Engineering Design in Scientific Inquiry

The Engineering Design in Scientific Inquiry (EDISIn) Project addresses the engineering preparation of secondary science teachers by embedding engineering design into a science course for single-subject STEM education majors (future secondary teachers), and developing a sequence of lesson plans and annotated video for faculty who seek to embed engineering design in their science courses. While undergraduate laboratories are rich with designed experimental apparatus, it is rare that students themselves play a role in designing and producing artifacts in the service of scientific inquiry. Our expectation is that (1) existing science courses offer opportunities for students to engage meaningfully with engineering practices, by solving design challenges that emerge in the construction of scientific ideas; and (2) doing so can capitalize on existing curricula that science education has developed, facilitating the adoption of engineering design into preservice teacher education. As part of NSF’s Improving Undergraduate STEM Education (IUSE) funding program, this proposal is part of a broader effort to transform undergraduate science education, preparing students to be innovators and leaders in STEM

A problem structuring method for ecosystem-based management : the DPSIR modelling process

The purpose of this paper is to learn from Complex Adaptive Systems (CAS) theory to inform the development of Problem Structuring Methods (PSMs) both in general and in the specific context of marine management. The focus on marine management is important because it is concerned with a CAS (formed through the interconnection between natural systems, designed systems and social systems) which exemplifies their particularly ‘wicked' nature. Recognition of this compels us to take seriously the need to develop tools for knowledge elicitation and structuring which meet the demands of CAS. In marine management, chief among those tools is the DPSIR (Drivers - Pressures - State Changes - Impacts - Responses) model and, although widely applied, the extent to which it is appropriate for dealing with the demands of a CAS is questionable. Such questioning is particularly pertinent in the context of the marine environment where there is a need to not only recognise a broad range of stakeholders (a question of boundary critique) but also to manage competing knowledge (economic, local and scientific) and value claims. Hence this paper emphasises how a CAS perspective might add impetus to the development of a critical perspective on DPSIR and PSM theory and practice to promote a more systemic view of decision-making and policy development

Management of the marine environment: Integrating ecosystem services and societal benefits with the DPSIR framework in a systems approach

Ever increasing and diverse use of the marine environment is leading to human-induced changes in marine life, habitats and landscapes, making necessary the development of marine policy that considers all members of the user community and addresses current, multiple, interacting uses. Taking a systems approach incorporating an understanding of The Ecosystem Approach, we integrate the DPSIR framework with ecosystem services and societal benefits, and the focus this gives allows us to create a specific framework for supporting decision making in the marine environment. Based on a linking of these three concepts, we present a set of basic postulates for the management of the marine environment and emphasise that these postulates should hold for marine management to be achieved. We illustrate these concepts using two case studies: the management of marine aggregates extraction in UK waters and the management of marine biodiversity at Flamborough Head, UK. (C) 2010 Elsevier Ltd. All rights reserved

Tinkering with Theoretical Objects: Designing Theories in Scientific Inquiry

The EDISIn Project (Engineering Design in Scientific Inquiry), taught in an undergraduate teacher preparation program, is investigating where engineering design opportunities emerge within contexts of scientific inquiry, with implications for how science teachers might productively engage in engineering design in their science courses without compromising on either the science or the engineering. In some inquiries, the opportunities for engineering were obvious, particularly with respect to novel experimental designs and in developing physical representations of models. In other inquiries, however, the investigations were either largely theoretical or the experimental designs were readily developed without a need for deliberate attention to design practices. However, in these inquiries we notice commonalities between how students iteratively construct and manipulate theoretical objects in pursuit of scientific explanations and theories, and how they construct and manipulate physical objects. In particular, we call attention to playful, iterative, goal-oriented activities that have strong parallels to tinkering within the engineering design literature. In this paper, we provide an analysis of one student’s “idea tinkering” as she constructed a model of color mixing. We consider how literature from engineering education might be leveraged to support playful, iterative construction of theories in science - not only for its role in supporting the design of physical objects, but also theoretical objects

Understanding the genetic regulation of acidity in Citrus fruit

Citrus is the most economically important genus in the family Rutaceae. Fruit acidity is also a major determinant of fruit and juice taste, but its regulation has not been elucidated. Improvements through breeding, while difficult, could be better informed by understanding the genetic regulation of fruit acidity in Citrus at the molecular level. In this study, I used RNA sequencing transcriptomic data, phylogenetic analyses, and metabolic characterisation of acidless C. sinensis varieties to propose a model for the regulation of hyperacidification in Citrus fruits. By analogy the mechanism in Petunia, the AtMYB5 and PhPH4 homolog Nicole forms a complex with bHLH transcription factor Noemi, to govern fruit acidity and citrate accumulation via transcriptional regulation of PH-like genes. Phylogenetic analyses of the C. sinensis genome and genotypic analyses of acidless varieties Sorocaba, Verde R1 and Verde R2 led to the discovery of nicolesoro, a mutant allele of Nicole containing an LTR-retrotransposon insertion which has disrupted functionality. These varieties provide the first example of disassociation of the pleotropic link between acidity and proanthocyanidin (PA) biosynthesis in an acidless Citrus mutant. Nicole is not essential for PA biosynthesis in Citrus due to the accumulation of PAs in mutant seeds, and uniquely has lost the ability to activate the expression of PA transporter CsTT12, typically activated by AtMYB5 homologs. Conversely, Nicole can directly activate P3A- and P3B-ATPases, CsPH5 and CsPH1, to facilitate hyperacidification and citrate accumulation by avoiding the counteraction of H+/PA-antiporter, CsTT12

Modeling Potential Energy of the Gaussian Gun

The Gaussian gun is an arrangement of magnets and ball bearings (pictured in Fig. 1) such that—when the leftmost ball is released—the rightmost ball is ejected at high speeds. The device has been described in several articles on energy education. The sudden appearance of kinetic energy offers a productive context for considering a range of challenging ideas: the often-counterintuitive relationship between force and potential energy, the escape velocity for attractive forces, why energy is required to break bonds, and why energy is released when bonds form. Beyond these ideas, it is also useful for motivating the representation of a potential well and bound states for both quantum mechanics and chemistry

“All Students are Brilliant”: A Confession of Injustice and a Call to Action

The two of us (AR and LAE), in our teaching, research, and work with teachers, advocate for responsive teaching—an approach that seeks out and builds on the productive “seeds of science” in what our students say and do and assumes that “all students…are brilliant.” This pedagogical approach requires a commitment to listening to and intellectually empathizing with students’ scientific ideas

“And DPSIR begat DAPSI(W)R(M)!” - A unifying framework for marine environmental management

The marine environment is a complex system formed by interactions between ecological structure and functioning, physico-chemical processes and socio-economic systems. An increase in competing marine uses and users requires a holistic approach to marine management which considers the environmental, economic and societal impacts of all activities. If managed sustainably, the marine environment will deliver a range of ecosystem services which lead to benefits for society. In order to understand the complexity of the system, the DPSIR (Driver-Pressure-State-Impact-Response) approach has long been a valuable problem-structuring framework used to assess the causes, consequences and responses to change in a holistic way. Despite DPSIR being used for a long time, there is still confusion over the definition of its terms and so to be appropriate for current marine management, we contend that this confusion needs to be addressed. Our viewpoint advocates that DPSIR should be extended to DAPSI(W)R(M) (pronounced dap-see-worm) in which Drivers of basic human needs require Activities which lead to Pressures. The Pressures are the mechanisms of State change on the natural system which then leads to Impacts (on human Welfare). Those then require Responses (as Measures). Furthermore, because of the complexity of any managed sea area in terms of multiple Activities, there is the need for a linked-DAPSI(W)R(M) framework, and then the connectivity between marine ecosystems and ecosystems in the catchment and further at sea, requires an interlinked, nested-DAPSI(W)R(M) framework to reflect the continuum between adjacent ecosystems. Finally, the unifying framework for integrated marine management is completed by encompassing ecosystem structure and functioning, ecosystem services and societal benefits. Hence, DAPSI(W)R(M) links the socio-ecological system of the effects of changes to the natural system on the human uses and benefits of the marine system. However, to deliver these sustainably in the light of human activities requires a Risk Assessment and Risk Management framework; the ISO-compliant Bow-Tie method is used here as an example. Finally, to secure ecosystem health and economic benefits such as Blue Growth, successful, adaptive and sustainable marine management Responses (as Measures) are delivered using the 10-tenets, a set of facets covering all management disciplines and approaches

What are the costs and benefits of biodiversity recovery in a highly polluted estuary?

Biodiversity recovery measures have often been ignored when dealing with the restoration of degraded aquatic systems. Furthermore, biological valuation methods have been applied only spatially in previous studies, and not jointly on a temporal and spatial scale. The intense monitoring efforts carried out in a highly polluted estuary, in northern Spain (Nervión estuary), allowed for the economic valuation of the costs and the biological valuation of the benefits associated with a 21 years sewage scheme application. The analysis show that the total amount of money invested into the sewage scheme has contributed to the estuary's improvement of both environmental and biological features, as well as to an increase in the uses and services provided by the estuary. However, the inner and outer parts of the estuary showed different responses. An understanding of the costs and trajectories of the environmental recovery of degraded aquatic systems is increasingly necessary to allow policy makers and regulators to formulate robust, cost-efficient and feasible management decisions