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Showing posts with label achievement. Show all posts
Showing posts with label achievement. Show all posts

Thursday, October 16, 2008

Life from Space


Introduction
Growing evidence suggests that life on earth may have been seeded from outer space.


Podcast

Life from Space

Transcript

1. Nucleobases from Space

DNA components from space. I'm Bob Hirshon and this is Science Update.

Life on earth may have been jump-started by a special delivery from outer space. This according to a new report from an international team of scientists.

The researchers identified key chemical components of DNA and RNA—components called nucleobases—in a meteorite that landed in Australia in 1969. Lead author Zita Martins of University College London says nucleobases have been found in other meteorites too, but it wasn't clear how they got there.

Martins:

Our study really proved that in fact they are extraterrestrial.

That's because they contain a heavy isotope of carbon that forms only in outer space. The findings add to a growing body of evidence that the first building blocks of life came from meteorites and comets: an attractive theory, because the primitive earth appears unlikely to have formed them spontaneously. I'm Bob Hirshon for AAAS, the Science Society.

2. Molecular Space Cloud

Seeds of life in space. I'm Bob Hirshon and this is Science Update.

There's growing evidence that life on earth may have started with organic chemicals from outer space. Now, scientists are using the massive Green Bank Telescope to find these molecules in our Milky Way today.

Anthony Remijan of the National Radio Astronomy Observatory says they're studying a rich cloud of gas and dust, like the one that formed our solar system long ago.

Remijan:

There must have been complex organic molecules in that cloud in order to seed the molecular complexity we see in the solar system today. We just haven't had the instruments yet to detect these large molecules until now.

They're surveying the cloud across a wide range of radio frequencies. Then they'll look through the data for distinct radio signatures that are unique to each organic molecule. I'm Bob Hirshon for AAAS, the Science Society.



Making Sense of the Research
How did life arise on earth? It's a question that scientists have asked since the dawn of science. These studies address the very earliest stages of evolution, before actual life even existed.

According to current models, the earth formed about 4.6 billion years ago, and the oldest known fossils are about 3.5 billion years old. Sometime in between—no one knows exactly when—microscopic life began. But before you even get to the origin of life, you have to explain the origin of complex organic chemicals: chemicals that are the building blocks of all living things.

Those chemicals wouldn't have been abundant on a brand-new earth, which had a very different and much simpler chemical composition than today's planet. No one knows for sure what the early earth was like, but evidence suggests that it began as a ball of hot molten rock, surrounded by a thin atmosphere of hydrogen and helium. Later, as the surface cooled, volcanic eruptions would have released heavier gases into the atmosphere, like ammonia, methane, and water vapor.

Some scientists believe that the first building blocks of life, perhaps early forms of the genetic molecules DNA and RNA, were formed by chemical reactions in this early earth environment. Others believe that these molecules came directly from space, by hitching a ride on comets or meteorites that slammed into the planet's surface. There is evidence supporting both sides, but these two studies focus on the second hypothesis, which was once considered far-fetched but has been gaining favor over the past decade.

One reason that many scientists have doubted the life-from-space hypothesis (sometimes called panspermia or exogenesis) is that comets and meteorites burn as they enter the earth's atmosphere. Some scientists have argued that the extreme heat would destroy any organic molecules on the comets or meteorites before they hit the ground. Martins' study, however, claims to have found important organic molecules inside meteorites that could only have come from space, based on the chemical signature of the carbon in those molecules.

While the meteorites Martins studied fell to earth just forty years ago, the findings suggest that the same thing could easily have happened four billion years ago. Furthermore, evidence suggests that the early earth got smacked with meteorites a lot more than today. More meteorites means more chances for those nucleobases to collect on earth in large enough quantities to get life going.

Remijan's work is just getting started, but instead of looking on earth, he'll look in outer space for signs of organic compounds. His team will use a new, powerful radiotelescope to look at a cloud of space dust that resembles the cloud that formed our own solar system. They will base their search on the fact that all molecules emit radio waves as they rotate and vibrate, and that each molecule gives off a distinctive radio signature. By pointing the telescope at the cloud and sifting through these radio frequencies, they should be able to identify the types of chemicals in the cloud. Finding organic molecules in that cloud would lend further support to the idea that life may have been seeded from space.

Now try and answer these questions:
  1. What are two basic explanations for the origin of organic compounds on earth?
  2. Why is it important to explain the origin of these chemicals?
  3. What are nucleobases? How did Martins establish that the nucleobases in the Australian meteorites came from space?
  4. How will Remijan's work add to our understanding of the origin of organic molecules?
  5. What limits our scientific understanding of the origins of life on earth?

Saturday, June 7, 2008

Future-Concepts : Merit Pay For Teachers - How Will It Work?


Merit pay for teaching has been an unfulfilled goal of many teaching proponents for decades. There are examples that show it works elsewhere in this nation.

What about the private, entrepreneurial segments of America? Do they use rewards to recognize exemplary performance, as well as to motivate quality? One prominent performance measure in manufacturing is worker productivity. The more output a worker produces over a given time period, the higher the productivity quotient, with opportunity to increase earnings. In retail trade, customer satisfaction is a crucial measure of management focus. The healthcare sector uses trial studies to achieve success through improving patients' quality of life and lengthening life span. As diverse as these three enterprises are, they each remain worldly competitive by reducing errors. Through research and measurement, they isolate those areas of operation where most errors occur, and initiate practices to reduce those errors, with merit rewards as the prime incentive.

Although somewhat simplistic, it might be useful to identify the proven techniques that aid these employment segments with error reduction.

Goal Setting: With a continuing process in place for isolating error prone activities, goals that are observable and specific are stated in written form and communicated to all those involved in error reduction. Vague goals are easy to reach, but useless.

Computer-aided Technology Use: Creating software and/or hardware designed for alleviating tasks of a repetitive nature usually helps in reducing errors. Precision results are more likely to occur with technology use, than when humans perform the same tasks.

Decision Making: The responsibility for problem solving is usually best vested in persons closest to the problem. If you see it, fix it. Don't just call a specialist.

Merit Rewards: For that person who causes success above the level of expectation, their repeated performance at that level will more likely occur with merit recognition.

Entrepreneurial Competitive Support: American ingenuity remains the reason for surges in the unprecedented growth in start-up small business employment. This American service sector continues to grow, and create solutions wherever challenges exist.

COULD MERIT REWARDS WORK IN EDUCATION ?

Now, let's examine how well these techniques are, or could, benefit public education. If the private sector finds competitive success by implementing proven approaches for error reduction, could the public sector do the same? Perhaps attention to the elements that have made our American private sector the envy of the world would do the same for education.

Let's examine them one-by-one:

Goal Setting: This is one of the important sections of the Federal Policy "No Child Left
Behind" law. Each State is empowered with the task of writing, communicating and implementing specific, measurable student learning outcomes. This state-by-state process is moving slowly and many of the already published learning goals are not measurable, therefore no one can precisely agree if these stated student-goals have even been reached.

A practical solution to this dilemma would be an insistence that all goal statements contain action verbs that define observable human behaviors. One simple, but useful list of these verbs, arranged from simplest to most complex would be to: identify; distinguish; name; place in order; describe; contrast; state a rule; apply a rule; demonstrate; and interpret.
Not only would statements containing these verbs be observable, but they would also lead to measurability, a necessity for tracking learning progress with standardized testing.

Entrepreneurial Competitive Support: With the availability of goals containing observable academic behaviors, the task of preparing test questions focused on these outcomes becomes a precision task. Research by qualified test making companies can match questions to goals very precisely. At the present time these companies provide standardized achievement tests and scored test results.

But these results are of little use to teachers who need immediate feedback to diagnose areas for remediation. The thing that would be most useful to educators would be an Internet system that could electronically supply teachers with short classroom quizzes and instant scoring.

Unique tests of any length could be downloaded, based on the teacher's subject choice of item characteristics, available from the test company's large test-item database.

Other support organizations might offer a way to provide the quiz according to teacher-chosen curriculum characteristics, but with each student in the class receiving only a few questions. And each student's questions would differ from questions of all the others in class.

When electronically graded and returned, the scoring would then cover all the questions, and a wider range of ideas, thus providing the teacher immediate feedback on reaching specific academic objectives for the whole classroom. This process has been well researched and documented for about 35 years by the independent, National Assessment Of Educational Progress.

Should the teacher find these diagnostic quiz results unsatisfactory and desire a fresh approach to teaching the concept, a database of research-proven approaches, in lesson plan format should be available by electronic means. Over the years, educational research into successful teaching approaches has been supported by government grants and contracts, but remains hidden in some government file or on some professors' bio sheet. An entrepreneurial opportunity exists to validate and communicate these ideas; greatly assisting teachers through Internet downloads.

These are just a few ideas that should be available to help teachers reduce the errors in instructing America's uneducated youth. The service sector is always willing, capable and ready to fill this void, and to accomplish it competitively.

Computer-Aided Technology Use: With the familiarity of Internet use by today's educators, transition to this classroom measurement processes could occur with little training. In fact, the proliferation of software and hardware service could even assure test-item security for test manufacturers.

The service sector has a proven ability to meet this need quickly. Teachers would need log-in codes for program entry, classroom printers to download and print unique quizzes for students to answer, built in machine scoring capability to produce a classroom score and then destroy the paper tests, and database development to capture quiz and longer test results over a semester or year for teacher look-back and self-analysis.

This is just a sample of the aids a creative society could provide as assistance for our Nation's teachers, and result in improved student academic performance.

Decision Making: It goes without saying that individual leaders manage teachers' classrooms. Their success in fostering student academic achievements rests on their ability, training and support. Having immediate, professional feedback is much better than waiting a long time for "standardized test" results that come too late to practice remediation.

Merit Rewards: The basis for granting merit pay for exceptional performance is imbedded in the record electronically produced with each use of technology outlined in this article. It can be done. The private sector has shown the way!