Experimental Design at the Intersection of Mathematics, Science, and Technology in Grades K-6

Interdisciplinary courses, highlighting as they do the area(s) the disciplines have in common, often give the misperception of a single body of knowledge and/or way of knowing. However, discipline based courses often leave the equally mistaken notion that the disciplines have nothing in common. The task of the methods courses described in this paper is to reach an appropriate balance so that our pre-service elementary (K-6) teachers have a realistic perception of the independence and interdependence of mathematics and science. At the College of William and Mary each cohort of pre-service elementary teachers enrolls in mathematics and science methods courses taught in consecutive hours. Both instructors emphasize the importance of the content pedagogy unique to their disciplines such as strategies for teaching problem solving, computation, algebraic thinking, and proportional reasoning in mathematics and strategies for teaching students how to investigate and understand the concepts of science. The instructors model interdisciplinary instruction by collaboratively teaching common content pedagogy such as the use of technology, data analysis, and interpretation. Students also identify real-life application of the mathematical principles they are learning that can be applied to science. The concept of simultaneously teaching appropriately selected math and science skills are stressed. Given this approach students are not left with the notion that mathematics is the handmaid of science nor the notion that it is the queen of the sciences. Rather, they view mathematics as a co-equal partner

Using Technology as a Vehicle to Appropriately Integrate Mathematics and Science Instruction for the Middle School

At the College of William and Mary, pre-service middle school science and mathematics teachers enroll in their respective methods courses taught in the same time period. Both instructors emphasize the importance of the content pedagogy unique to their disciplines in their individual courses such as strategies for teaching problem solving, computation, proportional reasoning, algebraic and geometric thinking in mathematics, and strategies for teaching students how to investigate or design and conduct experiments in science. However, the two classes come together for sessions in which they examine the relationship of the two disciplines and the proper role of technology, both graphing calculator and computer, in their instruction Starting with resources such as Science in Seconds for Kids by Jean Potter [1], the science students collaborate with the math students to design and conduct brief experiments. The data generated is analyzed using spreadsheets and later graphing calculators. Various classes of mathematical curves are examined using data generated by sensors/probes and CBLs. Through this experience the pre-service teachers learn to work collaboratively with their colleagues on meaningful tasks, strengthening the effectiveness of all participants

Modelling electron interactions: a semi-rigorous method

We report total electron scattering cross sections (TCS) for SF6, SF5 CF3, and CF3I, molecules of interest to the plasma industry over the energy range from threshold to 2000 eV. We also report the total scattering cross sections for e-formaldehyde for which there are currently no theoretical or experimental results reported. The ionization cross sections for these targets are also estimated using the Deustch and Maerk formalism and are compared with Binary Encounter Bethe (BEB) data of Kim

Locally addressable tunnel barriers within a carbon nanotube

We report the realization and characterization of independently controllable tunnel barriers within a carbon nanotube. The nanotubes are mechanically bent or kinked using an atomic force microscope, and top gates are subsequently placed near each kink. Transport measurements indicate that the kinks form gate-controlled tunnel barriers, and that gates placed away from the kinks have little or no effect on conductance. The overall conductance of the nanotube can be controlled by tuning the transmissions of either the kinks or the metal-nanotube contacts.Comment: related papers at http://marcuslab.harvard.ed

A Q-methodology study of parental understandings of infant immunisation : implications for health-care advice.

This study used Q-methodology to explore systematically parental judgements about infant immunisation. A total of 45 parents completed a 31-statement Q-sort. Data were collected after vaccination in general practitioner practices or a private day nursery. Q factor analysis revealed four distinct viewpoints: a duty to immunise based on medical benefits, child-orientated protection based on parental belief, concern and distress and surprise at non-compliance. Additionally, there was a common view among parents that they did not regret immunising their children. Implications of these results are discussed in terms of health-care policy and future research

From 2D Integrable Systems to Self-Dual Gravity

We explain how to construct solutions to the self-dual Einstein vacuum equations from solutions of various two-dimensional integrable systems by exploiting the fact that the Lax formulations of both systems can be embedded in that of the self-dual Yang--Mills equations. We illustrate this by constructing explicit self-dual vacuum metrics on $\R^2\times \Sigma$, where $\Sigma$ is a homogeneous space for a real subgroup of SL(2, \C) associated with the two-dimensional system.Comment: 9 pages, LaTex, no figure

On the electron-induced isotope fractionation in low temperature ³²O₂/³⁶O₂ ices—ozone as a case study

The formation of six ozone isotopomers and isotopologues, 16O16O16O, 18O18O18O, 16O16O18O, 18O18O16O, 16O18O16O, and 18O16O18O, has been studied in electron-irradiated solid oxygen 16O2 and 18O2 (1 : 1) ices at 11 K. Significant isotope effects were found to exist which involved enrichment of 18O-bearing ozone molecules. The heavy 18O18O18O species is formed with a factor of about six higher than the corresponding 16O16O16O isotopologue. Likewise, the heavy 18O18O16O species is formed with abundances of a factor of three higher than the lighter 16O16O18O counterpart. No isotope effect was observed in the production of 16O18O16O versus 18O16O18O. Such studies on the formation of distinct ozone isotopomers and isotopologues involving non-thermal, non-equilibrium chemistry by irradiation of oxygen ices with high energy electrons, as present in the magnetosphere of the giant planets Jupiter and Saturn, may suggest that similar mechanisms may contribute to the 18O enrichment on the icy satellites of Jupiter and Saturn such as Ganymede, Rhea, and Dione. In such a Solar System environment, energetic particles from the magnetospheres of the giant planets may induce non-equilibrium reactions of suprathermal and/or electronically excited atoms under conditions, which are quite distinct from isotopic enrichments found in classical, thermal gas phase reactions

The measurement errors in the Swift-UVOT and XMM-OM

The probability of photon measurement in some photon counting instrumentation, such as the Optical Monitor on the XMM-Newton satellite, and the UVOT on the Swift satellite, does not follow a Poisson distribution due to the detector characteristics, but a Binomial distribution. For a single-pixel approximation, an expression was derived for the incident countrate as a function of the measured count rate by Fordham, Moorhead and Galbraith (2000). We show that the measured countrate error is binomial, and extend their formalism to derive the error in the incident count rate. The error on the incident count rate at large count rates is larger than the Poisson-error of the incident count rate.Comment: 4 pages, 2 postscript figures, submitted to MNRA