Matching Items (24)
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- All Subjects: Education
- Creators: School of Mathematical and Statistical Sciences
Description
Previous research discusses students' difficulties in grasping an operational understanding of covariational reasoning. In this study, I interviewed four undergraduate students in calculus and pre-calculus classes to determine their ways of thinking when working on an animated covariation problem. With previous studies in mind and with the use of technology, I devised an interview method, which I structured using multiple phases of pre-planned support. With these interviews, I gathered information about two main aspects about students' thinking: how students think when attempting to reason covariationally and which of the identified ways of thinking are most propitious for the development of an understanding of covariational reasoning. I will discuss how, based on interview data, one of the five identified ways of thinking about covariational reasoning is highly propitious, while the other four are somewhat less propitious.
ContributorsWhitmire, Benjamin James (Author) / Thompson, Patrick (Thesis director) / Musgrave, Stacy (Committee member) / Moore, Kevin C. (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
Computer simulations are gaining recognition as educational tools, but in general there is still a line dividing a simulation from a game. Yet as many recent and successful video games heavily involve simulations (SimCity comes to mind), there is not only the growing question of whether games can be used for educational purposes, but also of how a game might qualify as educational. Endemic: The Agent is a project that tries to bridge the gap between educational simulations and educational games. This paper outlines the creation of the project and the characteristics that make it an educational tool, a simulation, and a game.
ContributorsFish, Derek Austin (Author) / Karr, Timothy (Thesis director) / Marcus, Andrew (Committee member) / Jones, Donald (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Physics (Contributor)
Created2013-05
DescriptionThis project examines the television industry today, especially the field of educational programs. It includes the detailed implementation of one such show, a 30-minute demonstration of life skills, split into 3 segments. The pilot episode is also included.
ContributorsKesting, Amanda Jean (Author) / Alvarez, Melanie (Thesis director) / Snyder, Brian (Committee member) / Glaser, Ann (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2013-05
Description
A model has been developed to modify Euler-Bernoulli beam theory for wooden beams, using visible properties of wood knot-defects. Treating knots in a beam as a system of two ellipses that change the local bending stiffness has been shown to improve the fit of a theoretical beam displacement function to edge-line deflection data extracted from digital imagery of experimentally loaded beams. In addition, an Ellipse Logistic Model (ELM) has been proposed, using L1-regularized logistic regression, to predict the impact of a knot on the displacement of a beam. By classifying a knot as severely positive or negative, vs. mildly positive or negative, ELM can classify knots that lead to large changes to beam deflection, while not over-emphasizing knots that may not be a problem. Using ELM with a regression-fit Young's Modulus on three-point bending of Douglass Fir, it is possible estimate the effects a knot will have on the shape of the resulting displacement curve.
ContributorsSexton, Thurston Bryant (Author) / Takahashi, Timothy (Thesis director) / Jones, Donald (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2015-05
Description
As we count down the years remaining before a global climate catastrophe, ever increases the importance of teaching environmental history and fostering environmental stewardship from a young age. In the age of globalization, nothing exists in a vacuum, yet our traditional education system often fails to reflect the abundant connections between content areas that are prevalent outside of schools. In fact, many of the flaws of the field of education have been exacerbated by the COVID-19 pandemic and a forced transition to online schooling, with many educators reverting to outdated practices in a desperate attempt to get students through the year. The aim of this project was to design a unit curriculum with these issues in mind. This month-long environmental history unit engages students through the use of hands-on activities and promotes interdisciplinary connections. The unit can be taught in a physical, online, or hybrid American history class, and will hopefully inspire and motivate students to become environmental stewards as they look toward their futures on this planet.
ContributorsColeman, Lauren Jean (Author) / Walters, Molina (Thesis director) / Anthony, Charles (Committee member) / School of International Letters and Cultures (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Division of Teacher Preparation (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This study estimates the effect of district wealth on Arizona Empowerment Scholarship Account program participation using data from the Arizona Department of Education. We find that students from poor districts are not more likely to participate as school performance decreases.Conversely, those from wealthy districts do increase participation as school performance decreases. We briefly try to explain the observed heterogeneity through survey results and commenting on the program design.
ContributorsAngel, Joseph Michael (Author) / Kostol, Andreas (Thesis director) / Kuminoff, Nicolai (Committee member) / Economics Program in CLAS (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Non-Destructive Testing (NDT) is integral to preserving the structural health of materials. Techniques that fall under the NDT category are able to evaluate integrity and condition of a material without permanently altering any property of the material. Additionally, they can typically be used while the material is in active use instead of needing downtime for inspection.
The two general categories of structural health monitoring (SHM) systems include passive and active monitoring. Active SHM systems utilize an input of energy to monitor the health of a structure (such as sound waves in ultrasonics), while passive systems do not. As such, passive SHM tends to be more desirable. A system could be permanently fixed to a critical location, passively accepting signals until it records a damage event, then localize and characterize the damage. This is the goal of acoustic emissions testing.
When certain types of damage occur, such as matrix cracking or delamination in composites, the corresponding release of energy creates sound waves, or acoustic emissions, that propagate through the material. Audio sensors fixed to the surface can pick up data from both the time and frequency domains of the wave. With proper data analysis, a time of arrival (TOA) can be calculated for each sensor allowing for localization of the damage event. The frequency data can be used to characterize the damage.
In traditional acoustic emissions testing, the TOA combined with wave velocity and information about signal attenuation in the material is used to localize events. However, in instances of complex geometries or anisotropic materials (such as carbon fibre composites), velocity and attenuation can vary wildly based on the direction of interest. In these cases, localization can be based off of the time of arrival distances for each sensor pair. This technique is called Delta T mapping, and is the main focus of this study.
The two general categories of structural health monitoring (SHM) systems include passive and active monitoring. Active SHM systems utilize an input of energy to monitor the health of a structure (such as sound waves in ultrasonics), while passive systems do not. As such, passive SHM tends to be more desirable. A system could be permanently fixed to a critical location, passively accepting signals until it records a damage event, then localize and characterize the damage. This is the goal of acoustic emissions testing.
When certain types of damage occur, such as matrix cracking or delamination in composites, the corresponding release of energy creates sound waves, or acoustic emissions, that propagate through the material. Audio sensors fixed to the surface can pick up data from both the time and frequency domains of the wave. With proper data analysis, a time of arrival (TOA) can be calculated for each sensor allowing for localization of the damage event. The frequency data can be used to characterize the damage.
In traditional acoustic emissions testing, the TOA combined with wave velocity and information about signal attenuation in the material is used to localize events. However, in instances of complex geometries or anisotropic materials (such as carbon fibre composites), velocity and attenuation can vary wildly based on the direction of interest. In these cases, localization can be based off of the time of arrival distances for each sensor pair. This technique is called Delta T mapping, and is the main focus of this study.
ContributorsBriggs, Nathaniel (Author) / Chattopadhyay, Aditi (Thesis director) / Papandreou-Suppappola, Antonia (Committee member) / Skinner, Travis (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In materials science, developing GeSn alloys is major current research interest concerning the production of efficient Group-IV photonics. These alloys are particularly interesting because the development of next-generation semiconductors for ultrafast (terahertz) optoelectronic communication devices could be accomplished through integrating these novel alloys with industry-standard silicon technology. Unfortunately, incorporating a maximal amount of Sn into a Ge lattice has been difficult to achieve experimentally. At ambient conditions, pure Ge and Sn adopt cubic (α) and tetragonal (β) structures, respectively, however, to date the relative stability and structure of α and β phase GeSn alloys versus percent composition Sn has not been thoroughly studied. In this research project, computational tools were used to perform state-of-the-art predictive quantum simulations to study the structural, bonding and energetic trends in GeSn alloys in detail over a range of experimentally accessible compositions. Since recent X-Ray and vibrational studies have raised some controversy about the nanostructure of GeSn alloys, the investigation was conducted with ordered, random and clustered alloy models.
By means of optimized geometry analysis, pure Ge and Sn were found to adopt the alpha and beta structures, respectively, as observed experimentally. For all theoretical alloys, the corresponding αphase structure was found to have the lowest energy, for Sn percent compositions up to 90%. However at 50% Sn, the correspondingβ alloy energies are predicted to be only ~70 meV higher. The formation energy of α-phase alloys was found to be positive for all compositions, whereas only two beta formation energies were negative. Bond length distributions were analyzed and dependence on Sn incorporation was found, perhaps surprisingly, not to be directly correlated with cell volume. It is anticipated that the data collected in this project may help to elucidate observed complex vibrational properties in these systems.
By means of optimized geometry analysis, pure Ge and Sn were found to adopt the alpha and beta structures, respectively, as observed experimentally. For all theoretical alloys, the corresponding αphase structure was found to have the lowest energy, for Sn percent compositions up to 90%. However at 50% Sn, the correspondingβ alloy energies are predicted to be only ~70 meV higher. The formation energy of α-phase alloys was found to be positive for all compositions, whereas only two beta formation energies were negative. Bond length distributions were analyzed and dependence on Sn incorporation was found, perhaps surprisingly, not to be directly correlated with cell volume. It is anticipated that the data collected in this project may help to elucidate observed complex vibrational properties in these systems.
ContributorsLiberman-Martin, Zoe Elise (Author) / Chizmeshya, Andrew (Thesis director) / Sayres, Scott (Committee member) / Wolf, George (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Schools across the United States have been subject to a rise in violent incidents since 2013. Reading about school shootings, racist acts, and violent demonstrations in schools has unfortunately become commonplace, which is contributing to inequitable outcomes for some student populations. These equity gaps have triggered demands for more equitable solutions in schools, a responsibility that falls on the shoulders of stakeholders like school governing boards, principals, and parents.
Chandler Unified School District (CUSD), a large school system in Arizona that serves 45,000 students from preschool through high school, has been unable to escape similar structural and frictional inequities within its schools. One instance of a racially charged student performance at Santan Middle School motivated CUSD to take a more immediate look at equity in the district. It is during this response that our team of New Venture Group consultants engaged with Matt Strom, Assistant Superintendent of CUSD, in analyzing the important question of “how CUSD can take steps towards closing equity gaps within the district?”
CUSD defines an equity gap as any difference in student opportunity, achievement, discipline, attendance, etc. contributable to a student’s ethnicity, gender, or socioeconomic status. Currently, certain student populations in CUSD perform vastly different academically and receive different opportunities within schools, but as was our problem statement, CUSD is aiming to reduce (and eventually close) these gaps.
Our team approached this problem in three phases: (1) diagnosis, (2) solution creation, and (3) prevention. In phase one, we created a dashboard to help principals easily and visually identify gaps by toggling parameters on the dashboard. Phase two focused on the generation of recommendations for closing gaps. To achieve this goal, a knowledge of successful gap-closing strategies will be paired with the dashboard. In our final phase, the team of consultants created a principal scorecard to ensure equity remains a priority for principals.
Chandler Unified School District (CUSD), a large school system in Arizona that serves 45,000 students from preschool through high school, has been unable to escape similar structural and frictional inequities within its schools. One instance of a racially charged student performance at Santan Middle School motivated CUSD to take a more immediate look at equity in the district. It is during this response that our team of New Venture Group consultants engaged with Matt Strom, Assistant Superintendent of CUSD, in analyzing the important question of “how CUSD can take steps towards closing equity gaps within the district?”
CUSD defines an equity gap as any difference in student opportunity, achievement, discipline, attendance, etc. contributable to a student’s ethnicity, gender, or socioeconomic status. Currently, certain student populations in CUSD perform vastly different academically and receive different opportunities within schools, but as was our problem statement, CUSD is aiming to reduce (and eventually close) these gaps.
Our team approached this problem in three phases: (1) diagnosis, (2) solution creation, and (3) prevention. In phase one, we created a dashboard to help principals easily and visually identify gaps by toggling parameters on the dashboard. Phase two focused on the generation of recommendations for closing gaps. To achieve this goal, a knowledge of successful gap-closing strategies will be paired with the dashboard. In our final phase, the team of consultants created a principal scorecard to ensure equity remains a priority for principals.
ContributorsFerrara, Justin Christopher (Co-author) / Lee, Cynthia (Co-author) / Weston, Joshua (Co-author) / Licon, Wendell (Thesis director) / Strom, Matthew (Committee member) / Department of Economics (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Information Systems (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
Description
This paper considers what factors influence student interest, motivation, and continued engagement. Studies show anticipated extrinsic rewards for activity participation have been shown to reduce intrinsic value for that activity. This might suggest that grade point average (GPA) has a similar effect on academic interests. Further, when incentives such as scholarships, internships, and careers are GPA-oriented, students must adopt performance goals in courses to guarantee success. However, performance goals have not been shown to correlated with continued interest in a topic. Current literature proposes that student involvement in extracurricular activities, focused study groups, and mentored research are crucial to student success. Further, students may express either a fixed or growth mindset, which influences their approach to challenges and opportunities for growth. The purpose of this study was to collect individual cases of students' experiences in college. The interview method was chosen to collect complex information that could not be gathered from standard surveys. To accomplish this, questions were developed based on content areas related to education and motivation theory. The content areas included activities and meaning, motivation, vision, and personal development. The developed interview method relied on broad questions that would be followed by specific "probing" questions. We hypothesize that this would result in participant-led discussions and unique narratives from the participant. Initial findings suggest that some of the questions were effective in eliciting detailed responses, though results were dependent on the interviewer. From the interviews we find that students value their group involvements, leadership opportunities, and relationships with mentors, which parallels results found in other studies.
ContributorsAbrams, Sara (Author) / Hartwell, Lee (Thesis director) / Correa, Kevin (Committee member) / Department of Psychology (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05