Survival of fossils under extreme shocks induced by hypervelocity impacts

Experimental data are shown for survival of fossilized diatoms undergoing shocks in the GPa range. The results were obtained from hypervelocity impact experiments which fired fossilized diatoms frozen in ice into water targets. After the shots, the material recovered from the target water was inspected for diatom fossils. Nine shots were carried out, at speeds from 0.388 to 5.34?km?s?1, corresponding to mean peak pressures of 0.2–19?GPa. In all cases, fragmented fossilized diatoms were recovered, but both the mean and the maximum fragment size decreased with increasing impact speed and hence peak pressure. Examples of intact diatoms were found after the impacts, even in some of the higher speed shots, but their frequency and size decreased significantly at the higher speeds. This is the first demonstration that fossils can survive and be transferred from projectile to target in hypervelocity impacts, implying that it is possible that, as suggested by other authors, terrestrial rocks ejected from the Earth by giant impacts from space, and which then strike the Moon, may successfully transfer terrestrial fossils to the Moon

On the Importance of Engaging Students in Crafting Definitions

In this paper we describe an activity for engaging students in crafting definitions. We explore the strengths of this particular activity as well as the broader implications of engaging students in crafting definitions more generally

Understanding and Affecting Student Reasoning About Sound Waves

Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of resources, i.e. grouped building blocks of thinking that are commonly used in many different settings. Students in our university physics classes often used sets of resources that were different from the ones we wish them to use. By designing curriculum materials that ask students to think about the physics from a different view, we bring about improvement in student understanding of sound waves. Our curriculum modifications are specific to our own classes, but our description of student learning is more generally useful for teachers. We describe how students can use multiple sets of resources in their thinking, and raise questions that should be considered by both instructors and researchers.Comment: 23 pages, 4 figures, 3 tables, 28 references, 7 notes. Accepted for publication in the International Journal of Science Educatio

Seismic velocity structure of seaward-dipping reflectors on the South American continental margin

Seaward dipping reflectors (SDRs) are a key feature within the continent to ocean transition zone of volcanic passive margins. Here we conduct an automated pre-stack depth-migration imaging analysis of commercial seismic data from the volcanic margins of South America. The method used an isotropic, ray-based approach of iterative velocity model building based on the travel time inversion of residual pre-stack depth migration move-out. We find two distinct seismic velocity patterns within the SDRs. While both types show a general increase in velocity with depth consistent with expected compaction and alteration/metamorphic trends, those SDRs that lie within faulted half grabens also have high velocity zones at their down-dip ends. The velocity anomalies are generally concordant with the reflectivity and so we attribute them to the presence of dolerite sills that were injected into the lava pile. The sills therefore result from late-stage melt delivery along the large landward-dipping faults that bound them. In contrast the more outboard SDRs show no velocity anomalies, are more uniform spatially and have unfaulted basal contacts. Our observations imply that the SDRs document a major change in rift architecture, with magmatism linked with early extension and faulting of the upper brittle crust transitioning into more organised, dike-fed eruptions similar to seafloor spreading

Student Understanding of Control of Variables: Deciding Whether or Not a Variable Influences the Behavior of a System

The ability of adult students to reason on the basis of the control of variables was the subject of an extended investigation. This paper describes the part of the study that focused on the reasoning required to decide whether or not a given variable influences the behavior of a system. The participants were undergraduates taking introductory Physics and K-8 teachers studying physics and physical science in inservice institutes and workshops. Although most of the students recognized the need to control variables, many had significant difficulty with the underlying reasoning. The results indicate serious shortcomings in the preparation of future scientists and in the education of a scientifically literate citizenry. There are also strong implications for the professional development of teachers, many of whom are expected to teach control of variables to young students

Sustaining Educational Reforms in Introductory Physics

While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well understood. We present a study of the hand-off of Tutorials in Introductory Physics from initial adopters to other instructors at the University of Colorado, including traditional faculty not involved in physics education research. The study examines the impact of implementation of Tutorials on student conceptual learning across eight first-semester, and seven second-semester courses, for fifteen faculty over twelve semesters, and includes roughly 4000 students. It is possible to demonstrate consistently high, and statistically indistinguishable, student learning gains for different faculty members; however, such results are not the norm, and appear to rely on a variety of factors. Student performance varies by faculty background - faculty involved in, or informed by physics education research, consistently post higher student learning gains than less-informed faculty. Student performance in these courses also varies by curricula used - all semesters in which the research-based Tutorials and Learning Assistants are used have higher student learning gains than those semesters that rely on non-research based materials and do not employ Learning Assistants.Comment: 21 pages, 4 figures, and other essential inf