The Pendulum and the Calculus.

ERIC Educational Resources Information Center

Sworder, Steven C.

A pair of experiments, appropriate for the lower division fourth semester calculus or differential equations course, are presented. The second order differential equation representing the equation of motion of a simple pendulum is derived. The period of oscillation for a particular pendulum can be predicted from the solution to this equation. As a…

Tarzan's Dilemma: A Challenging Problem for Introductory Physics Students

ERIC Educational Resources Information Center

Rave, Matthew; Sayers, Marcus

2013-01-01

The following kinematics problem was given to several students as a project in conjunction with a first-semester calculus-based physics course. The students were asked to keep a journal of all their work and were encouraged to keep even their scrap paper. The goal of the project was to expose the students to the process of doing theoretical…

Calculus in Your Career: Putting the "Relate" Back in Related Rates

ERIC Educational Resources Information Center

Lommatsch, Christina W.

2017-01-01

"Find the extreme values of the function." "At what rate is the distance between A and B increasing after 12 seconds?" Prompts like these can be heard in most first-semester calculus courses. Unfortunately, these cues also tend to prompt students' eyes to glaze over with thoughts of "When will I ever use this?" This…

Sharks, Minnows, and Wheelbarrows: Calculus Modeling Projects

ERIC Educational Resources Information Center

Smith, Michael D.

2011-01-01

The purpose of this article is to present two very active applied modeling projects that were successfully implemented in a first semester calculus course at Hollins University. The first project uses a logistic equation to model the spread of a new disease such as swine flu. The second project is a human take on the popular article "Do Dogs Know…

Reducing the failure rate in introductory physics classes

NASA Astrophysics Data System (ADS)

Saul, Jeff; Coulombe, Patrick; Lindell, Rebecca

2017-01-01

Calculus-based introductory physics courses are often among the most difficult at many colleges and universities. With the national movement to increase STEM majors, the introductory calculus-based courses need to be less of a weed-out course and more of a course that propels students forward into successful majors. This talk discusses two approaches to reduce DFW rates and improve student retention: studio courses and parachute courses. Studio courses integrate lecture/laboratory into one course where the primary mode of instruction is small group activities. Typically, any students enrolled in the college or university can enroll in a studio version of the course. Parachute courses on the other hand, focus on the poor performing students. Designed so that students not doing well in an introductory physics course can switch into the parachute class mid-semester without harm to their GPA. In addition, the parachute course focuses on helping students build the knowledge and skills necessary for success when retaking the calculus-based Physics course. The studio course format has been found to reduce DFW rates at several universities by 40-60% compared with separate lecture and laboratory format versions of the same courses, while parachutes courses were less successful. At one university, the parachute course succeeded in helping 80% of students maintain their GPA, but only helped 20% successfully pass the calculus-based physics course.

GRIPs (Group Investigation Problems) for Introductory Physics

NASA Astrophysics Data System (ADS)

Moore, Thomas A.

2006-12-01

GRIPs lie somewhere between homework problems and simple labs: they are open-ended questions that require a mixture of problem-solving skills and hands-on experimentation to solve practical puzzles involving simple physical objects. In this talk, I will describe three GRIPs that I developed for a first-semester introductory calculus-based physics course based on the "Six Ideas That Shaped Physics" text. I will discuss the design of the three GRIPs we used this past fall, our experience in working with students on these problems, and students' response as reported on course evaluations.

The Impact of Implementing Web Homework in Second-Semester Calculus

ERIC Educational Resources Information Center

LaRose, P. Gavin

2010-01-01

In this study we examine the introduction of on-line homework to a Calculus II course as a replacement for ungraded pencil-and-paper homework assignments. We consider how this had an impact on students' performance in the course, on student behavior in completing the assigned work, and on student attitudes toward it. We find that students working…

Students' Ways of Thinking about Two-Variable Functions and Rate of Change in Space

ERIC Educational Resources Information Center

Weber, Eric David

2012-01-01

This dissertation describes an investigation of four students' ways of thinking about functions of two variables and rate of change of those two-variable functions. Most secondary, introductory algebra, pre-calculus, and first and second semester calculus courses do not require students to think about functions of more than one variable. Yet…

Cramster: Friend or Foe?

ERIC Educational Resources Information Center

Grams, Michael

2011-01-01

Recently when teaching a first-semester calculus-based physics course for engineers, I was perplexed by a particular group of students. These individuals were able to solve nearly every homework problem assigned from the end-of-chapter exercises in our textbook, and in some cases were able to do so using methods that we had not covered in class.…

The Development and Nature of Problem-Solving among First-Semester Calculus Students

ERIC Educational Resources Information Center

Dawkins, Paul Christian; Epperson, James A. Mendoza

2014-01-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate…

Electrons and Positrons--Can Freshmen Get a Charge Out of Physics?

ERIC Educational Resources Information Center

Stevens, J. R.; Winegard, W. C.

1971-01-01

Describes a one semester introductory physics course for physical science students with PSSC and calculus as prerequisites. Course content concentrates on the properties of the electron, positron, andphoton. Summarizes the student evaluation of the course and the laboratory equipment used. (Author/DS)

Introductory Physics Gender Gaps: Pre- and Post-Studio Transition

NASA Astrophysics Data System (ADS)

Kohl, Patrick B.; Kuo, H. Vincent

2009-11-01

Prior work has characterized the gender gaps present in college-level introductory physics courses. Such work has also shown that research-based interactive engagement techniques can reduce or eliminate these gender gaps. In this paper, we study the gender gaps (and lack thereof) in the introductory calculus-based electricity and magnetism course at the Colorado School of Mines. We present eight semesters' worth of data, totaling 2577 students, with four semesters preceding a transition to Studio physics, and four following. We examine gender gaps in course grades, DFW (D grade, fail, or withdrawal) rates, and normalized gains on the Conceptual Survey of Electricity and Magnetism (CSEM), and consider factors such as student ACT scores and grades in prior math classes. We find little or no gap in male/female course grades and DFW rates, but substantial gaps in CSEM gains that are reduced somewhat by the transition to Studio physics.

Learning by doing at the Colorado School of Mines

NASA Astrophysics Data System (ADS)

Furtak, Thomas E.; Ruskell, Todd G.

2013-03-01

With over 260 majors, the undergraduate physics program at CSM is among the largest in the country. An underlying theme in this success is experiential learning, starting with a studio teaching method in the introductory calculus-based physics courses. After their second year students complete a 6-week full-time summer course devoted to hands-on practical knowledge and skills, including machine shop techniques, high-vacuum technology, applied optics, electronic control systems, and computational tools. This precedes a two-semester laboratory sequence that can be taught at an advanced level because of the students' experience. The required capstone senior course is a year-long open-ended challenge in which students partner with members of the faculty to work on authentic research projects, teaming with grad students or post-docs as contributing members to the department's externally funded scholarship. All of these features are important components of our B.S. degree, Engineering Physics, which is officially accredited by ABET.

Study Modules for Calculus-Based General Physics. [Includes Modules 21-23: Second Law and Entropy; Coulomb's Law and the Electric Field; and Flux and Gauss' Law].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

Predictors of Grades for Black Americans in a Non-Calculus, Preprofessional Physics Sequence.

ERIC Educational Resources Information Center

Vincent, Harold A.; And Others

Variables to predict grades in a noncalculus, preprofessional college physics course at Xavier University of Louisiana, a historically-black institution, were identified using linear regression. The two-semester, noncalculus physics course emphasizes the application of physics in the health professions. The study population consisted of 123…

Innovative Interactive Lecture Demonstrations Using Wireless Force Sensors and Accelerometers for Introductory Physics Courses

NASA Astrophysics Data System (ADS)

Yoder, G.; Cook, J.

2010-12-01

Interactive lecture demonstrations1-6 (ILDs) are a powerful tool designed to help instructors bring state-of-the-art teaching pedagogies into the college-level introductory physics classroom. ILDs have been shown to improve students' conceptual understanding, and many examples have been created and published by Sokoloff and Thornton.6 We have used the new technology of Vernier's Wireless Dynamics Sensor System (WDSS)7 to develop three new ILDs for the first-semester introductory physics (calculus-based or algebra-based) classroom. These three are the Force Board, to demonstrate the vector nature of forces, addition of vectors, and the first condition of equilibrium; the Torque Board, to demonstrate torque and the second condition for equilibrium; and the Circular Motion Board, to discover the nature of the acceleration an object exhibiting uniform circular motion. With the WDSS, all three of these ILDs are easy to set up and use in any classroom or laboratory situation, and allow more instructors to utilize the technique of interactive lecture demonstrations.

Assessing the Impacts of a Hybrid ``Flipped'' Approach to University Physics.

NASA Astrophysics Data System (ADS)

Hughes, Chris; Paulson, Scott

2015-03-01

Over the course of several years, the physics faculty at James Madison University has been gradually reforming the introductory calculus-based physics sequence to a hybrid model using a ``flipped classroom'' approach. The content traditionally delivered during lecture was divided into approximately 150 short (5-10 minute) videos. For homework, students are assigned 3-5 videos to watch before each class session. These assignments are combined with in-class activities including gouger problem solving and the tutorials developed by the University of Washington group to provide the students with focused guidance on concepts and skills that students traditionally have left our classes not having mastered. For the fall semester course on mechanics, the Force Concept Inventory (FCI) was used to evaluate student outcomes. For the spring semester course on E&M and optics, the Conceptual Survey of Electricity and Magnetism (CSEM) was used. Student reaction to the course structure was generally positive though there were some complaints in the student evaluations at the end of each semester. However, a positive impact on student outcomes was observed based on the Hake gains on the FCI.

Workshop Physics Activity Guide, Module 3: Heat Temperature and Nuclear Radiation, Thermodynamics, Kinetic Theory, Heat Engines, Nuclear Decay, and Random Monitoring (Units 16 - 18 & 28)

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research.

A transformative model for undergraduate quantitative biology education.

PubMed

Usher, David C; Driscoll, Tobin A; Dhurjati, Prasad; Pelesko, John A; Rossi, Louis F; Schleiniger, Gilberto; Pusecker, Kathleen; White, Harold B

2010-01-01

The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions.

A Transformative Model for Undergraduate Quantitative Biology Education

PubMed Central

Driscoll, Tobin A.; Dhurjati, Prasad; Pelesko, John A.; Rossi, Louis F.; Schleiniger, Gilberto; Pusecker, Kathleen; White, Harold B.

2010-01-01

The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions. PMID:20810949

Toward better physics labs for future biologists

NASA Astrophysics Data System (ADS)

Moore, K.; Giannini, J.; Losert, W.

2014-05-01

We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been developed and tested in two small test classes at the University of Maryland, College Park (UMD) in 2012-2013. We have designed the laboratories to be taken accompanying a reformed course in the student's second year, with calculus, biology, and chemistry as prerequisites. These prerequisites permit the laboratories to include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. We also introduce students to research-grade equipment and modern physics analysis tools in contexts relevant to biology while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories. Preliminary student response results from these two classes are discussed.

Vision and change in introductory physics for the life sciences

NASA Astrophysics Data System (ADS)

Mochrie, S. G. J.

2016-07-01

Since 2010, our physics department has offered a re-imagined calculus-based introductory physics sequence for the life sciences. These courses include a selection of biologically and medically relevant topics that we believe are more meaningful to undergraduate premedical and biological science students than those found in a traditional course. In this paper, we highlight new aspects of the first-semester course, and present a comparison of student evaluations of this course versus a more traditional one. We also present the effect on student perception of the relevance of physics to biology and medicine after having taken this course.

An intermediate-level course on Biological Physics

NASA Astrophysics Data System (ADS)

Nelson, Phil

2004-03-01

I describe both undergraduate and graduate 1-semester courses designed to give a survey of Biological Physics. The courses cover classical as well as recent topics. The undergraduate version requires calculus-based first-year physics as its prerequisite. With this level of assumed background, we can arrive at topics such as molecular motors, manipulation of single molecules, and the propagation of nerve impulses. Students majoring in physics, chemistry, biochemistry, and every engineering major (as well as a few in biology), end up taking this course. The graduate course covers the same material but includes exercises with symbolic mathematics packages and data modeling.

Assessing the Effectiveness of Studio Physics in Introductory-Level Courses at Georgia State University

NASA Astrophysics Data System (ADS)

Upton, Brianna; Evans, John; Morrow, Cherilynn; Thoms, Brian

2009-11-01

Previous studies have shown that many students have misconceptions about basic concepts in physics. Moreover, it has been concluded that one of the challenges lies in the teaching methodology. To address this, Georgia State University has begun teaching studio algebra-based physics. Although many institutions have implemented studio physics, most have done so in calculus-based sequences. The effectiveness of the studio approach in an algebra-based introductory physics course needs further investigation. A 3-semester study assessing the effectiveness of studio physics in an algebra-based physics sequence has been performed. This study compares the results of student pre- and post-tests using the Force Concept Inventory. Using the results from this assessment tool, we will discuss the effectiveness of the studio approach to teaching physics at GSU.

Modeling an Outbreak of Anthrax

ERIC Educational Resources Information Center

Sturdivant, Rod; Watts, Krista

2010-01-01

This article presents material that has been used as a classroom activity in a calculus-based probability and statistics course. The application was used in the first few lessons of this course. Students had three previous semesters of math, including calculus (single and multivariable), differential equations, and a course in mathematical…

Math 3320--Technical Mathematics II.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for a college pre-calculus course designed as the second course in a two-semester sequence for students in a Bachelor of Technology program. The course emphasizes applications from technology and verbal problems. Topics include trigonometric functions; identities;…

Key Concept Mathematics and Management Science Models

ERIC Educational Resources Information Center

Macbeth, Thomas G.; Dery, George C.

1973-01-01

The presentation of topics in calculus and matrix algebra to second semester freshmen along with a treatment of exponential and power functions would permit them to cope with a significant portion of the mathematical concepts that comprise the essence of several disciplines in a business school curriculum. (Author)

Assessing Online Homework in First-Semester Calculus

ERIC Educational Resources Information Center

Callahan, Jason T.

2016-01-01

This paper describes and assesses the implementation of online homework in a first-semester calculus course. Comparing sections of the course before implementation to those after, we find statistically significant improvements in retention rates, measures of student engagement, and participation on homework. We do not, however, find statistically…

The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students

NASA Astrophysics Data System (ADS)

Bektasli, Behzat

Graphs have a broad use in science classrooms, especially in physics. In physics, kinematics is probably the topic for which graphs are most widely used. The participants in this study were from two different grade-12 physics classrooms, advanced placement and calculus-based physics. The main purpose of this study was to search for the relationships between student spatial ability, logical thinking, mathematical achievement, and kinematics graphs interpretation skills. The Purdue Spatial Visualization Test, the Middle Grades Integrated Process Skills Test (MIPT), and the Test of Understanding Graphs in Kinematics (TUG-K) were used for quantitative data collection. Classroom observations were made to acquire ideas about classroom environment and instructional techniques. Factor analysis, simple linear correlation, multiple linear regression, and descriptive statistics were used to analyze the quantitative data. Each instrument has two principal components. The selection and calculation of the slope and of the area were the two principal components of TUG-K. MIPT was composed of a component based upon processing text and a second component based upon processing symbolic information. The Purdue Spatial Visualization Test was composed of a component based upon one-step processing and a second component based upon two-step processing of information. Student ability to determine the slope in a kinematics graph was significantly correlated with spatial ability, logical thinking, and mathematics aptitude and achievement. However, student ability to determine the area in a kinematics graph was only significantly correlated with student pre-calculus semester 2 grades. Male students performed significantly better than female students on the slope items of TUG-K. Also, male students performed significantly better than female students on the PSAT mathematics assessment and spatial ability. This study found that students have different levels of spatial ability, logical thinking, and mathematics aptitude and achievement levels. These different levels were related to student learning of kinematics and they need to be considered when kinematics is being taught. It might be easier for students to understand the kinematics graphs if curriculum developers include more activities related to spatial ability and logical thinking.

Optimization in First Semester Calculus: A Look at a Classic Problem

ERIC Educational Resources Information Center

LaRue, Renee; Infante, Nicole Engelke

2015-01-01

Optimization problems in first semester calculus have historically been a challenge for students. Focusing on the classic optimization problem of finding the minimum amount of fencing required to enclose a fixed area, we examine students' activity through the lens of Tall and Vinner's concept image and Carlson and Bloom's multidimensional…

Toward Better Physics Labs for Future Biologists

NASA Astrophysics Data System (ADS)

Giannini, John; Moore, Kim; Losert, Wolfgang

2014-03-01

We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been successfully developed and tested in two small test classes of students at the University of Maryland, College Park (UMD) in 2012-2013, and is currently being used on a wider scale. We have designed the laboratories to be taken accompanying a reformed course in the student's second year, with calculus, biology, and chemistry as prerequisites. This permits the laboratories to include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. One major focus of the laboratories is to introduce the students to research-grade equipment and modern physics analysis tools in contexts relevant to biology, while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories. Lab development procedures along with some preliminary student results from these two small test classes are discussed.

Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty

NASA Astrophysics Data System (ADS)

Lark, Adam

Scientific Community Laboratories, developed by The University of Maryland, have shown initial promise as laboratories meant to emulate the practice of doing physics. These laboratories have been re-created by incorporating their design elements with the University of Toledo course structure and resources. The laboratories have been titled the Scientific Learning Community (SLC) Laboratories. A comparative study between these SLC laboratories and the University of Toledo physics department's traditional laboratories was executed during the fall 2012 semester on first semester calculus-based physics students. Three tests were executed as pre-test and post-tests to capture the change in students' concept knowledge, attitudes, and understanding of uncertainty. The Force Concept Inventory (FCI) was used to evaluate students' conceptual changes through the semester and average normalized gains were compared between both traditional and SLC laboratories. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was conducted to elucidate students' change in attitudes through the course of each laboratory. Finally, interviews regarding data analysis and uncertainty were transcribed and coded to track changes in the way students understand uncertainty and data analysis in experimental physics after their participation in both laboratory type. Students in the SLC laboratories showed a notable an increase conceptual knowledge and attitudes when compared to traditional laboratories. SLC students' understanding of uncertainty showed most improvement, diverging completely from students in the traditional laboratories, who declined throughout the semester.

Pima College Students' Knowledge of Selected Basic Physical Science Concepts.

ERIC Educational Resources Information Center

Iadevaia, David G.

In 1989 a study was conducted at Pima Community College (PCC) to assess students' knowledge of basic physical science concepts. A three-part survey instrument was administered to students in a second semester sociology class, a first semester astronomy class, a second semester Spanish class, and a first semester physics class. The survey…

Expectancy violation in physics and mathematics classes in a student-centered classroom

NASA Astrophysics Data System (ADS)

Alvarado, Carolina; Dominguez, Angeles; Rodriguez, Ruth; Zavala, Genaro

2012-02-01

This report analyzes the results of the implementation at a large private Mexican university of the Pedagogical Expectancy Violation Assessment (PEVA), developed by Gaffney, Gaffney and Beichner [1]. The PEVA was designed to evaluate shifts of the first student's expectations due to the initial orientation and experiences in the classroom. The data was collected at the Student-Centered Learning (ACE) classroom, based on the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom. Three professors participated with their groups during the first semester they implemented their courses in this environment. Participants were enrolled either in a Pre-Calculus, Differential Equations, or Electricity and Magnetism course. The results indicate shifts in students' expectations during the semester and reveals differences in shifts among the different courses.

The development and nature of problem-solving among first-semester calculus students

NASA Astrophysics Data System (ADS)

Dawkins, Paul Christian; Mendoza Epperson, James A.

2014-08-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate this blended instruction as a local representative of the US calculus reform movements that helped foster it. These reform movements tended to emphasize problem-solving as well as multiple mathematical registers and quantitative modelling. Our statistical analysis reveals the influence of the blended traditional/reform calculus instruction on students' ability to solve calculus-related, non-routine problems through repeated measures over the semester. The calculus instruction in this study significantly improved students' performance on non-routine problems, though performance improved more regarding strategies and accuracy than it did for drawing conclusions and providing justifications. We identified problem-solving behaviours that characterized top performance or attrition in the course. Top-performing students displayed greater algebraic proficiency, calculus skills, and more general heuristics than their peers, but overused algebraic techniques even when they proved cumbersome or inappropriate. Students who subsequently withdrew from calculus often lacked algebraic fluency and understanding of the graphical register. The majority of participants, when given a choice, relied upon less sophisticated trial-and-error approaches in the numerical register and rarely used the graphical register, contrary to the goals of US calculus reform. We provide explanations for these patterns in students' problem-solving performance in view of both their preparation for university calculus and the courses' assessment structure, which preferentially rewarded algebraic reasoning. While instruction improved students' problem-solving performance, we observe that current instruction requires ongoing refinement to help students develop multi-register fluency and the ability to model quantitatively, as is called for in current US standards for mathematical instruction.

Anatomy of a Multi-Section Calculus Semester: A Student's-Eye View

ERIC Educational Resources Information Center

Cardetti, Fabiana; McKenna, P. Joseph

2012-01-01

The purpose of this article is to provide a deeper understanding of the natural rhythm of a typical semester, as observed in students' reflections in journals kept during the semester. Our analysis of students' writings rendered a breakdown of the semester into four distinct periods that were independent of the particular semester or section the…

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

NASA Astrophysics Data System (ADS)

Karim, Nafis I.; Maries, Alexandru; Singh, Chandralekha

2018-03-01

Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on the gender gap observed with validated conceptual surveys. We compare male and female students’ performance in courses which make significant use of evidence-based active-engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrolment and often had more than 100 students. The analysis of data for validated conceptual surveys presented here includes data from two-semester sequences of algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the force concept inventory and the conceptual survey of electricity and magnetism, respectively. In the research discussed here, the performance of male and female students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was an EBAE course and the other an LB course, while the homework, recitations and final exams were kept the same; (II) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, on conceptual surveys we find that students in courses which make significant use of active-engagement strategies, on average, outperformed students in courses of the same type using primarily lecture-based instruction even though there was no statistically significant difference on the pre-test before instruction. However, the gender gap persisted even in courses using EBAE methods. We also discuss correlations between the performance of male and female students on the validated conceptual surveys and the final exam, which had a heavy weight on quantitative problem solving.

The Integration of Biology into Calculus Courses

ERIC Educational Resources Information Center

Comar, Timothy D.

2008-01-01

This article discusses the incorporation of biological content into existing calculus courses without significantly changing the courses. This is exemplified by the common laboratory course taken by students in all first semester calculus courses at Benedictine University. Several biologically oriented projects are implemented in this laboratory…

Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

NASA Astrophysics Data System (ADS)

McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

2016-12-01

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

Resequencing Calculus

ERIC Educational Resources Information Center

Dwyer, Dave; Gruenwald, Mark; Stickles, Joe; Axtell, Mike

2018-01-01

Resequencing Calculus is a project that has reordered the typical delivery of Calculus material to better serve the needs of STEM majors. Funded twice by the National Science Foundation, this project has produced a three-semester textbook that has been piloted at numerous institutions, large and small, public and private. This paper describes the…

Aspects of Calculus for Preservice Teachers

ERIC Educational Resources Information Center

Fothergill, Lee

2011-01-01

The purpose of this study was to compare the perspectives of faculty members who had experience teaching undergraduate calculus and preservice teachers who had recently completed student teaching in regards to a first semester undergraduate calculus course. An online survey was created and sent to recent student teachers and college mathematics…

Catwalk: First-Semester Calculus.

ERIC Educational Resources Information Center

Speiser, Bob; Walter, Chuck

1994-01-01

Describes the use of time-lapse photographs of a running cat as a model to investigate the concepts of function and derivative in a college calculus course. Discusses student difficulties and implications for teachers. (MKR)

How a gender gap in belonging contributes to the gender gap in physics participation

NASA Astrophysics Data System (ADS)

Stout, Jane G.; Ito, Tiffany A.; Finkelstein, Noah D.; Pollock, Steven J.

2013-01-01

A great deal of research indicates that feeling a secure sense of belonging in academic settings is critical to students' achievement. In the current work, we present data collected over multiple semesters of a calculus-based introductory physics class indicating that women feel a lower sense of belonging than men in physics. This finding is important because our data also indicate that having a strong sense of belonging in physics positively predicts the degree to which all students see the value of physics in their daily life (an outcome that predicts motivation and persistence in achievement settings) as well as performance on exams in the course. We identify one potential antecedent of women's relatively lower sense of belonging in physics, namely, negative cultural stereotypes about women's inferior ability in physics compared to men. We then discuss pedagogical strategies that might be employed to enhance women's sense of belonging in physics.

Patterns of Incorrect Responses on the FCI and Course Success

NASA Astrophysics Data System (ADS)

Wells, James; Mokaya, Fridah; Valente, Diego

The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

Analyzing Conceptual Gains in Introductory Calculus with Interactively-Engaged Teaching Styles

ERIC Educational Resources Information Center

Thomas, Matthew

2013-01-01

This dissertation examines the relationship between an instructional style called Interactive-Engagement (IE) and gains on a measure of conceptual knowledge called the Calculus Concept Inventory (CCI). The data comes from two semesters of introductory calculus courses (Fall 2010 and Spring 2011), consisting of a total of 482 students from the…

Online Homework in Calculus I: Friend or Foe?

ERIC Educational Resources Information Center

Halcrow, Cheryl; Dunnigan, Gerri

2012-01-01

This article describes a quantitative and qualitative assessment from a study done on the possible effectiveness of including an online homework component in first-semester calculus. Two instructors, each teaching two sections of Calculus I, agreed to treat one of their sections as an experimental group and the other as a control group. Students…

An investigation of student thinking regarding calorimetry, entropy, and the second law of thermodynamics

NASA Astrophysics Data System (ADS)

Christensen, Warren Michael

This thesis constitutes an investigation into student understanding of concepts in thermal physics in an introductory calculus-based university physics course. Nearly 90% of students enrolled in the course had previous exposure to thermodynamics concepts in chemistry and/or high-school physics courses. The two major thrusts of this work are (1) an exploration of student approaches to solving calorimetry problems involving two substances with differing specific heats, and (2) a careful probing of student ideas regarding certain aspects of entropy and the second law of thermodynamics. We present extensive free-response, interview, and multiple-choice data regarding students' ideas, collected both before and after instruction from a diverse set of course semesters and instructors. For topics in calorimetry, we found via interviews that students frequently get confused by, or tend to overlook, the detailed proportional reasoning or algebraic procedures that could lead to correct solutions. Instead, students often proceed with semi-intuitive reasoning that at times may be productive, but more often leads to inconsistencies and non-uniform conceptual understanding. Our investigation of student thinking regarding entropy suggests that prior to instruction, students have consistent and distinct patterns of incorrect or incomplete responses that often persist despite deliberate and focused efforts by the instructor. With modified instruction based on research-based materials, significant learning gains were observed on certain key concepts, e.g., that the entropy of the universe increases for all non-ideal processes. The methodology for our work is described, the data are discussed and analyzed, and a description is given of goals for future work in this area.

Alternative theoretical method for motion of a sand-filled funnel experiment

NASA Astrophysics Data System (ADS)

Byrd, David; White, Gary

2001-11-01

In "Motion of a Sand-Filled Funnel," Peter Sullivan and Anna McLoon described how to use numerical methods and a Microsoft Excel spreadsheet to predict the motion of a variant of Atwood's machine with variable mass. They wrote for noncalculus-based physics classes, but we solve the same problem using the methods of calculus. Our method highlights the less-familiar but more accurate version of Newton's second law, ∑F =dp/dt. This can help introductory physics students understand a broader definition of Newton's second law and enhance their calculus skills. It also teaches students how to solve a variable-mass problem.

Effects of Clicker Use on Calculus Students' Mathematics Anxiety

ERIC Educational Resources Information Center

Batchelor, John

2015-01-01

This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught…

Promoting Students' Ability to Think Conceptually in Calculus

ERIC Educational Resources Information Center

Zerr, Ryan J.

2010-01-01

An overview is given of three conceptual lessons that can be incorporated into any first-semester calculus class. These lessons were developed to help promote calculus students' ability to think conceptually, in particular with regard to the role that infinity plays in the subject. A theoretical basis for the value of these lessons is provided,…

Preparatory Year Program Courses as Predictors of First Calculus Course Grade

ERIC Educational Resources Information Center

Yushau, B; Omar, M. H

2007-01-01

This study investigates the effect of the preparatory year program courses on the first calculus course (Calculus I) at King Fahd University of Petroleum and Minerals (KFUPM). The data consists of more than 2,000 bilingual Arab university students studying in the English language, tracked over seven semesters. These students represent over 70% of…

A Comprehensive Probability Project for the Upper Division One-Semester Probability Course Using Yahtzee

ERIC Educational Resources Information Center

Wilson, Jason; Lawman, Joshua; Murphy, Rachael; Nelson, Marissa

2011-01-01

This article describes a probability project used in an upper division, one-semester probability course with third-semester calculus and linear algebra prerequisites. The student learning outcome focused on developing the skills necessary for approaching project-sized math/stat application problems. These skills include appropriately defining…

Enabling Students to Develop a Scientific Mindset

NASA Astrophysics Data System (ADS)

Kalman, Calvin

2010-02-01

This paper is centered on getting students to understand the nature of science (NOS) by considering historical material in relation to modern philosophers of science. This paper incorporates the methodology of contrasting cases in the calculus-based introductory physics course on optics and modern physics. Students study one philosopher all semester as a group project and report regularly on how their philosopher would view the subject matter of the course. Almost all of the students were able to argue successfully on the final examination about all three philosophers. Students become aware that the same textual material can be viewed in a variety of ways. The answers that students give about the NOS have become clearer at the end of the course.

A Calculus-Level Introductory Physics Course with an Astronomy Theme

NASA Astrophysics Data System (ADS)

Amato, Joseph

2011-05-01

Physics from Planet Earth (PPE) is a one-semester, calculus-based introductory course in classical mechanics intended for first year students of physics, chemistry, astronomy and engineering. Most of the core topics in mechanics are included, but many of the examples and applications are drawn from astronomy, space science, and astrophysics. The laws of physics are assigned the task of exploring the heavens - the same task addressed by Newton over 300 years ago at the birth of classical mechanics. How do we know the distance to the Moon, Sun, or other galaxies? How do we know the masses of the Earth, Sun, and other planets and stars, and why do we believe in "missing” mass? As a physics course, PPE concentrates on how we know rather than what we know. Examples and applications include those of historical importance (the Earth-Moon distance, the Earth-Sun distance, Ptolemaic vs. Copernican models, weighing the Earth) as well as those of contemporary interest (Hubble's Law, rocket propulsion, spacecraft gravity boosts, the Roche limit, search for extrasolar planets, orbital mechanics, pulsars, galactic rotation curves). The course has been taught successfully at Colgate for over a decade, using materials that have been developed and refined during the past 15 years. Developers of PPE are eager to enrich the course by identifying other topics in contemporary astronomy that can be adapted for the first year physics audience.

Developing the Fundamental Theorem of Calculus. Applications of Calculus to Work, Area, and Distance Problems. [and] Atmospheric Pressure in Relation to Height and Temperature. Applications of Calculus to Atmospheric Pressure. [and] The Gradient and Some of Its Applications. Applications of Multivariate Calculus to Physics. [and] Kepler's Laws and the Inverse Square Law. Applications of Calculus to Physics. UMAP Units 323, 426, 431, 473.

ERIC Educational Resources Information Center

Lindstrom, Peter A.; And Others

This document consists of four units. The first of these views calculus applications to work, area, and distance problems. It is designed to help students gain experience in: 1) computing limits of Riemann sums; 2) computing definite integrals; and 3) solving elementary area, distance, and work problems by integration. The second module views…

Impacts of curricular change: Implications from 8 years of data in introductory physics

NASA Astrophysics Data System (ADS)

Pollock, Steven J.; Finkelstein, Noah

2013-01-01

Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty's use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations.

On Flipping First-Semester Calculus: A Case Study

ERIC Educational Resources Information Center

Petrillo, Joseph

2016-01-01

High failure rates in calculus have plagued students, teachers, and administrators for decades, while science, technology, engineering, and mathematics programmes continue to suffer from low enrollments and high attrition. In an effort to affect this reality, some educators are "flipping" (or inverting) their classrooms. By flipping, we…

Pushing the Limit: A Class Project

ERIC Educational Resources Information Center

Odafe, Victor U.

2012-01-01

Instructors are constantly struggling to help students understand mathematical concepts as well as the relevance of mathematics to the real world. In calculus, students possess misconceptions of the limit concept. "Pushing the Limit" refers to a semester-long calculus class project that required students to read about, interview calculus…

Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus

ERIC Educational Resources Information Center

Wagner, Elaine Rumsey; Orme, Susan Marla; Turner, Heidi Jean; Yopp, David

2017-01-01

Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article…

Individual Differences Related to College Students' Course Performance in Calculus II

ERIC Educational Resources Information Center

Hart, Sara A.; Daucourt, Mia; Ganley, Colleen M.

2017-01-01

In this study, we explore student achievement in a semester-long flipped Calculus II course, combining various predictor measures related to student attitudes (math anxiety, math confidence, math interest, math importance) and cognitive skills (spatial skills, approximate number system), as well as student engagement with the online system…

Study Modules for Calculus-Based General Physics. [Includes Modules 1 and 2: Dimensions and Vector Addition; Rectilinear Motion; plus a Trigonometry and Calculus Review].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Teaching wave phenomena via biophysical applications

NASA Astrophysics Data System (ADS)

Reich, Daniel; Robbins, Mark; Leheny, Robert; Wonnell, Steven

2014-03-01

Over the past several years we have developed a two-semester second-year physics course sequence for students in the biosciences, tailored in part to the needs of undergraduate biophysics majors. One semester, ``Biological Physics,'' is based on the book of that name by P. Nelson. This talk will focus largely on the other semester, ``Wave Phenomena with Biophysical Applications,'' where we provide a novel introduction to the physics of waves, primarily through the study of experimental probes used in the biosciences that depend on the interaction of electromagnetic radiation with matter. Topic covered include: Fourier analysis, sound and hearing, diffraction - culminating in an analysis of x-ray fiber diffraction and its use in the determination of the structure of DNA - geometrical and physical optics, the physics of modern light microscopy, NMR and MRI. Laboratory exercises tailored to this course will also be described.

Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Fencl, Heidi S.; Scheel, Karen R.

2004-09-01

Self-efficacy, or a person's situation-specific belief that s/he can succeed in a given task, has been successful in a variety of educational studies for predicting behaviors such as perseverance and success (grades), and for understanding which behaviors are attempted or avoided. The focus of this study was to examine if classroom factors such as teaching strategies and classroom climate contribute to students' physics self-efficacy. 121 undergraduates in first semester, calculus-based introductory physics courses completed surveys assessing course experiences, self-efficacy and other outcome variables, and demographic information. Students in sections including a mix of teaching strategies did significantly better than students in the traditional section on outcome variables including self-efficacy. When individual strategies were examined, the strongest relationships were found between cooperative learning strategies and all sources of self-efficacy, and between climate variables and all sources of efficacy.

A Lab-Based, Lecture-Free General Physics Course

NASA Astrophysics Data System (ADS)

Schneider, Mark B.

1997-04-01

The past four years have seen the development of a discovery style, lecture-free, lab-based General Physics course at Grinnell College. Similar in spirit to Priscilla Laws' Workshop Physics (P. Laws, Physics Today, Dec. 1991, p. 24.), this course is a calculus- based, two-semester sequence, which is offered in parallel with more conventional lecture sections, allowing students choice of pedagogical styles. This new course is taught without a text, allowing a somewhat atypical ordering of topics and the early inclusion of a modern introduction to quantum and statistical mechanics. A complete set of laboratory materials was developed at Grinnell for this course, with activities considerably different in most cases than Laws' activities. A quick overview of the pedagogical style and topics covered will be given, and then several specific activities will be described in greater detail. The course has been shown to be a popular and viable alternative to the more conventional sections for majors and non-majors; ongoing efforts to assess the course will be described, especially those that make comparisons between this course and more conventional sections.

Teaching calculus using module based on cooperative learning strategy

NASA Astrophysics Data System (ADS)

Arbin, Norazman; Ghani, Sazelli Abdul; Hamzah, Firdaus Mohamad

2014-06-01

The purpose of the research is to evaluate the effectiveness of a module which utilizes the cooperative learning for teaching Calculus for limit, derivative and integral. The sample consists of 50 semester 1 students from the Science Programme (AT 16) Sultan Idris Education University. A set of questions of related topics (pre and post) has been used as an instrument to collect data. The data is analyzed using inferential statistics involving the paired sample t-test and the independent t-test. The result shows that students have positive inclination towards the modulein terms of understanding.

A Mixed Methods Analysis of Students' Understanding of Slope and Derivative Concepts and Students' Mathematical Dispositions

ERIC Educational Resources Information Center

Patel, Rita Manubhai

2013-01-01

This dissertation examined understanding of slope and derivative concepts and mathematical dispositions of first-semester college calculus students, who are recent high school graduates, transitioning to university mathematics. The present investigation extends existing research in the following ways. First, based on this investigation, the…

A TENTATIVE GUIDE, DIFFERENTIAL AND INTEGRAL CALCULUS.

ERIC Educational Resources Information Center

BRANT, VINCENT; GERARDI, WILLIAM

THE COURSE IS INTENDED TO GO BEYOND THE REQUIREMENTS OF THE ADVANCED PLACEMENT PROGRAM IN MATHEMATICS AS DESIGNED BY THE COLLEGE ENTRANCE EXAMINATION BOARD. THE ADVANCED PLACEMENT PROGRAM CONSISTS OF A 1-YEAR COURSE COMBINING ANALYTIC GEOMETRY AND CALCULUS. PRESUPPOSED HERE ARE--A SEMESTER COURSE IN ANALYTIC GEOMETRY AND A THOROUGH KNOWLEDGE OF…

Study Modules for Calculus-Based General Physics. [Includes Modules 31-34: Inductance; Wave Properties of Light; Interference; and Introduction to Quantum Physics].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is Part of a series of 41 Calculus Based Physics (CBP) modules totaling about 1,000 Pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized courses in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

A Quantitative and Qualitative Analysis of the Effectiveness of Online Homework in First-Semester Calculus

ERIC Educational Resources Information Center

Zerr, Ryan

2007-01-01

An online homework system created for use by beginning calculus students is described. This system was designed with the specific goal of supporting student engagement outside of class by replicating the attempt-feedback-reattempt sequence of events which often occurs in a teacher's presence. Evidence is presented which indicates that this goal…

Study Modules for Calculus-Based General Physics. [Includes Modules 24-26: Electric Potential; Ohm's Law; and Capacitors].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Energy Experiments for STEM Students

NASA Astrophysics Data System (ADS)

Fanchi, John

2011-03-01

Texas Christian University (TCU) is developing an undergraduate program that prepares students to become engineers with an emphasis in energy systems. One of the courses in the program is a technical overview of traditional energy (coal, oil and gas), nuclear energy, and renewable energy that requires as a pre-requisite two semesters of calculus-based physics. Energy experiments are being developed that will facilitate student involvement and provide hands-on learning opportunities. Students participating in the course will improve their understanding of energy systems; be introduced to outstanding scientific and engineering problems; learn about the role of energy in a global and societal context; and evaluate contemporary issues associated with energy. This talk will present the status of experiments being developed for the technical energy survey course.

The Use of a PDP-11/20 Computer in a Non-Calculus General Physics Course.

ERIC Educational Resources Information Center

Yu, David U. L.

Computer-assisted instruction supplements traditional methods in a non-calculus physics course offered at Seattle Pacific College. Thirty-five science majors enrolled in the first quarter and 32 continued in the second term. The hardware for the course consists of a PDP-11/20 computer and eight teletype terminals; additional peripheral equipment…

Study Modules for Calculus-Based General Physics. [Includes Modules 11-14: Collisions; Equilibrium of Rigid Bodies; Rotational Dynamics; and Fluid Mechanics].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 8-10: Conservation of Energy; Impulse and Momentum; and Rotational Motion].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 3-5: Planar Motion; Newton's Laws; and Vector Multiplication].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 27-30: Direct-Current Circuits; Magnetic Forces; Ampere's Law; and Faraday's Law].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules indlude study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Modeling a Day in the Life of a Diabetic

ERIC Educational Resources Information Center

Brod, Ryan; Gomber, John; Mendoza, Jurelle; Roginski, Jonathan; Smith, Tyler

2010-01-01

The material presented here was used for a semester-long capstone project for a first semester freshman course entitled Mathematical Modeling and Introduction to Calculus. The goals for the students in this work were twofold: first, enable the students to gain insight into an actual problem that affects millions of people in the United States and…

Effectiveness of Workshop Style Teaching in Students' Learning of Introductory Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Mehta, Nirav; Cheng, Kelvin

2012-10-01

We have developed an interactive workshop-style course for our introductory calculus-based physics sequence at Trinity University. Lecture is limited to approximately 15 min. at the beginning of class, and the remainder of the 50-min. class is devoted to inquiry-based activities and problem solving. So far, lab is done separately and we have not incorporated the lab component into the workshop model. We use the Brief Electricity and Magnetism Assessment (BEMA) to compare learning gains between the workshop and traditional lecture-based course for the Spring 2012 semester. Both the workshop and lecture courses shared the same inquiry-based lab component that involved pre-labs, prediction-observation and post-lab activities. Our BEMA results indicate statistically significant improvement in overall learning gains compared to the traditional course. We compare our workshop BEMA scores both to traditional lecture scores here at Trinity and to those from other institutions.

The Effects of Implementing Recitation Activities on Success Rates in a College Calculus Course

ERIC Educational Resources Information Center

Watt, Jeffrey X.; Feldhaus, Charles R.; Sorge, Brandon H.; Fore, Grant A.; Gavrin, Andrew D.; Marrs, Kathleen A.

2014-01-01

Over a period of six years, three different types of recitation sessions were implemented into the large enrollment section of a college calculus course. During the fall semesters, the results on the departmental final examination, the DFW rates, and the one-year retention rates of students as STEM majors were examined by the type of recitation…

Implementing the Constructed Scaffold Model: Hands-On Activity Units for Advanced Placement Calculus

ERIC Educational Resources Information Center

Scott, Susan

2017-01-01

The purpose of the present action research study is to describe a hands-on activity model, named the Constructed Scaffold Model (CSM), used in an Advanced Placement Calculus class in a southeastern United States suburban high school. Data were collected over an 8-week period during the spring 2017 semester. The teacher-researcher developed a…

Optimal Strategy in the "Price Is Right" Showcase Showdown: A Module for Students of Calculus and Probability

ERIC Educational Resources Information Center

Swenson, Daniel

2015-01-01

We walk through a module intended for undergraduates in mathematics, with the focus of finding the best strategies for competing in the Showcase Showdown on the game show "The Price Is Right." Students should have completed one semester of calculus, as well as some probability. We also give numerous suggestions for further questions that…

Cramster: Friend or Foe?

NASA Astrophysics Data System (ADS)

Grams, Michael

2011-04-01

Recently when teaching a first-semester calculus-based physics course for engineers, I was perplexed by a particular group of students. These individuals were able to solve nearly every homework problem assigned from the end-of-chapter exercises in our textbook, and in some cases were able to do so using methods that we had not covered in class. However, they were unable to explain the steps in their solutions and when given similar problems on exams they performed very poorly. I became suspicious that these students were submitting homework solutions that were not their own, and a quick Internet search confirmed my fears. These students had been plagiarizing their homework assignments from a website called Cramster (www.cramster.com). In this article I would like to discuss the website, what some of my previous students and fellow educators think about it, and also consider whether or not Cramster could be useful in helping students learn physics.

Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

Study Modules for Calculus-Based General Physics. [Includes Modules 18-20: Sound; Temperature, Heat, and Thermodynamics: First Law; and Kinetic Theory of Gases].

ERIC Educational Resources Information Center

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Spherical Rare-Earth Magnets in Introductory Physics

ERIC Educational Resources Information Center

Adams, Al

2007-01-01

Permanent magnets have long been used in both traditional laboratory exercises and in inquiry-based learning activities. These pedagogical applications are typically timed to correspond to the early coverage of magnetism in the second-semester sequence of introductory physics. At the initial level the concepts relate to the magnetic field of the…

Impact of the Second Semester University Modeling Instruction Course on Students' Representation Choices

ERIC Educational Resources Information Center

McPadden, Daryl; Brewe, Eric

2017-01-01

Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students' use of…

A course in tools and procedures for Physics I

NASA Astrophysics Data System (ADS)

Allie, Saalih; Buffler, Andy

1998-07-01

A one-semester course covering the tools, skills, and procedures that are required to engage meaningfully with first-year university physics is described. The course forms part of the Science Foundation Programme at the University of Cape Town which was set up to provide access to a science degree for students who have been educationally disadvantaged, part of the legacy of racial discrimination in South Africa. The course comprises three basic elements: a theoretical component, a laboratory-based experimental component, and a communication skills component. The theory component consists of the various mathematical techniques used in a calculus-based Physics I course, grouped into cognate areas so that each technique is presented immediately in the full range of contexts that will be encountered later on. Part of the theory component involves written explanations of the mathematical formalism. The focus of the communication skills component is on report writing which follows as a natural consequence of the laboratory tasks which have been restructured as problems necessitating an experimental investigation. The implementation of cooperative tutorial groups, which forms an integral part of the learning environment, is also discussed.

Examining issues of underrepresented minority students in introductory physics

NASA Astrophysics Data System (ADS)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

Situated Self-efficacy in Introductory Physics Students

NASA Astrophysics Data System (ADS)

Henderson, Rachel; DeVore, Seth; Michaluk, Lynnette; Stewart, John

2017-01-01

Within the general university environment, students' perceived self-efficacy has been widely studied and findings suggest it plays a role in student success. The current research adapted a self-efficacy survey, from the ``Self-Efficacy for Learning Performance'' subscale of the Motivated Learning Strategies Questionnaire and administered it to the introductory, calculus-based physics classes (N=1005) over the fall 2015 and spring 2016 semesters. This assessment measured students' self-efficacy in domains including the physics class, other science and mathematics classes, and their intended future career. The effect of gender was explored with the only significant gender difference (p < . 001) existing within the physics domain. A hierarchical linear regression analysis indicated that this gender difference was not explained by a student's performance which was measured by test average. However, a mediation analysis showed that students' overall academic self-efficacy, measured by their math and science self-efficacy, acts as a mediator for the effect of test average on self-efficacy towards the physics class domain. This mediation effect was significant for both female (p < . 01) and male students (p < . 001) however, it was more pronounced for male students.

Analysis of Newton's Third Law Questions on the Force Concepts Inventory at Georgia State University

NASA Astrophysics Data System (ADS)

Oakley, Christopher; Thoms, Brian

2012-03-01

A major emphasis of the Physics Education Research program at Georgia State University is an effort to assess and improve students' understanding of Newton's Laws concepts. As part of these efforts the Force Concepts Inventory (FCI) has been given to students in both the algebra-based and calculus-based introductory physics sequences. In addition, the algebra-based introductory physics sequence is taught in both a SCALE-UP and a traditional lecture format. The results of the FCI have been analyzed by individual question and also as categorized by content. The analysis indicates that students in both algebra and calculus-based courses are successful at overcoming Aristotelian misconceptions regarding Newton's Third Law (N3) in the context of a stationary system. However, students are less successful on N3 questions involving objects in constant motion or accelerating. Interference between understanding of Newton's Second and Third Laws as well as other possible explanations for lower student performance on N3 questions involving non-stationary objects will be discussed.

Retention of Differential and Integral Calculus: A Case Study of a University Student in Physical Chemistry

ERIC Educational Resources Information Center

Jukic Matic, Ljerka; Dahl, Bettina

2014-01-01

This paper reports a study on retention of differential and integral calculus concepts of a second-year student of physical chemistry at a Danish university. The focus was on what knowledge the student retained 14 months after the course and on what effect beliefs about mathematics had on the retention. We argue that if a student can quickly…

Students' difficulties with vector calculus in electrodynamics

NASA Astrophysics Data System (ADS)

Bollen, Laurens; van Kampen, Paul; De Cock, Mieke

2015-12-01

Understanding Maxwell's equations in differential form is of great importance when studying the electrodynamic phenomena discussed in advanced electromagnetism courses. It is therefore necessary that students master the use of vector calculus in physical situations. In this light we investigated the difficulties second year students at KU Leuven encounter with the divergence and curl of a vector field in mathematical and physical contexts. We have found that they are quite skilled at doing calculations, but struggle with interpreting graphical representations of vector fields and applying vector calculus to physical situations. We have found strong indications that traditional instruction is not sufficient for our students to fully understand the meaning and power of Maxwell's equations in electrodynamics.

Students' Difficulties with Vector Calculus in Electrodynamics

ERIC Educational Resources Information Center

Bollen, Laurens; van Kampen, Paul; De Cock, Mieke

2015-01-01

Understanding Maxwell's equations in differential form is of great importance when studying the electrodynamic phenomena discussed in advanced electromagnetism courses. It is therefore necessary that students master the use of vector calculus in physical situations. In this light we investigated the difficulties second year students at KU Leuven…

Workshop Physics Activity Guide, Module 4: Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research. The Workshop Physics Activity Guide is supported by an Instructor's Website that: (1) describes the history and philosophy of the Workshop Physics Project; (2) provides advice on how to integrate the Guide into a variety of educational settings; (3) provides information on computer tools (hardware and software) and apparatus; and (4) includes suggested homework assignments for each unit. Log on to the Workshop Physics Project website at http://physics.dickinson.edu/ Workshop Physics is a component of the Physics Suite--a collection of materials created by a group of educational reformers known as the Activity Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research, including:

Understanding Physics, by Cummings, Laws, Redish and Cooney (an introductory textbook based on the best-selling text by Halliday/Resnick/Walker) RealTime Physics Laboratory Modules Physics by Inquiry (intended for use in a workshop setting) Interactive Lecture Demonstration Tutorials in Introductory Physics Activity Based Tutorials (designed primarily for use in recitations)

• A Guided Tour of Mathematical Methods - 2nd Edition

  NASA Astrophysics Data System (ADS)

  Snieder, Roel

  2004-09-01

  Mathematical methods are essential tools for all physical scientists. This second edition provides a comprehensive tour of the mathematical knowledge and techniques that are needed by students in this area. In contrast to more traditional textbooks, all the material is presented in the form of problems. Within these problems the basic mathematical theory and its physical applications are well integrated. The mathematical insights that the student acquires are therefore driven by their physical insight. Topics that are covered include vector calculus, linear algebra, Fourier analysis, scale analysis, complex integration, Green's functions, normal modes, tensor calculus, and perturbation theory. The second edition contains new chapters on dimensional analysis, variational calculus, and the asymptotic evaluation of integrals. This book can be used by undergraduates, and lower-level graduate students in the physical sciences. It can serve as a stand-alone text, or as a source of problems and examples to complement other textbooks. All the material is presented in the form of problems Mathematical insights are gained by getting the reader to develop answers themselves Many applications of the mathematics are given

• Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

  NASA Astrophysics Data System (ADS)

  Tai, Robert H.

  Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics appeared to perform better in college physics than did students with many more labs per month. The only significant interaction was between gender and Calculus-based/Non-calculus college course type. Females appeared to do better on average than their males counterparts in Non-calculus physics, but this trend is clearly reversed for Calculus-based physics. This is a disturbing result for educators who have worked to promote persistence among women in engineering and science research. Recommendations are included for high school physics teachers, students and their parents, and college physics instructors.

• From F = ma to Flying Squirrels: Curricular Change in an Introductory Physics Course

  PubMed Central

  O’Shea, Brian; Terry, Laura; Benenson, Walter

  2013-01-01

  We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011–2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences–oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning–based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major. PMID:23737630

• From F = ma to flying squirrels: curricular change in an introductory physics course.

  PubMed

  O'Shea, Brian; Terry, Laura; Benenson, Walter

  2013-06-01

  We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences-oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning-based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major.

• First-year university Physics students’ knowledge about direct current circuits: probing improvement in understanding as a function of teaching and learning interventions

  NASA Astrophysics Data System (ADS)

  Newman, Richard; van der Ventel, Brandon; Hanekom, Crischelle

  2017-07-01

  Probing university students’ understanding of direct-current (DC) resistive circuits is still a field of active physics education research. We report here on a study we conducted of this understanding, where the cohort consisted of students in a large-enrollment first-year physics module. This is a non-calculus based physics module for students in the life sciences stream. The study involved 366 students enrolled in the physics (bio) 154 module at Stellenbosch University in 2015. Students’ understanding of DC resistive circuits was probed by means of a standardized test instrument. The instrument comprises 29 multiple choice questions that students have to answer in ~40 min. Students were required to first complete the standardized test at the start of semester (July 2015). For ease of reference we call this test the pre-test. Students answered the pre-test having no university-level formal exposure to DC circuits in theory or practice. The pre-test therefore served to probe students’ school level knowledge of DC circuits. As the semester progressed students were exposed to a practical (E1), lectures, a prescribed textbook, a tutorial and online videos focusing on DC circuits. The E1 practical required students to solve DC circuit problems by means of physically constructing circuits, algebraically using Kirchhoff's Rules and Ohm’s Law, and by means of simulating circuits using the app iCircuit running on iPads (iOS platform). Each E1 practical involved ~50 students in a three hour session. The practical was repeated three afternoons per week over an eight week period. Twenty three iPads were distributed among students on a practical afternoon in order for them to do the circuit simulations in groups (of 4-5 students). At the end of the practical students were again required to do the standardized test on circuits and complete a survey on their experience of the use of the iPad and iCircuit app. For ease of reference we refer to this second test as the post-test. The students’ average score on the post-test was found to be ~25% higher than their pre-test score. The results of the iPad use survey show that the majority of students felt that the iCircuit app enhanced their learning of DC circuits.

Generalized vector calculus on convex domain

NASA Astrophysics Data System (ADS)

Agrawal, Om P.; Xu, Yufeng

2015-06-01

In this paper, we apply recently proposed generalized integral and differential operators to develop generalized vector calculus and generalized variational calculus for problems defined over a convex domain. In particular, we present some generalization of Green's and Gauss divergence theorems involving some new operators, and apply these theorems to generalized variational calculus. For fractional power kernels, the formulation leads to fractional vector calculus and fractional variational calculus for problems defined over a convex domain. In special cases, when certain parameters take integer values, we obtain formulations for integer order problems. Two examples are presented to demonstrate applications of the generalized variational calculus which utilize the generalized vector calculus developed in the paper. The first example leads to a generalized partial differential equation and the second example leads to a generalized eigenvalue problem, both in two dimensional convex domains. We solve the generalized partial differential equation by using polynomial approximation. A special case of the second example is a generalized isoperimetric problem. We find an approximate solution to this problem. Many physical problems containing integer order integrals and derivatives are defined over arbitrary domains. We speculate that future problems containing fractional and generalized integrals and derivatives in fractional mechanics will be defined over arbitrary domains, and therefore, a general variational calculus incorporating a general vector calculus will be needed for these problems. This research is our first attempt in that direction.

Deriving the Work Done by an Inverse Square Force in Non-Calculus-Based Introductory Physics Courses

ERIC Educational Resources Information Center

Hu, Ben Yu-Kuang

2012-01-01

I describe a method of evaluating the integral of 1/r[superscript 2] with respect to r that uses only algebra and the concept of area underneath a curve, and which does not formally employ any calculus. This is useful for algebra-based introductory physics classes (where the use of calculus is forbidden) to derive the work done by the force of one…

Transversality of Electromagnetic Waves in the Calculus-Based Introductory Physics Course

ERIC Educational Resources Information Center

Burko, Lior M.

2008-01-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by…

Web-Based Alcohol Intervention in First-Year College Students: Efficacy of Full-Program Administration Prior to Second Semester.

PubMed

Gilbertson, Rebecca J; Norton, Tina R; Beery, Susan H; Lee, Kassandra R

2018-05-12

Commercially available, web-based interventions for the prevention of alcohol use are being adopted for universal use with first-year college students, yet few have received empirical evaluation. This randomized controlled trial investigated the effectiveness of a novel, commercially available, personalized web-based alcohol intervention, Alcohol-Wise (version 4.0, 3 rd Millennium Classrooms), on multiple measures of alcohol consumption, alcohol consequences, alcohol expectancies, academic achievement, and adaptation to college in first-year students. Participants received Alcohol-Wise either prior to first semester or were waitlisted and received the intervention second semester. As longitudinal effectiveness was of interest, follow-up surveys were conducted 10 weeks (n = 76) and 24 weeks (n = 64) following the web-based alcohol intervention. Completion of Alcohol-Wise had effects on academic achievement. Specifically, at the 24 week follow-up, academic achievement was higher in participants who received the intervention first semester of their freshman year as compared to the waitlist control. The incremental rise in heavy episodic drinking during the first semester of college was also reduced in waitlisted participants by Alcohol-Wise administration prior to second semester. Conclusion/Importance: Implications for the timing of web-based alcohol interventions to include administration prior to both first and second semesters of the freshman year are discussed.

Workshop Physics Activity Guide, Module 2: Mechanics II, Momentum, Energy, Rotational and Harmonic Motion, and Chaos (Units 8 - 15)

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.

2004-05-01

The Workshop Physics Activity Guide is a set of student workbooks designed to serve as the foundation for a two-semester calculus-based introductory physics course. It consists of 28 units that interweave text materials with activities that include prediction, qualitative observation, explanation, equation derivation, mathematical modeling, quantitative experiments, and problem solving. Students use a powerful set of computer tools to record, display, and analyze data, as well as to develop mathematical models of physical phenomena. The design of many of the activities is based on the outcomes of physics education research. The Workshop Physics Activity Guide is supported by an Instructor's Website that: (1) describes the history and philosophy of the Workshop Physics Project; (2) provides advice on how to integrate the Guide into a variety of educational settings; (3) provides information on computer tools (hardware and software) and apparatus; and (4) includes suggested homework assignments for each unit. Log on to the Workshop Physics Project website at http://physics.dickinson.edu/ Workshop Physics is a component of the Physics Suite--a collection of materials created by a group of educational reformers known as the Activity Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research, including:

Understanding Physics, by Cummings, Laws, Redish and Cooney (an introductory textbook based on the best-selling text by Halliday/Resnick/Walker) RealTime Physics Laboratory Modules Physics by Inquiry (intended for use in a workshop setting) Interactive Lecture Demonstration Tutorials in Introductory Physics Activity Based Tutorials (designed primarily for use in recitations)

• Initial experience with a calculus-based IPLS course at Vanderbilt

  NASA Astrophysics Data System (ADS)

  Hutson, M. Shane; Rericha, Erin C.

  2014-03-01

  By implementing research results from the PER community, we have designed a new calculus-based IPLS course and began teaching two sections of this course in Fall 2013, both taught by biological physicists. This course differs from Vanderbilt's other introductory physics offerings in two major ways. First, it seeks to implement PER-based active learning strategies including just-in-time teaching, peer instruction and context-rich problems. The latter are specifically designed within biomedical contexts. Second, the course content has been chosen to closely align with the core competencies delineated in the HHMI-AAMC report Scientific Foundations for Future Physicians. We provide students with a very explicit accounting (in the syllabus) of how this course will contribute to 5 of the 8 SFFP-competencies and 21 of its 37 learning objectives. Throughout the course and associated labs, we make repeated, explicit and hopefully authentic connections between physics and the life sciences. The chosen text reinforces our approach through well-developed biomedical applications of physics concepts. We will report what we've seen work and not work in our first implementation of an IPLS course and detail results regarding student learning and student attitudes towards physics.

• Transversality of Electromagnetic Waves in the Calculus--Based Introductory Physics Course

  NASA Astrophysics Data System (ADS)

  Burko, Lior M.

  2009-05-01

  Introductory calculus--based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation), and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes. We have successfully integrated this approach in the calculus--based introductory physics course at the University of Alabama in Huntsville.

• Applied Mathematical Methods in Theoretical Physics

  NASA Astrophysics Data System (ADS)

  Masujima, Michio

  2005-04-01

  All there is to know about functional analysis, integral equations and calculus of variations in a single volume. This advanced textbook is divided into two parts: The first on integral equations and the second on the calculus of variations. It begins with a short introduction to functional analysis, including a short review of complex analysis, before continuing a systematic discussion of different types of equations, such as Volterra integral equations, singular integral equations of Cauchy type, integral equations of the Fredholm type, with a special emphasis on Wiener-Hopf integral equations and Wiener-Hopf sum equations. After a few remarks on the historical development, the second part starts with an introduction to the calculus of variations and the relationship between integral equations and applications of the calculus of variations. It further covers applications of the calculus of variations developed in the second half of the 20th century in the fields of quantum mechanics, quantum statistical mechanics and quantum field theory. Throughout the book, the author presents over 150 problems and exercises -- many from such branches of physics as quantum mechanics, quantum statistical mechanics, and quantum field theory -- together with outlines of the solutions in each case. Detailed solutions are given, supplementing the materials discussed in the main text, allowing problems to be solved making direct use of the method illustrated. The original references are given for difficult problems. The result is complete coverage of the mathematical tools and techniques used by physicists and applied mathematicians Intended for senior undergraduates and first-year graduates in science and engineering, this is equally useful as a reference and self-study guide.

• Network Analysis of Students' Use of Representations in Problem Solving

  NASA Astrophysics Data System (ADS)

  McPadden, Daryl; Brewe, Eric

  2016-03-01

  We present the preliminary results of a study on student use of representations in problem solving within the Modeling Instruction - Electricity and Magnetism (MI-E&M) course. Representational competence is a critical skill needed for students to develop a sophisticated understanding of college science topics and to succeed in their science courses. In this study, 70 students from the MI-E&M, calculus-based course were given a survey of 25 physics problem statements both pre- and post- instruction, covering both Newtonian Mechanics and Electricity and Magnetism (E&M). For each problem statement, students were asked which representations they would use in that given situation. We analyze the survey results through network analysis, identifying which representations are linked together in which contexts. We also compare the representation networks for those students who had already taken the first-semester Modeling Instruction Mechanics course and those students who had taken a non-Modeling Mechanics course.

• Critical Analysis of the Mathematical Formalism of Theoretical Physics. II. Foundations of Vector Calculus

  NASA Astrophysics Data System (ADS)

  Kalanov, Temur Z.

  2014-03-01

  A critical analysis of the foundations of standard vector calculus is proposed. The methodological basis of the analysis is the unity of formal logic and of rational dialectics. It is proved that the vector calculus is incorrect theory because: (a) it is not based on a correct methodological basis - the unity of formal logic and of rational dialectics; (b) it does not contain the correct definitions of ``movement,'' ``direction'' and ``vector'' (c) it does not take into consideration the dimensions of physical quantities (i.e., number names, denominate numbers, concrete numbers), characterizing the concept of ''physical vector,'' and, therefore, it has no natural-scientific meaning; (d) operations on ``physical vectors'' and the vector calculus propositions relating to the ''physical vectors'' are contrary to formal logic.

• Teaching Special Relativity Without Calculus

  NASA Astrophysics Data System (ADS)

  Ruby, Lawrence

  2009-04-01

  I 2007 many AAPT members received a booklet that is the first chapter of a physics textbook available on a CD. This book espouses the new educational philosophy of teaching special relativity as the first item in the topic of mechanics. Traditionally, special relativity is part of one or more modern physics chapters at the end of the text,2 and very often this material is never utilized due to time constraints. From a logical standpoint, special relativity is important in satellite communications and in cosmology, as well as in modern physics applications such as atomic theory and high-energy physics. The purpose of this paper is to show that the new philosophy can be carried out in a noncalculus physics course, by demonstrating that all of the principal results of special relativity theory can be obtained by simple algebra. To accomplish this, we shall propose alternate derivations for two results that are usually obtained with calculus. Textbooks2 typically obtain the equations for time dilation and for length contraction from simple considerations based on Einstein's second postulate.3 We shall start from this point.

• Geometric constrained variational calculus. II: The second variation (Part I)

  NASA Astrophysics Data System (ADS)

  Massa, Enrico; Bruno, Danilo; Luria, Gianvittorio; Pagani, Enrico

  2016-10-01

  Within the geometrical framework developed in [Geometric constrained variational calculus. I: Piecewise smooth extremals, Int. J. Geom. Methods Mod. Phys. 12 (2015) 1550061], the problem of minimality for constrained calculus of variations is analyzed among the class of differentiable curves. A fully covariant representation of the second variation of the action functional, based on a suitable gauge transformation of the Lagrangian, is explicitly worked out. Both necessary and sufficient conditions for minimality are proved, and reinterpreted in terms of Jacobi fields.

• Using Time-on-Task Measurements to Understand Student Performance in a Physics Class: A Ten-Year Study

  NASA Astrophysics Data System (ADS)

  Stewart, John

  2015-04-01

  The amount of time spent on out-of-class activities such as working homework, reading, and studying for examinations is presented for 10 years of an introductory, calculus-based physics class at a large public university. While the class underwent significant change in the 10 years studied, the amount of time invested by students in weeks not containing an in-semester examination was constant and did not vary with the length of the reading or homework assignments. The amount of time spent preparing for examinations did change as the course was modified. The time spent on class assignments, both reading and homework, did not scale linearly with the length of the assignment. The time invested in both reading and homework per length of the assignment decreased as the assignments became longer. The class average time invested in examination preparation did change with the average performance on previous examinations in the same class, with more time spent in preparation for lower previous examination scores (R2 = 0 . 70).

• An empirical study of the effect of granting multiple tries for online homework

  NASA Astrophysics Data System (ADS)

  Kortemeyer, Gerd

  2015-07-01

  When deploying online homework in physics courses, an important consideration is how many tries learners should be allowed to solve numerical free-response problems. While on the one hand, this number should be large enough to allow learners mastery of concepts and avoid copying, on the other hand, granting too many allowed tries encourages counter-productive behavior. We investigate data from an introductory calculus-based physics course that allowed different numbers of tries in different semesters. It turns out that the probabilities for successfully completing or abandoning problems during a particular try are independent of the number of tries already made, which indicates that students do not learn from their earlier tries. We also find that the probability for successfully completing a problem during a particular try decreases with the number of allowed tries, likely due to increased carelessness or guessing, while the probability to give up on a problem after a particular try is largely independent of the number of allowed tries. These findings lead to a mathematical model for learner usage of multiple tries, which predicts an optimum number of five allowed tries.

• Characterizing, modeling, and addressing gender disparities in introductory college physics

  NASA Astrophysics Data System (ADS)

  Kost-Smith, Lauren Elizabeth

  2011-12-01

  The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and second-semester introductory, calculus-based physics courses at the University of Colorado. Success in these courses is critical for future study and careers in physics (and other sciences). Using data gathered from roughly 10,000 undergraduate students, we identify and model gender differences in the introductory physics courses in three areas: student performance, retention, and psychological factors. We observe gender differences on several measures in the introductory physics courses: females are less likely to take a high school physics course than males and have lower standardized mathematics test scores; males outscore females on both pre- and post-course conceptual physics surveys and in-class exams; and males have more expert-like attitudes and beliefs about physics than females. These background differences of males and females account for 60% to 70% of the gender gap that we observe on a post-course survey of conceptual physics understanding. In analyzing underlying psychological factors of learning, we find that female students report lower self-confidence related to succeeding in the introductory courses (self-efficacy) and are less likely to report seeing themselves as a "physics person". Students' self-efficacy beliefs are significant predictors of their performance, even when measures of physics and mathematics background are controlled, and account for an additional 10% of the gender gap. Informed by results from these studies, we implemented and tested a psychological, self-affirmation intervention aimed at enhancing female students' performance in Physics 1. Self-affirmation reduced the gender gap in performance on both in-class exams and the post-course conceptual physics survey. Further, the benefit of the self-affirmation was strongest for females who endorsed the stereotype that men do better than women in physics. The findings of this thesis suggest that there are multiple factors that contribute to the underperformance of females in physics. Establishing this model of gender differences is a first step towards increasing females' participation and performance in physics, and can be used to guide future interventions to address the disparities.

• A calculus based on a q-deformed Heisenberg algebra

  DOE PAGES

  Cerchiai, B. L.; Hinterding, R.; Madore, J.; ...

  1999-04-27

  We show how one can construct a differential calculus over an algebra where position variables $x$ and momentum variables p have be defined. As the simplest example we consider the one-dimensional q-deformed Heisenberg algebra. This algebra has a subalgebra generated by cursive Greek chi and its inverse which we call the coordinate algebra. A physical field is considered to be an element of the completion of this algebra. We can construct a derivative which leaves invariant the coordinate algebra and so takes physical fields into physical fields. A generalized Leibniz rule for this algebra can be found. Based on thismore » derivative differential forms and an exterior differential calculus can be constructed.« less

• The ALARM Experiment

  ERIC Educational Resources Information Center

  Gerhardt, Ira

  2015-01-01

  An experiment was conducted over three recent semesters of an introductory calculus course to test whether it was possible to quantify the effect that difficulty with basic algebraic and arithmetic computation had on individual performance. Points lost during the term were classified as being due to either algebraic and arithmetic mistakes…

• An Introductory Calculus-Based Mechanics Investigation

  ERIC Educational Resources Information Center

  Allen, Bradley

  2017-01-01

  One challenge for the introductory physics teacher is incorporating calculus techniques into the laboratory setting. It can be difficult to strike a balance between presenting an experimental task for which calculus is essential and making the mathematics accessible to learners who may be apprehensive about applying it. One-dimensional kinematics…

• A useful demonstration of calculus in a physics high school laboratory

  NASA Astrophysics Data System (ADS)

  Alvarez, Gustavo; Schulte, Jurgen; Stockton, Geoffrey; Wheeler, David

  2018-01-01

  The real power of calculus is revealed when it is applied to actual physical problems. In this paper, we present a calculus inspired physics experiment suitable for high school and undergraduate programs. A model for the theory of the terminal velocity of a falling body subject to a resistive force is developed and its validity tested in an experiment of a falling magnet in a column of self-induced eddy currents. The presented method combines multiple physics concepts such as 1D kinematics, classical mechanics, electromagnetism and non-trivial mathematics. It offers the opportunity for lateral as well as project-based learning.

• Using Case Studies in Calculus-based Physics

  NASA Astrophysics Data System (ADS)

  Katz, Debora M.

  2006-12-01

  Do your students believe that the physics only works in your classroom or laboratory? Or do they see that physics underlies their everyday experience? Case studies in physics help students connect physics principles to their everyday experience. For decades, case studies have been used to teach law, medicine and biology, but they are rarely used in physics. I am working on a calculus-based physics textbook for scientists and engineers. Case studies are woven into each chapter. Stop by and get a case study to test out in your classroom. I would love to get your feedback.

Exploring K-12 mathematics course progression: implications for collegiate success in Florida

NASA Astrophysics Data System (ADS)

Campbell, Bethany; Varney, Christopher; Wade, Aaron

Increasingly, Florida college students are pressured to change their major as few times as possible and take only required classes, all in order to ``Finish in Four, Save More''. If they fail to do so, they may be subject to penalties such as Excess Hour Fees. Partially as a result of this, students wishing to study STEM are at a significant disadvantage if they enter college unprepared to take calculus their first semester. We explore the various ``paths to success'' to STEM degrees, defined by entering college having taken calculus in high school, starting from fifth grade onwards.

Chaos: A Mathematical Introduction

NASA Astrophysics Data System (ADS)

Banks, John; Dragan, Valentina; Jones, Arthur

2003-06-01

This text presents concepts on chaos in discrete time dynamics that are accessible to anyone who has taken a first course in undergraduate calculus. Retaining its commitment to mathematical integrity, the book, originating in a popular one-semester middle level undergraduate course, constitutes the first elementary presentation of a traditionally advanced subject.

The Transformation App Redux: The Notion of Linearity

ERIC Educational Resources Information Center

Domenick, Anthony

2015-01-01

The notion of linearity is perhaps the most fundamental idea in algebraic thinking. It sets the transition to functions and culminates with the instantaneous rate of change in calculus. Despite its simplicity, this concept poses complexities to a considerable number of first semester college algebra students. The purpose of this observational…

Math 3310--Technical Mathematics I. Course Outline.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for a college pre-calculus designed as the first course in a two-semester sequence for students in a Bachelor of Technology program. The course emphasizes engineering technology applications and verbal problems. Topics include a review of elementary algebra; factoring…

Introduction of Interactive Learning into French University Physics Classrooms

ERIC Educational Resources Information Center

Rudolph, Alexander L.; Lamine, Brahim; Joyce, Michael; Vignolles, Hélène; Consiglio, David

2014-01-01

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Université Pierre et Marie Curie, one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory electricity and magnetism,…

Calculus: An Active Approach with Projects.

ERIC Educational Resources Information Center

Hilbert, Steve; And Others

Ithaca College, in New York, has developed and tested a projects-based first-year calculus course over the last 3 years which uses the graphs of functions and physical phenomena to illustrate and motivate the major concepts of calculus and to introduce students to mathematical modeling. The course curriculum is designed to: (1) emphasize on the…

Exploring student learning profiles in algebra-based studio physics: A person-centered approach

NASA Astrophysics Data System (ADS)

Pond, Jarrad W. T.; Chini, Jacquelyn J.

2017-06-01

In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure students' study strategies, attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles based on their individual responses to better understand the strategies and motives of algebra-based studio physics students. Previous studies have identified five distinct learning profiles across several student populations using similar methods. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles found in previous studies to be present within our population of introductory physics students. In addition, we investigate interactions between these learning profiles and student demographics. We find significant interactions between a student's learning profile and their experience with high school physics, major, gender, grade expectation, and institution. Ultimately, we aim to use this method of analysis to take the characteristics of students into account in the investigation of successful strategies for using studio methods of physics instruction within and across institutions.

Lorentz Trial Function for the Hydrogen Atom: A Simple, Elegant Exercise

ERIC Educational Resources Information Center

Sommerfeld, Thomas

2011-01-01

The quantum semester of a typical two-semester physical chemistry course is divided into two parts. The initial focus is on quantum mechanics and simple model systems for which the Schrodinger equation can be solved in closed form, but it then shifts in the second half to atoms and molecules, for which no closed solutions exist. The underlying…

First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering

ERIC Educational Resources Information Center

Nakakoji, Yoshitaka; Wilson, Rachel

2018-01-01

Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A…

AIDS Pandemic in the United States

ERIC Educational Resources Information Center

Erickson, Amy H.; Melendez, Barbra S.; Ball, Daniel L.; Morse, Steven T.; Phillips, Geoffrey P.

2010-01-01

This project is one of four that were issued to first semester sophomore undergraduates at the United States Military Academy as part of an integrated learning experience at the end of their Calculus II course work. This project was used during a short, seven lesson block of instruction that was intended to capitalize on their recent academic…

The Second Law of Thermodynamics in a Historical Setting.

ERIC Educational Resources Information Center

Strnad, J.

1984-01-01

Traces the development of thermodynamics in physics, focusing on a strategy which enables students to grasp in a limited time and by means of simple calculus the main implications of the second law essential for everyday life (understanding operation of heat engines, refrigerators, heat pumps, district heating, and energy degradation). (JN)

An Analysis of Naval Officer Student Academic Performance in the Operations Analysis Curriculum in Relationship to Academic Profile Codes and other Factors.

DTIC Science & Technology

1985-09-01

Code 0 Physics (Calculus-Based) or Physical Science niscioline 0----------------------------------------- lR averaqe...opportunity for fficers with inadequate math- ematical and physical science backgrounds to establish a good math foundation to be able to gualify for a...technical curricu2um [Ref. 5: page 36]. There is also a six week refresher available that is designed to rapidly cover the calculus and physics

A New Chemistry Course for Non-Chemistry Majors.

ERIC Educational Resources Information Center

Ariel, Magda; And Others

1982-01-01

A two-semester basic chemistry course for nonchemistry engineering majors is described. First semester provides introductory chemistry for freshmen while second semester is "customer-oriented," based on a departmental choice of three out of six independent modules. For example, aeronautical engineering "customers" would select…

Examining related influential factors for dental calculus scaling utilization among people with disabilities in Taiwan, a nationwide population-based study.

PubMed

Lai, Hsien-Tang; Kung, Pei-Tseng; Su, Hsun-Pi; Tsai, Wen-Chen

2014-09-01

Limited studies with large samples have been conducted on the utilization of dental calculus scaling among people with physical or mental disabilities. This study aimed to investigate the utilization of dental calculus scaling among the national disabled population. This study analyzed the utilization of dental calculus scaling among the disabled people, using the nationwide data between 2006 and 2008. Descriptive analysis and logistic regression were performed to analyze related influential factors for dental calculus scaling utilization. The dental calculus scaling utilization rate among people with physical or mental disabilities was 16.39%, and the annual utilization frequency was 0.2 times. Utilization rate was higher among the female and non-aboriginal samples. Utilization rate decreased with increased age and disability severity while utilization rate increased with income, education level, urbanization of residential area and number of chronic illnesses. Related influential factors for dental calculus scaling utilization rate were gender, age, ethnicity (aboriginal or non-aboriginal), education level, urbanization of residence area, income, catastrophic illnesses, chronic illnesses, disability types, and disability severity significantly influenced the dental calculus scaling utilization rate. Copyright © 2014 Elsevier Ltd. All rights reserved.

Students Targeting Engineering and Physical Science (STEPS) at California State University Northridge (CSUN):Activities and Outcomes 2011-2016

NASA Astrophysics Data System (ADS)

Cadavid, A. C.; Pedone, V. A.; Horn, W.; Rich, H.

2016-12-01

The specific goal of STEPS at CSUN is to increase the number bachelor's degrees in STEM majors, particularly those in engineering, computer science, mathematics and the physical sciences. Prior to STEPS, only 33% of first-time freshmen in these majors graduated from CSUN within 6-7 years. We employ two main strategies: 1) fostering success in lower-division mathematics for freshmen and sophomores, 2) Summer Interdisciplinary Team Experience (SITE) for students transitioning to junior level courses. To improve success in mathematics, we have advanced initial placements in the foundational mathematics sequence by one or two semesters through improvements in the placement test (6-7% improvement) and have increased the first-time pass rate in foundational math courses through mandatory supplementary laboratories for at-risk students. Students who successfully complete the supplemental laboratories pass the lecture class at a higher rate than the total population of at-risk students (65% compared to 61%). Both approaches have been institutionalized. SITE targets students entering their junior years in a 3-week interdisciplinary team project that highlights problem solving and hands-on activities. Survey results of the 233 participants show that SITE: 1) maintained or increased desire to earn a STEM degree, 2) increased positive attitudes toward team-based problem solving, 3) increased understanding in how they will use their major in a career, and 4) increased interest in faculty-mentored research and industry internships. Our 5-year program is nearing completion and shows success in meeting our goal. We have measured a 9% point increase in the pass rate of Calculus I for post-STEPS cohorts compared to pre-STEPS cohorts. Failure to pass Calculus is a leading cause in non-completion of the majors targeted by STEPS. We have analyzed the graduation rates of two pre-STEPS cohorts that have had over 6 years to graduate. Both have a graduate rate of 28%. We expect that the 9% point increase in calculus passers will lead to a comparable increase in graduation rate, resulting in a 37% graduation rate for the post-STEPS cohorts.

Ethical views, attitudes and reactions of Romanian medical students to the dissecting room.

PubMed

Bob, M H; Popescu, Codruţa Alina; Armean, M S; Suciu, Soimita Mihaela; Buzoianu, Anca Dana

2014-01-01

Our objective was to evaluate the attitudes and views of first year medical students towards cadaver dissection in anatomy learning and discuss various findings in relation with ethical problems). The study was conducted at the "Iuliu Hat ieganu" University of Medicine and Pharmacy, during the academic year 2012-2013 at the end of the second semester. There were 121 first year medical students included. We developed a questionnaire to asses among other, the degree of fear, anxiety and stress in the dissection room, methods of coping, ethical aspects of dissection and hand it to the students. 34.7% of students experienced different levels of fear on exposure to the dissection room practical sessions. Many students experienced anxiety in reaction to dissection. In the first semester most students reported physical and behavioral reaction towards certain stimuli, with a decrease in the second semester. Recurring visual images of cadavers, reported by 57% of students in the first semester, dropped to 44.6% in the second semester. Students used most frequently the "rationalization and emotional detachment" as a coping method. Anatomists, most often the firsts who need to be aware of emotional and ethical issues, need to explain in detail the steps necessary for dissection and that dissection is performed with the respect of legislation, ethics and human rights.

Care and Feeding of a Paperless, Calculus-based Physics Course

NASA Astrophysics Data System (ADS)

Moore, Christopher; Fuller, Robert; Plano-Clark, Vicki L.; Dunbar, Steven R.

1997-04-01

Technology is playing an increasing role in our lives at home, at work, and in the classroom. We have begun a calculus-based introductory physics course to integrate mathematics and multimedia with the traditional physics content. This course relies on the use of technology to teach physics. We formulated the following rule for the conduct of the course: ''No paper is transferred between instructional staff and students that contains course information or assignments for grading.'' Implementing and maintaining this physics course within the context of the instructor goals will be discussed. Preliminary results of feedback from the students and an evaluation team will be presented.

Transversality of electromagnetic waves in the calculus-based introductory physics course

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2008-11-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation) and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes.

Pre-Calculus Instructional Guide for Elementary Functions, Analytic Geometry.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

This is a guide for use in semester-long courses in Elementary Functions and Analytic Geometry. A list of entry-level skills and a list of approved textbooks is provided. Each of the 18 units consists of: (1) overview, suggestions for teachers, and suggested time; (2) list of objectives; (3) cross-references guide to approved textbooks; (4) sample…

Discrete exterior calculus discretization of incompressible Navier-Stokes equations over surface simplicial meshes

NASA Astrophysics Data System (ADS)

Mohamed, Mamdouh S.; Hirani, Anil N.; Samtaney, Ravi

2016-05-01

A conservative discretization of incompressible Navier-Stokes equations is developed based on discrete exterior calculus (DEC). A distinguishing feature of our method is the use of an algebraic discretization of the interior product operator and a combinatorial discretization of the wedge product. The governing equations are first rewritten using the exterior calculus notation, replacing vector calculus differential operators by the exterior derivative, Hodge star and wedge product operators. The discretization is then carried out by substituting with the corresponding discrete operators based on the DEC framework. Numerical experiments for flows over surfaces reveal a second order accuracy for the developed scheme when using structured-triangular meshes, and first order accuracy for otherwise unstructured meshes. By construction, the method is conservative in that both mass and vorticity are conserved up to machine precision. The relative error in kinetic energy for inviscid flow test cases converges in a second order fashion with both the mesh size and the time step.

German-Chinese cooperative Bachelor in engineering physics/optoelectronics

NASA Astrophysics Data System (ADS)

Wick, Michael; Lindner, Gerhard; Zimmer, Katja; Zheng, Jihong; Xu, Boqing; Wang, Ning; Schreiner, Rupert; Fuhrmann, Thomas; Seebauer, Gudrun

2017-08-01

The University of Shanghai for Science and Technology (USST), the Coburg University of Applied Sciences and Arts (CUASA) and the OTH Regensburg, University of Applied Sciences (OTHR) established an English taught international cooperative bachelor program in the area of Engineering Physics/Optoelectronics. Students from China study their first four semesters at USST. They continue their studies in Germany for the last three semesters, including an internship and a bachelor thesis, graduating with a Chinese and a German bachelor degree. Students from Germany study their third and fourth semester at USST to gain international experience. While the first cohort of Chinese students is currently in Germany, the second cohort of German students is in Shanghai. Up to now the feedback regarding this study program is completely positive, thus it is planned to develop it further.

Investigating the Effectiveness of an Educational Card Game for Learning How Human Immunology Is Regulated

PubMed Central

Su, TzuFen; Lin, Shu-Hua

2014-01-01

This study was conducted in an attempt to investigate the effectiveness of an educational card game we developed for learning human immunology. Two semesters of evaluation were included to examine the impact of the game on students’ understanding and perceptions of the game-based instruction. Ninety-nine senior high school students (11th graders) were recruited for the first evaluation, and the second-semester group consisted of 72 students (also 11th graders). The results obtained indicate that students did learn from the educational card game. Moreover, students who learned from playing the game significantly outperformed their counterparts in terms of their understanding of the processes and connections among different lines of immunological defense (first semester: t = 2.92, p < 0.01; second semester: t = 3.45, p < 0.01) according to the qualitative analysis of an open-ended question. They generally had positive perceptions toward the game-based instruction and its learning efficiency, and they felt the game-based instruction was much more interesting than traditional didactic lectures (first semester: t = 2.79, p < 0.01; second semester: t = 2.41, p < 0.05). This finding is evidence that the educational card game has potential to facilitate students’ learning of how the immune system works. The implications and suggestions for future work are further discussed. PMID:25185233

Gender disparities in second-semester college physics: The incremental effects of a ``smog of bias''

NASA Astrophysics Data System (ADS)

Kost-Smith, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2010-07-01

Our previous research [Kost , Phys. Rev. ST Phys. Educ. Res. 5, 010101 (2009)10.1103/PhysRevSTPER.5.010101] examined gender differences in the first-semester, introductory physics class at the University of Colorado at Boulder. We found that: (1) there were gender differences in several aspects of the course, including conceptual survey performance, (2) these differences persisted despite the use of interactive engagement techniques, and (3) the post-test gender differences could largely be attributed to differences in males’ and females’ prior physics and math performance and their incoming attitudes and beliefs. In the current study, we continue to characterize gender differences in our physics courses by examining the second-semester, electricity and magnetism course. We analyze three factors: student retention from Physics 1 to Physics 2, student performance, and students’ attitudes and beliefs about physics, and find gender differences in all three of these areas. Specifically, females are less likely to stay in the physics major than males. Despite males and females performing about equally on the conceptual pretest, we find that females score about 6 percentage points lower than males on the conceptual post-test. In most semesters, females outperform males on homework and participation, and males outperform females on exams, resulting in course grades of males and females that are not significantly different. In terms of students’ attitudes and beliefs, we find that both males and females shift toward less expertlike beliefs over the course of Physics 2. Shifts are statistically equal for all categories except for the Personal Interest category, where females have more negative shifts than males. A large fraction of the conceptual post-test gender gap (up to 60%) can be accounted for by differences in males’ and females’ prior physics and math performance and their pre-Physics 2 attitudes and beliefs. Taken together, the results of this study suggest that it is an accumulation of small gender differences over time that may be responsible for the large differences that we observe in physics participation of males and females.

Writing throughout the Biochemistry Curriculum: Synergistic Inquiry-Based Writing Projects for Biochemistry Students

ERIC Educational Resources Information Center

Mertz, Pamela; Streu, Craig

2015-01-01

This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant…

How Students Use Physics to Reason about Calculus Tasks

ERIC Educational Resources Information Center

Marrongelle, Karen A.

2004-01-01

The present research study investigates how undergraduate students in an integrated calculus and physics class use physics to help them solve calculus problems. Using Zandieh's (2000) framework for analyzing student understanding of derivative as a starting point, this study adds detail to her "paradigmatic physical" context and begins to address…

A Investigation of the Conceptual Changes Resulting from the Use of Demonstrations in College Physics.

NASA Astrophysics Data System (ADS)

Gattis, Kenneth William

1995-01-01

The purpose was to investigate the acquisition and retrieval of physics concepts introduced to college physics students by classroom demonstrations. Three experimental groups of calculus-based physics classes were presented lessons on three different topics during the semester. The lessons, which were planned to deliver identical concepts and examples, were preceded by a short quiz and were followed by an identical posttest. One treatment group received "enhanced" demonstration lessons, which included a brief period of peer discussion prior to the demonstration lesson. The second treatment group received typical demonstration lessons, and the control group received traditional lectures. Both demonstration groups were found to have higher conceptual gains than the control group on the topic of force and motion, which featured an air track demonstration. No differences were found on the topic of conservation of energy. On the topic of angular momentum, the demonstration groups tended to have higher prediction gains and the control group had higher explanation gains. No differences were found between the gains of the two demonstration groups. Student interview responses recorded one to two weeks after the experimental lessons indicated that the lesson containing a "stool and dumbbell" demonstration in the treatment groups was more memorable than the corresponding angular momentum lesson seen by the control group. Demonstration group students who made conceptual gains on the quizzes were found to give more complete responses to problems; yet they used language that was similar to that used by demonstration group students making no gains. In recalling experimental lessons, the demonstration group students gave responses that were more complete and used more everyday language than the control group students. It was concluded that demonstrations may assist students on certain topics by (1) helping to make concepts more believable; (2) helping to explain concepts that have key spatial and temporal relationships; and (3) providing especially vivid visual images and physical examples that are useful in making analogies to other examples and generalizing to more abstract concepts. Further study is needed to test the hypothesis that demonstrations tend to enrich students' verbal descriptions of physics concepts and examples.

Optimizing Introductory Physics for the Life Sciences: Placing Physics in Biological Context

NASA Astrophysics Data System (ADS)

Crouch, Catherine

2014-03-01

Physics is a critical foundation for today's life sciences and medicine. However, the physics content and ways of thinking identified by life scientists as most important for their fields are often not taught, or underemphasized, in traditional introductory physics courses. Furthermore, such courses rarely give students practice using physics to understand living systems in a substantial way. Consequently, students are unlikely to recognize the value of physics to their chosen fields, or to develop facility in applying physics to biological systems. At Swarthmore, as at several other institutions engaged in reforming this course, we have reorganized the introductory course for life science students around touchstone biological examples, in which fundamental physics contributes significantly to understanding biological phenomena or research techniques, in order to make explicit the value of physics to the life sciences. We have also focused on the physics topics and approaches most relevant to biology while seeking to develop rigorous qualitative reasoning and quantitative problem solving skills, using established pedagogical best practices. Each unit is motivated by and culminates with students analyzing one or more touchstone examples. For example, in the second semester we emphasize electric potential and potential difference more than electric field, and start from students' typically superficial understanding of the cell membrane potential and of electrical interactions in biochemistry to help them develop a more sophisticated understanding of electric forces, field, and potential, including in the salt water environment of life. Other second semester touchstones include optics of vision and microscopes, circuit models for neural signaling, and magnetotactic bacteria. When possible, we have adapted existing research-based curricular materials to support these examples. This talk will describe the design and development process for this course, give examples of materials, and present initial assessment data evaluating both content learning and student attitudes.

Physics of Health Sciences

NASA Astrophysics Data System (ADS)

Baublitz, Millard; Goldberg, Bennett

A one-semester algebra-based physics course is being offered to Boston University students whose major fields of study are in allied health sciences: physical therapy, athletic training, and speech, language, and hearing sciences. The classroom instruction incorporates high-engagement learning techniques including worksheets, student response devices, small group discussions, and physics demonstrations instead of traditional lectures. The use of pre-session exercises and quizzes has been implemented. The course also requires weekly laboratory experiments in mechanics or electricity. We are using standard pre- and post-course concept inventories to compare this one-semester introductory physics course to ten years of pre- and post-course data collected on students in the same majors but who completed a two-semester course.

LETTERS AND COMMENTS: Energy in one-dimensional linear waves in a string

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2010-09-01

We consider the energy density and energy transfer in small amplitude, one-dimensional waves on a string and find that the common expressions used in textbooks for the introductory physics with calculus course give wrong results for some cases, including standing waves. We discuss the origin of the problem, and how it can be corrected in a way appropriate for the introductory calculus-based physics course.

Lectures on Selected Topics in Mathematical Physics: Elliptic Functions and Elliptic Integrals

NASA Astrophysics Data System (ADS)

Schwalm, William A.

2015-12-01

This volume is a basic introduction to certain aspects of elliptic functions and elliptic integrals. Primarily, the elliptic functions stand out as closed solutions to a class of physical and geometrical problems giving rise to nonlinear differential equations. While these nonlinear equations may not be the types of greatest interest currently, the fact that they are solvable exactly in terms of functions about which much is known makes up for this. The elliptic functions of Jacobi, or equivalently the Weierstrass elliptic functions, inhabit the literature on current problems in condensed matter and statistical physics, on solitons and conformal representations, and all sorts of famous problems in classical mechanics. The lectures on elliptic functions have evolved as part of the first semester of a course on theoretical and mathematical methods given to first- and second-year graduate students in physics and chemistry at the University of North Dakota. They are for graduate students or for researchers who want an elementary introduction to the subject that nevertheless leaves them with enough of the details to address real problems. The style is supposed to be informal. The intention is to introduce the subject as a moderate extension of ordinary trigonometry in which the reference circle is replaced by an ellipse. This entre depends upon fewer tools and has seemed less intimidating that other typical introductions to the subject that depend on some knowledge of complex variables. The first three lectures assume only calculus, including the chain rule and elementary knowledge of differential equations. In the later lectures, the complex analytic properties are introduced naturally so that a more complete study becomes possible.

SELF-INSTRUCTIONAL SUPPLEMENTS FOR A TELEVISED PHYSICS COURSE, STUDY PLAN AND EXPERIMENTAL DESIGN.

ERIC Educational Resources Information Center

KLAUS, DAVID J.; LUMSDAINE, ARTHUR A.

THE INITIAL PHASES OF A STUDY OF SELF-INSTRUCTIONAL AIDS FOR A TELEVISED PHYSICS COURSE WERE DESCRIBED. THE APPROACH, EXPERIMENTAL DESIGN, PROCEDURE, AND TECHNICAL ASPECTS OF THE STUDY PLAN WERE INCLUDED. THE MATERIALS WERE PREPARED TO SUPPLEMENT THE SECOND SEMESTER OF HIGH SCHOOL PHYSICS. THE MATERIAL COVERED STATIC AND CURRENT ELECTRICITY,…

Excellence in Physics Education Award Talk: Curriculum Development for Active Learning using Real Time Graphing and Data Collection Tools

NASA Astrophysics Data System (ADS)

Laws, Priscilla

2010-02-01

In June 1986 Ronald Thornton (at the Tufts University Center for Science and Mathematics Teaching) and Priscilla Laws (at Dickinson College) applied independently for grants to develop curricular materials based on both the outcomes of Physics Education Research and the use of Microcomputer Based Laboratory Tools (MBL) developed by Robert Tinker, Ron Thornton and others at Technical Education Research Centers (TERC). Thornton proposed to develop a series of Tools for Scientific Thinking (TST) laboratory exercises to address known learning difficulties using carefully sequenced MBL observations. These TST laboratories were to be beta tested at several types of institutions. Laws proposed to develop a Workshop Physics Activity Guide for a 2 semester calculus-based introductory course sequence centering on MBL-based guided inquiry. Workshop Physics was to be designed to replace traditional lectures and separate labs in relatively small classes and was to be tested at Dickinson College. In September 1986 a project officer at the Fund for Post-Secondary Education (FIPSE) awarded grants to Laws and Thornton provided that they would collaborate. David Sokoloff (at the University of Oregon) joined Thornton to develop and test the TST laboratories. This talk will describe the 23 year collaboration between Thornton, Laws, and Sokoloff that led to the development of a suite of Activity Based Physics curricular materials, new apparatus and enhanced computer tools for real time graphing, data collection and mathematical modeling. The Suite includes TST Labs, the Workshop Physics Activity Guide, RealTime Physics Laboratory Modules, and a series of Interactive Lecture Demonstrations. A textbook and a guide to using the Suite were also developed. The vital importance of obtaining continued grant support, doing continuous research on student learning, collaborating with instructors at other institutions, and forging relationships with vendors and publishers will be described. )

Engaging Students in a Large-Enrollment Physics Class Using an Academically Focused Social Media Platform

NASA Astrophysics Data System (ADS)

Gavrin, Andy; Lindell, Rebecca

2017-03-01

There are many reasons for an instructor to consider using social media, particularly in a large introductory course. Improved communications can lessen the sense of isolation some students feel in large classes, and students may be more likely to respond to faculty announce-ments in a form that is familiar and comfortable. Furthermore, many students currently establish social media sites for their classes, without the knowledge or participation of their instructors. Such "shadow" sites can be useful, but they can also become distributors of misinformation, or venues for inappropriate or disruptive discussions. CourseNetworking (CN) is a social media platform designed for the academic environment. It combines many features common among learning management systems (LMS's) with an interface that looks and feels more like Facebook than a typical academic system. We have recently begun using CN as a means to engage students in an introductory calculus-based mechanics class, with enrollments of 150-200 students per semester. This article presents basic features of CN, and details our initial experiences and observations.

Exploration of task performance tests in a physics laboratory

NASA Astrophysics Data System (ADS)

Liu, Dan; El Turkey, Houssein

2017-11-01

In this article, we investigate the implementation of task performance tests in an undergraduate physics laboratory. Two performance tests were carried out over two semesters using the task of building a DC circuit. The first implementation in Spring 2014 had certain concerns such as the privacy of students’ testing and their ‘trial and error’ attempts. These concerns were addressed in Fall 2015 through implementing a second performance test. The second implementation was administered differently but the content of the two tests was the same. We discuss the validity of both implementations and present the correlation (or lack of) between the time that students needed to complete the tests and their grades from a paper-based laboratory assessment method.

Social network analysis of a project-based introductory physics course

NASA Astrophysics Data System (ADS)

Oakley, Christopher

2016-03-01

Research suggests that students benefit from peer interaction and active engagement in the classroom. The quality, nature, effect of these interactions is currently being explored by Physics Education Researchers. Spelman College offers an introductory physics sequence that addresses content and research skills by engaging students in open-ended research projects, a form of Project-Based Learning. Students have been surveyed at regular intervals during the second semester of trigonometry-based course to determine the frequency of interactions in and out of class. These interactions can be with current or past students, tutors, and instructors. This line of inquiry focuses on metrics of Social Network analysis, such as centrality of participants as well as segmentation of groups. Further research will refine and highlight deeper questions regarding student performance in this pedagogy and course sequence.

"Tiny Talks" between Colleagues: Brief Narratives as Mediation in Teacher Development

ERIC Educational Resources Information Center

Zoshak, Rebecca

2016-01-01

During my third semester as a student pursuing a Masters in Teaching English as a Second Language (TESL)--which was also my second semester as an ESL teacher--I was encouraged by a professor of a graduate seminar to think outside the box about professional development (PD). After all, inquiry-based approaches to PD and teacher education emphasize…

Assessment of student knowledge of the weak and strong nuclear forces

NASA Astrophysics Data System (ADS)

Shakya, Pramila

The purpose of this study was to determine if the use of active-learning activities to teach weak force and strong force to students enrolled in various courses at The University of Southern Mississippi, Hattiesburg campus and Gulf Park campus at different class times would increase their knowledge. There were eighty-six students that took part in this study. The study was conducted in the lab classes of an introductory astronomy survey course (AST 111), an introductory algebra-based physics course (PHY 112), and an introductory calculus-based physics course (PHY 202) during fall semester, 2014. Each class was randomly assigned as active-learning or direct instruction. A pretest followed by lecture was administered to all groups. The active-learning group performed four activities whereas the direct group watched a video irrelevant to the lesson. At the end of the lesson, the same post-test was given to all groups. Various statistical methods were used to analyze the differences in mean pretest and posttest scores. Overall, results show that the mean posttest scores were higher than the mean pretest scores. Findings support the use of active-learning activities work to the small number of students or the equal number of students in a group. The mean posttest scores of the direct instruction classes were higher than those of the active-learning groups.

Internet computer coaches for introductory physics problem solving

NASA Astrophysics Data System (ADS)

Xu Ryan, Qing

The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving skills throughout the educational system, national studies have shown that the majority of students emerge from such courses having made little progress toward developing good problem-solving skills. The Physics Education Research Group at the University of Minnesota has been developing Internet computer coaches to help students become more expert-like problem solvers. During the Fall 2011 and Spring 2013 semesters, the coaches were introduced into large sections (200+ students) of the calculus based introductory mechanics course at the University of Minnesota. This dissertation, will address the research background of the project, including the pedagogical design of the coaches and the assessment of problem solving. The methodological framework of conducting experiments will be explained. The data collected from the large-scale experimental studies will be discussed from the following aspects: the usage and usability of these coaches; the usefulness perceived by students; and the usefulness measured by final exam and problem solving rubric. It will also address the implications drawn from this study, including using this data to direct future coach design and difficulties in conducting authentic assessment of problem-solving.

Pathways of Sleep, Affect, and Stress Constellations during the First Year of College: Transition Difficulties of Emerging Adults

ERIC Educational Resources Information Center

Ari, Lilac Lev; Shulman, Shmuel

2012-01-01

One hundred and fifty Israeli first-year college students were assessed twice: during the first semester following the commencement of their undergraduate studies and toward the end of the second semester. At each semester, participants completed web-based daily diaries for seven consecutive days assessing daily sleep, affective mood, stress, and…

Nonlinear Stochastic Markov Processes and Modeling Uncertainty in Populations

DTIC Science & Technology

2011-07-06

219–232. [26] I. Karatzas and S.E. Shreve, Brownian Motion and Stochastic Calculus, Second Edition, Springer, New York, 1991. [27] F. Klebaner...ubiquitous in mathematics and physics (e.g., particle transport, filtering), biology (population models), finance (e.g., Black-Scholes equations) among other

Using contests to ``spice up'' workshop physics

NASA Astrophysics Data System (ADS)

Duffy, M. G.; Warden, J. A.

1997-03-01

Once or twice each semester we give the students in our calculus-based Workshop Physics (1) course a problem dressed up as a contest. To "win," a team must correctly predict the outcome of a unique event and test that prediction within a single fifty minute class period. Successful teams win a home-cooked meal or other prize unrelated to course grade. We design a contest to focus cooperative effort, yet it also serves in ways like a problem session, review, or exam, but with no grade pressure. As illustrated by the sample contests exhibited on the poster, you can adjust the difficulty of these exercises to get a variety of different success rates. While this is hardly a novel idea, we provide it as a reminder that it is useful to step out of the normal homework, quiz, exam mode once in a while. Pedagogical goals include: • Fast, intensive review, like an exam but without the pass/fail stress. • Puts a premium on cooperative effort and promotes teamwork. • Serves as a morale booster, an antidote to "midterm blues." Student teams are given a chance to predict the outcome of a unique event and to test that prediction within a single fifty-minute class. The task chosen requires at least two careful measurements and subsequent analysis.

Rapid Conversion of Traditional Introductory Physics Sequences to an Activity-Based Format

ERIC Educational Resources Information Center

Yoder, Garett; Cook, Jerry

2014-01-01

The Department of Physics at EKU [Eastern Kentucky University] with support from the National Science Foundations Course Curriculum and Laboratory Improvement Program has successfully converted our entire introductory physics sequence, both algebra-based and calculus-based courses, to an activity-based format where laboratory activities,…

A Writing and Ethics Component for a Quantum Mechanics, Physical Chemistry Course

ERIC Educational Resources Information Center

Reilly, John T.; Strickland, Michael

2010-01-01

A writing-across-the-curriculum and ethics component is presented for a second-semester, physical chemistry course. The activity involves introducing ethical issues pertinent to scientists. Students are asked to read additional material, participate in discussions, and write essays and a paper on an ethical issue. The writing and discussion…

The Computer in Second Semester Introductory Physics.

ERIC Educational Resources Information Center

Merrill, John R.

This supplementary text material is meant to suggest ways in which the computer can increase students' intuitive understanding of fields and waves. The first way allows the student to produce a number of examples of the physics discussed in the text. For example, more complicated field and potential maps, or intensity patterns, can be drawn from…

Teaching with Socio-Scientific Issues in Physical Science: Teacher and Students' Experiences

ERIC Educational Resources Information Center

Talens, Joy

2016-01-01

Socio-scientific issues (SSI) are recommended by many science educators worldwide for learners to acquire first hand experience to apply what they learned in class. This investigated experiences of teacher-researcher and students in using SSI in Physical Science, Second Semester, School Year 2012-2013. Latest and controversial news articles on…

Student effort expectations and their learning in first-year introductory physics: A case study in Thailand

NASA Astrophysics Data System (ADS)

Wutchana, U.; Emarat, N.

2011-06-01

The Maryland Physics Expectations (MPEX) survey was designed to probe students’ expectations about their understanding of the process of learning physics and the structure of physics knowledge—cognitive expectations. This survey was administered to first-year university students in Thailand in the first semester of an introductory calculus-based physics course during academic years 2007 and 2008, to assess their expectations at the beginning of the course. The precourse MPEX results were compared and correlated with two separate measures of student learning: (1) individual students’ normalized gains from pre and post Force and Motion Conceptual Evaluation (FMCE) results, which measure students’ conceptual understanding, and (2) student’s scores on the final exam, which measure their more general problem-solving ability. The results showed a significant positive correlation between their overall MPEX score and five of the six MPEX cluster scores, with their normalized learning gains on the FMCE for both academic years. The results also showed significant positive correlations between student MPEX scores and their final exam scores for the overall MPEX score and all MPEX cluster scores except for the effort cluster. We interviewed two groups of five students each, one group with small favorable scores on the precourse MPEX effort cluster and one with high favorable scores on the precourse MPEX effort cluster, to see how the students’ learning efforts compared with their MPEX results. We concluded from the interviews that what the students think or expect about the MPEX effort involved in learning physics does not match what they actually do.

Suggested Courseware for the Non-Calculus Physics Student: Simple Harmonic Motion, Wave Motion, and Sound.

ERIC Educational Resources Information Center

Grable-Wallace, Lisa; And Others

1989-01-01

Evaluates 5 courseware packages covering the topics of simple harmonic motion, 7 packages for wave motion, and 10 packages for sound. Discusses the price range, sub-topics, program type, interaction, time, calculus required, graphics, and comments of each courseware. Selects several packages based on the criteria. (YP)

Solving Simple Kinetics without Integrals

ERIC Educational Resources Information Center

de la Pen~a, Lisandro Herna´ndez

2016-01-01

The solution of simple kinetic equations is analyzed without referencing any topic from differential equations or integral calculus. Guided by the physical meaning of the rate equation, a systematic procedure is used to generate an approximate solution that converges uniformly to the exact solution in the case of zero, first, and second order…

A Mathematics Entrance Exam for General (Non-Majors) Physics

ERIC Educational Resources Information Center

Chediak, Alex

2010-01-01

In a previous issue of "The Physics Teacher", John Hubisz explained how a mathematics background check has been used at three different colleges to determine the appropriate physics sequence for incoming students. Based on their performance, students are placed into either calculus-based physics (CBP), algebra-trig physics (ATP), or a year of…

Connecting Symbolic Integrals to Physical Meaning in Introductory Physics

NASA Astrophysics Data System (ADS)

Amos, Nathaniel R.

This dissertation presents a series of studies pertaining to introductory physics students' abilities to derive physical meaning from symbolic integrals (e.g., the integral of vdt) and their components, namely differentials and differential products (e.g., dt and vdt, respectively). Our studies focus on physical meaning in the form of interpretations (e.g., "the total displacement of an object") and units (e.g., "meters"). Our first pair of studies independently attempted to identify introductory-level mechanics students' common conceptual difficulties with and unproductive interpretations of physics integrals and their components, as well as to estimate the frequencies of these difficulties. Our results confirmed some previously-observed incorrect interpretations, such as the notion that differentials are physically meaningless; however, we also uncovered two new conceptualizations of differentials, the "rate" (differentials are "rates" or "derivatives") and "instantaneous value" (differentials are values of physical variables "at an instant") interpretations, which were exhibited by more than half of our participants at least once. Our next study used linear regression analysis to estimate the strengths of the inter-connections between the abilities to derive physical meaning from each of differentials, differential products, and integrals in both first- and second-semester, calculus-based introductory physics. As part of this study, we also developed a highly reliable, multiple choice assessment designed to measure students' abilities to connect symbolic differentials, differential products, and integrals with their physical interpretations and units. Findings from this study were consistent with statistical mediation via differential products. In particular, students' abilities to extract physical meaning from differentials were seen to be strongly related to their abilities to derive physical meaning from differential products, and similarly differential products to integrals; there was seen to be almost no direct connection between the abilities to derive physical meaning from differentials and the abilities to derive physical meaning from integrals. Our final pair of studies intended to implement and quantitatively assess the efficacy of specially-designed instructional tutorials in controlled experiments (with several treatment factors that may impact performance, most notably the effect of feedback during training) for the purpose of promoting better connection between symbolic differentials, differential products, and integrals with their corresponding physical meaning. Results from both experiments consistently and conclusively demonstrated that the ability to connect verbal and symbolic representations of integrals and their components is greatly improved by the provision of electronic feedback during training. We believe that these results signify the first instance of a large, controlled experiment involving introductory physics students that has yielded significantly stronger connection of physics integrals and their components to physical meaning, compared to untrained peers.

Exploring Sun-Earth Connections: A Physical Science Program for (K-8)Teachers

NASA Astrophysics Data System (ADS)

Michels, D. J.; Pickert, S. M.; Thompson, J. L.; Montrose, C. J.

2003-12-01

An experimental, inquiry-based physical science curriculum for undergraduate, pre-service K-8 teachers is under development at the Catholic University of America in collaboration with the Solar Physics Branch of the Naval Research Laboratory and NASA's Sun-Earth Connection missions. This is a progress report. The current, stunningly successful exploratory phase in Sun-Earth Connection (SEC) physics, sparked by SOHO, Yohkoh, TRACE, and other International Solar Terrestrial Physics (ISTP) and Living With a Star (LWS) programs, has provided dynamic, visually intuitive data that can be used for teaching basic physical concepts such as the properties of gravitational and electromagnetic fields which are manifest in beautiful imagery of the astrophysical plasmas of the solar atmosphere and Earth's auroras. Through a team approach capitalizing on the combined expertise of the Catholic University's departments of Education and Physics and of NRL solar researchers deeply involved in SEC missions we have laid out a program that will teach non-science-major undergraduates a very limited number of physical science concepts but in such a way as to develop for each one both a formal understanding and an intuitive grasp that will instill confidence, spark interest and scientific curiosity and, ideally, inspire a habit of lifetime inquiry and professional growth. A three-semester sequence is planned. The first semester will be required of incoming Education freshmen. The second and third semesters will be of such a level as to satisfy the one-year science requirement for non-science majors in the College of Arts and Sciences. The approach as adopted will integrate physics content and educational methods, with each concept introduced through inquiry-based, hands-on investigation using methods and materials directly applicable to K-8 teaching situations (Exploration Phase). The topic is further developed through discussion, demonstration and lecture, introducing such mathematical formulations as are necessary to express the concept clearly (Invention Phase). To further clarify the concept, exercises will be carried out using Web-accessible SEC mission data to develop facility in use of the mathematical formulations, stimulate a sense of participation in ongoing research, and expand on ways to introduce future pupils to the excitement of real-world exploration (Expansion Phase).

Research as a guide for curriculum development: An example from introductory spectroscopy. II. Addressing student difficulties with atomic emission spectra

NASA Astrophysics Data System (ADS)

Ivanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.

2015-02-01

This is the second of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. Paper I describes how several conceptual and reasoning difficulties were identified among university students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. This second article (Paper II) illustrates how findings from this research informed the development of a tutorial that led to improvement in student understanding of atomic emission spectra.

Investigating the effectiveness of an educational card game for learning how human immunology is regulated.

PubMed

Su, TzuFen; Cheng, Meng-Tzu; Lin, Shu-Hua

2014-01-01

This study was conducted in an attempt to investigate the effectiveness of an educational card game we developed for learning human immunology. Two semesters of evaluation were included to examine the impact of the game on students' understanding and perceptions of the game-based instruction. Ninety-nine senior high school students (11th graders) were recruited for the first evaluation, and the second-semester group consisted of 72 students (also 11th graders). The results obtained indicate that students did learn from the educational card game. Moreover, students who learned from playing the game significantly outperformed their counterparts in terms of their understanding of the processes and connections among different lines of immunological defense (first semester: t = 2.92, p < 0.01; second semester: t = 3.45, p < 0.01) according to the qualitative analysis of an open-ended question. They generally had positive perceptions toward the game-based instruction and its learning efficiency, and they felt the game-based instruction was much more interesting than traditional didactic lectures (first semester: t = 2.79, p < 0.01; second semester: t = 2.41, p < 0.05). This finding is evidence that the educational card game has potential to facilitate students' learning of how the immune system works. The implications and suggestions for future work are further discussed. © 2014 T. Su et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Useful Demonstration of Calculus in a Physics High School Laboratory

ERIC Educational Resources Information Center

Alvarez, Gustavo; Schulte, Jurgen; Stockton, Geoffrey; Wheeler, David

2018-01-01

The real power of calculus is revealed when it is applied to actual physical problems. In this paper, we present a calculus inspired physics experiment suitable for high school and undergraduate programs. A model for the theory of the terminal velocity of a falling body subject to a resistive force is developed and its validity tested in an…

Persistence of community college engineering science students: The impact of selected cognitive and noncognitive characteristics

NASA Astrophysics Data System (ADS)

Chatman, Lawrence M., Jr.

If the United States is to remain technologically competitive, persistence in engineering programs must improve. This study on student persistence employed a mixed-method design to identify the cognitive and noncognitive factors which contribute to students remaining in an engineering science curriculum or switching from an engineering curriculum at a community college in the northeast United States. Records from 372 students were evaluated to determine the characteristics of two groups: those students that persisted with the engineering curriculum and those that switched from engineering; also, the dropout phenomenon was evaluated. The quantitative portion of the study used a logistic regression analyses on 22 independent variables, while the qualitative portion of the study used group interviews to investigate the noncognitive factors that influenced persisting or switching. The qualitative portion of the study added depth and credibility to the results from the quantitative portion. The study revealed that (1) high grades in first year calculus, physics and chemistry courses, (2) fewer number of semesters enrolled, (3) attendance with full time status, and (4) not participating in an English as a Second Language (ESL) program were significant variables used to predict student persistence. The group interviews confirmed several of these contributing factors. Students that dropped out of college began with (1) the lowest levels of remediation, (2) the lowest grade point averages, and (3) the fewest credits earned.

Students' network integration as a predictor of persistence in introductory physics courses

NASA Astrophysics Data System (ADS)

Zwolak, Justyna P.; Dou, Remy; Williams, Eric A.; Brewe, Eric

2017-06-01

Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of interpersonal interactions is rare. We use network analysis as an approach to investigate academic and social experiences of students in the classroom. In particular, centrality measures identify patterns of interaction that contribute to integration into the university. Using these measures, we analyze how position within a social network in a Modeling Instruction (MI) course—an introductory physics course that strongly emphasizes interactive learning—predicts their persistence in taking a subsequent physics course. Students with higher centrality at the end of the first semester of MI are more likely to enroll in a second semester of MI. Moreover, we found that chances of successfully predicting individual student's persistence based on centrality measures are fairly high—up to 75%, making the centrality a good predictor of persistence. These findings suggest that increasing student social integration may help in improving persistence in science, technology, engineering, and mathematics fields.

Motivating Calculus-Based Kinematics Instruction with Super Mario Bros

NASA Astrophysics Data System (ADS)

Nordine, Jeffrey C.

2011-09-01

High-quality physics instruction is contextualized, motivates students to learn, and represents the discipline as a way of investigating the world rather than as a collection of facts and equations. Inquiry-oriented pedagogy, such as problem-based instruction, holds great promise for both teaching physics content and representing the process of doing real science.2 A challenge for physics teachers is to find instructional contexts that are meaningful, accessible, and motivating for students. Today's students are spending a growing fraction of their lives interacting with virtual environments, and these environments—physically realistic or not—can provide valuable contexts for physics explorations3-5 and lead to thoughtful discussions about decisions that programmers make when designing virtual environments. In this article, I describe a problem-based approach to calculus-based kinematics instruction that contextualizes students' learning within the Super Mario Bros. video game—a game that is more than 20 years old, but still remarkably popular with today's high school and college students.

Hands-on-Entropy, Energy Balance with Biological Relevance

NASA Astrophysics Data System (ADS)

Reeves, Mark

2015-03-01

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is important contribution of the entropy in driving fundamental biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy). This has enabled students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce complex biological processes and structures in order model them mathematically to account for both deterministic and probabilistic processes. The students test these models in simulations and in laboratory experiments that are biologically relevant such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront random forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk will present a number of these exercises, with particular focus on the hands-on experiments done by the students, and will give examples of the tangible material that our students work with throughout the two-semester sequence of their course on introductory physics with a bio focus. Supported by NSF DUE.

Problem Solving: Physics Modeling-Based Interactive Engagement

ERIC Educational Resources Information Center

Ornek, Funda

2009-01-01

The purpose of this study was to investigate how modeling-based instruction combined with an interactive-engagement teaching approach promotes students' problem solving abilities. I focused on students in a calculus-based introductory physics course, based on the matter and interactions curriculum of Chabay & Sherwood (2002) at a large state…

Nontraditional approach to algebra-based general physics

NASA Astrophysics Data System (ADS)

Meltzer, David E.

1997-03-01

In order to improve the degree of conceptual learning in our algebra-based general physics course, the second semester (of a two-semester sequence) has been taught in a nontraditional format during the past year. The key characteristics of this course were: 1) Intense and continuous use of interactive-engagement methods and cooperative learning; 2) coverage of less than half of the conventional number of topics, 3) heavy emphasis on qualitative questions as opposed to quantitative problems, 4) adjustment of the pacing of the course based on continuous (twice per week) formative assessment. The students enrolled in the course were relatively poorly prepared, with weak mathematical skills. Open-book quizzes stressing qualitative concepts in electricity and magnetism were given twice per week; most were given in "group quiz" format, allowing collaboration. Exams (also open-book) were all done individually. Most of the class time was taken up by quizzes, and by interactive discussion and group work related to quiz questions. New topics were not introduced until a majority of the class demonstrated competence in the topic under discussion. Despite lengthy and intensive focus on qualitative, conceptual questions and simple quantitative problems, only a small minority of the class ultimately demonstrated mastery of the targeted concepts. Frequent testing and re-testing of the students on basic concepts disclosed tenacious persistence of misconceptions.

Resolution of localized chronic periodontitis associated with longstanding calculus deposits.

PubMed

Lai, Pin-Chuang; Walters, John D

2014-01-01

This report, which is based on nonstandardized serial radiographs obtained over a period of 15 years, documents a case of localized chronic periodontitis associated with progressive deposition of calculus on the distal aspect of a mandibular second molar. The site was treated by scaling and root planing, followed by a course of adjunctive systemic azithromycin. Treatment yielded favorable reductions in probing depth and clinical inflammation, leaving only few isolated sites with pockets no deeper than 4 mm. Two years after completion of active treatment, there was radiographic evidence of increased bone density distal to the second molar.

Hate the course or hate to go: semester differences in first year nursing attrition.

PubMed

Andrew, Sharon; Salamonson, Yenna; Weaver, Roslyn; Smith, Ana; O'Reilly, Rebecca; Taylor, Christine

2008-10-01

Most of the attrition from nursing courses occurs in the first year of study. Devising university strategies to reduce attrition requires an understanding of why students leave. The aim of this study was to explore whether students who leave a nursing course in the first semester leave for the same or different reasons than students who leave in the second semester of study. Seventeen students who had left the course were interviewed by telephone: seven in the first semester and ten in the second. In the first semester, students who leave consider themselves unprepared for university, have competing roles outside university and develop a strong dislike of the nursing course. They decide quickly that the course is unsuitable and leave. Those who leave in second semester would prefer to stay but events in their life create a crisis where they can no longer cope with university studies. These students hope to return to nursing whereas students who leave in the first semester are unlikely to consider returning. Attempts to retain students in the first semester may be futile as these students may be unsuited or uncommitted whereas there is greater scope to retain those who leave in the second semester.

Surfing to Cross-Cultural Awareness: Using Internet-Mediated Projects To Explore Cultural Stereotypes.

ERIC Educational Resources Information Center

Abrams, Zsuzsanna I.

2002-01-01

Explores Internet-based culture portfolios that bring insider's views of other cultures into the second language classroom. Learners enrolled in third-semester German conducted semester-long culture projects in which they explored stereotypical views of the cultures of Austria, Germany, and Switzerland. (Author/VWL)

Supragingival calculus in children with gastrostomy feeding: significant reduction with a caregiver-applied tartar-control dentifrice.

PubMed

Brown, Laurie M; Casamassimo, Paul S; Griffen, Ann; Tatakis, Dimitris

2006-01-01

This study assessed the anti-calculus benefit of Crest Dual Action Whitening Toothpaste in gastrostomy (GT) children compared to a control anti-caries dentifrice. A double-blind randomized crossover design was used to compare the two dentifrices. A convenience sample of 24 GT subjects, 3-12 years old, was given a consensus baseline Volpe-Manhold Index calculus score by 2 trained examiners, followed by a dental prophylaxis to remove all calculus. Each child was randomly assigned to either study or control dentifrice groups. Caregivers brushed subjects' teeth twice daily with the unlabelled dentifrice for at least 45 seconds. Calculus was scored at 8 weeks (+/- 1 week) by the same investigators. Subjects then had a prophylaxis and received the alternative dentifrice. Subjects returned 8 weeks (+/- 1 week) later for final calculus scoring. The study dentifrice significantly reduced supragingival calculus from baseline by 58% compared to control dentifrice (p<0.005 need exact p-value unless it is <.001; maybe it's reported in the paper). Calculus levels decreased by 68% over the study duration, irrespective of dentifrice. ANOVA found no significant differences in calculus scores based on gender, race, history of reflux, aspiration pneumonia, or oral intake of food. Calculus was significantly related to history of aspiration pneumonia (p<0.05 need exact p-value here). Crest Dual Action Whitening Toothpaste was effective and better than anti-caries control dentifrice in reducing calculus in GT children.

A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus

NASA Astrophysics Data System (ADS)

Babaali, Parisa; Gonzalez, Lidia

2015-07-01

Supporting student success in entry-level mathematics courses at the undergraduate level has and continues to be a challenge. Recently we have seen an increased reliance on technological supports including software to supplement more traditional in-class instruction. In this paper, we explore the effects on student performance of the use of a computer software program to supplement instruction in an entry-level mathematics course at the undergraduate level, specifically, a pre-calculus course. Relying on data from multiple sections of the course over various semesters, we compare student performance in those classes utilizing the software against those in which it was not used. Quantitative analysis of the data then leads us to conclusions about the effectiveness of the software as well as recommendations for future iterations of the course and others like it.

Modifying ``Six Ideas that Shaped Physics'' for a Life-Science major audience at Hope College

NASA Astrophysics Data System (ADS)

Mader, Catherine

2005-04-01

The ``Six Ideas That Shaped Physics'' textbook has been adapted and used for use in the algebra-based introductory physics course for non-physics science majors at Hope College. The results of the first use will be presented. Comparison of FCI for pre and post test scores will be compared with results from 8 years of results from both the algebra-based course and the calculus-based course (when we first adopted ``Six Ideas that Shaped Physcs" for the Calculus-based course). In addition, comparison on quantitative tests and homework problems with prior student groups will also be made. Because a large fraction of the audience in the algebra-based course is life-science majors, a goal of this project is to make the material relevant for these students. Supplemental materials that emphasize the connection between the life sciences and the fundamental physics concepts are being be developed to accompany the new textbook. Samples of these materials and how they were used (and received) during class testing will be presented.

Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

NASA Astrophysics Data System (ADS)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-06-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Communicating physics and the design of textbooks

NASA Astrophysics Data System (ADS)

Barojas, J.; Trigueros, M.

1991-05-01

The cognitive domains of a communication scheme for learning physics are related to a framework based on epistemology, and the planning of an introductory calculus textbook in classical mechanics is shown as an example of application.

Restructuring the CS 1 classroom: Examining the effect of open laboratory-based classes vs. closed laboratory-based classes on Computer Science 1 students' achievement and attitudes toward computers and computer courses

NASA Astrophysics Data System (ADS)

Henderson, Jean Foster

The purpose of this study was to assess the effect of classroom restructuring involving computer laboratories on student achievement and student attitudes toward computers and computer courses. The effects of the targeted student attributes of gender, previous programming experience, math background, and learning style were also examined. The open lab-based class structure consisted of a traditional lecture class with a separate, unscheduled lab component in which lab assignments were completed outside of class; the closed lab-based class structure integrated a lab component within the lecture class so that half the class was reserved for lecture and half the class was reserved for students to complete lab assignments by working cooperatively with each other and under the supervision and guidance of the instructor. The sample consisted of 71 students enrolled in four intact classes of Computer Science I during the fall and spring semesters of the 2006--2007 school year at two southern universities: two classes were held in the fall (one at each university) and two classes were held in the spring (one at each university). A counterbalanced repeated measures design was used in which all students experienced both class structures for half of each semester. The order of control and treatment was rotated among the four classes. All students received the same amount of class and instructor time. A multivariate analysis of variance (MANOVA) via a multiple regression strategy was used to test the study's hypotheses. Although the overall MANOVA model was statistically significant, independent follow-up univariate analyses relative to each dependent measure found that the only significant research factor was math background: Students whose mathematics background was at the level of Calculus I or higher had significantly higher student achievement than students whose mathematics background was less than Calculus I. The results suggest that classroom structures that incorporate an open laboratory setting are just as effective on student achievement and attitudes as classroom structures that incorporate a closed laboratory setting. The results also suggest that math background is a strong predictor of student achievement in CS 1.

Extraction of prostatic lumina and automated recognition for prostatic calculus image using PCA-SVM.

PubMed

Wang, Zhuocai; Xu, Xiangmin; Ding, Xiaojun; Xiao, Hui; Huang, Yusheng; Liu, Jian; Xing, Xiaofen; Wang, Hua; Liao, D Joshua

2011-01-01

Identification of prostatic calculi is an important basis for determining the tissue origin. Computation-assistant diagnosis of prostatic calculi may have promising potential but is currently still less studied. We studied the extraction of prostatic lumina and automated recognition for calculus images. Extraction of lumina from prostate histology images was based on local entropy and Otsu threshold recognition using PCA-SVM and based on the texture features of prostatic calculus. The SVM classifier showed an average time 0.1432 second, an average training accuracy of 100%, an average test accuracy of 93.12%, a sensitivity of 87.74%, and a specificity of 94.82%. We concluded that the algorithm, based on texture features and PCA-SVM, can recognize the concentric structure and visualized features easily. Therefore, this method is effective for the automated recognition of prostatic calculi.

Bridging the Gulf between Formal Calculus and Physical Reasoning.

ERIC Educational Resources Information Center

Van Der Meer, A.

1980-01-01

Some ways to link calculus instruction with the mathematical models used in physics courses are presented. The activity of modelling is presented as a major tool in synchronizing physics and mathematics instruction in undergraduate engineering programs. (MP)

Simulations of incompressible Navier Stokes equations on curved surfaces using discrete exterior calculus

NASA Astrophysics Data System (ADS)

Samtaney, Ravi; Mohamed, Mamdouh; Hirani, Anil

2015-11-01

We present examples of numerical solutions of incompressible flow on 2D curved domains. The Navier-Stokes equations are first rewritten using the exterior calculus notation, replacing vector calculus differential operators by the exterior derivative, Hodge star and wedge product operators. A conservative discretization of Navier-Stokes equations on simplicial meshes is developed based on discrete exterior calculus (DEC). The discretization is then carried out by substituting the corresponding discrete operators based on the DEC framework. By construction, the method is conservative in that both the discrete divergence and circulation are conserved up to machine precision. The relative error in kinetic energy for inviscid flow test cases converges in a second order fashion with both the mesh size and the time step. Numerical examples include Taylor vortices on a sphere, Stuart vortices on a sphere, and flow past a cylinder on domains with varying curvature. Supported by the KAUST Office of Competitive Research Funds under Award No. URF/1/1401-01.

The Legendre transform in geometric calculus

NASA Astrophysics Data System (ADS)

McClellan, Gene E.

2013-10-01

This paper explores the extension of the Legendre transform from scalar calculus to geometric calculus. In physics, the Legendre transform provides a change of variables to express equations of motion or other physical relationships in terms of the most convenient dynamical quantities for a given experimental or theoretical analysis. In classical mechanics and in field theory, the Legendre transform generates the Hamiltonian function of a system from the Lagrangian function or vice versa. In thermodynamics, the Legendre transform allows thermodynamic relationships to be written in terms of alternative sets of independent variables. In this paper, we review the properties of the Legendre transform in scalar calculus and show how an analogous transformation with similar properties may be constructed in geometric calculus.

Predicting academic performance of medical students: the first three years.

PubMed

Höschl, C; Kozený, J

1997-06-01

The purpose of this exploratory study was to identify a cluster of variables that would most economically explain variations in the grade point averages of medical students during the first 3 years of study. Data were derived from a study of 92 students admitted to the 3rd Faculty of Medicine in 1992-1993 academic year and who were still in the medical school at the end of the sixth semester (third year). Stepwise regression analysis was used to build models for predicting log-transformed changes in grade point average after six semesters of study-at the end of the first, second, and third years. Predictor variables were chosen from four domains: 1) high school grade point averages in physics, mathematics, and the Czech language over 4 years of study, 2) results of admission tests in biology, chemistry, and physics, 3) admission committee's assessment of the applicant's ability to reproduce a text, motivation to study medicine, and social maturity, and 4) scores on the sentimentality and attachment scales of the Tridimensional Personality Questionnaire. The regression model, which included performance in high school physics, results of the admission test in physics, assessment of the applicant's motivation to study medicine, and attachment scale score, accounted for 32% of the change in grade point average over six semesters of study. The regression models using the first-, second-, and third-year grade point averages as the dependent variables showed slightly decreasing amounts of explained variance toward the end of the third year of study and within domains, changing the structure of predictor variables. The results suggest that variables chosen from the assessment domains of high school performance, written entrance examination, admission interview, and personality traits may be significant predictors of academic success during the first 3 years of medical study.

Promoting Metacognition in Introductory Calculus-based Physics Labs

NASA Astrophysics Data System (ADS)

Grennell, Drew; Boudreaux, Andrew

2010-10-01

In the Western Washington University physics department, a project is underway to develop research-based laboratory curriculum for the introductory calculus-based course. Instructional goals not only include supporting students' conceptual understanding and reasoning ability, but also providing students with opportunities to engage in metacognition. For the latter, our approach has been to scaffold reflective thinking with guided questions. Specific instructional strategies include analysis of alternate reasoning presented in fictitious dialogues and comparison of students' initial ideas with their lab group's final, consensus understanding. Assessment of student metacognition includes pre- and post- course data from selected questions on the CLASS survey, analysis of written lab worksheets, and student opinion surveys. CLASS results are similar to a traditional physics course and analysis of lab sheets show that students struggle to engage in a metacognitive process. Future directions include video studies, as well as use of additional written assessments adapted from educational psychology.

Assessing Students' Conceptual Knowledge of Electricity and Magnetism

ERIC Educational Resources Information Center

McColgan, Michele W.; Finn, Rose A.; Broder, Darren L.; Hassel, George E.

2017-01-01

We present the Electricity and Magnetism Conceptual Assessment (EMCA), a new assessment aligned with second-semester introductory physics courses. Topics covered include electrostatics, electric fields, circuits, magnetism, and induction. We have two motives for writing a new assessment. First, we find other assessments such as the Brief…

Extraction of Prostatic Lumina and Automated Recognition for Prostatic Calculus Image Using PCA-SVM

PubMed Central

Wang, Zhuocai; Xu, Xiangmin; Ding, Xiaojun; Xiao, Hui; Huang, Yusheng; Liu, Jian; Xing, Xiaofen; Wang, Hua; Liao, D. Joshua

2011-01-01

Identification of prostatic calculi is an important basis for determining the tissue origin. Computation-assistant diagnosis of prostatic calculi may have promising potential but is currently still less studied. We studied the extraction of prostatic lumina and automated recognition for calculus images. Extraction of lumina from prostate histology images was based on local entropy and Otsu threshold recognition using PCA-SVM and based on the texture features of prostatic calculus. The SVM classifier showed an average time 0.1432 second, an average training accuracy of 100%, an average test accuracy of 93.12%, a sensitivity of 87.74%, and a specificity of 94.82%. We concluded that the algorithm, based on texture features and PCA-SVM, can recognize the concentric structure and visualized features easily. Therefore, this method is effective for the automated recognition of prostatic calculi. PMID:21461364

Examining the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren; Pollock, Steven; Finkelstein, Noah

2009-05-01

Our previous research[1] showed that despite the use of interactive engagement techniques in the introductory physics course, the gap in performance between males and females on a mechanics conceptual learning survey persisted from pre- to post-test, at our institution. Such findings were counter to previously published work[2]. Follow-up studies[3] identified correlations between student performance on the conceptual learning survey and students' prior physics and math knowledge and their incoming attitudes and beliefs about physics and learning physics. The results indicate that the gender gap at our institution is predominantly associated with differences in males' and females' previous physics and math knowledge, and attitudes and beliefs. Our current work extends these results in two ways: 1) we look at the gender gap in the second semester of the introductory sequence and find results similar to those in the first semester course and 2) we identify ways in which males and females differentially experience several aspects of the introductory course. [1] Pollock, et al, Phys Rev: ST: PER 3, 010107. [2] Lorenzo, et al, Am J Phys 74, 118. [3] Kost, et al, PERC Proceedings 2008.

Implementing ILDs and Assessment in Small-enrollment, Calculus-based Physics Classes -- Lessons, Observations and Open Questions

NASA Astrophysics Data System (ADS)

Mason-McCaffrey, Deborah

2011-04-01

At Salem State, we offer a Physics minor, but most of our teaching load is support courses for other science majors and a lab sequence which satisfies the University's core education requirement. In three years of using assessments and ILDs in small-enrollment calculus-based Physics classes, there has been a significant implementation learning curve, there are encouraging results, a few cautions, and still some open questions to report. ILDs can be highly effective teaching tools. They do require significant advance preparation as well as a safe environment for student participation. Motivating students to do their best on assessment pre- and post-tests can also be difficult. Strategies for motivating assessment performance, experiments using clickers to encourage participation in ILDs, and modifying and developing home-grown ILDs are discussed.

a Speculative Study on Negative-Dimensional Potential and Wave Problems by Implicit Calculus Modeling Approach

NASA Astrophysics Data System (ADS)

Chen, Wen; Wang, Fajie

Based on the implicit calculus equation modeling approach, this paper proposes a speculative concept of the potential and wave operators on negative dimensionality. Unlike the standard partial differential equation (PDE) modeling, the implicit calculus modeling approach does not require the explicit expression of the PDE governing equation. Instead the fundamental solution of physical problem is used to implicitly define the differential operator and to implement simulation in conjunction with the appropriate boundary conditions. In this study, we conjecture an extension of the fundamental solution of the standard Laplace and Helmholtz equations to negative dimensionality. And then by using the singular boundary method, a recent boundary discretization technique, we investigate the potential and wave problems using the fundamental solution on negative dimensionality. Numerical experiments reveal that the physics behaviors on negative dimensionality may differ on positive dimensionality. This speculative study might open an unexplored territory in research.

Developing Critical Thinking in Undergraduate Courses: A Philosophical Approach.

ERIC Educational Resources Information Center

Kalman, Calvin S.

2002-01-01

Examines how 20th century philosophers of science have influenced current physics educational research. Examines the introduction of a study of these philosophers in several courses, including the calculus-based introductory physics course on optics and modern physics. Concludes that students seem to have made a marked improvement in their…

Student Blogging about Physics

NASA Astrophysics Data System (ADS)

Daniels, Karen E.

2010-09-01

In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years, Internet blogs have become a decentralized format for diarists, independent journalists, and opinion makers to both post entries and allow commentary from their readers. Below, I will describe some techniques for using student blogging about physics to engage students from two different classroom environments: a calculus-based introductory mechanics class for scientists and engineers, and an honors seminar for first-year students. These assignments required them to make their own connections between classroom knowledge and situations where it might find applications. A second goal of including blogging in the introductory physics course was to induce students to write about the physics content of the class in a more substantive way than was previously part of the class.

Fractional kinetics of compartmental systems: first approach with use digraph-based method

NASA Astrophysics Data System (ADS)

Markowski, Konrad Andrzej

2017-08-01

In the last two decades, integral and differential calculus of a fractional order has become a subject of great interest in different areas of physics, biology, economics and other sciences. The idea of such a generalization was mentioned in 1695 by Leibniz and L'Hospital. The first definition of the fractional derivative was introduced by Liouville and Riemann at the end of the 19th century. Fractional calculus was found to be a very useful tool for modelling the behaviour of many materials and systems. In this paper fractional calculus was applied to pharmacokinetic compartmental model. For introduced model determine all possible quasi-positive realisation based on one-dimensional digraph theory. The proposed method was discussed and illustrated in detail with some numerical examples.

Bringing the Excitement and Motivation of Research to Students; Using Inquiry and Research-Based Learning in a Year-Long Biochemistry Laboratory: Part II--Research-Based Laboratory--A Semester-Long Research Approach Using Malate Dehydrogenase as a Research Model

ERIC Educational Resources Information Center

Knutson, Kristopher; Smith, Jennifer; Nichols, Paul; Wallert, Mark A.; Provost, Joseph J.

2010-01-01

Research-based learning in a teaching environment is an effective way to help bring the excitement and experience of independent bench research to a large number of students. The program described here is the second of a two-semester biochemistry laboratory series. Here, students are empowered to design, execute and analyze their own experiments…

Modeling student success in engineering education

NASA Astrophysics Data System (ADS)

Jin, Qu

In order for the United States to maintain its global competitiveness, the long-term success of our engineering students in specific courses, programs, and colleges is now, more than ever, an extremely high priority. Numerous studies have focused on factors that impact student success, namely academic performance, retention, and/or graduation. However, there are only a limited number of works that have systematically developed models to investigate important factors and to predict student success in engineering. Therefore, this research presents three separate but highly connected investigations to address this gap. The first investigation involves explaining and predicting engineering students' success in Calculus I courses using statistical models. The participants were more than 4000 first-year engineering students (cohort years 2004 - 2008) who enrolled in Calculus I courses during the first semester in a large Midwestern university. Predictions from statistical models were proposed to be used to place engineering students into calculus courses. The success rates were improved by 12% in Calculus IA using predictions from models developed over traditional placement method. The results showed that these statistical models provided a more accurate calculus placement method than traditional placement methods and help improve success rates in those courses. In the second investigation, multi-outcome and single-outcome neural network models were designed to understand and to predict first-year retention and first-year GPA of engineering students. The participants were more than 3000 first year engineering students (cohort years 2004 - 2005) enrolled in a large Midwestern university. The independent variables include both high school academic performance factors and affective factors measured prior to entry. The prediction performances of the multi-outcome and single-outcome models were comparable. The ability to predict cumulative GPA at the end of an engineering student's first year of college was about a half of a grade point for both models. The predictors of retention and cumulative GPA while being similar differ in that high school academic metrics play a more important role in predicting cumulative GPA with the affective measures playing a more important role in predicting retention. In the last investigation, multi-outcome neural network models were used to understand and to predict engineering students' retention, GPA, and graduation from entry to departure. The participants were more than 4000 engineering students (cohort years 2004 - 2006) enrolled in a large Midwestern university. Different patterns of important predictors were identified for GPA, retention, and graduation. Overall, this research explores the feasibility of using modeling to enhance a student's educational experience in engineering. Student success modeling was used to identify the most important cognitive and affective predictors for a student's first calculus course retention, GPA, and graduation. The results suggest that the statistical modeling methods have great potential to assist decision making and help ensure student success in engineering education.

Teaching College Physics at the Local Elementary School

NASA Astrophysics Data System (ADS)

Hagedorn, Eric A.

2006-12-01

For several years physics faculty at the University of Texas at El Paso (UTEP) have taught physics to pre-service elementary and middle school teachers in an unusual location: the local elementary school! The participating pre-service elementary and middle school teachers are typically in their last semester and are fully immersed in their internships (called "student teaching" elsewhere. See Fig. 1). Rather than bringing the students back to campus for class during four of their field semesters, UTEP sends education, mathematics, and physics faculty out to the schools as part of what is referred to as the "field-based program" (FBP) even though some of this program occurs on campus.

a Study of Women Engineering Students and Time to Completion of First-Year Required Courses at Texas A&M University

NASA Astrophysics Data System (ADS)

Kimball, Jorja; Cole, Bryan; Hobson, Margaret; Watson, Karan; Stanley, Christine

This paper reports findings on gender that were part of a larger study reviewing time to completion of course work that includes the first two semesters of calculus, chemistry, and physics, which are often considered the stumbling points or "barrier courses" to an engineering baccalaureate degree. Texas A&M University terms these courses core body of knowledge (CBK), and statistical analysis was conducted on two cohorts of first-year enrolling engineering students at the institution. Findings indicate that gender is statistically significantly related to completion of CBK with female engineering students completing required courses faster than males at the .01 level (p = 0.008). Statistical significance for gender and ethnicity was found between white male and white female students at the .01 level (p = 0.008). Descriptive analysis indicated that of the five majors studied (chemical, civil, computer, electrical, and mechanical engineering), women completed CBK faster than men, and African American and Hispanic women completed CBK faster than males of the same ethnicity.

Motivating Calculus-Based Kinematics Instruction with Super Mario Bros

ERIC Educational Resources Information Center

Nordine, Jeffrey C.

2011-01-01

High-quality physics instruction is contextualized, motivates students to learn, and represents the discipline as a way of investigating the world rather than as a collection of facts and equations. Inquiry-oriented pedagogy, such as problem-based instruction, holds great promise for both teaching physics content and representing the process of…

Hanging an Airplane: A Case Study in Static Equilibrium

ERIC Educational Resources Information Center

Katz, Debora M.

2009-01-01

Our classrooms are filled with engineering majors who take a semester-long course in static equilibrium. Many students find this class too challenging and drop their engineering major. In our introductory physics class, we often breeze through static equilibrium; to physicists equilibrium is just a special case of Newton's second law. While it is…

Advanced Imaging of Elementary Circuits

ERIC Educational Resources Information Center

Baird, William H.; Richards, Caleb; Godbole, Pranav

2012-01-01

Students commonly find the second semester of introductory physics to be more challenging than the first, probably due to the mechanical intuition we acquire just by moving around. For most students, there is no similar comfort with electricity or magnetism. In an effort to combat this confusion, we decided to examine simple electric circuits with…

Modeling the Water Balloon Slingshot

NASA Astrophysics Data System (ADS)

Bousquet, Benjamin D.; Figura, Charles C.

2013-01-01

In the introductory physics courses at Wartburg College, we have been working to create a lab experience focused on the scientific process itself rather than verification of physical laws presented in the classroom or textbook. To this end, we have developed a number of open-ended modeling exercises suitable for a variety of learning environments, from non-science major classes to algebra-based and calculus-based introductory physics classes.

Bringing research into a first semester organic chemistry laboratory with the multistep synthesis of carbohydrate-based HIV inhibitor mimics.

PubMed

Pontrello, Jason K

2015-01-01

Benefits of incorporating research experiences into laboratory courses have been well documented, yet examples of research projects designed for the first semester introductory organic chemistry lab course are extremely rare. To address this deficiency, a Carbohydrate-Based human immunodeficiency virus (HIV) Inhibitor project consisting of a synthetic scheme of four reactions was developed for and implemented in the first semester organic lab. Students carried out the synthetic reactions during the last 6 of 10 total labs in the course, generating carbohydrate-based dimeric target molecules modeled after published dimers with application in HIV therapy. The project was designed to provide a research experience through use of literature procedures for reactions performed, exploration of variation in linker length in the target structure, and synthesis of compounds not previously reported in the scientific literature. Project assessment revealed strong student support, indicating enhanced engagement and interest in the course as a direct result of the use of scientific literature and the applications of the synthesized carbohydrate-based molecules. Regardless of discussed challenges in designing a research project for the first semester lab course, the finding from data analysis that a project implemented in the first semester lab had significantly greater student impact than a second semester project should provide motivation for development of additional research projects for a first semester organic course. © 2015 The International Union of Biochemistry and Molecular Biology.

Relationships between Undergraduates' Argumentation Skills, Conceptual Quality of Problem Solutions, and Problem Solving Strategies in Introductory Physics

ERIC Educational Resources Information Center

Rebello, Carina M.

2012-01-01

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well…

Understanding Introductory Students' Application of Integrals in Physics from Multiple Perspectives

ERIC Educational Resources Information Center

Hu, Dehui

2013-01-01

Calculus is used across many physics topics from introductory to upper-division level college courses. The concepts of differentiation and integration are important tools for solving real world problems. Using calculus or any mathematical tool in physics is much more complex than the straightforward application of the equations and algorithms that…

Gender Differences in STEM Related Advanced Placement Exams

ERIC Educational Resources Information Center

Morris, Jill B.

2013-01-01

Purpose: The purpose of this study was to examine differences between boys and girls in their performance on STEM related AP exams. Specifically, gender differences were examined for the following STEM related AP exams: Calculus AB, Calculus BC, Physics B, Physics C: Electricity and Magnetism, Physics C: Mechanics, Chemistry, and Computer Science…

Modeling Instruction in AP Physics C: Mechanics and Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Belcher, Nathan Tillman

This action research study used data from multiple assessments in Mechanics and Electricity and Magnetism to determine the viability of Modeling Instruction as a pedagogy for students in AP Physics C: Mechanics and Electricity and Magnetism. Modeling Instruction is a guided-inquiry approach to teaching science in which students progress through the Modeling Cycle to develop a fully-constructed model for a scientific concept. AP Physics C: Mechanics and Electricity and Magnetism are calculus-based physics courses, approximately equivalent to first-year calculus-based physics courses at the collegiate level. Using a one-group pretest-posttest design, students were assessed in Mechanics using the Force Concept Inventory, Mechanics Baseline Test, and 2015 AP Physics C: Mechanics Practice Exam. With the same design, students were assessed in Electricity and Magnetism on the Brief Electricity and Magnetism Assessment, Electricity and Magnetism Conceptual Assessment, and 2015 AP Physics C: Electricity and Magnetism Practice Exam. In a one-shot case study design, student scores were collected from the 2017 AP Physics C: Mechanics and Electricity and Magnetism Exams. Students performed moderately well on the assessments in Mechanics and Electricity and Magnetism, demonstrating that Modeling Instruction is a viable pedagogy in AP Physics C: Electricity and Magnetism.

Endoscopically guided removal of cloacal calculi in three African spurred tortoises (Geochelone sulcata).

PubMed

Mans, Christoph; Sladky, Kurt K

2012-04-01

3 female African spurred tortoises (Geochelone sulcata) of various body weights (0.22, 0.77, and 2.86 kg [0.48, 1.69, and 6.29 lb]) were examined because of reduced food intake and lack of fecal output. Owners reported intermittent tenesmus in 2 of the tortoises. Physical examinations revealed no clinically important abnormalities in the tortoises. Cloacal calculi were diagnosed on the basis of radiography and cloacoscopy in all 3 tortoises. One tortoise had another calculus in the urinary bladder. Tortoises were anesthetized, and cloacal calculi were removed by use of a cutting burr (plain-fissure cutting burr and a soft tissue protector mounted to a dental handpiece that had a low-speed motor and a straight nose cone) and warm water irrigation with endoscopic guidance. Complete removal of calculus fragments was achieved by use of forceps and irrigation. In 1 tortoise, removal of the cloacal calculus was staged (2 separate procedures). In another tortoise, a second cloacal calculus (which had been located in the urinary bladder during the first examination) was successfully removed 25 days after removal of the first calculus. All 3 tortoises recovered uneventfully, and serious complications secondary to removal of the cloacal calculi were not detected. Cloacoscopy combined with the use of a low-speed dental drill and warm water irrigation should be considered a simple, safe, and nontraumatic treatment option for removal of obstructive cloacal calculi in tortoises.

Lunatics in Introductory Physics: Using Collectivized Student Moon Position Observations To Teach Basic Orbital Mechanics In Calculus Based Introductory Physics.

NASA Astrophysics Data System (ADS)

Bottorff, Mark

2012-01-01

A large (74 student) calculus based physics class was required to make observations of the moon over two lunar cycles using a small telescope equipped with mechanical setting circles. The data was collectivized and then analyzed in the laboratory to determine the period of the moon and to search for evidence of the eccentricity of the moon's orbit. These results were used in conjunction with the simple pendulum experiment in which the students inferred the acceleration due to gravity. The student inferred lunar orbital period and acceleration due to gravity (augmented with the radius of the Earth) enabled the students to infer the average Earth to moon distance. Class lectures, activities, and homework on gravitation and orbits were tailored to this observational activity thereby forming a learning module. A basic physics and orbital mechanics knowledge questionnaire was administered before and after the learning module. The resulting learning gains are reported here.

Impact of Context-Rich, Multifaceted Problems on Students' Attitudes Towards Problem-Solving

NASA Astrophysics Data System (ADS)

Ogilvie, Craig

2008-04-01

Young scientists and engineers need strong problem-solving skills to enable them to address the broad challenges they will face in their careers. These challenges will likely be ill-defined and open-ended with either unclear goals, insufficient constraints, multiple possible solutions, and different criteria for evaluating solutions so that our young scientists and engineers must be able to make judgments and defend their proposed solutions. In contrast, many students believe that problem-solving is being able to apply set procedures or algorithms to tasks and that their job as students is to master an ever-increasing list of procedures. This gap between students' beliefs and the broader, deeper approaches of experts is a strong barrier to the educational challenge of preparing students to succeed in their future careers. To start to address this gap, we have used multi-faceted, context-rich problems in a sophomore calculus-based physics course. To assess whether there was any change in students' attitudes or beliefs towards problem-solving, students were asked to reflect on their problem-solving at the beginning and at the end of the semester. These reflections were coded as containing one or more problem-solving ideas. The change in students' beliefs will be shown in this talk.

Understanding Calculus beyond Computations: A Descriptive Study of the Parallel Meanings and Expectations of Teachers and Users of Calculus

ERIC Educational Resources Information Center

Ferguson, Leann J.

2012-01-01

Calculus is an important tool for building mathematical models of the world around us and is thus used in a variety of disciplines, such as physics and engineering. These disciplines rely on calculus courses to provide the mathematical foundation needed for success in their courses. Unfortunately, due to the basal conceptions of what it means to…

Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course.

PubMed

Gray, Cynthia; Price, Carol W; Lee, Christopher T; Dewald, Alison H; Cline, Matthew A; McAnany, Charles E; Columbus, Linda; Mura, Cameron

2015-01-01

Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year-long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three-dimensional structure. The first half of the course is inquiry-based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

Correlates of gender and achievement in introductory algebra based physics

NASA Astrophysics Data System (ADS)

Smith, Rachel Clara

The field of physics is heavily male dominated in America. Thus, half of the population of our country is underrepresented and underserved. The identification of factors that contribute to gender disparity in physics is necessary for educators to address the individual needs of students, and, in particular, the separate and specific needs of female students. In an effort to determine if any correlations could be established or strengthened between sex, gender identity, social network, algebra skill, scientific reasoning ability, and/or student attitude, a study was performed on a group of 82 students in an introductory algebra based physics course. The subjects each filled out a survey at the beginning of the semester of their first semester of algebra based physics. They filled out another survey at the end of that same semester. These surveys included physics content pretests and posttests, as well as questions about the students' habits, attitudes, and social networks. Correlates of posttest score were identified, in order of significance, as pretest score, emphasis on conceptual learning, preference for male friends, number of siblings (negatively correlated), motivation in physics, algebra score, and parents' combined education level. Number of siblings was also found to negatively correlate with, in order of significance, gender identity, preference for male friends, emphasis on conceptual learning, and motivation in physics. Preference for male friends was found to correlate with, in order of significance, emphasis on conceptual learning, gender identity, and algebra score. Also, gender identity was found to correlate with emphasis on conceptual learning, the strongest predictor of posttest score other than pretest score.

Stochastic Calculus and Differential Equations for Physics and Finance

NASA Astrophysics Data System (ADS)

McCauley, Joseph L.

2013-02-01

1. Random variables and probability distributions; 2. Martingales, Markov, and nonstationarity; 3. Stochastic calculus; 4. Ito processes and Fokker-Planck equations; 5. Selfsimilar Ito processes; 6. Fractional Brownian motion; 7. Kolmogorov's PDEs and Chapman-Kolmogorov; 8. Non Markov Ito processes; 9. Black-Scholes, martingales, and Feynman-Katz; 10. Stochastic calculus with martingales; 11. Statistical physics and finance, a brief history of both; 12. Introduction to new financial economics; 13. Statistical ensembles and time series analysis; 14. Econometrics; 15. Semimartingales; References; Index.

Primary vaginal calculus in a middle-aged woman with mental and physical disabilities.

PubMed

Ikeda, Yuji; Oda, Katsutoshi; Matsuzawa, Naoki; Shimizu, Ken

2013-07-01

Vaginal calculi are rarely encountered and are often misdiagnosed as bladder calculi because of the difficulty in achieving an appropriate diagnosis. Most vaginal calculi result from the presence of a urethrovaginal fistula; those occurring in the absence of such fistulas are extremely rare. We present a case of a 42-year-old bedridden woman with mental and physical disabilities who had been misdiagnosed for a decade as having a bladder calculus. We removed the calculus nonsurgically and the analyzed the components. Results demonstrated the presence of a primary vaginal calculus. Vaginal calculi may occasionally occur in disabled women, but further investigation of the etiology of such calculi is required.

A physically based connection between fractional calculus and fractal geometry

DOE Office of Scientific and Technical Information (OSTI.GOV)

Butera, Salvatore, E-mail: sg.butera@gmail.com; Di Paola, Mario, E-mail: mario.dipaola@unipa.it

2014-11-15

We show a relation between fractional calculus and fractals, based only on physical and geometrical considerations. The link has been found in the physical origins of the power-laws, ruling the evolution of many natural phenomena, whose long memory and hereditary properties are mathematically modelled by differential operators of non integer order. Dealing with the relevant example of a viscous fluid seeping through a fractal shaped porous medium, we show that, once a physical phenomenon or process takes place on an underlying fractal geometry, then a power-law naturally comes up in ruling its evolution, whose order is related to the anomalousmore » dimension of such geometry, as well as to the model used to describe the physics involved. By linearizing the non linear dependence of the response of the system at hand to a proper forcing action then, exploiting the Boltzmann superposition principle, a fractional differential equation is found, describing the dynamics of the system itself. The order of such equation is again related to the anomalous dimension of the underlying geometry.« less

From "F = ma" to Flying Squirrels: Curricular Change in an Introductory Physics Course

ERIC Educational Resources Information Center

O'Shea, Brian; Terry, Laura; Benenson, Walter

2013-01-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on…

Applying the Socratic Method to Physics Education

NASA Astrophysics Data System (ADS)

Corcoran, Ed

2005-04-01

We have restructured University Physics I and II in accordance with methods that PER has shown to be effective, including a more interactive discussion- and activity-based curriculum based on the premise that developing understanding requires an interactive process in which students have the opportunity to talk through and think through ideas with both other students and the teacher. Studies have shown that in classes implementing this approach to teaching as compared to classes using a traditional approach, students have significantly higher gains on the Force Concept Inventory (FCI). This has been true in UPI. However, UPI FCI results seem to suggest that there is a significant conceptual hole in students' understanding of Newton's Second Law. Two labs in UPI which teach Newton's Second Law will be redesigned replacing more activity with students as a group talking through, thinking through, and answering conceptual questions asked by the TA. The results will be measured by comparing FCI results to those from previous semesters, coupled with interviews. The results will be analyzed, and we will attempt to understand why gains were or were not made.

Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study

ERIC Educational Resources Information Center

Saito, Kazuya; Akiyama, Yuka

2017-01-01

This study examined the impact of video-based conversational interaction on the longitudinal development (one academic semester) of second language production by college-level Japanese English-as-a-foreign-language learners. Students in the experimental group engaged in weekly dyadic conversation exchanges with native speakers in the United States…

Suggested Courseware for the Non-Calculus Physics Student: Measurement, Vectors, and One-Dimensional Motion.

ERIC Educational Resources Information Center

Mahoney, Joyce; And Others

1988-01-01

Evaluates 16 commercially available courseware packages covering topics for introductory physics. Discusses the price, sub-topics, program type, interaction, time, calculus required, graphics, and comments of each program. Recommends two packages in measurement and vectors, and one-dimensional motion respectively. (YP)

Vector Knowledge of Beginning Physics Students.

ERIC Educational Resources Information Center

Knight, Randall D.

1995-01-01

Presents the Vector Knowledge Test that was designed to see if beginning physics students possess the minimal basic knowledge of vectors that will allow them to proceed with a study of Newtonian mechanics. Concludes that only one-third of the students in a calculus-based introductory course at California Polytechnic had sufficient vector…

Beyond the spectral theorem: Spectrally decomposing arbitrary functions of nondiagonalizable operators

NASA Astrophysics Data System (ADS)

Riechers, Paul M.; Crutchfield, James P.

2018-06-01

Nonlinearities in finite dimensions can be linearized by projecting them into infinite dimensions. Unfortunately, the familiar linear operator techniques that one would then hope to use often fail since the operators cannot be diagonalized. The curse of nondiagonalizability also plays an important role even in finite-dimensional linear operators, leading to analytical impediments that occur across many scientific domains. We show how to circumvent it via two tracks. First, using the well-known holomorphic functional calculus, we develop new practical results about spectral projection operators and the relationship between left and right generalized eigenvectors. Second, we generalize the holomorphic calculus to a meromorphic functional calculus that can decompose arbitrary functions of nondiagonalizable linear operators in terms of their eigenvalues and projection operators. This simultaneously simplifies and generalizes functional calculus so that it is readily applicable to analyzing complex physical systems. Together, these results extend the spectral theorem of normal operators to a much wider class, including circumstances in which poles and zeros of the function coincide with the operator spectrum. By allowing the direct manipulation of individual eigenspaces of nonnormal and nondiagonalizable operators, the new theory avoids spurious divergences. As such, it yields novel insights and closed-form expressions across several areas of physics in which nondiagonalizable dynamics arise, including memoryful stochastic processes, open nonunitary quantum systems, and far-from-equilibrium thermodynamics. The technical contributions include the first full treatment of arbitrary powers of an operator, highlighting the special role of the zero eigenvalue. Furthermore, we show that the Drazin inverse, previously only defined axiomatically, can be derived as the negative-one power of singular operators within the meromorphic functional calculus and we give a new general method to construct it. We provide new formulae for constructing spectral projection operators and delineate the relations among projection operators, eigenvectors, and left and right generalized eigenvectors. By way of illustrating its application, we explore several, rather distinct examples. First, we analyze stochastic transition operators in discrete and continuous time. Second, we show that nondiagonalizability can be a robust feature of a stochastic process, induced even by simple counting. As a result, we directly derive distributions of the time-dependent Poisson process and point out that nondiagonalizability is intrinsic to it and the broad class of hidden semi-Markov processes. Third, we show that the Drazin inverse arises naturally in stochastic thermodynamics and that applying the meromorphic functional calculus provides closed-form solutions for the dynamics of key thermodynamic observables. Finally, we draw connections to the Ruelle-Frobenius-Perron and Koopman operators for chaotic dynamical systems and propose how to extract eigenvalues from a time-series.

Rationale, design and methods of the HEALTHY study behavior intervention component

PubMed Central

Venditti, EM; Elliot, DL; Faith, MS; Firrell, LS; Giles, CM; Goldberg, L; Marcus, MD; Schneider, M; Solomon, S; Thompson, D; Yin, Z

2009-01-01

HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States. PMID:19623189

Rationale, design and methods of the HEALTHY study behavior intervention component.

PubMed

Venditti, E M; Elliot, D L; Faith, M S; Firrell, L S; Giles, C M; Goldberg, L; Marcus, M D; Schneider, M; Solomon, S; Thompson, D; Yin, Z

2009-08-01

HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States.

Raw beef bones as chewing items to reduce dental calculus in Beagle dogs.

PubMed

Marx, F R; Machado, G S; Pezzali, J G; Marcolla, C S; Kessler, A M; Ahlstrøm, Ø; Trevizan, L

2016-01-01

Evaluate the effect of raw bovine cortical bone (CB) (medullary bone cross-sectioned) and marrow or epiphyseal 'spongy' bone (SB) as chew items to reduce dental calculus in adult dogs. Eight 3-year-old Beagle dogs were observed in two study periods. In the first study, the dogs each received a piece of bovine femur CB (122 ± 17 g) daily and in the second study, a piece of bovine femur SB (235 ± 27 g). The first study lasted 12 days and the second 20 days. Dental calculus was evaluated using image integration software. At the start of the studies, dental calculus covered 42.0% and 38.6% of the dental arcade areas, respectively. In study one, the chewing reduced the established dental calculus area to 27.1% (35.5% reduction) after 3 days and after 12 days the dental calculus covering was reduced to 12.3% (70.6% reduction). In study two, the dental calculus covered 16.8% (56.5% reduction) after 3 days, 7.1% (81.6% reduction) after 12 days and 4.7% (87.8% reduction) after 20 days. The CB remained largely intact after 24 h, but SB was reduced to smaller pieces and in some cases totally consumed after 24 h. No complications such as tooth fractures, pieces of bone stuck between teeth or intestinal obstructions were observed during the studies. Chewing raw bovine bones was an effective method of removing dental calculus in dogs. The SB bones removed dental calculus more efficiently in the short term. © 2016 Australian Veterinary Association.

Developing model-making and model-breaking skills using direct measurement video-based activities

NASA Astrophysics Data System (ADS)

Vonk, Matthew; Bohacek, Peter; Militello, Cheryl; Iverson, Ellen

2017-12-01

This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

Combining Outdoor Education and Anishnaabe Culture in a Four-Credit Semester Program in Blind River

ERIC Educational Resources Information Center

Thomson, Alexandra

2011-01-01

This article describes a four-credit semester program at Elliot Lake Secondary School in the late 1990s. This New Trails program is based around physical education and leadership, geography, Native studies, and English credits. The students are outside much of the time. The students become certified in the use of GPS and in map and compass work,…

Teaching an Aerospace Engineering Design Course via Virtual Worlds: A Comparative Assessment of Learning Outcomes

ERIC Educational Resources Information Center

Okutsu, Masataka; DeLaurentis, Daniel; Brophy, Sean; Lambert, Jason

2013-01-01

To test the concept of multiuser 3D virtual environments as media to teach semester-long courses, we developed a software prototype called Aeroquest. An aerospace design course--offered to 135 second-year students for university credits in Fall 2009--was divided into two groups: the real-world group attending lectures, physically, in a campus hall…

Competency based teaching of college physics: The philosophy and the practice

NASA Astrophysics Data System (ADS)

Rajapaksha, Ajith; Hirsch, Andrew S.

2017-12-01

The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills (competencies) are clearly defined and evaluated. We envisioned that a CB approach, where the underlying competencies are highlighted within the instructional process, would be more suitable to teaching physics to learners with diversified disciplinary interests. A model CB course curriculum was developed and practiced at Purdue University to teach introductory college physics to learners who were majoring in the technology disciplines. The experiment took place from the spring semester in 2015 until the spring semester in 2017. The practice provided a means to monitor and evaluate a set of developmental transdisciplinary competencies that underlie the learning of force and motion concepts in classical physics. Additionally, the CB practice contributed to produce substantial physics learning outcomes among learners who were underprepared to learn physics in college.

TIMSS Advanced 2015 and Advanced Placement Calculus & Physics. A Framework Analysis. Research in Review 2016-1

ERIC Educational Resources Information Center

Lazzaro, Christopher; Jones, Lee; Webb, David C.; Grover, Ryan; Di Giacomo, F. Tony; Marino, Katherine Adele

2016-01-01

This report will determine to what degree the AP Physics 1 and 2 and AP Calculus AB and BC frameworks are aligned with the Trends in International Mathematics and Science Study (TIMSS) Advanced Physics and Mathematics frameworks. This will enable an exploration of any differences in content coverage and levels of complexity, and will set the stage…

Framework and implementation for improving physics essential skills via computer-based practice: Vector math

NASA Astrophysics Data System (ADS)

Mikula, Brendon D.; Heckler, Andrew F.

2017-06-01

We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13 min /week , for a total of about 2-3 h for the whole semester. Results reveal large (>1 SD ) pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

Decomposition of a symmetric second-order tensor

NASA Astrophysics Data System (ADS)

Heras, José A.

2018-05-01

In the three-dimensional space there are different definitions for the dot and cross products of a vector with a second-order tensor. In this paper we show how these products can uniquely be defined for the case of symmetric tensors. We then decompose a symmetric second-order tensor into its ‘dot’ part, which involves the dot product, and the ‘cross’ part, which involves the cross product. For some physical applications, this decomposition can be interpreted as one in which the dot part identifies with the ‘parallel’ part of the tensor and the cross part identifies with the ‘perpendicular’ part. This decomposition of a symmetric second-order tensor may be suitable for undergraduate courses of vector calculus, mechanics and electrodynamics.

How does preclinical laboratory training impact physical examination skills during the first clinical year? A retrospective analysis of routinely collected objective structured clinical examination scores among the first two matriculating classes of a reformed curriculum in one Polish medical school

PubMed Central

Świerszcz, Jolanta; Stalmach-Przygoda, Agata; Kuźma, Marcin; Jabłoński, Konrad; Cegielny, Tomasz; Skrzypek, Agnieszka; Wieczorek-Surdacka, Ewa; Kruszelnicka, Olga; Chmura, Kaja; Chyrchel, Bernadeta; Surdacki, Andrzej; Nowakowski, Michał

2017-01-01

Objective As a result of a curriculum reform launched in 2012 at our institution, preclinical training was shortened to 2 years instead of the traditional 3 years, creating additional incentives to optimise teaching methods. In accordance with the new curriculum, a semester-long preclinical module of clinical skills (CS) laboratory training takes place in the second year of study, while an introductory clinical course (ie, brief introductory clerkships) is scheduled for the Fall semester of the third year. Objective structured clinical examinations (OSCEs) are carried out at the conclusion of both the preclinical module and the introductory clinical course. Our aim was to compare the scores at physical examination stations between the first and second matriculating classes of a newly reformed curriculum on preclinical second-year OSCEs and early clinical third-year OSCEs. Design Analysis of routinely collected data. Setting One Polish medical school. Participants Complete OSCE records for 462 second-year students and 445 third-year students. Outcome measures OSCE scores by matriculation year. Results In comparison to the first class of the newly reformed curriculum, significantly higher (ie, better) OSCE scores were observed for those students who matriculated in 2013, a year after implementing the reformed curriculum. This finding was consistent for both second-year and third-year cohorts. Additionally, the magnitude of the improvement in median third-year OSCE scores was proportional to the corresponding advancement in preceding second-year preclinical OSCE scores for each of two different sets of physical examination tasks. In contrast, no significant difference was noted between the academic years in the ability to interpret laboratory data or ECG — tasks which had not been included in the second-year preclinical training. Conclusion Our results suggest the importance of preclinical training in a CS laboratory to improve students’ competence in physical examination at the completion of introductory clinical clerkships during the first clinical year. PMID:28864488

How does preclinical laboratory training impact physical examination skills during the first clinical year? A retrospective analysis of routinely collected objective structured clinical examination scores among the first two matriculating classes of a reformed curriculum in one Polish medical school.

PubMed

Świerszcz, Jolanta; Stalmach-Przygoda, Agata; Kuźma, Marcin; Jabłoński, Konrad; Cegielny, Tomasz; Skrzypek, Agnieszka; Wieczorek-Surdacka, Ewa; Kruszelnicka, Olga; Chmura, Kaja; Chyrchel, Bernadeta; Surdacki, Andrzej; Nowakowski, Michał

2017-09-01

As a result of a curriculum reform launched in 2012 at our institution, preclinical training was shortened to 2 years instead of the traditional 3 years, creating additional incentives to optimise teaching methods. In accordance with the new curriculum, a semester-long preclinical module of clinical skills (CS) laboratory training takes place in the second year of study, while an introductory clinical course (ie, brief introductory clerkships) is scheduled for the Fall semester of the third year. Objective structured clinical examinations (OSCEs) are carried out at the conclusion of both the preclinical module and the introductory clinical course. Our aim was to compare the scores at physical examination stations between the first and second matriculating classes of a newly reformed curriculum on preclinical second-year OSCEs and early clinical third-year OSCEs. Analysis of routinely collected data. One Polish medical school. Complete OSCE records for 462 second-year students and 445 third-year students. OSCE scores by matriculation year. In comparison to the first class of the newly reformed curriculum, significantly higher (ie, better) OSCE scores were observed for those students who matriculated in 2013, a year after implementing the reformed curriculum. This finding was consistent for both second-year and third-year cohorts. Additionally, the magnitude of the improvement in median third-year OSCE scores was proportional to the corresponding advancement in preceding second-year preclinical OSCE scores for each of two different sets of physical examination tasks. In contrast, no significant difference was noted between the academic years in the ability to interpret laboratory data or ECG - tasks which had not been included in the second-year preclinical training. Our results suggest the importance of preclinical training in a CS laboratory to improve students' competence in physical examination at the completion of introductory clinical clerkships during the first clinical year. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Known structure, unknown function: An inquiry‐based undergraduate biochemistry laboratory course

PubMed Central

Gray, Cynthia; Price, Carol W.; Lee, Christopher T.; Dewald, Alison H.; Cline, Matthew A.; McAnany, Charles E.

2015-01-01

Abstract Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry‐ and research‐based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year‐long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three‐dimensional structure. The first half of the course is inquiry‐based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology, 43(4):245–262, 2015. PMID:26148241

Secondary Implementation of Interactive Engagement Teaching Techniques: Choices and Challenges in a Gulf Arab Context

ERIC Educational Resources Information Center

Hitt, G. W.; Isakovic, A. F.; Fawwaz, O.; Bawa'aneh, M. S.; El-Kork, N.; Makkiyil, S.; Qattan, I. A.

2014-01-01

We report on efforts to design the "Collaborative Workshop Physics" (CWP) instructional strategy to deliver the first interactive engagement (IE) physics course at Khalifa University of Science, Technology and Research (KU), United Arab Emirates (UAE). To our knowledge, this work reports the first calculus-based, introductory mechanics…

Learning, Retention, and Forgetting of Newton's Third Law throughout University Physics

ERIC Educational Resources Information Center

Sayre, Eleanor C.; Franklin, Scott V.; Dymek, Stephanie; Clark, Jessica; Sun, Yifei

2012-01-01

We present data from a between-student study on student response to questions on Newton's third law given in two introductory calculus-based physics classes (Mechanics and Electromagnetism) at a large northeastern university. Construction of a response curve reveals subtle dynamics in student learning not capturable by pretesting and post-testing.…

Designing for Enhanced Conceptual Understanding in an Online Physics Course

ERIC Educational Resources Information Center

Dunlap, Joanna C.; Furtak, Thomas E.; Tucker, Susan A.

2009-01-01

The calculus-based, introductory physics course is the port of entry for any student interested in pursuing a college degree in the sciences, mathematics, or engineering. There is increasing demand for online delivery options that make the course more widely available, especially those that use best practices in student engagement. However,…

Suggested Courseware for the Non-Calculus Physics Student: Projectile Motion, Circular Motion, Rotational Dynamics, and Statics.

ERIC Educational Resources Information Center

Mahoney, Joyce; And Others

1988-01-01

Evaluates 10 courseware packages covering topics for introductory physics. Discusses the price; sub-topics; program type; interaction; possible hardware; time; calculus required; graphics; and comments on each program. Recommends two packages in projectile and circular motion, and three packages in statics and rotational dynamics. (YP)

A Team Taught Interdisciplinary Approach To Physics and Calculus Education.

ERIC Educational Resources Information Center

Johnson, David B.

The Special Intensive Program for Scientists and Engineers (SIPSE) at Diablo Valley College in California replaces the traditional engineering calculus and physics sequences with a single sequence that combines the two subjects into an integrated whole. The project report provides an overview of SIPSE, a section that traces the project from…

First-Year University Physics Students' Knowledge about Direct Current Circuits: Probing Improvement in Understanding as a Function of Teaching and Learning Interventions

ERIC Educational Resources Information Center

Newman, Richard; van der Ventel, Brandon; Hanekom, Crischelle

2017-01-01

Probing university students' understanding of direct-current (DC) resistive circuits is still a field of active physics education research. We report here on a study we conducted of this understanding, where the cohort consisted of students in a large-enrollment first-year physics module. This is a non-calculus based physics module for students in…

On the origins of generalized fractional calculus

NASA Astrophysics Data System (ADS)

Kiryakova, Virginia

2015-11-01

In Fractional Calculus (FC), as in the (classical) Calculus, the notions of derivatives and integrals (of first, second, etc. or arbitrary, incl. non-integer order) are basic and co-related. One of the most frequent approach in FC is to define first the Riemann-Liouville (R-L) integral of fractional order, and then by means of suitable integer-order differentiation operation applied over it (or under its sign) a fractional derivative is defined - in the R-L sense (or in Caputo sense). The first mentioned (R-L type) is closer to the theoretical studies in analysis, but has some shortages - from the point of view of interpretation of the initial conditions for Cauchy problems for fractional differential equations (stated also by means of fractional order derivatives/ integrals), and also for the analysts' confusion that such a derivative of a constant is not zero in general. The Caputo (C-) derivative, arising first in geophysical studies, helps to overcome these problems and to describe models of applied problems with physically consistent initial conditions. The operators of the Generalized Fractional Calculus - GFC (integrals and derivatives) are based on commuting m-tuple (m = 1, 2, 3, …) compositions of operators of the classical FC with power weights (the so-called Erdélyi-Kober operators), but represented in compact and explicit form by means of integral, integro-differential (R-L type) or differential-integral (C-type) operators, where the kernels are special functions of most general hypergeometric kind. The foundations of this theory are given in Kiryakova 18. In this survey we present the genesis of the definitions of the GFC - the generalized fractional integrals and derivatives (of fractional multi-order) of R-L type and Caputo type, analyze their properties and applications. Their special cases are all the known operators of classical FC, their generalizations introduced by other authors, the hyper-Bessel differential operators of higher integer order m as a multi-order (1, 1,…, 1), the Gelfond-Leontiev generalized differentiation operators, many other integral and differential operators in Calculus that have been used in various topics, some of them not related to FC at all, others involved in differential and integral equations for treating fractional order models.

Differential form representation of stochastic electromagnetic fields

NASA Astrophysics Data System (ADS)

Haider, Michael; Russer, Johannes A.

2017-09-01

In this work, we revisit the theory of stochastic electromagnetic fields using exterior differential forms. We present a short overview as well as a brief introduction to the application of differential forms in electromagnetic theory. Within the framework of exterior calculus we derive equations for the second order moments, describing stochastic electromagnetic fields. Since the resulting objects are continuous quantities in space, a discretization scheme based on the Method of Moments (MoM) is introduced for numerical treatment. The MoM is applied in such a way, that the notation of exterior calculus is maintained while we still arrive at the same set of algebraic equations as obtained for the case of formulating the theory using the traditional notation of vector calculus. We conclude with an analytic calculation of the radiated electric field of two Hertzian dipole, excited by uncorrelated random currents.

Exploring University Students' Expectations and Beliefs about Physics and Physics Learning in a Problem-Based Learning Context

ERIC Educational Resources Information Center

Sahin, Mehmet

2009-01-01

This paper reports the results of an exploratory study aimed to determine university students' expectations and beliefs in a problem-based introductory physics course, how those expectations compare to that of students in other universities, and change as a result of one semester of instruction. In total, 264 freshmen engineering students of Dokuz…

Foundation Mathematics for the Physical Sciences

NASA Astrophysics Data System (ADS)

Riley, K. F.; Hobson, M. P.

2011-03-01

1. Arithmetic and geometry; 2. Preliminary algebra; 3. Differential calculus; 4. Integral calculus; 5. Complex numbers and hyperbolic functions; 6. Series and limits; 7. Partial differentiation; 8. Multiple integrals; 9. Vector algebra; 10. Matrices and vector spaces; 11. Vector calculus; 12. Line, surface and volume integrals; 13. Laplace transforms; 14. Ordinary differential equations; 15. Elementary probability; Appendices; Index.

Student Solution Manual for Foundation Mathematics for the Physical Sciences

NASA Astrophysics Data System (ADS)

Riley, K. F.; Hobson, M. P.

2011-03-01

1. Arithmetic and geometry; 2. Preliminary algebra; 3. Differential calculus; 4. Integral calculus; 5. Complex numbers and hyperbolic functions; 6. Series and limits; 7. Partial differentiation; 8. Multiple integrals; 9. Vector algebra; 10. Matrices and vector spaces; 11. Vector calculus; 12. Line, surface and volume integrals; 13. Laplace transforms; 14. Ordinary differential equations; 15. Elementary probability; Appendix.

Benchmark Factors in Student Retention.

ERIC Educational Resources Information Center

Waggener, Anna T.; Smith, Constance K.

The first purpose of this study was to identify significant factors affecting the first benchmark in retaining students in college--the decision to enroll in the first fall semester after orientation. The second purpose was to examine enrollment decisions at the second benchmark--the decision to re-enroll in the second fall semester after freshman…

Assessment of burnout in veterinary medical students using the Maslach Burnout Inventory-Educational Survey: a survey during two semesters.

PubMed

Chigerwe, Munashe; Boudreaux, Karen A; Ilkiw, Jan E

2014-11-28

Burnout among veterinary students can result from known stressors in the absence of a support system. The objectives of this study were to evaluate use of the Maslach Burnout Inventory-Educator Survey (MBI-ES) to assess burnout in veterinary students and evaluate the factors that predict the MBI-ES scores. The MBI-ES was administered to first (Class of 2016) and second year (Class of 2015) veterinary medical students during the 2012-2013 academic year in the fall and spring semesters. Factor analysis and test reliability for the survey were determined. Mean scores for the subscales determining burnout namely emotional exhaustion (EE), depersonalization (DP) and lack of personal accomplishment (PA) were calculated for both classes in the 2 semesters. Multiple regression analysis was performed to evaluate other factors that predict the MBI-ES scores. A non-probability sampling method was implemented consisting of a voluntary sample of 170 and 123 students in the fall and spring semesters, respectively. Scores for EE, DP and PA were not different between the 2 classes within the same semester. Mean ± SD scores for EE, DP and PA for the fall semester were 22.9 ± 9.6, 5.0 ± 4.8 and 32.3 ± 6.7, respectively. Mean ± SD scores for EE, DP and PA the spring semester were 27.8 ± 10.7, 6.5 ± 6.1and 31.7 ± 6.8, respectively. The EE score was higher in spring compared to fall while DP and PA scores were not different between the 2 semesters. Living arrangements specifically as to whether or not a student lived with another veterinary medical students was the only variable significantly associated with the MBI-ES scores. Students in this study had moderate levels of burnout based on the MBI-ES scores. The MBI-ES was an acceptable instrument for assessing burnout in veterinary medical students. The EE scores were higher in the spring semester as compared to the fall semester. Thus students in the first and second years of veterinary school under the current curriculum experience the greatest levels of emotional exhaustion during the spring semester. This has administrative implications for the school, when considering the allocation and use of resources for student support systems during each semester.

The effect of physics-based scientific learning on the improvement of the student’s critical thinking skills

NASA Astrophysics Data System (ADS)

Zaidah, A.; Sukarmin; Sunarno, W.

2018-04-01

This study aimed to determine the influence of a physics-based scientific learning to increase student’s critical thinking skill. This type of this research was quantitative research with taking the conclusion through statistical analysis. This research was carried out in MA (Senior High School) Mu'allimat NW Pancor in the second semester in the academic year of 2016/2017 with all students of XI class. The sampling is done by using technique purposive sampling where the class was taken from XI 6 class. Based on the result of descriptive analysis, it was obtained an average pre-test score of 49.17 and an average post-test score of 82.43. Also, the results showed that the average score was gained of 0.67 with a medium category. Based on the inferential analysis showed the value of t = 22.559 while the ttable in significance level of 5% was 2.04. Thus, t > the ttable from Ha is accepted. Therefore, the pre-test and posttest were different significantly when the students used scientific-based learning. The result showed that a physics-based scientific learning has influenced to increase the student’s critical thinking skill.

Diversification through Mini-Courses

ERIC Educational Resources Information Center

Carter, Thomas P.

1975-01-01

The second-year French course at Dalhousie University was divided into two semesters and redesignated as separate, half-credit courses, allowing science students to complete the basic program in less than two years and allowing the others more options for the second semester. (RM)

University Learning in Times of Crisis: The Role of IT

ERIC Educational Resources Information Center

Todorova, Nelly; Bjorn-Andersen, Niels

2011-01-01

When the physical world of the University of Canterbury in Christchurch collapsed in a 6.3 magnitude earthquake at 12.51 pm on 22 February 2011, IT in general and the online learning platform, in particular, gave a second life from day one. It worked, but it was not an easy task. The university was able to salvage the semester and keep the…

Writing throughout the biochemistry curriculum: Synergistic inquiry-based writing projects for biochemistry students.

PubMed

Mertz, Pamela; Streu, Craig

2015-01-01

This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts and peer review. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher-order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences. © 2015 The International Union of Biochemistry and Molecular Biology.

Quantitative and qualitative analysis of student textbook summary writing

NASA Astrophysics Data System (ADS)

Demaree, Dedra; Allie, Saalih; Low, Michael; Taylor, Julian

2008-10-01

The majority of "special access" students at the University of Cape Town are second language English speakers for whom reading the physics textbook is daunting. As a strategy to encourage meaningful engagement with the text, students wrote textbook summaries due the day material was covered in class. The summaries were returned, and they could bring them or re-write them for use during their examinations. A framework was developed to analyze the summaries based on Waywood, defining three cognitive levels seen in mathematics journaling: recounting, summarizing, and dialoging. This framework was refined, expanded, and tested. Interviews with students were conducted for their views on summary writing and survey questions were included on their final exams. The study was carried out in the 2007 spring semester of the "Foundation Physics Course," a component of the special access program.

Improving Critical Skills Using Wikis and CGPS in a Physics Classroom

ERIC Educational Resources Information Center

Mohottala, H. E.

2016-01-01

We report the combined use of Wikispaces (wikis) and collaborative group problem solving (CGPS) sessions conducted in introductory-level calculus-based physics classes. As a part of this new teaching tool, some essay-type problems were posted on the wiki page on a weekly basis and students were encouraged to participate in problem solving without…

Development and Implementation of a Two-Semester Introductory Organic-Bioorganic Chemistry Sequence: Conclusions from the First Six Years

ERIC Educational Resources Information Center

Goess, Brian C.

2014-01-01

A two-semester second-year introductory organic chemistry sequence featuring one semester of accelerated organic chemistry followed by one semester of bioorganic chemistry is described. Assessment data collected over a six-year period reveal that such a course sequence can facilitate student mastery of fundamental organic chemistry in the first…

Geometric constrained variational calculus. III: The second variation (Part II)

NASA Astrophysics Data System (ADS)

Massa, Enrico; Luria, Gianvittorio; Pagani, Enrico

2016-03-01

The problem of minimality for constrained variational calculus is analyzed within the class of piecewise differentiable extremaloids. A fully covariant representation of the second variation of the action functional based on a family of local gauge transformations of the original Lagrangian is proposed. The necessity of pursuing a local adaptation process, rather than the global one described in [1] is seen to depend on the value of certain scalar attributes of the extremaloid, here called the corners’ strengths. On this basis, both the necessary and the sufficient conditions for minimality are worked out. In the discussion, a crucial role is played by an analysis of the prolongability of the Jacobi fields across the corners. Eventually, in the appendix, an alternative approach to the concept of strength of a corner, more closely related to Pontryagin’s maximum principle, is presented.

The Use of Web-Based Portfolios in College Physical Education Activity Courses

ERIC Educational Resources Information Center

Hastie, Peter A.; Sinelnikov, Oleg A.

2007-01-01

This paper describes the introduction of web-based portfolios as a means of authentic assessment in collegiate physical education classes. Students in three volleyball classes were required to contribute to web-based team portfolios, and at the end of the semester, were able to make comment upon this process. A six-item on-line survey used to…

Effects of residential learning communities on drinking trajectories during the first two years of college.

PubMed

Cranford, James A; McCabe, Sean Esteban; Boyd, Carol J; Lange, James E; Reed, Mark B; Scott, Marcia S

2009-07-01

Participation in residential learning communities (RLCs) is associated with lower rates of alcohol consumption among college students. This study used variable- and pattern-centered analytic approaches to examine the influence of RLCs on the drinking behavior of students during their first 2 years in college. A Web-based survey was administered to a stratified random sample of 1,196 first-year students (51.8% women) attending a large university. The sample included 456 students (38.1%) who lived in and participated in RLCs and 740 students (61.9%) who did not participate in RLCs (non-RLCs). During their first semester, students reported on their precollege and current drinking. Students also completed measures of alcohol involvement 6 months later during their second semester and 18 months later during their fourth semester. Mixed factorial analyses of variance showed that RLC students reported fewer drinks per occasion than non-RLC students before college. RLC and non-RLC students showed increases in maximum drinks per occasion from precollege to first and second semesters, but only non-RLC students continued to increase their drinking from second to fourth semester. Latent class growth analyses indicated four trajectory classes: (1) low stable (25.1%), (2) light increasing (19.2%), (3) moderate increasing (36.8%), and (4) heavy increasing (18.9%). Non-RLC students had higher odds of being in the heavy-increasing drinking trajectory class. Compared with their non-RLC peers, RLC students not only drink less before college and show smaller increases in drinking over time but also are less likely to be in a high-risk drinking trajectory group. Identification of selection, socialization, and reciprocal influence processes that underlie RLC effects can better inform prevention efforts for sustained lower risk drinking among college students.

Web-Based vs. Paper-Based Homework to Evaluate Students' Performance in Introductory Physics Courses and Students' Perceptions: Two Years Experience

ERIC Educational Resources Information Center

Demirci, Neset

2010-01-01

The main aim of this study was to assess and compare undergraduate students' homework performance using a web-based testing system with paper-based, hand-graded one in introductory physics courses. Students' perceptions about each method were then investigated. Every semester during the two-year period, one of the two identical sections of…

Condition-based diagnosis of mechatronic systems using a fractional calculus approach

NASA Astrophysics Data System (ADS)

Gutiérrez-Carvajal, Ricardo Enrique; Flávio de Melo, Leonimer; Maurício Rosário, João; Tenreiro Machado, J. A.

2016-07-01

While fractional calculus (FC) is as old as integer calculus, its application has been mainly restricted to mathematics. However, many real systems are better described using FC equations than with integer models. FC is a suitable tool for describing systems characterised by their fractal nature, long-term memory and chaotic behaviour. It is a promising methodology for failure analysis and modelling, since the behaviour of a failing system depends on factors that increase the model's complexity. This paper explores the proficiency of FC in modelling complex behaviour by tuning only a few parameters. This work proposes a novel two-step strategy for diagnosis, first modelling common failure conditions and, second, by comparing these models with real machine signals and using the difference to feed a computational classifier. Our proposal is validated using an electrical motor coupled with a mechanical gear reducer.

From Random Walks to Brownian Motion, from Diffusion to Entropy: Statistical Principles in Introductory Physics

NASA Astrophysics Data System (ADS)

Reeves, Mark

2014-03-01

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is dominant contribution of the entropy in driving important biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy) that enable students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce seemingly complex biological processes and structures to be described by tractable models that include deterministic processes and simple probabilistic inference. The students test these models in simulations and in laboratory experiments that are biologically relevant. The students are challenged to bridge the gap between statistical parameterization of their data (mean and standard deviation) and simple model-building by inference. This allows the students to quantitatively describe realistic cellular processes such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront ``random'' forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk will present a number of these exercises, with particular focus on the hands-on experiments done by the students, and will give examples of the tangible material that our students work with throughout the two-semester sequence of their course on introductory physics with a bio focus. Supported by NSF DUE.

Improved diffusion Monte Carlo propagators for bosonic systems using Itô calculus

NASA Astrophysics Data System (ADS)

Hâkansson, P.; Mella, M.; Bressanini, Dario; Morosi, Gabriele; Patrone, Marta

2006-11-01

The construction of importance sampled diffusion Monte Carlo (DMC) schemes accurate to second order in the time step is discussed. A central aspect in obtaining efficient second order schemes is the numerical solution of the stochastic differential equation (SDE) associated with the Fokker-Plank equation responsible for the importance sampling procedure. In this work, stochastic predictor-corrector schemes solving the SDE and consistent with Itô calculus are used in DMC simulations of helium clusters. These schemes are numerically compared with alternative algorithms obtained by splitting the Fokker-Plank operator, an approach that we analyze using the analytical tools provided by Itô calculus. The numerical results show that predictor-corrector methods are indeed accurate to second order in the time step and that they present a smaller time step bias and a better efficiency than second order split-operator derived schemes when computing ensemble averages for bosonic systems. The possible extension of the predictor-corrector methods to higher orders is also discussed.

Group Theory with Applications in Chemical Physics

NASA Astrophysics Data System (ADS)

Jacobs, Patrick

2005-10-01

Group Theory is an indispensable mathematical tool in many branches of chemistry and physics. This book provides a self-contained and rigorous account on the fundamentals and applications of the subject to chemical physics, assuming no prior knowledge of group theory. The first half of the book focuses on elementary topics, such as molecular and crystal symmetry, whilst the latter half is more advanced in nature. Discussions on more complex material such as space groups, projective representations, magnetic crystals and spinor bases, often omitted from introductory texts, are expertly dealt with. With the inclusion of numerous exercises and worked examples, this book will appeal to advanced undergraduates and beginning graduate students studying physical sciences and is an ideal text for use on a two-semester course. An introductory and advanced text that comprehensively covers fundamentals and applications of group theory in detail Suitable for a two-semester course with numerous worked examples and problems Includes several topics often omitted from introductory texts, such as rotation group, space groups and spinor bases

From Proposal Writing to Data Collection to Presentation: Physical Oceanography Laboratory Class Students Explore the Fundamentals of Science

NASA Astrophysics Data System (ADS)

Buijsman, M. C.; Church, I.; Haydel, J.; Martin, K. M.; Shiller, A. M.; Wallace, D. J.; Blancher, J.; Foltz, A.; Griffis, A. M.; Kosciuch, T. J.; Kincketootle, A.; Pierce, E.; Young, V. A.

2016-02-01

To better prepare first-year Department of Marine Science MSc students of the University of Southern Mississippi for their science careers, we plan to execute a semester-long Physical Oceanography laboratory class that exposes the enrolled students to all aspects of interdisciplinary research: writing a proposal, planning a cruise, collecting and analyzing data, and presenting their results. Although some of these aspects may be taught in any such class, the incorporation of all these aspects makes this class unique.The fieldwork will be conducted by boat in the Rigolets in Louisiana, a 13-km long tidal strait up to 1 km wide connecting the Mississippi Sound with Lake Pontchartrain. The students have the opportunity to collect ADCP, CTD, multibeam sonar, sediment and water samples.A second novel characteristic of this class is that the instructor partnered with the Lake Pontchartrain Basin Foundation, a not for profit environmental advocacy group. The foundation will give an hour-long seminar on the natural history of the study area and its environmental problems. This information provides context for the students' research proposals and allows them to formulate research questions and hypotheses that connect their research objectives to societally relevant issues, such as coastal erosion, salt water intrusion, and water quality. The proposal writing and cruise planning is done in the first month of the 3.5-month long semester. In the second month two surveys are conducted. The remainder of the semester is spent on analysis and reporting. Whenever possible we teach Matlab for the students to use in their data analysis. In this presentation, we will report on the successes and difficulties associated with teaching such a multi-faceted class.

Numerical Weather Prediction Models on Linux Boxes as tools in meteorological education in Hungary

NASA Astrophysics Data System (ADS)

Gyongyosi, A. Z.; Andre, K.; Salavec, P.; Horanyi, A.; Szepszo, G.; Mille, M.; Tasnadi, P.; Weidiger, T.

2012-04-01

Education of Meteorologist in Hungary - according to the Bologna Process - has three stages: BSc, MSc and PhD, and students graduating at each stage get the respective degree (BSc, MSc and PhD). The three year long base BSc course in Meteorology can be chosen by undergraduate students in the fields of Geosciences, Environmental Sciences and Physics. BasicsFundamentals in Mathematics (Calculus), Physics (General and Theoretical) Physics and Informatics are emphasized during their elementary education. The two year long MSc course - in which about 15 to 25 students are admitted each year - can be studied only at our the Eötvös Loránd uUniversity in the our country. Our aim is to give a basic education in all fields of Meteorology. Main topics are: Climatology, Atmospheric Physics, Atmospheric Chemistry, Dynamic and Synoptic Meteorology, Numerical Weather Prediction, modeling Modeling of surfaceSurface-atmosphere Iinteractions and Cclimate change. Education is performed in two branches: Climate Researcher and Forecaster. Education of Meteorologist in Hungary - according to the Bologna Process - has three stages: BSc, MSc and PhD, and students graduating at each stage get the respective degree. The three year long BSc course in Meteorology can be chosen by undergraduate students in the fields of Geosciences, Environmental Sciences and Physics. Fundamentals in Mathematics (Calculus), (General and Theoretical) Physics and Informatics are emphasized during their elementary education. The two year long MSc course - in which about 15 to 25 students are admitted each year - can be studied only at the Eötvös Loránd University in our country. Our aim is to give a basic education in all fields of Meteorology: Climatology, Atmospheric Physics, Atmospheric Chemistry, Dynamic and Synoptic Meteorology, Numerical Weather Prediction, Modeling of Surface-atmosphere Interactions and Climate change. Education is performed in two branches: Climate Researcher and Forecaster. Numerical modeling became a common tool in the daily practice of weather experts forecasters due to the i) increasing user demands for weather data by the costumers, ii) the growth in computer resources, iii) numerical weather prediction systems available for integration on affordable, off the shelf computers and iv) available input data (from ECMWF or NCEP) for model integrations. Beside learning the theoretical basis, since the last year. Students in their MSc or BSc Thesis Research or in Student's Research ProjectsStudent's Research Projects h have the opportunity to run numerical models and to analyze the outputs for different purposes including wind energy estimation, simulation of the dynamics of a polar low, and subtropical cyclones, analysis of the isentropic potential vorticity field, examination of coupled atmospheric dispersion models, etc. A special course in the application of numerical modeling has been held (is being announced for the upcoming semester) (is being announced for the upcoming semester) for our students in order to improve their skills on this field. Several numerical model (NRIPR ETA and WRF) systems have been adapted in the University and integrated WRF have been tested and used for the geographical region of the Carpathian Basin (NRIPR, ETA and WRF). Recently ALADIN/CHAPEAU the academic version of the ARPEGE ALADIN cy33t1 meso-scale numerical weather prediction model system (which is the operational forecasting tool of our National Weather Service) has been installed at our Institute. ALADIN is the operational forecasting model of the Hungarian Meteorological Service and developed in the framework of the international ALADIN co-operation. Our main objectives are i) the analysis of different typical weather situations, ii) fine tuning of parameterization schemes and the iii) comparison of the ALADIN/CHAPEAU and WRF model outputs based on case studies. The necessary hardware and software innovations has have been done. In the presentation the computer resources needed for the integration of both WRF and ALADIN/CHAPEAU models will be briefly described. The software developments performed for the evaluation and comparison of the different modeling systems will be demonstrated. The main objectives of the education program on the practical numerical weather modeling will be introduced, as well as its detailed thematics and the structure of the labs.

Impact of Maple(TM) on the design, instruction and performance in an undergraduate physics mathematical methods course

NASA Astrophysics Data System (ADS)

Runge, Alan Paul

1997-10-01

A traditional undergraduate physics course on mathematical methods has been redesigned to incorporate the use of Maplesp{sc {TM}}, a computer algebra program, during all aspects of the course. Topics covered were: complex number theory; series approximations; matrix theory; partial differentiation; vector algebra; and vector calculus. Five undergraduate students were enrolled, from sophomore to senior in academic class standing. A qualitative case study methodology was used to describe the changes in the course design resulting from the incorporation of Maplesp{sc {TM}} and their impact on the instruction of the course, and to determine the effects on the students' learning and development of problem solving skills in physics using Maplesp{sc {TM}} as a problem solving tool. The impact of using Maplesp{sc {TM}} on the number and types of interactions is presented. The entire semester long course was included in this study. Each class session is described in detail. Examples of the Maplesp{sc {TM}} materials used are given. The use of the Maplesp{sc {TM}} program was allowed on all homework and exams with each student having their own computer during class. Constraints were made so that the assessment emphasis remained on the mathematics and the conceptual understanding of the problem solving methods. All of the students demonstrated some level of proficiency in using Maplesp{TM} to solve the assigned problems. Strategies for effectively using Maplesp{TM} were presented and were individualized by the students. The students reported positive and negative impacts of using Maplesp{sc {TM}}. All of the students satisfactorily completed the course requirements, receiving final course grades from B to A+. All of them continued to voluntarily use Maplesp{sc {TM}} during the following semester. Instructional methods used included various lecture techniques without Maplesp{sc {TM}} assistance, lectures and demonstrations using only Maplesp{sc {TM}}, and student tasks assigned in class worked with the aid of Maplesp{sc {TM}}. Maplesp{sc {TM}} was used in one of these aspects in all but 3, out of 45, class periods. The use of Maplesp{sc {TM}} constituted about half of the overall class time.

Impact of Informal Science Education on Children's Attitudes About Science

NASA Astrophysics Data System (ADS)

Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

2010-10-01

The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

Mediating relationship of differential products in understanding integration in introductory physics

NASA Astrophysics Data System (ADS)

Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and administered the instrument to over 1000 students in first and second semester introductory physics courses. Using a regression-based mediation analysis with conceptual understanding of integration as the dependent variable, we found evidence consistent with a simple mediation model: the relationship between differentials scores and integral scores may be mediated by the understanding of differential products. The indirect effect (a quantifiable metric of mediation) was estimated as a b =0.29 , 95% CI [0.25, 0.33] for N =1102 Physics 1 students, and a b =0.27 , 95% CI [0.14, 0.48] for N =65 Physics 2 students. We also find evidence that the physical context of the questions can be an important factor. These results imply that for introductory physics courses, instructional emphasis first on differentials then on differential products in a variety of contexts may in turn promote better integral understanding.

Examining End-of-Chapter Problems across Editions of an Introductory Calculus-Based Physics Textbook

ERIC Educational Resources Information Center

Xiao, Bin

2016-01-01

End-Of-Chapter (EOC) problems have been part of many physics education studies. Typically, only problems "localized" as relevant to a single chapter were used. This work examines how well this type of problem represents all EOC problems and whether EOC problems found in leading textbooks have changed over the past several decades. To…

Using Computer-Assisted Personalized Assignment System in a Large-Enrollment General Physics

ERIC Educational Resources Information Center

Gok, Tolga

2010-01-01

The on-line tutoring system, LON-CAPA, was implemented in Introductory Calculus-Based Physics-II course at Colorado School of Mines in fall 2008 and spring 2009. In this paper, the features and the case study of the LON-CAPA implementation were described. The performance data obtained from the scores of students enrolled in the course represented…

Internal ballistics of a pneumatic potato cannon

NASA Astrophysics Data System (ADS)

Mungan, Carl E.

2009-05-01

Basic laws of thermodynamics and mechanics are used to analyse an air gun. Such devices are often employed in outdoor physics demonstrations to launch potatoes using compressed gas that is here assumed to expand reversibly and adiabatically. Reasonable agreement is found with reported muzzle speeds for such homebuilt cannons. The treatment is accessible to undergraduate students who have taken calculus-based introductory physics.

Generalizing a Categorization of Students' Interpretations of Linear Kinematics Graphs

ERIC Educational Resources Information Center

Bollen, Laurens; De Cock, Mieke; Zuza, Kristina; Guisasola, Jenaro; van Kampen, Paul

2016-01-01

We have investigated whether and how a categorization of responses to questions on linear distance-time graphs, based on a study of Irish students enrolled in an algebra-based course, could be adopted and adapted to responses from students enrolled in calculus-based physics courses at universities in Flanders, Belgium (KU Leuven) and the Basque…

Synthesis of NMP, a Fluoxetine (Prozac) Precursor, in the Introductory Organic Laboratory

NASA Astrophysics Data System (ADS)

Perrine, Daniel M.; Sabanayagam, Nathan R.; Reynolds, Kristy J.

1998-10-01

A synthesis of the immediate precursor of the widely used antidepressant fluoxetine (Prozac) is described. The procedure is short, safe, and simple enough to serve as a laboratory exercise for undergraduate students in the second semester of introductory organic chemistry and is one which will be particularly interesting to those planning a career in the health sciences. The compound synthesized is (°)-N,N-dimethyl-3-(p-trifluoromethylphenoxy)-3-phenylpropylamine, or "N-methyl Prozac" (NMP). The synthesis of NMP requires one two-hour period and a second three-hour period. In the first period, a common Mannich base, 3-dimethylaminopropiophenone, is reduced with sodium borohydride to form (°)-3-dimethylamino-1-phenylpropanol. In the second period, potassium t-butoxide is used to couple (°)-3-dimethylamino-1-phenylpropanol with p-chlorotrifluoromethylbenzene to form NMP, which is isolated as its oxalate salt. All processes use equipment and materials that are inexpensive and readily available in most undergraduate laboratories. Detailed physical data are given on NMP, including high-field DEPT 13C NMR.

Piloting case-based instruction in a didactic clinical immunology course.

PubMed

Hoag, Kathleen; Lillie, Janet; Hoppe, Ruth

2005-01-01

To assess (1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and (2) student opinion of case formats. University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort. Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six. Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group. Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p < 0.0001). Only composite ratings for instructor involvement, student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p < 0.0001 for all indices). Although case studies did not significantly improve student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

Student-Centered Instruction in a Theoretical Statistics Course

ERIC Educational Resources Information Center

Bates Prins, Samantha C.

2009-01-01

This paper provides an example of how student-centered instruction can be used in a theoretical statistics class. The author taught a two-semester undergraduate probability and mathematical statistics sequence using primarily teacher-centered instruction in the first semester and primarily student-centered instruction in the second semester. A…

Transforming a fourth year modern optics course using a deliberate practice framework

NASA Astrophysics Data System (ADS)

Jones, David J.; Madison, Kirk W.; Wieman, Carl E.

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] We present a study of active learning pedagogies in an upper-division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15% improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier transforms, partial differential equations, and vector calculus), we expect the transformation process could be applied to most upper-division physics courses having a similar mathematical base.

Generalizing a categorization of students' interpretations of linear kinematics graphs

NASA Astrophysics Data System (ADS)

Bollen, Laurens; De Cock, Mieke; Zuza, Kristina; Guisasola, Jenaro; van Kampen, Paul

2016-06-01

We have investigated whether and how a categorization of responses to questions on linear distance-time graphs, based on a study of Irish students enrolled in an algebra-based course, could be adopted and adapted to responses from students enrolled in calculus-based physics courses at universities in Flanders, Belgium (KU Leuven) and the Basque Country, Spain (University of the Basque Country). We discuss how we adapted the categorization to accommodate a much more diverse student cohort and explain how the prior knowledge of students may account for many differences in the prevalence of approaches and success rates. Although calculus-based physics students make fewer mistakes than algebra-based physics students, they encounter similar difficulties that are often related to incorrectly dividing two coordinates. We verified that a qualitative understanding of kinematics is an important but not sufficient condition for students to determine a correct value for the speed. When comparing responses to questions on linear distance-time graphs with responses to isomorphic questions on linear water level versus time graphs, we observed that the context of a question influences the approach students use. Neither qualitative understanding nor an ability to find the slope of a context-free graph proved to be a reliable predictor for the approach students use when they determine the instantaneous speed.

A Simple Mechanical Experiment on Exponential Growth

ERIC Educational Resources Information Center

McGrew, Ralph

2015-01-01

With a rod, cord, pulleys, and slotted masses, students can observe and graph exponential growth in the cord tension over a factor of increase as large as several hundred. This experiment is adaptable for use either in algebra-based or calculus-based physics courses, fitting naturally with the study of sliding friction. Significant parts of the…

Effects of a Stretching Development and Maintenance Program on Hamstring Extensibility in Schoolchildren: A Cluster-Randomized Controlled Trial

PubMed Central

Mayorga-Vega, Daniel; Merino-Marban, Rafael; Manzano-Lagunas, Jorge; Blanco, Humberto; Viciana, Jesús

2016-01-01

The main purpose of the present study was to examine the effects of a physical education-based stretching development and maintenance program on hamstring extensibility in schoolchildren. A sample of 150 schoolchildren aged 7-10 years old from a primary school participated in the present study (140 participants were finally included). The six classes balanced by grade were cluster randomly assigned to the experimental group 1 (n = 51), experimental group 2 (n = 51) or control group (n = 49) (i.e., a cluster randomized controlled trial design was used). During the physical education classes, the students from the experimental groups 1 and 2 performed a four-minute stretching program twice a week for nine weeks (first semester). Then, after a five-week period of detraining coinciding with the Christmas holidays, the students from the experimental groups 1 and 2 completed another stretching program twice a week for eleven weeks (second semester). The students from the experimental group 1 continued performing the stretching program for four minutes while those from the experimental group 2 completed a flexibility maintenance program for only one minute. The results of the two-way analysis of variance showed that the physical education-based stretching development program significantly improved the students’ hamstring extensibility (p < 0.001), as well as that these gains obtained remained after the stretching maintenance program (p < 0.001). Additionally, statistically significant differences between the two experimental groups were not found (p > 0.05). After a short-term stretching development program, a physical education-based stretching maintenance program of only one-minute sessions twice a week is effective in maintaining hamstring extensibility among schoolchildren. This knowledge could help and guide teachers to design programs that allow a feasible and effective development and maintenance of students’ flexibility in the physical education setting. Key points A physical education-based stretching maintenance program of only one-minute sessions twice a week is effective in maintaining hamstring extensibility among schoolchildren. A four-minute maintenance program shows similar effects that the one-minute maintenance program on hamstring extensibility among schoolchildren. Physical education teachers and other practitioners could carry out one-minute programs for a feasible and effective maintenance of students’ flexibility. PMID:26957928

Peer assessment of student-produced mechanics lab report videos

NASA Astrophysics Data System (ADS)

Douglas, Scott S.; Aiken, John M.; Lin, Shih-Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

2017-12-01

We examine changes in students' rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers' physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings to lab reports than do experts, that peers begin the semester by giving high ratings most frequently and end the semester with frequent middle ratings, and that peers go through the semester without much change in the frequency of low ratings. We then use student interviews to develop a model for student engagement with peer assessment. This model is based on two competing influences which appear to shape peer evaluation behavior: a strong disinclination to give poor ratings with a complementary preference to give high ratings when in doubt, and an attempt to develop an expertlike criticality when assessing peers' work.

Toward lattice fractional vector calculus

NASA Astrophysics Data System (ADS)

Tarasov, Vasily E.

2014-09-01

An analog of fractional vector calculus for physical lattice models is suggested. We use an approach based on the models of three-dimensional lattices with long-range inter-particle interactions. The lattice analogs of fractional partial derivatives are represented by kernels of lattice long-range interactions, where the Fourier series transformations of these kernels have a power-law form with respect to wave vector components. In the continuum limit, these lattice partial derivatives give derivatives of non-integer order with respect to coordinates. In the three-dimensional description of the non-local continuum, the fractional differential operators have the form of fractional partial derivatives of the Riesz type. As examples of the applications of the suggested lattice fractional vector calculus, we give lattice models with long-range interactions for the fractional Maxwell equations of non-local continuous media and for the fractional generalization of the Mindlin and Aifantis continuum models of gradient elasticity.

The role of a posteriori mathematics in physics

NASA Astrophysics Data System (ADS)

MacKinnon, Edward

2018-05-01

The calculus that co-evolved with classical mechanics relied on definitions of functions and differentials that accommodated physical intuitions. In the early nineteenth century mathematicians began the rigorous reformulation of calculus and eventually succeeded in putting almost all of mathematics on a set-theoretic foundation. Physicists traditionally ignore this rigorous mathematics. Physicists often rely on a posteriori math, a practice of using physical considerations to determine mathematical formulations. This is illustrated by examples from classical and quantum physics. A justification of such practice stems from a consideration of the role of phenomenological theories in classical physics and effective theories in contemporary physics. This relates to the larger question of how physical theories should be interpreted.

Geometric calculus-based postulates for the derivation and extension of the Maxwell equations

NASA Astrophysics Data System (ADS)

McClellan, Gene E.

2012-09-01

Clifford analysis, particularly application of the geometric algebra of three-dimensional physical space and its associated geometric calculus, enables a compact formulation of Maxwell's electromagnetic (EM) equations from a set of physically relevant and mathematically pleasing postulates. This formulation results in a natural extension of the Maxwell equations yielding wave solutions in addition to the usual EM waves. These additional solutions do not contradict experiment and have three properties in common with the apparent properties of dark energy. These three properties are that the wave solutions 1) propagate at the speed of light, 2) do not interact with ordinary electric charges or currents, and 3) possess retrograde momentum. By retrograde momentum, we mean that the momentum carried by such a wave is directed oppositely to the direction of energy transport. A "gas" of such waves generates negative pressure.

Providing Students with Interdisciplinary Support to Improve Their Organic Chemistry Posters

ERIC Educational Resources Information Center

Widanski, Bozena; Thompson, Jo Ann; Foran-Mulcahy, Katie; Abafo, Amy

2016-01-01

A two-semester-long interdisciplinary support effort to improve student posters in organic chemistry lab is described. In the first semester, students' literature search report is supported by a workshop conducted by an Instruction Librarian. During the subsequent semester, a second workshop is presented by the Instruction Librarian, an English…

Metalloprotease Peptide Inhibitors: A Semester-Long Organic Synthetic Research Project for the Introductory Laboratory Course

ERIC Educational Resources Information Center

Pontrello, Jason K.

2015-01-01

A semester-long research project to synthesize unique compounds designed after published metalloprotease peptide inhibitors is presented. The research project encompasses a set of nine organic chemistry reactions traditionally taught in the second semester lab course, and the procedures are derived from scientific literature. The two principle…

The Effectiveness of a First-Year Learning Strategies Seminar

ERIC Educational Resources Information Center

Green, Cassandra C.

2010-01-01

There has been an increase in the number of high school graduates who lack "college-readiness" skills and require more remediation. This study purposed to report the impact of a learning strategies course on first-year students' academic success and persistence as indicated by first semester, second-semester, and third semester grade point…

Intitialization, Conceptualization, and Application in the Generalized Fractional Calculus

NASA Technical Reports Server (NTRS)

Lorenzo, Carl F.; Hartley, Tom T.

1998-01-01

This paper provides a formalized basis for initialization in the fractional calculus. The intent is to make the fractional calculus readily accessible to engineering and the sciences. A modified set of definitions for the fractional calculus is provided which formally include the effects of initialization. Conceptualizations of fractional derivatives and integrals are shown. Physical examples of the basic elements from electronics are presented along with examples from dynamics, material science, viscoelasticity, filtering, instrumentation, and electrochemistry to indicate the broad application of the theory and to demonstrate the use of the mathematics. The fundamental criteria for a generalized calculus established by Ross (1974) are shown to hold for the generalized fractional calculus under appropriate conditions. A new generalized form for the Laplace transform of the generalized differintegral is derived. The concept of a variable structure (order) differintegral is presented along with initial efforts toward meaningful definitions.

Initialization, conceptualization, and application in the generalized (fractional) calculus.

PubMed

Lorenzo, Carl F; Hartley, Tom T

2007-01-01

This paper provides a formalized basis for initialization in the fractional calculus. The intent is to make the fractional calculus readily accessible to engineering and the sciences. A modified set of definitions for the fractional calculus is provided which formally include the effects of initialization. Conceptualizations of fractional derivatives and integrals are shown. Physical examples of the basic elements from electronics are presented along with examples from dynamics, material science, viscoelasticity, filtering, instrumentation, and electrochemistry to indicate the broad application of the theory and to demonstrate the use of the mathematics. The fundamental criteria for a generalized calculus established by Ross (1974) are shown to hold for the generalized fractional calculus under appropriate conditions. A new generalized form for the Laplace transform of the generalized differintegral is derived. The concept of a variable structure (order) differintegral is presented along with initial efforts toward meaningful definitions.

Statistical Optics

NASA Astrophysics Data System (ADS)

Goodman, Joseph W.

2000-07-01

The Wiley Classics Library consists of selected books that have become recognized classics in their respective fields. With these new unabridged and inexpensive editions, Wiley hopes to extend the life of these important works by making them available to future generations of mathematicians and scientists. Currently available in the Series: T. W. Anderson The Statistical Analysis of Time Series T. S. Arthanari & Yadolah Dodge Mathematical Programming in Statistics Emil Artin Geometric Algebra Norman T. J. Bailey The Elements of Stochastic Processes with Applications to the Natural Sciences Robert G. Bartle The Elements of Integration and Lebesgue Measure George E. P. Box & Norman R. Draper Evolutionary Operation: A Statistical Method for Process Improvement George E. P. Box & George C. Tiao Bayesian Inference in Statistical Analysis R. W. Carter Finite Groups of Lie Type: Conjugacy Classes and Complex Characters R. W. Carter Simple Groups of Lie Type William G. Cochran & Gertrude M. Cox Experimental Designs, Second Edition Richard Courant Differential and Integral Calculus, Volume I RIchard Courant Differential and Integral Calculus, Volume II Richard Courant & D. Hilbert Methods of Mathematical Physics, Volume I Richard Courant & D. Hilbert Methods of Mathematical Physics, Volume II D. R. Cox Planning of Experiments Harold S. M. Coxeter Introduction to Geometry, Second Edition Charles W. Curtis & Irving Reiner Representation Theory of Finite Groups and Associative Algebras Charles W. Curtis & Irving Reiner Methods of Representation Theory with Applications to Finite Groups and Orders, Volume I Charles W. Curtis & Irving Reiner Methods of Representation Theory with Applications to Finite Groups and Orders, Volume II Cuthbert Daniel Fitting Equations to Data: Computer Analysis of Multifactor Data, Second Edition Bruno de Finetti Theory of Probability, Volume I Bruno de Finetti Theory of Probability, Volume 2 W. Edwards Deming Sample Design in Business Research

Assessment of Depression and Health-Related Quality of Life in Veterinary Medical Students: Use of the 2-Item Primary Care Evaluation of Mental Disorders Questionnaire (PRIME-MD PHQ) and the 8-Item Short Form-8 Survey (SF-8).

PubMed

Chigerwe, Munashe; Boudreaux, Karen A; Ilkiw, Jan E

2018-02-02

Depression and health-related quality of life (HRQOL) are major concerns affecting veterinary students' well-being. Shorter versions of instruments to assess depression and HRQOL are timesaving and preferable. To the authors' knowledge there are no studies available that assess HRQOL in veterinary students. The objectives of this study were to screen veterinary students for depression during two semesters using a 2-item Primary Care Evaluation of Mental Disorders Procedure Health Questionnaire (PRIME-MD PHQ), and to assess HRQOL over two semesters using the Optum Short Form-8 (SF-8) Health Survey. A cohort of 273 students from two classes were invited to complete the PRIME-MD PHQ and the SF-8 survey during the fall semester of their first year, and again in the spring semester of the second year. Descriptive statistics, factor analysis, multiple regression, and logistic regression were used to perform data analysis. The proportion of students with symptoms of depression was high, ranging from 37.4% to 56.8% between the two classes. The SF-8 survey indicated a mental component summary (MCS) score of <50, indicating poor mental health for both classes, whereas the physical component summary (PCS) was >50, suggesting good physical health. Female students (p=.043) had low MCS scores compared to males. Students from both classes had lower MCS scores in spring compared to fall (p=.019). The PRIME-MD PHQ and the SF-8 were acceptable instruments for assessing depression and HRQOL in veterinary students, respectively.

Student Selection of the Textbook for an Introductory Physics Course

ERIC Educational Resources Information Center

Dake, L. S.

2007-01-01

Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods,1 which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this…

Factors Associated with Success in College Calculus II

ERIC Educational Resources Information Center

Rosasco, Margaret E.

2013-01-01

Students are entering college having earned credit for college Calculus 1 based on their scores on the College Board's Advanced Placement (AP) Calculus AB exam. Despite being granted credit for college Calculus 1, it is unclear whether these students are adequately prepared for college Calculus 2. College calculus classes are often taught from a…

A non-local model of fractional heat conduction in rigid bodies

NASA Astrophysics Data System (ADS)

Borino, G.; di Paola, M.; Zingales, M.

2011-03-01

In recent years several applications of fractional differential calculus have been proposed in physics, chemistry as well as in engineering fields. Fractional order integrals and derivatives extend the well-known definitions of integer-order primitives and derivatives of the ordinary differential calculus to real-order operators. Engineering applications of fractional operators spread from viscoelastic models, stochastic dynamics as well as with thermoelasticity. In this latter field one of the main actractives of fractional operators is their capability to interpolate between the heat flux and its time-rate of change, that is related to the well-known second sound effect. In other recent studies a fractional, non-local thermoelastic model has been proposed as a particular case of the non-local, integral, thermoelasticity introduced at the mid of the seventies. In this study the autors aim to introduce a different non-local model of extended irreverible thermodynamics to account for second sound effect. Long-range heat flux is defined and it involves the integral part of the spatial Marchaud fractional derivatives of the temperature field whereas the second-sound effect is accounted for introducing time-derivative of the heat flux in the transport equation. It is shown that the proposed model does not suffer of the pathological problems of non-homogenoeus boundary conditions. Moreover the proposed model coalesces with the Povstenko fractional models in unbounded domains.

The Vector Calculus Gap: Mathematics (Does Not Equal) Physics.

ERIC Educational Resources Information Center

Dray, Tevian; Manogue, Corinne A.

1999-01-01

Discusses some of the differences between the ways mathematicians and physicists view vector calculus and the gap between the way this material is traditionally taught by mathematicians and the way physicists use it. Suggests some ways to narrow the gap. (Author/ASK)

The Physics Learning Center at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

Popular and Nonpopular Subtypes of Physically Aggressive Preadolescents: Continuity of Aggression and Peer Mechanisms during the Transition to Middle School

ERIC Educational Resources Information Center

Shi, Bing; Xie, Hongling

2012-01-01

Using peer nominations of physical aggression and perceived popularity in the spring semester of fifth grade, we identified 54 popular aggressive and 42 nonpopular aggressive preadolescents in a diverse sample of 318 participants recruited from an urban school district. Physical aggression in the spring semester of sixth grade was included to…

The Magnetic Field Along the Axis of a Short, Thick Solenoid

NASA Astrophysics Data System (ADS)

Hart, Francis Xavier

2018-02-01

We commonly ask students to compare the results of their experimental measurements with the predictions of a simple physical model that is well understood. However, in practice, physicists must compare their experimental measurements with the predictions of several models, none of which may work well over the entire range of measurements. The following describes an experiment we use in the second semester of a two-semester course designed for chemistry, biochemistry, and biology majors as an example of this situation. There are three parts to the experiment. In the first part the students, working in groups of two or three, calibrate a search coil. In the second part they position the coil at various distances from the center of a thick, finite solenoid and measure the field at each position. In the third part they use three models to predict the magnetic field at each of those positions. The students must then decide if one model best predicts the results of the measurements. If no single model can do so, they must decide which model works best over which range.

In Praise of the Catenary

NASA Astrophysics Data System (ADS)

Behroozi, F.

2018-04-01

When a chain hangs loosely from its end points, it takes the familiar form known as the catenary. Power lines, clothes lines, and chain links are familiar examples of the catenary in everyday life. Nevertheless, the subject is conspicuously absent from current introductory physics and calculus courses. Even in upper-level physics and math courses, the catenary equation is usually introduced as an example of hyperbolic functions or discussed as an application of the calculus of variations. We present a new derivation of the catenary equation that is suitable for introductory physics and mathematics courses.

A fractional approach to the Fermi-Pasta-Ulam problem

NASA Astrophysics Data System (ADS)

Machado, J. A. T.

2013-09-01

This paper studies the Fermi-Pasta-Ulam problem having in mind the generalization provided by Fractional Calculus (FC). The study starts by addressing the classical formulation, based on the standard integer order differential calculus and evaluates the time and frequency responses. A first generalization to be investigated consists in the direct replacement of the springs by fractional elements of the dissipative type. It is observed that the responses settle rapidly and no relevant phenomena occur. A second approach consists of replacing the springs by a blend of energy extracting and energy inserting elements of symmetrical fractional order with amplitude modulated by quadratic terms. The numerical results reveal a response close to chaotic behaviour.

Combining Project-Based Learning and Community-Based Research in a Research Methodology Course: The Lessons Learned

ERIC Educational Resources Information Center

Arantes do Amaral, João Alberto; Lino dos Santos, Rebeca Júlia Rodrigues

2018-01-01

In this article, we present our findings regarding the course "Research Methodology," offered to 22 first-year undergraduate students studying Administration at the Federal University of São Paulo, Osasco, Brazil. The course, which combined community-based research and project-based learning, was developed during the second semester of…

Alignment of TAs' beliefs with practice and student perception

NASA Astrophysics Data System (ADS)

Chini, Jacquelyn J.; Al-Rawi, Ahlam

2013-01-01

Graduate teaching assistants (TAs) play an important role in introductory physics courses, particularly in large enrollment courses where the TA may be viewed as more approachable and accessible than the lecture instructor. Thus, while TAs may still be in the process of developing their views on teaching physics, their practices directly influence a large number of introductory students. As the first steps in reforming our introductory courses and TA training program, we collected multiple types of data on TAs teaching in traditional algebra-based physics laboratories. Drawing on prior work on TAs' pedagogical knowledge, we explore how the beliefs expressed by TAs in interviews align with their practices during a laboratory video-taped mid-semester. Additionally, we explore how both the TAs' expressed beliefs and practices align with students' responses to an end-of-semester TA evaluation survey.

An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources

NASA Astrophysics Data System (ADS)

Donnelly, Suzanne M.

This study features a comparative descriptive analysis of the physics content and representations surrounding the first law of thermodynamics as presented in four widely used introductory college physics textbooks representing each of four physics textbook categories (calculus-based, algebra/trigonometry-based, conceptual, and technical/applied). Introducing and employing a newly developed theoretical framework, multimodal generative learning theory (MGLT), an analysis of the multimodal characteristics of textbook and multimedia representations of physics principles was conducted. The modal affordances of textbook representations were identified, characterized, and compared across the four physics textbook categories in the context of their support of problem-solving. Keywords: college science, science textbooks, multimodal learning theory, thermodynamics, representations

A Study into Discontinuous Galerkin Methods for the Second Order Wave Equation

DTIC Science & Technology

2015-06-01

2011, vol. 7. [9] J. Stewart , Calculus . Belmont, CA: Cengage Learning, 2011. [10] J. E. Kozdon and L. C. Wilcox, “Skew-symmetric splitting for...solution directly at a set of points in a domain. In terms of the calculus of finite differences, we are looking to approximate the derivatives by

Second Language Listening Instruction: Comparing a Strategies-Based Approach with an Interactive, Strategies/Bottom-Up Skills Approach

ERIC Educational Resources Information Center

Yeldham, Michael

2016-01-01

This quasi-experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom-up skills. The participants were lower-intermediate-level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters.…

JPRS Report, Science & Technology Europe & Latin America.

DTIC Science & Technology

1988-01-26

Brazil’s Plasma Physics Program Described [Antonio Monies Filho, Ricardo Magnus Osorio Galvao; ESPACIAL , May 87p 7] 33 JPRS-ELS-88-003 ^ D T...these offset by equivalent sales of products or services. An exception was Itau Tecnologia S.A., one of the few, if not the only, firms to show a...a Scopus — In the case of Scopus Tecnologia , the first semester was terrible, with high costs and weak sales. During the second trimester, sales

Advanced Imaging of Elementary Circuits

NASA Astrophysics Data System (ADS)

Baird, William H.; Richards, Caleb; Godbole, Pranav

2012-12-01

Students commonly find the second semester of introductory physics to be more challenging than the first, probably due to the mechanical intuition we acquire just by moving around. For most students, there is no similar comfort with electricity or magnetism. In an effort to combat this confusion, we decided to examine simple electric circuits with either a high-speed camera or a thermal imager in an effort to make things like current and voltage as familiar as slow motion or temperature.

Rare calcium oxalate monohydrate calculus attached to the wall of the renal pelvis.

PubMed

Grases, Felix; Costa-Bauza, Antonia; Prieto, Rafael M; Saus, Carlos; Servera, Antonio; García-Miralles, Reyes; Benejam, Joan

2011-04-01

Most renal calculi can be classified using well-established criteria in a manner that reflects both composition and fine structure under specific pathophysiological conditions. However, when a large patient population is considered, rare renal calculi invariably appear, some of which have never been classified; careful study is required to establish stone etiology in such cases. The patient in the present case report formed two types of calculi. One was attached on the wall of the renal pelvis near the ureter and part of the calculus was embedded inside pelvic renal tissue. The calculus developed on an ossified calcification located in the pelvis tissue. Current knowledge on the development of calcification in soft tissues suggests a pre-existing injury as an inducer of its development. A mechanism of calculus formation is proposed. The second stone was a typical jack-stone calculus. © 2011 The Japanese Urological Association.

Mathematical Methods for Optical Physics and Engineering

NASA Astrophysics Data System (ADS)

Gbur, Gregory J.

2011-01-01

1. Vector algebra; 2. Vector calculus; 3. Vector calculus in curvilinear coordinate systems; 4. Matrices and linear algebra; 5. Advanced matrix techniques and tensors; 6. Distributions; 7. Infinite series; 8. Fourier series; 9. Complex analysis; 10. Advanced complex analysis; 11. Fourier transforms; 12. Other integral transforms; 13. Discrete transforms; 14. Ordinary differential equations; 15. Partial differential equations; 16. Bessel functions; 17. Legendre functions and spherical harmonics; 18. Orthogonal functions; 19. Green's functions; 20. The calculus of variations; 21. Asymptotic techniques; Appendices; References; Index.

Information Anxiety from the Undergraduate Student Perspective: A Pilot Study of Second-Semester Freshmen

ERIC Educational Resources Information Center

Blundell, Shelley; Lambert, Frank

2014-01-01

In early spring 2013, a pilot study was conducted at a major public university in Ohio to explore elements of information anxiety (defined herein as a combination of library anxiety and information technology anxiety) among second-semester freshmen enrolled in all iterations of both a traditional and a remedial first-year English course. The…

The Effects of Increasing Object Pronoun Input Frequency on the Aural Comprehension of 3rd Person Object Pronouns among Second Semester Classroom Learners of French

ERIC Educational Resources Information Center

Barone, Olivia L.

2017-01-01

This semester-long study was designed to benefit developing Second Language Acquisition (SLA) instructional methods, specifically honing French language instruction, creating a foundation on which to explore the connection between input frequency during instruction and aural comprehension of difficultly acquired forms. Concurrently, five current…

Preliminary Investigation of Instructor Effects on Gender Gap in Introductory Physics

ERIC Educational Resources Information Center

Kreutzer, Kimberley; Boudreaux, Andrew

2012-01-01

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement…

Reimagining "English 1311: Expository English Composition" as "Introduction to Rhetoric and Writing Studies"

ERIC Educational Resources Information Center

Ruecker, Todd

2011-01-01

English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…

Thai Grade 11 Students' Alternative Conceptions for Acid-Base Chemistry

ERIC Educational Resources Information Center

Artdej, Romklao; Ratanaroutai, Thasaneeya; Coll, Richard Kevin; Thongpanchang, Tienthong

2010-01-01

This study involved the development of a two-tier diagnostic instrument to assess Thai high school students' understanding of acid-base chemistry. The acid-base diagnostic test (ABDT) comprising 18 items was administered to 55 Grade 11 students in a science and mathematics programme during the second semester of the 2008 academic year. Analysis of…

Physics for Scientists and Engineers, 5th edition - Volume 1

NASA Astrophysics Data System (ADS)

Tipler, Paul A.; Mosca, Gene P.

For nearly 30 years, Paul Tipler's Physics for Scientists and Engineers has set the standard in the introductory calculus-based physics course for clarity, accuracy, and precision. In this fifth edition, Paul has recruited Gene Mosca to bring his years of teaching experience to bear on the text, to scrutinize every explanation and example from the perspective of the freshman student. The result is a teaching tool that retains its precision and rigor, but offers struggling students the support they need to solve problems strategically and to gain real understanding of physical concepts.

Implementing Computer Based Laboratories

NASA Astrophysics Data System (ADS)

Peterson, David

2001-11-01

Physics students at Francis Marion University will complete several required laboratory exercises utilizing computer-based Vernier probes. The simple pendulum, the acceleration due to gravity, simple harmonic motion, radioactive half lives, and radiation inverse square law experiments will be incorporated into calculus-based and algebra-based physics courses. Assessment of student learning and faculty satisfaction will be carried out by surveys and test results. Cost effectiveness and time effectiveness assessments will be presented. Majors in Computational Physics, Health Physics, Engineering, Chemistry, Mathematics and Biology take these courses, and assessments will be categorized by major. To enhance the computer skills of students enrolled in the courses, MAPLE will be used for further analysis of the data acquired during the experiments. Assessment of these enhancement exercises will also be presented.

Colloquium: Fractional calculus view of complexity: A tutorial

NASA Astrophysics Data System (ADS)

West, Bruce J.

2014-10-01

The fractional calculus has been part of the mathematics and science literature for 310 years. However, it is only in the past decade or so that it has drawn the attention of mainstream science as a way to describe the dynamics of complex phenomena with long-term memory, spatial heterogeneity, along with nonstationary and nonergodic statistics. The most recent application encompasses complex networks, which require new ways of thinking about the world. Part of the new cognition is provided by the fractional calculus description of temporal and topological complexity. Consequently, this Colloquium is not so much a tutorial on the mathematics of the fractional calculus as it is an exploration of how complex phenomena in the physical, social, and life sciences that have eluded traditional mathematical modeling become less mysterious when certain historical assumptions such as differentiability are discarded and the ordinary calculus is replaced with the fractional calculus. Exemplars considered include the fractional differential equations describing the dynamics of viscoelastic materials, turbulence, foraging, and phase transitions in complex social networks.

Thermal and chemical denaturation of Bacillus circulans xylanase: A biophysical chemistry laboratory module.

PubMed

Raabe, Richard; Gentile, Lisa

2008-11-01

A number of institutions have been, or are in the process of, modifying their biochemistry major to include some emphasis on the quantitative physical chemistry of biomolecules. Sometimes this is done as a replacement for part for the entire physical chemistry requirement, while at other institutions this is incorporated as a component into the traditional two-semester biochemistry series. The latter is the model used for biochemistry and molecular biology majors at the University of Richmond, whose second semester of biochemistry is a course entitled Proteins: Structure, Function, and Biophysics. What is described herein is a protein thermodynamics laboratory module, using the protein Bacillus circulans xylanase, which reinforces many lecture concepts, including: (i) the denatured (D) state ensemble of a protein can be different, depending on how it was populated; (ii) intermediate states may be detected by some spectroscopic techniques but not by others; (iii) the use and assumptions of the van't Hoff approach to calculate ΔH(o) , ΔS(o) , and ΔG(o) (T) for thermal protein unfolding transitions; and (iv) the use and assumptions of an approach that allows determination of the Gibb's free energy of a protein unfolding transition based on the linear dependence of ΔG(o) on the concentration of denaturant used. This module also requires students to design their own experimental protocols and spend time in the primary literature, both important parts of an upper division lab. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

A Transformative Model for Undergraduate Quantitative Biology Education

ERIC Educational Resources Information Center

Usher, David C.; Driscoll, Tobin A.; Dhurjati, Prasad; Pelesko, John A.; Rossi, Louis F.; Schleiniger, Gilberto; Pusecker, Kathleen; White, Harold B.

2010-01-01

The "BIO2010" report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3)…

A "Model" Multivariable Calculus Course.

ERIC Educational Resources Information Center

Beckmann, Charlene E.; Schlicker, Steven J.

1999-01-01

Describes a rich, investigative approach to multivariable calculus. Introduces a project in which students construct physical models of surfaces that represent real-life applications of their choice. The models, along with student-selected datasets, serve as vehicles to study most of the concepts of the course from both continuous and discrete…

Projectile Motion without Calculus

ERIC Educational Resources Information Center

Rizcallah, Joseph A.

2018-01-01

Projectile motion is a constant theme in introductory-physics courses. It is often used to illustrate the application of differential and integral calculus. While most of the problems used for this purpose, such as maximizing the range, are kept at a fairly elementary level, some, such as determining the safe domain, involve not so elementary…

Fractional vector calculus for fractional advection dispersion

NASA Astrophysics Data System (ADS)

Meerschaert, Mark M.; Mortensen, Jeff; Wheatcraft, Stephen W.

2006-07-01

We develop the basic tools of fractional vector calculus including a fractional derivative version of the gradient, divergence, and curl, and a fractional divergence theorem and Stokes theorem. These basic tools are then applied to provide a physical explanation for the fractional advection-dispersion equation for flow in heterogeneous porous media.

Trait Based Assessment on Teaching Writing Skill for EFL Learners

ERIC Educational Resources Information Center

Asrobi, Maman; Prasetyaningrum, Ari

2017-01-01

This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…

Formalizing the First Day in an Organic Chemistry Laboratory Using a Studio-Based Approach

ERIC Educational Resources Information Center

Collison, Christina G.; Cody, Jeremy; Smith, Darren; Swartzenberg, Jennifer

2015-01-01

A novel studio-based lab module that incorporates student-centered activities was designed and implemented to introduce second-year undergraduate students to the first-semester organic chemistry laboratory. The "First Day" studio module incorporates learning objectives for the course, lab safety, and keeping a professional lab notebook.

A Simple Acronym for Doing Calculus: CAL

ERIC Educational Resources Information Center

Hathaway, Richard J.

2008-01-01

An acronym is presented that provides students a potentially useful, unifying view of the major topics covered in an elementary calculus sequence. The acronym (CAL) is based on viewing the calculus procedure for solving a calculus problem P* in three steps: (1) recognizing that the problem cannot be solved using simple (non-calculus) techniques;…

Measurement of efficiency in calculus removal with a frequency-doubled Alexandrite laser on pigs' jaws

NASA Astrophysics Data System (ADS)

Pilgrim, Christian G.; Rechmann, Peter; Goldin, Dan S.; Hennig, Thomas

2000-03-01

Periodontal therapy aims in a most sufficient cleaning of tooth surfaces from supra- and subgingival calculus. As a standard dental procedure teeth are treated with ultrasonic devices. The competence of the frequency doubled Alexandrite laser for a highly effective and selective removal of calculus has been repeatedly proved. Aim of the study presented here was to determine the efficiency at simulated clinical conditions of the frequency doubled Alexandrite laser (laboratory prototype, q-switched, fiber guided, wavelength 377 nm, pulse duration 1 microsecond, pulse repetition rate 70 Hz, water cooling) by quantifying it's calculus removing efficiency. The evaluated data were compared to those obtained with an ultrasonic calculus remover. In the first part of the study sample material consisted of 23 pigs' jaws. They were divided into two groups. The teeth of one group were cleaned on their buccal surfaces using an ultrasonic device (Sonosoft Lux, KaVo, Biberach, Germany; tip #9). Than hand-guided cleaning was performed until no further improvement in cleanness was visible. Cleaning time was measured. Photographic documentation was taken before and after the treatment. The teeth in the second group were cleaned engaging a frequency doubled Alexandrite laser. Treatment time was measured and photographs were taken in the same way. In the second part of the study 21 surfaces of human teeth set up in an artificial pocket model were treated with both systems again. Measurements followed the same protocol. The results strongly support the use of the frequency doubled Alexandrite laser for calculus removal.

Early Error Detection: An Action-Research Experience Teaching Vector Calculus

ERIC Educational Resources Information Center

Añino, María Magdalena; Merino, Gabriela; Miyara, Alberto; Perassi, Marisol; Ravera, Emiliano; Pita, Gustavo; Waigandt, Diana

2014-01-01

This paper describes an action-research experience carried out with second year students at the School of Engineering of the National University of Entre Ríos, Argentina. Vector calculus students played an active role in their own learning process. They were required to present weekly reports, in both oral and written forms, on the topics studied,…

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants

ERIC Educational Resources Information Center

Lundholm, Christopher Ian

2017-01-01

Graduate teaching assistants (TAs) are an important group of math instructors whose practice deserves to be supported and studied. In this action research study, I lead a customized regimen of professional development (GQuesT model) for a cohort of first/second-year calculus TAs and study their teaching practice. This study focuses on how the TAs…

Framework and Implementation for Improving Physics Essential Skills via Computer-Based Practice: Vector Math

ERIC Educational Resources Information Center

Mikula, Brendon D.; Heckler, Andrew F.

2017-01-01

We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with…

Bridging the Vector Calculus Gap

NASA Astrophysics Data System (ADS)

Dray, Tevian; Manogue, Corinne

2003-05-01

As with Britain and America, mathematicians and physicists are separated from each other by a common language. In a nutshell, mathematics is about functions, but physics is about things. For the last several years, we have led an NSF-supported effort to "bridge the vector calculus gap" between mathematics and physics. The unifying theme we have discovered is to emphasize geometric reasoning, not (just) algebraic computation. In this talk, we will illustrate the language differences between mathematicians and physicists, and how we are trying reconcile them in the classroom. For further information about the project go to: http://www.physics.orst.edu/bridge

Results of a Textbook Survey Given in Introductory Astronomy

NASA Astrophysics Data System (ADS)

Willoughby, Shannon

2007-05-01

Textbooks are required for virtually all college science courses taught around the country, but whether students use them and find them valuable is not clear. In order to get a better idea about what the students thought of the textbook and how they spent their time using it, an anonymous survey was taken by 305 (out of 400) students enrolled in Physics 101 during the Fall semester of 2005. Developed and administered by www.textrev.com, this is a free survey that college faculty may use for physics and chemistry textbooks. This survey revealed two interesting points. First, although 75% of the students found the textbook to be moderately to very challenging, only 38% of students reported spending 2 or more hours per week reading the text. Reading was assigned the majority of class periods, with the intention that they would read the material before it was covered in class. Second, 81% of the students found that the end of chapter problems were moderately to very challenging, but 62% reported spending one hour or less per week working on the assigned questions. Homework was assigned regularly from the textbook for the first half of the class, after which point we experimented with an online homework system. Next semester a new textbook is being adopted for this class, which has no color pictures and is significantly slimmer than the current textbook. This textbook survey will be given again at the end of next semester to look for any changes in textbook usage.

Exploring the gender gap in the conceptual survey of electricity and magnetism

NASA Astrophysics Data System (ADS)

Henderson, Rachel; Stewart, Gay; Stewart, John; Michaluk, Lynnette; Traxler, Adrienne

2017-12-01

The "gender gap" on various physics conceptual evaluations has been extensively studied. Men's average pretest scores on the Force Concept Inventory and Force and Motion Conceptual Evaluation are 13% higher than women's, and post-test scores are on average 12% higher than women's. This study analyzed the gender differences within the Conceptual Survey of Electricity and Magnetism (CSEM) in which the gender gap has been less well studied and is less consistent. In the current study, data collected from 1407 students (77% men, 23% women) in a calculus-based physics course over ten semesters showed that male students outperformed female students on the CSEM pretest (5%) and post-test (6%). Separate analyses were conducted for qualitative and quantitative problems on lab quizzes and course exams and showed that male students outperformed female students by 3% on qualitative quiz and exam problems. Male and female students performed equally on the quantitative course exam problems. The gender gaps within CSEM post-test scores, qualitative lab quiz scores, and qualitative exam scores were insignificant for students with a CSEM pretest score of 25% or less but grew as pretest scores increased. Structural equation modeling demonstrated that a latent variable, called Conceptual Physics Performance/Non-Quantitative (CPP/NonQnt), orthogonal to quantitative test performance was useful in explaining the differences observed in qualitative performance; this variable was most strongly related to CSEM post-test scores. The CPP/NonQnt of male students was 0.44 standard deviations higher than female students. The CSEM pretest measured CPP/NonQnt much less accurately for women (R2=4 % ) than for men (R2=17 % ). The failure to detect a gender gap for students scoring 25% or less on the pretest suggests that the CSEM instrument itself is not gender biased. The failure to find a performance difference in quantitative test performance while detecting a gap in qualitative performance suggests the qualitative differences do not result from psychological factors such as science anxiety or stereotype threat.

Making Content Accessible to Promote Second Language Acquisition: The ESL Intensive Program at Hostos Community College (CUNY).

ERIC Educational Resources Information Center

Diaz, Diana M.; Justicia, Nellie T.; Levine, Lewis

An English-as-a-Second-Language (ESL) Intensive Program was established at Hostos Community College, New York, to help accelerate students' acquisition of ESL by combining three semesters of the college's regular ESL program into two semesters. Each level of this program provides 15 hours of classroom instruction per week, a 6-hour reading and…

Comparison of Exams for Active Learning Technologies vs. Traditional Lectures

NASA Astrophysics Data System (ADS)

Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria

2017-01-01

George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.

Simple webs of natural environment theme as a result of sharing in science teacher training

NASA Astrophysics Data System (ADS)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2018-03-01

Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

Misremembering Past Affect Predicts Adolescents’ Future Affective Experience during Exercise

PubMed Central

Karnaze, Melissa M.; Levine, Linda J.; Schneider, Margaret

2018-01-01

Purpose Increasing physical activity among adolescents is a public health priority. Because people are motivated to engage in activities that make them feel good, this study examined predictors of adolescents’ feelings during exercise. Method During the first semester of the school year, we assessed sixth grade students’ (N = 136) cognitive appraisals of the importance of exercise. Participants also reported their affect during a cardiovascular fitness test, and recalled their affect during the fitness test later that semester. During the second semester, the same participants rated their affect during a moderate-intensity exercise task. Results Affect reported during the moderate-intensity exercise task was predicted by cognitive appraisals of the importance of exercise, and by misremembering affect during the fitness test as more positive than it actually was. This memory bias mediated the association between appraising exercise as important and experiencing a positive change in affect during the moderate-intensity exercise task. Conclusion These findings highlight the roles of both cognitive appraisals and memory as factors that may influence affect during exercise. Future work should explore whether affect during exercise can be modified by targeting appraisals and memories related to exercise experiences. PMID:28494196

Second-language learning effects on automaticity of speech processing of Japanese phonetic contrasts: An MEG study.

PubMed

Hisagi, Miwako; Shafer, Valerie L; Miyagawa, Shigeru; Kotek, Hadas; Sugawara, Ayaka; Pantazis, Dimitrios

2016-12-01

We examined discrimination of a second-language (L2) vowel duration contrast in English learners of Japanese (JP) with different amounts of experience using the magnetoencephalography mismatch field (MMF) component. Twelve L2 learners were tested before and after a second semester of college-level JP; half attended a regular rate course and half an accelerated course with more hours per week. Results showed no significant change in MMF for either the regular or accelerated learning group from beginning to end of the course. We also compared these groups against nine L2 learners who had completed four semesters of college-level JP. These 4-semester learners did not significantly differ from 2-semester learners, in that only a difference in hemisphere activation (interacting with time) between the two groups approached significance. These findings suggest that targeted training of L2 phonology may be necessary to allow for changes in processing of L2 speech contrasts at an early, automatic level. Copyright © 2016 Elsevier B.V. All rights reserved.

Scaling Up: Adapting a Phage-Hunting Course to Increase Participation of First-Year Students in Research

PubMed Central

Staub, Nancy L.; Poxleitner, Marianne; Braley, Amanda; Smith-Flores, Helen; Pribbenow, Christine M.; Jaworski, Leslie; Lopatto, David; Anders, Kirk R.

2016-01-01

Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students’ understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience. PMID:27146160

Chapter 7: Influences on Cooperating Teachers' Adoption of Model-Based Instruction

ERIC Educational Resources Information Center

Lund, Jacalyn L.; Gurvitch, Rachel; Metzler, Michael W.

2008-01-01

This article considers another group of educators involved with the adoption of model-based instruction (MBI)--the cooperating teachers, who supervise physical education teacher education (PETE) student teachers in the Georgia State University (GSU) program. The university spends several semesters educating preservice teachers about the skills and…

Triangles with Integer Side Lengths and Rational Internal Radius P and External Radius R

ERIC Educational Resources Information Center

Zelator, Konstantine

2005-01-01

This paper is written on a level accessible to college/university students of mathematics who are taking second-year, algebra based, mathematics courses beyond calculus I. This article combines material from geometry, trigonometry, and number theory. This integration of various techniques is an excellent experience for the serious student. The…

Comparing the Attitudes of Pre-Health Professional and Engineering Students in Introductory Physics Courses

NASA Astrophysics Data System (ADS)

McKinney, Meghan

2015-04-01

This talk will discuss using the Colorado Learning Attitudes about Science Survey (CLASS) to compare student attitudes towards the study of physics of two different groups. Northern Illinois University has two levels of introductory mechanics courses, one geared towards biology majors and pre-health professionals, and one for engineering and physics majors. The course for pre-health professionals is an algebra based course, while the course for engineering and physics majors is a calculus based course. We've adapted the CLASS into a twenty question survey that measures student attitudes towards the practice of and conceptions about physics. The survey is administered as a pre and post assessment to look at student attitudes before and after their first course in physics.

Behavioral Self-Regulation in a Physics Class

ERIC Educational Resources Information Center

Stewart, John; DeVore, Seth; Stewart, Gay; Michaluk, Lynnette

2016-01-01

This study examined the regulation of out-of-class time invested in the academic activities associated with a physics class for 20 consecutive semesters. The academic activities of 1676 students were included in the study. Students reported investing a semester average of 6.5 ± 2.9 h out of class per week. During weeks not containing an…

Extreme value problems without calculus: a good link with geometry and elementary maths

NASA Astrophysics Data System (ADS)

Ganci, Salvatore

2016-11-01

Some classical examples of problem solving, where an extreme value condition is required, are here considered and/or revisited. The search for non-calculus solutions appears pedagogically useful and intriguing as shown through a rich literature. A teacher, who teaches both maths and physics, (as happens in Italian High schools) can find in these kinds of problems a mind stimulating exercise compared with the standard solution obtained by the differential calculus. A good link between the geometric and analytical explanations is so established.

Effect of Written Presentation on Performance in Introductory Physics

ERIC Educational Resources Information Center

Stewart, John; Ballard, Shawn

2010-01-01

This study examined the written work of students in the introductory calculus-based electricity and magnetism course at the University of Arkansas. The students' solutions to hourly exams were divided into a small set of countable features organized into three major categories, mathematics, language, and graphics. Each category was further divided…

Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

NASA Astrophysics Data System (ADS)

Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

2010-10-01

With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

Towards a physics on fractals: Differential vector calculus in three-dimensional continuum with fractal metric

NASA Astrophysics Data System (ADS)

Balankin, Alexander S.; Bory-Reyes, Juan; Shapiro, Michael

2016-02-01

One way to deal with physical problems on nowhere differentiable fractals is the mapping of these problems into the corresponding problems for continuum with a proper fractal metric. On this way different definitions of the fractal metric were suggested to account for the essential fractal features. In this work we develop the metric differential vector calculus in a three-dimensional continuum with a non-Euclidean metric. The metric differential forms and Laplacian are introduced, fundamental identities for metric differential operators are established and integral theorems are proved by employing the metric version of the quaternionic analysis for the Moisil-Teodoresco operator, which has been introduced and partially developed in this paper. The relations between the metric and conventional operators are revealed. It should be emphasized that the metric vector calculus developed in this work provides a comprehensive mathematical formalism for the continuum with any suitable definition of fractal metric. This offers a novel tool to study physics on fractals.

Science Modelling in Pre-Calculus: How to Make Mathematics Problems Contextually Meaningful

ERIC Educational Resources Information Center

Sokolowski, Andrzej; Yalvac, Bugrahan; Loving, Cathleen

2011-01-01

"Use of mathematical representations to model and interpret physical phenomena and solve problems is one of the major teaching objectives in high school math curriculum" [National Council of Teachers of Mathematics (NCTM), "Principles and Standards for School Mathematics", NCTM, Reston, VA, 2000]. Commonly used pre-calculus textbooks provide a…

Inertial Navigation: A Bridge between Kinematics and Calculus

ERIC Educational Resources Information Center

Sadler, Philip M.; Garfield, Eliza N.; Tremblay, Alex; Sadler, Daniel J.

2012-01-01

Those who come to Cambridge soon learn that the fastest route between Harvard and MIT is by the subway. For many students, this short ride is a quick and easy way to link physics and calculus. A simple, homemade accelerometer provides all the instrumentation necessary to produce accurate graphs of acceleration, velocity, and displacement position…

Promoting physical activity using a wearable activity tracker in college students: A cluster randomized controlled trial.

PubMed

Kim, Youngdeok; Lumpkin, Angela; Lochbaum, Marc; Stegemeier, Steven; Kitten, Karla

2018-08-01

This study examined the effects of utilizing a wearable activity tracker in a credit-based physical activity instructional program (PAIP) for promoting physical activity (PA) in college students. Fourteen PAIP courses in a large public university were randomly assigned into intervention (k = 7; n = 101) and control (k = 7; n = 86) groups. All courses focused on a core curriculum that covers basic exercise and behavioral science contents through lectures and activity sessions. A Misfit Flash activity tracker was provided to students in the intervention group. Objective PA assessments occurred at baseline, mid-, and end-of-semester during a 15-week academic semester. The control group showed a significant reduction in moderate- and vigorous-intensity PA (MVPA) minutes from baseline to the end-of-semester (P <.05), whereas the intervention group showed no changes in MVPA minutes over time. However, the intervention group also showed increased sedentary time and decreased time spent in light-intensity PA during the intervention period. Taken together, the present study found null effects of utilizing the wearable activity tracker in promoting PA in college students suggesting that intervention of primary using the wearable activity tracker as a behavior change strategy may not be effective to increase in PA in this setting.

Projectile motion without calculus

NASA Astrophysics Data System (ADS)

Rizcallah, Joseph A.

2018-07-01

Projectile motion is a constant theme in introductory-physics courses. It is often used to illustrate the application of differential and integral calculus. While most of the problems used for this purpose, such as maximizing the range, are kept at a fairly elementary level, some, such as determining the safe domain, involve not so elementary techniques, which can hardly be assumed of the targeted audience. In the literature, several attempts have been undertaken to avoid calculus altogether and keep the exposition entirely within the realm of algebra and/or geometry. In this paper, we propose yet another non-calculus approach which uses the projectile’s travel times to shed new light on these problems and provide instructors with an alternate method to address them with their students.

History-Infused Lessons in Introductory Calculus at the Secondary Level: Students' Learning and Perceptions

ERIC Educational Resources Information Center

Poh, Wei Beng; Dindyal, Jaguthsing

2016-01-01

A history-infused lesson package developed by a team of teachers in a professional learning community was used to teach introductory calculus in a secondary school. First, we report a quasi-experimental design that showed that students in the experimental group performed significantly better than students in the control group. Second, we report on…

Adapting research-based curricula at Seattle Pacific University: Results on student learning

NASA Astrophysics Data System (ADS)

Close, Eleanor; Vokos, Stamatis; Lindberg, John; Seeley, Lane

2004-05-01

Seattle Pacific University is the recent recipient of a NSF CCLI grant to improve student learning in introductory physics and calculus courses. This talk will outline the goals of this collaborative project and present some initial results on student performance. Results from research-based assessments will be presented as well as specific examples of successes and challenges from mechanics and electricity and magnetism.

Combinatorial Solid-Phase Synthesis of Aromatic Oligoamides: A Research-Based Laboratory Module for Undergraduate Organic Chemistry

ERIC Educational Resources Information Center

Fuller, Amelia A.

2016-01-01

A five-week, research-based experiment suitable for second-semester introductory organic laboratory students is described. Each student designs, prepares, and analyzes a combinatorial array of six aromatic oligoamides. Molecules are prepared on solid phase via a six-step synthetic sequence, and purities and identities are determined by analysis of…

22 CFR 62.32 - Summer work travel.

Code of Federal Regulations, 2014 CFR

2014-04-01

... studies at accredited post-secondary, classroom-based, academic institutions physically located outside of the United States and have successfully completed at least one semester, or equivalent, of post... comprehension through either recognized language tests administered by academic institutions or English language...

22 CFR 62.32 - Summer work travel.

Code of Federal Regulations, 2013 CFR

2013-04-01

... studies at accredited post-secondary, classroom-based, academic institutions physically located outside of the United States and have successfully completed at least one semester, or equivalent, of post... comprehension through either recognized language tests administered by academic institutions or English language...

Active Learning in a Large General Physics Classroom.

NASA Astrophysics Data System (ADS)

Trousil, Rebecca

2008-04-01

In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.

Integrating Science Content and Pedagogy in the Earth, Life, and Physical Sciences: A K-8 Pre-Service Teacher Preparation Continuum at the University of Delaware

NASA Astrophysics Data System (ADS)

Madsen, J.; Allen, D.; Donham, R.; Fifield, S.; Ford, D.; Shipman, H.; Dagher, Z.

2007-12-01

University of Delaware faculty in the geological sciences, biological sciences, and the physics and astronomy departments have partnered with faculty and researchers from the school of education to form a continuum for K- 8 pre-service teacher preparation in science. The goal of the continuum is to develop integrated understandings of content and pedagogy so that these future teachers can effectively use inquiry-based approaches in teaching science in their classrooms. Throughout the continuum where earth science content appears an earth system science approach, with emphasis on inquiry-based activities, is employed. The continuum for K-8 pre-service teachers includes a gateway content course in the earth, life, or physical sciences taken during the freshman year followed by integrated science content and methods courses taken during the sophomore year. These integrated courses, called the Science Semester, were designed and implemented with funding from the National Science Foundation. During the Science Semester, traditional content and pedagogy subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. They also critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning during the Science Semester. The PBL activities that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in a PBL investigation that focuses on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. Those students seeking secondary certification in science will enroll, as a bridge toward their student teaching experience, in an additional content course within a science discipline that is concurrently taught with a science methods course. Emphasizing inquiry-based activities, these bridge courses also focus on developing integrated understandings of the sciences. The continuum extends beyond the student teaching experience by tracking cohorts of science teachers during their in-service years. With funding from the National Science Foundation's Teacher Professional Continuum program, we are conducting research on this inquiry-based professional development approach for K-8 teachers across this continuum.

The Solid Earth

NASA Astrophysics Data System (ADS)

Fowler, C. M. R.

2004-12-01

The second edition of this acclaimed textbook has been brought fully up-to-date to reflect the latest advances in geophysical research. It is designed for students in introductory geophysics courses who have a general background in the physical sciences, including introductory calculus. New to this edition are a section of color plates and separate sections on the earth's mantle and core. The book also contains an extensive glossary of terms, and includes numerous exercises for which solutions are available to instructors from solutions@cambridge.org. First Edition Hb (1990): 0-521-37025-6 First Edition Pb (1990): 0-521-38590-3

Non-Zero Net Force and Constant Velocity: A Study in Mazur's Peer Instruction

NASA Astrophysics Data System (ADS)

Newburgh, Ronald

2009-10-01

A problem addressed infrequently in beginning physics courses is that of a moving body with changing mass. Elementary texts often have footnotes referring to jet planes and rockets but rarely do they go further. This omission is understandable because calculations with variable mass generally require the tools of calculus. This paper presents a changing mass problem that can be treated on an elementary level, thereby leading to an understanding of the role of changing mass on Newton's second law. It also illustrates Mazur's technique of Peer Instruction, a technique that demands active student participation.

The Solid Earth

NASA Astrophysics Data System (ADS)

Fowler, C. M. R.

2005-02-01

The second edition of this acclaimed textbook has been brought fully up-to-date to reflect the latest advances in geophysical research. It is designed for students in introductory geophysics courses who have a general background in the physical sciences, including introductory calculus. New to this edition are a section of color plates and separate sections on the earth's mantle and core. The book also contains an extensive glossary of terms, and includes numerous exercises for which solutions are available to instructors from solutions@cambridge.org. First Edition Hb (1990): 0-521-37025-6 First Edition Pb (1990): 0-521-38590-3

Extending Maxwell's equations for dielectric materials using analytical principles from viscoelasticity based on the fractional calculus

NASA Astrophysics Data System (ADS)

Wharmby, Andrew William

Existing fractional calculus models having a non-empirical basis used to describe constitutive relationships between stress and strain in viscoelastic materials are modified to employ all orders of fractional derivatives between zero and one. Parallels between viscoelastic and dielectric theory are drawn so that these modified fractional calculus based models for viscoelastic materials may be used to describe relationships between electric flux density and electric field intensity in dielectric materials. The resulting fractional calculus based dielectric relaxation model is tested using existing complex permittivity data in the radio-frequency bandwidth of a wide variety of homogeneous materials. The consequences that the application of this newly developed fractional calculus based dielectric relaxation model has on Maxwell's equations are also examined through the effects of dielectric dissipation and dispersion.

Examining Dissatisfaction with an Online Doctoral Program

ERIC Educational Resources Information Center

Fenby, Frank

2006-01-01

Background: Online learning community based education is still new. As institutions implement new programs they can encounter learner satisfaction issues. Purpose: To investigate learner unhappiness during the second semester of a new online doctoral program and develop a substantive grounded theory concerning its cause(s). Setting: The Doctorado…

Perception, awareness and practice of research-oriented medical education among undergraduate students of a medical college in Kolkata, West Bengal.

PubMed

Chatterjee, Subhankar; Adhikari, Anjan; Haldar, Dibakar; Biswas, Payel

2016-01-01

The addition of research-oriented medical education (ROME) to the existing curriculum could promote logical thinking, rapid literature search and a better understanding of research methodology. Creation of research temperament could lead to innovations in healthcare. We assessed the perception, awareness and practice of ROME among undergraduate students. We conducted a cross-sectional survey among 234 students of R.G. Kar Medical College, Kolkata selected by the simple random sampling technique. Data were collected using a pre-designed, pre-tested, validated questionnaire by direct interviews. The mean (SD) perception score was 44.2 (5.03). Students from outside West Bengal (p=0.05), women (p=0.03) and students whose parents were doctors (p=0.01) had significantly higher scores. Students in the second and fourth semesters had a better perception than those in the sixth and eighth semesters. Awareness of research fellowships granted to undergraduate students such as the Indian Council of Medical Research-Short-term studentship (ICMR-STS) was low among the second semester students (13.9%), but more than half (59.3%) of the students in the eighth semester were aware (difference across semesters, p<0.001). Awareness about journals, conferences and 'research bodies promoting student research' was low. Students in the senior semesters spent more time on research (6th semester 72.2% and 8th semester 88.9%) than those in the junior semesters (2nd: 66.7% and 4th: 77.8%; difference across semesters, p=0.03). About 3% of students participated in extracurricular research and/or had presented work at a conference. There is a good perception about the need for research but a lack of awareness of the why and how, as well as hardly any practice of ROME among medical students of this medical college.

Partial Fractions via Calculus

ERIC Educational Resources Information Center

Bauldry, William C.

2018-01-01

The standard technique taught in calculus courses for partial fraction expansions uses undetermined coefficients to generate a system of linear equations; we present a derivative-based technique that calculus and differential equations instructors can use to reinforce connections to calculus. Simple algebra shows that we can use the derivative to…

Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.

PubMed

Putwain, Dave; Sander, Paul; Larkin, Derek

2013-12-01

Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills. © 2012 The British Psychological Society.

Capillary break-up, gelation and extensional rheology of hydrophobically modified cellulose ethers

NASA Astrophysics Data System (ADS)

Sharma, Vivek; Haward, Simon; Pessinet, Olivia; Soderlund, Asa; Threlfall-Holmes, Phil; McKinley, Gareth

2012-02-01

Cellulose derivatives containing associating hydrophobic groups along their hydrophilic polysaccharide backbone are used extensively in the formulations for inks, water-borne paints, food, nasal sprays, cosmetics, insecticides, fertilizers and bio-assays to control the rheology and processing behavior of multi-component dispersions. These complex dispersions are processed and used over a broad range of shear and extensional rates. The presence of hydrophobic stickers influences the linear and nonlinear rheology of cellulose ether solutions. In this talk, we systematically contrast the difference in the shear and extensional rheology of a cellulose ether: ethy-hydroxyethyl-cellulose (EHEC) and its hydrophobically-modified analog (HMEHEC) using microfluidic shear rheometry at deformation rates up to 10^6 inverse seconds, cross-slot flow extensional rheometry and capillary break-up during jetting as a rheometric technique. Additionally, we provide a constitutive model based on fractional calculus to describe the physical gelation in HMEHEC solutions.

Evolution of Student Knowledge in a Traditional Introductory Classroom

NASA Astrophysics Data System (ADS)

Sayre, Eleanor C.; Heckler, Andrew F.

2008-10-01

In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.

Vector calculus in non-integer dimensional space and its applications to fractal media

NASA Astrophysics Data System (ADS)

Tarasov, Vasily E.

2015-02-01

We suggest a generalization of vector calculus for the case of non-integer dimensional space. The first and second orders operations such as gradient, divergence, the scalar and vector Laplace operators for non-integer dimensional space are defined. For simplification we consider scalar and vector fields that are independent of angles. We formulate a generalization of vector calculus for rotationally covariant scalar and vector functions. This generalization allows us to describe fractal media and materials in the framework of continuum models with non-integer dimensional space. As examples of application of the suggested calculus, we consider elasticity of fractal materials (fractal hollow ball and fractal cylindrical pipe with pressure inside and outside), steady distribution of heat in fractal media, electric field of fractal charged cylinder. We solve the correspondent equations for non-integer dimensional space models.

Geometry and physics of pseudodifferential operators on manifolds

NASA Astrophysics Data System (ADS)

Esposito, Giampiero; Napolitano, George M.

2016-09-01

A review is made of the basic tools used in mathematics to define a calculus for pseudodifferential operators on Riemannian manifolds endowed with a connection: existence theorem for the function that generalizes the phase; analogue of Taylor's theorem; torsion and curvature terms in the symbolic calculus; the two kinds of derivative acting on smooth sections of the cotangent bundle of the Riemannian manifold; the concept of symbol as an equivalence class. Physical motivations and applications are then outlined, with emphasis on Green functions of quantum field theory and Parker's evaluation of Hawking radiation.

Use of a pretest strategy for physical therapist assistant programs to predict success rate on the national physical therapy exam.

PubMed

Sloas, Stacey B; Keith, Becky; Whitehead, Malcolm T

2013-01-01

This study investigated a pretest strategy that identified physical therapist assistant (PTA) students who were at risk of failure on the National Physical Therapy Examination (NPTE). Program assessment data from five cohorts of PTA students (2005-2009) were used to develop a stepwise multiple regression formula that predicted first-time NPTE licensure scores. Data used included the Nelson-Denny Reading Test, grades from eight core courses, grade point average upon admission to the program, and scores from three mock NPTE exams given during the program. Pearson correlation coefficients were calculated between each of the 15 variables and NPTE scores. Stepwise multiple regression analysis was performed using data collected at the ends of the first, second, and third (final) semesters of the program. Data from the class of 2010 were then used to validate the formula. The end-of-program formula accounted for the greatest variance (57%) in predicted scores. Those students scoring below a predicted scaled score of 620 were identified to be at risk of failure of the licensure exam. These students were counseled, and a remedial plan was developed based on regression predictions prior to them sitting for the licensure exam.

Earth surface modeling for education: How effective is it? Latest classroom tests with Web-based Interactive Landform Simulation Model - Grand Canyon (WILSIM-GC)

NASA Astrophysics Data System (ADS)

Luo, W.; Pelletier, J. D.; Smith, T.; Whalley, K.; Shelhamer, A.; Darling, A.; Ormand, C. J.; Duffin, K.; Hung, W. C.; Iverson, E. A. R.; Shernoff, D.; Zhai, X.; Chiang, J. L.; Lotter, N.

2016-12-01

The Web-based Interactive Landform Simulation Model - Grand Canyon (WILSIM-GC, http://serc.carleton.edu/landform/) is a simplified version of a physically-based model that simulates bedrock channel erosion, cliff retreat, and base level change. Students can observe the landform evolution in animation under different scenarios by changing parameter values. In addition, cross-sections and profiles at different time intervals can be displayed and saved for further quantitative analysis. Students were randomly assigned to a treatment group (using WILSIM-GC simulation) or a control group (using traditional paper-based material). Pre- and post-tests were administered to measure students' understanding of the concepts and processes related to Grand Canyon formation and evolution. Results from the ANOVA showed that for both groups there were statistically significant growth in scores from pre-test to post-test [F(1, 47) = 25.82, p < .001], but the growth in scores between the two groups was not statistically significant [F(1, 47) = 0.08, p =.774]. In semester 1, the WILSIM-GC group showed greater growth, while in semester 2, the paper-based group showed greater growth. Additionally, a significant time × group × gender × semester interaction effect was observed [F(1, 47) = 4.76, p =.034]. Here, in semester 1 female students were more strongly advantaged by the WILSIM-GC intervention than male students, while in semester 2, female students were less strongly advantaged than male students. The new results are consistent with our initial findings (Luo et al., 2016) and others reported in the literature, i.e., simulation approach is at least equally effective as traditional paper-based method in teaching students about landform evolution. Survey data indicate that students favor the simulation approach. Further study is needed to investigate the reasons for the difference by gender.

Game Building with Complex-Valued Functions

ERIC Educational Resources Information Center

Dittman, Marki; Soto-Johnson, Hortensia; Dickinson, Scott; Harr, Tim

2017-01-01

In this paper, we describe how we integrated complex analysis into the second semester of a geometry course designed for preservice secondary mathematics teachers. As part of this inquiry-based course, the preservice teachers incorporated their geometric understanding of the arithmetic of complex numbers and complex-valued functions to create a…

An Experiment In Field-Based Elementary Teacher Education.

ERIC Educational Resources Information Center

Swann, Margaret H.

The Experimental Program in Elementary Education (EXEL) at Shepherd College in West Virginia began in 1973 with authorization by the West Virginia State Department of Education. The program was developed with the hope of producing more confident and competent teachers. EXEL provides continuous field experience from the second semester of the…

Advanced Algebra and Calculus. High School Mathematics Curricula. Instructor's Guide.

ERIC Educational Resources Information Center

Natour, Denise M.

This manual is an instructor's guide for the utilization of the "CCA High School Mathematics Curricula: Advanced Algebra and Calculus" courseware developed by the Computer-based Education Research Laboratory (CERL). The curriculum comprises 34 algebra lessons within 12 units and 15 calculus lessons that are computer-based and require…

An Excel-Aided Method for Teaching Calculus-Based Business Mathematics

ERIC Educational Resources Information Center

Liang, Jiajuan; Martin, Linda

2008-01-01

Calculus-based business mathematics is a required quantitative course for undergraduate business students in most AACSB accredited schools or colleges of business. Many business students, however, have relatively weak mathematical background or even display math-phobia when presented with calculus problems. Because of the popularity of Excel, its…

Role of Mental Representations in Problem Solving: Students' Approaches to Nondirected Tasks

ERIC Educational Resources Information Center

Ibrahim, Bashirah; Rebello, N. Sanjay

2013-01-01

In this paper, we report on a project concerned with the role of cognition during problem solving. We specifically explore the categories of mental representations that students work with during problem solving of different representational task formats. The sample, consisting of 19 engineering students taking a calculus-based physics course,…

Study on Group-Based Problem-Solving of Pre-Service Teachers in Early Childhood Education Program

ERIC Educational Resources Information Center

Prachagool, Veena; Nuangchalerm, Prasart

2012-01-01

This research aims to investigate how to develop pre-service teachers in early childhood education through employing group-based problem-solving. Participant in this research are 4th year study of pre-service teachers in early childhood education. Forty seven pre-service teachers were selected in the second semester, academic year 2010 by…

The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English

ERIC Educational Resources Information Center

Soleimani, Habib; Moinnzadeh, Ahmad; Kassaian, Zohreh; Ketabi, Saeed

2012-01-01

The purpose of the present study is investigating the effect of instruction based on Multiple intelligence (MI) theory on attitude and learning of General English course among students of Islamic Azad University, Kermanshah Branch in the second semester of educational year of 2010-2011. 61 male and female students in two different classes…

Eagle Adventure: School-Based Type 2 Diabetes Prevention Program Results in Improved Outcomes Related to Food and Physical Activity

ERIC Educational Resources Information Center

Stovall-Amos, Angelina; Parker, Stephany; Mata, Sara; Fox, Jill; Jackson, Teresa; Miracle, Sarah; Hermann, Janice

2014-01-01

The Eagle Adventure program was designed as a semester-long, SNAP-Ed program to address food and physical activity choices important for prevention of type 2 diabetes, obesity, and other chronic diseases. The program was developed for implementation in Grades 1-3. This article presents findings from two participating grade centers inclusive of…

Metaphor Clusters: Characterizing Instructor Metaphorical Reasoning on Limit Concepts in College Calculus

ERIC Educational Resources Information Center

Patel, Rita Manubhai; McCombs, Paul; Zollman, Alan

2014-01-01

Novice students have difficulty with the topic of limits in calculus. We believe this is in part because of the multiple perspectives and shifting metaphors available to solve items correctly. We investigated college calculus instructors' personal concepts of limits. Based upon previous research investigating introductory calculus student…

Successful enrichment and recovery of whole mitochondrial genomes from ancient human dental calculus.

PubMed

Ozga, Andrew T; Nieves-Colón, Maria A; Honap, Tanvi P; Sankaranarayanan, Krithivasan; Hofman, Courtney A; Milner, George R; Lewis, Cecil M; Stone, Anne C; Warinner, Christina

2016-06-01

Archaeological dental calculus is a rich source of host-associated biomolecules. Importantly, however, dental calculus is more accurately described as a calcified microbial biofilm than a host tissue. As such, concerns regarding destructive analysis of human remains may not apply as strongly to dental calculus, opening the possibility of obtaining human health and ancestry information from dental calculus in cases where destructive analysis of conventional skeletal remains is not permitted. Here we investigate the preservation of human mitochondrial DNA (mtDNA) in archaeological dental calculus and its potential for full mitochondrial genome (mitogenome) reconstruction in maternal lineage ancestry analysis. Extracted DNA from six individuals at the 700-year-old Norris Farms #36 cemetery in Illinois was enriched for mtDNA using in-solution capture techniques, followed by Illumina high-throughput sequencing. Full mitogenomes (7-34×) were successfully reconstructed from dental calculus for all six individuals, including three individuals who had previously tested negative for DNA preservation in bone using conventional PCR techniques. Mitochondrial haplogroup assignments were consistent with previously published findings, and additional comparative analysis of paired dental calculus and dentine from two individuals yielded equivalent haplotype results. All dental calculus samples exhibited damage patterns consistent with ancient DNA, and mitochondrial sequences were estimated to be 92-100% endogenous. DNA polymerase choice was found to impact error rates in downstream sequence analysis, but these effects can be mitigated by greater sequencing depth. Dental calculus is a viable alternative source of human DNA that can be used to reconstruct full mitogenomes from archaeological remains. Am J Phys Anthropol 160:220-228, 2016. © 2016 The Authors American Journal of Physical Anthropology Published by Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Successful enrichment and recovery of whole mitochondrial genomes from ancient human dental calculus

PubMed Central

Ozga, Andrew T.; Nieves‐Colón, Maria A.; Honap, Tanvi P.; Sankaranarayanan, Krithivasan; Hofman, Courtney A.; Milner, George R.; Lewis, Cecil M.; Stone, Anne C.

2016-01-01

ABSTRACT Objectives Archaeological dental calculus is a rich source of host‐associated biomolecules. Importantly, however, dental calculus is more accurately described as a calcified microbial biofilm than a host tissue. As such, concerns regarding destructive analysis of human remains may not apply as strongly to dental calculus, opening the possibility of obtaining human health and ancestry information from dental calculus in cases where destructive analysis of conventional skeletal remains is not permitted. Here we investigate the preservation of human mitochondrial DNA (mtDNA) in archaeological dental calculus and its potential for full mitochondrial genome (mitogenome) reconstruction in maternal lineage ancestry analysis. Materials and Methods Extracted DNA from six individuals at the 700‐year‐old Norris Farms #36 cemetery in Illinois was enriched for mtDNA using in‐solution capture techniques, followed by Illumina high‐throughput sequencing. Results Full mitogenomes (7–34×) were successfully reconstructed from dental calculus for all six individuals, including three individuals who had previously tested negative for DNA preservation in bone using conventional PCR techniques. Mitochondrial haplogroup assignments were consistent with previously published findings, and additional comparative analysis of paired dental calculus and dentine from two individuals yielded equivalent haplotype results. All dental calculus samples exhibited damage patterns consistent with ancient DNA, and mitochondrial sequences were estimated to be 92–100% endogenous. DNA polymerase choice was found to impact error rates in downstream sequence analysis, but these effects can be mitigated by greater sequencing depth. Discussion Dental calculus is a viable alternative source of human DNA that can be used to reconstruct full mitogenomes from archaeological remains. Am J Phys Anthropol 160:220–228, 2016. © 2016 The Authors American Journal of Physical Anthropology Published by Wiley Periodicals, Inc. PMID:26989998

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Biology Classes

PubMed Central

Olson, Joanne K.; Clough, Michael P.

2007-01-01

Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. PMID:17339393

Physics Laboratory in UEC

NASA Astrophysics Data System (ADS)

Takada, Tohru; Nakamura, Jin; Suzuki, Masaru

All the first-year students in the University of Electro-Communications (UEC) take "Basic Physics I", "Basic Physics II" and "Physics Laboratory" as required subjects; Basic Physics I and Basic Physics II are calculus-based physics of mechanics, wave and oscillation, thermal physics and electromagnetics. Physics Laboratory is designed mainly aiming at learning the skill of basic experimental technique and technical writing. Although 95% students have taken physics in the senior high school, they poorly understand it by connecting with experience, and it is difficult to learn Physics Laboratory in the university. For this reason, we introduced two ICT (Information and Communication Technology) systems of Physics Laboratory to support students'learning and staff's teaching. By using quantitative data obtained from the ICT systems, we can easily check understanding of physics contents in students, and can improve physics education.

On the Presentation of Pre-Calculus and Calculus Topics: An Alternate View

ERIC Educational Resources Information Center

Davydov, Aleksandr; Sturm-Beiss, Rachel

2008-01-01

The orders of presentation of pre-calculus and calculus topics, and the notation used, deserve careful study as they affect clarity and ultimately students' level of understanding. We introduce an alternate approach to some of the topics included in this sequence. The suggested alternative is based on years of teaching in colleges within and…

A Pilot Study to Investigate the Effectiveness of Multimedia CD-ROM vis-a-vis Traditional Print-Based Technology in Teaching Fourth-Grade Children

ERIC Educational Resources Information Center

Shana, Zuhrieh A.

2009-01-01

The purpose of this study was to examine the degree of effectiveness of multimedia technology in teaching in comparison to the traditional print-based teaching methods. Multimedia CD was designed to teach the second semester unit of science and Islamic studies for the fourth graders. The unit's content was the same in the print-based teaching…

Near-ultraviolet removal rates for subgingival dental calculus at different irradiation angles.

PubMed

Schoenly, Joshua E; Seka, Wolf D; Rechmann, Peter

2011-07-01

The laser ablation rate of subgingival dental calculus irradiated at a 400-nm-wavelength, 7.4-mJ pulse energy, and 85- and 20-deg irradiation angles is measured using laser triangulation. Three-dimensional images taken before and after irradiation create a removal map with 6-μm axial resolution. Fifteen human teeth with subgingival calculus are irradiated in vitro under a cooling water spray with an ∼300-μm-diam, tenth-order super-gaussian beam. The average subgingival calculus removal rates for irradiation at 85 and 20 deg are 11.1±3.6 and 11.5±5.9 μm∕pulse, respectively, for depth removal and 4.5±1.7×10(5) and 4.8±2.3×10(5) μm(3)∕pulse, respectively, for volume removal. The ablation rate is constant at each irradiation site but varies between sites because of the large differences in the physical and optical properties of calculus. Comparison of the average depth- and volume-removal rates does not reveal any dependence on the irradiation angle and is likely due to the surface topology of subgingival calculus samples that overshadows any expected angular dependence.

Near-ultraviolet removal rates for subgingival dental calculus at different irradiation angles

NASA Astrophysics Data System (ADS)

Schoenly, Joshua E.; Seka, Wolf D.; Rechmann, Peter

2011-07-01

The laser ablation rate of subgingival dental calculus irradiated at a 400-nm-wavelength, 7.4-mJ pulse energy, and 85- and 20-deg irradiation angles is measured using laser triangulation. Three-dimensional images taken before and after irradiation create a removal map with 6-μm axial resolution. Fifteen human teeth with subgingival calculus are irradiated in vitro under a cooling water spray with an ~300-μm-diam, tenth-order super-Gaussian beam. The average subgingival calculus removal rates for irradiation at 85 and 20 deg are 11.1+/-3.6 and 11.5+/-5.9 μm/pulse, respectively, for depth removal and 4.5+/-1.7×105 and 4.8+/-2.3×105 μm3/pulse, respectively, for volume removal. The ablation rate is constant at each irradiation site but varies between sites because of the large differences in the physical and optical properties of calculus. Comparison of the average depth- and volume-removal rates does not reveal any dependence on the irradiation angle and is likely due to the surface topology of subgingival calculus samples that overshadows any expected angular dependence.

Expectations of Internet Education: Casper College's Experience.

ERIC Educational Resources Information Center

Nelson, Gerald E.

The Internet Based Distance Learning (IBDL) classes provided in Wyoming's Casper College have the potential to benefit all involved. The "Cyber Semester," which began in the spring of 1997, consisted of four typical freshman classes (Physical Geography, Precalculus Algebra, English Composition I, and Political Science) that were offered…

Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module.

PubMed

Higgins-Opitz, Susan B; Tufts, Mark

2014-06-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. Copyright © 2014 The American Physiological Society.

Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module

PubMed Central

Tufts, Mark

2014-01-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify “at-risk” students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. PMID:24913452

Physics for Occupational Therapy Majors Program

NASA Astrophysics Data System (ADS)

Singh Aurora, Tarlok

1998-03-01

In Spring 1996, a one semester course - "Survey of Physics" - was taught for students majoring in Occupational Therapy (O. T.), in contrast to the two semester physics sequence for all other health science majors. The course was designed to expose the students to the concept of physics, develop problem solving skills and to emphasize the importance of physics to O.T. In developing the course content, students' preparedness in mathematics and the perceived future applications of physics in O. T. was taken in to consideration, and steps were taken to remedy the deficiencies in students' background. The course was comprised of lecture, laboratory, and considerable self study due to the time constraints, and these will be described.

[Calculus formation in the prostatic cavity after transurethral resection of the prostate: causes, treatment and prevention].

PubMed

Wei, Zhi-Feng; Xu, Xiao-Feng; Cheng, Wen; Zhou, Wen-Quan; Ge, Jing-Ping; Zhang, Zheng-Yu; Gao, Jian-Ping

2012-05-01

To study the causes, clinical manifestations, treatment and prevention of calculus that develops in the prostatic cavity after transurethral resection of the prostate. We reported 11 cases of calculus that developed in the prostatic cavity after transurethral resection or transurethral plasmakinetic resection of prostate. The patients complained of repeated symptoms of frequent micturition, urgent micturition and urodynia after operation, accompanied with urinary tract infection and some with urinary obstruction, which failed to respond to anti-infective therapies. Cystoscopy revealed calculi in the prostatic cavity, with eschar, sphacelus, uneven wound surface and small diverticula in some cases. After diagnosis, 1 case was treated by holmium laser lithotripsy and a second transurethral resection of the prostate, while the other 10 had the calculi removed under the cystoscope, followed by 1 -2 weeks of anti-infective therapy. After treatment, all the 11 cases showed normal results of routine urinalysis, and no more symptoms of frequent micturition, urgent micturition and urodynia. Three- to six-month follow-up found no bladder irritation symptoms and urinary tract infection. Repeated symptoms of frequent micturition, urgent micturition, urodynia and urinary tract infection after transurethral resection of the prostate should be considered as the indicators of calculus in the prostatic cavity, which can be confirmed by cystoscopy. It can be treated by lithotripsy or removal of the calculus under the cystoscope, or even a second transurethral resection of the prostate. For its prevention, excessive electric coagulation and uneven wound surface should be avoided and anti-infection treatment is needed.

Subgingival calculus imaging based on swept-source optical coherence tomography

NASA Astrophysics Data System (ADS)

Hsieh, Yao-Sheng; Ho, Yi-Ching; Lee, Shyh-Yuan; Lu, Chih-Wei; Jiang, Cho-Pei; Chuang, Ching-Cheng; Wang, Chun-Yang; Sun, Chia-Wei

2011-07-01

We characterized and imaged dental calculus using swept-source optical coherence tomography (SS-OCT). The refractive indices of enamel, dentin, cementum, and calculus were measured as 1.625 +/- 0.024, 1.534 +/- 0.029, 1.570 +/- 0.021, and 2.097 +/- 0.094, respectively. Dental calculus leads strong scattering properties, and thus, the region can be identified from enamel with SS-OCT imaging. An extracted human tooth with calculus is covered with gingiva tissue as an in vitro sample for tomographic imaging.

Dental calculus image based on optical coherence tomography

NASA Astrophysics Data System (ADS)

Hsieh, Yao-Sheng; Ho, Yi-Ching; Lee, Shyh-Yuan; Chuang, Ching-Cheng; Wang, Chun-Yang; Sun, Chia-Wei

2011-03-01

In this study, the dental calculus was characterized and imaged by means of swept-source optical coherence tomography (SSOCT). The refractive indices of enamel, dentin, cementum and calculus were measured as 1.625+/-0.024, 1.534+/-0.029, 1.570+/-0.021 and 1.896+/-0.085, respectively. The dental calculus lead strong scattering property and thus the region can be identified under enamel with SSOCT imaging. An extracted human tooth with calculus was covered by gingiva tissue as in vitro sample for SSOCT imaging.

Compromised Structures: Verbal Descriptions of Mechanism Diagrams

ERIC Educational Resources Information Center

Bhattacharyya, Gautam; Harris, Michael S.

2018-01-01

We report our research of seven pairs of students enrolled in the second semester of sophomore-level organic chemistry as they attempted to describe (in their own words) and draw, respectively, three electron-pushing diagrams of three-step reaction mechanisms. The tasks' objective was to accurately reproduce the diagrams based solely on the…

Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

ERIC Educational Resources Information Center

Irzawati, Ira

2013-01-01

Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

Mobile Libraries: Librarians' and Students' Perspectives

ERIC Educational Resources Information Center

Aharony, Noa

2014-01-01

This study which is based on the Technological Acceptance Model (TAM), seeks to explore whether librarians and LIS students are familiar with the newest technological innovations and whether they are ready to accept them. The research was conducted in Israel during the first and second semesters of the 2012 academic year and considered two…

Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom

ERIC Educational Resources Information Center

van Compernolle, Rémi A.; Henery, Ashlie

2014-01-01

In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect…

Derivation of the Biot-Savart Law from Ampere's Law Using the Displacement Current

ERIC Educational Resources Information Center

Buschauer, Robert

2013-01-01

The equation describing the magnetic field due to a single, nonrelativistic charged particle moving at constant velocity is often referred to as the "Biot-Savart law for a point charge." Introductory calculus-based physics books usually state this law without proof. Advanced texts often present it either without proof or as a special…

A revolutionary approach to composite construction and flight management systems for small, general aviation airplanes

NASA Technical Reports Server (NTRS)

Roskam, Jan; Wenninger, ED

1992-01-01

The design studies for two composite general aviation airplanes are presented. The main consideration for both of the designs was to avoid the typical 'metal replacement' philosophy that has hindered the widespread use of composites in general aviation aircraft. The first design is for a low wing aircraft based on the Smith Aircraft Corporation GT-3 Global Trainer. The second aircraft is a composite version of the Cessna 152. The project was conducted as a graduate level design class under the auspices of the KU/NASA/USRA Advanced Design Program in aeronautics. The results obtained from the Fall semester of 1991 and the Spring semester of 1992 are presented.

Clothing and Textiles II. Semester Course. Draft.

ERIC Educational Resources Information Center

Blanton, Harriet; And Others

The clothing and textiles guide for a second level semester course for grades 10-12 identifies objectives and learning experiences with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of students. It was developed for use with students who exhibited skill and a high degree of satisfaction from…

Glycobiology, How to Sugar-Coat an Undergraduate Advanced Biochemistry Laboratory

ERIC Educational Resources Information Center

McReynolds, Katherine D.

2006-01-01

A second semester biochemistry laboratory has been implemented as an independent projects course at California State University, Sacramento since 1999. To incorporate aspects of carbohydrate biochemistry, or glycobiology, into our curriculum, projects in lectin isolation and purification were undertaken over the course of two semesters. Through…

Beauty Culture II. Teacher's Guide.

ERIC Educational Resources Information Center

Mankiw, Dorothy S.; Elefante, Michael A.

This teacher's manual presents a course outline for the second semester (270 hours) of a four-semester course in beauty culture. The syllabus is divided into nine sections and includes the following areas of instruction: the shop and the cosmetologist; scalp applications and shampooing; hair styling; hair cutting; manicuring and pedicuring;…

Student Solution Manual for Essential Mathematical Methods for the Physical Sciences

NASA Astrophysics Data System (ADS)

Riley, K. F.; Hobson, M. P.

2011-02-01

1. Matrices and vector spaces; 2. Vector calculus; 3. Line, surface and volume integrals; 4. Fourier series; 5. Integral transforms; 6. Higher-order ODEs; 7. Series solutions of ODEs; 8. Eigenfunction methods; 9. Special functions; 10. Partial differential equations; 11. Solution methods for PDEs; 12. Calculus of variations; 13. Integral equations; 14. Complex variables; 15. Applications of complex variables; 16. Probability; 17. Statistics.

Essential Mathematical Methods for the Physical Sciences

NASA Astrophysics Data System (ADS)

Riley, K. F.; Hobson, M. P.

2011-02-01

1. Matrices and vector spaces; 2. Vector calculus; 3. Line, surface and volume integrals; 4. Fourier series; 5. Integral transforms; 6. Higher-order ODEs; 7. Series solutions of ODEs; 8. Eigenfunction methods; 9. Special functions; 10. Partial differential equations; 11. Solution methods for PDEs; 12. Calculus of variations; 13. Integral equations; 14. Complex variables; 15. Applications of complex variables; 16. Probability; 17. Statistics; Appendices; Index.

Application of several physical techniques in the total analysis of a canine urinary calculus.

PubMed

Rodgers, A L; Mezzabotta, M; Mulder, K J; Nassimbeni, L R

1981-06-01

A single calculus from the bladder of a Beagle bitch has been analyzed by a multiple technique approach employing x-ray diffraction, infrared spectroscopy, scanning electron microscopy, x-ray fluorescence spectrometry, atomic absorption spectrophotometry and density gradient fractionation. The qualitative and quantitative data obtained showed excellent agreement, lending confidence to such an approach for the evaluation and understanding of stone disease.

On the Use of History of Mathematics: An Introduction to Galileo's Study of Free Fall Motion

ERIC Educational Resources Information Center

Ponce Campuzano, Juan Carlos; Matthews, Kelly E.; Adams, Peter

2018-01-01

In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year…

An Acid-Base Chemistry Example: Conversion of Nicotine

NASA Astrophysics Data System (ADS)

Summerfield, John H.

1999-10-01

The current government interest in nicotine conversion by cigarette companies provides an example of acid-base chemistry that can be explained to students in the second semester of general chemistry. In particular, the conversion by ammonia of the +1 form of nicotine to the easier-to-assimilate free-base form illustrates the effect of pH on acid-base equilibrium. The part played by ammonia in tobacco smoke is analogous to what takes place when cocaine is "free-based".

Adolescent use of school-based health centers and high school dropout.

PubMed

Kerns, Suzanne E U; Pullmann, Michael D; Walker, Sarah Cusworth; Lyon, Aaron R; Cosgrove, T J; Bruns, Eric J

2011-07-01

To determine the association between use of school-based health centers (SBHCs) and school dropout. Quasi-experimental longitudinal analysis of a retrospective student cohort, with SBHC use as the independent variable. We statistically controlled for dropout risk and used propensity score regression adjustment to control for several factors associated with SBHC use. Integrated database from an urban public school district (academic outcomes) and department of public health (SBHC use). District-enrolled students in their first semester of ninth grade in 2005 (N = 3334), followed up through their anticipated on-time graduation semester of 12th grade in 2009. Students were divided into 4 groups: never used (47%); low use (23%); moderate use (20%); and high users (10%). Time to nongraduation (described as dropout). Low to moderate SBHC use (0.125-2.5 visits per semester) was associated with a 33% reduction in dropout compared with non-SBHC users. The high-use group (>2.5 visits per semester) did not have dropout rates that differed from nonusers. For SBHC users who did drop out, dropout occurred approximately 1 semester later than nonusers. Exploratory analyses revealed that the association between SBHC use and prevention of dropout was greatest for higher-risk students. This study found an association between low to moderate SBHC use and reductions in dropout for high school students in an urban school district, especially for students at higher risk for dropout. This study supports the theory that benefits of SBHCs extend beyond managing physical and mental health needs to include academic outcomes.

Incorporating Inquiry-Based Learning in the Calculus Sequence: A Most Challenging Endeavour

ERIC Educational Resources Information Center

McLoughlin, M. Padraig M. M.

2009-01-01

A course in the Calculus sequence is arguably the most difficult course in which inquiry-based learning (IBL) can be achieved with any degree of success within the curriculum in part due to: (1) the plethora of majors taking Calculus to which the sequence relates to their majors in what is considered an "applied" manner; and (2) the…

Calculus domains modelled using an original bool algebra based on polygons

NASA Astrophysics Data System (ADS)

Oanta, E.; Panait, C.; Raicu, A.; Barhalescu, M.; Axinte, T.

2016-08-01

Analytical and numerical computer based models require analytical definitions of the calculus domains. The paper presents a method to model a calculus domain based on a bool algebra which uses solid and hollow polygons. The general calculus relations of the geometrical characteristics that are widely used in mechanical engineering are tested using several shapes of the calculus domain in order to draw conclusions regarding the most effective methods to discretize the domain. The paper also tests the results of several CAD commercial software applications which are able to compute the geometrical characteristics, being drawn interesting conclusions. The tests were also targeting the accuracy of the results vs. the number of nodes on the curved boundary of the cross section. The study required the development of an original software consisting of more than 1700 computer code lines. In comparison with other calculus methods, the discretization using convex polygons is a simpler approach. Moreover, this method doesn't lead to large numbers as the spline approximation did, in that case being required special software packages in order to offer multiple, arbitrary precision. The knowledge resulted from this study may be used to develop complex computer based models in engineering.

A Problem-Sorting Task Detects Changes in Undergraduate Biological Expertise over a Single Semester

PubMed Central

Hoskinson, Anne-Marie; Maher, Jessica Middlemis; Bekkering, Cody; Ebert-May, Diane

2017-01-01

Calls for undergraduate biology reform share similar goals: to produce people who can organize, use, connect, and communicate about biological knowledge. Achieving these goals requires students to gain disciplinary expertise. Experts organize, access, and apply disciplinary knowledge differently than novices, and expertise is measurable. By asking introductory biology students to sort biological problems, we investigated whether they changed how they organized and linked biological ideas over one semester of introductory biology. We administered the Biology Card Sorting Task to 751 students enrolled in their first or second introductory biology course focusing on either cellular–molecular or organismal–population topics, under structured or unstructured sorting conditions. Students used a combination of superficial, deep, and yet-uncharacterized ways of organizing and connecting biological knowledge. In some cases, this translated to more expert-like ways of organizing knowledge over a single semester, best predicted by whether students were enrolled in their first or second semester of biology and by the sorting condition completed. In addition to illuminating differences between novices and experts, our results show that card sorting is a robust way of detecting changes in novices’ biological expertise—even in heterogeneous populations of novice biology students over the time span of a single semester. PMID:28408406

Characteristics of subgingival calculus detection by multiphoton fluorescence microscopy

NASA Astrophysics Data System (ADS)

Tung, Oi-Hong; Lee, Shyh-Yuan; Lai, Yu-Lin; Chen, How-Foo

2011-06-01

Subgingival calculus has been recognized as a major cause of periodontitis, which is one of the main chronic infectious diseases of oral cavities and a principal cause of tooth loss in humans. Bacteria deposited in subgingival calculus or plaque cause gingival inflammation, function deterioration, and then periodontitis. However, subgingival calculus within the periodontal pocket is a complicated and potentially delicate structure to be detected with current dental armamentaria, namely dental x-rays and dental probes. Consequently, complete removal of subgingival calculus remains a challenge to periodontal therapies. In this study, the detection of subgingival calculus employing a multiphoton autofluorescence imaging method was characterized in comparison with a one-photon confocal fluorescence imaging technique. Feasibility of such a system was studied based on fluorescence response of gingiva, healthy teeth, and calculus with and without gingiva covered. The multiphoton fluorescence technology perceived the tissue-covered subgingival calculus that cannot be observed by the one-photon confocal fluorescence method.

How concept images affect students' interpretations of Newton's method

NASA Astrophysics Data System (ADS)

Engelke Infante, Nicole; Murphy, Kristen; Glenn, Celeste; Sealey, Vicki

2018-07-01

Knowing when students have the prerequisite knowledge to be able to read and understand a mathematical text is a perennial concern for instructors. Using text describing Newton's method and Vinner's notion of concept image, we exemplify how prerequisite knowledge influences understanding. Through clinical interviews with first-semester calculus students, we determined how evoked concept images of tangent lines and roots contributed to students' interpretation and application of Newton's method. Results show that some students' concept images of root and tangent line developed throughout the interview process, and most students were able to adequately interpret the text on Newton's method. However, students with insufficient concept images of tangent line and students who were unwilling or unable to modify their concept images of tangent line after reading the text were not successful in interpreting Newton's method.

Predicate calculus, artificial intelligence, and workers' compensation.

PubMed

Harber, P; McCoy, J M

1989-05-01

Application of principles of predicate calculus (PC) and artificial intelligence (AI) search methods to occupational medicine can meet several goals. First, they can improve understanding of the diagnostic process and recognition of the sources of uncertainty in knowledge and in case specific information. Second, PC provides a rational means of resolving differences in conclusion based upon the same premises. Third, understanding of these principles allows separation of knowledge (facts) from the process by which they are used and therefore facilitates development of AI-based expert systems. Application of PC to recognizing causation of pulmonary fibrosis is demonstrated in this paper, providing a method that can be generalized to other problems in occupational medicine. Application of PC and understanding of AI search routines may be particularly applicable to workers' compensation where explicit statement of rational and inferential process is necessary. This approach is useful in the diagnosis of occupational lung disease and may be particularly valuable in workers' compensation considerations, wherein explicit statement of rationale is needed.

Subgingival calculus imaging based on swept-source optical coherence tomography.

PubMed

Hsieh, Yao-Sheng; Ho, Yi-Ching; Lee, Shyh-Yuan; Lu, Chih-Wei; Jiang, Cho-Pei; Chuang, Ching-Cheng; Wang, Chun-Yang; Sun, Chia-Wei

2011-07-01

We characterized and imaged dental calculus using swept-source optical coherence tomography (SS-OCT). The refractive indices of enamel, dentin, cementum, and calculus were measured as 1.625 ± 0.024, 1.534 ± 0.029, 1.570 ± 0.021, and 2.097 ± 0.094, respectively. Dental calculus leads strong scattering properties, and thus, the region can be identified from enamel with SS-OCT imaging. An extracted human tooth with calculus is covered with gingiva tissue as an in vitro sample for tomographic imaging.

A new proof of the generalized Hamiltonian–Real calculus

PubMed Central

Gao, Hua; Mandic, Danilo P.

2016-01-01

The recently introduced generalized Hamiltonian–Real (GHR) calculus comprises, for the first time, the product and chain rules that makes it a powerful tool for quaternion-based optimization and adaptive signal processing. In this paper, we introduce novel dual relationships between the GHR calculus and multivariate real calculus, in order to provide a new, simpler proof of the GHR derivative rules. This further reinforces the theoretical foundation of the GHR calculus and provides a convenient methodology for generic extensions of real- and complex-valued learning algorithms to the quaternion domain.

Calculation of spontaneous emission from a V-type three-level atom in photonic crystals using fractional calculus

DOE Office of Scientific and Technical Information (OSTI.GOV)

Huang, Chih-Hsien; Hsieh, Wen-Feng; Institute of Electro-Optical Science and Engineering, National Cheng Kung University, 1 Dahsueh Rd., Tainan 701, Taiwan

2011-07-15

Fractional time derivative, an abstract mathematical operator of fractional calculus, is used to describe the real optical system of a V-type three-level atom embedded in a photonic crystal. A fractional kinetic equation governing the dynamics of the spontaneous emission from this optical system is obtained as a fractional Langevin equation. Solving this fractional kinetic equation by fractional calculus leads to the analytical solutions expressed in terms of fractional exponential functions. The accuracy of the obtained solutions is verified through reducing the system into the special cases whose results are consistent with the experimental observation. With accurate physical results and avoidingmore » the complex integration for solving this optical system, we propose fractional calculus with fractional time derivative as a better mathematical method to study spontaneous emission dynamics from the optical system with non-Markovian dynamics.« less

Discrete Calculus as a Bridge between Scales

NASA Astrophysics Data System (ADS)

Degiuli, Eric; McElwaine, Jim

2012-02-01

Understanding how continuum descriptions of disordered media emerge from the microscopic scale is a fundamental challenge in condensed matter physics. In many systems, it is necessary to coarse-grain balance equations at the microscopic scale to obtain macroscopic equations. We report development of an exact, discrete calculus, which allows identification of discrete microscopic equations with their continuum equivalent [1]. This allows the application of powerful techniques of calculus, such as the Helmholtz decomposition, the Divergence Theorem, and Stokes' Theorem. We illustrate our results with granular materials. In particular, we show how Newton's laws for a single grain reproduce their continuum equivalent in the calculus. This allows introduction of a discrete Airy stress function, exactly as in the continuum. As an application of the formalism, we show how these results give the natural mean-field variation of discrete quantities, in agreement with numerical simulations. The discrete calculus thus acts as a bridge between discrete microscale quantities and continuous macroscale quantities. [4pt] [1] E. DeGiuli & J. McElwaine, PRE 2011. doi: 10.1103/PhysRevE.84.041310

Using Criterion in an English for Academic Purposes Course

ERIC Educational Resources Information Center

Cookson, Simon; Hunter, Simon; Jackson, Daniel; Sick, James

2005-01-01

English for Academic Purposes (EAP Writing) is a compulsory course for English literature and language students at Obirin University. The first semester focuses on expository writing, typical of the TOEFL[R] writing exam. The second semester focuses on writing about literature. To facilitate their writing all students are provided with a user…

Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory : Part II-research-based laboratory-a semester-long research approach using malate dehydrogenase as a research model.

PubMed

Knutson, Kristopher; Smith, Jennifer; Nichols, Paul; Wallert, Mark A; Provost, Joseph J

2010-09-01

Research-based learning in a teaching environment is an effective way to help bring the excitement and experience of independent bench research to a large number of students. The program described here is the second of a two-semester biochemistry laboratory series. Here, students are empowered to design, execute and analyze their own experiments for the entire semester. This style of laboratory replaces a variety of shorter labs in favor of an in depth research-based learning experience. The concept is to allow students to function in independent research groups. The research projects are focused on a series of wild-type and mutant clones of malate dehydrogenase. A common research theme for the laboratory helps instructors administer the course and is key to delivering a research opportunity to a large number of students. The outcome of this research-based learning laboratory results in students who are much more confident and skilled in critical areas in biochemistry and molecular biology. Students with research experience have significantly higher confidence and motivation than those students without a previous research experience. We have also found that all students performed better in advanced courses and in the workplace. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

If Gravity is Geometry, is Dark Energy just Arithmetic?

NASA Astrophysics Data System (ADS)

Czachor, Marek

2017-04-01

Arithmetic operations (addition, subtraction, multiplication, division), as well as the calculus they imply, are non-unique. The examples of four-dimensional spaces, R+4 and (- L/2, L/2)4, are considered where different types of arithmetic and calculus coexist simultaneously. In all the examples there exists a non-Diophantine arithmetic that makes the space globally Minkowskian, and thus the laws of physics are formulated in terms of the corresponding calculus. However, when one switches to the `natural' Diophantine arithmetic and calculus, the Minkowskian character of the space is lost and what one effectively obtains is a Lorentzian manifold. I discuss in more detail the problem of electromagnetic fields produced by a pointlike charge. The solution has the standard form when expressed in terms of the non-Diophantine formalism. When the `natural' formalsm is used, the same solution looks as if the fields were created by a charge located in an expanding universe, with nontrivially accelerating expansion. The effect is clearly visible also in solutions of the Friedman equation with vanishing cosmological constant. All of this suggests that phenomena attributed to dark energy may be a manifestation of a miss-match between the arithmetic employed in mathematical modeling, and the one occurring at the level of natural laws. Arithmetic is as physical as geometry.

Potential of shock waves to remove calculus and biofilm.

PubMed

Müller, Philipp; Guggenheim, Bernhard; Attin, Thomas; Marlinghaus, Ernst; Schmidlin, Patrick R

2011-12-01

Effective calculus and biofilm removal is essential to treat periodontitis. Sonic and ultrasonic technologies are used in several scaler applications. This was the first feasibility study to assess the potential of a shock wave device to remove calculus and biofilms and to kill bacteria. Ten extracted teeth with visible subgingival calculus were treated with either shock waves for 1 min at an energy output of 0.4 mJ/mm(2) at 3 Hz or a magnetostrictive ultrasonic scaler at medium power setting for 1 min, which served as a control. Calculus was determined before and after treatment planimetrically using a custom-made software using a grey scale threshold. In a second experiment, multispecies biofilms were formed on saliva-preconditioned bovine enamel discs during 64.5 h. They were subsequently treated with shock waves or the ultrasonic scaler (N = 6/group) using identical settings. Biofilm detachment and bactericidal effects were then assessed. Limited efficiency of the shock wave therapy in terms of calculus removal was observed: only 5% of the calculus was removed as compared to 100% when ultrasound was used (P ≤ 0.0001). However, shock waves were able to significantly reduce adherent bacteria by three orders of magnitude (P ≤ 0.0001). The extent of biofilm removal by the ultrasonic device was statistically similar. Only limited bactericidal effects were observed using both methods. Within the limitations of this preliminary study, the shock wave device was not able to reliably remove calculus but had the potential to remove biofilms by three log steps. To increase the efficacy, technical improvements are still required. This novel noninvasive intervention, however, merits further investigation.

An Inexpensive Toroidal Solenoid for an Investigative Student Lab

NASA Astrophysics Data System (ADS)

Ferstl, Andrew; Broberg, John

2008-09-01

Magnetism and Ampère's law is a common subject in most calculus-based introductory physics courses. Many textbooks offer examples to calculate the magnetic field produced by a symmetric current by using Ampère's law. These examples include the solenoid and the toroidal solenoid (sometimes called a torus; see Fig. 1), which are used in many applications, including the study of plasmas.

Beyond food: The multiple pathways for inclusion of materials into ancient dental calculus.

PubMed

Radini, Anita; Nikita, Efthymia; Buckley, Stephen; Copeland, Les; Hardy, Karen

2017-01-01

Dental calculus (mineralized dental plaque) was first recognised as a potentially useful archaeological deposit in the 1970s, though interest in human dental calculus as a resource material has increased sharply in the past few years. The majority of recent research has focused on the retrieval of plant microfossils embedded in its matrix and interpretation of these finds as largely the result of deliberate consumption of plant-derived food. However, while most of the material described in published works does represent food, dental calculus is in fact a "depositional environment" as material can enter the mouth from a range of sources. In this respect, it therefore represents an archaeological deposit that can also contain extensive non-dietary debris. This can comprise a wide variety of cultural and environmental material which reaches the mouth and can become embedded in dental calculus through alternative pathways. Here, we explore the human behaviors and activities besides eating that can generate a flux of particles into the human mouth, the broad range of additional cultural and environmental information that can be obtained through the analysis and contextualisation of this material, and the implications of the additional pathways by which material can become embedded in dental calculus. © 2017 American Association of Physical Anthropologists.

Science modelling in pre-calculus: how to make mathematics problems contextually meaningful

NASA Astrophysics Data System (ADS)

Sokolowski, Andrzej; Yalvac, Bugrahan; Loving, Cathleen

2011-04-01

'Use of mathematical representations to model and interpret physical phenomena and solve problems is one of the major teaching objectives in high school math curriculum' (National Council of Teachers of Mathematics (NCTM), Principles and Standards for School Mathematics, NCTM, Reston, VA, 2000). Commonly used pre-calculus textbooks provide a wide range of application problems. However, these problems focus students' attention on evaluating or solving pre-arranged formulas for given values. The role of scientific content is reduced to provide a background for these problems instead of being sources of data gathering for inducing mathematical tools. Students are neither required to construct mathematical models based on the contexts nor are they asked to validate or discuss the limitations of applied formulas. Using these contexts, the instructor may think that he/she is teaching problem solving, where in reality he/she is teaching algorithms of the mathematical operations (G. Kulm (ed.), New directions for mathematics assessment, in Assessing Higher Order Thinking in Mathematics, Erlbaum, Hillsdale, NJ, 1994, pp. 221-240). Without a thorough representation of the physical phenomena and the mathematical modelling processes undertaken, problem solving unintentionally appears as simple algorithmic operations. In this article, we deconstruct the representations of mathematics problems from selected pre-calculus textbooks and explicate their limitations. We argue that the structure and content of those problems limits students' coherent understanding of mathematical modelling, and this could result in weak student problem-solving skills. Simultaneously, we explore the ways to enhance representations of those mathematical problems, which we have characterized as lacking a meaningful physical context and limiting coherent student understanding. In light of our discussion, we recommend an alternative to strengthen the process of teaching mathematical modelling - utilization of computer-based science simulations. Although there are several exceptional computer-based science simulations designed for mathematics classes (see, e.g. Kinetic Book (http://www.kineticbooks.com/) or Gizmos (http://www.explorelearning.com/)), we concentrate mainly on the PhET Interactive Simulations developed at the University of Colorado at Boulder (http://phet.colorado.edu/) in generating our argument that computer simulations more accurately represent the contextual characteristics of scientific phenomena than their textual descriptions.

Preliminary Findings on Gender Based Fear Reactions in Communication Apprehension Writings.

ERIC Educational Resources Information Center

Stowell, Jessica; Furlong, Cathy

A study examined some of the reasons behind communication apprehension. The participants were 240 students (120 men and 120 women) from a southern community college enrolled in the basic public speaking course. Their writings were collected over a period of 7 years and selected randomly for analysis. The second week of the semester, students were…

It's Just a Game, Right? Types of Play in Foreign Language CMC

ERIC Educational Resources Information Center

Warner, Chantelle N.

2004-01-01

This study focuses on the various playful uses of language that occurred during a semester-long study of two German language courses using one type of synchronous network-based medium, the MOO. Research and use of synchronous computer-mediated communication (CMC) have flourished in the study of second-language acquisition (SLA) since the late…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

ERIC Educational Resources Information Center

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture…

University Students' Perceptions of an Activity-Based EFL Drama Course at a Korean University

ERIC Educational Resources Information Center

Reed, Jennifer; Aguiar, Bryan; Seong, Myeong-Hee

2014-01-01

This paper aims to investigate university students' perceptions of drama activities in terms of providing suggestions for constructing an effective drama class. A total of ten students who participated in Interactive English, an elective English course during the second semester of 2013 at a Korean university, took part in this study. The…

A Discovery-Based Hydrochlorination of Carvone Utilizing a Guided-Inquiry Approach to Determine the Product Structure from [superscript 13]C NMR Spectra

ERIC Educational Resources Information Center

Pelter, Michael W.; Walker, Natalie M.

2012-01-01

This experiment describes a discovery-based method for the regio- and stereoselective hydrochlorination of carvone, appropriate for a 3-h second-semester organic chemistry laboratory. The product is identified through interpretation of the [superscript 13]C NMR and DEPT spectra are obtained on an Anasazi EFT-60 at 15 MHz as neat samples. A…

Assessing the Impact of Computer-Based Formative Evaluations in a Course of English as a Foreign Language for Undergraduate Kinesiology Students in Chile

ERIC Educational Resources Information Center

Lazzeri, Santos; Cabezas, Ximena; Ojeda, Luis; Leiva, Francisca

2015-01-01

This study assesses the impact of computer-based formative evaluations in an undergraduate English course for second semester kinesiology students at the Universidad Austral de Chile-Valdivia (UACh). The target of the course is to improve the students' online reading comprehension skills in their field. A preliminary study was carried out in order…

Analytical derivation: An epistemic game for solving mathematically based physics problems

NASA Astrophysics Data System (ADS)

Bajracharya, Rabindra R.; Thompson, John R.

2016-06-01

Problem solving, which often involves multiple steps, is an integral part of physics learning and teaching. Using the perspective of the epistemic game, we documented a specific game that is commonly pursued by students while solving mathematically based physics problems: the analytical derivation game. This game involves deriving an equation through symbolic manipulations and routine mathematical operations, usually without any physical interpretation of the processes. This game often creates cognitive obstacles in students, preventing them from using alternative resources or better approaches during problem solving. We conducted hour-long, semi-structured, individual interviews with fourteen introductory physics students. Students were asked to solve four "pseudophysics" problems containing algebraic and graphical representations. The problems required the application of the fundamental theorem of calculus (FTC), which is one of the most frequently used mathematical concepts in physics problem solving. We show that the analytical derivation game is necessary, but not sufficient, to solve mathematically based physics problems, specifically those involving graphical representations.

Computational tools for Breakthrough Propulsion Physics: State of the art and future prospects

NASA Astrophysics Data System (ADS)

Maccone, Claudio

2000-01-01

To address problems in Breakthrough Propulsion Physics (BPP) one needs sheer computing capabilities. This is because General Relativity and Quantum Field Theory are so mathematically sophisticated that the amount of analytical calculations is prohibitive and one can hardly do all of them by hand. In this paper we make a comparative review of the main tensor calculus capabilities of the three most advanced and commercially available ``symbolic manipulator'' codes: Macsyma, Maple V and Mathematica. We also point out that currently one faces such a variety of different conventions in tensor calculus that it is difficult or impossible to compare results obtained by different scholars in General Relativity and Quantum Field Theory. Mathematical physicists, experimental physicists and engineers have each their own way of customizing tensors, especially by using the different metric signatures, different metric determinant signs, different definitions of the basic Riemann and Ricci tensors, and by adopting different systems of physical units. This chaos greatly hampers progress toward the chief NASA BPP goal: the design of the NASA Warp Drive. It is thus concluded that NASA should put order by establishing international standards in symbolic tensor calculus and enforcing anyone working in BPP to adopt these NASA BPP Standards. .

An approach to teaching general chemistry II that highlights the interdisciplinary nature of science.

PubMed

Sumter, Takita Felder; Owens, Patrick M

2011-01-01

The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to teaching second semester general chemistry that demonstrates the interdisciplinary nature of biology and chemistry. Our innovative method provides a model in which disciplinary barriers are diminished early in the undergraduate science curriculum. The course is divided into three principle educational modules: 1) Fundamentals of General Chemistry, 2) Medical Approaches to Inflammation, and 3) Neuroscience as a connector of chemistry, biology, and psychology. We accurately anticipated that this modified approach to teaching general chemistry would enhance student interest in chemistry and bridge the perceived gaps between biology and chemistry. The course serves as a template for context-based, interdisciplinary teaching that lays the foundation needed to train 21st century scientists. Copyright © 2010 Wiley Periodicals, Inc.

An Approach to Teaching General Chemistry II that Highlights the Interdisciplinary Nature of Science*,†

PubMed Central

Sumter, Takita Felder; Owens, Patrick M.

2012-01-01

The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to teaching second semester general chemistry that demonstrates the interdisciplinary nature of biology and chemistry. Our innovative method provides a model in which disciplinary barriers are diminished early in the undergraduate science curriculum. The course is divided into three principle educational modules: 1) Fundamentals of General Chemistry, 2) Medical Approaches to Inflammation, and 3) Neuroscience as a connector of chemistry, biology, and psychology. We accurately anticipated that this modified approach to teaching general chemistry would enhance student interest in chemistry and bridge the perceived gaps between biology and chemistry. The course serves as a template for context-based, interdisciplinary teaching that lays the foundation needed to train 21st century scientists. PMID:21445902

Investigating the Conceptual Variation of Major Physics Textbooks

NASA Astrophysics Data System (ADS)

Stewart, John; Campbell, Richard; Clanton, Jessica

2008-04-01

The conceptual problem content of the electricity and magnetism chapters of seven major physics textbooks was investigated. The textbooks presented a total of 1600 conceptual electricity and magnetism problems. The solution to each problem was decomposed into its fundamental reasoning steps. These fundamental steps are, then, used to quantify the distribution of conceptual content among the set of topics common to the texts. The variation of the distribution of conceptual coverage within each text is studied. The variation between the major groupings of the textbooks (conceptual, algebra-based, and calculus-based) is also studied. A measure of the conceptual complexity of the problems in each text is presented.

Effect of a pre-brush mounthrinse containing triclosan and a copolymer on calculus formation: a three-month clinical study in Thailand.

PubMed

Triratana, T; Kraivaphan, P; Tandhachoon, K; Rustogi, K; Volpe, A R; Petrone, M

1995-01-01

A three-month, double-blind, parallel clinical study was conducted on a population of Thai adults to evaluate the effect of the twice daily use of a commercially available pre-brush mouthrinse on supragingival calculus formation. The mouthrinse test product contained 0.03% triclosan and 0.13% PVM/MA copolymer with the absence of fluoride. The subjects were initially examined for calculus using the Volpe-Manhold procedure. All subjects received an oral prophylaxis and were assigned to the use of either 1) a triclosan-copolymer mouthrinse, or 2) a matching flavored/colored water placebo mouthrinse. Subjects were instructed to rinse twice daily with 10 cc of the assigned mouthrinse for 1 minute, followed by brushing with the provided toothpaste containing fluoride for 45 seconds. After three months of using the assigned mouthrinse, the subjects were reexamined for calculus formation. The results indicated that the subjects using triclosan/copolymer mouthrinse had 23.17% less supragingival calculus than the placebo mouthrinse subjects. This reduction was statistically significant at the 99% or greater (F = 24.35, p<0.001) level of confidence.

Student comprehension of mathematics through astronomy

NASA Astrophysics Data System (ADS)

Search, Robert

The purpose of this study is to examine how knowledge of astronomy can enhance college-level learning situations involving mathematics. The fundamental symbiosis between mathematics and astronomy was established early in the 17th century when Johannes Kepler deduced the 3 basic laws of planetary motion. This mutually harmonious relationship between these sciences has been reinforced repeatedly in history. In the early 20th century, for example, astronomer Arthur Eddington used photographic evidence from a 1919 solar eclipse to verify Einstein's mathematical theory of relativity. This study was conducted in 5 undergraduate mathematics classes over the course of 2 years. An introductory course in ordinary differential equations, taught in Spring Semester 2013, involved 4 students. A similar course in Spring Semester 2014 involved 6 students, a Summer Semester 2014 Calculus II course involved 2 students, and a Summer 2015 Astronomy course involved 8 students. The students were asked to use Kepler's astronomical evidence to deduce mathematical laws normally encountered on an undergraduate level. They were also asked to examine the elementary mathematical aspects involved in a theoretical trajectory to the planet Neptune. The summer astronomy class was asked to draw mathematical conclusions about large numbers from the recent discoveries concerning the dwarf planet Pluto. The evidence consists primarily of videotaped PowerPoint presentations conducted by the students in both differential equations classes, along with interviews and tests given in all the classes. All presentations were transcribed and examined to determine the effect of astronomy as a generator of student understanding of mathematics. An analysis of the data indicated two findings: definite student interest in a subject previously unknown to most of them and a desire to make the mathematical connection to celestial phenomena.

Characterization of calculus migration during Ho:YAG laser lithotripsy by high speed camera using suspended pendulum method

NASA Astrophysics Data System (ADS)

Zhang, Jian James; Rajabhandharaks, Danop; Xuan, Jason Rongwei; Chia, Ray W. J.; Hasenberg, Tom

2014-03-01

Calculus migration is a common problem during ureteroscopic laser lithotripsy procedure to treat urolithiasis. A conventional experimental method to characterize calculus migration utilized a hosting container (e.g. a "V" grove or a test tube). These methods, however, demonstrated large variation and poor detectability, possibly attributing to friction between the calculus and the container on which the calculus was situated. In this study, calculus migration was investigated using a pendulum model suspended under water to eliminate the aforementioned friction. A high speed camera was used to study the movement of the calculus which covered zero order (displacement), 1st order (speed) and 2nd order (acceleration). A commercialized, pulsed Ho:YAG laser at 2.1 um, 365-um core fiber, and calculus phantom (Plaster of Paris, 10×10×10mm cube) were utilized to mimic laser lithotripsy procedure. The phantom was hung on a stainless steel bar and irradiated by the laser at 0.5, 1.0 and 1.5J energy per pulse at 10Hz for 1 second (i.e., 5, 10, and 15W). Movement of the phantom was recorded by a high-speed camera with a frame rate of 10,000 FPS. Maximum displacement was 1.25+/-0.10, 3.01+/-0.52, and 4.37+/-0.58 mm for 0.5, 1, and 1.5J energy per pulse, respectively. Using the same laser power, the conventional method showed <0.5 mm total displacement. When reducing the phantom size to 5×5×5mm (1/8 in volume), the displacement was very inconsistent. The results suggested that using the pendulum model to eliminate the friction improved sensitivity and repeatability of the experiment. Detailed investigation on calculus movement and other causes of experimental variation will be conducted as a future study.

Investigation into the optimum beam shape and fluence for selective ablation of dental calculus at lambda = 400 nm.

PubMed

Schoenly, Joshua E; Seka, Wolf; Rechmann, Peter

2010-01-01

A frequency-doubled Ti:sapphire laser is shown to selectively ablate dental calculus. The optimal transverse shape of the laser beam, including its variability under water-cooling, is determined for selective ablation of dental calculus. Intensity profiles under various water-cooling conditions were optically observed. The 400-nm laser was coupled into a multimode optical fiber using an f = 2.5-cm lens and light-shaping diffuser. Water-cooling was supplied coaxially around the fiber. Five human tooth samples (four with calculus and one pristine) were irradiated perpendicular to the tooth surface while the tooth was moved back and forth at 0.3 mm/second, varying between 20 and 180 iterations. The teeth were imaged before and after irradiation using light microscopy with a flashing blue light-emitting diode (LED). An environmental scanning electron microscope imaged each tooth after irradiation. High-order super-Gaussian intensity profiles are observed at the output of a fiber coiled around a 4-in. diameter drum. Super-Gaussian beams have a more-homogenous fluence distribution than Gaussian beams and have a higher energy efficiency for selective ablation. Coaxial water-cooling does not noticeably distort the intensity distribution within 1 mm from the optical fiber. In contrast, lasers focused to a Gaussian cross section (< or =50-microm diameter) without fiber propagation and cooled by a water spray are heavily distorted and may lead to variable ablation. Calculus is preferentially ablated at high fluences (> or =2 J/cm(2)); below this fluence, stalling occurs because of photo-bleaching of the calculus. Healthy dental hard tissue is not removed at fluences < or =3 J/cm(2). Supplying laser light to a tooth using an optical fiber with coaxial water-cooling is determined to be the most appropriate method when selectively removing calculus with a frequency-doubled Ti:sapphire laser. Fluences over 2 J/cm(2) are required to remove calculus efficiently since photo-bleaching stalls calculus removal below that value.

Investigation Into the Optimum Beam Shape and Fluence for Selective Ablation of Dental Calculus at lambda = 400 nm

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schoenly, J.E.; Seka. W.; Rechmann, P.

A frequency-doubled Ti:sapphire laser is shown to selectively ablate dental calculus. The optimal transverse shape of the laser beam, including its variability under water-cooling, is determined for selective ablation of dental calculus. Intensity profiles under various water-cooling conditions were optically observed. The 400-nm laser was coupled into a multimode optical fiber using an f = 2.5-cm lens and light-shaping diffuser. Water-cooling was supplied coaxially around the fiber. Five human tooth samples (four with calculus and one pristine) were irradiated perpendicular to the tooth surface while the tooth was moved back and forth at 0.3 mm/second, varying between 20 and 180more » iterations. The teeth were imaged before and after irradiation using light microscopy with a flashing blue light-emitting diode (LED). An environmental scanning electron microscope imaged each tooth after irradiation. High-order super-Gaussian intensity profiles are observed at the output of a fiber coiled around a 4-in. diameter drum. Super-Gaussian beams have a morehomogenous fluence distribution than Gaussian beams and have a higher energy efficiency for selective ablation. Coaxial water-cooling does not noticeably distort the intensity distribution within 1 mm from the optical fiber. In contrast, lasers focused to a Gaussian cross section (<=50-mm diameter) without fiber propagation and cooled by a water spray are heavily distorted and may lead to variable ablation. Calculus is preferentially ablated at high fluences (>= 2 J/cm^2); below this fluence, stalling occurs because of photo-bleaching of the calculus. Healthy dental hard tissue is not removed at fluences <=3 J/cm^2. Supplying laser light to a tooth using an optical fiber with coaxial water-cooling is determined to be the most appropriate method when selectively removing calculus with a frequency-doubled Ti:sapphire laser. Fluences over 2 J/cm^2 are required to remove calculus efficiently since photo-bleaching stalls calculus removal below that value.« less

Analysis of Student Learning Ability in Science Teaching Based on Mid Semester Examination

NASA Astrophysics Data System (ADS)

Yurnetti, Y.

2017-09-01

This Research tried to make description about student ability in science concept that had been being touch by the teacher based on mid semester examination. The population of research is the 8th grade of students taken place at Public School in Padang academic year 2016/2017. Then the sample is 3 (three) Sekolah Menengah Pertama (SMP) with 2 (two) categories are: average and the better category. The result of these studies is the ability of the student in science only in average 60% below to the criteria mastery level for student Kota Padang. Based on analysis of the result, some misconception occurred in 4 (four) concepts of Physic and 2 (two) concepts of Biology. This result have to be followed by the other research that which can provide a how to overcome the problem of learning science among

Integrative Biological Chemistry Program Includes the Use of Informatics Tools, GIS and SAS Software Applications

ERIC Educational Resources Information Center

D'Souza, Malcolm J.; Kashmar, Richard J.; Hurst, Kent; Fiedler, Frank; Gross, Catherine E.; Deol, Jasbir K.; Wilson, Alora

2015-01-01

Wesley College is a private, primarily undergraduate minority-serving institution located in the historic district of Dover, Delaware (DE). The College recently revised its baccalaureate biological chemistry program requirements to include a one-semester Physical Chemistry for the Life Sciences course and project-based experiential learning…

Using National Parks to Transform Physical Geology into an Inquiry Experience

ERIC Educational Resources Information Center

Newbill, Phyllis Leary

2009-01-01

For an inquiry-based alternative to lectures and recall tests, I encouraged learners to become "geotourists"; that is, learners researched and developed a geologic guidebook to a United States National Park of their choice. Over the course of a semester, students wrote chapters on plate tectonics, the rock cycle, geologic history,…

Predicting performance in a first engineering calculus course: implications for interventions

NASA Astrophysics Data System (ADS)

Hieb, Jeffrey L.; Lyle, Keith B.; Ralston, Patricia A. S.; Chariker, Julia

2015-01-01

At the University of Louisville, a large, urban institution in the south-east United States, undergraduate engineering students take their mathematics courses from the school of engineering. In the fall of their freshman year, engineering students take Engineering Analysis I, a calculus-based engineering analysis course. After the first two weeks of the semester, many students end up leaving Engineering Analysis I and moving to a mathematics intervention course. In an effort to retain more students in Engineering Analysis I, the department collaborated with university academic support services to create a summer intervention programme. Students were targeted for the summer programme based on their score on an algebra readiness exam (ARE). In a previous study, the ARE scores were found to be a significant predictor of retention and performance in Engineering Analysis I. This study continues that work, analysing data from students who entered the engineering school in the fall of 2012. The predictive validity of the ARE was verified, and a hierarchical linear regression model was created using math American College Testing (ACT) scores, ARE scores, summer intervention participation, and several metacognitive and motivational factors as measured by subscales of the Motivated Strategies for Learning Questionnaire. In the regression model, ARE score explained an additional 5.1% of the variation in exam performance in Engineering Analysis I beyond math ACT score. Students took the ARE before and after the summer interventions and scores were significantly higher following the intervention. However, intervention participants nonetheless had lower exam scores in Engineering Analysis I. The following factors related to motivation and learning strategies were found to significantly predict exam scores in Engineering Analysis I: time and study environment management, internal goal orientation, and test anxiety. The adjusted R2 for the full model was 0.42, meaning that the model could explain 42% of the variation in Engineering Analysis I exam scores.

Portfolio Development as a Three-Semester Process: The Value of Sequential Experience.

ERIC Educational Resources Information Center

Senne, Terry A.

This study examined nine cohort teacher candidates from each of two physical education teacher education (PETE) programs developed teaching portfolios in three consecutive semesters of comparable courses: (1) elementary methods; (2) secondary methods; and (3) the student teaching internship. Studied were changes over time in teacher candidate…

Holistic Wellness and Its Impact on First-Semester Grades

ERIC Educational Resources Information Center

Cereola, Sandy J.; Snyder, Cathleen S.; Cereola, Ronald J.; Horton, Brett W.

2014-01-01

Students enrolled in a first-semester, critical-thinking course assessed their perception of their own wellness using a 52-question survey. Within the survey, holistic wellness was measured along seven dimensions: (a) physical, (b) intellectual, (c) social, (d) occupational, (e) spiritual, (f) emotional, and (g) environmental. Individual…

Imagine Yourself in This Calculus Classroom

ERIC Educational Resources Information Center

Bryan, Luajean

2007-01-01

The efforts to attract students to precalculus, trigonometry, and calculus classes became more successful at the author's school when projects-based classes were offered. Data collection from an untethered hot air balloon flight for calculus students was planned to maximize enrollment. The data were analyzed numerically, graphically, and…

Professional Development Graduate Courses and a Masters of Arts in Physics Education with Web Based Course Components

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2010-02-01

Professional development courses offered in physical/Earth science and physics by the Department of Physics are delivered by different venues to accommodate the needs of the K-12 teaching community. The majority of teachers take our courses off-site or through our distance-learning web-based program on the Internet for endorsement or recertification, but with a gradually increasing number enrolling in our 30 credit Masters of Arts in Physics Education degree (MAPE) program. The purpose of the Masters program is to provide increased physics content to those teachers who feel inadequately prepared to teach high school physics. The increase in numbers and success of this program is partly due to the convenience of taking online web-based courses which is made possible by using the latest communication technologies on the high speed internet. There is also a residential component of the MAPE program, which requires the candidates to earn 14 credits of calculus-based core physics in residence in the summer at the University. We have graduated a total of 91 teachers since the program began in 2000. )

Scaling Up: Adapting a Phage-Hunting Course to Increase Participation of First-Year Students in Research.

PubMed

Staub, Nancy L; Poxleitner, Marianne; Braley, Amanda; Smith-Flores, Helen; Pribbenow, Christine M; Jaworski, Leslie; Lopatto, David; Anders, Kirk R

2016-01-01

Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students' understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience. © 2016 N. L. Staub et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

North Carolina Clothing and Textiles Curriculum Guide.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This guide was developed to be used by consumer home economics teachers as a resource in planning and teaching a year-long course in clothing and textiles for high school students in North Carolina. The guide is organized in units of instruction for a first semester course and a second semester course. Each unit contains a content outline,…

North Carolina Foods and Nutrition Curriculum Guide.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This guide was developed to be used by consumer home economics teachers as a resource in planning and teaching a year-long course in foods and nutrition for high school students in North Carolina. The guide is organized in units of instruction for a first semester course and a second semester course. Each unit contains a content outline, including…

Exact Descriptions of General Relativity Derived from Newtonian Mechanics within Curved Geometries

NASA Astrophysics Data System (ADS)

Savickas, David

2015-04-01

General relativity and Newtonian mechanics are shown to be exactly related when Newton's second law is written in a curved geometry by using the physical components of a vector as is defined in tensor calculus. By replacing length within the momentum's velocity by the vector metric in a curved geometry the second law can then be shown to be exactly identical to the geodesic equation of motion occurring in general relativity. When time's vector direction is constant, as similarly occurs in Newtonian mechanics, this equation can be reduced to a curved three-dimensional equation of motion that yields the the Schwarzschild equations of motion for an isolated particle. They can be used to describe gravitational behavior for any array of masses for which the Newtonian gravitational potential is known, and is shown to describe a mass particle's behavior in the gravitational field of a thin mass-rod. This use of Newton's laws allows relativistic behavior to be described in a physically comprehensible manner. D. Savickas, Int. J. Mod. Phys. D 23 1430018, (2014).

Pulsed laser ablation of dental calculus in the near ultraviolet.

PubMed

Schoenly, Joshua E; Seka, Wolf; Rechmann, Peter

2014-02-01

Pulsed lasers emitting wavelengths near 400 nm can selectively ablate dental calculus without damaging underlying and surrounding sound dental hard tissue. Our results indicate that calculus ablation at this wavelength relies on the absorption of porphyrins endogenous to oral bacteria commonly found in calculus. Sub- and supragingival calculus on extracted human teeth, irradiated with 400-nm, 60-ns laser pulses at ≤8  J/cm2, exhibits a photobleached surface layer. Blue-light microscopy indicates this layer highly scatters 400-nm photons, whereas fluorescence spectroscopy indicates that bacterial porphyrins are permanently photobleached. A modified blow-off model for ablation is proposed that is based upon these observations and also reproduces our calculus ablation rates measured from laser profilometry. Tissue scattering and a stratified layering of absorbers within the calculus medium explain the gradual decrease in ablation rate from successive pulses. Depending on the calculus thickness, ablation stalling may occur at <5  J/cm2 but has not been observed above this fluence.

Calculus detection technologies: where do we stand now?

PubMed Central

Archana, V

2014-01-01

Epidemiological studies have implicated dental calculus as an ideal substrate for subgingival microbial colonization. Therefore, the main objective of periodontal therapy is to eliminate the microbial biofilm along with the calculus deposits from the root surface by root surface debridement. Over the past years, a large number of clinical and laboratory studies have been conducted to evaluate the efficacy of calculus removal by various methods. None of these conventional methods or devices was effective in completely eliminating all the calculus from the diseased root surfaces. In this context, a number of newer technologies have been developed to identify and selectively remove the dental calculus. Regarding this fact, the present article highlights a critical review of these devices based on published clinical and experimental data. PMID:25870667

Calculus detection technologies: where do we stand now?

PubMed

Archana, V

2014-01-01

Epidemiological studies have implicated dental calculus as an ideal substrate for subgingival microbial colonization. Therefore, the main objective of periodontal therapy is to eliminate the microbial biofilm along with the calculus deposits from the root surface by root surface debridement. Over the past years, a large number of clinical and laboratory studies have been conducted to evaluate the efficacy of calculus removal by various methods. None of these conventional methods or devices was effective in completely eliminating all the calculus from the diseased root surfaces. In this context, a number of newer technologies have been developed to identify and selectively remove the dental calculus. Regarding this fact, the present article highlights a critical review of these devices based on published clinical and experimental data.

Astronomical Simulations Using Visual Python

NASA Astrophysics Data System (ADS)

Cobb, Michael L.

2007-05-01

The Physics and Engineering Physics Department at Southeast Missouri State University has adopted the “Matter and Interactions I Modern Mechanics” text by Chabay and Sherwood for our calculus based introductory physics course. We have fully integrated the use of modeling and simulations by using the Visual Python language also know as VPython. This powerful, high level, object orientated language with full three dimensional, stereo graphics has stimulated both my students and myself to find wider applications for our new found skills. We have successfully modeled gravitational resonances in planetary rings, galaxy collisions, and planetary orbits around binary star systems. This talk will provide a quick overview of VPython and demonstrate the various simulations.

The Advanced Lab Course at the University of Houston

NASA Astrophysics Data System (ADS)

Forrest, Rebecca

2009-04-01

The University of Houston Advanced Lab course is designed to help students understand the physics in classic experiments, become familiar with experimental equipment and techniques, gain experience with independent experimentation, and learn to communicate results orally and in writing. It is a two semester course, with a Lab Seminar also required during the first semester. In the Seminar class we discuss keeping a notebook and writing a laboratory report, error analysis, data fitting, and scientific ethics. The students give presentations, in pairs, on the workings and use of basic laboratory equipment. In the Lab courses students do a one week introductory experiment, followed by six two-week experiments each semester. These range from traditional experiments in modern physics to contemporary experiments with superconductivity and chaos. The students are required to keep a laboratory notebook and to write a four-page paper for each experiment in the publication style of the American Institute of Physics. This course introduces students to the experimental tools and techniques used in physics, engineering, and industry laboratories, and allows them to mature as experimentalists.

The role of competing knowledge structures in undermining learning: Newton's second and third laws

NASA Astrophysics Data System (ADS)

Low, David J.; Wilson, Kate F.

2017-01-01

We investigate the development of student understanding of Newton's laws using a pre-instruction test (the Force Concept Inventory), followed by a series of post-instruction tests and interviews. While some students' somewhat naive, pre-existing models of Newton's third law are largely eliminated following a semester of teaching, we find that a particular inconsistent model is highly resilient to, and may even be strengthened by, instruction. If test items contain words that cue students to think of Newton's second law, then students are more likely to apply a "net force" approach to solving problems, even if it is inappropriate to do so. Additional instruction, reinforcing physical concepts in multiple settings and from multiple sources, appears to help students develop a more connected and consistent level of understanding. We recommend explicitly encouraging students to check their work for consistency with physical principles, along with the standard checks for dimensionality and order of magnitude, to encourage reflective and rigorous problem solving.

ASEAN’S Strategic Approach Towards Security Relations with the U.S. and China: Hedging through a Common Foreign and Security Policy

DTIC Science & Technology

2014-06-13

rising China signals a major shift in the balance of power, and this has long-term and complex ramifications on Asia’s strategic calculus . However...in support of belligerent actions on its neighbors. Either way, it shifts the strategic calculus for ASEAN dramatically. The second assumption is...and Security Policy, and Conflict Resolution: The Future of European (and Global?) Security” (Paper presented at EUSA’s 8th Biennial International

An Integrated Curriculum for First- and Second-Year Chemistry Courses

NASA Astrophysics Data System (ADS)

Rettich, T. R.; Bailey, David N.; Frank, Forrest J.; Frick, Jeffrey A.

1996-07-01

The chemistry department at Illinois Wesleyan University is revising its freshman and sophomore sequence as outlined earlier in this Journal (1). Key features of this innovation are the integration of organic and inorganic chemical concepts throughout the first two years of the curriculum, the incorporation of modern instrumentation into lecture and laboratory beginning the first semester, and the matching of topic development to student ability throughout the two-year sequence. We believe the proposed curriculum has unique advantages in comparison to the traditional, the organic first, and the two-cycle approaches. A student whose only college-level experience with molecular science is traditional general chemistry sees a very isolated view of the subject: a view long on theory and quantitative problem solving, but short on those qualitative skills, life science applications, and hands-on use of advanced chemical instrumentation typically found in organic chemistry. Those programs that put organic first, either as a full year or as part of a two-cycle approach, have the advantage of introducing new topics to college freshmen with an adequate high school chemistry background. But merely shuffling the order of the first four traditional semesters of college chemistry simply exchanges one set of problems for another. Segregating inorganic and organic topics according to semesters means that the most advanced inorganic (or organic) chemical concepts are usually presented in the second semester (or possibly the third semester with a two-cycle approach). Even very capable students who successfully complete such a four-semester program will often view chemistry as disjointed; that is, the sophomore organic chemistry class is seen neither as a logical continuation of nor as a development based upon the first year's experience. The first two years of college chemistry are perceived by most students, and often treated by faculty, as distinct entities. The two courses are frequently taught by different faculty, they emphasize different skills, and they study apparently different topics. Instead we propose an integrated approach, with a year of introductory chemistry incorporating all branches of the subject. The second year, intermediate chemistry, follows the same approach but focuses on those topics that profit most from previous college-level math instruction or that build upon a significant amount of previous chemical experience. Topics can be developed in a logical order, with both organic and inorganic examples used for student benefit. For example, instead of forcing buffer calculations into the second semester of college chemistry (when students are probably still having some difficulty deciding what is or is not an acid or base), it can be presented in the third or fourth semester, after significant prior experience with both organic and inorganic acids and bases. The concurrent use of both organic and inorganic examples of chemical principles provides mutual reinforcement and a broader range of real world applications. An integrated approach allows much freedom in correlating lecture with laboratory. For example, Dalton's law of partial pressure and Raoult's law are commonly taught in general chemistry. But in practice, students find the application of those principles in sophomore organic lab when performing fractional distillation. With an integrated approach, one can let the students first experience distillation as a practical tool of the chemist, then use that empirical evidence to drive the need for a theoretical explanation. Our approach strives to build an empirical basis before theoretical interpretation. Another key feature of our approach is to provide a multidisciplinary laboratory experience for the students. This presents a more valid representation of what a practicing chemist actually does. For example, our working lecture text provides an early exposure to organic functional groups and to some chemical instrumentation. From that basis a first-semester freshman has sufficient understanding to begin multiweek miniprojects that combine synthesis and analysis, including the use of gas chromatography and FTIR. Such "gee-whiz" experiences early in a student's exposure to chemistry can be extremely valuable as we seek to attract and retain chemistry majors. Field tests of the new texts for this curricular sequence at Illinois Wesleyan and other colleges begin in the fall of 1997. Individuals with questions or suggestions are encouraged to contact any of the authors. Acknowledgment. This project was partially supported by a grant, DUE-9455718, from the National Science Foundation Division of Undergraduate Education Course and Curriculum Development Program. Literature Cited Rettich, T. R. J. Chem. Educ. 1995, 72, 535.

The Care and Feeding of Pre-Meds

NASA Astrophysics Data System (ADS)

Magleby, Stephanie

2009-05-01

Most physics instructors will at some point in their teaching career face a room full of students bound for medical or dental school. This particular student clientele presents a host of distinctive challenges. My presentation will discuss insights gained while teaching premed sections of algebra-based College Physics over the last ten semesters. Topics will include syllabus structure, grading techniques, testing strategies, letters of recommendation and most importantly: how to get a good teaching evaluation from a Pre-Med.

The Care and Feeding of Pre-Meds

NASA Astrophysics Data System (ADS)

Magleby, Stephanie

2008-10-01

Most physics instructors will at some point in their teaching career face a room full of students bound for medical or dental school. This particular student clientele presents a host of distinctive challenges. My presentation will discuss insights gained while teaching premed sections of algebra-based College Physics over the last ten semesters. Topics will include syllabus structure, quiz techniques, testing strategies, letters of recommendation and how to get a good teaching evaluation from a pre-med.

Development of depression and deterioration in quality of life in German dental medical students in preclinical semesters.

PubMed

Burger, P H M; Neumann, C; Ropohl, A; Paulsen, F; Scholz, M

2016-11-01

Early intervention to counter mental disorders during the course of studies in dentistry is indicated in view of the pronounced prevalence of burnout in this student collective. To assess the proportion of students in whom these risk states can be quantified in measurable parameters for concrete mental disorders, we conducted surveys among students of dental medicine during the first 2.5 years of their studies. We surveyed a total of 163 students of dental medicine in their first 5 semesters of study. Standardized, validated psychological questionnaires on depressive symptoms (Beck Depression Inventory; BDI-II) and mental and physical quality of life (Short Form Survey; SF-12) were used in the survey, with per-semester participant quotas of around 90%. Regarding depression, the students were within the range of the normal populace at the beginning of the 1st semester. Symptoms of depression then became more pronounced with every succeeding semester. In the fifth semester, the average levels determined were equivalent to a depression with a clinical treatment indication. Hardly any change was registered for physical wellbeing in the quality of life questionnaire. The mental sum scores, however, reflected dramatic downturns in quality of life. Highly significant correlations between the parameters described here - depressivity and mental quality of life - were observed in all semesters. The participating students begin their course of studies at the level of the average populace for the symptoms surveyed, then develop, on average, a clinically manifest depression after 2.5 years. The personal experience of a deterioration of mental quality of life appears to be crucial in the phenomena observed. Copyright © 2016 Elsevier GmbH. All rights reserved.

Obstacles to Mathematization in Physics: The Case of the Differential

ERIC Educational Resources Information Center

López-Gay, R.; Martinez Sáez, J.; Martinez Torregrosa, J.

2015-01-01

The process of the mathematization of physical situations through differential calculus requires an understanding of the justification for and the meaning of the differential in the context of physics. In this work, four different conceptions about the differential in physics are identified and assessed according to their utility for the…

Foundations of Tensor Analysis for Students of Physics and Engineering With an Introduction to the Theory of Relativity

NASA Technical Reports Server (NTRS)

Kolecki, Joseph C.

2005-01-01

Tensor analysis is one of the more abstruse, even if one of the more useful, higher math subjects enjoined by students of physics and engineering. It is abstruse because of the intellectual gap that exists between where most physics and engineering mathematics leave off and where tensor analysis traditionally begins. It is useful because of its great generality, computational power, and compact, easy to use, notation. This paper bridges the intellectual gap. It is divided into three parts: algebra, calculus, and relativity. Algebra: In tensor analysis, coordinate independent quantities are sought for applications in physics and engineering. Coordinate independence means that the quantities have such coordinate transformations as to leave them invariant relative to a particular observer s coordinate system. Calculus: Non-zero base vector derivatives contribute terms to dynamical equations that correspond to pseudoaccelerations in accelerated coordinate systems and to curvature or gravity in relativity. These derivatives have a specific general form in tensor analysis. Relativity: Spacetime has an intrinsic geometry. Light is the tool for investigating that geometry. Since the observed geometry of spacetime cannot be made to match the classical geometry of Euclid, Einstein applied another more general geometry differential geometry. The merger of differential geometry and cosmology was accomplished in the theory of relativity. In relativity, gravity is equivalent to curvature.

Stress at Work and Its Subsequent Problems among Teachers of the Public Schools Which Operate the School-Based Violence Reduction Program (VRP) in Tulkarm Governorate

ERIC Educational Resources Information Center

Oteer, Rabee

2015-01-01

This study aimed to identify the work-related stress and its subsequent problems among teachers of the public schools which operated the school-based Violence Reduction Program (VRP) in the governorate of Tulkarm during the second semester of 2015-2016. Besides, it aimed to identify the effect of specific variables, such as gender, specialization,…

The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders' Listening and Reading Comprehension Skills in English in Jordan

ERIC Educational Resources Information Center

Alodwan, Talal; Almosa, Mosaab

2018-01-01

The study aimed to assess the effectiveness of a computer program based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model on the achievement of Ninth Graders' listening and Reading Comprehension Skills in English. The study sample comprised 70 ninth graders during the second semester of the academic year 2016/2017. The…

Applications of a constrained mechanics methodology in economics

NASA Astrophysics Data System (ADS)

Janová, Jitka

2011-11-01

This paper presents instructive interdisciplinary applications of constrained mechanics calculus in economics on a level appropriate for undergraduate physics education. The aim of the paper is (i) to meet the demand for illustrative examples suitable for presenting the background of the highly expanding research field of econophysics even at the undergraduate level and (ii) to enable the students to gain a deeper understanding of the principles and methods routinely used in mechanics by looking at the well-known methodology from the different perspective of economics. Two constrained dynamic economic problems are presented using the economic terminology in an intuitive way. First, the Phillips model of the business cycle is presented as a system of forced oscillations and the general problem of two interacting economies is solved by the nonholonomic dynamics approach. Second, the Cass-Koopmans-Ramsey model of economical growth is solved as a variational problem with a velocity-dependent constraint using the vakonomic approach. The specifics of the solution interpretation in economics compared to mechanics is discussed in detail, a discussion of the nonholonomic and vakonomic approaches to constrained problems in mechanics and economics is provided and an economic interpretation of the Lagrange multipliers (possibly surprising for the students of physics) is carefully explained. This paper can be used by the undergraduate students of physics interested in interdisciplinary physics applications to gain an understanding of the current scientific approach to economics based on a physical background, or by university teachers as an attractive supplement to classical mechanics lessons.

Mathematics in chemistry: indeterminate forms and their meaning

NASA Astrophysics Data System (ADS)

Segurado, Manuel A. P.; Silva, Margarida F. B.; Castro, Rita

2011-07-01

The mathematical language and its tools are complementary to the formalism in chemistry, in particular at an advanced level. It is thus crucial, for its understanding, that students acquire a solid knowledge in Calculus and that they know how to apply it. The frequent occurrence of indeterminate forms in multiple areas, particularly in Physical Chemistry, justifies the need to properly understand the limiting process in such cases. This article emphasizes the importance of the L'Hôpital's rule as a practical tool, although often neglected, to obtain the more common indeterminate limits, through the use of some specific examples as the radioactive decay, spectrophotometric error, Planck's radiation law, second-order kinetics, or consecutive reactions.