Sweet potato for closed ecological life support systems using the nutrient film technique

Sweet potatoes were grown hydroponically using the nutrient film technique (NFT) in support of the Closed Ecological Life Support System (CELSS) program. Experiments in the greenhouse with the TI-155 sweet potato cultivar produced up to 1790 g/plant of fresh storage roots. Studies with both TI-155 and Georgia Jet cultivars resulted in an edible biomass index of approximately 60 percent, with edible biomass linear growth rates of 12.1 to 66.0 g m(exp -2)d(exp -1) in 0.05 to 0.13 sq meters in 105 to 130 days. Additional experimental results are given. All studies indicate good potential for sweet potatoes in CELSS

Effect of channel size on sweet potato storage root enlargement in the Tuskegee University hydroponic nutrient film system

The potential of the sweet potato as a food source for future long term manned space missions is being evaluated for NASA's Controlled Ecological Life Support Systems (CELSS) program. Sweet potatoes have been successfully grown in a specially designed Tuskegee University nutrient film technique (TU NFT) system. This hydroponic system yielded storage roots as high as 1790 g/plant fresh weight. In order to determine the effect of channel size on the yield of sweet potatoes, the width and depth of the growing channels were varied in two separate experiments. Widths were studied using the rectangular TU NFT channels with widths of 15 cm (6 in), 30 cm (12 in) and 45 cm (18 in). Channel depths of 5 cm (2 in), 10 cm (4 in), and 15 cm (6 in) were studied using a standard NASA fan shaped Biomass Production Chamber (BPC) channel. A comparison of preliminary results indicated that, except for storage root number, the growth and yield of sweet potatoes were not affected by channel width. Storage root yield was affected by channel depth although storage root number and foliage growth were not. Both experiments are being repeated

Effect of biweekly shoot tip harvests on the growth and yield of Georgia Jet sweet potato grown hydroponically

Sweet potato shoot tips have been shown to be a nutritious green vegetable. A study was conducted to determine the effect of biweekly shoot tip harvests on the growth and yield of Georgia Jet sweet potato grown in the greenhouse using the nutrient film technique (NFT). The nutrient solution consisted of a modified half Hoagland solution. Biweekly shoot tip harvests, beginning 42 days after planting, provided substantial amounts of vegetable greens and did not affect the fresh and dry foliage weights or the storage root number and fresh and dry storage root weights at final harvest. The rates of anion and cation uptake were not affected by tip harvests

A cross-national mixed-method study of reality pedagogy

This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students’ activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8–10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey and the What Is Happening In this Class? Questionnaire with attitude scales from the Test of Science-Related Attitudes. Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts. © 2016 Springer Science+Business Media Dordrech

Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics

Past research has revealed that, relative to primary-school students, high-school students have less-positive attitudes to mathematics and perceive their classroom environments and teacher–student relationships less favourably. This study involved the transition experience of 541 students in 47 classes in 15 primary (year 7) and secondary (year 8) government and Catholic schools in metropolitan and regional South Australia. Scales were adapted from three established instruments, namely, the What Is Happening In this Class?, Test of Mathematics Related Attitudes and Revised Mathematics Anxiety Ratings Scale, to identify changes across the transition from primary to secondary school in terms of the classroom learning environment and students’ attitude/anxiety towards mathematics. Relative to year 7 students, year 8 students reported less Involvement, less positive Attitude to Mathematical Inquiry, less Enjoyment of Mathematics and greater Mathematics Anxiety. Differences between students in Years 7 and 8 were very similar for male and female students, although the magnitude of sex differences in attitudes was slightly different in Years 7 and 8