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ESPRIT

ESPRIT. Learning Sciences Using Real-world Data and Information Technologies. Edward Robeck, Jing Quan, and X. Mara Chen Salisbury University. Learning Sciences through problem solving modules Using realistic & relevant data from local communities

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ESPRIT

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  1. ESPRIT Learning Sciences Using Real-world Data and Information Technologies Edward Robeck, Jing Quan, and X. Mara Chen Salisbury University

  2. Learning Sciences through problem solving modules • Using realistic & relevant data from local communities • Situated in Science, Technology, Engineering, Mathematics (STEM) curricula • Real world data collection and analysis • Inquiry-based materials with the aid of graphics and maps • In short, students need to take data and manipulate/analyze them to solve a problem and/or answer questions • Science Learning starts at “home” communities ESPRIT

  3. Our World

  4. Our State

  5. Our Coastal Bays

  6. Science Education & ApplicationIn Our Community Hospital University

  7. Physics in Business: Energy & Power • Types of energy: Fossil fuels, Light, electrical, chemical, thermal, mechanical, and nuclear • Energy unit: Energy capacity to do work, e.g. Joules (J): 1 Newton force applied over 1 m • Power: Rate of energy transferred or used Watt (W): 1 joule per second (1 J/sec) MW (megawatt): 1000 KW

  8. Energy Use in Poultry Processing

  9. Energy Use Questions • What types of energy used in Perdue Farms? • What is the initial temperature at which the carcasses must be kept? Why do you think it is important to keep at the temperature? • Factors contributing to gain of heat at each step • What is the temperature at which the final products are packaged and shipped? Is it above or below freezing point? Why this is the temperature set by Perdue Farms? • If the temperatures vary significantly from the pre-determined benchmark temp, what are the risks and benefits?

  10. USDA Salmonella Verification Testing Sample Data

  11. Salmonella Verification Testing Sample Data

  12. Energy Used to Remove Salmonella? • Radiation (e.g. Cobalt 60 gamma rays) • Thermal Energy

  13. NUTRIENT ENRICHMENT OF MARYLAND COASTAL BAYS

  14. Vital Water Resources • What factors control the characteristics of the water quality? • What are the major parameters used to measure the water quality • What are the major nutrients in the Coastal Bays, and write them in chemical symbols? • What are the major contributing sources for the nutrients in the Coastal Bays? • What are the physical signs of water with overloaded nutrients? • Do the nutrient levels stay consistent? If not, what factors remove the nutrients?

  15. Physical Characteristics of Water Resources • Temp • Density • Depth • Turbidity http://ian.umces.edu/mcb/

  16. Chemical Characteristics of Water Resources • DO • Salinity • Nutrients (N,P) • Chlorophyll • pH

  17. Daily Variation of DO

  18. Dissolved Oxygen • Can DO exceed 100%? Where did it happen? Why and when does the super saturated condition exist? • When does the DO peak? Was the water temperature near highest of the day or coldest or neither? • Based on the data you have, what controls DO concentration? • What is the relationship b/w Chlorophyll and DO?

  19. Regression between the DO and Temp

  20. Nutrients Load in the MD Coastal Bays http://ian.umces.edu/pdfs/md_coastal_bays_report.pdf

  21. GIS in Environmental Planning • Map Vital statistics • Hurricane impact • Coastal flood risk • Land use/land cover • Others

  22. Properties in 100-Year Floodplain

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