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Quantum science and computing represent a vital intersection between science and technology, gaining increasing importance in modern society. There is a pressing need to incorporate these concepts into the K-12 curriculum, equipping new generations with the tools to navigate and thrive in an evolving technological landscape. This study explores the professional learning of K-12 teachers (n = 49) related to quantum concepts and pedagogy. We used open-ended surveys, field notes, workshop artifacts, and interviews to examine teachers’ perceptions of quantum and how they made connections between quantum and their curriculum. Our data reveal that most teachers were excited and interested in teaching quantum but were aware of potential barriers and concerns that might get in the way of teaching quantum. We found that teachers readily identified connections to math and science in their curriculum, but only a few made connections to computing. Enthusiasm for teaching quantum concepts was found in both elementary and secondary educators, suggesting a widespread recognition of its importance in preparing students for a future where quantum technology is a fundamental aspect of their lives and careers.

 

This research paper studies the challenges that mathematics faculty and graduate teaching assistants (GTAs) faced when moving active and collaborative calculus courses from in-person to virtual instruction. As part of a larger pedagogical change project (described below), the math department at a public Research-1 university began transitioning pre-calculus and calculus courses to an active and collaborative learning (ACL) format in Fall 2019. The change began with the introduction of collaborative worksheets in recitations which were led by GTAs and supported by undergraduate learning assistants (LAs). Students recitation periods collaboratively solving the worksheet problems on whiteboards. When COVID-19 forced the rapid transition to online teaching, these ACL efforts faced an array of challenges. Faculty and GTA reflections on the changes to teaching and learning provide insight into how instructional staff can be supported in implementing ACL across various modes of instruction. The calculus teaching change efforts discussed in this paper are part of an NSF-supported project that aims to make ACL the default method of instruction in highly enrolled gateway STEM courses across the institution. The theoretical framework for the project builds on existing work on grassroots change in higher education (Kezar and Lester, 2011) to study the effect of communities of practice on changing teaching culture. The project uses course-based communities of practice (Wenger, 1999) that include instructors, GTAs, and LAs working together to design and enact teaching change in the targeted courses alongside ongoing professional development for GTAs and LAs. Six faculty and five GTAs involved in the teaching change effort in mathematics were interviewed after the Spring 2020 semester ended. Interview questions focused on faculty and GTA experiences implementing active learning after the rapid transition to online teaching. A grounded coding scheme was used to identify common themes in the challenges faced by instructors and GTAs as they moved online and in the impacts of technology, LA support, and the department community of practice on the move to online teaching. Technology, including both access and capabilities, emerged as a common barrier to student engagement. A particular barrier was students’ reluctance to share video or participate orally in sessions that were being recorded, making group work more difficult than it had been in a physical classroom. In addition, most students lacked access to a tablet for freehand writing, presenting a significant hurdle for sharing mathematical notation when physical whiteboards were no longer an option. These challenges point to the importance of incorporating flexibility in active learning implementation and in the professional development that supports teaching changes toward active learning, since what is conceived for a collaborative physical classroom may be implemented in a much different environment. The full paper will present a detailed analysis of the data to better understand how faculty and GTA experiences in the transition to online delivery can inform planning and professional development as the larger institutional change effort moves forward both in mathematics and in other STEM fields. 

On high‐latitude continental margins sediment is supplied from land to the deep sea through a variety of processes, including iceberg and sea‐ice rafting, and bottom current transport. The accurate reconstruction of sediment fluxes from these sources through time is important in palaeoclimate reconstructions. The goal of this study was to assess a shift in the intensity of glacial processes, iceberg and sea‐ice rafting during the Pliocene through an investigation of coarse sediment deposited at the AND‐2A site in the Ross Sea and at International Ocean Discovery Program Site U1359 on the Antarctic continental rise. Terrigenous particle‐size distributions and suites of quartz grain microtextures in the sand fraction of the deep‐sea sediments were compared to those from Antarctic glaciomarine diamictites as a baseline for proximal glacial sediment in its source area. Using images acquired through Scanning Electron Microscopy, and following a quantitative approach, fewer immature and potentially glacially transported grains were found in Pliocene deep‐sea sand fractions than in ice‐contact sediments. Specifically, in the lower Pliocene interval silt and fine sand percentages are elevated, and microtextures in at least half of the sand fraction are inconsistent with a primary glacial origin. Larger numbers of chemically altered and abraded grains in the deep‐sea sand fraction, along with microtextures that are diagnostic of periglacial environments, suggest a role for eolian sediment transport. These results highlight the anomalous nature of high‐latitude sediment fluxes during prolonged periods of ice retreat. Furthermore, the identification of a significant offshore sediment flux during Antarctic deglaciation has implications for estimated nutrient supply to the Southern Ocean and the potential for high‐latitude climate feedbacks under warmer climate states.

 

The neutral hydrogen (HI) in galaxies provides the gas reservoir out of which stars are formed. The ability to determine the HI masses for statistically significant samples of galaxies can provide information about the connection between this gas reservoir and the star formation that drives galaxy evolution. However, there are relatively few galaxies for which HI masses are known because these measurements are significantly more difficult to make than optical observations. Artificial neural networks are a type of nonlinear technique that have been used estimate the gas masses from their optical properties (Teimoorinia et al. 2017). We present HI observations of 51 galaxies with gas and stellar properties that are rare in the Arecibo Legacy Fast ALFA Survey (ALFALFA, Haynes et al. 2018) which was used to train the Artificial Neural Network developed by Teimoorinia et al. (ANN, 2017). These sources provide a test of the Artificial Neural Network predictions of HI mass and include some rare and interesting systems including galaxies that are extremely massive in both stellar mass (log M_∗> 11.0) and HI mass (log M_HI> 10.2) with large HI line widths (w_50> 500 km/s). We find that this Artificial Neural Network systematically overestimates the gas fraction of the galaxies in our selected sample, suggesting that care must be taken when using these techniques to predict gas masses for galaxies from a broad range of optical properties. 

We present our analyses of 39 selected star-forming low- to intermediate-mass low-redshift galaxies from the KISSR survey. These galaxies were selected as being representative in the local volume of the kinds of early galaxies that might have hosted the first stars, and span a range of galaxy properties (EWHA, reddening, metallicity, stellar mass). The KISSR systems contain a population, in appearance resembling "purple peas", with potentially steep UV slopes and high equivalent widths in H-alpha. Using archival GALEX data and theoretical models of radiation transport in dusty galaxies with clumpy gas media, we translate measurements of the UV slopes of these low-mass low-z KISSR galaxies to their escape fractions in Ly-alpha (LyA) and Ly-continuum (LyC) radiation, confirming a relationship between a galaxy's steep UV spectral slope and a significant (> 0.1) LyA escape fraction. This relationship is seen in existing data of low- to intermediate-mass galaxies in the local volume (please see accompanying poster by Pilon et al. at this meeting). We also translate measured LyA escape fractions in the literature for 14 LARS galaxies and a few dozen green pea galaxies to their LyC escape fractions using similar modeling. This work was supported by the University of San Francisco (USF) Faculty Development Fund, the USF Student Travel Fund, and by the Undergraduate ALFALFA Team through NSF grant AST-1637339. 

The escape of radiation from galaxies is a frontier cosmology problem with wide-ranging implications for reionization, galaxy evolution and detection strategies for high-redshift systems. Low- and intermediate-mass galaxies may have played a crucial role in reionization at early times, and by studying their analogues in the local universe, we can test models of radiation escape in galaxies that are more observationally accessible. We present here our cross-sectional analyses of the characteristics of low-redshift galaxies from surveys including KISSR, LARS, and two Green Pea galaxy samples through various computational and visualization techniques. Local systems with measured high (> 0.1) Lyman-alpha escape fractions tend to have high equivalent widths in H-alpha (EWHA) and low Lyman-alpha red-peak velocity. The KISSR systems contain a population, in appearance resembling "purple peas", with potentially steep UV slopes and high EWHA (please see accompanying poster by Olivieri Villalvazo et al. at this meeting). These might represent a population of local starforming galaxies that are more common than, e.g., Green Pea galaxies, that also have potentially high Lyman-alpha, and likely Lyman-continuum, escape. These galaxies could potentially test theoretical models and advance studies of the "first-light" galaxies anticipated from the James Webb Space Telescope through characterizing the underlying physical properties that contribute to radiation leakage. This work was supported by the University of San Francisco (USF) Faculty Development Fund, the USF Student Travel Fund, and by the Undergraduate ALFALFA Team through NSF grant AST-1637339. 

We present results from a highly successful model of faculty development and undergraduate research and education, the Undergraduate ALFALFA Team (UAT), an NSF-sponsored 23-institution collaboration. We recommend that granting agencies identify funding resources to support similar efforts for other large-scale scientific projects. 

Low-mass galaxies are thought to play a large role in reionizing the Universe at redshifts, z > 6. However, due to limited UV data on low-mass galaxies, the models used to estimate the escape of radiation are poorly constrained. Using theoretical models of radiation transport in dusty galaxies with clumpy gas media, we translate measurements of the UV slopes of a sample of low-mass low-z KISSR galaxies to their escape fraction values in Ly-alpha radiation, fesc (LyA), and in the Ly-continuum, fesc (LyC). These low-mass starforming systems have potentially steep UV slopes, and could provide a much-needed relation between easily measured spectral properties such as UV slope or LyA line properties, and the escape of LyA/LyC radiation. Such a relation could advance studies of primordial star clusters and the underlying physical conditions characterizing early galaxies, one of the target observation goals of the soon to-be-launched James Webb Space Telescope. This work was supported by the University of San Francisco Faculty Development Fund, and NSF grant AST-1637339. We thank the Aspen Center for Physics, where some of this work was conducted, and which is supported by National Science Foundation grant PHY-1607611.