Elementary student teachers' science content representations

Science.gov (United States)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

System Design and Performance of the Two-Gyro Science Mode For the Hubble Space Telescope

Science.gov (United States)

Prior, Michael; Dunham, Larry

2005-01-01

For fifteen years, the science mission of the Hubble Space Telescope (HST) required using at least three of the six on-board rate gyros for attitude control. Failed gyros were eventually replaced through Space Shuttle Servicing Missions. The tragic loss of the Space Shuttle Columbia has resulted in the cancellation of all planned Shuttle based missions to HST. While a robotic servicing mission is currently being planned instead, controlling with alternate sensors to replace failed gyros can extend the HST science gathering until a servicing mission can be performed, and also extend science at HST s end of life. Additionally, sufficient performance may allow a permanent transition to operations with less than 3 gyros (by intentionally turning off working gyros saving them for later use) allowing for an even greater science mission extension. To meet this need, a Two Gyro Science (TGS) mode has been designed and implemented using magnetometers (Magnetic Sensing System - MSS), Fixed Head Star Trackers (FHSTs), and Fine Guidance Sensors (FGSs) to control vehicle rate about the missing gyro input axis. The development of the TGS capability is the largest re-design of HST operations undertaken, since it affects several major spacecraft subsystems, the most heavily being the Pointing Control System (PCS) and Flight Software (FSW). Additionally, and equally important, are the extensive modifications and enhancements of the Planning and Scheduling system which must now be capable of scheduling science observations while taking into account several new constraints imposed by the TGS operational modes (such as FHST availability and magnetic field geometry) that will impact science gathering efficiency and target availability. This paper discusses the systems engineering design, development, and performance of the TGS mode, now in its final stages of completion.

Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

Science.gov (United States)

Menon, Deepika; Sadler, Troy D.

2016-10-01

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

Hubble 15 years of discovery

CERN Document Server

Lindberg Christensen, Lars; Kornmesser, M

2006-01-01

Hubble: 15 Years of Discovery was a key element of the European Space Agency's 15th anniversary celebration activities for the 1990 launch of the NASA/ESA Hubble Space Telescope. As an observatory in space, Hubble is one of the most successful scientific projects of all time, both in terms of scientific output and its immediate public appeal.

The Hubble Legacy Archive ACS grism data

Science.gov (United States)

Kümmel, M.; Rosati, P.; Fosbury, R.; Haase, J.; Hook, R. N.; Kuntschner, H.; Lombardi, M.; Micol, A.; Nilsson, K. K.; Stoehr, F.; Walsh, J. R.

2011-06-01

A public release of slitless spectra, obtained with ACS/WFC and the G800L grism, is presented. Spectra were automatically extracted in a uniform way from 153 archival fields (or "associations") distributed across the two Galactic caps, covering all observations to 2008. The ACS G800L grism provides a wavelength range of 0.55-1.00 μm, with a dispersion of 40 Å/pixel and a resolution of ~80 Å for point-like sources. The ACS G800L images and matched direct images were reduced with an automatic pipeline that handles all steps from archive retrieval, alignment and astrometric calibration, direct image combination, catalogue generation, spectral extraction and collection of metadata. The large number of extracted spectra (73,581) demanded automatic methods for quality control and an automated classification algorithm was trained on the visual inspection of several thousand spectra. The final sample of quality controlled spectra includes 47 919 datasets (65% of the total number of extracted spectra) for 32 149 unique objects, with a median iAB-band magnitude of 23.7, reaching 26.5 AB for the faintest objects. Each released dataset contains science-ready 1D and 2D spectra, as well as multi-band image cutouts of corresponding sources and a useful preview page summarising the direct and slitless data, astrometric and photometric parameters. This release is part of the continuing effort to enhance the content of the Hubble Legacy Archive (HLA) with highly processed data products which significantly facilitate the scientific exploitation of the Hubble data. In order to characterize the slitless spectra, emission-line flux and equivalent width sensitivity of the ACS data were compared with public ground-based spectra in the GOODS-South field. An example list of emission line galaxies with two or more identified lines is also included, covering the redshift range 0.2 - 4.6. Almost all redshift determinations outside of the GOODS fields are new. The scope of science projects

NASA Astrophysics E/PO: A Quarter Century of Discovery and Inspiration with the Hubble Space Telescope

Science.gov (United States)

Jirdeh, Hussein; Straughn, Amber; Smith, Denise Anne; Eisenhamer, Bonnie

2015-08-01

April 24, 2015 marked the 25th anniversary of the launch of the Hubble Space Telescope. In its quarter-century in orbit, the Hubble Space Telescope has transformed the way we understand the Universe, helped us find our place among the stars, and paved the way to incredible advancements in science and technology.In this presentation, we explain how NASA and ESA, including the Space Telescope Science Institute (STScI) and partners, is using the 25th anniversary of Hubble’s launch as a unique opportunity to communicate to students, educators, and the public the significance of the past quarter-century of discovery with the Hubble Space Telescope. We describe the various programs, resources, and experiences we are utilizing to enhancethe public understanding of Hubble’s many contributions to the scientific world. These include educator professional development opportunities, exhibits, events, traditional and social media, and resources for educators (formal k-12, informal, and higher education). We also highlight how we are capitalizing on Hubble’s cultural popularity to make the scientific connection to NASA’s next Great Observatory, the James Webb Space Telescope.This presentation highlights many of the opportunities by which students, educators, and the public are joining in the anniversary activities, both in-person and online. Find out more at hubble25th.org and follow #Hubble25 on social media.

Hubble Space Telescope - Scientific, Technological and Social Contributions to the Public Discourse on Science

Science.gov (United States)

Wiseman, Jennifer

2012-01-01

The Hubble Space Telescope has unified the world with a sense of awe and wonder for 2 I years and is currently more scientifically powerful than ever. I will present highlights of discoveries made with the Hubble Space Telescope, including details of planetary weather, star formation, extra-solar planets, colliding galaxies, and a universe expanding with the acceleration of dark energy. I will also present the unique technical challenges and triumphs of this phenomenal observatory, and discuss how our discoveries in the cosmos affect our sense of human unity, significance, and wonder.

NASA Astrophysics E/PO: The Impact of the Space Telescope Science Institute Office of Public Outreach

Science.gov (United States)

Smith, Denise A.; Jirdeh, Hussein; Eisenhamer, Bonnie; Villard, Ray

2015-01-01

As the science operations center for Hubble and Webb, the Space Telescope Science Institute (STScI) is uniquely positioned to captivate the imagination and inspire learners of all ages in humanity's quest to understand fundamental questions about our universe and our place in it. With the 25th anniversary of Hubble's launch and deployment approaching in April 2015, this presentation will provide an overview of the impact of the STScI's Office of Public Outreach's programs to engage students, educators, and the public in exploring the universe through audience-based news, education, and outreach programs. At the heart of our programs lies a tight coupling of scientific, education, and communications expertise. By partnering scientists and educators, we assure current, accurate science content and education products and programs that are classroom-ready and held to the highest pedagogical standards. Likewise, news and outreach programs accurately convey cutting-edge science and technology in a way that is attuned to audience needs. The combination of Hubble's scientific capabilities and majestic imagery, together with a deep commitment to creating effective programs to share Hubble science with the education community and the public, has enabled the STScI Office of Public Outreach programs to engage 6 million students and ½ million educators per year, and 24 million online viewers per year. Hubble press releases generate approximately 5,000 online news articles per year with an average circulation of 125 million potential readers per press release news story. We will also share how best practices and lessons learned from this long-lived program are already being applied to engage a new generation of explorers in the science and technology of the James Webb Space Telescope.

HUBBLE SPIES MOST DISTANT SUPERNOVA EVER SEEN

Science.gov (United States)

2002-01-01

Using NASA's Hubble Space Telescope, astronomers pinpointed a blaze of light from the farthest supernova ever seen, a dying star that exploded 10 billion years ago. The detection and analysis of this supernova, called 1997ff, is greatly bolstering the case for the existence of a mysterious form of dark energy pervading the cosmos, making galaxies hurl ever faster away from each other. The supernova also offers the first glimpse of the universe slowing down soon after the Big Bang, before it began speeding up. This panel of images, taken with the Wide Field and Planetary Camera 2, shows the supernova's cosmic neighborhood; its home galaxy; and the dying star itself. Astronomers found this supernova in 1997 during a second look at the northern Hubble Deep Field [top panel], a tiny region of sky first explored by the Hubble telescope in 1995. The image shows the myriad of galaxies Hubble spied when it peered across more than 10 billion years of time and space. The white box marks the area where the supernova dwells. The photo at bottom left is a close-up view of that region. The white arrow points to the exploding star's home galaxy, a faint elliptical. Its redness is due to the billions of old stars residing there. The picture at bottom right shows the supernova itself, distinguished by the white dot in the center. Although this stellar explosion is among the brightest beacons in the universe, it could not be seen directly in the Hubble images. The stellar blast is so distant from Earth that its light is buried in the glow of its host galaxy. To find the supernova, astronomers compared two pictures of the 'deep field' taken two years apart. One image was of the original Hubble Deep Field; the other, the follow-up deep-field picture taken in 1997. Using special computer software, astronomers then measured the light from the galaxies in both images. Noting any changes in light output between the two pictures, the computer identified a blob of light in the 1997 picture

Self-Directed Learning to Improve Science Content Knowledge for Teachers

Science.gov (United States)

van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

2017-01-01

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

Enhancing Hubble's vision service missions that expanded our view of the universe

CERN Document Server

Shayler, David J

2016-01-01

After a 20-year struggle to place a large, sophisticated optical telescope in orbit the Hubble Space Telescope was finally launched in 1990, though its primary mirror was soon found to be flawed. A dramatic mission in 1993 installed corrective optics so that the intended science program could finally begin. Those events are related in a companion to this book, The Hubble Space Telescope: From Concept to Success.   Enhancing Hubble’s Vision: Service Missions That Expanded Our View of the Universe tells the story of the four missions between 1997 and 2009 that repaired, serviced and upgraded the instruments on the telescope to maintain its state-of-the-art capabilities. It draws on first hand interviews with those closely involved in the project. The spacewalking skills and experiences gained from maintaining and upgrading Hubble had direct application to the construction of the International Space Station and help with its maintenance. These skills can be applied to future human and robotic satellite servic...

History of Science Content Analysis of Chinese Science Textbooks from the Perspective of Acculturation

Science.gov (United States)

Ma, Yongjun; Wan, Yanlan

2017-01-01

Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation,…

The Far-Field Hubble Constant

Science.gov (United States)

Lauer, Tod

1995-07-01

We request deep, near-IR (F814W) WFPC2 images of five nearby Brightest Cluster Galaxies (BCG) to calibrate the BCG Hubble diagram by the Surface Brightness Fluctuation (SBF) method. Lauer & Postman (1992) show that the BCG Hubble diagram measured out to 15,000 km s^-1 is highly linear. Calibration of the Hubble diagram zeropoint by SBF will thus yield an accurate far-field measure of H_0 based on the entire volume within 15,000 km s^-1, thus circumventing any strong biases caused by local peculiar velocity fields. This method of reaching the far field is contrasted with those using distance ratios between Virgo and Coma, or any other limited sample of clusters. HST is required as the ground-based SBF method is limited to team developed the SBF method, the first BCG Hubble diagram based on a full-sky, volume-limited BCG sample, played major roles in the calibration of WFPC and WFPC2, and are conducting observations of local galaxies that will validate the SBF zeropoint (through GTO programs). This work uses the SBF method to tie both the Cepheid and Local Group giant-branch distances generated by HST to the large scale Hubble flow, which is most accurately traced by BCGs.

Trends of Science Education Research: An Automatic Content Analysis

Science.gov (United States)

Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

2010-01-01

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of "International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education" from 1990 to 2007. The…

Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

Science.gov (United States)

Adi Putra, M. J.; Widodo, A.; Sopandi, W.

2017-09-01

The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

Marrying Content and Process in Computer Science Education

Science.gov (United States)

Zendler, A.; Spannagel, C.; Klaudt, D.

2011-01-01

Constructivist approaches to computer science education emphasize that as well as knowledge, thinking skills and processes are involved in active knowledge construction. K-12 computer science curricula must not be based on fashions and trends, but on contents and processes that are observable in various domains of computer science, that can be…

Dark Energy and the Hubble Law

Science.gov (United States)

Chernin, A. D.; Dolgachev, V. P.; Domozhilova, L. M.

The Big Bang predicted by Friedmann could not be empirically discovered in the 1920th, since global cosmological distances (more than 300-1000 Mpc) were not available for observations at that time. Lemaitre and Hubble studied receding motions of galaxies at local distances of less than 20-30 Mpc and found that the motions followed the (nearly) linear velocity-distance relation, known now as Hubble's law. For decades, the real nature of this phenomenon has remained a mystery, in Sandage's words. After the discovery of dark energy, it was suggested that the dynamics of local expansion flows is dominated by omnipresent dark energy, and it is the dark energy antigravity that is able to introduce the linear velocity-distance relation to the flows. It implies that Hubble's law observed at local distances was in fact the first observational manifestation of dark energy. If this is the case, the commonly accepted criteria of scientific discovery lead to the conclusion: In 1927, Lemaitre discovered dark energy and Hubble confirmed this in 1929.

UVUDF: Ultraviolet Imaging of the Hubble Ultra Deep Field with Wide-Field Camera 3

Science.gov (United States)

Teplitz, Harry I.; Rafelski, Marc; Kurczynski, Peter; Bond, Nicholas A.; Grogin, Norman; Koekemoer, Anton M.; Atek, Hakim; Brown, Thomas M.; Coe, Dan; Colbert, James W.; Ferguson, Henry C.; Finkelstein, Steven L.; Gardner, Jonathan P.; Gawiser, Eric; Giavalisco, Mauro; Gronwall, Caryl; Hanish, Daniel J.; Lee, Kyoung-Soo; de Mello, Duilia F.; Ravindranath, Swara; Ryan, Russell E.; Siana, Brian D.; Scarlata, Claudia; Soto, Emmaris; Voyer, Elysse N.; Wolfe, Arthur M.

2013-12-01

We present an overview of a 90 orbit Hubble Space Telescope treasury program to obtain near-ultraviolet imaging of the Hubble Ultra Deep Field using the Wide Field Camera 3 UVIS detector with the F225W, F275W, and F336W filters. This survey is designed to: (1) investigate the episode of peak star formation activity in galaxies at 1 dropouts at redshifts 1.7, 2.1, and 2.7 is largely consistent with the number predicted by published luminosity functions. We also confirm that the image mosaics have sufficient sensitivity and resolution to support the analysis of the evolution of star-forming clumps, reaching 28-29th magnitude depth at 5σ in a 0.''2 radius aperture depending on filter and observing epoch. Based on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are #12534.

UV/Visible Telescope with Hubble Disposal

Science.gov (United States)

Benford, Dominic J.

2013-01-01

Submission Overview: Our primary objective is to convey a sense of the significant advances possible in astrophysics investigations for major Cosmic Origins COR program goals with a 2.4m telescope asset outfitted with one or more advanced UV visible instruments. Several compelling science objectives were identified based on community meetings these science objectives drove the conceptual design of instruments studied by the COR Program Office during July September 2012. This RFI submission encapsulates the results of that study, and suggests that a more detailed look into the instrument suite should be conducted to prove viability and affordability to support the demonstrated scientific value. This study was conducted in the context of a larger effort to consider the options available for a mission to dispose safely of Hubble hence, the overall architecture considered for the mission we studied for the 2.4m telescope asset included resource sharing. This mitigates combined cost and risk and provides naturally for a continued US leadership role in astrophysics with an advanced, general-purpose UV visible space telescope.

Developing pre-service science teachers' pedagogical content knowledge by using training program

Science.gov (United States)

Udomkan, Watinee; Suwannoi, Paisan

2018-01-01

A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

First results from the Hubble OPAL Program: Jupiter in 2015

Science.gov (United States)

Simon, Amy A.; Wong, Michael H.; Orton, Glenn S.

2015-11-01

The Hubble 2020: Outer Planet Atmospheres Legacy (OPAL) program is a Director's Discretionary program designed to generate two yearly global maps for each of the outer planets to enable long term studies of atmospheric color, structure and two-dimensional wind fields. This presentation focuses on Jupiter results from the first year of the campaign. Data were acqured January 19, 2015 with the WFC3/UVIS camera and the F275W, F343N, F395N, F467M, F502N, F547M, F631N, F658N, and F889N filters. Global maps were generated and are publicly available through the High Level Science Products archive: https://archive.stsci.edu/prepds/opal/Using cross-correlation on the global maps, the zonal wind profile was measured between +/- 50 degrees latitude and is in family with Voyager and Cassini era profiles. There are some variations in mid to high latitude wind jet magnitudes, particularly at +40°and -35° planetographic latitude. The Great Red Spot continues to maintain an intense orange coloration, as it did in 2014. However, the interior shows changed structure, including a reduced core and new filamentary features. Finally, a wave not previously seen in Hubble images was also observed and is interpreted as a baroclinic instability with associated cyclone formation near 16° N latitude. A similar feature was observed faintly in Voyager 2 images, and is consistent with the Hubble feature in location and scale.

Asteroseismology of the Transiting Exoplanet Host HD 17156 with Hubble Space Telescope Fine Guidance Sensor

DEFF Research Database (Denmark)

Gilliland, Ronald L.; McCullough, Peter R.; Nelan, Edmund P.

2011-01-01

light curve. Using the density constraint from asteroseismology, and stellar evolution modeling results in M * = 1.285 ± 0.026 M sun, R * = 1.507 ± 0.012 R sun, and a stellar age of 3.2 ± 0.3 Gyr. Based on observations with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science......Observations conducted with the Fine Guidance Sensor on the Hubble Space Telescope (HST) providing high cadence and precision time-series photometry were obtained over 10 consecutive days in 2008 December on the host star of the transiting exoplanet HD 17156b. During this time, 1.0 × 1012 photons...... Institute, which is operated by AURA, Inc., under NASA contract NAS 5-26555....

Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course

Science.gov (United States)

Vanderlinden, David Winston

This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

Science.gov (United States)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

Hubble expansion in a Euclidean framework

International Nuclear Information System (INIS)

Alfven, H.

1979-01-01

There now seems to be strong evidence for a non-cosmological interpretation of the QSO redshift - in any case, so strong that it is of interest to investigate the consequences. The purpose of this paper is to construct a model of the Hubble expansion which is as far as possible from the conventional Big Bang model without coming in conflict with any well-established observational results (while introducing no new laws of physics). This leads to an essentially Euclidean metagalactic model (see Table I) with very little mass outside one-third or half of the Hubble radius. The total kinetic energy of the Hubble expansion need only to be about 5% of the rest mass energy. Present observations support backwards in time extrapolation of the Hubble expansion to a 'minimum size galaxy' Rsub(m), which may have any value in 0 26 cm. Other arguments speak in favor of a size close to the upper value, say Rsub(m) = 10 26 cm (Table II). As this size is probably about 100 times the Schwarzschild limit, an essentially Euclidean description is allowed. The kinetic energy of the Hubble expansion may derive from an intense QSO-like activity in the minimum size metagalaxy, with an energy release corresponding to the annihilation of a few solar masses per galaxy per year. Some of the conclusions based on the Big Bang hypothesis are criticized and in several cases alternative interpretations are suggested. A comparison between the Euclidean and the conventional models is given in Table III. (orig.)

Comfort and Content: Considerations for Informal Science Professional Development

Science.gov (United States)

Holliday, Gary M.; Lederman, Norman G.; Lederman, Judith S.

2014-01-01

This study looked at a life science course that was offered at and taught by education staff of a large informal science institution (ISI) located in the Midwest. The curriculum, materials, and agendas for the course were developed by education staff and complemented a permanent life science exhibition. The researcher developed a content test…

The Hubble Constant

Directory of Open Access Journals (Sweden)

Neal Jackson

2015-09-01

Full Text Available I review the current state of determinations of the Hubble constant, which gives the length scale of the Universe by relating the expansion velocity of objects to their distance. There are two broad categories of measurements. The first uses individual astrophysical objects which have some property that allows their intrinsic luminosity or size to be determined, or allows the determination of their distance by geometric means. The second category comprises the use of all-sky cosmic microwave background, or correlations between large samples of galaxies, to determine information about the geometry of the Universe and hence the Hubble constant, typically in a combination with other cosmological parameters. Many, but not all, object-based measurements give H_0 values of around 72–74 km s^–1 Mpc^–1, with typical errors of 2–3 km s^–1 Mpc^–1. This is in mild discrepancy with CMB-based measurements, in particular those from the Planck satellite, which give values of 67–68 km s^–1 Mpc^–1 and typical errors of 1–2 km s^–1 Mpc^–1. The size of the remaining systematics indicate that accuracy rather than precision is the remaining problem in a good determination of the Hubble constant. Whether a discrepancy exists, and whether new physics is needed to resolve it, depends on details of the systematics of the object-based methods, and also on the assumptions about other cosmological parameters and which datasets are combined in the case of the all-sky methods.

Determination and characterization of the Hubble Space Telescope pointing stability

Science.gov (United States)

Bradley, A. J.; Connor, C. T.; del Toro, Y.; Andersen, G. C.; Bely, Pierre Y.; Decker, J.; Franz, O. G.; Wasserman, L. H.; van Altena, William F.

The Hubble Space Telescope (HST) was designed to maintian a pointing stability (jitter) of 0.007 arc seconds rms throughout every observing period, which can last from a few seconds to several orbits. On-orbit measurements indicate that the hardware excitation induced by the reaction wheels. gyros, high gain antennae, science instrument mechanisms and tape recorders are well within specifications. Unexpectedly, the solar arrays because the dominant source of jitter. Every passage through an orbital terminator produces vibrations which emanate from the solar arrays due to thermal effects, which affect the relative positional stability. Broadband frequencies centered about 0.11 and 0.65 Hz were detected in the frequency content of the vehicle jitter. On-board modifications to the control law have attenuated the disturbance torques and reduced the vehicle jitter close to specification. Replacement of the solar arrays in December, 1993, should eliminate the torque distubances. Astrometric science observations are extremely susceptible to corruption from vehicle jitter. The removal of vehicle jitter from astrometric Transfer function scans of binary stars is explained in detail. A binary star separation of 16 milli-seconds of arc has been achieved, a separation resolution of 10 to 12 milli-seconds of arc appears feasible, with a binary star magnitude of 9 m(sub V). The achievement of this resolution is in part due to vehicle jitter removal. Comparison of vehicle jitter measurements from the position path of the vehicle control law, or from the guiding Fine Guidance Sensors (FGS), are shown to be equivalent to approximately 0.001 arc second.

European astronaut selected for the third Hubble Space Telescope

Science.gov (United States)

1998-08-01

only observed relatively near celestial objects, like the planets in our solar system, but also looked thousands of millions of light years into space, taking images of the most distant galaxies ever seen. "The observations and spectral measurements taken with Hubble have improved our understanding of the origin and age of the universe. In some cases, the Hubble Space Telescope has already changed our thinking about the evolution of planetary systems, stars and galaxies," points out Roger Bonnet, ESA's Director of Science. Astronomers throughout the world are using the telescope. European astronomers have a significant share in the scientific utilisation of Hubble. The Space Telescope Science Institute in Baltimore, USA, coordinates and schedules the various observations. Europe's centre for coordinating observations from Hubble, the Space Telescope European Coordination Facility, is located at the Headquarters of the European Southern Observatory (ESO) at Garching, near Munich, Germany. The Hubble Space Telescope is the first spacecraft ever built that has been designed for extensive in-orbit maintenance and refurbishment by astronauts. Unlike other satellites launched on unmanned rockets, Hubble is accessible by astronauts in orbit. It has numerous grapple fixtures and handholds for ease of access and the safety of astronauts. Hence the telescope's planned 15-year continuous operating time, despite the harsh environmental conditions, and the ability to upgrade it with more powerful instruments as technology progresses. At regular intervals of 3 to 4 years, the US Space Shuttle visits the telescope in orbit to replace components which have failed or reached the nominal end of their operational lifetime and to replace and upgrade instruments with newer, better ones. STS-104 will be the third Hubble servicing mission, after STS-61 in December 1993 and STS-82 in February 1997. To increase Hubble's scientific capability, Nicollier and his fellow crew members from NASA

Hubble Space Telescope via the Web

Science.gov (United States)

O'Dea, Christopher P.

The Space Telescope Science Institute (STScI) makes available a wide variety of information concerning the Hubble Space Telescope (HST) via the Space Telescope Electronic Information Service (STEIS). STEIS is accessible via anonymous ftp, gopher, WAIS, and WWW. The information on STEIS includes how to propose for time on the HST, the current status of HST, reports on the scientific instruments, the observing schedule, data reduction software, calibration files, and a set of publicly available images in JPEG, GIF and TIFF format. STEIS serves both the astronomical community as well as the larger Internet community. WWW is currently the most widely used interface to STEIS. Future developments on STEIS are expected to include larger amounts of hypertext, especially HST images and educational material of interest to students, educators, and the general public, and the ability to query proposal status.

HUBBLE PINPOINTS WHITE DWARFS IN GLOBULAR CLUSTER

Science.gov (United States)

2002-01-01

Peering deep inside a cluster of several hundred thousand stars, NASA's Hubble Space Telescope uncovered the oldest burned-out stars in our Milky Way Galaxy. Located in the globular cluster M4, these small, dying stars - called white dwarfs - are giving astronomers a fresh reading on one of the biggest questions in astronomy: How old is the universe? The ancient white dwarfs in M4 are about 12 to 13 billion years old. After accounting for the time it took the cluster to form after the big bang, astronomers found that the age of the white dwarfs agrees with previous estimates for the universe's age. In the top panel, a ground-based observatory snapped a panoramic view of the entire cluster, which contains several hundred thousand stars within a volume of 10 to 30 light-years across. The Kitt Peak National Observatory's 0.9-meter telescope took this picture in March 1995. The box at left indicates the region observed by the Hubble telescope. The Hubble telescope studied a small region of the cluster. A section of that region is seen in the picture at bottom left. A sampling of an even smaller region is shown at bottom right. This region is only about one light-year across. In this smaller region, Hubble pinpointed a number of faint white dwarfs. The blue circles pinpoint the dwarfs. It took nearly eight days of exposure time over a 67-day period to find these extremely faint stars. Globular clusters are among the oldest clusters of stars in the universe. The faintest and coolest white dwarfs within globular clusters can yield a globular cluster's age. Earlier Hubble observations showed that the first stars formed less than 1 billion years after the universe's birth in the big bang. So, finding the oldest stars puts astronomers within arm's reach of the universe's age. M4 is 7,000 light-years away in the constellation Scorpius. Hubble's Wide Field and Planetary Camera 2 made the observations from January through April 2001. These optical observations were combined to

The Effect of Physical Activity on Science Competence and Attitude towards Science Content

Science.gov (United States)

Klinkenborg, Ann Maria

This study examines the effect of physical activity on science instruction. To combat the implications of physical inactivity, schools need to be willing to consider all possible opportunities for students to engage in moderate-to-vigorous physical activity (MVPA). Integrating physical activity with traditional classroom content is one instructional method to consider. Researchers have typically focused on integration with English/language arts (ELA) and mathematics. The purpose of this study was to determine the effect of physical activity on science competence and attitude towards science. Fifty-three third grade children participated in this investigation; one group received science instruction with a physical activity intervention while the other group received traditional science instruction. Participants in both groups completed a modified version of What I Really Think of Science attitude scale (Pell & Jarvis, 2001) and a physical science test of competence prior to and following the intervention. Children were videotaped during science instruction and their movement coded to measure the proportion of time spent in MVPA. Results revealed that children in the intervention group demonstrated greater MVPA during the instructional period. A moderate to large effect size (partial eta squared = .091) was seen in the intervention group science competence post-test indicating greater understanding of force, motion, work, and simple machines concepts than that of the control group who were less physically active. There was no statistically significant attitude difference between the intervention and control groups post-test, (F(1,51) = .375, p = .543). These results provide evidence that integration can effectively present physical science content and have a positive impact on the number of minutes of health-enhancing physical activity in a school day.

Hubble Captures Volcanic Eruption Plume From Io

Science.gov (United States)

1997-01-01

absorbed by sulfur dioxide gas or is scattered by fine dust, or both, while violet light passes through unimpeded. Future HST observations may be able to distinguish between the gas and dust explanations.This image and other images and data received from the Hubble Space Telescope are posted on the World Wide Web on the Space Telescope Science Institute home page at URL http://oposite.stsci.edu/pubinfo/

Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

Science.gov (United States)

Stephenson, Robert L.

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

Hubble and the Language of Images

Science.gov (United States)

Levay, Z. G.

2005-12-01

Images released from the Hubble Space Telescope have been very highly regarded by the astronomy-attentive public for at least a decade. Due in large part to these images, Hubble has become an iconic figure, even among the general public. This iconic status is both a boon and a burden for those who produce the stream of images fl owing from this telescope. While the benefits of attention are fairly obvious, the negative aspects are less visible. One of the most persistent challenges is the need to continue to deliver images that "top" those released before. In part this can be accomplished because of Hubble's upgraded instrumentation. But it can also be a source of pressure that could, if left unchecked, erode ethical boundaries in our communication with the public. These pressures are magnified in an atmosphere of uncertainty with regard to the future of the mission.

Astronomers celebrate a year of new Hubble results

Science.gov (United States)

1995-02-01

"We are beginning to understand that because of these observations we are going to have to change the way we look at the Universe," said ESA's Dr Duccio Macchetto, Associate Director for Science Programs at the Space Telescope Science Institute (STScI), Baltimore, Maryland, USA. The European Space Agency plays a major role in the Hubble Space Telescope programme. The Agency provided one of the telescope's four major instruments, called the Faint Object Camera, and two sets of electricity-generating solar arrays. In addition, 15 ESA scientific and technical staff work at the STScI. In return for this contribution, European astronomers are entitled to 15 percent of the telescope's observing time, although currently they account for 20 percent of all observations. "This is a testimony to the quality of the European science community", said Dr Roger Bonnet, Director of Science at ESA. "We are only guaranteed 15 percent of the telescope's use, but consistently receive much more than that." Astronomers from universities, observatories and research institutes across Europe lead more than 60 investigations planned for the telescope's fifth observing cycle, which begins this summer. Many more Europeans contribute to teams led by other astronomers. Looking back to the very start of time European astronomer Dr Peter Jakobsen used ESA's Faint Object Camera to confirm that helium was present in the early Universe. Astronomers had long predicted that 90 percent of the newly born Universe consisted of hydrogen, with helium making up the remainder. Before the refurbished Hubble came along, it was easy to detect the hydrogen, but the primordial helium remained elusive. The ultraviolet capabilities of the telescope, combined with the improvement in spatial resolution following the repair, made it possible for Dr Jakobsen to obtain an image of a quasar close to the edge of the known Universe. A spectral analysis of this picture revealed the quasar's light, which took 13 billion years

Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

Science.gov (United States)

Demirdögen, Betül

2016-01-01

The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

NASA Astrophysics Education and Public Outreach: The Impact of the Space Telescope Science Institute Office of Public Outreach

Science.gov (United States)

Smith, Denise Anne; Jirdeh, Hussein; Eisenhamer, Bonnie; Villard, Ray; Green, Joel David

2015-08-01

As the science operations center for the Hubble Space Telescope and the James Webb Space Telescope, the Space Telescope Science Institute (STScI) is uniquely positioned to captivate the imagination and inspire learners of all ages in humanity’s quest to understand fundamental questions about our universe and our place in it. This presentation will provide an overview of the impact of the STScI’s Office of Public Outreach’s efforts to engage students, educators, and the public in exploring the universe through audience-based news, education, and outreach programs.At the heart of our programs lies a tight coupling of scientific, education, and communications expertise. By partnering scientists and educators, we assure current, accurate science content and education products and programs that are classroom-ready and held to the highest pedagogical standards. Likewise, news and outreach programs accurately convey cutting-edge science and technology in a way that is attuned to audience needs. The combination of Hubble’s scientific capabilities, majestic imagery, and our deep commitment to create effective programs to share Hubble science with the education community and the public, has enabled the STScI Office of Public Outreach programs to engage 6 million students and ½ million educators per year, and 24 million online viewers per year. Hubble press releases generate approximately 5,000 online news articles per year with an average circulation of 125 million potential readers per press release news story. We will also share how best practices and lessons learned from this long-lived program are already being applied to engage a new generation of explorers in the science and technology of the James Webb Space Telescope.

VizieR Online Data Catalog: Hubble Legacy Archive ACS grism data (Kuemmel+, 2011)

Science.gov (United States)

Kuemmel, M.; Rosati, P.; Fosbury, R.; Haase, J.; Hook, R. N.; Kuntschner, H.; Lombardi, M.; Micol, A.; Nilsson, K. K.; Stoehr, F.; Walsh, J. R.

2011-09-01

A public release of slitless spectra, obtained with ACS/WFC and the G800L grism, is presented. Spectra were automatically extracted in a uniform way from 153 archival fields (or "associations") distributed across the two Galactic caps, covering all observations to 2008. The ACS G800L grism provides a wavelength range of 0.55-1.00um, with a dispersion of 40Å/pixel and a resolution of ~80Å for point-like sources. The ACS G800L images and matched direct images were reduced with an automatic pipeline that handles all steps from archive retrieval, alignment and astrometric calibration, direct image combination, catalogue generation, spectral extraction and collection of metadata. The large number of extracted spectra (73,581) demanded automatic methods for quality control and an automated classification algorithm was trained on the visual inspection of several thousand spectra. The final sample of quality controlled spectra includes 47919 datasets (65% of the total number of extracted spectra) for 32149 unique objects, with a median iAB-band magnitude of 23.7, reaching 26.5 AB for the faintest objects. Each released dataset contains science-ready 1D and 2D spectra, as well as multi-band image cutouts of corresponding sources and a useful preview page summarising the direct and slitless data, astrometric and photometric parameters. This release is part of the continuing effort to enhance the content of the Hubble Legacy Archive (HLA) with highly processed data products which significantly facilitate the scientific exploitation of the Hubble data. In order to characterize the slitless spectra, emission-line flux and equivalent width sensitivity of the ACS data were compared with public ground-based spectra in the GOODS-South field. An example list of emission line galaxies with two or more identified lines is also included, covering the redshift range 0.2-4.6. Almost all redshift determinations outside of the GOODS fields are new. The scope of science projects possible

Assessing the Genetics Content in the Next Generation Science Standards.

Science.gov (United States)

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

2015-01-01

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

Assessing the Genetics Content in the Next Generation Science Standards.

Directory of Open Access Journals (Sweden)

Katherine S Lontok

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

Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

Science.gov (United States)

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-11-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

A content analysis of physical science textbooks with regard to the nature of science and ethnic diversity

Science.gov (United States)

Brooks, Kristine M.

The goal of science education is the preparation of scientifically literate students (Abd-El-Khalick & Lederman, 2000, & American Association for the Advancement of Science (AAAS), 1990). In order to instruct students in the nature of science with its history, development, methods and applications, science teachers use textbooks as the primary organizer for the curriculum (Chippetta, Ganesh, Lee, & Phillips, 2006). Science textbooks are the dominant instructional tool that exerts great influence on instructional content and its delivery (Wang, 1998). Science and science literacy requires acquiring knowledge about the natural world and understanding its application in society, or, in other words, the nature of science. An understanding of the nature of science is an important part of science literacy (Abd-El-Khalik & Lederman, 2000, & AAAS, 1990). The nature of science has four basic themes or dimensions: science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science with its interaction with technology and society (Chippetta & Koballa, 2006). Textbooks must relay and incorporate these themes to promote science literacy. The results from this content analysis provide further insights into science textbooks and their content with regard to the inclusion of the nature of science and ethnic diversity. Science textbooks usually downplay human influences (Clough & Olson, 2004) whether as part of the nature of science with its historical development or its interaction with societies of diverse cultures. Minority students are underperforming in science and science is divided on ethnic, linguistic, and gender identity (Brown, 2005). Greater representations of diversity in curriculum materials enable minority students to identify with science (Nines, 2000). Textbooks, with their influence on curriculum and presentation, must include links for science and students of diverse cultures. What is the balance of the four aspects of the

Learning the 'grammar of science': The influence of a physical science content course on teachers' understanding of the nature of science

Science.gov (United States)

Hanuscin, Deborah L.

This research examined the development of practicing K--8 teachers' views of the nature of science (NOS) within a physical science content course. Reforms in science education have called for the teaching of science as inquiry. In order to achieve the vision of the reforms, teachers must understand science, both a body of knowledge and as a process, but also the very nature of science itself-or the values and assumptions inherent in the construction of scientific knowledge. NOS has been deemed a critical component of scientific literacy, with implications for making informed decisions about scientific claims. Research has indicated that despite the emphasis of reforms, teachers generally do not possess accurate views of NOS. Recent work in science education has led to the recommendation that efforts undertaken within teacher education programs to improve teachers' understanding of NOS can be enhanced through relevant coursework in other academic areas, including the sciences. The purpose of this dissertation was to provide an empirical basis for this recommendation, by examining the development of teachers' views of NOS within a physical science content course. To this end, the researcher employed qualitative methodology including participant observation, interview, document analysis, and questionnaire to assess teacher participants' views of the nature of science and the impact of their experience in the content course on these views. As a result of this research, implications for both the course design and science teacher education have been described. In addition, various aspects of the community of practice that characterizes the classroom that inhibit the development of understandings about the nature of science are identified. It is argued that instruction in NOS should be approached from the perspective that builds bridges between the communities of practice of learners and of scientists.

Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

Science.gov (United States)

Kinghorn, Brian Edward

2013-01-01

Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

Science.gov (United States)

Bergman, Daniel J.; Morphew, Jason

2015-01-01

The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

Science.gov (United States)

Dietz, Laura

The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

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

Science.gov (United States)

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

2004-12-01

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

Hubble Observes Surface of Titan

Science.gov (United States)

1994-01-01

Scientists for the first time have made images of the surface of Saturn's giant, haze-shrouded moon, Titan. They mapped light and dark features over the surface of the satellite during nearly a complete 16-day rotation. One prominent bright area they discovered is a surface feature 2,500 miles across, about the size of the continent of Australia.Titan, larger than Mercury and slightly smaller than Mars, is the only body in the solar system, other than Earth, that may have oceans and rainfall on its surface, albeit oceans and rain of ethane-methane rather than water. Scientists suspect that Titan's present environment -- although colder than minus 289 degrees Fahrenheit, so cold that water ice would be as hard as granite -- might be similar to that on Earth billions of years ago, before life began pumping oxygen into the atmosphere.Peter H. Smith of the University of Arizona Lunar and Planetary Laboratory and his team took the images with the Hubble Space Telescope during 14 observing runs between Oct. 4 - 18. Smith announced the team's first results last week at the 26th annual meeting of the American Astronomical Society Division for Planetary Sciences in Bethesda, Md. Co-investigators on the team are Mark Lemmon, a doctoral candidate with the UA Lunar and Planetary Laboratory; John Caldwell of York University, Canada; Larry Sromovsky of the University of Wisconsin; and Michael Allison of the Goddard Institute for Space Studies, New York City.Titan's atmosphere, about four times as dense as Earth's atmosphere, is primarily nitrogen laced with such poisonous substances as methane and ethane. This thick, orange, hydrocarbon haze was impenetrable to cameras aboard the Pioneer and Voyager spacecraft that flew by the Saturn system in the late 1970s and early 1980s. The haze is formed as methane in the atmosphere is destroyed by sunlight. The hydrocarbons produced by this methane destruction form a smog similar to that found over large cities, but is much thicker

Student Opinions on Mobile Augmented Reality Application and Developed Content in Science Class

Directory of Open Access Journals (Sweden)

Damla Karagozlu

2017-11-01

Full Text Available As one of the most important branches of science, natural science studies have never lost their currency. The purpose of this study is to examine the development process of Augmented Reality contents which were developed using a design-based research method with the purpose of using it in teaching of natural science topics and to look into student evaluations. In the study which employed design-based research model, developed contents were applied, analysed and re-designed with students constantly. The study group of the research consisted of forty 7th grade students at a private college in 2016-2017 fall semester. Augmented reality contents developed for science teaching were evaluated by teachers and students as effective. According to the teacher and student opinions, it was concluded that augmented reality contents of science teaching developed during design-based research process was nice, easily applicable and useful. It can be said that while developing educative materials for students, applying design-based research model and paying attention to material design principles secures the effectiveness of the developed material.

BEAUTY IN THE EYE OF HUBBLE

Science.gov (United States)

2002-01-01

A dying star, IC 4406, dubbed the 'Retina Nebula' is revealed in this month's Hubble Heritage image. Like many other so-called planetary nebulae, IC 4406 exhibits a high degree of symmetry; the left and right halves of the Hubble image are nearly mirror images of the other. If we could fly around IC4406 in a starship, we would see that the gas and dust form a vast donut of material streaming outward from the dying star. From Earth, we are viewing the donut from the side. This side view allows us to see the intricate tendrils of dust that have been compared to the eye's retina. In other planetary nebulae, like the Ring Nebula (NGC 6720), we view the donut from the top. The donut of material confines the intense radiation coming from the remnant of the dying star. Gas on the inside of the donut is ionized by light from the central star and glows. Light from oxygen atoms is rendered blue in this image; hydrogen is shown as green, and nitrogen as red. The range of color in the final image shows the differences in concentration of these three gases in the nebula. Unseen in the Hubble image is a larger zone of neutral gas that is not emitting visible light, but which can be seen by radio telescopes. One of the most interesting features of IC 4406 is the irregular lattice of dark lanes that criss-cross the center of the nebula. These lanes are about 160 astronomical units wide (1 astronomical unit is the distance between the Earth and Sun). They are located right at the boundary between the hot glowing gas that produces the visual light imaged here and the neutral gas seen with radio telescopes. We see the lanes in silhouette because they have a density of dust and gas that is a thousand times higher than the rest of the nebula. The dust lanes are like a rather open mesh veil that has been wrapped around the bright donut. The fate of these dense knots of material is unknown. Will they survive the nebula's expansion and become dark denizens of the space between the stars

Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

Science.gov (United States)

Ajhar, Edward A.; Blackwell, E.; Quesada, D.

2010-05-01

In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

Hubble induced mass after inflation in spectator field models

Energy Technology Data Exchange (ETDEWEB)

Fujita, Tomohiro [Stanford Institute for Theoretical Physics and Department of Physics, Stanford University, Stanford, CA 94306 (United States); Harigaya, Keisuke, E-mail: tomofuji@stanford.edu, E-mail: keisukeh@icrr.u-tokyo.ac.jp [Department of Physics, University of California, Berkeley, CA 94720 (United States)

2016-12-01

Spectator field models such as the curvaton scenario and the modulated reheating are attractive scenarios for the generation of the cosmic curvature perturbation, as the constraints on inflation models are relaxed. In this paper, we discuss the effect of Hubble induced masses on the dynamics of spectator fields after inflation. We pay particular attention to the Hubble induced mass by the kinetic energy of an oscillating inflaton, which is generically unsuppressed but often overlooked. In the curvaton scenario, the Hubble induced mass relaxes the constraint on the property of the inflaton and the curvaton, such as the reheating temperature and the inflation scale. We comment on the implication of our discussion for baryogenesis in the curvaton scenario. In the modulated reheating, the predictions of models e.g. the non-gaussianity can be considerably altered. Furthermore, we propose a new model of the modulated reheating utilizing the Hubble induced mass which realizes a wide range of the local non-gaussianity parameter.

Testing the isotropy of the Hubble expansion

OpenAIRE

Migkas, K.; Plionis, M.

2016-01-01

Abstract: We have used the Union2.1 SNIa compilation to search for possible Hubble expansion anisotropies, dividing the sky in 9 solid angles containing roughly the same number of SNIa, as well as in two Galactic hemispheres. We identified only one sky region, containing 82 SNIa (~15% of total sample with z > 0.02), that indeed appears to share a Hubble expansion significantly different from the rest of the sample. However, this behaviour can be attributed to the joint "erratic" behaviour of ...

Science from a glimpse: Hubble SNAPshot observations of massive galaxy clusters

Science.gov (United States)

Repp, A.; Ebeling, H.

2018-06-01

Hubble Space Telescope SNAPshot surveys of 86 X-ray selected galaxy clusters at 0.3 0.3. Examining the evolution of the slope of the cluster red sequence, we observe at best a slight decrease with redshift, indicating minimal age contribution since z ˜ 1. Congruent to previous studies' findings, we note that the two BCGs which are significantly bluer (≥5σ) than their clusters' red sequences reside in relaxed clusters and exhibit pronounced internal structure. Thanks to our targets' high X-ray luminosity, the subset of our sample observed with Chandra adds valuable leverage to the X-ray luminosity-optical richness relation, which, albeit with substantial scatter, is now clearly established from groups to extremely massive clusters of galaxies. We conclude that SNAPshot observations of MACS clusters stand to continue to play a vital pathfinder role for astrophysical investigations across the entire electromagnetic spectrum.

HUBBLE provides multiple views of how to feed a black hole

Science.gov (United States)

1998-05-01

fuel from a devoured galaxy, it may be oblivious to the rest of the galaxy and the collision," said Ethan Schreier of the Space Telescope Science Institute, Baltimore, MD. Schreier and an international team of co-investigators used Hubble's Near Infrared Camera and Multi-Object Spectrometer to probe deeper into the galaxy's mysterious heart than anyone has before. The hot gas disk viewed by Hubble investigators is perpendicular to the galaxy's outer dust belt, while the black hole's own internal accretion disk of superhot gas falling into it is tilted approximately diagonally to these axes. "We have found a complicated situation of a disk within a disk within a disk, all pointing in different directions," Schreier said. It is not clear if the black hole was always present in the host galaxy or belonged to the spiral galaxy that fell into the core, or if it is the product of the merger of a pair of smaller black holes that lived in the two once-separate galaxies. Having an active galaxy just 10 million light-years away from Earth rather than hundreds of millions or billions of light-years distant offers astronomers a unique laboratory for understanding the elusive details of the behavior of supermassive black holes as fueled by galaxy collisions. "Though Hubble has seen hot gas disks around black holes in other galaxies, the infrared camera has for the first time allowed us to peer at this relatively nearby, very active, but obscured black hole region," Schreier added. The team of astronomers is awaiting further Hubble data to continue its study of the disk, as well as ground-based spectroscopic observations to measure the velocity of entrapped material around the black hole. This will allow the astronomers to better calculate the black hole's mass. The current results are scheduled to appear in the June 1, 1998 issue of Astrophysical Journal Letters. Images and further information related to these results are available on the Internet at the following URLs: http

The transformation of science and mathematics content knowledge into teaching content by university faculty

Science.gov (United States)

Flynn, Natalie P.

This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

Carnegie Hubble Program: A Mid-Infrared Calibration of the Hubble Constant

Science.gov (United States)

Freedman, Wendy L.; Madore, Barry F.; Scowcroft, Victoria; Burns, Chris; Monson, Andy; Persson, S. Eric; Seibert, Mark; Rigby, Jane

2012-01-01

Using a mid-infrared calibration of the Cepheid distance scale based on recent observations at 3.6 micrometers with the Spitzer Space Telescope, we have obtained a new, high-accuracy calibration of the Hubble constant. We have established the mid-IR zero point of the Leavitt law (the Cepheid period-luminosity relation) using time-averaged 3.6 micrometers data for 10 high-metallicity, MilkyWay Cepheids having independently measured trigonometric parallaxes. We have adopted the slope of the PL relation using time-averaged 3.6micrometers data for 80 long-period Large Magellanic Cloud (LMC) Cepheids falling in the period range 0.8 < log(P) < 1.8.We find a new reddening-corrected distance to the LMC of 18.477 +/- 0.033 (systematic) mag. We re-examine the systematic uncertainties in H(sub 0), also taking into account new data over the past decade. In combination with the new Spitzer calibration, the systematic uncertainty in H(sub 0) over that obtained by the Hubble Space Telescope Key Project has decreased by over a factor of three. Applying the Spitzer calibration to the Key Project sample, we find a value of H(sub 0) = 74.3 with a systematic uncertainty of +/-2.1 (systematic) kilometers per second Mpc(sup -1), corresponding to a 2.8% systematic uncertainty in the Hubble constant. This result, in combination with WMAP7measurements of the cosmic microwave background anisotropies and assuming a flat universe, yields a value of the equation of state for dark energy, w(sub 0) = -1.09 +/- 0.10. Alternatively, relaxing the constraints on flatness and the numbers of relativistic species, and combining our results with those of WMAP7, Type Ia supernovae and baryon acoustic oscillations yield w(sub 0) = -1.08 +/- 0.10 and a value of N(sub eff) = 4.13 +/- 0.67, mildly consistent with the existence of a fourth neutrino species.

Impact of Secondary Students' Content Knowledge on Their Communication Skills in Science

Science.gov (United States)

Kulgemeyer, Christoph

2018-01-01

The "expert blind spot" (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee's prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial…

Dismantling Hubble's Legacy?

OpenAIRE

Way, Michael J.

2013-01-01

Edwin Hubble is famous for a number of discoveries that are well known to amateur and professional astronomers, students and the general public. The origins of these discoveries are examined and it is demonstrated that, in each case, a great deal of supporting evidence was already in place. In some cases the discoveries had either already been made, or competing versions were not adopted for complex scientific and sociological reasons.

Trends of Science Education Research: An Automatic Content Analysis

Science.gov (United States)

Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

2010-08-01

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000's. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.

The Development of a Virtual Company to Support the Reengineering of the NASA/Goddard Hubble Space Telescope Control Center System

Science.gov (United States)

Lehtonen, Ken

1999-01-01

This is a report to the Third Annual International Virtual Company Conference, on The Development of a Virtual Company to Support the Reengineering of the NASA/Goddard Hubble Space Telescope (HST) Control Center System. It begins with a HST Science "Commercial": Brief Tour of Our Universe showing various pictures taken from the Hubble Space Telescope. The presentation then reviews the project background and goals. Evolution of the Control Center System ("CCS Inc.") is then reviewed. Topics of Interest to "virtual companies" are reviewed: (1) "How To Choose A Team" (2) "Organizational Model" (3) "The Human Component" (4) "'Virtual Trust' Among Teaming Companies" (5) "Unique Challenges to Working Horizontally" (6) "The Cultural Impact" (7) "Lessons Learned".

Content and Design Features of Academic Health Sciences Libraries' Home Pages.

Science.gov (United States)

McConnaughy, Rozalynd P; Wilson, Steven P

2018-01-01

The goal of this content analysis was to identify commonly used content and design features of academic health sciences library home pages. After developing a checklist, data were collected from 135 academic health sciences library home pages. The core components of these library home pages included a contact phone number, a contact email address, an Ask-a-Librarian feature, the physical address listed, a feedback/suggestions link, subject guides, a discovery tool or database-specific search box, multimedia, social media, a site search option, a responsive web design, and a copyright year or update date.

Examining the Nexus of Science Communication and Science Education: A Content Analysis of Genetics News Articles

Science.gov (United States)

Shea, Nicole A.

2015-01-01

Access to science information via communications in the media is rapidly becoming a central means for the public to gain knowledge about scientific advancements. However, little is known about what content knowledge is essential for understanding issues presented in news media. Very few empirical studies attempt to bridge science communication and…

NASA SMD STEM Activation: Enabling NASA Science Experts and Content into the Learning Environment

Science.gov (United States)

Hasan, Hashima; Erickson, Kristen

2018-01-01

The NASA Science Mission Directorate (SMD) restructured its efforts to enhance learning in science, technology, engineering, and mathematics (STEM) content areas through a cooperative agreement notice issued in 2015. This effort resulted in the competitive selection of 27 organizations to implement a strategic approach that leverages SMD’s unique assets. Three of these are exclusively directed towards Astrophysics. These unique assets include SMD’s science and engineering content and Science Discipline Subject Matter Experts. Awardees began their work during 2016 and span all areas of Earth and space science and the audiences NASA SMD intends to reach. The goal of the restructured STEM Activation program is to further enable NASA science experts and content into the learning environment more effectively and efficiently with learners of all ages. The objectives are to enable STEM education, improve US scientific literacy, advance national educational goals, and leverage efforts through partnerships. This presentation will provide an overview of the NASA SMD STEM Activation landscape and its commitment to meeting user needs.

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

Science.gov (United States)

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

Finding our Origins with the Hubble and James Webb Space Telescopes

Science.gov (United States)

Gardner, Jonathan P.

2009-01-01

NASA is planning a successor to the Hubble Space Telescope designed to study the origins of galaxies, stars, planets and life in the universe. In this talk, Dr. Gardner will discuss the origin and evolution of galaxies, beginning with the Big Bang and tracing what we have learned with Hubble through to the present day. He will show that results from studies with Hubble have led to plans for its successor, the James Webb Space Telescope. Webb is scheduled to launch in 2014, and is designed to find the first galaxies that formed in the distant past and to penetrate the dusty clouds of gas where stars are still forming today. He will compare Webb to Hubble, and discuss recent progress in the construction of the observatory.

Hubble Space Telescope Trigonometric Parallax of Polaris B, Companion of the Nearest Cepheid

Science.gov (United States)

Bond, Howard E.; Nelan, Edmund P.; Remage Evans, Nancy; Schaefer, Gail H.; Harmer, Dianne

2018-01-01

Polaris, the nearest and brightest Cepheid, is a potential anchor point for the Leavitt period–luminosity relation. However, its distance is a matter of contention, with recent advocacy for a parallax of ∼10 mas, in contrast with the Hipparcos measurement of 7.54 ± 0.11 mas. We report an independent trigonometric parallax determination, using the Fine Guidance Sensors (FGS) on the Hubble Space Telescope. Polaris itself is too bright for FGS, so we measured its eighth-magnitude companion Polaris B, relative to a network of background reference stars. We converted the FGS relative parallax to absolute, using estimated distances to the reference stars from ground-based photometry and spectral classification. Our result, 6.26 ± 0.24 mas, is even smaller than that found by Hipparcos. We note other objects for which Hipparcos appears to have overestimated parallaxes, including the well-established case of the Pleiades. We consider possible sources of systematic error in the FGS parallax, but find no evidence they are significant. If our “long” distance is correct, the high luminosity of Polaris indicates that it is pulsating in the second overtone of its fundamental mode. Our results raise several puzzles, including a long pulsation period for Polaris compared to second-overtone pulsators in the Magellanic Clouds, and a conflict between the isochrone age of Polaris B (∼2.1 Gyr) and the much younger age of Polaris A. We discuss possibilities that B is not a physical companion of A, in spite of the strong evidence that it is, or that one of the stars is a merger remnant. These issues may be resolved when Gaia provides parallaxes for both stars. Based in part on observations made with the NASA/ESA Hubble Space Telescope, obtained by the Space Telescope Science Institute. STScI is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555.

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

Science.gov (United States)

Murphy, Cliona; Smith, Greg

2012-01-01

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

The Chrysalis Opens? Photometry from the η Carinae Hubble Space Telescope Treasury Project, 2002-2006

Science.gov (United States)

Martin, J. C.; Davidson, Kris; Koppelman, M. D.

2006-12-01

During the past decade η Car has brightened markedly, possibly indicating a change of state. Here we summarize photometry gathered by the Hubble Space Telescope (HST) as part of the HST Treasury Project on this object. Our data include Space Telescope Imaging Spectrograph (STIS) CCD acquisition images, Advanced Camera for Surveys HRC images in four filters, and synthetic photometry in flux-calibrated STIS spectra. The HST's spatial resolution allows us to examine the central star separate from the bright circumstellar ejecta. Its apparent brightness continued to increase briskly during 2002-2006, especially after the mid-2003 spectroscopic event. If this trend continues, the central star will soon become brighter than its ejecta, quite different from the state that existed only a few years ago. One precedent may be the rapid change observed in 1938-1953. We conjecture that the star's mass-loss rate has been decreasing throughout the past century. This research was conducted as part of the η Car Hubble Space Telescope Treasury project via grant GO-9973 from the Space Telescope Science Institute. HST is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555. Some of the data presented in this paper were obtained from the Multimission Archive at the Space Telescope Science Institute (MAST). STScI is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555. Support for MAST for non-HST data is provided by the NASA Office of Space Science via grant NAG5-7584 and by other grants and contracts.

Replacement vs. Renovation: The Reincarnation of Hubble Middle School

Science.gov (United States)

Ogurek, Douglas J.

2010-01-01

At the original Hubble Middle School, neither the views (a congested Roosevelt Road and glimpses of downtown Wheaton) nor the century-old facility that offered them was very inspiring. Built at the start of the 20th century, the 250,000-square-foot building was converted from Wheaton Central High School to Hubble Middle School in the early 1980s.…

Content analysis of science material in junior school-based inquiry and science process skills

Science.gov (United States)

Patonah, S.; Nuvitalia, D.; Saptaningrum, E.

2018-03-01

The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.

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

Science.gov (United States)

Phillips, Marianne C.

Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha imbalance is providing students with a rudimentary and fragmented view of how science works, despite the fact that science impacts every aspect of life (McComas, 1998). Given the impact of textbooks on learning, it is recommended that teachers be informed of these shortcomings to enable them to supplement content where it is lacking.

The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

OpenAIRE

Murphy, Clíona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

Science.gov (United States)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Cataclysmic variables, Hubble-Sandage variables and eta Carinae

International Nuclear Information System (INIS)

Bath, G.T.

1980-01-01

The Hubble-Sandage variables are the most luminous stars in external galaxies. They were first investigated by Hubble and Sandage (1953) for use as distance indicators. Their main characteristics are high luminosity, blue colour indices, and irregular variability. Spectroscopically they show hydrogen and helium in emission with occasionally weaker FeII and [FeII], and no Balmer jump (Humphreys 1975, 1978). In this respect they closely resemble cataclysmic variables, particularly dwarf novae. In the quiescent state dwarf novae show broad H and HeI, together with a strong UV continuum. In contrast to the spectroscopic similarities, the luminosities could hardly differ more. Rather than being the brightest stars known, quiescent dwarf novae are as faint or fainter than the sun. It is suggested that the close correspondence between the spectral appearance of the two classes combined with the difference in luminosity is well accounted for by a model of Hubble-Sandage variables in which the same physical processes are occurring, but on a larger scale. (Auth.)

Cosmic Collisions The Hubble Atlas of Merging Galaxies

CERN Document Server

Christensen, Lars Lindberg; Martin, Davide

2009-01-01

Lars Lindberg Christensen, Raquel Yumi Shida & Davide De Martin Cosmic Collisions: The Hubble Atlas of Merging Galaxies Like majestic ships in the grandest night, galaxies can slip ever closer until their mutual gravitational interaction begins to mold them into intricate figures that are finally, and irreversibly, woven together. It is an immense cosmic dance, choreographed by gravity. Cosmic Collisions contains a hundred new, many thus far unpublished, images of colliding galaxies from the NASA/ESA Hubble Space Telescope. It is believed that many present-day galaxies, including the Milky Way, were assembled from such a coalescence of smaller galaxies, occurring over billions of years. Triggered by the colossal and violent interaction between the galaxies, stars form from large clouds of gas in firework bursts, creating brilliant blue star clusters. The importance of these cosmic encounters reaches far beyond the stunning Hubble images. They may, in fact, be among the most important processes that shape ...

Hubble Images Reveal Jupiter's Auroras

Science.gov (United States)

1996-01-01

received from the Hubble Space Telescope are posted on the World Wide Web on the Space Telescope Science Institute home page at URL http://oposite.stsci.edu/pubinfo/

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

Science.gov (United States)

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

2007-12-01

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

Hubble expansion in static spacetime

International Nuclear Information System (INIS)

Rossler, Otto E.; Froehlich, Dieter; Movassagh, Ramis; Moore, Anthony

2007-01-01

A recently proposed mechanism for light-path expansion in a static spacetime is based on the moving-lenses paradigm. Since the latter is valid independently of whether space expands or not, a static universe can be used to better see the implications. The moving-lenses paradigm is related to the paradigm of dynamical friction. If this is correct, a Hubble-like law is implicit. It is described quantitatively. A bent in the Hubble-like line is predictably implied. The main underlying assumption is Price's Principle (PI 3 ). If the theory is sound, the greatest remaining problem in cosmology becomes the origin of hydrogen. Since Blandford's jet production mechanism for quasars is too weak, a generalized Hawking radiation hidden in the walls of cosmic voids is invoked. A second prediction is empirical: slow pattern changes in the cosmic microwave background. A third is ultra-high redshifts for Giacconi quasars. Bruno's eternal universe in the spirit of Augustine becomes a bit less outlandish

The Carnegie Hubble Program

Science.gov (United States)

Freedman, Wendy L.; Madore, Barry F.; Scowcroft, Vicky; Mnso, Andy; Persson, S. E.; Rigby, Jane; Sturch, Laura; Stetson, Peter

2011-01-01

We present an overview of and preliminary results from an ongoing comprehensive program that has a goal of determining the Hubble constant to a systematic accuracy of 2%. As part of this program, we are currently obtaining 3.6 micron data using the Infrared Array Camera (IRAC) on Spitzer, and the program is designed to include JWST in the future. We demonstrate that the mid-infrared period-luminosity relation for Cepheids at 3.6 microns is the most accurate means of measuring Cepheid distances to date. At 3.6 microns, it is possible to minimize the known remaining systematic uncertainties in the Cepheid extragalactic distance scale. We discuss the advantages of 3.6 micron observations in minimizing systematic effects in the Cepheid calibration of the Hubble constant including the absolute zero point, extinction corrections, and the effects of metallicity on the colors and magnitudes of Cepheids. We are undertaking three independent tests of the sensitivity of the mid-IR Cepheid Leavitt Law to metallicity, which when combined will allow a robust constraint on the effect. Finally, we are providing a new mid-IR Tully-Fisher relation for spiral galaxies.

Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

Science.gov (United States)

Hechter, Richard P.; Guy, Mark

2010-01-01

This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

Science.gov (United States)

Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

2015-01-01

In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

"Wow! Look at That!": Discourse as a Means to Improve Teachers' Science Content Learning in Informal Science Institutions

Science.gov (United States)

Holliday, Gary M.; Lederman, Judith S.; Lederman, Norman G.

2014-12-01

Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in The museum experience. Whalesback, Washington, 1992; Learning from museums: visitor experiences and the making of meaning. Altamira Press, New York, 2000) and recommended in the reform documents (see Cox-Peterson et al. in Journal of Research in Science Teaching 40:200-218, 2003). In order to move beyond only preparing science teachers for field trips, while necessary, it is also important to understand the role exhibits play in influencing teachers' content-related social interactions while engaged in ISI professional development. This study looked at a life science course that was offered at and taught by education staff of a large science and technology museum located in the Midwest, USA. The course was offered to three sections of teachers throughout the school year and met six times for a full day. The courses met approximately once a month from September through the beginning of June and provided 42 contact hours overall. Elementary and middle school teachers ( n = 94) were audio- and videotaped while participating in the content courses and interacting with the museum's exhibits. When considering the two factors within the sociocultural context of CML: within-group sociocultural mediation and facilitated mediation by others, the use of exhibits during both courses generally did not fully take into account these elements. In this study, it seemed that teachers' talk always had a purpose but it is argued that it did not always have a direction or connection to the desired content or exhibit. When freely exploring the museum, teachers often purely reacted to the display itself or the novelty of it. However, when PD staff made explicit connections between exhibits, content, and activities, participants were

HUBBLE SPACE TELESCOPE WFC3 EARLY RELEASE SCIENCE: EMISSION-LINE GALAXIES FROM INFRARED GRISM OBSERVATIONS

International Nuclear Information System (INIS)

Straughn, Amber N.; Gardner, Jonathan P.; Kuntschner, Harald; Kuemmel, Martin; Walsh, Jeremy R.; Cohen, Seth H.; Windhorst, Rogier A.; Malhotra, Sangeeta; Rhoads, James; O'Connell, Robert W.; Pirzkal, Norbert; Bond, Howard E.; Meurer, Gerhardt; McCarthy, Patrick J.; Hathi, Nimish P.; Balick, Bruce; Calzetti, Daniela; Disney, Michael J.; Dopita, Michael A.; Frogel, Jay A.

2011-01-01

We present grism spectra of emission-line galaxies (ELGs) from 0.6 to 1.6 μm from the Wide Field Camera 3 (WFC3) on the Hubble Space Telescope. These new infrared grism data augment previous optical Advanced Camera for Surveys G800L 0.6-0.95 μm grism data in GOODS-South from the PEARS program, extending the wavelength coverage well past the G800L red cutoff. The Early Release Science (ERS) grism field was observed at a depth of two orbits per grism, yielding spectra of hundreds of faint objects, a subset of which is presented here. ELGs are studied via the Hα, [O III], and [O II] emission lines detected in the redshift ranges 0.2 ∼ B(F098M) ≅ 25 mag. Seventeen GOODS-South galaxies that previously only had photometric redshifts now have new grism-spectroscopic redshifts, in some cases with large corrections to the photometric redshifts (Δz ≅ 0.3-0.5). Additionally, one galaxy had no previously measured redshift but now has a secure grism-spectroscopic redshift, for a total of 18 new GOODS-South spectroscopic redshifts. The faintest source in our sample has a magnitude m AB(F098M) = 26.9 mag. The ERS grism data also reflect the expected trend of lower specific star formation rates for the highest mass galaxies in the sample as a function of redshift, consistent with downsizing and discovered previously from large surveys. These results demonstrate the remarkable efficiency and capability of the WFC3 NIR grisms for measuring galaxy properties to faint magnitudes and redshifts to z ∼> 2.

Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

Science.gov (United States)

Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

2015-01-01

Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of

The use of quasi-experiments in the social sciences : A content analysis

NARCIS (Netherlands)

Aussems, M.E.; Boomsma, A.; Snijders, T.A.B.

This article examines the use of various research designs in the social sciences as well as the choices that are made when a quasi-experimental design is used. A content analysis was carried out on articles published in 18 social science journals with various impact factors. The presence of

HUBBLE'S PANORAMIC PORTRAIT OF A VAST STAR-FORMING REGION

Science.gov (United States)

2002-01-01

giant shell, devoid of gas and dust. Still later, all of the most massive stars and gas will have disappeared from the entire region. Only older, less massive stars will remain in a region cleared of gas and dust. The mosaic image of 30 Doradus consists of five overlapping pictures taken between January 1994 and September 2000 by Hubble's Wide Field and Planetary Camera 2. Several color filters were used to enhance important details in the stars and the nebula. Blue corresponds to the hot stars. The greenish color denotes hot gas energized by the central cluster of stars. Pink depicts the glowing edges of the gas and dust clouds facing the cluster, which are being bombarded by winds and radiation. Reddish-brown represents the cooler surfaces of the clouds, which are not receiving direct radiation from the central cluster. Credits: NASA, N. Walborn and J. Ma`iz-Apell`aniz (Space Telescope Science Institute, Baltimore, MD), R. Barb`a (La Plata Observatory, La Plata, Argentina)

The Carnegie-Chicago Hubble Program. I. An Independent Approach to the Extragalactic Distance Scale Using Only Population II Distance Indicators

Science.gov (United States)

Beaton, Rachael L.; Freedman, Wendy L.; Madore, Barry F.; Bono, Giuseppe; Carlson, Erika K.; Clementini, Gisella; Durbin, Meredith J.; Garofalo, Alessia; Hatt, Dylan; Jang, In Sung; Kollmeier, Juna A.; Lee, Myung Gyoon; Monson, Andrew J.; Rich, Jeffrey A.; Scowcroft, Victoria; Seibert, Mark; Sturch, Laura; Yang, Soung-Chul

2016-12-01

We present an overview of the Carnegie-Chicago Hubble Program, an ongoing program to obtain a 3% measurement of the Hubble constant (H 0) using alternative methods to the traditional Cepheid distance scale. We aim to establish a completely independent route to H 0 using RR Lyrae variables, the tip of the red giant branch (TRGB), and Type Ia supernovae (SNe Ia). This alternative distance ladder can be applied to galaxies of any Hubble type, of any inclination, and, using old stars in low-density environments, is robust to the degenerate effects of metallicity and interstellar extinction. Given the relatively small number of SNe Ia host galaxies with independently measured distances, these properties provide a great systematic advantage in the measurement of H 0 via the distance ladder. Initially, the accuracy of our value of H 0 will be set by the five Galactic RR Lyrae calibrators with Hubble Space Telescope Fine-Guidance Sensor parallaxes. With Gaia, both the RR Lyrae zero-point and TRGB method will be independently calibrated, the former with at least an order of magnitude more calibrators and the latter directly through parallax measurement of tip red giants. As the first end-to-end “distance ladder” completely independent of both Cepheid variables and the Large Magellanic Cloud, this path to H 0 will allow for the high-precision comparison at each rung of the traditional distance ladder that is necessary to understand tensions between this and other routes to H 0. Based on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with programs #13472 and #13691.

Selections from 2017: Hubble Survey Explores Distant Galaxies

Science.gov (United States)

Kohler, Susanna

2017-12-01

Editors note:In these last two weeks of 2017, well be looking at a few selections that we havent yet discussed on AAS Nova from among the most-downloaded paperspublished in AAS journals this year. The usual posting schedule will resume in January.CANDELS Multi-Wavelength Catalogs: Source Identification and Photometry in the CANDELS COSMOSSurvey FieldPublished January2017Main takeaway:A publication led byHooshang Nayyeri(UC Irvine and UC Riverside) early this year details acatalog of sources built using the Cosmic Assembly Near-infrared Deep Extragalactic Legacy Survey(CANDELS), a survey carried out by cameras on board the Hubble Space Telescope. The catalogliststhe properties of 38,000 distant galaxies visiblewithin the COSMOS field, a two-square-degree equatorial field explored in depthto answer cosmological questions.Why its interesting:Illustration showing the three-dimensional map of the dark matter distribution in theCOSMOS field. [Adapted from NASA/ESA/R. Massey(California Institute of Technology)]The depth and resolution of the CANDELS observations areuseful for addressingseveral major science goals, including the following:Studying the most distant objects in the universe at the epoch of reionization in the cosmic dawn.Understanding galaxy formation and evolution during the peak epoch of star formation in the cosmic high noon.Studying star formation from deep ultravioletobservations and studying cosmology from supernova observations.Why CANDELS is a major endeavor:CANDELS isthe largest multi-cycle treasury program ever approved on the Hubble Space Telescope using over 900 orbits between 2010 and 2013 withtwo cameras on board the spacecraftto study galaxy formation and evolution throughout cosmic time. The CANDELS images are all publicly available, and the new catalogrepresents an enormous source of information about distant objectsin our universe.CitationH. Nayyeri et al 2017 ApJS 228 7. doi:10.3847/1538-4365/228/1/7

Observational constraint on spherical inhomogeneity with CMB and local Hubble parameter

Science.gov (United States)

Tokutake, Masato; Ichiki, Kiyotomo; Yoo, Chul-Moon

2018-03-01

We derive an observational constraint on a spherical inhomogeneity of the void centered at our position from the angular power spectrum of the cosmic microwave background (CMB) and local measurements of the Hubble parameter. The late time behaviour of the void is assumed to be well described by the so-called Λ-Lemaȋtre-Tolman-Bondi (ΛLTB) solution. Then, we restrict the models to the asymptotically homogeneous models each of which is approximated by a flat Friedmann-Lemaȋtre-Robertson-Walker model. The late time ΛLTB models are parametrized by four parameters including the value of the cosmological constant and the local Hubble parameter. The other two parameters are used to parametrize the observed distance-redshift relation. Then, the ΛLTB models are constructed so that they are compatible with the given distance-redshift relation. Including conventional parameters for the CMB analysis, we characterize our models by seven parameters in total. The local Hubble measurements are reflected in the prior distribution of the local Hubble parameter. As a result of a Markov-Chains-Monte-Carlo analysis for the CMB temperature and polarization anisotropies, we found that the inhomogeneous universe models with vanishing cosmological constant are ruled out as is expected. However, a significant under-density around us is still compatible with the angular power spectrum of CMB and the local Hubble parameter.

A Toy Cosmology Using a Hubble-Scale Casimir Effect

Directory of Open Access Journals (Sweden)

Michael E. McCulloch

2014-02-01

Full Text Available The visible mass of the observable universe agrees with that needed for a flat cosmos, and the reason for this is not known. It is shown that this can be explained by modelling the Hubble volume as a black hole that emits Hawking radiation inwards, disallowing wavelengths that do not fit exactly into the Hubble diameter, since partial waves would allow an inference of what lies outside the horizon. This model of “horizon wave censorship” is equivalent to a Hubble-scale Casimir effect. This incomplete toy model is presented to stimulate discussion. It predicts a minimum mass and acceleration for the observable universe which are in agreement with the observed mass and acceleration, and predicts that the observable universe gains mass as it expands and was hotter in the past. It also predicts a suppression of variation on the largest cosmic scales that agrees with the low-l cosmic microwave background anomaly seen by the Planck satellite.

Building the Hubble Space Telescope

International Nuclear Information System (INIS)

O'dell, C.R.

1989-01-01

The development of the design for the Hubble Space Telescope (HST) is discussed. The HST optical system is described and illustrated. The financial and policy issues related to the development of the HST are considered. The actual construction of the HST optical telescope is examined. Also, consideration is given to the plans for the HST launch

Urban fifth graders' connections-making between formal earth science content and their lived experiences

Science.gov (United States)

Brkich, Katie Lynn

2014-03-01

Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples—the Grand Canyon, beach erosion, and others. However, these examples—which resonate well with middle- and upper-class students—ill-serve students of poverty attending urban schools who may have never traveled farther from home than the corner store. In this paper, I explore the use of a place-based educational framework in teaching earth science concepts to urban fifth graders and explore the connections they make between formal earth science content and their lived experiences using participant-driven photo elicitation techniques. I argue that students are able to gain a sounder understanding of earth science concepts when they are able to make direct observations between the content and their lived experiences and that when such direct observations are impossible they make analogies of appearance, structure, and response to make sense of the content. I discuss additionally the importance of expanding earth science instruction to include man-made materials, as these materials are excluded traditionally from the curriculum yet are most immediately available to urban students for examination.

History of science content analysis of Chinese science textbooks from the perspective of acculturation

Science.gov (United States)

Ma, Yongjun; Wan, Yanlan

2017-08-01

Based on previous international studies, a content analysis scheme has been designed and used from the perspective of culture to study the history of science (HOS) in science textbooks. Nineteen sets of Chinese science textbooks have been analyzed. It has been found that there are noticeable changes in the quantity, content, layout, presentation, and writing intention of the HOS sections in textbooks from different time periods. What's more, the textbooks aim at presenting the scientific culture and aim to help students understand it better. However, the cultural associations of the HOS in textbooks is insufficient and significant differences exist among textbooks of different subjects. In order to explore the reasons why the presentation of HOS in various subjects is different, we made a specific comparison of curriculum standards of two subjects with great differences and interviewed the editors-in-chief of two textbooks. Results show that one of the most important reasons for the different writings of the HOS in textbooks is that different subject curriculum standards attach greater importance to the HOS. In addition, the attention to the HOS by editors-in-chief, the tradition of studying the HOS within the history of the discipline, and the reference textbooks in compiling textbooks are all important influence factors. Some suggestions for future textbooks compilation are given at the end.

Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

OpenAIRE

Bayram AKARSU; Esra GÜVEN

2014-01-01

The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

Hubble peers inside a celestial geode

Science.gov (United States)

2004-08-01

celestial geode hi-res Size hi-res: 148 Kb Credits: ESA/NASA, Yäel Nazé (University of Liège, Belgium) and You-Hua Chu (University of Illinois, Urbana, USA) Hubble peers inside a celestial geode In this unusual image, the NASA/ESA Hubble Space Telescope captures a rare view of the celestial equivalent of a geode - a gas cavity carved by the stellar wind and intense ultraviolet radiation from a young hot star. Real geodes are handball-sized, hollow rocks that start out as bubbles in volcanic or sedimentary rock. Only when these inconspicuous round rocks are split in half by a geologist, do we get a chance to appreciate the inside of the rock cavity that is lined with crystals. In the case of Hubble's 35 light-year diameter ‘celestial geode’ the transparency of its bubble-like cavity of interstellar gas and dust reveals the treasures of its interior. Low resolution version (JPG format) 148 Kb High resolution version (TIFF format) 1929 Kb Acknowledgment: This image was created with the help of the ESA/ESO/NASA Photoshop FITS Liberator. Real geodes are handball-sized, hollow rocks that start out as bubbles in volcanic or sedimentary rock. Only when these inconspicuous round rocks are split in half by a geologist, do we get a chance to appreciate the inside of the rock cavity that is lined with crystals. In the case of Hubble's 35 light-year diameter ‘celestial geode’ the transparency of its bubble-like cavity of interstellar gas and dust reveals the treasures of its interior. The object, called N44F, is being inflated by a torrent of fast-moving particles (what astronomers call a 'stellar wind') from an exceptionally hot star (the bright star just below the centre of the bubble) once buried inside a cold dense cloud. Compared with our Sun (which is losing mass through the so-called 'solar wind'), the central star in N44F is ejecting more than a 100 million times more mass per second and the hurricane of particles moves much faster at 7 million km per hour

Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

Science.gov (United States)

Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

2017-01-01

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

A Mixed Methods Content Analysis of the Research Literature in Science Education

Science.gov (United States)

Schram, Asta B.

2014-01-01

In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18…

The psychological characteristics of experiences that influence science motivation and content knowledge

Science.gov (United States)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

A Mixed Methods Content Analysis of the Research Literature in Science Education

Science.gov (United States)

Schram, Asta B.

2014-10-01

In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.

Learning Science Content through Socio-Scientific Issues-Based Instruction: A Multi-Level Assessment Study

Science.gov (United States)

Sadler, Troy D.; Romine, William L.; Topçu, Mustafa Sami

2016-01-01

Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of…

Teaching Basic Science Content via Real-World Applications: A College-Level Summer Course in Veterinary Anatomy and Physiology

Science.gov (United States)

Maza, Paul; Miller, Allison; Carson, Brian; Hermanson, John

2018-01-01

Learning and retaining science content may be increased by applying the basic science material to real-world situations. Discussing cases with students during lectures and having them participate in laboratory exercises where they apply the science content to practical situations increases students' interest and enthusiasm. A summer course in…

Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

Science.gov (United States)

Schechter, Rachel L.

2013-01-01

This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment

Science.gov (United States)

Furtak, Erin Marie; Alonzo, Alicia C.

2010-05-01

The Trends in International Mathematics and Science Study (TIMSS) Video Study explored instructional practices in the United States (US) in comparison with other countries that ranked higher on the 1999 TIMSS assessment, and revealed that 8th grade science teachers in the US emphasize activities over content during lessons (Roth et al. 2006). This study applies the content framework from the TIMSS Video Study to a sample of 28 3rd grade teachers enacting an inquiry-based unit on floating and sinking, and seeks a deeper understanding of teachers’ practices through analysis of interviews with those teachers. Transcripts of observed lessons were coded according to the TIMSS framework for types of content, and transcripts of teacher interviews were coded to capture the ways in which teachers described their role in and purposes for teaching science, particularly with respect to the floating and sinking unit. Results indicate that teachers focused more on canonical, procedural and experimental knowledge during lessons than on real-world connections and the nature of science; however, none of the types of content received major emphasis in a majority of the classrooms in the sample. During interviews, teachers described their practice in ways that prioritized helping students to like science over specific content outcomes. The study suggests that elementary school teachers’ emphasis on doing and feeling during inquiry-based lessons may interfere with teaching of content.

Hubble Source Catalog

Science.gov (United States)

Lubow, S.; Budavári, T.

2013-10-01

We have created an initial catalog of objects observed by the WFPC2 and ACS instruments on the Hubble Space Telescope (HST). The catalog is based on observations taken on more than 6000 visits (telescope pointings) of ACS/WFC and more than 25000 visits of WFPC2. The catalog is obtained by cross matching by position in the sky all Hubble Legacy Archive (HLA) Source Extractor source lists for these instruments. The source lists describe properties of source detections within a visit. The calculations are performed on a SQL Server database system. First we collect overlapping images into groups, e.g., Eta Car, and determine nearby (approximately matching) pairs of sources from different images within each group. We then apply a novel algorithm for improving the cross matching of pairs of sources by adjusting the astrometry of the images. Next, we combine pairwise matches into maximal sets of possible multi-source matches. We apply a greedy Bayesian method to split the maximal matches into more reliable matches. We test the accuracy of the matches by comparing the fluxes of the matched sources. The result is a set of information that ties together multiple observations of the same object. A byproduct of the catalog is greatly improved relative astrometry for many of the HST images. We also provide information on nondetections that can be used to determine dropouts. With the catalog, for the first time, one can carry out time domain, multi-wavelength studies across a large set of HST data. The catalog is publicly available. Much more can be done to expand the catalog capabilities.

Considerations of multicultural science and curriculum reform: A content analysis of state-adopted biology textbooks in Florida

Science.gov (United States)

Delgato, Margaret H.

The purpose of this investigation was to determine the extent to which multicultural science education, including indigenous knowledge representations, had been infused within the content of high school biology textbooks. The study evaluated the textbook as an instructional tool and framework for multicultural science education instruction by comparing the mainstream content to indigenous knowledge perspectives portrayed in the student and teacher editions of 34 textbooks adopted in Florida within the last four adoption cycles occurring from 1990 to 2006. The investigation involved a content analysis framed from a mixed methods approach. Emphasis was placed, in consideration of the research questions and practicality of interpreting text with the potential for multiple meanings, within qualitative methods. The investigation incorporated five strategies to assess the extent of multicultural content: (1) calculation of frequency of indigenous representations through the use of a tally; (2) assessment of content in the teacher editions by coding the degree of incorporation of multicultural content; (3) development of an archaeology of statements to determine the ways in which indigenous representations were incorporated into the content; (4) use of the Evaluation Coefficient Analysis (ECO) to determine extent of multicultural terminologies within content; and (5) analysis of visuals and illustrations to gauge percentages of depictions of minority groups. Results indicated no solid trend in an increase of inclusion of multicultural content over the last four adoption cycles. Efforts at most reduced the inclusion of indigenous representations and other multicultural content to the level of the teacher edition distributed among the teacher-interleafed pages or as annotations in the margins. Degree of support of multicultural content to the specific goals and objectives remained limited across all four of the adoption cycles represented in the study. Emphasis on

A guide to hubble space telescope objects their selection, location, and significance

CERN Document Server

Chen, James L

2015-01-01

From the authors of "How to Find the Apollo Landing Sites," this is a guide to connecting the view above with the history of recent scientific discoveries from the Hubble Space Telescope. Each selected HST photo is shown with a sky map and a photograph or drawing to illustrate where to find it and how it should appear from a backyard telescope. Here is the casual observer's chance to locate the deep space objects visually, and appreciate the historic Hubble photos in comparison to what is visible from a backyard telescope. HST objects of all types are addressed, from Messier objects, Caldwell objects, and NGC objects, and are arranged in terms of what can be seen during the seasons. Additionally, the reader is given an historical perspective on the work of Edwin Hubble, while locating and viewing the deep space objects that changed astronomy forever.  Countless people have seen the amazing photographs taken by the Hubble Space Telescope. But how many people can actually point out where in the sky ...

Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

Science.gov (United States)

Peters, Erin E.

2012-06-01

Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.

European astronomers' successes with the Hubble Space Telescope*

Science.gov (United States)

1997-02-01

American opposite number, John Bahcall, prefers to stress those quasar hosts that look like undisturbed galaxies. But the important thing is that we have wonderfully clear pictures to argue about. Quasar theories were mostly pure speculation before we had Hubble." The history of the elements Astronomers at the Hamburger Sternwarte use the Faint Object Spectrograph to analyse ultraviolet light from distant quasars, which they also examine by visible light from the ground. They trace the origin, through cosmic time, of elements like carbon, silicon and iron, from which planets and living things can be built. On its way to Hubble, the quasar light passes through various intervening galaxies and gas clouds, like the skewer of a kebab. Each object visited absorbs some of the quasar light, depending on the local abundances of the elements. As they detect more and more objects, Dieter Reimers and his colleagues form an impression of galaxies building up their stocks of elements progressively through time, by the alchemy of successive generations of stars. Apart from primordial hydrogen the second lightest element, helium, has also been abundant since the origin of the Universe. The first major discovery after Hubble's last refurbishment came from Peter Jakobsen of ESA's Space Science Department at Noordwijk, who detected ionized helium in the remote Universe, by the light of a very distant quasar, 0302-003. That was in January 1994, and since then Jakobsen has looked for the ionized helium using other quasars. He now suspects that this helium is nearly all gathered in clumps, rather than scattered freely through intergalactic space. If so, it greatly increases the estimates of the total mass of ordinary matter in the Universe. Through a lens to the early Universe Natural lenses scattered through the cosmos reveal distant galaxies, and make an astronomical tool for Richard Ellis of the Institute of Astronomy, Cambridge (UK). The strong gravity of an intervening cluster of galaxies

The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

Science.gov (United States)

Barron, Paul E.

In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

Observations of the Hubble Deep Field with the Infrared Space Observatory .4. Association of sources with Hubble Deep Field galaxies

DEFF Research Database (Denmark)

Mann, R.G.; Oliver, S.J.; Serjeant, S.B.G.

1997-01-01

We discuss the identification of sources detected by the Infrared Space Observatory (ISO) at 6.7 and 15 mu m in the Hubble Deep Field (HDF) region. We conservatively associate ISO sources with objects in existing optical and near-infrared HDF catalogues using the likelihood ratio method, confirming...... these results (and, in one case, clarifying them) with independent visual searches, We find 15 ISO sources to be reliably associated with bright [I-814(AB) HDF, and one with an I-814(AB)=19.9 star, while a further 11 are associated with objects in the Hubble Flanking Fields (10 galaxies...... and one star), Amongst optically bright HDF galaxies, ISO tends to detect luminous, star-forming galaxies at fairly high redshift and with disturbed morphologies, in preference to nearby ellipticals....

The Effect of Scaffolded Strategies on Content Learning in a Designed Science Cyberlearning Environment

Science.gov (United States)

Kern, Cynthia Lee

2013-01-01

Scientific inscriptions--graphs, diagrams, and data--and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in…

Doing the Project and Learning the Content: Designing Project-Based Science Curricula for Meaningful Understanding

Science.gov (United States)

Kanter, David E.

2010-01-01

Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better…

Type Ia supernova Hubble residuals and host-galaxy properties

International Nuclear Information System (INIS)

Kim, A. G.; Aldering, G.; Aragon, C.; Bailey, S.; Fakhouri, H. K.; Antilogus, P.; Bongard, S.; Canto, A.; Cellier-Holzem, F.; Fleury, M.; Guy, J.; Baltay, C.; Buton, C.; Feindt, U.; Greskovic, P.; Kowalski, M.; Childress, M.; Chotard, N.; Copin, Y.; Gangler, E.

2014-01-01

Kim et al. introduced a new methodology for determining peak-brightness absolute magnitudes of type Ia supernovae from multi-band light curves. We examine the relation between their parameterization of light curves and Hubble residuals, based on photometry synthesized from the Nearby Supernova Factory spectrophotometric time series, with global host-galaxy properties. The K13 Hubble residual step with host mass is 0.013 ± 0.031 mag for a supernova subsample with data coverage corresponding to the K13 training; at <<1σ, the step is not significant and lower than previous measurements. Relaxing the data coverage requirement of the Hubble residual step with the host mass is 0.045 ± 0.026 mag for the larger sample; a calculation using the modes of the distributions, less sensitive to outliers, yields a step of 0.019 mag. The analysis of this article uses K13 inferred luminosities, as distinguished from previous works that use magnitude corrections as a function of SALT2 color and stretch parameters: steps at >2σ significance are found in SALT2 Hubble residuals in samples split by the values of their K13 x(1) and x(2) light-curve parameters. x(1) affects the light-curve width and color around peak (similar to the Δm 15 and stretch parameters), and x(2) affects colors, the near-UV light-curve width, and the light-curve decline 20-30 days after peak brightness. The novel light-curve analysis, increased parameter set, and magnitude corrections of K13 may be capturing features of SN Ia diversity arising from progenitor stellar evolution.

Hubble Space Telescope: The Telescope, the Observations & the Servicing Mission

Science.gov (United States)

1999-11-01

Today the HST Archives contain more than 260 000 astronomical observations. More than 13 000 astronomical objects have been observed by hundreds of different groups of scientists. Direct proof of the scientific significance of this project is the record-breaking number of papers published : over 2400 to date. Some of HST's most memorable achievements are: * the discovery of myriads of very faint galaxies in the early Universe, * unprecedented, accurate measurements of distances to the farthest galaxies, * significant improvement in the determination of the Hubble constant and thus the age of the Universe, * confirmation of the existence of blacks holes, * a far better understanding of the birth, life and death of stars, * a very detailed look at the secrets of the process by which planets are created. Europe and HST ESA's contribution to HST represents a nominal investment of 15%. ESA provided one of the two imaging instruments - the Faint Object Camera (FOC) - and the solar panels. It also has 15 scientists and computer staff working at the Space Telescope Science Institute in Baltimore (Maryland). In Europe the astronomical community receives observational assistance from the Space Telescope European Coordinating Facility (ST-ECF) located in Garching, Munich. In return for ESA's investment, European astronomers have access to approximately 15% of the observing time. In reality the actual observing time competitively allocated to European astronomers is closer to 20%. Looking back at almost ten years of operation, the head of ST-ECF, European HST Project Scientist Piero Benvenuti states: "Hubble has been of paramount importance to European astronomy, much more than the mere 20% of observing time. It has given the opportunity for European scientists to use a top class instrument that Europe alone would not be able to build and operate. In specific areas of research they have now, mainly due to HST, achieved international leadership." One of the major reasons for

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

Science.gov (United States)

Novak, Elena; Wisdom, Sonya

2018-05-01

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

The Carnegie–Chicago Hubble Program. III. The Distance to NGC 1365 via the Tip of the Red Giant Branch

Science.gov (United States)

Jang, In Sung; Hatt, Dylan; Beaton, Rachael L.; Lee, Myung Gyoon; Freedman, Wendy L.; Madore, Barry F.; Hoyt, Taylor J.; Monson, Andrew J.; Rich, Jeffrey A.; Scowcroft, Victoria; Seibert, Mark

2018-01-01

The Carnegie–Chicago Hubble Program (CCHP) seeks to anchor the distance scale of Type Ia supernovae via the Tip of the Red Giant Branch (TRGB) method. Based on deep Hubble Space Telescope ACS/WFC imaging, we present an analysis of the TRGB for the metal-poor halo of NGC 1365, a giant spiral galaxy in the Fornax cluster that was host to the Type Ia supernova SN 2012fr. We have measured the extinction-corrected TRGB magnitude of NGC 1365 to be F814W = 27.34 ± 0.03stat ± 0.04sys mag. In advance of future direct calibration by Gaia, we adopt a provisional I-band TRGB luminosity set at the Large Magellanic Cloud and find a true distance modulus μ 0 = 31.29 ± 0.04stat ± 0.06sys mag or D = 18.1 ± 0.3stat ± 0.5sys Mpc. This measurement is in excellent agreement with recent Cepheid-based distances to NGC 1365 and reveals no significant difference in the distances derived from stars of Populations I and II for this galaxy. We revisit the error budget for the CCHP path to the Hubble constant based on the analysis presented here, i.e., that for one of the most distant Type Ia supernova hosts within our Program, and find that a 2.5% measurement is feasible with the current sample of galaxies and TRGB absolute calibration. Based in part on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with program #13691.

Students’ Digital Photography Behaviors during a Multiday Environmental Science Field Trip and Their Recollections of Photographed Science Content

Directory of Open Access Journals (Sweden)

Victor R. Lee

2014-01-01

Full Text Available Taking photographs to document the experiences of an educational field trip is becoming a common activity for teachers and students alike. Considering the regular creation of photographic artifacts, our goal in this paper is to explore students’ picture taking behavior and their recollections of science content associated with their photographs. In this study, we partnered with a class of fifth-grade students in the United States and provided each student with a digital camera to document their experiences during an environmental science field trip at a national park. We report the frequency of photography behaviors according to which activities were most often documented by the students and specifically that students tended to document more of their experiences when they were in outdoor, natural spaces rather than inside of visitor centers or museums. Also, through an analysis of students’ comments about the science content captured in their photographs we observe that students’ comments about photographs of the outdoors tended to show greater depth and complexity than those that were taken in indoor, museum-like spaces.

Examining science teachers' pedagogical content knowledge in the context of a professional development program

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Wongsopawiro, Dirk Soenario

2012-01-01

This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

The Hubble Legacy Archive: Data Processing in the Era of AstroDrizzle

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Strolger, Louis-Gregory; Hubble Legacy Archive Team, The Hubble Source Catalog Team

2015-01-01

The Hubble Legacy Archive (HLA) expands the utility of Hubble Space Telescope wide-field imaging data by providing high-level composite images and source lists, perusable and immediately available online. The latest HLA data release (DR8.0) marks a fundamental change in how these image combinations are produced, using DrizzlePac tools and Astrodrizzle to reduce geometric distortion and provide improved source catalogs for all publicly available data. We detail the HLA data processing and source list schemas, what products are newly updated and available for WFC3 and ACS, and how these data products are further utilized in the production of the Hubble Source Catalog. We also discuss plans for future development, including updates to WFPC2 products and field mosaics.

Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

Science.gov (United States)

Chordnork, Boonliang; Yuenyong, Chokchai

2018-01-01

This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

Pedagogical Content Knowledge and Educational Cases in Computer Science: an Exploration

NARCIS (Netherlands)

Koppelman, Hermannus

2008-01-01

The concept of pedagogical content knowledge has been explored in the context of several disciplines, such as mathematics, medicine and chemistry. In this paper the concept is explored and applied to the subject matter of computer science, in particular to the sub domain of building UML class

VizieR Online Data Catalog: Hubble Source Catalog (V1 and V2) (Whitmore+, 2016)

Science.gov (United States)

Whitmore, B. C.; Allam, S. S.; Budavari, T.; Casertano, S.; Downes, R. A.; Donaldson, T.; Fall, S. M.; Lubow, S. H.; Quick, L.; Strolger, L.-G.; Wallace, G.; White, R. L.

2016-10-01

The HSC v1 contains members of the WFPC2, ACS/WFC, WFC3/UVIS and WFC3/IR Source Extractor source lists from HLA version DR8 (data release 8). The crossmatching process involves adjusting the relative astrometry of overlapping images so as to minimize positional offsets between closely aligned sources in different images. After correction, the astrometric residuals of crossmatched sources are significantly reduced, to typically less than 10mas. The relative astrometry is supported by using Pan-STARRS, SDSS, and 2MASS as the astrometric backbone for initial corrections. In addition, the catalog includes source nondetections. The crossmatching algorithms and the properties of the initial (Beta 0.1) catalog are described in Budavari & Lubow (2012ApJ...761..188B). The HSC v2 contains members of the WFPC2, ACS/WFC, WFC3/UVIS and WFC3/IR Source Extractor source lists from HLA version DR9.1 (data release 9.1). The crossmatching process involves adjusting the relative astrometry of overlapping images so as to minimize positional offsets between closely aligned sources in different images. After correction, the astrometric residuals of crossmatched sources are significantly reduced, to typically less than 10mas. The relative astrometry is supported by using Pan-STARRS, SDSS, and 2MASS as the astrometric backbone for initial corrections. In addition, the catalog includes source nondetections. The crossmatching algorithms and the properties of the initial (Beta 0.1) catalog are described in Budavari & Lubow (2012ApJ...761..188B). Hubble Source Catalog Acknowledgement: Based on observations made with the NASA/ESA Hubble Space Telescope, and obtained from the Hubble Legacy Archive, which is a collaboration between the Space Telescope Science Institute (STScI/NASA), the Space Telescope European Coordinating Facility (ST-ECF/ESAC/ESA) and the Canadian Astronomy Data Centre (CADC/NRC/CSA). (2 data files).

Holistic Approach to Secondary Earth Science Teacher Professional Development: the Triad of Project-based Instruction, Earth Science Content, and GIS Technology

Science.gov (United States)

Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Claesgens, J.; Bloom, N.; Henderson-Dahms, C.; Manone, M.

2011-12-01

We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student work we provided a rubric, but learned that teachers were not prepared to assess GIS products in order to determine the level of student understanding. In year two of the project we incorporated strategies for assessment of student products into the professional development. Teacher-participants and their students completed several pre- and post- assessments. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including products using GIS. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Student assessments show that improvement occurred in all areas on the content test. Possible factors

A nuclear data approach for the Hubble constant measurements

Directory of Open Access Journals (Sweden)

Pritychenko Boris

2017-01-01

Full Text Available An extraordinary number of Hubble constant measurements challenges physicists with selection of the best numerical value. The standard U.S. Nuclear Data Program (USNDP codes and procedures have been applied to resolve this issue. The nuclear data approach has produced the most probable or recommended Hubble constant value of 67.2(69 (km/sec/Mpc. This recommended value is based on the last 20 years of experimental research and includes contributions from different types of measurements. The present result implies (14.55 ± 1.51 × 109 years as a rough estimate for the age of the Universe. The complete list of recommended results is given and possible implications are discussed.

A PANCHROMATIC CATALOG OF EARLY-TYPE GALAXIES AT INTERMEDIATE REDSHIFT IN THE HUBBLE SPACE TELESCOPE WIDE FIELD CAMERA 3 EARLY RELEASE SCIENCE FIELD

International Nuclear Information System (INIS)

Rutkowski, M. J.; Cohen, S. H.; Windhorst, R. A.; Kaviraj, S.; Crockett, R. M.; Silk, J.; O'Connell, R. W.; Hathi, N. P.; McCarthy, P. J.; Ryan, R. E. Jr.; Koekemoer, A.; Bond, H. E.; Yan, H.; Kimble, R. A.; Balick, B.; Calzetti, D.; Disney, M. J.; Dopita, M. A.; Frogel, J. A.; Hall, D. N. B.

2012-01-01

In the first of a series of forthcoming publications, we present a panchromatic catalog of 102 visually selected early-type galaxies (ETGs) from observations in the Early Release Science (ERS) program with the Wide Field Camera 3 (WFC3) on the Hubble Space Telescope (HST) of the Great Observatories Origins Deep Survey-South (GOODS-S) field. Our ETGs span a large redshift range, 0.35 ∼ 11 * [M ☉ ] 12 . By transforming the observed photometry into the Galaxy Evolution Explorer FUV and NUV, Johnson V, and Sloan Digital Sky Survey g' and r' bandpasses we identify a noteworthy diversity in the rest-frame UV-optical colors and find the mean rest-frame (FUV–V) = 3.5 and (NUV–V) = 3.3, with 1σ standard deviations ≅1.0. The blue rest-frame UV-optical colors observed for most of the ETGs are evidence for star formation during the preceding gigayear, but no systems exhibit UV-optical photometry consistent with major recent (∼<50 Myr) starbursts. Future publications which address the diversity of stellar populations likely to be present in these ETGs, and the potential mechanisms by which recent star formation episodes are activated, are discussed.

Preschoolers' Recall of Science Content From Educational Videos Presented With and Without Songs

Science.gov (United States)

Schechter, Rachel L.

This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and its parts) and their use of the precise scientific terms presented in the episode. A total of 91 preschoolers were included (3-5 years old). Clusters of children were randomly assigned to a control group or one of three video groups: (a) Dialogue Only, which did not include a song; (b) Dialogue Plus Lyrics, which included a song; or (c) Lyrics Only, which consisted of a song, played twice. Results from interviews suggested that children from all video groups (lyrics and/or dialogue) were able to explain the form and function of a pulley better than the control group. The data suggested that children from the Lyrics Only group understood the science content because of the visual imagery, not through the information provided in the lyrics. In terms of precise vocabulary terms, significantly more children in the Dialogue Only group recalled at least one precise term from the program compared to the Lyrics Only group. Looking at the interview as a whole, the children's responses suggested different levels of scientific understanding. Children would require additional teacher-led instruction to deepen their scientific understanding and to clarify any misconceptions. This paper discusses implications of these findings for teachers using multi-media tools in the science classroom and producers creating new educational programming for television and other platforms.

Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

Science.gov (United States)

Lochmiller, Chad R.; Acker-Hocevar, Michele

2016-01-01

We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content…

Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

Science.gov (United States)

Peters, Erin E.

2012-01-01

Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

Measurement of Hubble constant: non-Gaussian errors in HST Key Project data

Energy Technology Data Exchange (ETDEWEB)

Singh, Meghendra [Dr. A.P.J. Abdul Kalam Technical University, Uttar Pradesh, Lucknow, 226021 India (India); Gupta, Shashikant; Pandey, Ashwini [Amity University Haryana, Gurgaon, Haryana, 122413 India (India); Sharma, Satendra, E-mail: meghendrasingh_db@yahoo.co.in, E-mail: shashikantgupta.astro@gmail.com, E-mail: satyamkashwini@gmail.com, E-mail: ssharma_phy@yahoo.co.uk [Yobe State University, Damaturu, Yobe State (Nigeria)

2016-08-01

Assuming the Central Limit Theorem, experimental uncertainties in any data set are expected to follow the Gaussian distribution with zero mean. We propose an elegant method based on Kolmogorov-Smirnov statistic to test the above; and apply it on the measurement of Hubble constant which determines the expansion rate of the Universe. The measurements were made using Hubble Space Telescope. Our analysis shows that the uncertainties in the above measurement are non-Gaussian.

Legitimizing ESS Big Science as a collaboration across boundaries

CERN Document Server

O'Dell, Tom

2013-01-01

Legitimizing ESS 'Big Science' is a broad epithet that can be associated with research projects as different as the Manhattan Project, the Hubble Telescope-construction, and the CERN-establishment in Geneva. While the science produced by these projects is vastly different, they have in common the fact that they all involve huge budgets, big facilities, complex instrumentation, years of planning, and large multidis...

SPECTROSCOPIC CONFIRMATION OF FAINT LYMAN BREAK GALAXIES NEAR REDSHIFT FIVE IN THE HUBBLE ULTRA DEEP FIELD

International Nuclear Information System (INIS)

Rhoads, James E.; Malhotra, Sangeeta; Cohen, Seth; Grogin, Norman; Hathi, Nimish; Ryan, Russell; Straughn, Amber; Windhorst, Rogier A.; Pirzkal, Norbert; Xu Chun; Koekemoer, Anton; Panagia, Nino; Dickinson, Mark; Ferreras, Ignacio; Gronwall, Caryl; Kuemmel, Martin; Walsh, Jeremy; Meurer, Gerhardt; Pasquali, Anna; Yan, H.-J.

2009-01-01

We present the faintest spectroscopically confirmed sample of z ∼ 5 Lyman break galaxies (LBGs) to date. The sample is based on slitless grism spectra of the Hubble Ultra Deep Field region from the Grism ACS Program for Extragalactic Science (GRAPES) and Probing Evolution and Reionization Spectroscopically (PEARS) projects, using the G800L grism on the Hubble Space Telescope Advanced Camera for Surveys. We report here confirmations of 39 galaxies, preselected as candidate LBGs using photometric selection criteria. We compare a 'traditional' V-dropout selection, based on the work of Giavalisco et al., to a more liberal one (with V - i > 0.9), and find that the traditional criteria are about 64% complete and 81% reliable. We also study the Lyα emission properties of our sample. We find that Lyα emission is detected in ∼1/4 of the sample, and that the liberal V-dropout color selection includes ∼55% of previously published line-selected Lyα sources. Finally, we examine our stacked two-dimensional spectra. We demonstrate that strong, spatially extended (∼1'') Lyα emission is not a generic property of these LBGs, but that a modest extension of the Lyα photosphere (compared to the starlight) may be present in those galaxies with prominent Lyα emission.

Celebrity over science? An analysis of Lyme disease video content on YouTube.

Science.gov (United States)

Yiannakoulias, N; Tooby, R; Sturrock, S L

2017-10-01

Lyme disease has been a subject of medical controversy for several decades. In this study we looked at the availability and type of content represented in a (n = 700) selection of YouTube videos on the subject of Lyme disease. We classified video content into a small number of content areas, and studied the relationship between these content areas and 1) video views and 2) video likeability. We found very little content uploaded by government or academic institutions; the vast majority of content was uploaded by independent users. The most viewed videos tend to contain celebrity content and personal stories; videos with prevention information tend to be of less interest, and videos with science and medical information tend to be less liked. Our results suggest that important public health information on YouTube is very likely to be ignored unless it is made more appealing to modern consumers of online video content. Copyright © 2017 Elsevier Ltd. All rights reserved.

A New Coherent Science Content Storyline Astronomy Course for Pre-Service Teachers at Penn State

Science.gov (United States)

Palma, Christopher; Plummer, Julia; Earth and Space Science Partnership

2016-01-01

The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. One of the ESSP goals has been to provide pre-service teachers with new or improved science course offerings at Penn State in the Earth and Space Science domains. In particular, we aim to provide students with opportunities to learn astronomy content knowledge through teaching methods that engage them in investigations where they experience the practices used by astronomers. We have designed a new course that builds on our research into students' ideas about Solar System astronomy (Plummer et al. 2015) and the curriculum our team created for a professional development workshop for in-service teachers (Palma et al. 2013) with this same theme. The course was offered for the first time in the spring 2015 semester. We designed the course using a coherent science content storyline approach (see, e.g., Palma et al. 2014), which requires all of the student investigations to build towards a big idea in science; in this case, we chose the model for formation of our Solar System. The course led pre-service teachers through a series of investigations that model the type of instruction we hope they will adopt in their own classrooms. They were presented with a series of research questions that all tie in to the big idea of Solar System formation, and they were responsible for collecting and interpreting their own data to draw evidence-based conclusions about one aspect of this model. Students in the course were assessed on their astronomy content knowledge, but also on their ability to construct arguments using scientific reasoning to answer astronomy questions. In this poster, we will present descriptions of the investigations, the assessments used, and our preliminary results about how the course led this group of pre-service teachers to improved understanding of astronomy content and the practices astronomers use in

The Hubble Frontier Fields: Engaging Multiple Audiences in Exploring the Cosmic Frontier

Science.gov (United States)

Lawton, Brandon L.; Smith, Denise A.; Summers, Frank; Ryer, Holly; Slivinski, Carolyn; Lotz, Jennifer M.

2017-06-01

The Hubble Frontier Fields is a multi-cycle program of six deep-field observations of strong-lensing galaxy clusters taken in parallel with six deep “blank fields.” The three-year long collaborative program began in late 2013 and is led by observations from NASA’s Great Observatories. The observations, now complete, allow astronomers to look deeper into the universe than ever before, and potentially uncover galaxies that are as much as 100 times fainter than what the telescopes can typically observe. The Frontier Fields science program is ideal for informing audiences about scientific advances and topics in STEM. The study of galaxy properties, statistics, optics, and Einstein’s theory of general relativity naturally leverages off of the science returns of the Frontier Fields program. As a result, the Space Telescope Science Institute’s Office of Public Outreach (OPO) has engaged multiple audiences over the past three years to follow the progress of the Frontier Fields.For over two decades, the STScI outreach program has sought to bring the wonders of the universe to the public and engage audiences in the adventure of scientific discovery. In addition, we are leveraging the reach of the new NASA’s Universe of Learning education program to bring the science of the Frontier Fields to informal education audiences. The main underpinnings of the STScI outreach program and the Universe of Learning education program are scientist-educator development teams, partnerships, and an embedded program evaluation component. OPO is leveraging the infrastructure of these education and outreach programs to bring the Frontier Fields science program to the education community and the public in a cost-effective way.This talk will feature highlights over the past three years of the program. We will highlight OPO’s strategies and infrastructure that allows for the quick delivery of groundbreaking science to the education community and public.

Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice

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Bahcivan, Eralp; Cobern, William W.

2016-01-01

This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with…

On the determination of the Hubble constant

International Nuclear Information System (INIS)

Gurzadyan, V.G.; Harutyunyan, V.V.; Kocharyan, A.A.

1990-10-01

The possibility of an alternative determination of the distance scale of the Universe and the Hubble constant based on the numerical analysis of the hierarchical nature of the large scale Universe (galaxies, clusters and superclusters) is proposed. The results of computer experiments performed by means of special numerical algorithms are represented. (author). 9 refs, 7 figs

Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

Science.gov (United States)

Lavadia, Linda

Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

Structure and dynamics of European sports science textual contents: Analysis of ECSS abstracts (1996-2014).

Science.gov (United States)

Hristovski, Robert; Aceski, Aleksandar; Balague, Natalia; Seifert, Ludovic; Tufekcievski, Aleksandar; Cecilia, Aguirre

2017-02-01

The article discusses general structure and dynamics of the sports science research content as obtained from the analysis of 21998 European College of Sport Science abstracts belonging to 12 science topics. The structural analysis showed intertwined multidisciplinary and unifying tendencies structured along horizontal (scope) and vertical (level) axes. Methodological (instrumental and mode of inquiry) integrative tendencies are dominant. Theoretical integrative tendencies are much less detectable along both horizontal and vertical axes. The dynamic analysis of written abstracts text content over the 19 years reveals the contextualizing and guiding role of thematic skeletons of each sports science topic in forming more detailed contingent research ideas and the role of the latter in stabilizing and procreating the former. This circular causality between both hierarchical levels and functioning on separate characteristic time scales is crucial for understanding how stable research traditions self-maintain and self-procreate through innovative contingencies. The structure of sports science continuously rebuilds itself through use and re-use of contingent research ideas. The thematic skeleton ensures its identity and the contingent conceptual sets its flexibility and adaptability to different research or applicative problems.

Probing Very Bright End of Galaxy Luminosity Function at z >~ 7 Using Hubble Space Telescope Pure Parallel Observations

Science.gov (United States)

Yan, Haojing; Yan, Lin; Zamojski, Michel A.; Windhorst, Rogier A.; McCarthy, Patrick J.; Fan, Xiaohui; Röttgering, Huub J. A.; Koekemoer, Anton M.; Robertson, Brant E.; Davé, Romeel; Cai, Zheng

2011-02-01

We report the first results from the Hubble Infrared Pure Parallel Imaging Extragalactic Survey, which utilizes the pure parallel orbits of the Hubble Space Telescope to do deep imaging along a large number of random sightlines. To date, our analysis includes 26 widely separated fields observed by the Wide Field Camera 3, which amounts to 122.8 arcmin2 in total area. We have found three bright Y 098-dropouts, which are candidate galaxies at z >~ 7.4. One of these objects shows an indication of peculiar variability and its nature is uncertain. The other two objects are among the brightest candidate galaxies at these redshifts known to date (L>2L*). Such very luminous objects could be the progenitors of the high-mass Lyman break galaxies observed at lower redshifts (up to z ~ 5). While our sample is still limited in size, it is much less subject to the uncertainty caused by "cosmic variance" than other samples because it is derived using fields along many random sightlines. We find that the existence of the brightest candidate at z ≈ 7.4 is not well explained by the current luminosity function (LF) estimates at z ≈ 8. However, its inferred surface density could be explained by the prediction from the LFs at z ≈ 7 if it belongs to the high-redshift tail of the galaxy population at z ≈ 7. Based on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with programs 11700 and 11702.

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

Science.gov (United States)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

Construcción de un diagrama de Hubble: Una herramienta para la Enseñanza de la Astronomía

Directory of Open Access Journals (Sweden)

Giovanni Cardona Rodriguez

2016-06-01

Full Text Available Se presenta una actividad que puede apoyar el trabajo de los docentes que dirigen  clubes de Astronomía y quieren abordar el tema de evolución del Universo, ya que   se  reconstruye  la ley de Hubble  a partir de la construcción de un Diagrama de Hubble con  datos  tomados del Sloan Digital Sky Survey   (SDSS ,  del  cual se obtiene el valor del parámetro de Hubble y se infiere la expansión del Universo. Esta actividad  didáctica permite a los profesores orientar a sus estudiantes por el camino que siguió Hubble  para determinar su ley, en este sentido se exponen algunas implicaciones de aplicación de la misma en el contexto de la formación de profesores de física y de los clubes de Astronomía.  Construction of a Hubble Diagram: A tool for teaching astronomy This article presents the construction and analysis of an activity that can support the work of teachers who run Astronomy clubs and want to address the issue of evolution of the Universe. Here Hubble's law is reconstructed by reproducing a Hubble diagram with Sloan Digital Sky Survey's (SDSS data, from which the Hubble parameter value is obtained and the expansion of the Universe is inferred. This educational activity allows teachers to guide their students along the path followed by Hubble to determine his law. In this sense some implications of applying the latter are discussed in the context of teacher's training in Physics and Astronomy clubs. Construção de um diagrama de Hubble: Uma ferramenta para ensino de astronomía Se apresenta uma actividade que pode apoiar o trabalho dos professores que dirigem clubes de Astronomia e querem abordar a questão da evolução do Universo, como a lei de Hubble é reconstruída a partir da reprodução de um diagrama de Hubble com os dados tomados do Sloan digital Sky Survey (SDSS, é achado o parâmetro de Hubble e inferida a expansão do universo. Esta actividade educativa permite aos professores orientar seus alunos ao

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

Science.gov (United States)

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-10-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

HUBBLE CAPTURES THE HEART OF STAR BIRTH

Science.gov (United States)

2002-01-01

about 35,000 light-years across. The right-hand image, taken by WFPC2, provides a closer look at the flurry of star birth at the galaxy's core. The star clusters (blue) can be seen (and many more are likely obscured) amid thick lanes of gas and dust. This image shows that stars are often born in compact clusters within star bursts, and that dense gas and dust heavily obscures the star burst region. The brightest knot of star birth seen here is probably a giant cluster of stars, about 100 light-years in diameter, at the very center of the galaxy. The other star clusters are about 10 to 50 light-years in diameter. The entire star burst region shown here is about 3,000 light-years across. This galaxy is about 40 million light-years away in the southern constellation Columba. The observation was taken Aug. 14, 1997, and was the last of 13 Hubble Space Telescope amateur programs. Credits: Jim Flood, an amateur astronomer affiliated with Sperry Observatory at Union College in New Jersey, and Max Mutchler, a member of the Space Telescope Science Institute staff who volunteered to work with Jim.

HUBBLE CAPTURES MERGER BETWEEN QUASAR AND GALAXY

Science.gov (United States)

2002-01-01

This NASA Hubble Space Telescope image shows evidence fo r a merger between a quasar and a companion galaxy. This surprising result might require theorists to rethink their explanations for the nature of quasars, the most energetic objects in the universe. The bright central object is the quasar itself, located several billion light-years away. The two wisps on the (left) of the bright central object are remnants of a bright galaxy that have been disrupted by the mutual gravitational attraction between the quasar and the companion galaxy. This provides clear evidence for a merger between the two objects. Since their discovery in 1963, quasars (quasi-stellar objects) have been enigmatic because they emit prodigious amounts of energy from a very compact source. The most widely accepted model is that a quasar is powered by a supermassive black hole in the core of a galaxy. These new observations proved a challenge for theorists as no current models predict the complex quasar interactions unveiled by Hubble. The image was taken with the Wide Field Planetary Camera-2. Credit: John Bahcall, Institute for Advanced Study, NASA.

The Ways to Promote Pre-service Science Teachers’ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course

Directory of Open Access Journals (Sweden)

Siriphan Satthaphon

2017-09-01

Full Text Available This classroom action research aimed to study the ways to promote pre-service science teachers’ pedagogical content knowledge for inquiry (PCK for inquiry. The participants were 37 students who enrolled in Learning Management in Science course in academic year 2014. Multiple data sources including students’ lesson plans, reflective journals, teacher’s logs, and worksheets were collected. The inductive approach was used to analyze data. The findings revealed the ways to promote pre-service science teachers’ PCK for inquiry consisted of being teacher’s explicit role model ; providing students to reflect their practices that link between their knowledge and understandings ; reflection from video case ; collaboration between students and teacher in learning activities planning, and allowing students to practice in actual situation could be better influence students not only reflect their understandings but also design, and teach science through inquiry.

Brain Based Learning in Science Education in Turkey: Descriptive Content and Meta Analysis of Dissertations

Science.gov (United States)

Yasar, M. Diyaddin

2017-01-01

This study aimed at performing content analysis and meta-analysis on dissertations related to brain-based learning in science education to find out the general trend and tendency of brain-based learning in science education and find out the effect of such studies on achievement and attitude of learners with the ultimate aim of raising awareness…

Hubble Space Telescope: Should NASA Proceed with a Servicing Mission?

National Research Council Canada - National Science Library

Morgan, Daniel

2006-01-01

The National Aeronautics and Space Administration (NASA) estimates that without a servicing mission to replace key components, the Hubble Space Telescope will cease scientific operations in 2008 instead of 2010...

Learning about the Nature of Science Using Newspaper Articles with Scientific Content

Science.gov (United States)

García-Carmona, Antonio; Acevedo Díaz, José Antonio

2016-01-01

This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First,…

The Prevalence of Tobacco, Hubble-Bubble, Alcoholic Drinks, Drugs, and Stimulants among High-School Students

Directory of Open Access Journals (Sweden)

Roghayeh Alaee

2011-08-01

Full Text Available Introduction: The purpose of the present study was to investigate the prevalence of tobacco, hubble-bubble, alcoholic drinks, and other drugs among Karaj high-school students in 2011. Methods: The research method was a descriptive-sectional study. Participants of this study were 447 girl and boy high-school students of Karaj that were selected by clustering random sampling. For data gathering, drug abuse questionnaire, and risk and protective factors inventory were administered among selected sample. Results: According to the results, 57% of students in this study said that they have had experiences with a kind of drug including tobacco, hubble-bubble, alcoholic drinks, and other drugs at least once in their lives. The study showed the prevalence for soft drugs: hubble-bubble, tobacco, and alcoholic drinks, and for hard drugs ecstasy, opium, hashish, meth, crack, and heroin respectively. Conclusion: Soft drugs including hubble-bubble, tobacco, and alcoholic drinks, are the most common among Karaj high-school students. The prevalence of hard drugs among them is rather low.

A neuromathematical model of human information processing and its application to science content acquisition

Science.gov (United States)

Anderson, O. Roger

The rate of information processing during science learning and the efficiency of the learner in mobilizing relevant information in long-term memory as an aid in transmitting newly acquired information to stable storage in long-term memory are fundamental aspects of science content acquisition. These cognitive processes, moreover, may be substantially related in tempo and quality of organization to the efficiency of higher thought processes such as divergent thinking and problem-solving ability that characterize scientific thought. As a contribution to our quantitative understanding of these fundamental information processes, a mathematical model of information acquisition is presented and empirically evaluated in comparison to evidence obtained from experimental studies of science content acquisition. Computer-based models are used to simulate variations in learning parameters and to generate the theoretical predictions to be empirically tested. The initial tests of the predictive accuracy of the model show close agreement between predicted and actual mean recall scores in short-term learning tasks. Implications of the model for human information acquisition and possible future research are discussed in the context of the unique theoretical framework of the model.

Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study

Science.gov (United States)

Love, Tyler S.; Wells, John G.; Parkes, Kelly A.

2017-01-01

A modified Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&E) educators' teaching of science, and T&E content and practices, as called for by the "Standards for Technological Literacy: Content for the Study of Technology"…

Learning on the Trail: A Content Analysis of a University Arboretum's Exemplary Interpretive Science Signage System

Science.gov (United States)

Wandersee, James H.; Clary, Renee M.

2007-01-01

This is an in-depth content analysis of an exemplary outdoor science signage system. The authors offer useful criteria for assessing the quality of the "opportunity to learn" within science signage systems in informal educational sites. This research may be helpful in the design or improvement of trailside interpretive signage systems.

Hubble Space Telescope nickel hydrogen battery system briefing

Science.gov (United States)

Nawrocki, David; Saldana, David; Rao, Gopal

1993-01-01

The topics covered are presented in viewgraph form and include the following: the Hubble Space Telescope (HST) Mission; system constraints; battery specification; battery module; simplified block diagram; cell design summary; present status; voltage decay; system depth of discharge; pressure since launch; system capacity; eclipse time vs. trickle charge; capacity test objectives; and capacity during tests.

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

Science.gov (United States)

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-11-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

The Carnegie-Chicago Hubble Program: Discovery of the Most Distant Ultra-faint Dwarf Galaxy in the Local Universe

Science.gov (United States)

Lee, Myung Gyoon; Jang, In Sung; Beaton, Rachael; Seibert, Mark; Bono, Giuseppe; Madore, Barry

2017-02-01

Ultra-faint dwarf galaxies (UFDs) are the faintest known galaxies, and due to their incredibly low surface brightness, it is difficult to find them beyond the Local Group. We report a serendipitous discovery of a UFD, Fornax UFD1, in the outskirts of NGC 1316, a giant galaxy in the Fornax cluster. The new galaxy is located at a projected radius of 55 kpc in the south-east of NGC 1316. This UFD is found as a small group of resolved stars in the Hubble Space Telescope images of a halo field of NGC 1316, obtained as part of the Carnegie-Chicago Hubble Program. Resolved stars in this galaxy are consistent with being mostly metal-poor red giant branch (RGB) stars. Applying the tip of the RGB method to the mean magnitude of the two brightest RGB stars, we estimate the distance to this galaxy, 19.0 ± 1.3 Mpc. Fornax UFD1 is probably a member of the Fornax cluster. The color-magnitude diagram of these stars is matched by a 12 Gyr isochrone with low metallicity ([Fe/H] ≈ -2.4). Total magnitude and effective radius of Fornax UFD1 are MV ≈ -7.6 ± 0.2 mag and reff = 146 ± 9 pc, which are similar to those of Virgo UFD1 that was discovered recently in the intracluster field of Virgo by Jang & Lee. Fornax UFD1 is the most distant known UFD that is confirmed by resolved stars. This indicates that UFDs are ubiquitous and that more UFDs remain to be discovered in the Fornax cluster. Based on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with programs #10505 and #13691.

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.

Hubble Space Telescope Observations of cD Galaxies and Their Globular Cluster Systems

Science.gov (United States)

Jordán, Andrés; Côté, Patrick; West, Michael J.; Marzke, Ronald O.; Minniti, Dante; Rejkuba, Marina

2004-01-01

We have used WFPC2 on the Hubble Space Telescope (HST) to obtain F450W and F814W images of four cD galaxies (NGC 541 in Abell 194, NGC 2832 in Abell 779, NGC 4839 in Abell 1656, and NGC 7768 in Abell 2666) in the range 5400 km s-1cluster (GC) systems reveals no anomalies in terms of specific frequencies, metallicity gradients, average metallicities, or the metallicity offset between the globular clusters and the host galaxy. We show that the latter offset appears roughly constant at Δ[Fe/H]~0.8 dex for early-type galaxies spanning a luminosity range of roughly 4 orders of magnitude. We combine the globular cluster metallicity distributions with an empirical technique described in a series of earlier papers to investigate the form of the protogalactic mass spectrum in these cD galaxies. We find that the observed GC metallicity distributions are consistent with those expected if cD galaxies form through the cannibalism of numerous galaxies and protogalactic fragments that formed their stars and globular clusters before capture and disruption. However, the properties of their GC systems suggest that dynamical friction is not the primary mechanism by which these galaxies are assembled. We argue that cD's instead form rapidly, via hierarchical merging, prior to cluster virialization. Based on observations with the NASA/ESA Hubble Space Telescope obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555 Based in part on observations obtained at the European Southern Observatory, for VLT program 68.D-0130(A).

Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

Science.gov (United States)

Fraser, William J.

2017-01-01

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI).…

WFIRST: Science from Deep Field Surveys

Science.gov (United States)

Koekemoer, Anton; Foley, Ryan; WFIRST Deep Field Working Group

2018-01-01

WFIRST will enable deep field imaging across much larger areas than those previously obtained with Hubble, opening up completely new areas of parameter space for extragalactic deep fields including cosmology, supernova and galaxy evolution science. The instantaneous field of view of the Wide Field Instrument (WFI) is about 0.3 square degrees, which would for example yield an Ultra Deep Field (UDF) reaching similar depths at visible and near-infrared wavelengths to that obtained with Hubble, over an area about 100-200 times larger, for a comparable investment in time. Moreover, wider fields on scales of 10-20 square degrees could achieve depths comparable to large HST surveys at medium depths such as GOODS and CANDELS, and would enable multi-epoch supernova science that could be matched in area to LSST Deep Drilling fields or other large survey areas. Such fields may benefit from being placed on locations in the sky that have ancillary multi-band imaging or spectroscopy from other facilities, from the ground or in space. The WFIRST Deep Fields Working Group has been examining the science considerations for various types of deep fields that may be obtained with WFIRST, and present here a summary of the various properties of different locations in the sky that may be considered for future deep fields with WFIRST.

Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

Science.gov (United States)

Niepold, F.; Byers, A.

2009-12-01

The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

Science.gov (United States)

Kind, Vanessa

2016-01-01

This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via content-specific vignettes and questionnaire, respectively, prior to participation in a UK-based teacher…

The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

Science.gov (United States)

Drechsel, Barbara; Carstensen, Claus; Prenzel, Manfred

2011-01-01

This paper focuses interest in science as one of the attitudinal aspects of scientific literacy. Large-scale data from the Programme for International Student Assessment (PISA) 2006 are analysed in order to describe student interest more precisely. So far the analyses have provided a general indicator of interest, aggregated over all contexts and contents in the science test. With its innovative approach PISA embeds interest items within the cognitive test unit and its contents and contexts. The main difference from conventional interest measures is that in most questionnaires, a relatively small number of interest items cover broad fields of contents and contexts. The science units represent a number of systematically differentiated scientific contexts and contents. The units' stimulus texts allow for concrete descriptions of relevant content aspects, applications, and contexts. In the analyses, multidimensional item response models are applied in order to disentangle student interest. The results indicate that multidimensional models fit the data. A two-dimensional model separating interest into two different knowledge of science dimensions described in the PISA science framework is further analysed with respect to gender, performance differences, and country. The findings give a comprehensive description of students' interest in science. The paper deals with methodological problems and describes requirements of the test construction for further assessments. The results are discussed with regard to their significance for science education.

Hubble's Law Implies Benford's Law for Distances to Galaxies ...

Indian Academy of Sciences (India)

in both time and space, predicts that conformity to Benford's law will improve as more data on distances to galaxies becomes available. Con- versely, with the logical derivation of this law presented here, the recent empirical observations may beviewed as independent evidence of the validity of Hubble's law. Key words.

Remarks on the low value obtained for the Hubble constant

International Nuclear Information System (INIS)

Jaakkola, Toivo

1975-01-01

Some remarks are made on the basis of the data given by Sandage and Tamman, suggesting that these authors have over-estimated the distances to the most luminous galaxies and obtained a value too low for the Hubble constant [fr

An independent determination of the local Hubble constant

Science.gov (United States)

Fernández Arenas, David; Terlevich, Elena; Terlevich, Roberto; Melnick, Jorge; Chávez, Ricardo; Bresolin, Fabio; Telles, Eduardo; Plionis, Manolis; Basilakos, Spyros

2018-02-01

The relationship between the integrated H β line luminosity and the velocity dispersion of the ionized gas of H II galaxies and giant H II regions represents an exciting standard candle that presently can be used up to redshifts z ˜ 4. Locally it is used to obtain precise measurements of the Hubble constant by combining the slope of the relation obtained from nearby (z ≤ 0.2) H II galaxies with the zero-point determined from giant H II regions belonging to an `anchor sample' of galaxies for which accurate redshift-independent distance moduli are available. We present new data for 36 giant H II regions in 13 galaxies of the anchor sample that includes the megamaser galaxy NGC 4258. Our data are the result of the first 4 yr of observation of our primary sample of 130 giant H II regions in 73 galaxies with Cepheid determined distances. Our best estimate of the Hubble parameter is 71.0 ± 2.8(random) ± 2.1(systematic) km s- 1Mpc- 1. This result is the product of an independent approach and, although at present less precise than the latest SNIa results, it is amenable to substantial improvement.

Hubble Space Telescope Snapshot Survey for Resolved Companions of Galactic Cepheids

Science.gov (United States)

Evans, Nancy Remage; Bond, Howard E.; Schaefer, Gail H.; Mason, Brian D.; Tingle, Evan; Karovska, Margarita; Pillitteri, Ignazio

2016-05-01

We have conducted an imaging survey with the Hubble Space Telescope Wide Field Camera 3 (WFC3) of 70 Galactic Cepheids, typically within 1 kpc, with the aim of finding resolved physical companions. The WFC3 field typically covers the 0.1 pc area where companions are expected. In this paper, we identify 39 Cepheids having candidate companions, based on their positions in color-magnitude diagrams, and having separations ⩾ 5'' from the Cepheids. We use follow-up observations of 14 of these candidates with XMM-Newton, and of one of them with ROSAT, to separate X-ray-active young stars (probable physical companions) from field stars (chance alignments). Our preliminary estimate, based on the optical and X-ray observations, is that only 3% of the Cepheids in the sample have wide companions. Our survey easily detects resolved main-sequence companions as faint as spectral type K. Thus the fact that the two most probable companions (those of FF Aql and RV Sco) are earlier than type K is not simply a function of the detection limit. We find no physical companions having separations larger than 4000 au in the X-ray survey. Two Cepheids are exceptions in that they do have young companions at significantly larger separations (δ Cep and S Nor), but both belong to a cluster or a loose association, so our working model is that they are not gravitationally bound binary members, but rather cluster/association members. All of these properties provide constraints on both star formation and subsequent dynamical evolution. The low frequency of true physical companions at separations > 5'' is confirmed by examination of the subset of the nearest Cepheids and also the density of the fields. Based on observations with the NASA/ESA Hubble Space Telescope obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555.

Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

NARCIS (Netherlands)

Alayyar, G.; Fisser, Petra; Voogt, Joke

2012-01-01

The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

Developing Technological Pedagogical Content Knowledge in pre-service science teachers : Support from blended learning

NARCIS (Netherlands)

Alayyar, G.; Fisser, Petra; Voogt, Joke

2012-01-01

The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

On the Luminosity Distance and the Hubble Constant

OpenAIRE

Yuri Heymann

2013-01-01

By differentiating luminosity distance with respect to time using its standard formula we find that the peculiar velocity is a time varying velocity of light. Therefore, a new definition of the luminosity distance is provided such that the peculiar velocity is equal to c. Using this definition a Hubble constant H0 = 67.3 km s−1 Mpc−1 is obtained from supernovae data.

Resonance – Journal of Science Education | Indian Academy of ...

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 14; Issue 3. Edwin Powell Hubble. Swara Ravindranath. Article-in-a-Box Volume 14 Issue 3 March 2009 pp 211-213. Fulltext. Click here to view fulltext PDF. Permanent link: https://www.ias.ac.in/article/fulltext/reso/014/03/0211-0213. Author Affiliations.

Content, format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

Science.gov (United States)

Williams, Richard L.; Yore, Larry D.

Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

Science.gov (United States)

Beaver, Melanie S.

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

Science.gov (United States)

Mavhunga, Elizabeth; Rollnick, Marissa

2016-12-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices

OpenAIRE

Love, Tyler Scott

2015-01-01

With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive...

The ESA Hubble 15th Anniversary Campaign: A Trans-European collaboration project

Science.gov (United States)

Zoulias, Manolis; Christensen, Lars Lindberg; Kornmesser, Martin

2006-08-01

On April 24th 2005, NASA/ESA Hubble Space Telescope had been in orbit for 15 years. The anniversary was celebrated by ESA with the production of an 83 min. scientific movie and a 120 pages book, both titled ``Hubble, 15 years of discovery''. In order to cross language and distribution barriers a network of 16 translators and 22 partners from more than 10 countries was established. The DVD was distributed in approximately 700,000 copies throughout Europe. The project was amongst the largest of its kind with respect to collaboration, distribution and audience impact. It clearly demonstrated how international collaboration can produce effective cross-cultural educational and outreach products for astronomy.

Dynamical friction: The Hubble diagram as a cosmological test

International Nuclear Information System (INIS)

Gunn, J.E.; Tinsley, B.M.

1976-01-01

Effects on the Hubble diagram of the frictional accretion of small cluster galaxies by large ones, to which Ostriker and Tremaine have recently drawn attention, must be accurately determined if the magnitude-redshift relation is to become a viable cosmological test. We find that the process might be detectable through the concomitant change in galaxy colors, but that its effect on the dispersion of magnitudes of first-ranked cluster galaxies would be negligible even if the change in average magnitude is very important. The sign of the effect of accretion on the luminosity observed within a given aperture depends on the structures of the galaxies involved. The size of the effect not only depends sensitively on the galaxy structures, but is also amplified when the relatively recent collapse times of the clusters are taken into account. It is vital to answer the complicated observational and theoretical questions raised by these preliminary calculations, because the Hubble diagram remains the most promising approach to the deceleration parameter q 0 . Local tests of the density of the universe do not give equivalent information

Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

Science.gov (United States)

Hubbard, Aleata Kimberly

2017-01-01

In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

Science.gov (United States)

Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

2016-01-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research.

Science.gov (United States)

Xu, Linjia; Huang, Biaowen; Wu, Guosheng

2015-11-01

This study attempted to illuminate the cause and relation between government, scholars, disciplines, and societal aspects, presenting data from a content analysis of published research with the key word "science communication" (Symbol: see text) in the title or in the key words, including academic papers published in journals and dissertations from the China National Knowledge Infrastructure database. Of these, 572 articles were coded using categories that identified science topics, theory, authorship, and methods used in each study to examine the breadth and depth that Science Communication has achieved since its inception in China. This study explored the dominance of History and Philosophy of Science scholars rather than Communication scholars. We also explored how science communication research began from theories and concepts instead of science report analysis and the difficulties of the shift from public understanding of science to public engagement in China. © The Author(s) 2015.

The Hubble Space Telescope: UV, Visible, and Near-Infrared Pursuits

Science.gov (United States)

Wiseman, Jennifer

2010-01-01

The Hubble Space Telescope continues to push the limits on world-class astrophysics. Cameras including the Advanced Camera for Surveys and the new panchromatic Wide Field Camera 3 which was installed nu last year's successful servicing mission S2N4,o{fer imaging from near-infrared through ultraviolet wavelengths. Spectroscopic studies of sources from black holes to exoplanet atmospheres are making great advances through the versatile use of STIS, the Space Telescope Imaging Spectrograph. The new Cosmic Origins Spectrograph, also installed last year, is the most sensitive UV spectrograph to fly io space and is uniquely suited to address particular scientific questions on galaxy halos, the intergalactic medium, and the cosmic web. With these outstanding capabilities on HST come complex needs for laboratory astrophysics support including atomic and line identification data. I will provide an overview of Hubble's current capabilities and the scientific programs and goals that particularly benefit from the studies of laboratory astrophysics.

A Scientific Revolution: The Hubble and James Webb Space Telescopes

Science.gov (United States)

Gardner, Jonathan P.

2010-01-01

Astronomy is going through a scientific revolution, responding to a flood of data from the Hubble Space Telescope, other space missions, and large telescopes on the ground. In this talk, I will discuss some of the important discoveries of the last decade, from dwarf planets in the outer Solar System to the mysterious dark energy that overcomes gravity to accelerate the expansion of the Universe. The next decade will be equally bright with the newly refurbished Hubble and the promise of its successor, the James Webb Space Telescope. An infrared-optimized 6.5m space telescope, Webb is designed to find the first galaxies that formed in the early universe and to peer into the dusty gas clouds where stars and planets are born. With MEMS technology, a deployed primary mirror and a tennis-court sized sunshield, the mission presents many technical challenges. I will describe Webb's scientific goals, its design and recent progress in constructing the observatory. Webb is scheduled for launch in 2014.

Distance to M33 determined from magnitude corrections to Hubble's original cepheid photometry

International Nuclear Information System (INIS)

Sandage, A.

1983-01-01

New photoelectric photometry in Selected Area 45, and transfers from a faint photoelectric sequence adjacent to the south-preceding arm in M33 have been made to the comparison stars for Hubble's Cepheids in M33. Progressive magnitude corrections are required to Hubble's M33 scales, reaching 2.8 mag at the limit of the Mount Wilson 2.5-m Hooker reflector. Hubble's Cepheid light curves have been corrected to the B photoelectric system, and new photometric parameters are given for 35 of his variables. The P-L relation agrees in zero point to within 0.2 mag of the P-L relation from independent data by Sandage and Carlson for 12 new Cepheids in an outlying region of M33. Application of an adopted absolute P-L relation, calibrated by Martin, Warren, and Feast, to these data gives an apparent blue modulus of (m-M)/sup AB//sub M33/ = 25.35, which is 0.67 mag fainter than a previously adopted value, and represents a factor of 4.2 increase of Hubble's earliest distance. Three consequences of this larger apparent distance modulus are (1) the mean absolute magnitude of the first three brightest red supergiants is M/sup max//sub left-angle-bracketV/(3)> = -8.7 rather than approx.-8.0 in M33, complicating but not destroying use of red supergiants as distance indicators, (2) the mean absolute magnitude of the two brightest blue irregular supergiant variables is M/sub left-angle-bracketB/(2)> = -9.95, which is close to the value for the brightest known supergiants in the galaxy, and (3) the absolute magnitude of M33 itself is brighter than heretofore assumed

The Politics of Developing and Maintaining Mathematics and Science Curriculum Content Standards. Research Monograph.

Science.gov (United States)

Kirst, Michael W.; Bird, Robin L.

The movement toward math and science curriculum standards is inextricably linked with high-stakes politics. There are two major types of politics discussed in this paper: the allocation of curriculum content, and the political issues involved in systemic change. Political strategies for gaining assent to national, state, and local content…

Making Data Mobile: The Hubble Deep Field Academy iPad app

Science.gov (United States)

Eisenhamer, Bonnie; Cordes, K.; Davis, S.; Eisenhamer, J.

2013-01-01

Many school districts are purchasing iPads for educators and students to use as learning tools in the classroom. Educators often prefer these devices to desktop and laptop computers because they offer portability and an intuitive design, while having a larger screen size when compared to smart phones. As a result, we began investigating the potential of adapting online activities for use on Apple’s iPad to enhance the dissemination and usage of these activities in instructional settings while continuing to meet educators’ needs. As a pilot effort, we are developing an iPad app for the “Hubble Deep Field Academy” - an activity that is currently available online and commonly used by middle school educators. The Hubble Deep Field Academy app features the HDF-North image while centering on the theme of how scientists use light to explore and study the universe. It also includes features such as embedded links to vocabulary, images and videos, teacher background materials, and readings about Hubble’s other deep field surveys. It is our goal is to impact students’ engagement in STEM-related activities, while enhancing educators’ usage of NASA data via new and innovative mediums. We also hope to develop and share lessons learned with the E/PO community that can be used to support similar projects. We plan to test the Hubble Deep Field Academy app during the school year to determine if this new activity format is beneficial to the education community.

Quasar Host Galaxies/Neptune Rotation/Galaxy Building Blocks/Hubble Deep Field/Saturn Storm

Science.gov (United States)

2001-01-01

Computerized animations simulate a quasar erupting in the core of a normal spiral galaxy, the collision of two interacting galaxies, and the evolution of the universe. Hubble Space Telescope (HST) images show six quasars' host galaxies (including spirals, ellipticals, and colliding galaxies) and six clumps of galaxies approximately 11 billion light years away. A false color time lapse movie of Neptune displays the planet's 16-hour rotation, and the evolution of a storm on Saturn is seen though a video of the planet's rotation. A zoom sequence starts with a ground-based image of the constellation Ursa major and ends with the Hubble Deep Field through progressively narrower and deeper views.

MOVING OBJECTS IN THE HUBBLE ULTRA DEEP FIELD

Energy Technology Data Exchange (ETDEWEB)

Kilic, Mukremin; Gianninas, Alexandros [Homer L. Dodge Department of Physics and Astronomy, University of Oklahoma, 440 W. Brooks St., Norman, OK 73019 (United States); Von Hippel, Ted, E-mail: kilic@ou.edu, E-mail: alexg@nhn.ou.edu, E-mail: ted.vonhippel@erau.edu [Embry-Riddle Aeronautical University, 600 S. Clyde Morris Blvd., Daytona Beach, FL 32114 (United States)

2013-09-01

We identify proper motion objects in the Hubble Ultra Deep Field (UDF) using the optical data from the original UDF program in 2004 and the near-infrared data from the 128 orbit UDF 2012 campaign. There are 12 sources brighter than I = 27 mag that display >3{sigma} significant proper motions. We do not find any proper motion objects fainter than this magnitude limit. Combining optical and near-infrared photometry, we model the spectral energy distribution of each point-source using stellar templates and state-of-the-art white dwarf models. For I {<=} 27 mag, we identify 23 stars with K0-M6 spectral types and two faint blue objects that are clearly old, thick disk white dwarfs. We measure a thick disk white dwarf space density of 0.1-1.7 Multiplication-Sign 10{sup -3} pc{sup -3} from these two objects. There are no halo white dwarfs in the UDF down to I = 27 mag. Combining the Hubble Deep Field North, South, and the UDF data, we do not see any evidence for dark matter in the form of faint halo white dwarfs, and the observed population of white dwarfs can be explained with the standard Galactic models.

Type I supernovae and angular anisotropy of the Hubble constant

International Nuclear Information System (INIS)

Le Denmat, Gerard; Vigier, J.-P.

1975-01-01

The observation of type I supernovae in distant galaxies yields an homogeneous sample of sources to evaluate their true distance. An examination of their distribution in the sky provides a significant confirmation of the angular anisotropy of the Hubble constant already observed by Rubin, Rubin and Ford [fr

Interactive Multimodal Molecular Set – Designing Ludic Engaging Science Learning Content

DEFF Research Database (Denmark)

Thorsen, Tine Pinholt; Christiansen, Kasper Holm Bonde; Jakobsen Sillesen, Kristian

2014-01-01

This paper reports on an exploratory study investigating 10 primary school students’ interaction with an interactive multimodal molecular set fostering ludic engaging science learning content in primary schools (8th and 9th grade). The concept of the prototype design was to bridge the physical...... and virtual worlds with electronic tags and, through this, blend the familiarity of the computer and toys, to create a tool that provided a ludic approach to learning about atoms and molecules. The study was inspired by the participatory design and informant design methodologies and included design...

Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

Science.gov (United States)

Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

2012-01-01

The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school…

Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

Science.gov (United States)

Ochsner, Karl

Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it

Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

Science.gov (United States)

Fraser, Sharon P.

2016-02-01

In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

Hubble's View of Little Blue Dots

Science.gov (United States)

Kohler, Susanna

2018-02-01

The recent discovery of a new type of tiny, star-forming galaxy is the latest in a zoo of detections shedding light on our early universe. What can we learn from the unique little blue dots found in archival Hubble data?Peas, Berries, and DotsGreen pea galaxies identified by citizen scientists with Galaxy Zoo. [Richard Nowell Carolin Cardamone]As telescope capabilities improve and we develop increasingly deeper large-scale surveys of our universe, we continue to learn more about small, faraway galaxies. In recent years, increasing sensitivity first enabled the detection of green peas luminous, compact, low-mass (10 billion solar masses; compare this to the Milky Ways 1 trillion solar masses!) galaxies with high rates of star formation.Not long thereafter, we discovered galaxies that form stars similarly rapidly, but are even smaller only 330 million solar masses, spanning less than 3,000 light-years in size. These tiny powerhouses were termed blueberries for their distinctive color.Now, scientists Debra and Bruce Elmegreen (of Vassar College and IBM Research Division, respectively) report the discovery of galaxies that have even higher star formation rates and even lower masses: little blue dots.Exploring Tiny Star FactoriesThe Elmegreens discovered these unique galaxies by exploring archival Hubble data. The Hubble Frontier Fields data consist of deep images of six distant galaxy clusters and the parallel fields next to them. It was in the archival data for two Frontier Field Parallels, those for clusters Abell 2744 and MAS J0416.1-2403, that the authors noticed several galaxies that stand out as tiny, bright, blue objects that are nearly point sources.Top: a few examples of the little blue dots recently identified in two Hubble Frontier Field Parallels. Bottom: stacked images for three different groups of little blue dots. [Elmegreen Elmegreen 2017]The authors performed a search through the two Frontier Field Parallels, discovering a total of 55 little blue dots

Studying Galaxy Formation with the Hubble, Spitzer and James Webb Space Telescopes

Science.gov (United States)

Gardner, Jonathan P.

2009-01-01

The deepest optical to infrared observations of the universe include the Hubble Deep Fields, the Great Observatories Origins Deep Survey and the recent Hubble Ultra-Deep Field. Galaxies are seen in these surveys at redshifts z greater than 6, less than 1 Gyr after the Big Bang, at the end of a period when light from the galaxies has reionized Hydrogen in the inter-galactic medium. These observations, combined with theoretical understanding, indicate that the first stars and galaxies formed at z greater than 10, beyond the reach of the Hubble and Spitzer Space Telescopes. To observe the first galaxies, NASA is planning the James Webb Space Telescope (JWST), a large (6.5m), cold (less than 50K), infrared-optimized observatory to be launched early in the next decade into orbit around the second Earth-Sun Lagrange point. JWST will have four instruments: The Near-Infrared Camera, the Near-Infrared multi-object Spectrograph, and the Tunable Filter Imager will cover the wavelength range 0.6 to 5 microns, while the Mid-Infrared Instrument will do both imaging and spectroscopy from 5 to 28.5 microns. In addition to JWST's ability to study the formation and evolution of galaxies, I will also briefly review its expected contributions to studies of the formation of stars and planetary systems, and discuss recent progress in constructing the observatory.

Proper Motions of Dwarf Spheroidal Galaxies from Hubble Space Telescope Imaging. IV. Measurement for Sculptor

Science.gov (United States)

Piatek, Slawomir; Pryor, Carlton; Bristow, Paul; Olszewski, Edward W.; Harris, Hugh C.; Mateo, Mario; Minniti, Dante; Tinney, Christopher G.

2006-03-01

This article presents a measurement of the proper motion of the Sculptor dwarf spheroidal galaxy determined from images taken with the Hubble Space Telescope using the Space Telescope Imaging Spectrograph in the imaging mode. Each of two distinct fields contains a quasi-stellar object that serves as the ``reference point.'' The measured proper motion of Sculptor, expressed in the equatorial coordinate system, is (μα, μδ)=(9+/-13, 2+/-13) mas century-1. Removing the contributions from the motion of the Sun and the motion of the local standard of rest produces the proper motion in the Galactic rest frame: (μGrfα, μGrfδ)=(-23+/-13, 45+/-13) mas century-1. The implied space velocity with respect to the Galactic center has a radial component of Vr=79+/-6 km s-1 and a tangential component of Vt=198+/-50 km s-1. Integrating the motion of Sculptor in a realistic potential for the Milky Way produces orbital elements. The perigalacticon and apogalacticon are 68 (31, 83) and 122 (97, 313) kpc, respectively, where the values in the parentheses represent the 95% confidence interval derived from Monte Carlo experiments. The eccentricity of the orbit is 0.29 (0.26, 0.60), and the orbital period is 2.2 (1.5, 4.9) Gyr. Sculptor is on a polar orbit around the Milky Way: the angle of inclination is 86° (83°, 90°). Based on observations with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555.

Hubble Space Telescope Photometry of Hodge 301: An ``Old'' Star Cluster in 30 Doradus

Science.gov (United States)

Grebel, Eva K.; Chu, You-Hua

2000-02-01

We present Hubble Space Telescope Planetary Camera UVI data for Hodge 301, the little-studied cluster 3' northwest of the central ionizing cluster R136 in 30 Doradus. The average reddening of Hodge 301 is found to be =0.28+/-0.05 mag from published infrared and ultraviolet photometry. Using two different sets of evolutionary models, we derive an age of about 20-25 Myr for Hodge 301, which makes it roughly 10 times as old as R136. Hodge 301 is the most prominent representative of the oldest population in the 30 Dor starburst region, a region that has undergone multiple star formation events. This range of ages is an important consideration for the modeling of starburst regions. Hodge 301 shows a widened upper main sequence largely caused by Be stars. We present a list of Be star candidates. The slope of the initial mass function for intermediate-mass, main-sequence stars ranging from 10 to 1.3 Msolar is found to be Γ=-1.4+/-0.1, in good agreement with a Salpeter law. There is no indication for a truncation or change of slope of the initial mass function (IMF) within this mass range. In accordance with the age of Hodge 301, no obvious pre-main-sequence stars are seen down to about 1 Msolar. We estimate that up to 41+/-7 stars with masses more than 12 Msolar may have turned into supernovae since the formation of the cluster. Multiple supernova explosions are the most likely origin of the extremely violent gas motions and the diffuse X-ray emission observed in the cluster surroundings. Based on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc. under NASA contract NAS5-26555.

The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

Science.gov (United States)

Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

2016-01-01

Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

Science.gov (United States)

Lederman, Norman G.; Gess-Newsome, Julie

1992-01-01

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Update on the Status of the Space Telescope Imaging Spectrograph onboard the Hubble Space Telescope

Science.gov (United States)

Hernandez, Svea; Aloisi, A.; Bostroem, K. A.; Cox, C.; Debes, J. H.; DiFelice, A.; Roman-Duval, J.; Hodge, P.; Holland, S.; Lindsay, K.; Lockwood, S. A.; Mason, E.; Oliveira, C. M.; Penton, S. V.; Proffitt, C. R.; Sonnentrucker, P.; Taylor, J. M.; Wheeler, T.

2013-06-01

The Space Telescope Imaging Spectrograph (STIS) has been on orbit for approximately 16 years as one of the 2nd generation instruments on the Hubble Space Telescope (HST). Its operations were interrupted by an electronics failure in 2004, but STIS was successfully repaired in May 2009 during Service Mission 4 (SM4) allowing it to resume science observations. The Instrument team continues to monitor its performance and work towards improving the quality of its products. Here we present updated information on the status of the FUV and NUV MAMA and the CCD detectors onboard STIS and describe recent changes to the STIS calibration pipeline. We also discuss the status of efforts to apply a pixel-based correction for charge transfer inefficiency (CTI) effects to STIS CCD data. These techniques show promise for ameliorating the effects of ongoing radiation damage on the quality of STIS CCD data.

PACMan to Help Sort Hubble Proposals

Science.gov (United States)

Kohler, Susanna

2017-04-01

Every year, astronomers submit over a thousand proposals requesting time on the Hubble Space Telescope (HST). Currently, humans must sort through each of these proposals by hand before sending them off for review. Could this burden be shifted to computers?A Problem of VolumeAstronomer Molly Peeples gathered stats on the HST submissions sent in last week for the upcoming HST Cycle 25 (the deadline was Friday night), relative to previous years. This years proposal round broke the record, with over 1200 proposals submitted in total for Cycle 25. [Molly Peeples]Each proposal cycle for HST time attracts on the order of 1100 proposals accounting for far more HST time than is available. The proposals are therefore carefully reviewed by around 150 international members of the astronomy community during a six-month process to select those with the highest scientific merit.Ideally, each proposal will be read by reviewers that have scientific expertise relevant to the proposal topic: if a proposal requests HST time to study star formation, for instance, then the reviewers assigned to it should have research expertise in star formation.How does this matching of proposals to reviewers occur? The current method relies on self-reported categorization of the submitted proposals. This is unreliable, however; proposals are often mis-categorized by submitters due to misunderstanding or ambiguous cases.As a result, the Science Policies Group at the Space Telescope Science Institute (STScI) which oversees the review of HST proposals must go through each of the proposals by hand and re-categorize them. The proposals are then matched to reviewers with self-declared expertise in the same category.With the number of HST proposals on the rise and the expectation that the upcoming James Webb Space Telescope (JWST) will elicit even more proposals for time than Hubble scientists at STScI and NASA are now asking: could the human hours necessary for this task be spared? Could a computer program

Science as Content, Science as Context: Working in the Science Department

Science.gov (United States)

Wildy, Helen; Wallace, John

2004-01-01

In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the…

Nickel-hydrogen battery testing for Hubble Space Telescope

Science.gov (United States)

Baggett, Randy M.; Whitt, Thomas H.

1989-01-01

The authors identify objectives and provide data from several nickel-hydrogen battery tests designed to evaluate the possibility of launching Ni-H2 batteries on the Hubble Space Telescope (HST). Test results from a 14-cell battery, a 12-cell battery, and a 4-cell pack are presented. Results of a thermal vacuum test to verify the battery-module/bay heat rejection capacity are reported. A 6-battery system simulation breadboard is described, and test results are presented.

The Hubble Space Telescope nickel-hydrogen battery design

Science.gov (United States)

Nawrocki, D. E.; Armantrout, J. D.; Standlee, D. J.; Baker, R. C.; Lanier, J. R.

1990-01-01

Details are presented of the HST (Hubble Space Telescope) battery cell, battery package, and module mechanical and electrical designs. Also included are a summary of acceptance, qualification, and vibration tests and thermal vacuum testing. Unique details of battery cell charge retention performance characteristics associated with prelaunch hold conditions are discussed. Special charge control methods to minimize thermal dissipation during pad charging operations are summarized. This module design meets all NASA fracture control requirements for manned missions.

Hartmann wavefront sensing of the corrective optics for the Hubble Space Telescope

Science.gov (United States)

Davila, Pam S.; Eichhorn, William L.; Wilson, Mark E.

1994-06-01

There is no doubt that astronomy with the `new, improved' Hubble Space Telescope will significantly advance our knowledge and understanding of the universe for years to come. The Corrective Optics Space Telescope Axial Replacement (COSTAR) was designed to restore the image quality to nearly diffraction limited performance for three of the first generation instruments; the faint object camera, the faint object spectrograph, and the Goddard high resolution spectrograph. Spectacular images have been obtained from the faint object camera after the installation of the corrective optics during the first servicing mission in December of 1993. About 85% of the light in the central core of the corrected image is contained within a circle with a diameter of 0.2 arcsec. This is a vast improvement over the previous 15 to 17% encircled energies obtained before COSTAR. Clearly COSTAR is a success. One reason for the overwhelming success of COSTAR was the ambitious and comprehensive test program conducted by various groups throughout the program. For optical testing of COSTAR on the ground, engineers at Ball Aerospace designed and built the refractive Hubble simulator to produce known amounts of spherical aberration and astigmatism at specific points in the field of view. The design goal for this refractive aberrated simulator (RAS) was to match the aberrations of the Hubble Space Telescope to within (lambda) /20 rms over the field at a wavelength of 632.8 nm. When the COSTAR optics were combined with the RAS optics, the corrected COSTAR output images were produced. These COSTAR images were recorded with a high resolution 1024 by 1024 array CCD camera, the Ball image analyzer (BIA). The image quality criteria used for assessment of COSTAR performance was encircled energy in the COSTAR focal plane. This test with the BIA was very important because it was a direct measurement of the point spread function. But it was difficult with this test to say anything quantitative about the

The effect of interacting dark energy on local measurements of the Hubble constant

International Nuclear Information System (INIS)

Odderskov, Io; Baldi, Marco; Amendola, Luca

2016-01-01

In the current state of cosmology, where cosmological parameters are being measured to percent accuracy, it is essential to understand all sources of error to high precision. In this paper we present the results of a study of the local variations in the Hubble constant measured at the distance scale of the Coma Cluster, and test the validity of correcting for the peculiar velocities predicted by gravitational instability theory. The study is based on N-body simulations, and includes models featuring a coupling between dark energy and dark matter, as well as two ΛCDM simulations with different values of σ 8 . It is found that the variance in the local flows is significantly larger in the coupled models, which increases the uncertainty in the local measurements of the Hubble constant in these scenarios. By comparing the results from the different simulations, it is found that most of the effect is caused by the higher value of σ 8 in the coupled cosmologies, though this cannot account for all of the additional variance. Given the discrepancy between different estimates of the Hubble constant in the universe today, cosmological models causing a greater cosmic variance is something that we should be aware of.

The effect of interacting dark energy on local measurements of the Hubble constant

Energy Technology Data Exchange (ETDEWEB)

Odderskov, Io [Department of Physics and Astronomy, University of Aarhus, Ny Munkegade 120, Aarhus C (Denmark); Baldi, Marco [Dipartimento di Fisica e Astronomia, Alma Mater Studiorum Università di Bologna, viale Berti Pichat 6/2, I-40127, Bologna (Italy); Amendola, Luca, E-mail: isho07@phys.au.dk, E-mail: marco.baldi5@unibo.it, E-mail: l.amendola@thphys.uni-heidelberg.de [Institut für Theoretische Physik, Ruprecht-Karls-Universität Heidelberg, Philosophenweg 16, 69120 Heidelberg (Germany)

2016-05-01

In the current state of cosmology, where cosmological parameters are being measured to percent accuracy, it is essential to understand all sources of error to high precision. In this paper we present the results of a study of the local variations in the Hubble constant measured at the distance scale of the Coma Cluster, and test the validity of correcting for the peculiar velocities predicted by gravitational instability theory. The study is based on N-body simulations, and includes models featuring a coupling between dark energy and dark matter, as well as two ΛCDM simulations with different values of σ{sub 8}. It is found that the variance in the local flows is significantly larger in the coupled models, which increases the uncertainty in the local measurements of the Hubble constant in these scenarios. By comparing the results from the different simulations, it is found that most of the effect is caused by the higher value of σ{sub 8} in the coupled cosmologies, though this cannot account for all of the additional variance. Given the discrepancy between different estimates of the Hubble constant in the universe today, cosmological models causing a greater cosmic variance is something that we should be aware of.

Ultradeep Near-Infrared ISAAC Observations of the Hubble Deep Field South: Observations, Reduction, Multicolor Catalog, and Photometric Redshifts

Science.gov (United States)

Labbé, Ivo; Franx, Marijn; Rudnick, Gregory; Schreiber, Natascha M. Förster; Rix, Hans-Walter; Moorwood, Alan; van Dokkum, Pieter G.; van der Werf, Paul; Röttgering, Huub; van Starkenburg, Lottie; van der Wel, Arjen; Kuijken, Konrad; Daddi, Emanuele

2003-03-01

We present deep near-infrared (NIR) Js-, H-, and Ks-band ISAAC imaging of the Wide Field Planetary Camera 2 (WFPC2) field of the Hubble Deep Field South (HDF-S). The 2.5‧×2.5‧ high Galactic latitude field was observed with the Very Large Telescope under the best seeing conditions, with integration times amounting to 33.6 hr in Js, 32.3 hr in H, and 35.6 hr in Ks. We reach total AB magnitudes for point sources of 26.8, 26.2, and 26.2, respectively (3 σ), which make it the deepest ground-based NIR observation to date and the deepest Ks-band data in any field. The effective seeing of the co-added images is ~0.45" in Js, ~0.48" in H, and ~0.46" in Ks. Using published WFPC2 optical data, we constructed a Ks-limited multicolor catalog containing 833 sources down to Ktots,AB2.3 (in Johnson magnitudes). Because they are extremely faint in the observed optical, they would be missed by ultraviolet-optical selection techniques, such as the U-dropout method. Based on service mode observations collected at the European Southern Observatory, Paranal, Chile (ESO Program 164.O-0612). Also based on observations with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy (AURA), Inc., under NASA contract NAS 5-26555.

Observational constraints on Hubble parameter in viscous generalized Chaplygin gas

Science.gov (United States)

Thakur, P.

2018-04-01

Cosmological model with viscous generalized Chaplygin gas (in short, VGCG) is considered here to determine observational constraints on its equation of state parameters (in short, EoS) from background data. These data consists of H(z)-z (OHD) data, Baryonic Acoustic Oscillations peak parameter, CMB shift parameter and SN Ia data (Union 2.1). Best-fit values of the EoS parameters including present Hubble parameter (H0) and their acceptable range at different confidence limits are determined. In this model the permitted range for the present Hubble parameter and the transition redshift (zt) at 1σ confidence limits are H0= 70.24^{+0.34}_{-0.36} and zt=0.76^{+0.07}_{-0.07} respectively. These EoS parameters are then compared with those of other models. Present age of the Universe (t0) have also been determined here. Akaike information criterion and Bayesian information criterion for the model selection have been adopted for comparison with other models. It is noted that VGCG model satisfactorily accommodates the present accelerating phase of the Universe.

Hubble Space Telescope electrical power system

Science.gov (United States)

Whitt, Thomas H.; Bush, John R., Jr.

1990-01-01

The Hubble Space Telescope (HST) electrical power system (EPS) is supplying between 2000 and 2400 W of continuous power to the electrical loads. The major components of the EPS are the 5000-W back surface field reflector solar array, the six nickel-hydrogen (NiH2) 22-cell 88-Ah batteries, and the charge current controllers, which, in conjunction with the flight computer, control battery charging. The operation of the HST EPS and the results of the HST NiH2 six-battery test are discussed, and preliminary flight data are reviewed. The HST NiH2 six-battery test is a breadboard of the HST EPS on test at Marshall Space Flight Center.

Constraining the evolution of the Hubble Parameter using cosmic chronometers

Science.gov (United States)

Dickinson, Hugh

2017-08-01

Substantial investment is being made in space- and ground-based missions with the goal of revealing the nature of the observed cosmic acceleration. This is one of the most important unsolved problems in cosmology today.We propose here to constrain the evolution of the Hubble parameter [H(z)] between 1.3 fundamental nature of dark energy.

Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

Science.gov (United States)

Rice, Amber H.; Kitchel, Tracy

2017-01-01

This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

"HUBBLE, the astronomer, the telescope, the results"

CERN Multimedia

CERN. Geneva

2011-01-01

The fundamental discoveries made by Edwin Hubble in the first quarter of the last century will be presented. The space telescope bearing his name will be introduced, as well as the strategy put in place by NASA and the European Space Agency for its operation and its maintenance on-orbit. The personal experience of the speaker having participated in two of five servicing mission will be exposed and illustrated by pictures taken on-orbit. Finally, the main results obtained by the orbital observatory will be presented, in particular the ones related to the large scale structure of the Universe and its early history

Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

Science.gov (United States)

Belén Borrachero, Ana; Brígido, María; Mellado, Lucía; Costillo, Emilio; Mellado, Vicente

2014-05-01

Background:Until recently, the affective components of education had long been undervalued. Today, one finds ever more studies on cognitive and affective interrelationships that are lending support to the idea that affect and cognition are best understood when viewed as independent and complementary mental functions. Purpose:The present work analyses the emotions of prospective secondary education teachers, distinguishing them by gender, in relation to the teaching of Biology, Geology, Physics and Chemistry in order to contribute to designing subsequent interventions targeted at improving science teachers' occupational health. Sample:The total sample consisted of 178 students (53 male and 125 female) of the post-graduate teaching certificate course at the University of Extremadura, all of whom were prospective secondary school teachers. We also worked with a sub-sample of 66 Science and Engineering graduates (33 male and 33 female). Design and methods:A questionnaire was prepared that includes items on each of the emotions that the prospective teacher might feel when teaching the science content of the proposed courses. The chi-squared test was used to determine whether a relationship exists between emotions and the variable gender when it came to their teaching Biology, Geology, Physics and Chemistry at the compulsory secondary education level. Results:The results showed that the male teachers more frequently report positive emotions than the female. The latter manifested an increase in negative emotions in teaching Geology, Physics and Chemistry content. And the study of the sub-sample showed positive emotions are more frequently reported than negative ones in all four subjects, with this being particularly so in Biology. Conclusions:The study of emotions is vital in the educational formation of prospective secondary teachers. These students will soon face day-to-day life in the classroom, and many of them, especially the women, declare themselves to be

Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University

Science.gov (United States)

Liang, Xiaoping; Smith, Sara W.

2012-01-01

The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used…

How do staff members at science and technology centres consider the impact of sponsors on the scientific content of exhibitions?

DEFF Research Database (Denmark)

Davidsson, Eva; Sørensen, Helene

2009-01-01

or historical museums. But in what ways may sponsors impact exhibition content and design at science and technology centres? This study seeks to explore how staff members consider the impact of sponsors and donors on exhibit content and design. The data collection involves a survey, interviews and a focus group...... interview with staff members, who work with planning and constructing new exhibitions at their science and technology centre. The results suggest that sponsors may interfere in exhibition construction both directly and indirectly. This means that sponsors could put explicit demands when it comes...... to the choice of scientific content and design and thereby interfere directly. Indirect impact, on the other hand, refers to implicit demands of sponsors where staff members take into account for what they believe are views of the sponsors through self-censorship....

The Hubble series: convergence properties and redshift variables

International Nuclear Information System (INIS)

Cattoen, Celine; Visser, Matt

2007-01-01

In cosmography, cosmokinetics and cosmology, it is quite common to encounter physical quantities expanded as a Taylor series in the cosmological redshift z. Perhaps the most well-known exemplar of this phenomenon is the Hubble relation between distance and redshift. However, we now have considerable high-z data available; for instance, we have supernova data at least back to redshift z ∼ 1.75. This opens up the theoretical question as to whether or not the Hubble series (or more generally any series expansion based on the z-redshift) actually converges for large redshift. Based on a combination of mathematical and physical reasonings, we argue that the radius of convergence of any series expansion in z is less than or equal to 1, and that z-based expansions must break down for z > 1, corresponding to a universe less than half of its current size. Furthermore, we shall argue on theoretical grounds for the utility of an improved parametrization y = z/(1 + z). In terms of the y-redshift, we again argue that the radius of convergence of any series expansion in y is less than or equal to 1, so that y-based expansions are likely to be good all the way back to the big bang (y = 1), but that y-based expansions must break down for y < -1, now corresponding to a universe more than twice its current size

The variance of the locally measured Hubble parameter explained with different estimators

DEFF Research Database (Denmark)

Odderskov, Io Sandberg Hess; Hannestad, Steen; Brandbyge, Jacob

2017-01-01

We study the expected variance of measurements of the Hubble constant, H0, as calculated in either linear perturbation theory or using non-linear velocity power spectra derived from N-body simulations. We compare the variance with that obtained by carrying out mock observations in the N......-body simulations, and show that the estimator typically used for the local Hubble constant in studies based on perturbation theory is different from the one used in studies based on N-body simulations. The latter gives larger weight to distant sources, which explains why studies based on N-body simulations tend...... to obtain a smaller variance than that found from studies based on the power spectrum. Although both approaches result in a variance too small to explain the discrepancy between the value of H0 from CMB measurements and the value measured in the local universe, these considerations are important in light...

The Hubble Tarantula Treasury Project

Science.gov (United States)

Sabbi, Elena; Lennon, D. J.; Anderson, J.; Van Der Marel, R. P.; Aloisi, A.; Boyer, M. L.; Cignoni, M.; De Marchi, G.; de Mink, S. E.; Evans, C. J.; Gallagher, J. S.; Gordon, K. D.; Gouliermis, D.; Grebel, E.; Koekemoer, A. M.; Larsen, S. S.; Panagia, N.; Ryon, J. E.; Smith, L. J.; Tosi, M.; Zaritsky, D. F.

2014-01-01

The Tarantula Nebula (a.k.a. 30 Doradus) in the Large Magellanic Cloud is one of the most famous objects in astronomy, with first astronomical references being more than 150 years old. Today the Tarantula Nebula and its ionizing cluster R136 are considered one of the few known starburst regions in the Local Group and an ideal test bed to investigate the temporal and spatial evolution of a prototypical starburst on a sub-cluster scale. The Hubble Tarantula Treasury Project (HTTP) is a panchromatic imaging survey of the stellar populations and ionized gas in the Tarantula Nebula that reaches into the sub-solar mass regime (eBook that explains how stars form and evolve using images from HTTP. The eBook utilizes emerging technology that works in conjunction with the built-in accessibility features in the Apple iPad to allow totally blind users to interactively explore complex astronomical images.

A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

Science.gov (United States)

Torres, Hector Neftali, Sr.

2000-11-01

The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

Astronaut Anna Fisher in NBS Training For Hubble Space Telescope

Science.gov (United States)

1980-01-01

The Hubble Space Telescope (HST) is a cooperative program of the European Space Agency (ESA) and the National Aeronautical and Space Administration (NASA) to operate a long-lived space-based observatory. It was the flagship mission of NASA's Great Observatories program. The HST program began as an astronomical dream in the 1940s. During the 1970s and 1980s, the HST was finally designed and built becoming operational in the 1990s. The HST was deployed into a low-Earth orbit on April 25, 1990 from the cargo bay of the Space Shuttle Discovery (STS-31). The design of the HST took into consideration its length of service and the necessity of repairs and equipment replacement by making the body modular. In doing so, subsequent shuttle missions could recover the HST, replace faulty or obsolete parts and be re-released. Marshall Space Flight Center's (MSFC's) Neutral Buoyancy Simulator (NBS) served as the test center for shuttle astronauts training for Hubble related missions. Shown is astronaut Anna Fisher training on a mock-up of a modular section of the HST for an axial scientific instrument change out.

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

Science.gov (United States)

Tolbert, Sara E.

2011-12-01

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

Hubble Space Telescope Image of Omega Nebula

Science.gov (United States)

2002-01-01

This sturning image, taken by the newly installed Advanced Camera for Surveys (ACS) aboard the Hubble Space Telescope (HST), is an image of the center of the Omega Nebula. It is a hotbed of newly born stars wrapped in colorful blankets of glowing gas and cradled in an enormous cold, dark hydrogen cloud. The region of nebula shown in this photograph is about 3,500 times wider than our solar system. The nebula, also called M17 and the Swan Nebula, resides 5,500 light-years away in the constellation Sagittarius. The Swan Nebula is illuminated by ultraviolet radiation from young, massive stars, located just beyond the upper-right corner of the image. The powerful radiation from these stars evaporates and erodes the dense cloud of cold gas within which the stars formed. The blistered walls of the hollow cloud shine primarily in the blue, green, and red light emitted by excited atoms of hydrogen, nitrogen, oxygen, and sulfur. Particularly striking is the rose-like feature, seen to the right of center, which glows in the red light emitted by hydrogen and sulfur. As the infant stars evaporate the surrounding cloud, they expose dense pockets of gas that may contain developing stars. One isolated pocket is seen at the center of the brightest region of the nebula. Other dense pockets of gas have formed the remarkable feature jutting inward from the left edge of the image. The color image is constructed from four separate images taken in these filters: blue, near infrared, hydrogen alpha, and doubly ionized oxygen. Credit: NASA, H. Ford (JHU), G. Illingworth (USCS/LO), M. Clampin (STScI), G. Hartig (STScI), the ACS Science Team, and ESA.

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

Science.gov (United States)

Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

2016-08-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

Images From Hubbles's ACS Tell A Tale Of Two Record-Breaking Galaxy Clusters

Science.gov (United States)

2004-01-01

Looking back in time nearly 9 billion years, an international team of astronomers found mature galaxies in a young universe. The galaxies are members of a cluster of galaxies that existed when the universe was only 5 billion years old, or about 35 percent of its present age. This compelling evidence that galaxies must have started forming just after the big bang was bolstered by observations made by the same team of astronomers when they peered even farther back in time. The team found embryonic galaxies a mere 1.5 billion years after the birth of the cosmos, or 10 percent of the universe's present age. The "baby galaxies" reside in a still-developing cluster, the most distant proto-cluster ever found. The Advanced Camera for Surveys (ACS) aboard NASA's Hubble Space Telescope was used to make observations of the massive cluster, RDCS 1252.9-2927, and the proto-cluster, TN J1338-1942. Observations by NASA's Chandra X-ray Observatory yielded the mass and heavy element content of RDCS 1252, the most massive known cluster for that epoch. These observations are part of a coordinated effort by the ACS science team to track the formation and evolution of clusters of galaxies over a broad range of cosmic time. The ACS was built especially for studies of such distant objects. These findings further support observations and theories that galaxies formed relatively early in the history of the cosmos. The existence of such massive clusters in the early universe agrees with a cosmological model wherein clusters form from the merger of many sub-clusters in a universe dominated by cold dark matter. The precise nature of cold dark matter, however, is still not known. The first Hubble study estimated that galaxies in RDCS 1252 formed the bulk of their stars more than 11 billion years ago (at redshifts greater than 3). The results were published in the Oct. 20, 2003 issue of the Astrophysical Journal. The paper's lead author is John Blakeslee of the Johns Hopkins University in

Beyond the Hubble Constant

Science.gov (United States)

1995-08-01

about the distances to galaxies and thereby about the expansion rate of the Universe. A simple way to determine the distance to a remote galaxy is by measuring its redshift, calculate its velocity from the redshift and divide this by the Hubble constant, H0. For instance, the measured redshift of the parent galaxy of SN 1995K (0.478) yields a velocity of 116,000 km/sec, somewhat more than one-third of the speed of light (300,000 km/sec). From the universal expansion rate, described by the Hubble constant (H0 = 20 km/sec per million lightyears as found by some studies), this velocity would indicate a distance to the supernova and its parent galaxy of about 5,800 million lightyears. The explosion of the supernova would thus have taken place 5,800 million years ago, i.e. about 1,000 million years before the solar system was formed. However, such a simple calculation works only for relatively ``nearby'' objects, perhaps out to some hundred million lightyears. When we look much further into space, we also look far back in time and it is not excluded that the universal expansion rate, i.e. the Hubble constant, may have been different at earlier epochs. This means that unless we know the change of the Hubble constant with time, we cannot determine reliable distances of distant galaxies from their measured redshifts and velocities. At the same time, knowledge about such change or lack of the same will provide unique information about the time elapsed since the Universe began to expand (the ``Big Bang''), that is, the age of the Universe and also its ultimate fate. The Deceleration Parameter q0 Cosmologists are therefore eager to determine not only the current expansion rate (i.e., the Hubble constant, H0) but also its possible change with time (known as the deceleration parameter, q0). Although a highly accurate value of H0 has still not become available, increasing attention is now given to the observational determination of the second parameter, cf. also the Appendix at the

Solar system anomalies: Revisiting Hubble's law

Science.gov (United States)

Plamondon, R.

2017-12-01

This paper investigates the impact of a new metric recently published [R. Plamondon and C. Ouellet-Plamondon, in On Recent Developments in Theoretical and Experimental General Relativity, Astrophysics, and Relativistic Field Theories, edited by K. Rosquist, R. T. Jantzen, and R. Ruffini (World Scientific, Singapore, 2015), p. 1301] for studying the space-time geometry of a static symmetric massive object. This metric depends on a complementary error function (erfc) potential that characterizes the emergent gravitation field predicted by the model. This results in two types of deviations as compared to computations made on the basis of a Newtonian potential: a constant and a radial outcome. One key feature of the metric is that it postulates the existence of an intrinsic physical constant σ , the massive object-specific proper length that scales measurements in its surroundings. Although σ must be evaluated experimentally, we use a heuristic to estimate its value and point out some latent relationships between the Hubble constant, the secular increase in the astronomical unit, and the Pioneers delay. Indeed, highlighting the systematic errors that emerge when the effect of σ is neglected, one can link the Hubble constant H 0 to σ Sun and the secular increase V AU to σ Earth . The accuracy of the resulting numerical predictions, H 0 = 74 . 42 ( 0 . 02 ) ( km / s ) / Mpc and V AU ≅ 7.8 cm yr-1 , calls for more investigations of this new metric by specific experts. Moreover, we investigate the expected impacts of the new metric on the flyby anomalies, and we revisit the Pioneers delay. It is shown that both phenomena could be partly taken into account within the context of this unifying paradigm, with quite accurate numerical predictions. A correction for the osculating asymptotic velocity at the perigee of the order of 10 mm/s and an inward radial acceleration of 8 . 34 × 10 - 10 m / s 2 affecting the Pioneer ! space crafts could be explained by this new model.

The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

Science.gov (United States)

Bonner, Portia Selene

2001-07-01

Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging

Probe into geo-information science and information science in nuclear and geography science in China

International Nuclear Information System (INIS)

Tang Bin

2001-01-01

In the past ten years a new science-Geo-Information Science, a branch of Geoscience, developed very fast, which has been valued and paid much attention to. Based on information science, the author analyzes the flow of material, energy, people and information and their relations, presents the place of Geo-Information Science in Geo-science and its content from Geo-Informatics, Geo-Information technology and the application of itself. Finally, the author discusses the main content and problem existed in Geo-Information Science involved in Nuclear and Geography Science

Blog Citations as Indicators of the Societal Impact of Research : Content Analysis of Social Sciences Blogs

Directory of Open Access Journals (Sweden)

Hamid R. Jamali

2015-06-01

Full Text Available This article analyzes motivations behind social sciences blog posts citing journal articles in order to find out whether blog citations are good indicators for the societal impact or benefits of research. A random sample of 300 social sciences blog posts (out of 1,233 blog posts from ResearchBlogging.org published between 01/01/2012 to 18/06/2014 were subjected to content analysis. The 300 blog posts had 472 references including 424 journal articles from 269 different journals. Sixty‐one (22.68% of all cited journals were from the social sciences and most of the journals with high frequency were highly cited general science journals such as PNAS and Science. Seventy‐five percent of all journals were referenced only once. The average age of articles cited at the time of citation was 5.8 years. Discussion and criticism were the two main categories of motivations. Overall, the study shows the potential of blog citations as an altmetric measure and as a proxy for assessing the research impact. A considerable number of citation motivations in blogs such as disputing a belief, suggesting policies, providing a solution to a problem, reacting to media, criticism and the like seemed to support gaining societal benefits. Societal benefits are considered as helping stimulate new approaches to social issues, or informing public debate and policymaking. Lower self‐citation (compared to some other altmetric measures such as tweets and the fact that blogging involves generating content (i.e. an intellectual process give them an advantage for altmetrics. However, limitations and contextual issues such as disciplinary differences and low uptake of altmetrics, in general, in scholarly communication should not be ignored when using blogs as a data source for altmetrics.

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

Science.gov (United States)

Manno, Christopher M.

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

Preservice Elementary Teachers' Beliefs about Nature of Science and Constructivist Teaching in the Content-Specific Context

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Yoon, Hye-Gyoung; Kim, Byoung Sug

2016-01-01

The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three…

Dynamical interpretation of the Hubble sequence of galaxies

Energy Technology Data Exchange (ETDEWEB)

Dallaporta, N; Secco, L [Padua Univ. (Italy). Istituto di Astronomia

1977-08-01

Brosche (1970) has proposed a theory in which the energy loss due to collisions among gas clouds contained in a galaxy constitutes the driving mechanism for its evolution, through virial equilibrium states, which, from an initial spherical shape, makes it to contract towards an elongated form; moreover, the value of the total angular momentum, assumed as given by uniform rotation, is assumed to determine the galaxy type on the Hubble sequence and to influence strongly the contraction time from the initial spherical to the final flat configuration. The authors modify Brosche's scheme by assuming as models the rotating polytropes of Chandrasekhar and Lebovitz with variable density from centre to border. As a consequence of this change, centrifugal shedding of matter is attained at the equator of the contracting ellipsoid for a configuration with an axial ratio different from zero, so that, hereafter, a flat disk is formed surrounding the internal bulge, with a decreasing overall eccentricity; the rotation curve assumes then an aspect qualitatively similar to the one observed for spiral galaxies. The feedback of star formation which, by exhausting the material of the gas clouds, is able to stop the driving mechanism of evolution before the final flat stage is attained has also been considered at several positions according to the value of the angular momentum. Numerical calculations seem to indicate that one can obtain in this way, by varying the angular momentum and the initial number of clouds, different galaxy types (elliptical, lenticular, spiral) resembling those of the Hubble sequence.

The presence of academic health sciences libraries on Facebook: the relationship between content and library popularity.

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Garcia-Milian, Rolando; Norton, Hannah F; Tennant, Michele R

2012-01-01

Social networks such as Facebook allow libraries to be proactive in reaching their users. While some libraries have popular Facebook pages, it remains unclear what attracts users to these pages. This study evaluates relationships between libraries' Facebook page content and popularity. An analysis of 72 academic health sciences libraries' Facebook pages showed positive correlations between number of library fans and number of tabs, photos, events, and wall posts on Facebook. Libraries posting videos had significantly more fans than libraries without them. This study contributes to an understanding of correlations between content and popularity on Facebook, with implications for library outreach.

Constraining dark energy with Hubble parameter measurements: an analysis including future redshift-drift observations

International Nuclear Information System (INIS)

Guo, Rui-Yun; Zhang, Xin

2016-01-01

The nature of dark energy affects the Hubble expansion rate (namely, the expansion history) H(z) by an integral over w(z). However, the usual observables are the luminosity distances or the angular diameter distances, which measure the distance.redshift relation. Actually, the property of dark energy affects the distances (and the growth factor) by a further integration over functions of H(z). Thus, the direct measurements of the Hubble parameter H(z) at different redshifts are of great importance for constraining the properties of dark energy. In this paper, we show how the typical dark energy models, for example, the ΛCDM, wCDM, CPL, and holographic dark energy models, can be constrained by the current direct measurements of H(z) (31 data used in total in this paper, covering the redshift range of z @ element of [0.07, 2.34]). In fact, the future redshift-drift observations (also referred to as the Sandage-Loeb test) can also directly measure H(z) at higher redshifts, covering the range of z @ element of [2, 5]. We thus discuss what role the redshift-drift observations can play in constraining dark energy with the Hubble parameter measurements. We show that the constraints on dark energy can be improved greatly with the H(z) data from only a 10-year observation of redshift drift. (orig.)

Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

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Breslyn, Wayne Gene

The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual

A Hubble Space Telescope Survey of the Disk Cluster Population of M31. II. Advanced Camera for Surveys Pointings

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Krienke, O. K.; Hodge, P. W.

2008-01-01

This paper reports on a survey of star clusters in M31 based on archival images from the Hubble Space Telescope. Paper I reported results from images obtained with the Wide Field Planetary Camera 2 (WFPC2) and this paper reports results from the Advanced Camera for Surveys (ACS). The ACS survey has yielded a total of 339 star clusters, 52 of which—mostly globular clusters—were found to have been cataloged previously. As for the previous survey, the luminosity function of the clusters drops steeply for absolute magnitudes fainter than MV = -3 the implied cluster mass function has a turnover for masses less than a few hundred solar masses. The color-integrated magnitude diagram of clusters shows three significant features: (1) a group of very red, luminous objects: the globular clusters, (2) a wide range in color for the fainter clusters, representing a considerable range in age and reddening, and (3) a maximum density of clusters centered approximately at V = 21, B - V = 0.30, V - I = 0.50, where there are intermediate-age, intermediate-mass clusters with ages close to 500 million years and masses of about 2000 solar masses. We give a brief qualitative interpretation of the distribution of clusters in the CMDs in terms of their formation and destruction rates. Based on observations with the NASA/ESA Hubble Space Telescope obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for research in astronomy, Inc., under NASA contract NAS 5-26555.

Development of an Openmath Content Dictionary for Mathematical Knowledge of Materials Science and Engineering

Directory of Open Access Journals (Sweden)

Toshihiro Ashino

2012-12-01

Full Text Available Many relationships between parameters and physical properties in materials science and engineering are represented as mathematical expressions, such as empirical equations and regression expressions. Some materials databases handle such information with indirect methods: as a table of sets of parameters, as a list of statements of programming languages, and other ways. There is no standardized way to represent mathematical relationships, and that makes it difficult to exchange, process, and display such information. The AIST (National Institute of Advanced Industrial Science and Technology in Japan thermophysical property database manages sets of parameter values for expressions and Fortran statements that represent relationships between physical parameters, e.g., temperature, pressure, etc. and thermophysical properties. However, in this method, it is not easy to add new parameters, to process expressions, and exchange information with other software tools. In this paper, we describe the current implementation of representing mathematical knowledge in the AIST thermophysical property database, and we also discuss its problems, sample implementations, and definitions of the OpenMath content dictionary for materials science and engineering.

THE PANCHROMATIC HUBBLE ANDROMEDA TREASURY

International Nuclear Information System (INIS)

Dalcanton, Julianne J.; Williams, Benjamin F.; Rosenfield, Philip; Weisz, Daniel R.; Gilbert, Karoline M.; Gogarten, Stephanie M.; Lang, Dustin; Lauer, Tod R.; Dong Hui; Kalirai, Jason S.; Boyer, Martha L.; Gordon, Karl D.; Seth, Anil C.; Dolphin, Andrew; Bell, Eric F.; Bianchi, Luciana C.; Caldwell, Nelson; Dorman, Claire E.; Guhathakurta, Puragra; Girardi, Léo

2012-01-01

The Panchromatic Hubble Andromeda Treasury is an ongoing Hubble Space Telescope Multi-Cycle Treasury program to image ∼1/3 of M31's star-forming disk in six filters, spanning from the ultraviolet (UV) to the near-infrared (NIR). We use the Wide Field Camera 3 (WFC3) and Advanced Camera for Surveys (ACS) to resolve the galaxy into millions of individual stars with projected radii from 0 to 20 kpc. The full survey will cover a contiguous 0.5 deg 2 area in 828 orbits. Imaging is being obtained in the F275W and F336W filters on the WFC3/UVIS camera, F475W and F814W on ACS/WFC, and F110W and F160W on WFC3/IR. The resulting wavelength coverage gives excellent constraints on stellar temperature, bolometric luminosity, and extinction for most spectral types. The data produce photometry with a signal-to-noise ratio of 4 at m F275W = 25.1, m F336W = 24.9, m F475W = 27.9, m F814W = 27.1, m F110W = 25.5, and m F160W = 24.6 for single pointings in the uncrowded outer disk; in the inner disk, however, the optical and NIR data are crowding limited, and the deepest reliable magnitudes are up to 5 mag brighter. Observations are carried out in two orbits per pointing, split between WFC3/UVIS and WFC3/IR cameras in primary mode, with ACS/WFC run in parallel. All pointings are dithered to produce Nyquist-sampled images in F475W, F814W, and F160W. We describe the observing strategy, photometry, astrometry, and data products available for the survey, along with extensive testing of photometric stability, crowding errors, spatially dependent photometric biases, and telescope pointing control. We also report on initial fits to the structure of M31's disk, derived from the density of red giant branch stars, in a way that is independent of assumed mass-to-light ratios and is robust to variations in dust extinction. These fits also show that the 10 kpc ring is not just a region of enhanced recent star formation, but is instead a dynamical structure containing a significant overdensity of

CONSTRAINING DUST AND COLOR VARIATIONS OF HIGH-z SNe USING NICMOS ON THE HUBBLE SPACE TELESCOPE

International Nuclear Information System (INIS)

Nobili, S.; Amanullah, R.; Goobar, A.

2009-01-01

We present data from the Supernova Cosmology Project for five high redshift Type Ia supernovae (SNe Ia) that were obtained using the NICMOS infrared camera on the Hubble Space Telescope. We add two SNe from this sample to a rest-frame I-band Hubble diagram, doubling the number of high redshift supernovae on this diagram. This I-band Hubble diagram is consistent with a flat universe (Ω M , Ω Λ ) = (0.29, 0.71). A homogeneous distribution of large grain dust in the intergalactic medium (replenishing dust) is incompatible with the data and is excluded at the 5σ confidence level, if the SN host galaxy reddening is corrected assuming R V = 1.75. We use both optical and infrared observations to compare photometric properties of distant SNe Ia with those of nearby objects. We find generally good agreement with the expected color evolution for all SNe except the highest redshift SN in our sample (SN 1997ek at z = 0.863) which shows a peculiar color behavior. We also present spectra obtained from ground-based telescopes for type identification and determination of redshift.

A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students' Interest in and Understanding of Science-Related Content

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Jack, Brady Michael; Lee, Ling; Yang, Kuay-Keng; Lin, Huann-shyang

2017-10-01

This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students' awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students' triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students' understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students' learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations.

New Target for an Old Method: Hubble Measures Globular Cluster Parallax

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Hensley, Kerry

2018-05-01

Measuring precise distances to faraway objects has long been a challenge in astrophysics. Now, one of the earliest techniques used to measure the distance to astrophysical objects has been applied to a metal-poor globular cluster for the first time.A Classic TechniqueAn artists impression of the European Space Agencys Gaia spacecraft. Gaia is on track to map the positions and motions of a billion stars. [ESA]Distances to nearby stars are often measured using the parallax technique tracing the tiny apparent motion of a target star against the background of more distant stars as Earth orbits the Sun. This technique has come a long way since it was first used in the 1800s to measure the distance to stars a few tens of light-years away; with the advent of space observatories like Hipparcos and Gaia, parallax can now be used to map the positions of stars out to thousands of light-years.Precise distance measurements arent only important for setting the scale of the universe, however; they can also help us better understand stellar evolution over the course of cosmic history. Stellar evolution models are often anchored to a reference star cluster, the properties of which must be known precisely. These precise properties can be readily determined for young, nearby open clusters using parallax measurements. But stellar evolution models that anchor on themore-distant, ancient, metal-poor globular clusters have been hampered by theless-precise indirect methods used tomeasure distance to these faraway clusters until now.Top: An image of NGC 6397 overlaid with the area scanned by Hubble (dashed green) and the footprint of the camera (solid green). The blue ellipse represents the parallax motion of a star in the cluster, exaggerated by a factor of ten thousand. Bottom: An example scan from this field. [Adapted from Brown et al. 2018]New Measurement to an Old ClusterThomas Brown (Space Telescope Science Institute) and collaborators used the Hubble Space Telescope todetermine the

An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources

Science.gov (United States)

Donnelly, Suzanne M.

This study features a comparative descriptive analysis of the physics content and representations surrounding the first law of thermodynamics as presented in four widely used introductory college physics textbooks representing each of four physics textbook categories (calculus-based, algebra/trigonometry-based, conceptual, and technical/applied). Introducing and employing a newly developed theoretical framework, multimodal generative learning theory (MGLT), an analysis of the multimodal characteristics of textbook and multimedia representations of physics principles was conducted. The modal affordances of textbook representations were identified, characterized, and compared across the four physics textbook categories in the context of their support of problem-solving. Keywords: college science, science textbooks, multimodal learning theory, thermodynamics, representations

The effect of fifth grade science teachers' pedagogical content knowledge on their decision making and student learning outcomes on the concept of chemical change

Science.gov (United States)

Ogletree, Glenda Lee

This study investigated the science pedagogical content knowledge (PCK) among teachers as they taught the concept of chemical change to fifth grade students. The purpose was to identify teachers' PCK and its impact in middle grade science classrooms. A second purpose was to investigate the possible relationship of teachers' science PCK to teacher actions and student learning outcomes in the classroom. The instruments used to capture PCK were background and demographic information, Content Representations (CoRe), and Professional and Pedagogical experience Repertoire (PaP-eR). The study investigated CoRe and PaP-eR with seven classroom teachers as they planned and taught chemical change to fifth grade students. Four levels of a Pedagogical Content Knowledge rubric were used to describe varying levels of PCK. The four levels were content knowledge of chemical change; knowledge of students' thinking; knowledge of how to represent chemical change to promote student learning; and professional development, collaboration, and leadership roles in science. The Reformed Teaching Observation Protocol (RTOP) described and evaluated science teaching performance levels of the teachers. In this study, 176 students were assessed to determine understanding of chemical change. There was a significant correlation between teachers' PCK scores and student achievement. The study also determined that a significant correlation existed between teachers' PCK scores and their RTOP scores revealing that RTOP scores could be predictors of PCK. Through this approach, understandings of PCK emerged that are of interest to university preservice preparation programs, research in understanding effective teachers and teaching, and the planning and implementation of professional development for teachers of science with middle grade students.

Metrical connection in space-time, Newton's and Hubble's laws

International Nuclear Information System (INIS)

Maeder, A.

1978-01-01

The theory of gravitation in general relativity is not scale invariant. Here, we follow Dirac's proposition of a scale invariant theory of gravitation (i.e. a theory in which the equations keep their form when a transformation of scale is made). We examine some concepts of Weyl's geometry, like the metrical connection, the scale transformations and invariance, and we discuss their consequences for the equation of the geodetic motion and for its Newtonian limit. Under general conditions, we show that the only non-vanishing component of the coefficient of metrical connection may be identified with Hubble's constant. In this framework, the equivalent to the Newtonian approximation for the equation of motion contains an additional acceleration term Hdr vector /dt, which produces an expansion of gravitational systems. The velocity of this expansion is shown to increase linearly with the distance between interacting objects. The relative importance of this new expansion term to the Newtonian one varies like (2rhosub(c)/rho)sup(1/2), where rhosub(c) is the critical density of the Einsteinde Sitter model and rho is the mean density of the considered gravitational configuration. Thus, this 'generalized expansion' is important essentially for systems of mean density not too much above the critical density. Finally, our main conclusion is that in the integrable Weyl geometry, Hubble's law - like Newton's law - would appear as an intrinsic property of gravitation, being only the most visible manifestation of a general effect characterizing the gravitational interaction. (orig.) [de

Science from the Avo 1ST Light: the High Redshift Universe

Science.gov (United States)

Walton, Nicholas A.

The Astrophysical Virtual Observatory science working group defined a number of key science drivers for which the AVO should develop capabilities. At the AVO's Jan 2003 'First Light' event the AVO prototype data access and manipulation tool was demonstrated. In particular its use in enabling discovery in deep multi wavelength data sets was highlighted. In this presentation I will describe how the AVO demonstrator has enabled investigation into the high redshift universe and in particular its use in discovering rare populations of high redshift galaxies from deep Hubble and ground based imaging data obtained through the Great Observatories Origins Deep Survey (GOODS) programme.

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

Science.gov (United States)

Madden, Lauren; Peel, Anne; Watson, Heather

2014-01-01

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

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

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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…

A Community College Instructor's Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course

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Krajewski, Sarah J.; Schwartz, Renee

2014-08-01

Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers' journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah's development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.

Hubble Diagram Test of Expanding and Static Cosmological Models: The Case for a Slowly Expanding Flat Universe

Directory of Open Access Journals (Sweden)

Laszlo A. Marosi

2013-01-01

Full Text Available We present a new redshift (RS versus photon travel time ( test including 171 supernovae RS data points. We extended the Hubble diagram to a range of z = 0,0141–8.1 in the hope that at high RSs, the fitting of the calculated RS/ diagrams to the observed RS data would, as predicted by different cosmological models, set constraints on alternative cosmological models. The Lambda cold dark matter (ΛCDM, the static universe model, and the case for a slowly expanding flat universe (SEU are considered. We show that on the basis of the Hubble diagram test, the static and the slowly expanding models are favored.

An updated Type II supernova Hubble diagram

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Gall, E. E. E.; Kotak, R.; Leibundgut, B.; Taubenberger, S.; Hillebrandt, W.; Kromer, M.; Burgett, W. S.; Chambers, K.; Flewelling, H.; Huber, M. E.; Kaiser, N.; Kudritzki, R. P.; Magnier, E. A.; Metcalfe, N.; Smith, K.; Tonry, J. L.; Wainscoat, R. J.; Waters, C.

2018-03-01

We present photometry and spectroscopy of nine Type II-P/L supernovae (SNe) with redshifts in the 0.045 ≲ z ≲ 0.335 range, with a view to re-examining their utility as distance indicators. Specifically, we apply the expanding photosphere method (EPM) and the standardized candle method (SCM) to each target, and find that both methods yield distances that are in reasonable agreement with each other. The current record-holder for the highest-redshift spectroscopically confirmed supernova (SN) II-P is PS1-13bni (z = 0.335-0.012+0.009), and illustrates the promise of Type II SNe as cosmological tools. We updated existing EPM and SCM Hubble diagrams by adding our sample to those previously published. Within the context of Type II SN distance measuring techniques, we investigated two related questions. First, we explored the possibility of utilising spectral lines other than the traditionally used Fe IIλ5169 to infer the photospheric velocity of SN ejecta. Using local well-observed objects, we derive an epoch-dependent relation between the strong Balmer line and Fe IIλ5169 velocities that is applicable 30 to 40 days post-explosion. Motivated in part by the continuum of key observables such as rise time and decline rates exhibited from II-P to II-L SNe, we assessed the possibility of using Hubble-flow Type II-L SNe as distance indicators. These yield similar distances as the Type II-P SNe. Although these initial results are encouraging, a significantly larger sample of SNe II-L would be required to draw definitive conclusions. Tables A.1, A.3, A.5, A.7, A.9, A.11, A.13, A.15 and A.17 are also available at the CDS via anonymous ftp to http://cdsarc.u-strasbg.fr (http://130.79.128.5) or via http://cdsarc.u-strasbg.fr/viz-bin/qcat?J/A+A/611/A25

The Great Attractor: At the Limits of Hubble's Law of the Expanding Universe.

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Murdin, Paul

1991-01-01

Presents the origin and mathematics of Hubble's Law of the expanding universe. Discusses limitations to this law and the related concepts of standard candles, elliptical galaxies, and streaming motions, which are conspicuous deviations from the law. The third of three models proposed as explanations for streaming motions is designated: The Great…

Library and Information Science Research Areas: A Content Analysis of Articles from the Top 10 Journals 2007-8

Science.gov (United States)

Aharony, Noa

2012-01-01

The current study seeks to describe and analyze journal research publications in the top 10 Library and Information Science journals from 2007-8. The paper presents a statistical descriptive analysis of authorship patterns (geographical distribution and affiliation) and keywords. Furthermore, it displays a thorough content analysis of keywords and…

New solution to the problem of the tension between the high-redshift and low-redshift measurements of the Hubble constant

Science.gov (United States)

Bolejko, Krzysztof

2018-01-01

During my talk I will present results suggesting that the phenomenon of emerging spatial curvature could resolve the conflict between Planck's (high-redshift) and Riess et al. (low-redshift) measurements of the Hubble constant. The phenomenon of emerging spatial curvature is absent in the Standard Cosmological Model, which has a flat and fixed spatial curvature (small perturbations are considered in the Standard Cosmological Model but their global average vanishes, leading to spatial flatness at all times).In my talk I will show that with the nonlinear growth of cosmic structures the global average deviates from zero. As a result, the spatial curvature evolves from spatial flatness of the early universe to a negatively curved universe at the present day, with Omega_K ~ 0.1. Consequently, the present day expansion rate, as measured by the Hubble constant, is a few percent higher compared to the high-redshift constraints. This provides an explanation why there is a tension between high-redshift (Planck) and low-redshift (Riess et al.) measurements of the Hubble constant. In the presence of emerging spatial curvature these two measurements should in fact be different: high redshift measurements should be slightly lower than the Hubble constant inferred from the low-redshift data.The presentation will be based on the results described in arXiv:1707.01800 and arXiv:1708.09143 (which discuss the phenomenon of emerging spatial curvature) and on a paper that is still work in progress but is expected to be posted on arxiv by the AAS meeting (this paper uses mock low-redshift data to show that starting from the Planck's cosmological models (in the early universe) but with the emerging spatial curvature taken into account, the low-redshift Hubble constant should be 72.4 km/s/Mpc.

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

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Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

THE HUBBLE SPACE TELESCOPE UV LEGACY SURVEY OF GALACTIC GLOBULAR CLUSTERS. III. A QUINTUPLE STELLAR POPULATION IN NGC 2808

International Nuclear Information System (INIS)

Milone, A. P.; Marino, A. F.; Jerjen, H.; Piotto, G.; Renzini, A.; Bedin, L. R.; Anderson, J.; Bellini, A.; Cassisi, S.; Pietrinferni, A.; D’Antona, F.; Ventura, P.

2015-01-01

In this study we present the first results from multi-wavelength Hubble Space Telescope (HST) observations of the Galactic globular cluster (GC) NGC 2808 as an extension of the Hubble Space Telescope UV Legacy Survey of Galactic GCs (GO-13297 and previous proprietary and HST archive data). Our analysis allowed us to disclose a multiple-stellar-population phenomenon in NGC 2808 even more complex than previously thought. We have separated at least five different populations along the main sequence and the red giant branch (RGB), which we name A, B, C, D, and E (though an even finer subdivision may be suggested by the data). We identified the RGB bump in four out of the five RGBs. To explore the origin of this complex color–magnitude diagram, we have combined our multi-wavelength HST photometry with synthetic spectra, generated by assuming different chemical compositions. The comparison of observed colors with synthetic spectra suggests that the five stellar populations have different contents of light elements and helium. Specifically, if we assume that NGC 2808 is homogeneous in [Fe/H] (as suggested by spectroscopy for Populations B, C, D, E, but lacking for Population A) and that population A has a primordial helium abundance, we find that populations B, C, D, E are enhanced in helium by ΔY ∼ 0.03, 0.03, 0.08, 0.13, respectively. We obtain similar results by comparing the magnitude of the RGB bumps with models. Planned spectroscopic observations will test whether Population A also has the same metallicity, or whether its photometric differences with Population B can be ascribed to small [Fe/H] and [O/H] differences rather than to helium

The Hubble Constant from SN Refsdal

Science.gov (United States)

Vega-Ferrero, J.; Diego, J. M.; Miranda, V.; Bernstein, G. M.

2018-02-01

Hubble Space Telescope observations from 2015 December 11 detected the expected fifth counter-image of supernova (SN) Refsdal at z = 1.49. In this Letter, we compare the time-delay predictions from numerous models with the measured value derived by Kelly et al. from very early data in the light curve of the SN Refsdal and find a best value for {H}0={64}-11+9 {km} {{{s}}}-1 {{Mpc}}-1 (68% CL), in excellent agreement with predictions from cosmic microwave background and recent weak lensing data + baryon acoustic oscillations + Big Bang nucleosynthesis (from the DES Collaboration). This is the first constraint on H 0 derived from time delays between multiple-lensed SN images, and the first with a galaxy cluster lens, subject to systematic effects different from other time-delay H 0 estimates. Additional time-delay measurements from new multiply imaged SNe will allow derivation of competitive constraints on H 0.

Hubble diagram as a probe of minicharged particles

International Nuclear Information System (INIS)

Ahlers, Markus

2009-01-01

The luminosity-redshift relation of cosmological standard candles provides information about the relative energy composition of our Universe. In particular, the observation of type Ia supernovae up to a redshift of z∼2 indicates a universe which is dominated today by dark matter and dark energy. The propagation distance of light from these sources is of the order of the Hubble radius and serves as a very sensitive probe of feeble inelastic photon interactions with background matter, radiation, or magnetic fields. In this paper we discuss the limits on minicharged particle models arising from a dimming effect in supernova surveys. We briefly speculate about a strong dimming effect as an alternative to dark energy.

Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

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Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-01-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction

Directory of Open Access Journals (Sweden)

Margo Elisabeth DelliCarpini

2014-11-01

Full Text Available Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs in mainstream mathematics and science (subsequently referred to as STEM classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL, but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers’ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers’ innovative approaches to implementation of content-based instruction (CBI and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013; and implications for teacher education programs.

From learning science to teaching science: What transfers?

Science.gov (United States)

Harlow, Danielle Boyd

As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways

The Carnegie-Chicago Hubble Program. II. The Distance to IC 1613: The Tip of the Red Giant Branch and RR Lyrae Period-luminosity Relations

Science.gov (United States)

Hatt, Dylan; Beaton, Rachael L.; Freedman, Wendy L.; Madore, Barry F.; Jang, In-Sung; Hoyt, Taylor J.; Lee, Myung Gyoon; Monson, Andrew J.; Rich, Jeffrey A.; Scowcroft, Victoria; Seibert, Mark

2017-08-01

IC 1613 is an isolated dwarf galaxy within the Local Group. Low foreground and internal extinction, low metallicity, and low crowding make it an invaluable testbed for the calibration of the local distance ladder. We present new, high-fidelity distance estimates to IC 1613 via its Tip of the Red Giant Branch (TRGB) and its RR Lyrae (RRL) variables as part of the Carnegie-Chicago Hubble Program, which seeks an alternate local route to H 0 using Population II stars. We have measured a TRGB magnitude {I}{ACS}{TRGB}=20.35+/- {0.01}{stat}+/- {0.01}{sys} mag using wide-field observations obtained from the IMACS camera on the Magellan-Baade telescope. We have further constructed optical and near-infrared RRL light curves using archival BI- and new H-band observations from the ACS/WFC and WFC3/IR instruments on board the Hubble Space Telescope (HST). In advance of future Gaia data releases, we set provisional values for the TRGB luminosity via the Large Magellanic Cloud and Galactic RRL zero-points via HST parallaxes. We find corresponding true distance moduli {μ }0{TRGB}=24.30+/- {0.03}{stat}+/- {0.05}{sys} {mag} and =24.28+/- {0.04}{stat+{sys}} mag. We compare our results to a body of recent publications on IC 1613 and find no statistically significant difference between the distances derived from Population I and II stars. Based in part on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with programs #10505 and #13691. Additional observations are credited to the Observatories of the Carnegie Institution of Washington for the use of Magellan-Baade IMACS. Presented as part of a dissertation to the Department of Astronomy and Astrophysics, The University of Chicago, in partial fulfillment of the requirements for the Ph.D. degree.

HUBBLE'S ULTRAVIOLET VIEWS OF NEARBY GALAXIES YIELD CLUES TO EARLY UNIVERSE

Science.gov (United States)

2002-01-01

Astronomers are using these three NASA Hubble Space Telescope images to help tackle the question of why distant galaxies have such odd shapes, appearing markedly different from the typical elliptical and spiral galaxies seen in the nearby universe. Do faraway galaxies look weird because they are truly weird? Or, are they actually normal galaxies that look like oddballs, because astronomers are getting an incomplete picture of them, seeing only the brightest pieces? Light from these galaxies travels great distances (billions of light-years) to reach Earth. During its journey, the light is 'stretched' due to the expansion of space. As a result, the light is no longer visible, but has been shifted to the infrared where present instruments are less sensitive. About the only light astronomers can see comes from regions where hot, young stars reside. These stars emit mostly ultraviolet light. But this light is stretched, appearing as visible light by the time it reaches Earth. Studying these distant galaxies is like trying to put together a puzzle with some of the pieces missing. What, then, do distant galaxies really look like? Astronomers studied 37 nearby galaxies to find out. By viewing these galaxies in ultraviolet light, astronomers can compare their shapes with those of their distant relatives. These three Hubble telescope pictures, taken with the Wide Field and Planetary Camera 2, represent a sampling from that survey. Astronomers observed the galaxies in ultraviolet and visible light to study all the stars that make up these 'cities of stars.' The results of their survey support the idea that astronomers are detecting the 'tip of the iceberg' of very distant galaxies. Based on these Hubble ultraviolet images, not all the faraway galaxies necessarily possess intrinsically odd shapes. The results are being presented today at the 197th meeting of the American Astronomical Society in San Diego, CA. The central region of the 'star-burst' spiral galaxy at far left

Public Engagement in Planetary Science through Europlanet Social Media

Science.gov (United States)

Heenatigala, T.

2017-09-01

From 'Save the Hubble' campaign to ESA's Rosetta mission, social media has played a major role in public engagement and continues to grow. However, with this growing number of social media platforms and the amount of content that goes public daily, the 'noise' level is high - making it difficult to reach a good, relevant audience. Hence, it's important to use different strategies with the content created, from launching a video to live session to issue a press release. Under the Horizon 2020, the Europlanet Media Centre[1] identifies the importance of using social media for outreach. Europlanet uses primary and secondary social media platforms strategically to engage with the followers and a new audience.

Testing the Interacting Dark Energy Model with Cosmic Microwave Background Anisotropy and Observational Hubble Data

Directory of Open Access Journals (Sweden)

Weiqiang Yang

2017-07-01

Full Text Available The coupling between dark energy and dark matter provides a possible approach to mitigate the coincidence problem of the cosmological standard model. In this paper, we assumed the interacting term was related to the Hubble parameter, energy density of dark energy, and equation of state of dark energy. The interaction rate between dark energy and dark matter was a constant parameter, which was, Q = 3 H ξ ( 1 + w x ρ x . Based on the Markov chain Monte Carlo method, we made a global fitting on the interacting dark energy model from Planck 2015 cosmic microwave background anisotropy and observational Hubble data. We found that the observational data sets slightly favored a small interaction rate between dark energy and dark matter; however, there was not obvious evidence of interaction at the 1 σ level.

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

Science.gov (United States)

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

2016-10-01

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

An atom is known by the company it keeps: Content, representation and pedagogy within the epistemic revolution of the complexity sciences

Science.gov (United States)

Blikstein, Paulo

The goal of this dissertation is to explore relations between content, representation, and pedagogy, so as to understand the impact of the nascent field of complexity sciences on science, technology, engineering and mathematics (STEM) learning. Wilensky & Papert coined the term "structurations" to express the relationship between knowledge and its representational infrastructure. A change from one representational infrastructure to another they call a "restructuration." The complexity sciences have introduced a novel and powerful structuration: agent-based modeling. In contradistinction to traditional mathematical modeling, which relies on equational descriptions of macroscopic properties of systems, agent-based modeling focuses on a few archetypical micro-behaviors of "agents" to explain emergent macro-behaviors of the agent collective. Specifically, this dissertation is about a series of studies of undergraduate students' learning of materials science, in which two structurations are compared (equational and agent-based), consisting of both design research and empirical evaluation. I have designed MaterialSim, a constructionist suite of computer models, supporting materials and learning activities designed within the approach of agent-based modeling, and over four years conducted an empirical inves3 tigation of an undergraduate materials science course. The dissertation is comprised of three studies: Study 1 - diagnosis . I investigate current representational and pedagogical practices in engineering classrooms. Study 2 - laboratory studies. I investigate the cognition of students engaging in scientific inquiry through programming their own scientific models. Study 3 - classroom implementation. I investigate the characteristics, advantages, and trajectories of scientific content knowledge that is articulated in epistemic forms and representational infrastructures unique to complexity sciences, as well as the feasibility of the integration of constructionist

Using a multi-user virtual simulation to promote science content: Mastery, scientific reasoning, and academic self-efficacy in fifth grade science

Science.gov (United States)

Ronelus, Wednaud J.

The purpose of this study was to examine the impact of using a role-playing game versus a more traditional text-based instructional method on a cohort of general education fifth grade students' science content mastery, scientific reasoning abilities, and academic self-efficacy. This is an action research study that employs an embedded mixed methods design model, involving both quantitative and qualitative data. The study is guided by the critical design ethnography theoretical lens: an ethnographic process involving participatory design work aimed at transforming a local context while producing an instructional design that can be used in multiple contexts. The impact of an immersive 3D multi-user web-based educational simulation game on a cohort of fifth-grade students was examined on multiple levels of assessments--immediate, close, proximal and distal. A survey instrument was used to assess students' self-efficacy in technology and scientific inquiry. Science content mastery was assessed at the immediate (participation in game play), close (engagement in-game reports) and proximal (understanding of targeted concepts) levels; scientific reasoning was assessed at the distal (domain general critical thinking test) level. This quasi-experimental study used a convenient sampling method. Seven regular fifth-grade classes participated in this study. Three of the classes were the control group and the other four were the intervention group. A cohort of 165 students participated in this study. The treatment group contained 38 boys and 52 girls, and the control group contained 36 boys and 39 girls. Two-tailed t-test, Analysis of Covariance (ANCOVA), and Pearson Correlation were used to analyze data. The data supported the rejection of the null hypothesis for the three research questions. The correlational analyses showed strong relationship among three of the four variables. There were no correlations between gender and the three dependent variables. The findings of this

DISENTANGLING AGN AND STAR FORMATION ACTIVITY AT HIGH REDSHIFT USING HUBBLE SPACE TELESCOPE GRISM SPECTROSCOPY

Energy Technology Data Exchange (ETDEWEB)

Bridge, Joanna S.; Zeimann, Gregory R.; Trump, Jonathan R.; Gronwall, Caryl; Ciardullo, Robin; Fox, Derek; Schneider, Donald P., E-mail: jsbridge@psu.edu [Department of Astronomy and Astrophysics, The Pennsylvania State University, University Park, PA 16802 (United States)

2016-08-01

Differentiating between active galactic nucleus (AGN) activity and star formation in z ∼ 2 galaxies is difficult because traditional methods, such as line-ratio diagnostics, change with redshift, while multi-wavelength methods (X-ray, radio, IR) are sensitive to only the brightest AGNs. We have developed a new method for spatially resolving emission lines using the Hubble Space Telescope /Wide Field Camera 3 G141 grism spectra and quantifying AGN activity through the spatial gradient of the [O iii]/H β line ratio. Through detailed simulations, we show that our novel line-ratio gradient approach identifies ∼40% more low-mass and obscured AGNs than obtained by classical methods. Based on our simulations, we developed a relationship that maps the stellar mass, star formation rate, and measured [O iii]/H β gradient to the AGN Eddington ratio. We apply our technique to previously studied stacked samples of galaxies at z ∼ 2 and find that our results are consistent with these studies. This gradient method will also be able to inform other areas of galaxy evolution science, such as inside-out quenching and metallicity gradients, and will be widely applicable to future spatially resolved James Webb Space Telescope data.

DISENTANGLING AGN AND STAR FORMATION ACTIVITY AT HIGH REDSHIFT USING HUBBLE SPACE TELESCOPE GRISM SPECTROSCOPY

International Nuclear Information System (INIS)

Bridge, Joanna S.; Zeimann, Gregory R.; Trump, Jonathan R.; Gronwall, Caryl; Ciardullo, Robin; Fox, Derek; Schneider, Donald P.

2016-01-01

Differentiating between active galactic nucleus (AGN) activity and star formation in z ∼ 2 galaxies is difficult because traditional methods, such as line-ratio diagnostics, change with redshift, while multi-wavelength methods (X-ray, radio, IR) are sensitive to only the brightest AGNs. We have developed a new method for spatially resolving emission lines using the Hubble Space Telescope /Wide Field Camera 3 G141 grism spectra and quantifying AGN activity through the spatial gradient of the [O iii]/H β line ratio. Through detailed simulations, we show that our novel line-ratio gradient approach identifies ∼40% more low-mass and obscured AGNs than obtained by classical methods. Based on our simulations, we developed a relationship that maps the stellar mass, star formation rate, and measured [O iii]/H β gradient to the AGN Eddington ratio. We apply our technique to previously studied stacked samples of galaxies at z ∼ 2 and find that our results are consistent with these studies. This gradient method will also be able to inform other areas of galaxy evolution science, such as inside-out quenching and metallicity gradients, and will be widely applicable to future spatially resolved James Webb Space Telescope data.

Discovery of Hubble's Law as a Series of Type III Errors

Science.gov (United States)

Belenkiy, Ari

2015-01-01

Recently much attention has been paid to the history of the discovery of Hubble's law--the linear relation between the rate of recession of the remote galaxies and distance to them from Earth. Though historians of cosmology now mention several names associated with this law instead of just one, the motivation of each actor of that remarkable…

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

Science.gov (United States)

Menon, Deepika; Sadler, Troy D.

2018-01-01

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

Qualitative Content Analysis

OpenAIRE

Satu Elo; Maria Kääriäinen; Outi Kanste; Tarja Pölkki; Kati Utriainen; Helvi Kyngäs

2014-01-01

Qualitative content analysis is commonly used for analyzing qualitative data. However, few articles have examined the trustworthiness of its use in nursing science studies. The trustworthiness of qualitative content analysis is often presented by using terms such as credibility, dependability, conformability, transferability, and authenticity. This article focuses on trustworthiness based on a review of previous studie...

Super-Hubble de Sitter fluctuations and the dynamical RG

Energy Technology Data Exchange (ETDEWEB)

Burgess, C.P. [Department of Physics and Astronomy, McMaster University, Hamilton, Ontario (Canada); Leblond, L.; Shandera, S. [Perimeter Institute for Theoretical Physics, Waterloo, Ontario (Canada); Holman, R., E-mail: cburgess@perimeterinstitute.ca, E-mail: lleblond@perimeterinstitute.ca, E-mail: rha@andrew.cmu.edu, E-mail: sshandera@perimeterinstitute.ca [Department of Physics, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213 (United States)

2010-03-01

Perturbative corrections to correlation functions for interacting theories in de Sitter spacetime often grow secularly with time, due to the properties of fluctuations on super-Hubble scales. This growth can lead to a breakdown of perturbation theory at late times. We argue that Dynamical Renormalization Group (DRG) techniques provide a convenient framework for interpreting and resumming these secularly growing terms. In the case of a massless scalar field in de Sitter with quartic self-interaction, the resummed result is also less singular in the infrared, in precisely the manner expected if a dynamical mass is generated. We compare this improved infrared behavior with large-N expansions when applicable.

Electrostatic Studies for the 2008 Hubble Service Repair Mission

Science.gov (United States)

Buhler, C. R.; Clements, J. S.; Calle, C. I.

2012-01-01

High vacuum triboelectric testing of space materials was required to identify possible Electrostatic Discharge (ESD) concerns for the astronauts in space during electronics board replacement on the Hubble Space Telescope. Testing under high vacuum conditions with common materials resulted in some interesting results. Many materials were able to charge to high levels which did not dissipate quickly even when grounded. Certain materials were able to charge up in contact with grounded metals while others were not. An interesting result was that like materials did not exchange electrostatic charge under high vacuum conditions. The most surprising experimental result is the lack of brush discharges from charged insulators under high vacuum conditions.

Hubble Tarantula Treasury Project - VI. Identification of Pre-Main-Sequence Stars using Machine Learning techniques

Science.gov (United States)

Ksoll, Victor F.; Gouliermis, Dimitrios A.; Klessen, Ralf S.; Grebel, Eva K.; Sabbi, Elena; Anderson, Jay; Lennon, Daniel J.; Cignoni, Michele; de Marchi, Guido; Smith, Linda J.; Tosi, Monica; van der Marel, Roeland P.

2018-05-01

The Hubble Tarantula Treasury Project (HTTP) has provided an unprecedented photometric coverage of the entire star-burst region of 30 Doradus down to the half Solar mass limit. We use the deep stellar catalogue of HTTP to identify all the pre-main-sequence (PMS) stars of the region, i.e., stars that have not started their lives on the main-sequence yet. The photometric distinction of these stars from the more evolved populations is not a trivial task due to several factors that alter their colour-magnitude diagram positions. The identification of PMS stars requires, thus, sophisticated statistical methods. We employ Machine Learning Classification techniques on the HTTP survey of more than 800,000 sources to identify the PMS stellar content of the observed field. Our methodology consists of 1) carefully selecting the most probable low-mass PMS stellar population of the star-forming cluster NGC2070, 2) using this sample to train classification algorithms to build a predictive model for PMS stars, and 3) applying this model in order to identify the most probable PMS content across the entire Tarantula Nebula. We employ Decision Tree, Random Forest and Support Vector Machine classifiers to categorise the stars as PMS and Non-PMS. The Random Forest and Support Vector Machine provided the most accurate models, predicting about 20,000 sources with a candidateship probability higher than 50 percent, and almost 10,000 PMS candidates with a probability higher than 95 percent. This is the richest and most accurate photometric catalogue of extragalactic PMS candidates across the extent of a whole star-forming complex.

Information Content in Radio Waves: Student Investigations in Radio Science

Science.gov (United States)

Jacobs, K.; Scaduto, T.

2013-12-01

We describe an inquiry-based instructional unit on information content in radio waves, created in the summer of 2013 as part of a MIT Haystack Observatory (Westford, MA) NSF Research Experiences for Teachers (RET) program. This topic is current and highly relevant, addressing science and technical aspects from radio astronomy, geodesy, and atmospheric research areas as well as Next Generation Science Standards (NGSS). Projects and activities range from simple classroom demonstrations and group investigations, to long term research projects incorporating data acquisition from both student-built instrumentation as well as online databases. Each of the core lessons is applied to one of the primary research centers at Haystack through an inquiry project that builds on previously developed units through the MIT Haystack RET program. In radio astronomy, students investigate the application of a simple and inexpensive software defined radio chip (RTL-SDR) for use in systems implementing a small and very small radio telescope (SRT and VSRT). Both of these systems allow students to explore fundamental principles of radio waves and interferometry as applied to radio astronomy. In ionospheric research, students track solar storms from the initial coronal mass ejection (using Solar Dynamics Observatory images) to the resulting variability in total electron density concentrations using data from the community standard Madrigal distributed database system maintained by MIT Haystack. Finally, students get to explore very long-baseline interferometry as it is used in geodetic studies by measuring crustal plate displacements over time. Alignment to NextGen standards is provided for each lesson and activity with emphasis on HS-PS4 'Waves and Their Applications in Technologies for Information Transfer'.

A PANCHROMATIC CATALOG OF EARLY-TYPE GALAXIES AT INTERMEDIATE REDSHIFT IN THE HUBBLE SPACE TELESCOPE WIDE FIELD CAMERA 3 EARLY RELEASE SCIENCE FIELD

Energy Technology Data Exchange (ETDEWEB)

Rutkowski, M. J.; Cohen, S. H.; Windhorst, R. A. [School of Earth and Space Exploration, Arizona State University, Tempe, AZ 85287-1404 (United States); Kaviraj, S.; Crockett, R. M.; Silk, J. [Department of Physics, University of Oxford, Denys Wilkinson Building, Keble Road, Oxford OX1 3RH (United Kingdom); O' Connell, R. W. [Department of Astronomy, University of Virginia, P.O. Box 3818, Charlottesville, VA 22903 (United States); Hathi, N. P.; McCarthy, P. J. [Observatories of the Carnegie Institute of Washington, Pasadena, CA 91101 (United States); Ryan, R. E. Jr.; Koekemoer, A.; Bond, H. E. [Space Telescope Science Institute, Baltimore, MD 21218 (United States); Yan, H. [Center for Cosmology and Astroparticle Physics, Ohio State University, Columbus, OH 43210 (United States); Kimble, R. A. [NASA-Goddard Space Flight Center, Greenbelt, MD 20771 (United States); Balick, B. [Department of Astronomy, University of Washington, Seattle, WA 98195-1580 (United States); Calzetti, D. [Department of Astronomy, University of Massachusetts, Amherst, MA 01003 (United States); Disney, M. J. [School of Physics and Astronomy, Cardiff University, Cardiff CF24 3AA (United Kingdom); Dopita, M. A. [Research School of Physics and Astronomy, The Australian National University, ACT 2611 (Australia); Frogel, J. A. [Astronomy Department, King Abdulaziz University, P.O. Box 80203, Jeddah (Saudi Arabia); Hall, D. N. B. [Institute for Astronomy, University of Hawaii, Honolulu, HI 96822 (United States); and others

2012-03-01

In the first of a series of forthcoming publications, we present a panchromatic catalog of 102 visually selected early-type galaxies (ETGs) from observations in the Early Release Science (ERS) program with the Wide Field Camera 3 (WFC3) on the Hubble Space Telescope (HST) of the Great Observatories Origins Deep Survey-South (GOODS-S) field. Our ETGs span a large redshift range, 0.35 {approx}< z {approx}< 1.5, with each redshift spectroscopically confirmed by previous published surveys of the ERS field. We combine our measured WFC3 ERS and Advanced Camera for Surveys (ACS) GOODS-S photometry to gain continuous sensitivity from the rest-frame far-UV to near-IR emission for each ETG. The superior spatial resolution of the HST over this panchromatic baseline allows us to classify the ETGs by their small-scale internal structures, as well as their local environment. By fitting stellar population spectral templates to the broadband photometry of the ETGs, we determine that the average masses of the ETGs are comparable to the characteristic stellar mass of massive galaxies, 10{sup 11} < M{sub *}[M{sub Sun }]<10{sup 12}. By transforming the observed photometry into the Galaxy Evolution Explorer FUV and NUV, Johnson V, and Sloan Digital Sky Survey g' and r' bandpasses we identify a noteworthy diversity in the rest-frame UV-optical colors and find the mean rest-frame (FUV-V) = 3.5 and (NUV-V) = 3.3, with 1{sigma} standard deviations {approx_equal}1.0. The blue rest-frame UV-optical colors observed for most of the ETGs are evidence for star formation during the preceding gigayear, but no systems exhibit UV-optical photometry consistent with major recent ({approx}<50 Myr) starbursts. Future publications which address the diversity of stellar populations likely to be present in these ETGs, and the potential mechanisms by which recent star formation episodes are activated, are discussed.

The Portrayal of Occupational Therapy and Occupational Science in Canadian Newspapers: A Content Analysis

Directory of Open Access Journals (Sweden)

Tsing-Yee (Emily Chai

2016-05-01

Full Text Available The primary goal of occupational therapy is to enable people to participate in the activities of everyday life. The demand for occupational therapists in Canada is expected to grow sharply at an annual growth rate of 3.2%, compared to 0.7% for all occupations. At the same time, it is believed by occupational therapists in Canada that the Canadian public does not understand the role of occupational therapy. Occupational science is an emerging basic science field that supports the practice of occupational therapy. Given that newspapers are one source the public uses to obtain information and that newspapers are seen to shape public opinions, the purpose of this study is to investigate how “occupational therapy” is covered in Canadian newspapers from the term’s first appearance in 1917 until 2016 and how “occupational science” is covered from the term’s first appearance in 1989 to 2016. We interrogated the findings through the lens of three non-newspaper sources—two academic journals: Canadian Journal of Occupational Therapy (CJOT and Journal of Occupational Science (JOS; and one Canadian magazine: Occupational Therapy Now (OTN. We found that medical terms were prevalent in the newspaper articles covering occupational therapy similar to the presence of medical terms in the CJOT and OTN. However, the newspapers missed contemporary shifts in occupational therapy as evident in the CJOT, OTN and JOS—such as the increased engagement with enablement, occupational justice and other occupational concepts. The newspapers also failed to portray the societal issues that occupational therapy engages with on behalf of and with their clients, and the newspapers did not cover many of the client groups of occupational therapy. Occupational science was only mentioned in n = 26 articles of the nearly 300 Canadian newspapers covered with no concrete content linked to occupational science. The scope of occupational therapy presented in Canadian

The Effects of Teacher Efficacy, Teacher Certification Route, Content Hours in the Sciences, Field-Based Experiences and Class Size on Middle School Student Achievement

Science.gov (United States)

Salgado, Robina

No Child Left Behind Act (NCLB) was signed into law in 2002 with the idea that all students, no matter the circumstances can learn and that highly qualified teachers should be present in every classrooms (United Stated Department of Education, 2011). The mandates of NCLB also forced states to begin measuring the progress of science proficiency beginning in 2007. The study determined the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods have on secondary school science teacher efficacy in Texas and how it impacts student achievement. Additionally, the results of the study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom. The study described was a survey design comparing nonequivalent groups. The study utilized the Science Teaching Efficacy Belief Instrument (STEBI). A 25-item efficacy scale made up of two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE) (Bayraktar, 2011). Once the survey was completed a 3-Way ANOVA, MANOVA, and Multiple Linear Regression were performed in SPSS to calculate the results. The results from the study indicated no significant difference between route of certification on student achievement, but a large effect size was reported, 17% of the variances in student achievement can be accounted for by route of certification. A MANOVA was conducted to assess the differences between number of science content hours on a linear combination of personal science teacher efficacy, science teaching outcome expectancy and total science teacher efficacy as measured by the STEBI. No significant

Constructing a philosophy of science of cognitive science.

Science.gov (United States)

Bechtel, William

2009-07-01

Philosophy of science is positioned to make distinctive contributions to cognitive science by providing perspective on its conceptual foundations and by advancing normative recommendations. The philosophy of science I embrace is naturalistic in that it is grounded in the study of actual science. Focusing on explanation, I describe the recent development of a mechanistic philosophy of science from which I draw three normative consequences for cognitive science. First, insofar as cognitive mechanisms are information-processing mechanisms, cognitive science needs an account of how the representations invoked in cognitive mechanisms carry information about contents, and I suggest that control theory offers the needed perspective on the relation of representations to contents. Second, I argue that cognitive science requires, but is still in search of, a catalog of cognitive operations that researchers can draw upon in explaining cognitive mechanisms. Last, I provide a new perspective on the relation of cognitive science to brain sciences, one which embraces both reductive research on neural components that figure in cognitive mechanisms and a concern with recomposing higher-level mechanisms from their components and situating them in their environments. Copyright © 2009 Cognitive Science Society, Inc.

HUBBLE STAYS ON TRAIL OF FADING GAMMA-RAY BURST FIREBALL

Science.gov (United States)

2002-01-01

A Hubble Space Telescope image of the fading fireball from one of the universe's most mysterious phenomena, a gamma-ray burst. Though the visible component has faded to 1/500th its brightness (27.7 magnitude) from the time it was first discovered by ground- based telescopes last March (the actual gamma-ray burst took place on February 28), Hubble continues to clearly see the fireball and discriminated a surrounding nebulosity (at 25th magnitude) which is considered a host galaxy. The continued visibility of the burst, and the rate of its fading, support theories that the light from a gamma-ray burst is an expanding relativistic (moving near the speed of light) fireball, possibly produced by the collision of two dense objects, such as an orbiting pair of neutron stars. If the burst happened nearby, within our own galaxy, the resulting fireball should have had only enough energy to propel it into space for a month. The fact that this fireball is still visible after six months means the explosion was truly titanic and, to match the observed brightness, must have happened at the vast distances of galaxies. The energy released in a burst, which can last from a fraction of a second to a few hundred seconds, is equal to all of the Sun's energy generated over its 10 billion year lifetime. The false-color image was taken Sept. 5, 1997 with the Space Telescope Imaging Spectrograph. Credit: Andrew Fruchter (STScI), Elena Pian (ITSRE-CNR), and NASA

Common Earth Science Misconceptions in Science Teaching

Science.gov (United States)

King, Chris

2012-01-01

A survey of the Earth science content of science textbooks found a wide range of misconceptions. These are discussed in this article with reference to the published literature on Earth science misconceptions. Most misconceptions occurred in the "sedimentary rocks and processes" and "Earth's structure and plate tectonics"…

Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

Science.gov (United States)

Habowski, Thomas; Mouza, Chrystalla

2014-01-01

This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

Science.gov (United States)

Sanborn, Stephen

Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

Directory of Open Access Journals (Sweden)

William J. FRASER

2017-10-01

Full Text Available This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS, and by the Nature of Scientific Inquiry (NOSI. Furthermore, science educators’ own PCK, and the limitations of a predominantly paper-based distance education (DE model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL.

Charge retention test experiences on Hubble Space Telescope nickel-hydrogen battery cells

Science.gov (United States)

Nawrocki, Dave E.; Driscoll, J. R.; Armantrout, J. D.; Baker, R. C.; Wajsgras, H.

1993-01-01

The Hubble Space Telescope (HST) nickel-hydrogen battery module was designed by Lockheed Missile & Space Co (LMSC) and manufactured by Eagle-Picher Ind. (EPI) for the Marshall Space Flight Center (MSFC) as an Orbital Replacement Unit (ORU) for the nickel-cadmium batteries originally selected for this low earth orbit mission. The design features of the HST nickel hydrogen battery are described and the results of an extended charge retention test are summarized.

The Hubble Constant to 1%: Physics beyond LambdaCDM

Science.gov (United States)

Riess, Adam

2017-08-01

By steadily advancing the precision and accuracy of the Hubble constant, we now see 3.4-sigma evidence for a deviation from the standard LambdaCDM model and thus the exciting chance of discovering new fundamental physics such as exotic dark energy, a new relativistic particle, dark matter interactions, or a small curvature, to name a few possibilities. We propose a coordinated program to accomplish three goals with one set of observations: (1) improve the precision of the best route to H_0 with HST observations of Cepheids in the hosts of 11 SNe Ia, lowering the uncertainty to 1.3% to reach the discovery threshold of 5-sigma and begin resolving the underlying source of the deviation; (2) continue testing the quality of Cepheid distances, so far the most accurate and reliable indicators in the near Universe, using the tip of the red giant branch (TRGB); and (3) use oxygen-rich Miras to confirm the present tension with the CMB and establish a future route available to JWST. We can achieve all three goals with one dataset and take the penultimate step to reach 1% precision in H_0 after Gaia. With its long-pass filter and NIR capability, we can collect these data with WFC3 many times faster than previously possible while overcoming the extinction and metallicity effects that challenged the first generation of H_0 measurements. Our results will complement the leverage available at high redshift from other cosmological tools such as BAO, the CMB, and SNe Ia, and will provide a 40% improvement on the WFIRST measurements of dark energy. Reaching this precision will be a fitting legacy for the telescope charged to resolve decades of uncertainty regarding the Hubble constant.

Content Analysis of the Science Textbooks of Iranian Junior High School Course in terms of the Components of Health Education

Directory of Open Access Journals (Sweden)

Abdolreza Gilavand

2016-12-01

Full Text Available BackgroundProviding healthcare for students is one of the primary duties of the states. This study aimed to analyze the contents of the science textbooks of Junior High School course in terms of the components of health education in Iran.Materials and MethodsThis descriptive study was conducted through content analysis. To collect data, a researcher-made check list including: physical health, nutritional health, the environment, environmental health, family health, accidents and safety, mobility, physical education, mental health, prevention of risky behavior, control and prevention of diseases, disabilities, public health and school health, was used. The samples were the science textbooks of Junior High School course (7th, 8th and 9th grades. Analysis unit was all pages of the textbooks (texts, pictures and exercises. Descriptive method (frequency table, percentage, mean and standard deviation [SD] was used to analyze the data and non-parametric Chi-square test was used to investigate the probable significant differences between the components.ResultsThe results showed that the authors of sciences textbooks of Junior High School course have paid most attention to the component of control and prevention of diseases (21.10% and have paid no attention to the component of "mental health". Also, there were significant differences among the components of physical health, family health, the environment and environmental health in terms of to be addressed in the science textbooks of Junior High School (P

Second generation spectrograph for the Hubble Space Telescope

Science.gov (United States)

Woodgate, B. E.; Boggess, A.; Gull, T. R.; Heap, S. R.; Krueger, V. L.; Maran, S. P.; Melcher, R. W.; Rebar, F. J.; Vitagliano, H. D.; Green, R. F.; Wolff, S. C.; Hutchings, J. B.; Jenkins, E. B.; Linsky, J. L.; Moos, H. W.; Roesler, F.; Shine, R. A.; Timothy, J. G.; Weistrop, D. E.; Bottema, M.; Meyer, W.

1986-01-01

The preliminary design for the Space Telescope Imaging Spectrograph (STIS), which has been selected by NASA for definition study for future flight as a second-generation instrument on the Hubble Space Telescope (HST), is presented. STIS is a two-dimensional spectrograph that will operate from 1050 A to 11,000 A at the limiting HST resolution of 0.05 arcsec FWHM, with spectral resolutions of 100, 1200, 20,000, and 100,000 and a maximum field-of-view of 50 x 50 arcsec. Its basic operating modes include echelle model, long slit mode, slitless spectrograph mode, coronographic spectroscopy, photon time-tagging, and direct imaging. Research objectives are active galactic nuclei, the intergalactic medium, global properties of galaxies, the origin of stellar systems, stelalr spectral variability, and spectrographic mapping of solar system processes.

Making Sense of New Science Assessments

Science.gov (United States)

Pellegrino, James W.

2016-01-01

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

Initial Hubble Diagram Results from the Nearby Supernova Factory

Energy Technology Data Exchange (ETDEWEB)

Bailey, S. [Lab. Nuclear and High-Energy Physics (LPNHE), Paris (France); Aldering, G. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Antilogus, P. [Lab. Nuclear and High-Energy Physics (LPNHE), Paris (France); Aragon, C. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Baltay, C. [Yale Univ., New Haven, CT (United States); Bongard, S. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Buton, C [Inst. of Nuclear Physics of Lyon (France); Childress, M. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Copin, Y. [Inst. of Nuclear Physics of Lyon (France); Gangler, E. [Inst. of Nuclear Physics of Lyon (France); Loken, S. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Nugent, P. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Pain, R. [Lab. Nuclear and High-Energy Physics (LPNHE), Paris (France); Pecontal, E. [Center of Research Astrophysics of Lyon (CRAL) (France); Pereira, R. [Lab. Nuclear and High-Energy Physics (LPNHE), Paris (France); Perlmutter, S. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Rabinowitz, D. [Yale Univ., New Haven, CT (United States); Rigaudier, G. [Center of Research Astrophysics of Lyon (CRAL) (France); Ripoche, P. [Lab. Nuclear and High-Energy Physics (LPNHE), Paris (France); Runge, K. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Scalzo, R. [Yale Univ., New Haven, CT (United States); Smadja, G. [Inst. of Nuclear Physics of Lyon (France); Tao, C. [Inst. of Nuclear Physics of Lyon (France); Thomas, R. C. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Wu, C. [Lab. Nuclear and High-Energy Physics (LPNHE), Paris (France)

2017-07-06

The use of Type Ia supernovae as distance indicators led to the discovery of the accelerating expansion of the universe a decade ago. Now that large second generation surveys have significantly increased the size and quality of the high-redshift sample, the cosmological constraints are limited by the currently available sample of ~50 cosmologically useful nearby supernovae. The Nearby Supernova Factory addresses this problem by discovering nearby supernovae and observing their spectrophotometric time development. Our data sample includes over 2400 spectra from spectral timeseries of 185 supernovae. This talk presents results from a portion of this sample including a Hubble diagram (relative distance vs. redshift) and a description of some analyses using this rich dataset.

Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

Directory of Open Access Journals (Sweden)

Andriani Putu Fika

2018-01-01

Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

The investigation of science teachers’ experience in integrating digital technology into science teaching

Science.gov (United States)

Agustin, R. R.; Liliasari; Sinaga, P.; Rochintaniawati, D.

2018-05-01

The use of technology into science learning encounters problems. One of the problem is teachers’ less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. The purpose of this study was to investigate science teachers’ experience in using digital technology into science classroom. Through this study science teachers’ technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. Descriptive method was used to depict science teachers’ TK and TCK through questionnaire that consisted of 20 questions. Subjects of this study were 25 science teachers in Bandung, Indonesia. The study was conducted in the context of teacher professional training. Result shows that science teachers still have less TK, yet they have high TCK. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. This finding describes teachers’ high technological content knowledge. Meanwhile, science teachers’ technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers’ technological knowledge.

A content-oriented model for science exhibit engineering

DEFF Research Database (Denmark)

Achiam, Marianne

2013-01-01

Recently, science museums have begun to review their educational purposes and redesign their pedagogies. At the most basic level, this entails accounting for the performance of individual exhibits, and indeed, in some cases, research indicates shortcomings in exhibit design: While often successful......: as a means to operationalize the link between exhibit features and visitor activities; and as a template to transform scientists’ practices in the research context into visitors’ activities in the exhibit context. The resulting model of science exhibit engineering is presented and exemplified, and its...... implications for science exhibit design are discussed at three levels: the design product, the design process, and the design methodology....

Automation of Hubble Space Telescope Mission Operations

Science.gov (United States)

Burley, Richard; Goulet, Gregory; Slater, Mark; Huey, William; Bassford, Lynn; Dunham, Larry

2012-01-01

On June 13, 2011, after more than 21 years, 115 thousand orbits, and nearly 1 million exposures taken, the operation of the Hubble Space Telescope successfully transitioned from 24x7x365 staffing to 815 staffing. This required the automation of routine mission operations including telemetry and forward link acquisition, data dumping and solid-state recorder management, stored command loading, and health and safety monitoring of both the observatory and the HST Ground System. These changes were driven by budget reductions, and required ground system and onboard spacecraft enhancements across the entire operations spectrum, from planning and scheduling systems to payload flight software. Changes in personnel and staffing were required in order to adapt to the new roles and responsibilities required in the new automated operations era. This paper will provide a high level overview of the obstacles to automating nominal HST mission operations, both technical and cultural, and how those obstacles were overcome.

Communicating the Science from NASA's Astrophysics Missions

Science.gov (United States)

Hasan, Hashima; Smith, Denise A.

2015-01-01

Communicating science from NASA's Astrophysics missions has multiple objectives, which leads to a multi-faceted approach. While a timely dissemination of knowledge to the scientific community follows the time-honored process of publication in peer reviewed journals, NASA delivers newsworthy research result to the public through news releases, its websites and social media. Knowledge in greater depth is infused into the educational system by the creation of educational material and teacher workshops that engage students and educators in cutting-edge NASA Astrophysics discoveries. Yet another avenue for the general public to learn about the science and technology through NASA missions is through exhibits at museums, science centers, libraries and other public venues. Examples of the variety of ways NASA conveys the excitement of its scientific discoveries to students, educators and the general public will be discussed in this talk. A brief overview of NASA's participation in the International Year of Light will also be given, as well as of the celebration of the twenty-fifth year of the launch of the Hubble Space Telescope.

Hydroponics: Content and Rationale

Science.gov (United States)

Ernst, Jeremy V.; Busby, Joe R.

2009-01-01

Technology education has the means of becoming the catalyst for integrated content and curricula, especially in core academic areas, such as science and mathematics, where it has been found difficult to incorporate other subject matter. Technology is diverse enough in nature that it can be addressed by a variety of content areas, serving as a true…

Data Science Programs in U.S. Higher Education: An Exploratory Content Analysis of Program Description, Curriculum Structure, and Course Focus

Science.gov (United States)

Tang, Rong; Sae-Lim, Watinee

2016-01-01

In this study, an exploratory content analysis of 30 randomly selected Data Science (DS) programs from eight disciplines revealed significant gaps in current DS education in the United States. The analysis centers on linguistic patterns of program descriptions, curriculum requirements, and DS course focus as pertaining to key skills and domain…

Information-seeking strategies and science content understandings of sixth-grade students using on-line learning environments

Science.gov (United States)

Hoffman, Joseph Loris

1999-11-01

This study examined the information-seeking strategies and science content understandings learners developed as a result of using on-line resources in the University of Michigan Digital Library and on the World Wide Web. Eight pairs of sixth grade students from two teachers' classrooms were observed during inquiries for astronomy, ecology, geology, and weather, and a final transfer task assessed learners' capabilities at the end of the school year. Data included video recordings of students' screen activity and conversations, journals and completed activity sheets, final artifacts, and semi-structured interviews. Learners' information-seeking strategies included activities related to asking, planning, tool usage, searching, assessing, synthesizing, writing, and creating. Analysis of data found a majority of learners posed meaningful, openended questions, used technological tools appropriately, developed pertinent search topics, were thoughtful in queries to the digital library, browsed sites purposefully to locate information, and constructed artifacts with novel formats. Students faced challenges when planning activities, assessing resources, and synthesizing information. Possible explanations were posed linking pedagogical practices with learners' growth and use of inquiry strategies. Data from classroom-lab video and teacher interviews showed varying degrees of student scaffolding: development and critique of initial questions, utilization of search tools, use of journals for reflection on activities, and requirements for final artifacts. Science content understandings included recalling information, offering explanations, articulating relationships, and extending explanations. A majority of learners constructed partial understandings limited to information recall and simple explanations, and these occasionally contained inaccurate conceptualizations. Web site design features had some influence on the construction of learners' content understandings. Analysis of

Content Analysis of Science Books for Upper Primary Stage in Jordan and Intermediate Stage in Saudi Arabia from an Islamic Perspective: Analytical Comparative Study

Science.gov (United States)

Aldossari, Ali Tarad; Al Khaldi, Jamal Khalil; Altarawneh, Mohammad Hasan

2016-01-01

This study aims to identify the current situation of science books in Jordan and Saudi Arabia from an Islamic perspective. For this end, the content analysis approach has been used through the analysis of the unit concept in the science books for the seventh, eighth and ninth grades in the academic year (2015/2016) in Jordan and Saudi Arabia. The…

A content analysis of dissemination and implementation science resource initiatives: what types of resources do they offer to advance the field?

Science.gov (United States)

Darnell, Doyanne; Dorsey, Caitlin N; Melvin, Abigail; Chi, Jonathan; Lyon, Aaron R; Lewis, Cara C

2017-11-21

The recent growth in organized efforts to advance dissemination and implementation (D & I) science suggests a rapidly expanding community focused on the adoption and sustainment of evidence-based practices (EBPs). Although promising for the D & I of EBPs, the proliferation of initiatives is difficult for any one individual to navigate and summarize. Such proliferation may also result in redundant efforts or missed opportunities for participation and advancement. A review of existing D & I science resource initiatives and their unique merits would be a significant step for the field. The present study aimed to describe the global landscape of these organized efforts to advance D & I science. We conducted a content analysis between October 2015 and March 2016 to examine resources and characteristics of D & I science resource initiatives using public, web-based information. Included resource initiatives must have engaged in multiple efforts to advance D & I science beyond conferences, offered D & I science resources, and provided content in English. The sampling method included an Internet search using D & I terms and inquiry among internationally representative D & I science experts. Using a coding scheme based on a priori and grounded approaches, two authors consensus coded website information including interactive and non-interactive resources and information regarding accessibility (membership, cost, competitive application, and location). The vast majority (83%) of resource initiatives offered at least one of seven interactive resources (consultation/technical assistance, mentorship, workshops, workgroups, networking, conferences, and social media) and one of six non-interactive resources (resource library, news and updates from the field, archived talks or slides, links pages, grant writing resources, and funding opportunities). Non-interactive resources were most common, with some appearing frequently across resource initiatives (e.g., news and updates from the

Proper Motions of Dwarf Spheroidal Galaxies from Hubble Space Telescope Imaging. III. Measurement for Ursa Minor

Science.gov (United States)

Piatek, Slawomir; Pryor, Carlton; Bristow, Paul; Olszewski, Edward W.; Harris, Hugh C.; Mateo, Mario; Minniti, Dante; Tinney, Christopher G.

2005-07-01

This article presents a measurement of the proper motion of the Ursa Minor dwarf spheroidal galaxy determined from images taken with the Hubble Space Telescope in two distinct fields. Each field contains a quasi-stellar object that serves as the ``reference point.'' The measured proper motion for Ursa Minor, expressed in the equatorial coordinate system, is (μα,μδ)=(-50+/-17,22+/-16) mas century-1. Removing the contributions of the solar motion and the motion of the local standard of rest yields the proper motion in the Galactic rest frame: (μGrfα,μGrfδ)=(-8+/-17,38+/-16) mas century-1. The implied space velocity with respect to the Galactic center has a radial component of Vr=-75+/-44 km s-1 and a tangential component of Vt=144+/-50 km s-1. Integrating the motion of Ursa Minor in a realistic potential for the Milky Way produces orbital elements. The perigalacticon and apogalacticon are 40 (10, 76) and 89 (78, 160) kpc, respectively, where the values in the parentheses represent the 95% confidence intervals derived from Monte Carlo experiments. The eccentricity of the orbit is 0.39 (0.09, 0.79), and the orbital period is 1.5 (1.1, 2.7) Gyr. The orbit is retrograde and inclined by 124° (94°, 136°) to the Galactic plane. Ursa Minor is not a likely member of a proposed stream of galaxies on similar orbits around the Milky Way, nor is the plane of its orbit coincident with a recently proposed planar alignment of galaxies around the Milky Way. Comparing the orbits of Ursa Minor and Carina shows no reason for the different star formation histories of these two galaxies. Ursa Minor must contain dark matter to have a high probability of having survived disruption by the Galactic tidal force until the present. Based on observations with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555.

Learning Science and the Science of Learning. Science Educators' Essay Collection.

Science.gov (United States)

Bybee, Rodger W., Ed.

This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…

Dark energy and the quietness of the local Hubble flow

International Nuclear Information System (INIS)

Axenides, M.; Perivolaropoulos, L.

2002-01-01

The linearity and quietness of the local ( X (t 0 ) of dark energy obeying the time independent equation of state p X =wρ X . We find that dark energy can indeed cool the LHF. However the dark energy parameter values required to make the predicted velocity dispersion consistent with the observed value v rms ≅40 km/s have been ruled out by other observational tests constraining the dark energy parameters w and Ω X . Therefore despite the claims of recent qualitative studies, dark energy with time independent equation of state cannot by itself explain the quietness and linearity of the local Hubble flow

Ghanaian Junior High School Science Teachers' attitude towards ...

African Journals Online (AJOL)

Contextualising science instruction has been found to improve pupils' understanding of science content since it links science content to the context of the pupil. Science teachers play vital roles in this effort to make science teaching relevant to the Ghanaian child through contextualisation of science instruction.

RMOS Contents - RMOS | LSDB Archive [Life Science Database Archive metadata

Lifescience Database Archive (English)

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Hubble’s 25th Anniversary: A Quarter-Century of Discovery and Inspiration

Science.gov (United States)

Straughn, Amber; Jirdeh, Hussein

2015-01-01

April 24, 2015 marks the 25th anniversary of the launch of the Hubble Space Telescope. In its quarter-century in orbit, the Hubble Space Telescope has transformed the way we understand the Universe, helped us find our place among the stars, and paved the way to incredible advancements in science and technology. NASA and ESA, including STScI and partners, will use the 25th anniversary of Hubble's launch as a unique opportunity to communicate to the widest possible audience the significance of the past quarter-century of discovery with the Hubble Space Telescope and to highlight that Hubble will continue to produce groundbreaking science results. We will enhance public understanding of Hubble's many contributions to the scientific world, and will capitalize on Hubble's cultural popularity by emphasizing its' successor, the James Webb Space Telescope. This poster highlights many of the upcoming opportunities to join in the anniversary activities, both in-person and online. Find out more at hubble25th.org and follow #Hubble25 on social media.

Spitzer IRAC Confirmation of z850-Dropout Galaxies in the Hubble Ultra Deep Field: Stellar Masses and Ages at z ~ 7

Science.gov (United States)

Labbé, Ivo; Bouwens, Rychard; Illingworth, G. D.; Franx, M.

2006-10-01

Using Spitzer IRAC mid-infrared imaging from the Great Observatories Origins Deep Survey, we study z850-dropout sources in the Hubble Ultra Deep Field. After carefully removing contaminating flux from foreground sources, we clearly detect two z850 dropouts at 3.6 and 4.5 μm, while two others are marginally detected. The mid-infrared fluxes strongly support their interpretation as galaxies at z~7, seen when the universe was only 750 Myr old. The IRAC observations allow us for the first time to constrain the rest-frame optical colors, stellar masses, and ages of the highest redshift galaxies. Fitting stellar population models to the spectral energy distributions, we find photometric redshifts in the range 6.7-7.4, rest-frame colors U-V=0.2-0.4, V-band luminosities LV=(0.6-3)×1010 Lsolar, stellar masses (1-10)×109 Msolar, stellar ages 50-200 Myr, star formation rates up to ~25 Msolar yr-1, and low reddening AV~8, during the era of cosmic reionization, but the star formation rate density derived from their stellar masses and ages is not nearly sufficient to reionize the universe. The simplest explanation for this deficiency is that lower mass galaxies beyond our detection limit reionized the universe. Based on observations with the Spitzer Space Telescope, which is operated by the Jet Propulsion Laboratory, California Institute of Technology under NASA contract 1407. Support for this work was provided by NASA through contract 125790 issued by JPL/Caltech. Based on observations with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555. Based on service mode observations collected at the European Southern Observatory, Paranal, Chile (ESO program 073.A-0764A).

Reexploration of interacting holographic dark energy model. Cases of interaction term excluding the Hubble parameter

Energy Technology Data Exchange (ETDEWEB)

Li, Hai-Li; Zhang, Jing-Fei; Feng, Lu [Northeastern University, Department of Physics, College of Sciences, Shenyang (China); Zhang, Xin [Northeastern University, Department of Physics, College of Sciences, Shenyang (China); Peking University, Center for High Energy Physics, Beijing (China)

2017-12-15

In this paper, we make a deep analysis for the five typical interacting holographic dark energy models with the interaction terms Q = 3βH{sub 0}ρ{sub de}, Q = 3βH{sub 0}ρ{sub c}, Q = 3βH{sub 0}(ρ{sub de} + ρ{sub c}), Q = 3βH{sub 0}√(ρ{sub de}ρ{sub c}), and Q = 3βH{sub 0}(ρ{sub de}ρ{sub c})/(ρ{sub de}+ρ{sub c}), respectively. We obtain observational constraints on these models by using the type Ia supernova data (the Joint Light-Curve Analysis sample), the cosmic microwave background data (Planck 2015 distance priors), the baryon acoustic oscillations data, and the direct measurement of the Hubble constant. We find that the values of χ{sub min}{sup 2} for all the five models are almost equal (around 699), indicating that the current observational data equally favor these IHDE models. In addition, a comparison with the cases of an interaction term involving the Hubble parameter H is also made. (orig.)

Science on Stage: Engaging and teaching scientific content through performance art

Science.gov (United States)

Posner, Esther

2016-04-01

Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.

Socioscientific Argumentation: The effects of content knowledge and morality

Science.gov (United States)

Sadler, Troy D.; Donnelly, Lisa A.

2006-10-01

Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

Revisiting the stellar velocity ellipsoid-Hubble-type relation: observations versus simulations

Science.gov (United States)

Pinna, F.; Falcón-Barroso, J.; Martig, M.; Martínez-Valpuesta, I.; Méndez-Abreu, J.; van de Ven, G.; Leaman, R.; Lyubenova, M.

2018-04-01

The stellar velocity ellipsoid (SVE) in galaxies can provide important information on the processes that participate in the dynamical heating of their disc components (e.g. giant molecular clouds, mergers, spiral density waves, and bars). Earlier findings suggested a strong relation between the shape of the disc SVE and Hubble type, with later-type galaxies displaying more anisotropic ellipsoids and early types being more isotropic. In this paper, we revisit the strength of this relation using an exhaustive compilation of observational results from the literature on this issue. We find no clear correlation between the shape of the disc SVE and morphological type, and show that galaxies with the same Hubble type display a wide range of vertical-to-radial velocity dispersion ratios. The points are distributed around a mean value and scatter of σz/σR = 0.7 ± 0.2. With the aid of numerical simulations, we argue that different mechanisms might influence the shape of the SVE in the same manner and that the same process (e.g. mergers) does not have the same impact in all the galaxies. The complexity of the observational picture is confirmed by these simulations, which suggest that the vertical-to-radial axis ratio of the SVE is not a good indicator of the main source of disc heating. Our analysis of those simulations also indicates that the observed shape of the disc SVE may be affected by several processes simultaneously and that the signatures of some of them (e.g. mergers) fade over time.

Lights, Camera, Action Research: The Effects of Didactic Digital Movie Making on Students' Twenty-First Century Learning Skills and Science Content in the Middle School Classroom

Science.gov (United States)

Ochsner, Karl

2010-01-01

Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and…

Integrating art into science education: a survey of science teachers' practices

Science.gov (United States)

Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

2017-07-01

Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n = 66). A pedagogical model for science teachers' art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.

Rethinking the Elementary Science Methods Course: A Case for Content, Pedagogy, and Informal Science Education.

Science.gov (United States)

Kelly, Janet

2000-01-01

Indicates the importance of preparing prospective teachers who will be elementary science teachers with different methods. Presents the theoretical and practical rationale for developing a constructivist-based elementary science methods course. Discusses the impact student knowledge and understanding of science and student attitudes has on…

Gender Stereotypes in Science Education Resources: A Visual Content Analysis.

Science.gov (United States)

Kerkhoven, Anne H; Russo, Pedro; Land-Zandstra, Anne M; Saxena, Aayush; Rodenburg, Frans J

2016-01-01

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people's social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers' attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.

Mach's Principle to Hubble's Law and Light Relativity

Science.gov (United States)

Zhang, Tianxi

2018-01-01

Discovery of the redshift-distance relation to be linear (i.e. Hubble's law) for galaxies in the end of 1920s instigated us to widely accept expansion of the universe, originated from a big bang around 14 billion years ago. Finding of the redshift-distance relation to be weaker than linear for distant type Ia supernovae nearly two decades ago further precipitated us to largely agree with recent acceleration of the universe, driven by the mysterious dark energy. The time dilation measured for supernovae has been claimed as a direct evidence for the expansion of the universe, but scientists could not explain why quasars and gamma-ray bursts had not similar time dilations. Recently, an anomaly was found in the standard template for the width of supernova light curves to be proportional to the wavelength, which exactly removed the time dilation of supernovae and hence was strongly inconsistent with the conventional redshift mechanism. In this study, we have derived a new redshift-distance relation from Mach's principle with light relativity that describes the effect of light on spacetime as well as the influence of disturbed spacetime on the light inertia or frequency. A moving object or photon, because of its continuously keeping on displacement, disturbs the rest of the entire universe or distorts/curves the spacetime. The distorted or curved spacetime then generates an effective gravitational force to act back on the moving object or photon, so that reduces the object inertia or photon frequency. Considering the disturbance of spacetime by a photon is extremely weak, we have modelled the effective gravitational force to be Newtonian and derived the new redshift-distance relation that can not only perfectly explain the redshift-distance measurement of distant type Ia supernovae but also inherently obtain Hubble's law as an approximate at small redshift. Therefore, the result obtained from this study does neither support the acceleration of the universe nor the

STS 31 PAYLOAD HUBBLE SPACE TELESCOPE ENCLOSED IN AN AIR-TIGHT PLASTIC BAG FOR PROTECTION IN VERTICA

Science.gov (United States)

1989-01-01

Preparations are made to enclose the Hubble Space Telescope [HST] inside an air-tight plastic bag in the VPF. Processing of the 94- inch primary mirror telescope for launch on the Discovery in March 1990, involves working within strict controls to prevent contamination.

Liberal Studies in Science--A Successful Experiment

Science.gov (United States)

Jevons, F. R.

1970-01-01

Describes the job placement success experienced by graduates of the Science Greats Course at the University of Manchester. Discusses the course content which centers on the social relations of science. Since nearly half the course involves science content, the author discusses the science background necessary for enrollees. Presents a personal…

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

Science.gov (United States)

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

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past

Different images of science

DEFF Research Database (Denmark)

Davidsson, Eva

  Within the science and technology centres (STC) movement there exists explicit aims and ambitions to enhance visitors' interest in and knowledge about science. Meanwhile, several researches question the choice of the scientific content in exhibitions when arguing that a too unproblematic view...... of science commonly is presented. But what images and aspects of science are visitors actually confronted with at STCs? How do staff members at STCs consider the scientific content and how do they choose what aspects of science to display in exhibitions? What ideas about visitors' learning do staff members....... The most common image was the usefulness of science which displays science in an unproblematic and single-dimensioned way. In order to explore what underlying assumptions and factors which affect how science is constituted, 17 staff members who worked with planning and constructing new exhibitions...

The Challenges and Success of Implementing Climate Studies Lessons for Pre-Professional Teachers at a Small Historically Black College to Engage Student Teaching of Science Pedagogy and Content Skill Based Learning.

Science.gov (United States)

Arnold, J.; Wider-Lewis, F.; Miller-Jenkins, A.

2017-12-01

This poster is a description of the challenges and success of implementing climate studies lessons for pre-service teachers to engage student teaching pedagogy and content skill based learning. Edward Waters College is a historical black college with an elementary education teacher program focused on urban elementary school teaching and learning. Pre-Service Elementary Educator Students often have difficulty with science and mathematics content and pedagogy. This poster will highlight the barriers and successes of using climate studies lessons to develop and enhance pre-service teachers' knowledge of elementary science principles particularly related to climate studies, physical and earth space science.

AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

Directory of Open Access Journals (Sweden)

Tengku Nor Rizan Tengku Mohamad Maasum

2012-01-01

Full Text Available Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers’ pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.

A content analysis of dissemination and implementation science resource initiatives: what types of resources do they offer to advance the field?

Directory of Open Access Journals (Sweden)

Doyanne Darnell

2017-11-01

Full Text Available Abstract Background The recent growth in organized efforts to advance dissemination and implementation (D & I science suggests a rapidly expanding community focused on the adoption and sustainment of evidence-based practices (EBPs. Although promising for the D & I of EBPs, the proliferation of initiatives is difficult for any one individual to navigate and summarize. Such proliferation may also result in redundant efforts or missed opportunities for participation and advancement. A review of existing D & I science resource initiatives and their unique merits would be a significant step for the field. The present study aimed to describe the global landscape of these organized efforts to advance D & I science. Methods We conducted a content analysis between October 2015 and March 2016 to examine resources and characteristics of D & I science resource initiatives using public, web-based information. Included resource initiatives must have engaged in multiple efforts to advance D & I science beyond conferences, offered D & I science resources, and provided content in English. The sampling method included an Internet search using D & I terms and inquiry among internationally representative D & I science experts. Using a coding scheme based on a priori and grounded approaches, two authors consensus coded website information including interactive and non-interactive resources and information regarding accessibility (membership, cost, competitive application, and location. Results The vast majority (83% of resource initiatives offered at least one of seven interactive resources (consultation/technical assistance, mentorship, workshops, workgroups, networking, conferences, and social media and one of six non-interactive resources (resource library, news and updates from the field, archived talks or slides, links pages, grant writing resources, and funding opportunities. Non-interactive resources were most common, with some appearing frequently across

How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?

Science.gov (United States)

Aslan, Oktay

2015-01-01

An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In…

Content Development, Presentation and Delivery for eLearning in Nuclear Science and Engineering: Experiences with Emerging Authoring Tools

International Nuclear Information System (INIS)

Bamford, S.; Afriyie, P.; Comlan, E.

2016-01-01

Full text: Transference of explicit knowledge starts from content development, and proceeds with packaging and delivery. A comparative study of some selected authoring tools for knowledge creation in Nuclear Sciences and Engineering education is being carried out at the School of Nuclear and Allied Sciences in Accra, Ghana. These authoring tools include commercial software (Macromedia Suite CS6, Learning 6.0) as well as freeware software (Xerte, eXe). A course, X-ray Fluorescence Spectrometry (NSAP 603), at the postgraduate School of Nuclear and Allied Sciences (SNAS), has been selected for migration onto an eLearning platform. Different authoring tools have been employed to create some ICT-based modules for teaching and learning. This paper therefore shares the experiences realized in moving from course syllabus to digitized modules, integrating pedagogical considerations, the strengths and weakness of the selected authoring tools, user-interactivity and usability of the modules produced. The need and the basis for the adoption of an appropriate authoring tool for creation of scientific, mathematical, and engineering documents and learning materials has also been discussed. Leveraging on ICT to produce pedagogically sound learning materials for eLearning platforms promotes interests of students in nuclear sciences, and ensures continuity in producing qualified professionals. (author

Science Teacher Orientations and PCK across Science Topics in Grade 9 Earth Science

Science.gov (United States)

Campbell, Todd; Melville, Wayne; Goodwin, Dawne

2017-01-01

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade…

The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

Science.gov (United States)

Kaya, Osman N.

2009-01-01

The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

Science.gov (United States)

Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

2011-01-01

This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

Directory of Open Access Journals (Sweden)

Tengku Nor Rizan Tengku Mohamad Maasum

2012-01-01

Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy

Price of shifting the Hubble constant

Science.gov (United States)

Evslin, Jarah; Sen, Anjan A.; Ruchika

2018-05-01

An anisotropic measurement of the baryon acoustic oscillation (BAO) feature fixes the product of the Hubble constant and the acoustic scale H0rd. Therefore, regardless of the dark energy dynamics, to accommodate a higher value of H0 one needs a lower rd and so necessarily a modification of early time cosmology. One must either reduce the age of the Universe at the drag epoch or else the speed of sound in the primordial plasma. The first can be achieved, for example, with dark radiation or very early dark energy, automatically preserving the angular size of the acoustic scale in the cosmic microwave background (CMB) with no modifications to post-recombination dark energy. However, it is known that the simplest such modifications fall afoul of CMB constraints at higher multipoles. As an example, we combine anisotropic BAO with geometric measurements from strong lensing time delays from H0LiCOW and megamasers from the Megamaser Cosmology Project to measure rd, with and without the local distance ladder measurement of H0. We find that the best fit value of rd is indeed quite insensitive to the dark energy model and is also hardly affected by the inclusion of the local distance ladder data.

H0, q0 and the local velocity field. [Hubble and deceleration constants in Big Bang expansion

Science.gov (United States)

Sandage, A.; Tammann, G. A.

1982-01-01

An attempt is made to find a systematic deviation from linearity for distances that are under the control of the Virgo cluster, and to determine the value of the mean random motion about the systematic flow, in order to improve the measurement of the Hubble and the deceleration constants. The velocity-distance relation for large and intermediate distances is studied, and type I supernovae are calibrated relatively as distance indicators and absolutely to obtain a new value for the Hubble constant. Methods of determining the deceleration constant are assessed, including determination from direct measurement, mean luminosity density, virgocentric motion, and the time scale test. The very local velocity field is investigated, and a solution is preferred with a random peculiar radial velocity of very nearby field galaxies of 90-100 km/s, and a Virgocentric motion of the local group of 220 km/s, leading to an underlying expansion rate of 55, in satisfactory agreement with the global value.

The MUSE Hubble Ultra Deep Field Survey. IX. Evolution of galaxy merger fraction since z ≈ 6

Science.gov (United States)

Ventou, E.; Contini, T.; Bouché, N.; Epinat, B.; Brinchmann, J.; Bacon, R.; Inami, H.; Lam, D.; Drake, A.; Garel, T.; Michel-Dansac, L.; Pello, R.; Steinmetz, M.; Weilbacher, P. M.; Wisotzki, L.; Carollo, M.

2017-11-01

We provide, for the first time, robust observational constraints on the galaxy major merger fraction up to z ≈ 6 using spectroscopic close pair counts. Deep Multi Unit Spectroscopic Explorer (MUSE) observations in the Hubble Ultra Deep Field (HUDF) and Hubble Deep Field South (HDF-S) are used to identify 113 secure close pairs of galaxies among a parent sample of 1801 galaxies spread over a large redshift range (0.2 separation limit of 109.5 M⊙ or the median value of stellar mass computed in each redshift bin. Overall, the major close pair fraction for low-mass and massive galaxies follows the same trend. These new, homogeneous, and robust estimates of the major merger fraction since z ≈ 6 are in good agreement with recent predictions of cosmological numerical simulations. Based on observations made with ESO telescopes at the La Silla-Paranal Observatory under programmes 094.A-0289(B), 095.A-0010(A), 096.A-0045(A) and 096.A-0045(B).

Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

Science.gov (United States)

Jones-Moore, Lisa Michelle

2011-12-01

This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

General Astrophysics Science Enabled by the HabEx Ultraviolet Spectrograph (UVS)

Science.gov (United States)

Scowen, Paul; Clarke, John; Gaudi, B. Scott; Kiessling, Alina; Martin, Stefan; Somerville, Rachel; Stern, Daniel; HabEx Science and Technology Definition Team

2018-01-01

The Habitable Exoplanet Imaging Mission (HabEx) is one of the four large mission concepts being studied by NASA as input to the upcoming 2020 Decadal Survey. The mission implements two world-class General Astrophysics instruments as part of its complement of instrumentation to enable compelling science using the 4m aperture. The Ultraviolet Spectrograph has been designed to address cutting edge far ultraviolet (FUV) science that has not been possible with the Hubble Space Telescope, and to open up a wide range of capabilities that will advance astrophysics as we look into the 2030s. Our poster discusses some of those science drivers and possible applications, which range from Solar System science, to nearby and more distant studies of star formation, to studies of the circumgalactic and intergalactic mediums where the ecology of mass and energy transfer are vital to understanding stellar and galactic evolution. We discuss the performance features of the instrument that include a large 3’x3’ field of view for multi-object spectroscopy, and some 20 grating modes for a variety of spectral resolution and coverage.

What's science? Where's science? Science journalism in German print media.

Science.gov (United States)

Summ, Annika; Volpers, Anna-Maria

2016-10-01

This article examines the current state of science coverage in German print media. It deals with the following questions: (1) how the main characteristics of science journalism can be described, (2) whether there is a difference between various scientific fields, and (3) how different definitions of science journalism lead to differing findings. Two forms of science coverage were analyzed in a standardized, two-part content analysis of German newspapers (N = 1730 and N = 1640). The results show a significant difference between a narrow and a broad definition of science journalism. In the classic understanding, science journalism is prompted by scientific events and is rather noncritical. Science coverage in a broad sense is defined by a wider range of journalistic styles, driven by non-scientific events, and with a focus on the statements of scientific experts. Furthermore, the study describes the specific role of the humanities and social sciences in German science coverage. © The Author(s) 2015.

Who's on First? Gender Differences in Performance on the "SAT"® Test on Critical Reading Items with Sports and Science Content. Research Report. ETS RR-16-26

Science.gov (United States)

Chubbuck, Kay; Curley, W. Edward; King, Teresa C.

2016-01-01

This study gathered quantitative and qualitative evidence concerning gender differences in performance by using critical reading material on the "SAT"® test with sports and science content. The fundamental research questions guiding the study were: If sports and science are to be included in a skills test, what kinds of material are…

Hubble evolution of fireball in relativistic nuclear collisions

International Nuclear Information System (INIS)

Zgura, Sorin; Besliu, Calin; Jipa, Alexandru

2004-01-01

The final state of Au + Au collisions at √s = 130 A GeV and 200 A GeV at RHIC has been reconstructed within the framework of the Buda-Lund hydro model, by performing a simultaneous fit to preliminary BRAHMS, PHENIX, PHOBOS and STAR data on two-particle Bose-Einstein correlations and identified single particle spectra. The Hubble constant is determined for cosmology. From this reconstructed final state and the knowledge of the equation of state of hot and dense hadronic matter (e.g. from lattice QCD calculations) one can, in principle, reconstruct the initial state of the reaction by running the (relativistic) hydrodynamical equations backwards in time and determine if this initial state had been in the QGP phase or not. Here we report on such a reconstruction within the framework of the Buda-Lund hydro model. This model fits are compared to RHIC's experiment data on identified particle spectra, two-particle Bose-Einstein or HBT correlations. (authors)

The Hubble Space Telescope from concept to success

CERN Document Server

Shayler, David J

2016-01-01

The highly successful Hubble Space Telescope was meant to change our view and understanding of the universe. Within weeks of its launch in 1990, however, the space community was shocked to find out that the primary mirror of the telescope was flawed. It was only the skills of scientists and engineers on the ground and the daring talents of astronauts sent to service the telescope in December 1993 that saved the mission. For over two decades NASA had developed the capabilities to service a payload in orbit. This involved numerous studies and the creation of a ground-based infrastructure to support the challenging missions. Unique tools and EVA hardware supported the skills developed in crew training that then enabled astronauts to complete a demanding series of spacewalks. Drawing upon first hand interviews with those closely involved in the project over thirty years ago this story explains the development of the servicing mission concept and the hurdles that had to be overcome to not only launch the telescope...

Analysis of the thematic content of review Nucleus

International Nuclear Information System (INIS)

Guerra Valdes, Ramiro

2007-01-01

A computer programme for performing standardized analysis of research areas and key concepts of nuclear science and technology under development at Cubaenergia is presented. Main components of the information processing system, as well as computational methods and modules for thematic content analysis of INIS Database record files are described. Results of thematic content analysis of review Nucleus from 1986 to 2005 are shown. Furthermore, results of demonstrative study Nucleus, Science, Technology and Society are also shown. The results provide new elements to asses the significance of the thematic content of review Nucleus in the context of innovation in interrelated multidisciplinary research areas

Understanding How Science Works: The Nature of Science as The Foundation for Science Teaching and Learning

Science.gov (United States)

McComas, William F.

2017-01-01

The nature of science (NOS) is a phrase used to represent the rules of the game of science. Arguably, NOS is the most important content issue in science instruction because it helps students understand the way in which knowledge is generated and validated within the scientific enterprise. This article offers a proposal for the elements of NOS that…

Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

Science.gov (United States)

Goodale, T. A.

2016-02-01

Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

3D-HST: A Wide-field Grism Spectroscopic Survey with the Hubble Space Telescope

Science.gov (United States)

Brammer, Gabriel B.; van Dokkum, Pieter G.; Franx, Marijn; Fumagalli, Mattia; Patel, Shannon; Rix, Hans-Walter; Skelton, Rosalind E.; Kriek, Mariska; Nelson, Erica; Schmidt, Kasper B.; Bezanson, Rachel; da Cunha, Elisabete; Erb, Dawn K.; Fan, Xiaohui; Förster Schreiber, Natascha; Illingworth, Garth D.; Labbé, Ivo; Leja, Joel; Lundgren, Britt; Magee, Dan; Marchesini, Danilo; McCarthy, Patrick; Momcheva, Ivelina; Muzzin, Adam; Quadri, Ryan; Steidel, Charles C.; Tal, Tomer; Wake, David; Whitaker, Katherine E.; Williams, Anna

2012-06-01

Telescope. Based on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with programs 12177 and 12328.

Theoretical colours and isochrones for some Hubble Space Telescope colour systems

Science.gov (United States)

Edvardsson, B.; Bell, R. A.

1989-01-01

Synthetic spectra for effective temperatures of 4000-7250 K, logarithmic surface gravities typical of dwarfs and subgiants, and metallicities from solar values to 0.001 of the solar metallicity were used to derive a grid of synthetic surface brightness magnitudes for 21 of the Hubble Space Telescope Wide Field Camera (WFC) band passes. The absolute magnitudes of these 21 band passes are also obtained for a set of globular cluster isochrones with different helium abundances, metallicities, oxygen abundances, and ages. The usefulness and efficiency of different sets of broad and intermediate bandwidth WFC colors for determining ages and metallicities for globular clusters are evaluated.

Identifying the Gender Dimension in Research Content

Energy Technology Data Exchange (ETDEWEB)

Campbell, D.; Lalonde, B.St.L.; Tippett, C.; Archambault, E.; Callaert, J.; Mantouvalou, K.; Arora, L.

2016-07-01

Globally, there is an increasing interest in integrating the gender dimension in research content (GDRC). As a first step towards monitoring progress in this area, a new indicator measuring the proportion of a country’s scientific publications integrating a gender dimension in their subject matter was developed for the European Commission’s She Figures 2015 publication. This indicator is based on a keyword-based query covering both sex-related terms (biological characteristics of both women and men) and gender-related terms (social/cultural factors of both women and men). The final GDRC dataset consisted of some 212,600 distinct publications including a gender dimension in their research content. Findings suggest that integrating a gender dimension into research content is relatively rare. Unsurprisingly, it was less common for scientific articles in the fields of agricultural sciences, engineering and technology, and natural sciences to do so, and more common in the social sciences. (Author)

Partnering and teamwork to create content for spherical display systems to enhance public literacy in earth system and ocean sciences

Science.gov (United States)

Beaulieu, S. E.; Patterson, K.; Joyce, K.; Silva, T.; Madin, K.; Spargo, A.; Brickley, A.; Emery, M.

2013-12-01

Spherical display systems, also known as digital globes, are technologies that, in person or online, can be used to help visualize global datasets and earth system processes. Using the InterRidge Global Database of Active Submarine Hydrothermal Vent Fields and imagery from deep-sea vehicles, we are creating content for spherical display systems to educate and excite the public about dynamic geophysical and biological processes and exploration in the deep ocean. The 'Global Viewport for Virtual Exploration of Deep-Sea Hydrothermal Vents' is a collaboration between the Woods Hole Oceanographic Institution and the Ocean Explorium at New Bedford Seaport, hosting a Magic Planet and Science On a Sphere (SOS), respectively. The main activities in the first year of our project were geared towards team building and content development. Here we will highlight the partnering and teamwork involved in creating and testing the effectiveness of our new content. Our core team is composed of a lead scientist, educators at both institutions, graphic artists, and a professional evaluator. The new content addresses key principles of Earth Science Literacy and Ocean Literacy. We will share the collaborative, iterative process by which we developed two educational pieces, 'Life without sunlight' and 'Smoke and fire underwater' - each focusing on a different set of 3 literacy principles. We will share how we conducted our front-end and formative evaluations and how we focused on 2 NSF Informal Education Impact Categories for our evaluation questionnaire for the public. Each educational piece is being produced as a stand-alone movie and as an interactive, docent-led presentation integrating a number of other datasets available from NOAA's SOS Users Network. The proximity of our two institutions enables a unique evaluation of the learning attained with a stand-alone spherical display vs. live presentations with an SOS.

Observations of the Hubble Deep Field with the Infrared Space Observatory .2. Source detection and photometry

DEFF Research Database (Denmark)

Goldschmidt, P.; Oliver, S.J.; Serjeant, S.B.G.

1997-01-01

We present positions and fluxes of point sources found in the Infrared Space Observatory (ISO) images of the Hubble Deep Field (HDF) at 6.7 and 15 mu m. We have constructed algorithmically selected 'complete' flux-limited samples of 19 sources in the 15-mu m image, and seven sources in the 6.7-mu m...

Discovering Science from an Armchair: Popular Science in British Magazines of the Interwar Years.

Science.gov (United States)

Bowler, Peter J

2016-01-01

Analysing the contents of magazines published with the stated intention of conveying information about science and technology to the public provides a mechanism for evaluation what counted as 'popular science'. This article presents numerical surveys of the contents of three magazines published in inter-war Britain (Discovery, Conquest and Armchair Science) and offers an evaluation of the results. The problem of defining relevant topic-categories is addressed, both direct and indirect strategies being employed to ensure that the topics correspond to what the editors and publishers took to be the principal areas of science and technology of interest to their readers. Analysis of the results of the surveys reveals different editorial policies depending on the backgrounds of the publishers and their anticipated readerships. The strong focus of the two most populist magazines on applied science and 'hobbyist' topics such as natural history, radio and motoring is noted and contrasted with the very limited coverage of theoretical science. In conclusion, a survey of changes in the contents over the periods of publication is used to identify trends in the coverage of science during this period.

The role of entomology in environmental and science education: Comparing outreach methods for their impact on student and teacher content knowledge and motivation

Science.gov (United States)

Weeks, Faith J.

Outreach programming can be an important way for local students and teachers to be exposed to new fields while enhancing classroom learning. University-based outreach programs are offered throughout the country, including most entomology departments as few individuals learn about insects in school and these programs can be excellent sources of entomological education, as well as models to teach environmental and science education. Each department utilizes different instructional delivery methods for teaching about insects, which may impact the way in which students and teachers understand the insect concepts presented. To determine the impact of using entomology to enhance science and environmental education, this study used a series of university-based entomology outreach programs to compare three of the most common delivery methods for their effect on teacher and student content knowledge and motivation, specifically student interest in entomology and teacher self-efficacy. Twenty fifth grade classrooms were assessed over the course of one school year. The results show that teacher knowledge significantly increased when teachers were unfamiliar with the content and when trained by an expert, and teacher self-efficacy did not decrease when asked about teaching with insects. For students, content knowledge increased for each lesson regardless of treatment, suggesting that outreach program providers should focus on working with local schools to integrate their field into the classroom through the delivery methods best suited to the needs of the university, teachers, and students. The lessons also had an impact on student interest in science and environmental education, with an overall finding that student interest increases when using insects in the classroom.

The changing information environment for nanotechnology: online audiences and content

International Nuclear Information System (INIS)

Anderson, Ashley A.; Brossard, Dominique; Scheufele, Dietram A.

2010-01-01

The shift toward online communication in all realms, from print newspapers to broadcast television, has implications for how the general public consumes information about nanotechnology. The goal of this study is threefold: to investigate who is using online sources for information and news about science and nanotechnology, to examine what the general public is searching for online with regards to nanotechnology, and to analyze what they find in online content of nanotechnology. Using survey data, we find those who report the Internet as their primary source of science and technology news are diverse in age, more knowledgeable about science and nanotechnology, highly educated, male, and more diverse racially than users of other media. In a comparison of demographic data on actual visits by online users to general news and science Web sites, science sites attracted more male, non-white users from the Western region of the United States than news sites did. News sites, on the other hand, attracted those with a slightly higher level of education. Our analysis of published estimates of keyword searches on nanotechnology reveals people are turning to the Internet to search for keyword searches related to the future, health, and applications of nanotechnology. A content analysis of online content reveals health content dominates overall. Comparisons of content in different types of sites-blogs, government, and general sites-are conducted.

The changing information environment for nanotechnology: online audiences and content

Energy Technology Data Exchange (ETDEWEB)

Anderson, Ashley A., E-mail: aaanderson3@wisc.edu; Brossard, Dominique; Scheufele, Dietram A. [University of Wisconsin-Madison, Department of Life Sciences Communication (United States)

2010-05-15

The shift toward online communication in all realms, from print newspapers to broadcast television, has implications for how the general public consumes information about nanotechnology. The goal of this study is threefold: to investigate who is using online sources for information and news about science and nanotechnology, to examine what the general public is searching for online with regards to nanotechnology, and to analyze what they find in online content of nanotechnology. Using survey data, we find those who report the Internet as their primary source of science and technology news are diverse in age, more knowledgeable about science and nanotechnology, highly educated, male, and more diverse racially than users of other media. In a comparison of demographic data on actual visits by online users to general news and science Web sites, science sites attracted more male, non-white users from the Western region of the United States than news sites did. News sites, on the other hand, attracted those with a slightly higher level of education. Our analysis of published estimates of keyword searches on nanotechnology reveals people are turning to the Internet to search for keyword searches related to the future, health, and applications of nanotechnology. A content analysis of online content reveals health content dominates overall. Comparisons of content in different types of sites-blogs, government, and general sites-are conducted.

Questionnaire for the contents of cancer professional training plan by Ministry of Education, Culture, Sports, Science, and Technology Japan

International Nuclear Information System (INIS)

Sasaki, Ryohei; Numasaki, Hodaka; Teshima, Teruki; Nishio, Teiji; Fukuda, Haruyuki; Ashino, Yasuo; Onishi, Hiroshi; Nakamura, Katsumasa; Nagata, Yasushi

2009-01-01

Questionnaire for the contents of cancer professional training plan by Ministry of Education, Culture, Sports, Science, and Technology Japan were widely assessed and introduced in the 4th Japanese Society for Therapeutic Radiology and Oncology (JASTRO) Future Planning Seminar held on March 8, 2008 in Tokyo, Japan. From the assessment, small number of instructors for medical physicists was elucidated as the most important problem for the future of fields of radiation oncology in Japan. (author)

A MULTIWAVELENGTH STUDY OF TADPOLE GALAXIES IN THE HUBBLE ULTRA DEEP FIELD

International Nuclear Information System (INIS)

Straughn, Amber N.; Eufrasio, Rafael T.; Gardner, Jonathan P.; Voyer, Elysse N.; Mello, Duilia de; Soto, Emmaris; Petty, Sara; Kassin, Susan; Ravindranath, Swara

2015-01-01

Multiwavelength data are essential in order to provide a complete picture of galaxy evolution and to inform studies of galaxies’ morphological properties across cosmic time. Here we present the results of a multiwavelength investigation of the morphologies of “tadpole” galaxies at intermediate redshift (0.314 < z < 3.175) in the Hubble Ultra Deep Field. These galaxies were previously selected from deep Hubble Space Telescope (HST) F775W data based on their distinct asymmetric knot-plus-tail morphologies. Here we use deep Wide Field Camera 3 near-infrared imaging in addition to the HST optical data in order to study the rest-frame UV/optical morphologies of these galaxies across the redshift range 0.3 < z < 3.2. This study reveals that the majority of these galaxies do retain their general asymmetric morphology in the rest-frame optical over this redshift range, if not the distinct “tadpole” shape. The average stellar mass of tadpole galaxies is lower than that of field galaxies, with the effect being slightly greater at higher redshift within the errors. Estimated from spectral energy distribution fits, the average age of tadpole galaxies is younger than that of field galaxies in the lower-redshift bin, and the average metallicity is lower (whereas the specific star formation rate for tadpoles is roughly the same as field galaxies across the redshift range probed here). These average effects combined support the conclusion that this subset of galaxies is in an active phase of assembly, either late-stage merging or cold gas accretion causing localized clumpy star formation

A MULTIWAVELENGTH STUDY OF TADPOLE GALAXIES IN THE HUBBLE ULTRA DEEP FIELD

Energy Technology Data Exchange (ETDEWEB)

Straughn, Amber N.; Eufrasio, Rafael T.; Gardner, Jonathan P. [Astrophysics Science Division, Goddard Space Flight Center, Code 665, Greenbelt, MD 20771 (United States); Voyer, Elysse N. [Randstad at Google, 1129 San Antonio Road, Palo Alto, CA (United States); Mello, Duilia de; Soto, Emmaris [Department of Physics, The Catholic University of America, Washington, DC 20064 (United States); Petty, Sara [Department of Physics, Virginia Tech, Blacksburg, VA 24061 (United States); Kassin, Susan; Ravindranath, Swara [Space Telescope Science Institute, 3700 San Martin Drive, Baltimore, MD 21218 (United States)

2015-12-01

Multiwavelength data are essential in order to provide a complete picture of galaxy evolution and to inform studies of galaxies’ morphological properties across cosmic time. Here we present the results of a multiwavelength investigation of the morphologies of “tadpole” galaxies at intermediate redshift (0.314 < z < 3.175) in the Hubble Ultra Deep Field. These galaxies were previously selected from deep Hubble Space Telescope (HST) F775W data based on their distinct asymmetric knot-plus-tail morphologies. Here we use deep Wide Field Camera 3 near-infrared imaging in addition to the HST optical data in order to study the rest-frame UV/optical morphologies of these galaxies across the redshift range 0.3 < z < 3.2. This study reveals that the majority of these galaxies do retain their general asymmetric morphology in the rest-frame optical over this redshift range, if not the distinct “tadpole” shape. The average stellar mass of tadpole galaxies is lower than that of field galaxies, with the effect being slightly greater at higher redshift within the errors. Estimated from spectral energy distribution fits, the average age of tadpole galaxies is younger than that of field galaxies in the lower-redshift bin, and the average metallicity is lower (whereas the specific star formation rate for tadpoles is roughly the same as field galaxies across the redshift range probed here). These average effects combined support the conclusion that this subset of galaxies is in an active phase of assembly, either late-stage merging or cold gas accretion causing localized clumpy star formation.

Next Generation Science Standards and edTPA: Evidence of Science and Engineering Practices

Science.gov (United States)

Brownstein, Erica M.; Horvath, Larry

2016-01-01

Science teacher educators in the United States are currently preparing future science teachers to effectively implement the "Next Generation Science Standards" (NGSS) and, in thirteen states, to successfully pass a content-specific high stakes teacher performance assessment, the edTPA. Science education and teacher performance assessment…

A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Science.gov (United States)

Lin, Jing-Wen

2017-01-01

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

Science-based occupations and the science curriculum: Concepts of evidence

Science.gov (United States)

Aikenhead, Glen S.

2005-03-01

What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of concepts of evidence (concepts implicitly applied to the evaluation of data and the evaluation of evidence - the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence.

Planetary nebulae: 20 years of Hubble inquiry

Science.gov (United States)

Balick, Bruce

2012-08-01

The Hubble Space Telescope has served the critical roles of microscope and movie camera in the past 20 years of research on planetary nebulae (``PNe''). We have glimpsed the details of the evolving structures of neutral and ionized post-AGB objects, built ingenious heuristic models that mimic these structures, and constrained most of the relevant physical processes with careful observations and interpretation. We have searched for close physical binary stars with spatial resolution ~50 AU at 1 AU, located jets emerging from the nucleus at speeds up to 2000 km s-1 and matched newly discovered molecular and X-ray emission regions to physical substructures in order to better understand how stellar winds and ionizing radiation interact to form the lovely symmetries that are observed. Ultraviolet spectra of CNO in PNe help to uncover how stars process deep inside AGB stars with unstable nuclear burning zones. HST broadband imaging has been at the forefront of uncovering surprisingly complex wind morphologies produced at the tip of the AGB, and has led to an increasing realization of the potentially vital roles of close binary stars and emerging magnetic fields in shaping stellar winds.

The Hands-On Guide For Science Communicators A Step-By-Step Approach to Public Outreach

CERN Document Server

Christensen, Lars Lindberg

2007-01-01

Lars Lindberg Christensen is a science communication specialist and works in Munich, Germany, as head of communication for the NASA/ESA Hubble Space Telescope in Europe. Many people know something about communication – it is after all an innate human ability – but a full comprehension of how to do science communication effectively is not acquired easily. This Guide touches upon all aspects of science communication, revealing a tightly interwoven fabric of issues: product types, target groups, written communication, visual communication, validation processes, practices of efficient workflow, distribution, promotion, advertising and much more. New science communicators will find this Guide both helpful and inspirational. "I am overwhelmed at how thorough and how well thought-through this book is. Even with my regular relationships with popular communication and with public relations officers, I hadn’t realized how well documented the field could be until I saw it done here." -Jay M. Pasachoff, Williams Co...

THE 2012 HUBBLE ULTRA DEEP FIELD (UDF12): OBSERVATIONAL OVERVIEW

Energy Technology Data Exchange (ETDEWEB)

Koekemoer, Anton M. [Space Telescope Science Institute, 3700 San Martin Drive, Baltimore, MD 21218 (United States); Ellis, Richard S.; Schenker, Matthew A. [Department of Astrophysics, California Institute of Technology, MS 249-17, Pasadena, CA 91125 (United States); McLure, Ross J.; Dunlop, James S.; Bowler, Rebecca A. A.; Rogers, Alexander B.; Curtis-Lake, Emma; Cirasuolo, Michele; Wild, V.; Targett, T. [Institute for Astronomy, University of Edinburgh, Royal Observatory, Edinburgh EH9 3HJ (United Kingdom); Robertson, Brant E.; Schneider, Evan; Stark, Daniel P. [Department of Astronomy and Steward Observatory, University of Arizona, Tucson, AZ 85721 (United States); Ono, Yoshiaki; Ouchi, Masami [Institute for Cosmic Ray Research, University of Tokyo, Kashiwa City, Chiba 277-8582 (Japan); Charlot, Stephane [UPMC-CNRS, UMR7095, Institut d' Astrophysique de Paris, F-75014, Paris (France); Furlanetto, Steven R. [Department of Physics and Astronomy, University of California, Los Angeles, CA 90095 (United States)

2013-11-01

We present the 2012 Hubble Ultra Deep Field campaign (UDF12), a large 128 orbit Cycle 19 Hubble Space Telescope program aimed at extending previous Wide Field Camera 3 (WFC3)/IR observations of the UDF by quadrupling the exposure time in the F105W filter, imaging in an additional F140W filter, and extending the F160W exposure time by 50%, as well as adding an extremely deep parallel field with the Advanced Camera for Surveys (ACS) in the F814W filter with a total exposure time of 128 orbits. The principal scientific goal of this project is to determine whether galaxies reionized the universe; our observations are designed to provide a robust determination of the star formation density at z ∼> 8, improve measurements of the ultraviolet continuum slope at z ∼ 7-8, facilitate the construction of new samples of z ∼ 9-10 candidates, and enable the detection of sources up to z ∼ 12. For this project we committed to combining these and other WFC3/IR imaging observations of the UDF area into a single homogeneous dataset to provide the deepest near-infrared observations of the sky. In this paper we present the observational overview of the project and describe the procedures used in reducing the data as well as the final products that were produced. We present the details of several special procedures that we implemented to correct calibration issues in the data for both the WFC3/IR observations of the main UDF field and our deep 128 orbit ACS/WFC F814W parallel field image, including treatment for persistence, correction for time-variable sky backgrounds, and astrometric alignment to an accuracy of a few milliarcseconds. We release the full, combined mosaics comprising a single, unified set of mosaics of the UDF, providing the deepest near-infrared blank-field view of the universe currently achievable, reaching magnitudes as deep as AB ∼ 30 mag in the near-infrared, and yielding a legacy dataset on this field.

THE 2012 HUBBLE ULTRA DEEP FIELD (UDF12): OBSERVATIONAL OVERVIEW

International Nuclear Information System (INIS)

Koekemoer, Anton M.; Ellis, Richard S.; Schenker, Matthew A.; McLure, Ross J.; Dunlop, James S.; Bowler, Rebecca A. A.; Rogers, Alexander B.; Curtis-Lake, Emma; Cirasuolo, Michele; Wild, V.; Targett, T.; Robertson, Brant E.; Schneider, Evan; Stark, Daniel P.; Ono, Yoshiaki; Ouchi, Masami; Charlot, Stephane; Furlanetto, Steven R.

2013-01-01

We present the 2012 Hubble Ultra Deep Field campaign (UDF12), a large 128 orbit Cycle 19 Hubble Space Telescope program aimed at extending previous Wide Field Camera 3 (WFC3)/IR observations of the UDF by quadrupling the exposure time in the F105W filter, imaging in an additional F140W filter, and extending the F160W exposure time by 50%, as well as adding an extremely deep parallel field with the Advanced Camera for Surveys (ACS) in the F814W filter with a total exposure time of 128 orbits. The principal scientific goal of this project is to determine whether galaxies reionized the universe; our observations are designed to provide a robust determination of the star formation density at z ∼> 8, improve measurements of the ultraviolet continuum slope at z ∼ 7-8, facilitate the construction of new samples of z ∼ 9-10 candidates, and enable the detection of sources up to z ∼ 12. For this project we committed to combining these and other WFC3/IR imaging observations of the UDF area into a single homogeneous dataset to provide the deepest near-infrared observations of the sky. In this paper we present the observational overview of the project and describe the procedures used in reducing the data as well as the final products that were produced. We present the details of several special procedures that we implemented to correct calibration issues in the data for both the WFC3/IR observations of the main UDF field and our deep 128 orbit ACS/WFC F814W parallel field image, including treatment for persistence, correction for time-variable sky backgrounds, and astrometric alignment to an accuracy of a few milliarcseconds. We release the full, combined mosaics comprising a single, unified set of mosaics of the UDF, providing the deepest near-infrared blank-field view of the universe currently achievable, reaching magnitudes as deep as AB ∼ 30 mag in the near-infrared, and yielding a legacy dataset on this field

Negotiating Science and Engineering: An Exploratory Case Study of a Reform-Minded Science Teacher

Science.gov (United States)

Guzey, S. Selcen; Ring-Whalen, Elizabeth A.

2018-01-01

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the…

A natural language query system for Hubble Space Telescope proposal selection

Science.gov (United States)

Hornick, Thomas; Cohen, William; Miller, Glenn

1987-01-01

The proposal selection process for the Hubble Space Telescope is assisted by a robust and easy to use query program (TACOS). The system parses an English subset language sentence regardless of the order of the keyword phases, allowing the user a greater flexibility than a standard command query language. Capabilities for macro and procedure definition are also integrated. The system was designed for flexibility in both use and maintenance. In addition, TACOS can be applied to any knowledge domain that can be expressed in terms of a single reaction. The system was implemented mostly in Common LISP. The TACOS design is described in detail, with particular attention given to the implementation methods of sentence processing.

Statistics of the Hubble diagram. I. Determination of q2 and luminosity evolution with application to quasars

International Nuclear Information System (INIS)

Turner, E.L.

1979-01-01

A rank statistic version of the magnitude-redshift q 0 test is developed. It may be applied to the Hubble diagram of objects with an arbitrary and unknown luminosity function; in particular, the objects need not be ''standard candles.'' Only the single restriction that the objects' luminosity function does not vary in functional form is placed on the sources' intrinsic properties. Density and/or luminosity evolution are taken into account. Corrections for sample selection biases are incorporated into the analysis. Tests for the presence of luminosity evolution are given. Methods for determining either q 0 or the luminosity evolution when the other is a priori known are described.Application of these techniques to a sample of 119 3CR and 4C quasars leads to the following results: The radio Hubble diagram is consistent with all values of q 0 , suggesting that the quasar radio luminosity function is a featureless power law. The optical Hubble diagram indicates one of these possibilities: (1) the value of q 0 is in the range 2--32, probably near 5; (2) the value of q 0 is more reasonable and there is strong optical luminosity evolution [e.g., if q/sub o/ approx. = 0.05, then the characteristic optical luminosity scales like approx. (1 + Z)/sup 7/3/]; or (3) the data are a low-probability (< or =0.05) statistical fluctuation. The second interpretation is probably the most sensible one.Generalizations of the rank statistic magnitude-redshift test are suggested for application to a variety of extragalactic and stellar problems. Specific examples of applications to unorthodox cosmologies are given. Even for the unfavorable (very broad luminosity function) case of the optical quasar data, the rank statistic analysis is sensitive to relative variations in the distance-modulus-redshift relation as small as approx.0.4 mag for 1/2 < or = Z < or = 2

Preparing perservice teachers to teach elementary school science

Science.gov (United States)

Lewis, Amy D.

The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

Multi-Epoch Hubble Space Telescope Observations of IZw18 : Characterization of Variable Stars at Ultra-Low Metallicities

NARCIS (Netherlands)

Fiorentino, G.; Ramos, R. Contreras; Clementini, G.; Marconi, M.; Musella, I.; Aloisi, A.; Annibali, F.; Saha, A.; Tosi, M.; van der Marel, R. P.

2010-01-01

Variable stars have been identified for the first time in the very metal-poor blue compact dwarf galaxy IZw18, using deep multi-band (F606W, F814W) time-series photometry obtained with the Advanced Camera for Surveys on board the Hubble Space Telescope. We detected 34 candidate variable stars in the

The Impact of a Racing Feature on Middle School Science Students' Performance in an Educational Game: The Effect of Content-Free Game-Actions

Science.gov (United States)

Ault, Marilyn; Craig-Hare, Jana; Frey, Bruce

2016-01-01

Reason Racer is an online, rate-based, multiplayer game designed to engage middle school students in the knowledge and skills related to scientific argumentation. Several game features are included as design considerations unrelated to science content or argumentation. One specific feature, a competitive racing component that occurs in between…

Panchromatic Hubble Andromeda Treasury. IX. A photometric survey of planetary nebulae in M31

Energy Technology Data Exchange (ETDEWEB)

Veyette, Mark J.; Williams, Benjamin F.; Dalcanton, Julianne J.; Balick, Bruce; Fouesneau, Morgan [Department of Astronomy, University of Washington, P.O. Box 351580, Seattle, WA 98195 (United States); Caldwell, Nelson [Harvard-Smithsonian Center for Astrophysics, 60 Garden Street, Cambridge, MA 02138 (United States); Girardi, Léo [Osservatorio Astronomico di Padova—INAF, Vicolo dell' Osservatorio 5, I-35122 Padova (Italy); Gordon, Karl D.; Kalirai, Jason [Space Telescope Science Institute, 3700 San Martin Drive, Baltimore, MD 21218 (United States); Rosenfield, Philip [Department of Physics and Astronomy G. Galilei, University of Padova, Vicolo dell' Osservatorio 3, I-35122 Padova (Italy); Seth, Anil C., E-mail: mveyette@uw.edu [Department of Physics and Astronomy, University of Utah, Salt Lake City, UT 84112 (United States)

2014-09-10

We search the Hubble Space Telescope (HST) Advanced Camera for Surveys and Wide Field Camera 3 broadband imaging data from the Panchromatic Hubble Andromeda Treasury (PHAT) survey to identify detections of cataloged planetary nebulae (PNs). Of the 711 PNs currently in the literature within the PHAT footprint, we find 467 detected in the broadband. For these 467, we are able to refine their astrometric accuracy from ∼0.''3 to 0.''05. Using the resolution of the HST, we are able to show that 152 objects currently in the catalogs are definitively not PNs, and we show that 32 objects thought to be extended in ground-based images are actually point-like and therefore good PN candidates. We also find one PN candidate that is marginally resolved. If this is a PN, it is up to 0.7 pc in diameter. With our new photometric data, we develop a method of measuring the level of excitation in individual PNs by comparing broadband and narrowband imaging and describe the effects of excitation on a PN's photometric signature. Using the photometric properties of the known PNs in the PHAT catalogs, we search for more PNs, but do not find any new candidates, suggesting that ground-based emission-line surveys are complete in the PHAT footprint to F475W ≅ 24.

Frontier Fields: A Cost-Effective Approach to Bringing Authentic Science to the Education Community

Science.gov (United States)

Eisenhamer, B.; Lawton, B.; Summers, F.; Ryer, H.

2015-11-01

For more than two decades, the Hubble EPO program has sought to bring the wonders of the universe to the education community and the public, and to engage audiences in the adventure of scientific discovery. Program components include standards-based, curriculum-support materials, exhibits and exhibit components, and professional development workshops. The main underpinnings of the program's infrastructure are scientist-educator development teams, partnerships, and an embedded program evaluation component. The Space Telescope Science Institute's Office of Public Outreach is leveraging this existing infrastructure to bring the Frontier Fields science program to the education community in a cost-effective way. Frontier Fields observations and results have been, and will continue to be, embedded into existing product lines and professional development offerings. We also are leveraging our new social media strategy to bring the science program to the public in the form of an ongoing blog.

Legacy ExtraGalactic UV Survey with The Hubble Space Telescope: Stellar Cluster Catalogs and First Insights Into Cluster Formation and Evolution in NGC 628

Science.gov (United States)

Adamo, A.; Ryon, J. E.; Messa, M.; Kim, H.; Grasha, K.; Cook, D. O.; Calzetti, D.; Lee, J. C.; Whitmore, B. C.; Elmegreen, B. G.; Ubeda, L.; Smith, L. J.; Bright, S. N.; Runnholm, A.; Andrews, J. E.; Fumagalli, M.; Gouliermis, D. A.; Kahre, L.; Nair, P.; Thilker, D.; Walterbos, R.; Wofford, A.; Aloisi, A.; Ashworth, G.; Brown, T. M.; Chandar, R.; Christian, C.; Cignoni, M.; Clayton, G. C.; Dale, D. A.; de Mink, S. E.; Dobbs, C.; Elmegreen, D. M.; Evans, A. S.; Gallagher, J. S., III; Grebel, E. K.; Herrero, A.; Hunter, D. A.; Johnson, K. E.; Kennicutt, R. C.; Krumholz, M. R.; Lennon, D.; Levay, K.; Martin, C.; Nota, A.; Östlin, G.; Pellerin, A.; Prieto, J.; Regan, M. W.; Sabbi, E.; Sacchi, E.; Schaerer, D.; Schiminovich, D.; Shabani, F.; Tosi, M.; Van Dyk, S. D.; Zackrisson, E.

2017-06-01

We report the large effort that is producing comprehensive high-level young star cluster (YSC) catalogs for a significant fraction of galaxies observed with the Legacy ExtraGalactic UV Survey (LEGUS) Hubble treasury program. We present the methodology developed to extract cluster positions, verify their genuine nature, produce multiband photometry (from NUV to NIR), and derive their physical properties via spectral energy distribution fitting analyses. We use the nearby spiral galaxy NGC 628 as a test case for demonstrating the impact that LEGUS will have on our understanding of the formation and evolution of YSCs and compact stellar associations within their host galaxy. Our analysis of the cluster luminosity function from the UV to the NIR finds a steepening at the bright end and at all wavelengths suggesting a dearth of luminous clusters. The cluster mass function of NGC 628 is consistent with a power-law distribution of slopes ˜ -2 and a truncation of a few times 105 {M}⊙ . After their formation, YSCs and compact associations follow different evolutionary paths. YSCs survive for a longer time frame, confirming their being potentially bound systems. Associations disappear on timescales comparable to hierarchically organized star-forming regions, suggesting that they are expanding systems. We find mass-independent cluster disruption in the inner region of NGC 628, while in the outer part of the galaxy there is little or no disruption. We observe faster disruption rates for low mass (≤104 {M}⊙ ) clusters, suggesting that a mass-dependent component is necessary to fully describe the YSC disruption process in NGC 628. Based on observations obtained with the NASA/ESA Hubble Space Telescope, at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555.

A HUBBLE DIAGRAM FROM TYPE II SUPERNOVAE BASED SOLELY ON PHOTOMETRY: THE PHOTOMETRIC COLOR METHOD

International Nuclear Information System (INIS)

De Jaeger, T.; González-Gaitán, S.; Galbany, L.; Hamuy, M.; Gutiérrez, C. P.; Kuncarayakti, H.; Anderson, J. P.; Phillips, M. M.; Campillay, A.; Castellón, S.; Hsiao, E. Y.; Morrell, N.; Stritzinger, M. D.; Contreras, C.; Bolt, L.; Burns, C. R.; Folatelli, G.; Freedman, W. L.; Krisciunas, K.; Krzeminski, W.

2015-01-01

We present a Hubble diagram of SNe II using corrected magnitudes derived only from photometry, with no input of spectral information. We use a data set from the Carnegie Supernovae Project I for which optical and near-infrared light curves were obtained. The apparent magnitude is corrected by two observables, one corresponding to the slope of the plateau in the V band and the second a color term. We obtain a dispersion of 0.44 mag using a combination of the (V − i) color and the r band and we are able to reduce the dispersion to 0.39 mag using our golden sample. A comparison of our photometric color method (PCM) with the standardized candle method (SCM) is also performed. The dispersion obtained for the SCM (which uses both photometric and spectroscopic information) is 0.29 mag, which compares with 0.43 mag from the PCM for the same SN sample. The construction of a photometric Hubble diagram is of high importance in the coming era of large photometric wide-field surveys, which will increase the detection rate of supernovae by orders of magnitude. Such numbers will prohibit spectroscopic follow up in the vast majority of cases, and hence methods must be deployed which can proceed using solely photometric data

A HUBBLE DIAGRAM FROM TYPE II SUPERNOVAE BASED SOLELY ON PHOTOMETRY: THE PHOTOMETRIC COLOR METHOD

Energy Technology Data Exchange (ETDEWEB)

De Jaeger, T.; González-Gaitán, S.; Galbany, L.; Hamuy, M.; Gutiérrez, C. P.; Kuncarayakti, H. [Millennium Institute of Astrophysics, Santiago (Chile); Anderson, J. P. [European Southern Observatory, Alonso de Córdova 3107, Casilla 19, Santiago (Chile); Phillips, M. M.; Campillay, A.; Castellón, S.; Hsiao, E. Y.; Morrell, N. [Las Campanas Observatory, Carnegie Observatories, Casilla 601, La Serena (Chile); Stritzinger, M. D.; Contreras, C. [Department of Physics and Astronomy, Aarhus University, Ny Munkegade 120, DK-8000 Aarhus C (Denmark); Bolt, L. [Argelander Institut für Astronomie, Universität Bonn, Auf dem Hgel 71, D-53111 Bonn (Germany); Burns, C. R. [Observatories of the Carnegie Institution for Science, Pasadena, CA 91101 (United States); Folatelli, G. [Instituto de Astrofísica de La Plata, CONICET, Paseo del Bosque S/N, B1900FWA, La Plata (Argentina); Freedman, W. L. [Department of Astronomy and Astrophysics, University of Chicago, Chicago, IL 60637 (United States); Krisciunas, K. [George P. and Cynthia Woods Mitchell Institute for Fundamental Physics and Astronomy, Department of Physics and Astronomy, Texas A and M University, College Station, TX 77843 (United States); Krzeminski, W., E-mail: dthomas@das.uchile.cl [N. Copernicus Astronomical Center, ul. Bartycka 18, 00-716 Warszawa (Poland); and others

2015-12-20

We present a Hubble diagram of SNe II using corrected magnitudes derived only from photometry, with no input of spectral information. We use a data set from the Carnegie Supernovae Project I for which optical and near-infrared light curves were obtained. The apparent magnitude is corrected by two observables, one corresponding to the slope of the plateau in the V band and the second a color term. We obtain a dispersion of 0.44 mag using a combination of the (V − i) color and the r band and we are able to reduce the dispersion to 0.39 mag using our golden sample. A comparison of our photometric color method (PCM) with the standardized candle method (SCM) is also performed. The dispersion obtained for the SCM (which uses both photometric and spectroscopic information) is 0.29 mag, which compares with 0.43 mag from the PCM for the same SN sample. The construction of a photometric Hubble diagram is of high importance in the coming era of large photometric wide-field surveys, which will increase the detection rate of supernovae by orders of magnitude. Such numbers will prohibit spectroscopic follow up in the vast majority of cases, and hence methods must be deployed which can proceed using solely photometric data.

HUBBLE TARANTULA TREASURY PROJECT. V. THE STAR CLUSTER HODGE 301: THE OLD FACE OF 30 DORADUS

Energy Technology Data Exchange (ETDEWEB)

Cignoni, M. [Department of Physics—University of Pisa, Largo Pontecorvo, 3 Pisa, I-56127 (Italy); Sabbi, E.; Marel, R. P. van der; Aloisi, A.; Panagia, N. [Space Telescope Science Institute, 3700 San Martin Drive, Baltimore, MD, 21218 (United States); Lennon, D. J. [European Space Astronomy Centre, Apdo. de Correo 78, E-28691 Villanueva de la Canada, Madrid (Spain); Tosi, M. [INAF-Osservatorio Astronomico di Bologna, Via Ranzani 1, I-40127 Bologna (Italy); Grebel, E. K. [Astronomisches Rechen-Institut, Zentrum für Astronomie der Universität Heidelberg, Mönchhofstr. 12-14, D-69120 Heidelberg (Germany); Gallagher, J. S. III [Department of Astronomy, University of Wisconsin-Madison, WI 53706 (United States); Marchi, G. de [European Space Research and Technology Centre, Keplerlaan 1, NL-2200 AG Noordwijk (Netherlands); Gouliermis, D. A. [Zentrum für Astronomie der Universität Heidelberg, Institut für Theoretische Astrophysik, Albert-Ueberle-Str. 2, D-69120 Heidelberg (Germany); Larsen, S. [Department of Astrophysics, Radboud University, P.O. Box 9010, NL-6500 GL Nijmegen (Netherlands); Smith, L. J., E-mail: michele.cignoni@unipi.it [European Space Agency and Space Telescope Science Institute, 3700 San Martin Drive, Baltimore, MD 21218 (United States)

2016-12-20

Based on color–magnitude diagrams (CMDs) from the Hubble Space Telescope  Hubble Tarantula Treasury Project (HTTP) survey, we present the star formation history of Hodge 301, the oldest star cluster in the Tarantula Nebula. The HTTP photometry extends faint enough to reach, for the first time, the cluster pre-main sequence (PMS) turn-on, where the PMS joins the main sequence. Using the location of this feature, along with synthetic CMDs generated with the latest PARSEC models, we find that Hodge 301 is older than previously thought, with an age between 26.5 and 31.5 Myr. From this age, we also estimate that between 38 and 61 Type II supernovae exploded in the region. The same age is derived from the main sequence turn-off, whereas the age derived from the post-main sequence stars is younger and between 20 and 25 Myr. Other relevant parameters are a total stellar mass of ≈8800 ± 800  M {sub ⊙} and average reddening E ( B − V ) ≈ 0.22–0.24 mag, with a differential reddening δE ( B − V ) ≈ 0.04 mag.

Bridging the language gap: Exploring science teachers' dual role as teachers of content and English literacy

Science.gov (United States)

Arnold, Suzanne C.

Responsibility for educating English language learners is increasingly falling on the shoulders of content specialists at the secondary level, as students are mainstreamed into classes. Therefore, providing these students an opportunity to achieve academic success depends largely on the quality of mainstream instruction (Cornell, 1995). Most teachers receive little or no preparation in how to work with English language learners. In my study, I address the instructional issues confronting three white, monolingual English-speaking middle school science teachers who must meet the demands of an increasing English language learner population. Specifically, this study explores teacher beliefs and enactment of reform-oriented science and sheltered instructional approaches to develop English language learners scientific and English literacy skills. I also explore the relationships that exist between these two dynamics in an effort to determine the extent to which teachers take on a dual role as teachers promoting English language and science proficiency. Using a participant observation case study method and my adaptation of Schwab's commonplaces heuristic, I analyzed the relationship between teacher beliefs, milieu, subject matter, and enactment in bridging the language gap in the science classroom for English language learners. The most noteworthy finding of this study was the significant role of milieu in enacting lessons that bridge the language gap and foster the development of English language learners science and English literacy skills. The findings suggest that greater attention be given to helping teachers establish a relationship-driven classroom milieu. You can provide all kinds of courses or professional learning experiences to improve teachers' instructional practices, but they must also recognize the importance of establishing relationships with their students; the coursework they take will not supplant the need to foster a warm and safe environment for all

Galaxy Size Evolution at High Redshift and Surface Brightness Selection Effects: Constraints from the Hubble Ultra Deep Field

Science.gov (United States)

Bouwens, R. J.; Illingworth, G. D.; Blakeslee, J. P.; Broadhurst, T. J.; Franx, M.

2004-08-01

We use the exceptional depth of the Ultra Deep Field (UDF) and UDF-parallel Advanced Camera for Surveys fields to study the sizes of high-redshift (z~2-6) galaxies and address long-standing questions about possible biases in the cosmic star formation rate due to surface brightness dimming. Contrasting B-, V-, and i-dropout samples culled from the deeper data with those obtained from the shallower Great Observatories Origins Deep Survey fields, we demonstrate that the shallower data are essentially complete at bright magnitudes to z~0.4", >~3 kpc) low surface brightness galaxies are rare. A simple comparison of the half-light radii of the Hubble Deep Field-North + Hubble Deep Field-South U-dropouts with B-, V-, and i-dropouts from the UDF shows that the sizes follow a (1+z)-1.05+/-0.21 scaling toward high redshift. A more rigorous measurement compares different scalings of our U-dropout sample with the mean profiles for a set of intermediate-magnitude (26.0dropouts from the UDF. The best fit is found with a (1+z)-0.94+0.19-0.25 size scaling (for fixed luminosity). This result is then verified by repeating this experiment with different size measures, low-redshift samples, and magnitude ranges. Very similar scalings are found for all comparisons. A robust measurement of size evolution is thereby demonstrated for galaxies from z~6 to 2.5 using data from the UDF. Based on observations made with the NASA/ESA Hubble Space Telescope, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS5-26555.

Infrared observations of giant elliptical galaxies: (V-K) colors and the infrared Hubble diagram

International Nuclear Information System (INIS)

Grasdalen, G.L.

1980-01-01

The (V-K) colors of giant elliptical galaxies as a function of redshift are discussed. Present data are consistent with mild color evolution at z approximately 0.45. An infrared Hubble (redshift-magnitude) diagram is given. Cosmological models with q 0 =0 and no luminosity evolution are clearly excluded by the present data. A wide variety of models including those with q 0 =0 are permissible if luminosity evolution is included. Instrumental and programmatic implications of these results are summarized. (Auth.)

How much basic science content do second-year medical students remember from their first year?

Science.gov (United States)

Schneid, Stephen D; Pashler, Hal; Armour, Chris

2018-01-23

While most medical students generally perform well on examinations and pass their courses during the first year, we do not know how much basic science content they retain at the start of their second year and how that relates to minimal competency set by the faculty. In the fall of 2014, before starting their second-year courses, 27 medical students volunteered to participate in a study of long-term retention of the basic sciences by taking a "retention exam" after a delay of 5-11 months. The overall mean performance when the students initially answered the 60 multiple choice questions (MCQs) was 82.8% [standard deviation (SD) = 7.4%], which fell to 50.1% (SD = 12.1%) on the retention exam. This gave a mean retention of 60.4% (SD = 12.8%) with the retention for individual students ranging from 37 to 81%. The majority of students (23/27; 85%) fell below the minimal level of competency to start their second year. Medical educators should be more aware of the significant amount of forgetting that occurs during training and make better use of instructional strategies that promote long-term learning such as retrieval practice, interleaving, and spacing.

AN ANALYSIS OF MISCONCEPTIONS IN SCIENCE TEXTBOOKS: EARTH SCIENCE IN ENGLAND AND WALES

OpenAIRE

King , Chris John Henry

2010-01-01

Abstract Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/ misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one earth science error/ misconception per page. Science syllabuses and examinations surveyed also showed errors/ misconceptions. ...

Los Alamos National Lab: National Security Science

Science.gov (United States)

SKIP TO PAGE CONTENT Los Alamos National Laboratory Delivering science and technology to protect Museum New Hires Publications Research Library Mission Science & Innovation Science & Innovation Facilities Science Pillars Research Library Science Briefs Science News Lab Organizations Science Programs

The Hubble IR cutoff in holographic ellipsoidal cosmologies

Energy Technology Data Exchange (ETDEWEB)

Cataldo, Mauricio [Universidad del Bio-Bio, Departamento de Fisica, Facultad de Ciencias, Concepcion (Chile); Cruz, Norman [Grupo de Cosmologia y Gravitacion-UBB, Concepcion (Chile)

2018-01-15

It is well known that for spatially flat FRW cosmologies, the holographic dark energy disfavors the Hubble parameter as a candidate for the IR cutoff. For overcoming this problem, we explore the use of this cutoff in holographic ellipsoidal cosmological models, and derive the general ellipsoidal metric induced by a such holographic energy density. Despite the drawbacks that this cutoff presents in homogeneous and isotropic universes, based on this general metric, we developed a suitable ellipsoidal holographic cosmological model, filled with a dark matter and a dark energy components. At late time stages, the cosmic evolution is dominated by a holographic anisotropic dark energy with barotropic equations of state. The cosmologies expand in all directions in accelerated manner. Since the ellipsoidal cosmologies given here are not asymptotically FRW, the deviation from homogeneity and isotropy of the universe on large cosmological scales remains constant during all cosmic evolution. This feature allows the studied holographic ellipsoidal cosmologies to be ruled by an equation of state ω = p/ρ, whose range belongs to quintessence or even phantom matter. (orig.)

An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales

Science.gov (United States)

King, Chris John Henry

2010-01-01

Surveys of the earth science content of all secondary (high school) science textbooks and related publications used in England and Wales have revealed high levels of error/misconception. The 29 science textbooks or textbook series surveyed (51 texts in all) showed poor coverage of National Curriculum earth science and contained a mean level of one…

Ten Decades of the Science Textbook: A Revealing Mirror of Science Education Past and Present.

Science.gov (United States)

Lynch, Paddy P.; Strube, Paul D.

1985-01-01

Indicates that trends in science education can be examined by examining science textbook content. Suggests that a historical overview is important and pertinent to contemporary thinking and contemporary problems in science education. (Author/JN)

THE EFFECTS OF ELECTIVE COURSE DESIGNED WITH DIFFERENT CONTENTS ON PRE-SERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND KNOWLEDGE ABOUT ORGANIZING CURRICULUM BASED FIELD TRIPS

Directory of Open Access Journals (Sweden)

Aykut Emre Bozdoğan

2018-06-01

Full Text Available This research examined the effect of a course designed with different content on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum-based trips. A pre-test post-test quasi experimental design was used in the research. One-hundred and thirty pre-service science teachers participated in the research. The research was carried out within the context of an elective course called “Informal Learning Environments in Science Education” and was conducted over 14 weeks in total for two hours per week. The research data were obtained by means of a questionnaire, self–efficacy scale for designing curriculum-based field trips (CFTSES and semi-structured focus-group interviews. As a result of the research, it was found that the course content which included in-class and out-of-school setting practices in the 3rd group was the most effective. This was followed by the 2nd group which included only in-class implementations. The first group which was supported with visuals and theoretical related presented information was the group which was the least effected. The results of the research revealed that pre-service science teachers had mainly different concerns about safety, but that this did not deter them, as they still continued to design curriculum-based field trips for learners.

Launch-Off-Need Shuttle Hubble Rescue Mission: Medical Issues

Science.gov (United States)

Hamilton, Douglas; Gillis, David; Ilcus, Linda; Perchonok, Michele; Polk, James; Brandt, Keith; Powers, Edward; Stepaniak, Phillip

2008-01-01

The Space Shuttle Hubble repair mission (STS-125) is unique in that a rescue mission (STS-400) has to be ready to launch before STS-125 life support runs out should the vehicle become stranded. The shuttle uses electrical power derived from fuel cells that use cryogenic oxygen and hydrogen (CRYO) to run all subsystems including the Environmental Control System. If the STS-125 crew cannot return to Earth due to failure of a critical subsystem, they must power down all nonessential systems and wait to be rescued by STS-400. This power down will cause the cabin temperature to be 60 F or less and freeze the rest of the vehicle, preventing it from attempting a reentry. After an emergency has been declared, STS-125 must wait at least 7 days to power down since that is the earliest that STS-400 can be launched. Problem The delayed power down of STS-125 causes CYRO to be consumed at high rates and limits the survival time after STS-400 launches to 10 days or less. CRYO will run out sooner every day that the STS-400 launch is delayed (weather at launch, technical issues etc.). To preserve CRYO and lithium hydroxide (LiOH - carbon dioxide removal) the crew will perform no exercise to reduce their metabolic rates, yet each deconditioned STS-125 crewmember must perform an EVA to rescue himself. The cabin may be cold for 10 days, which may cause shivering, increasing the metabolic rate of the STS-125 crew. Solution To preserve LiOH, the STS-125 manifest includes nutrition bars with low carbohydrate content to maintain crew respiratory quotient (RQ) below 0.85 as opposed to the usual shuttle galley food which is rich in carbohydrates and keeps the RQ at approximately 0.95. To keep the crew more comfortable in the cold vehicle warm clothing also has been included. However, with no exercise and limited diet, the deconditioned STS-125 crew returning on STS-400 may not be able to egress the vehicle autonomously requiring a supplemented crash-and-rescue capability.

HUBBLE SPACE TELESCOPE IMAGING OF Lyα EMISSION AT z ∼ 4.4

International Nuclear Information System (INIS)

Finkelstein, Steven L.; Finkelstein, Keely D.; Cohen, Seth H.; Windhorst, Rogier A.; Malhotra, Sangeeta; Rhoads, James E.; Ryan, Russell E.; Hathi, Nimish P.; McCarthy, Patrick J.; Anderson, Jay; Grogin, Norman A.; Koekemoer, Anton M.; Mutchler, Max; Bond, Howard E.; O'Connell, Robert W.; Balick, Bruce; Calzetti, Daniela; Disney, Michael J.; Dopita, Michael A.; Frogel, Jay A.

2011-01-01

We present the highest redshift detections of resolved Lyα emission, using Hubble Space Telescope (HST)/Advanced Camera for Surveys F658N narrowband-imaging data taken in parallel with the Wide Field Camera 3 Early Release Science program in the GOODS Chandra Deep Field-South. We detect Lyα emission from three spectroscopically confirmed z = 4.4 Lyα emitting galaxies (LAEs), more than doubling the sample of LAEs with resolved Lyα emission. Comparing the light distribution between the rest-frame ultraviolet continuum and narrowband images, we investigate the escape of Lyα photons at high redshift. While our data do not support a positional offset between the Lyα and rest-frame ultraviolet (UV) continuum emission, the half-light radius in one out of the three galaxies is significantly (>1σ) larger in Lyα than in the rest-frame UV continuum. Stacking the three LAEs in both the narrowband and UV continuum images, we find that the Lyα light appears larger than the rest-frame UV at 4.2σ significance. This Lyα flux detected with HST is a factor of 4-10 less than observed in similar filters from the ground. These results together imply that the Lyα emission is not strictly confined to its indigenous star-forming regions. Rather, for at least one object the Lyα emission is more extended, with the missing HST flux possibly existing in a diffuse outer halo. This suggests that the radiative transfer of Lyα photons in high-redshift LAEs is complicated, with the interstellar-medium geometry and/or outflows playing a significant role in galaxies at these redshifts.

Large-q correlations from a Hubble-type pion source

International Nuclear Information System (INIS)

Barghouty, A.F.; Miller, J.; Frankel, K.A.

1993-01-01

In two-pion correlation measurements from relativistic nuclear collisions, the correlation function, C 2 (q), appears to exhibit an oscillatory structure at large (q ≥100 MeV/c) relative momentum. If real, this structure may have consequences for the determination of the space-time extent of the pion source. A qualitatively similar feature is seen in cellular automaton simulations of a Lorentz gas. It has been argued phenomenologically that the q-dependent oscillations can arise from an interplay between successive scattering probabilities and density variations of an exploding pion source. To further illustrate this interplay we consider a Hubble-type free expansion model for the source in which the density is time-folded from an initial Gaussian. This allows the source expansion to enter as a dynamical variable in the source density p[r(t); t] and thus C 2 , along with any signature of the interplay between scattering and source density

Analysis of chemistry textbook content and national science education standards in terms of air quality-related learning goals

Science.gov (United States)

Naughton, Wendy

In this study's Phase One, representatives of nine municipal agencies involved in air quality education were interviewed and interview transcripts were analyzed for themes related to what citizens need to know or be able to do regarding air quality concerns. Based on these themes, eight air quality Learning Goal Sets were generated and validated via peer and member checks. In Phase Two, six college-level, liberal-arts chemistry textbooks and the National Science Education Standards (NSES) were analyzed for congruence with Phase One learning goals. Major categories of desired citizen understandings highlighted in agency interviews concerned air pollution sources, impact, detection, and transport. Identified cognitive skills focused on information-gathering and -evaluating skills, enabling informed decision-making. A content match was found between textbooks and air quality learning goals, but most textbooks fail to address learning goals that remediate citizen misconceptions and inabilities---particularly those with a "personal experience" focus. A partial match between NSES and air quality learning goals was attributed to differing foci: Researcher-derived learning goals deal specifically with air quality, while NSES focus is on "fundamental science concepts," not "many science topics." Analysis of findings within a situated cognition framework suggests implications for instruction and NSES revision.

THE CARNEGIE SUPERNOVA PROJECT: FIRST NEAR-INFRARED HUBBLE DIAGRAM TO z ∼ 0.7

International Nuclear Information System (INIS)

Freedman, Wendy L.; Burns, Christopher R.; Wyatt, Pamela; Persson, S. E.; Madore, Barry F.; Kelson, Daniel D.; Murphy, D. C.; Sturch, Laura; Phillips, M. M.; Contreras, Carlos; Folatelli, Gaston; Gonzalez, E. Sergio; Morrell, Nidia; Roth, Miguel; Stritzinger, Maximilian; Hamuy, Mario; Hsiao, Eric; Suntzeff, Nick B.; Astier, P.; Balland, C.

2009-01-01

The Carnegie Supernova Project (CSP) is designed to measure the luminosity distance for Type Ia supernovae (SNe Ia) as a function of redshift, and to set observational constraints on the dark energy contribution to the total energy content of the universe. The CSP differs from other projects to date in its goal of providing an I-band rest-frame Hubble diagram. Here, we present the first results from near-infrared observations obtained using the Magellan Baade telescope for SNe Ia with 0.1 m = 0.27 ± 0.02(statistical) and Ω DE = 0.76 ± 0.13(statistical) ± 0.09(systematic), for the matter and dark energy densities, respectively. If we parameterize the data in terms of an equation of state, w (with no time dependence), assume a flat geometry, and combine with baryon acoustic oscillations, we find that w = -1.05 ± 0.13(statistical) ± 0.09(systematic). The largest source of systematic uncertainty on w arises from uncertainties in the photometric calibration, signaling the importance of securing more accurate photometric calibrations for future supernova cosmology programs. Finally, we conclude that either the dust affecting the luminosities of SNe Ia has a different extinction law (R V = 1.8) than that in the Milky Way (where R V = 3.1), or that there is an additional intrinsic color term with luminosity for SNe Ia, independent of the decline rate. Understanding and disentangling these effects is critical for minimizing the systematic uncertainties in future SN Ia cosmology studies.

Surface Brightness Profiles of Composite Images of Compact Galaxies at Z approximately equal 4-6 in the Hubble Ultra Deep Field

National Research Council Canada - National Science Library

Hathi, N. P; Jansen, R. A; Windhorst, R. A; Cohen, S. H; Keel, W. C; Corbin, M. R; Ryan, Jr, R. E

2007-01-01

The Hubble Ultra Deep Field (HUDF) contains a significant number of B-, V-, and iota'-band dropout objects, many of which were recently confirmed to be young star-forming galaxies at Z approximately equal 4-6...

A Type II Supernova Hubble diagram from the CSP-I, SDSS-II, and SNLS surveys

OpenAIRE

de Jaeger, T.; González-Gaitán, S.; Hamuy, M.; Galbany, L.; Anderson, J. P.; Phillips, M. M.; Stritzinger, M. D.; Carlberg, R. G.; Sullivan, M.; Gutiérrez, C. P.; Hook, I. M.; Howell, D. Andrew; Hsiao, E. Y.; Kuncarayakti, H.; Ruhlmann-Kleider, V.

2016-01-01

The coming era of large photometric wide-field surveys will increase the detection rate of supernovae by orders of magnitude. Such numbers will restrict spectroscopic follow-up in the vast majority of cases, and hence new methods based solely on photometric data must be developed. Here, we construct a complete Hubble diagram of Type II supernovae (SNe II) combining data from three different samples: the Carnegie Supernova Project-I, the Sloan Digital Sky Survey II SN, and th...

The Impact of Using Student-Dictated Oral Review Stories on Science Vocabulary, Content Knowledge, and Non-Fiction Writing Skills of First Grade Students

Science.gov (United States)

Bishoff, Sandra Wells

2010-01-01

The purpose of this study was to determine if using an intervention called Student Dictated Oral Review Stories (SDORS) had an effect on science vocabulary usage and content knowledge for ninety-three students in six first grade classrooms and the subgroup of economically disadvantaged students in a mid-sized north Texas school district. The…

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

Science.gov (United States)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

Networked Content Analysis: The case of climate change

NARCIS (Netherlands)

Niederer, S.M.C.

2016-01-01

Content Analysis has been developed within communication science as a technique to analyze bodies of text for features or (recurring) themes, in order to identify cultural indicators, societal trends and issues. And while Content Analysis has seen a tremendous uptake across scientific disciplines,

Probing the z > 6 Universe with the First Hubble Frontier Fields Cluster A2744

Science.gov (United States)

Atek, Hakim; Richard, Johan; Kneib, Jean-Paul; Clement, Benjamin; Egami, Eiichi; Ebeling, Harald; Jauzac, Mathilde; Jullo, Eric; Laporte, Nicolas; Limousin, Marceau; Natarajan, Priyamvada

2014-05-01

The Hubble Frontier Fields program combines the capabilities of the Hubble Space Telescope (HST) with the gravitational lensing of massive galaxy clusters to probe the distant universe to an unprecedented depth. Here, we present the results of the first combined HST and Spitzer observations of the cluster A-2744. We combine the full near-infrared data with ancillary optical images to search for gravitationally lensed high-redshift (z >~ 6) galaxies. We report the detection of 15 I 814 dropout candidates at z ~ 6-7 and one Y 105 dropout at z ~ 8 in a total survey area of 1.43 arcmin2 in the source plane. The predictions of our lens model also allow us to identify five multiply imaged systems lying at redshifts between z ~ 6 and z ~ 8. Thanks to constraints from the mass distribution in the cluster, we were able to estimate the effective survey volume corrected for completeness and magnification effects. This was in turn used to estimate the rest-frame ultraviolet luminosity function (LF) at z ~ 6-8. Our LF results are generally in agreement with the most recent blank field estimates, confirming the feasibility of surveys through lensing clusters. Although based on a shallower observations than what will be achieved in the final data set including the full Advanced Camera for Survey observations, the LF presented here goes down to M UV ~-18.5, corresponding to 0.2L sstarf at z ~ 7 with one identified object at M UV ~-15 thanks to the highly magnified survey areas. This early study forecasts the power of using massive galaxy clusters as cosmic telescopes and its complementarity to blank fields. Based on observations made with the NASA/ESA Hubble Space Telescope (HST), which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with programs 13495 and 11689. Based in part on observations made with the Spitzer Space Telescope, which is operated by the Jet Propulsion Laboratory

Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform

Science.gov (United States)

Campbell, Todd; Abd-Hamid, Nor Hashidah

2013-08-01

This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.

contents.htm | currsci | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; currsci; contents.htm. 404! error. The page your are looking for can not be found! Please check the link or use the navigation bar at the top. YouTube; Twitter; Facebook; Blog. Academy News. IAS Logo. 29th Mid-year meeting. Posted on 19 January 2018. The 29th Mid-year meeting of the Academy will be held from ...

Discovery of z ~ 8 Galaxies in the Hubble Ultra Deep Field from Ultra-Deep WFC3/IR Observations

Science.gov (United States)

Bouwens, R. J.; Illingworth, G. D.; Oesch, P. A.; Stiavelli, M.; van Dokkum, P.; Trenti, M.; Magee, D.; Labbé, I.; Franx, M.; Carollo, C. M.; Gonzalez, V.

2010-02-01

We utilize the newly acquired, ultra-deep WFC3/IR observations over the Hubble Ultra Deep Field (HUDF) to search for star-forming galaxies at z ~ 8-8.5, only 600 million years from recombination, using a Y 105-dropout selection. The new 4.7 arcmin2 WFC3/IR observations reach to ~28.8 AB mag (5σ) in the Y 105 J 125 H 160 bands. These remarkable data reach ~1.5 AB mag deeper than the previous data over the HUDF, and now are an excellent match to the HUDF optical ACS data. For our search criteria, we use a two-color Lyman break selection technique to identify z ~ 8-8.5Y 105-dropouts. We find five likely z ~ 8-8.5 candidates. The sources have H 160-band magnitudes of ~28.3 AB mag and very blue UV-continuum slopes, with a median estimated β of lsim-2.5 (where f λ vprop λβ). This suggests that z ~ 8 galaxies are not only essentially dust free but also may have very young ages or low metallicities. The observed number of Y 105-dropout candidates is smaller than the 20 ± 6 sources expected assuming no evolution from z ~ 6, but is consistent with the five expected extrapolating the Bouwens et al. luminosity function (LF) results to z ~ 8. These results provide evidence that the evolution in the LF seen from z ~ 7 to z ~ 3 continues to z ~ 8. The remarkable improvement in the sensitivity of WFC3/IR has enabled Hubble Space Telescope to cross a threshold, revealing star-forming galaxies at z~ 8-9. Based on observations made with the NASA/ESA Hubble Space Telescope, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555. These observations are associated with programs 11563, 9797.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. P C S Devara. Articles written in Journal of Earth System Science. Volume 112 Issue 2 June 2003 pp 205-221. Study of total column atmospheric aerosol optical depth, ozone and precipitable water content over Bay of Bengal during BOBMEX-99 · K K Dani R S ...

The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade

Directory of Open Access Journals (Sweden)

Endik Deni Nugroho

2017-07-01

Full Text Available Based on the early observation by researchers of the two Science textbooks 7thGrade about biological material, 1stand 2ndsemester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.

Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

Science.gov (United States)

Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

2014-12-01

The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective

A Science, Engineering and Technology (SET) Approach Improves Science Process Skills in 4-H Animal Science Participants

Science.gov (United States)

Clarke, Katie C.

2010-01-01

A new Science, Engineering and Technology (SET) approach was designed for youth who participated in the Minnesota State Fair Livestock interview process. The project and evaluation were designed to determine if the new SET approach increased content knowledge and science process skills in participants. Results revealed that youth participants not…

WFIRST Science Operations at STScI

Science.gov (United States)

Gilbert, Karoline; STScI WFIRST Team

2018-06-01

With sensitivity and resolution comparable the Hubble Space Telescope, and a field of view 100 times larger, the Wide Field Instrument (WFI) on WFIRST will be a powerful survey instrument. STScI will be the Science Operations Center (SOC) for the WFIRST Mission, with additional science support provided by the Infrared Processing and Analysis Center (IPAC) and foreign partners. STScI will schedule and archive all WFIRST observations, calibrate and produce pipeline-reduced data products for imaging with the Wide Field Instrument, support the High Latitude Imaging and Supernova Survey Teams, and support the astronomical community in planning WFI imaging observations and analyzing the data. STScI has developed detailed concepts for WFIRST operations, including a data management system integrating data processing and the archive which will include a novel, cloud-based framework for high-level data processing, providing a common environment accessible to all users (STScI operations, Survey Teams, General Observers, and archival investigators). To aid the astronomical community in examining the capabilities of WFIRST, STScI has built several simulation tools. We describe the functionality of each tool and give examples of its use.

BAYERO JOURNAL OF PURE AND APPLIED SCIENCES (BAJOPAS)

African Journals Online (AJOL)

User

sciences, namely: Agricultural Sciences, Botany, Biochemistry, Chemistry, Computer Science,. Engineering, Environmental Sciences and Geography. Also, areas of Laboratory Science, Technology,. Mathematical Sciences, Microbiology, Physics, Medical Sciences and Zoology form part of the contents of the Journal.

Negotiating science and engineering: an exploratory case study of a reform-minded science teacher

Science.gov (United States)

Guzey, S. Selcen; Ring-Whalen, Elizabeth A.

2018-05-01

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities - a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher's science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed.

Gender Stereotypes in Science Education Resources : A Visual Content Analysis

NARCIS (Netherlands)

Kerkhoven, A.H.; Rodrigues, Dos Santos Russo P.M.; Land, A.M.; Saxena, A.; Rodenburg, F.J.

2016-01-01

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people’s social lives, such stereotypes can also occur in education. Ways in which stereotypes are

The Development, Field Testing and Evaluation of Three Hierarchies of Behaviorally Stated Objectives for the Chemistry Content of a Course of Instruction in Physical Science for Pre-Service Nursing Students.

Science.gov (United States)

Love, Robert Alden

The purpose of this research was to develop hierarchies of behavioral objectives for the chemistry content of a one-semester course in physical science for preservice associate degree nursing students. Each of three content objectives was expressed by a series of behaviorally stated objectives which included a terminal objective for a unit of…

The Speed of Light and the Hubble parameter: The Mass-Boom Effect

International Nuclear Information System (INIS)

Alfonso-Faus, Antonio

2008-01-01

We prove here that Newton's universal gravitation and momentum conservation laws together reproduce Weinberg's relation. It is shown that the Hubble parameter H must be built in this relation, or equivalently the age of the Universe t. Using a wave-to-particle interaction technique we then prove that the speed of light c decreases with cosmological time, and that c is proportional to the Hubble parameter H. We see the expansion of the Universe as a local effect due to the LAB value of the speed of light co taken as constant. We present a generalized red shift law and find a predicted acceleration for photons that agrees well with the result from Pioneer 10/11 anomalous acceleration. We finally present a cosmological model coherent with the above results that we call the Mass-Boom. It has a linear increase of mass m with time as a result of the speed of light c linear decrease with time, and the conservation of momentum mc. We obtain the baryonic mass parameter equal to the curvature parameter, Ω m Ω k , so that the model is of the type of the Einstein static, closed, finite, spherical, unlimited, with zero cosmological constant. This model is the cosmological view as seen by photons, neutrinos, tachyons etc. in contrast with the local view, the LAB reference. Neither dark matter nor dark energy is required by this model. With an initial constant speed of light during a short time we get inflation (an exponential expansion). This converts, during the inflation time, the Planck's fluctuation length of 10 -33 cm to the present size of the Universe (about 10 28 cm, constant from then on). Thereafter the Mass-Boom takes care to bring the initial values of the Universe (about 10 15 gr) to the value at the present time of about 10 55 gr

Constraints on inflation revisited. An analysis including the latest local measurement of the Hubble constant

Energy Technology Data Exchange (ETDEWEB)

Guo, Rui-Yun [Northeastern University, Department of Physics, College of Sciences, Shenyang (China); Zhang, Xin [Northeastern University, Department of Physics, College of Sciences, Shenyang (China); Peking University, Center for High Energy Physics, Beijing (China)

2017-12-15

We revisit the constraints on inflation models by using the current cosmological observations involving the latest local measurement of the Hubble constant (H{sub 0} = 73.00 ± 1.75 km s{sup -1} Mpc{sup -1}). We constrain the primordial power spectra of both scalar and tensor perturbations with the observational data including the Planck 2015 CMB full data, the BICEP2 and Keck Array CMB B-mode data, the BAO data, and the direct measurement of H{sub 0}. In order to relieve the tension between the local determination of the Hubble constant and the other astrophysical observations, we consider the additional parameter N{sub eff} in the cosmological model. We find that, for the ΛCDM+r+N{sub eff} model, the scale invariance is only excluded at the 3.3σ level, and ΔN{sub eff} > 0 is favored at the 1.6σ level. Comparing the obtained 1σ and 2σ contours of (n{sub s},r) with the theoretical predictions of selected inflation models, we find that both the convex and the concave potentials are favored at 2σ level, the natural inflation model is excluded at more than 2σ level, the Starobinsky R{sup 2} inflation model is only favored at around 2σ level, and the spontaneously broken SUSY inflation model is now the most favored model. (orig.)

Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

Science.gov (United States)

Menon, Deepika

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self

Qualitative Content Analysis

Directory of Open Access Journals (Sweden)

Satu Elo

2014-02-01

Full Text Available Qualitative content analysis is commonly used for analyzing qualitative data. However, few articles have examined the trustworthiness of its use in nursing science studies. The trustworthiness of qualitative content analysis is often presented by using terms such as credibility, dependability, conformability, transferability, and authenticity. This article focuses on trustworthiness based on a review of previous studies, our own experiences, and methodological textbooks. Trustworthiness was described for the main qualitative content analysis phases from data collection to reporting of the results. We concluded that it is important to scrutinize the trustworthiness of every phase of the analysis process, including the preparation, organization, and reporting of results. Together, these phases should give a reader a clear indication of the overall trustworthiness of the study. Based on our findings, we compiled a checklist for researchers attempting to improve the trustworthiness of a content analysis study. The discussion in this article helps to clarify how content analysis should be reported in a valid and understandable manner, which would be of particular benefit to reviewers of scientific articles. Furthermore, we discuss that it is often difficult to evaluate the trustworthiness of qualitative content analysis studies because of defective data collection method description and/or analysis description.

ANALYZE THE KNOWLEDGE INQUIRY SCIENCE PHYSICS TEACHER CANDIDATES WITH ESSENCE INQUIRY SCIENCE TEST INSTRUMENT OPTIKA GEOMETRY

Directory of Open Access Journals (Sweden)

Wawan Bunawan

2013-06-01

Full Text Available The objective in this research to explore the relationship between ability of the knowledge essential features inquiry science and their reasons underlying sense of scientific inquiry for physics teacher candidates on content geometrical optics. The essential features of inquiry science are components that should arise during the learning process subject matter of geometrical optics reflectance of light on a flat mirror, the reflection of light on curved mirrors and refraction of light at the lens. Five of essential features inquiry science adopted from assessment system developed by the National Research Council. Content geometrical optics developed from an analysis of a college syllabus material. Based on the study of the essential features of inquiry and content develop the multiple choice diagnostic test three tier. Data were taken from the students who are taking courses in optics and wave from one the LPTK in North Sumatra totaled 38 students. Instruments showed Cronbach alpha reliability of 0.67 to test the essential features of inquiry science and 0.61 to there as on geometrical optics science inquiry.

Low-redshift effects of local structure on the Hubble parameter in presence of a cosmological constant

Energy Technology Data Exchange (ETDEWEB)

Romano, Antonio Enea [University of Crete, Department of Physics and CCTP, Heraklion (Greece); Kyoto University, Yukawa Institute for Theoretical Physics, Kyoto (Japan); Universidad de Antioquia, Instituto de Fisica, Medellin (Colombia); Vallejo, Sergio Andres [Kyoto University, Yukawa Institute for Theoretical Physics, Kyoto (Japan); Universidad de Antioquia, Instituto de Fisica, Medellin (Colombia)

2016-04-15

In order to estimate the effects of a local structure on the Hubble parameter we calculate the low-redshift expansion for H(z) and (δH)/(H) for an observer at the center of a spherically symmetric matter distribution in the presence of a cosmological constant. We then test the accuracy of the formulas comparing them with fully relativistic non-perturbative numerical calculations for different cases for the density profile. The low-redshift expansion we obtain gives results more precise than perturbation theory since it is based on the use of an exact solution of Einstein's field equations. For larger density contrasts the low-redshift formulas accuracy improves respect to the perturbation theory accuracy because the latter is based on the assumption of a small density contrast, while the former does not rely on such an assumption. The formulas can be used to take into account the effects on the Hubble expansion parameter due to the monopole component of the local structure. If the H(z) observations will show deviations from the ΛCDM prediction compatible with the formulas we have derived, this could be considered an independent evidence of the existence of a local inhomogeneity, and the formulas could be used to determine the characteristics of this local structure. (orig.)

Early Childhood Educators' Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom

Science.gov (United States)

Gerde, Hope K.; Pierce, Steven J.; Lee, Kyungsook; Van Egeren, Laurie A.

2018-01-01

Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers' beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and…

Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

Science.gov (United States)

Gray, Kyle

2017-01-01

Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

Central Structural Parameters of Early-Type Galaxies as Viewed with Nicmos on the Hubble Space Telescope

Science.gov (United States)

Ravindranath, Swara; Ho, Luis C.; Peng, Chien Y.; Filippenko, Alexei V.; Sargent, Wallace L. W.

2001-08-01

, which corresponds to MnucH=-12.8 to -18.4 mag. Although the detection rate of compact nuclei seems favored toward galaxies spectroscopically classified as weak active galactic nuclei, we find no significant correlation between the near-infrared nuclear luminosities and either the optical emission-line luminosities or the inferred black hole masses. Based on observations made with the NASA/ESA Hubble Space Telescope, obtained at the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555.

Light dark photon and fermionic dark radiation for the Hubble constant and the structure formation

OpenAIRE

Ko, P.; Tang, Yong

2018-01-01

Motivated by the tensions in the Hubble constant $H_0$ and the structure growth $\\sigma_8$ between $Planck$ results and other low redshift measurements, we discuss some cosmological effects of a dark sector model in which dark matter (DM) interacts with fermionic dark radiation (DR) through a light gauge boson (dark photon). Such kind of models are very generic in particle physics with a dark sector with dark gauge symmetries. The effective number of neutrinos is increased by $\\delta N_{eff} ...

A knowledge-based system for monitoring the electrical power system of the Hubble Space Telescope

Science.gov (United States)

Eddy, Pat

1987-01-01

The design and the prototype for the expert system for the Hubble Space Telescope's electrical power system are discussed. This prototype demonstrated the capability to use real time data from a 32k telemetry stream and to perform operational health and safety status monitoring, detect trends such as battery degradation, and detect anomalies such as solar array failures. This prototype, along with the pointing control system and data management system expert systems, forms the initial Telemetry Analysis for Lockheed Operated Spacecraft (TALOS) capability.

Integrative activities content (aic: an auxiliary tool for the teaching of Biochemistry in the course of biological sciences at UFRN

Directory of Open Access Journals (Sweden)

F. D. Silva

2015-08-01

Full Text Available There are constant changes in the development of science, technology, politics, culture and society; the need for change is also evident in the training of teachers. The ease of access to information makes us realize that traditional teaching needs to be updated.The increasing demotivation of students,followed by high reprobation rates, has become a real challenge to the teaching practice.The objective of this work was to awaken in students enrolled in the discipline of MOLECULAR DIVERSITY (MD, a required curricular component in the Course of Biological Sciences at UFRN, an interest in studying the chemistry and functions of biomolecules, better relating the two to each other, and the content already studied in the course, in order to improve the teaching-learning process. This work was developed in a tutoring project registered at PROGRAD/UFRN. This discipline, MD, addresses chemical and structural features of the main organic molecules.The methodology focused on applying problem integrators called INTEGRATIVE ACTIVITIES OF CONTENT. This refers specifically to the application of problems that integrate the topics taught in the discipline, and also those administered in the disciplines processed in parallel, or even in previous semesters. In this way students realize that molecules relate and interact in all bodies; this gives rise to life through metabolism. The discipline is expected to promote meaningful and inter-related learning. We obtained the following results: greater participation and involvement of students in answering the questions posed; greater interest in the discipline;positive changes regarding the number of students who dropped the class, and in reprobation;and greater integration between teachers, students, and teaching assistants. The methodology used in this work was extremely important to achieve the proposed objectives, helping to facilitate the process of teaching-learning, as also to important relate content.

Does content knowledge matter for new teachers?

Science.gov (United States)

Reeves, Todd D.

There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to

Library and Information Science (LIS)

DEFF Research Database (Denmark)

Hjørland, Birger

2017-01-01

This article outlines the history of library and information science (LIS), from its roots in library science, information science and documentation. It considers various conceptions or “paradigms” in the field and discusses the topical content of LIS as well as the relationships between LIS...

"Discoveries in Planetary Sciences": Slide Sets Highlighting New Advances for Astronomy Educators

Science.gov (United States)

Brain, D. A.; Schneider, N. M.; Beyer, R. A.

2010-12-01

Planetary science is a field that evolves rapidly, motivated by spacecraft mission results. Exciting new mission results are generally communicated rather quickly to the public in the form of press releases and news stories, but it can take several years for new advances to work their way into college textbooks. Yet it is important for students to have exposure to these new advances for a number of reasons. In some cases, new work renders older textbook knowledge incorrect or incomplete. In some cases, new discoveries make it possible to emphasize older textbook knowledge in a new way. In all cases, new advances provide exciting and accessible examples of the scientific process in action. To bridge the gap between textbooks and new advances in planetary sciences we have developed content on new discoveries for use by undergraduate instructors. Called 'Discoveries in Planetary Sciences', each new discovery is summarized in a 3-slide PowerPoint presentation. The first slide describes the discovery, the second slide discusses the underlying planetary science concepts, and the third presents the big picture implications of the discovery. A fourth slide includes links to associated press releases, images, and primary sources. This effort is generously sponsored by the Division for Planetary Sciences of the American Astronomical Society, and the slide sets are available at http://dps.aas.org/education/dpsdisc/. Sixteen slide sets have been released so far covering topics spanning all sub-disciplines of planetary science. Results from the following spacecraft missions have been highlighted: MESSENGER, the Spirit and Opportunity rovers, Cassini, LCROSS, EPOXI, Chandrayan, Mars Reconnaissance Orbiter, Mars Express, and Venus Express. Additionally, new results from Earth-orbiting and ground-based observing platforms and programs such as Hubble, Keck, IRTF, the Catalina Sky Survey, HARPS, MEarth, Spitzer, and amateur astronomers have been highlighted. 4-5 new slide sets are

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

Science.gov (United States)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

Semantic-JSON: a lightweight web service interface for Semantic Web contents integrating multiple life science databases.

Science.gov (United States)

Kobayashi, Norio; Ishii, Manabu; Takahashi, Satoshi; Mochizuki, Yoshiki; Matsushima, Akihiro; Toyoda, Tetsuro

2011-07-01

Global cloud frameworks for bioinformatics research databases become huge and heterogeneous; solutions face various diametric challenges comprising cross-integration, retrieval, security and openness. To address this, as of March 2011 organizations including RIKEN published 192 mammalian, plant and protein life sciences databases having 8.2 million data records, integrated as Linked Open or Private Data (LOD/LPD) using SciNetS.org, the Scientists' Networking System. The huge quantity of linked data this database integration framework covers is based on the Semantic Web, where researchers collaborate by managing metadata across public and private databases in a secured data space. This outstripped the data query capacity of existing interface tools like SPARQL. Actual research also requires specialized tools for data analysis using raw original data. To solve these challenges, in December 2009 we developed the lightweight Semantic-JSON interface to access each fragment of linked and raw life sciences data securely under the control of programming languages popularly used by bioinformaticians such as Perl and Ruby. Researchers successfully used the interface across 28 million semantic relationships for biological applications including genome design, sequence processing, inference over phenotype databases, full-text search indexing and human-readable contents like ontology and LOD tree viewers. Semantic-JSON services of SciNetS.org are provided at http://semanticjson.org.

Science communication on YouTube: Factors that affect channel and video popularity.

Science.gov (United States)

Welbourne, Dustin J; Grant, Will J

2016-08-01

YouTube has become one of the largest websites on the Internet. Among its many genres, both professional and amateur science communicators compete for audience attention. This article provides the first overview of science communication on YouTube and examines content factors that affect the popularity of science communication videos on the site. A content analysis of 390 videos from 39 YouTube channels was conducted. Although professionally generated content is superior in number, user-generated content was significantly more popular. Furthermore, videos that had consistent science communicators were more popular than those without a regular communicator. This study represents an important first step to understand content factors, which increases the channel and video popularity of science communication on YouTube. © The Author(s) 2015.

Building a Semantic Framework for eScience

Science.gov (United States)

Movva, S.; Ramachandran, R.; Maskey, M.; Li, X.

2009-12-01

The e-Science vision focuses on the use of advanced computing technologies to support scientists. Recent research efforts in this area have focused primarily on “enabling” use of infrastructure resources for both data and computational access especially in Geosciences. One of the existing gaps in the existing e-Science efforts has been the failure to incorporate stable semantic technologies within the design process itself. In this presentation, we describe our effort in designing a framework for e-Science built using Service Oriented Architecture. Our framework provides users capabilities to create science workflows and mine distributed data. Our e-Science framework is being designed around a mass market tool to promote reusability across many projects. Semantics is an integral part of this framework and our design goal is to leverage the latest stable semantic technologies. The use of these stable semantic technologies will provide the users of our framework the useful features such as: allow search engines to find their content with RDFa tags; create RDF triple data store for their content; create RDF end points to share with others; and semantically mash their content with other online content available as RDF end point.

Cell Phones Transform a Science Methods Course

Science.gov (United States)

Madden, Lauren

2012-01-01

A science methods instructor intentionally encouraged cell phone use for class work to discover how cell phones can be used as research tools to enhance the content and engage the students. The anecdotal evidence suggested that students who used their smartphones as research tools experienced the science content and pedagogical information…

Rock-Solid Support: Florida District Weighs Effectiveness of Science Professional Learning

Science.gov (United States)

Shear, Linda; Penuel, William R.

2010-01-01

The best science teachers are not only experts in teaching and knowledgeable about science content, but they are also great at teaching science. They have specialized teaching knowledge, including knowledge of effective pedagogical practices in science, student difficulties with understanding content, and curricular purposes. As a result,…

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

Science.gov (United States)

Palmer, David; Dixon, Jeanette; Archer, Jennifer

2015-01-01

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

A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

Science.gov (United States)

Blackmon, Phyllis Ann

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

42. Science week: Laser Science and applications, Aleppo (SY), 2-4 Nov 2002, Book two: Laser science and medical laser applications

International Nuclear Information System (INIS)

2005-01-01

This publication includes the papers presented at the 42nd science week of the Supreme Council of Sciences, held in Aleppo (Syria) from 2-4 November 2002. This proceedings is published in three books covering laser science and applications and in particular on material studies and medical uses. Part two covers medical applications, Part three on applications of laser in material sciences, while Part one is for contents and the proceedings program

Methodological basis for formation of uniterruptible education content for future specialists of atomic-nuclear complex

International Nuclear Information System (INIS)

Burtebayev, N.; Burtebayeva, J.T.; Basharuly, R.; Altynsarin, Y.

2009-01-01

Full text: For science-reliable determination of the content of uninterruptible education system, as a rule, the following levels of theoretical-methodological approach are used in complex: 1) science-wide methodological level based on the dialectical laws of knowledge theory; 2) science-wide methodological level based on the principles and the provisions of system analysis; 3) particular science methodological level based on the laws and the principles of any specific science [1]. Such holistic approach covering all levels of science methodology is required for determination of the content of uninterruptible education for future specialists of nuclear profile. Indeed, considering the problem related to the content of uninterruptible education from the point of the first science-wide methodological level we shall follow primary the requirements of dialectical 'Law of common, special and single unity', where firstly the universal values in science, culture and technology forming the united invariant of education content of the world education space is positioned as the 'common' component of uninterruptible education content; secondly, the theoretical-practical achievements gained in the countries of any region (for example Eurasian space) are positioned as the 'special' component of the content for the training of the specialists of nuclear profile; thirdly, the content elements determined in accordance with socio-economic order of the specific society introducing the national interests of the specific country (for example, Republic of Kazakhstan) are positioned as the 'single' component of the education content for the future specialists of atomic-nuclear complex. Inseparable unity of the above mentioned components of the education content which have been determined in accordance with the laws, principles and provisions of all three levels of science-methodological approach assures the high level competence and the functional mobility of nuclear profile specialist