Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.

Determining bridge deck deterioration through the use of 3D photogrammetry

The bridge inspection industry has yet to utilize a rapidly growing technology that shows promise to help improve the inspection process. This thesis investigates the abilities that 3D photogrammetry is capable of providing to the bridge inspector for a number of deterioration mechanisms. The technology can provide information about the surface condition of some bridge components, primarily focusing on the surface defects of a concrete bridge which include cracking, spalling and scaling. Testing was completed using a Canon EOS 7D camera which then processed photos using AgiSoft PhotoScan to align the photos and develop models. Further processing of the models was done using ArcMap in the ArcGIS 10 program to view the digital elevation models of the concrete surface. Several experiments were completed to determine the ability of the technique for the detection of the different defects. The cracks that were able to be resolved in this study were a 1/8 inch crack at a distance of two feet above the surface. 3D photogrammetry was able to be detect a depression of 1 inch wide with 3/16 inch depth which would be sufficient to measure any scaling or spalling that would be required be the inspector. The percentage scaled or spalled was also able to be calculated from the digital elevation models in ArcMap. Different camera factors including the distance from the defects, number of photos and angle, were also investigated to see how each factor affected the capabilities. 3D photogrammetry showed great promise in the detection of scaling or spalling of the concrete bridge surface.

Post processing of multiple GPS receivers to enhance baseline accuracy

Inexpensive, commercial available off-the-shelf (COTS) Global Positioning Receivers (GPS) have typical accuracy of ±3 meters when augmented by the Wide Areas Augmentation System (WAAS). There exist applications that require position measurements between two moving targets. The focus of this work is to explore the viability of using clusters of COTS GPS receivers for relative position measurements to improve their accuracy. An experimental study was performed using two clusters, each with five GPS receivers, with a fixed distance of 4.5 m between the clusters. Although the relative position was fixed, the entire system of ten GPS receivers was on a mobile platform. Data was recorded while moving the system over a rectangular track with a perimeter distance of 7564 m. The data was post processed and yielded approximately 1 meter accuracy for the relative position vector between the two clusters.