Instrumentation and Equipment for Air Chemistry/Meteorology Undergraduate Research and Education

空气化学/气象学本科生研究和教育仪器和设备

• 批准号: 9952428
• 负责人: Richard Clark
• 金额: $ 6.24万
• 依托单位: Millersville University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-02-15 至 2004-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9952428&HistoricalAwards=false
• 关键词: Instrumentation; Equipment; Air; Chemistry; Meteorology

Atmospheric Science (41) Adapting an upgraded and expanded suite of instruments and equipment for a mobile atmospheric research unit and tethered balloon facility for undergraduate field studies in air chemistry and air pollution boundary layer meteorology has allowed us to implement new educational initiatives (McGinn, M.K. and W-M. Roth, 1999: Preparing Students for Competent Scientific Practice: Implications of Recent Research in Science and Technology Studies. EDUCATIONAL RESEARCHER. Vol. 28, No. 3, 1999) . Students have engaged in the practice of science by pursuing investigations of their own interests (scientific inquiry), and collaborate with peers to solve problems, test algorithms, and develop synergistic insights and social interactions (scientific discourse). Gas-phase and particle samplers/analyzers, mounted for complete portability, are used to collect/measure CO, SO2, O3, NOx, VOCs, and PM2.5/10 in both lab and field settings. Students in Air Chemistry work in small groups, each responsible for the calibration and maintenance of instruments; collection, analysis, and quality assessment of measurements; visual representation of data; and dissemination of results. These tools are used to authenticate concepts in quantitative analysis such as filter correlation methods, pulsed fluorescence, chemiluminescence, UV photometry, KI oxidation, GC/MS analysis, and laser scatterometry (nephelometry). Each group investigates inter-relationships among gas-phase species and correlations with the meteorological conditions and regional measurements. Collaborative learning is stimulated through open discussion as information diffuses and discursive practices emerge within and between groups to the whole-class level. Students participate in the assessment of the project through content analysis of lab journals maintained while serving in control and experimental groups, and are expected to produce a joint-reflection paper based on interactive discourse. Students in Statistical Meteorology, Boundary Layer Meteorology, Environmental Chemistry, Atmospheric Thermodynamics, and Meteorological Instruments, Measurement, and Observing Systems are benefitting by engaging in the scientific process and exploration of scientific concepts through the development of problem-solving skills, critical thinking, and collaboration. The mobile air quality lab and ground station for tethered balloon operations produces vertical profiles of meteorological variables and ozone concentrations as part of three major multi-institutional field research programs (NARSTO-NE 1995, 1996; NARSTONE-OPS 1998-2001). Students participate as scientist apprentices responsible and accountable for research activities from logistics to data collection and publication. Chemical analyzers and air samplers are deployed in conjunction with a tethered multi-sonde atmospheric profiler to study the relationship between boundary layer evolution and the variability of surface trace gas species. The portability of instruments deployed in a mobile unit allows measurements to be obtained near sources of pollutants and at other locations representative of the regional background. Portability also enables outreach to K-12 and community groups. Concentrations of gas-phase criteria pollutants are available in real-time through a link to the meteorology Web site at www.atmos.millersv.edu. Also available are project assessments and results of scientific investigations using these instruments.

大气科学（41）为移动的大气研究单位和系留气球设施改造升级和扩展的仪器和设备套件，用于空气化学和空气污染边界层气象学的本科实地研究，使我们能够实施新的教育计划（McGinn，M.K.和W-M。罗斯，1999年：培养学生的能力 科学实践：最近科学研究的含义， 技术研究。教育研究员。第28卷，第3期，1999）。学生们通过追求自己的兴趣（科学探究）的调查从事科学实践，并与同龄人合作解决问题，测试算法，并开发协同见解和社会互动（科学话语）。气相和颗粒物采样器/分析仪，安装为完全便携式，用于收集/测量CO，SO2，O3，NOx，VOC和PM2.5/10在实验室和现场设置。空气化学专业的学生分成小组工作，每个小组负责仪器的校准和维护;收集，分析和测量质量评估;数据的可视化表示;以及结果的传播。这些工具用于验证定量分析中的概念，如滤波相关法、脉冲荧光法、化学发光法、紫外光度法、KI氧化法、GC/MS分析和激光散射法（浊度法）。 每个小组调查气相物质之间的相互关系以及与气象条件和区域测量的相关性。 协作学习是通过公开讨论刺激信息扩散和话语的做法出现在组内和组之间的全班水平。 学生通过在控制组和实验组服务时保持的实验室期刊的内容分析参与项目的评估，并有望产生基于交互式话语的联合反思论文。 统计气象学，边界层气象学，环境化学，大气热力学和气象仪器，测量和观测系统的学生通过发展解决问题的技能，批判性思维和协作来参与科学过程和科学概念的探索。 作为三个主要的多机构实地研究计划的一部分，用于系留气球操作的移动的空气质量实验室和地面站产生气象变量和臭氧浓度的垂直剖面图（NARSTONE 1995，1996; NARSTONE-OPS 1998-2001）。 学生作为科学家学徒参与，负责从物流到数据收集和出版的研究活动。 化学分析仪和空气采样器与系留多探头大气剖面仪一起部署，以研究边界层演变与地面痕量气体种类变化之间的关系。 由于安装在移动的装置中的仪器具有便携性，因此可以在污染源附近和代表区域背景的其他地点进行测量。可移植性还使外展K-12和社区团体。气相标准污染物的浓度可通过气象学网站www.atmos.millersv.edu的链接实时获得。 此外，还提供了项目评估和使用这些工具进行科学调查的结果。