Using Visual Analogies To Teach Introductory Statistical Concepts

Directory of Open Access Journals (Sweden)

Jessica S. Ancker

2017-07-01

Full Text Available Introductory statistical concepts are some of the most challenging to convey in quantitative literacy courses. Analogies supplemented by visual illustrations can be highly effective teaching tools. This literature review shows that to exploit the power of analogies, teachers must select analogies familiar to the audience, explicitly link the analog with the target concept, and avert misconceptions by explaining where the analogy fails. We provide guidance for instructors and a series of visual analogies for use in teaching medical and health statistics.

1001 easy French phrases

CERN Document Server

McCoy, Heather

2010-01-01

The perfect companion for tourists and business travelers in France and other places where the French language is spoken, this book offers fast, effective communication. More than 1,000 basic words, phrases, and sentences cover everything from asking directions and renting a car to ordering dinner and finding a bank.Designed as a quick reference tool and an easy study guide, this inexpensive and easy-to-use book offers completely up-to-date terms for modern telecommunications, idioms, and slang. The contents are arranged for quick access to phrases related to greetings, transportation, shoppin

Using Astrology to Teach Research Methods to Introductory Psychology Students.

Science.gov (United States)

Ward, Roger A.; Grasha, Anthony F.

1986-01-01

Provides a classroom demonstration designed to test an astrological hypothesis and help teach introductory psychology students about research design and data interpretation. Illustrates differences between science and nonscience, the role of theory in developing and testing hypotheses, making comparisons among groups, probability and statistical…

Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

Science.gov (United States)

Smith, Deborah N.

2015-01-01

This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include…

General Procedure for the Easy Calculation of pH in an Introductory Course of General or Analytical Chemistry

Science.gov (United States)

Cepriá, Gemma; Salvatella, Luis

2014-01-01

All pH calculations for simple acid-base systems used in introductory courses on general or analytical chemistry can be carried out by using a general procedure requiring the use of predominance diagrams. In particular, the pH is calculated as the sum of an independent term equaling the average pK[subscript a] values of the acids involved in the…

Intuitive introductory statistics

CERN Document Server

Wolfe, Douglas A

2017-01-01

This textbook is designed to give an engaging introduction to statistics and the art of data analysis. The unique scope includes, but also goes beyond, classical methodology associated with the normal distribution. What if the normal model is not valid for a particular data set? This cutting-edge approach provides the alternatives. It is an introduction to the world and possibilities of statistics that uses exercises, computer analyses, and simulations throughout the core lessons. These elementary statistical methods are intuitive. Counting and ranking features prominently in the text. Nonparametric methods, for instance, are often based on counts and ranks and are very easy to integrate into an introductory course. The ease of computation with advanced calculators and statistical software, both of which factor into this text, allows important techniques to be introduced earlier in the study of statistics. This book's novel scope also includes measuring symmetry with Walsh averages, finding a nonp...

Measuring the Earth’s magnetic field dip angle using a smartphone-aided setup: a simple experiment for introductory physics laboratories

International Nuclear Information System (INIS)

Arabasi, Sameer; Al-Taani, Hussein

2017-01-01

Measurement of the Earth’s magnetic field dip angle is a widely used experiment in most introductory physics laboratories. In this paper we propose a smartphone-aided setup that takes advantage of the smartphone’s magnetometer sensor to measure the Earth’s magnetic field dip angle. This set-up will help students visualize the vector nature of the Earth’s magnetic field, especially high school and first year college students who are not quite experienced with vectors. This set-up is affordable and easy to use and could be easily produced by any high school or college physics instructor. (paper)

Measuring the Earth’s magnetic field dip angle using a smartphone-aided setup: a simple experiment for introductory physics laboratories

Science.gov (United States)

Arabasi, Sameer; Al-Taani, Hussein

2017-03-01

Measurement of the Earth’s magnetic field dip angle is a widely used experiment in most introductory physics laboratories. In this paper we propose a smartphone-aided setup that takes advantage of the smartphone’s magnetometer sensor to measure the Earth’s magnetic field dip angle. This set-up will help students visualize the vector nature of the Earth’s magnetic field, especially high school and first year college students who are not quite experienced with vectors. This set-up is affordable and easy to use and could be easily produced by any high school or college physics instructor.

Introductory speeches

International Nuclear Information System (INIS)

2001-01-01

This CD is multimedia presentation of programme safety upgrading of Bohunice V1 NPP. This chapter consist of introductory commentary and 4 introductory speeches (video records): (1) Introductory speech of Vincent Pillar, Board chairman and director general of Slovak electric, Plc. (SE); (2) Introductory speech of Stefan Schmidt, director of SE - Bohunice Nuclear power plants; (3) Introductory speech of Jan Korec, Board chairman and director general of VUJE Trnava, Inc. - Engineering, Design and Research Organisation, Trnava; Introductory speech of Dietrich Kuschel, Senior vice-president of FRAMATOME ANP Project and Engineering

Introductory Guide to European Corporate Law

DEFF Research Database (Denmark)

Fomcenco, Alex

Introductory Guide to European Corporate Law presents in an easily comprehensible and accessible way the main features and principles that govern European corporate law.......Introductory Guide to European Corporate Law presents in an easily comprehensible and accessible way the main features and principles that govern European corporate law....

Using Performance Tasks to Improve Quantitative Reasoning in an Introductory Mathematics Course

Science.gov (United States)

Kruse, Gerald; Drews, David

2013-01-01

A full-cycle assessment of our efforts to improve quantitative reasoning in an introductory math course is described. Our initial iteration substituted more open-ended performance tasks for the active learning projects than had been used. Using a quasi-experimental design, we compared multiple sections of the same course and found non-significant…

UNESCO to blame:Reality or easy escape?

OpenAIRE

Pereira Roders, A Ana; Grigolon, AB Anna

2015-01-01

“UNESCO to blame” is a trend often observed in scholarly works. In those studies UNESCO is accused to privilege Eurocentric standards on heritage conservation. Is this reality or an easy escape? Can this trend be noted in other UNESCO reference texts? This article seeks to answer this question by studying the two main inscription-based conventions and their contribution to heritage management, while performing a data analysis on the countries behind these conventions, and their roles over tim...

Teaching Introductory Business Statistics Using the DCOVA Framework

Science.gov (United States)

Levine, David M.; Stephan, David F.

2011-01-01

Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework.…

Introductory analysis a deeper view of calculus

CERN Document Server

Bagby, Richard J

2000-01-01

Introductory Analysis addresses the needs of students taking a course in analysis after completing a semester or two of calculus, and offers an alternative to texts that assume that math majors are their only audience. By using a conversational style that does not compromise mathematical precision, the author explains the material in terms that help the reader gain a firmer grasp of calculus concepts.* Written in an engaging, conversational tone and readable style while softening the rigor and theory* Takes a realistic approach to the necessary and accessible level of abstraction for the secondary education students* A thorough concentration of basic topics of calculus* Features a student-friendly introduction to delta-epsilon arguments * Includes a limited use of abstract generalizations for easy use* Covers natural logarithms and exponential functions* Provides the computational techniques often encountered in basic calculus

Teaching Quantum Mechanics on an Introductory Level.

Science.gov (United States)

Muller, Rainer; Wiesner, Hartmut

2002-01-01

Presents a new research-based course on quantum mechanics in which the conceptual issues of quantum mechanics are taught at an introductory level. Involves students in the discovery of how quantum phenomena deviate from classical everyday experiences. (Contains 31 references.) (Author/YDS)

Teaching Introductory Psychology: Tips from "ToP"

Science.gov (United States)

Griggs, Richard A., Ed.; Jackson, Sherri L., Ed.

2011-01-01

This book follows in the footsteps of the first three volumes in the "Handbook for Teaching Introductory Psychology" series. In the prefaces to these volumes, the various editors all stressed two major points relevant to the development of this series. These comments also apply to this book. First, introductory psychology is one of the most…

Using R for introductory statistics

CERN Document Server

Verzani, John

2014-01-01

The second edition of a bestselling textbook, Using R for Introductory Statistics guides students through the basics of R, helping them overcome the sometimes steep learning curve. The author does this by breaking the material down into small, task-oriented steps. The second edition maintains the features that made the first edition so popular, while updating data, examples, and changes to R in line with the current version.See What's New in the Second Edition:Increased emphasis on more idiomatic R provides a grounding in the functionality of base R.Discussions of the use of RStudio helps new

Introductory Overviews

NARCIS (Netherlands)

Jakeman, A.J.; Hamilton, S.H.; Athanasiadis, I.N.; Pierce, S.A.

2015-01-01

Introductory Overview articles are designed to provide introductory level background to key themes and topics that caters to the eclectic readership of EMS. It is envisaged that these articles will help to break down barriers to shared understanding and dialogue within multidisciplinary teams, and

Using the Teach Astronomy Website to Enrich Introductory Astronomy Classes

Science.gov (United States)

Hardegree-Ullman, K. K.; Impey, C. D.; Patikkal, A.; Austin, C. L.

2013-04-01

This year we implemented Teach Astronomy as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive astronomy content of the website includes: an introductory text book, encyclopedia articles, images, two to three minute topical video clips, podcasts, and news articles. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. We will present an overview of how Teach Astronomy works and how instructors can use it as an effective teaching tool in the classroom. Additionally, we will gather feedback from science instructors on how to improve the features and functionality of the website, as well as develop new assignment ideas using Teach Astronomy.

The Effect of Vocabulary on Introductory Microbiology Instruction

Science.gov (United States)

Richter, Emily

2011-01-01

This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and…

Teaching Introductory Weather and Climate Using Popular Movies

Science.gov (United States)

Yow, Donald M.

2014-01-01

Addressing the need for an introductory atmospheric science course for nonscience majors, a course was developed that provides a general understanding of atmospheric processes by examining how meteorological events are portrayed in movies. The course also uses films to study the causes of, impacts associated with, and potential adaptations to…

What They Learned: Using Multimedia to Engage Undergraduates in Research

Science.gov (United States)

Artello, Kristine

2014-01-01

Today's employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. Engaging undergraduate students in critical thinking is especially challenging in introductory courses. The advent of YouTube, inexpensive video cameras, and easy-to-use video editors provides…

Qualitative Research for Tobacco Control : A How-to Introductory ...

International Development Research Centre (IDRC) Digital Library (Canada)

Qualitative Research for Tobacco Control : A How-to Introductory Manual for Researchers and Development Practitioners. Couverture du livre Qualitative Research for Tobacco Control : A How-to Introductory Manual for. Auteur(s):. Alison Mathie et Anne Carnozzi. Maison(s) d'édition: CRDI. 15 janvier 2005. ISBN :.

Using an Isomorphic Problem Pair to Learn Introductory Physics: Transferring from a Two-Step Problem to a Three-Step Problem

Science.gov (United States)

Lin, Shih-Yin; Singh, Chandralekha

2013-01-01

In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation…

Mathematical Rigor in Introductory Physics

Science.gov (United States)

Vandyke, Michael; Bassichis, William

2011-10-01

Calculus-based introductory physics courses intended for future engineers and physicists are often designed and taught in the same fashion as those intended for students of other disciplines. A more mathematically rigorous curriculum should be more appropriate and, ultimately, more beneficial for the student in his or her future coursework. This work investigates the effects of mathematical rigor on student understanding of introductory mechanics. Using a series of diagnostic tools in conjunction with individual student course performance, a statistical analysis will be performed to examine student learning of introductory mechanics and its relation to student understanding of the underlying calculus.

An easy-to-use diagnostic system development shell

Science.gov (United States)

Tsai, L. C.; Ross, J. B.; Han, C. Y.; Wee, W. G.

1987-01-01

The Diagnostic System Development Shell (DSDS), an expert system development shell for diagnostic systems, is described. The major objective of building the DSDS is to create a very easy to use and friendly environment for knowledge engineers and end-users. The DSDS is written in OPS5 and CommonLisp. It runs on a VAX/VMS system. A set of domain independent, generalized rules is built in the DSDS, so the users need not be concerned about building the rules. The facts are explicitly represented in a unified format. A powerful check facility which helps the user to check the errors in the created knowledge bases is provided. A judgement facility and other useful facilities are also available. A diagnostic system based on the DSDS system is question driven and can call or be called by other knowledge based systems written in OPS5 and CommonLisp. A prototype diagnostic system for diagnosing a Philips constant potential X-ray system has been built using the DSDS.

Using Peltier Cells to Study Solid-Liquid-Vapour Transitions and Supercooling

Science.gov (United States)

Torzo, Giacomo; Soletta, Isabella; Branca, Mario

2007-01-01

We propose an apparatus for teaching experimental thermodynamics in undergraduate introductory courses, using thermoelectric modules and a real-time data acquisition system. The device may be made at low cost, still providing an easy approach to the investigation of liquid-solid and liquid-vapour phase transitions and of metastable states…

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

Science.gov (United States)

Li, Jing; Singh, Chandralekha

2017-03-01

performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance.

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

International Nuclear Information System (INIS)

Li, Jing; Singh, Chandralekha

2017-01-01

performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance. (paper)

Introductory Raman spectroscopy

CERN Document Server

Ferraro, John R

2012-01-01

Praise for Introductory Raman Spectroscopy Highlights basic theory, which is treated in an introductory fashion Presents state-of-the-art instrumentation Discusses new applications of Raman spectroscopy in industry and research.

Persuasive strategies in Mandela’s No Easy Walk to Freedom

Directory of Open Access Journals (Sweden)

Ali Abdulhameed Faris

2016-01-01

Full Text Available Remarkable politicians are those who are skilled at communicating their ideas with a good sense of persuasion. The present paper is an endeavour to investigate the persuasive strategies of the African leader, Nelson Mandela, with reference to his address No Easy Walk to Freedom (1953. Johnstone’s (2008 framework for persuasive strategies was used for the analysis. The findings demonstrate the use of three persuasive strategies – quasilogical, presentational and analogical. Quasilogical argumentation, which is based on rationality, was made through syllogism, enthymeme and causation. To create involvement, Mandela manipulated presentational persuasion via rhetorical deixes, metaphors, repetition and alliteration. Attempting to elevate the spiritual values of his addressees in regard to the cause of liberation and freedom, Mandela employed analogical persuasion by making a reference to the Bible. Of these three strategies, quasilogical and presentational strategies were the most manipulated by Mandela in the given speech to move his audience. Logic and rationality was used to motivate his audience to receive his claims about white supremacy, andemotions mainly grief and rage were evoked to energize the course of anti-white supremacy non-violent orchestrated struggle.

Exact renormalization group equations: an introductory review

Science.gov (United States)

Bagnuls, C.; Bervillier, C.

2001-07-01

We critically review the use of the exact renormalization group equations (ERGE) in the framework of the scalar theory. We lay emphasis on the existence of different versions of the ERGE and on an approximation method to solve it: the derivative expansion. The leading order of this expansion appears as an excellent textbook example to underline the nonperturbative features of the Wilson renormalization group theory. We limit ourselves to the consideration of the scalar field (this is why it is an introductory review) but the reader will find (at the end of the review) a set of references to existing studies on more complex systems.

Redesigning a Large Introductory Course to Incorporate the GAISE Guidelines

Science.gov (United States)

Woodard, Roger; McGowan, Herle

2012-01-01

In 2005, the "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) college report described several recommendations for teaching introductory statistics. This paper discusses how a large multi-section introductory course was redesigned in order to implement these recommendations. The experience described discusses…

A MOOC for Introductory Physics

Science.gov (United States)

Schatz, Michael

2014-03-01

We describe an effort to develop and to implement a college-level introductory physics (mechanics) MOOC that offers bona fide laboratory experiences. We also discuss efforts to use MOOC curricular materials to ``flip'' the classroom in a large lecture introductory physics course offered on-campus at Georgia Tech. Preliminary results of assessments and surveys from both MOOC and on-campus students will be presented.

Inertial reference frames and gravitational forces

International Nuclear Information System (INIS)

Santavy, I.

1981-01-01

The connection between different definitions of inertial, i.e. fundamental, reference frames and the corresponding characterisation of gravitational fields by gravitational forces are considered from the point of view of their possible interpretation in university introductory courses. The introduction of a special class of reference frames, denoted 'mixed reference frames' is proposed and discussed. (author)

Using Rubber-Elastic Material-Ideal Gas Analogies To Teach Introductory Thermodynamics. Part II: The Laws of Thermodynamics.

Science.gov (United States)

Smith, Brent

2002-01-01

Describes the laws of thermodynamics as a supplement to an introductory thermodynamics undergraduate course. Uses rubber-elastic materials (REM) which have strong analogies to the concept of ideal gas. Provides examples of the analogies between ideal gas and REM and mathematical analogies. (YDS)

Topology optimization using PETSc: An easy-to-use, fully parallel, open source topology optimization framework

DEFF Research Database (Denmark)

Aage, Niels; Andreassen, Erik; Lazarov, Boyan Stefanov

2015-01-01

This paper presents a flexible framework for parallel and easy-to-implement topology optimization using the Portable and Extendable Toolkit for Scientific Computing (PETSc). The presented framework is based on a standardized, and freely available library and in the published form it solves...

Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

Science.gov (United States)

Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R.

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be…

Crossword Puzzles as Learning Tools in Introductory Soil Science

Science.gov (United States)

Barbarick, K. A.

2010-01-01

Students in introductory courses generally respond favorably to novel approaches to learning. To this end, I developed and used three crossword puzzles in spring and fall 2009 semesters in Introductory Soil Science Laboratory at Colorado State University. The first hypothesis was that crossword puzzles would improve introductory soil science…

Use of AECC Directives and Cooperative Learning Theory in Introductory Accounting Classes.

Science.gov (United States)

Holt, Doris L.; Swanson, Janice Goodnow

1995-01-01

Explores how colleges and universities are responding to the directives of the Accounting Education Change Commission for introductory accounting classes and whether these classrooms use cooperative learning techniques. (Author/JOW)

Calibrating EASY-Care independence scale to improve accuracy

Science.gov (United States)

Jotheeswaran, A. T.; Dias, Amit; Philp, Ian; Patel, Vikram; Prince, Martin

2016-01-01

Background there is currently limited support for the reliability and validity of the EASY-Care independence scale, with little work carried out in low- or middle-income countries. Therefore, we assessed the internal construct validity and hierarchical and classical scaling properties among frail dependent older people in the community. Objective we assessed the internal construct validity and hierarchical and classical scaling properties among frail dependent older people in the community. Methods three primary care physicians administered EASY-Care comprehensive geriatric assessment for 150 frail and/or dependent older people in the primary care setting. A Mokken model was applied to investigate hierarchical scaling properties of EASY-Care independence scale, and internal consistency (Cronbach's alpha) of the scale was also examined. Results we found that EASY-Care independence scale is highly internally consistent and is a strong hierarchical scale, hence providing strong evidence for unidimensionality. However, two items in the scale (unable to use telephone and manage finances) had much lower item Loevinger H coefficients than others. Exclusion of these two items improved the overall internal consistency of the scale. Conclusions the strong performance of the EASY-Care independence scale among community-dwelling frail older people is encouraging. This study confirms that EASY-Care independence scale is highly internally consistent and a strong hierarchical scale. PMID:27496925

New approach for rapid assessment of trophic status of Yellow Sea and East China Sea using easy-to-measure parameters

Science.gov (United States)

Kong, Xianyu; Liu, Yanfang; Jian, Huimin; Su, Rongguo; Yao, Qingzhen; Shi, Xiaoyong

2017-10-01

To realize potential cost savings in coastal monitoring programs and provide timely advice for marine management, there is an urgent need for efficient evaluation tools based on easily measured variables for the rapid and timely assessment of estuarine and offshore eutrophication. In this study, using parallel factor analysis (PARAFAC), principal component analysis (PCA), and discriminant function analysis (DFA) with the trophic index (TRIX) for reference, we developed an approach for rapidly assessing the eutrophication status of coastal waters using easy-to-measure parameters, including chromophoric dissolved organic matter (CDOM), fluorescence excitation-emission matrices, CDOM UV-Vis absorbance, and other water-quality parameters (turbidity, chlorophyll a, and dissolved oxygen). First, we decomposed CDOM excitation-emission matrices (EEMs) by PARAFAC to identify three components. Then, we applied PCA to simplify the complexity of the relationships between the water-quality parameters. Finally, we used the PCA score values as independent variables in DFA to develop a eutrophication assessment model. The developed model yielded classification accuracy rates of 97.1%, 80.5%, 90.3%, and 89.1% for good, moderate, and poor water qualities, and for the overall data sets, respectively. Our results suggest that these easy-to-measure parameters could be used to develop a simple approach for rapid in-situ assessment and monitoring of the eutrophication of estuarine and offshore areas.

Introducing Chemical Biology Applications to Introductory Organic Chemistry Students Using Series of Weekly Assignments

Science.gov (United States)

Kanin, Maralee R.; Pontrello, Jason K.

2016-01-01

Calls to bring interdisciplinary content and examples into introductory science courses have increased, yet strategies that involve course restructuring often suffer from the need for a significant faculty commitment to motivate change. Minimizing the need for dramatic course reorganization, the structure, reactivity, and chemical biology…

A Readability Analysis of Selected Introductory Economics.

Science.gov (United States)

Gallagher, Daniel J.; Thompson, G. Rodney

1981-01-01

To aid secondary school and college level economics teachers as they select textbooks for introductory economics courses, this article recounts how teachers can use the Flesch Reading Ease Test to measure readability. Data are presented on application of the Flesch Reading Ease Test to 15 introductory economics textbooks. (Author/DB)

Women and Minorities in Introductory Economics Textbooks: 1974 to 1984.

Science.gov (United States)

Feiner, Susan F.; Morgan, Barbara A.

1987-01-01

Reviews widely-used introductory economics textbooks, examining how issues relating to race and gender are treated. Suggests how stereotypical roles could be avoided in the future. Includes a table summarizing data from 21 textbooks. (Author/DH)

Using Chinua Achebe's "Things Fall Apart" in Introductory Geography Courses.

Science.gov (United States)

Hathaway, James

1993-01-01

Describes use of Nigerian author, Chinua Achebe's novel, "Things Fall Apart," in an introductory geography course at the secondary school or college level. Provides a summary of the book's story, which deals with the impact of colonialism and Christianity on the culture of eastern Nigeria. Includes recommended instructional strategies…

Introductory Physics Experiments Using the Wiimote

Science.gov (United States)

Somers, William; Rooney, Frank; Ochoa, Romulo

2009-03-01

The Wii, a video game console, is a very popular device with millions of units sold worldwide over the past two years. Although computationally it is not a powerful machine, to a physics educator its most important components can be its controllers. The Wiimote (or remote) controller contains three accelerometers, an infrared detector, and Bluetooth connectivity at a relatively low price. Thanks to available open source code, any PC with Bluetooth capability can detect the information sent out by the Wiimote. We have designed several experiments for introductory physics courses that make use of the accelerometers and Bluetooth connectivity. We have adapted the Wiimote to measure the: variable acceleration in simple harmonic motion, centripetal and tangential accelerations in circular motion, and the accelerations generated when students lift weights. We present the results of our experiments and compare them with those obtained when using motion and/or force sensors.

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

Science.gov (United States)

Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

2008-12-01

Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

Easy-to-Use UAV Ground Station Software for Low-Altitude Civil Operations, Phase I

Data.gov (United States)

National Aeronautics and Space Administration — We propose to design and develop easy-to-use Ground Control Station (GCS) software for low-altitude civil Unmanned Aerial Vehicle (UAV) operations. The GCS software...

Introductory Punjabi.

Science.gov (United States)

Bahri, Ujjal Singh; Walia, Paramjit Singh

This introductory text in Punjabi (also spelled Panjabi) is intended primarily for those whose mother tongue is not Punjabi but are native speakers of other Indian languages. Some familiarity with the Punjabi cultural items is presupposed. The non-Indian may, however, also be able to use this text with profit since the lessons are graded. The…

Exploring Foundation Concepts in Introductory Statistics Using Dynamic Data Points

Science.gov (United States)

Ekol, George

2015-01-01

This paper analyses introductory statistics students' verbal and gestural expressions as they interacted with a dynamic sketch (DS) designed using "Sketchpad" software. The DS involved numeric data points built on the number line whose values changed as the points were dragged along the number line. The study is framed on aggregate…

A beginner's guide to the use of WIMS

International Nuclear Information System (INIS)

Halsall, M.J.

1987-04-01

The WIMS codes are widely used for calculating the characteristics of thermal reactor lattices. WIMSD has changed little since the 1960s and is most useful for pincell and cluster calculations, WIMS-E is a modular scheme with more flexibility, and LWRWIMS is specifically for PWR and BWR assembly representations. This report provides a brief introductory guide for inexperienced users of the WIMS codes. There is an introductory part to explain why and when to use WIMS, with particular reference to the advantages of deterministic methods over stochastic (Monte Carlo) methods. A few comments on which version to use are then followed by a summary of commonly used options with examples. References are given to more complete documentation describing the input in greater detail; users are expected to move on to this as they gain experience. (author)

Assessing Expertise in Introductory Physics Using Categorization Task

Science.gov (United States)

Mason, Andrew; Singh, Chandralekha

2011-01-01

The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi, Feltovich, and Glaser, we assess the distribution of expertise among introductory physics students by asking…

The Effects of Adding Coordinate Axes To a Mental Rotations Task in Measuring Spatial Visualization Ability in Introductory Undergraduate Technical Graphics Courses.

Science.gov (United States)

Branoff, Ted

1998-01-01

Reports on a study to determine whether the presence of coordinate axes in a test of spatial-visualization ability affects scores and response times on a mental-rotations task for students enrolled in undergraduate introductory graphic communications classes. Based on Pavios's dual-coding theory. Contains 36 references. (DDR)

Using Categorization of Problems as an Instructional Tool to Help Introductory Students Learn Physics

Science.gov (United States)

Mason, Andrew; Singh, Chandralekha

2016-01-01

The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared the categorization of 25 introductory mechanics problems based upon similarity of solution by students in large…

Use of Interactive Live Digital Imaging to Enhance Histology Learning in Introductory Level Anatomy and Physiology Classes

Science.gov (United States)

Higazi, Tarig B.

2011-01-01

Histology is one of the main subjects in introductory college-level Human Anatomy and Physiology classes. Institutions are moving toward the replacement of traditional microscope-based histology learning with virtual microscopy learning amid concerns of losing the valuable learning experience of traditional microscopy. This study used live digital…

SSTAR, a Stand-Alone Easy-To-Use Antimicrobial Resistance Gene Predictor.

Science.gov (United States)

de Man, Tom J B; Limbago, Brandi M

2016-01-01

We present the easy-to-use Sequence Search Tool for Antimicrobial Resistance, SSTAR. It combines a locally executed BLASTN search against a customizable database with an intuitive graphical user interface for identifying antimicrobial resistance (AR) genes from genomic data. Although the database is initially populated from a public repository of acquired resistance determinants (i.e., ARG-ANNOT), it can be customized for particular pathogen groups and resistance mechanisms. For instance, outer membrane porin sequences associated with carbapenem resistance phenotypes can be added, and known intrinsic mechanisms can be included. Unique about this tool is the ability to easily detect putative new alleles and truncated versions of existing AR genes. Variants and potential new alleles are brought to the attention of the user for further investigation. For instance, SSTAR is able to identify modified or truncated versions of porins, which may be of great importance in carbapenemase-negative carbapenem-resistant Enterobacteriaceae. SSTAR is written in Java and is therefore platform independent and compatible with both Windows and Unix operating systems. SSTAR and its manual, which includes a simple installation guide, are freely available from https://github.com/tomdeman-bio/Sequence-Search-Tool-for-Antimicrobial-Resistance-SSTAR-. IMPORTANCE Whole-genome sequencing (WGS) is quickly becoming a routine method for identifying genes associated with antimicrobial resistance (AR). However, for many microbiologists, the use and analysis of WGS data present a substantial challenge. We developed SSTAR, software with a graphical user interface that enables the identification of known AR genes from WGS and has the unique capacity to easily detect new variants of known AR genes, including truncated protein variants. Current software solutions do not notify the user when genes are truncated and, therefore, likely nonfunctional, which makes phenotype predictions less accurate. SSTAR

Use of reference samples for more accurate RBS analyses

International Nuclear Information System (INIS)

Lanford, W.A.; Pelicon, P.; Zorko, B.; Budnar, M.

2002-01-01

While one of the primary assets of RBS analysis is that it is quantitative without use of reference samples, for certain types of analyses the precision of the method can be improved by measuring RBS spectra of unknowns relative to the RBS spectra of a similar known sample. The advantage of such an approach is that one can reduce (or eliminate) the uncertainties that arise from error in the detector solid angle, beam current integration efficiency, scattering cross-section, and stopping powers. We have used this approach extensively to determine the composition (x) of homogeneous thin films of TaN x using as reference samples films of pure Ta. Our approach is to measure R=(Ta count) unknown /(Ta count) standard and use RUMP to determine the function x(R). Once the function x(R) has been determined, this approach makes it easy to analyze many samples quickly. Other analyses for which this approach has proved useful are determination of the composition (x) of WN x , SiO x H y and SiN x H y , using W, SiO 2 and amorphous Si as reference samples, respectively

Using a Movie as a Capstone Activity for the Introductory Course

Science.gov (United States)

Blessing, Stephen B.; Blessing, Jennifer S.

2015-01-01

A capstone experience serves as a culminating exercise for students to assimilate the information learned in a course and to realize how to use the material and skills in different contexts. Both majors and nonmajors benefit from having the material in the introductory course consolidated in such a way, for later study in the field and to more…

New Approach to Analyzing Physics Problems: A Taxonomy of Introductory Physics Problems

Science.gov (United States)

Teodorescu, Raluca E.; Bennhold, Cornelius; Feldman, Gerald; Medsker, Larry

2013-01-01

This paper describes research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created in order to design educational objectives, to develop…

Barriers to Teaching Introductory Physical Geography Online

Science.gov (United States)

Ritter, Michael E.

2012-01-01

Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an…

Using RSpec in an introductory bright star spectroscopy lab activity

Science.gov (United States)

Howe, James; Sitar, David J.

2018-01-01

After presenting at the North Carolina Section of the American Association of Physics Teachers during the fall 2016 meeting, we were encouraged to turn our poster into a paper. This article describes the strengthening of a bright star spectroscopy lab activity for introductory astronomy lab students (AST1002) at Appalachian State University. Explanations of the tools and methods used in the activity are included, particularly the preparation of additional materials using RSpec and calibrated instrument response curves.

Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem

Directory of Open Access Journals (Sweden)

Shih-Yin Lin

2013-10-01

Full Text Available In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem. The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few

Using an isomorphic problem pair to learn introductory physics: Transferring from a two-step problem to a three-step problem

Science.gov (United States)

Lin, Shih-Yin; Singh, Chandralekha

2013-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. 382 students from a calculus-based and an algebra-based introductory physics course were administered a quiz in the recitation in which they had to learn from a solved problem provided and take advantage of what they learned from it to solve another isomorphic problem (which we call the quiz problem). The solved problem provided has two subproblems while the quiz problem has three subproblems, which is known from previous research to be challenging for introductory students. In addition to the solved problem, students also received extra scaffolding supports that were intended to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. The data analysis suggests that students had great difficulty in transferring what they learned from a two-step problem to a three-step problem. Although most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem, they were not necessarily able to apply the principles correctly. We also conducted think-aloud interviews with six introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. The interviews suggest that students often superficially mapped the principles employed in the solved problem to the quiz problem without necessarily understanding the governing conditions underlying each principle and examining the applicability of the principle in the new situation in an in-depth manner. Findings suggest that more scaffolding is needed to help students in transferring from a two-step problem to a three-step problem and applying the physics principles appropriately. We outline a few possible strategies

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

Science.gov (United States)

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Using R in Introductory Statistics Courses with the pmg Graphical User Interface

Science.gov (United States)

Verzani, John

2008-01-01

The pmg add-on package for the open source statistics software R is described. This package provides a simple to use graphical user interface (GUI) that allows introductory statistics students, without advanced computing skills, to quickly create the graphical and numeric summaries expected of them. (Contains 9 figures.)

An easy-to-use semiquantitative food record validated for energy intake by using doubly labelled water technique.

Science.gov (United States)

Koebnick, C; Wagner, K; Thielecke, F; Dieter, G; Höhne, A; Franke, A; Garcia, A L; Meyer, H; Hoffmann, I; Leitzmann, P; Trippo, U; Zunft, H J F

2005-09-01

Estimating dietary intake is important for both epidemiological and clinical studies, but often lacks accuracy. To investigate the accuracy and validity of energy intake estimated by an easy-to-use semiquantitative food record (EI(SQFR)) compared to total energy expenditure (TEE) estimated by doubly labelled water technique (EE(DLW)). TEE was measured in 29 nonobese subjects using the doubly labelled water method over a period of 14 days. Within this period, subjects reported their food consumption by a newly developed semiquantitative food record for 4 consecutive days. Energy intake was calculated using the German Food Code and Nutrition Data Base BLS II.3. A good correlation was observed between EI(SQFR) and EE(DLW) (r = 0.685, P 20% in nine subjects (31%). In five subjects (17%), an overestimation of EI(SQFR) was observed. The easy-to-use semiquantitative food record provided good estimates of EI in free-living and nonobese adults without prior detailed verbal instructions. The presented food record has limitations regarding accuracy at the individual level.

Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics

Science.gov (United States)

Carkin, Susan

The broad goal of this study is to represent the linguistic variation of textbooks and lectures, the primary input for student learning---and sometimes the sole input in the large introductory classes which characterize General Education at many state universities. Computer techniques are used to analyze a corpus of textbooks and lectures from first-year university classes in macroeconomics and biology. These spoken and written variants are compared to each other as well as to benchmark texts from other multi-dimensional studies in order to examine their patterns, relations, and functions. A corpus consisting of 147,000 words was created from macroeconomics and biology lectures at a medium-large state university and from a set of nationally "best-selling" textbooks used in these same introductory survey courses. The corpus was analyzed using multi-dimensional methodology (Biber, 1988). The analysis consists of both empirical and qualitative phases. Quantitative analyses are undertaken on the linguistic features, their patterns of co-occurrence, and on the contextual elements of classrooms and textbooks. The contextual analysis is used to functionally interpret the statistical patterns of co-occurrence along five dimensions of textual variation, demonstrating patterns of difference and similarity with reference to text excerpts. Results of the analysis suggest that academic discourse is far from monolithic. Pedagogic discourse in introductory classes varies by modality and discipline, but not always in the directions expected. In the present study the most abstract texts were biology lectures---more abstract than written genres of academic prose and more abstract than introductory textbooks. Academic lectures in both disciplines, monologues which carry a heavy informational load, were extremely interactive, more like conversation than academic prose. A third finding suggests that introductory survey textbooks differ from those used in upper division classes by being

The Approaches to Studying of Portuguese Students of Introductory Accounting

Science.gov (United States)

Teixeira, Cláudia; Gomes, Delfina; Borges, Janete

2013-01-01

The focus of this paper is an investigation into the approaches to studying of Portuguese students of introductory accounting using the short version of the ASSIST instrument. In doing so, it also examined the impact upon the strategy adopted of the discipline area of students and gender. The results validate the use of the inventory with students…

Easy-to-use augmented reality neuronavigation using a wireless tablet PC.

Science.gov (United States)

Deng, Weiwei; Li, Fang; Wang, Manning; Song, Zhijian

2014-01-01

Augmented reality (AR) technology solves the problem of view switching in traditional image-guided neurosurgery systems by integrating computer-generated objects into the actual scene. However, the state-of-the-art AR solution using head-mounted displays has not been widely accepted in clinical applications because it causes some inconvenience for the surgeon during surgery. In this paper, we present a Tablet-AR system that transmits navigation information to a movable tablet PC via a wireless local area network and overlays this information on the tablet screen, which simultaneously displays the actual scene captured by its back-facing camera. With this system, the surgeon can directly observe the intracranial anatomical structure of the patient with the overlaid virtual projection images to guide the surgery. The alignment errors in the skull specimen study and clinical experiment were 4.6 pixels (approx. 1.6 mm) and 6 pixels (approx. 2.1 mm), respectively. The system was also used for navigation in 2 actual clinical cases of neurosurgery, which demonstrated its feasibility in a clinical application. The easy-to-use Tablet-AR system presented in this study is accurate and feasible in clinical applications and has the potential to become a routine device in AR neuronavigation.

Mathematization in introductory physics

Science.gov (United States)

Brahmia, Suzanne M.

Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students' struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor's desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students' initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in

"Economics with Training Wheels": Using Blogs in Teaching and Assessing Introductory Economics

Science.gov (United States)

Cameron, Michael P.

2012-01-01

Blogs provide a dynamic interactive medium for online discussion, consistent with communal constructivist pedagogy. The author of this article describes and evaluates a blog assignment used in the teaching and assessment of a small (40-60 students) introductory economics course. Using qualitative and quantitative data collected across four…

Perceived Relevance of an Introductory Information Systems Course to Prospective Business Students

Directory of Open Access Journals (Sweden)

Irene Govender

2013-12-01

Full Text Available The study is designed to examine students’ perceptions of the introductory Information Systems (IS course. It was an exploratory study in which 67 students participated. A quantitative approach was followed making use of questionnaires for the collection of data. Using the theory of reasoned action as a framework, the study explores the factors that influence non-IS major students’ perceived relevance of the IS introductory course. The analysis of collected data included descriptive and inferential statistics. Using multiple regression analysis, the results suggest that overall, the independent variables, relevance of the content, previous IT knowledge, relevance for professional practice, IT preference in courses and peers’ influence may account for 72% of the explanatory power for the dependent variable, perceived relevance of the IS course. In addition, the results have shown some strong predictors (IT preference and peers’ influence that influence students’ perceived relevance of the IS course. Practical work was found to be a strong mediating variable toward positive perceptions of IS. The results of this study suggest that students do indeed perceive the introductory IS course to be relevant and match their professional needs, but more practical work would enhance their learning. Implications for theory and practice are discussed as a result of the behavioural intention to perceive the IS course to be relevant and eventually to recruit more IS students.

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

Science.gov (United States)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Use of Multimedia in an Introductory College Biology Course to Improve Comprehension of Complex Material

Science.gov (United States)

Rhodes, Ashley; Rozell, Tim; Shroyer, Gail

2014-01-01

Many students who have the ability to succeed in science, technology, engineering and math (STEM) disciplines are often alienated by the traditional instructional methods encountered within introductory courses; as a result, attrition from STEM fields is highest after completion of these courses. This is especially true for females. The present…

Use of Microthemes to Increase Writing Content for Introductory Science Laboratory

Directory of Open Access Journals (Sweden)

Michelle L. Lewis

2012-02-01

Full Text Available Writing is a learning activity, as well as a communication skill. Many instructors recognize the value of writing as a learning tool but struggle to develop effective writing assignments. Instructors are generally pressed for time during lecture due to the necessity to deliver content and, therefore, cannot dedicate time necessary to teach science writing skills effectively. Traditional term papers assigned to a class with varying writing skills may not accomplish the desired goal of teaching both technical writing skills and critical thinking skills. Students that are already struggling with content may be at a disadvantage in terms of conveying complex ideas. An answer to this problem is the microtheme paper which we employ in an Introductory Botany laboratory setting.

A 21st century perspective as a primer to introductory physics

Energy Technology Data Exchange (ETDEWEB)

Curtis, Lorenzo J, E-mail: ljc@physics.utoledo.edu [Department of Physics and Astronomy, University of Toledo, Toledo, OH 43606 (United States)

2011-09-15

Much effort over many years has been devoted to the reform of the teaching of physics. This has led to many new and imaginative approaches in the content and delivery of material. Great strides have been made in the delivery, and the content has been continually supplemented. However, attempts to modernize the basic structure of the presentation have faced resistance, and the majority of introductory physics textbooks in wide adoption today have a general structure that has changed little in over 60 years. Thus, in comparison to biology, chemistry, geology, etc, physics is unique in that its introductory course is not a survey of the current status of the field. In an attempt to circumvent this problem in a tractable way, we have developed a qualitative front-end course designed to create a 21st century perspective that can be embedded into the beginning of a standard introductory physics sequence.

A 21st century perspective as a primer to introductory physics

International Nuclear Information System (INIS)

Curtis, Lorenzo J

2011-01-01

Much effort over many years has been devoted to the reform of the teaching of physics. This has led to many new and imaginative approaches in the content and delivery of material. Great strides have been made in the delivery, and the content has been continually supplemented. However, attempts to modernize the basic structure of the presentation have faced resistance, and the majority of introductory physics textbooks in wide adoption today have a general structure that has changed little in over 60 years. Thus, in comparison to biology, chemistry, geology, etc, physics is unique in that its introductory course is not a survey of the current status of the field. In an attempt to circumvent this problem in a tractable way, we have developed a qualitative front-end course designed to create a 21st century perspective that can be embedded into the beginning of a standard introductory physics sequence.

Teaching Electrostatics and Entropy in Introductory Physics

Science.gov (United States)

Reeves, Mark

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology courses is important contribution of the entropy in driving fundamental biological processes towards equilibrium. I will present material developed to teach electrostatic screening in solutions and the function of nerve cells where entropic effects act to counterbalance electrostatic attraction. These ideas are taught in an introductory, calculus-based physics course to biomedical engineers using SCALEUP pedagogy. Results of student mastering of complex problems that cross disciplinary boundaries between biology and physics, as well as the challenges that they face in learning this material will be presented.

Examining issues of underrepresented minority students in introductory physics

Science.gov (United States)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

Introductory remarks

NARCIS (Netherlands)

Kiefer, Friedemann; Schulte-Merker, Stefan

2014-01-01

This introductory section briefly highlights the subsequent chapters in the context of recent findings and open questions in lymphatic vessel biology. It aims to provide a quick overview and orientation in the contents of this monograph collection.

Pilot Study Using the Augmented Reality Sandbox to Teach Topographic Maps and Surficial Processes in Introductory Geology Labs

Science.gov (United States)

Woods, Terri L.; Reed, Sarah; Hsi, Sherry; Woods, John A.; Woods, Michael R.

2016-01-01

Spatial thinking is often challenging for introductory geology students. A pilot study using the Augmented Reality sandbox (AR sandbox) suggests it can be a powerful tool for bridging the gap between two-dimensional (2D) representations and real landscapes, as well as enhancing the spatial thinking and modeling abilities of students. The AR…

Strict rules for easy transition

International Nuclear Information System (INIS)

Roggen, M.

2003-01-01

The energy companies soon start tests to assess whether their information systems are ready to enable easy transition of retail clients from one energy supplier to another starting early next year. Having learnt a great deal from its experience with the liberalisation of the market for medium-sized business clients, power trade organisation EnergieNed has decided to run a support program named Spoed. (Dutch for Speed) to support the final stage of the liberalisation process. A Reference model has been prepared, on the basis of which energy companies can now test the mutual exchange of switch data [nl

English made easy

CERN Document Server

Crichton, Jonathan

2013-01-01

This is a fun and user–friendly way to learn English English Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text to discover for themselves how English works. The pictorial method used in this book is based on a thorough understanding of language structure and how language is successfully learned.English Made Easy, Volume 1 consists of a total of 20 units arranged in groups of five. The first four units presents language and provide learners the opportunities to practice as they learn. The first page of each unit has a list of all the word...

English made easy

CERN Document Server

Crichton, Jonathan

2013-01-01

This is a fun and user–friendly way to learn EnglishEnglish Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text to discover for themselves how English works. The pictorial method used in this book is based on a thorough understanding of language structure and how language is successfully learned.English Made Easy, Volume 2 consists of a total of 20 units arranged in groups of five. The first four units presents language and provide learners the opportunities to practice as they learn. The first page of each unit has a list of all the words...

Students' attitudes towards use of COMPUSTAT in teaching an introductory course in business finance.

Science.gov (United States)

Sachdeva, Darshan

2007-10-01

This paper describes the use of the COMPUSTAT database in teaching an introductory course in business finance at a large College of Business Administration. To understand students' attitudes towards this innovative method of instruction in business finance, a simple one-page questionnaire of 10 attitudinal statements was used. Responses of 148 students, analyzed by chi square, indicated students were unanimous in their opinion that the World Wide Web greatly paved the way in data retrieval from the COMPUSTAT database. They further reported that this interface facilitated analyses for the course. Also their understanding of finance was enhanced, and they were motivated to learn more. They seem to be highly in favor of using COMPUSTAT database in the introductory courses in business finance and expressed this view by suggesting that this financial database should be made an integral part of teaching other courses in finance.

News clippings for introductory astronomy

Science.gov (United States)

Bobrowsky, Matthew

1999-09-01

Most students entering our introductory astronomy course for nonscience majors arrive not merely lacking scientific facts-they also have misconceptions about the nature of science, and many have a handicapping ``science anxiety'' (in addition to math anxiety). So I have added a ``current science'' requirement to our introductory course. Each student must compile a file of five astronomy news articles taken from readily available sources.

R quick syntax reference

CERN Document Server

Tollefson, Margot

2014-01-01

The R Quick Syntax Reference is a handy reference book detailing the intricacies of the R language. Not only is R a free, open-source tool, R is powerful, flexible, and has state of the art statistical techniques available. With the many details which must be correct when using any language, however, the R Quick Syntax Reference makes using R easier.Starting with the basic structure of R, the book takes you on a journey through the terminology used in R and the syntax required to make R work. You will find looking up the correct form for an expression quick and easy. With a copy of the R Quick

Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories

Science.gov (United States)

Srougi, Melissa C.; Miller, Heather B.

2018-01-01

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when…

Microcomputers in the Introductory Laboratory.

Science.gov (United States)

Bare, John K.

1982-01-01

A microcomputer was used successfully to replicate Sternberg's 1966 study of retrieval from short-term memory and Sperling's 1960 study on sensory or iconic memory. Computers with a capacity for measuring reaction time are useful in the laboratory for introductory psychology courses. (SR)

Who's Who in Introductory Psychology Textbooks: A Citation Analysis Redux

Science.gov (United States)

Griggs, Richard A.; Christopher, Andrew N.

2016-01-01

It is important to assess periodically how introductory textbooks portray our discipline because introductory psychology is the most popular psychology course, almost all teachers use textbooks for it, and textbooks play a major role in defining the course for students. To do so, past studies have used textbook citation analyses. We analyzed…

Humor to the Rescue: How to Make Introductory Economics an Appealing Social Science for Non-Majors

Science.gov (United States)

Jones, George H.

2014-01-01

Despite efforts made over the past few years to improve upon the way introductory economics is taught, these efforts have unfortunately done very little to change student perception of economics as a dry, difficult and boring subject. Since the introductory economics course for many nonmajors may be their only economics course in college, it is…

Academic portfolio in the digital era: organizing and maintaining a portfolio using reference managers.

Science.gov (United States)

Bhargava, Puneet; Patel, Vatsal B; Iyer, Ramesh S; Moshiri, Mariam; Robinson, Tracy J; Lall, Chandana; Heller, Matthew T

2015-02-01

The academic portfolio has become an integral part of the promotions process. Creating and maintaining an academic portfolio in paper-based or web-based formats can be a cumbersome and time-consuming task. In this article, we describe an alternative way to efficiently organize an academic portfolio using a reference manager software, and discuss some of the afforded advantages. The reference manager software Papers (Mekentosj, Amsterdam, The Netherlands) was used to create an academic portfolio. The article outlines the key steps in creating and maintaining a digital academic portfolio. Using reference manager software (Papers), we created an academic portfolio that allows the user to digitally organize clinical, teaching, and research accomplishments in an indexed library enabling efficient updating, rapid retrieval, and easy sharing. To our knowledge, this is the first digital portfolio of its kind.

Mainstreaming Remedial Mathematics Students in Introductory Statistics: Results Using a Randomized Controlled Trial

Science.gov (United States)

Logue, Alexandra W.; Watanabe-Rose, Mari

2014-01-01

This study used a randomized controlled trial to determine whether students, assessed by their community colleges as needing an elementary algebra (remedial) mathematics course, could instead succeed at least as well in a college-level, credit-bearing introductory statistics course with extra support (a weekly workshop). Researchers randomly…

An Alternative to the Problematic Macro-Micro Structure of Introductory Economics.

Science.gov (United States)

Tinari, Frank D.

The paper explains an alternative structure to teaching micro and macroeconomic theory and describes the characteristics that make it an effective framework for introductory and principles courses. The teaching of economics principles typically proceeds by separating macroeconomic theory and microeconomic theory. But the use of the macro-micro…

A Model for Teaching an Introductory Programming Course Using ADRI

Science.gov (United States)

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

High failure and drop-out rates from introductory programming courses continue to be of significant concern to computer science disciplines despite extensive research attempting to address the issue. In this study, we include the three entities of the didactic triangle, instructors, students and curriculum, to explore the learning difficulties…

The Impact of Baby Swimming on Introductory and Elementary Swimming Training

OpenAIRE

Břízová, Gabriela

2007-01-01

THESIS ANNOTATION Title: The Impact of Baby Swimming on Introductory and Elementary Swimming Training Aim: To assess the impact of 'baby swimming' on the successfulness in introductory and partly in elementary swimming training, and to find out whether also other circumstances (for example the length of attendance at 'baby swimming') have some influence on introductory swimming training. Methods: We used a questionnaire method for the parents of children who had attended 'baby swimming' and f...

Connecting Symbolic Integrals to Physical Meaning in Introductory Physics

Science.gov (United States)

Amos, Nathaniel R.

This dissertation presents a series of studies pertaining to introductory physics students' abilities to derive physical meaning from symbolic integrals (e.g., the integral of vdt) and their components, namely differentials and differential products (e.g., dt and vdt, respectively). Our studies focus on physical meaning in the form of interpretations (e.g., "the total displacement of an object") and units (e.g., "meters"). Our first pair of studies independently attempted to identify introductory-level mechanics students' common conceptual difficulties with and unproductive interpretations of physics integrals and their components, as well as to estimate the frequencies of these difficulties. Our results confirmed some previously-observed incorrect interpretations, such as the notion that differentials are physically meaningless; however, we also uncovered two new conceptualizations of differentials, the "rate" (differentials are "rates" or "derivatives") and "instantaneous value" (differentials are values of physical variables "at an instant") interpretations, which were exhibited by more than half of our participants at least once. Our next study used linear regression analysis to estimate the strengths of the inter-connections between the abilities to derive physical meaning from each of differentials, differential products, and integrals in both first- and second-semester, calculus-based introductory physics. As part of this study, we also developed a highly reliable, multiple choice assessment designed to measure students' abilities to connect symbolic differentials, differential products, and integrals with their physical interpretations and units. Findings from this study were consistent with statistical mediation via differential products. In particular, students' abilities to extract physical meaning from differentials were seen to be strongly related to their abilities to derive physical meaning from differential products, and similarly differential

The Use of Facebook in an Introductory MIS Course: Social Constructivist Learning Environment

Science.gov (United States)

Ractham, Peter; Kaewkitipong, Laddawan; Firpo, Daniel

2012-01-01

The major objective of this article is to evaluate via a Design Science Research Methodology (DSRM) the implementation of a Social Constructivist learning framework for an introductory Management Information System (MIS) course. Facebook was used as a learning artifact to build and foster a learning environment, and a series of features and…

An Exploration of the Perceived Usefulness of the Introductory Statistics Course and Students’ Intentions to Further Engage in Statistics

Directory of Open Access Journals (Sweden)

Rossi Hassad

2018-01-01

Full Text Available Students� attitude, including perceived usefulness, is generally associated with academic success. The related research in statistics education has focused almost exclusively on the role of attitude in explaining and predicting academic learning outcomes, hence there is a paucity of research evidence on how attitude (particularly perceived usefulness impacts students� intentions to use and stay engaged in statistics beyond the introductory course. This study explored the relationship between college students� perception of the usefulness of an introductory statistics course, their beliefs about where statistics will be most useful, and their intentions to take another statistics course. A cross-sectional study of 106 students was conducted. The mean rating for usefulness was 4.7 (out of 7, with no statistically significant differences based on gender and age. Sixty-four percent reported that they would consider taking another statistics course, and this subgroup rated the course as more useful (p = .01. The majority (67% reported that statistics would be most useful for either graduate school or research, whereas 14% indicated their job, and 19% were undecided. The �undecided� students had the lowest mean rating for usefulness of the course (p = .001. Addressing data, in the context of real-world problem-solving and decision-making, could facilitate students to better appreciate the usefulness and practicality of statistics. Qualitative research methods could help to elucidate these findings.

Increased pregnancy rate with use of the Clearblue Easy Fertility Monitor.

Science.gov (United States)

Robinson, Janet E; Wakelin, Melanie; Ellis, Jayne E

2007-02-01

To determine the effect on pregnancy rates through use of the Clearblue Easy Fertility Monitor (CEFM) in women trying to conceive. Prospective study, in which volunteers were randomly assigned either to use or not to use the CEFM. All participants could also use other aids to conception. Data were self-reported by volunteers using daily diaries, supplied and collected by mail. Home use, under conditions normally experienced by over-the-counter purchasers of the marketed device. Women who were trying to conceive; 653 (CEFM 305, control 348) provided evaluable information. CEFM was used for two cycles. Cumulative pregnancy rates over two cycles of use. The cumulative pregnancy rate for 2 cycles was significantly higher in the CEFM group (22.7%) compared with the control group (14.4%). More women who had been trying to conceive for conceive for >6 months (odds ratio: 2.67). Previous pregnancy and younger age of partners were also significant prognostic factors, but use of other aids to conception was not. After adjustment for other factors, CEFM use remained a significant factor affecting the chance of conceiving within two cycles (odds ratio: 1.89). CEFM users found the device to be easy/very easy to use (90%) and convenient/very convenient (80%). Use of the CEFM increases the likelihood of getting pregnant during the first two cycles of use compared with its nonuse, in women who had been trying to conceive for up to 2 years.

The Importance of Mathematics as a Prerequisite to Introductory Financial Accounting

Science.gov (United States)

McCarron, Karen B.; Burstein, Alan N.

2017-01-01

Mathematics has long served as a prerequisite to introductory financial accounting in the 4-year college business curriculum. However, 2-year colleges have been slower to adopt math as a prerequisite. Its usefulness in relation to achieving successful completion of accounting has not been demonstrated at either a 2-year or 4-year college. Using…

Python pocket reference

CERN Document Server

Lutz, Mark

2010-01-01

This is the book to reach for when you're coding on the fly and need an answer now. It's an easy-to-use reference to the core language, with descriptions of commonly used modules and toolkits, and a guide to recent changes, new features, and upgraded built-ins -- all updated to cover Python 3.X as well as version 2.6. You'll also quickly find exactly what you need with the handy index. Written by Mark Lutz -- widely recognized as the world's leading Python trainer -- Python Pocket Reference, Fourth Edition, is the perfect companion to O'Reilly's classic Python tutorials, also written by Mark

The Memorability of Introductory Psychology Revisited

Science.gov (United States)

Landrum, R. Eric; Gurung, Regan A. R.

2013-01-01

Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

An Easy-to-Use Airborne LiDAR Data Filtering Method Based on Cloth Simulation

Directory of Open Access Journals (Sweden)

Wuming Zhang

2016-06-01

Full Text Available Separating point clouds into ground and non-ground measurements is an essential step to generate digital terrain models (DTMs from airborne LiDAR (light detection and ranging data. However, most filtering algorithms need to carefully set up a number of complicated parameters to achieve high accuracy. In this paper, we present a new filtering method which only needs a few easy-to-set integer and Boolean parameters. Within the proposed approach, a LiDAR point cloud is inverted, and then a rigid cloth is used to cover the inverted surface. By analyzing the interactions between the cloth nodes and the corresponding LiDAR points, the locations of the cloth nodes can be determined to generate an approximation of the ground surface. Finally, the ground points can be extracted from the LiDAR point cloud by comparing the original LiDAR points and the generated surface. Benchmark datasets provided by ISPRS (International Society for Photogrammetry and Remote Sensing working Group III/3 are used to validate the proposed filtering method, and the experimental results yield an average total error of 4.58%, which is comparable with most of the state-of-the-art filtering algorithms. The proposed easy-to-use filtering method may help the users without much experience to use LiDAR data and related technology in their own applications more easily.

Regular Expression Pocket Reference

CERN Document Server

Stubblebine, Tony

2007-01-01

This handy little book offers programmers a complete overview of the syntax and semantics of regular expressions that are at the heart of every text-processing application. Ideal as a quick reference, Regular Expression Pocket Reference covers the regular expression APIs for Perl 5.8, Ruby (including some upcoming 1.9 features), Java, PHP, .NET and C#, Python, vi, JavaScript, and the PCRE regular expression libraries. This concise and easy-to-use reference puts a very powerful tool for manipulating text and data right at your fingertips. Composed of a mixture of symbols and text, regular exp

Geology in the Movies: Using Hollywood Films as a Teaching Tool in Introductory Geosciences Courses

Science.gov (United States)

Lawrence, K. T.; Malinconico, L. L.

2008-12-01

A common challenge in introductory Geoscience courses is engaging students who often do not have a long- standing interest in science. In recent years Hollywood has produced a number of geoscience-themed films (Dante's Peak, Deep Impact, Day After Tomorrow, Inconvenient Truth), most of which contain kernels of scientific truth as well as gross misrepresentations of scientific reality. In our introductory courses (Geological Disasters: Agents of Chaos and Earth's Climate: Past Present and Future) we have had great success using these films as a way of both engaging students and accomplishing many of our course goals. Even though most of the students in these courses will not become geoscience majors, it is important for them to realize that they can make informed judgments about concepts portrayed in the popular media. We have incorporated short written movie critiques into our suite of introductory course laboratory exercises. Through these movie-critique labs, students have an opportunity to apply their new geoscience expertise to examining the validity of the scientific concepts presented in the film. Along the way, students start to see the relevance of course materials to their everyday lives, think more critically about how science is portrayed by non-scientists, synthesize what they have learned by applying their knowledge to a new problem, and improve their ability to communicate what they have learned. Despite the fact that these movie-critique labs require significantly more out-of-lab effort that our other introductory lab assignments, in our course evaluations many students rate the movie critiques as not only one of the most interesting lab exercises of the semester, but also the lab exercise containing the most educational value.

X-ray beam-position feedback system with easy-to-use beam-position monitor.

Science.gov (United States)

Park, Jae Yeon; Kim, Yesul; Lee, Sangsul; Lim, Jun

2018-05-01

X-ray beam-position stability is indispensable in cutting-edge experiments using synchrotron radiation. Here, for the first time, a beam-position feedback system is presented that utilizes an easy-to-use X-ray beam-position monitor incorporating a diamond-fluorescence screen. The acceptable range of the monitor is above 500 µm and the feedback system maintains the beam position within 3 µm. In addition to being inexpensive, the system has two key advantages: it works without a scale factor for position calibration, and it has no dependence on X-ray energy, X-ray intensity, beam size or beam shape.

Introductory physics in biological context: An approach to improve introductory physics for life science students

Science.gov (United States)

Crouch, Catherine H.; Heller, Kenneth

2014-05-01

We describe restructuring the introductory physics for life science students (IPLS) course to better support these students in using physics to understand their chosen fields. Our courses teach physics using biologically rich contexts. Specifically, we use examples in which fundamental physics contributes significantly to understanding a biological system to make explicit the value of physics to the life sciences. This requires selecting the course content to reflect the topics most relevant to biology while maintaining the fundamental disciplinary structure of physics. In addition to stressing the importance of the fundamental principles of physics, an important goal is developing students' quantitative and problem solving skills. Our guiding pedagogical framework is the cognitive apprenticeship model, in which learning occurs most effectively when students can articulate why what they are learning matters to them. In this article, we describe our courses, summarize initial assessment data, and identify needs for future research.

Perl Pocket Reference

CERN Document Server

Vromans, Johan

2011-01-01

If you have a Perl programming question, you'll find the answer quickly in this handy, easy-to-use quick reference. The Perl Pocket Reference condenses and organizes stacks of documentation down to the most essential facts, so you can find what you need in a heartbeat. Updated for Perl 5.14, the 5th edition provides a summary of Perl syntax rules and a complete list of operators, built-in functions, and other features. It's the perfect companion to O'Reilly's authoritative and in-depth Perl programming books, including Learning Perl, Programming Perl, and the Perl Cookbook..

Topical Coverage in Introductory Textbooks from the 1980s through the 2000s

Science.gov (United States)

Griggs, Richard A.

2014-01-01

To determine how topical coverage in introductory textbooks may have changed from the 1980s to the present, the author examined topic coverage in full-length and brief introductory textbooks from this time period. Because 98% of the teachers use textbooks for the introductory course and the majority do not assign reading beyond the textbook, the…

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

Science.gov (United States)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses

Psychology Ethics in Introductory Psychology Textbooks

Science.gov (United States)

Zucchero, Renee' A.

2011-01-01

Previous research revealed that introductory psychology textbooks included limited information about psychology ethics. This study reviewed 48 current introductory psychology textbooks for research and other APA ethics content. These textbooks included slightly more total ethics content and were more thorough in their review of research ethics…

Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

Science.gov (United States)

Auerbach, Anna Jo; Schussler, Elisabeth E.

2016-01-01

Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

Promoting Active Learning When Teaching Introductory Statistics and Probability Using a Portfolio Curriculum Approach

Science.gov (United States)

Adair, Desmond; Jaeger, Martin; Price, Owen M.

2018-01-01

The use of a portfolio curriculum approach, when teaching a university introductory statistics and probability course to engineering students, is developed and evaluated. The portfolio curriculum approach, so called, as the students need to keep extensive records both as hard copies and digitally of reading materials, interactions with faculty,…

An easy guide to factor analysis

CERN Document Server

Kline, Paul

2014-01-01

Factor analysis is a statistical technique widely used in psychology and the social sciences. With the advent of powerful computers, factor analysis and other multivariate methods are now available to many more people. An Easy Guide to Factor Analysis presents and explains factor analysis as clearly and simply as possible. The author, Paul Kline, carefully defines all statistical terms and demonstrates step-by-step how to work out a simple example of principal components analysis and rotation. He further explains other methods of factor analysis, including confirmatory and path analysis, a

Towards a Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science

Science.gov (United States)

Heiner, Cecily

2009-01-01

Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This dissertation analyzes 411 questions from an introductory Java programming course by reducing the…

SharePoint 2010 Administration Instant Reference

CERN Document Server

Williams, Randy

2011-01-01

Fast, accurate answers on SharePoint 2010 administration-in an instant If you're a SharePoint administrator and are looking for fast, accurate, easy-to-understand answers and solutions, then this reference is for you. Thumb tabs, secondary and tertiary tables of contents, and special heading treatments ensure quick and easy ways to find practical solutions on the spot. In addition, quick-reference tables, lists, and step-by-step instruction provide even more helpful information on the day-to-day administration of Microsoft's newest collaboration solution.Features invaluable answers and solutio

Comparison of concepts in easy-to-use methods for MSD risk assessment.

Science.gov (United States)

Roman-Liu, Danuta

2014-05-01

This article presents a comparative analysis of easy-to-use methods for assessing musculoskeletal load and the risk for developing musculoskeletal disorders. In all such methods, assessment of load consists in defining input data, the procedure and the system of assessment. This article shows what assessment steps the methods have in common; it also shows how those methods differ in each step. In addition, the methods are grouped according to their characteristic features. The conclusion is that the concepts of assessing risk in different methods can be used to develop solutions leading to a comprehensive method appropriate for all work tasks and all parts of the body. However, studies are necessary to verify the accepted premises and to introduce some standardization that would make consolidation possible. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Enabling Field Experiences in Introductory Geoscience Classes through the Use of Immersive Virtual Reality

Science.gov (United States)

Moysey, S. M.; Smith, E.; Sellers, V.; Wyant, P.; Boyer, D. M.; Mobley, C.; Brame, S.

2015-12-01

Although field experiences are an important aspect of geoscience education, the opportunity to provide physical world experiences to large groups of introductory students is often limited by access, logistical, and financial constraints. Our project (NSF IUSE 1504619) is investigating the use of immersive virtual reality (VR) technologies as a surrogate for real field experiences in introductory geosciences classes. We are developing a toolbox that leverages innovations in the field of VR, including the Oculus Rift and Google Cardboard, to enable every student in an introductory geology classroom the opportunity to have a first-person virtual field experience in the Grand Canyon. We have opted to structure our VR experience as an interactive game where students must explore the Canyon to accomplish a series of tasks designed to emphasize key aspects of geoscience learning. So far we have produced two demo products for the virtual field trip. The first is a standalone "Rock Box" app developed for the iPhone, which allows students to select different rock samples, examine them in 3D, and obtain basic information about the properties of each sample. The app can act as a supplement to the traditional rock box used in physical geology labs. The second product is a fully functioning VR environment for the Grand Canyon developed using satellite-based topographic and imagery data to retain real geologic features within the experience. Players can freely navigate to explore anywhere they desire within the Canyon, but are guided to points of interest where they are able to complete exercises that will be aligned with specific learning goals. To this point we have integrated elements of the "Rock Box" app within the VR environment, allowing players to examine 3D details of rock samples they encounter within the Grand Canyon. We plan to provide demos of both products and obtain user feedback during our presentation.

The Value of Chat Reference Services: A Pilot Study

Science.gov (United States)

Jacoby, JoAnn; Ward, David; Avery, Susan; Marcyk, Emilia

2016-01-01

This article explores student, instructor, and librarian perceptions of chat reference in the context of an introductory composition course. Participants in a mixed-method study responded to an anonymized chat transcript. While student respondents valued speed and efficiency, they were willing to receive instruction and open to questions that…

Research and Teaching: From Gatekeeper to Gateway: Improving Student Success in an Introductory Biology Course

Science.gov (United States)

Scott, Amy N.; McNair, Delores E.; Lucas, Jonathan C.; Land, Kirkwood M.

2017-01-01

Introductory science, math, and engineering courses often have problems related to student engagement, achievement, and course completion. To begin examining these issues in greater depth, this pilot study compared student engagement, achievement, and course completion in a small and large section of an introductory biology class. Results based on…

Introductory graph theory

CERN Document Server

Chartrand, Gary

1984-01-01

Graph theory is used today in the physical sciences, social sciences, computer science, and other areas. Introductory Graph Theory presents a nontechnical introduction to this exciting field in a clear, lively, and informative style. Author Gary Chartrand covers the important elementary topics of graph theory and its applications. In addition, he presents a large variety of proofs designed to strengthen mathematical techniques and offers challenging opportunities to have fun with mathematics. Ten major topics - profusely illustrated - include: Mathematical Models, Elementary Concepts of Grap

Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

Science.gov (United States)

Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

2010-10-01

With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

The use of Multiple Representations to Enhance Student Mental Model Development of a Complex Earth System in an Introductory Geoscience Course

Science.gov (United States)

Sell, K. S.; Heather, M. R.; Herbert, B. E.

2004-12-01

Exposing earth system science (ESS) concepts into introductory geoscience courses may present new and unique cognitive learning issues for students including understanding the role of positive and negative feedbacks in system responses to perturbations, spatial heterogeneity, and temporal dynamics, especially when systems exhibit complex behavior. Implicit learning goals of typical introductory undergraduate geoscience courses are more focused on building skill-sets and didactic knowledge in learners than developing a deeper understanding of the dynamics and processes of complex earth systems through authentic inquiry. Didactic teaching coupled with summative assessment of factual knowledge tends to limit student¡¦s understanding of the nature of science, their belief in the relevancy of science to their lives, and encourages memorization and regurgitation; this is especially true among the non-science majors who compose the majority of students in introductory courses within the large university setting. Students organize scientific knowledge and reason about earth systems by manipulating internally constructed mental models. This pilot study focuses on characterizing the impact of inquiry-based learning with multiple representations to foster critical thinking and mental model development about authentic environmental issues of coastal systems in an introductory geoscience course. The research was conducted in nine introductory physical geology laboratory sections (N ˜ 150) at Texas A&M University as part of research connected with the Information Technology in Science (ITS) Center. Participants were randomly placed into experimental and control groups. Experimental groups were exposed to multiple representations including both web-based learning materials (i.e. technology-supported visualizations and analysis of multiple datasets) and physical models, whereas control groups were provided with the traditional ¡workbook style¡" laboratory assignments

Python pocket reference, version 2.4

CERN Document Server

Lutz, Mark

2005-01-01

Python is optimized for quality, productivity, portability, and integration. Hundreds of thousands of Python developers around the world rely on Python for general-purpose tasks, Internet scripting, systems programming, user interfaces, and product customization. Available on all major computing platforms, including commercial versions of Unix, Linux, Windows, and Mac OS X, Python is portable, powerful and remarkable easy to use. With its convenient, quick-reference format, Python Pocket Reference, 3rd Edition is the perfect on-the-job reference. More importantly, it's now been refreshed

Elements of dual scaling an introduction to practical data analysis

CERN Document Server

Nishisato, Shizuhiko

2014-01-01

Quantification methodology of categorical data is a popular topic in many branches of science. Most books, however, are either too advanced for those who need it, or too elementary to gain insight into its potential. This book fills the gap between these extremes, and provides specialists with an easy and comprehensive reference, and others with a complete treatment of dual scaling methodology -- starting with motivating examples, followed by an introductory discussion of necessary quantitative skills, and ending with different perpsectives on dual scaling with examples, advanced topics, and f

Introductory statistical inference

CERN Document Server

Mukhopadhyay, Nitis

2014-01-01

This gracefully organized text reveals the rigorous theory of probability and statistical inference in the style of a tutorial, using worked examples, exercises, figures, tables, and computer simulations to develop and illustrate concepts. Drills and boxed summaries emphasize and reinforce important ideas and special techniques.Beginning with a review of the basic concepts and methods in probability theory, moments, and moment generating functions, the author moves to more intricate topics. Introductory Statistical Inference studies multivariate random variables, exponential families of dist

Identifying difficult concepts in introductory programming

OpenAIRE

Humar, Klaudija

2014-01-01

In this diploma thesis we try to find the answer to why students experience difficulties in introductory programming. We ask ourselves what causes most problems while trying to understand concepts in introductory programming, generating code and designing algorithms. In the first section we introduce programming language Python as the first programming language being taught to students. We compare it with programming language Pascal and stress the advantages of Python that seem important ...

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

Science.gov (United States)

Teodorescu, Raluca Elena

This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish

A Geostationary Earth Orbit Satellite Model Using Easy Java Simulation

Science.gov (United States)

Wee, Loo Kang; Goh, Giam Hwee

2013-01-01

We develop an Easy Java Simulation (EJS) model for students to visualize geostationary orbits near Earth, modelled using a Java 3D implementation of the EJS 3D library. The simplified physics model is described and simulated using a simple constant angular velocity equation. We discuss four computer model design ideas: (1) a simple and realistic…

Using active learning strategies to investigate student learning and attitudes in a large enrollment, introductory geology course

Science.gov (United States)

Berry, Stacy Jane

There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the modification of traditional instructional techniques to allow students the opportunity to be more cooperative (Task Group on General Education, 1988). This has guided educators and facilitators into shifting teaching paradigms from a teacher centered to a more student-centered curriculum. The present study investigated achievement outcomes and attitudes of learners in a large enrollment (n ~ 200), introductory geology course using a student centered learning cycle format of instruction versus another similar section that used a traditional lecture format. Although the course is a recruiting class for majors, over 95% of the students that enroll are non-majors. Measurements of academic evaluation were through four unit exams, classroom communication systems, weekly web-based homework, in-class activities, and a thematic collaborative poster/paper project and presentation. The qualitative methods to investigate the effectiveness of the teaching design included: direct observation, self-reporting about learning, and open-ended interviews. By disaggregating emerging data, we tried to concentrate on patterns and causal relationships between achievement performance and attitudes regarding learning geology. Statistical analyses revealed positive relationships between student engagement in supplemental activities and achievement mean scores within and between the two sections. Completing weekly online homework had the most robust relationship with overall achievement performance. Contrary to expectations, a thematic group project only led to modest gains in achievement performance, although the social and professional gains could be

Semantics in Teaching Introductory Physics.

Science.gov (United States)

Williams, H. Thomas

1999-01-01

Contends that the large vocabulary used for precise purposes in physics contains many words that have related but potentially confusing meanings in everyday usage. Analyzes the treatment of Newton's Laws of Motion in several well-known introductory textbooks for evidence of inconsistent language use. Makes teaching suggestions. (Contains 11…

Beginning Introductory Physics with Two-Dimensional Motion

Science.gov (United States)

Huggins, Elisha

2009-01-01

During the session on "Introductory College Physics Textbooks" at the 2007 Summer Meeting of the AAPT, there was a brief discussion about whether introductory physics should begin with one-dimensional motion or two-dimensional motion. Here we present the case that by starting with two-dimensional motion, we are able to introduce a considerable…

Introductory Physics Experiments Using the Wii Balance Board

Science.gov (United States)

Starr, Julian; Sobczak, Robert; Iqbal, Zohaib; Ochoa, Romulo

2010-02-01

The Wii, a video game console by Nintendo, utilizes several different controllers, such as the Wii remote (Wiimote) and the balance board, for game-playing. The balance board was introduced in early 2008. It contains four strain gauges and has Bluetooth connectivity at a relatively low price. Thanks to available open source code, such as GlovePie, any PC with Bluetooth capability can detect the information sent out by the balance board. Based on the ease with which the forces measured by each strain gauge can be obtained, we have designed several experiments for introductory physics courses that make use of this device. We present experiments to measure the forces generated when students lift their arms with and without added weights, distribution of forces on an extended object when weights are repositioned, and other normal forces cases. The results of our experiments are compared with those predicted by Newtonian mechanics. )

Performance assessment of Vita Easy Shade spectrophotometer on colour measurement of aesthetic dental materials.

Science.gov (United States)

AlGhazali, N; Burnside, G; Smith, R W; Preston, A J; Jarad, F D

2011-12-01

Four different shades were used to produce 20 samples of resin-based composite and 20 samples of porcelain to evaluate the performance ability of an intra oral test spectrophotometer compared to a reference spectrophotometer. The absolute colour coordinates CIELAB values measured with both spectrophotometers were significantly different (p spectrophotometers (p < 0.05). Therefore, the Easy Shade can be used in dental practice and dental research with some limitations.

Modern introductory physics

CERN Document Server

Holbrow, Charles H; Amato, Joseph C; Galvez, Enrique; Parks, M. Elizabeth

2010-01-01

Modern Introductory Physics, 2nd Edition, by Charles H. Holbrow, James N. Lloyd, Joseph C. Amato, Enrique Galvez, and Beth Parks, is a successful innovative text for teaching introductory college and university physics. It is thematically organized to emphasize the physics that answers the fundamental question: Why do we believe in atoms and their properties?  The book provides a sound introduction to basic physical concepts with particular attention to the nineteenth- and twentieth-century physics underlying our modern ideas of atoms and their structure.  After a review of basic Newtonian mechanics, the book discusses early physical evidence that matter is made of atoms.  With a simple model of the atom Newtonian mechanics can explain the ideal gas laws, temperature, and viscosity.  Basic concepts of electricity and magnetism are introduced along with a more complicated model of the atom to account for the observed electrical properties of atoms. The physics of waves---particularly light and x-rays---an...

Examining the Gender Gap in Introductory Physics

Science.gov (United States)

Kost, Lauren; Pollock, Steven; Finkelstein, Noah

2009-05-01

Our previous research[1] showed that despite the use of interactive engagement techniques in the introductory physics course, the gap in performance between males and females on a mechanics conceptual learning survey persisted from pre- to post-test, at our institution. Such findings were counter to previously published work[2]. Follow-up studies[3] identified correlations between student performance on the conceptual learning survey and students' prior physics and math knowledge and their incoming attitudes and beliefs about physics and learning physics. The results indicate that the gender gap at our institution is predominantly associated with differences in males' and females' previous physics and math knowledge, and attitudes and beliefs. Our current work extends these results in two ways: 1) we look at the gender gap in the second semester of the introductory sequence and find results similar to those in the first semester course and 2) we identify ways in which males and females differentially experience several aspects of the introductory course. [1] Pollock, et al, Phys Rev: ST: PER 3, 010107. [2] Lorenzo, et al, Am J Phys 74, 118. [3] Kost, et al, PERC Proceedings 2008.

Research and Teaching: Reenvisioning the Introductory Science Course as a Cognitive Apprenticeship

Science.gov (United States)

Thompson, Meredith M.; Pastorino, Lucia; Lee, Star; Lipton, Paul

2016-01-01

Introductory science courses play a critical role in the recruitment and retention of undergraduate science majors. In particular, first-year courses are opportunities to engage students in scientific practices and motivate them to consider scientific careers. We developed an introductory course using a semester-long series of established…

Rapid mixing chemical oxidative polymerization: an easy route to ...

Indian Academy of Sciences (India)

Administrator

(SDCNTs)/PANI nanofibres (NFs) has been prepared using an easy in situ rapid mixing chemical ... SDCNTs thin film was obtained using thermal chemical vapour deposition method in ... In the next step, 250 mL of aqueous HCl was taken in a.

CSS Pocket Reference

CERN Document Server

Meyer, Eric

2011-01-01

When you're working with CSS and need a quick answer, CSS Pocket Reference delivers. This handy, concise book provides all of the essential information you need to implement CSS on the fly. Ideal for intermediate to advanced web designers and developers, the 4th edition is revised and updated for CSS3, the latest version of the Cascading Style Sheet specification. Along with a complete alphabetical reference to CSS3 selectors and properties, you'll also find a short introduction to the key concepts of CSS. Based on Cascading Style Sheets: The Definitive Guide, this reference is an easy-to-us

Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

Science.gov (United States)

Blissitt, Andrea Marie

2016-04-01

Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.

Introductory real analysis

CERN Document Server

Kolmogorov, A N; Silverman, Richard A

1975-01-01

Self-contained and comprehensive, this elementary introduction to real and functional analysis is readily accessible to those with background in advanced calculus. It covers basic concepts and introductory principles in set theory, metric spaces, topological and linear spaces, linear functionals and linear operators, and much more. 350 problems. 1970 edition.

TclTk Pocket Reference

CERN Document Server

Raines, Paul

1998-01-01

The Tcl/Tk combination is increasingly popular because it lets you produce sophisticated graphical interfaces with a few easy commands, develop and change scripts quickly, and conveniently tie together existing utilities or programming libraries. The Tcl/Tk Pocket Reference,a handy reference guide to the basic Tcl language elements, Tcl and Tk commands, and Tk widgets, is a companion volume to Tcl/Tk in a Nutshell.

Use of a Laboratory Field Project in an Introductory Crop Science Course.

Science.gov (United States)

Lane, Robert A.

1986-01-01

Assesses the benefits resulting from a laboratory field project and report for agricultural students in an introductory crop science course. Student responses to evaluation statements indicated that the project helped them identify crops, understand cultural and management practices, and recognize environmental influences that affect crop…

A Demonstration of Evidence-Based Action Research Using Information Dashboard in Introductory Programming Education

OpenAIRE

Matsuzawa , Yoshiaki; Tanaka , Yoshiki; Kitani , Tomoya; Sakai , Sanshiro

2017-01-01

Part 3: Computer Science Education and Its Future Focus and Development; International audience; In this paper, we demonstrated an evidence-based action research in an introductory programming class with the use of an information dashboard which provides coding metrics to visualize students’ engagement of their assignments. The information dashboard was designed for teachers to improve their classroom teaching using the same coding metrics which was verified in our previous research [9]. The ...

A simple method for HPLC retention time prediction: linear calibration using two reference substances.

Science.gov (United States)

Sun, Lei; Jin, Hong-Yu; Tian, Run-Tao; Wang, Ming-Juan; Liu, Li-Na; Ye, Liu-Ping; Zuo, Tian-Tian; Ma, Shuang-Cheng

2017-01-01

Analysis of related substances in pharmaceutical chemicals and multi-components in traditional Chinese medicines needs bulk of reference substances to identify the chromatographic peaks accurately. But the reference substances are costly. Thus, the relative retention (RR) method has been widely adopted in pharmacopoeias and literatures for characterizing HPLC behaviors of those reference substances unavailable. The problem is it is difficult to reproduce the RR on different columns due to the error between measured retention time (t R ) and predicted t R in some cases. Therefore, it is useful to develop an alternative and simple method for prediction of t R accurately. In the present study, based on the thermodynamic theory of HPLC, a method named linear calibration using two reference substances (LCTRS) was proposed. The method includes three steps, procedure of two points prediction, procedure of validation by multiple points regression and sequential matching. The t R of compounds on a HPLC column can be calculated by standard retention time and linear relationship. The method was validated in two medicines on 30 columns. It was demonstrated that, LCTRS method is simple, but more accurate and more robust on different HPLC columns than RR method. Hence quality standards using LCTRS method are easy to reproduce in different laboratories with lower cost of reference substances.

Construction of an easy-to-use CRISPR-Cas9 system by patching a newly designed EXIT circuit.

Science.gov (United States)

Tang, Qiang; Lou, Chunbo; Liu, Shuang-Jiang

2017-01-01

Plasmid-borne genetic editing tools, including the widely used CRISPR-Cas9 system, have greatly facilitated bacterial programming to obtain novel functionalities. However, the lack of effective post-editing plasmid elimination methods impedes follow-up genetic manipulation or application. Conventional strategies including exposure to physical and chemical treatments, or exploiting temperature-sensitive replication origins have several drawbacks (e.g., they are limited for efficiency and are time-consuming). Therefore, the demand is apparent for easy and rapid elimination of the tool plasmids from their bacterial hosts after genetic manipulation. To bridge this gap, we designed a novel EXIT circuit with the homing endonuclease, which can be exploited for rapid and efficient elimination of various plasmids with diverse replication origins. As a proof of concept, we validated the EXIT circuit in Escherichia coli by harnessing homing endonuclease I- Sce I and its cleavage site. When integrated into multiple plasmids with different origins, the EXIT circuit allowed them to be eliminated from the host cells, simultaneously. By combining the widely used plasmid-borne CRISPR-Cas9 system and the EXIT circuit, we constructed an easy-to-use CRISPR-Cas9 system that eliminated the Cas9- and the single-guide RNA (sgRNA)-encoding plasmids in one-step. Within 3 days, we successfully constructed an atrazine-degrading E. coli strain, thus further demonstrating the advantage of this new CRISPR-Cas9 system for bacterial genome editing. Our novel EXIT circuit, which exploits the homing endonuclease I- Sce I, enables plasmid(s) with different replication origins to be eliminated from their host cells rapidly and efficiently. We also developed an easy-to-use CRISPR-Cas9 system with the EXIT circuit, and this new system can be widely applied to bacterial genome editing.

Enhancing student performance in introductory physics in topics related to electricity and magnetism through the use of voluntary workshops

Science.gov (United States)

DeSilva, L. Ajith; Pullen, Adam; Hasbun, J. E.

2018-05-01

This article examines the effect of voluntary workshops on students’ performance in a university for algebra-based introductory physics on the topics of electricity, magnetism and related areas. A workshop is an optional one-hour-per-week session that promotes a small group’s peer instruction and co-operative learning, in order to enhance the conceptual understanding of physical principles and to improve problem-solving skills. During the workshops, a small group of students were encouraged to exchange ideas in a co-operative learning environment. Most students enrolled were poorly motivated, underprepared, and did not possess the prerequisite mathematics needed. For those who attended workshops, the result of scores on a standardized conceptual survey in electricity and magnetism showed a pre-test-post-test gain of 21% in the number of correct responses. This is to be contrasted with a 5% increase for those students who did not attend workshops. Further, we present a breakdown of the final letter grades obtained by students who attended workshops versus those who did not. Since the introduction of the workshops (out of 374 students), 95% of those who attended made a ‘C’ or better in the course. This compares to only 50% of the students who did not attend workshops and making a ‘C’ or better. The workshops have been offered since the Fall of 2010, but analyzed data includes fourteen years of student letter grades from 2001 to 2014 in order to study the effects on the workshops of the D, F, or W grades (DFW rate). We report a 7% reduction of the DFW rates, which we attribute to the incorporation of the workshops. The workshops are easy to implement and relatively inexpensive, yet appear to be an effective instructional method that enhances the success of underprepared students.

Preliminary investigation of instructor effects on gender gap in introductory physics

Directory of Open Access Journals (Sweden)

Kimberley Kreutzer1

2012-05-01

Full Text Available Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

Preliminary investigation of instructor effects on gender gap in introductory physics

Science.gov (United States)

Kreutzer, Kimberley; Boudreaux, Andrew

2012-06-01

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

Synthesis of Ibuprofen in the Introductory Organic Laboratory

Science.gov (United States)

Kjonaas, Richard A.; Williams, Peggy E.; Counce, David A.; Crawley, Lindsey R.

2011-01-01

A method for the synthesis of ibuprofen in introductory organic chemistry laboratory courses is reported. This experiment requires two 3-h lab sessions. All of the reactions and techniques are a standard part of any introductory organic chemistry course. In the first lab session, students reduce p-isobutylacetophenone to an alcohol and then…

Introductory photoemission theory

International Nuclear Information System (INIS)

Arai, Hiroko; Fujikawa, Takashi

2010-01-01

An introductory review is presented on the basis of many-body scattering theory. Some fundamental aspects of photoemission theory are discussed in detail. A few applications are also discussed; photoelectron diffraction, depth distribution function and multi-atom resonant photoemission are also discussed briefly. (author)

Reference Tools for Data Processing, Office Automation, and Data Communications: An Introductory Guide.

Science.gov (United States)

Cupoli, Patricia Dymkar

1981-01-01

Provides an introduction to various reference sources which are useful in dealing with the areas of data processing, office automation, and communications technologies. A bibliography with vendor listings is included. (FM)

An Engineering-Oriented Approach to the Introductory Differential Equations Course

Science.gov (United States)

Pennell, S.; Avitabile, P.; White, J.

2009-01-01

The introductory differential equations course can be made more relevant to engineering students by including more of the engineering viewpoint, in which differential equations are regarded as systems with inputs and outputs. This can be done without sacrificing any of the usual topical coverage. This point of view is conducive to student…

Zotero : a free and open-source reference manager

DEFF Research Database (Denmark)

Courraud, Julie

2014-01-01

Zotero is a free, open-source reference management program compatible with Linux®, Mac®, and Windows® operating systems. Libraries are backed up online allowing sharing between computers and even multiple users. Zotero makes it easy to keep your reference library organised and ‘clean’. Reference...

Enhancing the Teaching of Introductory Economics with a Team-Based, Multi-Section Competition

Science.gov (United States)

Beaudin, Laura; Berdiev, Aziz N.; Kaminaga, Allison Shwachman; Mirmirani, Sam; Tebaldi, Edinaldo

2017-01-01

The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic…

ImageJ: A Free, Easy, and Reliable Method to Measure Leg Ulcers Using Digital Pictures.

Science.gov (United States)

Aragón-Sánchez, Javier; Quintana-Marrero, Yurena; Aragón-Hernández, Cristina; Hernández-Herero, María José

2017-12-01

Wound measurement to document the healing course of chronic leg ulcers has an important role in the management of these patients. Digital cameras in smartphones are readily available and easy to use, and taking pictures of wounds is becoming a routine in specialized departments. Analyzing digital pictures with appropriate software provides clinicians a quick, clean, and easy-to-use tool for measuring wound area. A set of 25 digital pictures of plain foot and leg ulcers was the basis of this study. Photographs were taken placing a ruler next to the wound in parallel with the healthy skin with the iPhone 6S (Apple Inc, Cupertino, CA), which has a camera of 12 megapixels using the flash. The digital photographs were visualized with ImageJ 1.45s freeware (National Institutes of Health, Rockville, MD; http://imagej.net/ImageJ ). Wound area measurement was carried out by 4 raters: head of the department, wound care nurse, physician, and medical student. We assessed intra- and interrater reliability using the interclass correlation coefficient. To determine intraobserver reliability, 2 of the raters repeated the measurement of the set 1 week after the first reading. The interrater model displayed an interclass correlation coefficient of 0.99 with 95% confidence interval of 0.999 to 1.000, showing excellent reliability. The intrarater model of both examiners showed excellent reliability. In conclusion, analyzing digital images of leg ulcers with ImageJ estimates wound area with excellent reliability. This method provides a free, rapid, and accurate way to measure wounds and could routinely be used to document wound healing in daily clinical practice.

Does Living near Classmates Help Introductory Economics Students Get Better Grades?

Science.gov (United States)

Parker, Jeffrey

2012-01-01

This article examines whether first-year students in introductory economics courses get better grades if they have other students in their on-campus residential unit who either are taking the same course or have taken the course in the past. The study uses nine years of data for the introductory economics course at Reed College. The author finds…

The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

Directory of Open Access Journals (Sweden)

Jennifer M. Wenner

2009-01-01

Full Text Available We present the case for introductory geoscience courses as model venues for increasing the quantitative literacy (QL of large numbers of the college-educated population. The geosciences provide meaningful context for a number of fundamental mathematical concepts that are revisited several times in a single course. Using some best practices from the mathematics education community surrounding problem solving, calculus reform, pre-college mathematics and five geoscience/math workshops, geoscience and mathematics faculty have identified five pedagogical ideas to increase the QL of the students who populate introductory geoscience courses. These five ideas include techniques such as: place mathematical concepts in context, use multiple representations, use technology appropriately, work in groups, and do multiple-day, in-depth problems that place quantitative skills in multiple contexts. We discuss the pedagogical underpinnings of these five ideas and illustrate some ways that the geosciences represent ideal places to use these techniques. However, the inclusion of QL in introductory courses is often met with resistance at all levels. Faculty who wish to include quantitative content must use creative means to break down barriers of public perception of geoscience as qualitative, administrative worry that enrollments will drop and faculty resistance to change. Novel ways to infuse QL into geoscience classrooms include use of web-based resources, shadow courses, setting clear expectations, and promoting quantitative geoscience to the general public. In order to help faculty increase the QL of geoscience students, a community-built faculty-centered web resource (Teaching Quantitative Skills in the Geosciences houses multiple examples that implement the five best practices of QL throughout the geoscience curriculum. We direct faculty to three portions of the web resource: Teaching Quantitative Literacy, QL activities, and the 2006 workshop website

The activation system Easy 2007

International Nuclear Information System (INIS)

Forrest, R.A.; Kopecky, J.

2007-01-01

Full text of publication follows: Safety and waste management of materials for ITER, IFMIF and future power plants require detailed knowledge of the activation caused by irradiation with neutrons, or in the case of IFMIF, deuterons. The European Activation System (EASY) has been developed for such calculations and a new version (EASY-2007) was released earlier this year. This contains a large amount of nuclear data in the European Activation File (EAF-2007) covering neutron-, deuteron- and proton-induced cross sections (about 200,000 reactions have data extending up to 60 MeV), decay data (2,231 nuclides) and subsidiary data on e.g. biological hazards. These data are input to the FISPACT inventory code used to calculate the activation. Recent work has concentrated on the validation of EASY-2007 using integral and differential measurements; these studies are summarised showing examples of reactions agreeing with the experimental results and cases where the library data require further improvement. Integral data above 20 MeV are especially important in improving the library for IFMIF calculations. Using a previous version of EASY a study of the activation of all the elements enabled the identification of the reactions important in producing activation below 20 MeV. The list of 1,340 neutron-reactions producing the dominant radio-nuclides enables further studies to be focused on the important data. This study made extensive use of importance diagrams. This work has been extended to cover the energy region up to 60 MeV, and the new important radionuclides and reactions in this energy range are reported. Although the data above 20 MeV are important for IFMIF and are of interest because of their novelty, the traditional energy region below 20 MeV remains of great importance for most fusion applications. The testing of such large data libraries for reactions with no experimental data is necessary and results from the use of the recently developed method of Statistical

Instructional Practices in Introductory Geoscience Courses: Results of a National Faculty Survey

Science.gov (United States)

MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

2004-12-01

The NAGT professional development program "On the Cutting Edge" recently surveyed 7000 geoscience faculty in the United States to develop a snapshot of current instructional practices in undergraduate geoscience courses, faculty strategies for learning new content and new teaching approaches, and faculty involvement in the geoscience education community. Over 2200 faculty responded to the survey which was conducted by the American Institute of Physics. Results for introductory courses (814 responses) indicate that lecture is the most common teaching strategy used in courses of all sizes. Many faculty incorporate some interactive activities in their courses. Most commonly, they use questioning, demonstrations, discussions, and in-class exercises. Less common, but not rare, are small group discussion or think-pair-share and classroom debates or role-playing. Activities involving problem solving, using quantitative skills, working with data and primarily literature, and structured collaboration are incorporated by many faculty in introductory courses, suggesting efforts to teach the process of science. Activities in which students address a problem of national or local interest, analyze their own data, or address problems of their own design are less common but not rare. Field experiences are common but not ubiquitous for students in introductory courses. A wide variety of assessment strategies are used in introductory courses of all sizes, including exams, quizzes, problem sets, papers, oral presentations, and portfolios. While papers are used for assessment more extensively in small classes, a significant number of faculty use papers in large classes (greater than 81 students). A majority of faculty use rubrics in grading. Faculty report that in the past two years, approximately one-third have made changes in the content of their introductory courses while just under half have changed the teaching methods they use. While faculty learn about both new content and

Interactive Computer Lessons for Introductory Economics: Guided Inquiry-From Supply and Demand to Women in the Economy.

Science.gov (United States)

Miller, John; Weil, Gordon

1986-01-01

The interactive feature of computers is used to incorporate a guided inquiry method of learning introductory economics, extending the Computer Assisted Instruction (CAI) method beyond drills. (Author/JDH)

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

Science.gov (United States)

Zimmerman, Whitney Alicia; Johnson, Glenn

2017-01-01

Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument and an abbreviated form of the Statistics Anxiety Rating Scale (STARS). Data included a survey of expected grade, expected time commitment, and the…

Introductory Textbooks and Plagiarism in Higher Education: A Case Study from Economics.

Science.gov (United States)

Richardson, Paul

2002-01-01

Textbooks are powerful technologies that are foundational to introductory level courses. In the research site of an introductory economic classroom, the textbook is positioned as having status similar to that of a canonical religious text. This study investigated how student reading and writing can be problematic when introductory level courses…

Adding Resistances and Capacitances in Introductory Electricity

Science.gov (United States)

Efthimiou, C. J.; Llewellyn, R. A.

2005-09-01

All introductory physics textbooks, with or without calculus, cover the addition of both resistances and capacitances in series and in parallel as discrete summations. However, none includes problems that involve continuous versions of resistors in parallel or capacitors in series. This paper introduces a method for solving the continuous problems that is logical, straightforward, and within the mathematical preparation of students at the introductory level.

A Tutorial Design Process Applied to an Introductory Materials Engineering Course

Science.gov (United States)

Rosenblatt, Rebecca; Heckler, Andrew F.; Flores, Katharine

2013-01-01

We apply a "tutorial design process", which has proven to be successful for a number of physics topics, to design curricular materials or "tutorials" aimed at improving student understanding of important concepts in a university-level introductory materials science and engineering course. The process involves the identification…

Development of sensorless easy-to-use overhead crane system via simulation based control

Science.gov (United States)

Tagawa, Yasutaka; Mori, Yoshihito; Wada, Masaomi; Kawajiri, Eisaku; Nouzuka, Kazuma

2016-09-01

This paper describes the newly developed overhead crane which has a sensorless vibration control system. Generally, loads which are carried by the overhead cranes are easy to vibrate and only skilled people can operate the cranes. Therefore, a lot of studies have been done to solve this problem by using feedback control with vibration sensors. However vibration sensors often break down in severe industrial environment and more reliable control systems are required. For this reason, we have been developing sensorless control system for overhead cranes. In this paper, we firstly introduce basic idea of simulation based control which is called IDCS, then overview and modeling of the overhead crane is presented. Next, the control system design of the overhead crane is discussed, and experimental results are shown for real overhead crane with 2 axes.

The Greening of Marketing: An Analysis of Introductory Textbooks

Science.gov (United States)

DeMoss, Michelle; Nicholson, Carolyn Y.

2005-01-01

In this study, the authors examined whether introductory marketing textbooks contain the information that is needed to educate future business leaders about the important role of environmentally sustainable practices. We content-analyzed the 21 current introductory marketing textbooks for coverage of these practices. The results showed limited,…

Teaching assistants’ performance at identifying common introductory student difficulties in mechanics revealed by the Force Concept Inventory

Directory of Open Access Journals (Sweden)

Alexandru Maries

2016-05-01

Full Text Available The Force Concept Inventory (FCI has been widely used to assess student understanding of introductory mechanics concepts by a variety of educators and physics education researchers. One reason for this extensive use is that many of the items on the FCI have strong distractor choices which correspond to students’ alternate conceptions in mechanics. Instruction is unlikely to be effective if instructors do not know the common alternate conceptions of introductory physics students and explicitly take into account students’ initial knowledge states in their instructional design. Here, we discuss research involving the FCI to evaluate one aspect of the pedagogical content knowledge of teaching assistants (TAs: knowledge of introductory student alternate conceptions in mechanics as revealed by the FCI. For each item on the FCI, the TAs were asked to identify the most common incorrect answer choice of introductory physics students. This exercise was followed by a class discussion with the TAs related to this task, including the importance of knowing student difficulties in teaching and learning. Then, we used FCI pretest and post-test data from a large population (∼900 of introductory physics students to assess the extent to which TAs were able to identify alternate conceptions of introductory students related to force and motion. In addition, we carried out think-aloud interviews with graduate students who had more than two semesters of teaching experience in recitations to examine how they reason about the task. We find that while the TAs, on average, performed better than random guessing at identifying introductory students’ difficulties with FCI content, they did not identify many common difficulties that introductory physics students have after traditional instruction. We discuss specific alternate conceptions, the extent to which TAs are able to identify them, and results from the think-aloud interviews that provided valuable information

Differential algebras without differentials: An easy C++ implementation

International Nuclear Information System (INIS)

Michelotti, L.

1989-03-01

Automated differentiation can be motivated and explained rather plainly without any reference to infinitesimals or differentials whatsoever. We shall describe one possible approach in this paper. The method which we shall use will suggest its own implementation. However, FORTRAN is not the most natural language in which to carry it out. In the second section we shall describe an almost trivial implementation using C++. (Indeed, one of the motivations for writing this paper is to persuade militant FORTRAN extremists to invest the four or five days necessary to learn this powerful and easy language.) Take heed, however, that what we describe below is only a stripped-down implementation, written in three days, of differential algebra's most essential features; it is not as robust as and does not contain the battery of tools available in Berz's DA package, the product of a significant amount of work. 10 refs

Differential algebras without differentials: An easy C++ implementation

Energy Technology Data Exchange (ETDEWEB)

Michelotti, L.

1989-03-01

Automated differentiation can be motivated and explained rather plainly without any reference to infinitesimals or differentials whatsoever. We shall describe one possible approach in this paper. The method which we shall use will suggest its own implementation. However, FORTRAN is not the most natural language in which to carry it out. In the second section we shall describe an almost trivial implementation using C++. (Indeed, one of the motivations for writing this paper is to persuade militant FORTRAN extremists to invest the four or five days necessary to learn this powerful and easy language.) Take heed, however, that what we describe below is only a stripped-down implementation, written in three days, of differential algebra's most essential features; it is not as robust as and does not contain the battery of tools available in Berz's DA package, the product of a significant amount of work. 10 refs.

Beat the Instructor: An Introductory Forecasting Game

Science.gov (United States)

Snider, Brent R.; Eliasson, Janice B.

2013-01-01

This teaching brief describes a 30-minute game where student groups compete in-class in an introductory time-series forecasting exercise. The students are challenged to "beat the instructor" who competes using forecasting techniques that will be subsequently taught. All forecasts are graphed prior to revealing the randomly generated…

Minimally Invasive Calcaneal Displacement Osteotomy Site Using a Reference Kirschner Wire: A Technique Tip.

Science.gov (United States)

Lee, Moses; Guyton, Gregory P; Zahoor, Talal; Schon, Lew C

2016-01-01

As a standard open approach, the lateral oblique incision has been widely used for calcaneal displacement osteotomy. However, just as with other orthopedic procedures that use an open approach, complications, including wound healing problems and neurovascular injury in the heel, have been reported. To help avoid these limitations, a percutaneous technique using a Shannon burr for calcaneal displacement osteotomy was introduced. However, relying on a free-hand technique without direct visualization at the osteotomy site has been a major obstacle for this technique. To address this problem, we developed a technical tip using a reference Kirschner wire. A reference Kirschner wire technique provides a reliable and accurate guide for minimally invasive calcaneal displacement osteotomy. Also, the technique should be easy to learn for surgeons new to the procedure. Copyright © 2016 American College of Foot and Ankle Surgeons. Published by Elsevier Inc. All rights reserved.

A Citation Analysis of Who's Who in Introductory Textbooks

Science.gov (United States)

Griggs, Richard A.; Proctor, Derrick L.

2002-01-01

Given the many changes in the introductory psychology textbook market in the past 2 decades and the lack of a recent citation study of introductory texts, we conducted a citation analysis of a stratified random sample of current texts. To provide a more comprehensive picture of current citation emphases, we extended our analysis to the top 60…

esATAC: An Easy-to-use Systematic pipeline for ATAC-seq data analysis.

Science.gov (United States)

Wei, Zheng; Zhang, Wei; Fang, Huan; Li, Yanda; Wang, Xiaowo

2018-03-07

ATAC-seq is rapidly emerging as one of the major experimental approaches to probe chromatin accessibility genome-wide. Here, we present "esATAC", a highly integrated easy-to-use R/Bioconductor package, for systematic ATAC-seq data analysis. It covers essential steps for full analyzing procedure, including raw data processing, quality control and downstream statistical analysis such as peak calling, enrichment analysis and transcription factor footprinting. esATAC supports one command line execution for preset pipelines, and provides flexible interfaces for building customized pipelines. esATAC package is open source under the GPL-3.0 license. It is implemented in R and C ++. Source code and binaries for Linux, MAC OS X and Windows are available through Bioconductor https://www.bioconductor.org/packages/release/bioc/html/esATAC.html). xwwang@tsinghua.edu.cn. Supplementary data are available at Bioinformatics online.

Off to the (Earthworm) Races: A Quick and Flexible Lab Experiment for Introductory Zoology Courses.

Science.gov (United States)

Switzer, Paul V.; Fritz, Ann H.

2001-01-01

Presents a hands-on, investigative lab activity for use in an introductory zoology course. Tests the behavioral hypothesis that substrate texture affects earthworm locomotor ability. Provides background information on earthworm locomotion followed by details of the lab exercise. (NB)

Introductory Biology Textbooks Under-Represent Scientific Process

Directory of Open Access Journals (Sweden)

Dara B. Duncan

2011-08-01

Full Text Available Attrition of undergraduates from Biology majors is a long-standing problem. Introductory courses that fail to engage students or spark their curiosity by emphasizing the open-ended and creative nature of biological investigation and discovery could contribute to student detachment from the field. Our hypothesis was that introductory biology books devote relatively few figures to illustration of the design and interpretation of experiments or field studies, thereby de-emphasizing the scientific process.To investigate this possibility, we examined figures in six Introductory Biology textbooks published in 2008. On average, multistep scientific investigations were presented in fewer than 5% of the hundreds of figures in each book. Devoting such a small percentage of figures to the processes by which discoveries are made discourages an emphasis on scientific thinking. We suggest that by increasing significantly the illustration of scientific investigations, textbooks could support undergraduates’ early interest in biology, stimulate the development of design and analytical skills, and inspire some students to participate in investigations of their own.

The Introductory College Business Course: A New Dimension

Science.gov (United States)

Podell, Joel; And Others

1977-01-01

Describes various methodologies used at the Queensboro Community College, New York, to enrich some of the topics traditionally included in the introductory course such as union management relations, social responsibility and business ethics, internal organization structure, and small business management. (TA)

SIGKit: Software for Introductory Geophysics Toolkit

Science.gov (United States)

Kruse, S.; Bank, C. G.; Esmaeili, S.; Jazayeri, S.; Liu, S.; Stoikopoulos, N.

2017-12-01

The Software for Introductory Geophysics Toolkit (SIGKit) affords students the opportunity to create model data and perform simple processing of field data for various geophysical methods. SIGkit provides a graphical user interface built with the MATLAB programming language, but can run even without a MATLAB installation. At this time SIGkit allows students to pick first arrivals and match a two-layer model to seismic refraction data; grid total-field magnetic data, extract a profile, and compare this to a synthetic profile; and perform simple processing steps (subtraction of a mean trace, hyperbola fit) to ground-penetrating radar data. We also have preliminary tools for gravity, resistivity, and EM data representation and analysis. SIGkit is being built by students for students, and the intent of the toolkit is to provide an intuitive interface for simple data analysis and understanding of the methods, and act as an entrance to more sophisticated software. The toolkit has been used in introductory courses as well as field courses. First reactions from students are positive. Think-aloud observations of students using the toolkit have helped identify problems and helped shape it. We are planning to compare the learning outcomes of students who have used the toolkit in a field course to students in a previous course to test its effectiveness.

Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

Science.gov (United States)

Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R.

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. PMID:28408408

76 FR 59304 - Technical Amendment; Updates to Titles of Officials, Office Names, and References

Science.gov (United States)

2011-09-26

..., Reporting and recordkeeping requirements, Statistics. Dated: September 20, 2011. Samuel D. Rauch III, Deputy....121 Introductory text 2 300.128 3 300.140 1 300.141 Introductory text 2 300.144 1 300.151 Introductory...

Faraday's Principle and Air Travel in the Introductory Labs

Science.gov (United States)

Abdul-Razzaq, Wathiq; Thakur, Saikat Chakraborty

2017-01-01

We all know that we must improve the quality of teaching in science at all levels. Not only physicists but also many students from other areas of study take the introductory physics courses in college. Physics introductory laboratories (labs) can be one of the best tools to help these students understand applications of scientific principles that…

Cultural Diversity in Introductory Psychology Textbook Selection: The Case for Historically Black Colleges/Universities (HBCUs)

Science.gov (United States)

Whaley, Arthur L.; Clay, William A. L.; Broussard, Dominique

2017-01-01

The present study describes a culturally relevant approach to introductory psychology textbook selection for students attending a historically Black college/university (HBCU). The following multistage procedure was used: (1) a survey of HBCU psychology departments was conducted to ascertain how they selected their introductory psychology…

Learning Styles and Student Performance in Introductory Economics

Science.gov (United States)

Brunton, Bruce

2015-01-01

Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

An easy path to convex analysis and applications

CERN Document Server

Mordukhovich, Boris S

2013-01-01

Convex optimization has an increasing impact on many areas of mathematics, applied sciences, and practical applications. It is now being taught at many universities and being used by researchers of different fields. As convex analysis is the mathematical foundation for convex optimization, having deep knowledge of convex analysis helps students and researchers apply its tools more effectively. The main goal of this book is to provide an easy access to the most fundamental parts of convex analysis and its applications to optimization. Modern techniques of variational analysis are employed to cl

Computer-Tailored Student Support in Introductory Physics

Science.gov (United States)

Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A.

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a ‘better-than-expected’ measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century. PMID:26352403

Computer-Tailored Student Support in Introductory Physics.

Science.gov (United States)

Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A

2015-01-01

Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a 'better-than-expected' measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century.

Computer Self-Efficacy: A Practical Indicator of Student Computer Competency in Introductory IS Courses

Directory of Open Access Journals (Sweden)

Rex Karsten

1998-01-01

Full Text Available Students often receive their first college-level computer training in introductory information systems courses. Students and faculty frequently expect this training to develop a level of student computer competence that will support computer use in future courses. In this study, we applied measures of computer self-efficacy to students in a typical introductory IS course. The measures provided useful evidence that student perceptions of their ability to use computers effectively in the future significantly improved as a result of their training experience. The computer self-efficacy measures also provided enhanced insight into course-related factors of practical concern to IS educators. Study results also suggest computer self-efficacy measures may be a practical and informative means of assessing computer-training outcomes in the introductory IS course context

STRATEGI PEMASARAN PAKET WISATA DI BALI EASY HOLIDAY DENPASAR BALI

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Erick Kevin Perangin-Angin

2017-07-01

Full Text Available This Journal aimed to know the strengths and weaknesses of the internal environment and opportunities as well as threats from the external environment and create strategies and marketing programs that can be applied in the Bali Easy Holiday. The technique data collection using observation, interview, questionnaire, the study of literature and documentation study. Sampling techniques using a purposive sampling. Data analysis techniques using qualitative descriptive analysis and Likert scale analysis. The results of this research are obtaining indicators of strengths and weaknesses of internal environment and the opportunities and threats of weaknesses in Bali Easy Holiday. Bali Easy Holiday gains 16 indicators of strengths and 4 indicators of weaknesses in Bali Easy Holiday. Bali Easy Holiday gains 9 indicators of opportunities 5 indicators of threats in Bali Easy Holiday. Marketing strategies can be applied to Bali Easy Holiday, namely : the creation of strategy and product development, market development strategies, promotion strategy, a strategy of improved human resources, the strategy of market penetration strategies, improvement of the quality of products and services and pricing strategies. This research has some advice for Bali Easy Holiday is to increase the intensity of promotion, provide ease reservations and payments to consumers, renew tour packages, provide affordable rates to customers and formed a marketing division.

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

Science.gov (United States)

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

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

Pre-Service Physics Teachers' Opinions about the Difficulties in Understanding Introductory Quantum Physics Topics

Science.gov (United States)

Kizilcik, Hasan Sahin; Yavas, Pervin Ünlü

2017-01-01

The aim of this study is to identify the opinions of pre-service physics teachers about the difficulties in introductory quantum physics topics. In this study conducted with twenty-five pre-service physics teachers, the case study method was used. The participants were interviewed about introductory quantum physics topics. The interviews were…

An easy mold

International Nuclear Information System (INIS)

Kim, Nam Hun; Choe, Jong Sun

1988-04-01

This book deals with an easy mold, which introduces what is a mold kinds and classification of mold. It gives descriptions of easy theories such as basic knowledge on shearing work, clearance, power for punching and shear angle, basic knowledge for bending such as transform by bending, the minimal bending radius, spring back, the length of material, flexural strength for bending, fundamental knowledge for drawing work with transform of drawing and limitation of drawing.

Simulating a Rotational Inverted Pendulum Model by using Matlab and Easy Java Simulations

Directory of Open Access Journals (Sweden)

Oscar O. Rodríguez-Díaz

2012-06-01

Full Text Available This paper presents the analysis, design and construction of a virtual simulator, in which the behavior of a non-lineal system as the rotational inverted pendulum is represented graphically in an interface. This uses an Applet of Java that allows users change parameters of the model. The use of this tool is a good alternative for bridging the gap between the theoretical concepts and the actual behaviors of a process. The server uses Matlab/Simulink as a calculation engine, taking advantage of its ease for constructing non-lineal models by using block diagrams. The user interface has been created by a free software tool called Easy Java Simulations that allows designing interactive graphical applications as 3D interfaces. Easy Java results an interesting tool for automatic control system education.

Optimal selection for BRCA1 and BRCA2 mutation testing using a combination of ' easy to apply ' probability models

NARCIS (Netherlands)

Bodmer, D.; Ligtenberg, M. J. L.; van der Hout, A. H.; Gloudemans, S.; Ansink, K.; Oosterwijk, J. C.; Hoogerbrugge, N.

2006-01-01

To establish an efficient, reliable and easy to apply risk assessment tool to select families with breast and/or ovarian cancer patients for BRCA mutation testing, using available probability models. In a retrospective study of 263 families with breast and/or ovarian cancer patients, the utility of

Integrated Circuits in the Introductory Electronics Laboratory

Science.gov (United States)

English, Thomas C.; Lind, David A.

1973-01-01

Discusses the use of an integrated circuit operational amplifier in an introductory electronics laboratory course for undergraduate science majors. The advantages of this approach and the implications for scientific instrumentation are identified. Describes a number of experiments suitable for the undergraduate laboratory. (Author/DF)

MATLAB Toolboxes for Reference Electrode Standardization Technique (REST) of Scalp EEG.

Science.gov (United States)

Dong, Li; Li, Fali; Liu, Qiang; Wen, Xin; Lai, Yongxiu; Xu, Peng; Yao, Dezhong

2017-01-01

Reference electrode standardization technique (REST) has been increasingly acknowledged and applied as a re-reference technique to transform an actual multi-channels recordings to approximately zero reference ones in electroencephalography/event-related potentials (EEG/ERPs) community around the world in recent years. However, a more easy-to-use toolbox for re-referencing scalp EEG data to zero reference is still lacking. Here, we have therefore developed two open-source MATLAB toolboxes for REST of scalp EEG. One version of REST is closely integrated into EEGLAB, which is a popular MATLAB toolbox for processing the EEG data; and another is a batch version to make it more convenient and efficient for experienced users. Both of them are designed to provide an easy-to-use for novice researchers and flexibility for experienced researchers. All versions of the REST toolboxes can be freely downloaded at http://www.neuro.uestc.edu.cn/rest/Down.html, and the detailed information including publications, comments and documents on REST can also be found from this website. An example of usage is given with comparative results of REST and average reference. We hope these user-friendly REST toolboxes could make the relatively novel technique of REST easier to study, especially for applications in various EEG studies.

Evaluation of a flipped classroom approach to learning introductory epidemiology.

Science.gov (United States)

Shiau, Stephanie; Kahn, Linda G; Platt, Jonathan; Li, Chihua; Guzman, Jason T; Kornhauser, Zachary G; Keyes, Katherine M; Martins, Silvia S

2018-04-02

Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated. There were no statistically significant differences in examination scores or students' assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers. There was no significant difference in students' performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.

Plasma medicine: an introductory review

NARCIS (Netherlands)

Kong, M.G.; Kroesen, G.M.W.; Morfill, G.; Nosenko, T.; Shimizu, T.; Dijk, van J.; Zimmermann, J.L.

2009-01-01

This introductory review on plasma health care is intended to provide the interested reader with a summary of the current status of this emerging field, its scope, and its broad interdisciplinary approach, ranging from plasma physics, chemistry and technology, to microbiology, biochemistry,

Student Misconceptions in Introductory Biology.

Science.gov (United States)

Fisher, Kathleen M.; Lipson, Joseph I.

Defining a "misconception" as an error of translation (transformation, correspondence, interpolation, interpretation) between two different kinds of information which causes students to have incorrect expectations, a Taxonomy of Errors has been developed to examine student misconceptions in an introductory biology course for science…

Electrical engineer's reference book

CERN Document Server

Jones, G R

2013-01-01

A long established reference book: radical revision for the fifteenth edition includes complete rearrangement to take in chapters on new topics and regroup the subjects covered for easy access to information.The Electrical Engineer's Reference Book, first published in 1945, maintains its original aims: to reflect the state of the art in electrical science and technology and cater for the needs of practising engineers. Most chapters have been revised and many augmented so as to deal properly with both fundamental developments and new technology and applications that have come to the fore since

Writing to Learn and Learning to Write across the Disciplines: Peer-to-Peer Writing in Introductory-Level MOOCs

Directory of Open Access Journals (Sweden)

Denise K. Comer

2014-11-01

Full Text Available This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level MOOCs: English Composition I: Achieving Expertise and Introduction to Chemistry. Results indicate that peer-to-peer interactions in writing through the forums and through peer assessment enhance learner understanding, link to course learning objectives, and generally contribute positively to the learning environment. Moreover, because forum interactions and peer review occur in written form, our research contributes to open distance learning (ODL scholarship by highlighting the importance of writing to learn as a significant pedagogical practice that should be encouraged more in MOOCs across disciplines.

A Diagnostic Assessment for Introductory Molecular and Cell Biology

Science.gov (United States)

Shi, Jia; Wood, William B.; Martin, Jennifer M.; Guild, Nancy A.; Vicens, Quentin; Knight, Jennifer K.

2010-01-01

We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed…

Learning from the Starry Message: Using Galileo's "Sidereus Nuncius" in Introductory Astronomy Classes

Science.gov (United States)

Wiesner, Matthew P.

2015-01-01

Every introductory astronomy class encounters Galileo during the course as the first man to systematically study the sky with a telescope. Every Astronomy 101 student meets Galileo as one of the major catalysts behind the shift from the Ptolemaic to the Copernican system and as one of the great minds behind the scientific method. But most of the…

CAS Introductory Course in Italy

CERN Multimedia

2008-01-01

The CERN Accelerator School’s introductory course is a great success. This year the CERN Accelerator School held its "Introduction to Accelerator Physics" course in Frascati, Italy, from 2-14 November in collaboration with the University of Rome "La Sapienza" and the INFN Frascati National Laboratory. The Introductory level course is particularly important since, for the majority of participants, it is the first opportunity to discover the various aspects of accelerator physics. For this school the programme had been significantly revised in order to take into account the new trends currently being developed in the field, thus putting more emphasis on linacs, synchrotron light sources and free-electron lasers. The school was a resounding success with 115 participants of more than 23 nationalities. Feedback from the students praised the expertise of the lecturers, the high standard of the lectures as well as the excellent organizati...

An Infiltration Exercise for Introductory Soil Science

Science.gov (United States)

Barbarick, K. A.; Ippolito, J. A.; Butters, G.; Sorge, G. M.

2005-01-01

One of the largest challenges in teaching introductory soil science is explaining the dynamics of soil infiltration. To aid students in understanding the concept and to further engage them in active learning in the soils laboratory course, we developed an exercise using Decagon Mini-Disk Infiltrometers with a tension head (h[subscript o]) of 2 cm.…

Engaging Students In Modeling Instruction for Introductory Physics

Science.gov (United States)

Brewe, Eric

2016-05-01

Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

An Introductory Interprofessional Exercise for Healthcare Students

Science.gov (United States)

Rege, Saumitra V.; Misto, Kara; Dollase, Richard; George, Paul

2012-01-01

Objective. To evaluate healthcare students’ perceptions of an introductory interprofessional exercise and their team dynamics. Design. A workshop was developed, combining second-year medical students, fourth-year nursing students, and third-year pharmacy students to work as an interdisciplinary team. The teams alternated between working together on patient cases focusing on chronic obstructive pulmonary disease and asthma, and on the evaluation of standardized pneumonia patients. Teams were given the patients' health information and no other instructions. A faculty member and the standardized patient evaluated the students using a teamwork global rating scale. Assessment. Student survey results showed a positive response to interprofessional teamwork. The faculty members and standardized patients reported that the students worked as a cohesive unit and demonstrated good team communication. Conclusions. This introductory interprofessional experience had a positive impact on the students’ understanding of collaboration and teamwork. This type of experience will help students foster future collaborations as healthcare providers. PMID:23129853

EASY-HIT: HIV full-replication technology for broad discovery of multiple classes of HIV inhibitors.

Science.gov (United States)

Kremb, Stephan; Helfer, Markus; Heller, Werner; Hoffmann, Dieter; Wolff, Horst; Kleinschmidt, Andrea; Cepok, Sabine; Hemmer, Bernhard; Durner, Jörg; Brack-Werner, Ruth

2010-12-01

HIV replication assays are important tools for HIV drug discovery efforts. Here, we present a full HIV replication system (EASY-HIT) for the identification and analysis of HIV inhibitors. This technology is based on adherently growing HIV-susceptible cells, with a stable fluorescent reporter gene activated by HIV Tat and Rev. A fluorescence-based assay was designed that measures HIV infection by two parameters relating to the early and the late phases of HIV replication, respectively. Validation of the assay with a panel of nine reference inhibitors yielded effective inhibitory concentrations consistent with published data and allowed discrimination between inhibitors of early and late phases of HIV replication. Finer resolution of the effects of reference drugs on different steps of HIV replication was achieved in secondary time-of-addition assays. The EASY-HIT assay yielded high Z' scores (>0.9) and signal stabilities, confirming its robustness. Screening of the LOPAC(1280) library identified 10 compounds (0.8%), of which eight were known to inhibit HIV, validating the suitability of this assay for screening applications. Studies evaluating anti-HIV activities of natural products with the EASY-HIT technology led to the identification of three novel inhibitory compounds that apparently act at different steps of HIV-1 replication. Furthermore, we demonstrate successful evaluation of plant extracts for HIV-inhibitory activities, suggesting application of this technology for the surveillance of biological extracts with anti-HIV activities. We conclude that the EASY-HIT technology is a versatile tool for the discovery and characterization of HIV inhibitors.

Generating a Gender Balance: making introductory information systems courses a positive experience

Directory of Open Access Journals (Sweden)

Rosemary Stockdale

2007-12-01

Full Text Available There is a growing shortfall of graduates entering the IT profession. The situation is exacerbated by the continuing decline in the number of women undertaking IT related degrees. However, there are an increasing number of students taking business degrees that have a small information systems component, although few students choose to major in IS. Using a qualitative reflective approach we identify the perceptions and experiences of female undergraduates taking introductory IS courses in two universities, one in Australia and one in New Zealand. We discuss ways of improving the delivery of introductory IS courses in order to make information systems more interesting to women undergraduates, thus enhancing their learning experiences and encouraging further uptake of IS majors. The paper concludes with some reflections on other influences that impact on the ability of IS departments to deliver appropriate introductory courses.

Helping technophobic teachers ease the burden of marking with easy-to-use online quizzes

Directory of Open Access Journals (Sweden)

LIP Paul Chi Hong

2008-12-01

Full Text Available A number of studies have shown that teacher stress was due to teachers spending long hours in marking their students’ work such as quizzes and examination papers from large class sizes. With this problem in mind, a new web 2.0 technology has emerged, Quiz Center supported by DiscoverySchool.com which can help technophobic teachers make a free and easy-to-use online quiz. Online quizzes can be automatically marked by a script or managed by a server. In this paper, the following sections were addressed:1 the need for using online quizzes to ease the burden of teachers:2 the definitions of different types of online quizzes and the advantages and reasons for using them;3 the reasons for using Quiz Center from DiscoverySchool.com; 4 a sharing of how I made an online multiple-choice email quiz with Quiz Center from the perspective of a technophobic teacher; and 5 a discussion on the limitations, recommendations and implications for using online quizzes.

Was it easy to use an Asthma Control Test (ACT) in different clinical practice settings in a tertiary hospital in Singapore?

Science.gov (United States)

Prabhakaran, Lathy; Earnest, Arul; Abisheganaden, John; Chee, Jane

2009-12-01

The Asthma Control Test (ACT) is a 5-item self-administered tool designed to assess asthma control. It is said to be simple, easy and can be administered quickly by patients in the clinical practice setting. This stated benefit has yet to be demonstrated in our local clinical practice setting. The aim was to identify factors associated with difficulty in the administration of the ACT in different clinical practice settings in a tertiary hospital in Singapore. This is a prospective study performed from April to June 2008. All patients diagnosed with asthma and referred to an asthma nurse from the in-patient and out-patient clinical practice setting in Tan Tock Seng Hospital were enrolled. Four hundred and thirty-four patients were asked to complete the ACT tool. In the univariate model, we found that age, clinical setting and medical history to be significantly associated with the completion of the ACT. The odds of completion decreased by a factor of 0.92 (95% CI, 0.89 to 0.94) for every year's increase in age, and this was statistically significant (P <0.001). Similarly, the odds ratio of completion for those with more than 3 medical conditions by history were 0.59 (95% CI, 0.48 to 0.71) as compared to those with less than 3 medical conditions by history, and this was also significant (P <0.001). In the multivariate model, we only found age to be an independent and significant factor. After adjusting for age, none of the other variables initially significant in the univariate model remained significant. The results show that the ACT was simple and easy to be administered in younger-aged patients.

Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

Science.gov (United States)

Ramos, Roberto

We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

Easy-to-read texts for students with intellectual disability: linguistic factors affecting comprehension.

Science.gov (United States)

Fajardo, Inmaculada; Ávila, Vicenta; Ferrer, Antonio; Tavares, Gema; Gómez, Marcos; Hernández, Ana

2014-05-01

The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to

A Case-Based Curriculum for Introductory Geology

Science.gov (United States)

Goldsmith, David W.

2011-01-01

For the past 5 years I have been teaching my introductory geology class using a case-based method that promotes student engagement and inquiry. This article presents an explanation of how a case-based curriculum differs from a more traditional approach to the material. It also presents a statistical analysis of several years' worth of student…

Verification of chemistry reference ranges using a simple method in sub-Saharan Africa

Directory of Open Access Journals (Sweden)

Irith De Baetselier

2016-10-01

Full Text Available Background: Chemistry safety assessments are interpreted by using chemistry reference ranges (CRRs. Verification of CRRs is time consuming and often requires a statistical background. Objectives: We report on an easy and cost-saving method to verify CRRs. Methods: Using a former method introduced by Sigma Diagnostics, three study sites in sub- Saharan Africa, Bondo, Kenya, and Pretoria and Bloemfontein, South Africa, verified the CRRs for hepatic and renal biochemistry assays performed during a clinical trial of HIV antiretroviral pre-exposure prophylaxis. The aspartate aminotransferase/alanine aminotransferase, creatinine and phosphorus results from 10 clinically-healthy participants at the screening visit were used. In the event the CRRs did not pass the verification, new CRRs had to be calculated based on 40 clinically-healthy participants. Results: Within a few weeks, the study sites accomplished verification of the CRRs without additional costs. The aspartate aminotransferase reference ranges for the Bondo, Kenya site and the alanine aminotransferase reference ranges for the Pretoria, South Africa site required adjustment. The phosphorus CRR passed verification and the creatinine CRR required adjustment at every site. The newly-established CRR intervals were narrower than the CRRs used previously at these study sites due to decreases in the upper limits of the reference ranges. As a result, more toxicities were detected. Conclusion: To ensure the safety of clinical trial participants, verification of CRRs should be standard practice in clinical trials conducted in settings where the CRR has not been validated for the local population. This verification method is simple, inexpensive, and can be performed by any medical laboratory.

Verification of chemistry reference ranges using a simple method in sub-Saharan Africa.

Science.gov (United States)

De Baetselier, Irith; Taylor, Douglas; Mandala, Justin; Nanda, Kavita; Van Campenhout, Christel; Agingu, Walter; Madurai, Lorna; Barsch, Eva-Maria; Deese, Jennifer; Van Damme, Lut; Crucitti, Tania

2016-01-01

Chemistry safety assessments are interpreted by using chemistry reference ranges (CRRs). Verification of CRRs is time consuming and often requires a statistical background. We report on an easy and cost-saving method to verify CRRs. Using a former method introduced by Sigma Diagnostics, three study sites in sub-Saharan Africa, Bondo, Kenya, and Pretoria and Bloemfontein, South Africa, verified the CRRs for hepatic and renal biochemistry assays performed during a clinical trial of HIV antiretroviral pre-exposure prophylaxis. The aspartate aminotransferase/alanine aminotransferase, creatinine and phosphorus results from 10 clinically-healthy participants at the screening visit were used. In the event the CRRs did not pass the verification, new CRRs had to be calculated based on 40 clinically-healthy participants. Within a few weeks, the study sites accomplished verification of the CRRs without additional costs. The aspartate aminotransferase reference ranges for the Bondo, Kenya site and the alanine aminotransferase reference ranges for the Pretoria, South Africa site required adjustment. The phosphorus CRR passed verification and the creatinine CRR required adjustment at every site. The newly-established CRR intervals were narrower than the CRRs used previously at these study sites due to decreases in the upper limits of the reference ranges. As a result, more toxicities were detected. To ensure the safety of clinical trial participants, verification of CRRs should be standard practice in clinical trials conducted in settings where the CRR has not been validated for the local population. This verification method is simple, inexpensive, and can be performed by any medical laboratory.

Understanding Computational Thinking before Programming: Developing Guidelines for the Design of Games to Learn Introductory Programming through Game-Play

Science.gov (United States)

Kazimoglu, Cagin; Kiernan, Mary; Bacon, Liz; MacKinnon, Lachlan

2011-01-01

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for,…

Toward Publicly Responsive Sociology Curricula: The Role of Introductory Sociology

Science.gov (United States)

Greenwood, Nancy A.

2013-01-01

Introductory sociology casts a wide net with regard to its audience and plays an important role in capturing the public eye as well as helping students to make more informed choices in their lives and communities. I ask six questions that help us as sociologists to think about how introductory sociology can better serve our discipline, our…

Easy Words: Reference Resolution in a Malevolent Referent World.

Science.gov (United States)

Gleitman, Lila R; Trueswell, John C

2018-06-15

This article describes early stages in the acquisition of a first vocabulary by infants and young children. It distinguishes two major stages, the first of which operates by a stand-alone word-to-world pairing procedure and the second of which, using the evidence so acquired, builds a domain-specific syntax-sensitive structure-to-world pairing procedure. As we show, the first stage of learning is slow, restricted in character, and to some extent errorful, whereas the second procedure is determinative, rapid, and essentially errorless. Our central claim here is that the early, referentially based learning procedure succeeds at all because it is reined in by attention-focusing properties of word-to-world timing and related indicants of referential intent. Copyright © 2018 Cognitive Science Society, Inc.

Development of the EGGS "Exam of GeoloGy Standards" to Measure Students' Understanding of Common Geology Concepts

Science.gov (United States)

Guffey, Sarah Katie; Slater, Timothy F.; Slater, Stephanie J.

2017-01-01

Geoscience education researchers have considerable need for criterion-referenced, easy-to-administer, easy-to-score, conceptual surveys for undergraduates taking introductory science survey courses in order for faculty to monitor the learning impacts of innovative teaching. In response, this study establishes the reliability and validity of a…

Using Analogy to Improve Abstract Conditional Reasoning in Adolescents: Not as Easy as It Looks

Science.gov (United States)

Markovits, Henry; Doyon, Celine

2011-01-01

Abstract reasoning refers to the ability to reason logically with premises that do not allow reference to knowledge about the real world. This form of reasoning is complex and difficult, and at the same time, it is critical for understanding science and mathematics. Two studies examined the use of analogy as a method to bridge reasoning with…

Motofit - integrating neutron reflectometry acquisition, reduction and analysis into one, easy to use, package

International Nuclear Information System (INIS)

Nelson, Andrew

2010-01-01

The efficient use of complex neutron scattering instruments is often hindered by the complex nature of their operating software. This complexity exists at each experimental step: data acquisition, reduction and analysis, with each step being as important as the previous. For example, whilst command line interfaces are powerful at automated acquisition they often reduce accessibility by novice users and sometimes reduce the efficiency for advanced users. One solution to this is the development of a graphical user interface which allows the user to operate the instrument by a simple and intuitive 'push button' approach. This approach was taken by the Motofit software package for analysis of multiple contrast reflectometry data. Here we describe the extension of this package to cover the data acquisition and reduction steps for the Platypus time-of-flight neutron reflectometer. Consequently, the complete operation of an instrument is integrated into a single, easy to use, program, leading to efficient instrument usage.

Microsoft Windows 7 Administration Instant Reference

CERN Document Server

Panek, William

2010-01-01

An on-the-spot reference for Windows 7 administrators. Hundreds of thousands of IT administrators, network administrators, and IT support technicians work daily with Windows 7. This well-organized, portable reference covers every facet of Windows 7, providing no-nonsense instruction that is readily accessible when you need it. Designed for busy administrators, it features thumb tabs and chapter outlines to make answers easy to find.: Windows 7 administrative and support personnel need quick answers to situations they confront each day; this Instant Reference is designed to provide information,

Comparing Student Success and Understanding in Introductory Statistics under Consensus and Simulation-Based Curricula

Science.gov (United States)

Hldreth, Laura A.; Robison-Cox, Jim; Schmidt, Jade

2018-01-01

This study examines the transferability of results from previous studies of simulation-based curriculum in introductory statistics using data from 3,500 students enrolled in an introductory statistics course at Montana State University from fall 2013 through spring 2016. During this time, four different curricula, a traditional curriculum and…

Transversality of Electromagnetic Waves in the Calculus--Based Introductory Physics Course

Science.gov (United States)

Burko, Lior M.

2009-05-01

Introductory calculus--based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation), and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes. We have successfully integrated this approach in the calculus--based introductory physics course at the University of Alabama in Huntsville.

Introductory guide to the statistics of molecular genetics.

Science.gov (United States)

Eley, Thalia C; Rijsdijk, Frühling

2005-10-01

This introductory guide presents the main two analytical approaches used by molecular geneticists: linkage and association. Traditional linkage and association methods are described, along with more recent advances in methodologies such as those using a variance components approach. New methods are being developed all the time but the core principles of linkage and association remain the same. The basis of linkage is the transmission of a marker along with a disease within families, whereas association is based on the comparison of marker frequencies in case and control groups. It is becoming increasingly clear that effect sizes of individual markers on diseases and traits are likely to be very small. As such, much greater power is needed, and correspondingly greater sample sizes. Although non-replication is still a problem, molecular genetic studies in some areas such as attention deficit/hyperactivity disorder (ADHD) are starting to show greater convergence. Epidemiologists and other researchers with large well-characterized samples will be well placed to use these methods. Inter-disciplinary studies can then ask far more interesting questions such as those relating to developmental, multivariate and gene-environment interaction hypotheses.

A Qualitative Evaluation of the Use of Multimedia Case Studies in an Introductory Engineering Course at Two Southeastern Universities

Science.gov (United States)

Huett, Kim C.; Kawulich, Barbara

2015-01-01

Collaborating at two universities to improve teaching and learning in undergraduate engineering, an interdisciplinary team of researchers, instructors, and evaluators planned and implemented the use of multimedia case studies with students enrolled in an introductory engineering course. This qualitative action evaluation study focuses on results…

Easy and flexible mixture distributions

DEFF Research Database (Denmark)

Fosgerau, Mogens; Mabit, Stefan L.

2013-01-01

We propose a method to generate flexible mixture distributions that are useful for estimating models such as the mixed logit model using simulation. The method is easy to implement, yet it can approximate essentially any mixture distribution. We test it with good results in a simulation study...

Teaching abstraction in introductory courses

NARCIS (Netherlands)

Koppelman, Herman; van Dijk, Betsy

Abstraction is viewed as a key concept in computer science. It is not only an important concept but also one that is difficult to master. This paper focuses on the problems that novices experience when they first encounter this concept. Three assignments from introductory courses are analyzed, to

GeoWall use in an Introductory Geology laboratory: Impacts in Student Understanding of Field Mapping Concepts

Science.gov (United States)

Ross, L. E.; Kelly, M.; Springer, A. E.

2003-12-01

In the Fall semester of 2003, Northern Arizona University will introduce the GeoWall to its introductory geology courses. This presents an opportunity to assess the impact of this new technology on students' understanding of basic topographic concepts and the spatial relationships between geology, topography, and hydrology on a field trip. Introductory Geology fulfills the Lab Science component of the Liberal Studies Program at Northern Arizona University. The class is open to all Northern Arizona University students, and is most commonly taken by non-science majors. In this class students learn to: locate their position using maps, identify common minerals and rocks, recognize the relationship between geology and geomorphology, visualize how rocks exposed at the surface continue into the subsurface, and to draw conclusions about possible geologic hazards in different settings. In this study we will report how a GeoWall 3D visualization technology was used in a field study of a graben south of Flagstaff. The goal of the field exercise is to improve students' ability to synthesize data collected at field stops into a conceptual model of the graben, linking geology, geomorphology and hydrology. We plan to present a quantitative assessment of the GeoWall learning objectives from data collected from a paired test and control group of students. Teaching assistants (TAs) with two or more lab classes have been identified; these TAs will participate in both GeoWall and non-GeoWall lab exercises. The GeoWall use will occur outside of normal lab hours to avoid disrupting the lab schedule during the eighth week of lab. This field preparation exercise includes a 3D visualization of the Lake Mary graben rendered with the ROMA software. The following week, all students attend the graben field trip; immediately following the trip, students will interviewed about their gain in understanding of the geologic features illustrated during the field trip. The results of the post

Strengthening introductory psychology: A new model for teaching the introductory course.

Science.gov (United States)

Gurung, Regan A R; Hackathorn, Jana; Enns, Carolyn; Frantz, Susan; Cacioppo, John T; Loop, Trudy; Freeman, James E

2016-01-01

Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych. (c) 2016 APA, all rights reserved).

Introductory statement to the administrative and budgetary committee, 4 May 1998

International Nuclear Information System (INIS)

ElBaradei, M.

1998-01-01

The document represents the Introductory Statement made by the Director General of the IAEA on 4 May 1998 to the Administrative and Budgetary Committee of the IAEA who met at the Agency's Headquarters in Vienna. The Director General comments on the Agency's programme and budget proposals for 1999 and 2000, the framework for further reform, staffing of the Secretariat, and current resource situation

A risk-based classification scheme for genetically modified foods. III: Evaluation using a panel of reference foods.

Science.gov (United States)

Chao, Eunice; Krewski, Daniel

2008-12-01

This paper presents an exploratory evaluation of four functional components of a proposed risk-based classification scheme (RBCS) for crop-derived genetically modified (GM) foods in a concordance study. Two independent raters assigned concern levels to 20 reference GM foods using a rating form based on the proposed RBCS. The four components of evaluation were: (1) degree of concordance, (2) distribution across concern levels, (3) discriminating ability of the scheme, and (4) ease of use. At least one of the 20 reference foods was assigned to each of the possible concern levels, demonstrating the ability of the scheme to identify GM foods of different concern with respect to potential health risk. There was reasonably good concordance between the two raters for the three separate parts of the RBCS. The raters agreed that the criteria in the scheme were sufficiently clear in discriminating reference foods into different concern levels, and that with some experience, the scheme was reasonably easy to use. Specific issues and suggestions for improvements identified in the concordance study are discussed.

Experimental Population Genetics in the Introductory Genetics Laboratory Using "Drosophila" as a Model Organism

Science.gov (United States)

Johnson, Ronald; Kennon, Tillman

2009-01-01

Hypotheses of population genetics are derived and tested by students in the introductory genetics laboratory classroom as they explore the effects of biotic variables (physical traits of fruit flies) and abiotic variables (island size and distance) on fruit fly populations. In addition to this hypothesis-driven experiment, the development of…

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

Science.gov (United States)

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-02-01

Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

Fish: A New Computer Program for Friendly Introductory Statistics Help

Science.gov (United States)

Brooks, Gordon P.; Raffle, Holly

2005-01-01

All introductory statistics students must master certain basic descriptive statistics, including means, standard deviations and correlations. Students must also gain insight into such complex concepts as the central limit theorem and standard error. This article introduces and describes the Friendly Introductory Statistics Help (FISH) computer…

Integrating Symmetry in Stereochemical Analysis in Introductory Organic Chemistry

Science.gov (United States)

Taagepera, Mare; Arasasingham, Ramesh D.; King, Susan; Potter, Frank; Martorell, Ingrid; Ford, David; Wu, Jason; Kearney, Aaron M.

2011-01-01

We report a comparative study using "knowledge space theory" (KAT) to assess the impact of a hands-on laboratory exercise that used molecular model kits to emphasize the connections between a plane of symmetry, Charity, and isomerism in an introductory organic chemistry course. The experimental design compared three groups of…

Introductory Psychology: How Student Experiences Relate to Their Understanding of Psychological Science

Science.gov (United States)

Toomey, Thomas; Richardson, Deborah; Hammock, Georgina

2017-01-01

Many students who declare a psychology major are unaware that they are studying a scientific discipline, precipitating a need for exercises and experiences that help students understand the scientific nature of the discipline. The present study explores aspects of an introductory psychology class that may contribute to students' understanding of…

Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-Health Students

Science.gov (United States)

Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

2016-01-01

We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia…

Introduction to neutron scattering. Lecture notes of the introductory course

International Nuclear Information System (INIS)

Furrer, A.

1996-01-01

These proceedings enclose ten papers presented at the 1. European Conference on Neutron scattering (ECNS '96). The aim of the Introductory Course was fourfold: - to learn the basic principles of neutron scattering, - to get introduced into the most important classes of neutron scattering instruments, -to learn concepts and their transformation into neutron scattering experiments in various fields of condensed matter research, - to recognize the limitations of the neutron scattering technique as well as to the complementarity of other methods. figs., tabs., refs

Personality types and student performance in an introductory physics course

Science.gov (United States)

Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

2017-12-01

We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.

SIGKit: a New Data-based Software for Learning Introductory Geophysics

Science.gov (United States)

Zhang, Y.; Kruse, S.; George, O.; Esmaeili, S.; Papadimitrios, K. S.; Bank, C. G.; Cadmus, A.; Kenneally, N.; Patton, K.; Brusher, J.

2016-12-01

Students of diverse academic backgrounds take introductory geophysics courses to learn the theory of a variety of measurement and analysis methods with the expectation to be able to apply their basic knowledge to real data. Ideally, such data is collected in field courses and also used in lecture-based courses because they provide a critical context for better learning and understanding of geophysical methods. Each method requires a separate software package for the data processing steps, and the complexity and variety of professional software makes the path through data processing to data interpretation a strenuous learning process for students and a challenging teaching task for instructors. SIGKit (Student Investigation of Geophysics Toolkit) being developed as a collaboration between the University of South Florida, the University of Toronto, and MathWorks intends to address these shortcomings by showing the most essential processing steps and allowing students to visualize the underlying physics of the various methods. It is based on MATLAB software and offered as an easy-to-use graphical user interface and packaged so it can run as an executable in the classroom and the field even on computers without MATLAB licenses. An evaluation of the software based on student feedback from focus-group interviews and think-aloud observations helps drive its development and refinement. The toolkit provides a logical gateway into the more sophisticated and costly software students will encounter later in their training and careers by combining essential visualization, modeling, processing, and analysis steps for seismic, GPR, magnetics, gravity, resistivity, and electromagnetic data.

Introductory Statistics in the Garden

Science.gov (United States)

Wagaman, John C.

2017-01-01

This article describes four semesters of introductory statistics courses that incorporate service learning and gardening into the curriculum with applications of the binomial distribution, least squares regression and hypothesis testing. The activities span multiple semesters and are iterative in nature.

From Research to Practice: Basic Mathematics Skills and Success in Introductory Statistics

Science.gov (United States)

Lunsford, M. Leigh; Poplin, Phillip

2011-01-01

Based on previous research of Johnson and Kuennen (2006), we conducted a study to determine factors that would possibly predict student success in an introductory statistics course. Our results were similar to Johnson and Kuennen in that we found students' basic mathematical skills, as measured on a test created by Johnson and Kuennen, were a…

Writing More Informative Letters of Reference

OpenAIRE

Wright, Scott M; Ziegelstein, Roy C

2004-01-01

Writing a meaningful and valuable letter of reference is not an easy task. Several factors influence the quality of any letter of reference. First, the accuracy and reliability of the writer's impressions and judgment depend on how well he knows the individual being described. Second, the writer's frame of reference, which is determined by the number of persons at the same level that he has worked with, will impact the context and significance of his beliefs and estimations. Third, the letter...

Examining students' views about validity of experiments: From introductory to Ph.D. students

Science.gov (United States)

Hu, Dehui; Zwickl, Benjamin M.

2018-06-01

We investigated physics students' epistemological views on measurements and validity of experimental results. The roles of experiments in physics have been underemphasized in previous research on students' personal epistemology, and there is a need for a broader view of personal epistemology that incorporates experiments. An epistemological framework incorporating the structure, methodology, and validity of scientific knowledge guided the development of an open-ended survey. The survey was administered to students in algebra-based and calculus-based introductory physics courses, upper-division physics labs, and physics Ph.D. students. Within our sample, we identified several differences in students' ideas about validity and uncertainty in measurement. The majority of introductory students justified the validity of results through agreement with theory or with results from others. Alternatively, Ph.D. students frequently justified the validity of results based on the quality of the experimental process and repeatability of results. When asked about the role of uncertainty analysis, introductory students tended to focus on the representational roles (e.g., describing imperfections, data variability, and human mistakes). However, advanced students focused on the inferential roles of uncertainty analysis (e.g., quantifying reliability, making comparisons, and guiding refinements). The findings suggest that lab courses could emphasize a variety of approaches to establish validity, such as by valuing documentation of the experimental process when evaluating the quality of student work. In order to emphasize the role of uncertainty in an authentic way, labs could provide opportunities to iterate, make repeated comparisons, and make decisions based on those comparisons.

Introducing the Cloud in an Introductory IT Course

Science.gov (United States)

Woods, David M.

2018-01-01

Cloud computing is a rapidly emerging topic, but should it be included in an introductory IT course? The magnitude of cloud computing use, especially cloud infrastructure, along with students' limited knowledge of the topic support adding cloud content to the IT curriculum. There are several arguments that support including cloud computing in an…

Research and Teaching: Exploring the Use of an Online Quiz Game to Provide Formative Feedback in a Large-Enrollment, Introductory Biochemistry Course

Science.gov (United States)

Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne

2015-01-01

In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…

Coverage of the Stanford Prison Experiment in Introductory Psychology Courses

Science.gov (United States)

Bartels, Jared M.; Milovich, Marilyn M.; Moussier, Sabrina

2016-01-01

The present study examined the coverage of Stanford prison experiment (SPE), including criticisms of the study, in introductory psychology courses through an online survey of introductory psychology instructors (N = 117). Results largely paralleled those of the recently published textbook analyses with ethical issues garnering the most coverage,…

Starting Point: Linking Methods and Materials for Introductory Geoscience Courses

Science.gov (United States)

Manduca, C. A.; MacDonald, R. H.; Merritts, D.; Savina, M.

2004-12-01

Introductory courses are one of the most challenging teaching environments for geoscience faculty. Courses are often large, students have a wide variety of background and skills, and student motivation can include completing a geoscience major, preparing for a career as teacher, fulfilling a distribution requirement, and general interest. The Starting Point site (http://serc.carleton.edu/introgeo/index.html) provides help for faculty teaching introductory courses by linking together examples of different teaching methods that have been used in entry-level courses with information about how to use the methods and relevant references from the geoscience and education literature. Examples span the content of geoscience courses including the atmosphere, biosphere, climate, Earth surface, energy/material cycles, human dimensions/resources, hydrosphere/cryosphere, ocean, solar system, solid earth and geologic time/earth history. Methods include interactive lecture (e.g think-pair-share, concepTests, and in-class activities and problems), investigative cases, peer review, role playing, Socratic questioning, games, and field labs. A special section of the site devoted to using an Earth System approach provides resources with content information about the various aspects of the Earth system linked to examples of teaching this content. Examples of courses incorporating Earth systems content, and strategies for designing an Earth system course are also included. A similar section on Teaching with an Earth History approach explores geologic history as a vehicle for teaching geoscience concepts and as a framework for course design. The Starting Point site has been authored and reviewed by faculty around the country. Evaluation indicates that faculty find the examples particularly helpful both for direct implementation in their classes and for sparking ideas. The help provided for using different teaching methods makes the examples particularly useful. Examples are chosen from

Prepare, Do, Review: A Model Used to Reduce the Negative Feelings towards Laboratory Classes in an Introductory Chemistry Undergraduate Unit

Science.gov (United States)

Spagnoli, Dino; Wong, Lawrence; Maisey, Shannan; Clemons, Tristan D.

2017-01-01

Student feelings towards the laboratory component of an introductory chemistry unit were evaluated in an action research study, over a three-year period at the University of Western Australia. In 2013 we found that the percentage of students with negative feelings towards the laboratory increased over the duration of a semester. In 2014 we…

29 CFR 1977.1 - Introductory statement.

Science.gov (United States)

2010-07-01

... AND HEALTH ACT OF 1970 General § 1977.1 Introductory statement. (a) The Occupational Safety and Health... Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION, DEPARTMENT OF LABOR... general application designed to regulate employment conditions relating to occupational safety and health...

Computational Inquiry in Introductory Statistics

Science.gov (United States)

Toews, Carl

2017-01-01

Inquiry-based pedagogies have a strong presence in proof-based undergraduate mathematics courses, but can be difficult to implement in courses that are large, procedural, or highly computational. An introductory course in statistics would thus seem an unlikely candidate for an inquiry-based approach, as these courses typically steer well clear of…

MRI Experiments for Introductory Physics

Science.gov (United States)

Taghizadeh, Sanaz; Lincoln, James

2018-01-01

The introductory physics classroom has long educated students about the properties of the atom and the nucleus. But absent from these lessons has been an informed discussion of magnetic resonance imaging (MRI) and its parent science nuclear magnetic resonance (NMR). Physics teachers should not miss the opportunity to instruct upon this highly…

Incorporating Code-Based Software in an Introductory Statistics Course

Science.gov (United States)

Doehler, Kirsten; Taylor, Laura

2015-01-01

This article is based on the experiences of two statistics professors who have taught students to write and effectively utilize code-based software in a college-level introductory statistics course. Advantages of using software and code-based software in this context are discussed. Suggestions are made on how to ease students into using code with…

Using Peltier cells to study solid-liquid-vapour transitions and supercooling

International Nuclear Information System (INIS)

Torzo, Giacomo; Soletta, Isabella; Branca, Mario

2007-01-01

We propose an apparatus for teaching experimental thermodynamics in undergraduate introductory courses, using thermoelectric modules and a real-time data acquisition system. The device may be made at low cost, still providing an easy approach to the investigation of liquid-solid and liquid-vapour phase transitions and of metastable states (supercooling). The thermoelectric module (a technological evolution of the thermocouple) is by itself an interesting subject that offers a clear example of both thermo-electric (Seebeck effect) and electro-thermal (Peltier effect) energy transformation. We report here some cooling/heating measurements for several liquids and mixtures, including water, salt/water, ethanol/water and sodium acetate, showing how to evaluate the phenomena of freezing point depression and elevation, and how to evaluate the water latent heat

Python for teaching introductory programming: A quantitative evaluation

OpenAIRE

Jayal, A; Lauria, S; Tucker, A; Swift, S

2011-01-01

This paper compares two different approaches of teaching introductory programming by quantitatively analysing the student assessments in a real classroom. The first approach is to emphasise the principles of object-oriented programming and design using Java from the very beginning. The second approach is to first teach the basic programming concepts (loops, branch, and use of libraries) using Python and then move on to oriented programming using Java. Each approach was adopted for one academi...

Cognitive Transfer Outcomes for a Simulation-Based Introductory Statistics Curriculum

Science.gov (United States)

Backman, Matthew D.; Delmas, Robert C.; Garfield, Joan

2017-01-01

Cognitive transfer is the ability to apply learned skills and knowledge to new applications and contexts. This investigation evaluates cognitive transfer outcomes for a tertiary-level introductory statistics course using the CATALST curriculum, which exclusively used simulation-based methods to develop foundations of statistical inference. A…

A Modified Approach to the Introductory Economics Course in a School of Business

Science.gov (United States)

Crockett, G. V.

1977-01-01

Describes course format, materials development, and evaluation of an introductory economics course which stressed problem solving techniques and conceptual skills instead of rote memorization of factual content. For journal availability, see SO 506 029. (AV)

Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

Science.gov (United States)

Smith, Kendra Leigh

This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in

Five Easy Principles to Make Math Moments Count

Science.gov (United States)

Cutler, Carrie S.

2011-01-01

Preschool children are learning so many skills--how to cut with scissors, zip zippers, recognize the alphabet and their names, and share toys with others. A strong academic curriculum also requires that children learn more about math (National Council of Teachers of Mathematics [NCTM], 2000). By following the five easy principles outlined here,…

Student Interpretations of Phylogenetic Trees in an Introductory Biology Course

Science.gov (United States)

Dees, Jonathan; Momsen, Jennifer L.; Niemi, Jarad; Montplaisir, Lisa

2014-01-01

Phylogenetic trees are widely used visual representations in the biological sciences and the most important visual representations in evolutionary biology. Therefore, phylogenetic trees have also become an important component of biology education. We sought to characterize reasoning used by introductory biology students in interpreting taxa…

Electrical engineering a pocket reference

CERN Document Server

Schmidt-Walter, Heinz

2007-01-01

This essential reference offers you a well-organized resource for accessing the basic electrical engineering knowledge you need for your work. Whether you're an experienced engineer who appreciates an occasional refresher in key areas, or a student preparing to enter the field, Electrical Engineering: A Pocket Reference provides quick and easy access to fundamental principles and their applications. You also find an extensive collection of time-saving equations that help simplify your daily projects.Supported with more than 500 diagrams and figures, 60 tables, and an extensive index, this uniq

Investigating the use of mastery-style online homework exercises in introductory algebra-based mechanics in a controlled clinical study

Science.gov (United States)

Evans, William R.; Selen, Mats A.

2017-12-01

Homework in introductory physics represents an important part of a student's learning experience; therefore, choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.

Introductory statistics and random phenomena uncertainty, complexity and chaotic behavior in engineering and science

CERN Document Server

Denker, Manfred

2017-01-01

Introductory Statistics and Random Phenomena integrates traditional statistical data analysis with new computational experimentation capabilities and concepts of algorithmic complexity and chaotic behavior in nonlinear dynamic systems.  This was the first advanced text/reference to bring together such a comprehensive variety of tools for the study of random phenomena occurring in engineering and the natural, life, and social sciences. The crucial computer experiments are conducted using the readily available computer program Mathematica® Uncertain Virtual Worlds™ software packages which optimize and facilitate the simulation environment.  Brief tutorials are included that explain how to use theMathematica® programs for effective simulation and computer experiments.  Large and original real-life data sets are introduced and analyzed as a model for independent study. This is an excellent classroom tool and self-study guide.  The material is presented in a clear and accessible style providing numerous...

Concept Maps in Introductory Statistics

Science.gov (United States)

Witmer, Jeffrey A.

2016-01-01

Concept maps are tools for organizing thoughts on the main ideas in a course. I present an example of a concept map that was created through the work of students in an introductory class and discuss major topics in statistics and relationships among them.

Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.

Science.gov (United States)

Momsen, Jennifer L; Long, Tammy M; Wyse, Sara A; Ebert-May, Diane

2010-01-01

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.

An Easy Way to Show Memory Color Effects.

Science.gov (United States)

Witzel, Christoph

2016-01-01

This study proposes and evaluates a simple stimulus display that allows one to measure memory color effects (the effect of object knowledge and memory on color perception). The proposed approach is fast and easy and does not require running an extensive experiment. It shows that memory color effects are robust to minor variations due to a lack of color calibration.

An Easy Way to Show Memory Color Effects

OpenAIRE

Witzel, Christoph

2016-01-01

This study proposes and evaluates a simple stimulus display that allows one to measure memory color effects (the effect of object knowledge and memory on color perception). The proposed approach is fast and easy and does not require running an extensive experiment. It shows that memory color effects are robust to minor variations due to a lack of color calibration.

Promoting Student Inquiry Using "Zea Mays" (Corn) Cultivars for Hypothesis-Driven Experimentation in a Majors Introductory Biology Course

Science.gov (United States)

Blair, Amy C.; Peters, Brenda J.; Bendixen, Conrad W.

2014-01-01

The AAAS Vision and Change report (2011) recommends incorporating student research experiences into the biology curriculum at the undergraduate level. This article describes, in detail, how "Zea mays" (corn) cultivars were used as a model for a hypothesis-driven short-term research project in an introductory biology course at a small…

A framework to protect mobile agents by using reference states

OpenAIRE

Hohl, Fritz

2000-01-01

To protect mobile agents from attacks by their execution environments, or hosts, one class of protection mechanisms uses 'reference states' to detect modification attacks. Reference states are agent states that have been produced by non-attacking, or reference hosts. This paper examines this class of mechanisms and present the bandwidth of the achieved protection. First, a new general definition of attacks against mobile agents is presented. As this general definition does not lead to a pract...

Errors in the SAP reference model

NARCIS (Netherlands)

Mendling, J.; Aalst, van der W.M.P.; Dongen, van B.F.; Verbeek, H.M.W.

2006-01-01

The SAP Reference Model is a set of information models that is utilized to guide the configuration of SAP systems. A big part of these models are business process models represented in the Eventdriven Process Chains (EPC) notation. These EPC models provide a easy to comprehend overview of SAP

Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

Science.gov (United States)

Carlson, Kieth A.; Winquist, Jennifer R.

2011-01-01

The study evaluates a semester-long workbook curriculum approach to teaching a college level introductory statistics course. The workbook curriculum required students to read content before and during class and then work in groups to complete problems and answer conceptual questions pertaining to the material they read. Instructors spent class…

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

Science.gov (United States)

Tan, Lin Mei; Laswad, Fawzi

2015-01-01

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

Science.gov (United States)

Budd, D. A.; van der Hoeven Kraft, K. J.; McConnell, D. A.; Vislova, T.

2013-01-01

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol…

An Easy-to-Assemble Three-Part Galvanic Cell

Science.gov (United States)

Eggen, Per-Odd; Skaugrud, Brit

2015-01-01

The galvanic cell presented in this article is made of only three parts, is easy to assemble, and can light a red light emitting diode (LED). The three cell components consist of a piece of paper with copper sulfate, a piece of paper with sodium sulfate, and a piece of magnesium ribbon. Within less than 1 h, students have time to discuss the…

Polymerization Simulator for Introductory Polymer and Material Science Courses

Science.gov (United States)

Chirdon, William M.

2010-01-01

This work describes how molecular simulation of polymerization reactions can be used to enrich introductory polymer or material science courses to give students a deeper understanding of free-radical chain and stepwise growth polymerization reactions. These simulations have proven to be effective media for instruction that do not require material…

Rapid prototyping of an adaptive light-source for mobile manipulators with EasyKit and EasyLab

Science.gov (United States)

Wojtczyk, Martin; Barner, Simon; Geisinger, Michael; Knoll, Alois

2008-08-01

While still not common in day-to-day business, mobile robot platforms form a growing market in robotics. Mobile platforms equipped with a manipulator for increased flexibility have been used successfully in biotech laboratories for sample management as shown on the well-known ESACT meetings. Navigation and object recognition is carried out by the utilization of a mounted machine vision camera. To cope with the different illumination conditions in a large laboratory, development of an adaptive light source was indispensable. We present our approach of rapid developing a computer controlled, adaptive LED light within one single business day, by utilizing the hardware toolbox EasyKit and our appropriate software counterpart EasyLab.

Seinfeld and Economics: How to Achieve the Revised Bloom's Taxonomy in an Introductory Economics Class

Science.gov (United States)

Deal, John; Hegde, S. Aaron

2013-01-01

This paper presents an innovative teaching technique, the utilization of a popular sitcom to teach an introductory economics course. Using clips from the television show "Seinfeld," instructors can present the oft-perceived difficult, yet basic, economic concepts in an amenable manner, which also enables the achieving of higher levels of…

The joy of stats a short guide to introductory statistics in the social sciences

CERN Document Server

Garner, Roberta

2010-01-01

"This is a great book for social science students. Clearly written, with many examples, Garner certainly makes learning and teaching introductory statistics a joy!" - Nikolaos Liodakis, Wilfrid Laurier University.

Failure Rates in Introductory Programming

DEFF Research Database (Denmark)

Bennedsen, Jens; Caspersen, Michael Edelgaard

2007-01-01

It is a common conception that CS1 is a very difficult course and that failure rates are high. However, until now there has only been anecdotal evidence for this claim. This article reports on a survey among institutions around the world regarding failure rates in introductory programming courses...

Developing Web-oriented Homework System to Assess Students’ Introductory Physics Course Performance and Compare to Paper-based Peer Homework

Directory of Open Access Journals (Sweden)

Neset DEMIRCI

2006-07-01

Full Text Available The World Wide Web influences education and our lives in many ways. Nowadays, Web-based homework has been becoming widespread practice in physics courses and some other courses as well. Although are some disputes whether this is an encouraging or risky development for student learning, there is limited research assessing the pedagogical effect of changing the medium from written, hand-graded homework to online oriented, computer-graded homework. In this study, web-oriented homework system is developed to assess students’ introductory physics course performance. Later on, these results are compared with paper-based (peer homework performance for mid enrollment physics courses. One of two identical sections of introductory physics course students received paper-based, hand graded group homework while the other received the individual web-based homework. Then two groups’ on conceptual and problem-solving performance measures are compared. No significant differences were found in students’ Force Concept Inventory (FCI test scores; however, average homework performance scores were significant that could be attributed to the homework method used in favor of paper-based peer homework group.

Item Analysis in Introductory Economics Testing.

Science.gov (United States)

Tinari, Frank D.

1979-01-01

Computerized analysis of multiple choice test items is explained. Examples of item analysis applications in the introductory economics course are discussed with respect to three objectives: to evaluate learning; to improve test items; and to help improve classroom instruction. Problems, costs and benefits of the procedures are identified. (JMD)

Future of the Introductory Psychology Textbook: A Survey of College Publishers.

Science.gov (United States)

Buskit, William; Cush, David T.

1997-01-01

Examines aspects of the introductory psychology textbook market through a publishing house survey. Aspects covered are the current and future number of introductory texts, fewer textbook publishers, custom publishing, changing content, and computer technologies. Discusses the results of the publishers' responses and provides statistical tables of…

Bringing Data to Life into an Introductory Statistics Course with Gapminder

Science.gov (United States)

Le, Dai-Trang

2013-01-01

"Gapminder" is a free and easy to use software for visualising real-world data in multiple dimensions. The simple format of the Cartesian coordinate system is used in a dynamic and interactive way to convey a great deal of information. This tool can be readily used to arouse students' natural curiosity regarding world events and to…

Introductory analysis of Benard-Marangoni convection

International Nuclear Information System (INIS)

Maroto, J A; Perez-Munuzuri, V; Romero-Cano, M S

2007-01-01

We describe experiments on Benard-Marangoni convection which permit a useful understanding of the main concepts involved in this phenomenon such as, for example, Benard cells, aspect ratio, Rayleigh and Marangoni numbers, Crispation number and critical conditions. In spite of the complexity of convection theory, we carry out a simple and introductory analysis which has the additional advantage of providing very suggestive experiments. As a consequence, we recommend our device for use as a laboratory experiment for undergraduate students of the thermodynamics of nonlinear and fluid physics

Introductory analysis of Benard-Marangoni convection

Energy Technology Data Exchange (ETDEWEB)

Maroto, J A [Group of Physics and Chemistry of Linares, Escuela Politecnica Superior, St Alfonso X El Sabio, 28, University of Jaen, E-23700 Linares, Jaen (Spain); Perez-Munuzuri, V [Group of Nonlinear Physics, University of Santiago de Compostela, E-15782 Santiago de Compostela (Spain); Romero-Cano, M S [Group of Complex Fluids Physics, Department of Applied Physics, University of Almeria, E-04120 Almeria (Spain)

2007-03-15

We describe experiments on Benard-Marangoni convection which permit a useful understanding of the main concepts involved in this phenomenon such as, for example, Benard cells, aspect ratio, Rayleigh and Marangoni numbers, Crispation number and critical conditions. In spite of the complexity of convection theory, we carry out a simple and introductory analysis which has the additional advantage of providing very suggestive experiments. As a consequence, we recommend our device for use as a laboratory experiment for undergraduate students of the thermodynamics of nonlinear and fluid physics.

Understanding Factors Leading to Participation in Supplemental Instruction Programs in Introductory Accounting Courses

Science.gov (United States)

Goldstein, James; Sauer, Paul; O'Donnell, Joseph

2014-01-01

Although studies have shown that supplemental instruction (SI) programs can have positive effects in introductory accounting courses, these programs experience low participation rates. Thus, our study is the first to examine the factors leading to student participation in SI programs. We do this through a survey instrument based on the Theory of…

Unpacking Gender Differences in Students' Perceived Experiences in Introductory Physics

Science.gov (United States)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2009-11-01

Prior research has shown, at our institution: 1) males outperform females on conceptual assessments (a gender gap), 2) the gender gap persists despite the use of research-based reforms, and 3) the gender gap is correlated with students' physics and mathematics background and prior attitudes and beliefs [Kost, et al. PRST-PER, 5, 010101]. Our follow-up work begins to explore how males and females experience the introductory course differently and how these differences relate to the gender gap. We gave a survey to students in the introductory course in which we investigated students' physics identity and self-efficacy. We find there are significant gender differences in each of these three areas, and further find that these measures are weakly correlated with student conceptual performance, and moderately correlated with course grade.

Establishment of nuclear knowledge-information base; development of courseware on introductory nuclear engineering and establishment of digital education platform

Energy Technology Data Exchange (ETDEWEB)

Song, Jong Soon; Na, Mang Yun; Lee, Goung Jin; Yang, Won Sik [Chosun University, Gwangju (Korea)

2002-01-01

In this research, there are two major tasks. The first one is a development of digital course-ware program for introductory nuclear engineering. For this task, a development of lecture note is followed by lecture Slide files in html file format, which is based on web. For this purpose, following activities were performed; collection of related materials. planning of overall courseware, writing of lecture note and exercise plan, and securing the computer programs and codes needed. The second task of this research is to plan and install several hardwares in a multimedia class room as a digital education platform. The platform includes smart board with touch screen functionality, network server and personal computers. The digital education platform was established as a multimedia class room in the 2nd College of Engineering building, room 16210 by using the Server-Client environment and smart board, personal computer, and internet was connected by a TCP/IP way. For the courseware, hypertext was supported to be web-based, and photo, picture, data and related web links including text were developed in a close relation, it is possible for students to study big amounts of information in a systemized way and to maximize the learning efficiency. The whole range of introductory nuclear engineering course was divided into nuclear fuel cycle, reactor theory, heat transport, and reactor control, and digital contents were developed by each experts, but the final format of the courseware was maintained consistently for easy understanding . Also, the reactor experiment courseware developed by Kyunghee University can be utilized on this platform. 5 refs., 36 figs., 4 tabs. (Author)

An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

Science.gov (United States)

Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

2013-01-01

Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

The Nature of Introductory Economics Courses

Science.gov (United States)

Koscielniak, James

1975-01-01

A questionnaire was developed to determine the content, mode of instruction, approach, and textbook selection of instructors of introductory economics courses. The survey was distributed in 1974 to 143 economics instructors at two- and four-year colleges in Illinois. Results are presented here, and recommendations are made. (Author/NHM)

Mediating relationship of differential products in understanding integration in introductory physics

Science.gov (United States)

Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and administered the instrument to over 1000 students in first and second semester introductory physics courses. Using a regression-based mediation analysis with conceptual understanding of integration as the dependent variable, we found evidence consistent with a simple mediation model: the relationship between differentials scores and integral scores may be mediated by the understanding of differential products. The indirect effect (a quantifiable metric of mediation) was estimated as a b =0.29 , 95% CI [0.25, 0.33] for N =1102 Physics 1 students, and a b =0.27 , 95% CI [0.14, 0.48] for N =65 Physics 2 students. We also find evidence that the physical context of the questions can be an important factor. These results imply that for introductory physics courses, instructional emphasis first on differentials then on differential products in a variety of contexts may in turn promote better integral understanding.

Introductory Astronomy Course at the University of Cape Town: Probing Student Perspectives

Science.gov (United States)

Rajpaul, Vinesh; Allie, Saalih; Blyth, Sarah-Louise

2014-01-01

We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire…

From Random Walks to Brownian Motion, from Diffusion to Entropy: Statistical Principles in Introductory Physics

Science.gov (United States)

Reeves, Mark

2014-03-01

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is dominant contribution of the entropy in driving important biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy) that enable students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce seemingly complex biological processes and structures to be described by tractable models that include deterministic processes and simple probabilistic inference. The students test these models in simulations and in laboratory experiments that are biologically relevant. The students are challenged to bridge the gap between statistical parameterization of their data (mean and standard deviation) and simple model-building by inference. This allows the students to quantitatively describe realistic cellular processes such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront ``random'' forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk

Quantifying the Level of Inquiry in a Reformed Introductory Geology Lab Course

Science.gov (United States)

Moss, Elizabeth; Cervato, Cinzia

2016-01-01

As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of ''cookbook'' lab activities was transformed into a sequence of activities based on…

Learners Programming Language a Helping System for Introductory Programming Courses

Directory of Open Access Journals (Sweden)

MUHAMMAD SHUMAIL NAVEED

2016-07-01

Full Text Available Programming is the core of computer science and due to this momentousness a special care is taken in designing the curriculum of programming courses. A substantial work has been conducted on the definition of programming courses, yet the introductory programming courses are still facing high attrition, low retention and lack of motivation. This paper introduced a tiny pre-programming language called LPL (Learners Programming Language as a ZPL (Zeroth Programming Language to illuminate novice students about elementary concepts of introductory programming before introducing the first imperative programming course. The overall objective and design philosophy of LPL is based on a hypothesis that the soft introduction of a simple and paradigm specific textual programming can increase the motivation level of novice students and reduce the congenital complexities and hardness of the first programming course and eventually improve the retention rate and may be fruitful in reducing the dropout/failure level. LPL also generates the equivalent high level programs from user source program and eventually very fruitful in understanding the syntax of introductory programming languages. To overcome the inherent complexities of unusual and rigid syntax of introductory programming languages, the LPL provide elementary programming concepts in the form of algorithmic and plain natural language based computational statements. The initial results obtained after the introduction of LPL are very encouraging in motivating novice students and improving the retention rate.

An Introductory Calculus-Based Mechanics Investigation

Science.gov (United States)

Allen, Bradley

2017-01-01

One challenge for the introductory physics teacher is incorporating calculus techniques into the laboratory setting. It can be difficult to strike a balance between presenting an experimental task for which calculus is essential and making the mathematics accessible to learners who may be apprehensive about applying it. One-dimensional kinematics…

29 CFR 782.0 - Introductory statement.

Science.gov (United States)

2010-07-01

... one place general interpretations of the Administrator which will provide “a practical guide to... CERTAIN EMPLOYEES OF MOTOR CARRIERS § 782.0 Introductory statement. (a) Since the enactment of the Fair... seek to apply it.” (Skidmore v. Swift & Co., 323 U.S. 134) (b) The interpretations contained in this...

29 CFR 531.25 - Introductory statement.

Science.gov (United States)

2010-07-01

... such interpretations of this Act “provide a practical guide to employers and employees as to how the... PAYMENTS UNDER THE FAIR LABOR STANDARDS ACT OF 1938 Interpretations § 531.25 Introductory statement. (a... responsibilities of administration and enforcement (Skidmore v. Swift, 323 U.S. 134). In order that these positions...

The use of economic evaluation in CAM: an introductory framework.

Science.gov (United States)

Ford, Emily; Solomon, Daniela; Adams, Jon; Graves, Nicholas

2010-11-11

For CAM to feature prominently in health care decision-making there is a need to expand the evidence-base and to further incorporate economic evaluation into research priorities.In a world of scarce health care resources and an emphasis on efficiency and clinical efficacy, CAM, as indeed do all other treatments, requires rigorous evaluation to be considered in budget decision-making. Economic evaluation provides the tools to measure the costs and health consequences of CAM interventions and thereby inform decision making. This article offers CAM researchers an introductory framework for understanding, undertaking and disseminating economic evaluation. The types of economic evaluation available for the study of CAM are discussed, and decision modelling is introduced as a method for economic evaluation with much potential for use in CAM. Two types of decision models are introduced, decision trees and Markov models, along with a worked example of how each method is used to examine costs and health consequences. This is followed by a discussion of how this information is used by decision makers. Undoubtedly, economic evaluation methods form an important part of health care decision making. Without formal training it can seem a daunting task to consider economic evaluation, however, multidisciplinary teams provide an opportunity for health economists, CAM practitioners and other interested researchers, to work together to further develop the economic evaluation of CAM.

The use of economic evaluation in CAM: an introductory framework

Science.gov (United States)

2010-01-01

Background For CAM to feature prominently in health care decision-making there is a need to expand the evidence-base and to further incorporate economic evaluation into research priorities. In a world of scarce health care resources and an emphasis on efficiency and clinical efficacy, CAM, as indeed do all other treatments, requires rigorous evaluation to be considered in budget decision-making. Methods Economic evaluation provides the tools to measure the costs and health consequences of CAM interventions and thereby inform decision making. This article offers CAM researchers an introductory framework for understanding, undertaking and disseminating economic evaluation. The types of economic evaluation available for the study of CAM are discussed, and decision modelling is introduced as a method for economic evaluation with much potential for use in CAM. Two types of decision models are introduced, decision trees and Markov models, along with a worked example of how each method is used to examine costs and health consequences. This is followed by a discussion of how this information is used by decision makers. Conclusions Undoubtedly, economic evaluation methods form an important part of health care decision making. Without formal training it can seem a daunting task to consider economic evaluation, however, multidisciplinary teams provide an opportunity for health economists, CAM practitioners and other interested researchers, to work together to further develop the economic evaluation of CAM. PMID:21067622

The use of economic evaluation in CAM: an introductory framework

Directory of Open Access Journals (Sweden)

Adams Jon

2010-11-01

Full Text Available Abstract Background For CAM to feature prominently in health care decision-making there is a need to expand the evidence-base and to further incorporate economic evaluation into research priorities. In a world of scarce health care resources and an emphasis on efficiency and clinical efficacy, CAM, as indeed do all other treatments, requires rigorous evaluation to be considered in budget decision-making. Methods Economic evaluation provides the tools to measure the costs and health consequences of CAM interventions and thereby inform decision making. This article offers CAM researchers an introductory framework for understanding, undertaking and disseminating economic evaluation. The types of economic evaluation available for the study of CAM are discussed, and decision modelling is introduced as a method for economic evaluation with much potential for use in CAM. Two types of decision models are introduced, decision trees and Markov models, along with a worked example of how each method is used to examine costs and health consequences. This is followed by a discussion of how this information is used by decision makers. Conclusions Undoubtedly, economic evaluation methods form an important part of health care decision making. Without formal training it can seem a daunting task to consider economic evaluation, however, multidisciplinary teams provide an opportunity for health economists, CAM practitioners and other interested researchers, to work together to further develop the economic evaluation of CAM.

Phosphated minerals to be used as radioactive reference materials

International Nuclear Information System (INIS)

Braganca, M.J.C.S.; Tauhata, L.; Clain, A.F.; Moreira, I.

2003-01-01

The production and the supplying of certified reference materials, or deliberated contaminated materials containing natural radionuclides for laboratories which analyses environmental samples are fundamentals for the correct measurements of their radioactive levels. This analysis quality represents a important step for the safeguards of the population health, and quality control of the imported and exported products, such as minerals, agricultural and raw materials. The phosphate rocks, containing significant concentrations of thorium, and used as raw material and fertilizers justified a study for better characterization and distinction to be used cas certified reference radioactive materials. Therefore, samples from the two carboanalytical-alkaline chimneys (Araxa and Catalao), and one from metasedimentar origin (Patos de Minas), distant 100 km from each other, were collected and chemical and cholecystographic characterized by optical emission, X-ray diffraction and fluorescence. The element concentrations were determined by neutron activation analysis, ICP-MS and ICP-AES. The results, after multivariate statistical analysis and study of correlations among elements, have shown geochemical similarities of the phosphates from Araxa and Catalao, and differences from Patos de Minas, despite of the geographic proximity. The concentration of thorium between 200 and 500 (mg/g) allows to use such minerals as reference materials

Detection of the Magnetic Easy Direction in Steels Using Induced Magnetic Fields

Directory of Open Access Journals (Sweden)

Edgard M. Silva

2016-12-01

Full Text Available Conventional manufacturing processes cause plastic deformation that leads to magnetic anisotropy in processed materials. A deeper understanding of materials characterization under rotational magnetization enables engineers to optimize the overall volume, mass, and performance of devices such as electrical machines in industry. Therefore, it is important to find the magnetic easy direction of the magnetic domains in a simple and straightforward manner. The Magnetic easy direction can be obtained through destructive tests such as the Epstein frame method and the Single Sheet Tester by taking measurements in regions of irreversible magnetization usually called domains. In the present work, samples of rolled SAE 1045 steel (formed by perlite and ferrite microstructures were submitted to induced magnetic fields in the reversibility region of magnetic domains to detect the magnetic easy direction. The magnetic fields were applied to circular samples with different thicknesses and angles varying from 0° to 360° with steps of 45°. A square sample with a fixed thickness was also tested. The results showed that the proposed non-destructive approach is promising to evaluate the magnetic anisotropy in steels independently of the geometry of the sample. The region studied presented low induction losses and was affected by magnetic anisotropy, which did not occur in other works that only took into account regions of high induction losses.

PANDA-view: An easy-to-use tool for statistical analysis and visualization of quantitative proteomics data.

Science.gov (United States)

Chang, Cheng; Xu, Kaikun; Guo, Chaoping; Wang, Jinxia; Yan, Qi; Zhang, Jian; He, Fuchu; Zhu, Yunping

2018-05-22

Compared with the numerous software tools developed for identification and quantification of -omics data, there remains a lack of suitable tools for both downstream analysis and data visualization. To help researchers better understand the biological meanings in their -omics data, we present an easy-to-use tool, named PANDA-view, for both statistical analysis and visualization of quantitative proteomics data and other -omics data. PANDA-view contains various kinds of analysis methods such as normalization, missing value imputation, statistical tests, clustering and principal component analysis, as well as the most commonly-used data visualization methods including an interactive volcano plot. Additionally, it provides user-friendly interfaces for protein-peptide-spectrum representation of the quantitative proteomics data. PANDA-view is freely available at https://sourceforge.net/projects/panda-view/. 1987ccpacer@163.com and zhuyunping@gmail.com. Supplementary data are available at Bioinformatics online.

Inference and the Introductory Statistics Course

Science.gov (United States)

Pfannkuch, Maxine; Regan, Matt; Wild, Chris; Budgett, Stephanie; Forbes, Sharleen; Harraway, John; Parsonage, Ross

2011-01-01

This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The core problem of the inferential argument with its…

Epistemological beliefs in introductory biology: Addressing measurement concerns and exploring the relationship with strategy use

Science.gov (United States)

Holschuh, Jodi Lynn

This study had two main purposes: to address measurement concerns about assessing students' epistemological beliefs and to explore the relationship between epistemological beliefs and deep and surface strategy use in an introductory biology classroom. The following research questions guided the study: (a) Are epistemological beliefs multidimensional? (b) Are the measures of epistemological beliefs correlated? (c) Are the measures of strategy use correlated? (d) Are epistemological beliefs correlated with deep and surface strategy use? (e) How much of the unique variance in Scholastic Aptitude Test (SAT) scores, grade point average (GPA), and course grade is accounted for by epistemological beliefs and strategy use? (f) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of mature epistemological beliefs? and (g) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of deep strategies? Participants (N = 518) were recruited from two sections of an introductory biology course. All participants completed five assessments including the Epistemological Questionnaire, the Epistemological Scenario, the Self-Regulated Learning Inventory, two strategy checklists, and an open-ended questionnaire. The factor analysis, which was used to answer the first question, indicated no clear loading of the hypothesized dimensions underlying epistemological beliefs as measured by the Epistemological Questionnaire. However, the factor analysis of the Epistemological Scenario indicated four factors underlying epistemological beliefs (i.e., certain knowledge, innate ability, quick learning, and simple knowledge). In addition, the correlation analyses, which were used to answer the second, third, and fourth questions, indicated a significant relationship between epistemological beliefs and strategy use. The multiple regression commonality analysis, which was used to answer the fifth

Macromod: Computer Simulation For Introductory Economics

Science.gov (United States)

Ross, Thomas

1977-01-01

The Macroeconomic model (Macromod) is a computer assisted instruction simulation model designed for introductory economics courses. An evaluation of its utilization at a community college indicates that it yielded a 10 percent to 13 percent greater economic comprehension than lecture classes and that it met with high student approval. (DC)

Introductory Anatomy and Physiology in an Undergraduate Nursing Curriculum

Science.gov (United States)

Brown, S. J.; White, S.; Power, N.

2017-01-01

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped…

Analysis of the Impact of Introductory Physics on Engineering Students at Texas A&M University

Science.gov (United States)

Perry, Jonathan; Bassichis, William

Introductory physics forms a major part of the foundational knowledge of engineering majors, independent of discipline and institution. While the content of introductory physics courses is consistent from institution to institution, the manner in which it is taught can vary greatly due to professor, textbook, instructional method, and overall course design. This work attempts to examine variations in student success, as measured by overall academic performance in an engineering major, and matriculation rates, based on the type of introductory physics a student took while enrolled in an engineering degree at Texas A&M University. Specific options for introductory physics at Texas A&M University include two calculus based physics courses, one traditional (UP), and one more mathematically rigorous (DP), transfer credit, and high school (AP or dual) credit. In order to examine the impact of introductory physics on a student's degree progression, data mining analyses are performed on a data set of relatively comprehensive academic records for all students enrolled as an engineering major for a minimum of one academic term. Student data has been collected for years of entering freshman beginning in 1990 and ending in 2010. Correlations will be examined between freshman level courses, including introductory physics, and follow on engineering courses, matriculation rates, and time to graduation.

Evidence for anecdotes: Examining use of stories in introductory biology courses with a mixed-methods approach

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Kreps, Jennifer Susan

2005-11-01

Instructional stories can be an effective way to teach science concepts. However, research has not examined the extent to which stories are being used, and how they are received. More research on the use of story in biology classes may lead to more conscious use of story by instructors, which may lead to a better understanding of biological concepts by students. The purpose of this study was to examine how instructors and students use stories in university introductory biology courses, and the degree to which these stories are perceived to be effective. To examine this phenomenon, a nationwide instructor survey, a university-wide student survey, and multiple case studies were used. Two case studies included observation of lectures, interviews with (36) students, and interviews with instructors (4) over two semesters of an organismal biology course. Instructor survey participants (N = 78) were gathered by posting email invitations, and student survey participants (N = 260) were volunteers from introductory biology courses at a middle-sized university. Several types of stories were observed, including personal experience stories, historical anecdotes, and "you" stories. Students reported increased affective learning when stories were told, and remembered mostly humorous stories. In the instructor survey, no significant differences emerged between genders, type of biology taught, or communicator style and instructional story frequency. However, reports of personal experience story frequency did increase significantly (p ethnicity, although non-science majors reported that their instructors used stories significantly more frequently (p perceived learning loss for non-science majors, but not for science majors. The researcher suggests that stories can be an effective tool to teach biology, particularly if the instructor is aware of her audience and uses stories primarily to help students understand how concepts are related to "real life."

Multifunctional high-reflective and antireflective layer systems with easy-to-clean properties

International Nuclear Information System (INIS)

Gloess, D.; Frach, P.; Gottfried, C.; Klinkenberg, S.; Liebig, J.-S.; Hentsch, W.; Liepack, H.; Krug, M.

2008-01-01

High-reflective (HR) and even more antireflective (AR) layer systems are in use for widespread applications. Multifunctional layer systems providing high optical functionality with an easy-to-clean or a self-cleaning behaviour would be preferable for many applications to avoid soiling of the surface. In this paper, the feasibility of fabrication by highly productive pulse magnetron sputtering in an in-line coating plant is investigated. Easy-to-clean properties are achieved by a top layer of photocatalytic and photoinduced hydrophilic TiO 2 . Multifunctional HR layer systems were successfully deposited on glass and polyethylene terephthalate (PET) substrates at a low deposition temperature of 150 deg. C, demonstrating the possibility of coating certain polymer materials. Double-sided multifunctional AR layer systems with a single-sided photoinduced hydrophilic TiO 2 top coating have a resulting reflectivity of about 3% and transmittance of about 97% in the visible range of light

Easy Bruising: Common as You Age

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Healthy Lifestyle Healthy aging If you're experiencing easy bruising, you might have questions about what's causing the ... 04, 2017 Original article: http://www.mayoclinic.org/healthy-lifestyle/healthy-aging/in-depth/easy-bruising/art-20045762 . ...

Making Introductory Quantum Physics Understandable and Interesting

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 10; Issue 1. Making Introductory Quantum Physics Understandable and Interesting. Ranjana Y Abhang. Classroom Volume 10 Issue 1 January 2005 pp 63-73. Fulltext. Click here to view fulltext PDF. Permanent link:

Leveraging Global Geo-Data and Information Technologies to Bring Authentic Research Experiences to Students in Introductory Geosciences Courses

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Ryan, J. G.

2014-12-01

The 2012 PCAST report identified the improvement of "gateway" science courses as critical to increasing the number of STEM graduates to levels commensurate with national needs. The urgent need to recruit/ retain more STEM graduates is particularly acute in the geosciences, where growth in employment opportunities, an aging workforce and flat graduation rates are leading to substantial unmet demand for geoscience-trained STEM graduates. The need to increase the number of Bachelors-level geoscience graduates was an identified priority at the Summit on the Future of Undergraduate Geoscience Education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduateeducation/), as was the necessity of focusing on 2-year colleges, where a growing number of students are being introduced to geosciences. Undergraduate research as an instructional tool can help engage and retain students, but has largely not been part of introductory geoscience courses because of the challenge of scaling such activities for large student numbers. However, burgeoning information technology resources, including publicly available earth and planetary data repositories and freely available, intuitive data visualization platforms makes structured, in-classroom investigations of geoscience questions tractable, and open-ended student inquiry possible. Examples include "MARGINS Mini-Lessons", instructional resources developed with the support of two NSF-DUE grant awards that involve investigations of marine geosciences data resources (overseen by the Integrated Earth Data Applications (IEDA) portal: www.iedadata.org) and data visualization using GeoMapApp (www.geomapapp.org); and the growing suite of Google-Earth based data visualization and exploration activities overseen by the Google Earth in Onsite and Distance Education project (geode.net). Sample-based investigations are also viable in introductory courses, thanks to remote instrument operations technologies that allow real student

Exploring Urban America: An Introductory Reader.

Science.gov (United States)

Caves, Roger W.

This introductory text presents a collection of articles from urban-studies journals to introduce undergraduate students to the interdisciplinary field of urban studies. The book is divided into 9 parts as follows: Part 1: Cities and Urbanism; part 2: Urban History; part 3: Urban Policy; part 4: Economic Development; part 5: Community Services and…

EASY-2005: Validation and new tools for data checking

International Nuclear Information System (INIS)

Forrest, R.A.; Kopecky, J.

2007-01-01

The European Activation System (EASY) has been developed for activation calculations within the Fusion Technology programme. It comprises the EAF nuclear data libraries and the FISPACT inventory code. EASY-2005 contains about five times more neutron-induced reactions (62,637) than the previous version; due to an increase in the upper energy limit from 20 to 60 MeV. Many measurements of activation in well-defined neutron spectra have been made; these integral results are used to validate EAF. Details of the validation covering 453 reactions are given. Model calculations were used to produce the majority of the data, and the large number of reactions, and the lack of experimental data, make it necessary to develop new checking tools. Within the SAFEPAQ-II code, the new methodology of statistical analysis of cross sections (SACS) has been developed. This enables various quantities such as maximum cross section (σ max ) to be plotted as a function of asymmetry parameter (s) for each reaction type. Such plots show well-defined trends and inconsistent data for a particular reaction can readily be identified. The use of integral data and SACS for improvement are discussed, in relation to the maintenance version, EASY-2005.1 and the planned new version, EASY-2007

Metadata Wizard: an easy-to-use tool for creating FGDC-CSDGM metadata for geospatial datasets in ESRI ArcGIS Desktop

Science.gov (United States)

Ignizio, Drew A.; O'Donnell, Michael S.; Talbert, Colin B.

2014-01-01

Creating compliant metadata for scientific data products is mandated for all federal Geographic Information Systems professionals and is a best practice for members of the geospatial data community. However, the complexity of the The Federal Geographic Data Committee’s Content Standards for Digital Geospatial Metadata, the limited availability of easy-to-use tools, and recent changes in the ESRI software environment continue to make metadata creation a challenge. Staff at the U.S. Geological Survey Fort Collins Science Center have developed a Python toolbox for ESRI ArcDesktop to facilitate a semi-automated workflow to create and update metadata records in ESRI’s 10.x software. The U.S. Geological Survey Metadata Wizard tool automatically populates several metadata elements: the spatial reference, spatial extent, geospatial presentation format, vector feature count or raster column/row count, native system/processing environment, and the metadata creation date. Once the software auto-populates these elements, users can easily add attribute definitions and other relevant information in a simple Graphical User Interface. The tool, which offers a simple design free of esoteric metadata language, has the potential to save many government and non-government organizations a significant amount of time and costs by facilitating the development of The Federal Geographic Data Committee’s Content Standards for Digital Geospatial Metadata compliant metadata for ESRI software users. A working version of the tool is now available for ESRI ArcDesktop, version 10.0, 10.1, and 10.2 (downloadable at http:/www.sciencebase.gov/metadatawizard).

"World Religions" in Introductory Sociology Textbooks

Science.gov (United States)

Carroll, Michael P.

2017-01-01

A section on "world religions" (WRs) is now routinely included in the religion chapters of introductory sociology textbooks. Looking carefully at these WR sections, however, two things seem puzzling. The first is that the criteria for defining a WR varies considerably from textbook to textbook; the second is that these WRs sections…

Implementing Motivational Features in Reactive Blended Learning: Application to an Introductory Control Engineering Course

Science.gov (United States)

Mendez, J. A.; Gonzalez, E. J.

2011-01-01

This paper presents a significant advance in a reactive blended learning methodology applied to an introductory control engineering course. This proposal was based on the inclusion of a reactive element (a fuzzy-logic-based controller) designed to regulate the workload for each student according to his/her activity and performance. The…

The Use of Cylindrical Lenses in Easy Experiments for Physics Education and the Magic Arts

Science.gov (United States)

Bednarek, Stanislaw; Krysiak, Jerzy

2011-01-01

The purpose of this article is to present the properties of cylindrical lenses and provide some examples of their use in easy school physics experiments. Such experiments could be successfully conducted in the context of science education, in fun experiments that teach physics and in science fair projects, or used to entertain an audience by…

Python and Roles of Variables in Introductory Programming: Experiences from Three Educational Institutions

Science.gov (United States)

Nikula, Uolevi; Sajaniemi, Jorma; Tedre, Matti; Wray, Stuart

2007-01-01

Students often find that learning to program is hard. Introductory programming courses have high drop-out rates and students do not learn to program well. This paper presents experiences from three educational institutions where introductory programming courses were improved by adopting Python as the first programming language and roles of…

Writing more informative letters of reference.

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Wright, Scott M; Ziegelstein, Roy C

2004-05-01

Writing a meaningful and valuable letter of reference is not an easy task. Several factors influence the quality of any letter of reference. First, the accuracy and reliability of the writer's impressions and judgment depend on how well he knows the individual being described. Second, the writer's frame of reference, which is determined by the number of persons at the same level that he has worked with, will impact the context and significance of his beliefs and estimations. Third, the letter-writing skills of the person composing the letter will naturally affect the letter. To support the other components of a candidate's application, a letter of reference should provide specific examples of how an individual's behavior or attitude compares to a reference group and should assess "intangibles" that are hard to glean from a curriculum vitae or from test scores. This report offers suggestions that should help physicians write more informative letters of reference.

Enabling students to learn: Design, implementation and assessment of a supplemental study strategies course for an introductory undergraduate biology course

Science.gov (United States)

Sriram, Jayanthi Sanjeevi

Attrition in the STEM disciplines is a national problem and one of the important reasons for this is student experiences in introductory courses. A myriad of factors influence students' experiences in those courses; inadequate student preparation is one of the most cited reasons. Incoming freshmen often lack the learning strategies required to meaningfully learn and succeed in college courses. Unfortunately, the instructors have limited time and/or have little experience in teaching learning strategies. In this paper, the design, implementation, and evaluation of a Supplemental Course (SC) model that emphasizes learning strategies is presented. SC was offered concurrently with the introductory biology courses for four consecutive semesters (fall 2011 to spring 2013); for 10 weeks in fall 2012 and 7 weeks in the other semesters at Miami University. 10 weeks SC began earlier in the semester than the shorter SC. This study evaluated the effects of the SC on students' (1) performance in the introductory biology course, (2) perceived changes in self-regulation and social support, and (3) experiences in the introductory biology course before, during, and after participation in the SC. A mixed methods approach was used to address these goals. A pre-post survey was administered to obtain students' use of self-regulation strategies and social-support data. Quantitative methods were utilized to analyze content exam grades and changes in self-regulation strategies and social-support. To explore the experiences of the students, semi-structured interviews were conducted, followed by analysis using grounded theory. The findings reveal that participants of the longer duration SC (with an earlier start date) significantly improved in content exam performance, perceived use of self-regulation strategies, and social support compared to the non-participants. Participants of the shorter duration SC (with a later start date) did not significantly improve in content exam performance

Toward equity through participation in Modeling Instruction in introductory university physics

Science.gov (United States)

Brewe, Eric; Sawtelle, Vashti; Kramer, Laird H.; O'Brien, George E.; Rodriguez, Idaykis; Pamelá, Priscilla

2010-06-01

We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C- or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p<0.001 ), where these benefits are seen across both ethnic and gender comparisons. In addition, we report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that although ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students. Women

Toward equity through participation in Modeling Instruction in introductory university physics

Directory of Open Access Journals (Sweden)

Eric Brewe

2010-05-01

Full Text Available We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI at Florida International University (FIU, a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women. This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C− or better by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p<0.001, where these benefits are seen across both ethnic and gender comparisons. In addition, we report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that although ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students

Effect of Using Separate Laboratory and Lecture Courses for Introductory Crop Science on Student Performance.

Science.gov (United States)

Wiebold, W. J.; Slaughter, Leon

1986-01-01

Reviews a study that examined the effects of laboratories on the grade performance of undergraduates in an introductory crop science course. Results indicated that students enrolled in lecture and laboratory concurrently did not receive higher lecture grades than students enrolled solely in lecture, but did have higher laboratory grades. (ML)

16 CFR 502.101 - Introductory offers.

Science.gov (United States)

2010-01-01

... Commercial Practices FEDERAL TRADE COMMISSION RULES, REGULATIONS, STATEMENT OF GENERAL POLICY OR... FAIR PACKAGING AND LABELING ACT Retail Sale Price Representations § 502.101 Introductory offers. (a... retail sale at a price lower than the anticipated ordinary and customary retail sale price. (b) The...

Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

Science.gov (United States)

Momsen, Jennifer L.; Long, Tammy M.; Wyse, Sara A.; Ebert-May, Diane

2010-01-01

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses.…

Characterizing, modeling, and addressing gender disparities in introductory college physics

Science.gov (United States)

Kost-Smith, Lauren Elizabeth

2011-12-01

The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and second-semester introductory, calculus-based physics courses at the University of Colorado. Success in these courses is critical for future study and careers in physics (and other sciences). Using data gathered from roughly 10,000 undergraduate students, we identify and model gender differences in the introductory physics courses in three areas: student performance, retention, and psychological factors. We observe gender differences on several measures in the introductory physics courses: females are less likely to take a high school physics course than males and have lower standardized mathematics test scores; males outscore females on both pre- and post-course conceptual physics surveys and in-class exams; and males have more expert-like attitudes and beliefs about physics than females. These background differences of males and females account for 60% to 70% of the gender gap that we observe on a post-course survey of conceptual physics understanding. In analyzing underlying psychological factors of learning, we find that female students report lower self-confidence related to succeeding in the introductory courses (self-efficacy) and are less likely to report seeing themselves as a "physics person". Students' self-efficacy beliefs are significant predictors of their performance, even when measures of physics and mathematics background are controlled, and account for an additional 10% of the gender gap. Informed by results from these studies, we implemented and tested a psychological, self-affirmation intervention aimed at enhancing female students' performance in Physics 1. Self-affirmation reduced the gender gap in performance on both in-class exams and the post-course conceptual physics survey. Further, the benefit of the self

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

Science.gov (United States)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Behaviorism, latent learning, and cognitive maps: needed revisions in introductory psychology textbooks.

Science.gov (United States)

Jensen, Robert

2006-01-01

This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks.

An Open-Ended Investigative Microbial Ecology Laboratory for Introductory Biology

Science.gov (United States)

Jones-Held, Susan; Paoletti, Robert; Glick, David; Held, Michael E.

2010-01-01

In this article we describe a multi-week investigative laboratory in microbial ecology/diversity and nitrogen cycling that we have used in our introductory biology course. This module encourages active student involvement in experimental design, using the scientific literature and quantitative analysis of large data sets. Students analyze soil…

MRI experiments for introductory physics

Science.gov (United States)

Taghizadeh, Sanaz; Lincoln, James

2018-04-01

The introductory physics classroom has long educated students about the properties of the atom and the nucleus. But absent from these lessons has been an informed discussion of magnetic resonance imaging (MRI) and its parent science nuclear magnetic resonance (NMR). Physics teachers should not miss the opportunity to instruct upon this highly relevant application of modern physics, especially with so many of our students planning to pursue a career in medicine. This article provides an overview of the physics of MRI and gives advice on how physics teachers can introduce this topic. Also included are some demonstration activities and a discussion of a desktop MRI apparatus that may be used by students in the lab or as a demo.

E/Z MAS: An easy-to-use computerized materials control and accountability system

International Nuclear Information System (INIS)

Anderson, L.K.; Boor, M.G.; Hurford, J.M.; Landry, R.P.; Martinez, B.J.; Solem, A.M.; Whiteson, R.; Zardecki, A.

1998-01-01

Nuclear facilities that handle and process nuclear materials are required to track their nuclear holdings and to keep adequate records that manage and control the inventory of those holdings. The complexity of a system that does this job is directly proportional to the complexity of the facility's operations. This paper describes an approach to computerized materials protection, control, and accountability (MPC and A) that was introduced by Los Alamos National Laboratory (LANL) in the fall of 1997. This new system, E/Z MAS, is the latest addition to the LANL suite of computerized MPC and A tools, which also includes the CoreMAS system. E/Z MAS was initially designed to address the needs of those facilities that have small to modest MPC and A needs but has been expanded to provide full functionality for any facility. The system name, E/Z MAS, reflects the system's easy-to-use characteristics, which include ease of installation and ease of software maintenance. Both CoreMAS and E/Z MAS have been provided to facilities in the Former Soviet Union to assist them in implementing a computerized MPC and A system that meets their needs. In this paper the authors will address the functionality of CoreMAS and E/Z MAS, and an argument in favor of intranet-based material control and accountability will be advanced

First-Day Strategies for Millennial Students in Introductory Accounting Courses: It's All Fun and Games until Something Gets Learned

Science.gov (United States)

Mastilak, Christian

2012-01-01

Millennial students often possess characteristics at odds with typical lecture-based approaches to introductory accounting courses. The author introduces an approach for reaching millennial students early in introductory accounting courses in ways that fit millennials' characteristics. This article describes the use of the board game Monopoly[R]…

An exciting experiment for pre-engineering and introductory physics students: creating a DC motor using the Lorentz force

International Nuclear Information System (INIS)

Abdul-Razzaq, Wathiq N; Boehm, Manfred H; Bushey, Ryan K

2008-01-01

Introductory physics laboratories have been demonstrated in some instances to be difficult or uninteresting to students at the collegiate level. We have developed a laboratory that introduces the concept of the Lorentz force and allows students to build a non-traditional DC motor out of easily acquired materials. Basic electricity and magnetism concepts are joined together in a simple and enjoyable experiment that allows the students to demonstrate physics at first hand and without the use of complex materials

A First Assignment to Create Student Buy-In in an Introductory Business Statistics Course

Science.gov (United States)

Newfeld, Daria

2016-01-01

This paper presents a sample assignment to be administered after the first two weeks of an introductory business focused statistics course in order to promote student buy-in. This assignment integrates graphical displays of data, descriptive statistics and cross-tabulation analysis through the lens of a marketing analysis study. A marketing sample…

Agricultural In-Service Needs of Introductory Level Career and Technical Education Teachers

Science.gov (United States)

Christensen, Jolene; Warnick, Brian K.; Spielmaker, Debra; Tarpley, Rudy S.; Straquadine, Gary S.

2009-01-01

This study identified and prioritized the agricultural in-service needs of introductory level career and technical education teachers in Utah. The Utah State Board of Education requires that all seventh grade students complete an introductory career and technical education course as their first formal career exploration experience. One component…

Emotion Instruction in Journalism Courses: An Analysis of Introductory News Writing Textbooks

Science.gov (United States)

Hopper, K. Megan; Huxford, John

2017-01-01

This study explores how introductory news writing textbooks address issues surrounding emotional labor and its consequences, both for journalists and for those they interview. Eighteen of the highest-selling introductory news-writing textbooks were selected for qualitative analysis. Results showed the term and concept of emotional labor--the…

Apache 2 Pocket Reference For Apache Programmers & Administrators

CERN Document Server

Ford, Andrew

2008-01-01

Even if you know the Apache web server inside and out, you still need an occasional on-the-job reminder -- especially if you're moving to the newer Apache 2.x. Apache 2 Pocket Reference gives you exactly what you need to get the job done without forcing you to plow through a cumbersome, doorstop-sized reference. This Book provides essential information to help you configure and maintain the server quickly, with brief explanations that get directly to the point. It covers Apache 2.x, giving web masters, web administrators, and programmers a quick and easy reference solution. This pocket r

E-Commerce: easy access, easy business

Energy Technology Data Exchange (ETDEWEB)

Pappel, A. [Union Gas Ltd., Chatham, ON (Canada)

1999-07-01

A series of overhead viewgraphs accompanied this workshop presentation which dealt with the increased use of E-Commerce in the energy industries. E-Commerce refers to the use of any kind of electronic communication, including Internet, Intranet and Extranet. E-Commerce offers real-time access and real-time solutions to energy marketers. This paper discussed growth trends and the driving force behind E-Commerce. Market and regulatory changes such as unbundling and business transformation are some of the factors responsible for the increased used of E-Commerce. This workshop also described some of the intricacies of the Union Gas web site.

Introductory Comments

Directory of Open Access Journals (Sweden)

Jolanta Sujecka

2016-12-01

Full Text Available Introductory Comments The fifth yearly volume of the Colloquia Humanistica comprises a thematic section on Nation, Natsiya, Ethnie. The subject it discusses has thus far received little attention as a research problem in the Slavia Orthodoxa, the Slavia Romana, the Balkans but also in Central and Eastern Europe.   Uwagi wstępne Piąty numer rocznika "Colloquia Humanistica" przedstawia dział tematyczny, poświęcony kategoriom narodu, nacji i etni. Temat ten, w takiej perspektywie, którą proponujemy, nie spotkał się dotąd z należytym namysłem badawczym w sferze Slavia Otrhodoxa, Slavia Romana i na Bałkanach, jak też w Europie Środkowo-Wschodniej.

Flexible Software Design for Korean WA-DGNSS Reference Station

Directory of Open Access Journals (Sweden)

Wan Sik Choi

2013-03-01

Full Text Available In this paper, we describe the software design results of WA-DGNSS reference station that will be constructed in Korea in the near future. Software design of the WRS (Wide area Reference Station is carried out by applying object oriented software methodology in order to provide flexibilities: easy of model change (namely ionospheric delay model etc and system addition (Galileo, GLONASS in addition to GPS etc. Software design results include the use case diagrams for the functions to be executed, the architecture diagram showing components and their relationships, the activity diagrams of behaviors and models among them, and class diagrams describing the attribute and operation.

Peer Instruction in Introductory Physics: A Method to Bring about Positive Changes in Students' Attitudes and Beliefs

Science.gov (United States)

Zhang, Ping; Ding, Lin; Mazur, Eric

2017-01-01

This paper analyzes pre-post matched gains in the epistemological views of science students taking the introductory physics course at Beijing Normal University (BNU) in China. In this study we examined the attitudes and beliefs of science majors (n = 441) in four classes, one taught using traditional (lecture) teaching methods, and the other three…

Stimulating Situational Interest and Student Questioning through Three Types of Historical Introductory Texts

Science.gov (United States)

Logtenberg, Albert; van Boxtel, Carla; van Hout-Wolters, Bernadette

2011-01-01

This study investigates questions students ask related to an introductory text about a new topic in the history classroom. The effects of a narrative, problematizing, and expository introductory text on the situational interest of students and the number and type of student-generated questions, are compared. Participants are 174 students in higher…

Temperamental reactivity and negative emotionality in uncooperative children referred to specialized paediatric dentistry compared to children in ordinary dental care.

Science.gov (United States)

Arnrup, Kristina; Broberg, Anders G; Berggren, Ulf; Bodin, Lennart

2007-11-01

Current treatment of children with dental behaviour management problems (DBMP) is based on the presupposition that their difficulties are caused by dental fear, but is this always the case? The aim of this study was to study temperamental reactivity, negative emotionality, and other personal characteristics in relation to DBMP in 8- to 12-year-old children. Forty-six children referred because of DBMP (study group) and 110 children in ordinary dental care (reference group) participated. The EASI tempramental survey assessed temperamental reactivity and negative emotionality, the Child Behaviour Questionnaire internalizing and externalizing behaviour problems, and the Children's Fear Survey Schedule general and dental fears. Cluster analyses and tree-based modelling were used for data analysis. Among the five clusters identified, one could be characterized as 'balanced temperament'. Thirty-five per cent of the reference group compared to only 7% of the study group belonged to this cluster. Negative emotionality was the most important sorting variable. Children referred because of DBMP differed from children in ordinary dental care, not only in dental fear level, but also in personal characteristics. Few of the referred children were characterized by a balanced temperament profile. It is important to consider the dual impact of emotion dysregulation and emotional reactivity in the development of DBMP.

New classification of operators' human errors at overseas nuclear power plants and preparation of easy-to-use case sheets

International Nuclear Information System (INIS)

Takagawa, Kenichi

2004-01-01

At nuclear power plants, plant operators examine other human error cases, including those that occurred at other plants, so that they can learn from such experiences and avoid making similar errors again. Although there is little data available on errors made at domestic plants, nuclear operators in foreign countries are reporting even minor irregularities and signs of faults, and a large amount of data on human errors at overseas plants could be collected and examined. However, these overseas data have not been used effectively because most of them are poorly organized or not properly classified and are often hard to understand. Accordingly, we carried out a study on the cases of human errors at overseas power plants in order to help plant personnel clearly understand overseas experiences and avoid repeating similar errors, The study produced the following results, which were put to use at nuclear power plants and other facilities. (1) ''One-Point-Advice'' refers to a practice where a leader gives pieces of advice to his team of operators in order to prevent human errors before starting work. Based on this practice and those used in the aviation industry, we have developed a new method of classifying human errors that consists of four basic actions and three applied actions. (2) We used this new classification method to classify human errors made by operators at overseas nuclear power plants. The results show that the most frequent errors caused not by operators themselves but due to insufficient team monitoring, for which superiors and/or their colleagues were responsible. We therefore analyzed and classified possible factors contributing to insufficient team monitoring, and demonstrated that the frequent errors have also occurred at domestic power plants. (3) Using the new classification formula, we prepared a human error case sheets that is easy for plant personnel to understand. The sheets are designed to make data more understandable and easier to remember

Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level

Science.gov (United States)

Hassad, Rossi A.

2009-01-01

This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions…

On the estimation of the magnetic easy axis in pipeline steels using magnetic Barkhausen noise

Energy Technology Data Exchange (ETDEWEB)

Martínez-Ortiz, P. [Laboratorio de Evaluación No Destructiva Electromagnética (LENDE), ESIME-SEPI, Instituto Politécnico Nacional, UPALM Edif. Z-4 3 Piso, Zacatenco, Mexico D.F. 07738 (Mexico); Pérez-Benitez, J.A., E-mail: benitez_edl@yahoo.es [Laboratorio de Evaluación No Destructiva Electromagnética (LENDE), ESIME-SEPI, Instituto Politécnico Nacional, UPALM Edif. Z-4 3 Piso, Zacatenco, Mexico D.F. 07738 (Mexico); Espina-Hernández, J.H. [Laboratorio de Evaluación No Destructiva Electromagnética (LENDE), ESIME-SEPI, Instituto Politécnico Nacional, UPALM Edif. Z-4 3 Piso, Zacatenco, Mexico D.F. 07738 (Mexico); Caleyo, F.; Hallen, J.M. [Departamento de Ingeniería Metalúrgica, ESIQIE, UPALM Edif. 7, Instituto Politécnico Nacional, Zacatenco, C.P. 07738 México D.F. (Mexico)

2015-01-15

A method for determination of the magnetic easy axis of the Roll Magnetic Anisotropy in API-5L steels is proposed. The method is based on the fact that the angular dependence of the energy corresponding to the main peak of the Magnetic Barkhausen signal presents uniaxial anisotropy with its easy axis parallel to the rolling direction, independently of the angular dependence of the magnetocrystalline energy in the materials. The proposal is also justified based on the analysis of the influence of microstructural changes, produced by hot-rolling on the domain wall dynamics. - Highlights: • Propose a method for finding the easy axis of roll magnetic anisotropy. • Study of the causes of multi-axial anisotropy of MBN energy in API-5L steels. • Analyze the causes of the roll magnetic anisotropy.

On the estimation of the magnetic easy axis in pipeline steels using magnetic Barkhausen noise

International Nuclear Information System (INIS)

Martínez-Ortiz, P.; Pérez-Benitez, J.A.; Espina-Hernández, J.H.; Caleyo, F.; Hallen, J.M.

2015-01-01

A method for determination of the magnetic easy axis of the Roll Magnetic Anisotropy in API-5L steels is proposed. The method is based on the fact that the angular dependence of the energy corresponding to the main peak of the Magnetic Barkhausen signal presents uniaxial anisotropy with its easy axis parallel to the rolling direction, independently of the angular dependence of the magnetocrystalline energy in the materials. The proposal is also justified based on the analysis of the influence of microstructural changes, produced by hot-rolling on the domain wall dynamics. - Highlights: • Propose a method for finding the easy axis of roll magnetic anisotropy. • Study of the causes of multi-axial anisotropy of MBN energy in API-5L steels. • Analyze the causes of the roll magnetic anisotropy

Nothing Great Is Easy

OpenAIRE

Stansbie, Lisa

2014-01-01

A solo exhibition of 13 pieces of art work.\\ud \\ud Nothing Great is Easy is an exhibition of sculpture, film, drawing and photography that proposes reconstructed narratives using the sport of swimming and in particular the collective interaction and identity of the channel swimmer. The work utilises the processes, rituals/rules, language and the apparatus of sport.\\ud \\ud “Nothing great is easy” are the words on the memorial to Captain Matthew Webb who was the first man to swim the English ch...

Conceptual Framework to Help Promote Retention and Transfer in the Introductory Chemical Engineering Course

Science.gov (United States)

Hanyak, Michael E., Jr.

2015-01-01

In an introductory chemical engineering course, the conceptual framework of a holistic problem-solving methodology in conjunction with a problem-based learning approach has been shown to create a learning environment that nurtures deep learning rather than surface learning. Based on exam scores, student grades are either the same or better than…

Illuminating cell signaling: Using Vibrio harveyi in an introductory biology laboratory.

Science.gov (United States)

Hrizo, Stacy L; Kaufmann, Nancy

2009-05-01

Cell signaling is an essential cellular process that is performed by all living organisms. Bacteria communicate with each other using a chemical language in a signaling pathway that allows bacteria to evaluate the size of their population, determine when they have reached a critical mass (quorum sensing), and then change their behavior in unison to carry out processes that require many cells acting together to be effective. Here, we describe a laboratory exercise in which the students observe the induction of bioluminescence or light production as an output of the quorum sensing pathway in Vibrio harveyi. Using both wildtype and mutant bacterial strains they explore the induction of community behavior via cell-cell communication by determining whether there is a correlation between the density of the bacterial population and the production of light by the bacterial culture. Using data from a cross-feeding assay the students make predictions about the identity of their strains and directly test these predictions using conditioned media from various liquid cultures. This two part exercise is designed for an introductory biology course to begin familiarizing students with collecting data, making predictions based upon the data and directly testing their hypotheses using a model organism with a cell signaling pathway that has a simple visual output: light production. Copyright © 2009 International Union of Biochemistry and Molecular Biology, Inc.

Making Politics "Click": The Costs and Benefits of Using Clickers in an Introductory Political Science Course

Science.gov (United States)

Evans, Heather K.

2012-01-01

In this article, the author addresses both the costs and benefits of implementing clickers into an introductory political science course. Comparing student responses to a mid-semester survey in both a clicker and non-clicker course, the results show that students have higher satisfaction of the course and instructor, higher exam scores, and feel…

The Introductory Psychology Textbook Market: Perceptions of Authors and Editors.

Science.gov (United States)

Griggs, Richard A.; Jackson, Sherri L.

1989-01-01

Surveys psychology textbook authors and editors on their perceptions of the introductory psychology textbook market. Finds that the textbook market is divided into three levels according to quality, and that authors and editors are not familiar with most textbooks. Notes that the growth of used book companies has adversely affected the market.…

A novel approach to early sickness absence management: The EASY (Early Access to Support for You) way

Science.gov (United States)

Demou, Evangelia; Brown, Judith; Sanati, Kaveh; Kennedy, Mark; Murray, Keith; Macdonald, Ewan B.

2015-01-01

BACKGROUND: Sickness absence (SA) is multi-causal and remains a significant problem for employees, employers and society. This makes it necessary to concurrently manage a particular disabling condition and consider the working environment and employee-employer relationship. OBJECTIVE: To describe and examine the components of a novel SA management service Early Access to Support for You (EASY) and discuss their potential influence on the intervention. METHODS: A new sickness absence model, starting from day one of absence, was created called EASY. EASY is planned to support both employees and managers and comprises elements already found to be associated with reduction of SA, such as maintaining regular contact; early biopsychosocial case-management; physiotherapy; mental-health counselling; work modification; phased return-to-work; and health promotion activities. RESULTS: During the EASY implementation period, the SA rate at a health board reversed its trend of being one of the highest rates in the Scottish National Health Service (NHS) and EASY was considered helpful by both managers and employees. CONCLUSIONS: This paper describes an innovative occupational health intervention to sickness absence management based on the bio-psychosocial model to provide early intervention, and discusses the pros and cons of applying cognitive behavioural principles at an early stage in sickness-absence events, in order to improve return-to-work outcomes. PMID:26409380

Application of EASY5 and MMS modules to BWR controller design

International Nuclear Information System (INIS)

Carmichael, L.A.; Rayes, L.; Yasutake, T.

1987-01-01

The application of EPRI's MMS Library and BCS' EASY5 simulation language to the design of a digital feedwater control system for the Monticello Boiling Water Nuclear Power Plant is discussed. In order to first design and then verify the digital feedwater controller algorithms, a digital simulation model of the Monticello plant was constructed using a combination of custom designed modules, existing MMS two-phase library modules, and standard modules available in the EASY5 library. Details of the process models, namely the BWR nuclear steam supply system, the steamline piping, and the feedwater piping are described in a companion paper. Details of the models for the existing BWR turbine pressure inlet pressure control and recirculation flow control system are described. These models are required to be operational during the transient analysis portion of the feedwater controller design verification, since they interact strongly with the reactor steam flow and water level. The design of the digital feedwater flow control loop is described. Its design is of particular interest because it requires consideration of control loop interaction and is, therefore, a simple example of multivariable non-interacting control design

Teaching Health Care in Introductory Economics

Science.gov (United States)

Cutler, David M.

2017-01-01

Health care is one of the economy's biggest industries, so it is natural that the health care industry should play some role in the teaching of introductory economics. There are many ways that health care can appear in such a context: in the teaching of microeconomics, as a macroeconomic issue, to learn about social welfare, and even to learn how…

Easy to implement diagnostics of a glow dielectric barrier discharge

International Nuclear Information System (INIS)

Massines, F.; Segur, P.

2001-01-01

It is relatively easier to generate plasma at atmospheric pressure rather than low pressure. In retaliation, due to the short mean free path of different particles, the diagnostics giving microscopic characteristics are more difficult to implement. This, for example, is the case of Langmuir probe or mass spectrometry although solutions have been put forward. Likewise, the strong contribution of the excited state quenching can render optical characterization result interpretation difficult. Nevertheless, there are easy to implement basic diagnostics like optical emission spectroscopy, the ultra rapid photography or the discharge current measurement. A possible approach to get to the microscopic data consists in associating the experimental results with the results of a numerical model. This is the approach undertaken for the study of a glow dielectric barrier discharge (DBD) and is described in the following text in order to illustrate the possibilities of those easy to implement diagnostics supported by the analysis of surfaces having interacted with the plasma

Themes of nanoscience for the introductory physics course

International Nuclear Information System (INIS)

Planinsic, Gorazd; Lindell, Anssi; Remskar, Maja

2009-01-01

We present three experimental themes and one discussion theme that proved to be suitable for introducing nanoscience through topics that can be integrated into the existing introductory physics or teacher training courses. The experimental themes include two teaching models of an atomic force microscope (AFM) and an experiment with an elastic optical grating. They are all based on simple experiments that give also quantitative results and can be explained using basic physics theory.

Themes of nanoscience for the introductory physics course

Energy Technology Data Exchange (ETDEWEB)

Planinsic, Gorazd [Faculty for Mathematics and Physics, University of Ljubljana (Slovenia); Lindell, Anssi [Department of Teacher Education, University of Jyvaskyla (Finland); Remskar, Maja [Josef Stefan Institute, Ljubljana (Slovenia)

2009-07-15

We present three experimental themes and one discussion theme that proved to be suitable for introducing nanoscience through topics that can be integrated into the existing introductory physics or teacher training courses. The experimental themes include two teaching models of an atomic force microscope (AFM) and an experiment with an elastic optical grating. They are all based on simple experiments that give also quantitative results and can be explained using basic physics theory.

The Role of the Introductory Matter in Bilingual Dictionaries of English and Arabic

Directory of Open Access Journals (Sweden)

Hashan Al-Ajmi

2011-10-01

Full Text Available

Abstract: Monolingual and bilingual dictionaries for learners of English as foreign language differ from each other in many aspects. Among the differences are the types of information a dictionary provides outside the A?Z word list, especially in its introductory matter. Yet, dictionary introductions have been referred to rather peripherally in the literature on dictionary users and uses. Within the context of lexicographic practice, this study aims to outline the differences between EFL learner's dictionaries and bilingual English?Arabic dictionaries, and to determine to what extent a given set of popular dictionaries provide varied and sufficient information in their introductions. Three categories of dictionaries will be the subject of comparison: EFL dictionaries, European bilingual dictionaries, and bilingual dictionaries in the Arab world.

Keywords: BILINGUAL DICTIONARY, INTRODUCTORY MATTER, ENGLISH?ARABIC, EFL LEARNER'S DICTIONARY, ORIENTALIST DICTIONARY

Opsomming: Die rol van die inleidende gedeelte in tweetalige woordeboekevan Engels en Arabies. Eentalige en tweetalige woordeboeke vir aanleerders vanEngels as vreemde taal verskil in baie opsigte van mekaar. Een van die verskille is die tipes inligtingwat 'n woordeboek buite die A–Z-woordelys verskaf, veral in die inleidende gedeelte. Tog isdaar slegs in die verbygaan na woordeboekinleidings in die literatuur oor woordeboekgebruikersen -gebruik verwys. Hierdie studie het dit ten doel om, binne die konteks van die leksikografiesepraktyk, die verskille uit te stippel tussen EVT-aanleerderswoordeboeke en tweetalige Engels–Arabiesewoordeboeke, en te bepaal in watter mate 'n gegewe groep gewilde woordeboeke veelsoortigeen genoegsame inligting in hul inleidings verskaf. Drie kategorieë woordeboeke sal die onderwerpvan hierdie vergelyking vorm: EVT-woordeboeke, Europese tweetalige woordeboeke entweetalige woordeboeke binne die Arabiese w

Bioequivalence of Liposome-Entrapped Paclitaxel Easy-To-Use (LEP-ETU) formulation and paclitaxel in polyethoxylated castor oil: a randomized, two-period crossover study in patients with advanced cancer.

Science.gov (United States)

Slingerland, Marije; Guchelaar, Henk-Jan; Rosing, Hilde; Scheulen, Max E; van Warmerdam, Laurence J C; Beijnen, Jos H; Gelderblom, Hans

2013-12-01

Preclinical studies comparing paclitaxel formulated with polyethoxylated castor oil with the sonicated formulation of liposome-entrapped paclitaxel (LEP) have demonstrated that LEP was associated with reduced toxicity while maintaining similar efficacy. Preliminary studies on the pharmacokinetics in patients support earlier preclinical data, which suggested that the LEP Easy-to-Use (LEP-ETU) formulation and paclitaxel formulated with castor oil may have comparable pharmacokinetic properties. Our objectives were: (1) to determine bioequivalence of paclitaxel pharmaceutically formulated as LEP-ETU (test) and paclitaxel formulated with castor oil (reference); and (2) to assess the tolerability of LEP-ETU following intravenous administration. Patients with advanced cancer were studied in a randomized, 2-period crossover bioequivalence study. Patients received paclitaxel 175 mg/m(2) administered as an intravenous infusion over 180 minutes, either as a single-treatment cycle of the test formulation followed by a single-treatment cycle of the reference formulation, or vice versa. Thirty-two of 58 patients were evaluable and were included in the analysis for bioequivalence. Mean total paclitaxel Cmax values for the test and reference formulations were 4955.0 and 5108.8 ng/mL, respectively. Corresponding AUC0-∞ values were 15,853.8 and 18,550.8 ng·h/mL, respectively. Treatment ratios of the geometric means were 97% (90% CI, 91%-103%) for Cmax and 84% (90% CI, 80%-90%) for AUC0-∞. These results met the required 80% to 125% bioequivalence criteria. The most frequently reported adverse events after LEP-ETU administration were fatigue, alopecia, and myalgia. At the studied dose regimen, LEP-ETU showed bioequivalence with paclitaxel formulated with polyethoxylated castor oil. © 2013 Elsevier HS Journals, Inc. All rights reserved.

How easy the invention is

Energy Technology Data Exchange (ETDEWEB)

Wang, Yeon Jung

2002-05-15

This book deals with the inventions invented by kids such as a utility helmet, a useful drawing board, automatic safe device, telephone for the blind, a peaceful washboard, roly poly milk bottle, seat belt with height control, gas hose to prevent thief, portable magic soap, useful bus handle, convent desk, a paper cup attached a spoon, a useful washboard, dressing room using moveable small cymbals, fluorescent light which is easy to put in a new one, rods for night, curtain for cars, spray shampoo, and a good calendar.

How easy the invention is

International Nuclear Information System (INIS)

Wang, Yeon Jung

2002-05-01

This book deals with the inventions invented by kids such as a utility helmet, a useful drawing board, automatic safe device, telephone for the blind, a peaceful washboard, roly poly milk bottle, seat belt with height control, gas hose to prevent thief, portable magic soap, useful bus handle, convent desk, a paper cup attached a spoon, a useful washboard, dressing room using moveable small cymbals, fluorescent light which is easy to put in a new one, rods for night, curtain for cars, spray shampoo, and a good calendar.

Procedure and reference standard to determine the structural resolution in coordinate metrology

Science.gov (United States)

Illemann, Jens; Bartscher, Markus; Jusko, Otto; Härtig, Frank; Neuschaefer-Rube, Ulrich; Wendt, Klaus

2014-06-01

A new procedure and reference standards for specifying the structural resolution in coordinate metrology traceable to the SI unit the metre are proposed. With the definition of the structural resolution, a significant gap will be closed to complete ‘acceptance and verification tests’ of the coordinate measuring systems (CMSs) which are specified in the ISO 10360 series dealing with tactile sensors, optical sensors, and x-ray computed tomography measurement systems (CTs). The proposed new procedure uses reference standards with circular rounded edges. The idea is to measure the radius of curvature on a calibrated round edge structure. From the deviation between the measured and the calibrated radius, an analogue Gaussian broadening of the measurement system is determined. This value is a well-defined and easy-to-apply measure to define the structural resolution for dimensional measurements. It is applicable to CMSs which are based on different sensing principles, e.g. tactile, optical and CT systems. On the other hand, it has a physical meaning similar to the classical optical point-spread function. It makes it possible to predict which smallest details the CMS is capable of measuring reliably for an arbitrary object shape. The theoretical background of the new procedure is given, an appropriate reference standard is described and comparative, quantitative measurement data of CMSs featuring different sensors are shown.

Basic Math Skills and Performance in an Introductory Economics Class

Science.gov (United States)

Ballard, Charles L.; Johnson, Marianne F.

2004-01-01

The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…

OkCupid Data for Introductory Statistics and Data Science Courses

Science.gov (United States)

Kim, Albert Y.; Escobedo-Land, Adriana

2015-01-01

We present a data set consisting of user profile data for 59,946 San Francisco OkCupid users (a free online dating website) from June 2012. The data set includes typical user information, lifestyle variables, and text responses to 10 essay questions. We present four example analyses suitable for use in undergraduate introductory probability and…

Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

Science.gov (United States)

Waller, William H.; Slater, Timothy F.

2011-01-01

Over the past 15 years, professional astronomers, their societies, and associated funding agencies have collaborated to improve astronomy teaching and learning at the introductory undergraduate level. Many nonscience majors and preservice teachers enroll in these introductory astronomy courses, thus meriting the focused attention. In this review…

The Development of a Set of Core Communication Competencies for Introductory Communication Courses

Science.gov (United States)

Engleberg, Isa N.; Ward, Susan M.; Disbrow, Lynn M.; Katt, James A.; Myers, Scott A.; O'Keefe, Patricia

2017-01-01

In most academic disciplines, there is "one" introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project…

Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

Science.gov (United States)

Cook, G. W.

2012-12-01

At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (degree-seeking students. In addition, only a handful of students have typically had any form of geology class beyond high school level Earth Science. Consequently, there are challenges associated with teaching the class. Perhaps most significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of

Transversality of electromagnetic waves in the calculus-based introductory physics course

International Nuclear Information System (INIS)

Burko, Lior M

2008-01-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation) and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes

Transversality of electromagnetic waves in the calculus-based introductory physics course

Science.gov (United States)

Burko, Lior M.

2008-11-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation) and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes.

Development of an Easy-to-Use Tool for the Assessment of Emergency Department Physical Design

Directory of Open Access Journals (Sweden)

Alireza Majidi

2014-03-01

Full Text Available Physical design of the emergency department (ED has an important effect on its role and function. To date, no guidelines have been introduced to set the standards for the construction of EDs in Iran. In this study we aim to devise an easy-to-use tool based on the available literature and expert opinion for the quick and effective assessment of EDs in regards to their physical design. For this purpose, based on current literature on emergency design, a comprehensive checklist was developed.  Then, this checklist was analyzed by a panel consisting of heads of three major EDs and contradicting items were decided. Overall 178 crude items were derived from available literature. The Items were categorized in to three major domains of Physical space, Equipment, and Accessibility. The final checklist approved by the panel consisted of 163 items categorized into six domains. Each item was phrased as a “Yes or No” question for ease of analysis, meaning that the criterion is either met or not. 

A Severe Weather Laboratory Exercise for an Introductory Weather and Climate Class Using Active Learning Techniques

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Grundstein, Andrew; Durkee, Joshua; Frye, John; Andersen, Theresa; Lieberman, Jordan

2011-01-01

This paper describes a new severe weather laboratory exercise for an Introductory Weather and Climate class, appropriate for first and second year college students (including nonscience majors), that incorporates inquiry-based learning techniques. In the lab, students play the role of meteorologists making forecasts for severe weather. The…

Countermeasures to cope with issues for the FBR cycle system and transitional core during FBR introductory period

International Nuclear Information System (INIS)

Fujimura, Koji; Sasahira, Akira; Yamashita, Junichi; Fukasawa, Tetsuo; Hoshino, Kuniyoshi

2007-01-01

The introduction of fast breeder reactors (FBRs) requires Pu be recovered from light water reactors (LWRs) spent fuel. The 'Flexible Fuel Cycle Initiative (FFCI)' can supply enough Pu and holds no surplus Pu, while responding flexibly to future technical and social uncertainties. In this paper, the potential of FFCI to increase economy of the fuel cycle system was investigated. On the other hand, during the FBR introductory period, Pu from LWR spent fuel is used for startup of FBRs. But the FBR core being loaded with Pu from LWR spent fuel has a larger burnup reactivity than the core being loaded with Pu from the FBR multi-recycling core. The increased burnup reactivity may reduce the cycle length of the FBR core. In this paper, an FBR transitional core concept to handle the issues of the FBR introductory period was investigated. The results obtained through this study are as follows. (1) The FFCI has a potential to flatten the reprocessing amount of LWR spent fuel and to increase economy of the next fuel cycle system. (2) Minor actinides - mixed FBR transitional core has a potential to maintain the operation cycle length even supposing use of Pu from LWR spent fuel. (author)

TA Mentorship in Lecture significantly enhances students' learning in mechanics in large introductory physics classes

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Cheng, K.; Caglar, Mehmet

2011-10-01

Lab is an important component of students' learning in a traditional lecture-lab setting of introductory physics courses. Using standard mechanics concepts and baseline surveys as well as independent classroom observations, the effects of TA mentorship in Lecture on students' learning of physics concepts and problem-solving skills among different student subgroups taught by other TAs and lecturers using different level of student interactive engagement in classes have been analyzed. Our data indicate that in lecture training of TA promotes lecture/lab synergism in improvement students' learning of mechanics in large introductory physics classes.

When in Rome, Do as Jon Stewart Does: Using "America--The Book" as a Textbook for Introductory-Level Classes in American Politics

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Teten, Ryan Lee

2010-01-01

This article draws from different experiences in teaching Introduction to American Politics classes over a six-year period. It examines the value of using nontraditional texts in introductory political science classes that may also fulfill general education requirements, in order to engage as many students as possible in the subject matter. It…

Liquid rocket propulsion dynamic flow modeling using the ROCETS engineering modules in the EASY5x environment

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Follett, Randolph F.; Taylor, Robert P.; Nunez, Stephen C.

1993-01-01

A report on the progress of porting the ROCETS (ROCket Engine Transient Simulator) into the EASY5x simulation environment is presented. Brief descriptions of each of the software systems, information regarding the actual port process, and examples comparing the results of the two systems are given. It is shown that EASY5x is a suitable environment for utilization of the ROCETS engineering modules, and that, for the example systems shown, EASY5x actually seems to give more accurate solutions than the straight ROCETS code.

Brief introductory guide to agent-based modeling and an illustration from urban health research

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Amy H. Auchincloss

2015-11-01

Full Text Available Abstract There is growing interest among urban health researchers in addressing complex problems using conceptual and computation models from the field of complex systems. Agent-based modeling (ABM is one computational modeling tool that has received a lot of interest. However, many researchers remain unfamiliar with developing and carrying out an ABM, hindering the understanding and application of it. This paper first presents a brief introductory guide to carrying out a simple agent-based model. Then, the method is illustrated by discussing a previously developed agent-based model, which explored inequalities in diet in the context of urban residential segregation.

Brief introductory guide to agent-based modeling and an illustration from urban health research.

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Auchincloss, Amy H; Garcia, Leandro Martin Totaro

2015-11-01

There is growing interest among urban health researchers in addressing complex problems using conceptual and computation models from the field of complex systems. Agent-based modeling (ABM) is one computational modeling tool that has received a lot of interest. However, many researchers remain unfamiliar with developing and carrying out an ABM, hindering the understanding and application of it. This paper first presents a brief introductory guide to carrying out a simple agent-based model. Then, the method is illustrated by discussing a previously developed agent-based model, which explored inequalities in diet in the context of urban residential segregation.

The Socratic Method in the Introductory PR Course: An Alternative Pedagogy.

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Parkinson, Michael G.; Ekachai, Daradirek

2002-01-01

Presents the results of a study comparing student reactions to and perceptions of learning in introductory public relations courses using a traditional lecture format and a Socratic approach. Finds significant differences in the two groups showing that students who received the Socratic instruction reported more opportunities in practicing their…

uleSIMS characterization of silver reference surfaces

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Palitsin, V. V.; Dowsett, M. G.; Mata, B. Guzmán de la; Oloff, I. W.; Gibbons, R.

2006-07-01

Ultra low energy SIMS (uleSIMS) is a high sensitivity analytical technique that is normally used for ultra shallow profiling at a depth resolution of up to1 nm. This work describes the use of uleSIMS as both a spectroscopic and depth-profiling tool for the characterization of the early stages of corrosion formed on reference surfaces of silver. These samples are being developed to help with the characterization of tarnished surfaces in a cultural heritage context, and uleSIMS enables the tarnishing to be studied from its very earliest stages due to its high sensitivity (ppm-ppb) and surface specificity. We show that, uleSIMS can be used effectively to study the surface chemistry and aid the development of reference surfaces themselves. In particular, handling contaminants, surface dust, and residues from polishing are relatively easy to identify allowing them to be separated from the parts of the mass spectrum specific to the early stages of corrosion.

Evolving Roles For Teaching Assistants In Introductory Courses

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Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process

Development of new Micro-Physics Nuclear Reactor Simulator™ and its possibility for introductory education of nuclear engineering

International Nuclear Information System (INIS)

Tatsumi, Masahiro; Tsujita, Kosuke; Tamari, Yohei

2015-01-01

This paper describes recent activity on development of the Micro-Physics Nuclear Reactor Simulator™ and its application to introductory educations of nuclear engineering at high schools and university. The simulator has been continuously improved with active feedbacks from existing and potential users through its applications to exercises in classes/seminars. A newly developed reactor core transient analysis code, RAMBO-T has been adopted in the simulator along with SIMULATE-3K by Studsvik Scandpower Inc. (Borkowski, 1994) The internal data structure has been revised so that any combinations of the target reactor type, the core transient analysis code and the display language can be established. A new graphical user interface was implemented to realize the intuitive and easy-to-understand operations by novice users. The improved version of the Micro-Physics Nuclear Reactor Simulator has been practically used at educational institutions. In order to contribute to the activities on human resource development in the field of nuclear engineering, it is planned to donate the Micro-Physics Simulator™ Lite, a variation of the simulator that supports the only transient core analysis with RAMBO-T, to IAEA, the International Atomic Energy Agency. It will be included into the “NPP Simulators suite for Education” where complimentary copies are distributed to the member states countries. (author)

Equity investigation of attitudinal shifts in introductory physics

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Adrienne Traxler

2015-11-01

Full Text Available We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages students in building and testing conceptual models in an integrated lab and lecture learning environment. This work expands upon previous studies that reported consistently positive attitude shifts in UMI courses; here, we disaggregate the data by gender and ethnicity to look for any disparities in the pattern of favorable shifts. We find that women and students from statistically underrepresented ethnic groups have gains that are comparable to those of men and students from well-represented ethnic groups on this attitudinal measure, and that this result holds even when interaction effects of gender and ethnicity are included. We conclude with suggestions for future work in UMI courses and for attitudinal equity investigations generally. We encourage researchers to expand their scope beyond simple performance gaps when considering equity concerns, and to avoid relying on a single measure to evaluate student success. Finally, we conjecture that students’ social and academic networks are one means by which attitudinal and efficacy beliefs about the course are propagated.

Equity investigation of attitudinal shifts in introductory physics

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Traxler, Adrienne; Brewe, Eric

2015-12-01

We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages students in building and testing conceptual models in an integrated lab and lecture learning environment. This work expands upon previous studies that reported consistently positive attitude shifts in UMI courses; here, we disaggregate the data by gender and ethnicity to look for any disparities in the pattern of favorable shifts. We find that women and students from statistically underrepresented ethnic groups have gains that are comparable to those of men and students from well-represented ethnic groups on this attitudinal measure, and that this result holds even when interaction effects of gender and ethnicity are included. We conclude with suggestions for future work in UMI courses and for attitudinal equity investigations generally. We encourage researchers to expand their scope beyond simple performance gaps when considering equity concerns, and to avoid relying on a single measure to evaluate student success. Finally, we conjecture that students' social and academic networks are one means by which attitudinal and efficacy beliefs about the course are propagated.

Neonatal carrier: An easy to make alternative device to costly transport chambers

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Joshi Milind

2010-01-01

Full Text Available The transport of sick neonates to the surgical centers or transportation within the center is an essential requirement of neonatal surgery. Neonatal transport incubators are costly, space occupying, and are not available at many places in the developing countries. We report here a cheap yet effective and easy to make, alternate neonatal carrier device.

Development of an easy-debonding orthodontic adhesive using thermal heating.

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Tsuruoka, Takashi; Namura, Yasuhiro; Shimizu, Noriyoshi

2007-01-01

We produced experimentally a new bonding material that consisted of a mixture of a base resin (4-META/MMA-TBB resin adhesive) and thermoexpandable microcapsules for safe, easy debonding. Microcapsules in the base resin would start expansion at 80 degrees C, leading to a remarkable decrease in bond strength. Stainless steel brackets were bonded to bovine permanent mandibular incisors using bonding materials containing the microcapsules at different contents. After thermal cycling or heating, the shear bond strength of the brackets was measured. Shear bond strength of the bonding materials containing 30-40 wt% microcapsules decreased to about one-third or one-fifth that of the base resin on heating. Heating the brackets for eight seconds increased the temperature in the pulp chamber by 2 degrees C, which should not induce pulp damage. Results obtained suggested that the new bonding material should prove useful for removing brackets easily at the time of bracket debonding without any pain or enamel cracks, while maintaining the bonding strength during active orthodontic treatment.

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

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Tuminaro, Jonathan

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

The Effect of "Clickers" on Attendance in an Introductory Statistics Course: An Action Research Study

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Amstelveen, Raoul H.

2013-01-01

The purpose of this study was to design and implement a Classroom Response System, also known as a "clicker," to increase attendance in introductory statistics courses at an undergraduate university. Since 2010, non-attendance had been prevalent in introductory statistics courses. Moreover, non-attendance created undesirable classrooms…

Clicking to Learn: A Case Study of Embedding Radio-Frequency Based Clickers in an Introductory Management Information Systems Course

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Nelson, Matthew L.; Hauck, Roslin V.

2008-01-01

The challenges associated with teaching a core introductory management information systems (MIS) course are well known (large class sizes serving a majority of non-MIS majors, sustaining student interests, encouraging class participation, etc.). This study offers a mechanism towards managing these challenges through the use of a simple and…

Investigating and improving introductory physics students’ understanding of symmetry and Gauss’s law

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Li, Jing; Singh, Chandralekha

2018-01-01

We discuss an investigation of student difficulties with symmetry and Gauss’s law and how the research on students’ difficulties was used as a guide to develop a tutorial related to these topics to help students in the calculus-based introductory physics courses learn these concepts. During the development of the tutorial, we interviewed students individually at various stages of development and administered written tests in the free-response and multiple-choice formats on these concepts to learn about common student difficulties. We also obtained feedback from physics instructors who teach introductory physics courses regularly in which these concepts were covered. The students in several ‘equivalent’ sections worked on the tutorial after traditional lecture-based instruction. We discuss the performance of students on the written pre-test (administered after lecture-based instruction in relevant concepts) and post-test given after students worked on the tutorial. We find that on the pre-test, all sections of the course performed comparably regardless of the instructor. Also, on average, student performance on the post-test after working on the tutorial is significantly better than on the pre-test after lecture-based instruction. We also compare the post-test performance of introductory students in sections of the course in which the tutorial was used versus not used and find that sections in which students engaged with the tutorial outperformed those in which students did not engage with it.

Quantitative Activities for Introductory Astronomy

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Keohane, Jonathan W.; Bartlett, J. L.; Foy, J. P.

2010-01-01

We present a collection of short lecture-tutorial (or homework) activities, designed to be both quantitative and accessible to the introductory astronomy student. Each of these involves interpreting some real data, solving a problem using ratios and proportionalities, and making a conclusion based on the calculation. Selected titles include: "The Mass of Neptune” "The Temperature on Titan” "Rocks in the Early Solar System” "Comets Hitting Planets” "Ages of Meteorites” "How Flat are Saturn's Rings?” "Tides of the Sun and Moon on the Earth” "The Gliese 581 Solar System"; "Buckets in the Rain” "How Hot, Bright and Big is Betelgeuse?” "Bombs and the Sun” "What Forms Stars?” "Lifetimes of Cars and Stars” "The Mass of the Milky” "How Old is the Universe?” "Is The Universe Speeding up or Slowing Down?"

Instructional strategies for online introductory college physics based on learning styles

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Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Food Preparation and Service. An Introductory Course for Food Services Careers.

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Douma, Elaine L.

Intended for use in a comprehensive senior high school, this curriculum guide for an introductory laboratory course focuses on the development of abilities, attitudes, and personal qualities which would lead to job success at the entry level in the food service industry, including in the areas of cooking, waitressing, supermarkets, and similar…

Java vs. Python Coverage of Introductory Programming Concepts: A Textbook Analysis

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McMaster, Kirby; Sambasivam, Samuel; Rague, Brian; Wolthuis, Stuart

2017-01-01

In this research, we compare two languages, Java and Python, by performing a content analysis of words in textbooks that describe important programming concepts. Our goal is to determine which language has better textbook support for teaching introductory programming courses. We used the TextSTAT program to count how often our list of concept…

A Reactive Blended Learning Proposal for an Introductory Control Engineering Course

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Mendez, Juan A.; Gonzalez, Evelio J.

2010-01-01

As it happens in other fields of engineering, blended learning is widely used to teach process control topics. In this paper, the inclusion of a reactive element--a Fuzzy Logic based controller--is proposed for a blended learning approach in an introductory control engineering course. This controller has been designed in order to regulate the…

Evaluating Two Models of Collaborative Tests in an Online Introductory Statistics Course

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