MRI experiments for introductory physics

Science.gov (United States)

Taghizadeh, Sanaz; Lincoln, James

2018-04-01

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

Regionalization: A Story Map Lesson on Regions

Science.gov (United States)

Edmondson, Deborah

2018-01-01

This lesson introduces the concept of regionalization and types of regions. After a brief introductory activity, students explore a story map to learn the material. The teacher can project the story map on a screen for all students to follow or students may work individually on computers. Working individually will allow students to set their own…

Intuitive introductory statistics

CERN Document Server

Wolfe, Douglas A

2017-01-01

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

Improving the Development of Student's Research Questions and Hypotheses in an Introductory Business Research Methods Course

Science.gov (United States)

Strangman, Lauria; Knowles, Elizabeth

2012-01-01

In an introductory research methods course, students often develop research questions and hypotheses that are vague or confusing, do not contain measurable concepts, and are too narrow in scope or vision. Because of this, the final research projects often fail to provide useful information or address the overall research problem. A Lesson Study…

LESSONS LEARNED IN OPERATING THE HOSE-IN-HOSE SYSTEM FOR TRANSFSERRING SLUDGE AT HANFORD'S K BASINS

International Nuclear Information System (INIS)

PERES MW

2008-01-01

In May 2007, the Department of Energy and the Fluor Hanford K Basin Closure Project completed transferring sludge from the K East Basin to new containers in the K West Basin using a Hose-in-Hose system. This project presented a number of complex and unique technical, operational, and management challenges that had to be resolved to complete the required transfers and satisfy project milestones. The project team (including DOE; regulators; and Fluor management, operations, maintenance, engineering and all other support organizations) found innovative solutions to each challenge. This paper records lessons learned during the operational phase of the sludge transfer via the Hose-In-Hose system. The subject is limited to the operational phase and does not cover design, development, testing or turnover. A discussion of the situation or problem encountered is provided, along with the lesson learned as applicable to a future program or project

Articulated Multimedia Physics, Lesson 3, The Arithmetic of Scientific Notation.

Science.gov (United States)

New York Inst. of Tech., Old Westbury.

As the third lesson of the Articulated Multimedia Physics Course, instructional materials are presented in this study guide. An introductory description is given for scientific notation methods. The subject content is provided in scrambled form, and the use of matrix transparencies is required for students to control their learning process.…

Oak Ridge K-25 Site Technology Logic Diagram. Volume 2, Technology Logic Diagrams

Energy Technology Data Exchange (ETDEWEB)

Fellows, R.L. [ed.

1993-02-26

The Oak Ridge K-25 Technology Logic Diagram (TLD), a decision support tool for the K-25 Site, was developed to provide a planning document that relates envirorunental restoration and waste management problems at the Oak Ridge K-25 Site to potential technologies that can remediate these problems. The TLD technique identifies the research necessary to develop these technologies to a state that allows for technology transfer and application to waste management, remedial action, and decontamination and decommissioning activities. The TLD consists of four separate volumes-Vol. 1, Vol. 2, Vol. 3A, and Vol. 3B. Volume 1 provides introductory and overview information about the TLD. This volume, Volume 2, contains logic diagrams with an index. Volume 3 has been divided into two separate volumes to facilitate handling and use.

Development of concept-based physiology lessons for biomedical engineering undergraduate students.

Science.gov (United States)

Nelson, Regina K; Chesler, Naomi C; Strang, Kevin T

2013-06-01

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.

Introductory Overviews

NARCIS (Netherlands)

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

2015-01-01

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

The Memorability of Introductory Psychology Revisited

Science.gov (United States)

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

2013-01-01

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

Introductory Raman spectroscopy

CERN Document Server

Ferraro, John R

2012-01-01

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

Arizona Traffic Safety Education, K-8. Passenger Safety, Grade 3.

Science.gov (United States)

Mesa Public Schools, AZ.

One in a series designed to assist Arizona elementary and junior high school teachers in developing children's traffic safety skills, this curriculum guide contains four lessons and an appendix of school bus safety tips for use in grade 3. Introductory information provided for the teacher includes basic highway safety concepts, stressing…

Implementing US Department of Energy lessons learned programs. Volume 2

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-08-01

The DOE Lessons Learned Handbook is a two-volume publication developed to supplement the DOE Lessons Learned Standard (DOE-STD-7501-95) with information that will organizations in developing or improving their lessons learned programs. Volume 1 includes greater detail than the Standard in areas such as identification and documentation of lessons learned; it also contains sections on specific processes such as training and performance measurement. Volume 2 (this document) contains examples of program documents developed by existing lessons learned programs as well as communications material, functional categories, transmittal documents, sources of professional and industry lessons learned, and frequently asked questions about the Lessons Learned List Service.

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

Science.gov (United States)

Miller, John; Weil, Gordon

1986-01-01

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

K-12 Phenology Lessons for the Phenocam Project

Science.gov (United States)

Bennett, K. F.

2013-12-01

Phenology is defined as periodic [or annual] life cycles of plants and animals driven by seasonal environmental changes. Climate change impinges a strong effect on phenology, potentially altering the structure and functioning of ecosystems. In the fall of 2011, the Ashburnham-Westminster Regional School District became the first of five schools to join Harvard University's Phenocam Network with the installation of a webcam to monitor phenology (or 'phenocam') at Overlook Middle School in Ashburnham, Massachusetts. Our school district is now part of a network of near-surface remote sensing phenocams that capture and send images of forest, shrub, and grassland vegetation cover at more than 130 diverse sites in North America. Our phenocam provides a digital image every half hour of the mixed forest canopy north from the school, enabling the detection of changes in canopy development, quantified as canopy 'greenness'. As a part of the Phenocam project, students at the K-12 level have expanded the scope of phenological monitoring protocol that is part of the Harvard Forest Schoolyard Ecology Program, Buds, Leaves, and Global Warming. In this protocol, students work with ecologists at Harvard Forest to monitor buds and leaves on schoolyard trees to determine the length of the growing season, giving them the opportunity to be a part of real and important research concerning the critical environmental issue of climate change. Students involved in the Buds, Leaves, and Global Warming study have the opportunity to compare their ground data on budburst, color change, and leaf drop to the phenocam images, as well as to similar forested sites in locations throughout the United States. Lessons have been developed for comparing student data to phenocam images, canopy greenness time series graphs extracted from the images, and satellite data. Lessons addressing map scale and the Urban Heat Island effect will also be available for teachers. This project will greatly enhance the

Driver. D530.2 – Tools for the Lessons Learned Framework

NARCIS (Netherlands)

Schaik, M.G. van; et al

2016-01-01

In this deliverable D530.2 “Tools for the Lessons Learned Framework” the overall lessons learned framework will be clarified based on the delivery D53.1 “Lessons Learned Framework Concept” and aligned with the deliverable D52.1 “Harmonized competence framework”. The Tools for the Lessons Learned

Strategies and Perceptions of Students' Field Note-Taking Skills: Insights from a Geothermal Field Lesson

Science.gov (United States)

Dohaney, Jacqueline; Brogt, Erik; Kennedy, Ben

2015-01-01

Field note-taking skills are fundamental in the geosciences but are rarely explicitly taught. In a mixed-method study of an introductory geothermal field lesson, we characterize the content and perceptions of students' note-taking skills to derive the strategies that students use in the field. We collected several data sets: observations of the…

Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

Science.gov (United States)

Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

2011-01-01

These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and

TMI-2 lessons have been learned

International Nuclear Information System (INIS)

Long, R.L.

1994-01-01

This paper is an introduction to the more detailed papers which are presented in this session titled ''Advanced Light Water Reactors -- 15 Years After TMI.'' Many of the advances in the design, operation and maintenance of nuclear power plants are the direct result of applying lessons learned from the 1979 TMI-2 accident. The authors believe the ''reality awakening'' which occurred following the accident should never be forgotten. Thus, this paper briefly reviews the TMI-2 accident and identifies the broad lessons learned following the accident. Then it describes briefly some indicators which show the very impressive improvements in nuclear power plant performance that have occurred over the past 10-15 years. This sets the stage for Dr. Ransom's paper which shows the continuing need for nuclear power, Dr. Beckjord's paper which describes the ''final'' TMI-2 research project and the subsequent papers which focus on advanced light water reactor developments

Connecting polar research to NGSS STEM classroom lessons

Science.gov (United States)

Brinker, R.; Kast, D.

2016-12-01

Next Generation Science Standards (NGSS) are designed to bring consistent, rigorous science teaching across the United States. Topics are categorized as Performance Expectations (PE), Disciplinary Core Ideas (DCI), Cross-Cutting Concepts (CCC), and Science and Engineering Practices (SEP). NGSS includes a focus on environmental science and climate change across grade levels. Earth and planetary sciences are required at the high school level. Integrating polar science lessons into NGSS classrooms brings relevant, rigorous climate change curriculum across grade levels. Polar science provides opportunities for students to use current data during lessons, conduct their own field work, and collaborate with scientists. Polar science provides a framework of learning that is novel to most students. Inquiry and engagement are high with polar science lessons. Phenomenon related to polar science provide an excellent tool for science teachers to use to engage students in a lesson, stimulate inquiry, and promote critical thinking. When taught effectively, students see the connections between their community, polar regions and climate change, regardless of where on the planet students live. This presentation describes examples of how to effectively implement NGSS lessons by incorporating polar science lessons and field research. Examples of introductory phenomenon and aligned PEs, CCCs, DCIs, and SEPs are given. Suggested student activities, assessments, examples of student work, student research, labs, and PolarTREC fieldwork, use of current science data, and connections to scientists in the field are provided. The goals of the presentation are to give teachers a blueprint to follow when implementing NGSS lessons, and give scientists an understanding of the basics of NGSS so they may be better able to relate their work to U.S. science education and be more effective communicators of their science findings.

Modern introductory physics

CERN Document Server

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

2010-01-01

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

A Citation Analysis of Who's Who in Introductory Textbooks

Science.gov (United States)

Griggs, Richard A.; Proctor, Derrick L.

2002-01-01

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

Examining the Gender Gap in Introductory Physics

Science.gov (United States)

Kost, Lauren; Pollock, Steven; Finkelstein, Noah

2009-05-01

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

Graduate students teaching elementary earth science through interactive classroom lessons

Science.gov (United States)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

The Use of Modular Computer-Based Lessons in a Modification of the Classical Introductory Course in Organic Chemistry.

Science.gov (United States)

Stotter, Philip L.; Culp, George H.

An experimental course in organic chemistry utilized computer-assisted instructional (CAI) techniques. The CAI lessons provided tutorial drill and practice and simulated experiments and reactions. The Conversational Language for Instruction and Computing was used, along with a CDC 6400-6600 system; students scheduled and completed the lessons at…

Mathematical Rigor in Introductory Physics

Science.gov (United States)

Vandyke, Michael; Bassichis, William

2011-10-01

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

Excerpts from the introductory statement by IAEA Director General. IAEA Board of Governors, Vienna, 9 December 1999

International Nuclear Information System (INIS)

ElBaradei, M.

1999-01-01

The document contains excerpts from the Introductory Statement made by the Director General of the IAEA at the IAEA Board of Governors on 9 December 1999. The following aspects from the Agency's activity are briefly presented: IAEA's safeguards, physical protection of nuclear material, the status of Agency's involvement in safeguards verification in the Democratic People's Republic of Korea (DPRK), and Agency's actions in connection with Y2K possible problems

Introductory statement to the 2nd scientific forum on sustainable development: A role for nuclear power?

International Nuclear Information System (INIS)

ElBaradei, M.

1999-01-01

In his Introductory Statement to the 2nd Scientific Forum on 'Sustainable Development - A Role for Nuclear Power?' (Vienna, 28 September 1999), the Director General of the IAEA focussed on the the main aspects concerning the development of nuclear power: safety, competitiveness, and public support

Active Learning by Design: An Undergraduate Introductory Public Health Course

Directory of Open Access Journals (Sweden)

Karin eYeatts

2014-12-01

Full Text Available Principles of active learning were used to design and implement an introductory public health course. Students were introduced to the breadth and practice of public health through team and individual-based activities. Team assignments covered topics in epidemiology, biostatistics, health behavior, nutrition, maternal and child health, environment, and health policy. Students developed an appreciation of the population perspective through an experience trip and related intervention project in a public health area of their choice. Students experienced several key critical component elements of a public health undergraduate major; they cover key public health domains, experience public health practice, and integrated concepts with their assignments. In this paper, course assignments, lessons learned, and student successes are described. Given the increased growth in the undergraduate public health major, these active learning assignments may be of interest to undergraduate public health programs at both liberal arts colleges and research universities.

Nucleoli in human early erythroblasts (K2, K1, K1/2 cells).

Science.gov (United States)

Smetana, K; Jirásková, I; Klamová, H

2005-01-01

Human early erythroid precursors classified according to the nuclear size were studied to provide information on nucleoli in these cells using simple cytochemical procedures for demonstration of RNA and proteins of silver-stained nucleolar organizers. K2 cells with nuclear diameter larger than 13 microm and K1 cells with nuclear diameter larger than 9 microm corresponding to proerythroblasts and macroblasts (large basophilic erythroblasts) mostly possessed large irregularly shaped nucleoli with multiple fibrillar centres representing "active nucleoli". K1/2 cells with nuclear diameter smaller than 9 microm corresponding to small basophilic erythroblasts were usually characterized by the presence of micronucleoli representing "inactive nucleolar types". On the other hand, a few K1/2 cells contained large nucleoli with multiple fibrillar centres similar to those present in K2 cells and thus appeared as "microproerythroblasts". The nucleolar asynchrony expressed by the presence of large irregularly shaped nucleoli with multiple nucleoli (active nucleoli) and ring-shaped nucleoli (resting nucleoli) in one and the same nucleus of K2 or K1 cells was not exceptional and might reflect a larger resistance of these cells to negative factors influencing the erythropoiesis. The intranucleolar translocation of silver-stained nucleolus organized regions was noted in K2 cells and might indicate the premature aging of these cells without further differentiation. More studies, however, are required in this direction.

Introductory remarks

NARCIS (Netherlands)

Kiefer, Friedemann; Schulte-Merker, Stefan

2014-01-01

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

Smart Consumer Lesson Plans.

Science.gov (United States)

New Jersey Consortium for Consumer Education, Newark.

Lesson plans are provided for use with different populations of pre-K through senior high school students in four different areas of consumer education. Eight units in advertising are included: A First Look at Ads (pre-K-Grade 3), Don't Judge a Book by Its Cover (Grades 1-3), Fatal Distraction (Junior High), Package Labeling (Junior High), Product…

Chemical and Electrochemical Asymmetric Dihydroxylation of Olefins in I(2)-K(2)CO(3)-K(2)OsO(2)(OH)(4) and I(2)-K(3)PO(4)/K(2)HPO(4)-K(2)OsO(2)(OH)(4) Systems with Sharpless' Ligand.

Science.gov (United States)

Torii, Sigeru; Liu, Ping; Bhuvaneswari, Narayanaswamy; Amatore, Christian; Jutand, Anny

1996-05-03

Iodine-assisted chemical and electrochemical asymmetric dihydroxylation of various olefins in I(2)-K(2)CO(3)-K(2)OsO(2)(OH)(4) and I(2)-K(3)PO(4)/K(2)HPO(4)-K(2)OsO(2)(OH)(4) systems with Sharpless' ligand provided the optically active glycols in excellent isolated yields and high enantiomeric excesses. Iodine (I(2)) was used stoichiometrically for the chemical dihydroxylation, and good results were obtained with nonconjugated olefins in contrast to the case of potassium ferricyanide as a co-oxidant. The potentiality of I(2) as a co-oxidant under stoichiometric conditions has been proven to be effective as an oxidizing mediator in electrolysis systems. Iodine-assisted asymmetric electro-dihydroxylation of olefins in either a t-BuOH/H(2)O(1/1)-K(2)CO(3)/(DHQD)(2)PHAL-(Pt) or t-BuOH/H(2)O(1/1)-K(3)PO(4)/K(2)HPO(4)/(DHQD)(2)PHAL-(Pt) system in the presence of potassium osmate in an undivided cell was investigated in detail. Irrespective of the substitution pattern, all the olefins afforded the diols in high yields and excellent enantiomeric excesses. A plausible mechanism is discussed on the basis of cyclic voltammograms as well as experimental observations.

A MOOC for Introductory Physics

Science.gov (United States)

Schatz, Michael

2014-03-01

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

News clippings for introductory astronomy

Science.gov (United States)

Bobrowsky, Matthew

1999-09-01

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

Psychology Ethics in Introductory Psychology Textbooks

Science.gov (United States)

Zucchero, Renee' A.

2011-01-01

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

CAS Introductory Course in Italy

CERN Multimedia

2008-01-01

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

Y2K

OpenAIRE

Stephanie Schmitt-Grohe; Martin Uribe

1999-01-01

This paper studies, within a general equilibrium model, the dynamics of Y2K-type shocks: anticipated, permanent losses in output whose magnitude can be lessened by investing resources in advance. The implied dynamics replicate three observed characteristics of those triggered by the Y2K bug: (1) Precautionary investment: investment in solving the Y2K problem begins before the year 2000; (2) Investment delay: although economic agents have been aware of the Y2K problem since the 1960s, investme...

Introductory Guide to European Corporate Law

DEFF Research Database (Denmark)

Fomcenco, Alex

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

SNS Cryogenic Test Facility Kinney Vacuum Pump Commissioning and Operation at 2 K

Energy Technology Data Exchange (ETDEWEB)

Degraff, Brian D. [ORNL; Howell, Matthew P. [ORNL; Kim, Sang-Ho [ORNL; Neustadt, Thomas S. [ORNL

2017-07-01

The Spallation Neutron Source (SNS) at Oak Ridge National Laboratory (ORNL) has built and commissioned an independent Cryogenic Test Facility (CTF) in support of testing in the Radio-frequency Test Facility (RFTF). Superconducting Radio-frequency Cavity (SRF) testing was initially conducted with the CTF cold box at 4.5 K. A Kinney vacuum pump skid consisting of a roots blower with a liquid ring backing pump was recently added to the CTF system to provide testing capabilities at 2 K. System design, pump refurbishment and installation of the Kinney pump will be presented. During the commissioning and initial testing period with the Kinney pump, several barriers to achieve reliable operation were experienced. Details of these lessons learned and improvements to skid operations will be presented. Pump capacity data will also be presented.

SNS Cryogenic Test Facility Kinney Vacuum Pump Commissioning and Operation at 2 K

Science.gov (United States)

DeGraff, B.; Howell, M.; Kim, S.; Neustadt, T.

2017-12-01

The Spallation Neutron Source (SNS) at Oak Ridge National Laboratory (ORNL) has built and commissioned an independent Cryogenic Test Facility (CTF) in support of testing in the Radio-frequency Test Facility (RFTF). Superconducting Radio-frequency Cavity (SRF) testing was initially conducted with the CTF cold box at 4.5 K. A Kinney vacuum pump skid consisting of a roots blower with a liquid ring backing pump was recently added to the CTF system to provide testing capabilities at 2 K. System design, pump refurbishment and installation of the Kinney pump will be presented. During the commissioning and initial testing period with the Kinney pump, several barriers to achieve reliable operation were experienced. Details of these lessons learned and improvements to skid operations will be presented. Pump capacity data will also be presented.

Results from K2K experiment

International Nuclear Information System (INIS)

Yanagisawa, Chiaki

2001-01-01

The K2K experiment is the first long baseline neutrino oscillation experiment at KEK and at Kamioka, Japan. This is a brief summary of the K2K experiment in the first year of running from June 1999 to June 2000. The major result is that for the first time in human history artificially produced neutrinos by an accelerator are detected at a long distance of 250km from the production points. A brief introduction, the detector performance and the some analysis results are presented. The analysis results are based on the data corresponding to the integrated beam intesnsity of 2.29 x 10 19 pot

Y2K

OpenAIRE

Schmitt-Grohe, Stephanie; Uribe, Martin

1998-01-01

As the millennium draws to an end, the threat posed by the Year 2000 (Y2K) problem is inducing vast private and public spending on its remediation. In this paper, we model the Y2K problem as an anticipated, permanent loss in output whose magnitude can be lessened by investing resources in advance. We embed the Y2K problem into a dynamic general equilibrium framework and show that our model replicates three observed characteristics of the dynamics triggered by the Y2K bug: (1) Precautionary in...

Preventing Unplanned Pregnancy and Completing College: An Evaluation of Online Lessons. 2nd Edition

Science.gov (United States)

Antonishak, Jill; Connolly, Chelsey

2014-01-01

The National Campaign to Prevent Teen and Unplanned Pregnancy published free online lessons that help students take action to prevent unplanned pregnancy and complete their education. From the fall of 2012 to the spring of 2014, approximately 2,800 students took the online lessons and participated in pre- and post-lesson evaluation surveys at four…

Crossword Puzzles as Learning Tools in Introductory Soil Science

Science.gov (United States)

Barbarick, K. A.

2010-01-01

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

Oak Ridge K-25 Site Technology Logic Diagram

Energy Technology Data Exchange (ETDEWEB)

Fellows, R.L. (ed.)

1993-02-26

The Oak Ridge K-25 Technology Logic Diagram (TLD), a decision support tool for the K-25 Site, was developed to provide a planning document that relates envirorunental restoration and waste management problems at the Oak Ridge K-25 Site to potential technologies that can remediate these problems. The TLD technique identifies the research necessary to develop these technologies to a state that allows for technology transfer and application to waste management, remedial action, and decontamination and decommissioning activities. The TLD consists of four separate volumes-Vol. 1, Vol. 2, Vol. 3A, and Vol. 3B. Volume 1 provides introductory and overview information about the TLD. This volume, Volume 2, contains logic diagrams with an index. Volume 3 has been divided into two separate volumes to facilitate handling and use.

TMI-2: Lessons learned by the US Department of Energy: A programmatic perspective

International Nuclear Information System (INIS)

Schmitt, R.C.; Reno, H.W.; Bentley, K.J.; Owens, D.E.

1990-03-01

This report is a summary of the lessons learned by the US Department of Energy during its decade-long participation in the research and accident cleanup project at Three Mile Island Nuclear Power Station Unit 2 near Harrisburg, Pennsylvania. It is based on a review of a wide range of project documents and interviews with personnel from the many organizations involved. The lessons are organized into major subjects with a brief background section to orient the reader to that subject. The subjects are divided into sub-topics, each with a brief discussion and a series of lessons learned. The lessons are very brief and each is preceded with a keyword phrase to highlight its specific topic. References are given so that the details of the subject and the lesson can be further investigated. 99 refs., 24 figs

Exploring Urban America: An Introductory Reader.

Science.gov (United States)

Caves, Roger W.

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

Excerpts from the introductory statement by IAEA Director General. IAEA Board of Governors, Vienna, 25 November 1998

International Nuclear Information System (INIS)

ElBaradei, M.

1998-01-01

The document contains excerpts from the Introductory Statement made by the Director General of the IAEA at the IAEA Board of Governors on 25 November 1998. The following aspects from the Agency's activity are presented: inspections in Iraq in relation to its clandestine nuclear programme, conclusion of Additional Protocols to safeguards agreements, the strengthened safeguards system, Agency's involvement in safeguards verification in the Democratic People's Republic of Korea (DPRK), safety review at the Mochovce nuclear power plant in Slovakia, and the year 2000 (Y2K) computer system problems in the Agency's Member States

K-n and K-p elastic scattering in K-d collisions from 1.2 to 2.2 GeV/c

International Nuclear Information System (INIS)

Declais, Y.; Duchon, J.; Louvel, M.; Patry, J.-P.; Seguinot, J.; Baillon, P.; Bruman, C.; Ferro-Luzzi, M.; Perreau, J.-M.; Ypsilantis, T.

1977-01-01

This report contains the detailed description of an experiment which has determined the differential cross section of the K - n→K - n elastic scattering reaction. The results are 12 angular distributions spanning the K - n c.m. energy interval from approximately 1.86 to approximately 2.32 GeV. The measurements have been performed at the CERN PS using a beam of negative kaons with momenta from 1.2 to 2.2 GeV/c incident on a liquid deuterium target. By means of electronic apparatus the process K - d→K - n psub(s) was identified and recorded; this process is basically the same as the K - n elastic reaction insofar as the spectator proton psub(s) has low momentum. The elastic reaction was derived from the above process by taking into account the Fermi motion of the target neutron and by introducing the appropriate corrections to compensate for the effects due to the composite nature of the neutron (double-scattering, final state interaction). These results, constituting the first extensive collection of data on the pure isospin 1 anti KN state have been used in conjunction with other data in a preliminary partial wave analysis of the anti KN elastic system over the c.m. energy range from 1.84 to 2.23 GeV. Mainly for testing purposes, a similar amount of data has been collected for the K - p elastic reaction also from K - d collisions (K - d→K - p nsub(s)). (Auth.)

Oak Ridge K-25 Site Technology Logic Diagram

Energy Technology Data Exchange (ETDEWEB)

Fellows, R.L. (ed.)

1993-02-26

The Oak Ridge K-25 Technology Logic Diagram (TLD), a decision support tool for the K-25 Site, was developed to provide a planning document that relates environmental restoration and waste management problems at the Oak Ridge K-25 Site to potential technologies that can remediate these problems. The TLD technique identifies the research necessary to develop these technologies to a state that allows for technology transfer and application to waste management, remedial action, and decontamination and decommissioning activities. The TLD consists of four separate volumes-Vol. 1, Vol. 2, Vol. 3A, and Vol. 3B. Volume 1 provides introductory and overview information about the TLD. Volume 2 contains logic diagrams. Volume 3 has been divided into two separate volumes to facilitate handling and use. This report is part A of Volume 3 concerning characterization, decontamination, and dismantlement.

Using Isomorphic Problems to Learn Introductory Physics

Science.gov (United States)

Lin, Shih-Yin; Singh, Chandralekha

2011-01-01

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

A Readability Analysis of Selected Introductory Economics.

Science.gov (United States)

Gallagher, Daniel J.; Thompson, G. Rodney

1981-01-01

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

K2-60b and K2-107b. A Sub-Jovian and a Jovian Planet from the K2 Mission

International Nuclear Information System (INIS)

Eigmüller, Philipp; Csizmadia, Szilard; Smith, Alexis M. S.; Cabrera, Juan; Erikson, Anders; Gandolfi, Davide; Barragán, Oscar; Persson, Carina M.; Fridlund, Malcolm; Donati, Paolo; Cusano, Felice; Korth, Judith; Grziwa, Sascha; Prieto-Arranz, Jorge; Nespral, David; Deeg, Hans J.; Saario, Joonas; Cochran, William D.; Endl, Michael; Guenther, Eike W.

2017-01-01

We report the characterization and independent detection of K2-60b, as well as the detection and characterization of K2-107b, two transiting hot gaseous planets from the K2 space mission. We confirm the planetary nature of the two systems and determine their fundamental parameters combining the K2 time-series data with FIES@NOT and HARPS-N@TNG spectroscopic observations. K2-60b has a radius of 0.683 ± 0.037 R Jup and a mass of 0.426 ± 0.037 M Jup and orbits a G4 V star with an orbital period of 3.00267 ± 0.00006 days. K2-107b has a radius of 1.44 ± 0.15 R Jup and a mass of 0.84 ± 0.08 M Jup and orbits an F9 IV star every 3.31392 ± 0.00002 days. K2-60b is among the few planets at the edge of the so-called “desert” of short-period sub-Jovian planets. K2-107b is a highly inflated Jovian planet orbiting an evolved star about to leave the main sequence.

K2-60b and K2-107b. A Sub-Jovian and a Jovian Planet from the K2 Mission

Energy Technology Data Exchange (ETDEWEB)

Eigmüller, Philipp; Csizmadia, Szilard; Smith, Alexis M. S.; Cabrera, Juan; Erikson, Anders [Institute of Planetary Research, German Aerospace Center, Rutherfordstrasse 2, D-12489 Berlin (Germany); Gandolfi, Davide; Barragán, Oscar [Dipartimento di Fisica, Universitá di Torino, via P. Giuria 1, I-10125 Torino (Italy); Persson, Carina M.; Fridlund, Malcolm [Department of Earth and Space Sciences, Chalmers University of Technology, Onsala Space Observatory, SE-439 92 Onsala (Sweden); Donati, Paolo; Cusano, Felice [INAF—Osservatorio Astronomico di Bologna, Via Ranzani, 1, I-40127, Bologna (Italy); Korth, Judith; Grziwa, Sascha [Rheinisches Institut für Umweltforschung an der Universität zu Köln, Aachener Strasse 209, D-50931 Köln (Germany); Prieto-Arranz, Jorge; Nespral, David; Deeg, Hans J. [Instituto de Astrofísica de Canarias, E-38205 La Laguna, Tenerife (Spain); Saario, Joonas [Nordic Optical Telescope, Apartado 474, E-38700, Santa Cruz de La Palma (Spain); Cochran, William D.; Endl, Michael [Department of Astronomy and McDonald Observatory, University of Texas at Austin, 2515 Speedway, Stop C1400, Austin, TX 78712 (United States); Guenther, Eike W. [Thüringer Landessternwarte Tautenburg, Sternwarte 5, D-07778 Tautenberg (Germany); and others

2017-03-01

We report the characterization and independent detection of K2-60b, as well as the detection and characterization of K2-107b, two transiting hot gaseous planets from the K2 space mission. We confirm the planetary nature of the two systems and determine their fundamental parameters combining the K2 time-series data with FIES@NOT and HARPS-N@TNG spectroscopic observations. K2-60b has a radius of 0.683 ± 0.037 R {sub Jup} and a mass of 0.426 ± 0.037 M {sub Jup} and orbits a G4 V star with an orbital period of 3.00267 ± 0.00006 days. K2-107b has a radius of 1.44 ± 0.15 R {sub Jup} and a mass of 0.84 ± 0.08 M {sub Jup} and orbits an F9 IV star every 3.31392 ± 0.00002 days. K2-60b is among the few planets at the edge of the so-called “desert” of short-period sub-Jovian planets. K2-107b is a highly inflated Jovian planet orbiting an evolved star about to leave the main sequence.

Gambling kick or content motivation - what is really initialized by the introduction of software into medical biometry lessons???

Directory of Open Access Journals (Sweden)

Krummenauer, Frank

2005-08-01

Full Text Available Bachground: Teaching statistics to members of non-mathematical disciplines becomes increasingly based on the involvement of interactive learning software. The latter is expected to both increase understanding and motivation and thereby as well studential acceptance. The teaching model implemented at the Medical Biometry Department in Mainz will be used to consider the value of introducing an interactive software like SPSS® into biometry lessons by means of studential evaluations.Methods: After an introductory lecture series, the participants of the Medical Biometry (formerly "Biomathematics" practical courses are requested to solve real data exercises by means of the software SPSS®, where each lessons aims to the derivation of a result synopsis summarizing the results of the performed statistical analyses. In summer 2002 the students of this course were asked to fill out a standardized teaching quality assessment questionnaire on the acceptance of the previous lecture series, the practical course lessons and the involvement of the software.Results: Between the 7 parallel courses the fraction of students reporting "good management with SPSS" varies between 43% and 88% (pooled estimate 58%, but among these students only 30% report a good / very good understanding of the lessons' context and only 15% a good / very good learning effect. Among students with "problems in SPSS management" these fractions both turned out 13%. Among the students with "good management with SPSS", however, 70% considered the understanding during the lecture series as good / very good, 73% reported a good / very good learning effect for the lectures; among the other students both fractions were 13%. These subgrupus only differed significantly for the questionnaire dimension "content motivation" (Likelihood Ratio p<0.001 after correction for teacher effects. Neither the lessons' structure (p=0.362, their relation to the introductory lecture series (p=0.165 nor the teachers

Lessons learned from the Three Mile Island Unit 2 Advisory Panel

International Nuclear Information System (INIS)

Lach, D.; Bolton, P.; Durbin, N.; Harty, R.

1994-08-01

In response to public concern about the cleanup of the Three Mile Island, Unit 2 (TMI-2) facility after an accident on March 28, 1979 involving a loss of reactor coolant and subsequent damage to the reactor fuel, twelve citizens were asked to serve on an independent Advisory Panel to consult with the Nuclear Regulatory Commission (NRC) on the decontamination and cleanup of the facility. The panel met 78 times over a period of thirteen years, holding public meetings in the vicinity of TMI-2 and meeting regularly with NRC Commissioners in Washington, DC. This report describes the results of a project designed to identify and describe the lessons learned from the Advisory Panel and place those lessons in the context of what we generally know about citizen advisory groups. A summary of the empirical literature on citizen advisory panels is followed by a brief history of the TMI-2 Advisory Panel. The body of the report contains the analysis of the lessons learned, preliminary conclusions about the effectiveness of the Panel, and implications for the NRC in the use of advisory panels. Data for the report include meeting transcripts and interviews with past and present Panel participants

Spin-k/2-spin-k/2 SU(2) two-point functions on the torus

International Nuclear Information System (INIS)

Kirsch, Ingo; Kucharski, Piotr

2012-11-01

We discuss a class of two-point functions on the torus of primary operators in the SU(2) Wess-Zumino-Witten model at integer level k. In particular, we construct an explicit expression for the current blocks of the spin-(k)/(2)-spin-(k)/(2) torus two-point functions for all k. We first examine the factorization limits of the proposed current blocks and test their monodromy properties. We then prove that the current blocks solve the corresponding Knizhnik-Zamolodchikov-like differential equations using the method of Mathur, Mukhi and Sen.

Spin-k/2-spin-k/2 SU(2) two-point functions on the torus

Energy Technology Data Exchange (ETDEWEB)

Kirsch, Ingo [Deutsches Elektronen-Synchrotron (DESY), Hamburg (Germany). Gruppe Theorie; Kucharski, Piotr [Warsaw Univ. (Poland). Inst. of Theoretical Physics

2012-11-15

We discuss a class of two-point functions on the torus of primary operators in the SU(2) Wess-Zumino-Witten model at integer level k. In particular, we construct an explicit expression for the current blocks of the spin-(k)/(2)-spin-(k)/(2) torus two-point functions for all k. We first examine the factorization limits of the proposed current blocks and test their monodromy properties. We then prove that the current blocks solve the corresponding Knizhnik-Zamolodchikov-like differential equations using the method of Mathur, Mukhi and Sen.

The system K2NbF7-K2TiF6-KCl

International Nuclear Information System (INIS)

Kamenskaya, L.A.; Matveev, A.M.

1984-01-01

Using visual-polythermal and thermographical methods the ternary system K 2 NbF 7 -K 2 TiE 6 -KCl has been studied. Crystallization fields of initial components and the field of solid solutions of double compounds K 3 NbClF 7 and K 3 TiClF 6 are outlined. Ternary eutectics at 654 deg C, having the composition K 2 NbF 6 -41, K 2 TiP 6 -41, KCl-18 mol.%, is determined. Potassium fluoroniobate and fluorotitanate form continuous solid solutions unstable in the presence of the third component, potassium chloride

Computer-Tailored Student Support in Introductory Physics

Science.gov (United States)

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

2015-01-01

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

Computer-Tailored Student Support in Introductory Physics.

Science.gov (United States)

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

2015-01-01

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

Lesson Development for English Learners in Content Area Settings: Key Considerations. Q&A with Sarah Catherine K. Moore, Ph.D. 2016 Educator Effectiveness Webinar Series

Science.gov (United States)

Moore, Sarah Catherine K.

2016-01-01

In this webinar, Dr. Sarah Catherine K. Moore, Program Director at the Center for Applied Linguistics, outlined factors for content area teachers to consider as they design and deliver lessons for mainstream classrooms that include English learner (EL) students. This Q&A addressed the questions participants had for Dr. Moore following the…

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

Science.gov (United States)

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

2008-12-01

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

Beginning Introductory Physics with Two-Dimensional Motion

Science.gov (United States)

Huggins, Elisha

2009-01-01

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

Teaching Introductory Psychology: Tips from "ToP"

Science.gov (United States)

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

2011-01-01

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

Identifying difficult concepts in introductory programming

OpenAIRE

Humar, Klaudija

2014-01-01

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

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

Science.gov (United States)

Ryan, J. G.

2014-12-01

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

Introductory photoemission theory

International Nuclear Information System (INIS)

Arai, Hiroko; Fujikawa, Takashi

2010-01-01

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

Results from Super-Kamiokande and K2K

Indian Academy of Sciences (India)

The probability of flavor oscillation (in the simplest, two-component case) is ..... K2K had collected about half of its total planned protons-on-target when the accident at ... [14] Design, construction, and operation of SciFi tracking detector for K2K ...

Free Trade and Tariffs: Level III, Unit 2, Lesson 1; Capitalism, Communism, Socialism: Lesson 2; Nationalism vs. Internationalism: Lesson 3. Advanced General Education Program. A High School Self-Study Program.

Science.gov (United States)

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Free Trade and Tariffs; Capitalism, Communism, Socialism; and Nationalism vs. Internationalism. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

Mathematization in introductory physics

Science.gov (United States)

Brahmia, Suzanne M.

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

Adding Resistances and Capacitances in Introductory Electricity

Science.gov (United States)

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

2005-09-01

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

Introductory real analysis

CERN Document Server

Kolmogorov, A N; Silverman, Richard A

1975-01-01

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

Ideas: NCTM Standards-Based Instruction, Grades K-4.

Science.gov (United States)

Hynes, Michael C., Ed.

This document is a collection of activity-based mathematics lessons for grades K-4 from the "Ideas" department in "Arithmetic Teacher: Mathematics Education through the Middle Grades." Each lesson includes background information, objectives, directions, extensions, and student worksheets. A matrix is included which correlates…

Teaching Electrostatics and Entropy in Introductory Physics

Science.gov (United States)

Reeves, Mark

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

TMI-2 Lessons Learned Task Force. Final report

International Nuclear Information System (INIS)

1979-10-01

In its final report reviewing the Three Mile Island accident, the TMI-2 Lessons Learned Task Force has suggested change in several fundamental aspects of basic safety policy for nuclear power plants. Changes in nuclear power plant design and operations and in the regulatory process are discussed in terms of general goals. The appendix sets forth specific recommendations for reaching these goals

An Infiltration Exercise for Introductory Soil Science

Science.gov (United States)

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

2005-01-01

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

Assessing expertise in introductory physics using categorization task

Directory of Open Access Journals (Sweden)

Andrew Mason

2011-10-01

Full Text Available The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi, Feltovich, and Glaser, we assess the distribution of expertise among introductory physics students by asking three introductory physics classes, each with more than a hundred students, to categorize mechanics problems based upon similarity of solution. We compare their categorization with those of physics graduate students and faculty members. To evaluate the effect of problem context on students’ ability to categorize, two sets of problems were developed for categorization. Some problems in one set included those available from the prior study by Chi et al. We find a large overlap between calculus-based introductory students and graduate students with regard to their categorizations that were assessed as “good.” Our findings, which contrast with those of Chi et al., suggest that there is a wide distribution of expertise in mechanics among introductory and graduate students. Although the categorization task is conceptual, introductory students in the calculus-based course performed better than those in the algebra-based course. Qualitative trends in categorization of problems are similar between the non-Chi problems and problems available from the Chi study used in our study although the Chi problems used are more difficult on average.

K2-155

DEFF Research Database (Denmark)

Hirano, Teruyuki; Dai, Fei; Livingston, John H.

2018-01-01

We report on the discovery of three transiting super-Earths around K2-155 (EPIC 210897587), a relatively bright early M dwarf (V = 12.81 mag) observed during Campaign 13 of the NASA K2 mission. To characterize the system and validate the planet candidates, we conducted speckle imaging and high......-dispersion optical spectroscopy, including radial velocity measurements. Based on the K2 light curve and the spectroscopic characterization of the host star, the planet sizes and orbital periods are 1.55(-0.17)(+0.20) R-circle plus and 6.34365 +/- 0.00028 days for the inner planet; 1.95(-0.22)(+0.27) R-circle plus...... and 13.85402 +/- 0.00088 days for the middle planet; and 1.64(-0.17)(+0.18) R-circle plus and 40.6835 +/- 0.0031 days for the outer planet. The outer planet (K2-155d) is near the habitable zone, with an insolation 1.67 +/- 0.38 times that of the Earth. The planet's radius falls within the range between...

The Yoneda algebra of a K2 algebra need not be another K2 algebra

OpenAIRE

Cassidy, T.; Phan, C.; Shelton, B.

2010-01-01

The Yoneda algebra of a Koszul algebra or a D-Koszul algebra is Koszul. K2 algebras are a natural generalization of Koszul algebras, and one would hope that the Yoneda algebra of a K2 algebra would be another K2 algebra. We show that this is not necessarily the case by constructing a monomial K2 algebra for which the corresponding Yoneda algebra is not K2.

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

Science.gov (United States)

Smith, Kendra Leigh

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

The Importance and Interest of Introductory Psychology Textbook Topics: Student Opinions at Technical College, 2-, and 4-Year Institutions

Science.gov (United States)

McCann, Lee I.; Immel, Kathy R.; Kadah-Ammeter, Tammy L.; Adelson, Sarah K.

2016-01-01

Introductory psychology students at a technical college, 2-year community college, and a regional university rated how important textbook chapters or topics were to them now and in the future and how interesting they were. Importance and interest ratings were highly correlated, and the whole course was rated of greater importance and interest than…

Synthesis of Ibuprofen in the Introductory Organic Laboratory

Science.gov (United States)

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

2011-01-01

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

Examining issues of underrepresented minority students in introductory physics

Science.gov (United States)

Watkins, Jessica Ellen

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

K2-99

DEFF Research Database (Denmark)

Smith, A. M. S.; Gandolfi, D.; Barragan, O.

2017-01-01

We report the discovery from K2 of a transiting planet in an 18.25-d, eccentric (0.19 +/- 0.04) orbit around K2-99, an 11th magnitude subgiant in Virgo. We confirm the planetary nature of the companion with radial velocities, and determine that the star is a metal-rich ([ Fe/H] = 0.20 +/- 0...

K2P2- A photometry pipeline for the K2 mission

DEFF Research Database (Denmark)

Lund, Mikkel N.; Handberg, Rasmus; Davies, Guy R.

2015-01-01

With the loss of a second reaction wheel, resulting in the inability to point continuously and stably at the same field of view, the NASA Kepler satellite recently entered a new mode of observation known as the K2 mission. The data from this redesigned mission present a specific challenge......; the targets systematically drift in position on a ~6 hour time scale, inducing a significant instrumental signal in the photometric time series --- this greatly impacts the ability to detect planetary signals and perform asteroseismic analysis. Here we detail our version of a reduction pipeline for K2 target...... the KASOC filter (Handberg & Lund 2014), thus rendering the time series ready for asteroseismic analysis; computes power spectra for all targets, and identifies potential contaminations between targets. From a test of our pipeline on a sample of targets from the K2 campaign 0, the recovery of data...

Discipline-Specific Language Instruction for International Students in Introductory Economics

Directory of Open Access Journals (Sweden)

Trien T. Nguyen

2015-12-01

Full Text Available This paper explores student perceptions of the effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL tutorials to a small group of ten international students taking first-year introductory economics courses. These voluntary participants completed pre- and post-treatment assessments with exit interviews at the end of the project. Assessment results and interviews suggest that students perceive that discipline-specific language instruction such as our EAL tutorials assists in the development of increased content and language proficiency. They also believe that vocabulary development is one of the most critical activities to support these goals; reading skills are also important but require more time and commitment than students can afford to give. Despite the students’ interest in the project, their heavy class schedules prevented many from participating; our group was limited to ten students which precludes any assurance of statistical significance. In spite of the limitations, we believe that the project can still contribute valuable qualitative lessons to the literature of content-based language instruction in which the discipline of economics has not been well represented.

Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

CERN Document Server

International Electrotechnical Commission. Geneva

2005-01-01

Power cables with extruded insulation and their accessories for rated voltages from 1 kV (Um = 1,2 kV) up to 30 kV (Um = 36 kV) : Part 2: cables for rated voltages from 6 kV (Um = 7,2 kV) up to 30 kV (Um = 36 kV)

Teaching Introductory Business Statistics Using the DCOVA Framework

Science.gov (United States)

Levine, David M.; Stephan, David F.

2011-01-01

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

Using a Common Experience to Teach Introductory Managerial Accounting

Science.gov (United States)

King, Gail Hoover; McConnell, Cheryl

2010-01-01

Teaching introductory accounting courses can be both challenging and rewarding. In introductory financial and managerial accounting, students struggle with the unfamiliar terminology and concepts. However, managerial accounting offers distinct challenges in that managerial accounting reports used for decision-making are not publically available,…

Comment on "Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course"

Science.gov (United States)

Rieger, G. W.; Reinsberg, S. A.; Wieman, C. E.

2016-01-01

We present a comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course", by F. J. Kontur, K. de La Harpe, and N. B. Terry PRST-PER 11, 010105 (2015). Our data show that the conclusions Kontur and coworkers draw from their data may not be generally applicable.

K2 and K2*: efficient alignment-free sequence similarity measurement based on Kendall statistics.

Science.gov (United States)

Lin, Jie; Adjeroh, Donald A; Jiang, Bing-Hua; Jiang, Yue

2018-05-15

Alignment-free sequence comparison methods can compute the pairwise similarity between a huge number of sequences much faster than sequence-alignment based methods. We propose a new non-parametric alignment-free sequence comparison method, called K2, based on the Kendall statistics. Comparing to the other state-of-the-art alignment-free comparison methods, K2 demonstrates competitive performance in generating the phylogenetic tree, in evaluating functionally related regulatory sequences, and in computing the edit distance (similarity/dissimilarity) between sequences. Furthermore, the K2 approach is much faster than the other methods. An improved method, K2*, is also proposed, which is able to determine the appropriate algorithmic parameter (length) automatically, without first considering different values. Comparative analysis with the state-of-the-art alignment-free sequence similarity methods demonstrates the superiority of the proposed approaches, especially with increasing sequence length, or increasing dataset sizes. The K2 and K2* approaches are implemented in the R language as a package and is freely available for open access (http://community.wvu.edu/daadjeroh/projects/K2/K2_1.0.tar.gz). yueljiang@163.com. Supplementary data are available at Bioinformatics online.

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

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

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

Using isomorphic problems to learn introductory physics

Directory of Open Access Journals (Sweden)

Shih-Yin Lin

2011-08-01

Full Text Available In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

Using isomorphic problems to learn introductory physics

Science.gov (United States)

Lin, Shih-Yin; Singh, Chandralekha

2011-12-01

In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem) which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

The Greening of Marketing: An Analysis of Introductory Textbooks

Science.gov (United States)

DeMoss, Michelle; Nicholson, Carolyn Y.

2005-01-01

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

A Diagnostic Assessment for Introductory Molecular and Cell Biology

Science.gov (United States)

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

2010-01-01

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

Minimum K_2,3-saturated Graphs

OpenAIRE

Chen, Ya-Chen

2010-01-01

A graph is K_{2,3}-saturated if it has no subgraph isomorphic to K_{2,3}, but does contain a K_{2,3} after the addition of any new edge. We prove that the minimum number of edges in a K_{2,3}-saturated graph on n >= 5 vertices is sat(n, K_{2,3}) = 2n - 3.

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

Science.gov (United States)

Richardson, Paul

2002-01-01

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

Lessons Learned from Developing and Operating the Kepler Science Pipeline and Building the TESS Science Pipeline

Science.gov (United States)

Jenkins, Jon M.

2017-01-01

The experience acquired through development, implementation and operation of the KeplerK2 science pipelines can provide lessons learned for the development of science pipelines for other missions such as NASA's Transiting Exoplanet Survey Satellite, and ESA's PLATO mission.

Sensors an introductory course

CERN Document Server

Kalantar-zadeh, Kourosh

2013-01-01

Sensors: An Introductory Course provides an essential reference on the fundamentals of sensors. The book is designed to help readers in developing skills and the understanding required in order to implement a wide range of sensors that are commonly used in our daily lives. This book covers the basic concepts in the sensors field, including definitions and terminologies. The physical sensing effects are described, and devices which utilize these effects are presented. The most frequently used organic and inorganic sensors are introduced and the techniques for implementing them are discussed. This book: Provides a comprehensive representation of the most common sensors and can be used as a reference in relevant fields Presents learning materials in a concise and easy to understand manner Includes examples of how sensors are incorporated in real life measurements Contains detailed figures and schematics to assist in understanding the sensor performance Sensors: An Introductory Course is ideal for university stu...

Teaching introductory game development with unreal engine: Challenges, strategies, and experiences

Science.gov (United States)

Head, Nicholas A.

From the days of Pong to 100 million dollar projects such as the Grand Theft Auto franchise, video games have evolved significantly over the years. This evolution has also changed the way game development is viewed as a career. Today, video games are one of the most profitable forms of entertainment, and game development courses are appearing at universities around the world. Even with this growth, a degree from a university has yet to be an important factor in finding a job in game development (Owen, 2013). This thesis examines a method of creating and implementing an introductory gaming course and recommends ways to improve the curriculum. The main focus of the course was to introduce game development to the students. Each week, they were given an exercise that covered a different topic. Students also took part in a team project in which they were tasked with creating a complete game. The goal of the team projects was to expand the student's basic knowledge given to them from the exercises. Data was gathered on the students' subjective experiences with the class. This data and the class's overall performance were compared with past iterations of the course. New to the course was the Unreal Engine. Students used the latest version of the engine, Unreal Engine 4, to complete exercises. Not all students chose to use this engine for the team project. Instructor and students experiences with the engine were also recorded. While there were some problems implementing the engine within our lab environment, we were still able to execute the overall lesson plan. Even with the engine issues, the course had overall good performance. CGT 241, Introduction to 3D Animation, was shown to help the students to complete the course while CGT 215, Computer Graphics Programming I, did not provide enough information on game programming. Exercises were found to be helpful but students wanted a better understanding of how these skills can be applied to game development. Team projects

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

Science.gov (United States)

Cepriá, Gemma; Salvatella, Luis

2014-01-01

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

The Impact of Baby Swimming on Introductory and Elementary Swimming Training

OpenAIRE

Břízová, Gabriela

2007-01-01

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

Cytotoxic activity of vitamins K1, K2 and K3 against human oral tumor cell lines.

Science.gov (United States)

Okayasu, H; Ishihara, M; Satoh, K; Sakagami, H

2001-01-01

Vitamin K1, K2 and K3 were compared for their cytotoxic activity, radical generation and O2- scavenging activity. Among these compounds, vitamin K3 showed the highest cytotoxic activity against human oral tumor cell lines (HSC-2, HSG), human promyelocytic leukemic cell line (HL-60) and human gingival fibroblast (HGF). Vitamin K3 induced internucleosomal DNA fragmentation in HL-60 cells, but not in HSC-2 or HSG cells. The cytotoxic activity of vitamins K2 and K1 was one and two orders lower, respectively, than K3. Vitamin K2, but not vitamin K3, showed tumor-specific cytotoxic action. ESR spectroscopy showed that only vitamin K3 produced radical(s) under alkaline condition and most potently enhanced the radical intensity of sodium ascorbate and scavenged O2- (generated by hypoxanthine-xanthine oxidase reaction system); vitamin K2 was much less active whereas vitamin K1 was inactive. These data suggest that the cytotoxic activity of vitamin K3 is generated by radical-mediated oxidation mechanism and that this vitamin has two opposing actions (that is, antioxidant and prooxidant), depending on the experimental conditions.

Redesigning a Large Introductory Course to Incorporate the GAISE Guidelines

Science.gov (United States)

Woodard, Roger; McGowan, Herle

2012-01-01

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

Faraday's Principle and Air Travel in the Introductory Labs

Science.gov (United States)

Abdul-Razzaq, Wathiq; Thakur, Saikat Chakraborty

2017-01-01

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

Phase formation in K2O(K2CO3)-CdO-MoO3 system

International Nuclear Information System (INIS)

Tsirenova, G.D.; Tsybikova, B.A.; Bazarova, Zh.G.; Solodovnikov, S.F.; Zolotova, E.S.

2000-01-01

Phase formation in K 2 O(K 2 CO 3 )-CdO-MoO 3 system are studied by the methods of x-ray diffraction, thermal and crystal optical analyses. Three potassium-cadmium molybdates are detected: K 4 Cd(MoO 4 ) 3 with a new structure, alluodite-like K 4-2x Cd 1+x (MoO 4 ) 3 (0.26≤x≤0.38 at 470 Deg C) and K 4 CdMo 4 O 15 of K 4 MnMo 4 O 15 type. First of them decomposes in solid phase at 580 Deg C, and others melt incongruently at 720 and 515 Deg C correspondingly. It is established that K 4-2x Cd 1+x (MoO 4 ) 3 compound undergoes phase transition of the second type in the temperature interval of 500-550 Deg C. Phase diagram of quasibinary cross section K 2 MoO 4 -CdMoO 4 is plotted [ru

The German Chernobyl project: Lessons learned

International Nuclear Information System (INIS)

Hill, P.; Hille, R.

1999-01-01

This report presents results and lessons learned by one of the so far largest assessments of a post-accidental situation. Funded by the Federal Republic of Germany the German Chernobyl Project investigated in the years 1991-1993 the radiological situation in contaminated regions of the Russian Federation, Belarus and Ukraine. Measurements included a mass screening of the population in order to determine the Cesium body burdens of 250,000+ individuals in more than 240 settlements as well as the evaluation of external doses in selected settlements with soil contaminations varying from less than 74 kBq/m 2 to about 3700 kBq/m 2 including some, where decontamination measures had previously been taken. Also in many settlements environmental monitoring was undertaken. For most individuals doses did not exceed the international annual limits set for the general population. Open and comprehensive communication of results was favourably accepted by the public. In a few settlements the radiological situation has been followed up till to date. (author)

Fish: A New Computer Program for Friendly Introductory Statistics Help

Science.gov (United States)

Brooks, Gordon P.; Raffle, Holly

2005-01-01

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

INSIGHTS INTO THE PATHOLOGY OF THE α2-Na+/K+-ATPase IN NEUROLOGICAL DISORDERS; LESSONS FROM ANIMAL MODELS

Directory of Open Access Journals (Sweden)

Toke Jost Isaksen

2016-05-01

Full Text Available A functional Na+/K+-ATPase consists of a catalytic α subunit and a regulatory β subunit. Four α isoforms of the Na+/K+-ATPase are found in mammals, each with a unique expression pattern and catalytic activity. The α2 isoform, encoded by the ATP1A2 gene, is primarily found in the central nervous system (CNS and in heart-, skeletal- and smooth muscle tissues. In the CNS, the α2 isoform is mainly expressed in neuroglial cells. In particular, the α2 isoform is found in astrocytes, and is important for astrocytic K+ clearance and, consequently, the indirect uptake of neurotransmitters. Both processes are essential for proper brain activity, and autosomal dominantly mutations in the ATP1A2 gene cause the neurological disorder Familial hemiplegic migraine type 2 (FHM2. FHM2 is a severe subtype of migraine with aura that involving temporary numbness or weakness, and affecting only one side of the body. FHM2 patients often suffer from neurological comorbidities such as seizures, sensory disturbances, cognitive impairment and psychiatric manifestations. The functional consequences of FHM2 disease mutations leads to a partial or complete loss of function of pump activity; however a clear phenotype-genotype correlation has yet to be elucidated. Gene-modified mouse models targeting the Atp1a2 gene have proved instrumental in the understanding of the pathology of FHM2. Several Atp1a2 knockout (KO mice targeting different exons have been reported. Homozygous Atp1a2 KO mice die shortly after birth due to respiratory malfunction resulting from abnormal Cl- homeostasis in brainstem neurons. Heterozygous KO mice are viable, but display altered behavior and neurological deficits such as altered spatial learning, decreased motor activity and enhanced fear/anxiety compared to wild type mice. FHM2 knock-in (KI mouse models carrying the human in vivo disease mutations W887R and G301R have also been reported. Both models display altered cortical spreading

K2V2O2(AsO42

Directory of Open Access Journals (Sweden)

Thierry Roisnel

2012-07-01

Full Text Available The vanadium oxide arsenate with formula K2V2O2(AsO42, dipotassium divanadium(IV dioxide diarsenate, has been synthesized by solid-state reaction in an evacuated silica ampoule. Its structure is isotypic with K2V2O2(PO42. The framework is built up from corner-sharing VO6 octahedra and AsO4 tetrahedra, creating an infinite [VAsO8]∞ chain running along the a- and c-axis directions. The K+ cations are located in hexagonal tunnels, which are delimited by the connection of the [VAsO8]∞ chains.

Y2K UPDATE

CERN Multimedia

Sverre JARP

1999-01-01

Concerning Y2K preparation, please note the following:Everybody, who has a NICE installation on his/her PC, needs to log in to NICE at least once before Xmas to get the Y2K update installed. This applies especially to dual boot systems.The test schedule on Y2Kplus.cern.ch will be prolonged. The last restart took place on 10 November and two more will take place on 24 November and 8 December, respectively. The Oracle users responsible for the maintenance of Oracle Forms applications which include PL/SQL blocks where date fields are handled with the default format are requested to contact oracle.support@cern.ch at their earliest convenience.Sverre Jarp (CERN Y2K co-ordinator, phone: 74944)

Introductory Biology Textbooks Under-Represent Scientific Process

Directory of Open Access Journals (Sweden)

Dara B. Duncan

2011-08-01

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

Neutrino Oscillation Experiments with J-PARC: T2K, T2K-II and Hyper-Kamiokande

CERN Multimedia

CERN. Geneva

2016-01-01

The T2K experiment started the operation in 2010, and advances neutrino physics with the discovery of electron neutrino appearance in the muon neutrino beam and precision measurements of neutrino oscillation parameters. In 2016, the measurements of anti-neutrino oscillation directly constrain CP violation in neutrino oscillation. In this colloquium, we introduce many physics results from T2K including the most recent one of the CP violation. By utilizing the J-PARC neutrino beam, the upgrade of the T2K experiment (naming T2K-II) is planned and Hyper-Kamiokande is proposed to explore neutrino physics further. In T2K-II, the beam power of J-PARC will be upgraded to 1.3 MW around 2020. Hyper-Kamiokande is the larger Water Cherenkov detector of 520 k...

Introductory Statistics in the Garden

Science.gov (United States)

Wagaman, John C.

2017-01-01

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

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

Science.gov (United States)

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

2010-01-01

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

Coverage of the Stanford Prison Experiment in Introductory Psychology Courses

Science.gov (United States)

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

2016-01-01

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

Plasma medicine: an introductory review

NARCIS (Netherlands)

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

2009-01-01

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

Microcomputers in the Introductory Laboratory.

Science.gov (United States)

Bare, John K.

1982-01-01

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

Student Misconceptions in Introductory Biology.

Science.gov (United States)

Fisher, Kathleen M.; Lipson, Joseph I.

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

Solvent-Free Synthesis of 2,20'-Dinitrobiphenyl: An Ullmann Coupling in the Introductory Organic Laboratory

Science.gov (United States)

Gregor, Richard W.; Goj, Laurel A.

2011-01-01

The formation of carbon-carbon bonds is an essential theme throughout organic chemistry. The use of transition-metal catalysts to form carbon-carbon bonds, once relegated to more advanced texts, is now commonly found in introductory organic textbooks. However, commensurate laboratory experiments for first-year organic students are more limited.…

Unpacking Gender Differences in Students' Perceived Experiences in Introductory Physics

Science.gov (United States)

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

2009-11-01

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

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

Science.gov (United States)

Griggs, Richard A.

2014-01-01

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

[Excitation transfer between high-lying states in K2 in collisions with ground state K and H2 molecules].

Science.gov (United States)

Shen, Xiao-Yan; Liu, Jing; Dai, Kang; Shen, Yi-Fan

2010-02-01

Pure potassium vapor or K-H2 mixture was irradiated in a glass fluorescence cell with pulses of 710 nm radiation from an OPO laser, populating K2 (1lambda(g)) state by two-photon absorption. Cross sections for 1lambda(g)-3lambda(g) transfer in K2 were determined using methods of molecular fluorescence. During the experiments with pure K vapor, the cell temperature was varied between 553 and 603 K. The K number density was determined spectroscopically by the white-light absorption measurement in the blue wing of the self-broadened resonance D2 line. The resulting fluorescence included a direct component emitted in the decay of the optically excitation and a sensitized component arising from the collisionally populated state. The decay signal of time-resolved fluorescence from1lambda(g) -->1 1sigma(u)+ transition was monitored. It was seen that just after the laser pulse the fluorescence of the photoexcited level decreased exponentially. The effective lifetimes of the 1lambda(g) state can be resolved. The plot of reciprocal of effective lifetimes of the 1lambda(g) state against K densities yielded the slope that indicated the total cross section for deactivation and the intercept that provided the radiative lifetime of the state. The radiative lifetime (20 +/- 2) ns was obtained. The cross section for deactivation of the K2(1lambda(g)) molecules by collisions with K is (2.5 +/- 0.3) x 10(-14) cm2. The time-resolved intensities of the K23lambda(g) --> 1 3sigma(u)+ (484 nm) line were measured. The radiative lifetime (16.0 +/- 3.2) ns and the total cross section (2.5 +/- 0.6) x 10(-14) cm2 for deactivation of the K2 (3lambda(g)) state can also be determined through the analogous procedure. The time-integrated intensities of 1lambda(g) --> 1 1sigma(u)+ and 3lambda(g) --> 1 3sigma(u)+ transitions were measured. The cross section (1.1 +/- 0.3) x10(-14) cm2 was obtained for K2 (1lambda(g))+ K --> K2 (3lambda(g)) + K collisions. During the experiments with K-H2 mixture, the

Engaging Students In Modeling Instruction for Introductory Physics

Science.gov (United States)

Brewe, Eric

2016-05-01

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

Interactive Lecture Experiments in Large Introductory Physics Classes

Science.gov (United States)

Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

2006-12-01

We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html

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

Science.gov (United States)

Griggs, Richard A.; Christopher, Andrew N.

2016-01-01

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

Concept Maps in Introductory Statistics

Science.gov (United States)

Witmer, Jeffrey A.

2016-01-01

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

Rate constant and thermochemistry for K + O2 + N2 = KO2 + N2

DEFF Research Database (Denmark)

Sorvajärvi, Tapio; Viljanen, Jan; Toivonen, Juha

2015-01-01

in the form of double exponential decays of [K], which yielded both kR1 and the equilibrium constant for KO2 formation. kR1 can be summarized as 1.07 × 10-30(T/1000 K)-0.733 cm6 molecule-2 s-1. Combination with literature values leads to a recommended kR1 of 5.5 × 10-26T-1.55 exp(-10/T) cm6 molecule-2 s-1...... over 250-1320 K, with an error limit of a factor of 1.5. A vant Hoff analysis constrained to fit the computed ΔS298 yields a K-O2 bond dissociation enthalpy of 184.2 ± 4.0 kJ mol-1 at 298 K and ΔfH298(KO2) = -95.2 ± 4.1 kJ mol-1. The corresponding D0 is 181.5 ± 4.0 kJ mol-1. This value compares well...

Mediating relationship of differential products in understanding integration in introductory physics

Science.gov (United States)

Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

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

Arts Impact: Lessons from ArtsBridge

Science.gov (United States)

Shimshon-Santo, Amy R.

2010-01-01

Arts Impact summarizes lessons learned at the ArtsBridge Program. It is informed by in-depth participant observation, logic modeling, and quantitative evaluation of program impact on K-12 students in inner city schools and arts students at the University of California Los Angeles over a two year period. The case study frames its analysis through a…

Social Science Curriculum Guide and Selected Multi-Media, K-6.

Science.gov (United States)

Gaydosh, Ronald; And Others

GRADES OR AGES: K-6. SUBJECT MATTER: Social science. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes an explanation of the rationale, definitions of the social science core disciplines, glossary of terms, guidelines for teaching, and descriptions of concepts. The main body of the guide is designed in a five-column…

Toward Publicly Responsive Sociology Curricula: The Role of Introductory Sociology

Science.gov (United States)

Greenwood, Nancy A.

2013-01-01

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

Introductory statistical inference

CERN Document Server

Mukhopadhyay, Nitis

2014-01-01

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

Introductory graph theory

CERN Document Server

Chartrand, Gary

1984-01-01

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

The Importance of Mathematics as a Prerequisite to Introductory Financial Accounting

Science.gov (United States)

McCarron, Karen B.; Burstein, Alan N.

2017-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

Failure Rates in Introductory Programming

DEFF Research Database (Denmark)

Bennedsen, Jens; Caspersen, Michael Edelgaard

2007-01-01

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

Teaching abstraction in introductory courses

NARCIS (Netherlands)

Koppelman, Herman; van Dijk, Betsy

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

Potassium Capture by Kaolin, Part 2: K2CO3, KCI, and K2SO4

DEFF Research Database (Denmark)

Wang, Guoliang; Jensen, Peter Arendt; Wu, Hao

2018-01-01

residence time on the reaction was investigated. The results showed that the K-capture level (C-K) (g potassium reacted by per g kaolin available) of K2CO3 and KCI by kaolin generally followed the equilibrium predictions at temperatures above 1100 degrees C, when using a kaolin particle size of D50 = 5.......47 mu m and a residence time of 1.2 s. This revealed that a nearly full conversion was obtained without kinetic or transport limitations at the conditions applied. At 800 and 900 degrees C, the measured conversions were lower than the equilibrium predictions, indicating that the reactions were either...

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

Science.gov (United States)

Buskit, William; Cush, David T.

1997-01-01

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

Molecular epidemiology of Klebsiella pneumoniae K1 and K2 isolates in Japan.

Science.gov (United States)

Harada, Sohei; Ishii, Yoshikazu; Saga, Tomoo; Aoki, Kotaro; Tateda, Kazuhiro

2018-03-20

Although severe infections caused by hypervirulent Klebsiella pneumoniae isolates, such as K1 isolates belonging to sequence type (ST) 23, have been a significant problem in Asian countries, epidemiology of these isolates in Japan remains unclear. We performed a nationwide molecular epidemiological study of K. pneumoniae K1 and K2 isolates in Japan. Of the 259K. pneumoniae isolates collected, 14 and 16 isolates were identified as capsular genotypes K1 and K2, respectively. All K1 isolates were ST23 or its closely related clones and showed high genetic similarity by pulsed-field gel electrophoresis (PFGE) and the DiversiLab system (DL). K2 isolates, belonging to ST14, ST25, ST65, ST86, and ST110, were more genetically diverse than K1 isolates. Isolates belonging to a specific ST showed identical virulence gene profiles with a few exceptions. PFGE and DL results using K1 and K2 isolates were generally in agreement. Copyright © 2018. Published by Elsevier Inc.

Oak Ridge K-25 Site Technology Logic Diagram

Energy Technology Data Exchange (ETDEWEB)

Fellows, R.L. (ed.)

1993-02-26

The Oak Ridge K-25 Technology Logic Diagram (TLD), a decision support tool for the K-25 Site, was developed to provide a planning document that relates environmental restoration and waste management problems at the Oak Ridge K-25 Site to potential technologies that can remediate these problems. The TLD technique identifies the research necessary to develop these technologies to a state that allows for technology transfer and application to waste management, remedial action, and decontamination and decommissioning activities. The TLD consists of four separate volumes-Vol. 1, Vol. 2, Vol. 3A, and Vol. 3B. This Volume, Volume 1 provides introductory and overview information about the TLD. Volume 2 contains logic diagrams. Volume 3 has been divided into two separate volumes to facilitate handling and use. This volume is divided into ten chapters. The first chapter is a brief introduction, and the second chapter details the technical approach of the TLD. These categories are the work activities necessary for successful decontamination and decommissioning, waste management, and remedial action of the K-25 Site. The categories are characterization, decontamination, dismantlement, robotics and automation, remedial action, and waste management. Materials disposition is addressed in Chap. 9. The final chapter contains regulatory compliance information concerning waste management, remedial action, and decontamination and decommissioning.

Online Appendix to Y2K

OpenAIRE

Stephanie Schmitt-Grohe; Martin Uribe

1998-01-01

As the millenium draws to an end, the threat posed by the Year 2000 (Y2K) problem is inducing vast private and public spending on its remediation. In this paper, we embed the Y2K problem into a dynamic general equilibrium framework. We model the Y2K problem as an anticipated, permanent loss to output whose magnitude can be lessened by investing resources in advance. Our model replicates three observed characteristics of the dynamics triggered by the Y2K bug: (1) Precautionary investment: inve...

Lecture notes of the Introductory course to the European Conference on Neutron Scattering, ECNS'99

International Nuclear Information System (INIS)

Kadar, G.; Rosta, L.

1999-01-01

The aim of this volume of Lecture Notes is to form and confirm a tradition of Introductory Courses in relation to the European Conferences on Neutron Scattering. The structure of the Lecture Notes is as follows: a general block of introduction of mainly experimental character is presented, then traditional diffraction methods are discussed. Some aspects of small angle neutron scattering and reflectometry are discussed, and in a final block the well-known techniques of inelastic neutron scattering is outlined. 12 items are indexed separately for the INIS database. (K.A.)

Semantics in Teaching Introductory Physics.

Science.gov (United States)

Williams, H. Thomas

1999-01-01

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

Antitumor effects of vitamins K1, K2 and K3 on hepatocellular carcinoma in vitro and in vivo.

Science.gov (United States)

Hitomi, Misuzu; Yokoyama, Fumi; Kita, Yuko; Nonomura, Takako; Masaki, Tsutomu; Yoshiji, Hitoshi; Inoue, Hideyuki; Kinekawa, Fumihiko; Kurokohchi, Kazutaka; Uchida, Naohito; Watanabe, Seishiro; Kuriyama, Shigeki

2005-03-01

A number of studies have shown that various K vitamins, specifically vitamins K2 and K3, possess antitumor activity on various types of rodent- and human-derived neoplastic cell lines. In the present study, we examined the antitumor effects of vitamins K1, K2 and K3 on PLC/PRF/5 human hepatocellular carcinoma (HCC) cells in vitro and in vivo. Furthermore, we examined the mechanisms of antitumor actions of these vitamins in vitro and in vivo. Although vitamin K1 did not inhibit proliferation of PLC/PRF/5 cells at a 90-microM concentration (the highest tested), vitamins K2 and K3 suppressed proliferation of the cells at concentrations of 90 and 9 microM, respectively. By flow cytometric analysis, it was shown that not only vitamin K1, but also vitamin K2 did not induce apoptosis or cell cycle arrest on PLC/PRF/5 cells. In contrast, vitamin K3 induced G1 arrest, but not apoptosis on PLC/PRF/5 cells. Subsequent in vivo study using subcutaneous HCC-bearing athymic nude mice demonstrated that both vitamins K2 and K3 markedly suppressed the growth of HCC tumors to similar extent. Protein expression of cyclin D1 and cyclin-dependent kinase 4 (Cdk4), but not p16INK4a Cdk inhibitor in the tumor was significantly reduced by vitamin K2 or K3 treatment, indicating that vitamins K2 and K3 may induce G1 arrest of cell cycle on PLC/PRF/5 cells in vivo. Taken collectively, vitamins K2 and K3 were able to induce potent antitumor effects on HCC in vitro and in vivo, at least in part, by inducing G1 arrest of the cell cycle. The results indicate that vitamins K2 and K3 may be useful agents for the treatment of patients with HCC.

Basic Math Skills and Performance in an Introductory Economics Class

Science.gov (United States)

Ballard, Charles L.; Johnson, Marianne F.

2004-01-01

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

Computational Inquiry in Introductory Statistics

Science.gov (United States)

Toews, Carl

2017-01-01

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

K2 & Solar System Science

Science.gov (United States)

Lissauer, Jack

2015-01-01

All of the fields that K2 observes are near the ecliptic plane in order to minimize the spin-up of the spacecraft in response to the effects of solar irradiation. The fields observed by K2 are thus rich in Solar System objects including planets, asteroids and trans-Neptunian objects (TNOs). K2 has already performed observations of Neptune and its large moon Triton, 68 Trojan and Hilda asteroids, 5 TNOs (including Pluto) and Comet C/2013 A1 (Siding Springs). About 10,000 main-belt asteroids that fell into the pixel masks of stars have been serendipitously observed. Observations of small bodies are especially useful for determining rotation periods. Uranus will be observed in a future campaign (C8), as will many more small Solar System bodies. The status of various K2 Solar System studies will be reviewed and placed within the context of our current knowledge of the objects being observed.

The attitudinal and cognitive effects of interdisciplinary collaboration on elementary pre-service teachers development of biological science related lesson plans

Science.gov (United States)

Mills, Jada Jamerson

There is a need for STEM (science, technology, engineering, and mathematics) education to be taught effectively in elementary schools. In order to achieve this, teacher preparation programs should graduate confident, content strong teachers to convey knowledge to elementary students. This study used interdisciplinary collaboration between the School of Education and the College of Liberal Arts through a Learning-by-Teaching method (LdL): Lernen durch Lernen in German. Pre-service teacher (PST) achievement levels of understanding science concepts based on pretest and posttest data, quality of lesson plans developed, and enjoyment of the class based on the collaboration with science students. The PSTs enrolled in two treatment sections of EDEL 404: Science in the Elementary Classroom collaborated with science students enrolled in BISC 327: Introductory Neuroscience to enhance their science skills and create case-based lesson plans on neurothology topics: echolocation, electrosensory reception, steroid hormones, and vocal learning. The PSTs enrolled in the single control section of EDEL 404 collaborated with fellow elementary education majors to develop lesson plans also based on the same selected topics. Qualitative interviews of education faculty, science faculty, and PSTs provided depth to the quantitative findings. Upon lesson plan completion, in-service teachers also graded the two best and two worst plans for the treatment and control sections and a science reviewer graded the plans for scientific accuracy. Statistical analyses were conducted for hypotheses, and one significant hypothesis found that PSTs who collaborated with science students had more positive science lesson plan writing attitudes than those who did not. Despite overall insignificant statistical analyses, all PSTs responded as more confident after collaboration. Additionally, interviews provided meaning and understanding to the insignificant statistical results as well as scientific accuracy of

Lessons Learned (3 Years of H2O2 Propulsion System Testing Efforts at NASA's John C. Stennis Space Center)

Science.gov (United States)

Taylor, Gary O.

2001-01-01

John C. Stennis Space Center continues to support the Propulsion community in an effort to validate High-Test Peroxide as an alternative to existing/future oxidizers. This continued volume of peroxide test/handling activity at Stennis Space Center (SSC) provides numerous opportunities for the SSC team to build upon previously documented 'lessons learned'. SSC shall continue to strive to document their experience and findings as H2O2 issues surface. This paper is intended to capture all significant peroxide issues that we have learned over the last three years. This data (lessons learned) has been formulated from practical handling, usage, storage, operations, and initial development/design of our systems/facility viewpoint. The paper is intended to be an information type tool and limited in technical rational; therefore, presenting the peroxide community with some issues to think about as the continued interest in peroxide evolves and more facilities/hardware are built. These lessons learned are intended to assist industry in mitigating problems and identifying potential pitfalls when dealing with the requirements for handling high-test peroxide.

Star clusters and K2

Science.gov (United States)

Dotson, Jessie; Barentsen, Geert; Cody, Ann Marie

2018-01-01

The K2 survey has expanded the Kepler legacy by using the repurposed spacecraft to observe over 20 star clusters. The sample includes open and globular clusters at all ages, including very young (1-10 Myr, e.g. Taurus, Upper Sco, NGC 6530), moderately young (0.1-1 Gyr, e.g. M35, M44, Pleiades, Hyades), middle-aged (e.g. M67, Ruprecht 147, NGC 2158), and old globular clusters (e.g. M9, M19, Terzan 5). K2 observations of stellar clusters are exploring the rotation period-mass relationship to significantly lower masses than was previously possible, shedding light on the angular momentum budget and its dependence on mass and circumstellar disk properties, and illuminating the role of multiplicity in stellar angular momentum. Exoplanets discovered by K2 in stellar clusters provides planetary systems ripe for modeling given the extensive information available about their ages and environment. I will review the star clusters sampled by K2 across 16 fields so far, highlighting several characteristics, caveats, and unexplored uses of the public data set along the way. With fuel expected to run out in 2018, I will discuss the closing Campaigns, highlight the final target selection opportunities, and explain the data archive and TESS-compatible software tools the K2 mission intends to leave behind for posterity.

Y2K Resources for Public Libraries.

Science.gov (United States)

Foster, Janet

1999-01-01

Presents information for public libraries on computer-related vulnerabilities as the century turns from 1999 to 2000. Highlights include: general Y2K information; the Y2K Bug and PCs; Y2K sites for librarians; Online Computer Library Center (OCLC) and USMARC; technological developments in cyberspace; and a list of Web sites and Y2K resources. (AEF)

Theoretical investigation of the Omega(g,u)(+/-) states of K2 dissociating adiabatically up to K(4p 2P(3/2)) + K(4p 2P(3/2)).

Science.gov (United States)

Jraij, A; Allouche, A R; Magnier, S; Aubert-Frécon, M

2009-06-28

A theoretical investigation of the electronic structure of the K(2) molecule, including spin-orbit effects, has been performed. Potential energies have been calculated over a large range of R up to 75a(0) for the 88 Omega(g,u)(+/-) states dissociating adiabatically into the limits up to K(4p (2)P(3/2))+K(4p (2)P(3/2)). Equilibrium distances, transition energies, harmonic frequencies, as well as depths for wells and heights for barriers are reported for all of the bound Omega(g,u)(+/-) states. Present ab initio calculations are shown to be able to reproduce quite accurately the small structures (wells and barrier) displayed at very long-range (R>50a(0)) by the (2,3)1(u) and (2)0(g)(-) purely long-range states. As the present data could help experimentalists, we make available extensive tables of energy values versus internuclear distances in our database at the web address http://www-lasim.univ-lyon1.fr/spip.php?rubrique99.

29 CFR 1977.1 - Introductory statement.

Science.gov (United States)

2010-07-01

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

Loss of keratin K2 expression causes aberrant aggregation of K10, hyperkeratosis, and inflammation.

Science.gov (United States)

Fischer, Heinz; Langbein, Lutz; Reichelt, Julia; Praetzel-Wunder, Silke; Buchberger, Maria; Ghannadan, Minoo; Tschachler, Erwin; Eckhart, Leopold

2014-10-01

Keratin K2 is one of the most abundant structural proteins of the epidermis; however, its biological significance has remained elusive. Here we show that suprabasal type II keratins, K1 and K2, are expressed in a mutually exclusive manner at different body sites of the mouse, with K2 being confined to the ear, sole, and tail skin. Deletion of K2 caused acanthosis and hyperkeratosis of the ear and the tail epidermis, corneocyte fragility, increased transepidermal water loss, and local inflammation in the ear skin. The loss of K2 was partially compensated by upregulation of K1 expression. However, a significant portion of K2-deficient suprabasal keratinocytes lacked a regular cytoskeleton and developed massive aggregates of the type I keratin, K10. Aggregate formation, but not hyperkeratosis, was suppressed by the deletion of both K2 and K10, whereas deletion of K10 alone caused clumping of K2 in ear skin. Taken together, this study demonstrates that K2 is a necessary and sufficient binding partner of K10 at distinct body sites of the mouse and that unbalanced expression of these keratins results in aggregate formation.

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

Science.gov (United States)

Li, Jing; Singh, Chandralekha

2017-03-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average

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

International Nuclear Information System (INIS)

Li, Jing; Singh, Chandralekha

2017-01-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper–pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average

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

Science.gov (United States)

Parker, Jeffrey

2012-01-01

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

16 CFR 502.101 - Introductory offers.

Science.gov (United States)

2010-01-01

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

Keratins K2 and K10 are essential for the epidermal integrity of plantar skin.

Science.gov (United States)

Fischer, Heinz; Langbein, Lutz; Reichelt, Julia; Buchberger, Maria; Tschachler, Erwin; Eckhart, Leopold

2016-01-01

K1 and K2 are the main type II keratins in the suprabasal epidermis where each of them heterodimerizes with the type I keratin K10 to form intermediate filaments. In regions of the ears, tail, and soles of the mouse, only K2 is co-expressed with K10, suggesting that these keratins suffice to form a mechanically resilient cytoskeleton. To determine the effects of the suppression of both main keratins, K2 and K10, in the suprabasal plantar epidermis of the mouse. Krt2(-/-) Krt10(-/-) mice were generated by crossing Krt2(-/-) and Krt10(-/-) mice. Epidermal morphology of soles of hind-paws was examined macroscopically and histologically. Immunofluorescence analysis and quantitative PCR analysis were performed to analyze the expression of keratins in sole skin of wildtype and Krt2(-/-) Krt10(-/-) mice. Highly abundant proteins of the sole stratum corneum were determined by electrophoretic and chromatographic separation and subsequent mass spectrometry. K2 and K10 are the most prominent suprabasal keratins in normal mouse soles with the exception of the footpads where K1, K9 and K10 predominate. Mice lacking both K2 and K10 were viable and developed epidermal acanthosis and hyperkeratosis in inter-footpad epidermis of the soles. The expression of keratins K1, K9 and K16 was massively increased at the RNA and protein levels in the soles of Krt2(-/-) Krt10(-/-) mice. This study demonstrates that the loss of the main cytoskeletal components of plantar epidermis, i.e. K2 and K10, can be only partly compensated by the upregulation of other keratins. The thickening of the epidermis in the soles of Krt2(-/-) Krt10(-/-) mice may serve as a model for pathomechanistic aspects of palmoplantar keratoderma. Copyright © 2015. Published by Elsevier Ireland Ltd.

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

Science.gov (United States)

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

2013-01-01

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

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

Science.gov (United States)

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

2009-01-01

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

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

Science.gov (United States)

Hopper, K. Megan; Huxford, John

2017-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

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

Science.gov (United States)

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

2013-01-01

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

Assessment of Factors that Influence the Recruitment of Majors from Introductory Geology Classes

Science.gov (United States)

Hoisch, T. D.; Bowie, J. I.

2009-12-01

preliminary finding of this study is that administering surveys may have the beneficial unintended consequence of inspiring students in introductory classes to reconsider their choice of major. From the Fall 2007 semester to the Spring 2008 semester, 14 of 573 introductory students or 2.4% continued into a geology course that can serve as the second course in the major, whereas from the Fall 2008 semester to the Spring 2009 semester, 24 of 609 students or 4.0% continued, a 67% increase in the rate of continuation. One possible explanation for the dramatic increase is that surveys were administered to students in the introductory classes in Fall 2008 but not in Fall 2007. If administering surveys was in fact the cause of the increase in the continuation rate, then we may have encountered a “Hawthorne effect;” that is, a situation in which the condition of being studied causes subjects to change their behavior. The process of taking the survey may have caused students to reconsider their choice of major, although this was not the intended purpose or design of the surveys.

Introductory Comments

Directory of Open Access Journals (Sweden)

Jolanta Sujecka

2016-12-01

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

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

Science.gov (United States)

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

2014-01-01

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

Item Analysis in Introductory Economics Testing.

Science.gov (United States)

Tinari, Frank D.

1979-01-01

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

The Nature of Introductory Economics Courses

Science.gov (United States)

Koscielniak, James

1975-01-01

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

Finland as a Knowledge Economy 2.0: Lessons on Policies and Governance

DEFF Research Database (Denmark)

in the 1950’s into one of the leading innovation-driven, knowledge-based economies and high-tech producers in the twenty-first century. The development was rapid, and involved determined action and sometimes drastic decisions by the government and other key actors. Today, at the end of 2013, Finland is facing...... new types of challenges both domestically and internationally in efforts to maintain its societal sustainability and economic competitiveness. Finland Knowledge Economy 2.0 presents some of the key policies, elements, initiatives and decisions behind Finland’s path into the Knowledge Economy of today....... The authors hope to provide the readers inspiration, new ideas, and novel insights. Hopefully some of the lessons learned may prove valuable in another context. Based on this account of the development of Finnish Knowledge Economy, the authors have identified six areas of lessons, each described in detail...

Synthetic marijuana "K2" induced ITP.

Science.gov (United States)

Öztürk, Erman; Oral, Alihan; Özdemir, Melek; Bambul, Nail

2015-01-01

Immune thrombocytopenia (ITP) is a heterogeneous disease which can be primary or secondary due to other conditions such as drugs. CB2 receptors (CB2R) also have a role in the ITP pathogenesis as CB2 receptor gene (CNR2) polymorphisms are associated with chronic immune thrombocytopenia and autoimmune diseases. K2 is synthetic marijuana which acts on cannabinoid receptors that are found on immune cells and thrombocytes. Here, we present a case who presented with ITP secondary to K2 usage and was successfully treated with 1 mg/kg prednisolone. This is the first ITP case in the literature due to K2. It is important in the era of the new drugs development of the CB2R mimetics.

Learners Programming Language a Helping System for Introductory Programming Courses

Directory of Open Access Journals (Sweden)

MUHAMMAD SHUMAIL NAVEED

2016-07-01

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

Lessons learned bulletin

International Nuclear Information System (INIS)

1994-05-01

During the past four years, the Department of Energy -- Savannah River Operations Office and the Westinghouse Savannah River Company (WSRC) Environmental Restoration (ER) Program completed various activities ranging from waste site investigations to closure and post closure projects. Critiques for lessons learned regarding project activities are performed at the completion of each project milestone, and this critique interval allows for frequent recognition of lessons learned. In addition to project related lessons learned, ER also performs lessons learned critiques. T'he Savannah River Site (SRS) also obtains lessons learned information from general industry, commercial nuclear industry, naval nuclear programs, and other DOE sites within the complex. Procedures are approved to administer the lessons learned program, and a database is available to catalog applicable lessons learned regarding environmental remediation, restoration, and administrative activities. ER will continue to use this database as a source of information available to SRS personnel

Oak Ridge K-25 Site Technology Logic Diagram

Energy Technology Data Exchange (ETDEWEB)

Fellows, R.L. (ed.)

1993-02-26

The Oak Ridge K-25 Technology Logic Diagram (TLD), a decision support tool for the K-25 Site, was developed to provide a planning document that relates environmental restoration (ER) and waste management (WN) problems at the Oak Ridge K-25 Site. The TLD technique identifies the research necessary to develop these technologies to a state that allows for technology transfer and application to waste management, remediation, decontamination, and decommissioning activities. The TLD consists of four separate volumes-Vol. 1, Vol. 2, Vol. 3A, and Vol. 3B. Volume 1 provides introductory and overview information about the TLD. Volume 2 contains logic diagrams. Volume 3 has been divided into two separate volumes to facilitate handling and use. This volume 3 B provides the Technology Evaluation Data Sheets (TEDS) for ER/WM activities (Remedial Action Robotics and Automation, Waste Management) that are referenced by a TEDS code number in Vol. 2 of the TLD. Each of these sheets represents a single logic trace across the TLD. These sheets contain more detail than each technology in Vol. 2. The TEDS are arranged alphanumerically by the TEDS code number in the upper right corner of each data sheet. Volume 3 can be used in two ways: (1) technologies that are identified from Vol. 2 can be referenced directly in Vol. 3 by using the TEDS codes, and (2) technologies and general technology areas (alternatives) can be located in the index in the front of this volume.

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

Science.gov (United States)

Moss, Elizabeth; Cervato, Cinzia

2016-01-01

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

Path representation of su-hat (2){sub k} states I: Operators and particles for k=1,2

Energy Technology Data Exchange (ETDEWEB)

Lamy-Poirier, Joel, E-mail: jlamypoirier@perimeterinstitute.c [Departement de physique, de genie physique et d' optique, Universite Laval, Quebec, G1K 7P4 (Canada); Mathieu, Pierre, E-mail: pmathieu@phy.ulaval.c [Departement de physique, de genie physique et d' optique, Universite Laval, Quebec, G1K 7P4 (Canada)

2011-04-11

This is the first of two articles devoted to the analysis of the path description of the states in su-hat (2){sub k} WZW models, a representation well suited for constructive derivations of the fermionic characters. In this first article, the cases k=1,2 are treated in detail, emphasizing a different description in each case (operators vs particles). For k=1, we first prove, as a side result, the equivalence of two known path representations for the finitized su-hat (2){sub 1} states by displaying an explicit bijection. An immediate offshoot is the gain of a new and simple weighting for the (Kyoto) path representation that generalizes to level k. The bijection also suggests two operator constructions for the su-hat (2){sub 1} paths, a local and a nonlocal one, both interrelated. These are formal operators that map a path to another path, so that any path can be obtained by successive applications of these operators on a simple reference (ground-state) path. The nonlocal operator description is the starting point for a direct and elementary derivation of the su-hat (2){sub 1} spinon character. The second part presents an extensive study of the su-hat (2){sub 2} paths from their particle point of view, where the particles are defined as the path building blocks. The resulting generating functions appear to provide new (at least superficially) fermionic forms of the characters. In particular, a nice relationship between the sum of the j=0,1 characters at k=2 and the two ones at k=1 is unraveled.

Bruce A restart (execution and lessons-learned)

International Nuclear Information System (INIS)

Soini, J.

2011-01-01

Lessons learned with the Bruce Units 3 and 4 restart have been incorporated into the current refurbishment of Units 1 and 2. In addition, lessons learned on the lead unit (U2) are aggressively applied on the lagging unit (U1) to maximize efficiency and productivity. There will be a discussion on how this internal OPEX, along with external lessons learned, are used to continuously improve all aspects of the Bruce A Restart project management cycle, from scope selection, through planning and scheduling, to execution.

An Introductory Calculus-Based Mechanics Investigation

Science.gov (United States)

Allen, Bradley

2017-01-01

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

Macromod: Computer Simulation For Introductory Economics

Science.gov (United States)

Ross, Thomas

1977-01-01

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

29 CFR 782.0 - Introductory statement.

Science.gov (United States)

2010-07-01

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

29 CFR 531.25 - Introductory statement.

Science.gov (United States)

2010-07-01

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

Teacher Learning and Mathematics Manipulatives: A Collective Case Study about Teacher Use of Manipulatives in Elementary and Middle School Mathematics Lessons

Science.gov (United States)

Puchner, Laurel; Taylor, Ann; O'Donnell, Barbara; Fick, Kathleen

2008-01-01

This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 groups of elementary teachers (K-8) involved in lesson study as part of a professional development program. The study found that in three of four lessons studied manipulative use was turned into an end in and of itself, rather than a tool, and…

{sup 57}Fe Mössbauer spectroscopic studies of single-crystalline K{sub x}Fe{sub 2-y}S{sub 2} and K{sub x}Fe{sub 2-y}Se{sub 2}

Energy Technology Data Exchange (ETDEWEB)

Tsuchiya, Yuu, E-mail: tsuchiya.yuu1990@gmail.com; Ikeda, Shugo; Kobayashi, Hisao [University of Hyogo (Japan)

2016-12-15

We have investigated the physical properties of single-crystalline K{sub x}Fe{sub 2-y}S{sub 2} and K{sub x}Fe{sub 2-y}Se{sub 2} samples using {sup 57}Fe Mössbauer spectroscopy. The observed {sup 57}Fe Mössbauer spectra were reconstructed using a major antiferromagnetic ordered K{sub 2}Fe{sub 4}Se{sub 5} phase and a minor paramagnetic phase down to 5 K, despite being superconducting below 32.2 K in K{sub x}Fe{sub 2-y}Se{sub 2}. The analysis of {sup 57}Fe Mössbauer spectrum for K{sub x}Fe{sub 2-y}S{sub 2} at 290 K confirms the presence of a major antiferromagnetic ordered K{sub 2}Fe{sub 4}S{sub 5} phase and a minor paramagnetic phase in the K{sub x}Fe{sub 2-y}S{sub 2} single crystal. The derived hyperfine interaction parameters of the paramagnetic phase in K{sub x}Fe{sub 2-y}S{sub 2} suggest that the microstructure of this phase in K{sub x}Fe{sub 2-y}S{sub 2} is similar to that of the superconducting phase in K{sub x}Fe{sub 2-y}Se{sub 2} although the K{sub x}Fe{sub 2-y}S{sub 2} single crystals exhibit no superconductivity down to 5 K.

Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

Science.gov (United States)

Blissitt, Andrea Marie

2016-04-01

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

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

Science.gov (United States)

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

2017-01-01

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

Resolving power test of 2-D K+ K+ interferometry

International Nuclear Information System (INIS)

Padula, Sandra S.; Roldao, Christiane G.

1999-01-01

Adopting a procedure previously proposed to quantitatively study pion interferometry 1 , an equivalent 2-D X 2 analysis was performed to test the resolving power of that method when applied to less favorable conditions, when no significant contribution from long lived resonances is expected, as in kaon interferometry. For that purpose, use is made of the preliminary E859 K + K + interferometry data from Si+Au collisions at 14.6 A GeV/c. Less sensitivity is achieved in the present case, although it is shown that it is still possible to distinguish two distinct decoupling geometries. (author)

Planet Hunters 2 in the K2 Era

Science.gov (United States)

Schwamb, Megan E.; Fischer, Debra; Boyajian, Tabetha S.; Giguere, Matthew J.; Ishikawa, Sascha; Lintott, Chris; Lynn, Stuart; Schmitt, Joseph; Snyder, Chris; Wang, Ji; Barclay, Thomas

2015-01-01

Planet Hunters (http://www.planethunters.org) is an online citizen science project enlisting hundreds of thousands of people to search for planet transits in the publicly released Kepler data. Volunteers mark the locations of visible transits in a web interface, with multiple independent classifiers reviewing a randomly selected ~30-day light curve segment. In September 2014, Planet Hunters entered a new phase. The project was relaunched with a brand new online classification interface and discussion tool built using the Zooniverse's (http://www.zooniverse.org) latest technology and web platform. The website has been optimized for the rapid discovery and identification of planet candidates in the light curves from K2, the two-wheeled ecliptic plane Kepler mission. We will give an overview of the new Planet Hunters classification interface and Round 2 review system in context of the K2 data. We will present the first results from the Planet Hunters 2 search of K2 Campaigns 0 and 1 including a summary of new planet candidates.

Teaching the Interior Composition and Rheology of the Earth to Undergraduate Students Using an Inquiry Based Approach

Science.gov (United States)

Hayden, T. G.; Callahan, C. N.; Sibert, R. J.; Ewald, S. K.

2011-12-01

Most introductory geology courses include a lesson on the internal layered structure of the Earth. Due to the abstract nature of the content, this topic is difficult to teach using an inquiry-based approach. The challenge is two-fold: first, students cannot directly see the layers from their perspective on the earth's surface, and second, students have trouble grasping the vast scale of the earth, which far exceeds their everyday experiences. In addition, the two separate classification systems for dividing the internal structure of the Earth are often a point of confusion and source of misconceptions. In response to this challenge, we developed an inquiry lesson that scaffolds students' understanding of the compositional and rheological properties of the Earth's interior. The intent is to build students' understanding of the Earth's layers by guiding their attention to the reasons for the separate classification systems and the individual layers. The investigation includes teacher- or material-driven components such as guiding questions and specific hand-samples for analogues as well as student-driven components like collecting data and constructing explanations. The lesson opens with a series of questions designed to elicit students' existing ideas about the Earth's interior. The students are then guided to make observations of hand samples meant to represent examples of the crust and mantle as well as physical materials meant to serve as analogues for the lithosphere and asthenosphere. The lesson concludes with students integrating their observations into a model of the Earth's internal structure that accounts for both the compositional and rheological properties. Although this lesson was originally developed as a roughly 60 minute lesson for a class of 24 students, we also note ways this lesson can be modified for use at a variety of course levels. The lesson was pilot-tested in an introductory Earth Science course for future elementary (K-8) teachers. Data

SOCAP: Lessons learned in applying SIPE-2 to the military operations crisis action planning domain

Science.gov (United States)

Desimone, Roberto

1992-01-01

This report describes work funded under the DARPA Planning and Scheduling Initiative that led to the development of SOCAP (System for Operations Crisis Action Planning). In particular, it describes lessons learned in applying SIPE-2, the underlying AI planning technology within SOCAP, to the domain of military operations deliberate and crisis action planning. SOCAP was demonstrated at the U.S. Central Command and at the Pentagon in early 1992. A more detailed report about the lessons learned is currently being prepared. This report was presented during one of the panel discussions on 'The Relevance of Scheduling to AI Planning Systems.'

A Non-canonical Voltage-Sensing Mechanism Controls Gating in K2P K(+) Channels.

Science.gov (United States)

Schewe, Marcus; Nematian-Ardestani, Ehsan; Sun, Han; Musinszki, Marianne; Cordeiro, Sönke; Bucci, Giovanna; de Groot, Bert L; Tucker, Stephen J; Rapedius, Markus; Baukrowitz, Thomas

2016-02-25

Two-pore domain (K2P) K(+) channels are major regulators of excitability that endow cells with an outwardly rectifying background "leak" conductance. In some K2P channels, strong voltage-dependent activation has been observed, but the mechanism remains unresolved because they lack a canonical voltage-sensing domain. Here, we show voltage-dependent gating is common to most K2P channels and that this voltage sensitivity originates from the movement of three to four ions into the high electric field of an inactive selectivity filter. Overall, this ion-flux gating mechanism generates a one-way "check valve" within the filter because outward movement of K(+) induces filter opening, whereas inward movement promotes inactivation. Furthermore, many physiological stimuli switch off this flux gating mode to convert K2P channels into a leak conductance. These findings provide insight into the functional plasticity of a K(+)-selective filter and also refine our understanding of K2P channels and the mechanisms by which ion channels can sense voltage. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Inference and the Introductory Statistics Course

Science.gov (United States)

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

2011-01-01

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

"World Religions" in Introductory Sociology Textbooks

Science.gov (United States)

Carroll, Michael P.

2017-01-01

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

Making Introductory Quantum Physics Understandable and Interesting

Indian Academy of Sciences (India)

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

Observation of the decay $\\overline{B_s^0} \\rightarrow \\chi_{c2} K^+ K^- $

CERN Document Server

Aaij, R.; LHCb Collaboration; Adinolfi, M.; Aidala, C.A.; Ajaltouni, Z.; Akar, S.; Albicocco, P.; Albrecht, J.; Alessio, F.; Alexander, M.; Albero, A. Alfonso; Ali, S.; Alkhazov, G.; Alvarez Cartelle, P.; Alves, A.A.; Amato, S.; Amerio, S.; Amhis, Y.; An, L.; Anderlini, L.; Andreassi, G.; Andreotti, M.; Andrews, J.E.; Appleby, R.B.; Archilli, F.; d'Argent, P.; Arnau Romeu, J.; Artamonov, A.; Artuso, M.; Arzymatov, K.; Aslanides, E.; Atzeni, M.; Bachmann, S.; Back, J.J.; Baker, S.; Balagura, V.; Baldini, W.; Baranov, A.; Barlow, R.J.; Barsuk, S.; Barter, W.; Baryshnikov, F.; Batozskaya, V.; Batsukh, B.; Battista, V.; Bay, A.; Beddow, J.; Bedeschi, F.; Bediaga, I.; Beiter, A.; Bel, L.J.; Beliy, N.; Bellee, V.; Belloli, N.; Belous, K.; Belyaev, I.; Ben-Haim, E.; Bencivenni, G.; Benson, S.; Beranek, S.; Berezhnoy, A.; Bernet, R.; Berninghoff, D.; Bertholet, E.; Bertolin, A.; Betancourt, C.; Betti, F.; Bettler, M.O.; van Beuzekom, M.; Bezshyiko, Ia.; Bhasin, S.; Bhom, J.; Bian, L.; Bifani, S.; Billoir, P.; Birnkraut, A.; Bizzeti, A.; Bjørn, M.; Blago, M.P.; Blake, T.; Blanc, F.; Blusk, S.; Bobulska, D.; Bocci, V.; Garcia, O. Boente; Boettcher, T.; Bondar, A.; Bondar, N.; Borghi, S.; Borisyak, M.; Borsato, M.; Bossu, F.; Boubdir, M.; Bowcock, T.J.V.; Bozzi, C.; Braun, S.; Brodski, M.; Brodzicka, J.; Brundu, D.; Buchanan, E.; Buonaura, A.; Burr, C.; Bursche, A.; Buytaert, J.; Byczynski, W.; Cadeddu, S.; Cai, H.; Calabrese, R.; Calladine, R.; Calvi, M.; Calvo Gomez, M.; Camboni, A.; Campana, P.; Perez, D.H. Campora; Capriotti, L.; Carbone, A.; Carboni, G.; Cardinale, R.; Cardini, A.; Carniti, P.; Carson, L.; Carvalho Akiba, K.; Casse, G.; Cassina, L.; Cattaneo, M.; Cavallero, G.; Cenci, R.; Chamont, D.; Chapman, M.G.; Charles, M.; Charpentier, Ph.; Chatzikonstantinidis, G.; Chefdeville, M.; Chekalina, V.; Chen, C.; Chen, S.; Chitic, S.G.; Chobanova, V.; Chrzaszcz, M.; Chubykin, A.; Ciambrone, P.; Cid Vidal, X.; Ciezarek, G.; Clarke, P.E.L.; Clemencic, M.; Cliff, H.V.; Closier, J.; Coco, V.; Coelho, J.A.B.; Cogan, J.; Cogneras, E.; Cojocariu, L.; Collins, P.; Colombo, T.; Comerma-Montells, A.; Contu, A.; Coombs, G.; Coquereau, S.; Corti, G.; Corvo, M.; Costa Sobral, C.M.; Couturier, B.; Cowan, G.A.; Craik, D.C.; Crocombe, A.; Cruz Torres, M.; Currie, R.; D'Ambrosio, C.; Da Cunha Marinho, F.; Da Silva, C.L.; Dall'Occo, E.; Dalseno, J.; Danilina, A.; Davis, A.; De Aguiar Francisco, O.; De Bruyn, K.; De Capua, S.; De Cian, M.; De Miranda, J.M.; De Paula, L.; De Serio, M.; De Simone, P.; Dean, C.T.; Decamp, D.; Del Buono, L.; Delaney, B.; Dembinski, H.P.; Demmer, M.; Dendek, A.; Derkach, D.; Deschamps, O.; Desse, F.; Dettori, F.; Dey, B.; Di Canto, A.; Di Nezza, P.; Didenko, S.; Dijkstra, H.; Dordei, F.; Dorigo, M.; Suárez, A. Dosil; Douglas, L.; Dovbnya, A.; Dreimanis, K.; Dufour, L.; Dujany, G.; Durante, P.; Durham, J.M.; Dutta, D.; Dzhelyadin, R.; Dziewiecki, M.; Dziurda, A.; Dzyuba, A.; Easo, S.; Egede, U.; Egorychev, V.; Eidelman, S.; Eisenhardt, S.; Eitschberger, U.; Ekelhof, R.; Eklund, L.; Ely, S.; Ene, A.; Escher, S.; Esen, S.; Evans, T.; Falabella, A.; Farley, N.; Farry, S.; Fazzini, D.; Federici, L.; Fernandez, G.; Fernandez Declara, P.; Fernandez Prieto, A.; Ferrari, F.; Lopes, L. Ferreira; Ferreira Rodrigues, F.; Ferro-Luzzi, M.; Filippov, S.; Fini, R.A.; Fiorini, M.; Firlej, M.; Fitzpatrick, C.; Fiutowski, T.; Fleuret, F.; Fontana, M.; Fontanelli, F.; Forty, R.; Franco Lima, V.; Frank, M.; Frei, C.; Fu, J.; Funk, W.; Färber, C.; Carvalho, M. Féo Pereira Rivello; Gabriel, E.; Gallas Torreira, A.; Galli, D.; Gallorini, S.; Gambetta, S.; Gan, Y.; Gandelman, M.; Gandini, P.; Gao, Y.; Garcia Martin, L.M.; Plana, B. Garcia; Pardiñas, J. García; Garra Tico, J.; Garrido, L.; Gascon, D.; Gaspar, C.; Gavardi, L.; Gazzoni, G.; Gerick, D.; Gersabeck, E.; Gersabeck, M.; Gershon, T.; Gerstel, D.; Ghez, Ph.; Gianì, S.; Gibson, V.; Girard, O.G.; Giubega, L.; Gizdov, K.; Gligorov, V.V.; Golubkov, D.; Golutvin, A.; Gomes, A.; Gorelov, I.V.; Gotti, C.; Govorkova, E.; Grabowski, J.P.; Graciani Diaz, R.; Granado Cardoso, L.A.; Graugés, E.; Graverini, E.; Graziani, G.; Grecu, A.; Greim, R.; Griffith, P.; Grillo, L.; Gruber, L.; Gruberg Cazon, B.R.; Grünberg, O.; Gu, C.; Gushchin, E.; Guz, Yu.; Gys, T.; Göbel, C.; Hadavizadeh, T.; Hadjivasiliou, C.; Haefeli, G.; Haen, C.; Haines, S.C.; Hainge, J.; Hamilton, B.; Han, X.; Hancock, T.H.; Hansmann-Menzemer, S.; Harnew, N.; Harnew, S.T.; Harrison, T.; Hasse, C.; Hatch, M.; He, J.; Hecker, M.; Heinicke, K.; Heister, A.; Hennessy, K.; Henry, L.; van Herwijnen, E.; Heß, M.; Hicheur, A.; Charman, R. Hidalgo; Hill, D.; Hilton, M.; Hopchev, P.H.; Hu, W.; Huang, W.; Huard, Z.C.; Hulsbergen, W.; Humair, T.; Hushchyn, M.; Hutchcroft, D.; Hynds, D.; Ibis, P.; Idzik, M.; Ilten, P.; Ivshin, K.; Jacobsson, R.; Jalocha, J.; Jans, E.; Jawahery, A.; Jiang, F.; John, M.; Johnson, D.; Jones, C.R.; Joram, C.; Jost, B.; Jurik, N.; Kandybei, S.; Karacson, M.; Kariuki, J.M.; Karodia, S.; Kazeev, N.; Kecke, M.; Keizer, F.; Kelsey, M.; Kenzie, M.; Ketel, T.; Khairullin, E.; Khanji, B.; Khurewathanakul, C.; Kim, K.E.; Kirn, T.; Klaver, S.; Klimaszewski, K.; Klimkovich, T.; Koliiev, S.; Kolpin, M.; Kopecna, R.; Koppenburg, P.; Kostiuk, I.; Kotriakhova, S.; Kozeiha, M.; Kravchuk, L.; Kreps, M.; Kress, F.; Krokovny, P.; Krupa, W.; Krzemien, W.; Kucewicz, W.; Kucharczyk, M.; Kudryavtsev, V.; Kuonen, A.K.; Kvaratskheliya, T.; Lacarrere, D.; Lafferty, G.; Lai, A.; Lancierini, D.; Lanfranchi, G.; Langenbruch, C.; Latham, T.; Lazzeroni, C.; Le Gac, R.; Leflat, A.; Lefrançois, J.; Lefèvre, R.; Lemaitre, F.; Leroy, O.; Lesiak, T.; Leverington, B.; Li, P.R.; Li, T.; Li, Z.; Liang, X.; Likhomanenko, T.; Lindner, R.; Lionetto, F.; Lisovskyi, V.; Liu, X.; Loh, D.; Loi, A.; Longstaff, I.; Lopes, J.H.; Lovell, G.H.; Lucchesi, D.; Lucio Martinez, M.; Lupato, A.; Luppi, E.; Lupton, O.; Lusiani, A.; Lyu, X.; Machefert, F.; Maciuc, F.; Macko, V.; Mackowiak, P.; Maddrell-Mander, S.; Maev, O.; Maguire, K.; Maisuzenko, D.; Majewski, M.W.; Malde, S.; Malecki, B.; Malinin, A.; Maltsev, T.; Manca, G.; Mancinelli, G.; Marangotto, D.; Maratas, J.; Marchand, J.F.; Marconi, U.; Marin Benito, C.; Marinangeli, M.; Marino, P.; Marks, J.; Marshall, P.J.; Martellotti, G.; Martin, M.; Martinelli, M.; Martinez Santos, D.; Vidal, F. Martinez; Massafferri, A.; Materok, M.; Matev, R.; Mathad, A.; Mathe, Z.; Matteuzzi, C.; Mauri, A.; Maurice, E.; Maurin, B.; Mazurov, A.; McCann, M.; McNab, A.; McNulty, R.; Mead, J.V.; Meadows, B.; Meaux, C.; Meier, F.; Meinert, N.; Melnychuk, D.; Merk, M.; Merli, A.; Michielin, E.; Milanes, D.A.; Millard, E.; Minard, M.N.; Minzoni, L.; Mitzel, D.S.; Mogini, A.; Molina Rodriguez, J.; Mombächer, T.; Monroy, I.A.; Monteil, S.; Morandin, M.; Morello, G.; Morello, M.J.; Morgunova, O.; Moron, J.; Morris, A.B.; Mountain, R.; Muheim, F.; Mulder, M.; Murphy, C.H.; Murray, D.; Mödden, A.; Müller, D.; Müller, J.; Müller, K.; Müller, V.; Naik, P.; Nakada, T.; Nandakumar, R.; Nandi, A.; Nanut, T.; Nasteva, I.; Needham, M.; Neri, N.; Neubert, S.; Neufeld, N.; Neuner, M.; Nguyen, T.D.; Nguyen-Mau, C.; Nieswand, S.; Niet, R.; Nikitin, N.; Nogay, A.; O'Hanlon, D.P.; Oblakowska-Mucha, A.; Obraztsov, V.; Ogilvy, S.; Oldeman, R.; Onderwater, C.J.G.; Ossowska, A.; Otalora Goicochea, J.M.; Owen, P.; Oyanguren, A.; Pais, P.R.; Palano, A.; Palutan, M.; Panshin, G.; Papanestis, A.; Pappagallo, M.; Pappalardo, L.L.; Parker, W.; Parkes, C.; Passaleva, G.; Pastore, A.; Patel, M.; Patrignani, C.; Pearce, A.; Pellegrino, A.; Penso, G.; Pepe Altarelli, M.; Perazzini, S.; Pereima, D.; Perret, P.; Pescatore, L.; Petridis, K.; Petrolini, A.; Petrov, A.; Petrucci, S.; Petruzzo, M.; Pietrzyk, B.; Pietrzyk, G.; Pikies, M.; Pili, M.; Pinci, D.; Pinzino, J.; Pisani, F.; Piucci, A.; Placinta, V.; Playfer, S.; Plews, J.; Plo Casasus, M.; Polci, F.; Lener, M. Poli; Poluektov, A.; Polukhina, N.; Polyakov, I.; Polycarpo, E.; Pomery, G.J.; Ponce, S.; Popov, A.; Popov, D.; Poslavskii, S.; Potterat, C.; Price, E.; Prisciandaro, J.; Prouve, C.; Pugatch, V.; Puig Navarro, A.; Pullen, H.; Punzi, G.; Qian, W.; Qin, J.; Quagliani, R.; Quintana, B.; Rachwal, B.; Rademacker, J.H.; Rama, M.; Ramos Pernas, M.; Rangel, M.S.; Ratnikov, F.; Raven, G.; Ravonel Salzgeber, M.; Reboud, M.; Redi, F.; Reichert, S.; dos Reis, A.C.; Reiss, F.; Remon Alepuz, C.; Ren, Z.; Renaudin, V.; Ricciardi, S.; Richards, S.; Rinnert, K.; Robbe, P.; Robert, A.; Rodrigues, A.B.; Rodrigues, E.; Rodriguez Lopez, J.A.; Roehrken, M.; Rogozhnikov, A.; Roiser, S.; Rollings, A.; Romanovskiy, V.; Romero Vidal, A.; Rotondo, M.; Rudolph, M.S.; Ruf, T.; Ruiz Vidal, J.; Saborido Silva, J.J.; Sagidova, N.; Saitta, B.; Salustino Guimaraes, V.; Gras, C. Sanchez; Sanchez Mayordomo, C.; Sanmartin Sedes, B.; Santacesaria, R.; Santamarina Rios, C.; Santimaria, M.; Santovetti, E.; Sarpis, G.; Sarti, A.; Satriano, C.; Satta, A.; Saur, M.; Savrina, D.; Schael, S.; Schellenberg, M.; Schiller, M.; Schindler, H.; Schmelling, M.; Schmelzer, T.; Schmidt, B.; Schneider, O.; Schopper, A.; Schreiner, H.F.; Schubiger, M.; Schune, M.H.; Schwemmer, R.; Sciascia, B.; Sciubba, A.; Semennikov, A.; Sepulveda, E.S.; Sergi, A.; Serra, N.; Serrano, J.; Sestini, L.; Seuthe, A.; Seyfert, P.; Shapkin, M.; Shcheglov, Y.; Shears, T.; Shekhtman, L.; Shevchenko, V.; Shmanin, E.; Siddi, B.G.; Silva Coutinho, R.; Silva de Oliveira, L.; Simi, G.; Simone, S.; Skidmore, N.; Skwarnicki, T.; Smeaton, J.G.; Smith, E.; Smith, I.T.; Smith, M.; Soares, M.; Soares Lavra, l.; Sokoloff, M.D.; Soler, F.J.P.; Souza De Paula, B.; Spaan, B.; Spradlin, P.; Stagni, F.; Stahl, M.; Stahl, S.; Stefko, P.; Stefkova, S.; Steinkamp, O.; Stemmle, S.; Stenyakin, O.; Stepanova, M.; Stevens, H.; Stone, S.; Storaci, B.; Stracka, S.; Stramaglia, M.E.; Straticiuc, M.; Straumann, U.; Strokov, S.; Sun, J.; Sun, L.; Swientek, K.; Syropoulos, V.; Szumlak, T.; Szymanski, M.; T'Jampens, S.; Tang, Z.; Tayduganov, A.; Tekampe, T.; Tellarini, G.; Teubert, F.; Thomas, E.; van Tilburg, J.; Tilley, M.J.; Tisserand, V.; Tolk, S.; Tomassetti, L.; Tonelli, D.; Tou, D.Y.; Aoude, R. Tourinho Jadallah; Tournefier, E.; Traill, M.; Tran, M.T.; Trisovic, A.; Tsaregorodtsev, A.; Tully, A.; Tuning, N.; Ukleja, A.; Usachov, A.; Ustyuzhanin, A.; Uwer, U.; Vacca, C.; Vagner, A.; Vagnoni, V.; Valassi, A.; Valat, S.; Valenti, G.; Vazquez Gomez, R.; Regueiro, P. Vazquez; Vecchi, S.; van Veghel, M.; Velthuis, J.J.; Veltri, M.; Veneziano, G.; Venkateswaran, A.; Verlage, T.A.; Vernet, M.; Veronika, N.V.; Vesterinen, M.; Viana Barbosa, J.V.; Vieira, D.; Vieites Diaz, M.; Viemann, H.; Vilasis-Cardona, X.; Vitkovskiy, A.; Vitti, M.; Volkov, V.; Vollhardt, A.; Voneki, B.; Vorobyev, A.; Vorobyev, V.; de Vries, J.A.; Vázquez Sierra, C.; Waldi, R.; Walsh, J.; Wang, J.; Wang, M.; Wang, Y.; Wang, Z.; Ward, D.R.; Wark, H.M.; Watson, N.K.; Websdale, D.; Weiden, A.; Weisser, C.; Whitehead, M.; Wicht, J.; Wilkinson, G.; Wilkinson, M.; Williams, I.; Williams, M.R.J.; Williams, M.; Williams, T.; Wilson, F.F.; Wimberley, J.; Winn, M.; Wishahi, J.; Wislicki, W.; Witek, M.; Wormser, G.; Wotton, S.A.; Wyllie, K.; Xiao, D.; Xie, Y.; Xu, A.; Xu, M.; Xu, Q.; Xu, Z.; Yang, Z.; Yao, Y.; Yeomans, L.E.; Yin, H.; Yu, J.; Yuan, X.; Yushchenko, O.; Zarebski, K.A.; Zavertyaev, M.; Zhang, D.; Zhang, L.; Zhang, W.C.; Zhang, Y.; Zhelezov, A.; Zheng, Y.; Zhu, X.; Zhukov, V.; Zonneveld, J.B.; Zucchelli, S.

2018-01-01

The $\\overline{B_s^0} \\rightarrow \\chi_{c2} K^+ K^- $ decay mode is observed and its branching fraction relative to the corresponding $\\chi_{c1}$ decay mode, in a $\\pm 15 \\textrm{MeV}/c^2$ window around the $\\phi$ mass, is found to be $$\\frac{\\mathcal{B}(\\overline{B_s^0} \\rightarrow \\chi_{c2} K^+ K^-) }{ \\mathcal{B}(\\overline{B_s^0} \\rightarrow \\chi_{c1} K^+K^-)} = (17.1 \\pm 3.1 \\pm 0.4 \\pm 0.9)\\%,$$ where the first uncertainty is statistical, the second systematic and the third due to the knowledge of the branching fractions of radiative $\\chi_c$ decays. The decay mode $\\overline{B_s^0} \\rightarrow \\chi_{c1} K^+ K^- $ allows the $ B_s^0$ mass to be measured as $$m(B_s^0) = 5366.83 \\pm 0.25 \\pm 0.27 \\, \\textrm{MeV}/c^2,$$ where the first uncertainty is statistical and the second systematic.

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

Science.gov (United States)

Perry, Jonathan; Bassichis, William

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

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

Science.gov (United States)

Burko, Lior M.

2009-05-01

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

Development on UO3-K2O and MoO3-K2O binary systems and study of UO2MoO4-MoO3 domain within UO3-MoO3-K2O ternary system

International Nuclear Information System (INIS)

Dion, C.; Noel, A.

1983-01-01

This paper confirms the previous study on the MoO 3 -K 2 O system, and constitutes a clarity of the UO 3 -K 2 O system. Four distinct uranates VI with alkaline metal/uranium ratio's 2, 1, 0,5 and 0,285 exist. Preparation conditions and powder diffraction spectra of these compounds are given. Additional informations relative to K 2 MoO 4 allotropic transformations are provided. Study of UO 2 MoO 4 -K 2 MoO 4 diagram has brought three new phases into prominence: (B) K 6 UMo 4 O 18 incongruently melting point, (E) K 2 UMo 2 O 10 congruently melting and (F) K 2 U 3 Mo 4 O 22 incongruently melting point. Within MoO 3 -K 2 MoO 4 -UO 2 MoO 4 ternary system, no new phase is found. The general appearance of ternary liquidus and crystallization fields of several compounds are given. These three new compounds become identified with these of UO 2 MoO 4 -Na 2 MoO 4 binary system [fr

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

Science.gov (United States)

Teodorescu, Raluca Elena

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

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

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

Björnsdóttir, Auðbjörg; Garfield, Joan; Everson, Michelle

2015-01-01

This study explored the use of two different types of collaborative tests in an online introductory statistics course. A study was designed and carried out to investigate three research questions: (1) What is the difference in students' learning between using consensus and non-consensus collaborative tests in the online environment?, (2) What is…

Teaching Quantum Mechanics on an Introductory Level.

Science.gov (United States)

Muller, Rainer; Wiesner, Hartmut

2002-01-01

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

Study of the K+p→K+0pπ0+ reactions between 2.1 and 2.7GeV/c

International Nuclear Information System (INIS)

Brunet, J.-M.

1971-01-01

K + p→KπN reactions were studied at 2.11, 2.31, 2.53 and 2.72GeV/c, special attention being given to the K + p→K 0 π + p and K + p→K + π 0 p channels. The production of K*(892) and Δ ++ (1236) resonances, very frequent in these two reactions, was studied in terms of a simple Regge model. It was possible, by including results of other experiments at near energies, to establish the dominance of the vector meson exchange. This result is confirmed by the study of the angular distributions in the decay of these resonances, and the determination of the corresponding density matrix elements. The relations predicted by the quark model for these reactions was also tested [fr

Vitamins K1 and K2: The Emerging Group of Vitamins Required for Human Health.

Science.gov (United States)

Schwalfenberg, Gerry Kurt

2017-01-01

To review the evidence for the use of vitamin K supplementation in clinical conditions such as osteoporosis, vascular calcification, arthritis, cancer, renal calculi, diabetes, and warfarin therapy. PubMed was searched for articles on vitamin K (K1 and K2) along with books and conference proceedings and health conditions listed above. Level I and II evidence supports the use of vitamins K1 and K2 in osteoporosis and Level II evidence supports vitamin K2 in prevention of coronary calcification and cardiovascular disease. Evidence is insufficient for use in diabetes, arthritis, renal calculi, and cancer. Vitamin K2 may be a useful adjunct for the treatment of osteoporosis, along with vitamin D and calcium, rivaling bisphosphonate therapy without toxicity. It may also significantly reduce morbidity and mortality in cardiovascular health by reducing vascular calcification. Vitamin K2 appears promising in the areas of diabetes, cancer, and osteoarthritis. Vitamin K use in warfarin therapy is safe and may improve INR control, although a dosage adjustment is required. Vitamin K supplementation may be useful for a number of chronic conditions that are afflicting North Americans as the population ages. Supplementation may be required for bone and cardiovascular health.

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

Science.gov (United States)

Srougi, Melissa C.; Miller, Heather B.

2018-01-01

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

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

Science.gov (United States)

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

2007-01-01

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

Breathing Life into Engineering: A Lesson Study Life Science Lesson

Science.gov (United States)

Lawrence, Maria; Yang, Li-Ling; Briggs, May; Hession, Alicia; Koussa, Anita; Wagoner, Lisa

2016-01-01

A fifth grade life science lesson was implemented through a lesson study approach in two fifth grade classrooms. The research lesson was designed by a team of four elementary school teachers with the goal of emphasizing engineering practices consistent with the "Next Generation Science Standards" (NGSS) (Achieve Inc. 2013). The fifth…

The status of Thailand Y2K Progress

International Nuclear Information System (INIS)

Srisanan, V.; Junlanan, M.; Malaivongs, K.

1999-01-01

This report divided into two parts deals with the general status of Y2K issues in Thailand and its effects in nuclear safeguards and physical protection and control of nuclear materials. It includes a description of safeguards in Thailand, Y2K action plan, contingency (emergency) plan, Thailand Y2K status report and the Thailand answer sheet about safeguards Y2K problem

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

Science.gov (United States)

Jensen, Robert

2006-01-01

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

Integrated Circuits in the Introductory Electronics Laboratory

Science.gov (United States)

English, Thomas C.; Lind, David A.

1973-01-01

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

Barriers to Teaching Introductory Physical Geography Online

Science.gov (United States)

Ritter, Michael E.

2012-01-01

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

A 21st century perspective as a primer to introductory physics

Energy Technology Data Exchange (ETDEWEB)

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

2011-09-15

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

A 21st century perspective as a primer to introductory physics

International Nuclear Information System (INIS)

Curtis, Lorenzo J

2011-01-01

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

Student Understanding of Time in an Introductory Astronomy Laboratory

Science.gov (United States)

Traxler, A. L.; Batuski, D. J.; Comins, N. F.; Thompson, J. R.

2005-09-01

The astronomy lab at the University of Maine consists of discrete weekly lessons in which students work in small groups. Individual pretests and post-tests accompany each lesson. The lesson studied here covers the topic of time, including sidereal time, Apparent Solar Time, and time zones. The pretest consists of four multiple-choice questions, which are also administered after instruction as a post-test. In the fall 2004 semester, the pretest was rewritten to focus on some major conceptual components of the lab, while the lesson materials were not modified from previous years. Examination of class performance (n = 96) revealed no significant improvements in score from pre- to post-lesson. In the spring 2005 semester, the lesson was altered to incorporate the Starry Night software for simulating the sky instead of the celestial sphere models previously used. The goal of the change was to give students a more interactive environment for completing the laboratory exercise, which was otherwise altered as little as possible. Data from the spring semester show some gains on the pre/post-test questions covering sidereal time and Daylight Savings Time. Results to date have informed planned modifications to the lesson. A. L. T. was supported during this research by the University of Maine through a Provost Fellowship.

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

Science.gov (United States)

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

2010-01-01

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

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

Science.gov (United States)

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

2011-01-01

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

Cryogenic test of the 4 K / 2 K insert for the ARIEL e-Linac cryomodule

International Nuclear Information System (INIS)

Laxdal, R. E.; Ma, Y.; Harmer, P.; Kishi, D.; Koveshnikov, A.; Muller, N.; Vrielink, A.; O'Brien, M.; Ahammed, M.

2014-01-01

The ARIEL project at TRIUMF requires a 50 MeV superconducting electron linac consisting of five nine cell 1.3 GHz cavities divided into three cryomodules with one, two and two cavities in each module respectively. LHe is distributed in parallel to each module at 4 K and at ∼1.2 bar. Each module has a cryogenic insert on board that receives the 4 K liquid and produces 2 K into a cavity phase separator. The module combines a 4 K phase separator, a plate and fin heat exchanger from DATE and a J-T valve expanding into the 2 K phase separator. The unit also supplies 4 K liquid to thermal intercepts in the module in siphon loops that return the vaporized liquid to the 4 K reservoir. For testing purposes the unit is outfitted with a dummy 2 K phase separator and thermal intercepts with variable heaters that mimic the final heat loads in order to test the cryogenic performance. The design of the 4 K / 2 K insert, the results of the cold tests and a summary of the test infrastructure including cryogenics services will be presented

Cryogenic test of the 4 K / 2 K insert for the ARIEL e-Linac cryomodule

Energy Technology Data Exchange (ETDEWEB)

Laxdal, R. E.; Ma, Y.; Harmer, P.; Kishi, D.; Koveshnikov, A.; Muller, N.; Vrielink, A. [TRIUMF, 4004 Wesbrook Mall, Vancouver, BC (Canada); O' Brien, M. [University of British Columbia, Vancouver (Canada); Ahammed, M. [Variable Energy Cyclotron Center, Kolkata (India)

2014-01-29

The ARIEL project at TRIUMF requires a 50 MeV superconducting electron linac consisting of five nine cell 1.3 GHz cavities divided into three cryomodules with one, two and two cavities in each module respectively. LHe is distributed in parallel to each module at 4 K and at ∼1.2 bar. Each module has a cryogenic insert on board that receives the 4 K liquid and produces 2 K into a cavity phase separator. The module combines a 4 K phase separator, a plate and fin heat exchanger from DATE and a J-T valve expanding into the 2 K phase separator. The unit also supplies 4 K liquid to thermal intercepts in the module in siphon loops that return the vaporized liquid to the 4 K reservoir. For testing purposes the unit is outfitted with a dummy 2 K phase separator and thermal intercepts with variable heaters that mimic the final heat loads in order to test the cryogenic performance. The design of the 4 K / 2 K insert, the results of the cold tests and a summary of the test infrastructure including cryogenics services will be presented.

Vitamins K1 and K2: The Emerging Group of Vitamins Required for Human Health

Directory of Open Access Journals (Sweden)

Gerry Kurt Schwalfenberg

2017-01-01

Full Text Available Objective. To review the evidence for the use of vitamin K supplementation in clinical conditions such as osteoporosis, vascular calcification, arthritis, cancer, renal calculi, diabetes, and warfarin therapy. Quality of Evidence. PubMed was searched for articles on vitamin K (K1 and K2 along with books and conference proceedings and health conditions listed above. Level I and II evidence supports the use of vitamins K1 and K2 in osteoporosis and Level II evidence supports vitamin K2 in prevention of coronary calcification and cardiovascular disease. Evidence is insufficient for use in diabetes, arthritis, renal calculi, and cancer. Main Message. Vitamin K2 may be a useful adjunct for the treatment of osteoporosis, along with vitamin D and calcium, rivaling bisphosphonate therapy without toxicity. It may also significantly reduce morbidity and mortality in cardiovascular health by reducing vascular calcification. Vitamin K2 appears promising in the areas of diabetes, cancer, and osteoarthritis. Vitamin K use in warfarin therapy is safe and may improve INR control, although a dosage adjustment is required. Conclusion. Vitamin K supplementation may be useful for a number of chronic conditions that are afflicting North Americans as the population ages. Supplementation may be required for bone and cardiovascular health.

Teaching scientific literacy in an introductory women's studies course: a case study in interdisciplinary collaboration

Science.gov (United States)

Fuselier, Linda; Murphy, Claudia; Bender, Anita; Creel Falcón, Kandace

2015-01-01

Background and purpose:The purpose of this exploratory case study is to describe how scholars negotiated disciplinary divides to develop and communicate to their students an understanding of the basic features of scientific knowledge. Our goals were to examine boundary crossing in interdisciplinary collaboration and to assess the efficacy of adding science content to an introductory Women's Studies course. Sample:We studied a collaboration between faculty in Biology and Women's Studies and evaluated science modules in a Women's Studies course at a regional four-year university in the Midwestern USA. The study included 186 student participants over three semesters and four faculty from Philosophy, Women's Studies and Biology. Design and method:Women's Studies and Biology faculty collaborated to design and implement science content learning modules that included the case of women and science in an introductory Women's Studies course. Qualitative data collected from faculty participants in the form of peer debrief sessions and narrative reflections were used to examine the process of interdisciplinary collaboration. Students exposed to curriculum changes were administered pre- and post-lesson surveys to evaluate their understanding of issues faced by women in science careers, the nature of science, and interest in science studies. Data from collaborators, student journal reflections, and pre-/post-lesson surveys were considered together in an evaluation of how knowledge of science was understood and taught in a Women's Studies course over a longitudinal study of three semesters. Results:We found evidence of discipline-based challenges to interdisciplinarity and disciplinary boundary crossing among collaborators. Three themes emerged from our collaboration: challenges posed by disciplinary differences, creation of a space for interdisciplinary work, and evidence of boundary crossing. Student participants exhibited more prior knowledge of Women's Studies content than

T2K neutrino flux prediction

CERN Document Server

Abe, K.

2013-01-02

The Tokai-to-Kamioka (T2K) experiment studies neutrino oscillations using an off-axis muon neutrino beam with a peak energy of about 0.6 GeV that originates at the J-PARC accelerator facility. Interactions of the neutrinos are observed at near detectors placed at 280 m from the production target and at the far detector -- Super-Kamiokande (SK) -- located 295 km away. The flux prediction is an essential part of the successful prediction of neutrino interaction rates at the T2K detectors and is an important input to T2K neutrino oscillation and cross section measurements. A FLUKA and GEANT3 based simulation models the physical processes involved in the neutrino production, from the interaction of primary beam protons in the T2K target, to the decay of hadrons and muons that produce neutrinos. The simulation uses proton beam monitor measurements as inputs. The modeling of hadronic interactions is re-weighted using thin target hadron production data, including recent charged pion and kaon measurements from the NA...

Campaign 9 of the K2 mission

DEFF Research Database (Denmark)

Henderson, Calen B.; Poleski, Radosław; Penny, Matthew

2016-01-01

K2's Campaign 9 (K2C9) will conduct a ˜3.7 deg2 survey toward the Galactic bulge from 2016 April 22 through July 2 that will leverage the spatial separation between K2 and the Earth to facilitate measurement of the microlens parallax {π }{{E}} for ≳ 170 microlensing events. These will include....... In this article we provide an overview of the K2C9 space- and ground-based microlensing survey. Specifically, we detail the demographic questions that can be addressed by this program, including the frequency of FFPs and the Galactic distribution of exoplanets, the observational parameters of K2C9, and the array...... of resources dedicated to concurrent observations. Finally, we outline the avenues through which the larger community can become involved, and generally encourage participation in K2C9, which constitutes an important pathfinding mission and community exercise in anticipation of WFIRST....

Structure determination of K2ZnBr4 at 291 and 144 K

International Nuclear Information System (INIS)

Fabry, J.; Breczewski, T.; Zuniga, F.J.; Arnaiz, A.R.

1993-01-01

The room-temperature phase of K 2 ZnBr 4 is isomorphous with Sr 2 GeS 4 (P2 1 /m) while the low-temperature structure (P2 1 ) is slightly distorted [the phase transition occurs at 155 K]. Both structures contain highly deformed tetrahedral [ZnBr 4 ] 2- molecules with Br(3)-Zn-Br(3') angles of 103.06(5) and 102.49(9) at 291 and 144 K, respectively. This distortion is caused by the repulsion of Br atoms whose distance 3.712(1) and 3.661(2) A at 291 and 144 K, respectively, is below the Br-Br van der Waals distance (3.9 A). The phase transition is accompanied by minor shifts of cations and [ZnBr 4 ] 2- tetrahedra which are simultaneously rotated about a small angle. Below the phase transition point an inversion twin develops whose twin-fraction parameter was refined to 0.459(65). (orig.)

Oak Ridge K-25 Site Technology Logic Diagram. Volume 3, Technology evaluation data sheets; Part A, Characterization, decontamination, dismantlement

Energy Technology Data Exchange (ETDEWEB)

Fellows, R.L. [ed.

1993-02-26

The Oak Ridge K-25 Technology Logic Diagram (TLD), a decision support tool for the K-25 Site, was developed to provide a planning document that relates environmental restoration and waste management problems at the Oak Ridge K-25 Site to potential technologies that can remediate these problems. The TLD technique identifies the research necessary to develop these technologies to a state that allows for technology transfer and application to waste management, remedial action, and decontamination and decommissioning activities. The TLD consists of four separate volumes-Vol. 1, Vol. 2, Vol. 3A, and Vol. 3B. Volume 1 provides introductory and overview information about the TLD. Volume 2 contains logic diagrams. Volume 3 has been divided into two separate volumes to facilitate handling and use. This report is part A of Volume 3 concerning characterization, decontamination, and dismantlement.

The Knitting Lesson.

Science.gov (United States)

Smith, Pamela

1987-01-01

Based on Jean-Francois Millet's 1869 painting, "The Knitting Lesson," this lesson's goal is to introduce students in grades seven through nine to genre (everyday life) painting the nineteenth century. The lesson is also designed to show that some aspects of genre may be timeless. (BSR)

An Introductory Interprofessional Exercise for Healthcare Students

Science.gov (United States)

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

2012-01-01

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

Teaching Health Care in Introductory Economics

Science.gov (United States)

Cutler, David M.

2017-01-01

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

Personality types and student performance in an introductory physics course

Science.gov (United States)

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

2017-12-01

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

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

Science.gov (United States)

Waller, William H.; Slater, Timothy F.

2011-01-01

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

UNION-K 2.0 User's Manual

International Nuclear Information System (INIS)

Yoo, Jae Woon; Jang, Jin Wook; Kim, Yeong Il

2008-12-01

The unified Input/Output processor UNION-K(UNified Input/Output Processor for Neutronics Analysis by K-CORE) has been developed to provide the automatic input file generation and output processing for the fast reactor core analysis. UNION-K includes the material database for reactor analysis and produces the input files for effective cross section generation, core analysis, and reactivity coefficient calculations. UNION-K can execute corresponding core analysis module and edit core performance parameters from the outputs. UNION-K also provides the graphical interface to check the geometrical arrangement of core and fuel sub-assembly and produces the picture files that can be used for reporting. This report has been prepared for instruction of using UNION-K Ver. 2.0 with examples

The Lasting Effects of Introductory Economics Courses.

Science.gov (United States)

Sanders, Philip

1980-01-01

Reports research which tests the Stigler Hypothesis. The hypothesis suggests that students who have taken introductory economics courses and those who have not show little difference in test performance five years after completing college. Results of the author's research illustrate that economics students do retain some knowledge of economics…

Beat the Instructor: An Introductory Forecasting Game

Science.gov (United States)

Snider, Brent R.; Eliasson, Janice B.

2013-01-01

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

Holography and Introductory Science at Hampshire College.

Science.gov (United States)

Wirth, Frederick H.

1991-01-01

An introductory Natural Science course with a focus on the laboratory is described. The main function of the course is getting students prepared for required individual projects in science. A copy of the syllabus, a description of laboratory experiments, and the context of the course are included. (KR)

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

Directory of Open Access Journals (Sweden)

Alexandru Maries

2016-05-01

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

TASK-2: a K2P K+ channel with complex regulation and diverse physiological functions

Directory of Open Access Journals (Sweden)

Luis Pablo Cid

2013-07-01

Full Text Available TASK-2 (K2P5.1 is a two-pore domain K+ channel belonging to the TALK subgroup of the K2P family of proteins. TASK-2 has been shown to be activated by extra- and intracellular alkalinisation. Extra- and intracellular pH-sensors reside at arginine 224 and lysine 245 and might affect separate selectivity filter and inner gates respectively. TASK-2 is modulated by changes in cell volume and a regulation by direct G-protein interaction has also been proposed. Activation by extracellular alkalinisation has been associated with a role of TASK-2 in kidney proximal tubule bicarbonate reabsorption, whilst intracellular pH-sensitivity might be the mechanism for its participation in central chemosensitive neurons. In addition to these functions TASK-2 has been proposed to play a part in apoptotic volume decrease in kidney cells and in volume regulation of glial cells and T-lymphocytes. TASK-2 is present in chondrocytes of hyaline cartilage, where it is proposed to play a central role in stabilizing the membrane potential. Additional sites of expression are dorsal root ganglion neurons, endocrine and exocrine pancreas and intestinal smooth muscle cells. TASK-2 has been associated with the regulation of proliferation of breast cancer cells and could become target for breast cancer therapeutics. Further work in native tissues and cells together with genetic modification will no doubt reveal the details of TASK-2 functions that we are only starting to suspect.

The history of a lesson

DEFF Research Database (Denmark)

Rasmussen, Mikkel Vedby

2003-01-01

and emphasises the need to study the history of lessons rather than the lessons of history. This approach shows that Munich is the end point of a constitutive history that begins in the failure of the Versailles treaty to create a durable European order following the First World War. The Munich lesson is thus......The article investigates the concept of lessons in IR. By means of a constructivist critique of the 'lessons literature', the article analyses one of the most important of IR lessons: that of Munich. Examining how the Munich lesson came about, the article shows the praxeological nature of lessons...... one element of the lesson of Versailles, which is a praxeology that defines how the West is to make peace, and against whom peace must be defended. The lesson of Versailles has been, at least in part, constitutive of the outbreak of the Cold War, and it continues to define the Western conception...

K2-EDTA and K3-EDTA Greiner Tubes for HbA1c Measurement.

Science.gov (United States)

Vrtaric, Alen; Filipi, Petra; Hemar, Marina; Nikolac, Nora; Simundic, Ana-Maria

2016-02-01

To determine whether K2-ethylenediaminetetraacetic acid (EDTA) and K3-EDTA Greiner tubes could be used interchangeably for glycosylated hemoglobin, type A1C (HbA1c) measurement via the Abbott Laboratories ARCHITECT chemiluminescent microparticle HbA1c assay on the ARCHITECT i2000SR immunoanalyzer at our university hospital. We drew blood from a total of 45 outpatients into plastic Greiner Vacuette tubes, some of which were lined with K2-EDTA and others with K3-EDTA anticoagulant. Data are presented as median and interquartile range values. We used the Wilcoxon test and Passing-Bablok regression for tube comparison. For K2-EDTA tubes median HbA1c concentration was 54 mmol/mol (41 to 71 mmol/mol) and for K3-EDTA tubes 56 mmol/mol (43 to 69 mmol/mol). There was no statistically significant difference between K2-EDTA and K3-EDTA (bias= -1.29 mmol/mol; P = 0.24). Passing-Bablok regression showed that there is no constant and proportional error: y = -0.23 (95% CI[-3.52 to 0.69]) + 1.00( 95% CI[0.98 to 1.06]) x. In this study, we provide evidence for the lack of any clinically and statistically significant bias between K2-EDTA and K3-EDTA HbA1c measurements. Thus, Greiner tubes lined with K2-EDTA and those lined with K3-EDTA can safely be used interchangeably to measure HbA1c via the Abbott Laboratories ARCHITECT assay. © American Society for Clinical Pathology, 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Lesson Learning at JPL

Science.gov (United States)

Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

A calorimetric and thermodynamic investigation of A2[(UO2)2(MoO4)O2] compounds with A = K and Rb and calculated phase relations in the system (K2MoO4 + UO3 + H2O)

International Nuclear Information System (INIS)

Lelet, Maxim I.; Suleimanov, Evgeny V.; Golubev, Aleksey V.; Geiger, Charles A.; Bosbach, Dirk; Alekseev, Evgeny V.

2015-01-01

Highlights: • We determined the low temperature heat capacity of A 2 [(UO 2 ) 2 (MoO 4 )O 2 ] compounds with A = K and Rb. • We determined enthalpy of formation of K 2 [(UO 2 ) 2 (MoO 4 )O 2 ] by HF solution calorimetry. • We calculated Δ f G° (T = 298 K) of all phases from studied series. • Using obtained data we performed a thermodynamic modelling in the system (K 2 MoO 4 + UO 3 + H 2 O). - Abstract: A calorimetric and thermodynamic investigation of two alkali-metal uranyl molybdates with general composition A 2 [(UO 2 ) 2 (MoO 4 )O 2 ], where A = K and Rb, was performed. Both phases were synthesized by solid-state sintering of a mixture of potassium or rubidium nitrate, molybdenum (VI) oxide and gamma-uranium (VI) oxide at high temperatures. The synthetic products were characterised by X-ray powder diffraction and X-ray fluorescence methods. The enthalpy of formation of K 2 [(UO 2 ) 2 (MoO 4 )O 2 ] was determined using HF-solution calorimetry giving Δ f H° (T = 298 K, K 2 [(UO 2 ) 2 (MoO 4 )O 2 ], cr) = −(4018 ± 8) kJ · mol −1 . The low-temperature heat capacity, C p °, was measured using adiabatic calorimetry from T = (7 to 335) K for K 2 [(UO 2 ) 2 (MoO 4 )O 2 ] and from T = (7 to 326) K for Rb 2 [(UO 2 ) 2 (MoO 4 )O 2 ]. Using these C p ° values, the third law entropy at T = 298.15 K, S°, is calculated as (374 ± 1) J · K −1 · mol −1 for K 2 [(UO 2 ) 2 (MoO 4 )O 2 ] and (390 ± 1) J · K −1 · mol −1 for Rb 2 [(UO 2 ) 2 (MoO 4 )O 2 ]. These new experimental results, together with literature data, are used to calculate the Gibbs energy of formation, Δ f G°, for both phases giving: Δ f G° (T = 298 K, K 2 [(UO 2 ) 2 (MoO 4 )O 2 ], cr) = (−3747 ± 8) kJ · mol −1 and Δ f G° (T = 298 K, Rb 2 [(UO 2 ) 2 (MoO 4 )], cr) = −3736 ± 5 kJ · mol −1 . Smoothed C p °(T) values between 0 K and 320 K are presented, along with values for S° and the functions [H°(T) − H°(0)] and [G°(T) − H°(0)], for both phases. The

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

Science.gov (United States)

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

2018-01-01

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

Impacts of curricular change: Implications from 8 years of data in introductory physics

Science.gov (United States)

Pollock, Steven J.; Finkelstein, Noah

2013-01-01

Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty's use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations.

Chemical Equilibrium, Unit 2: Le Chatelier's Principle. A Computer-Enriched Module for Introductory Chemistry. Student's Guide and Teacher's Guide.

Science.gov (United States)

Jameson, A. Keith

Presented are the teacher's guide and student materials for one of a series of self-instructional, computer-based learning modules for an introductory, undergraduate chemistry course. The student manual for this unit on Le Chatelier's principle includes objectives, prerequisites, pretest, instructions for executing the computer program, and…

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

Directory of Open Access Journals (Sweden)

Rosemary Stockdale

2007-12-01

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

Effect of vitamin K2 on type 2 diabetes mellitus: A review.

Science.gov (United States)

Li, Yan; Chen, Jie Peng; Duan, Lili; Li, Shuzhuang

2018-02-01

Type 2 diabetes mellitus (T2DM) continue to be a major public health problem around the world that frequently presents with microvascular and macrovascular complications. Individuals with T2DM are not only suffering from significant emotional and physical misery, but also at increased risk of dying from severe complications. In recent years, evidence from prospective observational studies and clinical trials has shown T2DM risk reduction with vitamin K2 supplementation. We thus did an overview of currently available studies to assess the effect of vitamin K2 supplementation on insulin sensitivity, glycaemic control and reviewed the underlying mechanisms. We proposed that vitamin K2 improved insulin sensitivity through involvement of vitamin K-dependent-protein osteocalcin, anti-inflammatory properties, and lipid-lowering effects. Vitamin K2 had a better effect than vitamin K1 on T2DM. The interpretation of this review will increase comprehension of the development of a therapeutic strategy to prevent and treat T2DM. Copyright © 2017 Elsevier B.V. All rights reserved.

On two-primary algebraic K-theory of quadratic number rings with focus on K_2

NARCIS (Netherlands)

Crainic, M.; Østvær, Paul Arne

1999-01-01

We give explicit formulas for the 2-rank of the algebraic K-groups of quadratic number rings. A 4-rank formula for K2 of quadratic number rings given in [1] provides further information about the actual group structure. The K2 claculations are based on 2- and 4-rank formulas for Picard groups of

Binding of the heterogeneous ribonucleoprotein K (hnRNP K to the Epstein-Barr virus nuclear antigen 2 (EBNA2 enhances viral LMP2A expression.

Directory of Open Access Journals (Sweden)

Henrik Gross

Full Text Available The Epstein-Barr Virus (EBV -encoded EBNA2 protein, which is essential for the in vitro transformation of B-lymphocytes, interferes with cellular processes by binding to proteins via conserved sequence motifs. Its Arginine-Glycine (RG repeat element contains either symmetrically or asymmetrically di-methylated arginine residues (SDMA and ADMA, respectively. EBNA2 binds via its SDMA-modified RG-repeat to the survival motor neurons protein (SMN and via the ADMA-RG-repeat to the NP9 protein of the human endogenous retrovirus K (HERV-K (HML-2 Type 1. The hypothesis of this work was that the methylated RG-repeat mimics an epitope shared with cellular proteins that is used for interaction with target structures. With monoclonal antibodies against the modified RG-repeat, we indeed identified cellular homologues that apparently have the same surface structure as methylated EBNA2. With the SDMA-specific antibodies, we precipitated the Sm protein D3 (SmD3 which, like EBNA2, binds via its SDMA-modified RG-repeat to SMN. With the ADMA-specific antibodies, we precipitated the heterogeneous ribonucleoprotein K (hnRNP K. Specific binding of the ADMA- antibody to hnRNP K was demonstrated using E. coli expressed/ADMA-methylated hnRNP K. In addition, we show that EBNA2 and hnRNP K form a complex in EBV- infected B-cells. Finally, hnRNP K, when co-expressed with EBNA2, strongly enhances viral latent membrane protein 2A (LMP2A expression by an unknown mechanism as we did not detect a direct association of hnRNP K with DNA-bound EBNA2 in gel shift experiments. Our data support the notion that the methylated surface of EBNA2 mimics the surface structure of cellular proteins to interfere with or co-opt their functional properties.

Cluster self-organization of germanate systems: suprapolyhedral precursor clusters and self-assembly of K2Nd4Ge4O13(OH)4, K2YbGe4O10(OH), K2Sc2Ge2O7(OH)2, and KScGe2O6(PYR)

International Nuclear Information System (INIS)

Ilyushin, G.D.; Dem'yanets, L.N.

2008-01-01

One performed the computerized (the TOPOS 4.0 software package) geometric and topological analyses of all known types of K, TR-germanates (TR = La-Lu, Y, Sc, In). The skeleton structure are shown as three-dimensional 3D, K, TR, Ge-patterns (graphs) with remote oxygen atoms. TR 4 3 3 4 3 3 + T 4 3 4 3, K 2 YbGe 4 O 14 (OH) pattern, TR 6 6 3 6 + T1 6 8 6 + T2 3 6 8, K 2 Sc 2 Ge 2 O 7 (OH) 2 , TR 6 4 6 4 + T 6 4 6 and KScGe 2 O 6 - TR 6 6 3 6 3 4 + T1 6 3 6 + T2 6 4 3 patterns served as crystal-forming 2D TR,Ge-patterns for K 2 Nd 4 Ge 4 O 13 (OH) 4 . One performed the 3D-simulation of the mechanism of self-arrangement of the crystalline structures: cluster-precursor - parent chain - microlayer - microskeleton (super-precursor). Within K 2 Nd 4 Ge 4 O 13 (OH) 4 , K 2 Sc 2 Ge 2 O 7 (OH) 2 and KScGe 2 O 6 one identified the invariant type of the cyclic hexapolyhedral cluster-precursor consisting of TR-octahedrons linked by diorthogroups stabilized by K atoms. For K 2 Nd 4 Ge 4 O 13 (OH) 4 one determined the type of the cyclic tetrapolyhedral cluster-precursor consisting of TR-octavertices linked by tetrahedrons. The cluster CN within the layer just for KScGe 2 O 6 water-free germanate (the PYR pyroxene analog) is equal to 6 (the maximum possible value), while in the rest OH-containing germanates it constitutes 4. One studied the formation mechanism of Ge-radicals in the form of Ge 2 O 7 and Ge 4 O 13 groupings, GeO 3 chain and the tubular structure consisting of Ge 8 O 20 fixed cyclic groupings [ru

Optimizing Your K-5 Engineering Design Challenge

Science.gov (United States)

Coppola, Matthew Perkins; Merz, Alice H.

2017-01-01

Today, elementary school teachers continue to revisit old lessons and seek out new ones, especially in engineering. Optimization is the process by which an existing product or procedure is revised and refined. Drawn from the authors' experiences working directly with students in grades K-5 and their teachers and preservice teachers, the…

Oak Ridge K-25 Site Technology Logic Diagram. Volume 1, Technology evaluation

Energy Technology Data Exchange (ETDEWEB)

Fellows, R.L. [ed.

1993-02-26

The Oak Ridge K-25 Technology Logic Diagram (TLD), a decision support tool for the K-25 Site, was developed to provide a planning document that relates environmental restoration and waste management problems at the Oak Ridge K-25 Site to potential technologies that can remediate these problems. The TLD technique identifies the research necessary to develop these technologies to a state that allows for technology transfer and application to waste management, remedial action, and decontamination and decommissioning activities. The TLD consists of four separate volumes-Vol. 1, Vol. 2, Vol. 3A, and Vol. 3B. This Volume, Volume 1 provides introductory and overview information about the TLD. Volume 2 contains logic diagrams. Volume 3 has been divided into two separate volumes to facilitate handling and use. This volume is divided into ten chapters. The first chapter is a brief introduction, and the second chapter details the technical approach of the TLD. These categories are the work activities necessary for successful decontamination and decommissioning, waste management, and remedial action of the K-25 Site. The categories are characterization, decontamination, dismantlement, robotics and automation, remedial action, and waste management. Materials disposition is addressed in Chap. 9. The final chapter contains regulatory compliance information concerning waste management, remedial action, and decontamination and decommissioning.

The Case for Infusing Quantitative Literacy into Introductory Geoscience Courses

Directory of Open Access Journals (Sweden)

Jennifer M. Wenner

2009-01-01

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

The Introductory College Business Course: A New Dimension

Science.gov (United States)

Podell, Joel; And Others

1977-01-01

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

2D-grafiikan käyttö peliprojektissa

OpenAIRE

Reimi-Orsa, Anniina

2010-01-01

Opinnäytetyö on projektikuvaus, jossa on käsitelty kaksiulotteisen grafiikan käyttöä peliprojektissa toteutettujen töiden kautta. Työharjoittelussani tuotin materiaalia peliprojektiin, jonka maailma luotiin pääasiassa 2D-grafiikan avulla. Projektikuvauksessa on käyty läpi työn kulkua alkuvalmisteluista valmiiseen pelissä käytettävään grafiikkaan sekä käytäntöjä tämän tyyppisen 2D-grafiikan tuotannossa. Alussa peliprojektia on käsitelty yleisluontoisesti sekä avattu työssä käytettyjä ja p...

Vibrational modes and Structure of Niobium(V) Oxosulfato Complexes in the Molten Nb2O5-K2S2O7-K2SO4 System Studied by Raman Spectroscopy

DEFF Research Database (Denmark)

Paulsen, Andreas L.; Borup, Flemming; Berg, Rolf W.

2010-01-01

The structural and vibrational properties of NbV oxosulfato complexes formed in Nb2O5-K2S2O7 and Nb2O5-K2S2O7-K2SO4 molten mixtures with 0 ... for the binary Nb2O5-K2S2O7 molten system indicate that the dissolution of Nb2O5 proceeds with consumption of S2O7 leading to the formation of a NbV oxosulfato complex according to Nb2O5 + nS2O7 --> C2n-; a simple formalism exploiting the relative Raman band intensities is used for determining the stoichiometric...... coefficient, n, pointing to n = 3 and to the following reaction: Nb2O5 + 3S2O7 --> 2NbO(SO4)3, which is consistent with the Raman spectra of the molten mixtures. Nb2O5 could be dissolved much easier when K2SO4 was present in an equimolar (1:1) SO4/Nb ratio; the incremental presence of K2SO4 in Nb2O5-K2S2O7...

Are You Ready for Y2K?

Science.gov (United States)

Day, C. William

1999-01-01

Examines the planning process to identify equipment or systems within an educational facility that could be Y2K sensitive. Discusses developing a contingency plan to prevent operational shutdown. Concluding comments describe a simple Y2K equipment-testing procedure. (GR)

Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

Science.gov (United States)

Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

2013-01-01

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural…

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

Science.gov (United States)

Heiner, Cecily

2009-01-01

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

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

Science.gov (United States)

Kizilcik, Hasan Sahin; Yavas, Pervin Ünlü

2017-01-01

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

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

Science.gov (United States)

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

2004-12-01

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

Defects in SiO2 crystals after neutron irradiations at 20 K and 360 K

International Nuclear Information System (INIS)

Nakagawa, M.; Okada, M.; Kawabata, Y.; Atobe, K.; Itoh, H.; Nakanishi, S.

1994-01-01

The synthetic silicon dioxide (SiO 2 ), cut parallel (x-plate) or perpendicular (z-plate) to c-axis, are irradiated by reactor neutrons at 360 K (2.8x10 18 n/cm 2 ) or at 20 K (8.0x10 16 n/cm 2 ). After neutron irradiation at 360 K, the main absorption peak can be observed at 212 nm (5.84 eV) for z-plate and 217 nm (5.71 eV) for x-plate. After irradiation at 20 K a new band at 250 nm (4.96 eV) can be observed in addition to the band at about 220 nm. The 250 nm band having FWHM similar 0.44 eV disappears at 300-340 K. Thermoluminescences are also observed between 80 to 400 K; which show some difference between x-plate and z-plate. ((orig.))

26 CFR 1.401(k)-2 - ADP test.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 5 2010-04-01 2010-04-01 false ADP test. 1.401(k)-2 Section 1.401(k)-2 Internal... TAXES Pension, Profit-Sharing, Stock Bonus Plans, Etc. § 1.401(k)-2 ADP test. (a) Actual deferral percentage (ADP) test—(1) In general—(i) ADP test formula. A cash or deferred arrangement satisfies the ADP...

The Role of a Commander in Military Lessons Learned Systems

Directory of Open Access Journals (Sweden)

Zenon Waliński

2015-06-01

Full Text Available The aim of the paper is to investigate the role of a commander in military Lessons Learned systems. In order to achieve the aim, the paper presents (1 the architecture of the Lessons Learned capabilities in the U.S. Army, NATO and the Polish Armed Forces, (2 the commander’s role in the Lessons Learned process (3 the commander’s role in fostering Lessons Learned organisation culture. The paper is based on multiple case study analysis including Lessons Learned systems in NATO, the U.S. Army and the Polish Armed Forces.

National Workplace Literacy Program. Garment-Related Bilingual (English and Chinese) Broadcast Lessons. Book 1 and 2.

Science.gov (United States)

Chan, Ha Yin

A compilation of transcripts of 100 bilingual English/Chinese broadcast lessons for workers in the garment industry is presented. The lessons are part of the New York Chinatown Manpower Project's Workplace Literacy Program. With the support of the Sino Radio Broadcast Corporation, the lessons are broadcast daily in the morning and again after the…

Evolving Roles For Teaching Assistants In Introductory Courses

Science.gov (United States)

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

2008-12-01

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

Black Holes and Pulsars in the Introductory Physics Course

Science.gov (United States)

Orear, Jay; Salpeter, E. E.

1973-01-01

Discusses the phenomenon of formation of white dwarfs, neutron stars, and black holes from dying stars for the purpose of providing college teachers with materials usable in the introductory physics course. (CC)

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

Science.gov (United States)

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

2017-01-01

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

Spaghetti Sine Curves: Virtual Environments for Reasoning and Sense Making

Science.gov (United States)

Özgün-Koca, S. Asli; Edwards, Michael Todd; Meagher, Michael

2013-01-01

In a recent collaboration with an area high school teacher, the authors were asked to develop an introductory sinusoidal curves lesson for a group of second-year algebra students. Because the topic was abstract and unfamiliar to these tenth graders, they looked for hands-on lessons to support their learning. One lesson that they found, which they…

Algebraic K- and L-theory and applications to the topology of manifolds

Energy Technology Data Exchange (ETDEWEB)

Hambleton, I [Department of Mathematics and Statistics, McMaster University, Hamilton (Canada)

2002-08-15

The development of geometric topology has led to the identification of specific algebraic structures of great richness and usefulness. A common theme in this area is the study of algebraic invariants of discrete groups or rings by topological methods. The resulting subject is now called algebraic K-theory. The purpose of these lecture notes is to survey some of the main constructions and techniques in algebraic K-theory, together with an indication of the topological backnd and applications. More details about proofs can be found in the references. The material is organized into some introductory sections, concerning linear and unitary K-theory, followed by descriptions of four important geometric problems and their related algebraic methods.

Latin Revived: Source-Based Vocabulary Lessons Courtesy of Harry Potter

Science.gov (United States)

Nilsen, Alleen Pace; Nilsen, Don L. F.

2006-01-01

Teachers can build on students' familiarity with and respect for the Harry Potter books to create source-based vocabulary lessons. The idea is to work with the Latin roots that J. K. Rowling uses to create original names for places, people, and magical charms and then to extend students' knowledge through exploration of additional English words…

Effects of Team Teaching on Students Performance in Introductory ...

African Journals Online (AJOL)

FIRST LADY

Students taught. Introductory Technology through team teaching approach performed ... Vocational education differs in both concept and status in different nations of ... completion of the course, can carry out simple daily maintenance of motor.

Comparative genome analysis of novel Podoviruses lytic for hypermucoviscous Klebsiella pneumoniae of K1, K2, and K57 capsular types.

Science.gov (United States)

Solovieva, Ekaterina V; Myakinina, Vera P; Kislichkina, Angelina A; Krasilnikova, Valentina M; Verevkin, Vladimir V; Mochalov, Vladimir V; Lev, Anastasia I; Fursova, Nadezhda K; Volozhantsev, Nikolay V

2018-01-02

Hypermucoviscous (HV) strains of capsular types K1, K2 and K57 are the most virulent representatives of the Klebsiella pneumoniae species. Eight novel bacteriophages lytic for HV K. pneumoniae were isolated and characterized. Three bacteriophages, KpV41, KpV475, and KpV71 were found to have a lytic activity against mainly K. pneumoniae of capsular type K1. Two phages, KpV74, and KpV763 were lytic for K2 capsular type K. pneumoniae, and the phage KpV767 was specific to K57-type K. pneumoniae only. Two more phages, KpV766, and KpV48 had no capsular specificity. The phage genomes consist of a linear double-stranded DNA of 40,395-44,623bp including direct terminal repeats of 180-246 bp. The G + C contents are 52.3-54.2 % that is slightly lower than that of genomes of K. pneumoniae strains being used for phage propagation. According to the genome structures, sequence similarity and phylogenetic data, the phages are classified within the genus Kp32virus and Kp34virus of subfamily Autographivirinae, family Podoviridae. In the phage genomes, genes encoding proteins with putative motifs of polysaccharide depolymerase were identified. Depolymerase genes of phages KpV71 and KpV74 lytic for hypermucoviscous K. pneumoniae of K1 and K2 capsular type, respectively, were cloned and expressed in Escherichia coli, and the recombinant gene products were purified. The specificity and polysaccharide-degrading activity of the recombinant depolymerases were demonstrated. Copyright © 2017 Elsevier B.V. All rights reserved.

Ca2+-dependent K+ Channels in Exocrine Salivary Glands

Science.gov (United States)

Catalán, Marcelo A.; Peña-Munzenmayer, Gaspar; Melvin, James E.

2014-01-01

In the last 15 years, remarkable progress has been realized in identifying the genes that encode the ion-transporting proteins involved in exocrine gland function, including salivary glands. Among these proteins, Ca2+-dependent K+ channels take part in key functions including membrane potential regulation, fluid movement and K+ secretion in exocrine glands. Two K+ channels have been identified in exocrine salivary glands: 1) a Ca2+-activated K+ channel of intermediate single channel conductance encoded by the KCNN4 gene; and, 2) a voltage- and Ca2+-dependent K+ channel of large single channel conductance encoded by the KCNMA1 gene. This review focuses on the physiological roles of Ca2+-dependent K+ channels in exocrine salivary glands. We also discuss interesting recent findings on the regulation of Ca2+-dependent K+ channels by protein-protein interactions that may significantly impact exocrine gland physiology. PMID:24559652

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

Science.gov (United States)

Amstelveen, Raoul H.

2013-01-01

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

Vitamins K2, K3 and K5 exert antitumor effects on established colorectal cancer in mice by inducing apoptotic death of tumor cells.

Science.gov (United States)

Ogawa, Mutsumi; Nakai, Seiji; Deguchi, Akihiro; Nonomura, Takako; Masaki, Tsutomu; Uchida, Naohito; Yoshiji, Hitoshi; Kuriyama, Shigeki

2007-08-01

Although a number of studies have shown that vitamin K possesses antitumor activities on various neoplastic cell lines, there are few reports demonstrating in vivo antitumor effects of vitamin K, and the antitumor effect on colorectal cancer (CRC) remains to be examined. Therefore, antitumor effects of vitamin K on CRC were examined both in vitro and in vivo. Vitamins K2, K3 and K5 suppressed the proliferation of colon 26 cells in a dose-dependent manner, while vitamin K1 did not. On flow cytometry, induction of apoptosis by vitamins K2, K3 and K5 was suggested by population in sub-G1 phase of the cell cycle. Hoechst 33342 staining and a two-color flow cytometric assay using fluorescein isothiocyanate-conjugated annexin V and propidium iodide confirmed that vitamins K2, K3 and K5 induced apoptotic death of colon 26 cells. Enzymatic activity of caspase-3 in colon 26 cells was significantly up-regulated by vitamins K2, K3 and K5. The pan-caspase inhibitor, benzyloxycarbonyl-Val-Ala-Asp-fluoromethyl ketone, substantially prevented vitamin K-mediated apoptosis. In vivo study using syngeneic mice with subcutaneously established colon 26 tumors demonstrated that intravenous administration of vitamins K2, K3 and K5 significantly suppressed the tumor growth. The number of apoptotic tumor cells was significantly larger in the vitamin K-treated groups than in the control group. These results suggest that vitamins K2, K3 and K5 exerted effective antitumor effects on CRC in vitro and in vivo by inducing caspase-dependent apoptotic death of tumor cells, suggesting that these K vitamins may be promising agents for the treatment of patients with CRC.

Emission analysis of Tb3+ -and Sm3+ -ion-doped (Li2 O/Na2 O/K2 O) and (Li2 O + Na2 O/Li2 O + K2 O/K2 O + Na2 O)-modified borosilicate glasses.

Science.gov (United States)

Naveen Kumar Reddy, B; Sailaja, S; Thyagarajan, K; Jho, Young Dahl; Sudhakar Reddy, B

2018-05-01

Four series of borosilicate glasses modified by alkali oxides and doped with Tb 3+ and Sm 3+ ions were prepared using the conventional melt quenching technique, with the chemical composition 74.5B 2 O 3 + 10SiO 2 + 5MgO + R + 0.5(Tb 2 O 3 /Sm 2 O 3 ) [where R = 10(Li 2 O /Na 2 O/K 2 O) for series A and C, and R = 5(Li 2 O + Na 2 O/Li 2 O + K 2 O/K 2 O + Na 2 O) for series B and D]. The X-ray diffraction (XRD) patterns of all the prepared glasses indicate their amorphous nature. The spectroscopic properties of the prepared glasses were studied by optical absorption analysis, photoluminescence excitation (PLE) and photoluminescence (PL) analysis. A green emission corresponding to the 5 D 4 → 7 F 5 (543 nm) transition of the Tb 3+ ions was registered under excitation at 379 nm for series A and B glasses. The emission spectra of the Sm 3+ ions with the series C and D glasses showed strong reddish-orange emission at 600 nm ( 4 G 5/2 → 6 H 7/2 ) with an excitation wavelength λ exci = 404 nm ( 6 H 5/2 → 4 F 7/2 ). Furthermore, the change in the luminescence intensity with the addition of an alkali oxide and combinations of these alkali oxides to borosilicate glasses doped with Tb 3+ and Sm 3+ ions was studied to optimize the potential alkali-oxide-modified borosilicate glass. Copyright © 2017 John Wiley & Sons, Ltd.

Learning the Brain in Introductory Psychology: Examining the Generation Effect for Mnemonics and Examples

Science.gov (United States)

McCabe, Jennifer A.

2015-01-01

The goal of this research was to determine whether there is a generation effect for learner-created keyword mnemonics and real-life examples, compared to instructor-provided materials, when learning neurophysiological terms and definitions in introductory psychology. Students participated in an individual (Study 1) or small-group (Study 2)…

Study of K-π- inelastic scattering from K-p interactions at 4.2 GeV/c

International Nuclear Information System (INIS)

Voorthuis, H.; Groot, A.J. de; Jongejans, B.; Kluyver, J.C.; Kittel, E.W.; Schotanus, D.J.

1976-01-01

The isospin I=3/2K - π - inelastic scattering cross section is determined from the reactions K - p→Δ ++ (K+pions) -- at 4.2 GeV/c incident K - momentum, using a Chew-Low extrapolation method. The available statistics also allowed a determination of the cross sections for individual K - π - reactions by this method. The total inelastic K - π - scattering cross section is found to increase almost linearly with K - π - mass from - π - →(Kππ) -- contribute to the inelastic cross section; higher multiplicity K - π - interactions start to play a role above this mass. (Auth.)

A Case-Based Curriculum for Introductory Geology

Science.gov (United States)

Goldsmith, David W.

2011-01-01

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

Vitamin K2 for the reversal of warfarin-related coagulopathy.

Science.gov (United States)

Hifumi, Toru; Takada, Hiroaki; Ogawa, Daisuke; Suzuki, Kenta; Hamaya, Hideyuki; Shinohara, Natsuyo; Abe, Yuko; Takano, Koshiro; Kawakita, Kenya; Hagiike, Masanobu; Koido, Yuichi; Kuroda, Yasuhiro

2015-08-01

The American Heart Association/American College of Cardiology Foundation recommends vitamin K1 for warfarin-related coagulopathy. In Japan, vitamin K2 is used more commonly for such purpose. The difference between vitamins K1 and K2 in reversing warfarin-related coagulopathy has not been discussed. Herein, we report a case that was reversed with vitamin K2; alterations in vitamins K1 and K2 levels and coagulation markers are also presented.

Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University

Science.gov (United States)

Etkina, E.; Gibbons, K.; Holton, B. L.; Horton, G. K.

1999-09-01

In order to provide a physics instructional environment in which at-risk students (particularly women and minorities) can successfully learn and enjoy introductory physics, we have introduced Extended General Physics as an option for science, science teaching, and pre-health professions majors at Rutgers University. We have taught the course for the last five years. In this new course, we have used many elements that have been proven to be successful in physics instruction. We have added a new component, the minilab, stressing qualitative experiments performed by the students. By integrating all the elements, and structuring the time the students invest in the course, we have created a successful program for students-at-risk, indeed for all students. Our aim was not only to foster successful mastery of the traditional physics syllabus by the students, but to create a sense of community through the cooperation of students with each other and their instructors. We present a template for implementation of our program elsewhere.

Comparison of vitamins K1, K2 and K3 effects on growth of rat glioma and human glioblastoma multiforme cells in vitro.

Science.gov (United States)

Oztopçu, Pinar; Kabadere, Selda; Mercangoz, Ayşe; Uyar, Ruhi

2004-09-01

Glioblastoma multiforme is characterized as highly invasive and rapidly growing astrocytomas, and scientists have sought for efficient treatment against malignant gliomas for a long time. Therefore, we compared the respond of rat glioma (C6) and glioblastoma multiforme cells derived from two patients to vitamins K1, K2 and K3. The cells were exposed to 100, 250, 500, 750 and 1000 microM of vitamins K1 and K2, and 1, 10, 25, 50, 75 and 100 microM of vitamin K3 for 24 hours in an incubator atmosphere of 5% CO2, 37 degrees C and 100% humidity. Cell viability was estimated by MTT assay. Vitamin K1 showed no growth effect on all the glioma cells examined. Vitamin K2 did not cause any change in number of C6, however induced growth inhibition in a dose-dependent manner on glioblastoma multiforme. The IC50 values of vitamin K2 were 960 microM and 970 microM for glioblastoma multiforme, respectively. Vitamin K3 had also growth inhibitory effect in a dose-dependent manner on both C6 and glioblastoma multiforme. The IC50 values were 41 microM, 24 microM and 23 microM for vitamin K3, respectively. We concluded that vitamin K3 is more effective than vitamin K2 for inhibition of cancer cell growth, and might have an alternative value as an anticancer drug against glioblastoma multiforme.

10 K gate I(2)L and 1 K component analog compatible bipolar VLSI technology - HIT-2

Science.gov (United States)

Washio, K.; Watanabe, T.; Okabe, T.; Horie, N.

1985-02-01

An advanced analog/digital bipolar VLSI technology that combines on the same chip 2-ns 10 K I(2)L gates with 1 K analog devices is proposed. The new technology, called high-density integration technology-2, is based on a new structure concept that consists of three major techniques: shallow grooved-isolation, I(2)L active layer etching, and I(2)L current gain increase. I(2)L circuits with 80-MHz maximum toggle frequency have developed compatibly with n-p-n transistors having a BV(CE0) of more than 10 V and an f(T) of 5 GHz, and lateral p-n-p transistors having an f(T) of 150 MHz.

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

Science.gov (United States)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-01-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

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

Science.gov (United States)

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

2017-01-01

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

SIGKit: Software for Introductory Geophysics Toolkit

Science.gov (United States)

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

2017-12-01

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

An analysis of the performance of a 2.6 kWp building integrated photovoltaic installation

International Nuclear Information System (INIS)

Sulaiman Shaari

2000-01-01

This paper presents a summary of an analysis of the performance results of a 2.6 kWp Building integrated Photovoltaic (BIPV) installation. The building has fifty Siemens M55 photovoltaic (PV) modules integrated as part of the roof of the building, grid-interactive via an SMA inverter. Data have been compiled and a detailed analysis of its performance was done using a dedicated BIPV computer model called PVSYST2.0. It was found that the general performance of the system was at the lower end of the spectrum mainly due to inherent architectural design of the building. This came by way of shading on the modules casted by shadow: of existing roofs of the building, and adverse effects from temperature increases on the modules due to the heating regimes in the building and lack of ventilation of the modules. The problem was exacerbated by an inverter-to-PV size ratio mismatch. In addition there had been some teething problems during the earlier periods of operation. Lessons from this experience are drawn up to serve as a precautionary note in designing other BIPV installations, especially valuable for applications in tropical climate countries, like Malaysia. (Author)

Potassium vanadium selenite, K(VO2)3(SeO3)2

International Nuclear Information System (INIS)

Harrison, W.T.A.; Dussack, L.L.; Jacobson, A.J.

1995-01-01

The hydrothermal synthesis and single-crystal structure of potassium vanadium(V) selenite, K(VO 2 ) 3 (SeO 3 ) 2 , are reported. K(VO 2 ) 3 (SeO 3 ) 2 is a layered phase based on a hexagonal tungsten-oxide-like array of corner-sharing VO 6 octahedra capped by Se atoms, and is isostructural with NH 4 (VO 2 ) 3 (SeO 3 ) 2 . (orig.)

Y2K compliance readiness and contingency planning.

Science.gov (United States)

Stahl, S; Cohan, D

1999-09-01

As the millennium approaches, discussion of "Y2K compliance" will shift to discussion of "Y2K readiness." While "compliance" focuses on the technological functioning of one's own computers, "readiness" focuses on the operational planning required in a world of interdependence, in which the functionality of one's own computers is only part of the story. "Readiness" includes the ability to cope with potential Y2K failures of vendors, suppliers, staff, banks, utility companies, and others. Administrators must apply their traditional skills of analysis, inquiry and diligence to the manifold imaginable challenges which Y2K will thrust upon their facilities. The SPICE template can be used as a systematic tool to guide planning for this historic event.

Introductory Life Science Mathematics and Quantitative Neuroscience Courses

Science.gov (United States)

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…

Does the Choice of Introductory Microeconomics Textbook Matter?

Science.gov (United States)

Pyne, Derek

2007-01-01

The author examines the effects of different introductory microeconomics textbooks on student performance in subsequent economics courses (specifically, Intermediate Microeconomics I and Money and Banking). In some cases, the effects are significant and sizeable. There is also evidence of other variables affecting student performance in later…

Introductory Statistics Education and the National Science Foundation

Science.gov (United States)

Hall, Megan R.; Rowell, Ginger Holmes

2008-01-01

This paper describes 27 National Science Foundation supported grant projects that have innovations designed to improve teaching and learning in introductory statistics courses. The characteristics of these projects are compared with the six recommendations given in the "Guidelines for Assessment and Instruction in Statistics Education (GAISE)…

An Exploration of Student Attitudes and Satisfaction in a GAISE-Influenced Introductory Statistics Course

Science.gov (United States)

Paul, Warren; Cunnington, R. Clare

2017-01-01

We used the Survey of Attitudes Toward Statistics to (1) evaluate using presemester data the Students' Attitudes Toward Statistics Model (SATS-M), and (2) test the effect on attitudes of an introductory statistics course redesigned according to the Guidelines for Assessment and Instruction in Statistics Education (GAISE) by examining the change in…

H2A/K pseudogene mutation may promote cell proliferation

Energy Technology Data Exchange (ETDEWEB)

Guo, Jisheng; Jing, Ruirui; Lv, Xin; Wang, Xiaoyue; Li, Junqiang; Li, Lin; Li, Cuiling; Wang, Daoguang; Bi, Baibing; Chen, Xinjun [Cancer Research Center, Shandong University School of Medicine, Jinan 250012 (China); Yang, Jing-Hua, E-mail: sdu_crc_group1@126.com [Cancer Research Center, Shandong University School of Medicine, Jinan 250012 (China); Department of Surgery, VA Boston Healthcare System, Boston University School of Medicine, Boston 510660, MA (United States)

2016-05-15

Highlights: • The mutant H2A/K pseudogene is active. • The mutant H2A/K pseudogene can promote cell proliferation. - Abstract: Little attention has been paid to the histone H2A/K pseudogene. Results from our laboratory showed that 7 of 10 kidney cancer patients carried a mutant H2A/K pseudogene; therefore, we were interested in determining the relationship between mutant H2A/K and cell proliferation. We used shotgun and label-free proteomics methods to study whether mutant H2A/K lncRNAs affected cell proliferation. Quantitative proteomic analysis indicated that the expression of mutant H2A/K lncRNAs resulted in the upregulation of many oncogenes, which promoted cell proliferation. Further interaction analyses revealed that a proliferating cell nuclear antigen (PCNA)-protein interaction network, with PCNA in the center, contributes to cell proliferation in cells expressing the mutant H2A/K lncRNAs. Western blotting confirmed the critical upregulation of PCNA by mutant H2A/K lncRNA expression. Finally, the promotion of cell proliferation by mutant H2A/K lncRNAs (C290T, C228A and A45G) was confirmed using cell proliferation assays. Although we did not determine the exact mechanism by which the oncogenes were upregulated by the mutant H2A/K lncRNAs, we confirmed that the mutant H2A/K lncRNAs promoted cell proliferation by upregulating PCNA and other oncogenes. The hypothesis that cell proliferation is promoted by the mutant H2A/K lncRNAs was supported by the protein expression and cell proliferation assay results. Therefore, mutant H2A/K lncRNAs may be a new factor in renal carcinogenesis.

New results from T2K

CERN Multimedia

CERN. Geneva

2013-01-01

The Tokai to Kamioka (T2K) experiment is a long baseline neutrino oscillation experiment situated in Japan. A high intensity neutrino beam is produced at the Japan Proton Accelerator Research Complex, in Tokai, Japan. In 2011, the collaboration announced the first indication of muon neutrino to electron neutrino transformation, which was then a new type of neutrino oscillation; now, with 3.5 times more data, this transformation is firmly established. This T2K observation is the first of its kind in that an explicit appearance of a unique flavor of neutrino at a detection point is unequivocally observed from a different flavor of neutrino at its production point. The T2K collaboration also reports a precision measurement of muon neutrino disappearance with an ooff-axis neutrino beam with a peak energy of 0.6 GeV. Near detector is used in both oscillation measurements to constrain the neutrino flux and cross section parameters.

Resolving power test of 2-D K{sup +} K{sup +} interferometry

Energy Technology Data Exchange (ETDEWEB)

Padula, Sandra S.; Roldao, Christiane G. [Instituto de Fisica Teorica (IFT), Sao Paulo, SP (Brazil)

1999-07-01

Adopting a procedure previously proposed to quantitatively study pion interferometry {sup 1} , an equivalent 2-D X{sup 2} analysis was performed to test the resolving power of that method when applied to less favorable conditions, when no significant contribution from long lived resonances is expected, as in kaon interferometry. For that purpose, use is made of the preliminary E859 K{sup +}K{sup +} interferometry data from Si+Au collisions at 14.6 A GeV/c. Less sensitivity is achieved in the present case, although it is shown that it is still possible to distinguish two distinct decoupling geometries. (author)

Nascap-2k Version 4.2 Scientific Documentation

Science.gov (United States)

2014-10-31

electric and magnetic fields inside the sheath. The sheath surface is taken as the equipotential surface at φ = ±θln2. This choice is made because the...models used in the surface charging, potential solution, and particle tracking portions of the code. 15. SUBJECT TERMS Nascap-2k, Spacecraft...PHYSICAL MODELS ............................................................................................................ 2 2.1 Surface Charging from

Different metabolic profiles of K1 serotype and non-serotype K1 and K2 Klebsiella pneumoniae isolates in oral infection mice model.

Science.gov (United States)

Chen, Nan; Wang, Lin-Lin; Xue, Juan; Ma, Xiang-Bo; Zhao, Sheng; Rong, Rui-Xue; Li, Hong-Quan; Ding, Liang; Zheng, Ming-Zhi; Chen, Ying-Ying; Duan, Fei; Shen, Yue-Liang

2014-10-01

K1 or K2 serotype Klebsiella pneumoniae isolate caused clinical pyogenic liver abscess (KLA) infection is prevalent in many areas. It has been identified that K1 or K2 serotype K. pneumoniae isolates caused KLA infection in mice by oral inoculation. In our study, K1 serotype K. pneumoniae isolate Kp1002 with hypermucoviscosity (HV)-positive phenotype caused KLA infection in C57BL/6 mice by oral inoculation. Simultaneously, non-serotype K1 and K2 isolate Kp1014 with HV-negative phenotype failed to cause KLA infection in the same manner. It seems that gastrointestinal tract translocation is the pathway by which K1 or K2 serotype K. pneumoniae caused KLA infection. Liquid chromatography-tandem mass spectrometry was used to further analyze metabolic profile changes in mice with KLA infection. Data showed that after Kp1002 or Kp1014 oral inoculation, serum Phosphatidylcholine (PC) and Lysophosphatidylcholine (LPC) levels significantly changed in mice. Some PC and LPC molecules showed changes both in the Kp1002 KLA group and the Kp1014 no-KLA group compared with the control group. The level of 18:1/18:2-PC significantly changed in the Kp1002 KLA group compared with the control group, but showed no change between the Kp1014 no-KLA group and the control group. The level of 18:1/18:2-PC might have been particularly affected by KLA infection caused by K1 serotype K. pneumoniae Kp1002. It may be a potential biomarker for KLA infection. Copyright © 2014 Elsevier Ltd. All rights reserved.

Phase formation in the Li2MoO4–K2MoO4–In2(MoO4)3 system and crystal structures of new compounds K3InMo4O15 and LiK2In(MoO4)3

International Nuclear Information System (INIS)

Khal’baeva, Klara M.; Solodovnikov, Sergey F.; Khaikina, Elena G.; Kadyrova, Yuliya M.; Solodovnikova, Zoya A.; Basovich, Olga M.

2012-01-01

XRD study of solid-phase interaction in the Li 2 MoO 4 –K 2 MoO 4 –In 2 (MoO 4 ) 3 system was performed. The boundary K 2 MoO 4 –In 2 (MoO 4 ) 3 system is an non-quasibinary join of the K 2 O–In 2 O 3 –MoO 3 system where a new polymolybdate K 3 InMo 4 O 15 isotypic to K 3 FeMo 4 O 15 was found. In the structure (a=33.2905(8), b=5.8610(1), c=15.8967(4) Å, β=90.725(1)°, sp. gr. C2/c, Z=8, R(F)=0.0407), InO 6 octahedra, Mo 2 O 7 diortho groups and MoO 4 tetrahedra form infinite ribbons {[In(MoO 4 ) 2 (Mo 2 O 7 )] 3− } ∞ along the b-axis. Between the chains, 8- to 10-coordinate potassium cations are located. A subsolidus phase diagram of the Li 2 MoO 4 –K 2 MoO 4 –In 2 (MoO 4 ) 3 system was constructed and a novel triple molybdate LiK 2 In(MoO 4 ) 3 was revealed. Its crystal structure (a=7.0087(2), b=9.2269(3), c=10.1289(3) Å, β=107.401(1)°, sp. gr. P2 1 , Z=2, R(F)=0.0280) contains an open framework of vertex-shared MoO 4 tetrahedra, InO 6 octahedra and LiO 5 tetragonal pyramids with nine- and seven-coordinate potassium ions in the framework channels. - Graphical abstract: Exploring the Li 2 MoO 4 –K 2 MoO 4 –In 2 (MoO 4 ) 3 system showed its partial non-quasibinarity and revealed new compounds K 3 InMo 4 O 15 (isotypic to K 3 FeMo 4 O 15 ) and LiK 2 In(MoO 4 ) 3 which were structurally studied. An open framework of the latter is formed by vertex-shared MoO 4 tetrahedra, InO 6 octahedra and LiO 5 tetragonal pyramids. Highlights: ► Subsolidus phase relations in the Li 2 MoO 4 –K 2 MoO 4 –In 2 (MoO 4 ) 3 system were explored. ► The K 2 MoO 4 –In 2 (MoO 4 ) 3 system is a non-quasibinary join of the K 2 O–In 2 O 3 –MoO 3 system. ► New compounds K 3 InMo 4 O 15 and LiK 2 In(MoO 4 ) 3 were obtained and structurally studied. ► K 3 InMo 4 O 15 is isotypic to K 3 FeMo 4 O 15 and carries bands of InO 6 , MoO 4 and Mo 2 O 7 units. ► An open framework of LiK 2 In(MoO 4 ) 3 is formed by polyhedra MoO 4 , InO 6 and LiO 5 .

A kinetic study on the catalysis of KCl, K2SO4, and K2CO3 during oxy-biomass combustion.

Science.gov (United States)

Deng, Shuanghui; Wang, Xuebin; Zhang, Jiaye; Liu, Zihan; Mikulčić, Hrvoje; Vujanović, Milan; Tan, Houzhang; Duić, Neven

2018-07-15

Biomass combustion under the oxy-fuel conditions (Oxy-biomass combustion) is one of the approaches achieving negative CO 2 emissions. KCl, K 2 CO 3 and K 2 SO 4 , as the major potassium species in biomass ash, can catalytically affect biomass combustion. In this paper, the catalysis of the representative potassium salts on oxy-biomass combustion was studied using a thermogravimetric analyzer (TGA). Effects of potassium salt types (KCl, K 2 CO 3 and K 2 SO 4 ), loading concentrations (0, 1, 3, 5, 8 wt%), replacing N 2 by CO 2 , and O 2 concentrations (5, 20, 30 vol%) on the catalysis degree were discussed. The comparison between TG-DTG curves of biomass combustion before and after water washing in both the 20%O 2 /80%N 2 and 20%O 2 /80%CO 2 atmospheres indicates that the water-soluble minerals in biomass play a role in promoting the devolatilization and accelerating the char-oxidation; and the replacement of N 2 by CO 2 inhibits the devolatilization and char-oxidation processes during oxy-biomass combustion. In the devolatilization stage, the catalysis degree of potassium monotonously increases with the increase of potassium salt loaded concentration. The catalysis degree order of the studied potassium salts is K 2 CO 3  > KCl > K 2 SO 4 . In the char-oxidation stage, with the increase of loading concentration the three kinds of potassium salts present inconsistent change tendencies of the catalysis degree. In the studied loading concentrations from 0 to 8 wt%, there is an optimal loading concentration for KCl and K 2 CO 3 , at 3 and 5 wt%, respectively; while for K 2 SO 4 , the catalysis degree on char-oxidation monotonically increases with the loading potassium concentration. For most studied conditions, regardless of the potassium salt types or the loading concentrations or the combustion stages, the catalysis degree in the O 2 /CO 2 atmosphere is stronger than that in the O 2 /N 2 atmosphere. The catalysis degree is also affected by the O 2

Using Web 2.0 for health promotion and social marketing efforts: lessons learned from Web 2.0 experts.

Science.gov (United States)

Dooley, Jennifer Allyson; Jones, Sandra C; Iverson, Don

2014-01-01

Web 2.0 experts working in social marketing participated in qualitative in-depth interviews. The research aimed to document the current state of Web 2.0 practice. Perceived strengths (such as the viral nature of Web 2.0) and weaknesses (such as the time consuming effort it took to learn new Web 2.0 platforms) existed when using Web 2.0 platforms for campaigns. Lessons learned were identified--namely, suggestions for engaging in specific types of content creation strategies (such as plain language and transparent communication practices). Findings present originality and value to practitioners working in social marketing who want to effectively use Web 2.0.

Phase diagrams and physicochemical properties of Li+,K+(Rb+)//borate-H2O systems at 323 K

Science.gov (United States)

Feng, Shan; Yu, Xudong; Cheng, Xinglong; Zeng, Ying

2017-11-01

The phase and physicochemical properties diagrams of Li+,K+(Rb+)//borate-H2O systems at 323 K were constructed using the experimentally measured solubilities, densities, and refractive indices. The Schreinemakers' wet residue method and the X-ray diffraction were used for the determination of the compositions of solid phase. Results show that these two systems belong to the hydrate I type, with no solid solution or double salt formation. The borate phases formed in our experiments are RbB5O6(OH)4 · 2H2O, Li2B4O5(OH)4 · H2O, and K2B4O5(OH)4 · 2H2O. Comparison between the stable phase diagrams of the studied system at 288, 323, and 348 K show that in this temperature range, the crystallization form of salts do not changed. With the increase in temperature, the crystallization field of Li2B4O5(OH)4 · H2O salt at 348 K is obviously larger than that at 288 K. In the Li+,K+(Rb+)//borate-H2O systems, the densities and refractive indices of the solutions (at equilibrium) increase along with the mass fraction of K2B4O7 (Rb2B4O7), and reach the maximum values at invariant point E.

The Student Video Productions Handbook. A Guide to Planning and Teaching Student Video Productions.

Science.gov (United States)

Druce, Michael; Walker, Bob, Ed.

This handbook provides novice video production teachers with a basic course outline containing information, activities, and lessons for use with high school students in an introductory television course. The contents are divided into five major sections: (1) before class begins, (2) preproduction, (3) production, (4) postproduction, and (5) the…

A 2.5-kW industrial CO2 laser

Science.gov (United States)

Golov, V. K.; Ivanchenko, A. I.; Krasheninnikov, V. V.; Ponomarenko, A. G.; Shepelenko, A. A.

1986-06-01

A fast-flow laser is reported in which the active medium is excited by a self-sustained dc discharge produced by an electric-discharge device with nonsectioned electrodes. In the laser, two discharge gaps are formed by a flat anode and two cathodes, one on each side of the anode. A gas mixture is driven through the gasdynamic channel by a centrifugal fan rotating at 6000 rpm/min. With a mixture of CO2:N2:He = 2.5:7.5:5 mm Hg, the rated power is 2.5 kW; the maximum power is 4 kW with the mixture 2.5:7.5:10 mm Hg. The general design of the laser is described, and its principal performance characteristics are given.

Incentive Matters!--The Benefit of Reminding Students about Their Academic Standing in Introductory Economics Courses

Science.gov (United States)

Chen, Qihui; Okediji, Tade O.

2014-01-01

In this article, the authors illustrate how incentives can improve student performance in introductory economics courses. They implemented a policy experiment in a large introductory economics class in which they reminded students who scored below an announced cutoff score on the midterm exam about the risk of failing the course. The authors…

Design, construction, and operation of SciFi tracking detector for K2K experiment

International Nuclear Information System (INIS)

Suzuki, A.; Park, H.; Aoki, S.; Echigo, S.; Fujii, K.; Hara, T.; Iwashita, T.; Kitamura, M.; Kohama, M.; Kume, G.; Onchi, M.; Otaki, T.; Sato, K.; Takatsuki, M.; Takenaka, K.; Tanaka, Y.; Tashiro, K.; Inagaki, T.; Kato, I.; Mukai, S.; Nakaya, T.; Nishikawa, K.; Sasao, N.; Shima, A.; Yokoyama, H.; Chikamatsu, T.; Hayato, Y.; Ishida, T.; Ishii, T.; Ishino, H.; Jeon, E.J.; Kobayashi, T.; Lee, S.B.; Nakamura, K.; Oyama, Y.; Sakai, A.; Sakuda, M.; Tumakov, V.; Fukuda, S.; Fukuda, Y.; Ishizuka, M.; Itow, Y.; Kajita, T.; Kameda, J.; Kaneyuki, K.; Kobayashi, K.; Kobayashi, Y.; Koshio, Y.; Miura, M.; Moriyama, S.; Nakahata, M.; Nakayama, S.; Obayashi, Y.; Okada, A.; Sakurai, N.; Shiozawa, M.; Suzuki, Y.; Takeuchi, H.; Takeuchi, Y.; Totsuka, Y.; Toshito, T.; Yamada, S.; Miyano, K.; Nakamura, M.; Tamura, N.; Nakano, I.; Yoshida, M.; Kadowaki, T.; Kishi, S.; Yokoyama, H.; Maruyama, T.; Etoh, M.; Nishijima, K.; Bhang, H.C.; Khang, B.H.; Kim, B.J.; Kim, H.I.; Kim, J.H.; Kim, S.B.; So, H.; Yoo, J.H.; Choi, J.H.; Jang, H.I.; Jang, J.S.; Kim, J.Y.; Lim, I.T.; Pac, M.Y.; Kearns, E.; Scholberg, K.; Stone, J.L.; Sulak, L.R.; Walter, C.W.; Casper, D.; Gajewski, W.; Kropp, W.; Mine, S.; Sobel, H.; Vagins, M.; Matsuno, S.; Hill, J.; Jung, C.K.; Martens, K.; Mauger, C.; McGrew, C.; Sharkey, E.; Yanagisawa, C.; Berns, H.; Boyd, S.; Wilkes, J.; Kielczewska, D.; Golebiewska, U.

2000-01-01

We describe the construction and performance of a scintillating fiber detector used in the near detector for the K2K (KEK to Kamioka, KEK E362) long baseline neutrino oscillation experiment. The detector uses 3.7 m long and 0.692 mm diameter scintillating fiber coupled to image-intensifier tubes (IIT), and a CCD camera readout system. Fiber sheet production and detector construction began in 1997, and the detector was commissioned in March 1999. Results from the first K2K runs confirm good initial performance: position resolution is estimated to be about 0.8 mm, and track finding efficiency is 98±2% for long tracks (i.e., those which intersect more than 5 fiber planes). The hit efficiency was estimated to be 92±2% using cosmic-ray muons, after noise reduction at the offline stage. The possibility of using the detector for particle identification is also discussed

Student Understanding of Gravity in Introductory College Astronomy

Science.gov (United States)

Williamson, Kathryn E.; Willoughby, Shannon

2012-01-01

Twenty-four free-response questions were developed to explore introductory college astronomy students' understanding of gravity in a variety of contexts, including in and around Earth, throughout the solar system, and in hypothetical situations. Questions were separated into three questionnaires, each of which was given to a section of…

Graphical User Interface Programming in Introductory Computer Science.

Science.gov (United States)

Skolnick, Michael M.; Spooner, David L.

Modern computing systems exploit graphical user interfaces for interaction with users; as a result, introductory computer science courses must begin to teach the principles underlying such interfaces. This paper presents an approach to graphical user interface (GUI) implementation that is simple enough for beginning students to understand, yet…

The European Public Prosecutor's Office (EPPO): Introductory Remarks

NARCIS (Netherlands)

Vervaele, J.A.E.

2018-01-01

These introductory remarks deal with the reasons why the EPPO is perceived by some as a controversial body. These reasons are mirrored with the problem identification and the causes thereof. The size of EU fraud and related corruption and money laundering, both at the income and expenditure side, is

Introductory Level Problems Illustrating Concepts in Pharmaceutical Engineering

Science.gov (United States)

McIver, Keith; Whitaker, Kathryn; De Delva, Vladimir; Farrell, Stephanie; Savelski, Mariano J.; Slater, C. Stewart

2012-01-01

Textbook style problems including detailed solutions introducing pharmaceutical topics at the level of an introductory chemical engineering course have been created. The problems illustrate and teach subjects which students would learn if they were to pursue a career in pharmaceutical engineering, including the unique terminology of the field,…

CCT-K2.1: NRC/VNIIFTRI bilateral comparison of capsule-type standard platinum resistance thermometers from 13.8 K to 273.16 K

Energy Technology Data Exchange (ETDEWEB)

Hill, K.D.; Steele, A.G. [National Research Council of Canada, Institute for National Measurement Standards, Ottawa, ON (Canada); Dedikov, Y.A.; Shkraba, V.T. [Institute for Physical-Technical and Radiotechnical Measurements (VNIIFTRI), Moscow (Russian Federation)

2005-04-01

The Consultative Committee for Thermometry Key Comparison 2 (CCT-K2) results were published two years ago (2002 Metrologia 39 551-71). NRC served as the pilot laboratory for CCT-K2 and remains able to provide a scale and measurement system suitable for performing bilateral comparisons linked to the original key comparison results. In March 2003, measurements of two VNIIFTRI 100 {omega} capsule-style platinum resistance thermometers (CSPRTs), S/N 356 and 476, were undertaken to relate their local calibration to the results from the CCT-K2 exercise. The NRC Leeds and Northrup (L and N) CSPRT S/N 1872174 provides the link to the CCT-K2 results. The three CSPRTs were compared at the eight defining cryogenic temperatures of the International Temperature Scale of 1990 (ITS-90) in the range from 13.8033 K to 273.16 K. The reader is referred to the full text of the CCT-K2 report for a detailed explanation of the methodology employed for the comparison. Only the details unique to the measurements reported here will be addressed in this article. The NRC/VNIIFTRI bilateral comparison of capsule-style platinum resistance thermometers over the range 13.8 K to 273.16 K has revealed calibrations at VNIIFTRI to be in agreement with the KCRV of CCT-K2 within the expanded uncertainty for all temperatures of the comparison with the exception of the triple point of hydrogen at 13.8033 K. One of the two CSPRTs supplied by VNIIFTRI was found to be discrepant as revealed by differences at the triple point of water and at the lowest temperatures of the comparison, and was therefore excluded from further analysis. The linkage to the CCT-K2 data supports the evaluation of the VNIIFTRI CMCs in Appendix C of the KCDB. (authors)

First order error corrections in common introductory physics experiments

Science.gov (United States)

Beckey, Jacob; Baker, Andrew; Aravind, Vasudeva; Clarion Team

As a part of introductory physics courses, students perform different standard lab experiments. Almost all of these experiments are prone to errors owing to factors like friction, misalignment of equipment, air drag, etc. Usually these types of errors are ignored by students and not much thought is paid to the source of these errors. However, paying attention to these factors that give rise to errors help students make better physics models and understand physical phenomena behind experiments in more detail. In this work, we explore common causes of errors in introductory physics experiment and suggest changes that will mitigate the errors, or suggest models that take the sources of these errors into consideration. This work helps students build better and refined physical models and understand physics concepts in greater detail. We thank Clarion University undergraduate student grant for financial support involving this project.

Evolution of Student Knowledge in a Traditional Introductory Classroom

Science.gov (United States)

Sayre, Eleanor C.; Heckler, Andrew F.

2008-10-01

In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.

QM/MM Calculations with deMon2k

Directory of Open Access Journals (Sweden)

Dennis R. Salahub

2015-03-01

Full Text Available The density functional code deMon2k employs a fitted density throughout (Auxiliary Density Functional Theory, which offers a great speed advantage without sacrificing necessary accuracy. Powerful Quantum Mechanical/Molecular Mechanical (QM/MM approaches are reviewed. Following an overview of the basic features of deMon2k that make it efficient while retaining accuracy, three QM/MM implementations are compared and contrasted. In the first, deMon2k is interfaced with the CHARMM MM code (CHARMM-deMon2k; in the second MM is coded directly within the deMon2k software; and in the third the Chemistry in Ruby (Cuby wrapper is used to drive the calculations. Cuby is also used in the context of constrained-DFT/MM calculations. Each of these implementations is described briefly; pros and cons are discussed and a few recent applications are described briefly. Applications include solvated ions and biomolecules, polyglutamine peptides important in polyQ neurodegenerative diseases, copper monooxygenases and ultra-rapid electron transfer in cryptochromes.

Toward equity through participation in Modeling Instruction in introductory university physics

Science.gov (United States)

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

2010-06-01

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

Toward equity through participation in Modeling Instruction in introductory university physics

Directory of Open Access Journals (Sweden)

Eric Brewe

2010-05-01

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

Prevention of vitamin K deficiency bleeding in breastfed infants: lessons from the Dutch and Danish biliary atresia registries

DEFF Research Database (Denmark)

Hasselt, P.M. van; Koning, T.J. de; Vries, E. de

2008-01-01

OBJECTIVE: Newborns routinely receive vitamin K to prevent vitamin K deficiency bleeding. The efficacy of oral vitamin K administration may be compromised in infants with unrecognized cholestasis. We aimed to compare the risk of vitamin K deficiency bleeding under different prophylactic regimens...... in infants with biliary atresia. PATIENTS AND METHODS: From Dutch and Danish national biliary atresia registries, we retrieved infants who were either breastfed and received 1 mg of oral vitamin K at birth followed by 25 microg of daily oral vitamin K prophylaxis (Netherlands, 1991-2003), 2 mg of oral...... vitamin K at birth followed by 1 mg of weekly oral prophylaxis (Denmark, 1994 to May 2000), or 2 mg of intramuscular prophylaxis at birth (Denmark, June 2000-2005) or were fed by formula. We determined the absolute and relative risk of severe vitamin K deficiency and vitamin K deficiency bleeding...

Electrochemical Behavior of Molten V2O5-K2S2O7-KHSO4 Systems

DEFF Research Database (Denmark)

Petrushina, Irina; Bjerrum, Niels; Berg, Rolf W.

1997-01-01

The electrochemical behavior of K2S2O7-KHSO4-V2O5, K2S2O7-V2O4 and K2S2O7-KHSO4-V2O4 melts was studied in argon and SO2/air atmospheres using a gold electrode. In order to identify the voltammetric waves due to KHSO4, molten KHSO4 and mixtures of K2S2O7-KHSO4 were investigated by voltammetry...

Governance of CO2 markets: Lessons from the EU ETS

International Nuclear Information System (INIS)

Perthuis, Christian de; Trotignon, Raphael

2014-01-01

The European emissions trading scheme (EU ETS) is the centerpiece of Europe's climate policy. The system has been undermined variously by the weakness of its regulation, an undesirable overlap with other public policies and the far-reaching economic and financial crisis that caused the market price of allowances to plunge. This article attempts to identify the conditions for making the coming years of the EU ETS a success. It draws historical lessons from the eight years the scheme has been in operation, and then presents the various interventions by the public authorities currently under discussion in order to revive the market. Finally, the article proposes to draw lessons from monetary policy by outlining what might be the mandate of an Independent Carbon Market Authority, with responsibility for the dynamic management of the supply of allowances, and whose main mission would be to ensure the optimal linkage between the different temporal horizons of the climate strategy. This article could provide important lessons for schemes developing in the rest of the world, especially in South Korea or in China. - Highlights: • History suggest that ex ante expectations tend to overestimate the constraint. • Economic conditions, policy overlaps, and Kyoto credits cause the current weakness. • “Set aside” or “backloading” does not resolve structural issues. • Changing/extending the reduction target is necessary but not sufficient. • An independent authority could ensure the credibility of the constraint over time

Measuring the impact of an instructional laboratory on the learning of introductory physics

OpenAIRE

Wieman, Carl; Holmes, N. G.

2015-01-01

We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying instructional lab course. The lab courses were fairly conventional, although they focused on supporting the mastery of a subset of the introductory physics topics covered in the associated course. Performance between students who did and did not take the lab cour...

Excerpts from the introductory statement. IAEA Board of Governors. Vienna, 18 March 2002

International Nuclear Information System (INIS)

ElBaradei, M.

2002-01-01

Excerpts are given from the Introductory Statement to the Board of Governors by the IAEA Director General Dr. Mohamed ElBaradei. Major topics covered in his introductory remarks include: protection against terrorism, nuclear technology, water resource management, application of sterile insect technique, human health, nuclear power, radioactive waste management, management of nuclear knowledge, nuclear safety, safety of radioactive sources, safeguards agreements and additional protocols, conceptual framework for integrated safeguards, Democratic People's Republic of Korea, and Iraq

Design of a large 2.0 k refrigerator for CEBAF

International Nuclear Information System (INIS)

Parish, H.; Hood, C.; Kreinbrink, K.; Appleton, W.; Gistau, G.

1991-01-01

The CEBAF refrigerator is designed to produce 4,620 watts of refrigeration at 2.0 K, another 180 watts at 2.14 K plus 4.5 K liquid and higher temperature cooling for shields. Several design features are described, including a modular concept for the 2 K and 4.5 K refrigerator sections and the use of multistage centrifugal cryogenic compressors to achieve the 2 K. The development program for the centrifugal cryogenic compressors is discussed. Some startup information is also provided

The role of applied physics in American introductory physics courses

Science.gov (United States)

Poduska, Ervin L.; Lunetta, Vincent N.

1984-09-01

To what extent should technology and applied physics be included in introductory physics courses? What is the proper balance between pure and applied physics? Should physics teachers devote precious time to socially relevant issues like nuclear power and alternative sources of energy? How much time should be spent, if any, on applications that are more relevant to the student's world like cars, music, television and refrigeration? Does including applications reduce or enhance student understanding of important classical topics? A response to these questions must be based on goals for physics teaching, on knowledge of how students learn and on the nature of the physics discipline. Since there is not enough time to teach everything in an introductory course, priorities must be determined.

Y2K compliance countdown.

Science.gov (United States)

Arlotto, P W

1999-01-01

The new century brings unique challenges--especially Y2K compliance. This article presents nurse managers and executives with an overview of the issues and action steps to keep their organizations on track.

Teaching Introductory Weather and Climate Using Popular Movies

Science.gov (United States)

Yow, Donald M.

2014-01-01

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

Rhetorical Analysis as Introductory Speech: Jumpstarting Student Engagement

Science.gov (United States)

Malone, Marc P.

2012-01-01

When students enter the basic public speaking classroom,When students enter the basic public speaking classroom, they are asked to develop an introductory speech. This assignment typically focuses on a speech of self-introduction for which there are several pedagogical underpinnings: it provides an immediate and relatively stress-free speaking…

The Effect of Vocabulary on Introductory Microbiology Instruction

Science.gov (United States)

Richter, Emily

2011-01-01

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

Assessing Expertise in Introductory Physics Using Categorization Task

Science.gov (United States)

Mason, Andrew; Singh, Chandralekha

2011-01-01

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

Learning Styles and Student Performance in Introductory Economics

Science.gov (United States)

Brunton, Bruce

2015-01-01

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

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

Directory of Open Access Journals (Sweden)

Rex Karsten

1998-01-01

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

Lecturers' Perspectives on How Introductory Economic Courses Address Sustainability

Science.gov (United States)

Green, Tom L.

2015-01-01

Purpose: The purpose of this article is to explore sustainability commitments' potential implications for the curriculum of introductory economics courses. Universities have signed the Talloires Declaration, committing themselves to promoting students' environmental literacy and ecological citizenship, thereby creating pressure to integrate…

Specificity of the Spectrophotometry for Detecting Aminopolyether K2.2.2 in 18F-FDG

Directory of Open Access Journals (Sweden)

ZHANG Jin-ming

2015-11-01

Full Text Available 氨基聚醚(K2.2.2含量是18F-FDG质控中的关键指标，比较了两种常用测量K2.2.2方法的专属性。分别采用分光光度计和半定量TLC 碘显色法测量了14个样品，其中9个阴性样品、2个阳性样品和3个供试品，并与LC-MS/MS测量对比。结果显示：9个阴性样品经分光光度计法测量均为阳性，K2.2.2的测量结果在6.7～470.0 μg/mL；2个阳性样品结果偏高（53，73 μg/mL），3个供试品的K2.2.2含量在14.3~19.2 μg/mL；半定量TLC 碘显色法测量9个阴性样品结果为阴性,2个阳性样品半定量结果与实际一致,3个供试品的K2.2.2含量低于10 μg/mL;LC-MS/MS法测量的14个样品的结果与半定量TLC 碘显色法的结果一致。以上结果表明，半定量TLC 碘显色法测量K2.2.2的专属性较好，适用于测量18F-FDG溶液中K2.2.2含量。

The exoplanet population revealed by K2

Science.gov (United States)

Barentsen, Geert; Dotson, Jessie; Colon, Knicole; Hedges, Christina; Team K2

2018-01-01

NASA's K2 survey has expanded the legacy of the Kepler mission by using the repurposed spacecraft to probe short-period planets around a more diverse population of stars: probing nearby dwarfs through distant giants; young pre-main sequence stars through evolved white dwarfs; halo stars through bulge members. I will review the star and planet population sampled by K2 across 16 fields so far, highlighting several characteristics, caveats, and unexplored uses of the public data set along the way. With fuel expected to run out in 2018, I will discuss the closing Campaigns, highlight the final target selection opportunities, and explain the data archive and TESS-compatible software tools the K2 mission intends to leave behind for posterity.

Soil Science Society of America - K-12 Outreach

Science.gov (United States)

Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

2013-04-01

The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

Final design of kaon beam K2 at KEK

International Nuclear Information System (INIS)

Kurokawa, Shin-ichi; Yamamoto, Akira.

1977-09-01

Final design of the 2.3 GeV/c kaon beam K2 is given. The K2 beam starts from the production target in slow extracted beam. Momentum range is 1 GeV/c through 2.3 GeV/c. Nominal total beam length is 27.9 m and solid-angle momentum acceptance is 6.25 msr%ΔP/P. Using a platinum target of diameter 3 mm and length 6 cm, 2.0 GeV/c beam fluxes of 1.0 x 10 6 K + and 5.2 x 10 5 K - per 10 12 13 GeV/c incident protons are expected at the final focus. (auth.)

New results from T2K

Science.gov (United States)

Longhin, A.

2017-12-01

The T2K experiment is a 295-km long-baseline neutrino experiment in Japan employing an off-axis muon neutrino beam with a 0.6 GeV peak energy. The beam, produced from 30-GeV protons at the J-PARC complex on the Pacific coast, is directed to the Super-Kamiokande detector. T2K released the first long-baseline measurement of a nonzero value for the θ13 mixing parameter through the observation of electron neutrino appearance (vµ → ve) and produced the most precise measurement of θ23 through the observation of muon neutrino disappearance (vµ → vµ). T2K data, in combination with reactor experiments, also excludes at 90% C.L. a significant region of the Dirac CP phase: δCP -0.49(-0.98) for the normal (inverted) hierarchy. A full joint appearance and disappearance fit including both neutrino (7×1020 protons on target, PoT) and anti-neutrino (4 × 1020 PoT) data and, for the first time, a constraint from water target data in the near detector, is presented yielding improved sensitivity on δCP and improved precision on sin2 2θ23 and the atmospheric mass splitting.

Lesson study on 2nd grader of elementary school to improve the student’s numeracy skill

Science.gov (United States)

Prabowo, A.; Asih; Jumardi

2018-03-01

The purpose of this research is to find the most appropriate learning media of multiplication and division for the 2nd graders of elementary school. The study used the steps in the lesson study, Plan-Do-See. Data were taken using observation instruments, video documentation, and learning evaluation tools. Initially, teachers used gravel as media of multiplication and division. Students can solve numeracy problems when they learn by those media. In test, 80% of students were failure when the teacher evaluates them. By involving experts and partner teachers at school, classroom teachers can solve problems by discover multiplication and division media with the drawing media created by the students themselves. At the end of the lesson, 100% of students have mastered multiplication and division with the media.

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding

Directory of Open Access Journals (Sweden)

Susan Merkel

2012-02-01

Full Text Available The number of students who leave majors in science, technology, engineering, and mathematics (STEM due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding.

Science.gov (United States)

Merkel, Susan

2012-01-01

The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.

Fundamentals of Aerospace Engineering: An introductory course to aeronautical engineering

OpenAIRE

Soler, Manuel

2014-01-01

Fundamentals of Aerospace Engineering is a text book that provides an introductory, thorough overview of aeronautical engineering, and it is aimed at serving as reference for an undergraduate course on aerospace engineering.

Construction of non-viral vector (mPEG5k-PCL1.2k)1.4-g-PEI10k and its gene delivery efficacy in vitro

OpenAIRE

Wei HUANG; Ming LV; Zhong-gao GAO; Ming-ji JIN; Fei-fei YANG; Yu-li WANG

2011-01-01

Objective To construct(mPEG5k-PCL1.2k)1.4-g-PEI10k,a copolymer designed as delivery vector for non-viral gene therapy,and explore its cytotoxicity and efficacy in delivery of plasmid DNA(pDNA).Methods The copolymer,mPEG5k-PCL1.2k-OH,was prepared by ring-opening polymerization and then followed by a conversion of hydroxyl terminal(-OH) into N-hydroxysuccinimide(NHS) to prepare mPEG5k-PCL1.2k-NHS.One of the branches,PEI10k,was then reacted with mPEG5k-PCL1.2k-NHS to synthesize a ternary copolym...

Introductory Psychology Textbooks: An Objective Analysis and Update.

Science.gov (United States)

Griggs, Richard A.; Jackson, Sherri L.; Christopher, Andrew N.; Marek, Pam

1999-01-01

Explores changes in the introductory psychology textbook market through an analysis of edition, author, length, and content coverage of the volumes that comprise the current market. Finds a higher edition average, a decrease in the number of authors, an increase in text pages, and a focus on developmental psychology and sensation/perception. (CMK)

Introducing the Cloud in an Introductory IT Course

Science.gov (United States)

Woods, David M.

2018-01-01

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

Using R for introductory statistics

CERN Document Server

Verzani, John

2014-01-01

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

Raman Spectroscopy evidence of 1:1:1 complex formation during dissolution of WO3 : K2SO4 in a melt of K2S2O7

DEFF Research Database (Denmark)

Berg, Rolf W.; Maijó Ferré, Irene

2005-01-01

The dissolution reaction of solid WO3 into a melt consisting of a 1:1 molar mixture of K2S2O7 and K2SO4 was studied by Raman spectroscopy. It was found that a new compound was formed, dimeric K8[(WO2)2(m-SO4)2(SO4)4]. The assigned Raman spectrum is given. Extended abstract of Poster presented...

Introductory Physics Gender Gaps: Pre- and Post-Studio Transition

Science.gov (United States)

Kohl, Patrick B.; Kuo, H. Vincent

2009-11-01

Prior work has characterized the gender gaps present in college-level introductory physics courses. Such work has also shown that research-based interactive engagement techniques can reduce or eliminate these gender gaps. In this paper, we study the gender gaps (and lack thereof) in the introductory calculus-based electricity and magnetism course at the Colorado School of Mines. We present eight semesters' worth of data, totaling 2577 students, with four semesters preceding a transition to Studio physics, and four following. We examine gender gaps in course grades, DFW (D grade, fail, or withdrawal) rates, and normalized gains on the Conceptual Survey of Electricity and Magnetism (CSEM), and consider factors such as student ACT scores and grades in prior math classes. We find little or no gap in male/female course grades and DFW rates, but substantial gaps in CSEM gains that are reduced somewhat by the transition to Studio physics.

Kepler: A Search for Terrestrial Planets. K2 Handbook

Science.gov (United States)

Van Cleve, Jeffrey; Bryson, Steve

2017-01-01

The Kepler spacecraft was repurposed for the K2 mission a year after the failure of the second of Kepler's four reaction wheels in 2013 May. The purpose of this document, the K2 Handbook (K2H), is to describe features of K2 operations, performance, data analysis, and archive products which are common to most K2 campaigns, but different in degree or kind from the corresponding features of the Kepler mission.The K2 Handbook is meant to be read with the following companion documents, which are all publicly available:1. Kepler Instrument Handbook (KSCI-19033) provides information about the design, performance and operational constraints of the instrument and an overview of the types of pixel data that are available.2. Kepler Data Processing Handbook (KSCI-19081) describes how pixels downloaded from the spacecraft are converted by the Kepler Data Processing Pipeline into the data products available at the MAST archive3. Kepler Archive Manual (KDMC-100008) describes the format and content of the data products and how to search for them.4. Kepler Data Characteristics Handbook (KSCI-19040) describes recurring non-astrophysical features of the Kepler data due to instrument signatures, spacecraft events or solar activity and explains how these characteristics are handled by the Kepler pipeline.5. The Ecliptic Plane Input Catalog describes the provenance of the positions and Kepler magnitudes used for target management and aperature photometry.6. K2 Data Release Notes (DRN) are on-line documents available on the K2 science website which describe the data inventory, instrumental signatures and events peculiar to individual observing campaigns.

Implementing New Reform Guidelines in Teaching Introductory College Statistics Courses

Science.gov (United States)

Everson, Michelle; Zieffler, Andrew; Garfield, Joan

2008-01-01

This article introduces the recently adopted Guidelines for the Assessment and Instruction in Statistics Education (GAISE) and provides two examples of introductory statistics courses that have been redesigned to better align with these guidelines.

Raman Spectroscopy Evidence of 1:1:1 Complex Formation during Dissolution of WO3 in a Melt of K2S2O7: K2SO4

DEFF Research Database (Denmark)

Berg, Rolf W.; Ferré, Irene Maijó; Schäffer, Susan Jeanne Cline

2006-01-01

Highly inert yellow solid WO3 was found to be soluble in considerable amounts in molten K2S2O7 at elevated temperatures (650 8C), if only similar molar amounts of sulfates were also present. The dissolution reaction of WO3 into a melt consisting of a 1:1 molar mixture of K2S2O7 and K2SO4...

Lessons learned from the K computer project—from the K computer to Exascale

International Nuclear Information System (INIS)

Oyanagi, Yoshio

2014-01-01

The history of the supercomputers in Japan and the U.S. is briefly summarized and the difference between the two is discussed. The development of the K Computer project in Japan is described as compared to other PetaFlops projects. The difficulties to be solved in the Exascale computer project now being developed are discussed

Temperature dependence of muonium spin exchange with O2 in the range 88 K to 478 K

International Nuclear Information System (INIS)

Senba, M.; Garner, D.M.; Arseneau, D.J.; Fleming, D.G.

1984-01-01

The authors have extended an earlier study of the spin exchange reactions of Mu with O 2 in the range 295 K to 478 K, to a low temperature region down to 88 K. From 135 K to 296 K, the spin depolarization rate constant was found to vary according to the relative velocity of the colliding species, which indicates that the spin exchange cross section of Mu-O 2 is temperature independent in this range. However, it was found that below 105 K and above 400 K, the spin depolarization rate constant tends to have stronger temperature dependences. (Auth.)

With a 2k-ADC to 4k-spectrometry via two biased amplifiers

Energy Technology Data Exchange (ETDEWEB)

Goerner, W; Kleeberg, H [Zentralinstitut fuer Kernforschung, Rossendorf bei Dresden (German Democratic Republic)

1978-01-12

In order to obtain the double digital spread in high resolution nuclear spectrometry, two biased amplifiers were linked in parallel mode to the 10 V-input of a 2k-ADC. The arrangement works like a hybrid (1 bit scale - 11 bits Wilkinson) converter. A careful adjustment of the two bias levels (approximately 0V and approximately 6V) and the post-amplification (approximately 2) delivered a good linearity of the 4k-spectrum.

Y2K: the moment of truth.

Science.gov (United States)

Chepesiuk, R

1999-05-01

It remains to be seen whether the world will move in time to fix the Y2K bug, or whether computers around the world will shut down when the clock strikes midnight on 31 December 1999. Y2K could have a serious impact on environmental facilities, particularly given the extent to which computer software and microchips are now involved in pollution control and environmental monitoring and protection systems.

The collision cross sections for excitation energy transfer in Rb*(5P3/2)+K(4S1/2)→Rb(5S1/2)+K*(4PJ) processes

International Nuclear Information System (INIS)

Horvatic, V.; Vadla, C.; Movre, M.

1993-01-01

The collisional excitation transfer for the processes Rb * (5P 3/2 ) + K(4S 1/2 ) → Rb(5S 1/2 ) + K * (4P J ), J = 1/2, 3/2, was investigated using two-photon laser excitation techniques with a thermionic heat-pipe diode as a detector. The population densities of the K 4P J levels induced by collisions with excited Rb atoms as well as those produced by direct laser excitation of the potassium atoms were probed through the measurement of the thermionic signals generated due to the ionization of the potassium atoms emerging from the K(4P J ) → K(7S 1/2 ) excitation channel. (orig./WL)

Assessing Factors That Influence the Recruitment of Majors from Introductory Geology Classes at Northern Arizona University

Science.gov (United States)

Hoisch, Thomas D.; Bowie, James I.

2010-01-01

In order to guide the formulation of strategies for recruiting undergraduates into the geology program at Northern Arizona University, we surveyed 783 students in introductory geology classes and 23 geology majors in their junior and senior years. Our analysis shows that ~7% of students in the introductory classes are possible candidates for…

Study of the expected performance of the T2K experiment on muon neutrino to electron neutrino oscillation using data from K2K experiment

International Nuclear Information System (INIS)

Fechner, M.

2006-05-01

T2K is a neutrino oscillation experiment that will use the intense 2.5 degrees off-axis ν μ beam produced at J-PARC (Japan). The far detector is Super-Kamiokande (SK), the 50 kt water Cherenkov detector located 295 km from J-PARC. The goal is to search for ν e appearance, which will bring new information on θ 13 . The main background for ν e appearance comes from intrinsic beam ν e events (∼ 55%), and from mis-identified neutral current π 0 events (∼ 45%); near detectors are needed to measure these background components before oscillation. A detector complex (2KM) including a water Cherenkov detector, located ∼ 1.8 km away from the source is under active study. This distance is advantageous because the neutrino spectrum is only a few percent different from that of SK, thereby reducing extrapolation systematics. In order to match SK performance, the water Cherenkov detector was designed with ∼ 5600 8-inch photo-multiplier tubes, after studies based on full simulation tuned to K2K data. The water Cherenkov reconstruction algorithms, mainly particle identification and e/π 0 separation, were also studied at 2KM. Studies of ν e appearance in the water Cherenkov detector show that using simple scaling extrapolation we conservatively predict 23.0 ± 8.0% (stat + syst) background events at SK for 5. 10 21 p.o.t., in excellent agreement with the 23.8 background events obtained from an independent simulation of SK. The 2KM detector can achieve background subtraction to better than 10% accuracy, sufficient for T2K phase I. Detailed sensitivity studies, including all the relevant sources of systematics, show that the 2KM detector improves the sensitivity to sin 2 (2θ 13 ) down to ∼ 1.4. 10 -2 at 90% CL. (author)

Y2K Embedded Systems.

Science.gov (United States)

Spoonemore, L. Joe

1999-01-01

Discusses facility managers' preparedness for dealing with the Y2K bug and ways to systematically assess and avoid its impact. Tips for reducing computerized system failure as facility managers make their transition into the next century conclude the article. (GR)

Ionic conductivity and Raman spectra of Na--Li, K--Li, and K--Sn β-Al2O3

International Nuclear Information System (INIS)

Kaneda, T.; Bates, J.B.; Wang, J.C.; Engstrom, H.

1979-01-01

The ionic conductivity and Raman spectra of Na, Na--Li, K, K--Li, and K--Sn β-Al 2 O 3 were measured in order to understand the mechanisms of mixed-ion conduction. It was observed that at 300 0 K, for example, the conductivity of a crystal with composition Na 0 . 82 Li 0 . 18 β-Al 2 O 3 was about one-fifth that of pure Na cyrstals, while the conductivity of K 0 . 80 Li 0 . 20 β-Al 2 O 3 was more than three orders of magnitude lower than that of pure K compounds. The results of a model calculation indicated that the Li + ions are the main carrier species in the Na--Li and K--Li mixed compounds. Features observed in the Raman spectra were attributed to paired- and single-ion vibrations. It is concluded that the K + ions which contribute to a band at 69 cm -1 in K β-Al 2 O 3 are the effective carriers for conduction

The implementation of school-based lesson study at elementary school

Directory of Open Access Journals (Sweden)

Purnomo Purnomo

2017-07-01

Full Text Available This study aims to describe and interpret the implementation of school-based lesson study in SDN I Kretek. This study uses the qualitative research. The data were collected through in-depth interviews, participant observation, field notes, and documentation. The data validity was determined through sources and techniques triangulation. The data were analyzed using the Interactive Analysis Model from Miles and Huberman. The results show: (1 the planning of school-based lesson study program at SDN 1 Kretek has been implemented from the beginning of the school year 2014/2015 by establishing school-based lesson study team. This team is responsible for planning, managing, and evaluating school-based lesson study program at SDN 1 Kretek, (2 school-based lesson study at SDN 1 Kretek is implemented in three phases, namely planning, implementation, and reflection, and (3 The evaluation of lesson study is conducted by each teacher who has conducted the open class and conducted thoroughly with a meeting by a team of school-based lesson study SDN 1 Kretek at the end of the school year.

Raman Spectroscopic Study of Tungsten(VI) Oxosulfato Complexes in WO3–K2S2O7–K2SO4 Molten Mixtures: Stoichiometry, Vibrational Properties and Molecular Structure

DEFF Research Database (Denmark)

Paulson, Andreas L.; Kalampounias, Angelos G.; Berg, Rolf W.

2011-01-01

The dissolution reaction of WO3 in pure molten K2S2O7 and in molten K2S2O7-K2SO4 mixtures is studied under static equilibrium conditions in the XWO3 0 = 0-0.33 mol fraction range at temperatures up to 860 C. High temperature Raman spectroscopy shows that the dissolution leads to formation of WVI...... configuration as a core unit within the oxosulfato complexes formed. A quantitative exploitation of the relative Raman intensities in the binary WO3-K2S2O7 system allows the determination of the stoichiometric coefficient, n, of the complex formation reaction WO3 þ nS2O7 2-fC2n-. It is found that n = 1......; therefore, the reaction WO3 þ S2O7 2- f WO2(SO4)2 2- with six-fold W coordination is proposed as fully consistent with the observed Raman features. The effects of the incremental dissolution and presence of K2SO4 inWO3-K2S2O7 melts point to aWO3 3 K2S2O7 3 K2SO4 stoichiometry and a corresponding complex...

A Lesson about the Circular Flow. Active Learning Lessons. Economics International.

Science.gov (United States)

Landfried, Janet

This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a lesson description; appropriate grade level; economic concepts; content standards and benchmarks; related subjects; instructional objectives; time…

The Power of Cooperation in International Paleoclimate Science: Examples from the PAGES 2k Network and the Ocean2k Working Group

Science.gov (United States)

Addison, J. A.

2015-12-01

The Past Global Changes (PAGES) project of IGBP and Future Earth supports research to understand the Earth's past environment to improve future climate predictions and inform strategies for sustainability. Within this framework, the PAGES 2k Network was established to provide a focus on the past 2000 years, a period that encompasses Medieval Climate Anomaly warming, Little Ice Age cooling, and recent anthropogenically-forced climate change. The results of these studies are used for testing earth system models, and for understanding decadal- to centennial-scale variability, which is needed for long-term planning. International coordination and cooperation among the nine regional Working Groups that make up the 2k Network has been critical to the success of PAGES 2k. The collaborative approach is moving toward scientific achievements across the regional groups, including: (i) the development of a community-driven open-access proxy climate database; (ii) integration of multi-resolution proxy records; (iii) development of multivariate climate reconstructions; and (iv) a leap forward in the spatial resolution of paleoclimate reconstructions. The last addition to the 2k Network, the Ocean2k Working Group has further innovated the collaborative approach by: (1) creating an open, receptive environment to discuss ideas exclusively in the virtual space; (2) employing an array of real-time collaborative software tools to enable communication, group document writing, and data analysis; (3) consolidating executive leadership teams to oversee project development and manage grassroots-style volunteer pools; and (4) embracing the value-added role that international and interdisciplinary science can play in advancing paleoclimate hypotheses critical to understanding future change. Ongoing efforts for the PAGES 2k Network are focused on developing new standards for data quality control and archiving. These tasks will provide the foundation for new and continuing "trans-regional" 2k

Structure-function relationships of Na+, K+, ATP, or Mg2+ binding and energy transduction in Na,K-ATPase

DEFF Research Database (Denmark)

Jorgensen, Peter L.; Pedersen, Per Amstrup

2000-01-01

Na,K-ATPase; Mutagenesis; Na+ binding; K+ binding; Tl+ binding; Mg2+ binding; ATP binding; Cation binding site; Energy transduction......Na,K-ATPase; Mutagenesis; Na+ binding; K+ binding; Tl+ binding; Mg2+ binding; ATP binding; Cation binding site; Energy transduction...

The Write Stuff: Teaching the Introductory Public Relations Writing Course.

Science.gov (United States)

King, Cynthia M.

2001-01-01

Outlines an introductory public relations writing course. Presents course topics and objectives, and assignments designed to meet them. Provides a sample grading rubric and evaluates major public relations writing textbooks. Discusses learning and assessment strategies. (SR)

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

Science.gov (United States)

Feiner, Susan F.; Morgan, Barbara A.

1987-01-01

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

Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

Directory of Open Access Journals (Sweden)

Teresa L Larkin

2017-02-01

Full Text Available Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

Crossed molecular beam-tunable laser determination of velocity dependence of intramultiplet mixing: K(4p2P1/2)+He →K(4p2P3/2)+He

International Nuclear Information System (INIS)

Anderson, R.W.; Goddard, T.P.; Parravano, C.; Warner, J.

1976-01-01

The velocity dependence of intramultiplet mixing, K(4p 2 P 1 / 2 ) +He→K(4p 2 P 3 / 2 )+He, has been measured over the relative velocity range v=1.3--3.4 km/sec. The cross section appears to fit a linear function Q (v) =A (v-v 0 ), where a=6.3 x 10 -4 A 2 and v 0 = 7.9 x 10 4 cm/sec. The value of A is obtained by normalization to the literature thermal average cross section. The intramultiplet mixing theory of Nikitin is modified to yield Q (v) for the process. The modified theory correctly exhibits detailed balancing, and it is normalized to provide a very good fit to the observed Q (v). The magnitude of the normalization factor, however, is larger than that predicted from recent pseudopotential calculations of the excited state potentials. The temperature dependence of intramultiplet mixing is predicted. The use of laser polarization to determine the m/subj/ dependence of the process K(4p 2 P 3 / 2 +He→K(4p 2 P 1 / 2 )+He and other collision processes of excited 2 P 3 / 2 states is examined

Teaching Introductory Psychology in the Community College Classroom: Enhancing Student Understanding and Retention of Essential Information

Science.gov (United States)

Debb, Scott M.; Debb, Sharon M.

2012-01-01

Enrolling in an introductory course in psychology is a staple of many community college students' core curriculum. For those students who plan to pursue social science and humanities-related majors in particular, introductory psychology helps provide a solid base upon which future coursework at all academic levels will be built. The goal of any…

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

Science.gov (United States)

Jones, George H.

2014-01-01

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

CHARACTERIZING K2 PLANET DISCOVERIES: A SUPER-EARTH TRANSITING THE BRIGHT K DWARF HIP 116454

International Nuclear Information System (INIS)

Vanderburg, Andrew; Montet, Benjamin T.; Johnson, John Asher; Buchhave, Lars A.; Zeng, Li; Latham, David W.; Angus, Ruth; Bieryla, Allyson; Charbonneau, David; Pepe, Francesco; Udry, Stéphane; Lovis, Christophe; Cameron, Andrew Collier; Molinari, Emilio; Boschin, Walter; Matthews, Jaymie M.; Cameron, Chris; Law, Nicholas; Bowler, Brendan P.; Baranec, Christoph

2015-01-01

We report the first planet discovery from the two-wheeled Kepler (K2) mission: HIP 116454 b. The host star HIP 116454 is a bright (V = 10.1, K = 8.0) K1 dwarf with high proper motion and a parallax-based distance of 55.2 ± 5.4 pc. Based on high-resolution optical spectroscopy, we find that the host star is metal-poor with [Fe/H] =–0.16 ± 0.08 and has a radius R * = 0.716 ± 0.024 R ☉ and mass M * = 0.775 ± 0.027 M ☉ . The star was observed by the Kepler spacecraft during its Two-Wheeled Concept Engineering Test in 2014 February. During the 9 days of observations, K2 observed a single transit event. Using a new K2 photometric analysis technique, we are able to correct small telescope drifts and recover the observed transit at high confidence, corresponding to a planetary radius of R p = 2.53 ± 0.18 R ⊕ . Radial velocity observations with the HARPS-N spectrograph reveal a 11.82 ± 1.33 M ⊕ planet in a 9.1 day orbit, consistent with the transit depth, duration, and ephemeris. Follow-up photometric measurements from the MOST satellite confirm the transit observed in the K2 photometry and provide a refined ephemeris, making HIP 116454 b amenable for future follow-up observations of this latest addition to the growing population of transiting super-Earths around nearby, bright stars

CHARACTERIZING K2 PLANET DISCOVERIES: A SUPER-EARTH TRANSITING THE BRIGHT K DWARF HIP 116454

Energy Technology Data Exchange (ETDEWEB)

Vanderburg, Andrew; Montet, Benjamin T.; Johnson, John Asher; Buchhave, Lars A.; Zeng, Li; Latham, David W.; Angus, Ruth; Bieryla, Allyson; Charbonneau, David [Harvard-Smithsonian Center for Astrophysics, Cambridge, MA 02138 (United States); Pepe, Francesco; Udry, Stéphane; Lovis, Christophe [Observatoire Astronomique de l' Université de Genève, 51 chemin des Maillettes, CH-1290 Versoix (Switzerland); Cameron, Andrew Collier [SUPA, School of Physics and Astronomy, University of St Andrews, North Haugh, St Andrews, Fife KY16 9SS (United Kingdom); Molinari, Emilio; Boschin, Walter [INAF-Fundación Galileo Galilei, Rambla José Ana Fernández Pérez, 7, E-38712 Breña Baja (Spain); Matthews, Jaymie M. [University of British Columbia, Vancouver, BC V6T1Z1 (Canada); Cameron, Chris [Cape Breton University, 1250 Grand Lake Road, Sydney NS B1P 6L2 (Canada); Law, Nicholas [University of North Carolina at Chapel Hill, Chapel Hill, NC 27599 (United States); Bowler, Brendan P. [California Institute of Technology, Pasadena, CA 91125 (United States); Baranec, Christoph, E-mail: avanderburg@cfa.harvard.edu [University of Hawai' i at Mānoa, Hilo, HI 96720 (United States); and others

2015-02-10

We report the first planet discovery from the two-wheeled Kepler (K2) mission: HIP 116454 b. The host star HIP 116454 is a bright (V = 10.1, K = 8.0) K1 dwarf with high proper motion and a parallax-based distance of 55.2 ± 5.4 pc. Based on high-resolution optical spectroscopy, we find that the host star is metal-poor with [Fe/H] =–0.16 ± 0.08 and has a radius R {sub *} = 0.716 ± 0.024 R {sub ☉} and mass M {sub *} = 0.775 ± 0.027 M {sub ☉}. The star was observed by the Kepler spacecraft during its Two-Wheeled Concept Engineering Test in 2014 February. During the 9 days of observations, K2 observed a single transit event. Using a new K2 photometric analysis technique, we are able to correct small telescope drifts and recover the observed transit at high confidence, corresponding to a planetary radius of R{sub p} = 2.53 ± 0.18 R {sub ⊕}. Radial velocity observations with the HARPS-N spectrograph reveal a 11.82 ± 1.33 M {sub ⊕} planet in a 9.1 day orbit, consistent with the transit depth, duration, and ephemeris. Follow-up photometric measurements from the MOST satellite confirm the transit observed in the K2 photometry and provide a refined ephemeris, making HIP 116454 b amenable for future follow-up observations of this latest addition to the growing population of transiting super-Earths around nearby, bright stars.

Introductory analysis of Benard-Marangoni convection

International Nuclear Information System (INIS)

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

2007-01-01

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

Introductory analysis of Benard-Marangoni convection

Energy Technology Data Exchange (ETDEWEB)

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

2007-03-15

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

Introductory statistics for the behavioral sciences

CERN Document Server

Welkowitz, Joan; Cohen, Jacob

1971-01-01

Introductory Statistics for the Behavioral Sciences provides an introduction to statistical concepts and principles. This book emphasizes the robustness of parametric procedures wherein such significant tests as t and F yield accurate results even if such assumptions as equal population variances and normal population distributions are not well met.Organized into three parts encompassing 16 chapters, this book begins with an overview of the rationale upon which much of behavioral science research is based, namely, drawing inferences about a population based on data obtained from a samp

Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention

Science.gov (United States)

Batz, Zachary; Olsen, Brian J.; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K.

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. PMID:25976652

Recycling Lesson Plan

Science.gov (United States)

Okaz, Abeer Ali

2013-01-01

This lesson plan designed for grade 2 students has the goal of teaching students about the environmental practice of recycling. Children will learn language words related to recycling such as: "we can recycle"/"we can't recycle" and how to avoid littering with such words as: "recycle paper" and/or "don't throw…

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

Science.gov (United States)

Tan, Lin Mei; Laswad, Fawzi

2015-01-01

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

Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

Science.gov (United States)

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

2013-01-01

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

Race, Sex, and Their Influences on Introductory Statistics Education

Science.gov (United States)

van Es, Cindy; Weaver, Michelle M.

2018-01-01

The Survey of Attitudes Toward Statistics or SATS was administered for three consecutive years to students in an Introductory Statistics course at Cornell University. Questions requesting demographic information and expected final course grade were added. Responses were analyzed to investigate possible differences between sexes and racial/ethnic…

The Impact of Student-Directed Projects in Introductory Statistics

Science.gov (United States)

Spence, Dianna J.; Bailey, Brad; Sharp, Julia L.

2017-01-01

A multi-year study investigated the impact of incorporating student-directed discovery projects into introductory statistics courses. Pilot instructors at institutions across the United States taught statistics implementing student-directed projects with the help of a common set of instructional materials designed to facilitate such projects.…

Introductory Anatomy and Physiology in an Undergraduate Nursing Curriculum

Science.gov (United States)

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

2017-01-01

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

Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

Science.gov (United States)

Cervato, C.; Jach, J. Y.; Ridky, R.

2003-12-01

Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms

Classroom Management and Lesson Planning(4)

Institute of Scientific and Technical Information of China (English)

2006-01-01

Lesson PlanningTask 1As teachers,we all need to plan our lessons before we teach.Make a list of things that you think need tobe included in a lesson plan.Then compare and discuss your list with another teacher.Also think about reasonswhy we need to plan our lessons.

Reactor D and D at Argonne National Laboratory - lessons learned

International Nuclear Information System (INIS)

Fellhauer, C. R.

1998-01-01

This paper focuses on the lessons learned during the decontamination and decommissioning (D and D) of two reactors at Argonne National Laboratory-East (ANL-E). The Experimental Boiling Water Reactor (EBWR) was a 100 MW(t), 5 MSV(e) proof-of-concept facility. The Janus Reactor was a 200 kW(t) reactor located at the Biological Irradiation Facility and was used to study the effects of neutron radiation on animals

Recent development status of compact 2 K GM cryocoolers

Science.gov (United States)

Bao, Q.; Xu, M. Y.; Tsuchiya, A.; Li, R.

2015-12-01

To meet the growing demand for a compact cooling solution for superconducting electronic devices, we developed a two-stage 2 K GM cryocooler and a cryostat system, which can reach 46.3 K / 2.2 K on the first and second stages under no-load conditions. Nevertheless, with several innovative technologies applied, the total length of the expander cylinder is reduced to under 70% of the smallest conventional 4 K GM cryocooler. In this paper we will present the design method, including material selection and structure design with detailed explanation, which has been confirmed by both simulation and experiment.

CCQM-K11.2 determination of glucose in human serum and CCQM-K12.2 determination of creatinine in human serum

Science.gov (United States)

Wise, Stephen A.; Phinney, Karen W.; Duewer, David L.; Sniegoski, Lorna T.; Welch, Michael J.; Pritchett, Jeanita; Pabello, Guiomar; Avila Calderon, Marco A.; Balderas, Miryan; Qinde, Liu; Kooi, Lee Tong; Rego, Eliane; Garrido, Bruno; Allegri, Gabriella; de La Cruz, Marcia; Barrabin, Juliana; Monteiro, Tânia; Lee, Hwashim; Kim, Byungjoo; Delatour, Vincent; Peignaux, Maryline; Kawaguchi, Migaku; Bei, Xu; Can, Quan; Nammoonnoy, Jintana; Schild, Katrin; Ohlendorf, Rüdiger; Henrion, Andre; Ceyhan Gören, Ahmet; Yılmaz, Hasibe; Bilsel, Mine; Konopelko, L.; Krylov, A.; Lopushanskaya, E.

2018-01-01

Glucose and creatinine are two of the most frequently measured substances in human blood/serum for assessing the health status of individuals. Because of their clinical significance, CCQM-K11 glucose in human serum and CCQM-K12 creatinine in human serum were the fourth and fifth key comparisons (KCs) performed by the Organic Analysis Working Group (OAWG). These KCs were conducted in parallel and were completed in 2001. The initial subsequent KCs for glucose, CCQM-K11.1, and creatinine, CCQM-K12.1, were completed in 2005. Measurements for the next KCs for these two measurands, CCQM-K11.2 and CCQM-K12.2, were completed in 2013. While designed as subsequent KCs, systematic discordances between the participants' and the anchor institution's results in both comparisons lead the OAWG to request reference results from two experienced laboratories that had participated in the 2001 comparisons. Based on the totality of the available information, the OAWG converted both CCQM-K11.2 and CCQM-K12.2 to 'Track C' KCs where the key comparison reference value is estimated by consensus. These comparisons highlighted that carrying out comparisons for complex chemical measurements and expecting to be able to treat them under the approaches used for formal CIPM subsequent comparisons is not an appropriate strategy. The approach used here is a compromise to gain the best value from the comparison; it is not an approach that will be used in the future. Instead, the OAWG will focus on Track A and Track C comparisons that are treated as stand-alone entities. Participation in CCQM-K11.2 demonstrates a laboratory's capabilities to measure a polar (pKow > 2), low molecular mass (100 g/mol to 500 g/mol) metabolite in human serum at relatively high concentrations (0.1 mg/g to 10 mg/g). Participation in CCQM-K12.2 demonstrates capabilities to measure similar classes of metabolites at relatively low concentrations (1 μg/g to 30 μg/g). The capabilities required for the analysis of complex

Using Harry Potter to Introduce Students to DNA Fingerprinting & Forensic Science

Science.gov (United States)

Palmer, Laura K.

2010-01-01

This lesson uses characters from the Harry Potter series of novels as a "hook" to stimulate students' interest in introductory forensic science. Students are guided through RFLP (restriction fragment length polymorphism) analysis using inexpensive materials and asked to interpret data from a mock crime scene. Importantly, the lesson provides an…

Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage

Science.gov (United States)

Anderson, Joel M.

2011-01-01

This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.

Classroom Management and Lesson Planning(4)

Institute of Scientific and Technical Information of China (English)

2006-01-01

@@ Lesson Planning Task 1 As teachers,we all need to plan our lessons before we teach.Make a list of things that you think need to be included in a lesson plan.Then compare and discuss your list with another teacher.Also think about reasons why we need to plan our lessons.

Two-Dimensional Nuclear Magnetic Resonance Structure Determination Module for Introductory Biochemistry: Synthesis and Structural Characterization of Lyso-Glycerophospholipids

Science.gov (United States)

Garrett, Teresa A.; Rose, Rebecca L.; Bell, Sidney M.

2013-01-01

In this laboratory module, introductory biochemistry students are exposed to two-dimensional [superscript 1]H-nuclear magnetic resonance of glycerophospholipids (GPLs). Working in groups of three, students enzymatically synthesized and purified a variety of 2-acyl lyso GPLs. The structure of the 2-acyl lyso GPL was verified using [superscript…

Lesson Planning the Kodaly Way.

Science.gov (United States)

Boshkoff, Ruth

1991-01-01

Discusses the contribution of Zoltan Kodaly to music lesson planning. Emphasizes preparation, presentation, and practice as the three important strategies in teaching concepts and skills to be included in a lesson plan. Includes a sample lesson plan covering a semester and advice on choosing song material. (DK)

Beyond the Kepler/K2 bright limit

DEFF Research Database (Denmark)

White, T. R.; Pope, B. J. S.; Antoci, V.

2017-01-01

The most powerful tests of stellar models come from the brightest stars in the sky, for which complementary techniques, such as astrometry, asteroseismology, spectroscopy and interferometry, can be combined. The K2 mission is providing a unique opportunity to obtain high-precision photometric time...... have developed a new photometric technique, which we call halo photometry, to observe very bright stars using a limited number of pixels. Halo photometry is simple, fast and does not require extensive pixel allocation, and will allow us to use K2 and other photometric missions, such as TESS, to observe...... to 2000 ppm. For the star Maia, we demonstrate the utility of combining K2 photometry with spectroscopy and interferometry to show that it is not a 'Maia variable', and to establish that its variability is caused by rotational modulation of a large chemical spot on a 10 d time-scale....

Controllable solvothermal synthesis and photocatalytic properties of complex (oxy)fluorides K{sub 2}TiOF{sub 4}, K{sub 3}TiOF{sub 5}, K{sub 7}Ti{sub 4}O{sub 4}F{sub 7} and K{sub 2}TiF{sub 6}

Energy Technology Data Exchange (ETDEWEB)

Sheng Jie [Division of Nanomaterials and Nanochemistry, Hefei National Laboratory for Physical Sciences at Microscale, Hefei, Anhui 230026 (China); Department of Chemistry, University of Science and Technology of China, Hefei, Anhui 230026 (China); Tang Kaibin, E-mail: kbtang@ustc.edu.cn [Division of Nanomaterials and Nanochemistry, Hefei National Laboratory for Physical Sciences at Microscale, Hefei, Anhui 230026 (China); Department of Chemistry, University of Science and Technology of China, Hefei, Anhui 230026 (China); Cheng Wei; Wang Junli; Nie Yanxiang; Yang Qing [Division of Nanomaterials and Nanochemistry, Hefei National Laboratory for Physical Sciences at Microscale, Hefei, Anhui 230026 (China); Department of Chemistry, University of Science and Technology of China, Hefei, Anhui 230026 (China)

2009-11-15

Complex (oxy)fluorides K{sub 2}TiF{sub 6}, K{sub 2}TiOF{sub 4}, K{sub 3}TiOF{sub 5} and K{sub 7}Ti{sub 4}O{sub 4}F{sub 7} have been successfully synthesized for the first time through a controllable solvothermal route involving different solvents, for example, methanol, methanol-H{sub 2}O and methanol-H{sub 2}O{sub 2}. The as-prepared products were characterized by X-ray powder diffraction, N{sub 2} surface area adsorption, scanning electron microscope, Fourier transform infrared spectroscopy, UV-vis absorption spectra and X-ray fluorescence. The influences of reaction conditions such as the ratio of methanol to H{sub 2}O{sub 2} or methanol to H{sub 2}O, reaction temperature on the phase, crystallizability and purity of the (oxy)fluorides products were discussed in detail. Meanwhile, the photocatalytic behaviors of the as-prepared K{sub 2}TiF{sub 6}, K{sub 2}TiOF{sub 4}, K{sub 3}TiOF{sub 5} and K{sub 7}Ti{sub 4}O{sub 4}F{sub 7} were evaluated by degradation of rhodamine B molecules, and the results showed that all of the products possessed photocatalytic activities in the order of K{sub 2}TiOF{sub 4} > K{sub 2}TiF{sub 6} > K{sub 7}Ti{sub 4}O{sub 4}F{sub 7} > K{sub 3}TiOF{sub 5} at room temperature under the UV light.

Introductory Biology Labs... They Just Aren't Sexy Enough!

Science.gov (United States)

Cotner, Sehoya; Gallup, Gordon G., Jr.

2011-01-01

The typical introductory biology curriculum includes the nature of science, evolution and genetics. Laboratory activities are designed to engage students in typical subject areas ranging from cell biology and physiology, to ecology and evolution. There are few, if any, laboratory classes exploring the biology and evolution of human sexual…

Selective Assembly of Na,K-ATPase α2β2 Heterodimers in the Heart

Science.gov (United States)

Habeck, Michael; Tokhtaeva, Elmira; Nadav, Yotam; Ben Zeev, Efrat; Ferris, Sean P.; Kaufman, Randal J.; Bab-Dinitz, Elizabeta; Kaplan, Jack H.; Dada, Laura A.; Farfel, Zvi; Tal, Daniel M.; Katz, Adriana; Sachs, George; Vagin, Olga; Karlish, Steven J. D.

2016-01-01

The Na,K-ATPase α2 subunit plays a key role in cardiac muscle contraction by regulating intracellular Ca2+, whereas α1 has a more conventional role of maintaining ion homeostasis. The β subunit differentially regulates maturation, trafficking, and activity of α-β heterodimers. It is not known whether the distinct role of α2 in the heart is related to selective assembly with a particular one of the three β isoforms. We show here by immunofluorescence and co-immunoprecipitation that α2 is preferentially expressed with β2 in T-tubules of cardiac myocytes, forming α2β2 heterodimers. We have expressed human α1β1, α2β1, α2β2, and α2β3 in Pichia pastoris, purified the complexes, and compared their functional properties. α2β2 and α2β3 differ significantly from both α2β1 and α1β1 in having a higher K0.5K+ and lower K0.5Na+ for activating Na,K-ATPase. These features are the result of a large reduction in binding affinity for extracellular K+ and shift of the E1P-E2P conformational equilibrium toward E1P. A screen of perhydro-1,4-oxazepine derivatives of digoxin identified several derivatives (e.g. cyclobutyl) with strongly increased selectivity for inhibition of α2β2 and α2β3 over α1β1 (range 22–33-fold). Molecular modeling suggests a possible basis for isoform selectivity. The preferential assembly, specific T-tubular localization, and low K+ affinity of α2β2 could allow an acute response to raised ambient K+ concentrations in physiological conditions and explain the importance of α2β2 for cardiac muscle contractility. The high sensitivity of α2β2 to digoxin derivatives explains beneficial effects of cardiac glycosides for treatment of heart failure and potential of α2β2-selective digoxin derivatives for reducing cardiotoxicity. PMID:27624940

Crystal structure investigations of ZrAsxSey (x>y, x+y≤2) by single crystal neutron diffraction at 300 K, 25 K and 2.3 K

International Nuclear Information System (INIS)

Niewa, Rainer; Czulucki, Andreas; Schmidt, Marcus; Auffermann, Gudrun; Cichorek, Tomasz; Meven, Martin; Pedersen, Bjoern; Steglich, Frank; Kniep, Ruediger

2010-01-01

Large single crystals of ZrAs x Se y (x>y, x+y≤2, PbFCl type of structure, space group P4/nmm) were grown by Chemical Transport. Structural details were studied by single crystal neutron diffraction techniques at various temperatures. One single crystal specimen with chemical composition ZrAs 1.595(3) Se 0.393(1) was studied at ambient temperature (R1=5.10 %, wR2=13.18 %), and a second crystal with composition ZrAs 1.420(3) Se 0.560(1) was investigated at 25 K (R1=2.70%, wR2=5.70 %) and 2.3 K (R1=2.30 %, wR2=4.70 %), respectively. The chemical compositions of the crystals under investigation were determined by wavelength dispersive X-ray spectroscopy. The quantification of trace elements was carried out by Laser Ablation-Inductively Coupled Plasma-Mass Spectrometry. According to the crystal structure refinements the crystallographic 2a site is occupied by As, together with a significant amount of vacancies. One of the 2c sites is fully occupied by As and Se (random distribution). With respect to the fractional coordinates of the atoms, the crystal structure determinations based on the data obtained at 25.0 K and 2.3 K did not show significant deviations from ambient temperature results. The temperature dependence of the displacement parameters indicates a static displacement of As on the 2a sites (located on the (0 0 1) planes) for all temperatures. No indications for any occupation of interstitial sites or the presence of vacancies on the Zr (2a) site were found. - Graphical abstract: Large single crystals of ZrAs x Se y grown by Chemical Transport to study structural details as the As-Se order scheme by single crystal neutron diffraction.

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

International Nuclear Information System (INIS)

Burko, Lior M

2008-01-01

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

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

Science.gov (United States)

Burko, Lior M.

2008-11-01

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