanning times cut in half, calibration three times faster). The biopsy module worked with an accuracy of 3.2 mm. Using the Virtobot, the surface-scanning procedure could be standardized and accelerated. The biopsy module is accurate enough for use in biopsies in a forensic setting. The Virtobot can be utilized for several independent tasks in the field of forensic medicine, and is sufficiently versatile to be adapted to different tasks in the future. (c) 2009 John Wiley & Sons, Ltd.

"I'm Not the Science Type": Effect of an Inquiry Biology Content Course on Preservice Elementary Teachers' Intentions about Teaching Science

ERIC Educational Resources Information Center

Weld, Jeffrey; Funk, Lucas

2005-01-01

Inquiry Into Life Science is a content biology course expressly for the fulfillment of the General Education life science laboratory course requirement of elementary education majors at this university. The course is modeled on the Teaching Standards and Content Standards of the National Science Education Standards [National Research Council.…

Preface

NASA Astrophysics Data System (ADS)

Kövér, László

2014-10-01

This Special Issue of the journal Applied Surface Science contains full papers from a selection of contributions presented in the Applied Surface Science sessions of the 19th International Vacuum Congress (IVC-19) held in the Palais des Congrès, Paris, between September 9 and 13, 2013. The triennial IVC conferences represent major meetings in the field of the vacuum related sciences and are the largest scientific events of the International Union for Vacuum Science, Technique and Applications (IUVSTA). The IVC-19 and partner conferences had altogether 2555 participants. Supported by the Applied Surface Science Division of IUVSTA, the Applied Surface Science part was one of the most attended among the sub-conferences of the IVC-19. This Special Issue - without trying to achieve completeness - intends to provide a cross section of the topics of the Applied Surface Science and joint sessions of the IVC-19, covering important fields such as Surface Analysis, Surface Modifications, Surface Chemistry and Catalysis, Quantitative Surface and Interface Analysis, Coatings, Tribology, Adhesion, Characterization of Nanomaterials, Energy and Sustainable Development, Self Assembly, Nano-instrumentation, SPM and Novel Probe Techniques, New Approaches and Novel Applications of Surface/Interface Analytical Methods.

Analysis of linear measurements on 3D surface models using CBCT data segmentation obtained by automatic standard pre-set thresholds in two segmentation software programs: an in vitro study.

PubMed

Poleti, Marcelo Lupion; Fernandes, Thais Maria Freire; Pagin, Otávio; Moretti, Marcela Rodrigues; Rubira-Bullen, Izabel Regina Fischer

2016-01-01

The aim of this in vitro study was to evaluate the reliability and accuracy of linear measurements on three-dimensional (3D) surface models obtained by standard pre-set thresholds in two segmentation software programs. Ten mandibles with 17 silica markers were scanned for 0.3-mm voxels in the i-CAT Classic (Imaging Sciences International, Hatfield, PA, USA). Twenty linear measurements were carried out by two observers two times on the 3D surface models: the Dolphin Imaging 11.5 (Dolphin Imaging & Management Solutions, Chatsworth, CA, USA), using two filters(Translucent and Solid-1), and in the InVesalius 3.0.0 (Centre for Information Technology Renato Archer, Campinas, SP, Brazil). The physical measurements were made by another observer two times using a digital caliper on the dry mandibles. Excellent intra- and inter-observer reliability for the markers, physical measurements, and 3D surface models were found (intra-class correlation coefficient (ICC) and Pearson's r ≥ 0.91). The linear measurements on 3D surface models by Dolphin and InVesalius software programs were accurate (Dolphin Solid-1 > InVesalius > Dolphin Translucent). The highest absolute and percentage errors were obtained for the variable R1-R1 (1.37 mm) and MF-AC (2.53 %) in the Dolphin Translucent and InVesalius software, respectively. Linear measurements on 3D surface models obtained by standard pre-set thresholds in the Dolphin and InVesalius software programs are reliable and accurate compared with physical measurements. Studies that evaluate the reliability and accuracy of the 3D models are necessary to ensure error predictability and to establish diagnosis, treatment plan, and prognosis in a more realistic way.

Next Generation Science Standards: All Standards, All Students

ERIC Educational Resources Information Center

Lee, Okhee; Miller, Emily C.; Januszyk, Rita

2014-01-01

The Next Generation Science Standards (NGSS) offer a vision of science teaching and learning that presents both learning opportunities and demands for all students, particularly student groups that have traditionally been underserved in science classrooms. The NGSS have addressed issues of diversity and equity from their inception, and the NGSS…

Reforming Science Instruction in California: A Primer

ERIC Educational Resources Information Center

EdSource, 2017

2017-01-01

As schools across the state implement the Next Generation Science Standards, this EdSource primer provides an easy-to-read guide for parents and other community members to understand the rationale for the standards and their potential to affect science instruction in California schools. California adopted the Next Generation Science Standards, or…

The "Next Generation Science Standards" and the Earth and Space Sciences

ERIC Educational Resources Information Center

Wysession, Michael E.

2013-01-01

In this article, Michael E. Wysession comments on the "Next Generation Science Standards" (NGSS), which are based on the recommendations of the National Research Council and represent a revolutionary step toward establishing modern, national K-12 science education standards. The NGSS involves significant changes from traditional…

Solar glint suppression in compact planetary ultraviolet spectrographs

NASA Astrophysics Data System (ADS)

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

2015-08-01

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

Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education Standards

ERIC Educational Resources Information Center

Hoffman, Martos; Barstow, Daniel

2007-01-01

The National Oceanic and Atmospheric Administration (NOAA) commissioned TERC to complete a review of science education standards for all 50 states. The study analyzed K-12 Earth science standards to determine how well each state addresses key Earth-science content, concepts and skills. This report reveals that few states have thoroughly integrated…

NASA's Earth Science Data Systems Standards Process Experiences

NASA Technical Reports Server (NTRS)

Ullman, Richard E.; Enloe, Yonsook

2007-01-01

NASA has impaneled several internal working groups to provide recommendations to NASA management on ways to evolve and improve Earth Science Data Systems. One of these working groups is the Standards Process Group (SPC). The SPG is drawn from NASA-funded Earth Science Data Systems stakeholders, and it directs a process of community review and evaluation of proposed NASA standards. The working group's goal is to promote interoperability and interuse of NASA Earth Science data through broader use of standards that have proven implementation and operational benefit to NASA Earth science by facilitating the NASA management endorsement of proposed standards. The SPC now has two years of experience with this approach to identification of standards. We will discuss real examples of the different types of candidate standards that have been proposed to NASA's Standards Process Group such as OPeNDAP's Data Access Protocol, the Hierarchical Data Format, and Open Geospatial Consortium's Web Map Server. Each of the three types of proposals requires a different sort of criteria for understanding the broad concepts of "proven implementation" and "operational benefit" in the context of NASA Earth Science data systems. We will discuss how our Standards Process has evolved with our experiences with the three candidate standards.

Aura Atmospheric Data Products and Their Availability from NASA Goddard Earth Sciences DAAC

NASA Technical Reports Server (NTRS)

Ahmad, S.; Johnson, J.; Gopalan, A.; Smith, P.; Leptoukh, G.; Kempler, S.

2004-01-01

NASA's EOS-Aura spacecraft was launched successfully on July 15, 2004. The four instruments onboard the spacecraft are the Microwave Limb Sounder (MLS), the Ozone Monitoring Instrument (OMI), the Tropospheric Emission Spectrometer (TES), and the High Resolution Dynamics Limb Sounder (HBDLS). The Aura instruments are designed to gather earth sciences measurements across the ultraviolet, visible, infra-red, thermal and microwave regions of the electromagnetic spectrum. Aura will provide over 70 distinct standard atmospheric data products for use in ozone layer and surface UV-B monitoring, air quality forecast, and atmospheric chemistry and climate change studies (http://eosaura.gsfc.nasa.gov/). These products include earth-atmosphere radiances and solar spectral irradiances; total column, tropospheric, and profiles of ozone and other trace gases, surface W-B flux; clouds and aerosol characteristics; and temperature, geopotential height, and water vapor profiles. The MLS, OMI, and HIRDLS data products will be archived at the NASA Goddard Earth Sciences (GES) Distributed Active Archive Center (DAAC), while data from TES will be archived at NASA Langley Research Center DAAC. Some of the standard products which have gone through quick preliminary checks are already archived at the GES DAAC (http://daac.nsfc.nasa.gov/) and are available to the Aura science team and data validation team members for data validation; and to the application and visualization software developers, for testing their application modules. Once data are corrected for obvious calibration problems and partially validated using in-situ observations, they would be made available to the broader user community. This presentation will provide details of the whole suite of Aura atmospheric data products, and the time line of the availability of the rest of the preliminary products and of the partially validated provisional products. Software and took available for data access, visualization, and data mining will also be discussed.

Exploring the New Standards

ERIC Educational Resources Information Center

Willard, Ted; Pratt, Harold; Workosky, Cindy

2012-01-01

This is an exciting time to be in science education. New science standards are being developed by a group of science educators from across the country, working with 26 states in a process managed by Achieve, Inc., a non-profit education reform organization. The development of the "Next Generation Science Standards" (NGSS) promises to be the most…

Making Sense of New Science Assessments

ERIC Educational Resources Information Center

Pellegrino, James W.

2016-01-01

What we choose to assess in science is what will end up being the focus of instruction. US science standards once treated content and inquiry as fairly separate strands of science learning, with content standards stating what students should know and inquiry standards stating what they should be able to do. In its content coverage, these standards…

In Step with the New Science Standards

ERIC Educational Resources Information Center

Marshall, Jeff C.

2015-01-01

"Whether your state has adopted the Next Generation Science Standards or will soon revise its own science standards, one thing is clear," writes noted science educator Jeff Marshall. "Change is underway--in what is learned, in how we teach, and in how we assess." This article offers five realizations that point to the potential…

Cool Reaction: Go! Temp as a Tool for Science Teaching and Learning

ERIC Educational Resources Information Center

Kim, Hanna

2005-01-01

The National Science Education Standards (NSES; National Research Council [NRC], 1996) include Science and Technology as one of the eight categories of content standards. The science and technology standards establish connections between the natural and designed worlds and provide students with opportunities to develop decision-making abilities.…

The Next Generation of Science Standards: Implications for Biology Education

ERIC Educational Resources Information Center

Bybee, Rodger W.

2012-01-01

The release of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) provides the basis for the next generation of science standards. This article first describes that foundation for the life sciences; it then presents a draft standard for natural selection and evolution. Finally, there is a…

Estimating Tropical Cyclone Surface Wind Field Parameters with the CYGNSS Constellation

NASA Astrophysics Data System (ADS)

Morris, M.; Ruf, C. S.

2016-12-01

A variety of parameters can be used to describe the wind field of a tropical cyclone (TC). Of particular interest to the TC forecasting and research community are the maximum sustained wind speed (VMAX), radius of maximum wind (RMW), 34-, 50-, and 64-kt wind radii, and integrated kinetic energy (IKE). The RMW is the distance separating the storm center and the VMAX position. IKE integrates the square of surface wind speed over the entire storm. These wind field parameters can be estimated from observations made by the Cyclone Global Navigation Satellite System (CYGNSS) constellation. The CYGNSS constellation consists of eight small satellites in a 35-degree inclination circular orbit. These satellites will be operating in standard science mode by the 2017 Atlantic TC season. CYGNSS will provide estimates of ocean surface wind speed under all precipitating conditions with high temporal and spatial sampling in the tropics. TC wind field data products can be derived from the level-2 CYGNSS wind speed product. CYGNSS-based TC wind field science data products are developed and tested in this paper. Performance of these products is validated using a mission simulator prelaunch.

A compact and versatile microfluidic probe for local processing of tissue sections and biological specimens

NASA Astrophysics Data System (ADS)

Cors, J. F.; Lovchik, R. D.; Delamarche, E.; Kaigala, G. V.

2014-03-01

The microfluidic probe (MFP) is a non-contact, scanning microfluidic technology for local (bio)chemical processing of surfaces based on hydrodynamically confining nanoliter volumes of liquids over tens of micrometers. We present here a compact MFP (cMFP) that can be used on a standard inverted microscope and assist in the local processing of tissue sections and biological specimens. The cMFP has a footprint of 175 × 100 × 140 mm3 and can scan an area of 45 × 45 mm2 on a surface with an accuracy of ±15 μm. The cMFP is compatible with standard surfaces used in life science laboratories such as microscope slides and Petri dishes. For ease of use, we developed self-aligned mounted MFP heads with standardized "chip-to-world" and "chip-to-platform" interfaces. Switching the processing liquid in the flow confinement is performed within 90 s using a selector valve with a dead-volume of approximately 5 μl. We further implemented height-compensation that allows a cMFP head to follow non-planar surfaces common in tissue and cellular ensembles. This was shown by patterning different macroscopic copper-coated topographies with height differences up to 750 μm. To illustrate the applicability to tissue processing, 5 μm thick M000921 BRAF V600E+ melanoma cell blocks were stained with hematoxylin to create contours, lines, spots, gradients of the chemicals, and multiple spots over larger areas. The local staining was performed in an interactive manner using a joystick and a scripting module. The compactness, user-friendliness, and functionality of the cMFP will enable it to be adapted as a standard tool in research, development and diagnostic laboratories, particularly for the interaction with tissues and cells.

Scientific Inquiry and Real-Life Applications Bring Middle School Students up to Standard

ERIC Educational Resources Information Center

Dass, Pradeep M.; Kilby, Diana; Chappell, Alicia

2005-01-01

The emphasis in both the National Science Education Standards (NSES) and "Science for All Americans" is on "science as inquiry" and inquiry-based science instruction as a way to accomplish the goals of science literacy. The NSES considers science as inquiry as a part of the content of science and include science as inquiry…

Surface Runoff of Pesticides from a Clay Loam Field in Sweden.

PubMed

Larsbo, Mats; Sandin, Maria; Jarvis, Nick; Etana, Ararso; Kreuger, Jenny

2016-07-01

Pesticides stored at or close to the soil surface after field application can be mobilized and transported off the field when surface runoff occurs. The objective of our study was to quantify the potential pesticide losses in surface runoff from a conventionally managed agricultural field in a Swedish climate. This was achieved by measuring surface runoff volumes and concentrations in runoff of six spring-applied pesticides and autumn-applied glyphosate and its metabolite aminomethylphosphonic acid (AMPA). Measurements were performed for 3 yr both during the growing seasons and during intervening winter snowmelt periods on a clay loam field close to Uppsala. During growing seasons, surface runoff was generated on only five occasions during one 25-d period in 2012 when the infiltration capacity of the soil may have been reduced by structural degradation due to large cumulative rainfall amounts after harrowing. Concentrations in surface runoff exceeded Swedish water quality standards in all samples during this growing season for diflufenican and pirimicarb. Surface runoff was generated during three snowmelt periods during the winter of 2012-2013. All of the applied pesticides were found in snowmelt samples despite incorporation of residues by autumn plowing, degradation, and leaching into the soil profile during the period between spraying and sampling. Concentrations of glyphosate ranged from 0.12 to 7.4 μg L, and concentrations of AMPA ranged from 0 to 2.7 μg L. Our results indicate that temporal changes in hydraulic properties during the growing season and when the soil freezes during winter affect pesticide losses through surface runoff. Copyright © by the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, Inc.

Statistical contact angle analyses; "slow moving" drops on a horizontal silicon-oxide surface.

PubMed

Schmitt, M; Grub, J; Heib, F

2015-06-01

Sessile drop experiments on horizontal surfaces are commonly used to characterise surface properties in science and in industry. The advancing angle and the receding angle are measurable on every solid. Specially on horizontal surfaces even the notions themselves are critically questioned by some authors. Building a standard, reproducible and valid method of measuring and defining specific (advancing/receding) contact angles is an important challenge of surface science. Recently we have developed two/three approaches, by sigmoid fitting, by independent and by dependent statistical analyses, which are practicable for the determination of specific angles/slopes if inclining the sample surface. These approaches lead to contact angle data which are independent on "user-skills" and subjectivity of the operator which is also of urgent need to evaluate dynamic measurements of contact angles. We will show in this contribution that the slightly modified procedures are also applicable to find specific angles for experiments on horizontal surfaces. As an example droplets on a flat freshly cleaned silicon-oxide surface (wafer) are dynamically measured by sessile drop technique while the volume of the liquid is increased/decreased. The triple points, the time, the contact angles during the advancing and the receding of the drop obtained by high-precision drop shape analysis are statistically analysed. As stated in the previous contribution the procedure is called "slow movement" analysis due to the small covered distance and the dominance of data points with low velocity. Even smallest variations in velocity such as the minimal advancing motion during the withdrawing of the liquid are identifiable which confirms the flatness and the chemical homogeneity of the sample surface and the high sensitivity of the presented approaches. Copyright © 2014 Elsevier Inc. All rights reserved.

Science Education Standards

NASA Astrophysics Data System (ADS)

Moore, John W.

1998-04-01

1.National Science Education Standards; National Research Council, National Academy Press: Washington, DC, 1996. 2.Benchmarks for Science Literacy; American Association for the Advancement of Science, Oxford University Press: New York, 1993. 3.Chemistry in the National Science Education Standards; American Chemical Society Education Division, Washington, DC, 1997. 4.Crosby, G. A. J. Chem. Educ. 1996, 73, A200-A201. 5.Ware, S. A. J. Chem. Educ. 1996, 73, A307-A308.

Using Amphibians and Reptiles to Learn the Process of Science

ERIC Educational Resources Information Center

Greene, Janice Schnake; Greene, Brian D.

2005-01-01

Although every student must take some science courses to graduate, understanding the process of science is important, and some students never seem to really grasp science. The National Science Education Standards stress process as a major component in science instruction. The standards state that scientific inquiry is basic to science education…

Standards for vision science libraries: 2014 revision.

PubMed

Motte, Kristin; Caldwell, C Brooke; Lamson, Karen S; Ferimer, Suzanne; Nims, J Chris

2014-10-01

This Association of Vision Science Librarians revision of the "Standards for Vision Science Libraries" aspires to provide benchmarks to address the needs for the services and resources of modern vision science libraries (academic, medical or hospital, pharmaceutical, and so on), which share a core mission, are varied by type, and are located throughout the world. Through multiple meeting discussions, member surveys, and a collaborative revision process, the standards have been updated for the first time in over a decade. While the range of types of libraries supporting vision science services, education, and research is wide, all libraries, regardless of type, share core attributes, which the standards address. The current standards can and should be used to help develop new vision science libraries or to expand the growth of existing libraries, as well as to support vision science librarians in their work to better provide services and resources to their respective users.

Standards for vision science libraries: 2014 revision

PubMed Central

Motte, Kristin; Caldwell, C. Brooke; Lamson, Karen S.; Ferimer, Suzanne; Nims, J. Chris

2014-01-01

Objective: This Association of Vision Science Librarians revision of the “Standards for Vision Science Libraries” aspires to provide benchmarks to address the needs for the services and resources of modern vision science libraries (academic, medical or hospital, pharmaceutical, and so on), which share a core mission, are varied by type, and are located throughout the world. Methods: Through multiple meeting discussions, member surveys, and a collaborative revision process, the standards have been updated for the first time in over a decade. Results: While the range of types of libraries supporting vision science services, education, and research is wide, all libraries, regardless of type, share core attributes, which the standards address. Conclusions: The current standards can and should be used to help develop new vision science libraries or to expand the growth of existing libraries, as well as to support vision science librarians in their work to better provide services and resources to their respective users. PMID:25349547

Windmills by Design: Purposeful Curriculum Design to Meet Next Generation Science Standards in a 9-12 Physics Classroom

ERIC Educational Resources Information Center

Concannon, James; Brown, Patrick L.

2017-01-01

The "Next Generation Science Standards" (NGSS) challenges science teachers to think beyond specific content standards when considering how to design and implement curriculum. This lesson, "Windmills by Design," is an insightful lesson in how science teachers can create and implement a cross-cutting lesson to teach the concepts…

Colorado Model Content Standards: Science

ERIC Educational Resources Information Center

Colorado Department of Education, 2007

2007-01-01

The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

Questioning the Fidelity of the "Next Generation Science Standards" for Astronomy and Space Sciences Education

ERIC Educational Resources Information Center

Slater, Stephanie J.; Slater, Timothy F.

2015-01-01

Although the Next Generation Science Standards (NGSS) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country…

An Examination of Effective Practice: Moving toward Elimination of Achievement Gaps in Science

ERIC Educational Resources Information Center

Johnson, Carla C.

2009-01-01

This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three…

Science for Real Life

ERIC Educational Resources Information Center

Hammerman, Elizabeth

2008-01-01

State and national standards identify what students should know and be able to do, including what it means to "do" science, the historical significance of science achievement and its ethical underpinnings, and science from the human perspective. Middle level science programs that address the full range of science standards and connect learning to…

U.S. initiatives to strengthen forensic science & international standards in forensic DNA.

PubMed

Butler, John M

2015-09-01

A number of initiatives are underway in the United States in response to the 2009 critique of forensic science by a National Academy of Sciences committee. This article provides a broad review of activities including efforts of the White House National Science and Technology Council Subcommittee on Forensic Science and a partnership between the Department of Justice (DOJ) and the National Institute of Standards and Technology (NIST) to create the National Commission on Forensic Science and the Organization of Scientific Area Committees. These initiatives are seeking to improve policies and practices of forensic science. Efforts to fund research activities and aid technology transition and training in forensic science are also covered. The second portion of the article reviews standards in place or in development around the world for forensic DNA. Documentary standards are used to help define written procedures to perform testing. Physical standards serve as reference materials for calibration and traceability purposes when testing is performed. Both documentary and physical standards enable reliable data comparison, and standard data formats and common markers or testing regions are crucial for effective data sharing. Core DNA markers provide a common framework and currency for constructing DNA databases with compatible data. Recent developments in expanding core DNA markers in Europe and the United States are discussed. Published by Elsevier Ireland Ltd.

U.S. initiatives to strengthen forensic science & international standards in forensic DNA

PubMed Central

Butler, John M.

2015-01-01

A number of initiatives are underway in the United States in response to the 2009 critique of forensic science by a National Academy of Sciences committee. This article provides a broad review of activities including efforts of the White House National Science and Technology Council Subcommittee on Forensic Science and a partnership between the Department of Justice (DOJ) and the National Institute of Standards and Technology (NIST) to create the National Commission on Forensic Science and the Organization of Scientific Area Committees. These initiatives are seeking to improve policies and practices of forensic science. Efforts to fund research activities and aid technology transition and training in forensic science are also covered. The second portion of the article reviews standards in place or in development around the world for forensic DNA. Documentary standards are used to help define written procedures to perform testing. Physical standards serve as reference materials for calibration and traceability purposes when testing is performed. Both documentary and physical standards enable reliable data comparison, and standard data formats and common markers or testing regions are crucial for effective data sharing. Core DNA markers provide a common framework and currency for constructing DNA databases with compatible data. Recent developments in expanding core DNA markers in Europe and the United States are discussed. PMID:26164236

Assessing the Genetics Content in the Next Generation Science Standards.

PubMed

Lontok, Katherine S; Zhang, Hubert; Dougherty, Michael J

2015-01-01

Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

The Evolving Florida Science Standards for K-12 Geocience - An Overview, Journey, Trials, and Tribulations

NASA Astrophysics Data System (ADS)

Ruscher, P. H.

2008-05-01

Introduction This paper will discuss the process that went into the development of new teacher standards for Florida's K-12 science benchmarks over 2007-2008. Florida developed its first set of science standards at about the same time that the National Science Education Standards debuted, in the mid-1990s, and the two documents produced had little in common with other, particularly with regard to controversial issue of evolution, and was also quite weak in the treatment of earth/space (or geoscience) content expectations. The process created panels of Framers and Writers (with much overlap) and led to the creation of a draft set of documents in the fall of 2007 after much electronic and face-to-face collaboration at several meetings. The public was then invited to comment on the draft, and the comments came fast and furious (some really were, in fact, furious). But most were highly complementary, and external professional reviewers lauded the changes from Florida's existing "mile-wide, inch-deep" standards to a much more reasonable core group of standards. Over a 60-day period, over 20,000 individual comments were submitted, and over 100,000 numerical ratings (on a 5 point scale) were entered. In January 2008, these comments were reviewed and that culminated in a final draft of the standards, presented to the State Department of Education and its Commissioner, in late January. The process became fraught with political pressures late, however, as anti-evolutionists led an assault on some aspects of the Life Sciences standards, which had repercussions in particular related to fossil evidence in the Earth/Space Science standards, The talk will summarize the process of evolution that this forced the standards to undergo. Nature of Science There is an expanded section of Nature of Science benchmarks and standards that are based on over twenty years of research in science education that cut across all standard areas (life, physical, and earth/space). This body of knowledge exists at all levels from kindergarten to 12th grade, and serves to assure that science is inquiry-based, if not directly experientially-based, encourages laboratory and field work in science, and serves to elevate science teaching. Impacts on the Florida Science FCAT (Florida Comprehensive Assessment Test) will also be discussed. Geoscience Components Our efforts concentrated on all aspects of Earth/Space Science, including astronomy, cosmology, hydrology, geology, climatology, meteorology, and oceanography (and various other sub-disciplines one could name). We include societal impacts such as the impact of the space program on Florida, disaster mitigation and preparation, and resource utilization. Linkages to physical and life sciences are explicit, allowing for the creation of new crosscutting curricula that might provide interesting new challenges for implementers at the district (e.g., county) level.

Leadership for Change: National Standards for Family and Consumer Sciences Education. Family and Consumer Sciences Teacher Education. Yearbook.

ERIC Educational Resources Information Center

Vail, Ann, Ed.; Fox, Wanda S., Ed.; Wild, Peggy, Ed.

This book contains 27 papers on the development of national standards for family and consumer sciences (FACS) education. The following papers are included: "Leadership for Change: Developing the National Standards" (Peggy Wild); "National Standards Model" (Wanda S. Fox); "Reasoning for Action" (Wanda S. Fox, Janet F.…

World-Class Ambitions, Weak Standards: An Excerpt from "The State of State Science Standards 2012"

ERIC Educational Resources Information Center

American Educator, 2012

2012-01-01

A solid science education program begins by clearly establishing what well-educated youngsters need to learn about this multifaceted domain of human knowledge. The first crucial step is setting clear academic standards for the schools--standards that not only articulate the critical science content students need to learn, but that also properly…

The Mars Science Laboratory Organic Check Material

NASA Technical Reports Server (NTRS)

Conrad, Pamela G.; Eigenbrode, J. E.; Mogensen, C. T.; VonderHeydt, M. O.; Glavin, D. P.; Mahaffy, P. M.; Johnson, J. A.

2011-01-01

The Organic Check Material (OCM) has been developed for use on the Mars Science Laboratory mission to serve as a sample standard for verification of organic cleanliness and characterization of potential sample alteration as a function of the sample acquisition and portioning process on the Curiosity rover. OCM samples will be acquired using the same procedures for drilling, portioning and delivery as are used to study martian samples with The Sample Analysis at Mars (SAM) instrument suite during MSL surface operations. Because the SAM suite is highly sensitive to organic molecules, the mission can better verify the cleanliness of Curiosity's sample acquisition hardware if a known material can be processed through SAM and compared with the results obtained from martian samples.

How the Environment Is Positioned in the "Next Generation Science Standards": A Critical Discourse Analysis

ERIC Educational Resources Information Center

Hufnagel, Elizabeth; Kelly, Gregory J.; Henderson, Joseph A.

2018-01-01

The purpose of this paper is to describe how the environment and environmental issues are conceptualized and positioned in the Next Generation Science Standards (NGSS) to examine underlying assumptions about the environment. The NGSS are a recent set of science standards in the USA, organized and led by Achieve Inc., that propose science education…

A National Survey of Middle and High School Science Teachers' Responses to Standardized Testing: Is Science Being Devalued in Schools?

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Southerland, Sherry A.

2012-01-01

This study explored American high school and middle school science teachers' attitudes toward the use of standardized testing for accountability purposes, their justification for the attitudes they hold and the impact of standardized testing on their instructional and assessment practices. A total of 161 science teachers participated in the study.…

Chemistry in Past and New Science Frameworks and Standards: Gains, Losses, and Missed Opportunities

ERIC Educational Resources Information Center

Talanquer, Vicente; Sevian, Hannah

2014-01-01

Science education frameworks and standards play a central role in the development of curricula and assessments, as well as in guiding teaching practices in grades K-12. Recently, the National Research Council published a new Framework for K-12 Science Education that has guided the development of the Next Generation Science Standards. In this…

The Nexus between Science Literacy & Technical Literacy: A State by State Analysis of Engineering Content in State Science Standards

ERIC Educational Resources Information Center

Koehler, Catherine M.; Faraclas, Elias; Giblin, David; Moss, David M.; Kazerounian, Kazem

2013-01-01

This study explores how engineering concepts are represented in secondary science standards across the nation by examining how engineering and technical concepts are infused into these frameworks. Secondary science standards from 49 states plus the District of Columbia were analyzed and ranked based on how many engineering concepts were found.…

Quantitative biological surface science: challenges and recent advances.

PubMed

Höök, Fredrik; Kasemo, Bengt; Grunze, Michael; Zauscher, Stefan

2008-12-23

Biological surface science is a broad, interdisciplinary subfield of surface science, where properties and processes at biological and synthetic surfaces and interfaces are investigated, and where biofunctional surfaces are fabricated. The need to study and to understand biological surfaces and interfaces in liquid environments provides sizable challenges as well as fascinating opportunities. Here, we report on recent progress in biological surface science that was described within the program assembled by the Biomaterial Interface Division of the Science and Technology of Materials, Interfaces and Processes (www.avs.org) during their 55th International Symposium and Exhibition held in Boston, October 19-24, 2008. The selected examples show that the rapid progress in nanoscience and nanotechnology, hand-in-hand with theory and simulation, provides increasingly sophisticated methods and tools to unravel the mechanisms and details of complex processes at biological surfaces and in-depth understanding of biomolecular surface interactions.

Science for Life

ERIC Educational Resources Information Center

Umphrey, Jan

2011-01-01

The National Science Teachers Association (NSTA) is committed to promoting excellence and innovation in science teaching and learning for all students. Through the National Science Education Standards, NSTA calls attention to the importance of science standards for all students and the need for a scientifically literate populace. NSTA is also…

Prediction by regression and intrarange data scatter in surface-process studies

USGS Publications Warehouse

Toy, T.J.; Osterkamp, W.R.; Renard, K.G.

1993-01-01

Modeling is a major component of contemporary earth science, and regression analysis occupies a central position in the parameterization, calibration, and validation of geomorphic and hydrologic models. Although this methodology can be used in many ways, we are primarily concerned with the prediction of values for one variable from another variable. Examination of the literature reveals considerable inconsistency in the presentation of the results of regression analysis and the occurrence of patterns in the scatter of data points about the regression line. Both circumstances confound utilization and evaluation of the models. Statisticians are well aware of various problems associated with the use of regression analysis and offer improved practices; often, however, their guidelines are not followed. After a review of the aforementioned circumstances and until standard criteria for model evaluation become established, we recommend, as a minimum, inclusion of scatter diagrams, the standard error of the estimate, and sample size in reporting the results of regression analyses for most surface-process studies. ?? 1993 Springer-Verlag.

Exploring reforms while learning to teach science: Facilitating exploration of theory-practice relationships in a teacher education study group

NASA Astrophysics Data System (ADS)

Foster, Jacob G.

This dissertation inserts a new view into an old problem in teacher education. The study explores the theory-practice gap, the large distance between what preservice science teachers experience in schools, are able to enact, and are told they should hold themselves to in their practice. It does so by narrowing the focus of analysis to a secondary science study group and examining how the facilitator uses sociocultural constructivism to promote discussion. The analysis surfaces key communicative moves made by the facilitator and preservice teachers that yield fruitful discussion of theory-practice relationships. Additionally, the study's use of discourse analysis as a methodology and intertextuality as a conceptual framework opens new directions for applied sociolinguistic research and scholarship in science teacher education. Findings from the study focus on what was discussed and how explorations of theory-practice relationships were facilitated. Preservice teachers in the study group engaged in meaningful conversations about constructivist theory and its application to their students and teaching of science. They discussed many science education topics such as planning science lessons that actively engage students, assessment of content understanding, and management of content-based activities. Discussions of broader science education goals, including implementation of inquiry or development of collaborative communities, were not promoted. Examination of the facilitation illuminates a number of strategies found to be helpful in supporting these explorations. This study shows that facilitation can successfully support preservice teachers to construct understanding of social constructivist assumptions underlying the National Science Education Standards (NSES), as well as a few components of the Standards themselves. The focus on the underlying assumptions suggests that science teacher education should focus on these so that preservice teachers can build a strong foundation from which to later implement broader science education reform efforts. The study group serves as a bridging structure between university courses and classroom experiences to support preservice teacher navigation of theory-practice relationships in the context of their classroom teaching. The study group contributes to helping preservice teachers navigate the theory-practice gap by complementing other teacher education structures to achieve this long-standing goal.

Science Data System Contribution to Calibrating and Validating SMAP Data Products

NASA Astrophysics Data System (ADS)

Cuddy, D.

2015-12-01

NASA's Soil Moisture Active Passive (SMAP) mission retrieves global surface soil moisture and freeze/thaw state using measurements acquired by a radiometer and a synthetic aperture radar that fly on an Earth orbiting satellite. The SMAP observatory launched from Vandenberg Air Force Base on January 31, 2015 into a near-polar, sun-synchronous orbit. This paper describes the contribution of the SMAP Science Data System (SDS) to the calibration and on-going validation of the radar backscatter and radiometer brightness temperatures. The Science Data System designed, implemented and operated the software that generates data products that contain various geophysical parameters including soil moisture and freeze/thaw states, daily maps of these geophysical parameters, as well as modeled analyses of global soil moisture and carbon flux in Boreal regions. The SDS is a fully automated system that processes the incoming raw data from the instruments, incorporates spacecraft and instrument engineering data, and uses both dynamic and static ancillary products provided by the scientific community. The standard data products appear in Hierarchical Data Format-5 (HDF5) format. These products contain metadata that conform to the ISO 19115 standard. The Alaska Satellite Facility (ASF) hosts and distributes SMAP radar data products. The National Snow and Ice Data Center (NSIDC) hosts and distributes all of the other SMAP data products.

Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science

ERIC Educational Resources Information Center

George, Anna Ray Bayless

2012-01-01

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade…

Paint-Stirrer Submarine

ERIC Educational Resources Information Center

Young, Jocelyn; Hardy, Kevin

2007-01-01

In this article, the authors discuss a unique and challenging laboratory exercise called, the paint-stir-stick submarine, that keeps the students enthralled. The paint-stir-stick submarine fits beautifully with the National Science Education Standards Physical Science Content Standard B, and with the California state science standards for physical…

A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards

ERIC Educational Resources Information Center

Mislevy, Robert J.; Durán, Richard P.

2014-01-01

Subject-area standards such as Common Core State Standards for Language Arts and Mathematics and Next Generation Science Standards offer deeper, richer views of subject-area proficiency. In science, they underscore doing things with facts and concepts, such as explaining, planning, and investigating--activities that are intertwined with language,…

Bioinformatics in high school biology curricula: a study of state science standards.

PubMed

Wefer, Stephen H; Sheppard, Keith

2008-01-01

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics content of each state's biology standards was analyzed and categorized into nine areas: Human Genome Project/genomics, forensics, evolution, classification, nucleotide variations, medicine, computer use, agriculture/food technology, and science technology and society/socioscientific issues. Findings indicated a generally low representation of bioinformatics-related content, which varied substantially across the different areas, with Human Genome Project/genomics and computer use being the lowest (8%), and evolution being the highest (64%) among states' science frameworks. This essay concludes with recommendations for reworking/rewording existing standards to facilitate the goal of promoting science literacy among secondary school students.

Bioinformatics in High School Biology Curricula: A Study of State Science Standards

PubMed Central

Sheppard, Keith

2008-01-01

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics content of each state's biology standards was analyzed and categorized into nine areas: Human Genome Project/genomics, forensics, evolution, classification, nucleotide variations, medicine, computer use, agriculture/food technology, and science technology and society/socioscientific issues. Findings indicated a generally low representation of bioinformatics-related content, which varied substantially across the different areas, with Human Genome Project/genomics and computer use being the lowest (8%), and evolution being the highest (64%) among states' science frameworks. This essay concludes with recommendations for reworking/rewording existing standards to facilitate the goal of promoting science literacy among secondary school students. PMID:18316818

NBS (National Bureau of Standards): Materials measurements

NASA Technical Reports Server (NTRS)

Manning, J. R.

1985-01-01

NBS work for NASA in support of NASA's Microgravity Science and Applications Program under NASA Government Order H-27954B (Properties of Electronic Materials) covering the period April 1, 1984 to March 31, 1985 is described. The work has been carried out in three independent tasks: Task 1--Surface Tensions and Their Variations with Temperature and Impurities; Task 2--Convention during Unidirectional Solidification; Task 3--Measurement of High Temperature Thermodynamic Properties. The results for each task are given separately in the body of the report.

California Diploma Project Technical Report III: Validity Study--Validity Study of the Health Sciences and Medical Technology Standards

ERIC Educational Resources Information Center

McGaughy, Charis; Bryck, Rick; de Gonzalez, Alicia

2012-01-01

This study is a validity study of the recently revised version of the Health Science Standards. The purpose of this study is to understand how the Health Science Standards relate to college and career readiness, as represented by survey ratings submitted by entry-level college instructors of health science courses and industry representatives. For…

Assessing the Genetics Content in the Next Generation Science Standards

PubMed Central

Lontok, Katherine S.; Zhang, Hubert; Dougherty, Michael J.

2015-01-01

Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards. PMID:26222583

Encouraging Balanced Scientific Research through Formal Debate

ERIC Educational Resources Information Center

Yurgelun, Nancy

2007-01-01

The new Connecticut science standards include a "Science, Technology, and Society" (STS) standard for each grade level. This standard encourages students to explore how scientific knowledge affects the quality of their lives. By relating science concepts to real-world decision making, STS investigations give students a framework through…

Standards for Indiana Teachers of Science.

ERIC Educational Resources Information Center

Andersen, Hans O.; Kobe, Michael

1996-01-01

The Standards for Teachers of Science address the preparation, provisional practice, continued practice, and support that teachers will need to ensure that students are prepared for life and to be lifelong learners. The background of educational reform, vision behind the Standards, goals for science teachers, and suggestions for sustaining…

Impact of Texas high school science teacher credentials on student performance in high school science

NASA Astrophysics Data System (ADS)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report

ERIC Educational Resources Information Center

Achieve, Inc., 2010

2010-01-01

In response to concerns over the need for a scientifically literate workforce, increasing the STEM pipeline, and aging science standards documents, the scientific and science education communities are embarking on the development of a new conceptual framework for science, led by the National Research Council (NRC), and aligned next generation…

The Next Generation Science Standards: A Focus on Physical Science

ERIC Educational Resources Information Center

Krajcik, Joe

2013-01-01

This article describes ways to adapt U.S. science curriculum to the U.S. National Research Council (NRC) "Framework for K-12 Science Education" and "Next Generation of Science Standards" (NGSS), noting their focus on teaching the physical sciences. The overall goal of the Framework and NGSS is to help all learners develop the…

Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

ERIC Educational Resources Information Center

Karaman, Ayhan

2016-01-01

Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science…

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past, present and future Earth Systems science. Because the course is created for pre-service teachers, the class models the jigsaw teaching technique, an effective and age-appropriate method of science instruction. This enables pre-service teachers to experience a technique they can use in their own classroom. Course content is aligned with all state and national 4-10 Earth/Space Science standards, which supports pre- service Middle School Science teachers by covering the content areas tested in the Praxis Middle School Science test, a requirement for graduation with licensure from Wright State University. It also helps the pre- service teachers gain experience with the content that they will need to teach to their K-12 students, so they will be able to pass the high-stakes Ohio Graduation Test. Assessment of the Earth Systems course suggests that the course leads to increased science content knowledge that leads to success in passing the Praxis Middle Childhood Science Test, and that the pedagogy modeled in the course is used by the pre- service teachers in their own K-12 teaching upon graduation.

Methods and Strategies: Science Notebooks as Learning Tools

ERIC Educational Resources Information Center

Fulton, Lori

2017-01-01

Writing in science is a natural way to integrate science and literacy and meet the goals set by the "Next Generation Science Standards" ("NGSS") and the "Common Core State Standards" ("CCSS"), which call for learners to be engaged with the language of science. This means that students should record…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

ERIC Educational Resources Information Center

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

Practical Insights into Curricula Integration for Primary Science

ERIC Educational Resources Information Center

Hudson, Peter

2012-01-01

As indicated in a previous Teaching Science article, effective planning for curricula integration requires using standards from two (or more) subject areas (e.g., Science and English, Science and Art or Science and Mathematics), which also becomes the assessment foci for teaching and learning. Curricula integration of standards into an activity…

The Changing Science Curriculum

ERIC Educational Resources Information Center

Ediger, Marlow

2014-01-01

Science, as a curriculum area, has gone through many changes recently with the oncoming of the Common Core State Standards (CCSS), Science, Technology, Engineering, and Mathematics (STEM), as well as the Next Generation Science Standards (NGSS). Science is a part of everyday life which individuals experience. Even the drying up of a puddle of…

Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

NASA Astrophysics Data System (ADS)

Sloan, H.

2002-05-01

"Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as part of the AMNH-City University of New York partnership and the CUNY Teaching Opportunity Program Scholarship. Reactions and feedback from program coordinators and teachers have been extremely positive during the year and a half since its implementation.

Science Operations on the Lunar Surface - Understanding the Past, Testing in the Present, Considering the Future

NASA Technical Reports Server (NTRS)

Eppler, Dean B.

2013-01-01

The scientific success of any future human lunar exploration mission will be strongly dependent on design of both the systems and operations practices that underpin crew operations on the lunar surface. Inept surface mission preparation and design will either ensure poor science return, or will make achieving quality science operation unacceptably difficult for the crew and the mission operations and science teams. In particular, ensuring a robust system for managing real-time science information flow during surface operations, and ensuring the crews receive extensive field training in geological sciences, are as critical to mission success as reliable spacecraft and a competent operations team.

The National Science Education Standards.

ERIC Educational Resources Information Center

Bybee, Rodger W.; Champagne, Audrey B.

2000-01-01

Describes efforts under the sponsorship of the National Research Council (NRC) to improve science education. Provides an overview of the National Science Education Standards. First published in 1995. (YDS)

34 CFR 200.1 - State responsibilities for developing challenging academic standards.

Code of Federal Regulations, 2012 CFR

2012-07-01

... year, science, and may include other subjects determined by the State. (b) Academic content standards... at least reading/language arts, mathematics, and, beginning in the 2005-06 school year, science... standards in science, a State must develop— (i) Achievement levels and descriptions no later than the 2005...

34 CFR 200.1 - State responsibilities for developing challenging academic standards.

Code of Federal Regulations, 2014 CFR

2014-07-01

... year, science, and may include other subjects determined by the State. (b) Academic content standards... at least reading/language arts, mathematics, and, beginning in the 2005-06 school year, science... standards in science, a State must develop— (i) Achievement levels and descriptions no later than the 2005...

34 CFR 200.1 - State responsibilities for developing challenging academic standards.

Code of Federal Regulations, 2013 CFR

2013-07-01

... year, science, and may include other subjects determined by the State. (b) Academic content standards... at least reading/language arts, mathematics, and, beginning in the 2005-06 school year, science... standards in science, a State must develop— (i) Achievement levels and descriptions no later than the 2005...

A systematic review of the influence of different titanium surfaces on proliferation, differentiation and protein synthesis of osteoblast-like MG63 cells.

PubMed

Bächle, Maria; Kohal, Ralf J

2004-12-01

Titanium is the standard material for dental and orthopaedical implants. The good biocompatibility has been proven in many experimental and clinical investigations. Different titanium topographies were tested in vitro using different cell culture models. The aim of this systematic review was to evaluate and summarize the medical/dental literature to assess on which kind of titanium surface structure the osteoblast-like osteosarcoma cells MG63 show the best proliferation and differentiation rate, and the best protein synthesis. A systematic search was carried out using different on-line databases (PubMed, Web of Science, Cochrane Library, International Poster Journal), supplemented by handsearch in selected journals and by examination of the bibliographies of the identified articles. Inclusion and exclusion criterias were applied when considering relevant articles. Studies which met the inclusion criteria were included and data extraction was undertaken by one reviewer. The search yielded 348 references. Nine articles referring to nine different studies were relevant to our question. Additionally 8 less relevant articles were identified. It was found that regularly textured surfaces of pure titanium with R(a) values (average roughness) of around 4 mum are well-accepted by MG63 cells. The surfaces and culture conditions vary widely. Therefore it is still difficult to recommend one particular surface. It seems that there are no differences in cell proliferation and differentiation on surfaces treated by blasting and etching. Standardization in fabrication and size of the different test surfaces as well as homogeneity in culture times and plating densities should be aspects for future research.

The Nature of Science and the Next Generation Science Standards: Analysis and Critique

NASA Astrophysics Data System (ADS)

McComas, William F.; Nouri, Noushin

2016-08-01

This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the Next Generation Science Standards (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are linked to the standards by their association with either the "practices of science" or "crosscutting concepts," but curiously not with the recommendations for science content. The study investigated all aspects of NOS in NGSS including the accuracy and inclusion of the supporting exemplar statements and the relationship of NOS in NGSS to other aspects of NOS to support teaching and learning science. We found that while 92 % of these exemplars are acceptable, only 78 % of those written actually appear with the standards. "Science as a way of knowing" is a recommended NOS category in NGSS but is not included with the standards. Also, several other NOS elements fail to be included at all grade levels thus limiting their impact. Finally, NGSS fails to include or insufficiently emphasize several frequently recommended NOS elements such as creativity and subjectivity. The paper concludes with a list of concerns and solutions to the challenges of NOS in NGSS.

A comparative analysis of Science-Technology-Society standards in elementary, middle and high school state science curriculum frameworks

NASA Astrophysics Data System (ADS)

Tobias, Karen Marie

An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating Science-Technology-Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research shows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: (1) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. (2) There is no significant difference in the degree of compliance to Science-Technology-Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each individual criterion across the elementary, middle, and high school levels. The National Science Education Standards were created with the input of thousands of people and over twenty scientific and educational societies. The standards were tested in numerous classrooms and showed an increase in science literacy for the students. With the No Child Left Behind legislation and Project 2061, the attainment of a science literate society will be helped by the adoption of the NSES standards and the STS themes into the American classrooms.

Transforming Information Literacy in the Sciences through the Lens of e-Science

ERIC Educational Resources Information Center

Berman, Elizabeth

2013-01-01

In 2011, the ACRL Science & Technology Section (STS) completed its five-year review of the "Information Literacy Standards for Science and Engineering/Technology." Predicated by the evolving nature of scholarship and research in the sciences, the reviewing task force strongly recommended that the standards be revised. This paper…

Bioinformatics in High School Biology Curricula: A Study of State Science Standards

ERIC Educational Resources Information Center

Wefer, Stephen H.; Sheppard, Keith

2008-01-01

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics…

Life Science Standards and Curriculum Development for 9-12.

ERIC Educational Resources Information Center

Speece, Susan P.; Andersen, Hans O.

1996-01-01

Proposes a design for a life science curriculum following the National Research Council National Science Education Standards. The overarching theme is that science as inquiry should be recognized as a basic and controlling principle in the ultimate organization and experiences in students' science education. Six-week units include Matter, Energy,…

MAP Science for Use with Next Generation Science Standards. NWEA External FAQ

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2016

2016-01-01

Measures of Academic Progress® (MAP®) Science for use with Next Generation Science Standards (NGSS) assessments are available for the 2016-17 school year. These new assessments measure student growth toward understanding of the multidimensional NGSS performance expectations. This report presents MAP Science for use with NGSS by presenting and…

Content Metadata Standards for Marine Science: A Case Study

USGS Publications Warehouse

Riall, Rebecca L.; Marincioni, Fausto; Lightsom, Frances L.

2004-01-01

The U.S. Geological Survey developed a content metadata standard to meet the demands of organizing electronic resources in the marine sciences for a broad, heterogeneous audience. These metadata standards are used by the Marine Realms Information Bank project, a Web-based public distributed library of marine science from academic institutions and government agencies. The development and deployment of this metadata standard serve as a model, complete with lessons about mistakes, for the creation of similarly specialized metadata standards for digital libraries.

Lunar Surface Properties from Diviner Eclipse Observations

NASA Astrophysics Data System (ADS)

Hayne, Paul; Paige, David; Greenhagen, Benjamin; Bandfield, Joshua; Siegler, Matthew; Lucey, Paul

2015-04-01

The thermal behavior of planetary bodies can reveal information about fundamental processes shaping their surfaces and interiors. Diviner [1] has been mapping the Moon's diurnal temperatures since the Lunar Reconnaissance Orbiter (LRO) arrived in 2009, yielding new insights into regolith formation [2, 3], the distribution of volatiles [4, 5], lunar volcanism [6, 7, 8], and impact processes [9]. The Moon's cooling during eclipse provides complementary information on the physical properties of the uppermost surface layer, which can be used to further investigate these and other processes. We used data from Diviner's seven thermal infrared spectral channels to measure surface temperatures before, during and after the 8 Oct., 2014 eclipse. In its standard nadir-pushbroom mode, Diviner maps surface temperatures in a ~6-km swath with a spatial resolution of ~250 m. Using Diviner's independent scanning capability [11], we also targeted two regions of interest on sequential orbits to create a time series of thermal observations: 1) Kepler crater (-38°E, 8°N) and 2) an unnamed nighttime "cold spot" (-33.3°E, 3°N). Pre-eclipse surface temperatures in these regions were ~380 K. As a relatively young Copernican-aged impact crater, Kepler was selected to investigate the abundance and size distribution of rocks in the ejecta and interior. Lunar nighttime "cold spots" are anomalous features around very young impact craters, extending for up to hundreds of crater radii, notable for their low temperatures in the Diviner nighttime data [9]. Although their origins are not fully explained, they are likely the result of in-situ disruption and decompression of regolith during the impact process. The selected cold spot (one of hundreds or even thousands on the lunar surface) was located with good viewing ge- ometry from LRO, and had a diameter of ~10 km surrounding a crater < 1 km in diameter. At Kepler crater, we observed dramatic differences in the amount of cooling related to the presence of blocky ejecta material. Comparisons of the rock abundance derived from the eclipse measurements can be made to those derived from the standard Diviner diurnal data [2] in order to constrain the rock size distribution. At a small nighttime cold spot, we observed brightness temperatures during the eclipse that were more than 10K higher than those observed in surrounding non-cold-spot regions. This seemingly paradoxical result implies that the vertical stratigraphy of the Moon's near-surface regolith may be more complex than has been previously appreciated. We are in the process of evaluating several possible explanations for this phenomenon quantitatively. References: [1] Paige D. A., et al. (2010) Space Sci. Rev. 150, 125-160. [2] Bandfield J. L., et al. (2011) J. Geophys. Res., 116, E12. [3] Ghent R. R., et al. (2014) Geology, 42 (12), 1059-1062. [4] Paige D. A., et al. (2010) Science, 330, 479-482. [5] Hayne P. O., et al. (2015) Icarus, submitted. [6] Greenhagen B. T., et al. (2010) Science, 329, 1507-1509. [7] Glotch T. D., et al. (2010) Science, 329, 1510-1513. [8] Allen C. C., et al. (2012) J. Geophys. Res., 117, E12. [9] Bandfield J. L., et al. (2014) Icarus, 231, 221-231. [10] Hayne P. O., et al. (2011) AGU Fall Meeting Abstracts, p. 1712. [11] Hayne P. O., et al. (2010) Science, 330, 477-479. Acknowledgement: Part of this work was performed at the Jet Propulsion Laboratory, California Institute of Technology, under contract with the National Aeronautics and Space Administration.

California Diploma Project Technical Report II: Alignment Study--Alignment Study of the Health Sciences and Medical Technology Draft Standards and California's Exit Level Common Core State Standards

ERIC Educational Resources Information Center

McGaughy, Charis; de Gonzalez, Alicia

2012-01-01

The California Department of Education is in the process of revising the Career and Technical Education (CTE) Model Curriculum Standards. The Educational Policy Improvement Center (EPIC) conducted an investigation of the draft version of the Health Sciences and Medical Technology Standards (Health Science). The purpose of the study is to…

The Generation of Near-Real Time Data Products for MODIS

NASA Astrophysics Data System (ADS)

Teague, M.; Schmaltz, J. E.; Ilavajhala, S.; Ye, G.; Masuoka, E.; Murphy, K. J.; Michael, K.

2010-12-01

The GSFC Terrestrial Information Systems Branch (614.5) operate the Land and Atmospheres Near-real-time Capability for EOS (LANCE-MODIS) system. Other LANCE elements include -AIRS, -MLS, -OMI, and -AMSR-E. LANCE-MODIS incorporates the former Rapid Response system and will, in early 2011, include the Fire Information for Resource Management System (FIRMS). The purpose of LANCE is to provide applications users with a variety of products on a near-real time basis. The LANCE-MODIS data products include Level 1 (L1), L2 fire, snow, sea ice, cloud mask/profiles, aerosols, clouds, land surface reflectance, land surface temperature, and L2G and L3 gridded, daily, land surface reflectance products. Data are available either by ftp access (pull) or by subscription (push) and the L1 and L2 data products are available within an average of 2.5 hours of the observation time. The use of ancillary data products input to the standard science algorithms has been modified in order to obtain these latencies. The resulting products have been approved for applications use by the MODIS Science Team. The http://lance.nasa.gov site provides registration information and extensive information concerning the MODIS data products and imagery including a comparison between the LANCE-MODIS and the standard science-quality products generated by the MODAPS system. The LANCE-MODIS system includes a variety of tools that enable users to manipulate the data products including: parameter, band, and geographic subsetting, re-projection, mosaicing, and generation of data in the GeoTIFF format. In most instances the data resulting from use of these tools has a latency of less than 3 hours. Access to these tools is available through a Web Coverage Service. A Google Earth/Web Mapping Service is available to access image products. LANCE-MODIS supports a wide variety of applications users in civilian, military, and foreign agencies as well as universities and the private sector. Examples of applications are: Flood Mapping, Famine relief, Food and Agriculture, Hazards and Disasters, and Weather.

Nevada Science Content Standards for Grades 2, 3, 5, 8 and 12 and Indicators of Progress for Kindergarten and Grades 1, 4, 6 and 7 [and] Performance Level Descriptors.

ERIC Educational Resources Information Center

Nevada State Dept. of Education, Carson City.

The Nevada Science Standards represent a common core for curriculum throughout Nevada's schools. The Nevada Science Standards are intended to provide Nevada students with a rich, thorough, and varied science education to prepare them for the challenges, discoveries, and demands of life in the 21st century. The two main sections of the document…

NGSS and the Next Generation of Science Teachers

NASA Astrophysics Data System (ADS)

Bybee, Rodger W.

2014-03-01

This article centers on the Next Generation Science Standards (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts—interconnecting science and engineering practices, disciplinary core ideas, crosscutting concepts; recognizing learning progressions; including engineering; addressing the nature of science, coordinating with Common Core State Standards. The article continues with a general discussion of reforming teacher education programs and a concluding discussion of basic competencies and personal qualities of effective science teachers.

Advanced Tools for River Science: EAARL and MD_SWMS: Chapter 3

USGS Publications Warehouse

Kinzel, Paul J.

2009-01-01

Disruption of flow regimes and sediment supplies, induced by anthropogenic or climatic factors, can produce dramatic alterations in river form, vegetation patterns, and associated habitat conditions. To improve habitat in these fluvial systems, resource managers may choose from a variety of treatments including flow and/or sediment prescriptions, vegetation management, or engineered approaches. Monitoring protocols developed to assess the morphologic response of these treatments require techniques that can measure topographic changes above and below the water surface efficiently, accurately, and in a standardized, cost-effective manner. Similarly, modeling of flow, sediment transport, habitat, and channel evolution requires characterization of river morphology for model input and verification. Recent developments by the U.S. Geological Survey with regard to both remotely sensed methods (the Experimental Advanced Airborne Research LiDAR; EAARL) and computational modeling software (the Multi-Dimensional Surface-Water Modeling System; MD_SWMS) have produced advanced tools for spatially explicit monitoring and modeling in aquatic environments. In this paper, we present a pilot study conducted along the Platte River, Nebraska, that demonstrates the combined use of these river science tools.

Staying within the Law

ERIC Educational Resources Information Center

Hermann, Ronald S.

2017-01-01

Evolution, due to its importance in science, holds a prominent place in national science standards and many state standards. Scientists nearly universally agree that the theory of evolution best explains the unity and diversity of life. Accordingly, numerous science, science education, and religious organizations support the teaching of evolution…

Implementing Elementary School Next Generation Science Standards

ERIC Educational Resources Information Center

Kennedy, Katheryn B.

2017-01-01

Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The…

The international development of forensic science standards - A review.

PubMed

Wilson-Wilde, Linzi

2018-04-16

Standards establish specifications and procedures designed to ensure products, services and systems are safe, reliable and consistently perform as intended. Standards can be used in the accreditation of forensic laboratories or facilities and in the certification of products and services. In recent years there have been various international activities aiming at developing forensic science standards and guidelines. The most significant initiative currently underway within the global forensic community is the development of International Organization for Standardization (ISO) standards. This paper reviews the main bodies working on standards for forensic science, the processes used and the implications for accreditation. This paper specifically discusses the work of ISO Technical Committee TC272, the future TC272 work program for the development of forensic science standards and associated timelines. Also discussed, are the lessons learnt to date in navigating the complex environment of multi-country stakeholder deliberations in standards development. Crown Copyright © 2018. Published by Elsevier B.V. All rights reserved.

Identification of the Most Critical Content Knowledge Base for Middle School Science Teachers

ERIC Educational Resources Information Center

Saderholm, Jon C.; Tretter, Thomas R.

2008-01-01

Much has been said about what science content students need to learn (e.g., "Benchmarks for Science Literacy, National Science Education Standards"). Less has been said about what science content teachers need to know to teach the content students are expected to learn. This study analyzed four standards documents and assessment frameworks to…

Launching Learners in Science, PreK-5: How to Design Standards-Based Experiences and Engage Students in Classroom Conversations

ERIC Educational Resources Information Center

Williams, Kerry Curtiss; Veomett, George E.

2006-01-01

Teaching science means doing science and involves three elements: knowing content, knowing children, and teachers knowing themselves as teachers and learners. The authors describe principles and requirements that reflect National Science Education Standards for the active learning of science. They identify key ingredients for primary students and…

ESDIS Standards Office (ESO): Requirements, Standards and Practices

NASA Technical Reports Server (NTRS)

Mitchell, Andrew E.; Mcinerney, Mark Allen; Enloe, Yonsok K.; Conover, Helen T.; Doyle, Allan

2016-01-01

The ESDIS Standards Office assists the ESDIS Project in formulating standards policy for NASA Earth Science Data Systems (ESDS), coordinates standards activities within ESDIS, and provides technical expertise and assistance with standards related tasks within the NASA Earth Science Data System Working Groups (ESDSWG). This poster summarizes information found on the earthdata.nasa.gov site that describes the ESO.

Student science achievement and the integration of Indigenous knowledge on standardized tests

NASA Astrophysics Data System (ADS)

Dupuis, Juliann; Abrams, Eleanor

2017-09-01

In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, "Indian Education for All", were included. Montana is the first state in the US to mandate the use of a culturally relevant curriculum in all schools and to incorporate this curriculum into a portion of the standardized assessment items. This study compares White and American Indian student test scores on these particular test items to determine how White and American Indian students perform on culturally relevant test items compared to traditional standard science test items. The connections between student achievement on adapted culturally relevant science test items versus traditional items brings valuable insights to the fields of science education, research on student assessments, and Indigenous studies.

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

Shadow Puppet Plays in Elementary Science Methods Class Help Preservice Teachers Learn about Minority Scientists

ERIC Educational Resources Information Center

Gray, Phyllis; Rule, Audrey C.; Gentzsch, Anneliese; Tallakson, Denise A.

2016-01-01

This practical article describes an arts-integrated project with engineering design and science concepts from the Next Generation Science Standards, art principles from the National Arts Standards, as well as ideas under the theme of "Culture" from the National Council for the Social Studies Standards. Preservice teachers in an…

Developing Practical Knowledge of the "Next Generation Science Standards" in Elementary Science Teacher Education

ERIC Educational Resources Information Center

Hanuscin, Deborah L.; Zangori, Laura

2016-01-01

Just as the "Next Generation Science Standards" (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary…

Teaching Physics at Preschool Level for Mexican Students in Order to Achieve the National Scientific Standards

ERIC Educational Resources Information Center

Ramírez Díaz, Mario H.; Nieto Betance, Gabriela; García Trujillo, Luís Antonio; Chávez-Campos, David A.

2015-01-01

In its program of studies for preschool level, the Secretary of Public Education of Mexico promoted development of four standards of science: Scientific knowledge, applications of scientific knowledge and technology, skills associated to science, and attitudes associated to science. However, to develop this skills and reach out the standards there…

Understanding Standards and Assessment Policy in Science Education: Relating and Exploring Variations in Policy Implementation by Districts and Teachers in Wisconsin

NASA Astrophysics Data System (ADS)

Anderson, Kevin John Boyett

Current literature shows that many science teachers view policies of standards-based and test-based accountability as conflicting with research-based instruction in science education. With societal goals of improving scientific literacy and using science to spur economic growth, improving science education policy becomes especially important. To understand perceived influences of science education policy, this study looked at three questions: 1) How do teachers perceive state science standards and assessment and their influence on curriculum and instruction? 2) How do these policy perspectives vary by district and teacher level demographic and contextual differences? 3) How do district leaders' interpretations of and efforts within these policy realms relate to teachers' perceptions of the policies? To answer these questions, this study used a stratified sample of 53 districts across Wisconsin, with 343 middle school science teachers responding to an online survey; science instructional leaders from each district were also interviewed. Survey results were analyzed using multiple regression modeling, with models generally predicting 8-14% of variance in teacher perceptions. Open-ended survey and interview responses were analyzed using a constant comparative approach. Results suggested that many teachers saw state testing as limiting use of hands-on pedagogy, while standards were seen more positively. Teachers generally held similar views of the degree of influence of standards and testing regardless of their experience, background in science, credentials, or grade level taught. District SES, size and past WKCE scores had some limited correlations to teachers' views of policy, but teachers' perceptions of district policies and leadership consistently had the largest correlation to their views. District leadership views of these state policies correlated with teachers' views. Implications and future research directions are provided. Keywords: science education, policy, accountability, standards, assessment, district leadership

Identifying Internet Sites to Coordinate with National Science Education Standards

ERIC Educational Resources Information Center

Fehrenbach, Carolyn R.; Morris, Maxine G.

2004-01-01

Identifying Internet sites to coordinate with National Science Education Standards can be challenging for teachers and students. By identifying quality free Internet sites in science, teachers and students can use the extensive resources of the Internet to enhance learning and instruction while meeting National Science Education Content Standards…

Standards-Based External Exams and Students' Science-Related Career Expectations: An International Perspective

ERIC Educational Resources Information Center

Han, Seong Won

2016-01-01

Students' science-related career expectations are important for predicting their future science, technology, engineering, and mathematics (STEM)-related educational and occupational attainments. This study examines the degree to which standards-based external examinations are associated with a student's propensity for pursuing science-related…

Implementing the Next Generation Science Standards

ERIC Educational Resources Information Center

Penuel, William R.; Harris, Christopher J.; DeBarger, Angela Haydel

2015-01-01

The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.

Going on a Science Trek!

ERIC Educational Resources Information Center

Kreider, Gail Yohe

2008-01-01

In this problem-based learning activity (PBL), students embark on a science trek to answer the question "Where is the science in my neighborhood?" The project serves as an excellent review of science curriculum in anticipation of Virginia's year-end standardized test--the Standards of Learning (SOL). This has proved to be an interesting…

Science Education in the United States.

ERIC Educational Resources Information Center

Champagne, Audrey B.

1997-01-01

Discusses science education in the United States, which is in the midst of an unprecedented reform movement driven by national standards developed with support from the federal government. These standards are redefining the character of science education from kindergarten to the post-graduate education of scientists and science teachers. The new…

Science Education in the Boy Scouts of America

ERIC Educational Resources Information Center

Hintz, Rachel Sterneman

2009-01-01

This study of science education in the Boy Scouts of America focused on males with Boy Scout experience. The mixed-methods study topics included: merit badge standards compared with National Science Education Standards, Scout responses to open-ended survey questions, the learning styles of Scouts, a quantitative assessment of science content…

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2011 CFR

2011-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2014 CFR

2014-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2013 CFR

2013-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

45 CFR 680.10 - Definitions; cross-references to employee ethical conduct standards and financial disclosure...

Code of Federal Regulations, 2012 CFR

2012-10-01

... Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION NATIONAL SCIENCE FOUNDATION RULES OF PRACTICE Rules of Practice for the National Science Foundation § 680.10 Definitions; cross-references to... conduct standards and financial disclosure regulations. Members of the National Science Board and other...

Active anterior rhinomanometry in paediatrics. Normality criteria.

PubMed

Juliá, J C; Burchés, M Enriqueta; Martorell, A

2011-01-01

Active anterior rhinomanometry with a face mask was used to establish the lower age limit for application of the technique, define normality reference standards, and determine the most appropriate pressure for referencing the nasal resistance values. A total of 409 children of both sexes and aged 5-14 years were studied. The subjects were selected from among healthy children in two primary care centres and one school. The Rhinospir 164 rhinomanometer was used for the tests. Rhinomanometry was performed according to the guidelines of the International Committee on Standardization of Rhinomanometry. The SPSS (Statistical Package for the Social Sciences) was used for the analysis of the results. The study sample was divided into five age groups involving intervals of two years from 5 to 14 years of age, and four body surface groups. The dependent variables studied (resistances and flows at pressure differences of 75 and 100) showed significantly different mean values according to age and body surface. All the mean ratios were over 1.4 units, i.e., the measures of each variable on one side and the other differed between 40% and 44%. 1.- The lower age limit for rhinomanometry is five years. 2.- The most appropriate pressures for referencing the resistance and flow values are 75 and 100. 3.- The reference standards are established with respect to total resistance and according to subject age and body surface. Copyright © 2010 SEICAP. Published by Elsevier Espana. All rights reserved.

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Second-Career Science Teachers' Classroom Conceptions of Science and Engineering Practices Examined through the Lens of Their Professional Histories

ERIC Educational Resources Information Center

Antink-Meyer, Allison; Brown, Ryan A.

2017-01-01

Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined…

Next generation science standards available for comment

NASA Astrophysics Data System (ADS)

Asher, Pranoti

2012-05-01

The first public draft of the Next Generation Science Standards (NGSS) is now available for public comment. Feedback on the standards is sought from people who have a stake in science education, including individuals in the K-12, higher education, business, and research communities. Development of NGSS is a state-led effort to define the content and practices students need to learn from kindergarten through high school. NGSS will be based on the U.S. National Research Council's reportFramework for K-12 Science Education.

Special Issue: European Conference on Surface Science 2014

NASA Astrophysics Data System (ADS)

Opila, Robert L.; Ertas, Gulay

2015-11-01

The present Special Issue of Applied Surface Science is intended to provide a collection of peer-reviewed contributions presented at the Symposium "European Conference on Surface Science" held in Antalya (Turkey), August 31-September 5, 2014. This conference is organized annually through the joint efforts of the Surface Science Division of IUVSTA and the Surface and Interface Section of the European Physical Society (EPS). The ECOSS conference series started in 1978 in Amsterdam, Netherlands, and has been held in various cities throughout Europe during the past years. This is the first time that an ECOSS conference was held in Turkey, with the chairmanship of Prof. Sefik Suzer of Bilkent University, Ankara.

Programmers, professors, and parasites: credit and co-authorship in computer science.

PubMed

Solomon, Justin

2009-12-01

This article presents an in-depth analysis of past and present publishing practices in academic computer science to suggest the establishment of a more consistent publishing standard. Historical precedent for academic publishing in computer science is established through the study of anecdotes as well as statistics collected from databases of published computer science papers. After examining these facts alongside information about analogous publishing situations and standards in other scientific fields, the article concludes with a list of basic principles that should be adopted in any computer science publishing standard. These principles would contribute to the reliability and scientific nature of academic publications in computer science and would allow for more straightforward discourse in future publications.

NBS (National Bureau of Standards): Materials measurements

NASA Technical Reports Server (NTRS)

Manning, J. R.

1984-01-01

Work in support of NASA's Microgravity Science and Applications Program is described. The results of the following three tasks are given in detail: (1) surface tensions and their variations with temperature and impurities; (2) convection during unidirectional solidification; and (3) measurement of high temperature thermophysical properties. Tasks 1 and 2 were directed toward determining how the reduced gravity obtained in space flight can affect convection and solidification processes. Emphasis in task 3 was on development of levitation and containerless processing techniques which can be applied in space flight to provide thermodynamic measurements of reactive materials.

The EPICS-based remote control system for muon beam line devices at J-PARC MUSE

NASA Astrophysics Data System (ADS)

Ito, T. U.; Nakahara, K.; Kawase, M.; Fujimori, H.; Kobayashi, Y.; Higemoto, W.; Miyake, Y.

2010-04-01

The remote control system for muon beam line devices of J-PARC MUSE has been developed with the Experimental Physics and Industrial Control System (EPICS). The EPICS input/output controller was installed in standard Linux PCs for slow control of the devices. Power supplies for 21 magnetic elements and four slit controllers for the decay-surface muon beam line in the Materials and Life Science Experimental Facility are now accessible via Ethernet from a graphical user interface which has been composed using the Motif Editor and Display Manger.

Lights Out Operations of a Space, Ground, Sensorweb

NASA Technical Reports Server (NTRS)

Chien, Steve; Tran, Daniel; Johnston, Mark; Davies, Ashley Gerard; Castano, Rebecca; Rabideau, Gregg; Cichy, Benjamin; Doubleday, Joshua; Pieri, David; Scharenbroich, Lucas;

Making and Measuring the California History Standards

ERIC Educational Resources Information Center

Fogo, Bradley

2011-01-01

The California history and social science standards-based reform has been touted as the "gold standard" for state history curricula. But the standards, framework, and tests that constitute this reform provide inconsistent and contradictory criteria for teaching and assessing history and social science. An examination of the political…

Nebraska Science Standards: Grades K-12

ERIC Educational Resources Information Center

Nebraska Department of Education, 2010

2010-01-01

This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.

A Reconstructed Vision of Environmental Science Literacy: The case of Qatar

NASA Astrophysics Data System (ADS)

Khishfe, Rola

2014-12-01

The purpose of this study was twofold: (a) develop a conceptual framework for environmental science literacy; and consequently (b) examine the potential of science standards/curricula to prepare environmentally literate citizens. The framework comprised four pillars: science content knowledge, scientific inquiry, nature of science (NOS), and socioscientific issues (SSI). A conceptual understanding of these pillars as interconnected was presented and justified. Then the developed framework was used to examine the potential of the Qatari science standards to prepare environmentally literate citizens. Results showed that the secondary Qatari science standards generally take up the pillars of science content and scientific inquiry in an explicit manner. The NOS pillar is rarely addressed, while the SSI pillar is not addressed in the objectives and activities in a way that aligns with the heavy emphasis given in the overall aims. Moreover, the connections among pillars are mostly manifested within the activities and between the science content and scientific inquiry. The objectives and activities targeting the environment were less frequent among the four pillars across the Qatari standards. Again, the connections related to the environment were less frequent in conformity with the limited environmental objectives and activities. Implications from this study relate to the need for the distribution of the four pillars across the standards as well as the presentation of the different pillars as interconnected.

Science Standards: Making Them Work for You. Grades 3 and 4. Facilitor's Guide.

ERIC Educational Resources Information Center

Famellette, Judy

This facilitator's guide, and the videotape it accompanies, is designed to demonstrate ways in which the new visions of science education for the 21st century might be translated into classroom practice. The National Research Council's (NRC) National Science Education Standards, American Association for the Advancement of Science (AAAS) Benchmarks…

Next Generation Science Standards: Adoption and Implementation Workbook

ERIC Educational Resources Information Center

Peltzman, Alissa; Rodriguez, Nick

2013-01-01

The Next Generation Science Standards (NGSS) represent the culmination of years of collaboration and effort by states, science educators and experts from across the United States. Based on the National Research Council's "A Framework for K-12 Science Education" and developed in partnership with 26 lead states, the NGSS, when…

Next Generation Science Standards: A National Mixed-Methods Study on Teacher Readiness

ERIC Educational Resources Information Center

Haag, Susan; Megowan, Colleen

2015-01-01

Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting the NGSS, this mixed-methods study attempts to identify characteristics of professional development (PD) that will support NGSS…

Visual Representations on High School Biology, Chemistry, Earth Science, and Physics Assessments

ERIC Educational Resources Information Center

LaDue, Nicole D.; Libarkin, Julie C.; Thomas, Stephen R.

2015-01-01

The pervasive use of visual representations in textbooks, curricula, and assessments underscores their importance in K-12 science education. For example, visual representations figure prominently in the recent publication of the Next Generation Science Standards (NGSS Lead States in Next generation science standards: for states, by states.…

The Three-Story Challenge: Implications of the "Next Generation Science Standards" for Teacher Preparation

ERIC Educational Resources Information Center

Windschitl, Mark A.; Stroupe, David

2017-01-01

The foundational document of the current science standards movement--the "Framework for K-12 Science Education"--is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should…

The "Next Generation Science Standards": A Focus on Physical Science

ERIC Educational Resources Information Center

Krajcik, Joe

2013-01-01

What should all students know about the physical sciences? Why should all students have a basic understanding of these ideas? An amazing number of new scientific breakthroughs have occurred in the last 20 years that impact daily lives. This article focuses on the "Next Generation Science Standards" (NGSS) disciplinary core ideas in…

Making and Defending Scientific Arguments

ERIC Educational Resources Information Center

Llewellyn, Douglas

2013-01-01

Since 1996, science education has been guided by the National Science Education Standards (NRC 1996). But now there's a "new sheriff in town" as the "Common Core State Standards" and "A Framework for K-12 Science Education" together become the 21st century's torch bearer for curricula reform in science and…

A Standards-Based Content Analysis of Selected Biological Science Websites

ERIC Educational Resources Information Center

Stewart, Joy E.

2010-01-01

The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled…

The earth in technological balance

NASA Astrophysics Data System (ADS)

Stout, Dorothy L.

1998-08-01

The K-12 National Science Education Standards have been developed and published by the National Research Council (1995)to "improve scientific literacy across the nation to prepare our students to be scientifically literate". The Standards stress that a quality science education requires an "active learning" approach to science inquiry within the areas of science teaching, professional development, assessment, science content, science education programs and science education systems. In this time of increasing technological advance, the equal treatment of earth and space science alongside biology, physics and chemistry bodes well for the future.

Methods and Strategies: Beyond the Textbook--But Not Just "Hands On". Using High-Quality Informational Texts to Meet the "Next Generation Science Standards"

ERIC Educational Resources Information Center

Vick, Matthew

2016-01-01

Science teaching continues to move away from teaching science as merely a body of facts and figures to be memorized to a process of exploring and drawing conclusions. The Next Generation Science Standards (NGSS) emphasize eight science and engineering practices that ask students to apply scientific and engineering reasoning and explanation. This…

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS

NASA Astrophysics Data System (ADS)

Hayes, Kathryn N.; Lee, Christine S.; DiStefano, Rachelle; O'Connor, Dawn; Seitz, Jeffery C.

2016-03-01

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform. Survey instruments are often used to capture instructional practices; however, existing surveys primarily measure inquiry based on previous definitions and standards and with a few exceptions, disregard key instructional practices considered outside the scope of inquiry. A comprehensive survey and a clearly defined set of items do not exist. Moreover, items specific to the NGSS Science and Engineering practices have not yet been tested. To address this need, we developed and validated a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards. Survey construction was based on a literature review establishing key areas of science instruction, followed by a systematic process for identifying and creating items. Instrument validity and reliability were then tested through a procedure that included cognitive interviews, expert review, exploratory and confirmatory factor analysis (using independent samples), and analysis of criterion validity. Based on these analyses, final subscales include: Instigating an Investigation, Data Collection and Analysis, Critique, Explanation and Argumentation, Modeling, Traditional Instruction, Prior Knowledge, Science Communication, and Discourse.

A new U.S.-Canada Collaboration to build SWOT Calibration/Validation and Science Capacity for Northern Rivers and Wetlands

NASA Astrophysics Data System (ADS)

Smith, L. C.; Gleason, C. J.; Pietroniro, A.; Fiset, J. M.

2016-12-01

The NASA/CNES/CSA Surface Water and Ocean Topography (SWOT) satellite mission holds strong promise to be a transformational mission for land surface hydrology in much the same way that conventional radar altimetry transformed physical oceanography following the launch of Seasat in 1978. However, to achieve this potential key pre-launch tasks remain, including 1) establishing benchmark monitoring sites, standardized measurement protocols, and international partnerships for quality calibration/validation of SWOT hydrology products; 2) demonstration that SWOT inundation area mapping for rivers, lakes, and wetlands is feasible; 3) demonstration that quality SWOT discharge retrievals for large rivers are feasible; and 4) demonstration of exciting new science from SWOT-like measurements. To these ends we present a new U.S.-Canada partnership to establish new SWOT calibration/validation sites, collect unique "SWOT-like" field and remote sensing datasets, conduct phenomenology studies of potentially important impacts (vegetation, sedimentary deposits, ice, and wind) on SWOT backscatter and water surface elevation (WSE) retrievals; and to gain scientific knowledge of the impact of permafrost on the form, hydraulics, and water surface elevations of northern rivers and lakes. This U.S-Canada partnership will establish scientifically interesting calibration/validation sites along three to four major Canadian rivers (current candidates: Saskatchewan, Athabasca, Arctic Red, Slave/Peace, or Ottawa Rivers). Field sites will be selected optimize scientific impact, logistics, and location inside the nominal planned orbits of the SWOT Fast Sampling Phase.

Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

NASA Astrophysics Data System (ADS)

Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

2004-12-01

With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome that swirls around this remarkable arthropod, students are exposed to interactions between the hydrosphere, atmosphere, and geosphere and they examine ways in which climate change can affect this ecosystem.

Proceedings ICASS 2017

NASA Astrophysics Data System (ADS)

Fu, Qiang; Schaaf, Peter

2018-07-01

This special issue of the high impact international peer reviewed journal Applied Surface Science represents the proceedings of the 2nd International Conference on Applied Surface Science ICASS held 12-16 June 2017 in Dalian China. The conference provided a forum for researchers in all areas of applied surface science to present their work. The main topics of the conference are in line with the most popular areas of research reported in Applied Surface Science. Thus, this issue includes current research on the role and use of surfaces in chemical and physical processes, related to catalysis, electrochemistry, surface engineering and functionalization, biointerfaces, semiconductors, 2D-layered materials, surface nanotechnology, energy, new/functional materials and nanotechnology. Also the various techniques and characterization methods will be discussed. Hence, scientific research on the atomic and molecular level of material properties investigated with specific surface analytical techniques and/or computational methods is essential for any further progress in these fields.

Preservice Teachers' Perspectives on 'Appropriate' K-8 Climate Change and Environmental Science Topics

NASA Astrophysics Data System (ADS)

Ford, D. J.

2013-12-01

With the release of the Next Generation Science Standards (NRC, 2013), climate change and related environmental sciences will now receive greater emphasis within science curricula at all grade levels. In grades K-8, preparation in foundational content (e.g., weather and climate, natural resources, and human impacts on the environment) and the nature of scientific inquiry will set the groundwork for later learning of climate change in upper middle and high school. These rigorous standards increase pressure on elementary and middle school teachers to possess strong science content knowledge, as well as experience supporting children to develop scientific ideas through the practices of science. It also requires a set of beliefs - about children and the science that is appropriate for them - that is compatible with the goals set out in the standards. Elementary teachers in particular, who often have minimal preparation in the earth sciences (NSF, 2007), and entrenched beliefs about how particular topics ought to be taught (Holt- Reynolds, 1992; Pajares, 1992), including climate change (Bryce & Day, 2013; Lambert & Bleicher, 2013), may face unique challenges in adjusting to the new standards. If teachers hold beliefs about climate change as controversial, for example, they may not consider it an appropriate topic for children, despite its inclusion in the standards. On the other hand, those who see a role for children in efforts to mitigate human impacts on the environment may be more enthusiastic about the new standards. We report on a survey of preservice K-8 teachers' beliefs about the earth and environmental science topics that they consider to be appropriate and inappropriate for children in grades K-3, 4-5, and 6-8. Participants were surveyed on a variety of standards-based topics using terminology that signals publicly and scientifically neutral (e.g. weather, ecosystems) to overtly controversial (evolution, global warming) science. Results from pilot data indicate that preservice teachers show interest in teaching children basic environmental science and conservation, but less interest in climate change science. Implications for instructors of both education and science courses will be discussed. We argue that it is important to consider not just the content taught to preservice teachers to prepare them for science teaching, but the ways in which we engage their beliefs about that content in relation to their beliefs about the capabilities of elementary and middle school learners.

A Surface Science Perspective on TiO2 Photocatalysis

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

Henderson, Michael A.

2011-06-15

The field of surface science provides a unique approach to understanding bulk, surface and interfacial phenomena occurring during TiO2 photochemistry and photocatalysis. This review highlights, from a surface science perspective, recent literature providing molecular-level insights into phonon-initiated events on TiO2 surfaces obtained in seven key scientific issues: (1) photon absorption, (2) charge transport and trapping, (3) electron transfer dynamics, (4) the adsorbed state, (5) mechanisms, (6) poisons and promoters, and (7) phase and form.

Implementation of National Science Education Standards in suburban elementary schools: Teachers' perceptions and classroom practices

NASA Astrophysics Data System (ADS)

Khan, Rubina Samer

2005-07-01

This was an interpretive qualitative study that focused on how three elementary school science teachers from three different public schools perceived and implemented the National Science Education Standards based on the Reformed Teaching Observation Protocol and individual interviews with the teachers. This study provided an understanding of the standards movement and teacher change in the process. Science teachers who were experienced with the National Science Education Standards were selected as the subjects of the study. Grounded in the theory of teacher change, this study's phenomenological premise was that the extent to which a new reform has an effect on students' learning and achievement on standardized tests depends on the content a teacher teaches as well as the style of teaching. It was therefore necessary to explore how teachers understand and implement the standards in the classrooms. The surveys, interviews and observations provided rich data from teachers' intentions, reflections and actions on the lessons that were observed while also providing the broader contextual framework for the understanding of the teachers' perspectives.

An instructional package integrating science and social studies instruction at the fifth-grade level

NASA Astrophysics Data System (ADS)

Hulley, Kathy Louise Sullivan

Integrative education is being implemented by classroom teachers who want to immerse students in an environment rich in problem-solving skills, critical analysis skills, ethics, valuing of knowledge, and communication of learning. Several subject areas in the curriculum have been integrated, such as literature with social studies and mathematics with science. The focus of this dissertation is on the integration of science and social studies at the fifth grade level using the Mississippi State Department of Education Curriculum Guidelines and Objectives (MSDE, 1995) and the National Science Education Standards (National Research Council (NRC), 1996). An instructional package of lesson plans that teachers can use as ideas to create their own plans for an integrated curriculum of science and social studies was devised. The Mississippi State Department of Education Curriculum Guidelines and Objectives for Social Studies (MSDE, 1995) at the fifth grade level contain fifteen competencies. Three standards from the National Science Education Standards (NRC, 1996) were chosen. They include (a) science and technology, (b) science in personal and social perspectives, and (c) the history and nature of science. Each competency for social studies has three lesson plans written that integrate the three chosen standards from the National Science Education Standards. A total of forty-five lesson plans were written integrating science and social studies. Each lesson plan includes an objective, materials, procedures, and evaluation for teachers. Teachers are encouraged to use the lesson plans as a guide in creating their own lesson plans that would correspond to their school's particular curriculum guidelines. Consideration should be given to the learning levels and styles of their classroom. This qualitative study was done to create lesson plans that integrate science and social studies with the hope that teachers will expand upon them and implement them into their curricula.

A Bold Experiment: Teachers Team with Scientists to Learn Next Generation Science Standards

ERIC Educational Resources Information Center

Gilman, Sharon L.; Fout, Martha C.

2017-01-01

The "Next Generation Science Standards" place an emphasis on the practices of science and engineering, where ensuring that students understand and experience how science works is as important as, or maybe more important than, memorizing facts. The idea is that, while some facts may change, the practices will always be applicable, and it…

Teaching Constructivist Science, K-8: Nurturing Natural Investigators in the Standards-Based Classroom

ERIC Educational Resources Information Center

Bentley, Michael L.; Ebert, Edward S., II; Ebert, Christine

2007-01-01

Good teachers know that science is more than just a collection of facts in a textbook and that teaching science goes beyond the mere transmission of information. Actively engaging students in the learning process is critical to building their knowledge base, assessing progress, and meeting science standards. This book shows teachers how to…

Managing Sustainable Data Infrastructures: The Gestalt of EOSDIS

NASA Astrophysics Data System (ADS)

Behnke, J.; Lindsay, F. E.; Lowe, D. R.; Mitchell, A. E.; Lynnes, C.

2016-12-01

NASA's Earth Observing System Data and Information System (EOSDIS) has been a central component of the NASA Earth observation program since the 1990's. The data collected by NASA's remote sensing instruments represent a significant public investment in research. EOSDIS provides free and open access to this data to a worldwide public research community. From the very beginning, EOSDIS was conceived as a system built on partnerships between NASA Centers, US agencies and academia. EOSDIS manages a wide range of Earth science discipline data that include cryosphere, land cover change, polar processes, field campaigns, ocean surface, digital elevation, atmosphere dynamics and composition, and inter-disciplinary research, among many others. Over the years, EOSDIS has evolved to support increasingly complex and diverse NASA Earth Science data collections. EOSDIS epitomizes a System of Systems, whose many varied and distributed parts are integrated into a single, highly functional organized science data system. A distributed architecture was adopted to ensure discipline-specific support for the science data, while also leveraging standards and establishing policies and tools to enable interdisciplinary research, and analysis across multiple scientific instruments. The EOSDIS is composed of system elements such as geographically distributed archive centers used to manage the stewardship of data. The infrastructure consists of underlying capabilities/connections that enable the primary system elements to function together. For example, one key infrastructure component is the common metadata repository, which enables discovery of all data within the EOSDIS system. . EOSDIS employs processes and standards to ensure partners can work together effectively, and provide coherent services to users. While the separation into domain-specific science archives helps to manage the wide variety of missions and datasets, the common services and practices serve to knit the overall system together into a coherent whole, with sharing of data, metadata, information and software making EOSDIS more than the simple sum of its parts. This paper will describe those parts and how the whole system works together to deliver Earth science data to millions of users.

How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

NASA Astrophysics Data System (ADS)

Whittington, Kayla Lee

This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

Onboard calibration igneous targets for the Mars Science Laboratory Curiosity rover and the Chemistry Camera laser induced breakdown spectroscopy instrument

NASA Astrophysics Data System (ADS)

Fabre, C.; Maurice, S.; Cousin, A.; Wiens, R. C.; Forni, O.; Sautter, V.; Guillaume, D.

2011-03-01

Accurate characterization of the Chemistry Camera (ChemCam) laser-induced breakdown spectroscopy (LIBS) on-board composition targets is of prime importance for the ChemCam instrument. The Mars Science Laboratory (MSL) science and operations teams expect ChemCam to provide the first compositional results at remote distances (1.5-7 m) during the in situ analyses of the Martian surface starting in 2012. Thus, establishing LIBS reference spectra from appropriate calibration standards must be undertaken diligently. Considering the global mineralogy of the Martian surface, and the possible landing sites, three specific compositions of igneous targets have been determined. Picritic, noritic, and shergottic glasses have been produced, along with a Macusanite natural glass. A sample of each target will fly on the MSL Curiosity rover deck, 1.56 m from the ChemCam instrument, and duplicates are available on the ground. Duplicates are considered to be identical, as the relative standard deviation (RSD) of the composition dispersion is around 8%. Electronic microprobe and laser ablation inductively coupled plasma mass spectrometry (LA ICP-MS) analyses give evidence that the chemical composition of the four silicate targets is very homogeneous at microscopic scales larger than the instrument spot size, with RSD < 5% for concentration variations > 0.1 wt.% using electronic microprobe, and < 10% for concentration variations > 0.01 wt.% using LA ICP-MS. The LIBS campaign on the igneous targets performed under flight-like Mars conditions establishes reference spectra for the entire mission. The LIBS spectra between 240 and 900 nm are extremely rich, hundreds of lines with high signal-to-noise, and a dynamical range sufficient to identify unambiguously major, minor and trace elements. For instance, a first LIBS calibration curve has been established for strontium from [Sr] = 284 ppm to [Sr] = 1480 ppm, showing the potential for the future calibrations for other major or minor elements.

Workshop on Surface Science and Technology Held in Ann Arbor, Michigan on 7-9 November 1990

DTIC Science & Technology

1992-03-01

assess the state of the art of surface science and technology as well as to identify new research opportunities essential for the understanding and control...The objective of this workshop was to review and assess the state of the art of surface science and technology as well as to identify new research...AD-A253 566 ’ # 4 - m~~i n~nl lInIir ~~ na Ri1 ?epoi’rt: EN 1Workshop on Surface Science and Technology DTIC ft , L-CTE I OUG0 3192 Ann Arbor

Educational Approaches When Implementing the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Dwyer, Brian

This paper overviews the history of science education from the launch of Sputnik through reform movements and associated legislation to the most recent Next Generation Science Standards (NGSS). The paper also considers stakeholder groups that would need to be involved if NGSS is to be implemented properly, including teachers, parents and unions. Each group holds a responsibility within a school system that needs to be addressed from a practical standpoint to increase the likelihood of the effective adoption of the Next Generation Science Standards. This paper provides background and program information about the Next Generation Science Standards (NGSS). It also considers the educational, philosophical, and instructional approach known as inquiry which is strongly advocated by NGSS and explores where and how other well-studied instructional approaches might have a place within an inquiry-based classroom.

A reconfigurable NAND/NOR genetic logic gate

PubMed Central

2012-01-01

Background Engineering genetic Boolean logic circuits is a major research theme of synthetic biology. By altering or introducing connections between genetic components, novel regulatory networks are built in order to mimic the behaviour of electronic devices such as logic gates. While electronics is a highly standardized science, genetic logic is still in its infancy, with few agreed standards. In this paper we focus on the interpretation of logical values in terms of molecular concentrations. Results We describe the results of computational investigations of a novel circuit that is able to trigger specific differential responses depending on the input standard used. The circuit can therefore be dynamically reconfigured (without modification) to serve as both a NAND/NOR logic gate. This multi-functional behaviour is achieved by a) varying the meanings of inputs, and b) using branch predictions (as in computer science) to display a constrained output. A thorough computational study is performed, which provides valuable insights for the future laboratory validation. The simulations focus on both single-cell and population behaviours. The latter give particular insights into the spatial behaviour of our engineered cells on a surface with a non-homogeneous distribution of inputs. Conclusions We present a dynamically-reconfigurable NAND/NOR genetic logic circuit that can be switched between modes of operation via a simple shift in input signal concentration. The circuit addresses important issues in genetic logic that will have significance for more complex synthetic biology applications. PMID:22989145

A reconfigurable NAND/NOR genetic logic gate.

PubMed

Goñi-Moreno, Angel; Amos, Martyn

2012-09-18

Engineering genetic Boolean logic circuits is a major research theme of synthetic biology. By altering or introducing connections between genetic components, novel regulatory networks are built in order to mimic the behaviour of electronic devices such as logic gates. While electronics is a highly standardized science, genetic logic is still in its infancy, with few agreed standards. In this paper we focus on the interpretation of logical values in terms of molecular concentrations. We describe the results of computational investigations of a novel circuit that is able to trigger specific differential responses depending on the input standard used. The circuit can therefore be dynamically reconfigured (without modification) to serve as both a NAND/NOR logic gate. This multi-functional behaviour is achieved by a) varying the meanings of inputs, and b) using branch predictions (as in computer science) to display a constrained output. A thorough computational study is performed, which provides valuable insights for the future laboratory validation. The simulations focus on both single-cell and population behaviours. The latter give particular insights into the spatial behaviour of our engineered cells on a surface with a non-homogeneous distribution of inputs. We present a dynamically-reconfigurable NAND/NOR genetic logic circuit that can be switched between modes of operation via a simple shift in input signal concentration. The circuit addresses important issues in genetic logic that will have significance for more complex synthetic biology applications.

Gravitating Toward Reggio.

ERIC Educational Resources Information Center

Desouza, Josephine M. Shireen; Jereb, Jill

2000-01-01

Explains the process of teaching about force, inertia, gravity, and friction to kindergarten students using the Reggio Emilia Approach. Incorporates writing, reading, counting, building vocabulary, and developing science and social skills. Addresses the Science as Inquiry Content Standard A and Physical Science Content Standard B of the National…

Standards for Health Sciences Libraries.

ERIC Educational Resources Information Center

Stinson, E. Ray

1982-01-01

Discusses service standards (level of excellence or adequacy in performance of library service) and their incorporation in the accreditation process for hospital library service and academic health sciences libraries. The certification program developed for health sciences librarians by the Medical Library Association is reviewed. Fifty-nine…

National Standards for Family and Consumer Sciences Education.

ERIC Educational Resources Information Center

National Association of State Administrators for Family and Consumer Sciences.

The document presents a new set of standards for family and consumer sciences (FACS) education. Section 1 is a three-chapter overview. Chapter 1 addresses the rationale for change and the FACS vision and mission. Chapter 2 describes the approach to develop the national standards, FACS format, and components of the standards. Chapter 3 provides…

The birth and evolution of surface science: child of the union of science and technology.

PubMed

Duke, C B

2003-04-01

This article is an account of the birth and evolution of surface science as an interdisciplinary research area. Surface science emanated from the confluence of concepts and tools in physics and chemistry with technological innovations that made it possible to determine the structure and properties of surfaces and interfaces and the dynamics of chemical reactions at surfaces. The combination in the 1960s and 1970s of ultra-high-vacuum (i.e., P < 10(-7) Pascal or 10(-9) Torr) technology with the recognition that electrons in the energy range from 50 to 500 eV exhibited inelastic collision mean free paths of the order of a few angstroms fostered an explosion of activity. The results were a reformulation of the theory of electron solid scattering, the nearly universal use of electron spectroscopies for surface characterization, the rise of surface science as an independent interdisciplinary research area, and the emergence of the American Vacuum Society (AVS) as a major international scientific society. The rise of microelectronics in the 1970s and 1980s resulted in huge increases in computational power. These increases enabled more complex experiments and the utilization of density functional theory for the quantitative prediction of surface structure and dynamics. Development of scanning-probe microscopies in the 1990s led to atomic-resolution images of macroscopic surfaces and interfaces as well as videos of atoms moving about on surfaces during growth and diffusion. Scanning probes have since brought solid-liquid interfaces into the realm of atomic-level surface science, expanding its scope to more complex systems, including fragile biological materials and processes.

Titan Lifting Entry & Atmospheric Flight (T-LEAF) Science Mission

NASA Astrophysics Data System (ADS)

Lee, G.; Sen, B.; Ross, F.; Sokol, D.

2016-12-01

Northrop Grumman has been developing the Titan Lifting Entry & Atmospheric Flight (T-LEAF) sky rover to roam the lower atmosphere and observe at close quarters the lakes and plains of Saturn's ocean moon, Titan. T-LEAF also supports surface exploration and science by providing precision delivery of in-situ instruments to the surface of Titan. T-LEAF is a highly maneuverable sky rover and its aerodynamic shape (i.e., a flying wing) does not restrict it to following prevailing wind patterns on Titan, but allows mission operators to chart its course. This freedom of mobility allows T-LEAF to follow the shorelines of Titan's methane lakes, for example, or to target very specific surface locations. We will present a straw man concept of T-LEAF, including size, mass, power, on-board science payloads and measurement, and surface science dropsonde deployment CONOPS. We will discuss the various science instruments and their vehicle level impacts, such as meteorological and electric field sensors, acoustic sensors for measuring shallow depths, multi-spectral imagers, high definition cameras and surface science dropsondes. The stability of T-LEAF and its long residence time on Titan will provide for time to perform a large aerial survey of select prime surface targets deployment of dropsondes at selected locations surface measurements that are coordinated with on-board remote measurements communication relay capabilities to orbiter (or Earth). In this context, we will specifically focus upon key factors impacting the design and performance of T-LEAF science: science payload accommodation, constraints and opportunities characteristics of flight, payload deployment and measurement CONOPS in the Titan atmosphere. This presentation will show how these factors provide constraints as well as enable opportunities for novel long duration scientific studies of Titan's surface.

Next Generation Science Partnerships

NASA Astrophysics Data System (ADS)

Magnusson, J.

2016-02-01

I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

High-Quality Science Instruction: Building Conceptual Understanding and Language Skills for English Learners

ERIC Educational Resources Information Center

DiRanna, Kathy; Gomez-Zwiep, Susan

2013-01-01

The confluence of "Common Core State Standards" ("CCSS"), "Next Generation Science Standards" ("NGSS"), and 21st century skills provides an unparalleled opportunity to improve science, technology, engineering, and mathematics (STEM) education for all students, particularly English learners. "CCSS,"…

The Globalization of Science Education

ERIC Educational Resources Information Center

DeBoer, George E.

2011-01-01

Standards-based science education, with its emphasis on monitoring and accountability, is rapidly becoming a key part of the globalization of science education. Standards-based testing within countries is increasingly being used to determine the effectiveness of a country's educational system, and international testing programs such as Programme…

NGSS and the Next Generation of Science Teachers

ERIC Educational Resources Information Center

Bybee, Rodger W.

2014-01-01

This article centers on the "Next Generation Science Standards" (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts--interconnecting science and engineering…

Multilevel Assessments of Science Standards

ERIC Educational Resources Information Center

Quellmalz, Edys S.; Timms, Michael J.; Silberglitt, Matt D.

2011-01-01

The Multilevel Assessment of Science Standards (MASS) project is creating a new generation of technology-enhanced formative assessments that bring the best formative assessment practices into classrooms to transform what, how, when, and where science learning is assessed. The project is investigating the feasibility, utility, technical quality,…

Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

ERIC Educational Resources Information Center

Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

Metaphorical Roots of Beliefs about Teaching and Learning Science and Their Modifications in the Standard-Based Science Teacher Preparation Programme

ERIC Educational Resources Information Center

Buaraphan, Khajornsak

2011-01-01

Beliefs are psychological constructs potentially driving a teacher to make pedagogical decisions and act. In this study, the metaphor construction task (MCT) was utilised to uncover beliefs about teaching and learning science held by 110 pre-service science teachers participating in the standard-based teacher preparation programme. Overall, the…

The Poetry of Dandelions: Merging Content-Area Literacy and Science Content Knowledge in a Fourth-Grade Science Classroom

ERIC Educational Resources Information Center

Madden, Lauren; Peel, Anne; Watson, Heather

2014-01-01

As teachers begin to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), they are challenged to focus on informational texts across the disciplines and engage children in critical thinking about complex scientific ideas. In this article, we present an integrated science-language arts lesson that explores…

Progress of Interoperability in Planetary Research for Geospatial Data Analysis

NASA Astrophysics Data System (ADS)

Hare, T. M.; Gaddis, L. R.

2015-12-01

For nearly a decade there has been a push in the planetary science community to support interoperable methods of accessing and working with geospatial data. Common geospatial data products for planetary research include image mosaics, digital elevation or terrain models, geologic maps, geographic location databases (i.e., craters, volcanoes) or any data that can be tied to the surface of a planetary body (including moons, comets or asteroids). Several U.S. and international cartographic research institutions have converged on mapping standards that embrace standardized image formats that retain geographic information (e.g., GeoTiff, GeoJpeg2000), digital geologic mapping conventions, planetary extensions for symbols that comply with U.S. Federal Geographic Data Committee cartographic and geospatial metadata standards, and notably on-line mapping services as defined by the Open Geospatial Consortium (OGC). The latter includes defined standards such as the OGC Web Mapping Services (simple image maps), Web Feature Services (feature streaming), Web Coverage Services (rich scientific data streaming), and Catalog Services for the Web (data searching and discoverability). While these standards were developed for application to Earth-based data, they have been modified to support the planetary domain. The motivation to support common, interoperable data format and delivery standards is not only to improve access for higher-level products but also to address the increasingly distributed nature of the rapidly growing volumes of data. The strength of using an OGC approach is that it provides consistent access to data that are distributed across many facilities. While data-steaming standards are well-supported by both the more sophisticated tools used in Geographic Information System (GIS) and remote sensing industries, they are also supported by many light-weight browsers which facilitates large and small focused science applications and public use. Here we provide an overview of the interoperability initiatives that are currently ongoing in the planetary research community, examples of their successful application, and challenges that remain.

Studies of oxidation and thermal reduction of the Cu(100) surface using a slow positron beam

NASA Astrophysics Data System (ADS)

Maddox, W. B.; Fazleev, N. G.; Nadesalingam, M. P.; Weiss, A. H.

2007-10-01

Positron probes of surfaces of oxides that play a fundamental role in modern science and technology are capable to non-destructively provide information that is both unique to the probe and complimentary to that extracted using other more standard techniques. We discuss recent progress in studies of oxidation and thermal reduction of the Cu(100) surface using positron-annihilation-induced Auger-electron spectroscopy (PAES). PAES measurements show a large increase in the intensity of the Cu M2,3VV Auger peak as the sample is subjected to a series of isochronal anneals in vacuum up to annealing temperature 300 C. The intensity then decreases monotonically as the annealing temperature is increased to 600 C. Experimental PAES results are analyzed by performing calculations of positron surface states and annihilation probabilities of surface-trapped positrons with relevant core electrons taking into account the charge redistribution at the surface and surface reconstruction. The effects of oxygen adsorption and defects on localization of the positron surface state wave function and positron annihilation characteristics are also analyzed. Possible explanations are provided for the observed behavior of the intensity of the positron annihilation induced Cu M2,3VV Auger peak with changes of the annealing temperature.

A Decade of Cassini Radio Science Observations of the Saturn System

NASA Astrophysics Data System (ADS)

French, R.; Armstrong, J.; Flasar, M.; Iess, L.; Kliore, A.; Marouf, E.; McGhee, C.; Nagy, A.; Rappaport, N.; Schinder, P.; Tortora, P.; Anabtawi, A.; Asmar, S.; Barbinis, E.; Fleischmann, D.; Kahan, D.

2014-04-01

The Cassini Radio Science Subsystem (RSS) on board the Cassini spacecraft has returned a wealth ofinformation about the Saturn system during its first decade of observations. The instrumentation is quite versatile, operating in up to three wavelengths simultaneously (S, X, and Ka bands), and tied to a very stable frequency standard either on board or uplinked to the spacecraft from a maser-controlled transmitter as part of the Deep Space Network. Over the course of the mission so far, dozens of occultations by Saturn's rings have been observed, revealing the detailed structure and scattering properties of the rings at sub-km resolution. A companion set of atmospheric occultations by Saturn and Titan have provided detailed vertical profiles of the temperature of the neutral atmosphere and the electron density of the ionosphere, spanning a range of latitudes and a significant fraction of a Saturn season. Operatin in a bistatic mode, the RSS instrument has transmitted signals to the surface of Titan at the specular point such that the reflected signal is received on the earth, revealing the dielectric properties of Titan's surface. Finally, exquisitely accurate measurements of the gravitationally induced Dopper shift of the RSS transmitted signal have provided measurements of the gravitations fields and probes of the internal structure of several of Saturn's major satellites, most notably indicating the presence of sub-surface oceans on both Titan and Enceladus. During the upcoming three-year finale of the Cassini mission, highlights of the remaining RSS science objectives include high- SNR measurements of the rings at their most favorable geometry of the entire Cassini orbital tour, and a set of close orbital fly-bys of Saturn itself, enabling the determination of the planet's gravitational field to an accuracy comparable to that expected for the Juno mission to Jupiter.

Health Science Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the health science education component of Florida's comprehensive vocational…

Probabilistic surface reconstruction from multiple data sets: An example for the Australian Moho

NASA Astrophysics Data System (ADS)

Bodin, T.; Salmon, M.; Kennett, B. L. N.; Sambridge, M.

2012-10-01

Interpolation of spatial data is a widely used technique across the Earth sciences. For example, the thickness of the crust can be estimated by different active and passive seismic source surveys, and seismologists reconstruct the topography of the Moho by interpolating these different estimates. Although much research has been done on improving the quantity and quality of observations, the interpolation algorithms utilized often remain standard linear regression schemes, with three main weaknesses: (1) the level of structure in the surface, or smoothness, has to be predefined by the user; (2) different classes of measurements with varying and often poorly constrained uncertainties are used together, and hence it is difficult to give appropriate weight to different data types with standard algorithms; (3) there is typically no simple way to propagate uncertainties in the data to uncertainty in the estimated surface. Hence the situation can be expressed by Mackenzie (2004): "We use fantastic telescopes, the best physical models, and the best computers. The weak link in this chain is interpreting our data using 100 year old mathematics". Here we use recent developments made in Bayesian statistics and apply them to the problem of surface reconstruction. We show how the reversible jump Markov chain Monte Carlo (rj-McMC) algorithm can be used to let the degree of structure in the surface be directly determined by the data. The solution is described in probabilistic terms, allowing uncertainties to be fully accounted for. The method is illustrated with an application to Moho depth reconstruction in Australia.

Experimenter's laboratory for visualized interactive science

NASA Technical Reports Server (NTRS)

Hansen, Elaine R.; Klemp, Marjorie K.; Lasater, Sally W.; Szczur, Marti R.; Klemp, Joseph B.

1992-01-01

The science activities of the 1990's will require the analysis of complex phenomena and large diverse sets of data. In order to meet these needs, we must take advantage of advanced user interaction techniques: modern user interface tools; visualization capabilities; affordable, high performance graphics workstations; and interoperable data standards and translator. To meet these needs, we propose to adopt and upgrade several existing tools and systems to create an experimenter's laboratory for visualized interactive science. Intuitive human-computer interaction techniques have already been developed and demonstrated at the University of Colorado. A Transportable Applications Executive (TAE+), developed at GSFC, is a powerful user interface tool for general purpose applications. A 3D visualization package developed by NCAR provides both color shaded surface displays and volumetric rendering in either index or true color. The Network Common Data Form (NetCDF) data access library developed by Unidata supports creation, access and sharing of scientific data in a form that is self-describing and network transparent. The combination and enhancement of these packages constitutes a powerful experimenter's laboratory capable of meeting key science needs of the 1990's. This proposal encompasses the work required to build and demonstrate this capability.

Experimenter's laboratory for visualized interactive science

NASA Technical Reports Server (NTRS)

Hansen, Elaine R.; Klemp, Marjorie K.; Lasater, Sally W.; Szczur, Marti R.; Klemp, Joseph B.

1993-01-01

The science activities of the 1990's will require the analysis of complex phenomena and large diverse sets of data. In order to meet these needs, we must take advantage of advanced user interaction techniques: modern user interface tools; visualization capabilities; affordable, high performance graphics workstations; and interoperatable data standards and translator. To meet these needs, we propose to adopt and upgrade several existing tools and systems to create an experimenter's laboratory for visualized interactive science. Intuitive human-computer interaction techniques have already been developed and demonstrated at the University of Colorado. A Transportable Applications Executive (TAE+), developed at GSFC, is a powerful user interface tool for general purpose applications. A 3D visualization package developed by NCAR provides both color-shaded surface displays and volumetric rendering in either index or true color. The Network Common Data Form (NetCDF) data access library developed by Unidata supports creation, access and sharing of scientific data in a form that is self-describing and network transparent. The combination and enhancement of these packages constitutes a powerful experimenter's laboratory capable of meeting key science needs of the 1990's. This proposal encompasses the work required to build and demonstrate this capability.

Exposing earth surface process model simulations to a large audience

NASA Astrophysics Data System (ADS)

Overeem, I.; Kettner, A. J.; Borkowski, L.; Russell, E. L.; Peddicord, H.

2015-12-01

The Community Surface Dynamics Modeling System (CSDMS) represents a diverse group of >1300 scientists who develop and apply numerical models to better understand the Earth's surface. CSDMS has a mandate to make the public more aware of model capabilities and therefore started sharing state-of-the-art surface process modeling results with large audiences. One platform to reach audiences outside the science community is through museum displays on 'Science on a Sphere' (SOS). Developed by NOAA, SOS is a giant globe, linked with computers and multiple projectors and can display data and animations on a sphere. CSDMS has developed and contributed model simulation datasets for the SOS system since 2014, including hydrological processes, coastal processes, and human interactions with the environment. Model simulations of a hydrological and sediment transport model (WBM-SED) illustrate global river discharge patterns. WAVEWATCH III simulations have been specifically processed to show the impacts of hurricanes on ocean waves, with focus on hurricane Katrina and super storm Sandy. A large world dataset of dams built over the last two centuries gives an impression of the profound influence of humans on water management. Given the exposure of SOS, CSDMS aims to contribute at least 2 model datasets a year, and will soon provide displays of global river sediment fluxes and changes of the sea ice free season along the Arctic coast. Over 100 facilities worldwide show these numerical model displays to an estimated 33 million people every year. Datasets storyboards, and teacher follow-up materials associated with the simulations, are developed to address common core science K-12 standards. CSDMS dataset documentation aims to make people aware of the fact that they look at numerical model results, that underlying models have inherent assumptions and simplifications, and that limitations are known. CSDMS contributions aim to familiarize large audiences with the use of numerical modeling as a tool to create understanding of environmental processes.

Earth & Space Science in the Next Generation Science Standards: Promise, Challenge, and Future Actions. (Invited)

NASA Astrophysics Data System (ADS)

Pyle, E. J.

2013-12-01

The Next Generation Science Standards (NGSS) are a step forward in ensuring that future generations of students become scientifically literate. The NGSS document builds from the National Science Education Standards (1996) and the National Assessment of Educational Progress (NAEP) science framework of 2005. Design teams for the Curriculum Framework for K-12 Science Education were to outline the essential content necessary for students' science literacy, considering the foundational knowledge and the structure of each discipline in the context of learning progressions. Once draft standards were developed, two issues emerged from their review: (a) the continual need to prune 'cherished ideas' within the content, such that only essential ideas were represented, and (b) the potential for prior conceptions of Science & Engineering Practices (SEP) and cross-cutting concepts (CCC) to limit overly constrain performance expectations. With the release of the NGSS, several challenges are emerging for geoscience education. First, the traditional emphasis of Earth science in middle school has been augmented by new standards for high school that require major syntheses of concepts. Second, the integration of SEPs into performance expectations places an increased burden on teachers and curriculum developers to organize instruction around the nature of inquiry in the geosciences. Third, work is needed to define CCCs in Earth contexts, such that the unique structure of the geosciences is best represented. To ensure that the Earth & Space Science standards are implemented through grade 12, two supporting structures must be developed. In the past, many curricular materials claimed that they adhered to the NSES, but in some cases this match was a simple word match or checklist that bore only superficial resemblance to the standards. The structure of the performance expectations is of sufficient sophistication to ensure that adherence to the standards more than a casual exercise. Claims of match must be supported not just by disciplinary core ideas, but also by SEPs and CCCs. Such a structured approach to Earth science instruction also requires specialized approaches to teacher preparation and professional development. Many teachers of Earth science are underprepared, and an examination of how Earth science teachers are prepared and supported to use to new curricular materials is also warranted. This presentation will (a) compare the structure of the NGSS and NSES for Earth & Space Science, (b) discuss the review of the NGSS drafts with respect to the intent of the Curriculum Framework, (c) provide definition to the particular challenges to instruction offered by the NGSS beyond prior instructional experience, and (d) define and reinforce concepts of what it means for curricula, instructional materials, and teacher preparation and professional development to be considered 'aligned' with the NGSS.

Surface chemistry at Swiss Universities of Applied Sciences.

PubMed

Brodard, Pierre; Pfeifer, Marc E; Adlhart, Christian D; Pieles, Uwe; Shahgaldian, Patrick

2014-01-01

In the Swiss Universities of Applied Sciences, a number of research groups are involved in surface science, with different methodological approaches and a broad range of sophisticated characterization techniques. A snapshot of the current research going on in different groups from the University of Applied Sciences and Arts Western Switzerland (HES-SO), the Zurich University of Applied Sciences (ZHAW) and the University of Applied Sciences and Arts Northwestern Switzerland (FHNW) is given.

Variations on an Historical Case Study

ERIC Educational Resources Information Center

Field, Patrick

2006-01-01

The National Inquiry Standard for Science Education Preparation requires science teachers to introduce students to scientific inquiry to solve problems by various methods, including active learning in a collaborative environment. In order for science teachers to comply with this inquiry standard, activities must be designed for students to…

Is It Engineering or Not?

ERIC Educational Resources Information Center

Whitworth, Brooke A.; Wheeler, Lindsay B.

2017-01-01

With the widespread adoption of the "Next Generation Science Standards" (NGSS Lead States 2013), science teachers now aspire to integrate engineering into science instruction, as the standards suggest, yet many do not know how. The first steps are to define engineering and identify tasks that incorporate engineering, which can be…

Connecting to the Standards through Marine Science.

ERIC Educational Resources Information Center

New Jersey Marine Sciences Consortium, Fort Hancock. New Jersey Sea Grant Coll. Program.

Marine and related environmental science topics represent a rich resource of meaningful material for New Jersey's educators as they seek to develop standards-based instructional strategies. By adopting and integrating the marine environment science programs and curriculum materials developed by the Education Program at the New Jersey Marine…

Journeying "Down the Rabbit Hole"

ERIC Educational Resources Information Center

Rossman, Alan; Dummer, John

2004-01-01

In describing the professional development journey of science teachers, the National Science Standards (NRC 1996) provides a useful cartography. Inquiry, those standards suggest, is the central strategy for the teaching of science. By illustrating the parallels between inquiry as a form of scientific investigation and inquiry as a classroom…

Moving to the Next Generation of Standards for Science: Building on Recent Practices. CRESST Report 762

ERIC Educational Resources Information Center

Herman, Joan L.

2009-01-01

In this report, Joan Herman, director for the National Center for Research, on Evaluation, Standards, & Student Testing (CRESST) recommends that the new generation of science standards be based on lessons learned from current practice and on recent examples of standards-development methodology. In support of this, recent, promising efforts to…

Science Syllabus for Middle and Junior High Schools. Block D, The Earth's Changing Surface.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of General Education Curriculum Development.

This syllabus begins with a list of program objectives and performance criteria for the study of three general topic areas in earth science and a list of 22 science processes. Following this information is a listing of concepts and understandings for subtopics within the general topic areas: (1) the earth's surface--surface features, rock…

Short communication: measures of weight distribution and frequency of steps as indicators of restless behavior.

PubMed

Chapinal, N; de Passillé, A M; Rushen, J; Tucker, C B

2011-02-01

Restless behavior, as measured by the steps taken or weight shifting between legs, may be a useful tool to assess the comfort of dairy cattle. These behaviors increase when cows stand on uncomfortable surfaces or are lame. The objective of this study was to compare 2 measures of restless behavior, stepping behavior and changes in weight distribution, on 2 standing surfaces: concrete and rubber. Twelve cows stood on a weighing platform with 1 scale/hoof for 1h. The platform was covered with either concrete or rubber, presented in a crossover design. Restlessness, as measured by both the frequency of steps and weight shifting (measured as the standard deviation of weight applied over time to the legs), increased over 1h of forced standing on either concrete or rubber. A positive relationship was found between the frequency of steps and the standard deviation of weight over 1h for both treatments and pairs of legs (r ≥ 0.66). No differences existed in the standard deviation of weight applied to the front (27.6 ± 1.6 kg) or rear legs (33.5 ± 1.4 kg) or the frequency of steps (10.2 ± 1.6 and 20.8 ± 3.2 steps/10 min for the front and rear pair, respectively) between rubber and concrete. Measures of restlessness are promising tools for assessing specific types of discomfort, such as those associated with lameness, but additional tools are needed to assess comfort of non-concrete standing surfaces. Copyright © 2011 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

NASA Astrophysics Data System (ADS)

Keller, T.

2010-12-01

The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

A Surface Science Paradigm for a Post-Huygens Titan Mission

NASA Technical Reports Server (NTRS)

Zimmerman, Wayne F.; Lunine, Jonathan; Lorenz, Ralph

2005-01-01

With the Cassini-Huygens atmospheric probe drop-off mission fast approaching, it is essential that scientists and engineers start scoping potential follow-on surface science missions. This paper provides a summary of the first year of a two year design study which examines in detail the desired surface science measurements and resolution, potential instrument suite, and complete payload delivery system. Also provided are design concepts for both an aerial inflatable mobility platform and deployable instrument sonde. The tethered deployable sonde provides the capability to sample near surface atmosphere, sub-surface liquid (if it exists), and surface solid material. Actual laboratory tests of the amphibious sonde prototype are also presented.

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

PubMed Central

Sadler, Philip M.; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. PMID:24006402

Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

PubMed

Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

2013-01-01

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

The Next Generation Science Standards

ERIC Educational Resources Information Center

Pruitt, Stephen L.

2015-01-01

The Next Generation Science Standards (NGSS Lead States 2013) were released almost two years ago. Work tied to the NGSS, their adoption, and implementation continues to move forward around the country. Stephen L. Pruitt, senior vice president, science, at Achieve, an independent, nonpartisan, nonprofit education reform organization that was a lead…

Understanding the 2012 NSTA Science Standards for Teacher Preparation

ERIC Educational Resources Information Center

Veal, William R.; Allan, Elizabeth

2014-01-01

The purpose of this article is to present the new National Science Teachers Association-Standards for Science Teacher Preparation (NSTA-SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards…

Neighborhood Science Stories: Bridging Science Standards and Urban Students' Lives

ERIC Educational Resources Information Center

Burke, Christopher

2007-01-01

Shelter, distribution of resources, adaptation and food sources are all key topics in teaching fifth grade students ecosystems. These terms and ideas are often presented in value neutral terms in the standard science curriculum. These terms have radically different connotations in different communities. In this paper students' fictional narrative…

Explicitly Linking Human Impact to Ecological Function in Secondary School Classrooms

ERIC Educational Resources Information Center

Wyner, Yael; Becker, Johnathan; Torff, Bruce

2014-01-01

Both the old National Science Education Standards (NSES) and the recent "Next Generation Science Standards" (NGSS) devote significant resources to learning about human environmental impact. Whereas the NSES advocate learning about human environmental impact in a section apart from the science- content learning strands, the NGSS embed…

Secondary Students' Perceptions of Open Science Textbooks

ERIC Educational Resources Information Center

Morales, Rebecca; Baker, Alesha

2018-01-01

In an attempt to align instructional resources with new state standards and to increase teacher awareness of these standards, one large suburban public school district piloted the development and adoption of open secondary science textbooks. Open textbooks created by teachers in grades six through nine replaced conventional science textbooks…

The State of State Science Standards, 2012

ERIC Educational Resources Information Center

Lerner, Lawrence S.; Goodenough, Ursula; Lynch, John; Schwartz, Martha; Schwartz, Richard

2012-01-01

This report examines K-12 science standards for fifty states and the District of Columbia, as well as the science assessment framework of the National Assessment of Educational Progress (NAEP). The reviewers' aim is to evaluate them for their intrinsic clarity, completeness, and scientific correctness. Their earlier evaluations, as well as those…

Mars rover rock abrasion tool performance enhanced by ultrasonic technology.

NASA Astrophysics Data System (ADS)

Macartney, A.; Li, X.; Harkness, P.

2016-12-01

The Mars exploration Athena science goal is to explore areas where water may have been present on the early surface of Mars, and investigate the palaeo-environmental conditions of these areas in relation to the existence of life. The Rock Abrasion Tool (RAT) designed by Honeybee Robotics has been one of four key Athena science payload instruments mounted on the mechanical arm of the Spirit, Opportunity and Curiosity Mars Exploration Rovers. Exposed rock surfaces weather and chemically alter over time. Although such weathered rock can present geological interest in itself, there is a limit to what can be learned. If the geological history of a landing site is to be constructed, then it is important to analyse the unweathered rock interior as clearly as possible. The rock abrasion tool's role is to substitute for a geologist's hammer, removing the weathered and chemically altered outer surface of rocks in order to view the pristine interior. The RAT uses a diamond resin standard common grinding technique, producing a 5mm depth grind with a relatively high surface roughness, achieved over a number of hours per grind and consumes approximately 11 watts of energy. This study assesses the benefits of using ultrasonic assisted grinding to improve surface smoothness. A prototype Micro-Optic UltraSonic Exfoliator (MOUSE) is tested on a range of rock types and demonstrates a number of advantages over the RAT. In addition to a smoother grind finish, these advantages include a lower rate of tool tip wear when using a tungsten carbide tip as opposed to diamond resin, less moving parts, a grind speed of minutes instead of hours, and a power consumption of only 1-5 Watts.

The birth and evolution of surface science: Child of the union of science and technology

PubMed Central

Duke, C. B.

2003-01-01

This article is an account of the birth and evolution of surface science as an interdisciplinary research area. Surface science emanated from the confluence of concepts and tools in physics and chemistry with technological innovations that made it possible to determine the structure and properties of surfaces and interfaces and the dynamics of chemical reactions at surfaces. The combination in the 1960s and 1970s of ultra-high-vacuum (i.e., P < 10−7 Pascal or 10−9 Torr) technology with the recognition that electrons in the energy range from 50 to 500 eV exhibited inelastic collision mean free paths of the order of a few angstroms fostered an explosion of activity. The results were a reformulation of the theory of electron solid scattering, the nearly universal use of electron spectroscopies for surface characterization, the rise of surface science as an independent interdisciplinary research area, and the emergence of the American Vacuum Society (AVS) as a major international scientific society. The rise of microelectronics in the 1970s and 1980s resulted in huge increases in computational power. These increases enabled more complex experiments and the utilization of density functional theory for the quantitative prediction of surface structure and dynamics. Development of scanning-probe microscopies in the 1990s led to atomic-resolution images of macroscopic surfaces and interfaces as well as videos of atoms moving about on surfaces during growth and diffusion. Scanning probes have since brought solid–liquid interfaces into the realm of atomic-level surface science, expanding its scope to more complex systems, including fragile biological materials and processes. PMID:12651946

Human Mars Surface Science Operations

NASA Technical Reports Server (NTRS)

Bobskill, Marianne R.; Lupisella, Mark L.

2014-01-01

Human missions to the surface of Mars will have challenging science operations. This paper will explore some of those challenges, based on science operations considerations as part of more general operational concepts being developed by NASA's Human Spaceflight Architecture (HAT) Mars Destination Operations Team (DOT). The HAT Mars DOT has been developing comprehensive surface operations concepts with an initial emphasis on a multi-phased mission that includes a 500-day surface stay. This paper will address crew science activities, operational details and potential architectural and system implications in the areas of (a) traverse planning and execution, (b) sample acquisition and sample handling, (c) in-situ science analysis, and (d) planetary protection. Three cross-cutting themes will also be explored in this paper: (a) contamination control, (b) low-latency telerobotic science, and (c) crew autonomy. The present traverses under consideration are based on the report, Planning for the Scientific Exploration of Mars by Humans1, by the Mars Exploration Planning and Analysis Group (MEPAG) Human Exploration of Mars-Science Analysis Group (HEM-SAG). The traverses are ambitious and the role of science in those traverses is a key component that will be discussed in this paper. The process of obtaining, handling, and analyzing samples will be an important part of ensuring acceptable science return. Meeting planetary protection protocols will be a key challenge and this paper will explore operational strategies and system designs to meet the challenges of planetary protection, particularly with respect to the exploration of "special regions." A significant challenge for Mars surface science operations with crew is preserving science sample integrity in what will likely be an uncertain environment. Crewed mission surface assets -- such as habitats, spacesuits, and pressurized rovers -- could be a significant source of contamination due to venting, out-gassing and cleanliness levels associated with crew presence. Low-latency telerobotic science operations has the potential to address a number of contamination control and planetary protection issues and will be explored in this paper. Crew autonomy is another key cross-cutting challenge regarding Mars surface science operations, because the communications delay between earth and Mars could as high as 20 minutes one way, likely requiring the crew to perform many science tasks without direct timely intervention from ground support on earth. Striking the operational balance between crew autonomy and earth support will be a key challenge that this paper will address.

Coordinating Communities and Building Governance in the Development of Schematic and Semantic Standards: the Key to Solving Global Earth and Space Science Challenges in the 21st Century.

NASA Astrophysics Data System (ADS)

Wyborn, L. A.

2007-12-01

The Information Age in Science is being driven partly by the data deluge as exponentially growing volumes of data are being generated by research. Such large volumes of data cannot be effectively processed by humans and efficient and timely processing by computers requires development of specific machine readable formats. Further, as key challenges in earth and space sciences, such as climate change, hazard prediction and sustainable development resources require a cross disciplinary approach, data from various domains will need to be integrated from globally distributed sources also via machine to machine formats. However, it is becoming increasingly apparent that the existing standards can be very domain specific and most existing data transfer formats require human intervention. Where groups from different communities do try combine data across the domain/discipline boundaries much time is spent reformatting and reorganizing the data and it is conservatively estimated that this can take 80% of a project's time and resources. Four different types of standards are required for machine to machine interaction: systems, syntactic, schematic and semantic. Standards at the systems (WMS, WFS, etc) and at the syntactic level (GML, Observation and Measurement, SensorML) are being developed through international standards bodies such as ISO, OGC, W3C, IEEE etc. In contrast standards at the schematic level (e.g., GeoSciML, LandslidesML, WaterML, QuakeML) and at the semantic level (ie ontologies and vocabularies) are currently developing rapidly, in a very uncoordinated way and with little governance. As the size of the community that can machine read each others data depends on the size of the community that has developed the schematic or semantic standards, it is essential that to achieve global integration of earth and space science data, the required standards need to be developed through international collaboration using accepted standard proceedures. Once developed the standards also require some form of governance to maintain and then extend the standard as the science evolves to meet new challenges. A standard that does have some governance is GeoSciML, a data transfer standard for geoscience map data. GeoSciML is currently being developed by a consortium of 7 countries under the auspices of the Commission for the Management of and Application of Geoscience Information (CGI), a commission of the International Union of Geological Sciences. Perhaps other `ML' or ontology and vocabulary development `teams' need to look to their international domain specific specialty societies for endorsement and governance. But the issue goes beyond Earth and Space Sciences, as increasingly cross and intra disciplinary science requires machine to machine interaction with other science disciplines such as physics, chemistry and astronomy. For example, for geochemistry do we develop GeochemistryML or do we extend the existing Chemical Markup Language? Again, the question is who will provide the coordination of the development of the required schematic and semantic standards that underpin machine to machine global integration of science data. Is this a role for ICSU or CODATA or who? In order to address this issue, Geoscience Australia and CSIRO established the Solid Earth and Environmental Grid Community website to enable communities to `advertise' standards development and to provide a community TWIKI where standards can be developed in a globally `open' environment.

Development of the Exam of GeoloGy Standards, EGGS, to Measure Students' Conceptual Understanding of Geology Concepts

NASA Astrophysics Data System (ADS)

Guffey, S. K.; Slater, T. F.; Slater, S. J.

2017-12-01

Discipline-based geoscience education researchers have considerable need for criterion-referenced, easy-to-administer and easy-to-score, conceptual diagnostic surveys for undergraduates taking introductory science survey courses in order for faculty to better be able to monitor the learning impacts of various interactive teaching approaches. To support ongoing discipline-based science education research to improve teaching and learning across the geosciences, this study establishes the reliability and validity of a 28-item, multiple-choice, pre- and post- Exam of GeoloGy Standards, hereafter simply called EGGS. The content knowledge EGGS addresses is based on 11 consensus concepts derived from a systematic, thematic analysis of the overlapping ideas presented in national science education reform documents including the Next Generation Science Standards, the AAAS Benchmarks for Science Literacy, the Earth Science Literacy Principles, and the NRC National Science Education Standards. Using community agreed upon best-practices for creating, field-testing, and iteratively revising modern multiple-choice test items using classical item analysis techniques, EGGS emphasizes natural student language over technical scientific vocabulary, leverages illustrations over students' reading ability, specifically targets students' misconceptions identified in the scholarly literature, and covers the range of topics most geology educators expect general education students to know at the end of their formal science learning experiences. The current version of EGGS is judged to be valid and reliable with college-level, introductory science survey students based on both standard quantitative and qualitative measures, including extensive clinical interviews with targeted students and systematic expert review.

EarthServer - an FP7 project to enable the web delivery and analysis of 3D/4D models

NASA Astrophysics Data System (ADS)

Laxton, John; Sen, Marcus; Passmore, James

2013-04-01

EarthServer aims at open access and ad-hoc analytics on big Earth Science data, based on the OGC geoservice standards Web Coverage Service (WCS) and Web Coverage Processing Service (WCPS). The WCS model defines "coverages" as a unifying paradigm for multi-dimensional raster data, point clouds, meshes, etc., thereby addressing a wide range of Earth Science data including 3D/4D models. WCPS allows declarative SQL-style queries on coverages. The project is developing a pilot implementing these standards, and will also investigate the use of GeoSciML to describe coverages. Integration of WCPS with XQuery will in turn allow coverages to be queried in combination with their metadata and GeoSciML description. The unified service will support navigation, extraction, aggregation, and ad-hoc analysis on coverage data from SQL. Clients will range from mobile devices to high-end immersive virtual reality, and will enable 3D model visualisation using web browser technology coupled with developing web standards. EarthServer is establishing open-source client and server technology intended to be scalable to Petabyte/Exabyte volumes, based on distributed processing, supercomputing, and cloud virtualization. Implementation will be based on the existing rasdaman server technology developed. Services using rasdaman technology are being installed serving the atmospheric, oceanographic, geological, cryospheric, planetary and general earth observation communities. The geology service (http://earthserver.bgs.ac.uk/) is being provided by BGS and at present includes satellite imagery, superficial thickness data, onshore DTMs and 3D models for the Glasgow area. It is intended to extend the data sets available to include 3D voxel models. Use of the WCPS standard allows queries to be constructed against single or multiple coverages. For example on a single coverage data for a particular area can be selected or data with a particular range of pixel values. Queries on multiple surfaces can be constructed to calculate, for example, the thickness between two surfaces in a 3D model or the depth from ground surface to the top of a particular geologic unit. In the first version of the service a simple interface showing some example queries has been implemented in order to show the potential of the technologies. The project aims to develop the services available in light of user feedback, both in terms of the data available, the functionality and the interface. User feedback on the services guides the software and standards development aspects of the project, leading to enhanced versions of the software which will be implemented in upgraded versions of the services during the lifetime of the project.

Family and Consumer Sciences Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the family and consumer sciences component of Florida's comprehensive vocational…

National Science Education Standards.

ERIC Educational Resources Information Center

National Academy of Sciences - National Research Council, Washington, DC.

The National Science Education Standards present a vision of a scientifically literate populace. The standards outline what students need to know, understand, and be able to do to be scientifically literate at different grade levels. They describe an educational system in which all students demonstrate high levels of performance, teachers are…

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

ERIC Educational Resources Information Center

Common Core State Standards Initiative, 2010

2010-01-01

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects ("the Standards") are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students…

Common Core State Standards for ELA/Literacy and Next Generation Science Standards: Convergences and Discrepancies Using Argument as an Example

ERIC Educational Resources Information Center

Lee, Okhee

2017-01-01

As the Common Core State Standards (CCSS) for English language arts (ELA)/literacy and the Next Generation Science Standards (NGSS) highlight connections across subject areas, convergences and discrepancies come into view. As a prominent example, this article focuses on how the CCSS and the NGSS treat "argument," especially in Grades…

Ocean Research - Perspectives from an international Ocean Research Coordination Network

NASA Astrophysics Data System (ADS)

Pearlman, Jay; Williams, Albert, III

2013-04-01

The need for improved coordination in ocean observations is more urgent now given the issues of climate change, sustainable food sources and increased need for energy. Ocean researchers must work across disciplines to provide policy makers with clear and understandable assessments of the state of the ocean. With advances in technology, not only in observation, but also communication and computer science, we are in a new era where we can answer questions asked over the last 100 years at the time and space scales that are relevant. Programs like GLOBEC moved us forward but we are still challenged by the disciplinary divide. Interdisciplinary problem solving must be addressed not only by the exchange of data between the many sides, but through levels where questions require day-to-day collaboration. A National Science Foundation-funded Research Coordination Network (RCN) is addressing approaches for improving interdisciplinary research capabilities in the ocean sciences. During the last year, the RCN had a working group for Open Data led by John Orcutt, Peter Pissierssens and Albert Williams III. The teams has focused on three areas: 1. Data and Information formats and standards; 2. Data access models (including IPR, business models for open data, data policies,...); 3. Data publishing, data citation. There has been a significant trend toward free and open access to data in the last few years. In 2007, the US announced that Landsat data would be available at no charge. Float data from the US (NDBC), JCOMM and OceanSites offer web-based access. The IODE is developing its Ocean Data Portal giving immediate and free access to ocean data. However, from the aspect of long-term collaborations across communities, this global trend is less robust than might appear at the surface. While there are many standard data formats for data exchange, there is not yet widespread uniformity in their adoption. Use of standard data formats can be encouraged in several ways: sponsors of observational science programs can encourage or require standard formats for data storage; scientific journals can require that data in support of publication be deposited in a standard format; and finally, communities of scientists can recognize that observational or model-developed data sets are professional contributions deserving citation. Even with standards for exchange, the availability of data and models can limited by cultural and policy issues. Investigators on NSF grants are expected to share with other researchers the primary data, samples, physical collections and other supporting materials created under their grants. Broader approaches to data availability are seen in the model of the human genome project; according to the Bermuda Agreement (1996), the funding agencies required that all scientists working on the human genome make the data quickly and openly available. Is this a model for ocean data? This presentation will examine the steps forward in stimulating interdisciplinary research through data exchange and better addressing the gaps in communication and approaches that are still common across the ocean sciences.

Standardization and omics science: technical and social dimensions are inseparable and demand symmetrical study.

PubMed

Holmes, Christina; McDonald, Fiona; Jones, Mavis; Ozdemir, Vural; Graham, Janice E

2010-06-01

Standardization is critical to scientists and regulators to ensure the quality and interoperability of research processes, as well as the safety and efficacy of the attendant research products. This is perhaps most evident in the case of "omics science," which is enabled by a host of diverse high-throughput technologies such as genomics, proteomics, and metabolomics. But standards are of interest to (and shaped by) others far beyond the immediate realm of individual scientists, laboratories, scientific consortia, or governments that develop, apply, and regulate them. Indeed, scientific standards have consequences for the social, ethical, and legal environment in which innovative technologies are regulated, and thereby command the attention of policy makers and citizens. This article argues that standardization of omics science is both technical and social. A critical synthesis of the social science literature indicates that: (1) standardization requires a degree of flexibility to be practical at the level of scientific practice in disparate sites; (2) the manner in which standards are created, and by whom, will impact their perceived legitimacy and therefore their potential to be used; and (3) the process of standardization itself is important to establishing the legitimacy of an area of scientific research.

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Wysession, M. E.

2013-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Westnedge, K. L.; Dallimore, A.; Salish Sea Expedition Team

2011-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

NASA Astrophysics Data System (ADS)

Novak, Elena; Wisdom, Sonya

2018-05-01

3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

The Next Generation Science Standards: A potential revolution for geoscience education

NASA Astrophysics Data System (ADS)

Wysession, Michael E.

2014-05-01

The first and only set of U.S.-nationally distributed K-12 science education standards have been adopted by many states across America, with the potential to be adopted by many more. Earth and space science plays a prominent role in the new standards, with particular emphasis on critical Earth issues such as climate change, sustainability, and human impacts on Earth systems. In the states that choose to adopt the Next Generation Science Standards (NGSS), American youth will have a rigorous practice-based formal education in these important areas. Much work needs to be done to insure the adoption and adequate implementation of the NGSS by a majority of American states, however, and there are many things that Earth and space scientists can do to help facilitate the process.

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

Surface physics with cold and thermal neutron reflectometry. Progress report, April 1, 1991--September 30, 1993

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

Steyerl, A.

1993-09-01

Within the past two and one half years of the project ``Surface Physics With Cold and Thermal Neutron Reflectometry`` a new thermal neutron reflectometer was constructed at the Rhode Island Nuclear Science Center (RINSC). It was used to study various liquid and solid surfaces. Furthermore, neutron reflection experiments were be un at different laboratories in collaboration with Dr. G.P. Fetcher (at Argonne National Laboratory), Dr. T. Russell (IBM Almaden) and Drs. S.K. Satija and A. Karim (at the National Institute for Standards and Technology). The available resources allowed partial construction of an imaging system for ultracold neutrons. It is expectedmore » to provide an extremely high resolution in momentum and energy transfer in surface studies using neutron reflectometry. Much of the work reported here was motivated by the possibility of later implementation at the planned Advanced Neutron Source at Oak Ridge. In a separate project the first concrete plans for an intense source of ultracold neutrons for the Advanced Neutron Source were developed.« less

Analysis of enamel rod end patterns on tooth surface for personal identification--ameloglyphics.

PubMed

Manjunath, Krishnappa; Sivapathasundharam, Balasundharam; Saraswathi, Thillai R

2012-05-01

Ameloglyphics is the study of enamel rod end patterns on a tooth surface. Our aim was to study the in vivo analysis of enamel rod end patterns on tooth surfaces for personal identification. In this study, the maxillary left canine and 1st premolar of 30 men and 30 women were included. The cellulose acetate peel technique was used to record enamel rod endings on tooth surfaces. Photomicrographs of the acetate peel imprint were subjected to VeriFinger Standard SDK v5.0 software for obtaining enamel rod end patterns. All 120 enamel rod end patterns were subjected to visual analysis and biometric analysis. Biometric analysis revealed that the enamel rod end pattern is unique for each tooth in an individual. It shows both intra- and interindividual variation. Enamel rod end patterns were unique between the male and female subjects. Visual analysis showed that wavy branched subpattern was the predominant subpattern observed among examined teeth. Hence, ameloglyphics is a reliable technique for personal identification. © 2012 American Academy of Forensic Sciences.

Soil Moisture Active Passive (SMAP) Mission Level 4 Surface and Root Zone Soil Moisture (L4_SM) Product Specification Document

NASA Technical Reports Server (NTRS)

Reichle, Rolf H.; Ardizzone, Joseph V.; Kim, Gi-Kong; Lucchesi, Robert A.; Smith, Edmond B.; Weiss, Barry H.

2015-01-01

This is the Product Specification Document (PSD) for Level 4 Surface and Root Zone Soil Moisture (L4_SM) data for the Science Data System (SDS) of the Soil Moisture Active Passive (SMAP) project. The L4_SM data product provides estimates of land surface conditions based on the assimilation of SMAP observations into a customized version of the NASA Goddard Earth Observing System, Version 5 (GEOS-5) land data assimilation system (LDAS). This document applies to any standard L4_SM data product generated by the SMAP Project. The Soil Moisture Active Passive (SMAP) mission will enhance the accuracy and the resolution of space-based measurements of terrestrial soil moisture and freeze-thaw state. SMAP data products will have a noteworthy impact on multiple relevant and current Earth Science endeavors. These include: Understanding of the processes that link the terrestrial water, the energy and the carbon cycles, Estimations of global water and energy fluxes over the land surfaces, Quantification of the net carbon flux in boreal landscapes Forecast skill of both weather and climate, Predictions and monitoring of natural disasters including floods, landslides and droughts, and Predictions of agricultural productivity. To provide these data, the SMAP mission will deploy a satellite observatory in a near polar, sun synchronous orbit. The observatory will house an L-band radiometer that operates at 1.40 GHz and an L-band radar that operates at 1.26 GHz. The instruments will share a rotating reflector antenna with a 6 meter aperture that scans over a 1000 km swath.

Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

NASA Astrophysics Data System (ADS)

Clifford, Betsey A.

The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

How Engineering Standards Are Interpreted and Translated for Middle School

ERIC Educational Resources Information Center

Judson, Eugene; Ernzen, John; Krause, Stephen; Middleton, James A.; Culbertson, Robert J.

2016-01-01

In this exploratory study we examined the alignment of Next Generation Science Standards (NGSS) middle school engineering design standards with lesson ideas from middle school teachers, science education faculty, and engineering faculty (4-6 members per group). Respondents were prompted to provide plain language interpretations of two middle…

Virginia's College and Career Readiness Initiative

ERIC Educational Resources Information Center

Virginia Department of Education, 2010

2010-01-01

In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL), in the content areas of English, mathematics, science, and history and social science. These grade-by-grade and course-based standards were developed over 14 months with revision teams including…

A Course in Colloid and Surface Science.

ERIC Educational Resources Information Center

Scamehorn, John F.

1984-01-01

Describes a course for chemical engineers, chemists, and petroleum engineers that focuses on colloid and surface science. Major topic areas in the course include capillarity, surface thermodynamics, adsorption contact angle, micelle formation, solubilization in micelles, emulsions, foams, and applications. (JN)

Lunar Science Enabled by the Deep Space Gateway and PHASR Rover

NASA Astrophysics Data System (ADS)

Bakambu, J. N.; Shaw, A.; Fulford, P.; Osinski, G.; Bourassa, M.; Rehmatullah, F.; Zanetti, M.; Rembala, R.

2018-02-01

The Deep Space Gateway will be a tremendous boon to lunar surface science. It will enable the PHASR Rover, a concept for a Canadian rover system, with international contributions and the goal of sample acquisition and lunar surface science.

Developing Science Operations Concepts for the Future of Planetary Surface Exploration

NASA Astrophysics Data System (ADS)

Young, K. E.; Bleacher, J. E.; Rogers, A. D.; McAdam, A.; Evans, C. A.; Graff, T. G.; Garry, W. B.; Whelley, P. L.; Scheidt, S.; Carter, L.; Coan, D.; Reagan, M.; Glotch, T.; Lewis, R.

2017-02-01

Human exploration of other planetary bodies is crucial in answering critical science questions about our solar system. As we seek to put humans on other surfaces by 2050, we must understand the science operations concepts needed for planetary EVA.

What Do Young Science Students Need to Learn about Variables?

ERIC Educational Resources Information Center

Kuhn, Deanna

2016-01-01

Have the Next Generation Science Standards fulfilled a goal of specifying the objectives of precollege science education in clear and exact enough terms to make them readily implementable? Using students' understanding of the concept of a variable as a case in point, the author suggests that the standards, despite their seeming precision and…

4-H Chickquest: Connecting Agri-Science with STEM Standards in Urban Schools

ERIC Educational Resources Information Center

Horton, Robert L.; Krieger, Jackie; Halasa, Katrina

2013-01-01

While young students are more capable of scientific inquiry than previously believed, elementary school teachers are often inexperienced in and lack confidence with teaching science. ChickQuest is a 4-H-created embryology curriculum for third-graders that meets Ohio state science standards, teaches STEM skills, and promotes ongoing interaction…

Speedometry: A Vehicle for Promoting Interest and Engagement through Integrated STEM Instruction

ERIC Educational Resources Information Center

Sinatra, Gale M.; Mukhopadhyay, Ananya; Allbright, Taylor N.; Marsh, Julie A.; Polikoff, Morgan S.

2017-01-01

The curriculum, Hot Wheels Speedometry (Mattel, El Segundo, CA, USA), was designed to align with the Next Generation Science Standards for science and the Common Core State Standards for mathematics. Our objective was to develop, implement, and evaluate the impact of this integrated science, technology, engineering, and mathematics (STEM)…

New K-12 Science Education Standards May Face Implementation Challenges

NASA Astrophysics Data System (ADS)

Kumar, Mohi

2013-04-01

Kindergarten is not just a place to learn letters and numbers, practice finger painting, and listen to story time. If a new set of national science standards is adopted, it will also be the start of a carefully planned effort to engage students in science-based activities throughout their K-12 academic careers.

Playing with Science: An Investigation of Young Children's Science Conceptions and Misconceptions

ERIC Educational Resources Information Center

Smolleck, Lori; Hershberger, Vanessa

2011-01-01

The purpose of this research was to investigate the conceptions and misconceptions of young children (ages 3-8) related to science concepts, skills, and phenomena. These conceptions and misconceptions were investigated within the framework of the Pennsylvania Early Learning Standards for Pre-Kindergarten and the Pennsylvania Standards for…

Brain-Based Learning and Standards-Based Elementary Science.

ERIC Educational Resources Information Center

Konecki, Loretta R.; Schiller, Ellen

This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

Student Science Achievement and the Integration of Indigenous Knowledge in the Classroom and on Standardized Tests

ERIC Educational Resources Information Center

Benson, Juliann

2012-01-01

In science education, there has been little research focused on indigenous students' achievement on science standardized tests when indigenous knowledge is integrated into the test questions. However, there has been an increased amount of research investigating the impact of culturally relevant curriculum adaptations on indigenous students'…

Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

ERIC Educational Resources Information Center

Feinstein, Noah Weeth; Kirchgasler, Kathryn L.

2015-01-01

In this essay, we explore how sustainability is embodied in the Next Generation Science Standards (NGSS), analyzing how the NGSS explicitly define and implicitly characterize sustainability. We identify three themes (universalism, scientism, and technocentrism) that are common in scientific discourse around sustainability and show how they appear…

A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards. Policy Brief

ERIC Educational Resources Information Center

Metzenberg, Stan

2015-01-01

Stan Metzenberg offers a critical analysis of the draft "Massachusetts Science and Technology/Engineering Standards," which are for pre-Kindergarten to Grade 8 and introductory high school courses. Metzenberg claims that the document reveals significant, unacceptable gaps in science content, as well as some notable errors and…

What Can Students Do with the Words They Know? An ELA Teacher Takes on Science

ERIC Educational Resources Information Center

Hayden, H. Emily; Eades-Baird, Michelle

2016-01-01

The Common Core State Standard and Next Generation Science Standards emphasize language and literacy across disciplines, requiring shifts in teaching practices and inventive approaches. This case study focuses on the instructional decision-making and activities of one uniquely experienced and qualified seventh-grade science teacher, whose English…

Evaluation of Skin Surface as an Alternative Source of Reference DNA Samples: A Pilot Study.

PubMed

Albujja, Mohammed H; Bin Dukhyil, Abdul Aziz; Chaudhary, Abdul Rauf; Kassab, Ahmed Ch; Refaat, Ahmed M; Babu, Saranya Ramesh; Okla, Mohammad K; Kumar, Sachil

2018-01-01

An acceptable area for collecting DNA reference sample is a part of the forensic DNA analysis development. The aim of this study was to evaluate skin surface cells (SSC) as an alternate source of reference DNA sample. From each volunteer (n = 10), six samples from skin surface areas (forearm and fingertips) and two traditional samples (blood and buccal cells) were collected. Genomic DNA was extracted and quantified then genotyped using standard techniques. The highest DNA concentration of SSC samples was collected using the tape/forearm method of collection (2.1 ng/μL). Cotton swabs moistened with ethanol yielded higher quantities of DNA than swabs moistened with salicylic acid, and it gave the highest percentage of full STR profiles (97%). This study supports the use of SSC as a noninvasive sampling technique and as a extremely useful source of DNA reference samples among certain cultures where the use of buccal swabs can be considered socially unacceptable. © 2017 American Academy of Forensic Sciences.

Balloon exploration of the northern plains of Mars near and north of the Viking 2 landing site

NASA Technical Reports Server (NTRS)

West, Frederick R.

1993-01-01

The next stage of exploratory surveying of the northern plains of Mars after the Mars Observer mission may best be done by Mars Balloon Exploration Vehicles (MBEV's) deployed in the atmosphere above the northern plains near and north of the Viking 2 lander (VL-2) landing site. This region of Mars is favorable for exploration by MBEV's for the following reasons: (1) the low surface elevation (approximately 2km, lower than the standard (zero) elevation of the Martian surface) provides atmospheric pressure sufficient to allow a MBEV to successfully operate and explore this region at the present stage of MBEV design and development; and (2) the relatively smooth nature of the northern plains terrain (few mountains, ridges, valleys, and craters) indicated so far by Mariner 9 and Viking Orbiter data seems adequate for operation of a MBEV when its SNAKE extension is in contact with the surface of one of these plains. The science objectives are presented.

History of NAMES Conferences

NASA Astrophysics Data System (ADS)

Filippov, Lev

2013-03-01

Franco-Russian NAMES Seminars are held for the purpose of reviewing and discussing actual developments in the field of materials science by researchers from Russia and from the Lorraine Region of France. In more precise terms, as set down by the organizers of the seminar (the Moscow Institute of Steel and Alloys and the Institut National Polytechnique de Lorraine), the mission of the seminars is as follows: the development of scientific and academic contacts, giving a new impulse to joint fundamental research and technology transfer the development and consolidation of scientific, technical and business collaboration between the regions of Russia and Lorraine through direct contact between the universities, institutes and companies involved The first Seminar took place on 27-29 October 2004, at the Institut National Polytechnique de Lorraine (on the premises of the Ecole Européenne d'Ingénieurs en Génie des Matériaux, Nancy, France). The number, variety and quality of the oral presentations given and posters exhibited at the first Seminar were of high international standard. 30 oral presentations were given and 72 posters were presented by 19 participants from five universities and three institutes of the Russian Academy of Sciences participants from 11 laboratories of three universities from the Lorraine region three industrial companies, including the European Aeronautic Defence and Space Company—EADS, and ANVAR (Agence Nationale de Valorisation de la Recherche) From 2005 onwards, it was decided to organize the Seminar every other year. The second Seminar convened on the occasion of the 75th Anniversary of the Moscow Institute of Steel and Alloys on 10-12 November 2005 in Moscow, Russia. The seminar demonstrated the efficiency of the scientific partnership founded between the research groups of Russia and France during the first Seminar. High productivity of the Franco-Russian scientific cooperation on the basis of the Research-Educational Franco-Russian International Centre was demonstrated. By the high standards of the reports presented, as well as by its overall organization, the second Seminar met the standards of an international conference. Reviews of state-of-the-art developments in materials science were given by leading scientists from Moscow and from the Lorraine region. The three days of the seminar were structured into four main themes: Functional Materials Coatings, Films and Surface Engineering Nanomaterials and Nanotechnologies The Environment and three Round Table discussions: Defining practical means of carrying out Franco-Russian collaborations in technology transfer and innovation Materials science ARCUS: Lorraine-Russian collaboration in materials science and the environment 32 oral and 25 poster presentations within four sections were given by a total of 110 participants. NAMES 2007, the 3rd Franco-Russian Seminar on New Achievements in Materials and Environmental Sciences, took place in Metz, France on 7-9 November 2007. The conference highlights fundamentals and development of the five main themes connected to the Lorraine-Russia ARCUS project with possible extension to other topics. The five main subjects included in the ARCUS project are: Bulk-surface-interface material sciences Nanomaterials and nanotechnologies Environment and natural resources Plasma physics—ITER project Vibrational dynamics The first, second and third NAMES conferences were financially supported by the following organizations: Ambassade de France à Moscou Communauté Urbaine du Grand Nancy Région Lorraine Conseil Général de Meurthe et Moselle Institut National Polytechnique de Lorraine Université de Metz Université Henry Poincaré CNRS ANVAR Federal Agency on Science and Innovations of the Ministry of Education and Science of the Russian Federation Moscow Committee on Science and Technologies Moscow Institute of Steel and Alloys (Technological University) The 4th conference is supported by the Ministry of Foreign Affairs of France and the Lorraine Region Council. The conferences have indicated directions for future research and stimulated the possibilities of cooperation between scientists from Lorraine and Russian universities and academic institutions. The participants of the conferences reviewed the remarkable worldwide progress with numerous breakthroughs in areas of fundamental research and industrial applications, specifically in the fields of nanomaterials and nanotechnologies, surface engineering, biomaterials and multifunctional coatings, functionally graded materials, new materials for microelectronics and optics, nanostructured thin films and nanodispersion strengthening coatings, combustion synthesis, new micro- and nanosystems and devices, natural resources, environmental sciences, clean technology, and recently, natural fibrous materials, etc. The participants consider that new fundamental knowledge, new materials, and industrial production methods generated as a result of international cooperation between both countries will be of interest to the industrial sector in Lorraine and Moscow, France and Russia. Professor Lev O Filippov Coordinator of NAMES conferences The PDF also contains details of the conference sponsors and organizing committees.

Effect of Stochastic Charge Fluctuations on Dust Dynamics

NASA Astrophysics Data System (ADS)

Matthews, Lorin; Shotorban, Babak; Hyde, Truell

2017-10-01

The charging of particles in a plasma environment occurs through the collection of electrons and ions on the particle surface. Depending on the particle size and the plasma density, the standard deviation of the number of collected elementary charges, which fluctuates due to the randomness in times of collisions with electrons or ions, may be a significant fraction of the equilibrium charge. We use a discrete stochastic charging model to simulate the variations in charge across the dust surface as well as in time. The resultant asymmetric particle potentials, even for spherical grains, has a significant impact on the particle coagulation rate as well as the structure of the resulting aggregates. We compare the effects on particle collisions and growth in typical laboratory and astrophysical plasma environments. This work was supported by the National Science Foundation under Grant PHY-1414523.

A standards-based formative evaluation of a national professional development program for science teachers

NASA Astrophysics Data System (ADS)

Raphael, Carol Greco

2002-09-01

The 1996 National Science Education Standards provided educators and policy makers with a major impetus for constructive change in science education. The Standards not only specified what science content should be taught, but also provided organization for future science curricula. A major theme that pervades the Standards is that the classroom teacher is the most important component of classroom change and that reform efforts should be directed at improving the teaching of science through professional development for science teachers. In response to the National Science Education Standards, the Science Teachers Organization (pseudonym) prepared a professional development program for science teachers that was intended to acquaint teachers with the Standards and bring about reform of science teaching by changing teachers' instructional strategies and procedures. This program, named Preparing Schools for Science (PSS), was designed for use in all of the 50 states, but was first introduced in a southwestern state referred to as Utopia in this dissertation. Using the Provus Method of Discrepancy Evaluation, a design and installation audit of the Preparing Schools for Science Program was performed. Suggestions for program improvement, as well as a complete evaluation design for the PSS Program, were presented. Specific program modifications suggested by the research included an improved organization of personnel to monitor and supervise the program, more sustained professional development workshops, a stronger network of support for teachers. Five major implications for future professional development programs emerge from this research. (1) A needs analysis should be conducted before a program is designed in order to ensure that the program meet the needs of those for whom it is intended. (2) The length and type of training are the most important factors in ensuring that teachers have sufficient time to incorporate and learn how to use new ideas. (3) Additional personnel are needed to conduct the training and follow-up with the Points of Contact (POCs) in the Program. (4) Financial support for the Key Leaders who serve as trainers of the points of contact is needed to provide the means for the key leaders to fully implement the program and maintain contact with the POCs. (5) The program should have a thorough and well-planned evaluation design, and data collection should be done in a timely fashion by a skilled evaluator.

The Impact of the Next Generation Science Standards on Future Professional Development and Astronomy Education Research

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn

2013-06-01

The Next Generation Science Standards will have a profound impact on the future science education of students and professional development for teachers. The science and engineering practices, crosscutting concepts, and disciplinary core ideas laid out in the Framework for K-12 Science Education (NRC, 2011) will change the focus and methods of how we prepare teachers to meet these new standards. Extending beyond just the use of inquiry in the classroom, teachers will need support designing and implementing integrated experiences for students that require them to apply knowledge of content and practices. Integrating the three dimensions central to the new standards will pose curricular challenges and create opportunities for innovative space science projects and instruction. The science research and technology community will have an important role in supporting authentic classroom practices as well as training and support of teachers in these new ways of presenting science and technology. These changes will require a new focus for teacher professional development and new ways to research impacts of teacher training and changes in classroom practice. In addition, new and innovative tools will be needed to assess mastery of students’ knowledge of practices and the ways teachers effectively help students achieve these new goals. The astronomy education community has much to offer as K-12 and undergraduate level science educators rethink and redefine what it means to be scientifically literate and figure out how to truly measure the success of these new ways of teaching science.

Conventionalism and Methodological Standards in Contending with Skepticism about Uncertainty

NASA Astrophysics Data System (ADS)

Brumble, K. C.

2012-12-01

What it means to measure and interpret confidence and uncertainty in a result is often particular to a specific scientific community and its methodology of verification. Additionally, methodology in the sciences varies greatly across disciplines and scientific communities. Understanding the accuracy of predictions of a particular science thus depends largely upon having an intimate working knowledge of the methods, standards, and conventions utilized and underpinning discoveries in that scientific field. Thus, valid criticism of scientific predictions and discoveries must be conducted by those who are literate in the field in question: they must have intimate working knowledge of the methods of the particular community and of the particular research under question. The interpretation and acceptance of uncertainty is one such shared, community-based convention. In the philosophy of science, this methodological and community-based way of understanding scientific work is referred to as conventionalism. By applying the conventionalism of historian and philosopher of science Thomas Kuhn to recent attacks upon methods of multi-proxy mean temperature reconstructions, I hope to illuminate how climate skeptics and their adherents fail to appreciate the need for community-based fluency in the methodological standards for understanding uncertainty shared by the wider climate science community. Further, I will flesh out a picture of climate science community standards of evidence and statistical argument following the work of philosopher of science Helen Longino. I will describe how failure to appreciate the conventions of professionalism and standards of evidence accepted in the climate science community results in the application of naïve falsification criteria. Appeal to naïve falsification in turn has allowed scientists outside the standards and conventions of the mainstream climate science community to consider themselves and to be judged by climate skeptics as valid critics of particular statistical reconstructions with naïve and misapplied methodological criticism. Examples will include the skeptical responses to multi-proxy mean temperature reconstructions and congressional hearings criticizing the work of Michael Mann et al.'s Hockey Stick.

Structure of the Photo-catalytically Active Surface of SrTiO 3

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

Plaza, Manuel; Huang, Xin; Ko, J. Y. Peter

2016-06-29

A major goal of energy research is to use visible light to cleave water directly, without an applied voltage, into hydrogen and oxygen. Although SrTiO 3 requires ultraviolet light, after four decades, it is still the "gold standard" for the photo-catalytic splitting of water. It is chemically robust and can carry out both hydrogen and oxygen evolution reactions without an applied bias. While ultrahigh vacuum surface science techniques have provided useful insights, we still know relatively little about the structure of these electrodes in contact with electrolytes under operating conditions. Here, we report the surface structure evolution of a n-SrTiOmore » 3 electrode during water splitting, before and after "training" with an applied positive bias. Operando high-energy X-ray reflectivity measurements demonstrate that training the electrode irreversibly reorders the surface. Scanning electrochemical microscopy at open circuit correlates this training with a 3-fold increase of the activity toward the photo-induced water splitting. A novel first-principles joint density functional theory simulation, constrained to the X-ray data via a generalized penalty function, identifies an anatase-like structure as the more active, trained surface.« less

An exploration of administrators' perceptions of elementary science: A case study of the role of science in two elementary schools based on the interactions of administrators with colleagues, science content and state standards

NASA Astrophysics Data System (ADS)

Brogdon, Lori-Anne Stelmark

This research is a case study on the perceptions and attitudes of administrators in the area of elementary science and how their responses reflect agreement or dissonance with the perceptions of elementary teachers on the subject of science within the same district. The study used Likert-type surveys and interviews from both administrators and teachers on five key areas: 1) Attitudes towards science and teaching 2) Attitudes towards teaching science 3) Attitudes towards administrators 4) Time teaching science and 5) Attitudes about policy and standards. Survey data was analyzed within and across areas to identify similarity and difference within each group. The medians from the administrative and teacher surveys were then crossed referenced through the use of a Mann Whitney test to identify areas of similarity. Interview data was coded around three major themes: 1) Standards 2) Classroom Instruction and 3) Conversations. The findings show that even though administrators' perceptions favor the inclusion of science in the elementary classroom, both administrators and teachers in this study reported limited involvement from, and conversation with, each other on the topic of science education. Heavy reliance by the administrators was placed on the use of consultants to provide professional development in the area of science instruction and to review the use of state standards, resulting in limited conversation between administrators and teachers about science. Teachers reported a heavy reliance upon their colleagues in the area of science instruction and curriculum planning. In addition, both administrators and teachers reported a greater focus on math and English for classroom instruction. Findings in this research support implications that more focus should be placed on the role of administrators in the implementation of science instruction. Administrators can play a crucial role in the success of science programs at the building, district and state levels. Recommendations for further study include expanding upon the number of individuals surveyed and interviewed to develop a greater understanding of administrators' and teachers' perspectives of science, as well as a focus on the possible influences of the Common Core and Next Generation Science Standards in the elementary classroom.

The Role of Standards-Based Education in Fostering Scientific Literacy in the Geosciences

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2008-12-01

Societal controversy over the content taught in K-12 science classrooms continues at a time of increasing demand for teacher and school accountability enacted through legislative mandates such as the No Child Left Behind Law. As teachers are held increasingly to nationally-inspired state standards, building blocks for future controversy are being built via inclusion of social and environmental policy agendas related to diversity, multiculturalism and environmental stewardship into these same science standards. While the authors' attempts to include such policies are well intended, they undermine the narrow answer to the question, "What is science?" leaving the door open to inclusion of pseudo-scientific content into the science curriculum in compliance with the perceived mandate of the standards. Disparate interpretation of the language and intent of the standards between that written by scientists, science educators and policy makers relative to that of the teachers, school administrators and parents tasked to implement and work within these standards leaves room for inclusion of much content that most scientists would object to. The resulting controversy and confusion have the potential to undermine public confidence in the scientific community's opinions on geoscience issues precisely at the time that full societal engagement is necessary to deal with climate change and other major environmental challenges. Results from this study suggest using the standards to mandate opening the scientific curriculum to political and social agendas, even under the guise of diversity, multiculturalism and environmental awareness, has created a whole raft of unintended consequences. These same mandates can be interpreted by the general public as also opening the curriculum to other views of science ranging from traditional religious and cultural views to intelligent design and alternative ways of knowing, thereby undermining scientific literacy in the general population. Educational standards under development must receive greater vetting and interpretation from non-education specialists and scientists along with input from legal experts to insure that proposed standards remain focused on objective scientific content rather than becoming a vehicle for inclusion of pseudo-science. The public's ability and willingness to trust and utilize scientific opinion and findings must be cultivated through careful crafting of the curricular standards teachers are asked to implement. Engagement of a broader spectrum of the scientific community with the development and oversight of such standards offers opportunities to change both how the public is prepared to utilize science and how scientists share their expertise with the bulk of society.

Archiving InSight Lander Science Data Using PDS4 Standards

NASA Astrophysics Data System (ADS)

Stein, T.; Guinness, E. A.; Slavney, S.

2017-12-01

The InSight Mars Lander is scheduled for launch in 2018, and science data from the mission will be archived in the NASA Planetary Data System (PDS) using the new PDS4 standards. InSight is a geophysical lander with a science payload that includes a seismometer, a probe to measure subsurface temperatures and heat flow, a suite of meteorology instruments, a magnetometer, an experiment using radio tracking, and a robotic arm that will provide soil physical property information based on interactions with the surface. InSight is not the first science mission to archive its data using PDS4. However, PDS4 archives do not currently contain examples of the kinds of data that several of the InSight instruments will produce. Whereas the existing common PDS4 standards were sufficient for most of archiving requirements of InSight, the data generated by a few instruments required development of several extensions to the PDS4 information model. For example, the seismometer will deliver a version of its data in SEED format, which is standard for the terrestrial seismology community. This format required the design of a new product type in the PDS4 information model. A local data dictionary has also been developed for InSight that contains attributes that are not part of the common PDS4 dictionary. The local dictionary provides metadata relevant to all InSight data sets, and attributes specific to several of the instruments. Additional classes and attributes were designed for the existing PDS4 geometry dictionary that will capture metadata for the lander position and orientation, along with camera models for stereo image processing. Much of the InSight archive planning and design work has been done by a Data Archiving Working Group (DAWG), which has members from the InSight project and the PDS. The group coordinates archive design, schedules and peer review of the archive documentation and test products. The InSight DAWG archiving effort for PDS is being led by the PDS Geosciences Node with several other nodes working one-on-one with instruments relevant to their disciplines. Once the InSight mission begins operations, the DAWG will continue to provide oversight on release of InSight data to PDS. Lessons learned from InSight archive work will also feed forward to planning the archives for the Mars 2020 rover.

An Evaluation of Integrated Curriculum as It Exists in Mathematics and Science SSS as Well as the Subsequent Supportive Presentation of Those Standards in Eighth Grade Mathematics and Science Textbooks

ERIC Educational Resources Information Center

Gill, Clara Joanne Schneberger

2010-01-01

This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and…

Using science soundly: The Yucca Mountain standard

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

Fri, R.W.

1995-09-01

Using sound science to shape government regulation is one of the most hotly argued topics in the ongoing debate about regulatory reform. Even though no one advaocates using unsound science, the belief that even the best science will sweep away regulatory controversy is equally foolish. As chair of a National Research Council (NRC) committee that studied the scientific basis for regulating high-level nuclear waste disposal, the author learned that science alone could resolve few of the key regulatory questions. Developing a standard that specifies a socially acceptable limit on the human health effects of nuclear waste releases involves many decisions.more » As the NRC committee learned in evaluating the scientific basis for the Yucca Mountain standard, a scientifically best decision rarely exists. More often, science can only offer a useful framework and starting point for policy debates. And sometimes, science`s most helpful contribution is to admit that it has nothing to say. The Yucca mountain study clearly illustrates that excessive faith in the power of science is more likely to produce messy frustration than crisp decisions. A better goal for regulatory reform is the sound use of science to clarify and contain the inevitable policy controversy.« less

A Surface Science Paradigm for a Post-Huygens Titan Mission

NASA Technical Reports Server (NTRS)

Zimmerman, Wayne; Lunine, Jonathan; Lorenz, Ralph

2004-01-01

With the Cassini-Huygens atmospheric probe drop-off mission fast approaching, it is essential that scientists and engineers start scoping potential follow-on surface science missions. This paper provides a summary of the first year of a two year design study which examines in detail the desired surface science measurements and resolution, potential instrument suite, and complete payload delivery system. Also provided are design concepts for both an aerial inflatable mobility platform and deployable instrument sonde. The tethered deployable sonde provides the capability to sample nearsurface atmosphere, sub-surface liquid (if it exists), and surface solid material. Actual laboratory tests of the amphibious sonde prototype are also presented.

Co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action

NASA Astrophysics Data System (ADS)

Córdova, Ralph A.; Balcerzak, Phyllis

2016-12-01

The authors of this study are teacher-researchers, the first is a university researcher and former third and fourth grade teacher, while the second author is a university-based science educator. They report findings from a community-based study that Ralph, the first author, and his students conducted across two academic years (2001-2003) in order to illustrate the ways in which the next generation science standards and learning progressions can be appropriated as social-constructed practices inside and outside of school. The authors argue that what constitutes science learning in school is not a `state of grace' dictated by standards. Rather, becoming a scientist within a community of learners is a cultural phenomenon that teachers and students co-construct and as such teachers can approach the next generation science standards and learning progressions as opportunities to create intentional, disciplinary practice-based learning communities inside and outside of school.

Curriculum coherence: A comparative analysis of elementary science content standards in People's Republic of China and the USA

NASA Astrophysics Data System (ADS)

Huang, Fang

This study examines elementary science content standards curriculum coherence between the People's Republic of China and the United States of America. Three aspects of curriculum coherence are examined in this study: topic inclusion, topic duration, and curriculum structure. Specifically this study centers on the following research questions: (1) What science knowledge is intended for elementary students in each country? (2) How long each topic stays in the curriculum? (3) How these topics sequence and connect with each other? (4) And finally, what is the implication for elementary science curriculum development? Four intended science curriculum frameworks were selected respectively for each country. A technique of General Topic Trace Mapping (GTTM) was applied to generate the composite science content standards out of the selected curriculum for each country. In comparison, the composite USA and Chinese elementary science content standards form a stark contrast: a bunch of broad topics vs. a focus on a set of key topics at each grade; an average of 3.4 year topic duration vs. an average of 1.68 year topic duration; a stress on connections among related ideas vs. a discrete disposition of related ideas; laundry list topic organization vs. hierarchical organization of science topics. In analyzing the interrelationships among these characteristics, this study reached implications for developing coherent science content standards: First, for the overall curriculum, the topic inclusion should reflect the logical and sequential nature of knowledge in science. Second, for each grade level, less, rather than more science topics should be focused. Third, however, it should be clarified that a balance should be made between curriculum breadth and depth by considering student needs, subject matter, and child development. Fourth, the topic duration should not be too long. The lengthy topic duration tends to undermine links among ideas as well as lead to superficial treatment of topics.

Traceable quantum sensing and metrology relied up a quantum electrical triangle principle

NASA Astrophysics Data System (ADS)

Fang, Yan; Wang, Hengliang; Yang, Xinju; Wei, Jingsong

2016-11-01

Hybrid quantum state engineering in quantum communication and imaging1-2 needs traceable quantum sensing and metrology, which are especially critical to quantum internet3 and precision measurements4 that are important across all fields of science and technology-. We aim to set up a mode of traceable quantum sensing and metrology. We developed a method by specially transforming an atomic force microscopy (AFM) and a scanning tunneling microscopy (STM) into a conducting atomic force microscopy (C-AFM) with a feedback control loop, wherein quantum entanglement enabling higher precision was relied upon a set-point, a visible light laser beam-controlled an interferometer with a surface standard at z axis, diffractometers with lateral standards at x-y axes, four-quadrant photodiode detectors, a scanner and its image software, a phase-locked pre-amplifier, a cantilever with a kHz Pt/Au conducting tip, a double barrier tunneling junction model, a STM circuit by frequency modulation and a quantum electrical triangle principle involving single electron tunneling effect, quantum Hall effect and Josephson effect5. The average and standard deviation result of repeated measurements on a 1 nm height local micro-region of nanomedicine crystal hybrid quantum state engineering surface and its differential pA level current and voltage (dI/dV) in time domains by using C-AFM was converted into an international system of units: Siemens (S), an indicated value 0.86×10-12 S (n=6) of a relative standard uncertainty was superior over a relative standard uncertainty reference value 2.3×10-10 S of 2012 CODADA quantized conductance6. It is concluded that traceable quantum sensing and metrology is emerging.

Education and Science Connect at Sea

NASA Astrophysics Data System (ADS)

Leckie, R. Mark; St. John, Kristen; Peart, Leslie; Klaus, Ann; Slough, Scott; Niemitz, Matt

2006-06-01

In the past several decades, the scientific community's collective understanding of Earth's history and the processes that shape this dynamic planet has grown exponentially. Yet communicating the current understanding of Earth systems to the community outside of science (educators and students, policy makers, and the general public) has lagged. In 1995, the U.S. National Academy of Sciences (NAS) led the effort to establish National Science Education Standards (http://www.nap.edu/readingroom/books/nses/), with the goal of helping all students achieve scientific literacy. Earth and space sciences are one of the eight categories of content standards. Clearly the establishment of science education standards alone will not foster a scientifically literate society, as indicated in the NAS report ``Rising Above the Gathering Storm'' (http://www.nap.edu/catalog/11463.html). This report, released last fall, warns that without strong steps to improve federal support for science and technology education, the quality of life in the United States is threatened as the country loses its competitive edge.

Determining Paths to Success: Preparing Students for Experimental Design Questions on Standardized Tests

ERIC Educational Resources Information Center

Turner, Matthew J.; Rios, Jose M.

2008-01-01

Recent education reform efforts are at the forefront of educators' minds across the nation, science teachers notwithstanding. At least 48 states have developed a mandated standardized test, the majority of which also publish an individual school proficiency report. Washington State's new standardized science test is an example of such reforms…

History and Social Studies Standards of Learning for Virginia Public Schools.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond.

In 1995, the Virginia Board of Education published Virginia state Standards of Learning in English, mathematics, science, and history and social science for kindergarten through grade 12. The Standards of Learning provide a framework for instructional programs designed to raise the academic achievement of all Virginia public school students. The…

What States Should Know about International Standards in Science: Highlights from Achieve's Analysis

ERIC Educational Resources Information Center

Achieve, Inc., 2010

2010-01-01

Achieve, through support from the Noyce Foundation, examined ten sets of international standards with the intent of informing the development of both the conceptual framework and Next Generation Science Standards. Achieve selected countries based on their strong performance on international assessments and/or their economic, political, or cultural…

Inquiry and Learning: Realizing Science Standards in the Classroom. The Thinking Series.

ERIC Educational Resources Information Center

Layman, John W.; And Others

This book provides a focused, extended response to the question How does standards-based science instruction look and feel in the classroom? This question is addressed by considering two related issues: (1) "How can teachers cultivate the quality of scientific thinking and understanding defined by standards?" and (2) "How can…

Comparing Panelists' Understanding of Standard Setting across Multiple Levels of an Alternate Science Assessment

ERIC Educational Resources Information Center

Hansen, Mary A.; Lyon, Steven R.; Heh, Peter; Zigmond, Naomi

2013-01-01

Large-scale assessment programs, including alternate assessments based on alternate achievement standards (AA-AAS), must provide evidence of technical quality and validity. This study provides information about the technical quality of one AA-AAS by evaluating the standard setting for the science component. The assessment was designed to have…

Strategies for Leading Academics to Rethink Humanities and Social Sciences Curricula in the Context of Discipline Standards

ERIC Educational Resources Information Center

Thomas, Theda; Wallace, Joy; Allen, Pamela; Clark, Jennifer; Jones, Adrian; Lawrence, Jill; Cole, Bronwyn; Sheridan Burns, Lynette

2017-01-01

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports…

Human Exploration of Phobos

NASA Technical Reports Server (NTRS)

Abercromby, Andrew F. J.; Chappell, Steven P.; Gernhardt, Michael L.; Lee, David E.; Howe, A. Scott

2015-01-01

This study developed, analyzed, and compared mission architectures for human exploration of Mars' Moons within the context of an Evolvable Mars Campaign. METHODS: All trades assumed conjunction class missions to Phobos (approximately 500 days in Mars system) as it was considered the driving case for the transportation architecture. All architectures assumed that the Mars Transit Habitat would remain in a High Mars Orbit with crewmembers transferring between HMO and Phobos in a small crew taxi vehicle. A reference science / exploration program was developed including performance of a standard set of tasks at 55 locations on the Phobos surface. Detailed EVA timelines were developed using realistic flight rules to accomplish the reference science tasks using exploration systems ranging from jetpacks to multi-person pressurized excursion vehicles combined with Phobos surface and orbital (L1, L4/L5, 20km Distant Retrograde Orbit) habitat options. Detailed models of propellant mass, crew time, science productivity, radiation exposure, systems and consumables masses, and other figures of merit were integrated to enable quantitative comparison of different architectural options. Options for pre-staging assets using solar electric propulsion (SEP) vs. delivering all systems with the crew were also evaluated. Seven discrete mission architectures were evaluated. RESULTS: The driving consideration for habitat location (Phobos surface vs. orbital) was radiation exposure, with an estimated reduction in cumulative mission radiation exposure of up to 34% (vs. Mars orbital mission) when the habitat is located on the Phobos surface, compared with only 3-6% reduction for a habitat in a 20km DRO. The exploration utility of lightweight unpressurized excursion vehicles was limited by the need to remain within 20 minutes of Solar Particle Event radiation protection combined with complex GN&C systems required by the non-intuitive and highly-variable gravitational environment. Two-person pressurized excursion vehicles as well as mobile surface habitats offer significant exploration capability and operational benefits compared with unpressurized EVA mobility systems at the cost of increased system and propellant mass. Mechanical surface translation modes (i.e. hopping) were modeled and offer potentially significant propellant savings and the possibility of extended exploration operations between crewed missions. Options for extending the utilization of the crew taxi vehicle were examined, including use as an exploration asset for Phobos surface exploration (when combined with an alternate mobility system) and as an EVA platform, both on Phobos and for contingency EVA on the Mars Transit Habitat. CONCLUSIONS: Human exploration of Phobos offers a scientifically meaningful first step towards human Mars surface missions that develops and validates transportation, habitation, and exploration systems and operations in advance of the Mars landing systems.

The relationship between standards-based reporting systems and third-grade mathematics and science achievement

NASA Astrophysics Data System (ADS)

Prejean-Harris, Rose M.

Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

Teaching Scientific Practices: Meeting the Challenge of Change

ERIC Educational Resources Information Center

Osborne, Jonathan

2014-01-01

This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of…

Sustainability, the Next Generation Science Standards, and the Education of Future Teachers

ERIC Educational Resources Information Center

Egger, Anne E.; Kastens, Kim A.; Turrin, Margaret K.

2017-01-01

The Next Generation Science Standards (NGSS) emphasize how human activities affect the Earth and how Earth processes impact humans, placing the concept of sustainability within the Earth and Space Sciences. We ask: how prepared are future teachers to address sustainability and systems thinking as encoded in the NGSS? And how can geoscientists…

Carrying capacity as "informed judgment": The values of science and the science of values

Treesearch

Robert E. Manning

2001-01-01

Contemporary carrying capacity frameworks, such as Limits of Acceptable Change and Visitor Experience and Resource Protection, rely on formulation of standards of quality, which are defined as minimum acceptable resource and social conditions in parks and wilderness. Formulation of standards of quality involves elements of both science and values, and both of these...

Science Content Standards for California Public Schools: Kindergarten through Grade Twelve.

ERIC Educational Resources Information Center

Bruton, Sheila, Ed.; Ong, Faye, Ed.; Geeting, Greg, Ed.

This document represents the content of science education in California and includes the essential skills and knowledge students will need to be scientifically literate citizens in the 21st century. The standards include grade-level specific content for kindergarten through grade 8. A significant feature is the focus on earth science in the 6th…

Student Competence in Understanding the Matter Concept and Its Implications for Science Curriculum Standards

ERIC Educational Resources Information Center

Liu, Xiufeng

2006-01-01

Using the US national sample from the 1995 Third International Mathematics and Science Study (TIMSS), this study examined students' competence levels in understanding the matter concept at grades 3, 4, 7, 8 and high school graduation, and compared them to the expectations in the US national science education standards. It was found that…

The Impact of a Standards Guided Equity and Problem Solving Institute on Participating Science Teachers and Their Students.

ERIC Educational Resources Information Center

Huber, Richard A.; Smith, Robert W.; Shotsberger, Paul G.

This study examined the effect of a teacher enhancement project combining training on the National Science Education Standards, problem solving and equity education on middle school science teachers' attitudes and practices and, in turn, the attitudes of their students. Participating teachers reported changes in their instructional methods that…

Student Science Achievement and the Integration of Indigenous Knowledge on Standardized Tests

ERIC Educational Resources Information Center

Dupuis, Juliann; Abrams, Eleanor

2017-01-01

In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, "Indian Education for All", were included. Montana is the first state in the US to mandate the use of a culturally…

Teaching with Insects: An Applied Life Science Course for Supporting Prospective Elementary Teachers' Scientific Inquiry

ERIC Educational Resources Information Center

Haefner, Leigh A.; Friedrichsen, Patricia Meis; Zembal-Saul, Carla

2006-01-01

The National Science Education Standards (National Research Council [NRC], 1996) call for a greater emphasis on scientific inquiry in K-12 science classes. The Inquiry Standards recommend that students be engaged with scientific questions in which they collect and interpret data, give priority to evidence to construct explanations, test those…

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

ERIC Educational Resources Information Center

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Research on Educational Standards in German Science Education--Towards a Model of Student Competences

ERIC Educational Resources Information Center

Kulgemeyer, Christoph; Schecker, Horst

2014-01-01

This paper gives an overview of research on modelling science competence in German science education. Since the first national German educational standards for physics, chemistry and biology education were released in 2004 research projects dealing with competences have become prominent strands. Most of this research is about the structure of…

Science or Reading: What Is Being Measured by Standardized Tests?

ERIC Educational Resources Information Center

Visone, Jeremy D.

2010-01-01

This study examined reading issues associated with a standardized science test. Grade 11 students in Connecticut were shown released science test items and asked about the reading issues associated with the items. Findings suggested that students varied in their understanding of the nature of the items and in their ability to read for detail. The…

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS

ERIC Educational Resources Information Center

Hayes, Kathryn N.; Lee, Christine S.; DiStefano, Rachelle; O'Connor, Dawn; Seitz, Jeffery C.

2016-01-01

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new…

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

None

Oak Ridge Associated Universities (ORAU), under the Oak Ridge Institute for Science and Education (ORISE) contract, collected split surface water samples with Nuclear Fuel Services (NFS) representatives on November 15, 2012. Representatives from the U.S. Nuclear Regulatory Commission and Tennessee Department of Environment and Conservation were also in attendance. Samples were collected at four surface water stations, as required in the approved Request for Technical Assistance number 11-018. These stations included Nolichucky River upstream (NRU), Nolichucky River downstream (NRD), Martin Creek upstream (MCU), and Martin Creek downstream (MCD). Both ORAU and NFS performed gross alpha and gross beta analyses, andmore » the results are compared using the duplicate error ratio (DER), also known as the normalized absolute difference. A DER {<=} 3 indicates that, at a 99% confidence interval, split sample results do not differ significantly when compared to their respective one standard deviation (sigma) uncertainty (ANSI N42.22). The NFS split sample report does not specify the confidence level of reported uncertainties (NFS 2012). Therefore, standard two sigma reporting is assumed and uncertainty values were divided by 1.96. In conclusion, all DER values were less than 3 and results are consistent with low (e.g., background) concentrations.« less

TOLNet Data Format for Lidar Ozone Profile & Surface Observations

NASA Astrophysics Data System (ADS)

Chen, G.; Aknan, A. A.; Newchurch, M.; Leblanc, T.

2015-12-01

The Tropospheric Ozone Lidar Network (TOLNet) is an interagency initiative started by NASA, NOAA, and EPA in 2011. TOLNet currently has six Lidars and one ozonesonde station. TOLNet provides high-resolution spatio-temporal measurements of tropospheric (surface to tropopause) ozone and aerosol vertical profiles to address fundamental air-quality science questions. The TOLNet data format was developed by TOLNet members as a community standard for reporting ozone profile observations. The development of this new format was primarily based on the existing NDAAC (Network for the Detection of Atmospheric Composition Change) format and ICARTT (International Consortium for Atmospheric Research on Transport and Transformation) format. The main goal is to present the Lidar observations in self-describing and easy-to-use data files. The TOLNet format is an ASCII format containing a general file header, individual profile headers, and the profile data. The last two components repeat for all profiles recorded in the file. The TOLNet format is both human and machine readable as it adopts standard metadata entries and fixed variable names. In addition, software has been developed to check for format compliance. To be presented is a detailed description of the TOLNet format protocol and scanning software.

Enhancing Return from Lunar Surface Missions via the Deep Space Gateway

NASA Astrophysics Data System (ADS)

Chavers, D. G.; Whitley, R. J.; Percy, T. K.; Needham, D. H.; Polsgrove, T. T.

2018-02-01

The Deep Space Gateway (DSG) will facilitate access to and communication with lunar surface assets. With a science airlock, docking port, and refueling capability in an accessible orbit, the DSG will enable high priority science across the lunar surface.

A microelectronics approach for the ROSETTA surface science package

NASA Technical Reports Server (NTRS)

Sandau, Rainer (Editor); Alkalaj, Leon

1996-01-01

In relation to the Rosetta surface science package, the benefits of the application of advanced microelectronics packaging technologies and other output from the Mars environmental survey (MESUR) integrated microelectronics study are reported on. The surface science package will be designed to operate for tens of hours. Its limited mass and power consumption make necessary a highly integrated design with all the instruments and subunits operated from a centralized control and information management subsystem.

High School Science Teachers' Receptivity to the Next Generation Science Standards: An Examination of Discipline Specific Factors

NASA Astrophysics Data System (ADS)

Shapiro, Lesley Jacqueline

The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition. The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and non-receptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

PLANETarium - Visualizing Earth Sciences in the Planetarium

NASA Astrophysics Data System (ADS)

Ballmer, M. D.; Wiethoff, T.; Kraupe, T. W.

2013-12-01

In the past decade, projection systems in most planetariums, traditional sites of outreach and public education, have advanced from instruments that can visualize the motion of stars as beam spots moving over spherical projection areas to systems that are able to display multicolor, high-resolution, immersive full-dome videos or images. These extraordinary capabilities are ideally suited for visualization of global processes occurring on the surface and within the interior of the Earth, a spherical body just as the full dome. So far, however, our community has largely ignored this wonderful interface for outreach and education. A few documentaries on e.g. climate change or volcanic eruptions have been brought to planetariums, but are taking little advantage of the true potential of the medium, as mostly based on standard two-dimensional videos and cartoon-style animations. Along these lines, we here propose a framework to convey recent scientific results on the origin and evolution of our PLANET to the >100,000,000 per-year worldwide audience of planetariums, making the traditionally astronomy-focussed interface a true PLANETarium. In order to do this most efficiently, we intend to directly show visualizations of scientific datasets or models, originally designed for basic research. Such visualizations in solid-Earth, as well as athmospheric and ocean sciences, are expected to be renderable to the dome with little or no effort. For example, showing global geophysical datasets (e.g., surface temperature, gravity, magnetic field), or horizontal slices of seismic-tomography images and of spherical computer simulations (e.g., climate evolution, mantle flow or ocean currents) requires almost no rendering at all. Three-dimensional Cartesian datasets or models can be rendered using standard methods. With the appropriate audio support, present-day science visualizations are typically as intuitive as cartoon-style animations, yet more appealing visually, and clearly more informative as revealing the complexity and beauty of our planet. In addition to e.g. climate change and natural hazards, themes of interest may include the coupled evolution of the Earth's interior and life, from the accretion of our planet to the generation and sustainment of the magnetic field as well as of habitable conditions in the atmosphere and oceans. We believe that high-quality tax-funded science visualizations should not exclusively be used to facilitate communication amoung scientists, but also be directly recycled to raise the public's awareness and appreciation of geosciences.

Joint Oil Analysis Program Spectrometer Standards SCP Science (Conostan) Qualification Report for D19-0, D3-100, and D12-XXX Series Standards

DTIC Science & Technology

2015-05-20

Joint Oil Analysis Program Spectrometer Standards SCP Science (Conostan) Qualification Report For D19-0, D3-100, and D12- XXX Series Standards NF...Candidate Type D19-0 ICP-AES Results ..................................................................... 4 Table V. Candidate Type D12- XXX ...Physical Property Results .................................................. 5 Table VI. Candidate Type D12- XXX Rotrode-AES Results

Standardization and Omics Science: Technical and Social Dimensions Are Inseparable and Demand Symmetrical Study

PubMed Central

McDonald, Fiona; Jones, Mavis; Ozdemir, Vural; Graham, Janice E.

2010-01-01

Abstract Standardization is critical to scientists and regulators to ensure the quality and interoperability of research processes, as well as the safety and efficacy of the attendant research products. This is perhaps most evident in the case of “omics science,” which is enabled by a host of diverse high-throughput technologies such as genomics, proteomics, and metabolomics. But standards are of interest to (and shaped by) others far beyond the immediate realm of individual scientists, laboratories, scientific consortia, or governments that develop, apply, and regulate them. Indeed, scientific standards have consequences for the social, ethical, and legal environment in which innovative technologies are regulated, and thereby command the attention of policy makers and citizens. This article argues that standardization of omics science is both technical and social. A critical synthesis of the social science literature indicates that: (1) standardization requires a degree of flexibility to be practical at the level of scientific practice in disparate sites; (2) the manner in which standards are created, and by whom, will impact their perceived legitimacy and therefore their potential to be used; and (3) the process of standardization itself is important to establishing the legitimacy of an area of scientific research. PMID:20455752

Science Technology Engineering and Math (STEM) Education MUST Begin in Early Childhood Education: A Systematic Analysis of Washington State Guidelines Used to Gauge the Development and Learning of Young Learners

NASA Astrophysics Data System (ADS)

Briseno, Luis Miguel

This paper reflects future direction for early Science Technology Engineering and Mathematics (STEM) education, science in particular. Washington State stakeholders use guidelines including: standards, curriculums and assessments to gauge young children's development and learning, in early childhood education (ECE). Next Generation Science Standards (NGSS), and the Framework for K-12 programs (National Research Council, 2011) emphasizes the need for reconfiguration of standards: "Too often standards are a long list of detailed and disconnected facts... this approach alienates young people, it also leaves them with fragments of knowledge and little sense of the inherent logic and consistency of science and of its universality." NGSS' position elevates the concern and need for learners to experience teaching and learning from intentionally designed cohesive curriculum units, rather than as a series of unrelated and isolated lessons. To introduce the argument the present study seeks to examine Washington State early learning standards. To evaluate this need, I examined balance and coverage/depth. Analysis measures the level of continuum in high-quality guidelines from which Washington State operates to serve its youngest citizens and their families.

Sink or Swim: Standards-Based Integrated Science.

ERIC Educational Resources Information Center

Audet, Richard H.

1997-01-01

Describes an activity designed to comply with the National Science Education Standards that introduces the principles of buoyancy and density by using plastic soda bottles, ketchup packets, and other simple materials. Laboratory activity is included. (DKM)

The Lunar Crater Observation and Sensing Satellite (LCROSS) Payload Development and Performance in Flight

NASA Astrophysics Data System (ADS)

Ennico, Kimberly; Shirley, Mark; Colaprete, Anthony; Osetinsky, Leonid

2012-05-01

The primary objective of the Lunar Crater Observation and Sensing Satellite (LCROSS) was to confirm the presence or absence of water ice in a permanently shadowed region (PSR) at a lunar pole. LCROSS was classified as a NASA Class D mission. Its payload, the subject of this article, was designed, built, tested and operated to support a condensed schedule, risk tolerant mission approach, a new paradigm for NASA science missions. All nine science instruments, most of them ruggedized commercial-off-the-shelf (COTS), successfully collected data during all in-flight calibration campaigns, and most importantly, during the final descent to the lunar surface on October 9, 2009, after 112 days in space. LCROSS demonstrated that COTS instruments and designs with simple interfaces, can provide high-quality science at low-cost and in short development time frames. Building upfront into the payload design, flexibility, redundancy where possible even with the science measurement approach, and large margins, played important roles for this new type of payload. The environmental and calibration approach adopted by the LCROSS team, compared to existing standard programs, is discussed. The description, capabilities, calibration and in-flight performance of each instrument are summarized. Finally, this paper goes into depth about specific areas where the instruments worked differently than expected and how the flexibility of the payload team, the knowledge of instrument priority and science trades, and proactive margin maintenance, led to a successful science measurement by the LCROSS payload's instrument complement.

A Preliminary Examination of Science Backroom Roles and Activities for Robotic Lunar Surface Science

NASA Astrophysics Data System (ADS)

Fong, T.; Deans, M.; Smith, T.; Lee, P.; Heldmann, J.; Pacis, E.; Schreckenghost, D.; Landis, R.; Osborn, J.; Kring, D.; Heggy, E.; Mishkin, A.; Snook, K.; Stoker, C.

2008-07-01

To understand the utility of a science backroom for the current lunar architecture, we are developing a new ground control structure for human and robot surface activity. In June 2008, we began examining this structure through a series of analog field tests.

Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length and Some Educational Suggestions

NASA Astrophysics Data System (ADS)

Matthews, Michael R.

This paper is part of a larger work on the history, philosophy and utilisation of pendulum motion studies (Matthews 2000). The paper deals with the fate of Christiaan Huygens 1673 proposal to use the length of a seconds pendulum (effectively one metre) as a universal, natural and objective standard of length. This is something which, if it had been adopted, would have been of inestimable scientific, commercial and cultural benefit. Why it was not originally adopted in the late seventeenth century, and why it was again rejected in the late eighteenth century (1795) when the Revolutionary Assembly in France adopted the metric system with the metre being defined as one ten-millionth of the quarter meridan distance - raise interesting questions about the methodology and politics of science. Given that pendulum motion is a standard component of all science courses throughout the world, and given that most science education reforms, including the US National Science Education Standards and recent Australian state reforms, require that something of the big picture of science be conveyed to students (the relationship of science to culture, commerce, history and philosophy) - it is suggested that these educational goals can be advanced by teaching about the fate of Huygens' proposal.

Inquiry Based Projects Using Student Ozone Measurements and the Status of Using Plants as Bio-Indicators

NASA Astrophysics Data System (ADS)

Ladd, I. H.; Fishman, J.; Pippin, M.; Sachs, S.; Skelly, J.; Chappelka, A.; Neufeld, H.; Burkey, K.

2006-05-01

Students around the world work cooperatively with their teachers and the scientific research community measuring local surface ozone levels using a hand-held optical scanner and ozone sensitive chemical strips. Through the GLOBE (Global Learning and Observations to Benefit the Environment) Program, students measuring local ozone levels are connected with the chemistry of the air they breathe and how human activity impacts air quality. Educational tools have been developed and correlated with the National Science and Mathematics Standards to facilitate integrating the study of surface ozone with core curriculum. Ozone air pollution has been identified as the major pollutant causing foliar injury to plants when they are exposed to concentrations of surface ozone. The inclusion of native and agricultural plants with measuring surface ozone provides an Earth system approach to understanding surface ozone. An implementation guide for investigating ozone induced foliar injury has been developed and field tested. The guide, Using Sensitive Plants as Bio-Indicators of Ozone Pollution, provides: the background information and protocol for implementing an "Ozone Garden" with native and agricultural plants; and, a unique opportunity to involve students in a project that will develop and increase their awareness of surface ozone air pollution and its impact on plants.

Planetary Data Archiving Activities in Indian Space Research Organisation (isro)

NASA Astrophysics Data System (ADS)

Gopala Krishna, Barla; Srivastava, Pradeep Kumar

The Indian Space Research Organisation (ISRO) has launched its first planetary mission to Moon viz., Chandrayaan-1 on October 22, 2008. The basic objectives of the Chandrayaan-1 mission are photoselenological and chemical mapping of the Moon with improved spatial and spectral resolution. The payloads in this mission are: (i) Terrain mapping stereo camera (TMC) with 20km swath (400-900 nm band) for 3D imaging of lunar surface at a spatial resolution of 5m (ii) Hyper Spectral Imager (HySI) in the 400-920 nm band with 64 channels and spatial resolution of 80m (20km swath) for mineralogical mapping (iii) High-energy X-ray (30-270 keV) spectrometer having a footprint of 40km for study of volatile transport on Moon and (iv) Laser ranging instrument with vertical resolution of 5m (v) Miniature imaging radar instrument (Mini-SAR) from APL, NASA to look for presence of ice in the polar region (vi) Near infrared spectrometer (SIR-2) from Max Plank Institute, Germany (vii)Moon Mineralogy Mapper (M3) from JPL, NASA for mineralogical mapping in the infra-red regions (0.7 -3.0 micron) (viii) Sub-keV Atom Reflecting Analyzer (SARA) from Sweden, India and Japan for detection of low energy neutral atoms emanated from the lunar surface (ix) Radiation Dose Monitor (RADOM) from Bulgaria for monitoring energetic particle flux in the lunar environment and (x) Collimated low energy (1-10keV) X-ray spectrometer (C1XS) with a field of view of 20km for chemical mapping of the lunar surface from RAL, UK. A wealth of data has been collected (November 2008 to August 2009) from the above instru-ments during the mission life of Chandrayaan-1 and the science data from these instruments is being archived at Indian Space Science Data Centre (ISSDC). ISRO Science Data Archive (ISDA) identified at ISSDC is the primary data archive for the payload data of current and future Indian space science missions. The data center (ISSDC) is responsible for the Ingest, Archive, and Dissemination of the payload and related ancillary data. The archive includes raw and reduced data, calibration data, auxiliary data, higher-level derived data products, documentation and software. The ISDA makes use of the well-proven archive standards of the Planetary Data System (PDS) and planning to follow IPDA guidelines. This is to comply with the global standards for long term preservation of the data to maintain the usability and facilitate scientific community with the high quality data for their analysis. The data deliveries from various instruments are already started to ISSDC. The science archives received from MiniSAR and M3 are peer reviewed by the host organizations and hence no further reviews planned at ISSDC. For the other instrument data archives, peer reviews are planned at ISSDC, for which the activity will start during April 2010. A pre review has already been carried out for certain instrument data sets and currently the review comments are being incorporated. The data for the first normal phase operation (November 2008 to February 2009) is planned to be made available (through long term archive) sometime during August 2010 to the users. However the data is already available to the PI teams in the PDS standard, for analysis and use in the instrument cross calibration. Chandrayaan-2 is the next planetary mission to Moon from ISRO in future (which will carry rovers; expected to give a good amount of science data, which is also planned to be archived in ISSDC for dissemination.

Interoperability in planetary research for geospatial data analysis

NASA Astrophysics Data System (ADS)

Hare, Trent M.; Rossi, Angelo P.; Frigeri, Alessandro; Marmo, Chiara

2018-01-01

For more than a decade there has been a push in the planetary science community to support interoperable methods for accessing and working with geospatial data. Common geospatial data products for planetary research include image mosaics, digital elevation or terrain models, geologic maps, geographic location databases (e.g., craters, volcanoes) or any data that can be tied to the surface of a planetary body (including moons, comets or asteroids). Several U.S. and international cartographic research institutions have converged on mapping standards that embrace standardized geospatial image formats, geologic mapping conventions, U.S. Federal Geographic Data Committee (FGDC) cartographic and metadata standards, and notably on-line mapping services as defined by the Open Geospatial Consortium (OGC). The latter includes defined standards such as the OGC Web Mapping Services (simple image maps), Web Map Tile Services (cached image tiles), Web Feature Services (feature streaming), Web Coverage Services (rich scientific data streaming), and Catalog Services for the Web (data searching and discoverability). While these standards were developed for application to Earth-based data, they can be just as valuable for planetary domain. Another initiative, called VESPA (Virtual European Solar and Planetary Access), will marry several of the above geoscience standards and astronomy-based standards as defined by International Virtual Observatory Alliance (IVOA). This work outlines the current state of interoperability initiatives in use or in the process of being researched within the planetary geospatial community.

Getting to Know and Address Your State Science Standards to Connect Classroom Instruction and Field Trips During IYA

NASA Astrophysics Data System (ADS)

Bednarski, Marsha; Larsen, K.

2008-05-01

Astronomy activities often pose problems for in-service teachers, especially at the elementary level, as many do not have a solid content background. Often astronomy instruction revolves around reading and answering questions. This is not an effective way to work with abstract concepts or engage students, and also fails to meet the standards of inquiry-based instruction recommended by the National Science Teachers Association and national and state standards. Science museums and planetariums bring unique and exciting perspectives to astronomy education. However, bringing students to the museum can sometimes be perceived as only a "cool field trip.” With mounting pressure for teachers to teach to the new standardized tests demanded by No Child Left Behind, and shrinking school budgets, field trips are rapidly becoming an endangered species. Coordinating museum, science center, and planetarium offerings with national and state science standards can renew interest in (and perceived relevance of) field trips. Therefore, university faculty, in-service teachers, and museum/planetarium staff can form successful partnerships which can both improve student learning and increase attendance at informal education science events and facilities. This workshop will first briefly introduce participants to national and representative state standards as well as research on in-service teachers’ astronomy content knowledge and the educational value of field trips. For the majority of the workshop, participants will engage in the actual steps of coordinating, planning, and writing inquiry-based astronomy curriculum embedded performance tasks that collectively meet the learning needs of students in elementary, middle, or high school. Participants are encouraged to bring a copy of their own state standards (available on their state's Department of Education website) for their preferred target age group.

Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

NASA Astrophysics Data System (ADS)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-06-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Impetus and barriers to teaching ocean literacy: A perspective from landlocked middle school science teachers

NASA Astrophysics Data System (ADS)

Gillan, Amy Larrison

The demand for a more ocean literate citizenry is growing rapidly in response to an ocean increasingly in peril. Discovering how to include students far removed from the ocean in our teaching about the ocean is imperative to meeting that charge. The purpose of the present study was to investigate the extent to which middle school science teachers in landlocked states addressed important ocean literacy concepts and what they perceived to be barriers and motivators to their doing so. This descriptive study was based on a nation-wide survey of middle school science teachers and content analyses of their most commonly used science textbooks and their state science standards. Data was analyzed quantitatively. Results indicated that landlocked and coastal teachers are similar in terms of their infrequency of teaching about the ocean, yet a number of their perceptions of barriers and motivators to do so vary. The barrier most often mentioned was middle school state science standards, which characteristically ignore the ocean sciences. The results are discussed in terms of their impact on ocean literacy professional development providers, science textbook publishers, and state science standards revision committees.

Nutrient Runoff Losses from Liquid Dairy Manure Applied with Low-Disturbance Methods.

PubMed

Jokela, William; Sherman, Jessica; Cavadini, Jason

2016-09-01

Manure applied to cropland is a source of phosphorus (P) and nitrogen (N) in surface runoff and can contribute to impairment of surface waters. Tillage immediately after application incorporates manure into the soil, which may reduce nutrient loss in runoff as well as N loss via NH volatilization. However, tillage also incorporates crop residue, which reduces surface cover and may increase erosion potential. We applied liquid dairy manure in a silage corn ( L.)-cereal rye ( L.) cover crop system in late October using methods designed to incorporate manure with minimal soil and residue disturbance. These include strip-till injection and tine aerator-band manure application, which were compared with standard broadcast application, either incorporated with a disk or left on the surface. Runoff was generated with a portable rainfall simulator (42 mm h for 30 min) three separate times: (i) 2 to 5 d after the October manure application, (ii) in early spring, and (iii) after tillage and planting. In the postmanure application runoff, the highest losses of total P and dissolved reactive P were from surface-applied manure. Dissolved P loss was reduced 98% by strip-till injection; this result was not statistically different from the no-manure control. Reductions from the aerator band method and disk incorporation were 53 and 80%, respectively. Total P losses followed a similar pattern, with 87% reduction from injected manure. Runoff losses of N had generally similar patterns to those of P. Losses of P and N were, in most cases, lower in the spring rain simulations with fewer significant treatment effects. Overall, results show that low-disturbance manure application methods can significantly reduce nutrient runoff losses compared with surface application while maintaining residue cover better than incorporation by tillage. Copyright © by the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, Inc.

Geologic Traverse Planning for Apollo Missions

NASA Technical Reports Server (NTRS)

Lofgren, Gary

2012-01-01

The science on Apollo missions was overseen by the Science Working Panel (SWP), but done by multiple PIs. There were two types of science, packages like the Apollo Lunar Surface Experiment Package (ALSEP) and traverse science. Traverses were designed on Earth for the astronauts to execute. These were under direction of the Lunar Surface PI, but the agreed traverse was a cooperation between the PI and SWP. The landing sites were selected by a different designated committee, not the SWP, and were based on science and safety.

Asteroid Origins Satellite (AOSAT) I: An On-orbit Centrifuge Science Laboratory

NASA Astrophysics Data System (ADS)

Lightholder, Jack; Thoesen, Andrew; Adamson, Eric; Jakubowski, Jeremy; Nallapu, Ravi; Smallwood, Sarah; Raura, Laksh; Klesh, Andrew; Asphaug, Erik; Thangavelautham, Jekan

2017-04-01

Exploration of asteroids, comets and small moons (small bodies) can answer fundamental questions relating to the formation of the solar system, the availability of resources, and the nature of impact hazards. Near-earth asteroids and the small moons of Mars are potential targets of human exploration. But as illustrated by recent missions, small body surface exploration remains challenging, expensive, and fraught with risk. Despite their small size, they are among the most extreme planetary environments, with low and irregular gravity, loosely bound regolith, extreme temperature variation, and the presence of electrically charged dust. Here we describe the Asteroid Origins Satellite (AOSAT-I), an on-orbit, 3U CubeSat centrifuge using a sandwich-sized bed of crushed meteorite fragments to replicate asteroid surface conditions. Demonstration of this CubeSat will provide a low-cost pathway to physical asteroid model validation, shed light on the origin and geophysics of asteroids, and constrain the design of future landers, rovers, resource extractors, and human missions. AOSAT-I will conduct scientific experiments within its payload chamber while operating in two distinct modes: (1) as a nonrotating microgravity laboratory to investigate primary accretion, and (2) as a rotating centrifuge producing artificial milligravity to simulate surface conditions on asteroids, comets and small moons. AOSAT-I takes advantage of low-cost, off-the-shelf components, modular design, and the rapid assembly and instrumentation of the CubeSat standard, to answer fundamental questions in planetary science and reduce cost and risk of future exploration.

Perspectives on Equity and Access in Mathematics and Science for a 21st-Century Democracy: Re-Visioning Our Gaze

ERIC Educational Resources Information Center

Williams, Brian A.; Lemons-Smith, Shonda

2009-01-01

In 1996, the National Research Council (NRC) published the "National Science Education Standards." Similarly in 2000, the National Council of Teachers of Mathematics (NCTM) published the "Principles and Standards for School Mathematics." These standards provided the nation with a framework for conceptualizing what and how…

Representation and Analysis of Chemistry Core Ideas in Science Education Standards between China and the United States

ERIC Educational Resources Information Center

Wan, Yanlan; Bi, Hualin

2016-01-01

Chemistry core ideas play an important role in students' chemistry learning. On the basis of the representations of chemistry core ideas about "substances" and "processes" in the Chinese Chemistry Curriculum Standards (CCCS) and the U.S. Next Generation Science Standards (NGSS), we conduct a critical comparison of chemistry…

Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

ERIC Educational Resources Information Center

August, Diane; Artzi, Lauren; Barr, Christopher

2016-01-01

The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

A Study of the Alignment of National Standards, State Standards, and Science Assessment.

ERIC Educational Resources Information Center

Burry-Stock, Judith A.; Casebeer, Cindy M.

Educational reform efforts are currently at the top of the nation's agenda. Policymakers are hearing increasing calls from members of the public to improve standardized test scores. These reform calls are a response to the perceived inadequacy of science teaching in our nation. Data were collected from participating states regarding the status of…

The First Global Geological Map of Mercury

NASA Astrophysics Data System (ADS)

Prockter, L. M.; Head, J. W., III; Byrne, P. K.; Denevi, B. W.; Kinczyk, M. J.; Fassett, C.; Whitten, J. L.; Thomas, R.; Ernst, C. M.

2015-12-01

Geological maps are tools with which to understand the distribution and age relationships of surface geological units and structural features on planetary surfaces. Regional and limited global mapping of Mercury has already yielded valuable science results, elucidating the history and distribution of several types of units and features, such as regional plains, tectonic structures, and pyroclastic deposits. To date, however, no global geological map of Mercury exists, and there is currently no commonly accepted set of standardized unit descriptions and nomenclature. With MESSENGER monochrome image data, we are undertaking the global geological mapping of Mercury at the 1:15M scale applying standard U.S. Geological Survey mapping guidelines. This map will enable the development of the first global stratigraphic column of Mercury, will facilitate comparisons among surface units distributed discontinuously across the planet, and will provide guidelines for mappers so that future mapping efforts will be consistent and broadly interpretable by the scientific community. To date we have incorporated three major datasets into the global geological map: smooth plains units, tectonic structures, and impact craters and basins >20 km in diameter. We have classified most of these craters by relative age on the basis of the state of preservation of morphological features and standard classification schemes first applied to Mercury by the Mariner 10 imaging team. Additional datasets to be incorporated include intercrater plains units and crater ejecta deposits. In some regions MESSENGER color data is used to supplement the monochrome data, to help elucidate different plains units. The final map will be published online, together with a peer-reviewed publication. Further, a digital version of the map, containing individual map layers, will be made publicly available for use within geographic information systems (GISs).

Application of the Reggio Emilia Approach to Early Childhood Science Curriculum.

ERIC Educational Resources Information Center

Stegelin, Dolores A.

2003-01-01

This article focuses on the relevance of the Reggio Emilia approach to early childhood education for science knowledge and content standards for the preK-12 student population. The article includes: (1) a summary of key concepts; (2) a description of the science curriculum standards for K-3 in the United States; and (3) an example of an in-depth…

Evolution in the Caribbean Classroom: A Critical Analysis of the Role of Biology Teachers and Science Standards in Shaping Evolution Instruction in Belize

ERIC Educational Resources Information Center

Nunez, Elvis Enrique; Pringle, Rose M.; Showalter, Kevin Tyler

2012-01-01

A survey of the literature on evolution instruction provides evidence that teachers' personal views and understandings can shape instructional approaches and content delivered in science classrooms regardless of established science standards. This study is the first to quantify evolutionary worldviews of in-service teachers in the Caribbean,…

STEM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards

ERIC Educational Resources Information Center

Isabelle, Aaron D.

2017-01-01

For students to achieve the goals of the Next Generation Science Standards (NGSS) by Grade 12, thinking and acting like scientists and engineers must begin in the elementary grades. However, elementary teachers may find this challenging -because language arts and mathematics still dominate many classrooms--often at the expense of science. This…

"Information at Their Hands": Applying Sociocultural Theory to an Analysis of the Pedagogical Moves of Pre-Service Science Teachers during a Science Lesson

ERIC Educational Resources Information Center

Shively, Christopher

2013-01-01

The National Science Education Standards (NSES) state that students must "experience scientific inquiry directly to gain a deep understanding of its characteristics" (Olson & Loucks-Horsley, 2000, p. 14). The standards also emphasize the use of technology to help students collect, organize, analyze, interpret and present data in ways…

"Natural Philosophy" as a Foundation for Science Education in an Age of High-Stakes Accountability

ERIC Educational Resources Information Center

Buxton, Cory; Provenzo, Eugene F., Jr.

2011-01-01

Science curriculum and instruction in K-12 settings in the United States is currently dominated by an emphasis on the science standards movement of the 1990s and the resulting standards-based high-stakes assessment and accountability movement of the 2000s. We argue that this focus has moved the field away from important philosophical…

A correlation study involving a comparison of professional science teaching standards and student performance

NASA Astrophysics Data System (ADS)

Schum, Paul A.

If international report cards were issued today, to all industrialized nations world wide, the United States would receive a "C" at best in mathematics and science. This is not simply a temporary or simple cause and effect circumstance that can easily be addressed. The disappointing truth is that this downward trend in mathematics and science mastery by American students has been occurring steadily for at least the last eight years of international testing, and that there are numerous and varied bases for this reality. In response to this crisis, The National Science Teachers Association (NSTA), The American Association for the Advancement of Science (AAAS), and The National Research Council (NRC) each have proposed relatively consistent, but individual sets of professional science teaching standards, designed to improve science instruction in American schools. It is of extreme value to the scientific, educational community to know if any or all of these standards lead to improved student performance. This study investigates the correlation between six, specific teacher behaviors that are common to these national standards and which behaviors, if any, result in improved student performance, as demonstrated on the Science Reasoning sub-test of the ACT Assessment. These standards focus classroom science teachers on professional development, leading toward student mastery of scientific interpretation, concept development, and constructive relationship building. Because all individual teachers interpret roles, expectations, and guiding philosophies from different lenses, effective professional practice may reflect consistency in rationale and methodology yet will be best evidenced by an examination of specific teaching techniques. In this study, these teaching techniques are evidenced by self-reported teacher awareness and adherence to these consensual standards. Assessment instruments vary widely, and the results of student performance often reflect the congruency of curricular methodology and explicit testing domains. Although the recent educational impetus for change is most notably governed numerically by test scores, the true goal of scientific literacy is in the application of logic. Therefore, the ultimate thematic analysis in this study attempts to relate both educational theory and practice with positive change at the classroom level. The data gathered in this study is insufficient in establishing a significant correlation between adherence to national science teaching standards and student performance on the ACT in Jefferson County, Kentucky, for either public or Catholic school students. However, with respect to mean student scores on the Science Reasoning sub-test of the ACT, there is statistically significant evidence for superior performance of Catholic school students compared with that of public school students in this region.

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

NASA Astrophysics Data System (ADS)

Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

The Disconnect Between Journalism and Science and its Role in Public Misunderstanding of Important Scientific Issues

NASA Astrophysics Data System (ADS)

Yulsman, T.

2006-12-01

Research shows that Americans' knowledge of science is sorely inaccurate. U.S. adults get most of their knowledge from the popular media, so it has been claimed that problems with media coverage of science are to blame. But this is a simplistic analysis. At their roots, scientific and journalistic modes of inquiry actually share two important normative standards: empiricism and skepticism. On the other hand, news and new scientific knowledge are two very different things. News gathering is guided in large measure by criteria that help journalists decide what is worth covering, as well as by standards of fairness and balance. The overarching goal is to report on things considered newsworthy in a neutral manner. In science, the goal is to ruthlessly discard incorrect ideas to get at the truth about nature. This talk will examine the "good" -- the normative standards that journalists and scientists share, as well as the "bad" -- how the significant disconnects between science and journalism may be contributing to a lack of public understanding of critical scientific issues such as climate change. Among the questions that will be addressed: How do journalists decide what is news? How does science fare when these newsworthiness standards are applied to it? How does the journalistic standard of balance result in inaccurate reporting on climate change? And how might we improve the situation by enhancing communication between scientists and journalist?

Why the Difference Between Explanation and Argument Matters to Science Education

NASA Astrophysics Data System (ADS)

Brigandt, Ingo

2016-05-01

Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important because they correspond to what counts as a good explanation in a science classroom, whereas a focus on evidence-based argumentation can obscure such standards of what makes an explanation explanatory. I provide further reasons for the relevance of not conflating explanations with arguments (and having standards of explanatory adequacy in view). First, what guides the adoption of the particular standards of explanatory adequacy that are relevant in a scientific case is the explanatory aim pursued in this context. Apart from explanatory aims being an important aspect of the nature of science, including explanatory aims in classroom instruction also promotes students seeing explanations as more than facts, and engages them in developing explanations as responses to interesting explanatory problems. Second, it is of relevance to science curricula that science aims at intervening in natural processes, not only for technological applications, but also as part of experimental discovery. Not any argument enables intervention in nature, as successful intervention specifically presupposes causal explanations. Students can fruitfully explore in the classroom how an explanatory account suggests different options for intervention.

Leveraging High Resolution Topography for Education and Outreach: Updates to OpenTopography to make EarthScope and Other Lidar Datasets more Prominent in Geoscience Education

NASA Astrophysics Data System (ADS)

Kleber, E.; Crosby, C. J.; Arrowsmith, R.; Robinson, S.; Haddad, D. E.

2013-12-01

The use of Light Detection and Ranging (lidar) derived topography has become an indispensable tool in Earth science research. The collection of high-resolution lidar topography from an airborne or terrestrial platform allows landscapes and landforms to be represented at sub-meter resolution and in three dimensions. In addition to its high value for scientific research, lidar derived topography has tremendous potential as a tool for Earth science education. Recent science education initiatives and a community call for access to research-level data make the time ripe to expose lidar data and derived data products as a teaching tool. High resolution topographic data fosters several Disciplinary Core Ideas (DCIs) of the Next Generation Science Standards (NGS, 2013), presents respective Big Ideas of the new community-driven Earth Science Literacy Initiative (ESLI, 2009), teaches to a number National Science Education Standards (NSES, 1996), and Benchmarks for Science Literacy (AAAS, 1993) for science education for undergraduate physical and environmental earth science classes. The spatial context of lidar data complements concepts like visualization, place-based learning, inquiry based teaching and active learning essential to teaching in the geosciences. As official host to EarthScope lidar datasets for tectonically active areas in the western United States, the NSF-funded OpenTopography facility provides user-friendly access to a wealth of data that is easily incorporated into Earth science educational materials. OpenTopography (www.opentopography.org), in collaboration with EarthScope, has developed education and outreach activities to foster teacher, student and researcher utilization of lidar data. These educational resources use lidar data coupled with free tools such as Google Earth to provide a means for students and the interested public to visualize and explore Earth's surface in an interactive manner not possible with most other remotely sensed imagery. The education section of the OpenTopography portal has recently been strengthened with the addition of several new resources and the re-organization of existing content for easy discovery. New resources include a detailed frequently asked questions (FAQ) section, updated 'How-to' videos for downloading data from OpenTopography and additional webpages aimed at students, educators and researchers leveraging existing and updated resources from OpenTopography, EarthScope and other organizations. In addition, the OpenLandform catalog, an online collection of classic geologic landforms depicted in lidar, has been updated to include additional tectonic landforms from EarthScope lidar datasets.

Magnetic Field Measurements on the Lunar Surface: Lessons Learned from Apollo and Science Enabled by Future Missions

NASA Astrophysics Data System (ADS)

Chi, P. J.

2017-10-01

We discuss the science to be enabled by new magnetometer measurements on the lunar surface, based on results from Apollo and other lunar missions. Also discussed are approaches to deploying magnetometers on the lunar surface with today's technology.

Philae Descent and Science of the Surface

NASA Image and Video Library

2014-11-07

This artist concept of the Rosetta mission Philae lander on the surface of comet 67P/Churyumov-Gerasimenko, is from an animation showing the upcoming deployment of Philae and its subsequent science operations on the surface of the comet. http://photojournal.jpl.nasa.gov/catalog/PIA18891

Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education

NASA Astrophysics Data System (ADS)

Hanuscin, Deborah L.; Zangori, Laura

2016-12-01

Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers' practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.

Standards of Evidence for Conducting and Reporting Economic Evaluations in Prevention Science.

PubMed

Crowley, D Max; Dodge, Kenneth A; Barnett, W Steven; Corso, Phaedra; Duffy, Sarah; Graham, Phillip; Greenberg, Mark; Haskins, Ron; Hill, Laura; Jones, Damon E; Karoly, Lynn A; Kuklinski, Margaret R; Plotnick, Robert

2018-04-01

Over a decade ago, the Society for Prevention Research endorsed the first standards of evidence for research in preventive interventions. The growing recognition of the need to use limited resources to make sound investments in prevention led the Board of Directors to charge a new task force to set standards for research in analysis of the economic impact of preventive interventions. This article reports the findings of this group's deliberations, proposes standards for economic analyses, and identifies opportunities for future prevention science. Through examples, policymakers' need and use of economic analysis are described. Standards are proposed for framing economic analysis, estimating costs of prevention programs, estimating benefits of prevention programs, implementing summary metrics, handling uncertainty in estimates, and reporting findings. Topics for research in economic analysis are identified. The SPR Board of Directors endorses the "Standards of Evidence for Conducting and Reporting Economic Evaluations in Prevention Science."

Recalibration of the Mars Science Laboratory ChemCam instrument with an expanded geochemical database

DOE PAGES

Clegg, Samuel M.; Wiens, Roger C.; Anderson, Ryan; ...

2016-12-24

The ChemCam Laser-Induced Breakdown Spectroscopy (LIBS) instrument onboard the Mars Science Laboratory (MSL) rover Curiosity has obtained > 300,000 spectra of rock and soil analysis targets since landing at Gale Crater in 2012, and the spectra represent perhaps the largest publicly-available LIBS datasets. The compositions of the major elements, reported as oxides, have been re-calibrated using a laboratory LIBS instrument, Mars-like atmospheric conditions, and a much larger set of standards (408) that span a wider compositional range than previously employed. The new calibration uses a combination of partial least squares (PLS1) and Independent Component Analysis (ICA) algorithms, together with amore » calibration transfer matrix to minimize differences between the conditions under which the standards were analyzed in the laboratory and the conditions on Mars. While the previous model provided good results in the compositional range near the average Mars surface composition, the new model fits the extreme compositions far better. Examples are given for plagioclase feldspars, where silicon was previously significantly over-estimated, and for calcium-sulfate veins, where silicon compositions near zero were inaccurate. Here, the uncertainties of major element abundances are described as a function of the abundances, and are overall significantly lower than the previous model, enabling important new geochemical interpretations of the data.« less

Recalibration of the Mars Science Laboratory ChemCam instrument with an expanded geochemical database

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

Clegg, Samuel M.; Wiens, Roger C.; Anderson, Ryan

The ChemCam Laser-Induced Breakdown Spectroscopy (LIBS) instrument onboard the Mars Science Laboratory (MSL) rover Curiosity has obtained > 300,000 spectra of rock and soil analysis targets since landing at Gale Crater in 2012, and the spectra represent perhaps the largest publicly-available LIBS datasets. The compositions of the major elements, reported as oxides, have been re-calibrated using a laboratory LIBS instrument, Mars-like atmospheric conditions, and a much larger set of standards (408) that span a wider compositional range than previously employed. The new calibration uses a combination of partial least squares (PLS1) and Independent Component Analysis (ICA) algorithms, together with amore » calibration transfer matrix to minimize differences between the conditions under which the standards were analyzed in the laboratory and the conditions on Mars. While the previous model provided good results in the compositional range near the average Mars surface composition, the new model fits the extreme compositions far better. Examples are given for plagioclase feldspars, where silicon was previously significantly over-estimated, and for calcium-sulfate veins, where silicon compositions near zero were inaccurate. Here, the uncertainties of major element abundances are described as a function of the abundances, and are overall significantly lower than the previous model, enabling important new geochemical interpretations of the data.« less

The current status of forensic science laboratory accreditation in Europe.

PubMed

Malkoc, Ekrem; Neuteboom, Wim

2007-04-11

Forensic science is gaining some solid ground in the area of effective crime prevention, especially in the areas where more sophisticated use of available technology is prevalent. All it takes is high-level cooperation among nations that can help them deal with criminality that adopts a cross-border nature more and more. It is apparent that cooperation will not be enough on its own and this development will require a network of qualified forensic laboratories spread over Europe. It is argued in this paper that forensic science laboratories play an important role in the fight against crime. Another, complimentary argument is that forensic science laboratories need to be better involved in the fight against crime. For this to be achieved, a good level of cooperation should be established and maintained. It is also noted that harmonization is required for such cooperation and seeking accreditation according to an internationally acceptable standard, such as ISO/IEC 17025, will eventually bring harmonization as an end result. Because, ISO/IEC 17025 as an international standard, has been a tool that helps forensic science laboratories in the current trend towards accreditation that can be observed not only in Europe, but also in the rest of the world of forensic science. In the introduction part, ISO/IEC 17025 states that "the acceptance of testing and calibration results between countries should be facilitated if laboratories comply with this international standard and if they obtain accreditation from bodies which have entered into mutual recognition agreements with equivalent bodies in other countries using this international standard." Furthermore, it is emphasized that the use of this international standard will assist in the harmonization of standards and procedures. The background of forensic science cooperation in Europe will be explained by using an existing European forensic science network, i.e. ENFSI, in order to understand the current status of forensic science in Europe better. The Council of Europe and the European Union approaches to forensic science will also be discussed by looking at the legal instruments and documents published by these two European organizations. Data collected from 52 European forensic science laboratories will be examined and findings will be evaluated from a quality assurance and accreditation point of view. The need for harmonization and accreditation in forensic science will be emphasized. The steps that should be taken at the European level for increasing and strengthening the role of European forensic science laboratories in the fight against crime will be given as recommendations in the conclusion.

Planning Instruction to Meet the Intent of the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Krajcik, Joseph; Codere, Susan; Dahsah, Chanyah; Bayer, Renee; Mun, Kongju

2014-03-01

The National Research Council's Framework for K- 12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K- 12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6-8 and 9-12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or "bundle" of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.

Getting to Know and Address Your State Science Standards to Connect Classroom Instruction and Field Trips During IYA

NASA Astrophysics Data System (ADS)

Bednarski, M.; Larsen, K.

2008-11-01

Astronomy activities often pose problems for in-service teachers, especially at the elementary level, as many do not have a solid content background. Often astronomy instruction revolves around reading and answering questions. This is not an effective way to work with abstract concepts or engage students, and also fails to meet the standards of inquiry-based instruction recommended by the National Science Teachers Association and national and state standards. Science museums and planetariums bring unique and exciting perspectives to astronomy education. However, bringing students to the museum can sometimes be perceived as only a ``cool field trip.'' With mounting pressure for teachers to teach to the new standardized tests demanded by No Child Left Behind, and shrinking school budgets, field trips are rapidly becoming an endangered species. Coordinating museum, science center, and planetarium offerings with national and state science standards can renew interest in (and perceived relevance of) field trips. Therefore, university faculty, in-service teachers, and museum/planetarium staff can form successful partnerships which can both improve student learning and increase attendance at informal education science events and facilities. This workshop will first briefly introduce participants to national and representative state standards as well as research on in-service teachers' astronomy content knowledge and the educational value of field trips. For the majority of the workshop, participants will engage in the actual steps of coordinating, planning, and writing inquiry-based astronomy curriculum embedded performance tasks that collectively meet the learning needs of students in elementary, middle, or high school.

The Planetary Science Archive (PSA): Exploration and discovery of scientific datasets from ESA's planetary missions

NASA Astrophysics Data System (ADS)

Vallat, C.; Besse, S.; Barbarisi, I.; Arviset, C.; De Marchi, G.; Barthelemy, M.; Coia, D.; Costa, M.; Docasal, R.; Fraga, D.; Heather, D. J.; Lim, T.; Macfarlane, A.; Martinez, S.; Rios, C.; Vallejo, F.; Said, J.

2017-09-01

The Planetary Science Archive (PSA) is the European Space Agency's (ESA) repository of science data from all planetary science and exploration missions. The PSA provides access to scientific datasets through various interfaces at http://psa.esa.int. All datasets are scientifically peer-reviewed by independent scientists, and are compliant with the Planetary Data System (PDS) standards. The PSA has started to implement a number of significant improvements, mostly driven by the evolution of the PDS standards, and the growing need for better interfaces and advanced applications to support science exploitation.

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

Temperature Anomalies from the AIRS Product in Giovanni for the Climate Community

NASA Technical Reports Server (NTRS)

Ding, Feng; Hearty, Thomas J.; Wei, Jennifer; Theobald, Michael; Vollmer, Bruce; Seiler, Edward; Meyer, David

2018-01-01

The Atmospheric Infrared Sounder (AIRS) mission began with the launch of Aqua in 2002. Over 15 years of AIRS products have been used by the climate research and application communities. The NASA Goddard Earth Sciences Data and Information Services Center (GES DISC), in collaboration with NASA Sounder Team at JPL, provides processing, archiving, and distribution services for NASA sounders: the present Aqua AIRS mission and the succeeding Suomi National Polar-Orbiting Partnership (SNPP) Cross-track Infrared Sounder (CrIS) mission. We generated a Multi-year Monthly Mean and Anomaly product using 14 years of AIRS standard monthly product. The product includes Air Temperature at the Surface and Surface Skin Temperature, both in Ascending/Daytime and Descending/Nighttime mode. The temperature variables and their anomalies are deployed to Giovanni, a Web-based application developed by the GES DISC. Giovanni provides a simple and intuitive way to visualize, analyze, and access vast amounts of Earth science remote sensing data without having to download the data. It is also a powerful tool that stakeholders can use for decision support in planning and preparing for increased climate variability. In this presentation, we demonstrate the functions in Giovanni with use cases employing AIRS Multi-year Monthly Mean and Anomaly variables.

Pareto Joint Inversion of Love and Quasi Rayleigh's waves - synthetic study

NASA Astrophysics Data System (ADS)

Bogacz, Adrian; Dalton, David; Danek, Tomasz; Miernik, Katarzyna; Slawinski, Michael A.

2017-04-01

In this contribution the specific application of Pareto joint inversion in solving geophysical problem is presented. Pareto criterion combine with Particle Swarm Optimization were used to solve geophysical inverse problems for Love and Quasi Rayleigh's waves. Basic theory of forward problem calculation for chosen surface waves is described. To avoid computational problems some simplification were made. This operation allowed foster and more straightforward calculation without lost of solution generality. According to the solving scheme restrictions, considered model must have exact two layers, elastic isotropic surface layer and elastic isotropic half space with infinite thickness. The aim of the inversion is to obain elastic parameters and model geometry using dispersion data. In calculations different case were considered, such as different number of modes for different wave types and different frequencies. Created solutions are using OpenMP standard for parallel computing, which help in reduction of computational times. The results of experimental computations are presented and commented. This research was performed in the context of The Geomechanics Project supported by Husky Energy. Also, this research was partially supported by the Natural Sciences and Engineering Research Council of Canada, grant 238416-2013, and by the Polish National Science Center under contract No. DEC-2013/11/B/ST10/0472.

Nanoparticle-based biologic mimetics

PubMed Central

Cliffel, David E.; Turner, Brian N.; Huffman, Brian J.

2009-01-01

Centered on solid chemistry foundations, biology and materials science have reached a crossroad where bottom-up designs of new biologically important nanomaterials are a reality. The topics discussed here present the interdisciplinary field of creating biological mimics. Specifically, this discussion focuses on mimics that are developed using various types of metal nanoparticles (particularly gold) through facile synthetic methods. These methods conjugate biologically relevant molecules, e.g., small molecules, peptides, proteins, and carbohydrates, in conformationally favorable orientations on the particle surface. These new products provide stable, safe, and effective substitutes for working with potentially hazardous biologicals for applications such as drug targeting, immunological studies, biosensor development, and biocatalysis. Many standard bioanalytical techniques can be used to characterize and validate the efficacy of these new materials, including quartz crystal microbalance (QCM), surface plasmon resonance (SPR), and enzyme-linked immunosorbent assay (ELISA). Metal nanoparticle–based biomimetics continue to be developed as potential replacements for the native biomolecule in applications of immunoassays and catalysis. PMID:20049778

The problem of epistemic jurisdiction in global governance: The case of sustainability standards for biofuels.

PubMed

Winickoff, David E; Mondou, Matthieu

2017-02-01

While there is ample scholarly work on regulatory science within the state, or single-sited global institutions, there is less on its operation within complex modes of global governance that are decentered, overlapping, multi-sectorial and multi-leveled. Using a co-productionist framework, this study identifies 'epistemic jurisdiction' - the power to produce or warrant technical knowledge for a given political community, topical arena or geographical territory - as a central problem for regulatory science in complex governance. We explore these dynamics in the arena of global sustainability standards for biofuels. We select three institutional fora as sites of inquiry: the European Union's Renewable Energy Directive, the Roundtable on Sustainable Biomaterials, and the International Organization for Standardization. These cases allow us to analyze how the co-production of sustainability science responds to problems of epistemic jurisdiction in the global regulatory order. First, different problems of epistemic jurisdiction beset different standard-setting bodies, and these problems shape both the content of regulatory science and the procedures designed to make it authoritative. Second, in order to produce global regulatory science, technical bodies must manage an array of conflicting imperatives - including scientific virtue, due process and the need to recruit adoptees to perpetuate the standard. At different levels of governance, standard drafters struggle to balance loyalties to country, to company or constituency and to the larger project of internationalization. Confronted with these sometimes conflicting pressures, actors across the standards system quite self-consciously maneuver to build or retain authority for their forum through a combination of scientific adjustment and political negotiation. Third, the evidentiary demands of regulatory science in global administrative spaces are deeply affected by 1) a market for standards, in which firms and states can choose the cheapest sustainability certification, and 2) the international trade regime, in which the long shadow of WTO law exerts a powerful disciplining function.

Methodology issues in implementation science.

PubMed

Newhouse, Robin; Bobay, Kathleen; Dykes, Patricia C; Stevens, Kathleen R; Titler, Marita

2013-04-01

Putting evidence into practice at the point of care delivery requires an understanding of implementation strategies that work, in what context and how. To identify methodological issues in implementation science using 4 studies as cases and make recommendations for further methods development. Four cases are presented and methodological issues identified. For each issue raised, evidence on the state of the science is described. Issues in implementation science identified include diverse conceptual frameworks, potential weaknesses in pragmatic study designs, and the paucity of standard concepts and measurement. Recommendations to advance methods in implementation include developing a core set of implementation concepts and metrics, generating standards for implementation methods including pragmatic trials, mixed methods designs, complex interventions and measurement, and endorsing reporting standards for implementation studies.

NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice. High School School Edition.

ERIC Educational Resources Information Center

Texley, Juliana, Ed.; Wild, Ann, Ed.

This book is designed for high school teachers and contains tools to guide teaching, professional development, assessment, program and curriculum, and interactions with the education system working towards the vision of the National Science Education Standards. The first three and last two chapters discuss the Standards that apply to all K-12…

Family and Consumer Sciences Education. Missouri's Show-Me Standards and Vocational Education Competencies Cross Reference. Main Report [and] Mini Report.

ERIC Educational Resources Information Center

Tieman, Rebecca; Burns, Stacey

These two documents deal with the relationship between Missouri's Show-Me Standards (the standards defining what all Missouri students should know upon graduation from high school) with the vocational competencies taught in secondary-level family and consumer science (FACS) education courses. The first document, which is a database documenting the…

Nature of Science as Portrayed in the Middle School Science and Technology Curriculum: The Case of Turkey

ERIC Educational Resources Information Center

Izci, Kemal

2017-01-01

Representation of nature of science (NOS) within curricula including standards, grade level expectations, and textbooks and their alignment with each other to achieve teaching NOS is crucial. Thus, the aims of the study were to a) assess how NOS is portrayed in standards, grade level expectations and a teacher edition of seventh grade textbook of…

Instituting a Standards-Based K--12 Science Curriculum Supplement Program at the National Institutes of Health: A Case Study

ERIC Educational Resources Information Center

Witherly, Jeffre

2010-01-01

Research on student achievement indicates the U.S. K-12 education system is not adequately preparing American students to compete in the 21st century global economy in the areas of science and mathematics. Congress has asked the scientific entities of the federal government to help increase K-12 science learning by creating standards-based…

A Needs Assessment for the Adoption of Next Generation Science Standards (NGSS) in K-12 Education in the United States

ERIC Educational Resources Information Center

Harris, Karleah; Sithole, Alec; Kibirige, Joachim

2017-01-01

Since its inception, the Next Generation Science Standards (NGSS) blue print has attracted interest from more than 40 states in the United States. The overall objective of these proposed changes is to align K-12 science education with current trends in technology and career needs. However, the assessment of teacher preparedness and classroom…

U.S. Geological Survey quality-assurance plan for continuous water-quality monitoring in Kansas, 2014

USGS Publications Warehouse

Bennett, Trudy J.; Graham, Jennifer L.; Foster, Guy M.; Stone, Mandy L.; Juracek, Kyle E.; Rasmussen, Teresa J.; Putnam, James E.

2014-01-01

A quality-assurance plan for use in conducting continuous water-quality monitoring activities has been developed for the Kansas Water Science Center in accordance with guidelines set forth by the U.S. Geological Survey. This quality-assurance plan documents the standards, policies, and procedures used by the U.S. Geological Survey in Kansas for activities related to the collection, processing, storage, analysis, and release of continuous water-quality monitoring data. The policies and procedures that are documented in this quality-assurance plan for continuous water-quality monitoring activities complement quality-assurance plans for surface-water and groundwater activities in Kansas.

Sampling in the Snow: High School Winter Field Experiences Provide Relevant, Real World Connections Between Scientific Practices and Disciplinary Core Ideas

NASA Astrophysics Data System (ADS)

Hanson, E. W.; Burakowski, E. A.

2014-12-01

For much of the northern United States, the months surrounding the winter solstice are times of increased darkness, low temperatures, and frozen landscapes. It's a time when many high school science educators, who otherwise would venture outside with their classes, hunker down and are wary of the outdoors. However, a plethora of learning opportunities lies just beyond the classroom. Working collaboratively, a high school science teacher and a snow scientist have developed multiple activities to engage students in the scientific process of collecting, analyzing and interpreting the winter world using snow data to (1) learn about the insulative properties of snow, and (2) to learn about the role of snow cover on winter climate through its reflective properties while participating in a volunteer network that collects snow depth, albedo (reflectivity), and density data. These outdoor field-based snow investigations incorporate Next Generation Science Standards (NGSS) and disciplinary core ideas, including ESS2.C: The roles of water in Earth's surface processes and ESS2.D: Weather and Climate. Additionally, the lesson plans presented address Common Core State Standards (CCSS) in Mathematics, including the creation and analysis of bar graphs and time series plots (CCSS.Math.HSS-ID.A.1) and xy scatter plots (CCSS.Math.HSS-ID.B.6). High school students participating in the 2013/2014 snow sampling season described their outdoor learning experience as "authentic" and "hands-on" as compared to traditional class indoors. They emphasized that learning outdoors was essential to their understanding of underlying content and concepts because they "learn through actual experience."

Ocean Literacy: Tools for Scientists and Educators to use in the Development of Education and Outreach Programs About the Ocean

NASA Astrophysics Data System (ADS)

Strang, C.; Lemus, J.; Schoedinger, S.

2006-12-01

Ocean sciences were idiosyncratically left out of the National Science Education Standards and most state standards, resulting in a decline in the public's attention to ocean issues. Concepts about the ocean are hardly taught in K-12 schools, and hardly appear in K-12 curriculum materials, textbooks, assessments or standards. NGS, COSEE, NMEA, NOAA, the US Commission on Ocean Policy, the Pew Ocean Commission have all urgently called for inclusion of the ocean in science standards as a means to increase ocean literacy nationwide. There has never been consensus, however, about what ocean literacy is or what concepts should be included in future standards. Scientists interested in education and outreach activities have not had a framework to guide them in prioritizing the content they present or in determining how that content fits into the context of what K-12 students and the public need to know about science in general. In 2004, an on-line workshop on Ocean Literacy Through Science Standards began the process of developing consensus about what that framework should include. Approximately 100 ocean scientists and educators participated in the workshop, followed by a series of meetings and extensive review by leading scientists, resulting in a series of draft documents and statements. The importance of community-wide involvement and consensus was reinforced through circulation of the draft documents for public comment April -May, 2005. The community agreed on an Ocean Literacy definition, tagline, seven ocean principles, 44 concepts and a matrix aligning the concepts to the National Science Education Standards (NSES). The elements are described in more detail in the final Ocean Literacy brochure. Broad ownership of the resulting documents is a tribute to the inclusiveness of the process used to develop them. The emerging consensus on Ocean Literacy has become an instrument for change, and has served as an important tool guiding the ocean sciences education efforts of scientists, educators, and most importantly, has provided a common language for scientists and educators working together. In this past year, a similar community-wide effort has been mounted to develop an "Ocean Literacy Scope and Sequence" to serve as a critical companion to "Ocean Literacy: The Essential Principles of Ocean Sciences Grades K-12." The Scope and Sequence shows how the principles and concepts develop and build in logical and developmentally sound learning progressions across grade spans K-12. This document will provide further guidance to teachers, curriculum developers, textbook writers, and ocean scientists, as to what concepts about the ocean are appropriate to introduce at various grade spans. It will show the relationship between the new discoveries of cutting edge science and the basic science concepts on which they are built and which students are accountable to understand. Those concerned about science education and about the future health of the ocean must be poised to influence the development of science standards by local educational agencies, state departments of education and professional societies and associations. In order to be effective, we must have tools, products, documents, web sites that contain agreed upon science content and processes related to the ocean.

Using the World Wide WEB to promote science education in nuclear energy and RWM

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

Robinson, M.

1996-12-31

A priority of government and business in the United States and other first tier industrial countries continues to be the improvement of science, mathematics and technology (SMT) instruction in pre university level education. The U.S. federal government has made SMT instruction an educational priority and set goals for improving it in the belief that science, math and technology education are tied to our economic well being and standard of living. The new national standards in mathematics education, science education and the proposed standards in technology education are all aimed at improving knowledge and skills in the essential areas that themore » federal government considers important for protecting our technological advantage in the world economy. This paper will discuss a pilot project for establishing graphical Web capability in a limited number of rural Nevada schools (six) with support from the US Department of Energy (DOE) and the state of Nevada. The general goals of the pilot project are as follows: (1) to give rural teachers and students access to up to date science information on the Web; (2) to determine whether Web access can improve science teaching and student attitudes toward science in rural Nevada schools; and (3) to identify science content on the Web that supports the National Science Standards and Benchmarks. A specific objective that this paper will address is stated as the following question: What potential do nuclear energy information office web sites offer for changing student attitudes about nuclear energy and creating greater nuclear literacy.« less

Evaluating the Effectiveness of the 2002-2003 NASA SCIence Files(TM) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

2004-01-01

NASA SCIence Files (tm) is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 60-minute instructional distance learning (television and web-based) programs for students in grades 3-5. Respondents who evaluated the programs in the 2002-2003 NASA SCIence Files (tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

PREFACE: 14th International Conference on Metrology and Properties of Engineering Surfaces (Met & Props 2013)

NASA Astrophysics Data System (ADS)

Fu, Wei-En

2014-03-01

Proceedings of the 14th International Conference, Taipei, Taiwan, 17th-21st June, 2013 Taiwan Organized by: Center for Measurement Standards/Industrial Technology Research Institute Mechanical and Systems Research Laboratories/Industrial Technology Research Institute National Taiwan University National Cheng Kung University National Taiwan University of Science and Technology National Tsing Hua University Greetings from Chairman of International Programme CommitteeTom Thomas When Professor Ken Stout and I founded this series of conferences in the United Kingdom more than thirty years ago, we did not anticipate its longevity or its success. Since that first meeting at Leicester, the conference has been often held in England, but also in several other European countries: France, Poland and Sweden, as well as in the United States. Ken, sadly no longer with us, would be proud of what it has achieved and has come to represent. Generations of researchers have presented their new ideas and innovations here which are now embodied in many textbooks and international standards. But this conference in 2013 marks a new departure and perhaps a new future. For the first time it is being held in Asia, reflecting the historic rise of the economies of the Pacific Rim, adding modern technology to their long-existing traditions of ordered insight and precise craftsmanship. Many of you have travelled far to attend this meeting, and we hope you will feel your trouble has been rewarded. We have an excellent selection of papers from all over the world from many of the world's experts, embodying the consolidation of tested ideas as well as the latest advances in the subject. These will be set in context by a glittering array of keynote and invited speakers. On behalf of the International Programme Committee, I am glad to acknowledge the hard work of the members of the Local Organising Committee in putting the programme together and making all the arrangements, and to accept their hospitality. It is my privilege and pleasure to welcome you all to the 14th International Conference on Metrology and Properties of Engineering Surfaces here in Taipei. Tom Thomas Halmstad, 1st June 2013 Greetings from Chairman of Local Organizing CommitteeVictor Lin It is the great honor of Center for Measurement Standards (CMS), metrology group of Industrial Technology Research Institute (ITRI), to host the 14th International Conference on Metrology and Properties of Engineering Surfaces (Met & Props 2013) from 17-21 June, 2013, in Taipei, Taiwan. In collaboration with four local universities, National Taiwan University (NTU), National Cheng-Kung University (NCKU), National Taiwan University of Science and Technology (NTST) and National Tsing-Hua University (NTHU), we have spent more than one year to prepare this Conference since the approval by the International Programme Committee (IPC). With the guidance from the IPC, we are able to go through the laborious, but important, process of paper selection and review from more than 100 submissions, and also to maintain the tradition in gathering the high quality and state-of-the-art papers. Finally, more than 65 full papers are collected in the programme (oral and poster), and over 120 surface metrologists from 17 countries (or economies) will attend the Conference. As stated in the preface by Professor Thomas, this series of conferences were founded by Tom and late Professor Ken Stout in the United Kingdom more than thirty years ago. I was lucky to join Ken's research group in Birmingham, and to start my journey over surface metrology in 1989, under the financial support from ITRI. With the encouragement from Professor Liam Blunt and endeavors of my colleagues, we are able to hold the Conference first time in emerging Asia, and to ''carry on the heritage and pave the way to the future'' (a Chinese proverb) in surface metrology. Taiwan is also known as Formosa, from Portuguese Ilha Formosa, which means ''Beautiful Island''. Besides the inspiring scientific arrangements, I encourage you to taste Taiwan's wonderful gourmet cuisine, and to explore the beauty of the sweet-potato-shaped island. I wish you a joyful, fruitful and memorable stay. Victor TY Lin, PhD Chairman Local Organizing Committee Met & Props 2013 International Programme Committee Professor Mohamed El Mansori (Arts et Metiers ParisTech, France) Professor H Zahouani (Ecole Centrale de Lyon, France) Professor B-G Rosen (Halmstad University, Sweden) Professor Tom R Thomas (Halmstad University, Sweden) Professor Liam Blunt (University of Huddersfield, UK) Professor Richard Leach (National Physical Laboratory, UK) Professor Chris Brown (Worcester Polytechnic Institute, USA) Dr Jia-Ruey Duann (Center for Measurement Standards, ITRI, Taiwan) International Scientific Committee Professor H Zahouani (Ecole Centrale de Lyon, France) Dr Rolf Krüger-Sehm (Physikalisch-Technische Bundesanstalt, Germany) Professor Pawel Pawlus (Rzeszów University of Technology, Poland) Professor B-G Rosen (Halmstad University, Sweden) Professor Tom R Thomas (Halmstad University, Sweden) Professor Liam Blunt (University of Huddersfield, UK) Professor Derek Chetwynd (University of Warwick, UK) Professor Jane Jiang (University of Huddersfield, UK) Professor Richard Leach (National Physical Laboratory, UK) Professor Paul Scott (University of Huddersfield, UK) Dr Andrew Yacoot (National Physical Laboratory, UK) Professor Chris Brown (Worcester Polytechnic Institute, USA) Dr Chris Evans (University of North Carolina at Charlotte, USA) Professor Jay Raja (University of North Carolina at Charlotte, USA) Dr Ted Vorburger (National Institute of Standards and Technology, USA) Dr Andrew Baker (National Measurement Institute, Australia) Professor David Lee Butler (Nanyang Technological University, Singapore) Dr Benny Cheung (The Hong Kong Polytechnic University, China) Professor Yetai Fei (Hefei University of Technology, China) Dr Kazuya Naoi (National Metrology Institute of Japan, Japan) Dr Heui-Jae Pahk (SNU Precision Co. Ltd., Korea) Professor Jiu-Bin Tan (Harbin Institute of Technology, China) Ms. Siew-Leng Tan (National Metrology Centre (NMC/A*STAR), Singapore) Mr. A. Tonmueanwai (National Institute of Metrology, Thailand (NIMT), Thailand) Professor Kazuhisa Yanagi (Nagaoka University, Japan) Local Organizing Committee Dr Victor Tzeng-Yow Lin (Center for Measurement Standards, ITRI, Taiwan) Professor Kuang-Chao Fan (National Taiwan University, Taiwan) Professor Jen-Fin Lin (ASME Fellow, National Cheng Kung University, Taiwan) Professor Chao-Chang Chen(National Taiwan University of Science and Technology, Taiwan) Professor Shih-Chieh Lin (National Tsing Hua University, Taiwan) Professor Liang-Chia Chen (National Taiwan University, Taiwan) Professor Fang-Jung Shiou (National Taiwan University of Science and Technology, Taiwan) Professor Chun-Hui Chung (National Taiwan University of Science and Technology, Taiwan) Professor Pin-Chuan Chen (National Taiwan University of Science and Technology, Taiwan) Dr Wen-En Fu (Center for Measurement Standards, ITRI, Taiwan)

The health sciences librarian in medical education: a vital pathways project task force.

PubMed

Schwartz, Diane G; Blobaum, Paul M; Shipman, Jean P; Markwell, Linda Garr; Marshall, Joanne Gard

2009-10-01

The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents. Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education. Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created. An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian's contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates.

The spectroscopy and chemical dynamics of microparticles explored using an ultrasonic trap.

PubMed

Mason, N J; Drage, E A; Webb, S M; Dawes, A; McPheat, R; Hayes, G

2008-01-01

Microsized particles play an important role in many diverse areas of science and technology, for example, surface reactions of micron-sized particles play a key role in astrochemistry, plasma reactors and atmospheric chemistry. To date much of our knowledge of such surface chemistry is derived from 'traditional' surface science-based research. However, the large surface area and morphology of surface material commonly used in such surface science techniques may not necessarily mimic that on the surface of micron/nano scale particles. Hence, a new generation of experiments in which the spectroscopy (e.g., albedo) and chemical reactivity of micron-sized particles can be studied directly must be developed. One, as yet underexploited, non-invasive technique is the use of ultrasonic levitation. In this article, we describe the operation of an 'ultrasonic trap' to store and study the physical and chemical properties of microparticles.

ESO science data product standard for 1D spectral products

NASA Astrophysics Data System (ADS)

Micol, Alberto; Arnaboldi, Magda; Delmotte, Nausicaa A. R.; Mascetti, Laura; Retzlaff, Joerg

2016-07-01

The ESO Phase 3 process allows the upload, validation, storage, and publication of reduced data through the ESO Science Archive Facility. Since its introduction, 2 million data products have been archived and published; 80% of them are one-dimensional extracted and calibrated spectra. Central to Phase3 is the ESO science data product standard that defines metadata and data format of any product. This contribution describes the ESO data standard for 1d-spectra, its adoption by the reduction pipelines of selected instrument modes for in-house generation of reduced spectra, the enhanced archive legacy value. Archive usage statistics are provided.

Meeting Classroom Needs: Designing Space Physics Educational Outreach for Science Education Standards

NASA Astrophysics Data System (ADS)

Urquhart, M. L.; Hairston, M.

2008-12-01

As with all NASA missions, the Coupled Ion Neutral Dynamics Investigation (CINDI) is required to have an education and public outreach program (E/PO). Through our partnership between the University of Texas at Dallas William B. Hanson Center for Space Sciences and Department of Science/Mathematics Education, the decision was made early on to design our educational outreach around the needs of teachers. In the era of high-stakes testing and No Child Left Behind, materials that do not meet the content and process standards teachers must teach cannot be expected to be integrated into classroom instruction. Science standards, both state and National, were the fundamental drivers behind the designs of our curricular materials, professional development opportunities for teachers, our target grade levels, and even our popular informal educational resource, the "Cindi in Space" comic book. The National Science Education Standards include much more than content standards, and our E/PO program was designed with this knowledge in mind as well. In our presentation we will describe how we came to our approach for CINDI E/PO, and how we have been successful in our efforts to have CINDI materials and key concepts make the transition into middle school classrooms. We will also present on our newest materials and high school physics students and professional development for their teachers.

Physics and Education

NASA Astrophysics Data System (ADS)

Quinn, Helen

2016-03-01

I make a distinction between science outreach work and science education work, and my stress in this talk will be on the latter, though I have done both. Using my own career in physics and education as an example, as well as some examples of the contributions of other physicists, I will discuss the variety of ways in which scientists can contribute to science education at the pre-college level. I will argue for the need for more scientists to undertake this work as a serious professional commitment. In order to do so effectively a scientist must take the time to learn about science education and research on learning, and about how the education systems and policies that one is trying to impact function and are controlled. While working with individual teachers and/or their students provides a valuable service to those individuals, working at the State and National policy level, or with those developing curriculum materials, professional development for teachers and assessment strategies aligned to the broadly adopted Next Generation Science Standards can have much broader impacts. These standards have been adopted by over 14 states and have strongly influenced the science standards of a number of others. I will talk about my role in developing the vision of ``three-dimensional'' science education embodied in those standards, explain the fundamental components of that vision, and discuss the work that still needs to be done to realize that vision over the coming years.

Flexner 2.0-Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona.

PubMed

Briehl, Margaret M; Nelson, Mark A; Krupinski, Elizabeth A; Erps, Kristine A; Holcomb, Michael J; Weinstein, John B; Weinstein, Ronald S

2016-01-01

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, "Mechanisms of Human Disease." Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master's: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises.

Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

PubMed Central

Briehl, Margaret M.; Nelson, Mark A.; Krupinski, Elizabeth A.; Erps, Kristine A.; Holcomb, Michael J.; Weinstein, John B.

2016-01-01

Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, “Mechanisms of Human Disease.” Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016) as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856) as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master’s: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25), specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17), or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82). Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises. PMID:28725783

An Indigenous Framework for Science, Technology, Engineering and Mathematics

NASA Astrophysics Data System (ADS)

Monette, G.

2003-12-01

The American Indian Higher Education Consortium, composed of 35 American Indian tribally-controlled Colleges and Universities in the U.S. and Canada, is leading a comprehensive effort to improve American Indian student achievement in STEM. A key component of this effort is the synthesis of indigenous ways of knowing and western education systems. This presentation will provide an overview of culturally responsive, place-based teaching, learning, and research and will discuss potential opportunities and strategies for helping to ensure that education systems and research programs reflect our diversity and respect our cultures. One example to be discussed is the NSF-funded "Tribal College Rural Systemic Initiative." Founded on the belief that all students can learn and should be given the opportunity to reach their full potential, Tribal Colleges are leading this effort to achieve successful and sustainable improvement of science, math, and technology education at the K-14 level in rural, economically disadvantaged, geographically challenged areas. Working with parents, tribal governments, schools and the private sector, the colleges are helping to implement math and science standards-based curriculum for students and standards-based assessment for schools; provide math and science standards-based professional development for teachers, administrators, and community leaders; and integrate local Native culture into math and science standards-based curriculum. The close working relationship between the Tribal Colleges and K-12 is paying off. According to the National Science Foundation, successful systemic reform has resulted in enhanced student achievement and participation in science and math; reductions in the achievement disparities among students that can be attributed to socioeconomic status, race, ethnicity, gender, or learning styles; implementation of a comprehensive, standards-based curriculum aligned with instructions and assessment; development of a coherent, consistent set of policies that supports high quality math and science education for each student; convergence of science and math resource; and broad-based support from parents and the community.

Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

NASA Astrophysics Data System (ADS)

Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

2007-12-01

University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an additional content course within a science discipline that is concurrently taught with a science methods course. Emphasizing inquiry-based activities, these bridge courses also focus on developing integrated understandings of the sciences. The continuum extends beyond the student teaching experience by tracking cohorts of science teachers during their in-service years. With funding from the National Science Foundation's Teacher Professional Continuum program, we are conducting research on this inquiry-based professional development approach for K-8 teachers across this continuum.

Surface science studies on titania for solar fuel applications

NASA Astrophysics Data System (ADS)

Hadsell, Courtney Sara Mathews

Titanium dioxide (titania) is a well-studied material for various applications including but not limited to, paint, sunscreen, pharmaceuticals and solar cell applications (photocatalysis.) It can be found in three main crystal forms; rutile, anatase, and brookite and this work will focus on the anatase form which has been heavily studied for its potential in dye sensitized solar cells (DSSCs.) I propose that aqueous and photo dye stability can be improved by taking special care to the exposed surface of anatase. Additionally, the theoretical maximum open circuit voltage of a DSSC is dependent upon which surface is exposed to the electrolyte. Previous works in this area have not been rigorous with respect to the surface and morphology of titania being used. Standard synthesis techniques of anatase lead to a crystal that generally has 94% of the titania (101) surface exposed, and the other 6% is the higher energy (001) surface. The (101) surface has 5 & 6-fold coordinated titania whereas the (001) surface only has 5-fold (under) coordinated titania. This under-coordination leads to enhanced reactivity of the (001) surface which has been demonstrated by dissassociative adsorption of water, and catalysis applications. Much theoretical work has focused on the minority (001) surface because up until recently synthesizing anatase with enhanced exposure of the (001) surface has been difficult. The initial materials for this study will be multilayer titania nanotubes (TiNTs) and nanosheets (TiNS) which have been previously characterized by my predecessor. The TiNTs and TiNS have 100% exposed (001)-like surface. Both of these materials show enhanced stability of phosphonated dye binding as compared to the current standard of anatase nanoparticles (NPs) however, due to their limited thermal stability the potential of incorporating the TiNTs and TiNSs into devices has been eliminated in this study. To overcome the device limitations I will synthesis a novel titania nanotile (ntile) material which will have enhancement of the (001) surface while an increased thermal stability allowing for incorporation into a device. These ntiles will be created from a hydrothermal hydrolysis reaction between titanium n-butoxide (TiBuOx) and hydrofluoric acid (HF.) I will characterize this novel material and demonstrate the enhanced dye binding as well as the device capabilities.

An Evaluation of a High Pressure Regulator for NASA's Robotic Lunar Lander Spacecraft

NASA Technical Reports Server (NTRS)

Burnside, Christopher G.; Trinh, Huu P.; Pedersen, Kevin W.

2013-01-01

The Robotic Lunar Lander (RLL) development project office at NASA Marshall Space Flight Center is currently studying several lunar surface science mission concepts. The focus is on spacecraft carrying multiple science instruments and power systems that will allow extended operations on the lunar surface or other air-less bodies in the solar system. Initial trade studies of launch vehicle options indicate the spacecraft will be significantly mass and volume constrained. Because of the investment by the DOD in low mass, highly volume efficient components, NASA has investigated the potential integration of some of these technologies in space science applications. A 10,000 psig helium pressure regulator test activity has been conducted as part of the overall risk reduction testing for the RLL spacecraft. The regulator was subjected to typical NASA acceptance testing to assess the regulator response to the expected RLL mission requirements. The test results show the regulator can supply helium at a stable outlet pressure of 740 psig within a +/- 5% tolerance band and maintain a lock-up pressure less than the +5% above nominal outlet pressure for all tests conducted. Numerous leak tests demonstrated leakage less than 10-3 standard cubic centimeters per second (SCCS) for the internal seat leakage at lock-up and less than 10-5 SCCS for external leakage through the regulator body. The successful test has shown the potential for 10,000 psig helium systems in NASA spacecraft and has reduced risk associated with hardware availability and hardware ability to meet RLL mission requirements.

Comparative morphometry of facial surface models obtained from a stereo vision system in a healthy population

NASA Astrophysics Data System (ADS)

López, Leticia; Gastélum, Alfonso; Chan, Yuk Hin; Delmas, Patrice; Escorcia, Lilia; Márquez, Jorge

2014-11-01

Our goal is to obtain three-dimensional measurements of craniofacial morphology in a healthy population, using standard landmarks established by a physical-anthropology specialist and picked from computer reconstructions of the face of each subject. To do this, we designed a multi-stereo vision system that will be used to create a data base of human faces surfaces from a healthy population, for eventual applications in medicine, forensic sciences and anthropology. The acquisition process consists of obtaining the depth map information from three points of views, each depth map is obtained from a calibrated pair of cameras. The depth maps are used to build a complete, frontal, triangular-surface representation of the subject face. The triangular surface is used to locate the landmarks and the measurements are analyzed with a MATLAB script. The classification of the subjects was done with the aid of a specialist anthropologist that defines specific subject indices, according to the lengths, areas, ratios, etc., of the different structures and the relationships among facial features. We studied a healthy population and the indices from this population will be used to obtain representative averages that later help with the study and classification of possible pathologies.

Instructional leadership in elementary science: How are school leaders positioned to lead in a next generation science standards era?

NASA Astrophysics Data System (ADS)

Winn, Kathleen Mary

The Next Generation Science Standards (NGSS) are the newest K-12 science content standards created by a coalition of educators, scientists, and researchers available for adoption by states and schools. Principals are important actors during policy implementation especially since principals are charged with assuming the role of an instructional leader for their teachers in all subject areas. Science poses a unique challenge to the elementary curricular landscape because traditionally, elementary teachers report low levels of self-efficacy in the subject. Support in this area therefore becomes important for a successful integration of a new science education agenda. This study analyzed self-reported survey data from public elementary principals (N=667) to address the following three research questions: (1) What type of science backgrounds do elementary principals have? (2) What indicators predict if elementary principals will engage in instructional leadership behaviors in science? (3) Does self-efficacy mediate the relationship between science background and a capacity for instructional leadership in science? The survey data were analyzed quantitatively. Descriptive statistics address the first research question and inferential statistics (hierarchal regression analysis and a mediation analysis) answer the second and third research questions.The sample data show that about 21% of elementary principals have a formal science degree and 26% have a degree in a STEM field. Most principals have not had recent experience teaching science, nor were they every exclusively a science teacher. The analyses suggests that demographic, experiential, and self-efficacy variables predict instructional leadership practices in science.

People behind the Science

ERIC Educational Resources Information Center

Kruse, Jerrid; Borzo, Sarah

2010-01-01

In addition to meeting National Science Education Standards (NSES) related to the history and nature of science (NOS), reading or hearing about real scientists helps students connect with science emotionally. The authors have even noticed increased student interest in science concepts during history of science discussions. Toward these efforts,…

Student Performance Standards of Excellence for Florida Schools in Mathematics, Science, Social Studies and Writing. Grades Three, Five, Eight, and Twelve. 1984-85 through 1988-89.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The student performance standards of excellence in mathematics, science, social studies, and writing for Florida schools were developed cooperatively by the Florida Department of Education, local school district personnel and representatives of institutions of higher education. These standards and skills were reviewed by teachers and supervisors…

Modeling Exponential Population Growth

ERIC Educational Resources Information Center

McCormick, Bonnie

2009-01-01

The concept of population growth patterns is a key component of understanding evolution by natural selection and population dynamics in ecosystems. The National Science Education Standards (NSES) include standards related to population growth in sections on biological evolution, interdependence of organisms, and science in personal and social…

Vocational and Technical Education Performance Standards and Competencies.

ERIC Educational Resources Information Center

Connecticut State Board of Education, Hartford.

These Connecticut vocational and technical performance standards and competencies are a guide for overall quality attainment in these seven vocational and technical program areas: agricultural science technology education; business and finance technology education; cooperative work education; family and consumer sciences education; marketing…

Safe Science: Be Protected!

ERIC Educational Resources Information Center

Roy, Ken

2006-01-01

Science education is a changing landscape. Changes over the past ten years alone have been both evolutionary and revolutionary--Science Education Standards, new required assessments, science teacher certification issues, science teacher shortages and retirements, molecular approach to Biology, etc. These changes and issues range from…

Project-Based Science

ERIC Educational Resources Information Center

Krajcik, Joe

2015-01-01

Project-based science is an exciting way to teach science that aligns with the "Next Generation Science Standards" ("NGSS"). By focusing on core ideas along with practices and crosscutting concepts, classrooms become learning environments where teachers and students engage in science by designing and carrying out…

Does Attainment of Piaget's Formal Operational Level of Cognitive Development Predict Student Understanding of Scientific Models?

ERIC Educational Resources Information Center

Lahti, Richard Dennis, II.

2012-01-01

Knowledge of scientific models and their uses is a concept that has become a key benchmark in many of the science standards of the past 30 years, including the proposed Next Generation Science Standards. Knowledge of models is linked to other important nature of science concepts such as theory change which are also rising in prominence in newer…

Interoperability at ESA Heliophysics Science Archives: IVOA, HAPI and other implementations

NASA Astrophysics Data System (ADS)

Martinez-Garcia, B.; Cook, J. P.; Perez, H.; Fernandez, M.; De Teodoro, P.; Osuna, P.; Arnaud, M.; Arviset, C.

2017-12-01

The data of ESA heliophysics science missions are preserved at the ESAC Science Data Centre (ESDC). The ESDC aims for the long term preservation of those data, which includes missions such as Ulysses, Soho, Proba-2, Cluster, Double Star, and in the future, Solar Orbiter. Scientists have access to these data through web services, command line and graphical user interfaces for each of the corresponding science mission archives. The International Virtual Observatory Alliance (IVOA) provides technical standards that allow interoperability among different systems that implement them. By adopting some IVOA standards, the ESA heliophysics archives are able to share their data with those tools and services that are VO-compatible. Implementation of those standards can be found in the existing archives: Ulysses Final Archive (UFA) and Soho Science Archive (SSA). They already make use of VOTable format definition and Simple Application Messaging Protocol (SAMP). For re-engineered or new archives, the implementation of services through Table Access Protocol (TAP) or Universal Worker Service (UWS) will leverage this interoperability. This will be the case for the Proba-2 Science Archive (P2SA) and the Solar Orbiter Archive (SOAR). We present here which IVOA standards were already used by the ESA Heliophysics archives in the past and the work on-going.

NASA Standard for Airborne Data: ICARTT Format ESDS-RFC-019

NASA Astrophysics Data System (ADS)

Thornhill, A.; Brown, C.; Aknan, A.; Crawford, J. H.; Chen, G.; Williams, E. J.

2011-12-01

Airborne field studies generate a plethora of data products in the effort to study atmospheric composition and processes. Data file formats for airborne field campaigns are designed to present data in an understandable and organized way to support collaboration and to document relevant and important meta data. The ICARTT file format was created to facilitate data management during the International Consortium for Atmospheric Research on Transport and Transformation (ICARTT) campaign in 2004 that involved government-agencies and university participants from five countries. Since this mission the ICARTT format has been used in subsequent field campaigns such as Polar Study Using Aircraft Remote Sensing, Surface Measurements and Models of Climates, Chemistry, Aerosols, and Transport (POLARCAT) and the first phase of Deriving Information on Surface Conditions from COlumn and VERtically Resolved Observations Relevant to Air Quality (DISCOVER-AQ). The ICARTT file format has been endorsed as a standard format for airborne data by the Standard Process Group (SPG), one of the Earth Science Data Systems Working Groups (ESDSWG) in 2010. The detailed description of the ICARTT format can be found at http://www-air.larc.nasa.gov/missions/etc/ESDS-RFC-019-v1.00.pdf. The ICARTT data format is an ASCII, comma delimited format that was based on the NASA Ames and GTE file formats. The file header is detailed enough to fully describe the data for users outside of the instrument group and includes a description of the meta data. The ICARTT scanning tools, format structure, implementations, and examples will be presented.

Synthesis and Free Radical Polymerization of Fluorinated Polyhedral Oligomeric Silsesquioxane (F-POSS) Macromers: Precursors for Low Surface Energy Materials and Devices

DTIC Science & Technology

2012-04-01

Methanol Octane Methylene Iodide Water Superhydrophobic /oleophilic dip-coated fabric Tuteja et al, Science, 2007, 318, 1618 Superamphiphobic...building block material for low surface energy materials • Applications – Mechanical robust superhydrophobic /oleophobic/omniphobic surfaces • Via...non-wetting polymeric surfaces 5 mm Methanol Octane Methylene Iodide Water Superhydrophobic /oleophilic dip-coated fabric Tuteja et al, Science, 2007

Scaling up Three-Dimensional Science Learning through Teacher-Led Study Groups across a State

ERIC Educational Resources Information Center

Reiser, Brian J.; Michaels, Sarah; Moon, Jean; Bell, Tara; Dyer, Elizabeth; Edwards, Kelsey D.; McGill, Tara A. W.; Novak, Michael; Park, Aimee

2017-01-01

The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas…

The effect of grinding and/or airborne-particle abrasion on the bond strength between zirconia and veneering porcelain: a systematic review

PubMed Central

Lundberg, Karin; Wu, Lindsey; Papia, Evaggelia

2017-01-01

Abstract Objective: The aim of the study was to make an inventory of current literature on the bond strength between zirconia and veneering porcelain after surface treatment of zirconia by grinding with diamond bur and/or with airborne-particle abrasion. Material and methods: The literature search for the present review was made following recommended guidelines using acknowledged methodology on how to do a systematic review. The electronic databases PubMed, Cochrane Library, and Science Direct were used in the present study. Results: Twelve studies were selected. Test methods used in the original studies included shear bond strength (SBS) test, tensile bond strength test, and micro-tensile bond strength test. The majority of studies used SBS. Results showed a large variation within each surface treatment of zirconia, using different grain size, blasting time, and pressure. Conclusions: Airborne-particle abrasion might improve the bond strength and can therefore be considered a feasible surface treatment for zirconia that is to be bonded. Grinding has been recommended as a surface treatment for zirconia to improve the bond strength; however, this recommendation cannot be verified. A standardized test method and surface treatment are required to be able to compare the results from different studies and draw further conclusions. PMID:28642927

The fraction of total hand surface area involved in young children's outdoor hand-to-object contacts.

PubMed

AuYeung, Willa; Canales, Robert A; Leckie, James O

2008-11-01

Information on the fraction of total hand surface area touching a contaminated object is necessary in accurately estimating contaminant (e.g., pesticides, pathogens) loadings onto the hands during hand-to-object contacts. While several existing physical-stochastic human exposure models require such surface area data to estimate dermal and non-dietary ingestion exposure, there are very limited data sets. This paper provides statistical distributions of fractional surface areas (FSAs) for children's outdoor hand contacts. These distributions were constructed by combining information collected from two distinct studies exploring children's activity patterns and quantifying hand contact surface area. Results show that for outdoor contacts with "All Objects", a range of 0.13-0.27 captured median FSAs, while a range of 0.12-0.24 captured time-weighted FSAs. Overall, an FSA of 0.31 captured 80-100% of FSAs involved in each child's outdoor hand contacts, depending upon the object of interest. These values are much lower than the often conservative assumptions of up to 1 (i.e., the entire hand) that researchers currently make regarding FSAs involved in indoor and outdoor contacts [USEPA, 1997. Standard operating procedures (SOPs) for residential exposure assessments. Contract no. 68-W6-0030. http://www.epa.gov/pesticides/trac/science/trac6a05.pdf].

Science data archives of Indian Space Research Organisation (ISRO): Chandrayaan-1

NASA Astrophysics Data System (ADS)

Gopala Krishna, Barla; Singh Nain, Jagjeet; Moorthi, Manthira

The Indian Space Research Organisation (ISRO) has started a new initiative to launch dedicated scientific satellites earmarked for planetary exploration, astronomical observation and space sciences. The Chandrayaan-1 mission to Moon is one of the approved missions of this new initiative. The basic objective of the Chandrayaan-1 mission, scheduled for launch in mid 2008, is photoselenological and chemical mapping of the Moon with better spatial and spectral resolution. Consistent with this scientific objective, the following baseline payloads are included in this mission: (i) Terrain mapping stereo camera (TMC) with 20 km swath (400-900 nm band) for 3D imaging of lunar surface at a spatial resolution of 5m. (ii) Hyper Spectral Imager in the 400- 920 nm band with 64 channels and spatial resolution of 80m (20 km swath) for mineralogical mapping. (iii) High-energy X-ray (30-270 keV) spectrometer having a footprint of 40 km for study of volatile transport on Moon and (iv) Laser ranging instrument with vertical resolution of 5m. ISRO offered opportunity to the international scientific community to participate in Chandrayaan- 1 mission and six payloads that complement the basic objective of the Chandrayaan-1 mission have been selected and included in this mission viz., (i) a miniature imaging radar instrument (Mini-SAR) from APL, NASA to look for presence of ice in the polar region, (ii) a near infrared spectrometer (SIR-2) from Max Plank Institute, Germany, (iii) a Moon Mineralogy Mapper (M3) from JPL, NASA for mineralogical mapping in the infra-red regions (0.7 - 3.0 micron), (iv) a sub-keV atom reflecting analyzer (SARA) from Sweden, India, Switzerland and Japan for detection of low energy neutral atoms emanated from the lunar surface,(v) a radiation dose monitor (RADOM) from Bulgaria for monitoring energetic particle flux in the lunar environment and (vi) a collimated low energy (1-10keV) X-ray spectrometer (C1XS) with a field of view of 20 km for chemical mapping of the lunar surface from RAL, UK. Science data from the Chandrayaan-1 instruments is planned to be archived by combined efforts from all the instrument and Payload Operations Centre (POC) teams, the Indian Space Science Data Centre (ISSDC), the Chandrayaan-1 Spacecraft Control Centre (SCC). Chandrayaan-1 Science Data Archive (CSDA) is planned at ISSDC is the primary data center for the payload data archives of Indian Space Science Missions. This data center is responsible for the Ingest, Archive, and Dissemination of the payload and related ancillary data for Space Science missions like Chandrayaan-1. The archiving process includes the design, generation, validation and transfer of the data archive. The archive will include raw and reduced data, calibration data, auxiliary data, higher-level derived data products, documentation and software. The CSDA will make use of the well-proven archive standards of the Planetary Data System (PDS) and planned to follow IPDA guidelines. This is to comply with the global standards for long term preservation of the data, maintain their usability and facilitate scientific community with the high quality data for their analysis. The primary users of this facility will be the principal investigators of the science payloads initially till the lock-in period. After this, the data will be made accessible to scientists from other institutions and also to the general public. The raw payload data received through the data reception stations is further processed to generate Level-0 and Level-1 data products, which are stored in the CSDA for subsequent dissemination. According to the well documented Chandrayaan-1 archive plan agreed by the experiment teams, the data collection period is decided to be six months. The first data delivery to long term archive of CSDA after peer review is expected to be eighteen months after launch. At present, Experimenter to Archive ICDs of the instrument data are under the process of review.

Does attainment of Piaget's formal operational level of cognitive development predict student understanding of scientific models?

NASA Astrophysics Data System (ADS)

Lahti, Richard Dennis, II

Knowledge of scientific models and their uses is a concept that has become a key benchmark in many of the science standards of the past 30 years, including the proposed Next Generation Science Standards. Knowledge of models is linked to other important nature of science concepts such as theory change which are also rising in prominence in newer standards. Effective methods of instruction will need to be developed to enable students to achieve these standards. The literature reveals an inconsistent history of success with modeling education. These same studies point to a possible cognitive development component which might explain why some students succeeded and others failed. An environmental science course, rich in modeling experiences, was used to test both the extent to which knowledge of models and modeling could be improved over the course of one semester, and more importantly, to identify if cognitive ability was related to this improvement. In addition, nature of science knowledge, particularly related to theories and theory change, was also examined. Pretest and posttest results on modeling (SUMS) and nature of science (SUSSI), as well as data from the modeling activities themselves, was collected. Cognitive ability was measured (CTSR) as a covariate. Students' gain in six of seven categories of modeling knowledge was at least medium (Cohen's d >.5) and moderately correlated to CTSR for two of seven categories. Nature of science gains were smaller, although more strongly correlated with CTSR. Student success at creating a model was related to CTSR, significantly in three of five sub-categories. These results suggest that explicit, reflective experience with models can increase student knowledge of models and modeling (although higher cognitive ability students may have more success), but successfully creating models may depend more heavily on cognitive ability. This finding in particular has implications in the grade placement of modeling standards and curriculum chosen to help these students, particularly those with low cognitive ability, to meet the standards.

Brookhaven Women in Science Lecture

ScienceCinema

Johanna Levelt Sengers

2017-12-09

Sponsored by Brookhaven Women in Science (BWIS), Johanna Levelt Sengers, Scientist Emeritus at the National Institute of Standards & Technology (NIST), presents a talk titled "The World's Science Academies Address the Under-Representation of Women in Science and Technology."

Sensitivity of Drought Processes to Runoff Parameterizations in East Asia with the Community Land Model

NASA Astrophysics Data System (ADS)

Kim, J. B.; Um, M. J.; Kim, Y.

2016-12-01

Drought is one of the most powerful and extensive disasters and has the highest annual average damage among all the disasters. Focusing on East Asia, where over one fifth of all the people in the world live, drought has impacted as well as been projected to impact the region significantly. .Therefore it is critical to reasonably simulate the drought phenomenon in the region and thus this study would focus on the reproducibility of drought with the NCAR CLM. In this study, we examine the propagation of drought processes with different runoff parameterization of CLM in East Asia. Two different schemes are used; TOPMODEL-based and VIC-based schemes, which differentiate the result of runoff through the surface and subsurface runoff parameterization. CLM with different runoff scheme are driven with two atmospheric forcings from CRU/NCEP and NCEP reanalysis data. Specifically, propagation of drought from meteorological, agricultural to hydrologic drought is investigated with different drought indices, estimated with not only model simulated results but also observational data. The indices include the standardized precipitation evapotranspiration index (SPEI), standardized runoff index (SRI) and standardized soil moisture index (SSMI). Based on these indices, the drought characteristics such as intensity, frequency and spatial extent are investigated. At last, such drought assessments would reveal the possible model deficiencies in East Asia. AcknowledgementsThis work was supported by Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Science, ICT & Future Planning (2015R1C1A2A01054800) and the Korea Meteorological Administration R&D Program under Grant KMIPA 2015-6180.

Crowdfunding for Elementary Science Educators

ERIC Educational Resources Information Center

Reese, Jessica; Miller, Kurtz

2017-01-01

The inadequate funding of science education in many school districts, particularly in underserved areas, is preventing elementary science educators from realizing the full potential of the "Next Generation Science Standards" ("NGSS"). Yet many elementary science teachers may be unaware that millions of dollars per year are…

Development and Demonstration of Sustainable Surface Infrastructure for Moon/Mars Exploration

NASA Technical Reports Server (NTRS)

Sanders, Gerald B.; Larson, William E.; Picard, Martin

2011-01-01

For long-term human exploration of the Moon and Mars to be practical, affordable, and sustainable, future missions must be able to identify and utilize resources at the site of exploration. The ability to characterize, extract, processes, and separate products from local material, known as In-Situ Resource Utilization (ISRU), can provide significant reductions in launch mass, logistics, and development costs while reducing risk through increased mission flexibility and protection as well as increased mission capabilities in the areas of power and transportation. Making mission critical consumables like propellants, fuel cell reagents and life support gases, as well as in-situ crew/hardware protection and energy storage capabilities can significantly enhance robotic and human science and exploration missions, however other mission systems need to be designed to interface with and utilize these in-situ developed products and services from the start or the benefits will be minimized or eliminated. This requires a level of surface and transportation system development coordination not typically utilized during early technology and system development activities. An approach being utilized by the US National Aeronautics and Space Administration and the Canadian Space Agency has been to utilize joint analogue field demonstrations to focus technology development activities to demonstrate and integrate new and potentially game changing. mission critical capabilities that would enable an affordable and sustainable surface infrastructure for lunar and Mars robotic and human exploration. Two analogue field tests performed in November 2008 and February 2010 demonstrated first generation capabilities for lunar resource prospecting, exploration site preparation, and oxygen extraction from regolith while initiating integration with mobility, science, fuel cell power, and propulsion disciplines. A third analogue field test currently planned for June 2012 will continue and expand the fidelity and integration of these surface exploration and infrastructure capabilities while adding Mars exploration technologies, improving remote operations and control of hardware, and promoting the use of common software, interfaces, & standards for control and operation for surface exploration and science. The next field test will also attempt to include greater involvement by industry, academia, and other countries/space agencies. This paper will provide an overview of the development and demonstration approach utilized to date, the results of the previous two ISRU-focused field analogue tests in Hawaii, and the current objectives and plans for the 3rd international Hawaii analogue field test.

Plant Content in the National Science Education Standards

ERIC Educational Resources Information Center

Hershey, David R.

2005-01-01

The National Science Education Standards (NSES) provides few resources for teaching about plants. To assure students understand and appreciate plants, the author advocates teaching about plants as a basic biological concept, avoiding animal chauvinism in biology coursework, correcting pseudoscience and anthropomorphisms about plants, and making…

Science 2.0: Communicating Science Creatively

ERIC Educational Resources Information Center

Smith, Ben; Mader, Jared

2017-01-01

This column shares web tools that support learning. The authors have been covering the International Society for Technology in Education (ISTE) standards in every issue since September 2016. This article examines the final standard, called Creative Communicator, which requires students to communicate effectively and creatively express themselves…

Progress and Setbacks in K-12 Earth and Space Science Education During the Past Decade

NASA Astrophysics Data System (ADS)

Geary, E.; Hoffman, M.; Stevermer, A.; Barstow, D.

2005-12-01

Since publication of the National Science Education Standards in 1996, key Earth and space science concepts have been incorporated into the science education standards in virtually every state. However, the degree to which Earth and space science standards have been implemented in actual classroom curriculum and state science assessments varies greatly from state to state. In a similar vein, the No Child Left Behind legislation calls for a highly qualified teacher in every classroom: in Idaho over 96 percent of high school teachers are certified to teach Earth science, while in Illinois, less than 42 percent of teachers are certified. Furthermore, in some states, like New York, approximately 20 percent of high school students will take introductory Earth science each year, while in other states, like Texas, less than 1 percent of high school students will take introductory Earth science each year. Why do we have this high degree of variability with respect to the teaching and learning of Earth science across the United States? The answer is complex, as there are many institutional, attitudinal, budgetary, and policy factors affecting the teaching of Earth and space sciences. This presentation will summarize data on the current status of Earth and space science education in the United States, discuss where progress has been made and where setbacks have occurred during the past decade, and provide some suggestions and ideas for improving access to high quality Earth and space science education courses, curricula, assessments, and teachers at the state and local level.

MEaSUREs Land Surface Temperature from GOES Satellites

NASA Astrophysics Data System (ADS)

Pinker, Rachel T.; Chen, Wen; Ma, Yingtao; Islam, Tanvir; Borbas, Eva; Hain, Chris; Hulley, Glynn; Hook, Simon

2017-04-01

Information on Land Surface Temperature (LST) can be generated from observations made from satellites in low Earth orbit (LEO) such as MODIS and ASTER and by sensors in geostationary Earth orbit (GEO) such as GOES. Under a project titled: "A Unified and Coherent Land Surface Temperature and Emissivity Earth System Data Record for Earth Science" led by Jet Propulsion Laboratory, an effort is underway to develop long term consistent information from both such systems. In this presentation we will describe an effort to derive LST information from GOES satellites. Results will be presented from two approaches: 1) based on regression developed from a wide range of simulations using MODTRAN, SeeBor Version 5.0 global atmospheric profiles and the CAMEL (Combined ASTER and MODIS Emissivity for Land) product based on the standard University of Wisconsin 5 km emissivity values (UWIREMIS) and the ASTER Global Emissivity Database (GED) product; 2) RTTOV radiative transfer model driven with MERRA-2 reanalysis fields. We will present results of evaluation of these two methods against various products, such as MOD11, and ground observations for the five year period of (2004-2008).

Soil Science Education for Primary and Secondary Students

NASA Astrophysics Data System (ADS)

Sparrow, Elena; Yoshikawa, Kenji; Kopplin, Martha

2013-04-01

Soils is one of the science investigation areas in the Global learning and Observations to Benefit the Environment (GLOBE), an international science and education program (112 countries) that teaches primary and secondary students to learn science by doing science. For each area of investigation GLOBE provides background information, measurement protocols and learning activities compiled as a chapter in the GLOBE Teacher's Guide. Also provided are data sheets and field guides to assist in the accurate collection of data as well as suggestions of scientific instruments and calibration methods. Teachers learn GLOBE scientific measurement protocols at professional development workshops led by scientists and educators, who then engage their students in soil studies that also contribute to ongoing science investigations. Students enter their data on the GLOBE website and can access their data as well as other data contributed by students from other parts of the world. Soil characterization measurements carried out in the field include site description, horizon depths, soil structure, soil color, soil consistence, soil texture, roots, rocks and carbonates. Other field measurements are soil temperature and soil moisture monitoring while the following measurements are carried out in the classroom or laboratory: gravimetric soil moisture, bulk density, particle density, particle size distribution, pH and soil fertility (nitrogen, phosphorus and potassium). Learning activities provide support for preparing students to do the measurements and for better understanding of science concepts. Many countries in GLOBE have adopted standards for education including science education with commonalities among them. For the Teacher's Guide, the National Science Education Standards published by the US National Academy of Sciences, selected additional content standards that GLOBE scientists and educators feel are appropriate and the National Geography Standards prepared by the (US) National Education Standards Project, are being used. Educational objectives for students include gaining scientific inquiry abilities in addition to understanding scientific concepts. The Soils chapter also includes some suggestions for managing students in the field and classroom. A new protocol has also been developed by the Seasons and Biomes project, one of the GLOBE earth system science projects. Active Layer monitoring uses a Frost Tube that measures when and how deeply soil freezes and is currently being used in more than 200 sites in Alaska. Teachers have successfully implemented soil studies in their curriculum and have used it to teach about the science process.

Active Neutron and Gamma Ray Instrumentation for In Situ Planetary Science Applications

NASA Technical Reports Server (NTRS)

Parsons, A.; Bodnarik, J.; Evans, L.; Floyd, S.; Lim, L.; McClanahan, T.; Namkung, M.; Schweitzer, J.; Starr, R.; Trombka, J.

2010-01-01

The Pulsed Neutron Generator-Gamma Ray And Neutron Detectors (PNG-GRAND) experiment is an innovative application of the active neutron-gamma ray technology so successfully used in oil field well logging and mineral exploration on Earth. The objective of our active neutron-gamma ray technology program at NASA Goddard Space Flight Center (NASA-GSFC) is to bring the PNG-GRAND instrument to the point where it can be flown on a variety of surface lander or rover missions to the Moon, Mars, Menus, asteroids, comets and the satellites of the outer planets. Gamma-Ray Spectrometers (GRS) have been incorporated into numerous orbital planetary science missions and, especially its the case of the Mars Odyssey GRS, have contributed detailed maps of the elemental composition over the entire surface of Mars. However, orbital gamma ray measurements have low spatial sensitivity (100's of km) due to their low surface emission rates from cosmic rays and subsequent need to be averaged over large surface areas. PNG-GRAND overcomes this impediment by incorporating a powerful neutron excitation source that permits high sensitivity surface and subsurface measurements of bulk elemental compositions. PNG-GRAND combines a pulsed neutron generator (PNG) with gamma ray and neutron detectors to produce a landed instrument to determine subsurface elemental composition without needing to drill into a planet's surface a great advantage in mission design. We are currently testing PNG-GRAND prototypes at a unique outdoor neutron instrumentation test facility recently constructed at NASA/GSFC that consists of a 2 m x 2 in x 1 m granite structure placed outdoors in an empty field. Because an independent trace elemental analysis has been performed on the material, this granite sample is a known standard with which to compare both Monte Carlo simulations and our experimentally measured elemental composition data. We will present data from operating PNG-GRAND in various experimental configurations on a known sample in a geometry that is identical to that on a planetary surface. We will also illustrate the use of gamma ray timing techniques to improve sensitivity and will compare the material composition results from our experiments to both an independent laboratory elemental composition analysis and MCNPX computer modeling results.

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

NASA Astrophysics Data System (ADS)

Foxx, Robbie Evelyn

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

The RITES Way for NGSS Success

NASA Astrophysics Data System (ADS)

Murray, D. P.; De Oliveira, G.; Caulkins, J. L.; Veeger, A. I.; McLaren, P. J.

2012-12-01

The NRC's Framework for Science Education describes a new vision for science education: practical experience, thought process, and connecting ideas are not lost in a sea of endless information. That is because the Framework does not emphasize broad coverage of all subfields of science. Instead, they identify ideas in three dimensions that lend themselves to the creation of opportunities for a deeper understanding of science, namely, Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. Developed with fidelity to the Framework the K-12 Next Generation Science Standards (NGSS) will provide a rich, cohesive set of standards in all disciplines designed to engage all students in the practices and apply crosscutting concepts to deepen their understanding of the core ideas within these discipline. In Rhode Island, for the last four years, the Rhode Island Technology Enhanced Science Project (RITES) has aimed to transform the quality of science teaching and learning at all secondary schools, with a similar vision to the Framework and NGSS. RITES was initially developed to closely align with existing state standards (Grade Span Expectations). As the work of developing new standards progresses, Rhode Island, as a NGSS Lead State Partner, established the RI-NGSS State Leadership Team, which was charged with providing feedback to the NGSS Writing Team. The inclusion of nine RITES personnel in this state team ensures that this project will quickly adjust to the new standards, even as they are being developed and refined. A main component of RITES is a professional development program for teachers, framed around summer workshops and projects during the school year. At the heart of the PD are Investigations, modules developed by scientist/teacher teams designed to engage students through science practices while presenting core ideas and crosscutting concepts. Around fifty investigations, drawn from the life, physical, and earth & space sciences (ESS), employ a web-based platform to explore models and analyze data collected by students. Formative and summative assessment tools are built into the investigations. Investigation topics include: rock cycle; measurements in astronomy; plate tectonics; seasons; nuclear decay; and phases of the moon. We will showcase at least two ESS investigations that exemplify the three dimensional components envisioned by the Framework.

The Next Generation Science Standards: An Historic Opportunity for K-12 Earth and Space Science Education

NASA Astrophysics Data System (ADS)

Johnson, R. M.; Passow, M. J.; Holzer, M. A.; Moore, J.

2014-12-01

The Next Generation Science Standards (NGSS) provide an historic opportunity to significantly improve Earth and space science (ESS) education nationally at the K-12 level. The increased emphasis on ESS related topics in the NGSS relative to previous standards provides a real opportunity for ensuring all K-12 students in adopting states learn about the ESS - allowing us to reach many more students than are currently are exposed to our discipline. The new standards are also exciting in that they explicitly couple science and engineering practice, cross-cutting concepts, and disciplinary core ideas in such a way that student must actively demonstrate their understanding through actions rather than through mere regurgitation of memorized responses. Achieving mastery of NGSS Performance Expectations will require practice with higher-order learning skills - with students engaging in the practices of scientists and engineers. Preparing students for this mastery will be a challenging task for teachers, since in many states professional development support is limited at best for the current curriculum - let alone the curricula that will be developed to address the NGSS. As adoption of the NGSS expands across the country, states will be at various levels of implementation of the new standards over the next several years - and there is real concern that teachers must have sufficient professional development to be able to be successful in preparing their students - particularly in view of likely coupled assessments and teacher evaluations. NESTA strongly supports implementation of the NGSS, and the rigorous and compelling ESS education it will engender, when coupled with a strong emphasis nationwide on teacher professional development. For the past two years, the National Earth Science Teachers Association (NESTA) has continued our leadership in K-12 ESS education through workshops, web seminars, events and publications that emphasize implementation of the NGSS in ESS-related courses. Our recent survey of K-12 Earth and space science educators confirms widespread enthusiasm about the potential offered by the new standards, as well as concern about the urgent need for professional development to support teacher implementation of the standards.

An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

NASA Astrophysics Data System (ADS)

McWaters, Kathy Jean

2001-07-01

Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach used by teachers was to use the standards to write lesson plans and objectives and then to plan assessments based on these teacher-constructed objectives. Questionnaire data indicated that the three factors having the most influence on teachers' selection or construction of a particular type of assessment were: (a) how students learn, (b) alignment with state/district standards, and (c) purpose for assessment.

40 CFR 63.5743 - What standards must I meet for aluminum recreational boat surface coating operations?

Code of Federal Regulations, 2012 CFR

2012-07-01

... aluminum recreational boat surface coating operations? 63.5743 Section 63.5743 Protection of Environment... Pollutants for Boat Manufacturing Standards for Aluminum Recreational Boat Surface Coating Operations § 63.5743 What standards must I meet for aluminum recreational boat surface coating operations? (a) For...

Europa Science Platforms and Kinetic Energy Probes

NASA Technical Reports Server (NTRS)

Hays, C. C.; Klein, G. A.

2003-01-01

This presentation will outline a proposed mission for the Jupiter Icy Moons Orbiter (JIMO). The mission outlined will concentrate on an examination of Europa. Some of the primary science goals for the JIMO mission are: 1) to answer broad science questions, 2) improved knowledge of Jovian system; specifically, lunar geological and geophysical properties, 3) chemical composition of Jovian lunar surfaces and subterranean matter, and 4) the search for life. In order to address these issues, the experiment proposed here will deploy orbiting, surface, and subterranean science platforms.

Focus on advances in surface and interface science 2010 Focus on advances in surface and interface science 2010

NASA Astrophysics Data System (ADS)

Aeschlimann, Martin; Berndt, Richard

2013-02-01

While surface science has traditionally focused on catalytic processes at surfaces, more recent developments have seen it evolve into a broad research area encompassing issues as diverse as single-molecule experiments, preparation and analysis of nanostructures, studies of novel and exotic materials, and elementary excitations in solids to name but a few. The aim of this small, but very select, focus issue of New Journal of Physics is to present a snapshot of just some of the latest cutting-edge research now being carried out on these topics. As editors, we hope that you find the contributions of interest to you and your future research.

Lessons Learned in Science Operations for Planetary Surface Exploration

NASA Technical Reports Server (NTRS)

Young, K. E.; Graff, T. G.; Reagan, M.; Coan, D.; Evans, C. A.; Bleacher, J. E.; Glotch, T. D.

2017-01-01

The six Apollo lunar surface missions represent the only occasions where we have conducted scientific operations on another planetary surface. While these six missions were successful in bringing back valuable geologic samples, technology advances in the subsequent forty years have enabled much higher resolution scientific activity in situ. Regardless of where astronauts next visit (whether it be back to the Moon or to Mars or a Near Earth Object), the science operations procedures completed during this mission will need to be refined and updated to reflect these advances. We have undertaken a series of operational tests in relevant field environments to understand how best to develop the new generation of science operations procedures for planetary surface exploration.

ICESat (GLAS) Science Processing Software Document Series. Volume 2; Science Data Management Plan; 4.0

NASA Technical Reports Server (NTRS)

Jester, Peggy L.; Hancock, David W., III

1999-01-01

This document provides the Data Management Plan for the GLAS Standard Data Software (SDS) supporting the GLAS instrument of the EOS ICESat Spacecraft. The SDS encompasses the ICESat Science Investigator-led Processing System (I-SIPS) Software and the Instrument Support Facility (ISF) Software. This Plan addresses the identification, authority, and description of the interface nodes associated with the GLAS Standard Data Products and the GLAS Ancillary Data.

A High Efficiency System for Science Instrument Commanding for the Mars Global Surveyor Mission

NASA Technical Reports Server (NTRS)

Jr., R. N. Brooks

1995-01-01

The Mars Global Surveyor (MGS) mission will return to Mars to re- cover most of the science lost when the ill fated Mars Observer space- craft suffered a catastrophic anomaly in its propulsion system and did not go into orbit. Described in detail are the methods employed by the MGS Sequence Team to accelerate science command processing by using standard command generation process and standard UNIX control scripts.

Meeting Customer Service Standards Under Executive Order 12862: NASA’s Space Science Grant Process.

DTIC Science & Technology

1995-07-01

Logistics Management Institute Meeting Customer Service Standards Under Executive Order 12862 NASA’s Space Science Grant Process NS302MR2...Logistics Management Institute to survey the customers — proposal writers and peer review panelists — of its science grant process. This effort benefited... Management Institute (LMI) to develop customer satisfac- tion surveys for both proposal writers and peer review panelists as well as to conduct those

Field application of farmstead runoff to vegetated filter strips: surface and subsurface water quality assessment.

PubMed

Larson, Rebecca A; Safferman, Steven I

2012-01-01

Farmstead runoff poses significant environmental impacts to ground and surface waters. Three vegetated filter strips were assessed for the treatment of dairy farmstead runoff at the soil surface and subsurface at 0.3- or 0. 46-m and 0. 76-m depths for numerous storm events. A medium-sized Michigan dairy was retrofitted with two filter strips on sandy loam soil and a third filter strip was implemented on a small Michigan dairy with sandy soil to collect and treat runoff from feed storage, manure storage, and other impervious farmstead areas. All filter strips were able to eliminate surface runoff via infiltration for all storm events over the duration of the study, eliminating pollutant contributions to surface water. Subsurface effluent was monitored to determine the contributing groundwater concentrations of numerous pollutants including chemical oxygen demand (COD), metals, and nitrates. Subsurface samples have an average reduction of COD concentrations of 20, 11, and 85% for the medium dairy Filter Strip 1 (FS1), medium dairy Filter Strip 2 (FS2), and the small Michigan dairy respectively, resulting in average subsurface concentrations of 355, 3960, and 718 mg L COD. Similar reductions were noted for ammonia and total Kjeldahl nitrogen (TKN) in the subsurface effluent. The small Michigan dairy was able to reduce the pollutant leachate concentrations of COD, TKN, and ammonia over a range of influent concentrations. Increased influent concentrations in the medium Michigan dairy filter strips resulted in an increase in COD, TKN, and ammonia concentrations in the leachate. Manganese was leached from the native soils at all filter strips as evidenced by the increase in manganese concentrations in the leachate. Nitrate concentrations were above standard drinking water limits (10 mg L), averaging subsurface concentrations of 11, 45, and 25 mg L NO-N for FS1, FS2, and the small Michigan dairy, respectively. Copyright © by the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, Inc.

Establishing Physical and Engineering Science Base to Bridge from ITER to Demo

NASA Astrophysics Data System (ADS)

Peng, Y.-K. Martin; Abdou, M.; Gates, D.; Hegna, C.; Hill, D.; Najmabadi, F.; Navratil, G.; Parker, R.

2007-11-01

A Nuclear Component Testing (NCT) Discussion Group emerged recently to clarify how ``a lowered-risk, reduced-cost approach can provide a progressive fusion environment beyond the ITER level to explore, discover, and help establish the remaining, critically needed physical and engineering sciences knowledge base for Demo.'' The group, assuming success of ITER and other contemporary projects, identified critical ``gap-filling'' investigations: plasma startup, tritium self-sufficiency, plasma facing surface performance and maintainability, first wall/blanket/divertor materials defect control and lifetime management, and remote handling. Only standard or spherical tokamak plasma conditions below the advanced regime are assumed to lower the anticipated physics risk to continuous operation (˜2 weeks). Modular designs and remote handling capabilities are included to mitigate the risk of component failure and ease replacement. Aspect ratio should be varied to lower the cost, accounting for the contending physics risks and the near-term R&D. Cost and time-effective staging from H-H, D-D, to D-T will also be considered. *Work supported by USDOE.

X-Ray Fluorescence to Estimate the Maximum Temperature Reached at Soil Surface during Experimental Slash-and-Burn Fires.

PubMed

Melquiades, Fábio L; Thomaz, Edivaldo L

2016-05-01

An important aspect for the evaluation of fire effects in slash-and-burn agricultural system, as well as in wildfire, is the soil burn severity. The objective of this study is to estimate the maximum temperature reached in real soil burn events using energy dispersive X-ray fluorescence (EDXRF) as an analytical tool, combined with partial least square (PLS) regression. Muffle-heated soil samples were used for PLS regression model calibration and two real slash-and-burn soils were tested as external samples in the model. It was possible to associate EDXRF spectra alterations to the maximum temperature reached in the heat affected soils with about 17% relative standard deviation. The results are promising since the analysis is fast, nondestructive, and conducted after the burn event, although local calibration for each type of burned soil is necessary. Copyright © by the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America, Inc.

Characterization of Surface Water and Groundwater Quality in the Lower Tano River Basin Using Statistical and Isotopic Approach.

NASA Astrophysics Data System (ADS)

Edjah, Adwoba; Stenni, Barbara; Cozzi, Giulio; Turetta, Clara; Dreossi, Giuliano; Tetteh Akiti, Thomas; Yidana, Sandow

2017-04-01

Adwoba Kua- Manza Edjaha, Barbara Stennib,c,Giuliano Dreossib, Giulio Cozzic, Clara Turetta c,T.T Akitid ,Sandow Yidanae a,eDepartment of Earth Science, University of Ghana Legon, Ghana West Africa bDepartment of Enviromental Sciences, Informatics and Statistics, Ca Foscari University of Venice, Italy cInstitute for the Dynamics of Environmental Processes, CNR, Venice, Italy dDepartment of Nuclear Application and Techniques, Graduate School of Nuclear and Allied Sciences University of Ghana Legon This research is part of a PhD research work "Hydrogeological Assessment of the Lower Tano river basin for sustainable economic usage, Ghana, West - Africa". In this study, the researcher investigated surface water and groundwater quality in the Lower Tano river basin. This assessment was based on some selected sampling sites associated with mining activities, and the development of oil and gas. Statistical approach was applied to characterize the quality of surface water and groundwater. Also, water stable isotopes, which is a natural tracer of the hydrological cycle was used to investigate the origin of groundwater recharge in the basin. The study revealed that Pb and Ni values of the surface water and groundwater samples exceeded the WHO standards for drinking water. In addition, water quality index (WQI), based on physicochemical parameters(EC, TDS, pH) and major ions(Ca2+, Na+, Mg2+, HCO3-,NO3-, CL-, SO42-, K+) exhibited good quality water for 60% of the sampled surface water and groundwater. Other statistical techniques, such as Heavy metal pollution index (HPI), degree of contamination (Cd), and heavy metal evaluation index (HEI), based on trace element parameters in the water samples, reveal that 90% of the surface water and groundwater samples belong to high level of pollution. Principal component analysis (PCA) also suggests that the water quality in the basin is likely affected by rock - water interaction and anthropogenic activities (sea water intrusion). This was confirm by further statistical analysis (cluster analysis and correlation matrix) of the water quality parameters. Spatial distribution of water quality parameters, trace elements and the results obtained from the statistical analysis was determined by geographical information system (GIS). In addition, the isotopic analysis of the sampled surface water and groundwater revealed that most of the surface water and groundwater were of meteoric origin with little or no isotopic variations. It is expected that outcomes of this research will form a baseline for making appropriate decision on water quality management by decision makers in the Lower Tano river Basin. Keywords: Water stable isotopes, Trace elements, Multivariate statistics, Evaluation indices, Lower Tano river basin.

The Balloons Go Up for Science.

ERIC Educational Resources Information Center

Fayle, Maureen

1998-01-01

Describes the planning and implementation of a science week intended to raise the awareness of science in an elementary school. Educational requirements included exciting science happenings and concentrated science teaching of a high standard. The week included demonstrations, guest speakers, and schoolwide assemblies. Demonstrations included the…

Incorporating Earth Science into Other High School Science Classes

NASA Astrophysics Data System (ADS)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

Pasta Power

ERIC Educational Resources Information Center

Duran, Lena B.

2003-01-01

A prominent theme permeating national science education reform reports such as the "National Science Education Standards" (National Research Council [NRC], 1996) and "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) recommends the incorporation of cooperative learning in the science classroom. Although…

Using an Inquiry Approach to Teach Science to Secondary School Science Teachers

ERIC Educational Resources Information Center

McBride, John W.; Bhatti, Muhammad I.; Hannan, Mohammad A.; Feinberg, Martin

2004-01-01

Leaders in science education have actively promoted inquiry science since the 1960s and continue to do so today. The US National Science Education Standards recommend that science instruction and learning should be well grounded in inquiry. In spite of these efforts, however, little has changed in the way science is taught. Teacher-talk and…

Calculating Biodiversity in the Real World

ERIC Educational Resources Information Center

Schen, Melissa; Berger, Leslie

2014-01-01

One of the standards for life science addressed in the "Next Generation Science Standards" (NGSS Lead States 2013) is "Ecosystems: Interactions, Energy, and Dynamics" (HS-LS2). A critical concept included in this core idea is biodiversity. To show competency, students are expected to design investigations, collect data, and…

Computer Science and Technology Publications. NBS Publications List 84.

ERIC Educational Resources Information Center

National Bureau of Standards (DOC), Washington, DC. Inst. for Computer Sciences and Technology.

This bibliography lists publications of the Institute for Computer Sciences and Technology of the National Bureau of Standards. Publications are listed by subject in the areas of computer security, computer networking, and automation technology. Sections list publications of: (1) current Federal Information Processing Standards; (2) computer…

5 CFR 2640.103 - Prohibition.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., diplomatic and economic interests of every sector of society and are too diffuse to be focused on the... Education asks the employee to attend a meeting on his behalf on developing national standards for science... contract to prepare a bulletin describing the Department's policies on science education standards. The...

5 CFR 2640.103 - Prohibition.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., diplomatic and economic interests of every sector of society and are too diffuse to be focused on the... Education asks the employee to attend a meeting on his behalf on developing national standards for science... contract to prepare a bulletin describing the Department's policies on science education standards. The...

5 CFR 2640.103 - Prohibition.

Code of Federal Regulations, 2012 CFR

2012-01-01

..., diplomatic and economic interests of every sector of society and are too diffuse to be focused on the... Education asks the employee to attend a meeting on his behalf on developing national standards for science... contract to prepare a bulletin describing the Department's policies on science education standards. The...

5 CFR 2640.103 - Prohibition.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., diplomatic and economic interests of every sector of society and are too diffuse to be focused on the... Education asks the employee to attend a meeting on his behalf on developing national standards for science... contract to prepare a bulletin describing the Department's policies on science education standards. The...

Assessing Teachers' Comprehension of What Matters in Earth Science

NASA Astrophysics Data System (ADS)

Penuel, W. R.; Kreikemeier, P.; Venezky, D.; Blank, J. G.; Davatzes, A.; Davatzes, N.

2006-12-01

Curricular standards developed for individual U.S. States tell teachers what they should teach. Most sets of standards are too numerous to be taught in a single year, forcing teachers to make decisions about what to emphasize in their curriculum. Ideally, such decisions would be based on what matters most in Earth science, namely, the big ideas that anchor scientific inquiry in the field. A measure of teachers' ability to associate curriculum standards with fundamental concepts in Earth science would help K-12 program and curriculum developers to bridge gaps in teachers' knowledge in order to help teachers make better decisions about what is most important to teach and communicate big ideas to students. This paper presents preliminary results of an attempt to create and validate a measure of teachers' comprehension of what matters in three sub-disciplines of Earth science. This measure was created as part of an experimental study of teacher professional development in Earth science. It is a task that requires teachers to take their state's curriculum standards and identify which standards are necessary or supplemental to developing students' understanding of fundamental concepts in the target sub-disciplines. To develop the task, a team of assessment experts and educational researchers asked a panel of four Earth scientists to identify key concepts embedded within middle school standards for the state of Florida. The Earth science panel reached a consensus on which standards needed to be taught in order to develop understanding of those concepts; this was used as a basis for comparison with teacher responses. Preliminary analysis of the responses of 44 teachers who participated in a pilot validation study identified differences between teachers' and scientists' maps of standards to big ideas in the sub-disciplines. On average, teachers identified just under one-third of the connections seen by expert Earth scientists between the concepts and their state standards. Teachers with higher levels of agreement also had a higher percentage of standards identified that were "off-grade," meaning that they saw connections to standards that they were not themselves required to teach but that nonetheless were relevant to developing student understanding of a particular concept. This result is consistent with the premise that to make good decisions about what to teach, teachers need to be able to identify relevant standards from other grade levels that are connected to the big ideas of a discipline (Shulman, 1986, Educ. Res. 15:4-14).

Rough spacecraft surfaces -a threat to Planetary Protection issues

NASA Astrophysics Data System (ADS)

Probst, Alexander; Facius, Rainer; Wirth, Reinhard; Moissl-Eichinger, Christine

Inadvertent introduction of terrestrial microorganisms to foreign solar bodies could compromise the integrity of present and future life detection missions. For Planetary Protection purposes space agencies measure the aerobic, mesophilic spore load of a spacecraft as a proxy indicator in order to determine its bioload. Emerging novel hardware in space science implicates novel surface structures and materials that need to be controlled with regard to contaminations. For instance (roughened) carbon fiber reinforced plastic and Vectran fabric for construction of landing platforms and airbags, respectively, have been used in some Mars exploration missions. These materials have different levels of roughness and their potential risk to retain spores for insufficient sampling success has never been in scope of investigation. In this comprehensive study we evaluated ESA's novel nylon flocked swab protocol on stainless steel and other tech-nical surfaces with regard to Bacillus spore recovery. Low recovery efficiencies of the ESA standard wipe assay for large surface sampling were demonstrated with regard to Bacillus at-rophaeus spore detection. Therefore another protocol designed for rough surface sampling was evaluated on Vectran fabric and (roughened) carbon fiber reinforced plastic. Moreover, scan-ning electron micrographs of the technical surfaces studied allowed a more detailed view on their properties. The evaluated sampling protocols and the corresponding results are of high interest for future life detection missions in order to preserve their scientific integrity throughout spacecraft assembly.

The health sciences librarian in medical education: a vital pathways project task force

PubMed Central

Schwartz, Diane G.; Blobaum, Paul M.; Shipman, Jean P.; Markwell, Linda Garr; Marshall, Joanne Gard

2009-01-01

Objectives: The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents. Methods: Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education. Results: Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created. Conclusion: An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian's contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates. PMID:19851492

X-ray Fluorescence Spectroscopy of Pre-Federal American Currency

NASA Astrophysics Data System (ADS)

Raddell, Mark; Manukyan, Khachatur; Aprahamian, Ani; Wiescher, Michael; Jordan, Louis

2017-09-01

X-ray Fluorescence Spectroscopy (XRF) was used to study 17th and 18th century Mexican, Potosí, and Massachusetts silver colonial coins from the University of Notre Dame's Rare Books and Special Collections. Using different configurations and devices, we have learned more about the limitations and optimizations of the method. We have developed a moveable stand that may be used for XRF mapping of coin surfaces. We created standard silver alloy materials for quantification of the elemental composition of the coins. Inductively coupled plasma (ICP) spectroscopy was applied to determine the precise composition of the standards for accurate and non-destructive analyses of the colonial coins. XRF measurements were performed using two different XRF spectrometers, in both air and vacuum conditions, as well as an x-ray beam tube of varying diameters from 2 mm, 1 mm, and 0.03 mm. We quantified both the major elements and the bulk and surface impurities for 90 coins. We are using PCA to look at possible correlations between compositions of coinage from different geographical regions. Preliminary data analyses suggest that Massachusetts coins were minted using silver from Latin American sources. These results are of great interest to historians in tracing the origins of the currency. This work was made possible by the Notre Dame College of Science Summer Undergraduate Research Fellowships (COS-SURF).

Studying Earth's Environment From Space: Classroom and Laboratory Activities with Instructor Resources

NASA Technical Reports Server (NTRS)

Smith, Elizabeth A.

2001-01-01

Standard, text-book based learning for earth, ocean, and atmospheric sciences has been limited by the unavailability of quantitative teaching materials. While a descriptive presentation, in a lecture format, of discrete satellite images is often adequate for high school classrooms, this is seldom the case at the undergraduate level. In order to address these concerns, a series of numerical exercises for the Macintosh was developed for use with satellite-derived Sea Surface Temperature, pigment and sea ice concentration data. Using a modified version of NIH Image, to analyze actual satellite data, students are able to better understand ocean processes, such as circulation, upwelling, primary production, and ocean/atmosphere coupling. Graphical plots, image math, and numerical comparisons are utilized to substantiate temporal and spatial trends in sea surface temperature and ocean color. Particularly for institutions that do not offer a program in remote sensing, the subject matter is presented as modular units, each of which can be readily incorporated into existing curricula. These materials have been produced in both CD-ROM and WWW format, making them useful for classroom or lab setting. Depending upon the level of available computer support, graphics can be displayed directly from the CD-ROM, or as a series of color view graphs for standard overhead projection.

A Case Study of the Alignment between Curriculum and Assessment in the New York State Earth Science Standards-Based System

NASA Astrophysics Data System (ADS)

Contino, Julie

2013-02-01

In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the standards. This study reports an analysis of the alignment between the National Science Education Standards (NSES), New York State Physical Setting/Earth Science Core Curriculum (Core Curriculum) and New York State Physical Setting/Earth Science Regents Examination (Regents Exam)—the sources teachers use for creating Earth Science curricula in New York State. The NSES were found to have a 49 % overlap with the Core Curriculum and a 27 % overlap with the Regents Exam. The Core Curriculum and Regents Exam, represented by matrices consisting of performance indicators and cognitive demands, were compared using the Porter Alignment Index. The alignment was 0.35, categorized as slightly aligned, due to the different emphases on cognitive levels. The Core focused on cognitive skills of Understand and Apply while the Regents concentrated more on Apply followed by Understand and Remember. It is suggested that the NSES be revised and the Core updated to include quantifiable emphasis on the major understandings such as percentage of time.

Integrated Science Assessments

EPA Pesticide Factsheets

Integrated Science Assessments are reports that represent a concise evaluation and synthesis of the most policy-relevant science for reviewing the National Ambient Air Quality Standards for the six principal pollutants.

EU-FP7-iMARS: analysis of Mars multi-resolution images using auto-coregistration, data mining and crowd source techniques: A Mid-term Report

NASA Astrophysics Data System (ADS)

Muller, J.-P.; Yershov, V.; Sidiropoulos, P.; Gwinner, K.; Willner, K.; Fanara, L.; Waelisch, M.; van Gasselt, S.; Walter, S.; Ivanov, A.; Cantini, F.; Morley, J. G.; Sprinks, J.; Giordano, M.; Wardlaw, J.; Kim, J.-R.; Chen, W.-T.; Houghton, R.; Bamford, S.

2015-10-01

Understanding the role of different solid surface formation processes within our Solar System is one of the fundamental goals of planetary science research. There has been a revolution in planetary surface observations over the last 8 years, especially in 3D imaging of surface shape (down to resolutions of 10s of cms) and subsequent terrain correction of imagery from orbiting spacecraft. This has led to the potential to be able to overlay different epochs back to the mid-1970s. Within iMars, a processing system has been developed to generate 3D Digital Terrain Models (DTMs) and corresponding OrthoRectified Images (ORIs) fully automatically from NASA MRO HiRISE and CTX stereo-pairs which are coregistered to corresponding HRSC ORI/DTMs. In parallel, iMars has developed a fully automated processing chain for co-registering level-1 (EDR) images from all previous NASA orbital missions to these HRSC ORIs and in the case of HiRISE these are further co-registered to previously co-registered CTX-to-HRSC ORIs. Examples will be shown of these multi-resolution ORIs and the application of different data mining algorithms to change detection using these co-registered images. iMars has recently launched a citizen science experiment to evaluate best practices for future citizen scientist validation of such data mining processed results. An example of the iMars website will be shown along with an embedded Version 0 prototype of a webGIS based on OGC standards.

Guided Science Inquiry Instruction with Students with Special Education Needs. R2Ed Working Paper 2015-1

ERIC Educational Resources Information Center

White, Andrew S.; Kunz, Gina M.; Whitham, Rebekah; Houston, Jim; Nugent, Gwen

2015-01-01

National and state educational mandates require students achieve proficiency in not only science content, but also "science inquiry", or those process skills associated with science (National Research Council, 2011; Next Generation Science Standards, 2013). Science inquiry instruction has been shown to improve student achievement and…

Science as an Ideal: Teachers' Orientations to Science and Science Education Reform

ERIC Educational Resources Information Center

Witz, Klaus G.; Lee, Hyunju

2009-01-01

Two policy trends have characterized US science education in the last two decades: a strong movement to examine issues of science in society, and widespread adoption of state standards mandating curriculum courses related to science, technology and society, scientific literacy, and socio-scientific issues. However, these changes have not found an…

Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom

ERIC Educational Resources Information Center

Krajcik, Joe

2015-01-01

Science teaching and learning in the United States are at a pivotal point. "A Framework for K-12 Science Education" (NRC 2012b) and the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013) shift science educators' focus from simply teaching science ideas to helping students figure out phenomena and…

SSMA Science Reviewers' Forecasts for the Future of Science Education.

ERIC Educational Resources Information Center

Jinks, Jerry; Hoffer, Terry

1989-01-01

Described is a study which was conducted as an exploratory assessment of science reviewers' perceptions for the future of science education. Arrives at interpretations for identified categories of computers and high technology, science curriculum, teacher education, training, certification, standards, teaching methods, and materials. (RT)

Urban Elementary STEM Initiative

ERIC Educational Resources Information Center

Parker, Carolyn; Abel, Yolanda; Denisova, Ekaterina

2015-01-01

The new standards for K-12 science education suggest that student learning should be more integrated and should focus on crosscutting concepts and core ideas from the areas of physical science, life science, Earth/space science, and engineering/technology. This paper describes large-scale, urban elementary-focused science, technology, engineering,…

Formative Assessment Probes: Pendulums and Crooked Swings--Connecting Science and Engineering

ERIC Educational Resources Information Center

Keeley, Page

2013-01-01

The "Next Generation Science Standards" provide opportunities for students to experience the link between science and engineering. In the December 2011 issue of "Science and Children," Rodger Bybee explains: "The relationship between science and engineering practices is one of complementarity. Given the inclusion of…

Leveraging Current Initiatives to Bring Earth and Space Science into Elementary and Early Childhood Classrooms: NGSS in the Context of the Classroom Technology Push

NASA Astrophysics Data System (ADS)

Pacheco-Guffrey, H. A.

2016-12-01

Classroom teachers face many challenges today such as new standards, the moving targets of high stakes tests and teacher evaluations, inconsistent/insufficient access to resources and evolving education policies. Science education in the K-5 context is even more complex. NGSS can be intimidating, especially to K-5 educators with little science background. High stakes science tests are slow to catch up with newly drafted state level science standards, leaving teachers unsure about what to change and when to implement updated standards. Amid all this change, many schools are also piloting new technology programs. Though exciting, tech initiatives can also be overwhelming to teachers who are already overburdened. A practical way to support teachers in science while remaining mindful of these stressors is to design and share resources that leverage other K-5 school initiatives. This is often done by integrating writing or math into science learning to meet Common Core requirements. This presentation will suggest a method for bringing Earth and space science learning into elementary / early childhood classrooms by utilizing the current push for tablet technology. The goal is to make science integration reasonable by linking it to technology programs that are in their early stages. The roles and uses of K-5 Earth and space science apps will be examined in this presentation. These apps will be linked to NGSS standards as well as to the science and engineering practices. To complement the app resources, two support frameworks will also be shared. They are designed to help educators consider new technologies in the context of their own classrooms and lessons. The SAMR Model (Puentadura, 2012) is a conceptual framework that helps teachers think critically about the means and purposes of integrating technology into existing lessons. A practical framework created by the author will also be shared. It is designed to help teachers identify and address the important logistical and curricular decision-making aspects of integrating technology into K-5 classroom science. This method provides clear applications for new technology while also bringing meaningful Earth and space science learning into K-5 classrooms.

Ozone (O3) Standards - Integrated Science Assessments from Current Review

EPA Pesticide Factsheets

The integrated science assessment (ISA) is a comprehensive review, synthesis, and evaluation of the most policy-relevant science, including key science judgments that are important to inform the development of the risk and exposure assessments, and more.

Rosetta Planetary Science Archive (PSA) Status

NASA Astrophysics Data System (ADS)

Wirth, Kristin R.; Cardesin, A.; Barthelemy, M.; Diaz del Rio, J.; Zender, J.; Arviset, C.

2006-09-01

The Planetary Science Archive (PSA) is an online database (accessible via http://www.rssd.esa.int/PSA) implemented by ESA/RSSD. Currently the PSA contains the science data from the Giotto (Halley), Mars Express and SMART-1 (Moon) missions, and the Rosetta Supplementary Archive (Wirtanen). The PSA user is offered a broad range of search possibilities. Search queries can be combined without restrictions and are executed across the whole database. The PSA utilizes the Planetary Data System (PDS) standard. In spring 2007 the PSA will provide the first science and engineering data collected by Rosetta. In preparation for the initial Peer Review to be performed before publication of these data, an Internal Review was held in March 2006, executed by staff internal to the organizations responsible for the Rosetta archiving (ESA, PDS, CNES). The Internal Reviewers identified shortcomings in documentation, data structures, and completeness of the data delivery. They recommended the usage of unified conventions and formats across different instruments. Work is ongoing to include standardized geometry information in the datasets. Rosetta was launched in March 2004 to rendezvous with comet 67P/Churyumov-Gerasimenko (C-G) in May 2014. After having placed a lander on the comet's surface, the Rosetta orbiter will continue to orbit C-G and accompany the comet through perihelion. Rosetta makes use of three Earth swingbys and one Mars swingby in order to reach C-G. Rosetta will also perform close flybys at two asteroids, namely 2867 Steins in September 2008 and 21 Lutetia in July 2010. In addition, Rosetta makes scientific observations of targets of opportunity, e.g. lightcurves of the flyby asteroids to study the rotation, and plasma measurements when passing through cometary ion tails or meteoroid streams. Rosetta continuously monitored the encounter of the Deep Impact probe with comet 9P/Tempel 1 over an extended period of 16 days around the impact on 4 July 2005.

NGSS, disposability, and the ambivalence of science in/under neoliberalism

NASA Astrophysics Data System (ADS)

Weinstein, Matthew

2017-12-01

This paper explores the ambivalence of the Next Generation Science Standards (NGSS) and its Framework towards neoliberal governance. The paper examines the ways that the NGSS serves as a mechanism within neoliberal governance: in its production of disposable populations through testing and through the infusion of engineering throughout the NGSS to resolve social problems through technical fixes. However, the NGSS, like earlier standards, is reactionary to forces diminishing the power of institutional science (e.g., the AAAS) including neoliberal prioritizing market value over evidence. The NGSS explicitly takes on neoliberal junk science such as the anti-global-warming Heartland Institute.

Building Surface Science Capacity to Serve the Automobile Industry in Southeastern Michigan, final report

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

Shen, Weidian

This project, “Building Surface Science Capacity to Serve the Automobile Industry in Southeastern Michigan” was carried out in two phases: (1) the 2009 – 2012 renovation of space in the new EMU Science Complex, which included the Surface Science Laboratory (SSL), a very vigorous research lab at EMU that carries on a variety of research projects to serve the auto and other industries in Michigan; and (2) the 2013 purchase of several pieces of equipment to further enhance the research capability of the SSL. The funding granted by the DoE was proposed to “renovate the space in the Science Complexmore » to include SSL and purchase equipment for tribological and electrochemical impedance measurements in the lab, thus SSL will serve the auto and other industries in Michigan better.” We believe we have fully accomplished the mission.« less

Calculator-Controlled Robots: Hands-On Mathematics and Science Discovery

ERIC Educational Resources Information Center

Tuchscherer, Tyson

2010-01-01

The Calculator Controlled Robots activities are designed to engage students in hands-on inquiry-based missions. These activities address National science and technology standards, as well as specifically focusing on mathematics content and process standards. There are ten missions and three exploration extensions that provide activities for up to…

Improving Consistency in Large Laboratory Courses: A Design for a Standardized Practical Exam

ERIC Educational Resources Information Center

Chen, Xinnian; Graesser, Donnasue; Sah, Megha

2015-01-01

Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently…

Science Journalism

ERIC Educational Resources Information Center

Polman, Joseph; Newman, Alan; Farrar, Cathy; Saul, E. Wendy

2012-01-01

Much of the National Science Education Standards (NRC 1996), aside from the inquiry and teaching sections, focus on content. The authors' call is instead to build standards that focus on what students need to be scientifically literate in 10 or 15 years. Although a basic understanding of important scientific concepts and an understanding of how…

A Pattern in the Sky

ERIC Educational Resources Information Center

Kurson, Rebecca

2014-01-01

This article describes an integrated unit designed to teach second graders about the phases of the Moon. The science department at the author's school had been reshaping their curriculum to match their state standards as well as the "Next Generation Science Standards" ("NGSS"). Their primary goal was for students to be…

Environmental and Agricultural Sciences. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

Building Dynamic Conceptual Physics Understanding

ERIC Educational Resources Information Center

Trout, Charlotte; Sinex, Scott A.; Ragan, Susan

2011-01-01

Models are essential to the learning and doing of science, and systems thinking is key to appreciating many environmental issues. The National Science Education Standards include models and systems in their unifying concepts and processes standard, while the AAAS Benchmarks include them in their common themes chapter. Hyerle and Marzano argue for…

What Does NCATE Have to Say to Future History Teachers?

ERIC Educational Resources Information Center

Wineburg, Sam

2005-01-01

According to current NCATE standards, social studies teachers must be well versed in economics, history, sociology, political science, psychology, anthropology, science and technology, and the arts. In short, they must know everything. In this article, the author dismisses these standards as totally unrealistic and argues that prospective social…

Paper Towers: Building Students' Understandings of Technological Design

ERIC Educational Resources Information Center

Minogue, James; Guentensberger, Todd

2006-01-01

One set of ideas at the core of the National Science Education Standards (NSES) Science and Technology Standards is that of engaging middle school students in activities that help them develop their understandings of technological design. More precisely, students should be able to identify appropriate problems for technological design, design a…

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…

Professional Development Planning and Design. Issues in Science Education.

ERIC Educational Resources Information Center

Rhoton, Jack; Bowers, Patricia

This book focuses on the professional development of teachers and discusses issues related to the planning and design of professional development programs. The content of the book is divided into three parts. Part 1, Standards-Based Reform and Professional Development includes: (1) "National Science Education Standards as a Catalyst for…

The Effect of Design Modifications to the Typographical Layout of the New York State Elementary Science Learning Standards on User Preference and Process Time

ERIC Educational Resources Information Center

Arnold, Jeffery E.

2010-01-01

The purpose of this study was to determine the effect of four different design layouts of the New York State elementary science learning standards on user processing time and preference. Three newly developed layouts contained the same information as the standards core curriculum. In this study, the layout of the core guide is referred to as Book.…

Digital terrain modelling and industrial surface metrology - Converging crafts

USGS Publications Warehouse

Pike, R.J.

2001-01-01

Quantitative characterisation of surface form, increasingly from digital 3-D height data, is cross-disciplinary and can be applied at any scale. Thus, separation of industrial-surface metrology from its Earth-science counterpart, (digital) terrain modelling, is artificial. Their growing convergence presents an opportunity to develop in surface morphometry a unified approach to surface representation. This paper introduces terrain modelling and compares it with metrology, noting their differences and similarities. Examples of potential redundancy among parameters illustrate one of the many issues common to both disciplines. ?? 2001 Elsevier Science Ltd. All rights reserved.

Using Technology to Promote Science Inquiry

ERIC Educational Resources Information Center

Hubbell, Elizabeth R.; Kuhn, Matt

2007-01-01

This article makes the case for infusing technology into the five stages of the science inquiry process established by the National Science Education Standards--engagement, planning, investigating, analyzing, and communicating.

National board certification as professional development: What are teachers learning?

NASA Astrophysics Data System (ADS)

Lustick, David Scott

This study investigated the National Board for Professional Teaching Standards' (NBPTS) assessment process in order to identify, quantify, and substantiate possible learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a 2-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes both between and within group means. Multiple assessors scored transcripts of structured interviews with each teacher using the NBPTS' assessment framework according to the 13 standards accomplished science teaching. The scores (aggregated to the group level) provided the quantitative evidence of teacher learning in this study. Significant changes in mean scores from pre to post are reported at the overall, standard group, and individual standard levels. Findings suggest that the intervention had an overall effect size of .475 upon candidates' understanding of science teaching related knowledge. More specifically, most learning was associated with the standards of Scientific Inquiry and Assessment. The results support the hypothesis that the certification process is an effective standards based professional learning opportunity. The learning outcomes discussed in this report (including the identification of Dynamic, Technical, and Deferred Learning categories) should inform debate between educational stakeholders regarding the financial and ideological support of National Board certification as a means of improving teacher quality, provide suggestions for the improvement of the assessment process, and contribute insight into the current divisive state of science education in public education.

Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study

ERIC Educational Resources Information Center

Drew, Sally Valentino; Thomas, Jeffrey

2018-01-01

Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students' literacy in science. This survey study examined the extent to which science teachers report…

Electron-Scavenging Chemistry of Benzoquinone on TiO2(110)

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

Henderson, Michael A.; Shen, Mingmin

The chemistry of benzoquinone (BQ) on TiO2(110) was examined using temperature programmed desorption (TPD), electron energy loss spectroscopy (EELS) and Auger electron spectroscopy (AES). BQ adsorbs mostly molecularly on the clean surface, although EELS demonstrates that electrons from surface Ti3+ sites at oxygen vacancy sites (VO) are readily oxidized by the high electron scavenging ability of the molecule. In contrast, when the surface is covered with water, subsequently adsorbed BQ molecules that scavenge surface electrons also abstract H from surface OHbr groups to form hydroquinone (HQ), which desorbs at ~450 K. This work was supported by the US Department ofmore » Energy, Office of Science, Office of Basic Energy Sciences, Division of Chemical Sciences, Geosciences & Biosciences. Pacific Northwest National Laboratory (PNNL) is a multiprogram national laboratory operated for DOE by Battelle. The research was performed using the Environmental Molecular Sciences Laboratory (EMSL), a national scientific user facility sponsored by the Department of Energy's Office of Biological and Environmental Research and located at Pacific Northwest National Laboratory.« less

Inquiry-Based Instruction in Secondary Science Classrooms: A Survey of Teacher Practice

ERIC Educational Resources Information Center

Gejda, Linda M.; LaRocco, Diana J.

2006-01-01

Background: For ten years, the National Science Education Standards (National Research Council, 1996) have served as the foundation for Connecticut's teacher certification in science and the expectations of teacher practice secondary science classrooms. Furthermore, beginning science teachers must demonstrate the ability to teach in an…

Mix It Up

ERIC Educational Resources Information Center

Vasquez-Mireles, Selina; West, Sandra

2007-01-01

A correlated science lesson is characterized as an integrated science lesson in that it may incorporate traditionally integrated activities and use math as a tool. However, a correlated math-science lesson also: (1) has the pertinent math and science objectives aligned with state standards; and (2) teaches parallel science and math ideas equally.…

Your Science Classroom: Becoming an Elementary/Middle School Science Teacher

ERIC Educational Resources Information Center

Goldston, M. Jenice; Downey, Laura

2012-01-01

Designed around a practical "practice-what-you-teach" approach to methods instruction, "Your Science Classroom: Becoming an Elementary/Middle School Science Teacher" is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards. Written in a reader-friendly style, the…

VDOE :: Standards of Learning (SOL) and Testing

Science.gov Websites

Health History & Social Science Family Life Fine Arts Foreign Language Mathematics Physical Education the end of each grade or course in English, mathematics, science, history/social science and other subjects. SOL tests in reading, writing, mathematics, science and history/social science measure the

Working toward a Stronger Conceptualization of Scientific Explanation for Science Education

ERIC Educational Resources Information Center

Braaten, Melissa; Windschitl, Mark

2011-01-01

Scientific explanation plays a central role in science education reform documents, including the "Benchmarks for Science Literacy," the "National Science Education Standards", and the recent research report, "Taking Science to School." While scientific explanation receives significant emphases in these documents, there is little discussion or…

Taking Stock: Existing Resources for Assessing a New Vision of Science Learning

ERIC Educational Resources Information Center

Alonzo, Alicia C.; Ke, Li

2016-01-01

A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and…