5 a b s t r a c t 6 Available online xxxx 12 13UV photon-driven condensed phase cosmic ice reactions have been the main focus in understanding the extra-14 terrestrial synthesis of complex organic molecules. Low-energy (≤20 eV) electron-induced reactions, on the 15 other hand, have been largely ignored. In this article, we review studies employing surface science techniques 16 to study low-energy electron-induced condensed phase reactions relevant to astrochemistry. In particular, we 17 show that low-energy electron irradiation of methanol ices leads to the synthesis of many of the same complex 18 molecules formed through UV irradiation. Moreover, our results are qualitatively consistent with the hypothesis 19 that high-energy condensed phase radiolysis is mediated by low-energy electron-induced reactions. In addition, 20 due to the numbers of available low-energy secondary electrons resulting from the interaction of high-energy 21 radiation with matter as well as differences between electron-and photon-induced processes, low-energy 22 electron-induced reactions are perhaps as, or even more, effective than photon-induced reactions in initiating 23 condensed-phase chemical reactions in the interstellar medium. Consequently, we illustrate a need for 24 astrochemical models to include the details of electron-induced reactions in addition to those driven by UV 25 photons. Finally, we show that low-energy electron-induced reactions may lead to the production of unique 26 molecular species that could serve as tracer molecules for electron-induced condensed phase reactions in the 27 interstellar medium. 28 Astrochemistry 31 Low-energy electrons 32 Temperature programmed desorption 33 Infrared reflection absorption spectroscopy 34 Cosmic ices 35 Interstellar medium 36 Synthesis of prebiotic molecules 37 38 39 40 41 45 is filled with complex molecules [2]. In addition to these optical spectral 46 absorption bands, vibrational emission bands have been used to telescop-47 ically identify complex molecules such as polyaromatic hydrocarbons 48 (PAHs Q6 ), fullerenes (C 60 , C 70 ), and diamondoids [3]. Moreover, (sub) mil-49 limeter rotational transitions of molecules have been exploited to identify 50 within interstellar and circumstellar clouds approximately 200 different 51 gas phase molecules including glycolaldehyde (HOCH 2 CHO) [4], a poten-52 tial prebiotic molecule. The synthesis of such complex/prebiotic mole-53 cules in the interstellar medium is thought to occur via three possible 54 mechanisms: (1) gas-phase reactions, (2) surface reactions on bare 55 carbonaceous or silicaceous dust grains, and (3) energetic processing of 56~100 ML (monolayer)-thick ice mantles surrounding micron-sized dust 57 grains [5]. In this review, we will explore the use of surface science tech-58 niques to understand the third mechanism, energetic ice processing, 59 which includes both surface and bulk reactions. Specifically, we will re-60 view the recent work which examines the role of low-energy electrons 61 in the synthesis of prebiot...

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Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging with the BacToMars game and curriculum intervention. Methodology: This study drew on prior findings in game-based learning and applied them to a videogame designed to connect microbiology with Constructionist microworlds. An experimental comparison showed the learning and engagement affordances of integrating this videogame into a mixed-media bioengineering curriculum. Elementary-aged children (N = 17) participated in a 9-hour learning intervention, with one group of n = 8 children receiving the BacToMars videogame and the other group (n = 9) receiving traditional learning activities on the same content. Pre- and post-surveys and interview data were collected from both groups. Contribution: This paper contributes to education research on children’s ability to meaningfully engage with abstract concepts at the intersection of science and engineering through bioengineering education, and to design research on developing educational technology for introducing bioengineering content to elementary school children. Findings: Children in both groups showed improved knowledge and attitudes related to bioengineering. Children who used BacToMars showed slightly stronger performance on game-specific concepts, while children in the control condition showed slightly higher generalized knowledge of bioengineering concepts. Recommendations for Practitioners: Practitioners should consider bioengineering as a domain for meaningful, interdisciplinary learning in elementary education.. Recommendation for Researchers: Design researchers should develop playful ways to introduce bioengineering concepts accurately and to engage children’s imaginations and problem-solving skills. Education researchers should further investigate developmentally appropriate ways to introduce bioengineering in elementary education. Impact on Society: BacToMars introduces a meaningful scenario to contextualize complex con-cepts at the intersection of science and engineering, and to engage children in real-world, interdisciplinary problem solving. Future Research: Future research should explore BacToMars and bioengineering curricula for elementary-aged children in larger samples, with longer intervention times.

We developed a multi-touch interface for the citizen science video game Foldit, in which players manipulate 3D protein structures, and compared multi-touch and mouse interfaces in a 41-subject user study. We found that participants performed similarly in both interfaces and did not have an overall preference for either interface. However, results indicate that for tasks involving guided movement to dock protein parts, subjects using the multi-touch interface completed tasks more accurately with fewer moves, and reported higher attention and spatial presence. For tasks involving direct selection and dragging of points, subjects using the mouse interface performed fewer camera adjustments.

BackgroundThe growth in the availability of personal genomic data to nonexperts poses multiple challenges to human-computer interaction research; data are highly sensitive, complex, and have health implications for individuals and families. However, there has been little research on how nonexpert users explore their genomic data.ObjectiveWe focus on how to support nonexperts in exploring and comparing their own personal genomic report with those of other people. We designed and evaluated CrossGenomics, a novel tool for comparing personal genetic reports, which enables exploration of shared and unshared genetic variants. Focusing on communicating comparative impact, rarity, and certainty, we evaluated alternative novel interactive prototypes.MethodsWe conducted 3 user studies. The first focuses on assessing the usability and understandability of a prototype that facilitates the comparison of reports from 2 family members. Following a design iteration, we studied how various prototypes support the comparison of genetic reports of a 4-person family. Finally, we evaluated the needs of early adopters—people who share their genetic reports publicly for comparing their genetic reports with that of others.ResultsIn the first study, sunburst- and Venn-based comparisons of two genomes led to significantly higher domain comprehension, compared with the linear comparison and with the commonly used tabular format. However, results show gaps between objective and subjective comprehension, as sunburst users reported significantly lower perceived understanding and higher levels of confusion than the users of the tabular report. In the second study, users who were allowed to switch between the different comparison views presented higher comprehension levels, as well as more complex reasoning than users who were limited to a single comparison view. In the third study, 35% (17/49) reported learning something new from comparing their own data with another person’s data. Users indicated that filtering and toggling between comparison views were the most useful features.ConclusionsOur findings (1) highlight features and visualizations that show strengths in facilitating user comprehension of genomic data, (2) demonstrate the value of affording users the flexibility to examine the same report using multiple views, and (3) emphasize users’ needs in comparison of genomic data. We conclude with design implications for engaging nonexperts with complex multidimensional genomic data.