Mountains in the Sea: Journey to the Unknown

In this activity, students will experience the excitement of discovery and problem-solving to learn what organisms could live in extreme environments in the deep ocean. Students will also understand the importance of ocean exploration. In addition to following National Science Education Standards, this hands-on, inquiry-based activity includes focus questions, background information for teachers, links to interesting websites, and extensions. Educational levels: Intermediate elementary, Middle school

Prediction of acoustic transmission in heavily damped system using hybrid Ray-Tracing-SEA method

Classic statistical energy analysis mainly deals with the energy transmission of system with relatively low damping. With the application of passive damping treatments, one of the fundamental assumptions in SEA, i.e., a diffused field, tends to fail. The energy attenuation along transmission path becomes so significant that there may exist large energy level difference within one structural component. In light of this, this study proposes to use a hybrid ray-tracing-SEA method to predict the acoustic transmission in heavily damped system. Heavily damped structural components are treated as “coupling elements” instead of normal “subsystems.” The energy transmission from one structural element to a connected structural element through the edge can be represented by using certain number of point sources and assuming each point source radiates certain number of acoustic rays. By tracing the travelling history of each ray, the energy attenuation along the travelling path can be achieved. With the information of energy input and energy attenuation, the equivalent coupling loss factors can be computed. By rebuilding a hybrid raytracing-SEA model, the energy level differences between different subsystems can be determined. Numerical validation of the ray tracing algorithm is conducted by comparing the calculated coupling loss factor with normal SEA method. Numerical study of a one-room system is given. The room is assumed to consist of six homogeneous concrete plates and the analysis assumes no coupling between in-plan and outplane waves. Comparisons between classic and hybrid method show that when a small number of the structural components are heavily damped, classic SEA gives similar results with the hybrid method because the prediction errors tend to cancel with each other and the transmission is dominated by paths that are not damped. With the increasing number of damped elements, SEA tends to underestimate the energy level difference

Playing popular science

Popular science is a critical form of science communication and dissemination. While scientific journals and detailed textbooks are well suited to dissemination of detailed theories and findings within academic communities, there is a definitive need to inform the general public of key scientific concepts and challenges. Indeed, this is increasingly seen as a central part of any research project or funding bid: in the United Kingdom, the Research Councils stipulate a need to consider public engagement and outreach in research proposals For scientists, the popular science book has long been a medium of choice, primarily because they already have a great deal of experience in writing. But in recent years scientific researchers have been increasingly engaged with other forms of popular science communication, including radio and television broadcasting. Early careers researchers are now provided with training in these areas, including guidance on how to develop programme proposals and how to write, present, direct, and edit materials for print, the airwaves, and screen. In effect, today’s scientists are expected to engage directly with popular science journalism not merely as scientific advisors, but as the writers, directors, and broadcasters.This event involved an exhibition and discussion of four popular science games, co-designed by scientific experts and designed and developed by students at Abertay University. The four games were: (1) Namaka by Crowbar Games Co-designed by Ecotoxicologist Dr Brian Quinn (2) Tides: A Shark Tale by Benthos Games Co-designed by Immunologist and sharks expert Dr Helen Dooley (3) Orbs by Quantessential Games Co-designed by Quantum Physicist Dr Erik Gauger (4) Cell Cycle by Type 3 Games Co-designed by Cell Biologist and cancer researcher Dr Adrian Sauri

How arsenic residues get in wool

Wool can become contaminated with arsenic in various ways, and several different sources may each contribute to any individual arsenic residue problem. • dipping sheep in an arsenical dip ( now illegal), • dipping sheep in a non-arsenical dip in a contaminated dipping facility • penning sheep on soil with high levels of arsenic before shearing. Other possible sources include running sheep on land contaminated by gold mine tailings or exploration sites, and allowing sheep access to sites on the farm where arsenical compounds have been dumped, for example, rubbish dumps or sites where dip/sump sludge has been dumped. Farmers can prevent wool arsenic levels above the Industry Standard by soil testing and sensible management of their dip and yards

Survey of Academic Field Experiences (SAFE): Trainees Report Harassment and Assault

Little is known about the climate of the scientific fieldwork setting as it relates to gendered experiences, sexual harassment, and sexual assault. We conducted an internet-based survey of field scientists (N = 666) to characterize these experiences. Codes of conduct and sexual harassment policies were not regularly encountered by respondents, while harassment and assault were commonly experienced by respondents during trainee career stages. Women trainees were the primary targets; their perpetrators were predominantly senior to them professionally within the research team. Male trainees were more often targeted by their peers at the research site. Few respondents were aware of mechanisms to report incidents; most who did report were unsatisfied with the outcome. These findings suggest that policies emphasizing safety, inclusivity, and collegiality have the potential to improve field experiences of a diversity of researchers, especially during early career stages. These include better awareness of mechanisms for direct and oblique reporting of harassment and assault and, the implementation of productive response mechanisms when such behaviors are reported. Principal investigators are particularly well positioned to influence workplace culture at their field sites

Small passive student experiments on G324 261 individual quests for student knowledge

The Charleston County School District CAN DO Project payload on STS-57 had a primary goal of photographing the Earth with the GeoCam camera system. In addition, the payload carried 261 passive student experiments representing the efforts of several thousand students throughout the district and in four other states. These experiments represented the individual concepts of teams ranging in age from pre-school to high school. Consequently, a tremendous variety of samples from collard green seeds to microscopic 'water bears' were flown. Each prospective team was provided a simple kit equipped with five vials. Each student team submitted five coded samples, one for space flight and four control samples. The control samples were exposed to radiation, cold and centrifugation respectively while one negative control sample was passively stored. The students received the samples back still coded so that they were unaware of which samples were flown. They then investigated their samples according to their individual research protocols. The results were presented in poster and platform form at a student research symposium. Space Trees grown from tree seeds flown in the payload have been planted at all district schools, and at many guest schools. These seeds represented another way in which to involve additional classes and students. Both the passive experiments and the space trees were housed in what otherwise would have been wasted space within the payload. They extended the GAS programs worthwhile ballast concept to another level. The opportunity to fly an experiment in space is too previous not to be extended to the greatest number of students possible

Speech intelligibility in higher education teaching facilities

This paper expands upon the initial work conducted by Rutherford, Wilson and Hickman4 and explores the relationship between the Speech Transmission Index (STI) and its application within the context of higher education teaching and learning facilities. As is well known, the modern learning environment comprises a diverse student population of both native [L1] and non-native [L2] listeners & speakers and, as has been evidenced in research and recognized within BS EN 60268-16:201116, such [L2] listeners provide a significant challenge when predicting STI performance in any given space.The purpose of the research presented here is to delve deeper into the relationship between STI and both native and non-native listening groups. Data is presented that extends the findings from the original study, particularly with respect to the relationship between the STI value and [L2] listener performance. The paper concludes that whilst STI over predicts [L2] listener performance, the level of over-prediction itself is fundamentally dependent upon the STI value. For high STI values (>0.8), a relatively small over prediction was observed during intelligibility experiments (approx. 6%) however at low STI values

Human factors in the design of sustainable built environments

Scientific research provides convincing evidence that climate change is having significant impacts on many aspects of life. In the built-environment domain, regulatory requirements are pushing the challenges of environmental, economic, and social sustainability at the core of the professional agenda, although the aims of carbon reduction and energy conservation are frequently given a priority over occupants' comfort, well-being, and satisfaction. While most practitioners declare to embrace sustainability as a driver of their professional approach, a general lack of integrated creative and technical skills hinders the design of buildings centred on articulate and comprehensive sustainability goals, encompassing, other than energy criteria, also human-centred and ethical values founded on competent and informed consideration of the requirements of the site, the programme, and the occupants. Built environments are designed by humans to host a range of human activities. In response, this article aims to endorse a sustainable approach to design founded on the knowledge arising from scholarly and evidence-based research, exploring principles and criteria for the creation and operation of human habitats that can respond to energy and legislative demands, mitigate their environmental impacts, and adapt to new climate scenarios, while elevating the quality of experience and delight to those occupying them