Browsing by Subject "PBL"
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Item Investigation of surface inhomogeneity and estimation of the GOES skin temperature assimilation errors of the MM5 implied by the inhomogeneity over Houston metropolitan area(Texas A&M University, 2005-11-01) Han, Sang-OkThis study developed a parameterization method to investigate the impacts of inhomogeneous land surfaces on mesoscale model simulations using a high-resolution 1-d PBL model. Then, the 1-d PBL model was used to investigate the inhomogeneity-caused model errors in applying the GOES satellite skin temperature assimilation technique into the MM5 over the Houston metropolitan area (HOU). In order to investigate the surface inhomogeneity impacts on the surface fluxes and PBL variables over HOU, homo- and inhomogeneous 1-d PBL model simulations were performed over HOU and compared to each other. The 1-d PBL model was constructed so that the surface inhomogeneities were able to be represented within model grid elements using a methodology similar to Avissar and Pielke (1989). The surface inhomogeneities over HOU were defined using 30-m resolution land cover data produced by Global Environment Management (GEM), Inc. The inhomogeneity parameterization method developed in the 1-d model was applied to a standard MM5 simulation to test the applicability of the parameterization to 3-d mesoscale model simulations. From the 1-d simulations it was inferred that the surface inhomogeneities would enhance the sensible heat flux by about 36 % and reduce the latent heat flux by about 25 %, thereby inducing the warmer (0.7 %) and drier (-1.0 %) PBL and the colder and moister PBL top induced by greater turbulent diffusivities. The 3-d application of the inhomogeneity parameterization indicated consistent results with the 1-d in general, with additional effects of advection and differential local circulation. The original GOES simulation was warmer compared to observations over HOU than over surrounding areas. The satellite data assimilation itself would lead to a warm bias due to erroneous estimation of gridpoint-mean skin temperature by the satellite, but 1-d simulations indicate that the impact of this error should be much weaker than what was observed. It seems that, unless the already existing warm and dry bias of the MM5 is corrected, the inhomogeneity parameterization in the MM5 would adversely affect the MM5 performance. Therefore, consideration of the surface inhomogeneities in the urban area needs to be confined to the GOES skin temperature retrieval errors at the moment.Item Investigations in surface tension in thin films and self-diffusion in nanocomposites : lab experiences can help secondary educators better their instructional practices(2012-08) Brophy, Melissa; Ellison, Christopher G., 1960-; Allen, David T.This report documents the experiences and applications to practice of a secondary science teacher, instructional coach, and educational consultant performing academic research on surface tension in thin films and self-diffusion in nanocomposites in a chemical engineering lab setting. Throughout this experience, the author developed knowledge for and of engineering teaching through authentic learning experiences. These learning experiences will be used as a model to assist mentee teachers in developing authentic learning experiences for students that create an awareness of engineering while fostering engineering habits of mind and an understanding of the engineering design process.Item A statistical analysis of the effects of project-based learning on student high school and college outcomes(2015-05) Craig, Tara Theresa; Marshall, Jill Ann; Azevedo , Flavio; Beretvas, Susan N; Marder, Michael; Riegle-Crumb, CatherineThis dissertation research study is an analysis of the effects of project-based learning on a cohort of high school students’ achievement on mathematics and science standardized tests and graduation rates. The study also investigates college enrollment and first year grade point averages (GPA) for students taught solely through project-based instructional methods in high school. In the 21st century, STEM fields dominate our work force, but there is a decline in interest and persistence towards these fields that can be traced back to high school achievement in mathematics. The people that are choosing and prepared for STEM majors and careers are not representative of the US population, as they are lacking ethnic and gender diversity. The underlying premise is that inquiry-based teaching practices engage and motivate students leading to increased learning; however this premise is not currently fully supported with empirical research. This research compares students that attended a high school that teaches all courses through project-based learning with a matched control group of students. I first analyzed the demographic makeup of students that chose to apply to Manor New Tech, a STEM-focused, PBL school. Then, I developed multiple linear regression models that allowed me to determine that students attending the PBL school performed as well as the control group on math standardized exams and significantly better on one of the science standardized exams. Further analysis showed that ethnic and gender achievement gaps on the standardized assessments were maintained when students attended the PBL school. Similarly, students that attended the PBL school as likely to graduate high school. Comparing the PBL school with a more affluent school that also teaches all courses through PBL showed that graduates from the PBL school of focus in this research were significantly more likely to enroll in 2-year institutions of higher education and just as likely to enroll in 4-year and private institutions in Texas as the more affluent school. Finding that attendance at MNTH does not harm students’ standardized test performance or graduation rates could imply that being taught through PBL does not enhance high school and college outcomes. It could also imply that students taught at the PBL school, MNTH, are not experiencing authentic PBL, or conversely that students attending the comparison school, MHS, are receiving instruction through project-based methods as well. Lastly, the standardized assessments used to measure achievement may not be sensitive to some higher order skill development that may occur when taught through inquiry-based methods. Future research plans are to create new achievement measures that will capture more robust learning than traditional standardized tests. Using these instruments, further analysis of difference in students’ performance when they are taught through inquiry methods will be conducted.