Colin Wilson

Abstract:

Collisional parameters of H2O with CO2 are currently missing from international spectroscopic databases, although they are essential for accurate modeling of water vapor in CO2-rich planetary atmospheres. In this study, high-resolution infrared spectra of H2O broadened by CO2 were recorded using a Fourier Transform Spectrometer in the 1.18 and 2.34 µm spectral regions. CO2-collisional parameters for selected H2O transitions were derived through a multispectrum fitting procedure employing both Voigt and quadratic speed-dependent Voigt profiles. Furthermore, calculations based on the semi-classical Complex Robert-Bonamy-Ma formalism were performed to estimate CO2-broadened half-widths, line shifts, and their temperature dependencies across various atmospheric transparency windows. It results in a strong agreement between theoretical predictions and experimental data. Finally, the shared calculated linelist, obtained for a wide range of transitions, can be directly applied to radiative transfer modeling of atmospheres primarily composed of carbon dioxide

Abstract:

The conditions of the surface of Venus are extremely harsh, and there is no naturally evolved life on Venus. E. coli is a bacteria with a number of subtypes and adaptations to varying environments. This paper covers a number of adaptations a theoretical colony of E. coli bacteria could evolve, based on pre-existing adaptations of E. coli to its natural environments

Abstract:

Misconceptions are understandings of concepts that are not in accordance with scientific concepts. Teachers have the potential to experience misconceptions and misconceptions that occur in teachers can result in students also experiencing misconceptions. Research that examines science misconceptions in elementary school teachers is still rare, so there is a need for research examining science misconceptions in elementary school teachers, especially in elementary school teachers who are certified educators. Therefore, this study aims at determining whether science misconceptions occur in elementary school teachers with teaching certificates or not and how much misconceptions are experienced and the misconceptions occurred. This study employs descriptive quantitative by involving 17 certified elementary school teachers who are classroom teachers teaching several subjects in elementary schools including science subjects. Data collection was done by conducting a four tier misconception diagnosis test and the result was analyzed using by referring to four tier test concept developed by various researchers. The findings indicated that primary school teachers possessing teaching certificates exhibited science misconceptions at a rate of 22%, placing them in the low category of scientific understanding at 66%. Despite the relatively low occurrence of misconceptions, it is advisable for certified primary school teachers to further enhance their grasp of the concepts they impart to prevent any potential hindrance to the learning process