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Making engages young people with the material world and reflection-in-action, creating promising science learning contexts. Emphasizing relational and social dimensions of making, we conducted a week-long workshop for middle schoolers who are current and aspiring pet companions. Supporting participants’ inquiry into pets’ senses and related behaviors, we asked them to work on maker projects meant to improve their pets’ lives. Following a qualitative analysis of participants’ positioning in relation to their pets, we present case studies of two female participants’ positioning. We find that through the process of making, the two participants demonstrated an increased awareness of pets’ biology and related behavior and their personal interests in pet care, while also differing in what aspects of human-pet relations they focused on. We conclude that through making, especially in contexts with a robust relational draw, youth become attentive to complex and otherwise difficult-to-notice transactions central to taking care of pets. 

Based on the widely recognized situated nature of identity and youth as social producers and products, this qualitative case study reports findings from a week-long informal pet-sciences workshop for middle schoolers who have existing relationships with pets or a strong interest in future pet companionship. Mindful of the structure-agency dialectic, we analyze youth’s wayfaring and trajectories of identification as they learn about their pets at the workshop, accounting for how youth see themselves and their pets and are seen by others. In contrast to a commonly assumed analytic directionality seeing people as moving towards or away from STEM, we find that there were different ways for youth to meaningfully engage themselves in learning about their pets at the workshop. We conclude that attention to fluidity in youth’s identifications can inform us, the adults in the community, of the need to affirm the many possible trajectories that youth may follow. 

Pets are beloved family members in many cultures. Companionship with pets motivates and positions humans as inquirers as they find out their pets' experiences with them. With the need to advance science education from dualist notions of the world and the learner as separate entities, our research team conducted a two-week online summer camp to engage teens and their pets in investigations around pets' senses. Following a qualitative analysis of participants' talk and projects at the workshop, we found that teens engaged in science learning practices while investigating aspects of their pets' lives and designing experiences for them. Additionally, participants adopted an ecological and relational approach to science learning that positioned themselves and their pets as subjects. We discuss implications for future work with pets, and for the design of other STEM learning environments that engage perspective-taking, empathy, and care. 

Participatory Design (PD) aims to minimize the unintended consequences of designs and innovations by inviting users to engage in the process (Muller & Druin, 2012). Designing with some users—for example, pets—is challenging because pets communicate in unique ways. But it holds promise because pets and humans are companions. Expecting teens' relationships with pets to motivate them to be co-designers, we organized a virtual summer workshop engaging teens in activities to understand their canine and feline pets better and design an experience to improve their pets’ lives. We analyzed video recordings of teens' engagement at the camp and their descriptions of their experience design projects using qualitative thematic analysis. We found that caring and loving relationships with pets are also contexts for engaging in a systematic design process. 

We report the discovery of two mini-Neptunes in near 2:1 resonance orbits (P = 7.610303 d for HIP 113103 b and P  = 14.245651 d for HIP 113103 c) around the adolescent K-star HIP 113103 (TIC 121490076). The planet system was first identified from the TESS mission, and was confirmed via additional photometric and spectroscopic observations, including a ∼17.5 h observation for the transits of both planets using ESA CHEOPS. We place ≤4.5 min and ≤2.5 min limits on the absence of transit timing variations over the 3 yr photometric baseline, allowing further constraints on the orbital eccentricities of the system beyond that available from the photometric transit duration alone. With a planetary radius of Rp  =  $1.829_{-0.067}^{+0.096}$ R⊕, HIP 113103 b resides within the radius gap, and this might provide invaluable information on the formation disparities between super-Earths and mini-Neptunes. Given the larger radius Rp  = $2.40_{-0.08}^{+0.10}$ R⊕ for HIP 113103 c, and close proximity of both planets to HIP 113103, it is likely that HIP 113103 b might have lost (or is still losing) its primordial atmosphere. We therefore present simulated atmospheric transmission spectra of both planets using JWST, HST, and Twinkle. It demonstrates a potential metallicity difference (due to differences in their evolution) would be a challenge to detect if the atmospheres are in chemical equilibrium. As one of the brightest multi sub-Neptune planet systems suitable for atmosphere follow up, HIP 113103 b and HIP 113103 c could provide insight on planetary evolution for the sub-Neptune K-star population.

 

We facilitated a remote educational summer camp for teenage youth, with participants “sheltering in place” at home due to the COVID-19 pandemic. The summer camp was part of an initiative aimed at promoting STEM education for youth through learning about their pets’ senses and engaging in a co-design project to enrich aspects of their pets’ lives. We describe how situating scientific and design activities within the home and with pets engages participants in ethnomethodological practices such as field work, naturalistic observation, and in situ design that build upon their funds of knowledge. We discuss implications for the designs of learning environments that leverage the benefits of at-home science and design with pets. 

Teachers of the Visually Impaired (TVIs) teach academic and functional living skills simultaneously to prepare students with vision impairment to be successful and independent. Current educational tools primarily focus on academic instruction rather than this multifaceted approach needed for students. Our work aims to understand how technology can integrate behavioral skills, like independence, and support TVIs in their preferred teaching strategy. We observed elementary classrooms at a school for the blind for six weeks to study how educators design lessons and use technology to supplement their instruction in different subjects. After the observational study, we conducted remote interviews with educators to understand how technology can support students in building academic and behavioral skills in-person and remotely. Educators suggested incorporating audio feedback that motivates students to play and learn consistently, student progress tracking for parents and educators, and designing features that help students build independence and develop collaborative skills. 

We report the discovery and confirmation of the planetary system TOI-1288. This late G dwarf harbours two planets: TOI-1288 b and TOI-1288 c. We combine TESS space-borne and ground-based transit photometry with HARPS-N and HIRES high-precision Doppler measurements, which we use to constrain the masses of both planets in the system and the radius of planet b. TOI-1288 b has a period of $2.699835^{+0.000004}_{-0.000003}$ d, a radius of 5.24 ± 0.09 R⊕, and a mass of 42 ± 3 M⊕, making this planet a hot transiting super-Neptune situated right in the Neptunian desert. This desert refers to a paucity of Neptune-sized planets on short period orbits. Our 2.4-yr-long Doppler monitoring of TOI-1288 revealed the presence of a Saturn–mass planet on a moderately eccentric orbit ($0.13^{+0.07}_{-0.09}$) with a minimum mass of 84 ± 7 M⊕ and a period of $443^{+11}_{-13}$ d. The five sectors worth of TESS data do not cover our expected mid-transit time for TOI-1288 c, and we do not detect a transit for this planet in these sectors.

 

We report the discovery of a Neptune-like planet (LP 714-47 b, P = 4.05204 d, m b = 30.8 ± 1.5 M ⊕ , R b = 4.7 ± 0.3 R ⊕ ) located in the “hot Neptune desert”. Confirmation of the TESS Object of Interest (TOI 442.01) was achieved with radial-velocity follow-up using CARMENES, ESPRESSO, HIRES, iSHELL, and PFS, as well as from photometric data using TESS, Spitzer , and ground-based photometry from MuSCAT2, TRAPPIST-South, MONET-South, the George Mason University telescope, the Las Cumbres Observatory Global Telescope network, the El Sauce telescope, the TÜBİTAK National Observatory, the University of Louisville Manner Telescope, and WASP-South. We also present high-spatial resolution adaptive optics imaging with the Gemini Near-Infrared Imager. The low uncertainties in the mass and radius determination place LP 714-47 b among physically well-characterised planets, allowing for a meaningful comparison with planet structure models. The host star LP 714-47 is a slowly rotating early M dwarf ( T eff = 3950 ± 51 K) with a mass of 0.59 ± 0.02 M ⊙ and a radius of 0.58 ± 0.02 R ⊙ . From long-term photometric monitoring and spectroscopic activity indicators, we determine a stellar rotation period of about 33 d. The stellar activity is also manifested as correlated noise in the radial-velocity data. In the power spectrum of the radial-velocity data, we detect a second signal with a period of 16 days in addition to the four-day signal of the planet. This could be shown to be a harmonic of the stellar rotation period or the signal of a second planet. It may be possible to tell the difference once more TESS data and radial-velocity data are obtained.