Development and application of an urban solar photovoltaic opportunity mapping tool.

A Geospatial Opportunity Mapping (GOMap) tool was created to identify policy unconstrained land in urban cities that is technically feasible for the deployment of solar photovoltaic power stations; and identify buildings with north- or south-facing orientation for the installation of building integrated PV (BIPV). Collaboration with a local Governing authority and a local electricity provider enabled the process to elicit comprehensive policy and technical aspect information respectively that would impact the site selection process. Five policy and four technical aspects are comprised of a total of 36 individual factors displayable by GOMap on a high-resolution city grid with a scoring system implemented to distinguish between factors that encourage or inhibits solar PV deployment.

A High-throughput Automated ELISA Assay for Detection of IgG Antibodies to the SARS-CoV-2 Spike Protein.

The SARS-CoV-2 pandemic and vaccination campaign has illustrated the need for high throughput serological assays to quantitatively measure antibody levels. Here, we present a protocol for a high-throughput colorimetric ELISA assay to detect IgG antibodies against the SARS-CoV-2 spike protein. The assay robustly distinguishes positive from negative samples, while controlling for potential non-specific binding from serum samples.

Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses?

The Advanced Placement (AP) program has undergone two major reforms in recent decades: the first aimed at increasing access and the second at increasing relevance. Both initiatives are partially designed to increase the number of high school students from low-income backgrounds who have access to college-level coursework. Yet critics argue that schools in less-resourced communities are unable to implement AP at the level expected by its founders.

Measuring Students' Ability to Engage in Scientific Inquiry: A New Instrument to Assess Data Analysis, Explanation, and Argumentation.

We describe the conceptualization, design, development, validation, and testing of a summative instrument that measures high school students' ability to analyze and evaluate data, construct scientific explanations, and formulate scientific arguments in biology and chemistry disciplinary contexts. Data from 1,405 students were analyzed to evaluate the properties of the instrument. Student measurement separation reliability was 0.