Enhancing Small Group Teaching in Plant Sciences: A Research and Development Project in Higher Education

The Department of Plant Sciences at the University of Cambridge uses a range of learning and teaching environments including lectures, practical laboratories and small group tutorials'. Under the auspices of the Cambridge-MIT Institute's Pedagogy Programme, a two-year research and development project concerned with the development of small-group teaching is being undertaken. The research element of this project endeavours to illuminate current practice and identify areas in which evidence-based development might take place. The development element will include professional development activities and the production of curriculum resources including appropriate online material. This is a multi-method study including a series of student questionnaires; focus groups of students; semi-structured interviews with staff members; and the collection of video of small group teaching. In this paper we report selected findings from the 'student data' of the first year of this project.The questionnaire, conducted with two cohorts of students (2nd and 3rd year Undergraduates), used a double-scale questionnaire in which students were asked to report both on the prevalence of a range of teaching and learning practices and on how valuable these were in supporting their learning. This type of questionnaire instrument is particularly appropriate because the data it generates is suggestive of areas for changes in practice. The gaps between 'practices' and 'values' (across both cohorts) suggested that students valued activities which improved their understanding of how elements of the course were interrelated; which related course content to 'authentic' examples; and those in which teachers made explicit the characteristics of 'high quality' student work. Small group teaching, in the view of most students, was best used to extend and explore concepts introduced in lectures rather than simply reinforcing them or assessing student understanding.Data gathered through focus group activities illuminated the questionnaire data, providing detailed accounts of how students managed their own learning, and the roles played in this by lectures, small group teaching and other resources. Students identified the processes of planning and writing essays as key learning activities during which they integrated diverse course content and reflected on problematic knowledge. Questionnaire and focus group data suggested that students had less clear views regarding the value of collaborative learning, peer-assessment or activities such as making presentations to other students. When students talked in positive terms about these activities, they often referred to the learning benefits of preparation for the tasks rather than of the collaborative activities themselves. These views may provide indications of potential barriers to changes in learning and teaching environments, and suggest that any such changes may have to be carefully justified to students in terms of benefits to their own learning. Many of our findings are broadly in accord with other work on teaching and learning in Higher Education settings (such as the 'Oxford Learning Context Project' and the 'Enhancing Teaching-Learning Environments in Undergraduate Courses' Project) in that 'deep learning' and 'authenticity' in learning activities are valued by students, and that the introduction of specific formative practices (such as sharing notions of 'quality') would be welcomed. At the same time, amongst the students in our sample, a view of learning as an individual process of 'learning-as-acquisition' predominates over a view that it is a social process of 'learning-as-participation', and this will inform the planning of the 'development' aspect of the project. We conclude with a discussion of how the approach we have used might be more widely applied both within and beyond the Cambridge-MIT partnership. We also identify potential affordances of, and barriers to, the development of research-informed teaching in Higher Education

Adoption of dynamic simulation for an energy performance rating tool for Korean residential buildings : EDEM-SAMSUNG

Currently, there is a high emphasis on reducing the energy consumption and carbon emissions of buildings worldwide. Korea is facing an emerging issue of energy savings in buildings in perspective of new green economic policy. In this context, various policy measures including the energy efficiency ratings for buildings are being implemented for domestic and non-domestic buildings. In practice, design teams tend to prefer easy to use assessment tools to optimise energy performance and carbon ratings while they are concerned about calculation accuracy and the accurate representation of the dynamics involved associated with the characteristics of Korean residential buildings. This paper presents an assessment tool, named ‘EDEM-Samsung’ that aims to address these challenges for Korean residential apartments, which often encounter complex design issues. EDEM-Samsung is a tool that enables users to make rapid decisions identifying the effect of design parameter changes on energy and carbon ratings with an effective user interface and without compromising accuracy. This paper describes the architecture and functionalities of the tool, and the advantages offered to Korean designers

Transient photovoltage in GaN as measured by atomic force microscope tip

We studied restoration of the band bending at the surface of undoped GaN layers after illumination with above-bandgap light. The photovoltage saturated with illumination at about 0.2–0.3 eV at room temperature, although the upward band bending for GaN in the dark is of the order of 1 eV. We attribute the photovoltage effect to charging of the surface states, the density of which is estimated at about 10^12 cm^−2. Restoration of the barrier after a light pulse is simulated by a phenomenological model whereby the acceptorlike surface states are emptied of electrons under illumination and filled back in dark due to thermionic transfer of free electrons from the bulk to the surface states over the near-surface barrier. Photoinduced desorption of oxygen also affects the value of the photovoltage if the illumination is prolonged

Stellar wind interaction and pick-up ion escape of the Kepler-11 "super-Earths"

We study the interactions between stellar wind and the extended hydrogen-dominated upper atmospheres of planets and the resulting escape of planetary pick-up ions from the 5 "super-Earths" in the compact Kepler-11 system and compare the escape rates with the efficiency of the thermal escape of neutral hydrogen atoms. Assuming the stellar wind of Kepler-11 is similar to the solar wind, we use a polytropic 1D hydrodynamic wind model to estimate the wind properties at the planetary orbits. We apply a Direct Simulation Monte Carlo Model to model the hydrogen coronae and the stellar wind plasma interaction around Kepler-11b-f within a realistic expected heating efficiency range of 15-40%. The same model is used to estimate the ion pick-up escape from the XUV heated and hydrodynamically extended upper atmospheres of Kepler-11b-f. From the interaction model we study the influence of possible magnetic moments, calculate the charge exchange and photoionization production rates of planetary ions and estimate the loss rates of pick-up H+ ions for all five planets. We compare the results between the five "super-Earths" and in a more general sense also with the thermal escape rates of the neutral planetary hydrogen atoms. Our results show that for all Kepler-11b-f exoplanets, a huge neutral hydrogen corona is formed around the planet. The non-symmetric form of the corona changes from planet to planet and is defined mostly by radiation pressure and gravitational effects. Non-thermal escape rates of pick-up ionized hydrogen atoms for Kepler-11 "super-Earths" vary between approximately 6.4e30 1/s and 4.1e31 1/s depending on the planet's orbital location and assumed heating efficiency. These values correspond to non-thermal mass loss rates of approximately 1.07e7 g/s and 6.8e7 g/s respectively, which is a few percent of the thermal escape rates.Comment: 8 pages, 3 figures, accepted to A&

A grid of upper atmosphere models for 1--40 MEARTH planets: application to CoRoT-7 b and HD219134 b,c

There is growing observational and theoretical evidence suggesting that atmospheric escape is a key driver of planetary evolution. Commonly, planetary evolution models employ simple analytic formulae (e.g., energy limited escape) that are often inaccurate, and more detailed physical models of atmospheric loss usually only give snapshots of an atmosphere's structure and are difficult to use for evolutionary studies. To overcome this problem, we upgrade and employ an already existing upper atmosphere hydrodynamic code to produce a large grid of about 7000 models covering planets with masses 1 - 39 Earth mass with hydrogen-dominated atmospheres and orbiting late-type stars. The modeled planets have equilibrium temperatures ranging between 300 and 2000 K. For each considered stellar mass, we account for three different values of the high-energy stellar flux (i.e., low, moderate, and high activity). For each computed model, we derive the atmospheric temperature, number density, bulk velocity, X-ray and EUV (XUV) volume heating rates, and abundance of the considered species as a function of distance from the planetary center. From these quantities, we estimate the positions of the maximum dissociation and ionisation, the mass-loss rate, and the effective radius of the XUV absorption. We show that our results are in good agreement with previously published studies employing similar codes. We further present an interpolation routine capable to extract the modelling output parameters for any planet lying within the grid boundaries. We use the grid to identify the connection between the system parameters and the resulting atmospheric properties. We finally apply the grid and the interpolation routine to estimate atmospheric evolutionary tracks for the close-in, high-density planets CoRoT-7 b and HD219134 b,c...Comment: 21 pages, 4 Tables, 15 Figure