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Abstract We present JWST NIRCam (F356W and F444W filters) and MIRI (F770W) images and NIRSpec Integral Field Unit (IFU) spectroscopy of the young Galactic supernova remnant Cassiopeia A (Cas A) to probe the physical conditions for molecular CO formation and destruction in supernova ejecta. We obtained the data as part of a JWST survey of Cas A. The NIRCam and MIRI images map the spatial distributions of synchrotron radiation, Ar-rich ejecta, and CO on both large and small scales, revealing remarkably complex structures. The CO emission is stronger at the outer layers than the Ar ejecta, which indicates the re-formation of CO molecules behind the reverse shock. NIRSpec-IFU spectra (3–5.5μm) were obtained toward two representative knots in the NE and S fields that show very different nucleosynthesis characteristics. Both regions are dominated by the bright fundamental rovibrational band of CO in the two R and P branches, with strong [Arvi] and relatively weaker, variable strength ejecta lines of [Siix], [Caiv], [Cav], and [Mgiv]. The NIRSpec-IFU data resolve individual ejecta knots and filaments spatially and in velocity space. The fundamental CO band in the JWST spectra reveals unique shapes of CO, showing a few tens of sinusoidal patterns of rovibrational lines with pseudocontinuum underneath, which is attributed to the high-velocity widths of CO lines. Our results with LTE modeling of CO emission indicate a temperature of ∼1080 K and provide unique insight into the correlations between dust, molecules, and highly ionized ejecta in supernovae and have strong ramifications for modeling dust formation that is led by CO cooling in the early Universe. 

This poster focuses on K-12 STEM teachers' computational thinking while using unplugged cybersecurity activities and exploring cybersecurity applications within self-paced micro-credentials. As a result, they share the most successful and challenging unplugged cybersecurity activities. The pilot micro-credentials were created to assess their effectiveness at enabling K-12 teachers to meaningfully their own materials to develop students’ STEM readiness and increase their engagement with cybersecurity, while enabling unplugged activities to transfer to a more mathematical mindset. The two pilot studies, focusing on K-12 teacher participants, included an initial micro-credential in the 2020 summer (n=5) which informed and enhanced a second micro-credential module sequence in the fall 2020 semester (n=16). Pilot 2 consisted of a total of five modules after refining it from feedback from pilot 1, which had only 2 modules. Researchers performed a mixed-methods study, which included qualitative data collected through interviews and focus groups. Additionally, content knowledge questions and attitude surveys were also used to collect both qualitative and quantitative data. Results indicate that the majority of K-12 teachers who participated in the micro-credential pilots were able to make connections between unplugged activities and a mathematical mindset. The poster presents these findings and also includes additional resources for further exploration and inspiration. 

This work discusses ongoing experiences in creating interdisciplinary solutions to the development of cybersecurity/computer science skills for K-12 teachers. Participants for this work were K-12 teachers; the work was conducted during the summer semester of 2020. Nine K-12 teachers enrolled in the pilot course, and five K-12 teachers completed modules 0 & 1 of the cybersecurity course. This work describes a month long, self-paced cybersecurity micro-credential which consisted of an introduction to cybersecurity and the CIA Triad (Confidentiality, Integrity, and Accessibility). The primary research question explores the extent to which the cybersecurity micro-credential was considered helpful in understanding cybersecurity concepts and principles. The authors utilized quantitative and qualitative data collection via four methods: 1) content knowledge quiz (quantitative); 2) focus group (qualitative); 3) five semi-structured interviews (qualitative) and 4) two bi-weekly progress reports (qualitative). Qualitatively, focus group, semi-structured interview questions, and bi-weekly progress reports were coded and grouped into major themes by searching descriptive words. Quantitatively, a moderate positive relationship was found between post-test scores and total time in hours spent on modules 0 & 1. The main limitation is the sample size (n=5), which is too small to produce generalizable results. The work showcases innovative tools for teaching cybersecurity.