Modifying Science Activities and Materials to Enhance Instruction for Students with Learning and Behavioral Problems

Most science educators report a willingness to teach students with learning and behavioral differences; however, they often also indicate having limited information about how to make the science classroom more accessible. One avenue of support is the modification of science instructional materials in order to reduce barriers that may exist as a result of poor reading, organization, or work-completion skills. Some suggestions for instruction modifications are provided in this article. Also included is a sample science activity that was redesigned to support students with learning and behavioral concerns.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

P/2010 A2 LINEAR II: dynamical dust modelling

P/2010 A2 is an object on an asteroidal orbit that was observed to have an extended tail or debris trail in January 2010. In this work, we fit the outburst of P/2010 A2 with a conical burst model, and verify previous suspicions that this was a one--time collisional event rather than an sustained cometary outburst, implying that P/2010 A2 is not a new Main Belt Comet driven by ice sublimation. We find that the best--fit cone opening angle is about 40 to 50 degrees, in agreement with numerical and laboratory simulations of cratering events. Mapping debris orbits to sky positions suggests that the distinctive arc features in the debris correspond to the same debris cone inferred from the extended dust. From the velocity of the debris, and from the presence of a velocity maximum at around 15 cm/s, we infer that the surface of A2 probably has a very low strength (<1 kPa), comparable to lunar regolith.Comment: 14 pages, 25 figures; accepted by Astronomy and Astrophysic

Rubrics and Their Use in Inclusive Science

General education teachers are increasingly finding themselves faced with the challenge of providing instruction for all students, including those with learning and behavior problems. Because of the emphasis on experiments and active learning, science classes seem to be one of the most accessible—and accessed—subjects for inclusive programming. However, science instructors are not always as skilled at assessing learning as they are at designing and delivering instruction. A method that can be used to objectively and individually assess the achievement of students with learning and behavior problems is rubrics. When implemented effectively, rubrics can be used to more accurately reflect student achievement and help the educator in determining if remediation is needed.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

P/2010A2 LINEAR - I: An impact in the Asteroid Main Belt

Comet P/2010A2 LINEAR is a good candidate for membership with the Main Belt Comet family. It was observed with several telescopes (ESO NTT, La Silla; Gemini North, Mauna Kea; UH 2.2m, Mauna Kea) from 14 Jan. until 19 Feb. 2010 in order to characterize and monitor it and its very unusual dust tail, which appears almost fully detached from the nucleus; the head of the tail includes two narrow arcs forming a cross. The immediate surroundings of the nucleus were found dust-free, which allowed an estimate of the nucleus radius of 80-90m. A model of the thermal evolution indicates that such a small nucleus could not maintain any ice content for more than a few million years on its current orbit, ruling out ice sublimation dust ejection mechanism. Rotational spin-up and electrostatic dust levitations were also rejected, leaving an impact with a smaller body as the favoured hypothesis, and ruling out the cometary nature of the object. The impact is further supported by the analysis of the tail structure. Finston-Probstein dynamical dust modelling indicates the tail was produced by a single burst of dust emission. More advanced models, independently indicate that this burst populated a hollow cone with a half-opening angle alpha~40degr and with an ejection velocity v_max ~ 0.2m/s, where the small dust grains fill the observed tail, while the arcs are foreshortened sections of the burst cone. The dust grains in the tail are measured to have radii between a=1-20mm, with a differential size distribution proportional to a^(-3.44 +/- 0.08). The dust contained in the tail is estimated to at least 8x10^8kg, which would form a sphere of 40m radius. Analysing these results in the framework of crater physics, we conclude that a gravity-controlled crater would have grown up to ~100m radius, i.e. comparable to the size of the body. The non-disruption of the body suggest this was an oblique impact.Comment: 15 pages, 11 figures, in pres

The comet Halley dust and gas environment

Quantitative descriptions of environments near the nucleus of comet P /Halley have been developed to support spacecraft and mission design for the flyby encounters in March, 1986. To summarize these models as they exist just before the encounters, we review the relevant data from prior Halley apparitions and from recent cometary research. Orbital elements, visual magnitudes, and parameter values and analysis for the nucleus, gas and dust are combined to predict Halley's position, production rates, gas and dust distributions, and electromagnetic radiation field for the current perihelion passage. The predicted numerical results have been useful for estimating likely spacecraft effects, such as impact damage and attitude perturbation. Sample applications are cited, including design of a dust shield for spacecraft structure, and threshold and dynamic range selection for flight experiments. We expect that the comet's activity may be more irregular than these smoothly varying models predict, and that comparison with the flyby data will be instructive.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43774/1/11214_2004_Article_BF00175326.pd

Ionospheric gas dynamics of satellites and diagnostic probes

The gas dynamics of interactions of a tenuous ionosphere with moving satellites and probes that have bearings on the diagnostics of the ionosphere are discussed. Emphasis is on the cases where the body is moving at mesothermal speeds, namely intermediate between the thermal speeds of ions and electrons of the ambient ionosphere. Methods of collision-free plasma kinetics with self-consistent field are used. The development of the topics for discussion starts with stationary Langmuir probe which entails the basic mechanism of body-plasma interaction that becomes further intricated as the body moves at a higher and higher speed. Applications of the theory of plasma interaction to meteors which move in the ionosphere are also presented.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43801/1/11214_2004_Article_BF00212707.pd