Development of specifications for the superpave simple performance tests

This study describes the development and establishment of a proposed Simple Performance Test (SPT) specification in order to contribute to the asphalt materials technology in the state of Michigan. The properties and characteristic of materials, performance testing of specimens, and field analyses are used in developing draft SPT specifications. These advanced and more effective specifications should significantly improve the qualities of designed and constructed hot mix asphalt (HMA) leading to improvement in pavement life in Michigan. The objectives of this study include the following: 1) using the SPT, conduct a laboratory study to measure the parameters including the dynamic modulus terms (E*/sinϕ and E*) and the flow number (Fn) for typical Michigan HMA mixtures, 2) correlate the results of the laboratory study to field performance as they relate to flexible pavement performance (rutting, fatigue, and low temperature cracking), and 3) make recommendations for the SPT criteria at specific traffic levels (e.g. E3, E10, E30), including recommendations for a draft test specification for use in Michigan. The specification criteria of dynamic modulus were developed based upon field rutting performance and contractor warranty criteria.

Improving sixth grade student knowledge of ecology using fish rearing and release as a real-world context

This research project measured the effects of real-world content in a science classroom by determining change (deep knowledge of life science content, including ecosystems from MDE – Grade Level Content Expectations) in a subset of students (6th Grade Science) that may result from the addition of curriculum (real-world content of rearing trout in the classroom). Data showed large gains from the pre-test to post-test in students from both the experimental and control groups. The ecology unit with the implementation of real-world content [trout] was even more successful, and improved students’ deep knowledge of ecosystem content from Michigan’s Department of Education Grade Level Content Expectations. The gains by the experimental group on the constructed response section of the test, which included higher cognitive level items, were significant. Clinical interviews after the post-test confirmed increases in deep knowledge of ecosystem concepts in the experimental group, by revealing that a sample of experimental group students had a better grasp of important ecology concepts as compared to a sample of control group students.