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Remote Instrumentation for Science Education: Ensuring Security for Cyberinfrastructure-enabled Learning

Remote Instrumentation for Science Education: Ensuring Security for Cyberinfrastructure-enabled Learning

Fred E. Lytle, Gabriela C. Weaver, Phillip Wyss, Debora Steffen, John Campbell
Copyright: © 2012 |Pages: 17
ISBN13: 9781613501863|ISBN10: 1613501862|EISBN13: 9781613501870
DOI: 10.4018/978-1-61350-186-3.ch020
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MLA

Lytle, Fred E., et al. "Remote Instrumentation for Science Education: Ensuring Security for Cyberinfrastructure-enabled Learning." Internet Accessible Remote Laboratories: Scalable E-Learning Tools for Engineering and Science Disciplines, edited by Abul K.M. Azad, et al., IGI Global, 2012, pp. 397-413. https://doi.org/10.4018/978-1-61350-186-3.ch020

APA

Lytle, F. E., Weaver, G. C., Wyss, P., Steffen, D., & Campbell, J. (2012). Remote Instrumentation for Science Education: Ensuring Security for Cyberinfrastructure-enabled Learning. In A. Azad, M. Auer, & V. Harward (Eds.), Internet Accessible Remote Laboratories: Scalable E-Learning Tools for Engineering and Science Disciplines (pp. 397-413). IGI Global. https://doi.org/10.4018/978-1-61350-186-3.ch020

Chicago

Lytle, Fred E., et al. "Remote Instrumentation for Science Education: Ensuring Security for Cyberinfrastructure-enabled Learning." In Internet Accessible Remote Laboratories: Scalable E-Learning Tools for Engineering and Science Disciplines, edited by Abul K.M. Azad, Michael E. Auer, and V. Judson Harward, 397-413. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-186-3.ch020

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Abstract

This chapter will describe a laboratory of Internet accessible instrumentation that serves students participating in the Center for Authentic Science Practice in Education (CASPiE). The equipment consists of commercially available scientific instruments not commonly available for teaching purposes in two and four year colleges. All are controlled by proprietary instrument manufacturer software which is also necessary for data reduction and analysis. Because the Center is a consortium of a large number and variety of schools, and because the students have little previous experience with advanced instrumentation, security has been a major design goal. The discussion will focus primarily on the types of security and data provenance issues encountered and the methods used to make the CASPiE laboratory a secure part of the educational cyberinfrastructure.

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