DOCSLIB.ORG

Collaborative Inquiry

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Collaborative Inquiry COLLABORATIVE INQUIRY: TEACHER PROFESSIONAL DEVELOPMENT AS SITUATED, RESPONSIVE CO-CONSTRUCTION OF PRACTICE AND LEARNING by Leyton M. Schnellert A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate Studies (Curriculum and Instruction) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2011 © Leyton M. Schnellert, 2011 Abstract The research reported here grappled with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to enhance teacher practice and learning and student learning outcomes. A case study design was employed to study a community of inquiry (CoI) located within a Southern Arctic school district within which classroom teachers and special education teachers worked as partners to improve their writing instruction and increase access to learning and outcomes for students in inclusive classrooms. This research addressed three questions: (1) what practices did educators engage in as co-teachers within a CoI to consider, explore, and construct more inclusive writing instruction?; (2) how and why did collaborative, action- oriented inquiry cycles help teachers to develop understandings and practices that addressed, nurtured and supported diverse students’ literacy learning?; and (3) what conditions and qualities within professional development activities supported teacher learning and development of practice?. Findings suggested that teachers can make situated changes to practice that increase diverse students’ access to curriculum and learning when they: (1) set, enact, monitor and adapt context-specific goals for both students and themselves; (2) work collaboratively and problem-solve with others while trying to make shifts in practice; and (3) draw in resources as supports that can be adapted within their inquiries. In addition, co-teaching was found to be an approach that not only increased student access to curriculum and learning but had significant potential to support teacher learning and sustained shifts in practice. Implications for teachers’ learning, changes to practice, collaboration and professional development are discussed. ii Preface Approval for this research was granted by the University of British Columbia Behavioral Research Ethics Board (Certificate of Approval B04-0764). All participants received the opportunity to provide consent to participate in the research following university and school district ethical protocols. Pseudonyms were used for all participants and the name of the community has not been identified in this document. Drafts of portions of this work have been presented at international and national conferences (Schnellert & Butler, 2009a, 2009b, 2009c, 2010a, 2010b). iii Table of Contents Abstract ............................................................................................................................. ii Preface ............................................................................................................................. iii Table of Contents .............................................................................................................iv List of Tables ....................................................................................................................xi List of Figures ................................................................................................................ xii Acknowledgements ........................................................................................................ xiii Dedication........................................................................................................................xiv Chapter 1 – Introduction .................................................................................................1 Background ................................................................................................................1 Statement of the Problem and Purpose of the Study .................................................1 A focus on situated, collaborative inquiry .......................................................2 Collaborative teaching and professional development ....................................5 Linking CoI and co-teaching to shared concerns about inclusion and writing instruction.............................................................................................6 A focus on diverse learners and inclusive classrooms ...........................7 Linking inclusion and writing instruction ..............................................8 Contribution to the Literature ....................................................................................9 Overview of the Dissertation ...................................................................................10 Chapter 2 – Theoretical Framework: Drawing From and Building Upon a Foundation of Theory and Research .............................................................................12 Professional Development as a Practice-Based, Sustained, Situated, Inquiry- Oriented and Collaborative Process ........................................................................13 iv Teacher knowledge as derived through practice ............................................14 Situated professional development and practice-based learning ......................16 Inquiry-oriented professional development links context and practice ............20 Collaboration in situated, practice-oriented inquiry..........................................27 Pulling the pieces together: A multi-faceted conceptual framework ...............31 Outcomes Associated with Practice-Based, Sustained, Situated, Inquiry- Oriented, Collaborative Professional Development ................................................................32 Teacher learning as a valued outcome in process-focused professional development....................................................................................................33 Shifts in attitude and disposition ...........................................................33 Shifts in teacher knowledge ..................................................................37 CK and PCK arrived at by connecting theory and practice.......38 PCK grounded in reflection on problems of practice and possible actions..........................................................................40 PCK that emerges when teachers actively take note of, reflect on and problem-solve while practicing ..........................................42 Shifts in teacher practice .......................................................................44 Shifts in pedagogical practices..............................................................44 Practices intended to improve students’ access to and learning of curriculum ................................................................................ 45 Practices intended to develop students’ cognitive skills and strategies ....................................................................................46 Practices that help teachers to be more responsive in their interactions.................................................................................48 v Practices that nurture and support students’ active learning .....49 Practices that help students to be generative thinkers/learners..50 Shifts in inquiry as a practice .............................................................52 Student learning .............................................................................................54 Teacher collaboration as a valued outcome in process-focused professional development ...................................................................................................58 Collaboration as a process ..................................................................58 Benefits of collaboration ....................................................................61 Ideas Inquiry Community Members were Introduced to ........................................63 Writing instruction .........................................................................................64 Writing process ..................................................................................67 Writing workshop ..............................................................................69 Reading/writing connection ...............................................................71 Teacher as writer and model ..............................................................72 Mini-lessons .......................................................................................73 Formative assessment ........................................................................74 Writing instruction as inclusive practice .......................................................76 Collaborative teaching ...................................................................................80 Synthesis and Conclusion ........................................................................................81 Chapter 3 – Methodology ...............................................................................................86 The Big Picture: Theories and Goals ......................................................................86 Case Study as a Methodology: Why Case Study ....................................................87 Case Study Design ...................................................................................................90 An embedded
Load more

Recommended publications
  • USE of Gis for INTEGRATED RESOURCE PLANNING in Fom PROVIDENCE, NOKI'hwest Terrltories
    USE OF GIs FOR INTEGRATED RESOURCE MANAG-T PLANNING IN FOm PROVIDENCE, NOKI'HWEST TERRlTORIES by Stephen A. Kilburn A thesis presented to the University of Waterloo in fulfilment of the thesis requirement for the degree of Master of Arts in Regional Planning and Resource Development Waterloo, Ontario, Canada, 1997 @ Stephen A. Kilburn 1997 National Library Biblioth&que nationale du Canada Acquisitions and Acquisitions et Bibliographic Services seWsbibliographiques The author has granted a non- L'auteur a accord6 melicence non exclusive licence allowing the exclusive permettant a la National Lzl'brary of Canada to %iblioth&&enationale du Csmada de ~epfoduce,loan, distr'bute or sell reproduire, Ntet, distri'buer ou copies of bidher thesis by any means vendre des copies de sa thbde and in any form or fonnat, rnaking quelcp manib et sous -1que this thesis avaikble to interested forme que ce soit pour mettre des persons. exemplaires de cette th&e la disposition des personnes int&essies. The author retains ownership of the L'auteur conserve la propriete du copyright in hislher thesis. Neither bitd'auteur qui prot6ge sa Wse. Ni the thesis nor substantial extracts la these ni dm extraits substantiels de fiom it may be printed or otherwise cell-i ne doivent &re imprimes ou reproduced with the author's autrement reproduits sans son permission. atr~osatioon. The University of Waterloo requires the signatures of all persons using or photocopying this thesis. Please sign below, and give address and date. (iii) Geographic information systems ("GIs") are being adapted for use in a wide variety of ac- tivities involving management and analysis of spatial information- In the Canadian north, aboriginal communities engaged in integrated resource management have begun to use these systems.
    [Show full text]
  • Guide to Apicultural Potential, Climate Conditions, Air and Soil Quality in the Black Sea Basin
    GUIDE TO APICULTURAL POTENTIAL, CLIMATE CONDITIONS, AIR AND SOIL QUALITY IN THE BLACK SEA BASIN COORDINATOR: ADRIAN ZUGRAVU Project: INCREASING THE TRADING AND MODERNIZATION OF THE BEEKEEPING AND THE CONNECTED SECTORS IN THE BLACK SEA BASIN ITM BEE-BSB Regions: South-Eastern Romania Severoiztochen Bulgaria TR90 (Trabzon, Ordu, Giresun, Rize, Artvin, Gümüşhane) Turkey Moldova Mykolaiv – Ukraine ITM BEE-BSB www.itmbeebsb.com 2020 Common borders. Common solutions 0 CONTENTS What is the Black Sea Region Chapter 1 THE IMPORTANCE OF BEEKEEPING AT EUROPEAN LEVEL (Adrian Zugravu, Constanța Laura Augustin Zugravu) Chapter 2 THE APICULTURAL POTENTIAL 2.1 Introductory notes – definitions, classifications, biological diversity, (Ionica Soare) 2.2. Important melliferous plants in terms of beekeeping and geographical distribution (Ionica Soare) 2.2.1 Trees and shrubs (Ionica Soare) 2.2.2 Technical plants crops (Ionica Soare) 2.2.3 Forage crops (Ionica Soare) 2.2.4. Medicinal and aromatic plants (Adrian Zugravu, Ciprian Petrișor Plenovici) 2.2.5 Table of honey plants (Ionica Soare) Chapter 3. CLIMATE CONDITIONS (Ionica Soare) Chapter 4 AIR AND SOIL QUALITY IN THE BLACK SEA BASIN 4.1 The impact of climate change on the environmental resources in the Black Sea Basin (Adrian Zugravu, Camelia Costela Fasola Lungeanu) 4.2 The state of environmental resources in the Black Sea Region (Adrian Zugravu, Camelia Costela Fasola Lungeanu) 4.3 The soil quality in the Black Sea Basin (Adrian Zugravu, Camelia Costela Fasola Lungeanu) 4.4 Actions taken and issues related to soil / land degradation and desertification (Ionica Soare) 4.5 Developments and trends on the market for phytopharmaceutical products Adrian Zugravu, Camelia Costela Fasola Lungeanu) Bibliography Common borders.
    [Show full text]
  • Nutrient Transport from a Small Boreal Agricultural Watershed: Hydrological Control and Potential of Retention Ponds
    water Article Long-Term (2001–2020) Nutrient Transport from a Small Boreal Agricultural Watershed: Hydrological Control and Potential of Retention Ponds Sari Uusheimo * , Tiina Tulonen, Jussi Huotari and Lauri Arvola Lammi Biological Station, Ecosystems and Environment Research Programme, Faculty of Biological and Environmental Sciences, Helsinki University, FI-16900 Lammi, Finland; tiina.tulonen@helsinki.fi (T.T.); jussi.huotari@helsinki.fi (J.H.); lauri.arvola@helsinki.fi (L.A.) * Correspondence: sari.uusheimo@iki.fi Received: 3 August 2020; Accepted: 24 September 2020; Published: 30 September 2020 Abstract: Agriculture contributes significantly to phosphorus and nitrogen loading in southern Finland. Climate change with higher winter air temperatures and precipitation may also promote loading increase further. We analyzed long-term nutrient trends (2001–2020) based on year-round weekly water sampling and daily weather data from a boreal small agricultural watershed. In addition, nutrient retention was studied in a constructed sedimentation pond system for two years. We did not find any statistically significant trends in weather conditions (temperature, precipitation, discharge, snow depth) except for an increase in discharge in March. Increasing trends in annual concentrations were found for nitrate, phosphate, and total phosphorus and total nitrogen. In fact, phosphate concentration increased in every season and nitrate concentration in other seasons except in autumn. Total phosphorus and total nitrogen concentrations increased in winter as well and total phosphorus also in summer. Increasing annual loading trend was found for total phosphorus, phosphate, and nitrate. Increasing winter loading was found for nitrate and total nitrogen, but phosphate loading increased in winter, spring, and summer. In the pond system, annual retention of total nitrogen was 1.9–4.8% and that of phosphorus 4.3–6.9%.
    [Show full text]
  • A Blueprint for Alaska's Broadband Future
    A Blueprint for Alaska’s Broadband Future Updated and Revised 2019 The Denali Commission | www.denali.gov Connected Nation | www.connectednation.org December 11, 2019 TABLE OF CONTENTS 04 INTRODUCTION AND BACKGROUND 05 Alaska’s Unique Challenges 06 The 2014 Alaska Broadband Plan 07 Updating the Plan 08 THE CURRENT STATE OF BROADBAND IN ALASKA 09 Understanding the Challenge: Federal Data on Last-Mile Broadband Availability 11 Improvements in School Connectivity 13 MOVING THE NEEDLE: FIVE YEARS OF PROGRESS 14 “Middle-Mile” Infrastructure 20 Long-Haul Infrastructure 20 Provider Investment 20 Federal Permitting 21 State Leadership 22 Federal Investments: A Compendium 33 LOOKING AHEAD: RECOMMENDATIONS FOR THE NEXT FIVE YEARS 34 Measuring Success 35 Guiding Principles – Infrastructure Deployment & Prioritization 37 2019 Updated Recommendations 41 CONCLUSION INTRODUCTION AND BACKGROUND A BLUEPRINT FOR ALASKA’S BROADBAND FUTURE | UPDATED AND REVISED 2019 03 Released nearly 10 years ago, the Federal Communications Commission’s National Broadband Plan outlined the vital importance of broadband to communities of everywhere: “Like electricity a century ago, broadband is a foundation for economic growth, job creation, global competitiveness and a better way of life. It is enabling entire new industries and unlocking vast new possibilities for existing ones. It is changing how we educate children, deliver health care, manage energy, ensure public safety, engage government, and access, organize and disseminate knowledge.” 1 A decade later, this statement still holds true—only more so. As connectivity in the United States has become increasingly pervasive and robust, so too have the applications that have been designed to ride upon it—applications and services that now impact nearly every aspect of daily life.
    [Show full text]
  • Follow Us on Ww.Awg2016.Org • Facebook • Twitter • Instagram #Joinfeeljump #AWG2016 Storm Strands AWG2016
    2 – March 6, 2016 ULU NEWS Follow us on ww.awg2016.org • Facebook • Twitter • Instagram #JoinFeelJump #AWG2016 Storm strands AWG2016 Snow and gusting winds Two years of crossing fingers that the until 3pm, but with the weather refusing in Nuuk prevented about weather would cooperate had no effe- to improve, by early afternoon, all flights ct. A snowstorm in Nuuk on Saturday were again postponed again for another 1000 AWG athletes made it impossible for the organizers of eight hours. from arriving as planned. AWG2016 to fly participants from Kan- The delay means that the Yamal, Yukon, Organizers still hope the gerlussuaq Airport as planned. NWT, Alberta North and Alaskan contin- Team Yamal was the first delegation to gents will spend Saturday night in Kan- Games can begin on be affected by the storm. The team was gerlussuaq, and the opening ceremony Sunday with only minor permitted to depart Kangerlussuaq on on Sunday will be postponed until 8pm. Friday but had to turn back when high The ice-hockey players will be flown adjustments winds prevented their plane from landing directly from Kangerlussuaq to Iqaluit, in- in Nuuk. The 10 members of the team stead of from Nuuk after taking part in wound end up spending the night in Kan- the opening ceremony. By Martine Lind Krebs, Kangerlussuaq gerlussuaq. Upon arrival in Kangerlussuaq, partici- ulunews@awg2016 Even though the arrival of some of the pants are being transported to the local Canadian delegations and Alaskans in school and to Hotel Umimmak, where Greenland had been intentionally delay- they will have the chance to rest and have ed, the number of participants began pil- a meal consisting of army field rations.
    [Show full text]
  • Vanhanen Et Al-2019-Scientific Reports
    www.nature.com/scientificreports OPEN Maritime Hunter-Gatherers Adopt Cultivation at the Farming Extreme of Northern Europe 5000 Years Ago Received: 12 October 2018 Santeri Vanhanen 1, Stefan Gustafsson2, Håkan Ranheden3, Niclas Björck4, Accepted: 5 March 2019 Marianna Kemell 5 & Volker Heyd1 Published: xx xx xxxx The dynamics of the origins and spread of farming are globally debated in anthropology and archaeology. Lately, numerous aDNA studies have turned the tide in favour of migrations, leaving only a few cases in Neolithic Europe where hunter-gatherers might have adopted agriculture. It is thus widely accepted that agriculture was expanding to its northern extreme in Sweden c. 4000 BC by migrating Funnel Beaker Culture (FBC) farmers. This was followed by intense contacts with local hunter-gatherers, leading to the development of the Pitted Ware Culture (PWC), who nonetheless relied on maritime prey. Here, we present archaeobotanical remains from Sweden and the Åland archipelago (Finland) showing that PWC used free-threshing barley and hulled and free-threshing wheat from c. 3300 BC. We suggest that these hunter-gatherers adopted cultivation from FBC farmers and brought it to islands beyond the 60th parallel north. Based on directly dated grains, land areas suitable for cultivation, and absence of signs of exchange with FBC in Sweden, we argue that PWC cultivated crops in Åland. While we have isotopic and lipid-biomarker proof that their main subsistence was still hunting/fshing/gathering, we argue small-scale cereal use was intended for ritual feasts, when cereal products could have been consumed with pork. Te frst FBC farmers reached the northernmost extreme of farming in east-central Sweden c.
    [Show full text]
  • Live/Work/Play in Earth Orbit 01
    Earth/Space LWP-Earth-Orbit-01 Live/Work/Play in Earth Orbit 01 Bob & George • Bob Albrecht & George Firedrake • [email protected] This eBook is published under a Creative Commons Attribution-NonCommercial-ShareAlike license. You may give all or part of this eBook free to anyone. You may use it in other ways described at http://creativecommons.org/licenses/by-nc-sa/4.0/. Reality expands to fill the available fantasies. To expand your personal reality, fantasize, fantasize, and keep on fantasizing. – Bob & George This eBook is for teachers, tutors, librarians, parents, siblings, grandparents, and others who help learners learn math and science. It is A-OK to copy stuff from this eBook, modify it, enhance it, and paste it into your documents that you give free to students – or to anyone. IMAGINE/FANTASIZE Now: Live, work and play in Earth orbit in the International Space Station (ISS). Soon: Live, work and play in Earth orbit in resort hotels, research centers, factories, sports arena, junkyards and other space habitats. Far out: Millions of people live, work, and play in communities in Earth orbit. IMAGINE/FANTASIZE Today and tomorrow and beyond: You and your students imagine living, working and playing in a resort hotel, research center, factory, sports arena, junkyard or other community in Earth orbit. We will search the Internet for information and inspiration, and contrive mathemagical alakazams related to living, working and playing in Earth orbit. We are not experts, so much of this eBook will consist of links to Internet sites where we and you and your students can learn about living, working and playing in Earth orbit.
    [Show full text]
  • Download Paper
    KAREN L. JONES Karen L. Jones is a senior policy analyst and technology and market strategist at The Aerospace Corporation’s Center for Space Policy and Strategy. Jones has more than 30 years of experience across diverse industries, including federal government, information technology, telecommunications, remote sensing, satellite industry, environmental technology and services, oil and gas, mining, and renewable energy. Prior to joining Aerospace, Jones was a management consultant with Arthur D. Little and IBM Global Services. She has an M.B.A. from the Yale School of Management. MARTIN L. ROSS Martin N. Ross is an atmospheric scientist in Aerospace’s Launch Systems Division. Ross has over 30 years of experience performing research on the Earth’s climate and stratospheric ozone. He has managed airborne science campaigns for NASA and the National Oceanic and Atmospheric Administration (NOAA) and is a contributor to international studies such as the United Nations’ quadrennial “Scientific Assessment of Stratospheric Ozone Depletion.” Ross has published over 60 scientific papers covering a wide range of subjects in atmospheric science and rocket engine technology. Ross earned his Ph.D. in planetary physics from UCLA. SAMIRA PATEL Samira Patel is a policy analyst at Aerospace’s Center for Space Policy and Strategy. Her research includes space policy issues, satellite applications and services, and the commercial space sector. Prior to joining the center, Samira supported the Commercial Remote Sensing Regulatory Affairs Office at NOAA, where she focused on remote sensing licensing and the Advisory Committee on Commercial Remote Sensing activities. She graduated with a bachelor’s degree in anthropology from the University of Chicago.
    [Show full text]
  • The Northern Edge Study Guide
    The Northern Edge Study Guide TTThhheee NNNooorrrttthhheeerrrnnn EEEdddgggeee Introduction Introduction The NWT Literacy Council produced this Study Guide for adult educators and adult learners. It offers learning activities for fifteen stories from the first five issues of The Northern Edge. Issue #1: Ken’s Story Grizzly Bear Research Issue #2: Voices from Fort Good Hope Learning Doesn’t Stop Once You Get the Job Elections NWT Issue #3: Consumer Math Wolverine Research New Idea Series Issue #4: Learning in Action Multiple Intelligences Bathurst Caribou Project Issue #5: Climate Change Before I Was Born Ecology North Energy Saving Quiz Money Issues The Northern Edge is an on-line newspaper for adult learners. It covers stories about the north and celebrates our lives North of 60. Each issue of The Northern Edge has several stories and most stories have interactive learning activities on-line. The NWT Literacy Council produces The Northern Edge. Look for the stories and activities on our website www.nwt.literacy.ca The Northern Edge Study Guide TTThhheee NNNooorrrttthhheeerrrnnn EEEdddgggeee Acknowledgements Acknowledgements The NWT Literacy Council gratefully acknowledges the financial assistance for this project from the Department of Education, Culture, and Employment, GNWT and the National Literacy Secretariat. We also thank Evelyn Tregidgo, Hay River and Mary McCreadie, Yellowknife. Evelyn developed the first draft of 10 activities in the Study Guide. Mary developed the other five activities and did plain language editing, layout, and design for the Study Guide. Contact the NWT Literacy Council to get copies of the Study Guide. You can also download it from our website.
    [Show full text]
  • 1 a Comparison of Possibilities to Measure the Coordinates of A
    A comparison of possibilities to measure the coordinates of a moving hot body using an infrared telescope or Doppler radar S. N. Dolya Joint Institute for Nuclear Research, Joliot Curie str. 6, Dubna, Russia, 141980 Abstract A comparison of the sensitivities of methods which allow us to determine the coordinates of a moving hot body is made. The infrared telescope can reliably distinguish the signal from the body against the background of thermal radiation from the Earth’s surface and reflected solar radiation. The accuracy of determination of the body’s coordinates is of the order of 100 meters. The Doppler radar has an accuracy of coordinates’ determination of about 10 kilometers and requires deployment in the Earth’s orbit of a greater number of satellites compared to the infrared telescope. Introduction The infrared telescope and the Doppler radar are research instruments with a very high sensitivity. Three telescopes or radars of such type that are placed at the vertices of a triangle in which the Earth is “inscribed” will observe its total circumference. In order to view the entire surface of the Earth, three additional satellites rotating in the orthogonal plane ought to be used. Let us assume that a hot body moves above the Earth's surface. We will compare then the sensitivities of the above two instruments in determining the body’s coordinates. For that purpose we will calculate the intensity of radiation received by the antenna (mirror) with a diameter of 4 m which is placed at a satellite rotating round a circular orbit at the distance H sat = 6400 km from the Earth's surface.
    [Show full text]
  • Grizzly Bear Research
    The Northern Edge Study Guide Grizzly Bear Research TTThhheee NNNooorrrttthhheeerrrnnn EEEdddgggeee Grizzly Bear Research Grizzly Bear Research Introduction This story comes from Issue #1 of The Northern Edge. Biologists want to find out how bears use the land and how they react to activities such as roads and mining. Biologists hope their research helps to reduce harmful impacts on the bears’ environment. On-line learning activities include a spelling quiz, a fill-in-the-space vocabulary quiz, and a multiple choice comprehension quiz. This story offers an opportunity for learners to explore GPS, and words and concepts related to research and traditional knowledge. This section first presents a list of 10 learning activities and the written text for the story. The pages following the written text give instructor notes and handouts for each activity, in the order on the list. This symbol marks the written text for the story. This symbol marks instructor notes. This symbol marks handouts to copy for learners. Do the first activity, Website Research, before learners read the story. In this activity, learners focus on what they know before they read the story and what they learned from reading the story. The Northern Edge Study Guide 2 - 1 TTThhheee NNNooorrrttthhheeerrrnnn EEEdddgggeee Grizzly Bear Research Grizzly Bear Research List of Learning Activities Instructor Notes Handouts Page #s 1) Website research ** No handout 6 2) Vocabulary 1 handout 7 to 10 3) Language skills 1 handout 7, 11 4) Questions 2 handouts 12 to 15 5) Writing 5 handouts 16 to 25 6) Learn more about GPS 1 handout 26 to 29 7) Do your own grizzly 1 handout 30, 31 bear research 8) Latitude and longitude 3 handouts 32 to 36 9) Track an elephant on- No handout 37 line 10) Take a walk on the wild No handout 38 side ** Do this first activity before learners read the story Grizzly Bear Research.
    [Show full text]
  • Simulation of a Solar Airship
    FRIEDRICH-ALEXANDER-UNIVERSITÄT ERLANGEN-NÜRNBERG TECHNISCHE FAKULTÄT • DEPARTMENT INFORMATIK Lehrstuhl für Informatik 10 (Systemsimulation) Simulation of a solar airship Armin Bundle Master thesis Simulation of a solar airship Armin Bundle Master thesis Aufgabensteller: Prof. Dr. C. Pflaum Betreuer: Prof. Dr. C. Pflaum Bearbeitungszeitraum: 1.7.2017 – 2.1.2018 Erklärung: Ich versichere, dass ich die Arbeit ohne fremde Hilfe und ohne Benutzung anderer als der angegebenen Quellen angefertigt habe und dass die Arbeit in gleicher oder ähnlicher Form noch keiner anderen Prüfungsbehörde vorgelegen hat und von dieser als Teil einer Prüfungsleistung angenommen wurde. Alle Ausführungen, die wörtlich oder sinngemäß übernommen wurden, sind als solche gekennzeichnet. Der Universität Erlangen-Nürnberg, vertreten durch den Lehrstuhl für Systemsimulation (Informatik 10), wird für Zwecke der Forschung und Lehre ein einfaches, kostenloses, zeitlich und örtlich unbeschränktes Nutzungsrecht an den Arbeitsergebnissen der Master thesis einschließlich etwaiger Schutzrechte und Urheberrechte eingeräumt. Erlangen, den 2. Januar 2018 . Abstract Abstract The present Master thesis ’Simulation of a solar airship’ describes the simulation of two types of solar airship. The first type is a rigid airship similar to the airship LZ 129, called ’Hindenbug’, the second type is alike the Zeppelin NT semi-rigid airship. For both types the physically basic, the buoyancy force and the force of gravity for the vertical movement as well as the thrust force and the drag force for the horizontal move- ment were examined. For the calculations of the flight dynamics a new algorithm was designed for the ’Hindenburg’ and the Zeppelin NT. The first step is the calculation of the possible provided electrical energy by the airships solar cell field under the condition of arbitrary flight levels, locations and times of the day/year.
    [Show full text]