Orlando Science Center

Note: Nanomaterials are divided into four categories of zero-dimensional, onedimensional, two-dimensional nanomaterials and three-dimensional bulk nanomaterials according to their dimensions, which are on the nano scale, which are classi ed by top-down or bottom-up methods. They can be produced above. Due to their very small size, nanomaterials show special and sometimes di erent properties from other ordinary materials in electrical conductivity. In general, materials have three dimensions: length, width and height. If at least one of these dimensions is on the scale of nanotechnology (1-100 nanometers), it is called a nanostructured material. Nano-structured materials are divided according to how many dimensions they have on the scale of nanotechnology. One of these divisions is according to the number of free dimensions. Free dimension means a dimension that is not on the nano scale and can have any value. There are energy structures (alignment or strip) of materials along each dimension of length, width and height. In other words, every three-dimensional object has three separate energy structures along its three dimensions, the result of which expresses the energy structure of the entire material. Dimensions of nano-structured materials that are on the nano scale have so-called quantum con nement. For example, thin layers that have discrete energy levels in one dimension. Quantum limitation means that due to the limitation of nanoscale dimensions, the energy bands become discrete, and the greater the limitation (the smaller the dimensions), the greater the distance Qeios qeios.com

Playing sports is crucial to adolescents as a source of entertainment, a factor in improving mental health, and a way to promote physical development. However, sports, including volleyball, have an inherent risk of causing injuries to its players. The objective of this study is to determine the most common locations, types, and outcomes of volleyball injuries in adolescent athletes so that more people are aware of how these injuries occur. This would encourage volleyball athletes to be more mindful of these injuries when playing. The National Electronic Injury Surveillance System (NEISS) was used to analyze injuries in adolescents (ages 10-19) that occurred due to volleyball between the years 2013 and 2022. Approximately 347,395 volleyball injuries occurred in adolescents between 2013 and 2022, with the median age of patients being 15 years old. 274,003 patients were female (78.9%) while 73,392 patients were male (21.1%). 59,530 had injuries in the head or neck (17.1%), 141,660 in the lower extremities (40.8%), and 119,230 in the upper extremities (34.3%). 151,364 patients had sprains or strains (43.6%), 35,760 had fractures (10.3%), 36,804 had contusions or abrasions (10.6%), and the rest of the patients had other injuries. 342,567 patients were treated and released (98.6%), 2049 patients were left without being seen (0.6%), and 1648 patients were hospitalized (0.5%). This study shows that volleyball players are most vulnerable to getting sprains, strains, fractures, or bruises in the upper or lower extremities. While there are more injuries in adolescent females, this is likely because a majority of volleyball players between the ages of 10 and 19 are female. Further study may be done to identify how volleyball causes these injuries in an effort to prevent them.

Autism Spectrum Disorder (ASD) is a condition that affects social communication, behavior, and interests. This review analyzes recent brain imaging studies to understand the biological basis of ASD. Studies using structural magnetic resonance imaging (sMRI) show that people with ASD often have less gray matter in key brain areas like the amygdala and superior temporal sulcus. There are also concerns with white matter connections in the brain. Functional magnetic resonance imaging (fMRI)studies show reduced connectivity within critical brain networks and irregular activation patterns when processing social information. Intervention studies suggest that targeted training can improve brain function related to social skills. Postmortem research reveals cellular and synaptic changes, such as fewer Purkinje cells and altered neuron organization. These findings highlight the importance of studying the social brain network in ASD and suggest the need for more long-term, comprehensive studies. This review is intended to contribute to the development of advanced diagnostic tools and therapies that will ultimately enhance the quality of life for individuals with ASD.

Two-year community college (CC) students face many barriers for recruitment and retention into Science, Technology, Engineering, and Math (STEM) fields and vertical transfer to 4-year universities (4YUs). Experiential learning, mentoring, and cohort building are effective mechanisms for increasing STEM recruitment and retention, and close collaborations between CCs and 4YUs leverage complementary opportunities, supporting vertical transfer. We present a case study incorporating these concepts for a year-long Geoscience Education and Outreach Program (GEOP), a collaboration among a CC, a 4YU, and a non-profit science center, where 20 CC students participated in integrated academic, research, and internship components over three years. We present program design, implementation, revision, and outcomes for both students and institutions. Cohort-building activities encouraged professional conversations and built peer connections that addressed imposter syndrome, cultural divides, and other personal barriers to vertical transfer. The academic component had the highest completion rate, and a majority of respondents in exit interviews reported the internship as the most valuable experience, with half naming research or aspects thereof as most valuable. The vertical transfer exceeded typical CC rates, with 70% of GEOP students transferring to a 4YU, all in STEM disciplines. Successful implementation of GEOP required multi-institutional coordination, effective mentor-mentor and mentor-student communication, and continued program flexibility. Based upon our experiences, we provide several recommendations for implementations of similar programs.

State and national standards call for teaching evolution concepts as early as kindergarten, which provides motivation to continue developing science instruction and curriculum for young learners. The importance of addressing students’ folk theories regarding science justifies teaching evolution early in K-12 education. In this project, we developed, implemented, and researched standards-based lessons to teach elements of evolution (speciation and adaption) to kindergarteners and second graders. Our lessons attended to the students’ prior knowledge, and utilized inquiry and modeling to teach and assess their ability to recognize patterns of similarity and differences among organisms. Using their products and comments as evidence, it was apparent the students were able to communicate recognition of patterns and effectively apply their knowledge in near transfer activities, indicating they achieved our learning objectives. This provides support for teaching evolution concepts in the early grades and evidence of the ability for young children to effectively engage in supported inquiry and modeling for learning science.