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timepetalscollective · 7 years ago

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Wanna learn more about Astronomy?

The stars, the galaxies, everything amazing about the Universe. There’s so much to know and learn, and that can’t always happen because while many would love to add it to their fanworks (Trying to put the Doctor into better character, really cool things to have happen with the Tardis, amazing sights to describe, help creating new planets) or even just because out of desire for the knowledge -- but it doesn’t always feel very accessible, and Uni classes are expensive.

Eff that. Here is some free stuff to help you out!

Open Courseware Classes

You can take classes from big name universities for free, online. All course materials are completely free, lectures, etc.

Introduction to Astronomy - MIT (Massachusetts Institute of Technology)

Astronomy 101 - Penn State University

Exploring Black Holes: General Relativity & Astrophysics - MIT

Astronomy & Astrophysics - Yale University

Introduction to Quantum Mechanics - Oxford University

The Relativistic Universe - Open University

Astrophysics 101 - Colorado School of Mines

Lecture Series on Space Studies - Keck Institute for Space Studies

Flight and Orbital Mechanics - Delft University of Technology

Aircraft Systems Engineering - MIT

Introduction to Aerospace Engineering (AE101) - Delft University of Technology

Introduction to Aerospace Engineering (AE102) - Delft University of Technology

Astronomy 102 - Open University

Cosmology - Stanford University

Astrophysics: Frontiers & Controversy - Yale University

Super Symmetry, Grand Unification, & String Theory - Stanford University

Introduction to Modern Cosmology - MIT

Astrobiology & Space Exploration - Stanford University

Outer Planets & Planetary Atmospheres - The University of Arizona

Survey of Astronomy - Missouri State University

Galaxies One & Two - The University of Arizona

Introduction to Stellar Astronomy - Pennsylvania C.C.

Introduction to Galaxy Interaction & Motion - The University of Arizona

Stars 101, 102, & 103 - The University of Arizona

The Big Bag, Inflation, & General Cosmology - The University of Arizona

Planetary Astronomy - The University of Arizona

The Solar System - The University of Arizona

Planetary Science - Open University

Solar Neighborhood & Space Exploration - The University of Arizona

Astronomy & Astrophysics - University of Chicago

Deep Space & High Energy Phenomena - The University of Arizona

Astronomy: The Frontiers of Science - Columbia University

Introduction to General Astronomy - UC Berkeley

Lectures

Introduction to Astrobiology & Space Exploration - Professor Lynn Rothschild, Stanford University

Astrophysics: An Introduction - Oxford University

Astronomy Public Lecture Series - Florida Institute of Technology

Cosmic Origins Lecture Series - The University of Arizona

Steward Observatory Public Evening Lecture Series - University of Arizona, College of Science, Department of Astronomy and Steward Observatory

Silicon Valley Astronomy Lecture Series - Foothill College

Steward/NOAO Joint Colloquium Series - Steward Observatory and National Optical Astronomy Observatory

Naked Astronomy - Naked Scientists

Astronomy Public Lectures - Swinburne Institute of Technology

NASA’s Jet Propulsion Laboratory - NASA

Human Spaceflight - NASA

Space Lecture Series - California Academy of Sciences

Astronomy Maths Help One & Two - Professor Lindsay Rocks

Stargazing Lecture Series - Oxford University

Earth and Space Science - Teachers domain material

Leadership on Spacecraft - NASA

Earth & Environmental Science - Dr. Christian Shorey

Earth Explorations - Dr. Christian Shorey

The Carnegie Astronomy Lecture Series - Carnegie Hall

Ancient Astronomy - 9th Grade Lessons

Cosmo 2013, a conference of top lecturers in their fields - International Conference on Particle Physics and Cosmology at Cambridge University

Moons - Open University

Space & the Cosmos - Aspen Ideas

Craters on the Moon - Open University

Waters on Moons - Open University

Cosmic Origins - The University of Arizona

Hidden Dimensions: Exploring Hyperspace - World Science Festival

Black Holes & Holographic Worlds - World Science Festival

A Thin Sheet of Reality: The Universe as a Hologram - World Science Festival

Documentaries

Explore Mars Series

The Big Idea

Space Missions

Astronomy Documentary Series

Life in the Universe

Journey to the Edge of the Universe

Documentary Playlist - An Introduction to the Planets

Strange Side of the Universe

How the Universe Works

Exploring Our Stars

Mathematics Explains the Universe

Ancient Astronomy

White Dwarf: The Universe’s Sleeping Monster

Inside the Milky Way

Solar Superstorms

Gravitational Waves

Parallel Universes

Nasa’s Untold Stories

Journey to Deepest Space

How the Universe Works

The Life Cycle of a Star

Living in a Parallel Universe

Colossal Black Holes

Magnetars, Black Holes, Pulsars & Quasars

Playlist of 58 Astrophysics Documentaries

575 Space Playlist of Documentaries (Literally there are 575 documentaries in here)

Books

Ask Magazine - Academy of Program/Project and Engineering Leadership (APPEL) & Nasa

Modern Observational Cosmology

A Modern Astronomy

Popular History of Astronomy during the 19th Century

A Simple Guide to Backyard Astronomy

Astronomical Discovery

Astronomy for Amateurs

Astronomy Today

Astronomy with an Opera Glass

Basic Positional Astronomy

Black Hole Phenomenology

Curiosities of the Sky

Elementary Mathematical Astronomy

Elements of Astrophysics

Exoplanet Observation for Amateurs

Great Astronomers

History of Astronomy

Introduction to Cosmology

Letters on Astronomy

Pioneers of Science

Practical Astronomy

Practical Astronomy for Engineers

Primer of Celestial Navigation

Publications for the Astronomical Society of the Pacific

Complete Star Atlas

Nasa’s Mystery of the Sun

Stargazer’s Handbook

Supernovae

Recreations in Astronomy

Short History of Astronomy

The Beginning & the End

The Complete Idiot’s Guide to the Sun

The Geology of Our Planets

The Moon

The Story of Eclipses

The Story of the Heavens

The World According to the Hubble Space Telescope

Scholarpedia’s Astrophysics Main Page is def. a thing to check out as well!

If you’re interested, we are also running a weekly freeform event where if you contribute, your name will be put into a randomizer each week to win a star!

Hope you enjoy my stash!

-Mod @natural--blues

#astronomy #astrophysics #cosmology #space #doctor who #mod natural blues

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cay-kahve-blog · 6 years ago

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Case for Integrating Computational Thinking and Science in a Low-Resource Setting Aakash Gautam Virginia Tech Blacksburg, Virginia [email protected] Whitney Elaine Wall Bortz Virginia Tech Blacksburg, Virginia [email protected] Deborah Tatar Virginia Tech Blacksburg, Virginia [email protected] ABSTRACT There is a growing need to use computers to formulate problems and their solutions across domains. It has thus become imperative that students across the globe be able to work with computing to express themselves. However, teaching computer science in a traditional way may not be possible in all settings. We studied a method to integrate computational thinking, the ability to express problems and their solutions to a computing device, into an existing science classroom with the goal of deepening learning in both science and computational thinking in a low-resource setting in Nepal. In this note, we present findings from the study. The proposed curricular method acknowledges local differences and presents a way to adapt to those differences through adaptable multiple layers of activities and representational variability. We hope that interested educators and development practitioners would try our method in classrooms. CCS CONCEPTS • Social and professional topics→Computational thinking; K-12 education; • Applied computing → Interactive learning environments; KEYWORDS ICTD; ICT4D; educational technology; computational thinking; CT; agent-based simulation, NetLogo ACM Reference Format: Aakash Gautam, Whitney Elaine Wall Bortz, and Deborah Tatar. 2017. Case for Integrating Computational Thinking and Science in a Low-Resource Setting. In Proceedings of ICTD ’17. ACM, New York, NY, USA, Article 4, 4 pages. https://doi.org/10.1145/3136560.3136601 1 INTRODUCTION Many prior works on ICTD have focused on access to infrastructural resources, including computers. As famously demonstrated by the One Laptop Per Child (OLPC) project [13], from a learning perspective, infrastructure alone is not enough to produce meaningful learning. Additional key ingredients include both usable software Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]. ICTD ’17, November 16–19, 2017, Lahore, Pakistan © 2017 Copyright held by the owner/author(s). Publication rights licensed to Association for Computing Machinery. ACM ISBN 978-1-4503-5277-2/17/11. . . $15.00 https://doi.org/10.1145/3136560.3136601 and the match between the affordances of the software, the instructional purposes of the unit, and other supporting materials and student activities [4, 10]. These elements and the matches between them, that is, the way the underlying infrastructural resources can be used, constitute the prospects for attaining success [1, 6]. Some prior ICTD work has focused on enabling the use of the underlying infrastructure, for example, by providing educational games in mobile phones outside of schools [5], delivering content through mobile phones [2], blending online and in-person instruction [3], and exploring a technology-centered tutoring system [8]. This note takes the exploration of the use of technology in context to a deeper level. It presents a method of introducing computers with the joint goals of (1) deepening understanding of science and (2) promoting computational thinking. Computational thinking (CT) is the ability to “formulate problems and their solutions so that the solutions are represented in a form that can effectively be carried out by an information-processing agent" [15]. In a simplified form, CT is being able to think like a computer scientist. There is a growing consensus among educators about CT as a necessary skill permeating many domains [15]. Likewise, studies have posited the importance placed on computers and their perceived value by public in rural settings [9]. Despite these interests in computing, little is known about how to adapt materials and practices to create conditions of receptivity. Barriers include highlevel “wicked problems" [11] like gender bias [9], the benefit of connecting abstract computational ideas to actual life experiences [7], and the need to avoid implying that the only path to learning is through regular access to computer technology. An overly computer-centric perspective on learning may be discouraging to those who do not and cannot have regular access. Students’ varying backgrounds, interests and aspirations require teaching high-order thinking like CT with local adaptation in low-resource settings. The curricular approach we advocate utilizes multiple representations, both on and off the computer, combining the introduction of CT with recognizable components of education, in this case, Biology/Chemistry, that give students access to different facets of knowledge required to have deep understandings. In doing this, we also focus on the strengths of in-classroom, face-to-face instruction. We have designed an integrated curriculum in which the teacher moves students through experiences with multiple representations of a science phenomenon. As shown in Table 1, some of the representations are on paper, some are student created or modified, some represent science through animated, playable simulations, and some represent science through programming code. The instruction is governed by a driving question, in this case, “where does the carbon go" during photosynthesis and carbohydrate catabolism. Modeling and simulation are by themselves important aspects of ICTD ’17, November 16–19, 2017, Lahore, Pakistan Aakash Gautam, Whitney Elaine Wall Bortz, and Deborah Tatar Table 1: Layered activity used in the instructional module Kinds of Representations Pedagogical affordance(s) Objects and Processes Macroscopic digital representation Introduced students to a science phenomenon similar to the real-life world they had experienced. Dynamic objects and processes that were recognized as “reallife" such as cows, plants, sun, eating, dying, and growing. Microscopic overlay Introduced the idea that macroscopic objects and processes are influenced by microscopic, chemical objects and processes. Contextualized dynamic digital representations of molecules and molecular processes interacting with the macroscopic objects. Group poster creation Conveyed that science can be understood by different kinds of representations of objects and phenomena, highlighting different facets of knowledge. Static student drawings and their explanations of the observed phenomena, and explanatory mechanisms. Science fact sheet Helped students connect the knowledge in the other representations with more standard scientific representations, such as chemical formulas. Static written text, images, and chemical formulas to explain the phenomena like in a textbook. Codebased representations Introduced the idea that representations are made to serve particular purposes, that the student can create, change or modify representations and that science may be represented at different levels of granularity and accuracy. Text based code defining objects, properties and procedures that can be edited and uploaded to change the simulation. CT, but the introduction to CT is furthered by creating a context in which students can use programmatic representations to change and explore the phenomenon. The curriculum directs the students towards inquiry about the chemical basis of biological processes. 2 STUDY 2.1 School Setting We conducted our study in a school, established in 2013, 14 kms from Kathmandu, Nepal, that aims to provide interest-based education1. Despite a focus on STEM (Science, Technology, Engineering and Mathematics), the school adheres to the central government’s syllabus, with instruction primarily delivered in English. The school recruits and boards students from several rural areas of the country, most of them from families with limited financial resources. During the 2016-17 school year, 125 co-ed students ranging from 6-16 years 1http://news.mit.edu/2015/help-rebuild-bloom-nepal-school-destroyed-earthquakes-0612 old were enrolled. Sixteen (9 female, 7 male) were enrolled in the 7th grade and participated in this study. Although the setting is rural, from a Nepalese point of view, the school is fairly accessible through public transport and has Internet connectivity. The school had three functioning computers in a room with battery backup, access to which was restricted to students in 9th and 10th grade. 2.2 Curricular Approach We conducted a two-week long intervention, involving 35 instructional hours. A Nepali author of this note led the instruction, with support from the local science teacher. There were four computers in the class including one of the author’s laptop, which meant each computer was to be shared by four students. To mitigate inequality in engagement and learning experience when sharing a computer [10], students discussed their plans in groups prior to working on the computer. We also asked students to rotate their position while working on the computer. The science content in the module adhered to the national 7th science curriculum to teach photosynthesis and the natural carbon cycle. The left-most part of Figure 1 shows the level of instruction students had received. Our module tied that level of representation to the chemical processes involved in photosynthesis and carbohydrate catabolism in animals. This approach opens up the idea of conservation of matter which can lead to the introduction and balancing of related chemical equations. The representations utilized during the intervention, their affordances, and the objects and processes they illustrated are listed in Table 1. Students first worked on an introductory simulation that had simple representation of familiar, macroscopic real-world phenomenon. In this representation, plants grew, cows moved around, and the sun shined. The cows ate plants and died if there were no plants. By changing sliders and buttons, students could explore the relationship between the number of plants, the number of cows, and longevity. They moved into exploration of the microscopic phenomena by displaying hugely exaggerated representations of carbon forms and their transformation through different chemical processes (see the center image in Figure 1). Students worked in groups of four to create their own representations: posters they drew and described what they thought was going on in the simulation. They presented the poster to the class for discussion. Other, more standard scientific representations were presented via the “science fact sheet", a single-page document with verbal descriptions, chemical formulas and illustrative pictures that highlighted some of the science concepts. A last set of representations were introduced through exposure to the code that implemented the simulation. This enabled the important idea that the expression of objects could be modified by writing commands and blocks of code. Students studied snippets of the code to understand the model, and subsequently discussed and implemented an extension of the model by writing code. 2.3 System Description A central part of the curriculum involves working with an animated digital simulation of the natural carbon cycle, and interacting with the macroscopic and microscopic representations of the natural carbon cycle implemented using agent-based modeling in NetLogo Case for Integrating Computational Thinking and Science in a Low-Resource Setting ICTD ’17, November 16–19, 2017, Lahore, Pakistan Figure 1: Textbook representation of the phenomenon (left), the overlay of microscopic and macroscopic representations that we presented during our intervention (center), and one group’s drawing of the science phenomena (right) [14]. The simulation runs in any Internet browser and therefore does not require local software installation. In general, the system is a single page web application in which the simulation and modeling are executed on the client side once the first page loads. Therefore, the system is established through a simple local HTTP server and does not depend on Internet connectivity. However, for the study, we recorded log entries of student interaction with the computer so we served the web application through a remote server and this required Internet connectivity. 2.4 Data Collection and Analysis After engaging in an IRB-approved consent process at the beginning of the intervention, we conducted an attitudinal assessment to evaluate students’ self-confidence with, interest in, values for, and identification with computing. Use of the simulation was logged including keystrokes and interface-based changes. Student worksheets and posters were collected for analysis. We also conducted a post-performance assessment. Posters and free-text comments about attitudes were analyzed using a grounded theory approach [12] by researchers familiar with the project, including the authors. Themes emerging from the content and pictorial depiction were identified and discussed, and possible alternative conceptions were identified as well. Variation in student activity with the computers was analyzed through log data. Furthermore, post-performance assessment was evaluated against an established rubric to measure the students’ understanding of science and CT. A few emergent findings are reported here. 3 FINDINGS 3.1 Interest in Computing and Apprehension Students had played mobile games but were unfamiliar with the concepts of simulation and modeling. Previous use of computers was confined to two students who had typed in Microsoft Word and drawn in Microsoft Paint a few times. Most had seen others use computers but had never actively used one. Despite the limited exposure to computing, most students held it in esteem. A student ([S7]) wrote, “I think computing is very important for all of us because now days [nowadays] most of the people depends [depend] on computing for their work." While students were interested and excited, they were also initially apprehensive. Three groups hesitated to change slider values during the initial exploration out of fear of “making the system go bad". 3.2 Summary of Key Science Learning Observations • The students used mechanistic phrases like “throw out carbon dioxide" and “take in oxygen" but weren’t familiar with the random motion of molecules. The simulation encouraged students to inquire about movement of molecules and the right conditions necessary for reactions to occur. • Students knew that air contained carbon-dioxide and that its chemical formula was CO2. However, none of the students could use the formula to conclude that carbon-dioxide contains one carbon atom and two oxygen atoms. The microscopic representation of carbon-dioxide molecule that showed atoms in CO2 drove students to connect the subscripts with the atomic count. • Students described carbon-dioxide gas as containing CO2 (rather than being CO2) and therefore initially identified the carbon atoms in the simulation as carbon-dioxide and the depiction of the molecule with all three atoms as representing the gas. The question “what are the blacks and red dots?" led to a class-wide discussion on Day 3, clarifying the misconception. • They knew about photosynthesis but not about breakdown of glucose in animals. Three of the four groups studied the graph, which showed carbon amounts in atmosphere, plants, and cows to hypothesize the transformation of carbon forms in animals. • Fifteen of the sixteen students identified that water was missing from the simulation. This created the opportunity for this class of students to build into the simulation based on their own understanding of what was important about the science. 3.3 Summary of Key CT Observations • None of the students were familiar with simulation or modeling at the start of the intervention. As we progressed through the activities, students evaluated and critiqued in terms of things that were accurate, inaccurate, and missing from the model. • Students expressed their lived experiences through single-lined commands by modifying shapes of objects. The most common changes involved changing cows to people, plants to flags and tree, and the sun to hills and mountains. ICTD ’17, November 16–19, 2017, Lahore, Pakistan Aakash Gautam, Whitney Elaine Wall Bortz, and Deborah Tatar • Because the students thought that it was important to represent water, they undertook a project they thought was important: extending the code to implement clouds and rainfall. • Students were able to implement clouds and rainfall by identifying and discussing elements in the simulation that were similar to the extension they wanted to create. They abstracted common properties and methods from the existing code. • With the instructor’s support, the students divided the task into smaller tasks, and planned and discussed ways to complete those tasks. The planning and discussion occurred without a computer and pushed the idea that CT is not just about computers. • By the end of the task, students had created two new objects and three methods which highlighted their understanding science and understanding of CT concepts such as method call sequences, operators, and abstraction. 4 DISCUSSION AND CONCLUSION 4.1 Deepening Science Learning Under the conditions in the study, students appeared to learn quite a lot of important science. The students were familiar with a single form of representation i.e. the textbook depiction of the process. Although the students had read about concepts such as atomic composition, molecular movement and necessary conditions for reactions to occur, the representations in the text book were static and separated each idea into an isolated unit. As shown in Figure 1, the representation of photosynthesis in the book showed a single molecule with arrows labeled oxygen and carbon-dioxide. It did not show the atomic structure of oxygen or carbon-dioxide. Our dynamic representation containing atomic structure of carbon-dioxide made it easier for students to connect different ideas. Furthermore, the multiple representations presented through layered activities pushed students to further explore the science phenomenon such as by using graphs alongside the simulation. 4.2 Deepening Computational Thinking Students moved from initial apprehension to considerable sophistication in the two-weeks of instruction. They certainly learned something about programming (because they were able to implement changes), but they were actively engaged in discussing elements of the models, and formulating and expressing solutions. In some sense, the low-resource setting, with only four computers for 16 students makes it abundantly clear that only some access is required. Most of the pedagogical challenge is provoking a computational way of thinking. 4.3 Integrating Science and CT This paper presents initial evidence of student learning drawn from a study in which we taught both Science and CT in a low-resource environment. The method that we used prioritized representations both on and off the computer that moved fluently between science and CT and back again. We believe that this method worked because students were continually able to draw on elements that they already understood to make sense of novel elements. In this case, the students were highly motivated and had quite a bit of textbook knowledge. It remains to be seen whether the method could be successful in environments with less motivated students. However, some optimism may be drawn from the fact that the underlying system is attentive to a range of conditions that prevail in low-resource schools. It does not require many computers or much investment in creating access. Even devices that simply give browser access could be used. Furthermore, these layered representations can provide different learning opportunities for students who bring different strengths and knowledge bases to the learning task. These students thought it was important to implement clouds and rainfall; others might consider it important to implement detritivores, showing more orientation towards the underlying chemistry or lions, showing more orientation towards ecology. A classroom teacher may not use our system the way we did during the intervention. They may not focus on the code-based model and instead focus on the static representation through the science fact sheet or focus solely on the visual simulation. However, evidence from our intervention in Nepal suggests that the richness in the learning environment, particularly through variability in the representations, supports students at different levels to explore and discover while providing flexibility for instructors to use the tool as they need for their class. REFERENCES [1] Paul Braund and Anke Schwittay. 2006. The missing piece: Human-driven design and research in ICT and development. In Information and Communication Technologies and Development, 2006. ICTD’06. International Conference on. IEEE, 2–10. [2] Cynthia Breazeal, Robin Morris, Stephanie Gottwald, Tinsley Galyean, and Maryanne Wolf. 2016. Mobile devices for early literacy intervention and research with global reach. In Proceedings of the Third (2016) ACM Conference on Learning@ Scale. ACM, 11–20. [3] Edward Cutrell, Jacki O’Neill, Srinath Bala, B Nitish, Andrew Cross, Nakull Gupta, Viraj Kumar, and William Thies. 2015. Blended learning in Indian colleges with massively empowered classroom. In Proceedings of the Second (2015) ACM Conference on Learning@ Scale. ACM, 47–56. [4] Paul DiMaggio, Eszter Hargittai, Coral Celeste, and Steven Shafer. 2004. From unequal access to differentiated use: A literature review and agenda for research on digital inequality. Social inequality (2004), 355–400. [5] Matthew Kam, Anuj Kumar, Shirley Jain, Akhil Mathur, and John Canny. 2009. Improving literacy in rural India: Cellphone games in an after-school program. In Information and Communication Technologies and Development (ICTD), 2009 International Conference on. IEEE, 139–149. [6] Patrick J McEwan. 2015. Improving learning in primary schools of developing countries: A meta-analysis of randomized experiments. Review of Educational Research 85, 3 (2015), 353–394. [7] Na’ilah S Nasir, Ann S Rosebery, BethWarren, and Carol D Lee. 2006. Learning as a cultural process: Achieving equity through diversity. The Cambridge handbook of the learning sciences (2006), 489–504. [8] Benjamin D Nye. 2015. Intelligent tutoring systems by and for the developing world: a review of trends and approaches for educational technology in a global context. International Journal of Artificial Intelligence in Education 25, 2 (2015), 177–203. [9] Joyojeet Pal, Meera Lakshmanan, and Kentaro Toyama. 2007. “My Child will be Respected": Parental perspectives on computers in rural India. In Information and Communication Technologies and Development, 2007. ICTD 2007. International Conference on. IEEE, 1–9. [10] Udai Singh Pawar, Joyojeet Pal, and Kentaro Toyama. 2006. Multiple mice for computers in education in developing countries. In Information and Communication Technologies and Development, 2006. ICTD’06. International Conference on. IEEE, 64–71. [11] Horst WJ Rittel and Melvin M Webber. 1973. Dilemmas in a general theory of planning. Policy sciences 4, 2 (1973), 155–169. [12] Anselm Strauss and Juliet Corbin. 1994. Grounded theory methodology. Handbook of qualitative research 17 (1994), 273–85. [13] Mark Warschauer and Morgan Ames. 2010. Can One Laptop per Child save the world’s poor? Journal of international affairs (2010), 33–51. [14] Uri Wilensky and I Evanston. 1999. NetLogo: Center for connected learning and computer-based modeling. Northwestern University, Evanston, IL 4952 (1999). [15] Jeannette M Wing. 2006. Computational thinking. Commun. ACM 49, 3 (2006), 33–35.

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edutextbooks · 3 years ago

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Materials Science and Engineering An Introduction 9th Edition PDF EBOOK EPUB

Materials Science and Engineering An Introduction 9th Edition PDF EBOOK EPUB Building on the extraordinary success of eight best-selling editions, Callister’s new Ninth Edition of Materials Science and Engineering continues to promote student understanding of the three primary types of materials (metals, ceramics, and polymers) and composites, as well as the relationships that exist between the…

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readbooko · 3 years ago

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Materials Science and Engineering An Introduction 9th Edition PDF EBOOK EPUB

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bellaload91 · 4 years ago

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Download Engenharia De Som Pdf Free

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Offered by University of Rochester. In this course students learn the basic concepts of acoustics and electronics and how they can applied to understand musical sound and make music with electronic instruments. Topics include: sound waves, musical sound, basic electronics, and applications of these basic principles in amplifiers and speaker design. Fundamentos da engenharia e ciencia dos materiais - smith & hashemi. Download free pdf. Download free pdf. Fundamentos da engenharia e ciencia dos materiais.

Ian Sommerville has 26 books on Goodreads with ratings. Ian Sommerville’s most popular book is Software Engineering (International Computer Science Dream Machine: The Definitive Headbook by. Paul Cecil (Editor & Contributor), Studyguide for Software Engineering 8 by Engenharia de software by. Ian. Veja grátis o arquivo Software Engineering (9th Edition) Ian Sommerville enviado para a disciplina de Engenharia de Software e Engenharia de Taipei Tokyo Editorial Director: Marcia Horton Editor in Chief: Michael Hirsch Acquisitions S —dc22 10 9 8 7 6 5 4 3 2 1–EB–14 13 12 11 10 ISBN. Veja grátis o arquivo Ian Sommerville Software Engineering Pearson () enviado para a disciplina de Engenharia de Software Categoria: Outros – Global Edition: Binita Roy Managing Editor: Jeff Holcomb Senior Production the British Library 10 9 8 7 6 5 4 3 2 1 Typeset in 9 New Aster LT Std by Aptara®.

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Software Engineering 10th Edition. Susan Raymond Cover Art Director: Page 1 of 1 Start over Page 1 of 1.

Michael Hirsch Acquisitions Editor: Humanity is now facing a demanding set of challenges—climate change and extreme weather, declining natural resources, an increasing world population to be fed and housed, international terrorism, and the need to help elderly people lead satisfying and fulfilled lives.

They also provide a starting point for deeper exploration of the research literature and material available on the Web. National utilities and infrastructure—energy, communications and transport—all rely on complex and mostly reliable computer systems.

I purchased this book for my Introduction to Software Engineer course, the book itself is not badbut is mostly term and definition kind of book engnharia, it gets really boring after reading a few chapters.

We need to combine the best of these approaches to build better software systems. They serve as a roadmap to the subject and allow information on method and techniques to be organized and presented in a coherent and readable way. Advanced Software Engineering 4: I’d like to read this book on Kindle Don’t have a Kindle?

Books by Ian Sommerville (Author of Software Engineering)

Withoutabox Submit to Film Festivals. The 4-part sommefville of the book, introduced in earlier editions, has been retained but I have made significant changes in each part of the book.

We have to continue to educate software engineers and develop the discipline so that we meet the demand for more software and create the increasingly complex future systems that we need. Great to be able to order college textbooks and have shipped to student.

East Dane Designer Men’s Fashion. Software Engineering 10th Edition Apr 03, Amazon Renewed Refurbished products with a warranty.

Ian Sommerville Software Engineering Pearson (2015)

Web sections These are extra sections that add to the content presented in each chapter. In cases where I have not made videos, I have recommended YouTube videos that may be useful. Intended for introductory and advanced courses in software engineering.

SoftwareEngBook or iansommerville for more general tweets Follow me on Twitter or Facebook to get updates on new material and comments on software and systems engineering.

Dry, dry, dry read!! Trudy Kimber Text Designer: Lumina Datamatics Cover Image: Showing of 70 reviews.

Books by Ian Sommerville

I write about what I know and understand. For building business systems, there is an alphabet soup of technologies—J2EE. As others said you can get the slides online.

All Formats Paperback Hardcover Sort by: An important change in the supplementary material for the book is the addition of video recommendations in all chapters. Amazon Inspire Digital Educational Resources. This book is extremely dry and hard to get through. Amazon Restaurants Food delivery from local restaurants. English Choose a language for shopping.

Sommerville is conversational, clear and relevant.

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romoser-entomologist · 5 years ago

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Post #5 - A Primer of Earth Insect Anatomy for Mars Research (6-29-2020)

INTRODUCTION. I have identified higher living forms on Mars which surprisingly closely resemble Earth insects anatomically, including three body regions, jointed appendages, and so on. I have chosen to call the Martian forms “insectoids”, but it should be recognized from the beginning that these insect-like forms. “insectoids”, are not necessarily related to Earth insects. Given that, in many respects, Martian insectoid anatomy closely resembles that of Earth insects, insect anatomical terms are useful in describing the insectoids.

This blog is intended to be helpful in understanding the insect structural terminology I have applied in the description of Martian insectoids. I have already introduced the Martian “bee-like” forms and some of the anatomical terms in Blogs 2 - 4. I believe a bit more anatomical understanding of Earth insects will enhance your understanding of the next Martian insectoid category to be introduced, that is, the “Large Insectoids”.

For more indepth information, consult The Science of Entomology, 4th ed.:

https://www.researchgate.net/publication240305041_The_Science_of_Entomology_4th_Edition_W_S_Romoser_J_G_Stoffolano_WCB_McGraw-Hill_Dubuque_Iowa_1998

GENERALIZED INSECT. A useful way to learn about insect external structure is the use of a generalized insect (Fig. 1) This conceptual device provides a fundamental point of reference and enables one to appreciate the seemingly endless structural variation in this huge assemblage of animals. In the broadest terms, the insect body consists of three regions: the head, the thorax and the abdomen. The head is the site of extensive sensory input (compound & simple eyes or ocelli; antennae) and bears the mouthparts which are associated with securing, masticating and ingesting food material. The thorax is the locomotor body region bearing the legs and wings. While the head and thorax are tightly integrated, rigid structures, the abdomen is flexible and expandable. This flexibility enables the abdomen to accommodate expansion of the gut with ingested food and the expansion of the ovaries during egg development. The reproductive organs are also located in the abdominal region. Generalized insect external structure is described in more detail (Figs. 2-4).

HEAD. Several tightly fused, primitive sements have formed the head capsule. (Fig. 2) which bears the compound eyes, simple eyes or ocelli, and the antnnae. The appendges associated with several of the primitive segments that formed the head capsule have become specialized components that function collectively as mouthparts. The head capsule along with a strut-work of fused “internal” apodemes provides extensive surface area for the attachment of mouthpart and antennal muscles.

THORAX. The head and thorax (Fig. 3) are connected by the flexible or cervix. Three primitive segments have been incorporated with the insect thorax, the anterior prothorax, the mesothorax, and the posterior metathorax. As with the head capsule, the thoracic segments form an integrated, rigid structure consistent with the mechanical forces necessary to effect locomotion. And, again, like the head capsule there is a strut-work of apodemes involved with mechanical support and muscle attachment.

Each thoracic segment is made up of dorsal, lateral and ventral plates. The dorsal plates are the nota, so we have the pronotum, mesonotum and metanotum. Further, each thoracic segment has a lateral pleuron on each side and a ventral sternum. The same pro-, meso-, and meta- prefixes are applied to the pleura and sterna as well. The external openings of the tracheal (gaseous exchange or ventilation) system can be seen between the propleuron and mesopleuron, and between the mesopleuron and metapleuron. The articular regions of the legs and wings are evident laterially. The primitive, generalized insect, reminiscent of a cricket or grasshopper, has three pairs of legs and two pairs of wings.

The generalized leg (Fig. 3) consists of the basal coxa, the very small trochanter, the elongated femur and tibia, and the distal multi-segmented tarsus which ends in the tarsal claw. The forewings articulate between the mesonotum & mesopleuron and the hingwings between the metanotum and metapleuron (Fig. 2). Accordingly the meso- and metathorax are larger and accommodate the large wing muscles, The wings are supported by a series of longitudinal and croww-veins which delineate wing cells.

ABDOMEN. In contrast with the thorax, each abdominal segment (Fig. 4) is made up of a dorsal tergum and ventral sternum separated laterally by flexible cuticle, the pleural membrane. The hardened plates (tergites) that make up the dorsum of the abdomen and those (sternites) which make up the ventral part of the abdomen are separated by flexible intersegmental membranes. This arrangement, along with the pleural membrane, enable the abdomen to undergo considerable expansion. Spiracles can be seen in the pleural membrane regions. For the most part primitive appendages have been lost from the abdoinal segments, but those of the 8th and 9th segments have evolved into external genetalia. The female ovipositor is depicted here. The plates of the terminal abdominal segment have split into the dorsal epiproct (“above the anus”) and tywo ventrao-lateral paraprocts. The sensory appendages, the cerci (singular, “cercus”) are all that remains of the primitive appendages associated with this abdominal segment. The terminal abdominal segments, 8th segment back and their associated appendages are collectively called “terminalia” and variations in these structures are often useful taxonmically.

VARIATIONS IN INSECT STRUCTURE. Discussion of variations in insect structure is facilitated by using the general insect as a conceptual basis. Figs. 5-12 are just intended to give an overall feel for variation in various insect structures without going into specific details.

If you want to delve deeper into insect structure, see “The Science of Entomolology, 4th ed.” cited at the beginning of this blog. Using an internet search engine is also an excellent way to find information about insect structures and about insects in general.

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Figure 1. A generalized insect. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 2. Structures on the generalized insect head. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 3. A generalized insect thorax (A) Three thoracic segments, and dorsal (notum), lateral (pleuron), and ventral (sternum) plates of each segment. (B) Segments of generalized leg. (C) Lateral sutures & intersegmental lines, and sclerites labelled. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 4. A generalized insect abdomen. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 5. Variation in Head Position. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 6. Examples of variation in the insect thorax. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 7. Examples of abdominal variation. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 8. Mouthparts - chewing or mandibulate. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 9. Mouthparts - piercing/sucking. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 10. Mouthparts - Non-piercing/sucking or lapping. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 11. Examples of Leg Variation. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

Figure 12. Examples of Wing Variation. From: The Science of Entomology, 4th ed. WS Romoser & JG Stoffolano, McGraw-Hill, 1998.

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