Browsing by Author "Yang, Z."

Now showing 1 - 3 of 3
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    Beyond Finding Change: multitemporal Landsat for forest monitoring and management
    Wynne, Randolph H.; Thomas, Valerie A.; Brooks, Evan B.; Coulston, J. O.; Derwin, Jill M.; Liknes, Greg C.; Yang, Z.; Fox, Thomas R.; Ghannam, S.; Abbott, A. Lynn; House, M. N.; Saxena, R.; Watson, Layne T.; Gopalakrishnan, Ranjith (2017-07)
    Take homes
    • Tobler’s Law still in effect with time series – spatial autocorrelation in temporal coherence can help in both preprocessing and estimation
    • Continual process improvement in extant algorithms needed
    • Need additional means by which variations within (parameterization) and across algorithms addressed (the Reverend…)
    • Time series improving higher order products (example with NLCD TCC) enabling near continuous monitoring
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    Role of heating and current-induced forces in the stability of atomic wires
    Yang, Z.; Chshiev, Mairbek; Zwolak, Michael; Chen, Y. C.; Di Ventra, Massimiliano (American Physical Society, 2005-01)
    We investigate the role of local heating and forces on ions in the stability of current-carrying aluminum wires. For a given bias, we find that heating increases with wire length due to a redshift of the frequency spectrum. Nevertheless, the local temperature of the wire is relatively low for a wide range of biases provided good thermal contact exists between the wire and the bulk electrodes. On the contrary, current-induced forces increase substantially as a function of bias and reach bond-breaking values at about 1 V. These results suggest that local heating promotes low-bias instabilities if dissipation into the bulk electrodes is not efficient, while current-induced forces are mainly responsible for the wire breakup at large biases. We compare these results to experimental observations.
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    Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance.
    Stevens, Ann M.; Smith, Ann C.; Marbach-Ad, Gili; Balcom, Sarah A.; Buchner, John; Daniel, Sandra L.; DeStefano, Jeffrey J.; El-Sayed, Najib M.; Frauwirth, Kenneth; Lee, Vincent T.; McIver, Kevin S.; Melville, Stephen B.; Mosser, David M.; Popham, David L.; Scharf, Birgit E.; Schubot, Florian D.; Seyler, R. W.; Shields, P. A.; Song, W.; Stein, D. C.; Stewart, R. C.; Thompson, K. V.; Yang, Z.; Yarwood, S. A. (2017-04)
    Misconceptions, also known as alternate conceptions, about key concepts often hinder the ability of students to learn new knowledge. Concept inventories (CIs) are designed to assess students' understanding of key concepts, especially those prone to misconceptions. Two-tiered CIs include prompts that ask students to explain the logic behind their answer choice. Such two-tiered CIs afford an opportunity for faculty to explore the student thinking behind the common misconceptions represented by their choice of a distractor. In this study, we specifically sought to probe the misconceptions that students hold prior to beginning an introductory microbiology course (i.e., preconceptions). Faculty-learning communities at two research-intensive universities used the validated Host-Pathogen Interaction Concept Inventory (HPI-CI) to reveal student preconceptions. Our method of deep analysis involved communal review and discussion of students' explanations for their CI answer choice. This approach provided insight valuable for curriculum development. Here the process is illustrated using one question from the HPI-CI related to the important topic of antibiotic resistance. The frequencies with which students chose particular multiple-choice responses for this question were highly correlated between institutions, implying common underlying misconceptions. Examination of student explanations using our analysis approach, coupled with group discussions within and between institutions, revealed patterns in student thinking to the participating faculty. Similar application of a two-tiered concept inventory by general microbiology instructors, either individually or in groups, at other institutions will allow them to better understand student thinking related to key concepts in their curriculum.