Preparing K-8 Teachers to Conduct Inquiry Oriented Science Education

Science.gov (United States)

Gross, N. A.; Garik, P.; Nolan, M. D.; Winrich, C.; Derosa, D.; Duffy, A.; Jariwala, M.; Konjoian, B.

2010-12-01

The need for STEM professional development for K-8 teachers is well documented. Such professional development promises broad impact, but it must have a positive effect on teachers’ knowledge and skills: 1) a focus on content knowledge, 2) opportunities for active learning, and 3) coherence with other activities. However, sustained impact is only achieved through intensive professional development. In response to the need for science education courses for K-8 teachers, for the past three years, the School of Education and the Department of Physics have collaborated to offer K-8 teachers science content courses of extended duration (75 contact hours) that emphasize inquiry based learning and investigation. The School of Education graduate courses have consisted of five three-hour meetings during the months of May and June, and a two week intensive period in July when the participants come for six hours per day. The alignment of these courses with inquiry teaching was confirmed using the Reformed Teaching Observation Protocol (RTOP). Courses offered in this format have been: --Immersion in Green Energy (IGE) -alternative sources of energy and how electricity is generated (75 teachers over the last 3 years), --Immersion in Global Energy Distribution (IGED) -understanding global climate as an outcome of insolation, convection, and radiation (27 teachers over the last 2 years) The Immersion courses cover a spectrum for inquiry learning that begins with introduction to equipment and experiments through guided discovery and culminates with students taking responsibility for defining and completing their own investigative projects. As a specific example, we consider here the IGED course. For IGED, the first five sessions are devoted to content and learning to use experimental equipment such as digital data collection probes to measure temperature, CO2 and salinity. Content addressed during these sessions include the differentiation between conduction, convection, and

Unaccustomed eccentric contractions impair plasma K+ regulation in the absence of changes in muscle Na+,K+-ATPase content.

Directory of Open Access Journals (Sweden)

Craig A Goodman

Full Text Available The Na+,K+-ATPase (NKA plays a fundamental role in the regulation of skeletal muscle membrane Na+ and K+ gradients, excitability and fatigue during repeated intense contractions. Many studies have investigated the effects of acute concentric exercise on K+ regulation and skeletal muscle NKA, but almost nothing is known about the effects of repeated eccentric contractions. We therefore investigated the effects of unaccustomed maximal eccentric knee extensor contractions on K+ regulation during exercise, peak knee extensor muscle torque, and vastus lateralis muscle NKA content and 3-O-MFPase activity. Torque measurements, muscle biopsies, and venous blood samples were taken before, during and up to 7 days following the contractions in six healthy adults. Eccentric contractions reduced peak isometric muscle torque immediately post-exercise by 26±11% and serum creatine kinase concentration peaked 24 h post-exercise at 339±90 IU/L. During eccentric contractions, plasma [K+] rose during Set 1 and remained elevated at ∼4.9 mM during sets 4-10; this was despite a decline in work output by Set 4, which fell by 18.9% at set 10. The rise in plasma [K+] x work(-1 ratio was elevated over Set 2 from Set 4- Set 10. Eccentric contractions had no effect on muscle NKA content or maximal in-vitro 3-O-MFPase activity immediately post- or up to 7 d post-exercise. The sustained elevation in plasma [K+] despite a decrease in work performed by the knee extensor muscles suggests an impairment in K+ regulation during maximal eccentric contractions, possibly due to increased plasma membrane permeability or to excitation-contraction uncoupling.

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

Science.gov (United States)

Hanuscin, Deborah L.

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

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

Science.gov (United States)

Pinter, S.; Carlson, S. J.

2017-12-01

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

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

Science.gov (United States)

Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

Valid and Reliable Science Content Assessments for Science Teachers

Science.gov (United States)

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-01-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications

Science.gov (United States)

Hechter, Richard P.; Vermette, Laurie Anne

2013-01-01

This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers…

Addition of granulosa cell mass to the culture medium of oocytes derived from early antral follicles increases oocyte growth, ATP content, and acetylation of H4K12.

Science.gov (United States)

Sugiyama, Miyako; Sumiya, Mei; Shirasuna, Koumei; Kuwayama, Takehito; Iwata, Hisataka

2016-12-01

The main aim of the present study was to examine the hypothesis that an increase in the number of granulosa cells surrounding developing bovine oocytes results in both high ATP levels and an increase in the acetylation level of H4K12 in oocytes grown in vitro. Oocyte-granulosa cell complexes (OGCs) were collected from early antral follicles (EAFs, 0.4-0.7 mm in diameter), and individually cultured on 96-well plates with or without additional granulosa cell mass that had been prepared from other OGCs. After 16 days of culture, we examined: (i) the rate of antrum formation of the OGCs; (ii) the diameter, maturation, and fertilization rate of the oocytes; and (iii) the ATP content and acetylation level of H4K12 in the oocytes grown in vitro. Granulosa cell mass added to the culture medium contributed to the development of OGCs with a higher rate of antrum formation and oocyte growth. Furthermore, the addition of granulosa cells increased the ATP content and acetylation level of H4K12 in oocytes grown in vitro compared with those developed without addition of granulosa cells. In addition, there was a positive correlation between the ATP content in oocytes grown in vitro and the number of granulosa cells in the corresponding OGCs. The results suggest that granulosa cells play a role not only in the development of OGCs and the growth of oocytes, but also in the determination of ATP content and the acetylation of H4K12 in the oocytes developed in vitro.

Elementary student teachers' science content representations

Science.gov (United States)

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

2002-08-01

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

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

Science.gov (United States)

Menon, Deepika; Sadler, Troy D.

2016-10-01

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

Determining the K-content of single-grains of feldspar for luminescence dating

International Nuclear Information System (INIS)

Smedley, R.K.; Duller, G.A.T.; Pearce, N.J.G.; Roberts, H.M.

2012-01-01

Feldspars form a solid-solution series whereby the K-content may range from 0 to 14%. LA-ICP-MS measurements for density-separated single-grains of feldspar yielded realistic concentrations of K within the range of those naturally occurring, and also highlighted the difficulty in isolating the pure end members during density-separation. No direct relationship was found between the thermal stability of the infrared-stimulated luminescence (IRSL) signal and measured K-content of individual grains. However, the brightest IRSL and post-IR IRSL signals originated from grains with ∼12% K-content. All grains giving a measurable signal had K-content between 6 and 13%, therefore it is suggested that an internal K-content of 10 ± 2% can be assumed for routine single-grain dating of density-separated K-feldspars. - Highlights: ► Measure range of K for single-grains of density separated feldspar using LA-ICP-MS. ► Single-grain thermal stability and brightness do not directly relate to K-content. ► Brightest 3 grains measured ∼12% K and provided the majority of the IRSL signals.

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

Science.gov (United States)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

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

Protein Kinase Mitogen-activated Protein Kinase Kinase Kinase Kinase 4 (MAP4K4) Promotes Obesity-induced Hyperinsulinemia.

Science.gov (United States)

Roth Flach, Rachel J; Danai, Laura V; DiStefano, Marina T; Kelly, Mark; Menendez, Lorena Garcia; Jurczyk, Agata; Sharma, Rohit B; Jung, Dae Young; Kim, Jong Hun; Kim, Jason K; Bortell, Rita; Alonso, Laura C; Czech, Michael P

2016-07-29

Previous studies revealed a paradox whereby mitogen-activated protein kinase kinase kinase kinase 4 (Map4k4) acted as a negative regulator of insulin sensitivity in chronically obese mice, yet systemic deletion of Map4k4 did not improve glucose tolerance. Here, we report markedly reduced glucose-responsive plasma insulin and C-peptide levels in whole body Map4k4-depleted mice (M4K4 iKO) as well as an impaired first phase of insulin secretion from islets derived from M4K4 iKO mice ex vivo After long-term high fat diet (HFD), M4K4 iKO mice pancreata also displayed reduced β cell mass, fewer proliferating β cells and reduced islet-specific gene mRNA expression compared with controls, although insulin content was normal. Interestingly, the reduced plasma insulin in M4K4 iKO mice exposed to chronic (16 weeks) HFD was not observed in response to acute HFD challenge or short term treatment with the insulin receptor antagonist S961. Furthermore, the improved insulin sensitivity in obese M4K4 iKO mice was abrogated by high exogenous insulin over the course of a euglycemic clamp study, indicating that hypoinsulinemia promotes insulin sensitivity in chronically obese M4K4 iKO mice. These results demonstrate that protein kinase Map4k4 drives obesity-induced hyperinsulinemia and insulin resistance in part by promoting insulin secretion from β cells in mice. © 2016 by The American Society for Biochemistry and Molecular Biology, Inc.

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science.gov (United States)

Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

2005-01-01

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

Association between H3K4 methylation and cancer prognosis: A meta-analysis.

Science.gov (United States)

Li, Simin; Shen, Luyan; Chen, Ke-Neng

2018-05-08

Histone H3 lysine 4 methylation (H3K4 methylation), including mono-methylation (H3K4me1), di-methylation (H3K4me2), or tri-methylation (H3K4me3), is one of the epigenetic modifications to histone proteins, which are related to the transcriptional activation of genes. H3K4 methylation has both tumor inhibiting and promoting effects, and the prognostic value of H3K4 methylation in cancer remains controversial. Therefore, we performed a systematic review and meta-analysis to examine the association between H3K4 methylation and cancer prognosis. A comprehensive search of PubMed, Web of Science, ScienceDirect, Embase, and Ovid databases was conducted to identify studies investigating the association between H3K4 methylation and prognosis of patients with malignant tumors. The data and characteristics of each study were extracted, and the hazard ratio (HR) at a 95% confidence interval (CI) was calculated to estimate the effect. A total of 1474 patients in 10 studies were enrolled in this meta-analysis. The pooled HR of 1.52 (95% CI 1.02-2.26) indicated that patients with a lower level of H3K4me2 expression were expected to have shorter overall survival, while the pooled HR of 0.45 (95% CI 0.27-0.74) indicated that patients with a lower level of H3K4me3 expression were expected to have longer overall survival. This meta-analysis indicates that increased H3K4me3 expression and decreased H3K4me2 expression might be predictive factors of poor prognosis in cancer. Further large cohort studies are needed to confirm these findings. © 2018 The Authors. Thoracic Cancer published by China Lung Oncology Group and John Wiley & Sons Australia, Ltd.

Cryogenic laboratory (80 K - 4 K)

International Nuclear Information System (INIS)

Brad, Sebastian; Steflea, Dumitru

2002-01-01

The technology of low temperature at the beginning of this century, developed for the production of oxygen, nitrogen and rare gases, was the basis for setting up the cryogenic technology in all the companies with these activity fields. The cryogenics section of today comprises engineering and construction of cryogenic plants for science, research and development, space technology, nuclear power techniques. Linde has designed and built a reliable small scale Helium liquefier. This fully automatic cryoliquefier operates for purification, liquefaction as well as re-liquefaction of Helium-gas, evaporated in cryostat systems. The basic equipment of the Linde L5 are the liquefier apparatus, transfer line, medium pressure buffer vessel, automatic purifier, compressor with mechanical oil separation unit, oil adsorber, electrical control unit. The accessories of the Linde L5 are the liquid helium storage tank, high-pressure gas supply, helium recovery unit, and cryocomponents. The cycle compressor C 101 designed as a single stage screw compressor supplies the liquefaction process with approx. 10 g/s of helium at a pressure of 10 to 12 bar and a temperature of approx. 300 K. In the first plate heat exchanger E 201 the gas is cooled down to approx. 70 K. Then the He high-pressure flow is divided: about 7 g/s reach the turbine X 201 via valve 203 (turbine entry) and are expanded there to approx. 4.6 bar, the gas cooling down to 64 K. After further cooling in the heat exchanger E 203 to about 16 K, another power-consuming expansion to 1.2 bar takes place. The implied cooling of the gas results in a temperature of 12 K at the outlet of the turbine X 202. This gas is then transferred to the low-pressure side of the heat exchanger E 204. The smaller part of the He high-pressure gas flow (approx. 3 g/s) is cooled down in the heat exchanger E 202 - E 205 to about 7 K. One part of the cold helium gas (approx. 0.17 g/s) is used in the purifier to cool down the feed gas to air

Self-Directed Learning to Improve Science Content Knowledge for Teachers

Science.gov (United States)

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

2017-01-01

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

Capturing and displaying microscopic images used in medical diagnostics and forensic science using 4K video resolution - an application in higher education.

Science.gov (United States)

Maier, Hans; de Heer, Gert; Ortac, Ajda; Kuijten, Jan

2015-11-01

To analyze, interpret and evaluate microscopic images, used in medical diagnostics and forensic science, video images for educational purposes were made with a very high resolution of 4096 × 2160 pixels (4K), which is four times as many pixels as High-Definition Video (1920 × 1080 pixels). The unprecedented high resolution makes it possible to see details that remain invisible to any other video format. The images of the specimens (blood cells, tissue sections, hair, fibre, etc.) are recorded using a 4K video camera which is attached to a light microscope. After processing, this resulted in very sharp and highly detailed images. This material was then used in education for classroom discussion. Spoken explanation by experts in the field of medical diagnostics and forensic science was also added to the high-resolution video images to make it suitable for self-study. © 2015 The Authors. Journal of Microscopy published by John Wiley & Sons Ltd on behalf of Royal Microscopical Society.

Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

Science.gov (United States)

Burrell, S.

2012-12-01

Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

Science.gov (United States)

Crowley, S.; Warburton, J.

2012-12-01

PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

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

Science.gov (United States)

Ma, Yongjun; Wan, Yanlan

2017-01-01

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

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

OpenAIRE

Bayram AKARSU; Esra GÜVEN

2014-01-01

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

R K Laxman

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. R K Laxman. Articles written in Resonance – Journal of Science Education. Volume 1 Issue 4 April 1996 pp 4-4 Science Smiles. Chief Editor's column / Science Smiles · R K Laxman · More Details Fulltext PDF. Volume 1 Issue 5 May 1996 pp 3-3 Science Smiles.

High plant uptake of radiocesium from organic soils due to Cs mobility and low soil K content

International Nuclear Information System (INIS)

Sanchez, A.L.; Wright, S.M.; Naylor, C.; Kennedy, V.H.; Dodd, B.A.; Singleton, D.L.; Barnett, C.L.; Stevens, P.A.

1999-01-01

Post-Chernobyl experience has demonstrated that persistently high plant transfer of 137 Cs occurs from organic soils in upland and seminatural ecosystems. The soil properties influencing this transfer have been known for some time but have not been quantified. A pot experiment was conducted using 23 soils collected from selected areas of Great Britain, which were spiked with 134 Cs, and Agrostis capillaris grown for 19--45 days. The plant-to-soil 134 Cs concentration ratio (CR) varied from 0.06 to 44; log CR positively correlated to soil organic matter content (R 2 = 0.84), and CR values were highest for soils with low distribution coefficients (K d ) of 134 Cs. Soils with high organic matter contents and high concentrations of NH 4 + in solution showed high 134 Cs mobility (low K d ). The plant-to-soil solution 134 Cs ratio decreased sharply with increasing soil solution K + . A two parameter linear model, used to predict log CR from soil solution K + and K d , explained 94% of the variability in CR values. In conclusion, the high transfer of 134 Cs in organic soils is related to both the high 134 Cs mobility (low clay content and high NH 4 + concentrations) and low K availability

Capturing and displaying microscopic images used in medical diagnostics and forensic science using 4K video resolution – an application in higher education

NARCIS (Netherlands)

Jan Kuijten; Ajda Ortac; Hans Maier; Gert de Heer

2015-01-01

To analyze, interpret and evaluate microscopic images, used in medical diagnostics and forensic science, video images for educational purposes were made with a very high resolution of 4096 × 2160 pixels (4K), which is four times as many pixels as High-Definition Video (1920 × 1080 pixels).

Strategies for Integrating Content from the USGCRP Climate and Health Assessment into the K-12 Classroom

Science.gov (United States)

Haine, D. B.

2016-12-01

That the physical environment shapes the lives and behaviors of people is certainly not news, but communicating the impact of a changing climate on human health and predicting the trajectory of these changes is an active area of study in public health. From air quality concerns to extreme heat to shifts in the range of disease vectors, there are many opportunities to make connections between Earth's changing climate and human health. While many science teachers understand that addressing human health impacts as a result of a changing climate can provide needed relevance, it can be challenging for teachers to do so given an already packed curriculum. This session will share instructional strategies for integrating content from the USGCRP Climate and Health Assessment (CHA) by enhancing, rather than displacing content related to climate science. This presentation will feature a data interpretation activity developed in collaboration with geoscientists at the University of North Carolina's Gillings School of Public Health to convey the connection between air quality, climate change and human health. This classroom activity invites students to read excerpts from the CHA and interpret data presented in the scientific literature, thus promoting scientific literacy. In summarizing this activity, I will highlight strategies for effectively engaging geoscientists in developing scientifically rigorous, STEM-focused educational activities that are aligned to state and national science standards and also address the realities of the science classroom. Collaborating with geoscientists and translating their research into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Thus, the USGCRP Climate and Health Assessment represents an opportunity to cultivate science literacy among K-12 students while providing relevant learning experiences that promote integration of science and engineering practices as

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

Science.gov (United States)

Hickman, Paul

2002-04-01

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

42. Science week: Laser Science and applications, Aleppo (SY), 2-4 Nov 2002, Book two: Laser science and medical laser applications

International Nuclear Information System (INIS)

2005-01-01

This publication includes the papers presented at the 42nd science week of the Supreme Council of Sciences, held in Aleppo (Syria) from 2-4 November 2002. This proceedings is published in three books covering laser science and applications and in particular on material studies and medical uses. Part two covers medical applications, Part three on applications of laser in material sciences, while Part one is for contents and the proceedings program

Cool Science: Engaging Adult and K-16 Audiences in Climate Change Science

Science.gov (United States)

Lustick, D.; Lohmeier, J.; Chen, R. F.

2012-12-01

A team of educators and scientists from the University of Massachusetts Lowell and the University of Massachusetts Boston will report on an informal science learning research project using mass transit spaces in Lowell, MA. Cool Science (CS) uses advertising spaces on buses and terminals to engage the public with an Out of Home Multi-Media (OHMM) learning experience. K-16 classrooms throughout Massachusetts will submit original artwork that conveys a scientific concept central to understanding climate change. The best 6 works submitted will be printed and placed on every bus in the city over a 6 month period during the first half of 2013. CS aims to promote and evaluate learning about climate change science among the general adult public and k-16 students/teachers. Cool Science offers teachers an efficient and effective means of seamlessly bringing the study of climate change into classroom learning both within science and across disciplines. The products of this effort are then used to improve public engagement with the science of climate change in mass transit environments. Cool Science is an example of Science, Technology, Engineering, Art and Math education (STEAM). The goals of CS are: 1) Engage professors, teachers, and their respective students in a climate change science communication competition. 2) Run the winning 6 selected placards and posters throughout the LRTA. 3) Identify how different communities of risk among the riding public approach and understand climate change. 4) Identify the advantages and disadvantages of using buses as a context for research on informal science learning. 5) Determine the extent to which student artwork serves as a trusted source of information. As advances in technology allow for more scientific knowledge to be generated, the role of informal education to improve adult understanding of science has never been greater. We see the convergence of circumstances (ISE, climate change, OHMM, mobile technology) as an enormous

Trends of Science Education Research: An Automatic Content Analysis

Science.gov (United States)

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

2010-01-01

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

Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

Science.gov (United States)

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

2017-09-01

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

Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

Science.gov (United States)

Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

2016-11-01

BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

42. Science week: Laser Science and applications, Aleppo (SY), 2-4 Nov 2002, Book three: Laser applications

International Nuclear Information System (INIS)

2005-01-01

This publication includes the papers presented at the 42nd science week of the Supreme Council of Sciences, held in Aleppo (Syria) from 2-4 November 2002. This proceedings is published in three books covering laser science and applications and in particular on material studies and medical uses. Part two covers medical applications, Part three on applications of laser in material sciences, while Part one is for contents and the proceedings program

Two-week inhalation of budesonide increases muscle Na,K ATPase content but not endurance in response to terbutaline in men.

Science.gov (United States)

Hostrup, M; Jessen, S; Onslev, J; Clausen, T; Porsbjerg, C

2017-07-01

While chronic systemic administration of glucocorticoids increases muscle Na + ,K + ATPase content, such effect is unexplored after therapeutic inhalation. We investigated the effect of therapeutic inhalation of the glucocorticoid budesonide on Na + ,K + ATPase content of skeletal muscle in men. Ten healthy trained subjects, aged 23 ± 4 years (mean ± 95% CI), participated in the study. Before and after 2 weeks of daily inhalation of budesonide (1.6 mg/day), a biopsy was taken from the vastus lateralis muscle for measurement of Na + ,K + ATPase content and blood samples were drawn for determination of plasma budesonide, cortisol, and K + . Subjects' performance during cycling to fatigue at 90% of incremental peak power output (iPPO) was measured in response to 4 mg inhaled terbutaline to maximally stimulate Na + ,K + ATPase activity. Plasma concentrations of budesonide rose to 5.0 ± 1.6 nM with the intervention, whereas no changes were observed in plasma cortisol. Muscle Na + ,K + ATPase content increased (P ≤ 0.01) by 46 ± 34 pmol/(g wet wt) (17% increase) with the intervention. Cycling performance at 90% of iPPO did not change (P = 0.21) with the intervention (203 vs 214 s) in response to terbutaline. The present observations show that therapeutic inhalation of glucocorticoids increases muscle Na + ,K + ATPase content, but does not enhance high-intensity cycling endurance in response to terbutaline. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Effects of high NH4+ on K+ uptake, culm mechanical strength and grain filling in wheat

Directory of Open Access Journals (Sweden)

Lingan eKong

2014-12-01

Full Text Available It is well established that a high external NH4+ concentration depresses many processes in plant development, but the underlying mechanisms are still not well understood. To determine whether the negative effects of high levels of NH4+ are related to competitive cation uptake, wheat was grown in a field with moderate (18 g N m-2 and high (30 g N m-2 supplies of NH4+ in the presence or absence of additional K+ (6 g K2O m-2 to examine culm mechanical strength, the main components of the vascular bundle, nitrogen (N remobilization and the grain-filling rate. The results indicated that an excessive supply of NH4+ significantly decreased culm mechanical strength, the cellulose and lignin contents of vascular bundles, the N remobilization efficiency (NRE and the grain-filling rate compared with a moderate level of NH4+. The additional provision of K+ considerably alleviated these negative effects of high NH4+, resulting in a 19.41%-26.95% increase in culm mechanical strength during grain filling and a 34.59% increase in the NRE. An assay using the scanning ion-selective electrode technique (SIET showed that the net rate of transmembrane K+ influx decreased by 84.62%, and measurements using flame photometry demonstrated that the K+ content decreased by 36.13% in wheat plants subjected to high NH4+. This study indicates that the effects of high NH4+ on culm mechanical strength, cellulose and lignin contents, the NRE and the grain-filling rate are probably associated with inhibition of K+ uptake in wheat.

The early and late effects of digoxin treatment on the sodium transport, sodium content and Na+K+- ATPase or erythrocytes.

Science.gov (United States)

Cumberbatch, M; Zareian, K; Davidson, C; Morgan, D B; Swaminathan, R

1981-01-01

1 Erythrocyte sodium content, sodium transport (ouabain sensitive sodium flux Eos, and ouabain sensitive efflux rate constant ERCos) sodium, potassium activated ouabain sensitive adenosine triphosphatase (Na+K+ATPase) and plasma digoxin were measured in patients during acute digitalisation and in patients who were on long-term digoxin treatment. 2 In the six patients who were studied during digitalisation, the ERCos and Na+K+ATPase activity decreased and erythrocyte sodium content increased during days 2-4 treatment, but there was no change in Eos. 3 In 39 patients on long term digoxin therapy (2-119 months) the erythrocyte sodium content was normal, but the erythrocyte Na+K+ATPase activity was higher than the control group. When the results from these 39 patients were divided according to the duration of treatment it was found that the erythrocyte sodium content was higher in patients treated for 2-4 months than in patients treated for longer periods and the erythrocyte Na+K+ATPase activity increased with duration of treatment. In eight patients (duration of treatment greater than 29 months) in whom ERCos and Eos were measured, ERCos and Eos were higher than the control group. 4 The results suggest that the effects of digoxin on erythrocytes which occur during acute digoxin treatment do not persist in the long term. 5 The possible explanation for the higher ERCos, Eos and Na+K+ATPase activity in patients treated with digoxin for more than 2 months is discussed. PMID:6268133

MACRONUTRIENT CONCENTRATION AND CONTENT IN PASSION FRUIT LEAVES UNDER SAMPLING METHODS AND N-K FERTILIZATION RATES

Directory of Open Access Journals (Sweden)

RODINEI FACCO PEGORARO

2017-12-01

Full Text Available ABSTRACT Nitrogen and potassium fertilization and assessment of adequate nutritional status are essential for increasing fruit production of passion fruit. However, studies related to characterization of the leaf nutrient concentration and content in passion fruit with different production capacities are scarce in the literature in Brazil. The objective of this study was to evaluate macronutrient leaf concentration and content in different parts of the reproductive shoot of yellow passion fruit subjected to different ratios of N and K fertilization. The study was conducted in a randomized block design, with three replications, following a 4 x 6 factorial arrangement consisting of four cultivars of yellow passion fruit (BRS Gigante Amarelo, IAC 275, BRS Ouro Vermelho, and BRS Sol do Cerrado and six application rates of N-K2O fertilizer (0-0, 50-125, 100-250, 150-375, 200-500, and 250-625 kg ha-1 year-1. Two leaf sampling methods were adopted (leaf located at a position adjacent to the fruit, and leaf located at the end of the reproductive branch for nutritional assessment. The leaf located at the adjacent position had lower N, P, K, Mg, and S concentration and higher Ca concentration than the concentrations observed in the standard leaf. However, the higher leaf dry matter in adjacent leaves resulted in increased macronutrient concentration/content. The increase in N-K fertilizations inhibited Ca and Mg content in the leaves adjacent to the fruit of the Gigante Amarelo, IAC, and Ouro Vermelho passion fruit cultivars, but did not affect Ca and Mg content in the standard leaf. The passion fruit cultivars showed different leaf nutrient contents after N-K fertilization, indicating variable nutritional demands and the need for specific diagnostic methods for each cultivar.

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

Science.gov (United States)

Udomkan, Watinee; Suwannoi, Paisan

2018-01-01

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

Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

Science.gov (United States)

McAuliffe, C.

2016-12-01

Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

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

Science.gov (United States)

Vanderlinden, David Winston

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

C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

Science.gov (United States)

Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

2008-12-01

The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. P C S Devara. Articles written in Journal of Earth System Science. Volume 112 Issue 2 June 2003 pp 205-221. Study of total column atmospheric aerosol optical depth, ozone and precipitable water content over Bay of Bengal during BOBMEX-99 · K K Dani R S ...

Comfort and Content: Considerations for Informal Science Professional Development

Science.gov (United States)

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

2014-01-01

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

Laboratory Safety Guide for Arkansas K-12 Schools.

Science.gov (United States)

Arkansas State Dept. of Education, Little Rock.

This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

Problem-Based Learning in the Life Science Classroom, K-12

Science.gov (United States)

McConnell, Tom; Parker, Joyce; Eberhardt, Janet

2016-01-01

"Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

K-Basins particulate water content, and behavior

International Nuclear Information System (INIS)

DUNCAN, D.R.

1999-01-01

This analysis summarizes the state of knowledge of K-basins spent nuclear fuel oxide (film, particulate or sludge) and its chemically bound water in order to estimate the associated multi-canister overpack (MCO) water inventory and to describe particulate dehydration behavior. This information can be used to evaluate the thermal and chemical history of an MCO and its contents during cold vacuum drying (CVD), shipping, and interim storage

K-Basins particulate water content, and behavior

Energy Technology Data Exchange (ETDEWEB)

DUNCAN, D.R.

1999-02-25

This analysis summarizes the state of knowledge of K-basins spent nuclear fuel oxide (film, particulate or sludge) and its chemically bound water in order to estimate the associated multi-canister overpack (MCO) water inventory and to describe particulate dehydration behavior. This information can be used to evaluate the thermal and chemical history of an MCO and its contents during cold vacuum drying (CVD), shipping, and interim storage.

Application of Fast Neutron Activation to Determinate of N, P and K Element Contents in the Sludge

International Nuclear Information System (INIS)

Supriyatni E; Yazid M; Nuraini E; Sunardi

2003-01-01

The application of fast neutron activation to determinate of N, P and K element contents in the sludge has been performed. The aim of this research is to determine the content of N, P and K elements in the sludge for the possibility of reuse as organic fertilizer. Sludge sample was taken from waste water retainer at Bantul Waste Water Treatment Plant. The sample was dried and ground, then irradiated using 14.7 MeV fast neutron from neutron generator. Result was qualitatively and quantitatively analyses using gamma spectrometer. The result showed that the sludge contains N with energy 511 keV, P with energy 1778 keV and K with energy 1273 keV. The concentration of N is (4.101 ± 0.007) mg/g, P is = (640.510 ± 14.34) mg/g and K = (3.045 ± 0.064) mg/g. (author)

Automatic magnetic susceptibility measurements between 4 K and 1200 K; Mesure automatique des susceptibilites magnetiques de 4 K a 1200 K

Energy Technology Data Exchange (ETDEWEB)

Raphael, G [Commissariat a l' Energie Atomique, Fontenay-aux-Roses (France). Centre d' Etudes Nucleaires

1969-07-01

We give a detailed description of a Faraday magnetic susceptibility balance which operates from 4 K to 1200 K. Some preliminary results on platinum and tantalum illustrate the precision and the sensitivity of the measurements. The apparatus has been designed for measurements on the plutonium compounds which present severe health hazards. (author) [French] Nous decrivons en detail un appareil permettant la mesure des susceptibilites magnetiques de 4 K a 1200 K par la methode de FARADAY. Quelques resultats preliminaires sur le platine et le titane montrent la precision et la sensibilite des mesures, L'appareil a ete adapte aux mesures sur les composes particulierement dangereux du plutonium. (auteur)

Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

Science.gov (United States)

Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

2013-12-01

's STEP Center in the geosciences. The module goals are: 1) Pre-service teachers will apply classification methods, testing procedures and interdisciplinary systems thinking to analyze and evaluate a relevant societal issue in the context of soils, 2) Pre-service teachers will design, develop, and facilitate a standards-based K-8 soils unit, incorporating a relevant broader societal issue that applies authentic geoscientific data, and incorporates geoscientific habits of mind. In addition, pre-service teachers will look toward the NGSS and align activities with content standards, systems thinking, and science and engineering practices. This poster will provide an overview of module development to date as well as a summary of pre-semester survey results indicating pre-service elementary teachers' ideas (beliefs, attitudes, preconceptions, and content knowledge) about teaching soils, and making science relevant in a K-8 classroom.

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

Energy Technology Data Exchange (ETDEWEB)

Anne Seifert; Louis Nadelson

2011-06-01

Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

Pravin K Bhadane

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Pravin K Bhadane. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 2 February 1999 pp 8-19 Series Article. Electrostatics in Chemistry - Basic Principles · Shridhar R Gadre Pravin K Bhadane · More Details Fulltext PDF. Volume 4 ...

The content of K-40, Sr-90 and Cs-137 in milk in Croatia

International Nuclear Information System (INIS)

Cesar, D.; Maracic, M.; Marovic, M.

1996-01-01

Milk is one of the most important foodstuffs. The children's diet is based on milk and quality of milk has always been a subject of concern and continuous control. investigation of radioactivity in milk in Croatia has been started in 1960. The samples of milk were collected daily in the towns Osijek, Zadar and Zagreb. In monthly samples specific Sr-90 activities were determined by radiochemical separation, and Cs-137 and K-40 by gammaspectrometric analysis. The values obtained are shown in Figures 1 and 2. The ratio of Sr-90, Cs-137 and K-40 specific activities was calculated as well as the ratio of their maximum prmissible levels. By the division of these two ratios the ratio of their effectiveness was calculated. On basis of the obtained data the following conclusions can be drawn: 1. The level of Sr-90 in milk had been increasing by 1964. in the period that followed Sr-90 was exponentially decreasing which indicated that its content in milk originated mostly from nuclear weapon tests carried out in the period 1945 to 1962. 2. The content of Cs-137 in milk in Croatia has been exponentially decreasing since 1965 in spite of a great increase in 1986. This points to the fact that Cs-137 content in milk originated mostly from nuclear weapon tests in the period 1945 to 1962, and to a lesser degree from Chernobyl nuclear accident in 1986. 3. The content of K-40 in milk has not changed significantly over the investigated period, but its level was not the same at all sampling locations. 4. The ratio of the impact of investigated radionuclides on man obtained from the samples of milk in the territory of Croatia is: 90 Sr : 137 Cs : 40 K = 1 : 2 : 5. (author)

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

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

Science.gov (United States)

Niepold, F.; Byers, A.

2009-12-01

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

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.

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

Science.gov (United States)

Klinkenborg, Ann Maria

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

Rock Cycle. K-6 Science Curriculum.

Science.gov (United States)

Blueford, J. R.; And Others

Rock Cycle is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) chemistry (introducing the topics of matter, elements, compounds, and chemical bonding); (2) characteristics (presenting hands-on activities with rocks and minerals); (3) minerals (emphasizing the aesthetic and economic…

The ternary system K2SO4MgSO4CaSO4

Science.gov (United States)

Rowe, J.J.; Morey, G.W.; Silber, C.C.

1967-01-01

Melting and subsolidus relations in the system K2SO4MgSO4CaSO4 were studied using heating-cooling curves, differential thermal analysis, optics, X-ray diffraction at room and high temperatures and by quenching techniques. Previous investigators were unable to study the binary MgSO4CaSO4 system and the adjacent area in the ternary system because of the decomposition of MgSO4 and CaSO4 at high temperatures. This problem was partly overcome by a novel sealed-tube quenching method, by hydrothermal synthesis, and by long-time heating in the solidus. As a result of this study, we found: (1) a new compound, CaSO4??3MgSO4 (m.p. 1201??C) with a field extending into the ternary system; (2) a high temperature form of MgSO4 with a sluggishly reversible inversion. An X-ray diffraction pattern for this polymorphic form is given; (3) the inversion of ??-CaSO4 (anhydrite) to ??-CaSO4 at 1195??C, in agreement with grahmann; (1) (4) the melting point of MgSO4 is 1136??C and that of CaSO4 is 1462??C (using sealed tube methods to prevent decomposition of the sulphates); (5) calcium langbeinite (K2SO4??2CaSO4) is the only compound in the K2SO4CaSO4 binary system. This resolved discrepancies in the results of previous investigators; (6) a continuous solid solution series between congruently melting K2SOP4??2MgSO4 (langbeinite) and incongruently melting K2SO4??2CaSO4 (calcium langbeinite); (7) the liquidus in the ternary system consists of primary phase fields of K2SO4, MgSO4, CaSO4, langbeinite-calcium langbeinite solid solution, and CaSO4??3MgSO4. The CaSO4 field extends over a large portion of the system. Previously reported fields for the compounds (K2SO4??MgSO4??nCaSO4), K2SO4??3CaSO4 and K2SO4??CaSO4 were not found; (8) a minimum in the ternary system at: 740??C, 25% MgSO4, 6% CaSO4, 69% K2SO4; and ternary eutectics at 882??C, 49% MgSO4, 19% CaSO4, 32% K2SO4; and 880??, 67??5% MgSO4, 5% CaSO4, 27??5% K2SO4. ?? 1967.

Viscosity of melts of the system KCl-KBF4-K2TiF6

International Nuclear Information System (INIS)

Nguyen, D.K.; Danek, V.

1997-01-01

The viscosity of melts of the system KCl-KBF 4 -K 2 TiF 6 has been measured by means of the computerized torsional pendulum method. The viscosity of KCl is higher that of KBF 4 at the same temperature, most probably due to the substantial overheating of KBF 4 . In the ternary system the viscosity increases with increasing with increasing content of K 2 TiF 6 . Additivity of algorithms of viscosity was adopted as the ideal behaviour of the mixture. Negative deviations from such additive behaviour were found in the binary system KCl-KBF 4 probably due to the breaks of the weak B-Cl-B bridges caused by the excess of Cl - ions. Positive deviations from the ideal behaviour were found in the binaries KCl-K 2 TiF 6 and KBF 4 -K 2 TiF 6 due to the formation of larger anions TiF 6 Cl 3- and TiF 7 3- caused by the reactions K 2 TiF 6 (l) + KCl(l) = K 3 TiF 6 Cl(l) and KBF 4 (l) + K 2 TiF 6 (l) = K 3 TiF 7 (l) + BF 3 (g). Statistically significant ternary interaction confirmed that the above chemical reactions take place also in the ternary system. (authors)

V K Agrawal

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. V K Agrawal. Articles written in Bulletin of Materials Science. Volume 33 Issue 4 August 2010 pp 383-390 Electrical Properties. Temperature dependence of electromechanical properties of PLZT /57/43 ceramics · A K Shukla V K Agrawal I M L Das Janardan Singh S L ...

Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

Science.gov (United States)

Demirdögen, Betül

2016-01-01

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

Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

Science.gov (United States)

Ostrom, T.

2017-12-01

This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

k c anjaneya

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. K C ANJANEYA. Articles written in Bulletin of Materials Science. Volume 39 Issue 5 September 2016 pp 1279-1284. Structural, electrical and electrochemical studies of LiNi 0.4 M 0.1 Mn 1.5 O 4 ( M = Co, Mg) solid solutions for lithium ion battery · G P NAYAKA K V PAI J ...

Assessing the Genetics Content in the Next Generation Science Standards.

Science.gov (United States)

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

2015-01-01

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

Assessing the Genetics Content in the Next Generation Science Standards.

Directory of Open Access Journals (Sweden)

Katherine S Lontok

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

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

Science.gov (United States)

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

2012-11-01

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

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

Science.gov (United States)

Brooks, Kristine M.

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

Bringing Inquiry Science to K-5 Classrooms

Science.gov (United States)

Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

2006-12-01

As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

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

Science.gov (United States)

Delgato, Margaret H.

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

Enriching K-12 Science and Mathematics Education Using LEGOs

Science.gov (United States)

Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

2012-01-01

This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

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

Science.gov (United States)

Kinghorn, Brian Edward

2013-01-01

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

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

Science.gov (United States)

Bergman, Daniel J.; Morphew, Jason

2015-01-01

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

K C Manorama Thampatti

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. K C Manorama Thampatti. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 3 March 1999 pp 62-70 Feature Article. Nature Watch - Rice Bowl in Turmoil: The Kuttanad Wetland Ecosystem · K C Manorama Thampatti K G Padmakumar.

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

Science.gov (United States)

Dietz, Laura

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

Exploring Sun-Earth Connections: A Physical Science Program for (K-8)Teachers

Science.gov (United States)

Michels, D. J.; Pickert, S. M.; Thompson, J. L.; Montrose, C. J.

2003-12-01

An experimental, inquiry-based physical science curriculum for undergraduate, pre-service K-8 teachers is under development at the Catholic University of America in collaboration with the Solar Physics Branch of the Naval Research Laboratory and NASA's Sun-Earth Connection missions. This is a progress report. The current, stunningly successful exploratory phase in Sun-Earth Connection (SEC) physics, sparked by SOHO, Yohkoh, TRACE, and other International Solar Terrestrial Physics (ISTP) and Living With a Star (LWS) programs, has provided dynamic, visually intuitive data that can be used for teaching basic physical concepts such as the properties of gravitational and electromagnetic fields which are manifest in beautiful imagery of the astrophysical plasmas of the solar atmosphere and Earth's auroras. Through a team approach capitalizing on the combined expertise of the Catholic University's departments of Education and Physics and of NRL solar researchers deeply involved in SEC missions we have laid out a program that will teach non-science-major undergraduates a very limited number of physical science concepts but in such a way as to develop for each one both a formal understanding and an intuitive grasp that will instill confidence, spark interest and scientific curiosity and, ideally, inspire a habit of lifetime inquiry and professional growth. A three-semester sequence is planned. The first semester will be required of incoming Education freshmen. The second and third semesters will be of such a level as to satisfy the one-year science requirement for non-science majors in the College of Arts and Sciences. The approach as adopted will integrate physics content and educational methods, with each concept introduced through inquiry-based, hands-on investigation using methods and materials directly applicable to K-8 teaching situations (Exploration Phase). The topic is further developed through discussion, demonstration and lecture, introducing such mathematical

K Hussian Reddy

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. K Hussian Reddy. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 6 June 1999 pp 67-77 General Article. Coordination Compounds in Biology - The Chemistry of Vitamin B12 and Model Compounds · K Hussian Reddy.

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

Science.gov (United States)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

On the Vertex-Distinguishing Proper Edge-Coloring of K4,4∨Kt%图K4,4∨Kt的点可区别正常边染色

Institute of Scientific and Technical Information of China (English)

魏甲静; 王治文; 陈祥恩

2012-01-01

讨论了图K4,4∨Kt的点可区别正常边染色及其色数.利用正多边形的对称性构造染色以及组合分析的方法.确定了图K4,4∨Kt的点可区别正常边色数,得到了：当t是奇数且t≥3以及t是偶数且2≤t≤32时,χ′s（K4,4∨Kt）=t＋8;当t是偶数且t≥34时,χ′s（K4,4∨Kt）=t＋9.%In this paper, the authors discuss the vertex-distinguishing proper edge colorings of K4,4∨Kt,and using the symmetry of regular polygons to construct coloring and the methods of combinatorial analysis, determine the vertex-distinguishing proper edge chromatic number of K4,4∨Kt. Finally, the authors show that χ：（K4,4∨Kt）：t＋8 when t is odd with t≥3 and when t is even with 2≤t≤32, and that xs（K4,4∨Kt） =t＋9 when t is even with t≥34.

Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders' Perceptions of Science Information Sources

Science.gov (United States)

Gelmez Burakgazi, Sevinc; Yildirim, Ali; Weeth Feinstein, Noah

2016-04-01

Rooted in science education and science communication studies, this study examines 4th and 5th grade students' perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums ("directive sources") predictably led students to other sources such as teachers, families, internet, and science books ("directed sources"). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.

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

Science.gov (United States)

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

2004-12-01

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

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

Directory of Open Access Journals (Sweden)

Damla Karagozlu

2017-11-01

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

Totally odd K-4-subdivisions in 4-chromatic graphs

DEFF Research Database (Denmark)

Thomassen, Carsten

2001-01-01

We prove the conjecture made by Bjarne Toft in 1975 that every 4-chromatic graph contains a subdivision of K-4 in which each edge of K-4 corresponds to a path of odd length. As an auxiliary result we characterize completely the subspace of the cycle space generated by all cycles through two fixed...

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

Science.gov (United States)

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

2018-01-01

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

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

Science.gov (United States)

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

2010-05-01

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

The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

Science.gov (United States)

Westenberg, David J

2016-03-01

Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

P K Das

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. P K Das. Articles written in Bulletin of Materials Science. Volume 23 Issue 4 August 2000 pp 249-253 Nitride Ceramics. Optimization of time–temperature schedule for nitridation of silicon compact on the basis of silicon and nitrogen reaction kinetics · J Rakshit P K Das.

S K Das

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. S K Das. Articles written in Bulletin of Materials Science. Volume 24 Issue 4 August 2001 pp 373-378 Metals and Alloys. Evaluation of solid–liquid interface profile during continuous casting by a spline based formalism · S K Das · More Details Abstract Fulltext PDF. A numerical ...

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

Science.gov (United States)

Flynn, Natalie P.

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

Anil K Rajvanshi

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Anil K Rajvanshi. Articles written in Resonance – Journal of Science Education. Volume 12 Issue 3 March 2007 pp 4-12 General Article. Nikola Tesla – The Creator of the Electric Age · Anil K Rajvanshi · More Details Fulltext PDF. Volume 13 Issue 7 July 2008 pp ...

Luminescence of 1,4-naphthoquinone and the vitamin K system in Shpolskii matrices at 4 K

Science.gov (United States)

Vo-Dinh, Tuan; Wild, Urs P.

This work investigates the high-resolution phosphorescence spectra of 1,4-naphthoquinone and the vitamin K system in Shpolskii solvents at 4 K. The quasi-linear vibronic bands are discussed with regard to spectral assignments and polarization data. The effect of non-totally symmetric vibrations is also discussed.

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

Science.gov (United States)

Kulgemeyer, Christoph

2018-01-01

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

Structural investigation on K3Gd5(PO4)6 in between 20 K to 1073 K

International Nuclear Information System (INIS)

Bevara, Samatha; Achary, S.N.; Tyagi, A.K.; Mishra, K.K.; Ravindran, T.R.; Sinha, A.K.; Sastry, P.U.

2016-01-01

Evolution of crystal structure of K 3 Gd 5 (PO 4 ) 6 in the temperature range from 20 K to 1073 K, as observed from combined variable temperature X-ray diffraction (using both synchrotron source and Cu K α lab source) and Raman spectroscopic studies is communicated in the manuscript. The title compound has an open tunnel containing three dimensional structure built by periodic arrangements of (Gd 5 (PO 4 ) 6 ) 3- ions which in turn are formed by PO 4 tetrahedra and GdO n (n = 8 and 9) polyhedra and these tunnels are occupied by K + ions. The XRD patterns in the entire temperature range of study indicated no change in the crystal structural, which is also supported by differential thermal analyses and Raman spectroscopy. Average axial thermal expansion coefficients between 20K and 1073 K are : α a =10.6 x 10 -6 K -1 , α b = 5.5 x 10 -6 K -1 and α c = 16.4 X 10.6 -6 K -1 . (author)

Pre-college Science Experiences; Timing and Causes of Gender Influence Science Interest Levels

Science.gov (United States)

Kaplita, E.; Reed, D. E.; McKenzie, D. A.; Jones, R.; May, L. W.

2015-12-01

It is known that female students tend to turn away from science during their pre-college years. Experiences during this time are not limited to the classroom, as cultural influences extend beyond K-12 science education and lead to the widely studied reduction in females in STEM fields. This has a large impact on climate science because currently relatively little effort is put into K-12 climate education, yet this is when college attitudes towards science are formed. To help quantify these changes, 400 surveys were collected from 4 different colleges in Oklahoma. Student responses were compared by gender against student experiences (positive and negative), and interest in science. Results of our work show that females tend to have their first positive experience with science at a younger age with friends, family and in the classroom, and have more of an interest in science when they are younger. Males in general like experiencing science more on their own, and surpass the interest levels of females late in high school and during college. While in college, males are more comfortable with science content than females, and males enjoy math and statistics more while those aspects of science were the largest areas of dislike in females. Understanding how to keep students (particularly female) interested in science as they enter their teen years is extremely important in preventing climate misconceptions in the adult population. Potential small changes such as hosting K-12 climate outreach events and including parents, as opposed to just inviting students, could greatly improve student experiences with science and hence, their understanding of climate science. Importantly, a greater focus on female students is warranted.

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 .

Trends of Science Education Research: An Automatic Content Analysis

Science.gov (United States)

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

2010-08-01

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

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…

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

Science.gov (United States)

McConnaughy, Rozalynd P; Wilson, Steven P

2018-01-01

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

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

Science.gov (United States)

Shea, Nicole A.

2015-01-01

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

Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

Science.gov (United States)

Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

2004-12-01

Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

First-light instrument for the 3.6-m Devasthal Optical Telescope: 4Kx4K CCD Imager

Science.gov (United States)

Pandey, Shashi Bhushan; Yadav, Rama Kant Singh; Nanjappa, Nandish; Yadav, Shobhit; Reddy, Bheemireddy Krishna; Sahu, Sanjit; Srinivasan, Ramaiyengar

2018-04-01

As a part of in-house instrument developmental activity at ARIES, the 4Kx4K CCD Imager is designed and developed as a first-light instrument for the axial port of the 3.6-m Devasthal Optical Telescope (DOT). The f/9 beam of the telescope having a plate-scale of 6.4"/mm is utilized to conduct deeper photom-etry within the central 10' field of view. The pixel size of the blue-enhanced liquid nitrogen cooled STA4150 4Kx4K CCD chip is 15 μm, with options to select gain and speed values to utilize the dynamic range. Using the Imager, it is planned to image the central 6.5'x6.5' field of view of the telescope for various science goals by getting deeper images in several broad-band filters for point sources and objects with low surface brightness. The fully assembled Imager along with automated filter wheels having Bessel UBV RI and SDSS ugriz filters was tested in late 2015 at the axial port of the 3.6-m DOT. This instrument was finally mounted at the axial port of the 3.6-m DOT on 30 March 2016 when the telescope was technically activated jointly by the Prime Ministers of India and Belgium. It is expected to serve as a general purpose multi-band deep imaging instrument for a variety of science goals including studies of cosmic transients, active galaxies, star clusters and optical monitoring of X-ray sources discovered by the newly launched Indian space-mission called ASTROSAT, and follow-up of radio bright objects discovered by the Giant Meterwave Radio Telescope.

Membrane leakage and increased content of Na+ -K+ pumps and Ca2+ in human muscle after a 100-km run

DEFF Research Database (Denmark)

Overgaard, Kristian; Lindstrøm, Tue; Ingemann-Hansen, Thorsten

2002-01-01

content, and plasma concentrations of creatine kinase (CK) and lactate dehydrogenase (LDH). After completion of a 100-km run, significant increases were found in plasma K+ (from 4.0 +/- 0.1 to 5.5 +/- 0.2 mM, P

NGSS-Aligned, K-12 Climate Science Curricula, taught with citizen science and teacher-led inquiry methods

Science.gov (United States)

Zainfeld, S.

2017-12-01

Teacher-led inquiry into student learning is a promising method of formative assessment to gain insight into student achievement. NGSS-aligned K-12 Climate Science curricula taught with citizen science and teacher-led inquiry methods are described, along with results from a scientist-teacher collaboration survey.

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

Science.gov (United States)

Hasan, Hashima; Erickson, Kristen

2018-01-01

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

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

Science.gov (United States)

Li, Yufeng; Xiong, Jianwen

2012-01-01

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

Outstanding Science Trade Books for Students K-12: Books Published in 2015

Science.gov (United States)

Science and Children, 2016

2016-01-01

Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

Virginia Earth Science Collaborative: Developing Highly Qualified Teachers

Science.gov (United States)

Cothron, J.

2007-12-01

A collaborative of nine institutes of higher education and non-profits and seventy-one school divisions developed and implemented courses that will enable teachers to acquire an Add-On Earth Science endorsement and to improve their skills in teaching Earth Science. For the Earth Science Endorsement, the five courses and associated credits are Physical Geology (4), Geology of Virginia (4), Oceanography (4), Astronomy (3) and Meteorology (3). The courses include rigorous academic content, research-based instructional strategies, laboratory experiences, and intense field experiences. In addition, courses were offered on integrating new technologies into the earth sciences, developing virtual field trips, and teaching special education students. To date, 39 courses have been offered statewide, with over 560 teachers participating. Teachers showed increased conceptual understanding of earth science topics as measured by pre-post tests. Other outcomes include a project website, a collaborative of over 60 IHE and K-12 educators, pilot instruments, and a statewide committee focused on policy in the earth sciences.

Science Smiles

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Science Smiles. Articles in Resonance – Journal of Science Education. Volume 1 Issue 4 April 1996 pp 4-4 Science Smiles. Chief Editor's column / Science Smiles · R K Laxman · More Details Fulltext PDF. Volume 1 Issue 5 May 1996 pp 3-3 Science Smiles.

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

Science.gov (United States)

Murphy, Cliona; Smith, Greg

2012-01-01

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

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

... Journal of Earth System Science; Volume 127; Issue 3. Pedotransfer functions to estimate soil water content at field capacity and permanent wilting point in hot Arid Western India. Priyabrata Santra Mahesh Kumar R N Kumawat D K Painuli K M Hati G B M Heuvelink N H Batjes. Volume 127 Issue 3 April 2018 Article ID 35 ...

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

Science.gov (United States)

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

2018-03-01

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

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

Science.gov (United States)

Phillips, Marianne C.

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

High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

Science.gov (United States)

Berland, Leema; Steingut, Rebecca; Ko, Pat

2014-01-01

Research and policy documents increasingly advocate for incorporating engineering design into K-12 classrooms in order to accomplish two goals: (1) provide an opportunity to engage with science content in a motivating real-world context; and (2) introduce students to the field of engineering. The present study uses multiple qualitative data…

A Primary Grade (K-3) Earth Science Program

Science.gov (United States)

Schwartz, Maurice L.; Slesnick, Irwin L.

1973-01-01

Describes the rationale and structure of a newly developed earth science program for elementary school children (K-3). The activities involve pre-operational and concrete operational stages, progressing from one to the other. Children show sustained interest and enthusiasm as they investigate landforms, the moon, fossils, and weather phenomena.…

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

OpenAIRE

Murphy, Clíona; Smith, Greg

2012-01-01

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

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

Science.gov (United States)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

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

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. K Krishnamoorthy. Articles written in Journal of Earth System Science. Volume 111 Issue 4 December 2002 pp 425-435. Detection of marine aerosols with IRS P4-Ocean Colour Monitor · Indrani Das M Mohan K Krishnamoorthy · More Details Abstract Fulltext PDF.

Career education attitudes and practices of K-12 science educators

Science.gov (United States)

Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

43 CFR 4.1292 - Contents of petition.

Science.gov (United States)

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Contents of petition. 4.1292 Section 4... PROCEDURES Special Rules Applicable to Surface Coal Mining Hearings and Appeals Petitions for Award of Costs and Expenses Under Section 525(e) of the Act § 4.1292 Contents of petition. (a) A petition filed under...

16 CFR 436.4 - Table of contents.

Science.gov (United States)

2010-01-01

... CONCERNING FRANCHISING Contents of a Disclosure Document § 436.4 Table of contents. Include the following table of contents. State the page where each disclosure Item begins. List all exhibits by letter, as...

RIS4E Science Journalism Program

Science.gov (United States)

Whelley, N.; Bleacher, L.; Jones, A. P.; Bass, E.; Bleacher, J. E.; Firstman, R.; Glotch, T. D.; Young, K.

2017-12-01

NASA's Remote, In-Situ, and Synchrotron Studies for Science and Exploration (RIS4E) team addresses the goals of the Solar System Exploration Research Virtual Institute via four themes, one of which focuses on evaluating the role of handheld and portable field instruments for human exploration. The RIS4E Science Journalism Program highlights science in an innovative way: by instructing journalism students in the basics of science reporting and then embedding them with scientists in the field. This education program is powerful because it is deeply integrated within a science program, strongly supported by the science team and institutional partners, and offers an immersive growth experience for learners, exposing them to cutting edge NASA research and field technology. This program is preparing the next generation of science journalists to report on complex science accurately and effectively. The RIS4E Science Journalism Program consists of two components: a semester-long science journalism course and a reporting trip in the field. First, students participate in the RIS4E Science Journalism Practicum offered by the Stony Brook University School of Journalism. Throughout the semester, students learn about RIS4E science from interactions with the RIS4E science team, through classroom visits, one-on-one interviews, and tours of laboratories. At the conclusion of the course, several students, along with a professor and a teaching assistant, join the RIS4E team during the field season. The journalism students observe the entire multi-day field campaign, from set-up, to data collection and analysis, and investigation of questions that arise as a result of field discoveries. They watch the scientists formulate and test hypotheses in real time. The field component for the 2017 RIS4E Science Journalism Program took journalism students to the Potrillo Volcanic Field in New Mexico for a 10-day field campaign. Student feedback was overwhelmingly positive. They gained experience

A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

Science.gov (United States)

Underwood, Janice Bell

Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. K Senthil Kumar. Articles written in Journal of Chemical Sciences. Volume 114 Issue 4 August 2002 pp 367-377. Chemistry of selected cyclic P(III) compounds possessing a P-Cl bond · K C Kumara Swamy Sudha Kumaraswamy Praveen Kommana N Satish Kumar K Senthil ...

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

Science.gov (United States)

Hechter, Richard P.; Guy, Mark

2010-01-01

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

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

Science.gov (United States)

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

2015-01-01

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

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

Science.gov (United States)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

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

Science.gov (United States)

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

2014-12-01

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

Participation in a Multi-Institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs about Teaching Science

Science.gov (United States)

Donovan, Deborah A.; Borda, Emily J.; Hanley, Daniel M.; Landel, Carolyn C.

2015-01-01

Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science…

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. K C Anjaneya. Articles written in Bulletin of Materials Science. Volume 37 Issue 3 May 2014 pp 705-711. Structural, electrical and electrochemical behaviours of LiNi0.4M0.1Mn1.5O4 ( = Al, Bi) as cathode material for Li-ion batteries · G P Nayaka J Manjanna K C Anjaneya P ...

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.

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. K B R Varma. Articles written in Bulletin of Materials Science. Volume 30 Issue 6 December 2007 pp 567-570 Ceramics and Glasses. Microwave synthesis and sintering characteristics of CaCu3Ti4O12 · P Thomas L N Sathapathy K Dwarakanath K B R Varma · More Details ...

Resource Handbook--Space Beyond the Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

Science.gov (United States)

Starr, John W., 3rd., Ed.

GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; space. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four units: 1) the sun, earth, and moon; 2) stars and planets; 3) exploring space; 4) man's existence in space. Each unit includes initiatory and developmental activities. There are also sections on evaluation, vocabulary,…

Automatic magnetic susceptibility measurements between 4 K and 1200 K

International Nuclear Information System (INIS)

Raphael, G.

1969-01-01

We give a detailed description of a Faraday magnetic susceptibility balance which operates from 4 K to 1200 K. Some preliminary results on platinum and tantalum illustrate the precision and the sensitivity of the measurements. The apparatus has been designed for measurements on the plutonium compounds which present severe health hazards. (author) [fr

Engaging Scientists in Meaningful E/PO: NASA Science4Girls and Their Families

Science.gov (United States)

Meinke, B. K.; Smith, D. A.; Bleacher, L.; Hauck, K.; Soeffing, C.

2014-12-01

The NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forums coordinate the participation of SMD education and public outreach (EPO) programs in Women's History Month through the NASA Science4Girls and Their Families initiative. The initiative partners NASA science education programs with public libraries to provide NASA-themed hands-on education activities for girls and their families. These NASA science education programs are mission- and grant-based E/PO programs are uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. As such, the initiative engages girls in all four NASA science discipline areas (Astrophysics, Earth Science, Planetary Science, and Heliophysics), which enables audiences to experience the full range of NASA science topics and the different career skills each requires. The events focus on engaging underserved and underrepresented audiences in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations, and remote engagement of audiences.

A Science, Engineering and Technology (SET) Approach Improves Science Process Skills in 4-H Animal Science Participants

Science.gov (United States)

Clarke, Katie C.

2010-01-01

A new Science, Engineering and Technology (SET) approach was designed for youth who participated in the Minnesota State Fair Livestock interview process. The project and evaluation were designed to determine if the new SET approach increased content knowledge and science process skills in participants. Results revealed that youth participants not…

Germanium thermometers in the temperature range .1000K to 4.20K

International Nuclear Information System (INIS)

Hsieh, S.Y.; Sanchez, D.H.

1974-01-01

The sensitivity characteristics of two germanium thermometers that proved to be convenient sensors in the temperature range from .100 0 K to 4.2 0 K, are described. Their resistances change from about 8 x 10 5 ohms at .100 0 K to about 100 ohms at 4.2 0 K. The calibration curves were fitted to natural spline functions of order 3 in the whole range of temperatures. These functions give less than half millidegree standard dispersion against 15 millidegree standard dispersion when usual polynomial interpolations are used. It is discussed what spline functions are, and compare the goodness of spline interpolation with polynomial methods [pt

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.

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

Science.gov (United States)

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

2015-01-01

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

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

NARCIS (Netherlands)

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

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

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

Science.gov (United States)

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

2012-12-01

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

The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

Science.gov (United States)

Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

2013-12-01

The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

Phase and morphology evolution of (Na1-xKxNbO3 powders related to calcinations and K2CO3 content

Directory of Open Access Journals (Sweden)

Steven J. Milne

2007-03-01

Full Text Available Sodium-potassium niobate ((Na1-xKxNbO3 powders with x = 0.2, 0.4, 0.6 and 0.8 were prepared following the conventional mixed oxide method and characterized by TG-DTA, XRD and SEM techniques.The effects of calcination temperature, dwell time and K2CO3 content on phase formation behavior and morphology of the powders were investigated. The calcination temperature and dwell time were found tohave a pronounced effect on the phase formation of the calcined sodium-potassium niobate powders. It was found that the crystallized phase depended on calcination conditions. The high calcination temperature andlong dwell time clearly favored particle growth and the formation of large and hard agglomerates. All the (Na1-xKxNbO3 powders showed a similar orthorhombic phase structure. The K2CO3 content significantlyaffected the calcination temperature and particle size and shape. Large particle size, cubic shape and a lower calcined condition were observed in (Na1-xKxNbO3 powder with low K2CO3 content (x = 0.2.

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

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. K Vasantham. Articles written in Journal of Chemical Sciences. Volume 123 Issue 4 July 2011 pp 411-420. Nitroketene dithioacetal chemistry: Synthesis of coumarins incorporating nitrothiophene moiety · H Surya Prakash Rao K Vasantham · More Details Abstract Fulltext PDF.

Quality of fresh-cut Iceberg lettuce and spinach irradiated at doses up to 4 kGy

International Nuclear Information System (INIS)

Fan Xuetong; Guan Wenqiang; Sokorai, Kimberly J.B.

2012-01-01

Fresh-cut Iceberg lettuce packaged in modified atmosphere packages and spinach in perforated film bags were irradiated with gamma rays at doses of 0, 1, 2, 3, and 4 kGy. After irradiation, the samples were stored for 14 days at 4 °C. O 2 levels in the packages of fresh-cut Iceberg lettuce decreased and CO 2 levels increased with increasing radiation dose, suggesting that irradiation increased respiration rates of lettuce. Tissue browning of irradiated cut lettuce was less severe than that of non-irradiated, probably due to the lower O 2 levels in the packages. However, samples irradiated at 3 and 4 kGy had lower maximum force and more severe sogginess than the non-irradiated control. In addition, ascorbic acid content of irradiated lettuce was 22–40% lower than the non-irradiated samples after 14 days of storage. The visual appearance of spinach was not affected by irradiation even at a dose of 4 kGy. Consumer acceptance suggested that more people would dislike and would not buy spinach that was treated at 3 and 4 kGy as compared to the non-irradiated sample. Overall, irradiation at doses of 1 and 2 kGy may be employed to enhance microbial safety of fresh-cut Iceberg lettuce and spinach while maintaining quality. - Highlights: ▶ Headspace composition in the modified atmosphere packages of cut lettuce was affected by irradiation. ▶ Fresh-cut lettuce in adapted atmosphere could tolerate 1 or 2 kGy rays without quality deterioration in look and texture. ▶ Lettuce irradiated at doses higher than 2 kGy developed sogginess. ▶ Irradiated spinach maintained a good appearance at doses of 3 and 4 kGy. ▶ Higher doses (3 and 4 kGy) of radiation decreased consumers' likingness and purchase intent of irradiated spinach.

Two-week inhalation of budesonide increases muscle Na,K ATPase content but not endurance in response to terbutaline in men

DEFF Research Database (Denmark)

Nielsen, Morten Hostrup; Onslev, Johan; Jessen, Søren Kaare

2017-01-01

of plasma budesonide, cortisol, and K+ . Subjects' performance during cycling to fatigue at 90% of incremental peak power output (iPPO) was measured in response to 4 mg inhaled terbutaline to maximally stimulate Na+ ,K+ ATPase activity. Plasma concentrations of budesonide rose to 5.0 ± 1.6 n......M with the intervention, whereas no changes were observed in plasma cortisol. Muscle Na+ ,K+ ATPase content increased (P ≤ 0.01) by 46 ± 34 pmol/(g wet wt) (17% increase) with the intervention. Cycling performance at 90% of iPPO did not change (P = 0.21) with the intervention (203 vs 214 s) in response to terbutaline...

Two-week inhalation of budesonide increases muscle Na,K ATPase content but not endurance in response to terbutaline in men

DEFF Research Database (Denmark)

Hostrup, M.; Jessen, S.; Onslev, J.

2017-01-01

of plasma budesonide, cortisol, and K+. Subjects' performance during cycling to fatigue at 90% of incremental peak power output (iPPO) was measured in response to 4 mg inhaled terbutaline to maximally stimulate Na+,K+ ATPase activity. Plasma concentrations of budesonide rose to 5.0 ± 1.6 n......M with the intervention, whereas no changes were observed in plasma cortisol. Muscle Na+,K+ ATPase content increased (P ≤ 0.01) by 46 ± 34 pmol/(g wet wt) (17% increase) with the intervention. Cycling performance at 90% of iPPO did not change (P = 0.21) with the intervention (203 vs 214 s) in response to terbutaline...

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

Science.gov (United States)

Brkich, Katie Lynn

2014-03-01

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

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

Science.gov (United States)

Ma, Yongjun; Wan, Yanlan

2017-08-01

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

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. K Chandra. Articles written in Bulletin of Materials Science. Volume 30 Issue 4 August 2007 pp 309-314 Biomaterials. Characteristics of porous zirconia coated with hydroxyapatite as human bones · V V Narulkar S Prakash K Chandra · More Details Abstract Fulltext PDF.

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. BALDEV RAJ. Articles written in Bulletin of Materials Science. Volume 26 Issue 4 June 2003 pp 449-460 Instrumentation. Thermogravimetry-evolved gas analysis–mass spectrometry system for materials research · M Kamruddin P K Ajikumar S Dash A K Tyagi Baldev Raj.

The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

Science.gov (United States)

Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

2017-12-01

The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

Minnesota 4-H Science of Agriculture Challenge: Infusing Agricultural Science and Engineering Concepts into 4-H Youth Development

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Rice, Joshua E.; Rugg, Bradley; Davis, Sharon

2016-01-01

Youth involved in 4-H projects have been engaged in science-related endeavors for years. Since 2006, 4-H has invested considerable resources in the advancement of science learning. The new Minnesota 4-H Science of Agriculture Challenge program challenges 4-H youth to work together to identify agriculture-related issues in their communities and to…

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

Science.gov (United States)

Keller, T.

2010-12-01

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

First determination of the $CP$ content of $D \\to \\pi^+\\pi^-\\pi^+\\pi^-$ and updated determination of the $CP$ contents of $D \\to \\pi^+\\pi^-\\pi^0$ and $D \\to K^+K^-\\pi^0$

CERN Document Server

Malde, S; Wilkinson, G; Naik, P; Prouve, C; Rademacker, J; Libby, J; Nayak, M; Gershon, T; Briere, R A

2015-01-01

Quantum-correlated $\\psi(3770) \\to D\\bar{D}$ decays collected by the CLEO-c experiment are used to perform a first measurement of $F_+^{4\\pi}$, the fractional $CP$-even content of the self-conjugate decay $D \\to \\pi^+\\pi^-\\pi^+\\pi^-$, obtaining a value of $0.737 \\pm 0.028$. An important input to the measurement comes from the use of $D \\to K^0_{\\rm S}\\pi^+\\pi^-$ and $D \\to K^0_{\\rm L}\\pi^+\\pi^-$ decays to tag the signal mode. This same technique is applied to the channels $D \\to\\pi^+\\pi^-\\pi^0$ and $D \\to K^+K^-\\pi^0$, yielding $F_+^{\\pi\\pi\\pi^0} = 1.014 \\pm 0.045 \\pm 0.022$ and $F_+^{KK\\pi^0} = 0.734 \\pm 0.106 \\pm 0.054$, where the first uncertainty is statistical and the second systematic. These measurements are consistent with those of an earlier analysis, based on $CP$-eigenstate tags, and can be combined to give values of $F_+^{\\pi\\pi\\pi^0} = 0.973 \\pm 0.017$ and $F_+^{KK\\pi^0} = 0.732 \\pm 0.055$. The results will enable the three modes to be included in a model-independent manner in measurements of the ...

Glutamic acid promotes monacolin K production and monacolin K biosynthetic gene cluster expression in Monascus.

Science.gov (United States)

Zhang, Chan; Liang, Jian; Yang, Le; Chai, Shiyuan; Zhang, Chenxi; Sun, Baoguo; Wang, Chengtao

2017-12-01

This study investigated the effects of glutamic acid on production of monacolin K and expression of the monacolin K biosynthetic gene cluster. When Monascus M1 was grown in glutamic medium instead of in the original medium, monacolin K production increased from 48.4 to 215.4 mg l -1 , monacolin K production increased by 3.5 times. Glutamic acid enhanced monacolin K production by upregulating the expression of mokB-mokI; on day 8, the expression level of mokA tended to decrease by Reverse Transcription-polymerase Chain Reaction. Our findings demonstrated that mokA was not a key gene responsible for the quantity of monacolin K production in the presence of glutamic acid. Observation of Monascus mycelium morphology using Scanning Electron Microscope showed glutamic acid significantly increased the content of Monascus mycelium, altered the permeability of Monascus mycelium, enhanced secretion of monacolin K from the cell, and reduced the monacolin K content in Monascus mycelium, thereby enhancing monacolin K production.

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

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

2017-01-01

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

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. K Krishna Kishore. Articles written in Journal of Chemical Sciences. Volume 113 Issue 4 August 2001 pp 351-359 Physical and Theoretical. Mechanism of oxidation of L-methionine by iron(III)-1,10-phenanthroline complex - A kinetic study · P Vani K Krishna Kishore R ...

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

Science.gov (United States)

Schram, Asta B.

2014-01-01

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

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. V K Gaur. Articles written in Journal of Earth System Science. Volume 109 Issue 1 March 2000 pp 1-3. Editorial · V K Gaur · More Details Fulltext PDF. Volume 109 Issue 4 December 2000 pp 393-394. Editorial · V K Gaur · More Details Fulltext PDF. Volume 112 Issue 3 ...

Adhesion study of low-k/Si system using 4-point bending and nanoscratch test

International Nuclear Information System (INIS)

Damayanti, M.; Widodo, J.; Sritharan, T.; Mhaisalkar, S.G.; Lu, W.; Gan, Z.H.; Zeng, K.Y.; Hsia, L.C.

2005-01-01

Chemical vapour deposited (CVD) low-k films using tri-methyl-silane (3MS) and tetra-methyl cyclo-tetra-siloxanes (TMCTS) precursors were studied. A 4-point bend test (4PBT) was performed to assess the adhesion property of the low-k films to Si substrates and the results were compared with that of simpler method, nanoscratch test (NST), as a quality control tool despite its drawbacks. Adhesion energy, G c , of the low-k/Si interface as measured by 4PBT and critical scratch load, P c , as obtained by NST display a linear relationship with hardness and modulus of the low-k film. The lowering of G c as the hardness of the film decreases can be explained by the effects of the C introduction into the Si-O networks found in these films. Lower carbon content for higher hardness films is thought to cause them to be more 'silica-like', and thus, exhibit better adhesion with the Si substrate. Two failure modes were observed for specimens under 4PBT. On one hand, films with low hardness ( c ( 2 ) with an adhesive separation of low-k from the Si substrate. On the other hand, films of high hardness (>5 GPa) display interfacial energies in excess of 10 J/m 2 with delamination of epoxy from the Si substrate, thus, indicating excellent adhesion between the low-k films and Si substrate. For the low hardness films, good correlation exists between P c and G c . However, the two data points of the high hardness films that gave the two highest P c and G c values do not lie on the correlation line drawn for the low hardness film data points due to different factors governing the failure in both tests and a change in the 4PBT failure mechanism

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.)

27 CFR 4.36 - Alcoholic content.

Science.gov (United States)

2010-04-01

... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Alcoholic content. 4.36 Section 4.36 Alcohol, Tobacco Products and Firearms ALCOHOL AND TOBACCO TAX AND TRADE BUREAU, DEPARTMENT OF THE TREASURY LIQUORS LABELING AND ADVERTISING OF WINE Labeling Requirements for Wine § 4.36...

27 CFR 4.37 - Net contents.

Science.gov (United States)

2010-04-01

... 27 Alcohol, Tobacco Products and Firearms 1 2010-04-01 2010-04-01 false Net contents. 4.37 Section 4.37 Alcohol, Tobacco Products and Firearms ALCOHOL AND TOBACCO TAX AND TRADE BUREAU, DEPARTMENT OF THE TREASURY LIQUORS LABELING AND ADVERTISING OF WINE Labeling Requirements for Wine § 4.37 Net...

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

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Bathgate, Meghan; Schunn, Christian

2017-11-01

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

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

Science.gov (United States)

Schram, Asta B.

2014-10-01

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

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

Science.gov (United States)

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

2016-01-01

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

Next generation science standards available for comment

Science.gov (United States)

Asher, Pranoti

2012-05-01

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

Training Teens to Teach Agricultural Biotechnology: A National 4-H Science Demonstration Project

Directory of Open Access Journals (Sweden)

Chad Ripberger

2013-12-01

Full Text Available This article discusses a National 4-H Science agricultural biotechnology demonstration project and the impact of the pilot programs on the teenage leaders and teachers. A total of 82 teenagers were extensively trained, who in turn, engaged 620 youth participants with agricultural biotechnology education in afterschool and summer programs in five states. This article details the national and state level trainings for these teen teachers as well as the content rich partners from agribusinesses, agricultural commodity groups, and universities who supported their involvement. The impact on the content knowledge, science process and life skills, and program development and implementation skills of the teen leaders and teachers was evaluated using multiple instruments over multiple administrations (pre-training, post-training, and post-teaching. Results indicate significant gains in most areas assessed. Project recommendations and future plans are also discussed.

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

Science.gov (United States)

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

2018-01-01

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

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

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Schechter, Rachel L.

2013-01-01

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

Supplement to CCM.D-K4 'Hydrometer' report: linkage of EURAMET.M.D-K4 comparison, SIM.M.D-K4 comparison and the supplementary SIM.M.D-S2 to CCM.D-K4 'Hydrometer'

Science.gov (United States)

Lorefice, S.; Becerra, L. O.

2017-01-01

Evaluation of different types of comparisons to a common set of reference values of a CIPM key comparison is essential to satisfy the concept of the CIPM Mutual Recognition Arrangement (CIPM MRA), where the DoEs of any participant who took part in comparisons should be within the Calibration and Measurement Capability (CMC) section of the CIPM MRA Key Comparison Data Base. The subject of this supplementary report is therefore to present the equivalence of each National Metrological Institute (NMI) participant in the CCM.D-K4 'Hydrometer' key comparison, which was performed in the density range 600 kg/m3 to 2000 kg/m3 at the temperature of 20 °C, and the linkage of the European and Inter-American NMI results performed in the RMO.M.D-K4 comparisons as well as those of the supplementary SIM.M.D-S2 to the common set of KCRVs of the CCM.D-K4 'Hydrometer'. The linking procedure has been obtained by numerical simulation, based on the Monte Carlo method, in which the differences in the results of the different comparison between the intended laboratory and one or more linking laboratory/ies, which took part in both comparisons, are correlated with a continuous function describing the DoEs of the linking laboratory/ies with respect to the common set of KCRVs of the CCM.D-K4. Main text To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCM, according to the provisions of the CIPM Mutual Recognition Arrangement (CIPM MRA).

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

Science.gov (United States)

Furtak, Erin Marie; Alonzo, Alicia C.

2010-05-01

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

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. C K Unnikrishnan. Articles written in Journal of Earth System Science. Volume 125 Issue 4 June 2016 pp 677-689. Impact of high resolution land surface initialization in Indian summer monsoon simulation using a regional climate model · C K Unnikrishnan M Rajeevan S ...

From learning science to teaching science: What transfers?

Science.gov (United States)

Harlow, Danielle Boyd

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

Earth Science Data and Applications for K-16 Education from the NASA Langley Atmospheric Science Data Center

Science.gov (United States)

Phelps, C. S.; Chambers, L. H.; Alston, E. J.; Moore, S. W.; Oots, P. C.

2005-05-01

NASA's Science Mission Directorate aims to stimulate public interest in Earth system science and to encourage young scholars to consider careers in science, technology, engineering and mathematics. NASA's Atmospheric Science Data Center (ASDC) at Langley Research Center houses over 700 data sets related to Earth's radiation budget, clouds, aerosols and tropospheric chemistry that are being produced to increase academic understanding of the natural and anthropogenic perturbations that influence global climate change. However, barriers still exist in the use of these actual satellite observations by educators in the classroom to supplement the educational process. Thus, NASA is sponsoring the "Mentoring and inquirY using NASA Data on Atmospheric and earth science for Teachers and Amateurs" (MY NASA DATA) project to systematically support educational activities by reducing the ASDC data holdings to `microsets' that can be easily accessible and explored by the K-16 educators and students. The microsets are available via Web site (http://mynasadata.larc.nasa.gov) with associated lesson plans, computer tools, data information pages, and a science glossary. A MY NASA DATA Live Access Server (LAS) has been populated with ASDC data such that users can create custom microsets online for desired time series, parameters and geographical regions. The LAS interface is suitable for novice to advanced users, teachers or students. The microsets may be visual representations of data or text output for spreadsheet analysis. Currently, over 148 parameters from the Clouds and the Earth's Radiant Energy System (CERES), Multi-angle Imaging SpectroRadiometer (MISR), Surface Radiation Budget (SRB), Tropospheric Ozone Residual (TOR) and the International Satellite Cloud Climatology Project (ISCCP) are available and provide important information on clouds, fluxes and cycles in the Earth system. Additionally, a MY NASA DATA OPeNDAP server has been established to facilitate file transfer of

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

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

2016-08-01

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

4-H Science Inquiry Video Series

Science.gov (United States)

Green, Jeremy W.; Black, Lynette; Willis, Patrick

2013-01-01

Studies support science inquiry as a positive method and approach for 4-H professionals and volunteers to use for teaching science-based practices to youth. The development of a science inquiry video series has yielded positive results as it relates to youth development education and science. The video series highlights how to conduct science-rich…

NPA4K development system using object-oriented methodology

International Nuclear Information System (INIS)

Jeong, Kwang Seong; Hahn, Do Hee

2000-11-01

NPA4K consists of module programs with several components for various functions. Software components have to be developed systematically by compartment criteria and design method. In this paper, the understandings of a typical Object-Oriented Methodology , UML(Unified Modeling Language), the procedure for NPA4K program development and the architecture for long-term development of NPA4K are introduced

NPA4K development system using object-oriented methodology

Energy Technology Data Exchange (ETDEWEB)

Jeong, Kwang Seong; Hahn, Do Hee

2000-11-01

NPA4K consists of module programs with several components for various functions. Software components have to be developed systematically by compartment criteria and design method. In this paper, the understandings of a typical Object-Oriented Methodology , UML(Unified Modeling Language), the procedure for NPA4K program development and the architecture for long-term development of NPA4K are introduced.

Inequality in societies, academic institutions and science journals: Gini and k-indices

Science.gov (United States)

Ghosh, Asim; Chattopadhyay, Nachiketa; Chakrabarti, Bikas K.

2014-09-01

Social inequality is traditionally measured by the Gini-index (g). The g-index takes values from 0 to 1 where g=0 represents complete equality and g=1 represents complete inequality. Most of the estimates of the income or wealth data indicate the g value to be widely dispersed across the countries of the world: g values typically range from 0.30 to 0.65 at a particular time (year). We estimated similarly the Gini-index for the citations earned by the yearly publications of various academic institutions and the science journals. The ISI web of science data suggests remarkably strong inequality and universality (g=0.70±0.07) across all the universities and institutions of the world, while for the journals we find g=0.65±0.15 for any typical year. We define a new inequality measure, namely the k-index, saying that the cumulative income or citations of (1-k) fraction of people or papers exceed those earned by the fraction (k) of the people or publications respectively. We find, while the k-index value for income ranges from 0.60 to 0.75 for income distributions across the world, it has a value around 0.75±0.05 for different universities and institutions across the world and around 0.77±0.10 for the science journals. Apart from above indices, we also analyze the same institution and journal citation data by measuring Pietra index and median index.

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

Science.gov (United States)

Peters, Erin E.

2012-06-01

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

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

Science.gov (United States)

Barron, Paul E.

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

A K Mittal

Indian Academy of Sciences (India)

A K Mittal. Articles written in Resonance – Journal of Science Education. Volume 7 Issue 2 February 2002 pp 6-19 General Article. Fractals and the Large-Scale Structure in the Universe - Introduction and Basic Concepts · A K Mittal T R Seshadri · More Details Fulltext PDF. Volume 7 Issue 4 April 2002 pp 39-47 General ...

[Energy pooling collisions for K(4P) + Cs(5D) in a K-Cs mixture].

Science.gov (United States)

Aihemaiti, Pulati; Dai, Kang; Lu, Xin-hong; Shen, Yi-fan

2005-04-01

The rate coefficients for energy-pooling collisions K(4P) + Cs(5D) --> Cs(6S) + K(4D, 6S) in the K-Cs vapor mixture were measured relative to a known energy-pooling rate coefficient of a homonuclear reaction [i. e., Cs(6P) + Cs(5D) --> Cs(6S) + Cs (7D(J))]. Populations of the Cs(6P, 5D) and K(4P) states were produced by photodissociation of K2 and Cs2 molecules through the use of a dye laser radiation. The resulting fluorescence included the direct components emitted in the decay of the excited states produced by photodissociation and the induced components arising from the collisionally populated states. By combining relative intensities of the components with the effective lifetimes of Cs(6P) and K(4P) states, the rate coefficients (in units of 10(-9) cm3 x s(-1)) for the heteronuclear energy-pooling were found to be 2.6 and 3.6, respectively. The contribution to the rate coefficients from other processes are discussed.

Calibration of thermometers in the range from 4K to 40K

International Nuclear Information System (INIS)

Cruz, M.E. de la; Sereni, Julian; Salva, Horacio.

1977-06-01

Carbon and Germanium resistors have been calibrated against a standard in the temperature range from 4K to 40K. From the data, values of temperature are obtained with 0,1% error (std deviation). These calibrations have been also checked against specific heat measurements. (author) [es

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

Science.gov (United States)

Kern, Cynthia Lee

2013-01-01

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

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

Science.gov (United States)

Kanter, David E.

2010-01-01

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

Problem-Based Learning in the Physical Science Classroom, K-12

Science.gov (United States)

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2018-01-01

"Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

Literature-Based Teaching in the Content Areas: 40 Strategies for K-8 Classrooms

Science.gov (United States)

Cox, Carole

2011-01-01

Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom…

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

Directory of Open Access Journals (Sweden)

Victor R. Lee

2014-01-01

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

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

NARCIS (Netherlands)

Wongsopawiro, Dirk Soenario

2012-01-01

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

Reduced abscisic acid content is responsible for enhanced sucrose accumulation by potassium nutrition in vegetable soybean seeds.

Science.gov (United States)

Tu, Bingjie; Liu, Changkai; Tian, Bowen; Zhang, Qiuying; Liu, Xiaobing; Herbert, Stephen J

2017-05-01

In order to understand the physiological mechanism of potassium (K) application in enhancing sugar content of vegetable soybean seeds, pot experiments were conducted in 2014 and 2015 with two vegetable soybean (Glycine max L. Merr.) cultivars (c.v. Zhongkemaodou 1 and c.v. 121) under normal rate of nitrogen and phosphorus application. Three potassium (K) fertilization treatments were imposed: No K application (K0), 120 kg K 2 SO 4 ha -1 at seeding (K1), and 120 kg K 2 SO 4 ha -1 at seedling + 1% K 2 SO 4 foliar application at flowering (K2). Contents of indole-3-acetic acid (IAA), gibberellins (GA), cytokinins (ZR) and abscisic acid (ABA) in seeds were determined from 4 to 8 weeks after flowering. K fertilization increased the contents of IAA, GA, ZR, soluble sugar, sucrose and fresh pod yield, but reduced ABA content consistently. When the contents of soluble sugar and sucrose reached the highest level at 7 weeks after flowering for the 2 cultivars, the contents of IAA、GA、ZR all reached the lowest level in general. The content of ABA in seed was negatively correlated with the sucrose content (P abscisic acid content plays a critical role in enhancing sucrose content, which might be a partial mechanism involved in K nutrition to improve the quality of vegetable soybean.

Two K versus 4 K storage phosphor chest radiography: detection performance and image quality

International Nuclear Information System (INIS)

Koelblinger, Claus; Weber, Michael; Sailer, Johannes; Cartes-Zumelzu, Fabiola; Prokop, Mathias; Schaefer-Prokop, Cornelia

2007-01-01

The purpose of this study was to evaluate the effect of matrix size (4-K versus 2-K) in digital storage phosphor chest radiographs on image quality and on the detection of CT-proven thoracic abnormalities. In 85 patients who underwent a CT of the thorax, we obtained two additional posteroanterior storage phosphor chest radiographs, one with a matrix size of 3,520 x 4,280 (=4-K) and the other with a matrix size of 1,760 x 2,140 (=2-K). Acquisition, processing and presentation parameters were identical for all radiographs. Two radiologists evaluated the presence of mediastinal, pleural, and pulmonary abnormalities on hard copies of the radiographs, applying ROC analysis. In addition, four radiologists were asked to subjectively rank differences in image quality and to assess the demarcation of anatomic landmarks comparing the images in a blinded side-by-side manner. These data were analyzed using a two-sided binomial test with a significance level of P<0.05. Both tests, the ROC analysis of the detection performance and the binomial test of the subjective quality ratings, did not reveal significant differences between the two matrix sizes. Compared to 2-K radiographs, 4-K storage phosphor chest radiographs do not provide superior detection performance or image quality when evaluated in identical hard copy formats. (orig.)

Measurement of e+e-→K K ¯J /ψ cross sections at center-of-mass energies from 4.189 to 4.600 GeV

Science.gov (United States)

Ablikim, M.; Achasov, M. N.; Ahmed, S.; Albrecht, M.; Amoroso, A.; An, F. F.; An, Q.; Bai, J. Z.; Bakina, O.; Baldini Ferroli, R.; Ban, Y.; Bennett, D. W.; Bennett, J. V.; Berger, N.; Bertani, M.; Bettoni, D.; Bian, J. M.; Bianchi, F.; Boger, E.; Boyko, I.; Briere, R. A.; Cai, H.; Cai, X.; Cakir, O.; Calcaterra, A.; Cao, G. F.; Cetin, S. A.; Chai, J.; Chang, J. F.; Chelkov, G.; Chen, G.; Chen, H. S.; Chen, J. C.; Chen, M. L.; Chen, P. L.; Chen, S. J.; Chen, X. R.; Chen, Y. B.; Chu, X. K.; Cibinetto, G.; Dai, H. L.; Dai, J. P.; Dbeyssi, A.; Dedovich, D.; Deng, Z. Y.; Denig, A.; Denysenko, I.; Destefanis, M.; de Mori, F.; Ding, Y.; Dong, C.; Dong, J.; Dong, L. Y.; Dong, M. Y.; Dou, Z. L.; Du, S. X.; Duan, P. F.; Fang, J.; Fang, S. S.; Fang, X.; Fang, Y.; Farinelli, R.; Fava, L.; Fegan, S.; Feldbauer, F.; Felici, G.; Feng, C. Q.; Fioravanti, E.; Fritsch, M.; Fu, C. D.; Gao, Q.; Gao, X. L.; Gao, Y.; Gao, Y. G.; Gao, Z.; Garzia, I.; Goetzen, K.; Gong, L.; Gong, W. X.; Gradl, W.; Greco, M.; Gu, M. H.; Gu, S.; Gu, Y. T.; Guo, A. Q.; Guo, L. B.; Guo, R. P.; Guo, Y. P.; Haddadi, Z.; Han, S.; Hao, X. Q.; Harris, F. A.; He, K. L.; He, X. Q.; Heinsius, F. H.; Held, T.; Heng, Y. K.; Holtmann, T.; Hou, Z. L.; Hu, C.; Hu, H. M.; Hu, T.; Hu, Y.; Huang, G. S.; Huang, J. S.; Huang, X. T.; Huang, X. Z.; Huang, Z. L.; Hussain, T.; Ikegami Andersson, W.; Ji, Q.; Ji, Q. P.; Ji, X. B.; Ji, X. L.; Jiang, X. S.; Jiang, X. Y.; Jiao, J. B.; Jiao, Z.; Jin, D. P.; Jin, S.; Johansson, T.; Julin, A.; Kalantar-Nayestanaki, N.; Kang, X. L.; Kang, X. S.; Kavatsyuk, M.; Ke, B. C.; Khan, T.; Kiese, P.; Kliemt, R.; Koch, L.; Kolcu, O. B.; Kopf, B.; Kornicer, M.; Kuemmel, M.; Kuhlmann, M.; Kupsc, A.; Kühn, W.; Lange, J. S.; Lara, M.; Larin, P.; Lavezzi, L.; Leiber, S.; Leithoff, H.; Leng, C.; Li, C.; Li, Cheng; Li, D. M.; Li, F.; Li, F. Y.; Li, G.; Li, H. B.; Li, H. J.; Li, J. C.; Li, J. Q.; Li, Jin; Li, Kang; Li, Ke; Li, Lei; Li, P. L.; Li, P. R.; Li, Q. Y.; Li, T.; Li, W. D.; Li, W. G.; Li, X. L.; Li, X. N.; Li, X. Q.; Li, Z. B.; Liang, H.; Liang, Y. F.; Liang, Y. T.; Liao, G. R.; Lin, D. X.; Liu, B.; Liu, B. J.; Liu, C. X.; Liu, D.; Liu, F. H.; Liu, Fang; Liu, Feng; Liu, H. B.; Liu, H. M.; Liu, Huanhuan; Liu, Huihui; Liu, J. B.; Liu, J. P.; Liu, J. Y.; Liu, K.; Liu, K. Y.; Liu, Ke; Liu, L. D.; Liu, P. L.; Liu, Q.; Liu, S. B.; Liu, X.; Liu, Y. B.; Liu, Z. A.; Liu, Zhiqing; Long, Y. F.; Lou, X. C.; Lu, H. J.; Lu, J. G.; Lu, Y.; Lu, Y. P.; Luo, C. L.; Luo, M. X.; Luo, T.; Luo, X. L.; Lyu, X. R.; Ma, F. C.; Ma, H. L.; Ma, L. L.; Ma, M. M.; Ma, Q. M.; Ma, T.; Ma, X. N.; Ma, X. Y.; Ma, Y. M.; Maas, F. E.; Maggiora, M.; Malik, Q. A.; Mao, Y. J.; Mao, Z. P.; Marcello, S.; Messchendorp, J. G.; Mezzadri, G.; Min, J.; Min, T. J.; Mitchell, R. E.; Mo, X. H.; Mo, Y. J.; Morales Morales, C.; Morello, G.; Muchnoi, N. Yu.; Muramatsu, H.; Musiol, P.; Mustafa, A.; Nefedov, Y.; Nerling, F.; Nikolaev, I. B.; Ning, Z.; Nisar, S.; Niu, S. L.; Niu, X. Y.; Olsen, S. L.; Ouyang, Q.; Pacetti, S.; Pan, Y.; Papenbrock, M.; Patteri, P.; Pelizaeus, M.; Pellegrino, J.; Peng, H. P.; Peters, K.; Pettersson, J.; Ping, J. L.; Ping, R. G.; Poling, R.; Prasad, V.; Qi, H. R.; Qi, M.; Qian, S.; Qiao, C. F.; Qin, J. J.; Qin, N.; Qin, X. S.; Qin, Z. H.; Qiu, J. F.; Rashid, K. H.; Redmer, C. F.; Richter, M.; Ripka, M.; Rong, G.; Rosner, Ch.; Ruan, X. D.; Sarantsev, A.; Savrié, M.; Schnier, C.; Schoenning, K.; Shan, W.; Shao, M.; Shen, C. P.; Shen, P. X.; Shen, X. Y.; Sheng, H. Y.; Shepherd, M. R.; Song, J. J.; Song, W. M.; Song, X. Y.; Sosio, S.; Sowa, C.; Spataro, S.; Sun, G. X.; Sun, J. F.; Sun, S. S.; Sun, X. H.; Sun, Y. J.; Sun, Y. K.; Sun, Y. Z.; Sun, Z. J.; Sun, Z. T.; Tang, C. J.; Tang, G. Y.; Tang, X.; Tapan, I.; Tiemens, M.; Tsednee, B.; Uman, I.; Varner, G. S.; Wang, B.; Wang, B. L.; Wang, D.; Wang, D. Y.; Wang, Dan; Wang, K.; Wang, L. L.; Wang, L. S.; Wang, M.; Wang, Meng; Wang, P.; Wang, P. L.; Wang, W. P.; Wang, X. F.; Wang, Y.; Wang, Y. D.; Wang, Y. F.; Wang, Y. Q.; Wang, Z.; Wang, Z. G.; Wang, Z. H.; Wang, Z. Y.; Wang, Zongyuan; Weber, T.; Wei, D. H.; Weidenkaff, P.; Wen, S. P.; Wiedner, U.; Wolke, M.; Wu, L. H.; Wu, L. J.; Wu, Z.; Xia, L.; Xia, X.; Xia, Y.; Xiao, D.; Xiao, H.; Xiao, Y. J.; Xiao, Z. J.; Xie, Y. G.; Xie, Y. H.; Xiong, X. A.; Xiu, Q. L.; Xu, G. F.; Xu, J. J.; Xu, L.; Xu, Q. J.; Xu, Q. N.; Xu, X. P.; Yan, L.; Yan, W. B.; Yan, W. C.; Yan, Y. H.; Yang, H. J.; Yang, H. X.; Yang, L.; Yang, Y. H.; Yang, Y. X.; Yang, Yifan; Ye, M.; Ye, M. H.; Yin, J. H.; You, Z. Y.; Yu, B. X.; Yu, C. X.; Yu, J. S.; Yuan, C. Z.; Yuan, Y.; Yuncu, A.; Zafar, A. A.; Zallo, A.; Zeng, Y.; Zeng, Z.; Zhang, B. X.; Zhang, B. Y.; Zhang, C. C.; Zhang, D. H.; Zhang, H. H.; Zhang, H. Y.; Zhang, J.; Zhang, J. L.; Zhang, J. Q.; Zhang, J. W.; Zhang, J. Y.; Zhang, J. Z.; Zhang, K.; Zhang, L.; Zhang, S. Q.; Zhang, X. Y.; Zhang, Y. H.; Zhang, Y. T.; Zhang, Yang; Zhang, Yao; Zhang, Yu; Zhang, Z. H.; Zhang, Z. P.; Zhang, Z. Y.; Zhao, G.; Zhao, J. W.; Zhao, J. Y.; Zhao, J. Z.; Zhao, Lei; Zhao, Ling; Zhao, M. G.; Zhao, Q.; Zhao, S. J.; Zhao, T. C.; Zhao, Y. B.; Zhao, Z. G.; Zhemchugov, A.; Zheng, B.; Zheng, J. P.; Zheng, W. J.; Zheng, Y. H.; Zhong, B.; Zhou, L.; Zhou, X.; Zhou, X. K.; Zhou, X. R.; Zhou, X. Y.; Zhou, Y. X.; Zhu, J.; Zhu, K.; Zhu, K. J.; Zhu, S.; Zhu, S. H.; Zhu, X. L.; Zhu, Y. C.; Zhu, Y. S.; Zhu, Z. A.; Zhuang, J.; Zotti, L.; Zou, B. S.; Zou, J. H.; Besiii Collaboration

2018-04-01

We investigate the process e+e-→K K ¯J /ψ at center-of-mass energies from 4.189 to 4.600 GeV using 4.7 fb-1 of data collected by the BESIII detector at the BEPCII collider. The Born cross sections for the reactions e+e-→K+K-J /ψ and KS0KS0J /ψ are measured as a function of center-of-mass energy. The energy dependence of the cross section for e+e-→K+K-J /ψ is shown to differ from that for π+π-J /ψ in the region around the Y (4260 ). In addition, there is evidence for a structure around 4.5 GeV in the e+e-→K+K-J /ψ cross section that is not present in π+π-J /ψ .

Differential Effects of Phosphatidylinositol 4-Kinase (PI4K and 3-Kinase (PI3K Inhibitors on Stomatal Responses to Environmental Signals

Directory of Open Access Journals (Sweden)

Koh Iba

2017-05-01

Full Text Available Specific cellular components including products of phosphatidylinositol (PI metabolism play an important role as signaling molecules in stomatal responses to environmental signals. In this study, pharmacological inhibitors of a set of cellular components, including PI4-kinase (PI4K and PI3K, were used to investigate stomatal closure in response to CO2, darkness, and abscisic acid (ABA. Treatment with PAO, a specific inhibitor of PI4K, specifically inhibited the stomatal response to CO2 compared with that to darkness and ABA. In contrast, treatment with LY294002, a PI3K-specific inhibitor, specifically inhibited the stomatal response to darkness compared with that to CO2 and ABA. The specific inhibitory effects of PAO and LY294002 were also observed as changes in the spatial density of dot-like structures labeled by green fluorescent protein-tagged PATROL1, a protein that controls stomatal aperture possibly via regulation of H+-ATPase amount in guard cell plasma membranes. Our results suggest an important role for PI4K and PI3K in the CO2 and darkness signal transduction pathways, respectively, that mediate PATROL1 dynamics.

Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

Science.gov (United States)

Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

2003-12-01

The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

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

Science.gov (United States)

Chordnork, Boonliang; Yuenyong, Chokchai

2018-01-01

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

Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

Science.gov (United States)

Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

2011-12-01

As the relationship between science and society evolves, the need for scientists to engage and effectively communicate with the public about scientific issues has become increasingly urgent. Leaders in the scientific community argue that research training programs need to also give future scientists the knowledge and skills to communicate. To address this, the Communicating Ocean Sciences (COS) series was developed to teach postsecondary science students how to communicate their scientific knowledge more effectively, and to build the capacity of science faculty to apply education research to their teaching and communicate more effectively with the public. Courses are co-facilitated by a faculty scientist and either a K-12 or informal science educator. Scientists contribute their science content knowledge and their teaching experience, and educators bring their knowledge of learning theory regarding how students and the public make meaning from, and understand, science. The series comprises two university courses for science undergraduate and graduate students that are taught by ocean and climate scientists at approximately 25 universities. One course, COS K-12, is team-taught by a scientist and a formal educator, and provides college students with experience communicating science in K-12 classrooms. In the other course, COSIA (Communicating Ocean Sciences to Informal Audiences), a scientist and informal educator team-teach, and the practicum takes place in a science center or aquarium. The courses incorporate current learning theory and provide an opportunity for future scientists to apply that theory through a practicum. COS addresses the following goals: 1) introduce postsecondary students-future scientists-to the importance of education, outreach, and broader impacts; 2) improve the ability of scientists to communicate science concepts and research to their students; 3) create a culture recognizing the importance of communicating science; 4) provide students and

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

Science.gov (United States)

Bybee, Rodger W., Ed.

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

Fe--12Ni--4Co--2Mo--.05Ti alloy for use at 770K and below

International Nuclear Information System (INIS)

Whitaker, B.W.

1975-10-01

A variant of the maraging class of steels is proposed for application at 77 0 K and below where a combination of very high strength and good toughness is required. The alloy has a composition of Fe-12Ni-4Co-2Mo-0.05Ti where low interstitial content. The as quenched and quenched and aged structures were completely martensitic with a prior austenitic grain size of 10 to 12 μm. This structure had a Y.S. of 138.5 ksi and 154 ksi before and after aging respectively. All aging was done at 444 0 C for 4 hours. The DBTT was shown to lie above 77 0 K as measured by C/sub v/ testing. Based on dilatometric studies of the α → γ and γ → α transformation temperatures a cycling treatment consisting of reportedly heating to above the A/sub f/ temperature followed by a water quench was utilized to further reduce the prior γ grain size to approximately 4 to 6 μm. The structure was completely martensitic and possessed a Y.S. of 151 ksi at 77 0 K in the unaged condition with a Y.S./K/sub IC/ ratio of 1.9 while the aged structure showed a Y.S. of 162 ksi with a Y.S./K/sub IC/ ratio of 1.3. C/sub v/ testing showed the DBTT to lie between 77 0 K and 4.2 0 K. Further grain refinement was accomplished by a 2 phase decomposition procedure which resulted in a grain size of 1 to 2 μm. The structure which contained decreasing amounts of austenite with temperature (3.0 percent at R.T. to 1.0 percent at 4.2 0 K) showed the best combination of strength and ductility at 4.2 0 K. A Y.S. of 205 ksi with a Y.S./K/sub IC/ ratio of 0.84 was achieved before aging. The aged structure was brittle at 4.2 0 K with a Y.S. of 218 ksi and a Y.S./K/sub IC/ ratio of 0.425

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

NARCIS (Netherlands)

Koppelman, Hermannus

2008-01-01

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

X-ray diffraction studies on K3Gd5 (PO4) 6 between 20K to 1073 K

International Nuclear Information System (INIS)

Bevara, Samatha; Achary, S.N.; Tyagi, A.K.; Sinha, A.K.; Sastry, P.U.

2016-01-01

Complex inorganic phosphates have been of interest due to their diversified crystal chemistry depending on composition, preparation condition as well as external parameters like temperature and pressure. In addition varieties of complex phosphates have been considered as potential host matrices for immobilization of radioactive elements as well as for selective separation of ions from high level nuclear waste or heavy metal ion pollutants from environment. Temperature and/or pressure induced structural variations are often noticed in such type complex phosphates. In K 2 O-Gd 2 O 3 -P 2 O 5 , a novel complex phosphate with K 3 Gd 5 (PO 4 ) 6 has been reported recently. In order to study the effect of temperature on crystal structure of K 3 Gd 5 (PO 4 ) 6 variable temperature XRD studies between 20 K to 1073 K were carried out and the results are presented herein

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

Science.gov (United States)

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

2011-12-01

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

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

Science.gov (United States)

Hoffman, Martos; Barstow, Daniel

2007-01-01

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

Calculation of U, Ra, Th and K contents in uranium ore by multiple linear regression method

International Nuclear Information System (INIS)

Lin Chao; Chen Yingqiang; Zhang Qingwen; Tan Fuwen; Peng Guanghui

1991-01-01

A multiple linear regression method was used to compute γ spectra of uranium ore samples and to calculate contents of U, Ra, Th, and K. In comparison with the inverse matrix method, its advantage is that no standard samples of pure U, Ra, Th and K are needed for obtaining response coefficients

Resonance – Journal of Science Education | News

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 19; Issue 8. Issue front cover thumbnail Issue back cover thumbnail. Volume 19, Issue 8. August 2014, pages 667-778. pp 667-667 Editorial. Editorial · K L Sebastian · More Details Fulltext PDF. pp 668-669 Table of Contents. Table of Contents.

Resonance – Journal of Science Education | News

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 15; Issue 8. Issue front cover thumbnail Issue back cover thumbnail. Volume 15, Issue 8. August 2010, pages 681-772. pp 681-681 Editorial. Editorial · G K Ananthasuresh · More Details Fulltext PDF. pp 682-683 Table of Contents. Table of Contents.

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

Science.gov (United States)

Stegelin, Dolores A.

2003-01-01

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

Targeting Plasmodium PI(4)K to eliminate malaria

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McNamara, Case W.; Lee, Marcus C. S.; Lim, Chek Shik; Lim, Siau Hoi; Roland, Jason; Nagle, Advait; Simon, Oliver; Yeung, Bryan K. S.; Chatterjee, Arnab K.; McCormack, Susan L.; Manary, Micah J.; Zeeman, Anne-Marie; Dechering, Koen J.; Kumar, T. R. Santha; Henrich, Philipp P.; Gagaring, Kerstin; Ibanez, Maureen; Kato, Nobutaka; Kuhen, Kelli L.; Fischli, Christoph; Rottmann, Matthias; Plouffe, David M.; Bursulaya, Badry; Meister, Stephan; Rameh, Lucia; Trappe, Joerg; Haasen, Dorothea; Timmerman, Martijn; Sauerwein, Robert W.; Suwanarusk, Rossarin; Russell, Bruce; Renia, Laurent; Nosten, Francois; Tully, David C.; Kocken, Clemens H. M.; Glynne, Richard J.; Bodenreider, Christophe; Fidock, David A.; Diagana, Thierry T.; Winzeler, Elizabeth A.

2013-12-01

Achieving the goal of malaria elimination will depend on targeting Plasmodium pathways essential across all life stages. Here we identify a lipid kinase, phosphatidylinositol-4-OH kinase (PI(4)K), as the target of imidazopyrazines, a new antimalarial compound class that inhibits the intracellular development of multiple Plasmodium species at each stage of infection in the vertebrate host. Imidazopyrazines demonstrate potent preventive, therapeutic, and transmission-blocking activity in rodent malaria models, are active against blood-stage field isolates of the major human pathogens P. falciparum and P. vivax, and inhibit liver-stage hypnozoites in the simian parasite P. cynomolgi. We show that imidazopyrazines exert their effect through inhibitory interaction with the ATP-binding pocket of PI(4)K, altering the intracellular distribution of phosphatidylinositol-4-phosphate. Collectively, our data define PI(4)K as a key Plasmodium vulnerability, opening up new avenues of target-based discovery to identify drugs with an ideal activity profile for the prevention, treatment and elimination of malaria.

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

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Wysession, M. E.

2013-12-01

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

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

Magnetoresistivity of copper irradiated at 4.4 K by spallation neutrons

International Nuclear Information System (INIS)

Klabunde, C.E.; Coltman, R.R. Jr.

1984-01-01

An experiment assembly containing eight differently prepared copper stabilizer specimens was irradiated in the ANL/IPNS-I Radiation Effects Facility. Magnetoresistivity measurements were made on each sample at zero and nine transverse magnetic field strength values up to 6.5 Tesla at each step over three irradiation (4.4 K) and annealing (300 K) cycles. The total neutron fluence was 4.8 x 10 21 n/m 2 (E > 0.1 MeV). The results show a strong dependence upon sample purity and state of cold-work. The data from this experiment will be added to a growing body of data to be used in the design of composite superconductors for fusion magnets

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

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Schechter, Rachel L.

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

Comparative Analyses of H3K4 and H3K27 Trimethylations Between the Mouse Cerebrum and Testis

KAUST Repository

Cui, Peng; Liu, Wanfe; Zhao, Yuhui; Lin, Qiang; Zhang, Daoyong; Ding, Feng; Xin, Chengqi; Zhang, Zhang; Song, Shuhui; Sun, Fanglin; Yu, Jun; Hu, Songnian

2012-01-01

The global features of H3K4 and H3K27 trimethylations (H3K4me3 and H3K27me3) have been well studied in recent years, but most of these studies were performed in mammalian cell lines. In this work, we generated the genome-wide maps of H3K4me3 and H3K

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Samar K Das. Articles written in Journal of Chemical Sciences. Volume 114 Issue 2 April 2002 pp 107-114 Inorganic and Analytical. Synthesis and characterization of a reduced heteropolytungstovanadate: (NH4)7[VO4 W 10 VI V 2 IV O36]·ca. 22H2O · Vaddypally Shivaiah ...

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

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Lochmiller, Chad R.; Acker-Hocevar, Michele

2016-01-01

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

Effects of training on Na, K-ATPase contents in skeletal muscle and K homeostasis of African draught bulls and cows.

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Veeneklaas, R J; Harun, M A S; Backx, A; Mamade, M; Joosten, B J L; Everts, M E

2004-01-01

In semiarid parts of Africa animal traction is still one of the most reliable sources for rural work power. However, draught animals have to produce most of their work power at an unfavourable moment of the year that is at the end of the dry season when feedlot is scare. To improve their condition prior to the planting season, a short training could help. The effect of training can be expressed by the changes in contents of Na(+), K(+)-pumps in the muscle cell membrane. After a training period of 15 days all cattle showed a mean increase in Na(+), K(+)-ATPase of 24% (P draught cattle.

Alterations of global histone H4K20 methylation during prostate carcinogenesis

Directory of Open Access Journals (Sweden)

Behbahani Turang E

2012-03-01

Full Text Available Abstract Background Global histone modifications have been implicated in the progression of various tumour entities. Our study was designed to assess global methylation levels of histone 4 lysine 20 (H4K20me1-3 at different stages of prostate cancer (PCA carcinogenesis. Methods Global H4K20 methylation levels were evaluated using a tissue microarray in patients with clinically localized PCA (n = 113, non-malignant prostate disease (n = 27, metastatic hormone-naive PCA (mPCA, n = 30 and castration-resistant PCA (CRPC, n = 34. Immunohistochemistry was performed to assess global levels of H4K20 methylation levels. Results Similar proportions of the normal, PCA, and mPCA prostate tissues showed strong H4K20me3 staining. CRPC tissue analysis showed the weakest immunostaining levels of H4K20me1 and H4K20me2, compared to other prostate tissues. H4K20me2 methylation levels indicated significant differences in examined tissues except for normal prostate versus PCA tissue. H4K20me1 differentiates CRPC from other prostate tissues. H4K20me1 was significantly correlated with lymph node metastases, and H4K20me2 showed a significant correlation with the Gleason score. However, H4K20 methylation levels failed to predict PSA recurrence after radical prostatectomy. Conclusions H4K20 methylation levels constitute valuable markers for the dynamic process of prostate cancer carcinogenesis.

CALCULATED REGENERATOR PERFORMANCE AT 4 K WITH HELIUM-4 AND HELIUM-3

International Nuclear Information System (INIS)

Radebaugh, Ray; Huang Yonghua; O'Gallagher, Agnes; Gary, John

2008-01-01

The helium-4 working fluid in regenerative cryocoolers operating with the cold end near 4 K deviates considerably from an ideal gas. As a result, losses in the regenerator, given by the time-averaged enthalpy flux, are increased and are strong functions of the operating pressure and temperature. Helium-3, with its lower boiling point, behaves somewhat closer to an ideal gas in this low temperature range and can reduce the losses in 4 K regenerators. An analytical model is used to find the fluid properties that strongly influence the regenerator losses as well as the gross refrigeration power. The thermodynamic and transport properties of helium-3 were incorporated into the latest NIST regenerator numerical model, known as REGEN3.3, which was used to model regenerator performance with either helium-4 or helium-3. With this model we show how the use of helium-3 in place of helium-4 can improve the performance of 4 K regenerative cryocoolers. The effects of operating pressure, warm-end temperature, and frequency on regenerators with helium-4 and helium-3 are investigated and compared. The results are used to find optimum operating conditions. The frequency range investigated varies from 1 Hz to 30 Hz, with particular emphasis on higher frequencies

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

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Peters, Erin E.

2012-01-01

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

Quaternary reciprocal system Na,K//Cl,Co3,MoO4

International Nuclear Information System (INIS)

Kochkarov, Zh.A.; Gasanaliev, A.M.

2004-01-01

Quaternary reciprocal system Na,K//Cl,Co 3 ,MoO 4 has been investigated for the first time by differential thermal analysis using the methods of projective and differential geometry. A stable (KCl) 2 -Na 2 CO 3 -K 2 CO 3 -K 2 MoO 4 tetrahedron and (NaCl) 2 -(KCl) 2 -Na 2 CO 3 -K 2 MoO 4 -Na 2 MoO 4 pentatope have been revealed in the system. It has been found that four quadruple invariant points are realized in the Na,K//Cl,Co 3 ,MoO 4 system, including one eutectic and three peritectic points [ru

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

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

2017-10-01

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

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

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

2016-01-01

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

N=4 Superconformal Bootstrap of the K3 CFT

CERN Multimedia

CERN. Geneva

2015-01-01

We study two-dimensional (4,4) superconformal field theories of central charge c=6, corresponding to nonlinear σ models on K3 surfaces, using the superconformal bootstrap. This is made possible through a surprising relation between the BPS N=4 superconformal blocks with c=6 and bosonic Virasoro conformal blocks with c=28, and an exact result on the moduli dependence of a certain integrated BPS 4-point function. Nontrivial bounds on the non-BPS spectrum in the K3 CFT are obtained as functions of the CFT moduli, that interpolate between the free orbifold points and singular CFT points. We observe directly from the CFT perspective the signature of a continuous spectrum above a gap at the singular moduli, and find numerically an upper bound on this gap that is saturated by the A1 N=4 cigar CFT. We also derive an analytic upper bound on the first nonzero eigenvalue of the scalar Laplacian on K3 in the large volume regime, that depends on the K3 moduli data. As two byproducts, we find an exact equivalence...

Utilizing HDF4 File Content Maps for the Cloud

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Lee, Hyokyung Joe

2016-01-01

We demonstrate a prototype study that HDF4 file content map can be used for efficiently organizing data in cloud object storage system to facilitate cloud computing. This approach can be extended to any binary data formats and to any existing big data analytics solution powered by cloud computing because HDF4 file content map project started as long term preservation of NASA data that doesn't require HDF4 APIs to access data.

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. G P Nayaka. Articles written in Bulletin of Materials Science. Volume 37 Issue 3 May 2014 pp 705-711. Structural, electrical and electrochemical behaviours of LiNi0.4M0.1Mn1.5O4 ( = Al, Bi) as cathode material for Li-ion batteries · G P Nayaka J Manjanna K C Anjaneya P ...

Near resonant charge transfer in Na(4D)+K+ → Na++K*: Optical pumping of the Na(4D) state and energy dependence of rank 4 alignment

International Nuclear Information System (INIS)

Campbell, E.E.B.; Huelser, H.; Witte, R.; Hertel, I.V.

1990-01-01

Rank 4 alignment has been observed in a quasi one electron system. Relative charge transfer cross sections of the Na 4dσ, 4dπ and 4dδ sublevels for the K + +Na(4D)→K * +Na + system have been measured. A strong energy dependence is observed. The results at energies less than 1 keV may be attributed to rotational coupling of the Na 4dπ state to the K 4fδ state. The Na atom is excited in a two-step process, the first step being excitation to the 3 2 P 3/2 level with a two-mode laser to pump from both hyperfine levels of the ground state simultaneously. This two-mode laser is described in detail. The optical pumping problem is solved using rate equations. The general formula for describing the scattering intensity for cylindrical symmetry, in terms of multipole moments, for atoms excited by two linearly polarised lasers is derived and used to evaluate the experimental results. (orig.)

The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

Science.gov (United States)

National Center for Education Statistics, 2011

2011-01-01

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

Phosphorus K4 Crystal: A New Stable Allotrope

OpenAIRE

Jie Liu; Shunhong Zhang; Yaguang Guo; Qian Wang

2016-01-01

The intriguing properties of phosphorene motivate scientists to further explore the structures and properties of phosphorus materials. Here, we report a new allotrope named K 4 phosphorus composed of three-coordinated phosphorus atoms in non-layered structure which is not only dynamically and mechanically stable, but also possesses thermal stability comparable to that of the orthorhombic black phosphorus (A17). Due to its unique configuration, K 4 phosphorus exhibits exceptional properties: i...

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

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Bahcivan, Eralp; Cobern, William W.

2016-01-01

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

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

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

2012-03-12

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

Negotiating science and engineering: an exploratory case study of a reform-minded science teacher

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

2018-05-01

Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities - a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher's science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed.

Effects of different phosphorus and potassium fertilization on contents and uptake of macronutrients (N, P, K, Ca, Mg in winter wheat I. Content of macronutrients

Directory of Open Access Journals (Sweden)

Renata GAJ

2014-12-01

Full Text Available The aim of the study carried out under field conditions was to evaluate the effect of differentiated phosphorus and potassium fertilization level on nutritional status of winter wheat at stem elongation (BBCH 31 and flowering (BBCH 65 development stages as well as on macronutrient contents in yield obtained (grain and straw. The research was conducted in 2007-2010, within an individual agricultural holding, on lessive soil with medium and high richness in potassium and phosphorus, respectively. The contents of nitrogen, phosphorus, potassium, magnesium and calcium in wheat changed depending on the organ assessed and plant development stage. At BBCH 31, regardless fertilization level, the plants observed were malnourished with potassium, phosphorus and calcium and at the control site also with nitrogen. Furthermore, there were found significant correlation relationships among the contents of nutrient pairs: nitrogen-potassium, nitrogen-phosphorus, nitrogen-magnesium and nitrogen-calcium. The content of nitrogen in wheat grain and straw differed mainly due to weather conditions during the study. Irrespective of the years of observation, differentiated rates of P and K applied had no significant effect on N accumulation in wheat at full ripening stage. In contrast to nitrogen, the level of P and K fertilization significantly differentiated the contents of phosphorus, potassium and magnesium in wheat grain and straw. In case of calcium, the effect of fertilization factor was indicated only as regards the content of this nutrient in grain.

Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

Science.gov (United States)

2015-08-03

AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools

22 CFR 64.4 - Contents of application.

Science.gov (United States)

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Contents of application. 64.4 Section 64.4 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES PARTICIPATION BY FEDERAL EMPLOYEES IN... and address of contact in the United States with whom communication may be made with respect to the...

National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

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American School Health Association (NJ1), 2012

2012-01-01

The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

Structure of ferroelastic K3H(SeO4)2

International Nuclear Information System (INIS)

Ichikawa, M.; Sato, S.; Komukae, M.; Osaka, T.

1992-01-01

Tripotassium hydrogenbis(selenate), K 3 H(SeO 4 ) 2 , M r = 404.2, monoclinic, A2/a, a = 10.1291 (8), b = 5.9038 (5), c = 14.961 (1) A, β = 103.640 (8) 0 , V = 869.5 (1) A 3 , Z = 4, D x = 3.086 Mg m -3 , λ(Mo Kα) = 0.71073 A, μ = 9.86 mm -1 , F(000) = 760, T = 299 K, R(F) = 0.0294 for 1670 unique reflections. K 3 H(SeO 4 ) 2 is isomorphous with most M 3 H(XO 4 ) 2 -type crystals (M=K,Rb and Cs; Cs; X = S and Se); two SeO 4 groups are connected by a crystallographically symmetric hydrogen bond into a dimer. The bond distances and angles in the SeO 4 group are similar to those in Rb 3 H(SeO 4 ) 2 and Rb 3 D(SeO 4 ) 2 . The hydrogen-bond length, 2.524 (5) A, is the shortest among the members of the M 3 H(SeO 4 ) 2 family exhibiting the low-temperature phase transition. (orig.)

Native American Indian Successes in Natural Resources, Science and Engineering: PreK through Ph.D.

Science.gov (United States)

Bolman, J. R.

2005-12-01

We are living in a definite time of change. Distinct changes are being experienced in our most sacred and natural environments. This is especially true on Native lands. Native people have lived for millennia in distinct and unique ways. The knowledge of balancing the needs of people with the needs of our natural environments is paramount in all tribal societies. This inherent knowledge has become the foundation on which to build a "blended" contemporary understanding of western science. The Dakota's and Northern California have recognized the critical need in understanding successful tribal strategies to engage educational systems (K-12 and higher education), to bring to prominence the professional development opportunities forged through working with tribal peoples and ensure the growth of Native people in STEM (Science, Technology, Engineering and Mathematics) professions. The presentation will highlight: 1) current philosophies on building a STEM Native workforce; 2) successful educational programs/activities in PreK-Ph.D. systems; 3) current Native professionals, their research and tribal applicability; and 4) forwarding thinking for creating sustainable environmental and social infrastructures for all people. South Dakota School of Mines and Technology (SDSM&T) and Humboldt State University (HSU) have been recognized nationally for their partnerships with Native communities. SDSM&T has set record numbers for graduating Native students in science and engineering. SDSM&T had 27 graduates in five years (2000-2005) and hosted more than 1000+ Native students for programs and activities. Humboldt State University is the only university in the CSU system with a program focusing specifically on Natives in natural resources, science and engineering as well as a Native American Studies degree. Both universities have designed programs to meet current needs and address challenging issues in Earth, Wind, Fire and Water. The programs are funded through NASA, NSF, NIH and

K+ and NH4(+) modulate gill (Na+, K+)-ATPase activity in the blue crab, Callinectes ornatus: fine tuning of ammonia excretion.

Science.gov (United States)

Garçon, D P; Masui, D C; Mantelatto, F L M; McNamara, J C; Furriel, R P M; Leone, F A

2007-05-01

To better comprehend the mechanisms of ionic regulation, we investigate the modulation by Na+, K+, NH4(+) and ATP of the (Na+, K+)-ATPase in a microsomal fraction from Callinectes ornatus gills. ATP hydrolysis obeyed Michaelis-Menten kinetics with KM=0.61+/-0.03 mmol L(-1) and maximal rate of V=116.3+/-5.4 U mg(-1). Stimulation by Na+ (V=110.6+/-6.1 U mg(-1); K0.5=6.3+/-0.2 mmol L(-1)), Mg2+ (V=111.0+/-4.7 U mg(-1); K0.5=0.53+/-0.03 mmol L(-1)), NH4(+) (V=173.3+/-6.9 U mg(-1); K0.5=5.4+/-0.2 mmol L(-1)) and K+ (V=116.0+/-4.9 U mg(-1); K0.5=1.5+/-0.1 mmol L(-1)) followed a single saturation curve, although revealing site-site interactions. In the absence of NH4(+), ouabain (K(I)=74.5+/-1.2 micromol L(-1)) and orthovanadate inhibited ATPase activity by up to 87%; the inhibition patterns suggest the presence of F0F1 and K+-ATPases but not Na+-, V- or Ca2+-ATPase as contaminants. (Na+, K+)-ATPase activity was synergistically modulated by K+ and NH4(+). At 10 mmol L(-1) K+, increasing NH4(+) concentrations stimulated maximum activity to V=185.9+/-7.4 U mg(-1). However, at saturating NH4(+) (50 mmol L(-1)), increasing K+ concentrations did not stimulate activity further. Our findings provide evidence that the C. ornatus gill (Na+, K+)-ATPase may be particularly well suited for extremely efficient active NH4(+) excretion. At elevated NH4(+) concentrations, the enzyme is fully active, regardless of hemolymph K+ concentration, and K+ cannot displace NH4(+) from its exclusive binding sites. Further, the binding of NH4(+) to its specific sites induces an increase in enzyme apparent affinity for K+, which may contribute to maintaining K+ transport, assuring that exposure to elevated ammonia concentrations does not lead to a decrease in intracellular potassium levels. This is the first report of modulation by ammonium ions of C. ornatus gill (Na+, K+)-ATPase, and should further our understanding of NH4(+) excretion in benthic crabs.

Comparative Analyses of H3K4 and H3K27 Trimethylations Between the Mouse Cerebrum and Testis

KAUST Repository

Cui, Peng

2012-06-08

The global features of H3K4 and H3K27 trimethylations (H3K4me3 and H3K27me3) have been well studied in recent years, but most of these studies were performed in mammalian cell lines. In this work, we generated the genome-wide maps of H3K4me3 and H3K27me3 of mouse cerebrum and testis using ChIP-seq and their high-coverage transcriptomes using ribominus RNA-seq with SOLiD technology. We examined the global patterns of H3K4me3 and H3K27me3 in both tissues and found that modifications are closely-associated with tissue-specific expression, function and development. Moreover, we revealed that H3K4me3 and H3K27me3 rarely occur in silent genes, which contradicts the findings in previous studies. Finally, we observed that bivalent domains, with both H3K4me3 and H3K27me3, existed ubiquitously in both tissues and demonstrated an invariable preference for the regulation of developmentally-related genes. However, the bivalent domains tend towards a “winner-takes-all” approach to regulate the expression of associated genes. We also verified the above results in mouse ES cells. As expected, the results in ES cells are consistent with those in cerebrum and testis. In conclusion, we present two very important findings. One is that H3K4me3 and H3K27me3 rarely occur in silent genes. The other is that bivalent domains may adopt a “winner-takes-all” principle to regulate gene expression.

Conceptual definition of a 50-100 kWe NEP system for planetary science missions

Science.gov (United States)

Friedlander, Alan

1993-01-01

The Phase 1 objective of this project is to assess the applicability of a common Nuclear Electric Propulsion (NEP) flight system of the 50-100 kWe power class to meet the advanced transportation requirements of a suite of planetary science (robotic) missions, accounting for differences in mission-specific payloads and delivery requirements. The candidate missions are as follows: (1) Comet Nucleus Sample Return; (2) Multiple Mainbelt Asteroid Rendezvous; (3) Jupiter Grand Tour (Galilean satellites and magnetosphere); (4) Uranus Orbiter/Probe (atmospheric entry and landers); (5) Neptune Orbiter/Probe (atmospheric entry and landers); and (6) Pluto-Charon Orbiter/Lander. The discussion is presented in vugraph form.

A comparative study of natural 40K content estimated through whole body counting and dietary intake around Narora Atomic Power Station

International Nuclear Information System (INIS)

Gautam, Y.P.; Dube, B.; Hegde, A.G.

2005-01-01

773 radiation workers at NAPS, aged 20 to 59 years, were monitored using Shadow Shield Whole Body Counting System having NaI (Tl) crystal coupled with NETS-3 1 K Multi Channel Analyser (MCA) to determine the 40 K activity in the body and assess internal dose due to naturally occurring 40 K. The data have been segregated to make analyses for vegetarian and non-vegetarian. The average annual dose from 40 K for the subjects is evaluated as 156.4 ± 36.1 mSv. Natural 40 K content in 463 environmental samples collected from Narora environ estimated using NaI(Tl) well type detector coupled with 1 K NETS-3 Multichannel analyser (MCA). Assessment of daily intake of natural 40 K has been estimated from average daily intake of dietary items and the associated 40 K activity. It works out to be 67.17 ± 16.28 Bq/d and that obtained through analysis of complete meal samples was 73.22 ± 9.78 Bq/ d. The average annual dose to a member of public of this region due to natural 40 K through ingestion route works out to be 152.12 ± 36.83 mSv/year. (author)

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

Science.gov (United States)

Lavadia, Linda

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

Optically isolated, 2 kHz repetition rate, 4 kV solid-state pulse trigger generator.

Science.gov (United States)

Barnett, D H; Parson, J M; Lynn, C F; Kelly, P M; Taylor, M; Calico, S; Scott, M C; Dickens, J C; Neuber, A A; Mankowski, J J

2015-03-01

This paper presents the design and operation characteristics of a solid-state high voltage pulse generator. Its primary utilization is aimed at triggering a gaseous spark gap with high repeatability. Specifically, the trigger generator is designed to achieve a risetime on the order of 0.1 kV/ns to trigger the first stage, trigatron spark gap of a 10-stage, 500 kV Marx generator. The major design components are comprised of a 60 W constant current DC-DC converter for high voltage charging, a single 4 kV thyristor, a step-up pulse transformer, and magnetic switch for pulse steepening. A risetime of <30 ns and pulse magnitude of 4 kV is achieved matching the simulated performance of the design.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Vandana. Articles written in Journal of Chemical Sciences. Volume 113 Issue 4 August 2001 pp 297-306 Physical and Theoretical. Theoretical study of the mechanism of proton transfer in tautomeric systems: Alloxan · Rita Kakkar Bhupendra K Sarma Vandana katoch.

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

Science.gov (United States)

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

2017-02-01

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

A 4 K tactical cryocooler using reverse-Brayton machines

Science.gov (United States)

Zagarola, M.; Cragin, K.; McCormick, J.; Hill, R.

2017-12-01

Superconducting electronics and spectral-spatial holography have the potential to revolutionize digital communications, but must operate at cryogenic temperatures, near 4 K. Liquid helium is undesirable for military missions due to logistics and scarcity, and commercial low temperature cryocoolers are unable to meet size, weight, power, and environmental requirements for many missions. To address this need, Creare is developing a reverse turbo-Brayton cryocooler that provides refrigeration at 4.2 K and rejects heat at 77 K to an upper-stage cryocooler or through boil-off of liquid nitrogen. The cooling system is predicted to reduce size, weight, and input power by at least an order of magnitude as compared to the current state-of-the-art 4.2 K cryocooler. For systems utilizing nitrogen boil-off, the boil-off rate is reasonable. This paper reviews the design of the cryocooler, the key components, and component test results.

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

Science.gov (United States)

Mthethwa-Kunene, Khetsiwe Eunice Faith

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

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 115; Issue 4. Large Time Behaviour of Solutions of a System of Generalized Burgers Equation. K T Joseph ... Author Affiliations. K T Joseph1. School of Mathematics, Tata Institute of Fundamental Research, Homi Bhabha Road, Mumbai 400 005, India ...

Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science

Science.gov (United States)

Cady, Jo Ann; Rearden, Kristin

2007-01-01

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

Bi-phasic regulation of glycogen content in astrocytes via Cav-1/PTEN/PI3K/AKT/GSK-3β pathway by fluoxetine.

Science.gov (United States)

Bai, Qiufang; Song, Dan; Gu, Li; Verkhratsky, Alexei; Peng, Liang

2017-04-01

Here, we present the data indicating that chronic treatment with fluoxetine regulates Cav-1/PTEN/PI3K/AKT/GSK-3β signalling pathway and glycogen content in primary cultures of astrocytes with bi-phasic concentration dependence. At lower concentrations, fluoxetine downregulates gene expression of Cav-1, decreases membrane content of PTEN, increases activity of PI3K/AKT, and elevates GSK-3β phosphorylation thus suppressing its activity. At higher concentrations, fluoxetine acts in an inverse fashion. As expected, fluoxetine at lower concentrations increased while at higher concentrations decreased glycogen content in astrocytes. Our findings indicate that bi-phasic regulation of glycogen content via Cav-1/PTEN/PI3K/AKT/GSK-3β pathway by fluoxetine may be responsible for both therapeutic and side effects of the drug.

Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

Science.gov (United States)

Holzer, M. A.; National Earth Science Teachers Association

2011-12-01

Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

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

Science.gov (United States)

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

2017-10-01

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

Control system for a heavy-ion accelerator complex K4 - K10

International Nuclear Information System (INIS)

Kotov, V.M.; Pose, R.

1992-01-01

Control systems for newly created accelerators, perhaps for the first time, may be designed almost only around international standards for communication and control techniques. This is also true for the project of a control system for the accelerator complex K4-K10 at the Joint Institute for Nuclear Research Dubna. Nevertheless, open systems architecture with construction principles being essential for modern systems of such big devices as particle accelerators leaves designers enough possibilities for solving even very sophisticated problems. (author)

Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

Science.gov (United States)

Foster, J.; Connolly, R.

2017-12-01

WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Articles written in Journal of Earth System Science. Volume 118 Issue 4 August 2009 pp 405-412. Magnetic anomalies of offshore Krishna-Godavari Basin, eastern continental margin of India · K V Swamy I V Radhakrishna Murthy K S Krishna K S R Murthy A S Subrahmanyam M M Malleswara Rao · More Details Abstract ...

D K Mishra

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. D K Mishra. Articles written in Bulletin of Materials Science. Volume 34 Issue 7 December 2011 pp 1501-1506. Ce-doped LCMO CMR manganites: a consequence of enhanced T c and T IM · D K Mishra D R Sahu P K Mishra S K Singh B K Mohapatra B K Roul · More Details ...

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.)

Bulletin of Materials Science | News

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. M K Rabinal. Articles written in Bulletin of Materials Science. Volume 35 Issue 4 August 2012 pp 529-532. An optical tweezer-based study of antimicrobial activity of silver nanoparticles · Yogesha Sarbari Bhattacharya M K Rabinal Sharath Ananthamurthy · More Details Abstract ...

Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

Science.gov (United States)

Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

2014-12-01

The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.

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

Directory of Open Access Journals (Sweden)

Siriphan Satthaphon

2017-09-01

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

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

Science.gov (United States)

Yasar, M. Diyaddin

2017-01-01

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

Two K versus 4 K storage phosphor chest radiography: detection performance and image quality

NARCIS (Netherlands)

Koelblinger, Claus; Prokop, Mathias; Weber, Michael; Sailer, Johannes; Cartes-Zumelzu, Fabiola; Schaefer-Prokop, Cornelia

2007-01-01

The purpose of this study was to evaluate the effect of matrix size (4-K versus 2-K) in digital storage phosphor chest radiographs on image quality and on the detection of CT-proven thoracic abnormalities. In 85 patients who underwent a CT of the thorax, we obtained two additional posteroanterior

X-ray fluorescence analysis of Cr6+ component in mixtures of Cr2O3 and K2CrO4

International Nuclear Information System (INIS)

Tochio, Tatsunori; Sakakura, Shusuke; Oohashi, Hirofumi

2010-01-01

X-ray fluorescence analysis using Cr K α spectra was applied to the determination of the mixing ratio of Cr 6+ to (Cr 6+ + Cr 3+ ) in several mixtures of K 2 CrO 4 and Cr 2 O 3 . Because the powder of K 2 CrO 4 contained large particles that were more than 50 μm in diameter, it was ground between a pestle and a mortar for about 8 h. The coarse particles still remaining were removed by using a sieve with 325-mesh (44 μm) in order to reduce the difference in absorption effects between emissions from Cr 6+ and those from Cr 3+ . The mixing ratio, K 2 CrO 4 /(K 2 CrO 4 + Cr 2 O 3 ), of the five mixtures investigated is 0.50, 0.40, 0.20, 0.10, and 0.05 in weight, respectively. Each spectrum obtained was analyzed by decomposing it into two reference spectra, those of the two pure materials, K 2 CrO 4 and Cr 2 O 3 , with a constant background. The results for the mixtures containing K 2 CrO 4 of more than 20 wt% are that the relative deviation from the true value is less than ∼5%. On the other hand, when the content of K 2 CrO 4 decreases to less than 10 wt%, the relative deviation gets so large as 20 - 25%. The error coming from a peak separation of spectrum involved in our results were estimated by applying our method to five sets of data for each mixture computationally generated, taking into account the uncertainty in total counts of real measurements. (author)

X-ray fluorescence analysis of Cr(6+) component in mixtures of Cr(2)O(3) and K(2)CrO(4).

Science.gov (United States)

Tochio, Tatsunori; Sakakura, Shusuke; Oohashi, Hirofumi; Mizota, Hirohisa; Zou, Yanhui; Ito, Yoshiaki; Fukushima, Sei; Tanuma, Shigeo; Shoji, Takashi; Fujimura, Hajime; Yamashita, Michiru

2010-01-01

X-ray fluorescence analysis using Cr K(alpha) spectra was applied to the determination of the mixing ratio of Cr(6+) to (Cr(6+) + Cr(3+)) in several mixtures of K(2)CrO(4) and Cr(2)O(3). Because the powder of K(2)CrO(4) contained large particles that were more than 50 microm in diameter, it was ground between a pestle and a mortar for about 8 h. The coarse particles still remaining were removed by using a sieve with 325-mesh (44 microm) in order to reduce the difference in absorption effects between emissions from Cr(6+) and those from Cr(3+). The mixing ratio, K(2)CrO(4)/(K(2)CrO(4) + Cr(2)O(3)), of the five mixtures investigated is 0.50, 0.40, 0.20, 0.10, and 0.05 in weight, respectively. Each spectrum obtained was analyzed by decomposing it into two reference spectra, those of the two pure materials, K(2)CrO(4) and Cr(2)O(3), with a constant background. The results for the mixtures containing K(2)CrO(4) of more than 20 wt% are that the relative deviation from the true value is less than approximately 5%. On the other hand, when the content of K(2)CrO(4) decreases to less than 10 wt%, the relative deviation gets so large as 20 - 25%. The error coming from a peak separation of spectrum involved in our results were estimated by applying our method to five sets of data for each mixture computationally generated, taking into account the uncertainty in total counts of real measurements.

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

Science.gov (United States)

García-Carmona, Antonio; Acevedo Díaz, José Antonio

2016-01-01

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

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. Amarnath. Articles written in Bulletin of Materials Science. Volume 26 Issue 4 June 2003 pp 435-439 Biomaterials. Effect of heat treatments on the hydrogen embrittlement susceptibility of API X-65 grade line-pipe steel · G Ananta Nagu Amarnath T K G Namboodhiri.

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences. Vidyanand K Revankar. Articles written in Journal of Chemical Sciences. Volume 113 Issue 4 August 2001 pp 285-290 Inorganic. Design, synthesis and physico-chemical investigation of a dinuclear zinc(II) complex with a novel 'end-off' compartmental ligand · Anil D Naik ...

Effects of moisture content and redox potential on in situ K d values for radioiodine in soil

International Nuclear Information System (INIS)

Ashworth, D.J.; Shaw, G.

2006-01-01

The soil solid-liquid distribution coefficient (K d ) value is of great significance in understanding and modelling the environmental behaviour of soil contaminants. For many years, the batch sorption technique has been used for the determination of such values. Here, we propose an alternative 'mini-column' approach in which somewhat more realistic soil conditions are maintained. In particular, this approach allows for determination of radionuclide K d values under realistic soil moisture contents and in a system in which time-dependent processes such as changes in redox potential can take place. Data obtained for radioactive iodine (a key radionuclide in the consideration of radioactive waste disposal) are presented and indicate that soil moisture content, particularly in conjunction with soil redox potential (through water-logging of the soil), has a marked effect on measured K d values. The results indicate the advantages and potential usefulness of the mini-column approach in assessing the environmental behaviour of radioactive, and other, soil contaminants

Students Designing Video Games about Immunology: Insights for Science Learning

Science.gov (United States)

Khalili, Neda; Sheridan, Kimberly; Williams, Asia; Clark, Kevin; Stegman, Melanie

2011-01-01

Exposing American K-12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a…

Both H4K20 mono-methylation and H3K56 acetylation mark transcription-dependent histone turnover in fission yeast

International Nuclear Information System (INIS)

Yang, Hanna; Kwon, Chang Seob; Choi, Yoonjung; Lee, Daeyoup

2016-01-01

Nucleosome dynamics facilitated by histone turnover is required for transcription as well as DNA replication and repair. Histone turnover is often associated with various histone modifications such as H3K56 acetylation (H3K56Ac), H3K36 methylation (H3K36me), and H4K20 methylation (H4K20me). In order to correlate histone modifications and transcription-dependent histone turnover, we performed genome wide analyses for euchromatic regions in G2/M-arrested fission yeast. The results show that transcription-dependent histone turnover at 5′ promoter and 3′ termination regions is directly correlated with the occurrence of H3K56Ac and H4K20 mono-methylation (H4K20me1) in actively transcribed genes. Furthermore, the increase of H3K56Ac and H4K20me1 and antisense RNA production was observed in the absence of the histone H3K36 methyltransferase Set2 and histone deacetylase complex (HDAC) that are involved in the suppression of histone turnover within the coding regions. These results together indicate that H4K20me1 as well as H3K56Ac are bona fide marks for transcription-dependent histone turnover in fission yeast.

Both H4K20 mono-methylation and H3K56 acetylation mark transcription-dependent histone turnover in fission yeast

Energy Technology Data Exchange (ETDEWEB)

Yang, Hanna [Department of Biological Sciences, Korea Advanced Institute of Science and Technology, 291 Daehak-ro, Yuseong-gu, Daejeon 34141 (Korea, Republic of); Kwon, Chang Seob [Department of Chemistry and Biology, Korea Science Academy of KAIST, Busan, 614-822 (Korea, Republic of); Choi, Yoonjung, E-mail: jjungii@kaist.ac.kr [Department of Biological Sciences, Korea Advanced Institute of Science and Technology, 291 Daehak-ro, Yuseong-gu, Daejeon 34141 (Korea, Republic of); Lee, Daeyoup, E-mail: daeyoup@kaist.ac.kr [Department of Biological Sciences, Korea Advanced Institute of Science and Technology, 291 Daehak-ro, Yuseong-gu, Daejeon 34141 (Korea, Republic of)

2016-08-05

Nucleosome dynamics facilitated by histone turnover is required for transcription as well as DNA replication and repair. Histone turnover is often associated with various histone modifications such as H3K56 acetylation (H3K56Ac), H3K36 methylation (H3K36me), and H4K20 methylation (H4K20me). In order to correlate histone modifications and transcription-dependent histone turnover, we performed genome wide analyses for euchromatic regions in G2/M-arrested fission yeast. The results show that transcription-dependent histone turnover at 5′ promoter and 3′ termination regions is directly correlated with the occurrence of H3K56Ac and H4K20 mono-methylation (H4K20me1) in actively transcribed genes. Furthermore, the increase of H3K56Ac and H4K20me1 and antisense RNA production was observed in the absence of the histone H3K36 methyltransferase Set2 and histone deacetylase complex (HDAC) that are involved in the suppression of histone turnover within the coding regions. These results together indicate that H4K20me1 as well as H3K56Ac are bona fide marks for transcription-dependent histone turnover in fission yeast.

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

International Nuclear Information System (INIS)

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

2009-01-01

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

Synthesis of anhydrous K2TiOF4 via a mild hydrothermal method

Science.gov (United States)

Felder, Justin B.; Yeon, Jeongho; zur Loye, Hans-Conrad

2015-10-01

The synthesis of anhydrous K2TiOF4 has been previously attempted by transforming precursor compounds, such as the peroxide (K2Ti(O2)F4), hydrate (K2TiOF4·H2O) and fluoride (K2TiF6). Due to the large structural differences between these precursors and the anhydrous oxyfluorides, however, these preparations have been unsuccessful. Therefore, a direct method of synthesis has been employed to grow single crystals of K2TiOF4 that were characterized by single crystal x-ray diffraction. K2TiOF4 was found to be isostructural with the previously known K2VOF4.

Y K Vijay

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. Y K Vijay. Articles written in Bulletin of Materials Science. Volume 27 Issue 5 October 2004 pp 417-420 Nuclear Related Materials. Irradiation of large area Mylar membrane and characterization of nuclear track filter · N K Acharya P K Yadav S Wate Y K Vijay F Singh D K Avasthi.

Enhancer-associated H3K4 monomethylation by Trithorax-related, the Drosophila homolog of mammalian Mll3/Mll4.

Science.gov (United States)

Herz, Hans-Martin; Mohan, Man; Garruss, Alexander S; Liang, Kaiwei; Takahashi, Yoh-Hei; Mickey, Kristen; Voets, Olaf; Verrijzer, C Peter; Shilatifard, Ali

2012-12-01

Monomethylation of histone H3 on Lys 4 (H3K4me1) and acetylation of histone H3 on Lys 27 (H3K27ac) are histone modifications that are highly enriched over the body of actively transcribed genes and on enhancers. Although in yeast all H3K4 methylation patterns, including H3K4me1, are implemented by Set1/COMPASS (complex of proteins associated with Set1), there are three classes of COMPASS-like complexes in Drosophila that could carry out H3K4me1 on enhancers: dSet1, Trithorax, and Trithorax-related (Trr). Here, we report that Trr, the Drosophila homolog of the mammalian Mll3/4 COMPASS-like complexes, can function as a major H3K4 monomethyltransferase on enhancers in vivo. Loss of Trr results in a global decrease of H3K4me1 and H3K27ac levels in various tissues. Assays with the cut wing margin enhancer implied a functional role for Trr in enhancer-mediated processes. A genome-wide analysis demonstrated that Trr is required to maintain the H3K4me1 and H3K27ac chromatin signature that resembles the histone modification patterns described for enhancers. Furthermore, studies in the mammalian system suggested a role for the Trr homolog Mll3 in similar processes. Since Trr and mammalian Mll3/4 complexes are distinguished by bearing a unique subunit, the H3K27 demethylase UTX, we propose a model in which the H3K4 monomethyltransferases Trr/Mll3/Mll4 and the H3K27 demethylase UTX cooperate to regulate the transition from inactive/poised to active enhancers.

Strength of metallic glasses at 4.2-300 K

International Nuclear Information System (INIS)

Tabachnikova, E.D.

1987-01-01

Investigation into temperature dependence of metallic glass strength (Ni 78 Si 8 B 14 ; Fe 40 Ni 38 Mo 4 B 18 ; Fe 25 Ni 55 Si 10 B 1 0 ; Fe 61 Co 20 Si 4 B 15 ) is conducted within 300-4.2 K temperature interval. By the character of σ (T) x dependence and fracture mode the alloys investigated are subdivided into two groups. In 1 group alloys the fracture up to 4.2 K has the character typical of ductile fracture. In the second group alloys fracture acquires brittle character with the temperature decrease

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

Science.gov (United States)

Anderson, O. Roger

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

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

Science.gov (United States)

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

2017-01-01

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

Synthesis and decreasing Aβ content evaluation of arctigenin-4-yl carbamate derivatives.

Science.gov (United States)

Xu, Xingyu; Li, Cong; Lei, Min; Zhu, Zhiyuan; Yan, Jianming; Shen, Xu; Hu, Lihong

2016-07-01

A series of arctigenin-4-yl carbamate derivatives were synthesized and evaluated for potency in reducing β-amyloid (Aβ) content in HEK293-APPswe cells. Most of the arctigenin-4-yl aralkyl or aryl carbamate derivatives showed improved potency in reducing Aβ content. Among the synthesized compounds, arctigenin-4-yl (3-chlorophenyl)carbamate (20) exhibited the strongest potency with 78.7% Aβ content reduction at 20μM. Furthermore, the effect of arctigenin-4-yl (4-chlorophenyl)carbamate (19) and arctigenin-4-yl (3-chlorophenyl)carbamate (20) on lowing Aβ content was better than arctigenin under the concentrations of 1, 10 and 20μM. Copyright © 2016 Elsevier Ltd. All rights reserved.

On the studies of thermodynamics properties of fast neutron irradiated (LixK1-x)2SO4 crystals

Science.gov (United States)

El-Khatib, A. M.; Kassem, M. E.; Gomaa, N. G.; Mahmoud, S. A.

The effect of fast neutron irradiation on the thermodynamic properties of (LixK1-x)2SO4, (x = 0.1, 0.2,˙˙˙˙˙˙˙˙0.5) has been studied. The measurements were carried out in the vicinity of phase transition. The study reveals that as the lithium content decreases the first high temperature phase Tc = 705 K disappears, while the second one is shifted to lower temperature. It is observed also that the specific heat, Cp, decreases sharply with neutron integrated fluence φ and increases once more. Both entropy and enthalpy changes increase with the increase of neutron integrated fluence.

Partitioning of U, Th and K Between Metal, Sulfide and Silicate, Insights into the Volatile-Content of Mercury

Science.gov (United States)

Habermann, M.; Boujibar, A.; Righter, K.; Danielson, L.; Rapp, J.; Righter, M.; Pando, K.; Ross, D. K.; Andreasen, R.; Chidester, B.

2016-01-01

During the early stages of the Solar System formation, especially during the T-Tauri phase, the Sun emitted strong solar winds, which are thought to have expelled a portion of the volatile elements from the inner solar system. It is therefore usually believed that the volatile depletion of a planet is correlated with its proximity to the Sun. This trend was supported by the K/Th and K/U ratios of Venus, the Earth, and Mars. Prior to the MESSENGER mission, it was expected that Mercury is the most volatile-depleted planet. However, the Gamma Ray Spectrometer of MESSENGER spacecraft revealed elevated K/U and K/Th ratios for the surface of Mercury, much higher than previous expectations. It is possible that the K/Th and K/U ratios on the surface are not a reliable gauge of the bulk volatile content of Mercury. Mercury is enriched in sulfur and is the most reduced of the terrestrial planets, with oxygen fugacity (fO2) between IW-6.3 and IW-2.6 log units. At these particular compositions, U, Th and K behave differently and can become more siderophile or chalcophile. If significant amounts of U and Th are sequestered in the core, the apparent K/U and K/Th ratios measured on the surface may not represent the volatile budget of the whole planet. An accurate determination of the partitioning of these elements between silicate, metal, and sulfide phases under Mercurian conditions is therefore essential to better constrain Mercury's volatile content and assess planetary formation models.

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

Science.gov (United States)

Wandersee, James H.; Clary, Renee M.

2007-01-01

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

N=4 superconformal bootstrap of the K3 CFT

Energy Technology Data Exchange (ETDEWEB)

Lin, Ying-Hsuan; Shao, Shu-Heng [Jefferson Physical Laboratory, Harvard University,17 Oxford Street, Cambridge, MA 02138 (United States); Simmons-Duffin, David [School of Natural Sciences, Institute for Advanced Study,1 Einstein Drive, Princeton, NJ 08540 (United States); Wang, Yifan [Center for Theoretical Physics, Massachusetts Institute of Technology,77 Massachusetts Ave, Cambridge, MA 02139 (United States); Yin, Xi [Jefferson Physical Laboratory, Harvard University,17 Oxford Street, Cambridge, MA 02138 (United States)

2017-05-23

We study two-dimensional (4,4) superconformal field theories of central charge c=6, corresponding to nonlinear sigma models on K3 surfaces, using the superconformal bootstrap. This is made possible through a surprising relation between the BPS N=4 superconformal blocks with c=6 and bosonic Virasoro conformal blocks with c=28, and an exact result on the moduli dependence of a certain integrated BPS 4-point function. Nontrivial bounds on the non-BPS spectrum in the K3 CFT are obtained as functions of the CFT moduli, that interpolate between the free orbifold points and singular CFT points. We observe directly from the CFT perspective the signature of a continuous spectrum above a gap at the singular moduli, and find numerically an upper bound on this gap that is saturated by the A{sub 1}N=4 cigar CFT. We also derive an analytic upper bound on the first nonzero eigenvalue of the scalar Laplacian on K3 in the large volume regime, that depends on the K3 moduli data. As two byproducts, we find an exact equivalence between a class of BPS N=2 superconformal blocks and Virasoro conformal blocks in two dimensions, and an upper bound on the four-point functions of operators of sufficiently low scaling dimension in three and four dimensional CFTs.

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

K Ramachandran. Articles written in Bulletin of Materials Science. Volume 25 Issue 4 August 2002 pp ... Volume 27 Issue 5 October 2004 pp 403-407 Phase Transitions. Phase transition in L-alaninium oxalate by ... Thermal and structural properties of spray pyrolysed CdS thin film · P Raji C Sanjeeviraja K Ramachandran.

Investigation of natural radionuclide contents in soil in China

International Nuclear Information System (INIS)

Pan Sanming; Liu Ruye

1992-01-01

The survey of natural radionuclide contents in soil in China (1983-1990) is a part of investigation of environmental natural radioactivity level on China. The results of the investigation area as follows: (1) The average content of natural radionuclides 238 U, 226 Ra, 232 Th and 40 K(area weighted) and its standard deviation for single measurement is 39.5 and 34.4,36.5 and 22.0, 49.1 and 27.6, 580.0 and 202.0 Bq.kg -1 ,respectively.(2) The content of natural radionuclides is apparently correlated to the types of soil-forming rock. The analysis results from 1552 soil samples of soil-forming rock show that: the content of 238 U, 226 Ra, 232 Th and 40 K for magmatic rock type is the highest, 238 U, 226 Ra and 232 Th of metamorphic rock type higher, sedimentary rock type the lowest. However, the content of 40 K of sedimentary rock type is more higher, magmatic rock type the lowest. In magmatic rock type, the content of 238 U, 226 Ra, 232 Th of granite and acidic magmatic rock type, and the content of 40 K of acidic and alkaline magmatic rock type are higher. (3) The analysis results from 9613 various types of soil samples show that for crimson soil of ferralsol wind soil of rock soil-forming order at northern part is lower. For frigid dessert soil of alpine soil order, alpine dessert soil, and the burozem, dark burozem and drab soil of alfisol order and semialfisol order, the content of 40 K is shown to be higher, and it is lower for latosol of ferralsol order, crimson soil, yellow soil and various lime soil. (4) The geographical distribution of the natural radionuclide content in soil appears apparently regional

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.

Science and Technology of Ceramics

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 12. Science and Technology of Ceramics - Functional Ceramics. Sheela K Ramasesha. Series Article Volume 4 Issue 12 December 1999 pp 21-30. Fulltext. Click here to view fulltext PDF. Permanent link:

Science and Technology of Ceramics

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 8. Science and Technology of Ceramics - Traditional Ceramics. Sheela K Ramasesha. Series Article Volume 4 Issue 8 August 1999 pp 16-24. Fulltext. Click here to view fulltext PDF. Permanent link:

The role of MAP4K3 in lifespan regulation of Caenorhabditiselegans

International Nuclear Information System (INIS)

Khan, Maruf H.; Hart, Matthew J.; Rea, Shane L.

2012-01-01

Highlights: ► Inhibition of MAP4K3 by RNAi leads to increased mean lifespan in Caenorhabditis elegans. ► Mutation in the citron homology domain of MAP4K3 leads to increased mean lifespan. ► Mutation in the kinase domain of MAP4K3 has no significant effect on mean lifespan. -- Abstract: The TOR pathway is a kinase signaling pathway that regulates cellular growth and proliferation in response to nutrients and growth factors. TOR signaling is also important in lifespan regulation – when this pathway is inhibited, either naturally, by genetic mutation, or by pharmacological means, lifespan is extended. MAP4K3 is a Ser/Thr kinase that has recently been found to be involved in TOR activation. Unexpectedly, the effect of this protein is not mediated via Rheb, the more widely known TOR activation pathway. Given the role of TOR in growth and lifespan control, we looked at how inhibiting MAP4K3 in Caenorhabditiselegans affects lifespan. We used both feeding RNAi and genetic mutants to look at the effect of MAP4K3 deficiency. Our results show a small but significant increase in mean lifespan in MAP4K3 deficient worms. MAP4K3 thus represents a new target in the TOR pathway that can be targeted for pharmacological intervention to control lifespan.

The role of MAP4K3 in lifespan regulation of Caenorhabditiselegans

Energy Technology Data Exchange (ETDEWEB)

Khan, Maruf H. [Barshop Institute for Longevity and Aging Studies, Department of Physiology, University of Texas Health Science Center, San Antonio, TX 78240 (United States); Hart, Matthew J., E-mail: HartMJ@uthscsa.edu [Barshop Institute for Longevity and Aging Studies, Department of Molecular Medicine, University of Texas Health Science Center, San Antonio, TX 78240 (United States); Rea, Shane L., E-mail: reas3@uthscsa.edu [Barshop Institute for Longevity and Aging Studies, Department of Physiology, University of Texas Health Science Center, San Antonio, TX 78240 (United States)

2012-08-24

Highlights: Black-Right-Pointing-Pointer Inhibition of MAP4K3 by RNAi leads to increased mean lifespan in Caenorhabditis elegans. Black-Right-Pointing-Pointer Mutation in the citron homology domain of MAP4K3 leads to increased mean lifespan. Black-Right-Pointing-Pointer Mutation in the kinase domain of MAP4K3 has no significant effect on mean lifespan. -- Abstract: The TOR pathway is a kinase signaling pathway that regulates cellular growth and proliferation in response to nutrients and growth factors. TOR signaling is also important in lifespan regulation - when this pathway is inhibited, either naturally, by genetic mutation, or by pharmacological means, lifespan is extended. MAP4K3 is a Ser/Thr kinase that has recently been found to be involved in TOR activation. Unexpectedly, the effect of this protein is not mediated via Rheb, the more widely known TOR activation pathway. Given the role of TOR in growth and lifespan control, we looked at how inhibiting MAP4K3 in Caenorhabditiselegans affects lifespan. We used both feeding RNAi and genetic mutants to look at the effect of MAP4K3 deficiency. Our results show a small but significant increase in mean lifespan in MAP4K3 deficient worms. MAP4K3 thus represents a new target in the TOR pathway that can be targeted for pharmacological intervention to control lifespan.

K--12 science educator perception of instructing students with learning disabilities in the regular classroom

Science.gov (United States)

Holliday-Cashwell, Janet Rose

2000-10-01

Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. V Bhat. Articles written in Bulletin of Materials Science. Volume 23 Issue 4 August 2000 pp 295-299 Alloys. A test for diffusional coherency strain hypothesis in the discontinuous precipitation in Mg–Al alloy · K T Kashyap C Ramachandra V Bhat B Chatterji · More Details Abstract ...

Bulletin of Materials Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. M Mandal. Articles written in Bulletin of Materials Science. Volume 37 Issue 4 June 2014 pp 743-752. Porous copper template from partially spark plasma-sintered Cu–Zn aggregate via dezincification · M Mandal D Singh Gouthama B S Murty S Sangal K Mondal · More Details ...

R K Mangal

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. R K Mangal. Articles written in Bulletin of Materials Science. Volume 29 Issue 7 December 2006 pp 653-657 Semiconductors. Preparation of Al–Sb semiconductor by swift heavy ion irradiation · R K Mangal M Singh Y K Vijay D K Avasthi · More Details Abstract Fulltext PDF.

A K Meikap

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. A K Meikap. Articles written in Bulletin of Materials Science. Volume 24 Issue 6 December 2001 pp 649-652 Alloys and Steels. An X-ray diffraction study of defect parameters in a Ti-base alloy · G Karmaker P Mukherjee A K Meikap S K Chattopadhyay S K Chatterjee.

Use of Microthemes to Increase Writing Content for Introductory Science Laboratory

Directory of Open Access Journals (Sweden)

Michelle L. Lewis

2012-02-01

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

A K Singh

Indian Academy of Sciences (India)

Home; Journals; Bulletin of Materials Science. A K Singh. Articles written in Bulletin of Materials Science. Volume 24 Issue 6 December 2001 pp 633-638 Alloys and Steels. Analysis of stainless steel samples by energy dispersive X-ray fluorescence (EDXRF) spectrometry · M K Tiwari A K Singh K J S Sawhney · More Details ...

Journal of Chemical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Chemical Sciences; Volume 120; Issue 2. Influence of alkali and alkaline earth ions on the -alkylation of the lower rim phenolic-OH groups of -tert-butyl-calix[4]arene to result in amide-pendants: Template action of K+ and the structure of K+ bound tetra-amide derivative crystallized with a ...

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

Science.gov (United States)

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

2018-01-23

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

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 4; Issue 3. Names of the Heavier Elements. Jitendra K Bera. General Article Volume 4 Issue 3 March 1999 pp ... Author Affiliations. Jitendra K Bera1. Department of Inorganic and Physical Chemistry, Indian Institute of Science, Bangalore 560 012, India.

Enhancer-associated H3K4 monomethylation by trithorax-related, the drosophila homolog of mammalian MLL3/MLL4

NARCIS (Netherlands)

H.-M. Herz (Hans-Martin); M. Mohan (Man); A.S. Garruss (Alexander); K. Liang (Kaiwei); Y.-H. Takahashi (Yoh-hei); K. Mickey (Kristen); O. Voets (Olaf); C.P. Verrijzer (Peter); A. Shilatifard (Ali)

2012-01-01

textabstractMonomethylation of histone H3 on Lys 4 (H3K4me1) and acetylation of histone H3 on Lys 27 (H3K27ac) are histone modifications that are highly enriched over the body of actively transcribed genes and on enhancers. Although in yeast all H3K4 methylation patterns, including H3K4me1, are

Web-Scale Discovery Services Retrieve Relevant Results in Health Sciences Topics Including MEDLINE Content

Directory of Open Access Journals (Sweden)

Elizabeth Margaret Stovold

2017-06-01

Full Text Available A Review of: Hanneke, R., & O’Brien, K. K. (2016. Comparison of three web-scale discovery services for health sciences research. Journal of the Medical Library Association, 104(2, 109-117. http://dx.doi.org/10.3163/1536-5050.104.2.004 Abstract Objective – To compare the results of health sciences search queries in three web-scale discovery (WSD services for relevance, duplicate detection, and retrieval of MEDLINE content. Design – Comparative evaluation and bibliometric study. Setting – Six university libraries in the United States of America. Subjects – Three commercial WSD services: Primo, Summon, and EBSCO Discovery Service (EDS. Methods – The authors collected data at six universities, including their own. They tested each of the three WSDs at two data collection sites. However, since one of the sites was using a legacy version of Summon that was due to be upgraded, data collected for Summon at this site were considered obsolete and excluded from the analysis. The authors generated three questions for each of six major health disciplines, then designed simple keyword searches to mimic typical student search behaviours. They captured the first 20 results from each query run at each test site, to represent the first “page” of results, giving a total of 2,086 total search results. These were independently assessed for relevance to the topic. Authors resolved disagreements by discussion, and calculated a kappa inter-observer score. They retained duplicate records within the results so that the duplicate detection by the WSDs could be compared. They assessed MEDLINE coverage by the WSDs in several ways. Using precise strategies to generate a relevant set of articles, they conducted one search from each of the six disciplines in PubMed so that they could compare retrieval of MEDLINE content. These results were cross-checked against the first 20 results from the corresponding query in the WSDs. To aid investigation of overall

Assessment of oleoresin and gingerol contents in gamma irradiated ginger Rhizomes

International Nuclear Information System (INIS)

Onyenekwe, P.C.

2000-01-01

Oleoresin and gingerol contents in gamma irradiated dried ginger rhizomes were evaluated to determine the effect of radiation and storage on these constituents of ginger. Dried ginger rhizomes were subjected to 0, 5 and 10 kilogray (kGy) doses of gamma rays from 60Co source. The oleoresin and gingerol contents were monitored for 9 months. Radiation treatment (10 kGy) reduced the decrease of the oleoresin content of ginger during the storage period by 14% in unground samples and 11% in ground samples. There was a dose-dependent decrease in the 6-gingerol content of the ground ginger decreased by 65.6, 67.4 and 70.4% for the 0, 5, and 10 kGy samples, respectively, while the corresponding values for the ungrounded ginger samples were 37.8, 40.0 and 44.3% at the end of the storage period

Synthesis and properties of ternary (K, NH4, H3O)-jarosites precipitated from Acidithiobacillus ferrooxidans cultures in simulated bioleaching solutions

International Nuclear Information System (INIS)

Sandy Jones, F.; Bigham, Jerry M.; Gramp, Jonathan P.; Tuovinen, Olli H.

2014-01-01

The purpose of this study was to synthesize a series of solid solution jarosites by biological oxidation of ferrous iron at pH 2.2–4.4 and ambient temperature in media containing mixtures of K + (0, 1, 4, 6, 12, 31 mM) and NH 4 + (6.1, 80, 160, 320 mM). The starting material was a liquid medium for Acidithiobacillus ferrooxidans comprised of 120 mM FeSO 4 solution and mineral salts at pH 2.2. Following inoculation with A. ferrooxidans, the cultures were incubated in shake flasks at 22 °C. As bacteria oxidized ferrous iron, ferric iron hydrolyzed and precipitated as jarosite-group minerals (AFe 3 (SO 4 ) 2 (OH) 6 ) and/or schwertmannite (idealized formula Fe 8 O 8 (OH) 6 (SO 4 )·nH 2 O). The precipitates were characterized by X-ray diffraction (XRD), elemental analysis, and Munsell color. Schwertmannite was the dominant mineral product at low combinations of K + (≤ 4 mM) and NH 4 + (≤ 80 mM) in the media. At higher single or combined concentrations, yellowish jarosite phases were produced, and Munsell hue provided a sensitive means of detecting minor schwertmannite in the oxidation products. Although the hydrated ionic radii of K + and NH 4 + are similar, K + greatly facilitated the formation of a jarosite phase compared to NH 4 + . Unit cell and cell volume calculations from refinements of the powder XRD patterns indicated that the jarosite phases produced were mostly ternary (K, NH 4 , H 3 O)-solid solutions that were also deficient in structural Fe, especially at low NH 4 contents. Thus, ferric iron precipitation from the simulated bioleaching systems yielded solid solutions of jarosite with chemical compositions that were dependent on the relative concentrations of K + and NH 4 + in the synthesis media. No phase separations involving discrete, end-member K-jarosite or NH 4 -jarosite were detected in the un-aged precipitates. - Highlights: • Fe(III) precipitates formed in A. ferrooxidans culture solutions were characterized. • The monovalent cation

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. M Radhakrishna. Articles written in Journal of Earth System Science. Volume 120 Issue 4 August 2011 pp 605-615. Development of the negative gravity anomaly of the 85°E Ridge, northeastern Indian Ocean – A process oriented modelling approach · K M Sreejith M ...

K B Shaik

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. K B Shaik. Articles written in Resonance – Journal of Science Education. Volume 15 Issue 3 March 2010 pp 257-267 Classroom. Chaos from Jerk Circuit · K B Shaik M K Mandal · More Details Fulltext PDF ...

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

Science.gov (United States)

Fraser, William J.

2017-01-01

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

Problem-Based Learning in the Earth and Space Science Classroom, K-12

Science.gov (United States)

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2017-01-01

If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…

76 FR 36951 - In the Matter of Animal Cloning Sciences, Inc. (n/k/a Bancorp Energy, Inc.): Order of Suspension...

Science.gov (United States)

2011-06-23

... SECURITIES AND EXCHANGE COMMISSION [File No. 500-1] In the Matter of Animal Cloning Sciences, Inc. (n/k/a Bancorp Energy, Inc.): Order of Suspension of Trading June 21, 2011. It appears to the... securities of Animal Cloning Sciences, Inc. (n/k/a Bancorp Energy, Inc.) because it has not filed any...

Generating Youth Interest in Science Careers Through 4-H Health Science Explorations

Directory of Open Access Journals (Sweden)

Thomas Hutson

2012-06-01

Full Text Available Health Science Explorations is a Maryland 4-H Program for youth ages ten and older. Hospital-based multi-day summer sessions and clubs that meet regularly, enable youth to interact with health care professionals in authentic medical settings. The program introduces youth to local health career opportunities, fosters science literacy and interest in science careers, and teaches healthy lifestyle practices. The authors share strategies to guide other educators through the process of developing their own science career exploration programs.

PENERAPAN K-OPTIMAL PADA ALGORITMA KNN UNTUK PREDIKSI KELULUSAN TEPAT WAKTU MAHASISWA PROGRAM STUDI ILMU KOMPUTER FMIPA UNLAM BERDASARKAN IP SAMPAI DENGAN SEMESTER 4

Directory of Open Access Journals (Sweden)

Mutiara Ayu Banjarsari

2016-04-01

Full Text Available The data pile on a database of academic information systems at Computer Science Program of Mathematic and Natural Science Faculty of Lambung Mangkurat University is not fully utilized, although it can provide new information that has not been known before. Data mining techniques can be used to predict the timely graduation of students. The k-Nearest Nieghbor, a method to classify objects based on training data located closest to the object, was used in this study. Selection of the value of k in kNN algorithm became important because it would affect the performance of the algorithm kNN, therefore it was necessary to know how the value of k and the level of accuracy. The k-Fold Cross Validation method and Accuracy Test was used to determine the value of k-Optimal. The result showed that the value of k = 5 was defined as k-Optimal which was then be applied in the kNN algorithm for prediction of timely graduation of students based on the Grade Point Average up to 4th semester. Keywords: kNN, k-Optimal, Classification, Data mining, k-Fold Cross Validation method Tumpukan data pada database sistem informasi akademik Program Studi Ilmu Komputer FMIPA Unlam belum dimanfaatkan secara maksimal, padahal dari data tersebut dapat memberikan sebuah informasi baru yang belum diketahui sebelumnya. Teknik data mining dapat digunakan untuk memprediksi kelulusan tepat waktu mahasiswa. Penelitian menggunakan metode k-Nearest Nieghbor yang merupakan sebuah metode untuk melakukan klasifikasi terhadap objek berdasarkan data training yang jaraknya paling dekat dengan objek tersebut. Pemilihan nilai k pada algoritma kNN menjadi hal yang penting karena akan mempengaruhi kinerja dari algoritma kNN, oleh karena itu perlu diketahui berapa nilai k dan tingkat akurasinya. Metode k-Fold Cross Validation dan Uji Akurasi digunakan untuk mengetahui nilai k-Optimal. Hasil yang didapat adalah nilai k=5 dengan tingkat akurasi sebesar 80.00% yang ditetapkan sebagai k-Optimal. Nilai k

Information Content in Radio Waves: Student Investigations in Radio Science

Science.gov (United States)

Jacobs, K.; Scaduto, T.

2013-12-01

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

The effect of diuretics and lithium on 3H-ouabain binding site concentration and Na,K-content in rat skeletal muscle

International Nuclear Information System (INIS)

Noergaard, Aa.; Kjeldsen, K.

1986-01-01

Previous studies have shown an increase in 3 H-ouabain binding sites or Na,K-pumps in vitro in cultured cells in response to incubation in low K, diuretics or lithium. However, in the present study the administration in vivo of various diuretics or lithium combined with supplementary K was not associated with any significant changes in Na,K-content or 3 H-ouabain binding site concentration in rat skeletal muscle. When the diuretics were administered in combination with only the basal K requirement a decrease in both K-content and 3 H-ouabain binding site concentration was seen. This indicates that the decrease in 3 H-ouabain binding site concentration is not caused by these drugs per se but is secondary to the associated K-depletion. The discrepancy between the results obtained using isolated cells and rat skeletal muscles could be related to the fact that cultured cells are not subjected to the normal growth control of the intact organism. It should be emphasized that results obtained using cultured cells do not necessarily reflect processes taking place in the intact organism. (author)

Plasma potassium concentration and content changes after banana ingestion in exercised men.

Science.gov (United States)

Miller, Kevin C

2012-01-01

Individuals prone to exercise-associated muscle cramps (EAMCs) are instructed to eat bananas because of their high potassium (K(+)) concentration and carbohydrate content and the perception that K(+) imbalances and fatigue contribute to the genesis of EAMCs. No data exist about the effect of bananas on plasma K(+) concentration ([K(+)](p)) or plasma glucose concentration ([glucose](p)) after exercise in the heat. To determine whether ingesting 0, 1, or 2 servings of bananas after 60 minutes of moderate to vigorous exercise in the heat alters [K(+)](p) or [glucose](p) and whether changes in [K(+)](p) result from hypotonic fluid effluxes or K(+) ion changes. Crossover study. Laboratory. Nine euhydrated men (age = 27 ± 4 years, height = 180.3 ± 8.4 cm, mass = 84.9 ± 26.1 kg, urine specific gravity ≤ 1.006) without EAMCs volunteered. On 3 separate days, participants completed 60 minutes of moderate to vigorous cycling (temperature = 36.4°C ± 1.1°C, relative humidity = 19.4% ± 2.5%) and then ate 0 g (0 servings), 150 g (1 serving), or 300 g (2 servings) of bananas. Blood samples were collected at 3, 5, 15, 30, and 60 minutes postingestion. The [K(+)](p), changes in plasma K(+) content, plasma volume changes, and [glucose](p). The [K(+)](p) differed between conditions at 60 minutes; 2 servings (4.6 ± 0.3 mmol/L [conventional unit = 4.6 ± 0.3 mEq/L]) was greater than 1 serving (4.5 ± 0.2 mmol/L [conventional unit = 4.5 ± 0.2 mEq/L]) and 0 servings (4.4 ± 0.3 mmol/L [conventional unit = 4.4 ± 0.3 mEq/L]) (P banana ingestion on EAMCs is unknown; however, these data suggested bananas are unlikely to relieve EAMCs by increasing extracellular [K(+)] or [glucose](p). The increases in [K(+)](p) were marginal and within normal clinical values. The changes in [K(+)](p), plasma K(+) content, and [glucose](p) do not occur quickly enough to treat acute EAMCs, especially if they develop near the end of competition.

D K Banerjee

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. D K Banerjee. Articles written in Resonance – Journal of Science Education. Volume 18 Issue 2 February 2013 pp 188-193 Classics. On the Stereoselective Synthesis of Oestrone · D K Banerjee K M Sivanandaiah · More Details Fulltext PDF ...

Preservice Science Teachers' Science Teaching Orientations and Beliefs about Science

Science.gov (United States)

Kind, Vanessa

2016-01-01

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

The 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)

Changes in the corneal Na-K ATPase levels in eyes stored in moist chamber at 4°C

Directory of Open Access Journals (Sweden)

Devi B

1996-01-01

Full Text Available This report deals with a chronological measurement of Na-K ATPase enzyme activity in human and bovine corneas stored in a moist chamber at 4°C. Paired human and bovine eyes were sterilized by the standard eye bank procedure and stored up to 6 days. At the desired time, the corneal endothelium was assayed for Na-K ATPase activity. The protein content of each tissue sample was also determined. In a parallel set of experiments, the viability of identical stored corneas was determined by trypan blue and alizarin red staining technique, and morphometric analysis was done to quantify the extent of the corneal endothelial damage. The human corneas showed that there was a significant progressive decrease in the Na-K ATPase activity as the storage time increased. The decrease was related to morphological endothelial damage.

Effect of Tantalum content on the low cycle fatigue properties of CLAM steel at 823 K

Energy Technology Data Exchange (ETDEWEB)

Zhai, Xiangwei [Key Laboratory of Neutronics and Radiation Safety, Institute of Nuclear Energy Safety Technology, Chinese Academy of Sciences, Hefei, Anhui, 230031 (China); University of Science and Technology of China, Hefei, Anhui, 230027 (China); Liu, Shaojun, E-mail: shaojun.liu@fds.org.cn [Key Laboratory of Neutronics and Radiation Safety, Institute of Nuclear Energy Safety Technology, Chinese Academy of Sciences, Hefei, Anhui, 230031 (China); Zhao, Yanyun; Wang, Kun [Key Laboratory of Neutronics and Radiation Safety, Institute of Nuclear Energy Safety Technology, Chinese Academy of Sciences, Hefei, Anhui, 230031 (China)

2017-01-15

Highlights: • The fatigue life initially decreased and then increased as the Ta content was increased from 0.027 wt% to 0.18 wt%. • The softening rate had declined with Ta content increased and the reduced softening rate was attributed to the increased number of Ta-rich MX particles. • The grain size and M{sub 23}C{sub 6} were closely associated with the Ta content. • The crack distribution was quite sensitive to the Ta content. - Abstract: The effect of tantalum (Ta) content on the low cycle fatigue (LCF) properties of CLAM steel at 823 K was investigated in this paper. Low cycle fatigue tests were carried out on four ingots of CLAM steel with Ta contents of 0.027 wt%, 0.078 wt%, 0.15 wt% and 0.18 wt%, respectively. The results showed that the fatigue life and softening behavior of CLAM steel were influenced by Ta content. The fatigue life initially decreased and then increased as the Ta content was increased from 0.027 wt% to 0.18 wt%. The softening rate had declined with Ta content increased and the reduced softening rate was attributed to the increased number of Ta-rich MX particles.

K Girigowda

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. K Girigowda. Articles written in Resonance – Journal of Science Education. Volume 10 Issue 11 November 2005 pp 79-84 Classroom. Loading Effects on Resolution in Thin Layer Chromatography and Paper Chromatography · K Girigowda V H Mulimani.

The radio galaxy K-z relation to z ~ 4.5

OpenAIRE

Jarvis, Matt J.; Rawlings, Steve; Eales, Steve; Blundell, Katherine M.; Willott, Chris J.

2001-01-01

Using a new radio sample, 6C* designed to find radio galaxies at z > 4 along with the complete 3CRR and 6CE sample we extend the radio galaxy K-z relation to z~4.5. The 6C* K-z data significantly improve delineation of the K-z relation for radio galaxies at high redshift (z > 2). Accounting for non-stellar contamination, and for correlations between radio luminosity and estimates of stellar mass, we find little support for previous claims that the underlying scatter in the stellar luminosity ...

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

Science.gov (United States)

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

2016-01-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and…

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

Science.gov (United States)

Drechsel, Barbara; Carstensen, Claus; Prenzel, Manfred

2011-01-01

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

Analysis of the Mitogen-activated protein kinase kinase 4 (MAP2K4) tumor suppressor gene in ovarian cancer

International Nuclear Information System (INIS)

Davis, Sally J; Choong, David YH; Ramakrishna, Manasa; Ryland, Georgina L; Campbell, Ian G; Gorringe, Kylie L

2011-01-01

MAP2K4 is a putative tumor and metastasis suppressor gene frequently found to be deleted in various cancer types. We aimed to conduct a comprehensive analysis of this gene to assess its involvement in ovarian cancer. We screened for mutations in MAP2K4 using High Resolution Melt analysis of 149 primary ovarian tumors and methylation at the promoter using Methylation-Specific Single-Stranded Conformation Polymorphism analysis of 39 tumors. We also considered the clinical impact of changes in MAP2K4 using publicly available expression and copy number array data. Finally, we used siRNA to measure the effect of reducing MAP2K4 expression in cell lines. In addition to 4 previously detected homozygous deletions, we identified a homozygous 16 bp truncating deletion and a heterozygous 4 bp deletion, each in one ovarian tumor. No promoter methylation was detected. The frequency of MAP2K4 homozygous inactivation was 5.6% overall, and 9.8% in high-grade serous cases. Hemizygous deletion of MAP2K4 was observed in 38% of samples. There were significant correlations of copy number and expression in three microarray data sets. There was a significant correlation between MAP2K4 expression and overall survival in one expression array data set, but this was not confirmed in an independent set. Treatment of JAM and HOSE6.3 cell lines with MAP2K4 siRNA showed some reduction in proliferation. MAP2K4 is targeted by genetic inactivation in ovarian cancer and restricted to high grade serous and endometrioid carcinomas in our cohort

Experimental (155 K) and predicted (151 K) Curie temperature (Tc) of K2ZnBr4: structural confirmation of ferroelectric state below Tc

International Nuclear Information System (INIS)

Abrahams, S.C.

1994-01-01

The temperature T c at which K 2 ZnBr 4 is predicted to transform from the paraelectric to the ferroelectric phase is 151 (19) K, based on the crystal structure determinations at 291 and 144 K by Fabry, Breczewski, Zuniga and Arnaiz and the Abrahams-Kurtz-Jamieson relationship. A dielectric and heat-capacity anomaly in this material at 155 K has been reported elsewhere. The locations reported for the ZnBr 2- 4 and K + ions fulfill the requirements of mirror plane symmetry above T c ; ionic displacements along the polar direction that approach but do not exceed 0.1 A and that violate the mirror symmetry on cooling through T c form the basis of the prediction and satisfy the structural criteria for ferroelectricity in the phase below the transition. (orig.)

29 CFR 4245.4 - Contents of notice of insolvency.

Science.gov (United States)

2010-07-01

... 29 Labor 9 2010-07-01 2010-07-01 false Contents of notice of insolvency. 4245.4 Section 4245.4 Labor Regulations Relating to Labor (Continued) PENSION BENEFIT GUARANTY CORPORATION INSOLVENCY, REORGANIZATION, TERMINATION, AND OTHER RULES APPLICABLE TO MULTIEMPLOYER PLANS NOTICE OF INSOLVENCY § 4245.4...

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Sheela K Ramasesha. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 8 August 1999 pp 16-24 Series Article. Science and Technology of Ceramics - Traditional Ceramics · Sheela K Ramasesha · More Details Fulltext PDF. Volume ...

K-mer Content, Correlation, and Position Analysis of Genome DNA Sequences for the Identification of Function and Evolutionary Features

Directory of Open Access Journals (Sweden)

Aaron Sievers

2017-04-01

Full Text Available In genome analysis, k-mer-based comparison methods have become standard tools. However, even though they are able to deliver reliable results, other algorithms seem to work better in some cases. To improve k-mer-based DNA sequence analysis and comparison, we successfully checked whether adding positional resolution is beneficial for finding and/or comparing interesting organizational structures. A simple but efficient algorithm for extracting and saving local k-mer spectra (frequency distribution of k-mers was developed and used. The results were analyzed by including positional information based on visualizations as genomic maps and by applying basic vector correlation methods. This analysis was concentrated on small word lengths (1 ≤ k ≤ 4 on relatively small viral genomes of Papillomaviridae and Herpesviridae, while also checking its usability for larger sequences, namely human chromosome 2 and the homologous chromosomes (2A, 2B of a chimpanzee. Using this alignment-free analysis, several regions with specific characteristics in Papillomaviridae and Herpesviridae formerly identified by independent, mostly alignment-based methods, were confirmed. Correlations between the k-mer content and several genes in these genomes have been found, showing similarities between classified and unclassified viruses, which may be potentially useful for further taxonomic research. Furthermore, unknown k-mer correlations in the genomes of Human Herpesviruses (HHVs, which are probably of major biological function, are found and described. Using the chromosomes of a chimpanzee and human that are currently known, identities between the species on every analyzed chromosome were reproduced. This demonstrates the feasibility of our approach for large data sets of complex genomes. Based on these results, we suggest k-mer analysis with positional resolution as a method for closing a gap between the effectiveness of alignment-based methods (like NCBI BLAST and the

Low PIP4K2B expression in human breast tumors correlates with reduced patient survival: A role for PIP4K2B in the regulation of E-cadherin expression.

Science.gov (United States)

Keune, Willem-Jan; Sims, Andrew H; Jones, David R; Bultsma, Yvette; Lynch, James T; Jirström, Karin; Landberg, Goran; Divecha, Nullin

2013-12-01

Phosphatidylinositol-5-phosphate (PtdIns5P) 4-kinase β (PIP4K2B) directly regulates the levels of two important phosphoinositide second messengers, PtdIns5P and phosphatidylinositol-(4,5)-bisphosphate [PtdIns(4,5)P2]. PIP4K2B has been linked to the regulation of gene transcription, to TP53 and AKT activation, and to the regulation of cellular reactive oxygen accumulation. However, its role in human tumor development and on patient survival is not known. Here, we have interrogated the expression of PIP4K2B in a cohort (489) of patients with breast tumor using immunohistochemical staining and by a meta-analysis of gene expression profiles from 2,999 breast tumors, both with associated clinical outcome data. Low PIP4K2B expression was associated with increased tumor size, high Nottingham histological grade, Ki67 expression, and distant metastasis, whereas high PIP4K2B expression strongly associated with ERBB2 expression. Kaplan-Meier curves showed that both high and low PIP4K2B expression correlated with poorer patient survival compared with intermediate expression. In normal (MCF10A) and tumor (MCF7) breast epithelial cell lines, mimicking low PIP4K2B expression, using short hairpin RNA interference-mediated knockdown, led to a decrease in the transcription and expression of the tumor suppressor protein E-cadherin (CDH1). In MCF10A cells, knockdown of PIP4K2B enhanced TGF-β-induced epithelial to mesenchymal transition (EMT), a process required during the development of metastasis. Analysis of gene expression datasets confirmed the association between low PIP4K2B and low CDH1expression. Decreased CDH1 expression and enhancement of TGF-β-induced EMT by reduced PIP4K2B expression might, in part, explain the association between low PIP4K2B expression and poor patient survival.

K Gowthamarajan

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. K Gowthamarajan. Articles written in Resonance – Journal of Science Education. Volume 8 Issue 5 May 2003 pp 38-46 General Article. Oral Insulin – Fact or Fiction? - Possibilities of Achieving Oral Delivery of Insulin · K Gowthamarajan Giriraj T Kulkarni.

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

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. K G Padmakumar. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 3 March 1999 pp 62-70 Feature Article. Nature Watch - Rice Bowl in Turmoil: The Kuttanad Wetland Ecosystem · K C Manorama Thampatti K G Padmakumar.

One-pot synthesis of K-doped g-C3N4 nanosheets with enhanced photocatalytic hydrogen production under visible-light irradiation

Science.gov (United States)

Wang, Yanyun; Zhao, Shuo; Zhang, Yiwei; Fang, Jiasheng; Zhou, Yuming; Yuan, Shenhao; Zhang, Chao; Chen, Wenxia

2018-05-01

Graphite carbon nitride (g-C3N4), as a promising low cost, visible light driven conjugated polymer semiconductor photocatalyst, has attracted wide attentions from researchers. However, low light absorption efficiency and inadequate charge separation limit the potential applications of g-C3N4. This paper exhibits K-doped g-C3N4 prepared by a facile thermal polymerization with KBr as the K source. The experiments of photocatalytic hydrogen evolution demonstrate that KBr content strongly affects the activity of the catalyst. XRD, FT-IR, XPS, SEM, TEM, UV-vis diffuse reflectance spectra, photoluminescence (PL) characterization methods are used to study the effects of potassium on the catalyst performance. The results find that K-modified g-C3N4 has a narrower band gap and enhanced light harvesting properties. Moreover, the photocatalytic hydrogen evolution rate (HER) of the optimized K-doped g-C3N4 nanosheets (10 wt % KBr) reaches 1337.2 μmol g-1h-1, which is about 5.6 times in comparison with that of pure g-C3N4 (239.8 μmol g-1h-1). The doping of the potassium may increase the π-conjugated systems and accelerate the electron transport rate, then improve the photocatalytic properties. Based on the results of the analysis, a possible mechanism is proposed.

USSR Space Life Sciences Digest, issue 4

Science.gov (United States)

Hooke, L. R. (Editor); Radtke, M. (Editor); Garshnek, V. (Editor); Teeter, R. (Editor); Rowe, J. E. (Editor)

1986-01-01

The fourth issue of NASA's USSR Space Life Science Digest includes abstracts for 42 Soviet periodical articles in 20 areas of aerospace medicine and space biology and published in Russian during the last third of 1985. Selected articles are illustrated with figures and tables from the original. In addition, translated introductions and tables of contents for 17 Russian books on 12 topics related to NASA's life science concerns are presented. Areas covered are: adaptation, biological rhythms, biospherics, body fluids, botany, cardiovascular and respiratory systems, cytology, developmental biology, endocrinology, exobiology, habitability and environmental effects, health and medical treatment, hematology, histology, human performance, immunology, mathematical modeling, metabolism, microbiology, musculoskeletal system, neurophysiology, nutrition, perception, personnel selection, psychology, and radiobiology. Two book reviews translated from the Russian are included and lists of additional relevant titles available in English with pertinent ordering information are given.

One of the 10 cells of AA Injection Kicker K4

CERN Multimedia

CERN PhotoLab

1979-01-01

The 3.5 GeV/c Antiproton Accumulator (AA) had 2 delay-line type injection kickers, K3 (12 cells) and K4 (10 cells). Here we see one of the K4 cells, with ferrite between stainless-steel plates. Pulse voltage: 61 kV; rise/fall-time 86 ns; flat-top 460 ns; top flatness +-2%. During injection, the open side of the C-shaped kickers was closed off with a fast shutter, so that their stray field would not perturb the stack of already accumulated antiprotons.

Mechanistic study on the fluorination of K[B(CN)4] with ClF enabling the high yield and large scale synthesis of K[B(CF3)4] and K[(CF3)3BCN].

Science.gov (United States)

Bernhardt, Eduard; Finze, Maik; Willner, Helge

2011-10-17

The fluorination of K[B(CN)(4)] with ClF is studied by millimolar test reactions in aHF and CH(2)Cl(2) solution and by subsequent identification of intermediates such as B-CF═NCl, B-CF(2)-NCl(2), and B-CF(3) species as well as NCl(3) by (19)F, (11)B NMR, and Raman spectroscopy, respectively. At first one cyano group of K[B(CN)(4)] is converted fast into a CF(3) group, and with increasing fluorination the reaction becomes slower and several intermediates could be observed. On the basis of these results, a synthesis was developed for K[B(CF(3))(4)] on a 0.2 molar scale by treatment of K[B(CN)(4)] diluted in aHF with ClF. The course of the reactions was followed by (i) monitoring the vapor pressure inside the reactor, (ii) observing the heat dissipation during ClF uptake, and (iii) measuring the volume of the released nitrogen gas. Since the fluorination of the last cyano group proceeds very slowly, the selective synthesis of K[(CF(3))(3)BCN] on a 0.2 molar scale is possible, as well. The analysis of the mechanisms, thermodynamics, and kinetics of the fluorination reactions is supported by density functional theory (DFT) calculations.

Journal of Earth System Science | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Journal of Earth System Science. M Shyam Prasad. Articles written in Journal of Earth System Science. Volume 119 Issue 4 August 2010 pp 531-539. Correlation of the oldest Toba Tuff to sediments in the central Indian Ocean Basin · J N Pattan M Shyam Prasad E V S S K Babu · More Details Abstract ...

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

NARCIS (Netherlands)

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

2012-01-01

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