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The aim of this article is to present, in broad outline, a scientific method for solving the problem, "Wood or Metal." It will be shown that structural methods have by no means reached their final perfection. The strength of the different materials is discussed as well as different construction methods.
The choice of the profile for the wings of an airplane is a problem which should be solved by a scientific method based on data obtained by systematic experimentation. The problem, in its present form, may be stated as follows: "To find a profile which has certain required aerodynamic characteristics and which encloses the spars, whose number, dimensions and separating distance are likewise determined by structural considerations." At present, the static test, corresponding to the case of accelerated flight at limited speed, requires the knowledge of the moment of the aerodynamic resultant at the angle of zero lift, and the possibility of controlling the magnitude of the corresponding absolute coefficient within more or less extensive limits.
The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.
This NASA-sponsored educational outreach activity provided local students with information about Ames Research Center's (ARC) role in conducting life sciences research in space. Students were introduced to the scientific method while conducting a plant experiment that correlated with the Spacelab Life Sciences-2 (SLS-2) flight animal experiment of Dr. Emily Morey-Holton entitled "Bone, Calcium and Spaceflight". Students made daily observations, collected data and reported on their findings. Students also had the opportunity to witness the STS-58 landing at Edwards Air Force Base in southern California and attended a briefing given by the Payload Commander, Dr. Rhea Seddon at ARC last month. This classroom experiment providing a hands-on learning opportunity about terrestrial and space biology and, hopefully, introduced the students to new fields of study for future endeavors.
This educational outreach activity provided students with information about ARC's role in conducting life sciences research in space. Students were introduced to the scientific method while conducting a plant experiment that was correlated to the flight animal experiment. Students made daily observations, collected data and reported on their findings. This classroom experiment providing a hands-on learning opportunity about terrestrial and space biology in which exposed the students to new fields of study for future endeavors.
NASA's airborne astronomy program offers a unique opportunity for K-12 science teacher enrichment and for NASA to reach out and serve the educational community. Learning from a combination of summer workshops, curriculum supplement materials, training in Internet skills and ultimately flying on NASA's C-141 airborne observatory, the teachers are able to share the excitement of scientific discovery with their students and convey that excitement from first hand experience rather than just from reading about science in a textbook. This year the program has expanded to include teachers from the eleven western states served by NASA Ames Research Center's Educational Programs Office as well as teachers from communities from around the country where the scientist who fly on the observatory reside. Through teacher workshops and inservice presentations, the FOSTER (Flight Opportunities for Science Teacher EnRichment) teachers are sharing the resources and experiences with many hundreds of other teachers. Ultimately, the students are learning first hand about the excitement of science, the scientific method in practice, the team work involved, the relevance of science to their daily lives and the importance of a firm foundation in math and science in today's technologically oriented world.
The ALERT (Augmented Learning Environment for Renewable Teaching) Project is a cooperative California-based program with two main partners: California State University (CSU) geoscience and education departments and two NASA Centers, the Jet Propulsion Laboratory (JPL) in Pasadena and the Ames Research Center (ARC) in Mountain View. This paper presents an example of how a NASA research effort can be used in the undergraduate classroom. A study, now in the fourth year, subjects test plants to exposures of varying solar ultraviolet (UV) radiation (280 - 340 nm); a full solar UV exposure, a solar UV exposure less about 14% of ambient UV flux, and a UV-blocked regime. This experiment is simple in that only modest amounts of expense are required yet it is elegant since only one variable, UV-flux is involved. The experiment lends itself to teaching several of the Earth Sciences because it uses information from botany, taxonomy, and ecology. Aspects of physics are inherent in the study since portions of the electromagnetic spectrum are studied. Further, since only one of many variables are manipulated, UV flux, the study demonstrates how the scientific method is used in formulating and testing hypotheses. Based on the ALERT experience this summer, this study will be implemented at a CSU campus with the expectation that it will serve as a pedagogical tool and where it will involve students in actual research.
NASA 'Why?' Files, a research and standards-based, Emmy-award winning series of 60-minute instructional programs for grades 3-5, introduces students to NASA; integrates mathematics, science, and technology by using Problem-Based Learning (PBL), scientific inquiry, and the scientific method; and motivates students to become critical thinkers and active problem solvers. All four 2000-2001 NASA 'Why?' Files programs include an instructional broadcast, a lesson guide, an interactive web site, plus numerous instructional resources. In March 2001, 1,000 randomly selected program registrants participated in a survey. Of these surveys, 185 (154 usable) met the established cut-off date. Respondents reported that (1) they used the four programs in the 2000-2001 NASA 'Why?' Files series; (2) series goals and objectives were met; (3) programs met national mathematics, science, and technology standards; (4) program content was developmentally appropriate for grade level; and (5) programs enhanced/enriched the teaching of mathematics, science, and technology.
What we think about space changed dramatically during the 1950's and early 60's. This story, like perhaps most stones about big changes in how scientists think about nature, involves tribulation, risk talung, and a renewal of the scientific method. What do you think about space, that unimaginably large region between planets and stars? Some of the people, their ideas, and how science often works will be discussed during this presentation.
An educational software product designed by the Educational Technology Team at Ames Research Center is bringing actual aeronautical work performed by NASA engineers to the public in an interactive format for the very first time, in order to introduce future generations of engineers to the fundamentals of flight. The "Exploring Aeronautics" multimedia CD-ROM was created for use by teachers of students in grades 5 through 8. The software offers an introduction to aeronautics and covers the fundamentals of flight, including how airplanes take off, fly, and land. It contains a historical timeline and a glossary of aeronautical terms, examines different types of aircraft, and familiarizes its audience with the tools used by researchers to test aircraft designs, like wind tunnels and computational fluid dynamics. "Exploring Aeronautics" was done in cartoon animation to make it appealing to kids," notes Andrew Doser, an Ames graphic artist who helped to produce the CD-ROM, along with a team of multimedia programmers, artists, and educators, in conjunction with numerous Ames scientists. In addition to lively animation, the software features QuickTime movies and highly intuitive tools to promote usage of NASA s scientific methods in the world of aeronautics.
The NASA SCI Files is an Emmy award-winning series of instructional programs for grades 3-5. Produced by the NASA Center for Distance Learning, programs in the series are research-, inquiry-, standards-, teacher- and technology-based. Each NASA SCI Files program (1) integrates mathematics, science, and technology; (2) uses Problem-Based Learning (PBL) to enhance and enrich the teaching and learning of science; (3) emphasizes science as inquiry and the scientific method; (4) motivates students to become critical thinkers and active problem solvers; and (5) uses NASA research, facilities, and personnel to raise student awareness of careers and to exhibit the "real-world" application of mathematics, science, and technology. In April 2004, 1,500 randomly selected registered users of the NASA SCI Files were invited to complete a survey containing a series of questions. A total of 263 surveys were received. This report contains the quantitative and qualitative results of that survey.
Our hope is that life will, bit by bit, reveal the clues that will allow us to piece together enough evidence to recognize it whenever and however it presents itself. Indisputable evidence is measurable, statistically meaningful and independent of the nature of the life it defines. That the evidence for life be measurable is a fundamental requirement of the scientific method, as is the requirement for statistical significance, and this quantitation is what enables us to differentiate the measurable criteria of candidate biosignatures from a background (host environment).
Ultimately, scientific numerical models need quantified output uncertainties so that modeling can evolve to better match reality. Documenting model input uncertainties and verifying that numerical models are translated into code correctly, however, are necessary first steps toward that goal. Without known input parameter uncertainties, model sensitivities are all one can determine, and without code verification, output uncertainties are simply not reliable. To address these two shortcomings, two proposals are offered: (1) an unobtrusive mechanism to document input parameter uncertainties in situ and (2) an adaptation of the Scientific Method to numerical model development and deployment. Because these two steps require changes in the computational simulation community to bear fruit, they are presented in terms of the Beckhard-Harris-Gleicher change model.
We give an overview of the practice of developing and using complex climate models, as seen from experiences in a major climate modelling center and through participation in the Coupled Model Intercomparison Project (CMIP).We discuss the construction and calibration of models; their evaluation, especially through use of out-of-sample tests; and their exploitation in multi-model ensembles to identify biases and make predictions. We stress that adequacy or utility of climate models is best assessed via their skill against more naive predictions. The framework we use for making inferences about reality using simulations is naturally Bayesian (in an informal sense), and has many points of contact with more familiar examples of scientific epistemology. While the use of complex simulations in science is a development that changes much in how science is done in practice, we argue that the concepts being applied fit very much into traditional practices of the scientific method, albeit those more often associated with laboratory work.
The International Space Station is a valuable platform for research in space, but the benefits are limited if research is only conducted by individual countries. Through the efforts of the ISS Program Science Forum, international science working groups, and interagency cooperation, international collaboration on the ISS has expanded as ISS utilization has matured. Members of science teams benefit from working with counterparts in other countries. Scientists and institutions bring years of experience and specialized expertise to collaborative investigations, leading to new perspectives and approaches to scientific challenges. Combining new ideas and historical results brings synergy and improved peer-reviewed scientific methods and results. World-class research facilities can be expensive and logistically complicated, jeopardizing their full utilization. Experiments that would be prohibitively expensive for a single country can be achieved through contributions of resources from two or more countries, such as crew time, up- and down mass, and experiment hardware. Cooperation also avoids duplication of experiments and hardware among agencies. Biomedical experiments can be completed earlier if astronauts or cosmonauts from multiple agencies participate. Countries responding to natural disasters benefit from ISS imagery assets, even if the country has no space agency of its own. Students around the world participate in ISS educational opportunities, and work with students in other countries, through open curriculum packages and through international competitions. Even experiments conducted by a single country can benefit scientists around the world, through specimen sharing programs and publicly accessible "open data" repositories. For ISS data, these repositories include GeneLab, the Physical Science Informatics System, and different Earth data systems. Scientists can conduct new research using ISS data without having to launch and execute their own experiments. Multilateral collections of research results publications, maintained by the ISS international partnership and accessible via nasa.gov, make ISS results available worldwide, and encourage new users, ideas and research.
For the first time in human history, we will soon be able to apply to the scientific method to the question "Are We Alone?" The rapid advance of exoplanet discovery, planetary systems science, and telescope technology will soon allow scientists to search for life beyond our Solar System through direct observation of extrasolar planets. This endeavor will occur alongside searches for habitable environments and signs of life within our Solar System. While these searches are thematically related and will inform each other, they will require separate observational techniques. The search for life on exoplanets holds potential through the great diversity of worlds to be explored beyond our Solar System. However, there are also unique challenges related to the relatively limited data this search will obtain on any individual world.
Astrophysics is at the threshold of a new epoch in which increasinglycomplex, heterogeneous datasets will challenge our existing information infrastructure and traditional approaches to analysis. The rapid advancement of graphics processing units, compact field programmable gate arrays and dedicated artificial intelligence accelerator chips is now permitting the use of scientific methods, processes and algorithms to extract knowledge and insights from structured and unstructured data in ways never before seen. Miniaturization of spacecraft architectures and supporting infrastructure is opening new observing strategies and new discovery spaces for science. The community is just beginning to awaken to these imminent challenges as evidenced by their relative lack of emphasis in the New Worlds, New Horizons ASTRO2010 decadal survey, in the ExoPAG Science Analysis Group 11 report andin the formulation of the WFIRST Data Challenge. We suggest that the Astrophysics Science Division (ASD), which has clearly recognized this new epoch of rapidly evolving information technology, could be more affirmative in its approach. We offer a modest structural solution.
International frameworks for climate mitigation that build from national actions have been developed under the United National Framework Convention on Climate Change and advanced most recently through the Paris Climate Agreement. In parallel, sub-national actors have set greenhouse gas (GHG) reduction goals and developed corresponding climate mitigation plans. Within the U.S., multi-state coalitions have formed to facilitate coordination of related science and policy. Here, utilizing the forum of the NASA Carbon Monitoring System’s Multi-State Working Group, we collected and reviewed climate mitigation plans for 11 states in the Regional Greenhouse Gas Initiative region of the Eastern U.S. For each state we reviewed the (a) policy framework for climate mitigation, (b) GHG reduction goals, (c) inclusion of forest activities in the state’s climate action plan, (d) existing science used to quantify forest carbon estimates, and (e) stated needs for forest carbon monitoring science. Across the region, we found important differences across all categories. While all states have GHG reduction goals and framework documents, nearly three-quarters of all states do not account for forest carbon when planning GHG reductions; those that do account for forest carbon use a variety of scientific methods with various levels of planning detail and guidance. We suggest that a common, efficient, standardized forest carbon monitoring system would provide important benefits to states and the geographic region as a whole. In addition, such a system would allow for more effective transparency and progress tracking to support state, national, and international efforts to increase ambition and implementation of climate goals.