Applied science

About: Applied science is a research topic. Over the lifetime, 1178 publications have been published within this topic receiving 19920 citations. The topic is also known as: applied sciences.

An Integrated Physical, Earth, and Life Science Course for Pre-Service K-8 Teachers

Abstract: Most K-8 teachers have undergraduate majors in fields other than science, yet many of them teach life, Earth, and physical science. For these in-service teachers, understanding the basic concepts of the K-8 science curriculum is a challenge. Here we report on a one-semester science course at Michigan State University that was developed to address the need of pre-service K-8 teachers to understand the basic concepts of life, Earth, and physical science. We use an Earth system science approach to explore the basic concepts of astronomy, meteorology, hydrology, and geology. This Earth system science approach is based on physical science concepts, namely, how matter changes and how energy flows in physical and chemical changes. An understanding of Earth system science is then used as a foundation for exploring the basic concepts of life science. A biome project is used to assess students' understanding of Earth system science.

A Parallel General Purpose Multi-Objective Optimization Framework, with Application to Beam Dynamics

Abstract: Particle accelerators are invaluable tools for research in the basic and applied sciences, in fields such as materials science, chemistry, the biosciences, particle physics, nuclear physics and medicine. The design, commissioning, and operation of accelerator facilities is a non-trivial task, due to the large number of control parameters and the complex interplay of several conflicting design goals. We propose to tackle this problem by means of multi-objective optimization algorithms which also facilitate a parallel deployment. In order to compute solutions in a meaningful time frame a fast and scalable software framework is required. In this paper, we present the implementation of such a general-purpose framework for simulation-based multi-objective optimization methods that allows the automatic investigation of optimal sets of machine parameters. The implementation is based on a master/slave paradigm, employing several masters that govern a set of slaves executing simulations and performing optimization tasks. Using evolutionary algorithms as the optimizer and OPAL as the forward solver, validation experiments and results of multi-objective optimization problems in the domain of beam dynamics are presented. The high charge beam line at the Argonne Wakefield Accelerator Facility was used as the beam dynamics model. The 3D beam size, transverse momentum, and energy spread were optimized.

A science faculty's transformation of nature of science understanding into his teaching graduate level chemistry course

Abstract: This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms accessible to his students. Data included observations (through the 12-week semester) and field notes, Views of Nature of Science-Form B, as well as semi-structured interview. Deductive analysis based on existing codes and categories was applied. Results revealed that robust SMK and interest in nature of science helped him address the different nature of science aspects, and produce original content-embedded examples for teaching nature of science. Although he was able to include nature of science as a part of a graduate course and to address nature of science myths that graduate students had, nature of science assessment was missing in his teaching. When subject matter knowledge and nature of science understanding support each other, it may be a key element in successful nature of science learning and teaching. Similar to science teachers, the development of assessment of nature of science may take more time than the development of other components of instruction (i.e., instructional strategy) for science faculties. Hence, this result may be an indication of the specific need for support to develop this component of teaching.