Search for: All records

This article portrays how citizen science (CS) projects can be integrated into elementary classrooms to enhance students’ sensemaking skills and connect to real-world science problems. For the last several years, we have been involved in a study, Teacher Learning for Effective School-Based Citizen Science (TL4CS), that developed materials for elementary school teachers to engage their students in data collection, analysis, and interpretation for two existing CS projects: Community Collaborative Rain, Hail, and Snow Network (CoCoRaHS) and the Lost Ladybug Project (LLP). After piloting the TL4CS materials for two years, two teachers, Penny and Amy, share the ways they used the materials to create rich sensemaking experiences for their students. Penny used our TL4CS CoCoRaHS materials to make connections between their daily precipitation data and local weather phenomena, patterns in ecosystems, and student-created graphs. Amy used our TL4CS LLP materials to explore students’ questions about human impact on animals’ habitats and discover the importance of biodiversity in ecosystems. As demonstrated by Penny’s and Amy’s stories, the TL4CS materials can transform mere data collection for CS projects into opportunities for real-world connections and sensemaking in science classrooms. 

School-based citizen science (SBCS) can promote mathematics and science integration in elementary classrooms. The "Teacher Learning for Effective School-Based Citizen Science" (TL4CS) project created materials to support teachers' use of SBCS. One teacher shares her experiences using TL4CS materials designed for the weather-focused CoCoRaHS project to teach mathematics and science. 

Participatory science conducted in formal K–12 settings has many benefits, including the potential to engage teachers and students authentically in the scientific enterprise and to make learning more meaningful. Despite these benefits and others, school-based participatory science (SBPS) is not widespread. In this essay, we put forth a theory of SBPS that is emerging from a four-year study of efforts to integrate participatory science in elementary classrooms. The theory captures the complexity of SBPS and describes factors that shape the experience teachers and students have with participatory science. First, we describe the landscape of SBPS. Second, we describe our study and the data we have collected on teachers’ efforts to implement SBPS. Next, we describe the emerging theory and illustrate it with vignettes constructed from our data. Finally, we discuss recommendations for participatory science projects that wish to gain a foothold in K–12 classrooms and for research that can further test the theory of SBPS. 

IntroductionElementary teachers face many challenges when including reform-based science instruction in their classrooms, and some teachers have chosen to enhance their science instruction by introducing students to citizen science (CS) projects. When CS projects are incorporated in formal school settings, students have an opportunity to engage in real-world projects as they collect and make sense of data, yet relatively few CS projects offer substantial guidance for teachers seeking to implement the projects, placing a heavy burden on teacher learning. MethodsFramed in theory on teacher relationships with curricula, we prepared science standards-aligned educative support materials for two CS projects. We present convergent mixed methods research that examines two teachers’ contrasting approaches to including school-based citizen science (SBCS) in their fifth-grade classrooms, each using support materials for one of the two CS projects. Both are veteran teachers at under-resourced Title 1 (an indicator of the high percentage of the students identified as economically disadvantaged) rural schools in the southeastern United States. We document the teachers’ interpretations and use of SBCS materials for the CS projects with data from classroom observations, instructional logs, teacher interviews, and student focus groups. ResultsOne teacher adapted the materials to include scaffolding to position students for success in data collection and analysis. In contrast, the second teacher adapted the SBCS support materials to maintain a teacher-centered approach to instruction, identifying perceptions of students’ limited abilities and limited instructional time as constraining factors. DiscussionWe discuss the intersection of CS projects in formal education and opportunities for engaging students in authentic science data collection, analysis, and sense-making. The two teachers’ stories identify the influences of school context and the need for teacher support to encourage elementary teachers’ use of SBCS instruction to supplement their science instruction. 

OJ 287 is a bright blazar with century-long observations, and one of the strongest candidates to host a supermassive black hole binary. Its polarisation behaviour between 2015 and 2017 (MJD 57300–58000) contains several interesting events that we re-contextualise in this study. We collected optical photometric and polarimetric data from several telescopes and obtained high-cadence light curves from this period. In the radio band, we collected millimetre-wavelength polarisation data from the AMAPOLA programme. We combined them with existing multi-frequency polarimetric radio results and the results of very long-baseline interferometry imaging with the Global mm-VLBI Array at 86 GHz. In December 2015, an optical flare was seen according to the general relativistic binary black hole model. We suggest that the overall activity near the accretion disk and the jet base during this time may be connected to the onset of a new moving component, K, seen in the jet in March 2017. With the additional optical data, we find a fast polarisation angle rotation of ∼210° coinciding with the December 2015 flare, hinting at a possible link between these events. Based on the 86 GHz images, we calculated a new speed of 0.12 mas/yr for K, which places it inside the core at the time of the 2015 flare. This speed also supports the scenario in which the passage of K through the quasi-stationary feature S1 could have been the trigger for the very high-energy gamma-ray flare of OJ 287 seen in February 2017. With the millimetre-polarisation data, we establish that these bands follow the centimetre-band data but show a difference during the time when K passes through S1. This indicates that the millimetre bands trace substructures of the jet that are still unresolved in the centimetre bands. 

Context. Wind dynamics play a pivotal role in governing transport processes within planetary atmospheres, influencing atmospheric chemistry, cloud formation, and the overall energy budget. Understanding the strength and patterns of winds is crucial for comprehensive insights into the physics of ultra-hot-Jupiter atmospheres. Current research has proposed different mechanisms that limit wind speeds in these atmospheres. Aims. This study focuses on unraveling the wind dynamics and the chemical composition in the atmosphere of the ultra-hot Jupiter TOI-1518 b. Methods. Two transit observations using the high-resolution (R_λ∼ 85 000) optical (spectral coverage between 490 and 920 nm) spectrograph MAROON-X were obtained and analyzed to explore the chemical composition and wind dynamics using the cross-correlation techniques, global circulation models (GCMs), and atmospheric retrieval. Results. We report the detection of 14 species in the atmosphere of TOI-1518 b through cross-correlation analysis. VO was detected only with the new HyVO line list, whereas TiO was not detected. Additionally, we measured the time-varying cross-correlation trails for six different species, compared them with predictions from GCMs, and conclude that a strong drag is slowing the winds in TOI-1518 b’s atmosphere (τ_drag≈ 10³−10⁴s). We find that the trails are species dependent. Fe+ favors stronger drag than Fe, which we interpret as a sign of magnetic effects being responsible for the observed strong drag. Furthermore, we show that Ca+ probes layers above the Roche lobe, leading to a qualitatively different trail than the other species. Finally, We used a retrieval analysis to further characterize the abundances of the different species detected. Our analysis is refined thanks to the updated planetary mass of 1.83 ± 0.47 M_Jupwe derived from new Sophie radial-velocity observations. We measure an abundance of Fe of log₁₀Fe = −4.88_−0.76^+0.63corresponding to 0.07 to 1.62 solar enrichment. For the other elements, the retrievals appear to be biased, probably due to the different K_p/V_sysshifts between Fe and the other elements, which we demonstrate for the case of VO. 

Amorphous Indomethacin has enhanced bioavailability over its crystalline forms, yet amorphous forms can still possess a wide variety of structures. Here, Empirical Potential Structure Refinement (EPSR) has been used to provide accurate molecular models on the structure of five different amorphous Indomethacin samples, that are consistent with their high-energy X-ray diffraction patterns. It is found that the majority of molecules in amorphous Indomethacin are non-bonded or bonded to one neighboring molecule via a single hydrogen bond, in contrast to the doubly bonded dimers found in the crystalline state. The EPSR models further indicate a substantial variation in hydrogen bonding between different amorphous forms, leading to a diversity of chain structures not found in any known crystal structures. The majority of hydrogen bonds are associated with the carboxylic acid group, although a significant number of amide hydrogen bonding interactions are also found in the models. Evidence of some dipole–dipole interactions are also observed in the more structurally ordered models. The results are consistent with a distribution of Z-isomer intramolecular type conformations in the more disordered structures, that distort when stronger intermolecular hydrogen bonding occurs. The findings are supported by 1H and 2H NMR studies of the hydrogen bond dynamics in amorphous Indomethacin. 

Blazars are a subclass of active galactic nuclei (AGNs) with a high optical linear polarization that originates in relativistic jets. Polarization parameters such as the degree of polarization (PD) and the electric vector position angle (EVPA) are directly related to the properties of the magnetic field in the jets. A study of the optical polarization of blazars allows conclusions to be drawn about the field geometry, its evolution, and its relation to the emission properties of the blazars. The periods of ordered changes in the electric vector position angle, so-called rotations, are of particular interest. We used a new method to determine EVPA rotations and to estimate their statistical significance with the aim to analyze long-term polarimetric observations of five blazars: OJ 287, S5 0716+71, 3C 454.3, CTA 102, and PG 1553+113. This resultes in the identification of 256 EVPA rotations. We found possible tendencies for the EVPA rotations to occur in a preferred direction in each of these sources: clockwise for OJ 287 and CTA 102, and counterclockwise for the others. The EVPA rotations can be explained by the spiral structure of the magnetic field in the jet. In this case, the observed preferred direction of rotations reflects the global structure of the magnetic field, which can be associated with the direction of rotation of either the black hole ergosphere or the accretion disk. 

Science education is an important component of a full education beginning in primary grades. In recent decades, research has identified young learners’ rich knowledge of the natural world and their potential to connect with sophisticated science ideas. Elementary teachers face many challenges to implementing reform-based science instruction in their classrooms. Some teachers may choose to enhance their students’ science experiences by introducing them to citizen science (CS) projects. Unfortunately, few CS projects offer substantial guidance for teachers seeking to implement the projects for instructional purposes, placing a heavy burden on teachers. To address these burdens, our research team collaborated with Teacher Advisory Group (TAG teachers) during the development and revision of educative support materials for two CS projects. We present data about how the TAG teachers informed our CS support materials’ revisions, how they implemented the two CS projects with and without educative support materials, and how they perceived their students’ classroom and outdoor experiences with the CS projects. These data demonstrate the importance of including teachers’ voices and experiences in reform efforts, particularly when trying to incorporate instructional elements that teachers may perceive as deviations from what they are expected to teach.