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Siu, Oi-ling. "Cognitive preference style and student achievement in the physical sciences /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12354557.
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蕭愛玲 and Oi-ling Siu. "Cognitive preference style and student achievement in the physical sciences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3120837X.
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Baker, Amber. "The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40446.
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South Africa has a unique cultural, historical, socio-economic and linguistic contextual complexity that influences the implementation the intended curriculum and educational policies. The contextual complexity continues to result in Science teachers entering into the teaching profession with a wide spread diversity in background and qualifications. The secondary data analysis used a concurrent mixed methods approach (QUAL + quan) to explore the interconnection between teacher characteristics, classroom practices and learner achievement in Physical Science. The primary sample consisted of 18 schools that were stratified by district and quintile. From the available data, nineteen Grade 12 Physical Science teachers with varying levels of qualifications and experience were analysed. A combination of qualitative and quantitative instruments, specifically, Science teacher questionnaires, Science lesson observations and Science teacher interviews, were explored. The data was analysed quantitatively using descriptive statistics, frequency tables and Pearson correlation coefficients. The qualitative data involved content analysis and the presentation of case studies and the themes that emerged. Significant Pearson correlations indicate a positive relationship between years of related experience and pass rates and also pointed to an interconnection between professional qualifications, related experience and learner achievement. Differences in teacher characteristics were also indicators of competency in content knowledge and ultimately influenced classroom practices. Four case studies are offered in an attempt to provide in-depth descriptions of the teacher characteristics and practices for Grade 12 Physical Science teachers in Gauteng. Recommendations for future research, teacher training and policy implementation are presented. The diversity in teacher characteristics, particularly in Physical Science classrooms, influences the classroom practices that teachers select in their day-to-day teaching and impacts learner outcomes in terms of achievement.Dissertation (MEd)--University of Pretoria, 2013.
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Pan, Yue. "Spousal Concordance in Academic Achievements and Intelligence and Family-Based Association Studies Identified Novel Loci Associated with Intelligence." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1734.
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Assortative Mating, the tendency for mate selection to occur on the basis of similar traits, plays an essential role in understanding the genetic variation on academic achievements and intelligence (IQ). It is an important mechanism explaining spousal concordance. We used principal component analysis (PCA) for spousal correlation. There is a significant positive correlation between spouses by the new variable PC1 (correlation coefficient=0.515, p<0.0001). We further research the genetic factor that affects IQ by using the same data. We performed a low density genome-wide association (GWA) analysis with a family-based association test to identify genetic variants that associated with intelligence as measured by WAIS full-score IQ (FSIQ). NTM at 11q25 (rs411280, p=0.000764) and NR3C2 at 4q31.23 (rs3846329, p=0.000675) were 2 novel genes that haven't been associated with IQ from other studies. This study may serve as a resource for replication in other populations and a foundation for future investigations.
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Cobbinah, Charles. "Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013406.
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It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
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Bermudez, Julia V. "Examining the effects of physics second on high school science achievement." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527677.
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In 2007 Pioneer High School, a public school in Whittier, California changed the sequence of its science courses from the Traditional Biology-Chemistry-Physics (B-C-P) to Biology-Physics-Chemistry (B-P-C), or "Physics Second." The California Standards Tests (CSTs) scores in Physics and Chemistry from 2004-2012 were used to determine if there were any effects of the Physics Second sequencing on student achievement in those courses. The data was also used to determine whether the Physics Second sequence had an effect on performance in Physics and Chemistry based on gender.
Independent t tests and chi-square analysis of the data determined an improvement in student performance in Chemistry but not Physics. The 2x2 Factorial ANOVA analysis revealed that in Physics male students performed better on the CSTs than their female peers. In Chemistry, it was noted that male and female students performed equally well. Neither finding was a result ofthe change to the "Physics Second" sequencing.
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Juta, Zukiswa. "Examining the influence of co-curricular activities on learner attitudes and achievement in physical sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5967.
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Magister Educationis - MEd (Mathematics and Science Education)This study seeks to examine the influence of co-curricular activities on learner attitudes in Further Education and Training (FET) Physical Sciences. Butterworth FET school in the Eastern Cape Province, South Africa was used as a case example, where Grade 10 and Grade 11 learners were exposed to various Science related activities that allowed them to have a direct interaction and hands-on experience with curriculum and co-curricular Science activities. The case study was conducted at the researcher's school.When benchmarked against various international and national tests, the level of general performance of South African learners in Science and mathematics are lagging behind the rest of the world. In cluster meetings, many science education colleagues hypothesized that the poor achievement of leaners in the NSC (National Senior Certificate) and equivalent qualifications could possibly be attributed to learners' attitudes towards the subject. The purpose of this study was therefore to expose learners to various co-curricular Science activities and used this as a basis to examine learners' attitudes towards Physical Sciences. Learners were encouraged to actively engage in Science activities, investigations and projects, to explore if their attitude towards the subject could be influenced by these experiences. The study was underpinned by Constructivism, which helped learners to extract scientific meaning from what they already know, thus strengthening learners' cognition. A mixed method approach was used, using interviews and questionnaires as instruments for data collection. A sample of 35 learners and 3 teachers, was used. This research study found that context teaching through co-curricular activities helped learners to comprehend Physical Sciences better and gave them a chance to indulge with their science rich environment. They constructed scientific meaning from their experiences in the co-curricular science activities and appreciated this exposure as it assisted them to better understand science curriculum concepts. They related Physical Sciences to the context of their surroundings, which helped them to holistically grasp principles and laws used in the subject. This research study can add scientific value locally and nationally, as it provided a means to improve learners' attitudes towards Science in general, and Physical Sciences in particular. The research study further added to baseline data on limited South African studies and on learners' attitudes towards gateway subjects like Physical Sciences. This study recommended that the co-curricular activities should be merged with both GET and FET curricula.
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Taylor, Mark C. "Winning an independence achievement game." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0714103-153343/unrestricted/TaylorM072203f.pdf.
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Thesis (M.S.)--East Tennessee State University, 2003.Title from electronic submission form. ETSU ETD database URN: etd-0714103-153343. Includes bibliographical references. Also available via Internet at the UMI web site.
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Riedel, Marion. "Thinking Machines: Approaches, Achievements and Consequences." Thesis, Universitätsbibliothek Chemnitz, 2002. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200200425.
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The paper discusses the basics of Cognitive Science and describes the achievements of research at the field of Artificial IntelligenceDie im Rahmen des Seminars "Language - Mind - Brain: An Introduction to Psycholinguistics" der englischen Sprachwissenschaft entstandene Arbeit befasst sich mit den Grundlagen der Kognition und diskutiert die Ergebnisse der Forschung auf dem Gebiet der Künstlichen Intelligenz
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Lee, Pejing. "Factors of Achievement and Persistence of Minorities in Physics." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/436.
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This study explores how racial differences may influence achievement and persistence in physics by using data provided by the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college students throughout the United States about their backgrounds, high school science experiences, and science attitudes. This study draws upon previous studies to first determine the factors that predict achievement and persistence in physics by using hierarchal linear multiple regression analysis. Once statistically significant factors of persistence and achievement were determined, the study determines whether those variables are significantly different among students of determine races.
The study found that race was ultimately not a good predictor of both achievement and persistence in physics; however, this does not necessarily mean that race was an insignificant component. Due to the nature of hierarchal regression analysis, the component of race may have been accounted for in other predictors. However, the analyzed predictors for could not fully account for the variance in either achievement or persistence. This may be due to the limited scope of the PRiSE survey, which did not include socioeconomic factors. The study concludes with a proposal for future research.
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Arcand, Scott Andrew. "The Effectiveness of Contextual Learning on Physics Achievement in Career Technical Education." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284451.
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The purpose of this casual-comparative study was to determine if students being taught the Minnesota Science Physics Standards via contextual learning methods in Project Lead the Way (PLTW) Principles of Engineering or the PLTW Aerospace Engineering courses, taught by a Career Technical Education (CTE) teacher, achieve at the same rate as students in a physics course taught by a science teacher. The PLTW courses only cover the standards taught in the first trimester of physics. The PLTW courses are two periods long for one trimester. Students who successfully pass the PLTW Principles of Engineering course or the PLTW Engineering Aerospace course earn one-half credit in physics and one-half elective credit. The instrument used to measure student achievement was the district common summative assessment for physics. The Common Summative Assessment scores were pulled from the data warehouse from the first trimester of the 2013-2014 school year. Implications of the research address concepts of contextual learning especially in the Career Technical Education space. The mean score for Physics students (30.916) and PLTW Principles of Engineering students (32.333) was not statistically significantly different. Students in PLTW Principles of Engineering achieved at the same rate as students in physics. Due to the low rate of students participating in the Common Summative Assessment in PTLW Aerospace (four out of seven students), there is not enough data to determine if there is a significant difference in the Physics A scores and PLTW Aerospace Engineering scores.
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Myers, Ron Y. "The Effects of the Use of Technology In Mathematics Instruction on Student Achievement." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/136.
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The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools.
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Uysal, Emel. "The Relationships Between Seventh And Tenth Grade Students'." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/1085554/index.pdf.
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This study aimed to explore the self-estimated intelligence dimensions of seventh and tenth grade students, and the effect of grade level, gender, age, socio economic status (SES), physics/science achievement, and branch in school (science-math/literature-math/social sciences-literature) on these dimensions.
In this study a Multiple Intelligence Inventory was used as measuring instrument. The study was conducted in randomly selected 26 elementary and 7 high schools throughout Çankaya, Keç
iö
ren and Yenimahalle districts of Ankara with a total of 3721 seventh and tenth grade students in fall 2003-2004 semester. The data obtained from the administration of the measuring instrument were analyzed by using multivariate analysis of variance (MANOVA) and bivariate correlations. Results indicated that most dominant intelligence of seventh, tenth, and all students was the interpersonal intelligence according to their self-perceptions. Results of the statistical analyses indicated that grade level of students had a significant effect on their self-estimated intelligence dimensions. Strengths and weakness of the students vary according to their grade level. Also, significant differences found in female and male students&
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self-estimated intelligence dimensions for both two different grade levels, and tenth grade students coming from three different branches. Bivariate correlations revealed low positive correlations between science achievement and interpersonal intelligence of seventh graders.
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Crutchfield, Daniel. "Get Legitimate: Achievements Promote Recovery from Addiction via Non-Addict Identity." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/800.
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Despite decades of research, over 400 million people around the globe suffer from substance abuse and only 10% to 43% maintain abstinence after treatment. Social support, spirituality, self-regulation, and locus of control have all been examined for their efficacy and relationship with successful abstinence outcomes. Conceptually, educational/vocational achievement is believed to contribute to reforming an identity divorced from the previous lifestyle of active addiction. Educational and Vocational achievements as proxies for non-addict identity have only been investigated sporadically. The present study seeks to establish a quantitative link between successful long-term recovery and these types of goal-oriented achievements. A survey was administered to 195 participants in recovery and results showed that those who have achieved an advanced certification, license, or degree since getting clean report almost twice as must clean time as those who did not. Multiple regression revealed that educational/vocational achievement was a significant predictor and the overall model accounted for 49% of the variance in length of abstinence. These findings expose the importance of a neglected component of research in recovery from addiction. Implications include greater emphasis on vocational rehabilitation in recovery and future research should aim to examine and refine this concept further.
Keywords: identity, recovery, addiction, substance abuse, vocation, achievement, educational attainment
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Bloomfield, Jonathan R. "Soccer : physical characteristics, physical demands of match-play and effective physical conditioning." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5666.
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The overall purpose of this thesis was to examine the physical aspects of high performance soccer. As such, four interrelated studies were designed to pursue this purpose. Each study was designed to overcome certain distinct methodological limitations of previous science and football (soccer) research and build upon existing research. The research designs for each of the four studies were methodologically different and progressed from previous research design incorporating data collected and analysed from text and internet sources, computerised video-analysis of interactive televised material and combined performance and laboratory assessments. In the following section the purpose of each study included in this thesis is provided and the rationale underpinning the selection of each research design is explained. Study 1: Analysis of Age, Stature, Body Mass, BNH and Quality of Elite Soccer Players from four European Leagues For many sports, there are specific physical characteristics that indicate suitability for, or potential to compete in that sport at the highest level. Various anthropometric characteristics of athletes have been shown to be reasonable predictors for participation at the highest level in sports such as swimming (Ackland et al., 1993), basketball, rugby league and American football (Norton and Olds, 2000). Surprisingly, there is no research available exploring these characteristics in soccer, particularly within the elite European soccer. It might well be that the recent changes in demands in soccer( Williams et al., 1999) PhD Thesis 6 Jonathan R- Bloomfield have been accompanied by physical characteristic changes in soccer players that have been of greater magnitude than that of the normal population. This is an important issue because even small changes in these physical characteristics of players could result in a large reduction in the pool of people to draw from in the general population who have the suitable physical characteristics to be successful in soccer (Olds, 2001). Furthermore, the comparison of players in different leagues and in different positions might provide some valuable information regarding the different demands placed on soccer players in different leagues (Reilly et al, 2000a; Rienzi et al, 2000; Strudwick et al., 2002). It is well documented that different positions in soccer constitute various different demands. Such findings suggest heterogeneity in physical characteristics that might be important for success in particular positions in soccer (Strudwick et al., 2002). The first aim of the present study was to investigate whether there are physical differences (age, stature, body mass, body mass index) between players in different positions in four European soccer leagues. This will also provide information into the diversity in playing style as well as the variation in what is being valued in soccer players in the various countries. This results in valuable information for the adaptation of different physical conditioning regimes as well as implications for talent identification (Fisher and Dean, 1998). The second aim of the present study was to assess the quality of the players of each of the four European leagues by surveying their international status, nationality and FIFA world ranking as well as participation in the FIFA World Cup 2002. This will offer information regarding the actual quality of international players within these leagues which, in turn, provides information about which league would be of the highest quality, differences in playing style and player selection. As the four leading European leagues were selected for analysis, the results provide beneficial information concerning the current status and possible future development of European soccer. Study 2: The 'Bloomfield Movement Classification': Motion Analysis of Individual Soccer Players In close relation with the investigation of the physical characteristics of elite level players, it was also aimed to identify the physical demands of performance. Computerised video-analysis was selected as the most appropriate platform to incorporate a study using the time-motion analysis methodology. This involves the notation of various subjectively or objectively chosen modes of motion which are digitally timed throughout the performance. To date, fewer than 8 modes of motion have often been chosen in time-motion investigation in soccer which arguably does not provide a sufficient degree of specificity to detail the physical demands. A high element of performance specificity must be established to elicit a high degree of transfer from competition into a training regime to optimise competitive performance (Henry, 1968; Barnett et al., 1973; Sale and MacDougall, 1981; Rosenbaum, 1987; Morrissey et al., 1995; Hill et al., 1998). The present study outlined a new approach to time-motion analysis through a method involving a greater depth of detail concerning modes of timed-motion, as well as other non-timed movements, directions, intensities, turning and 'On the Ball' categories. The aim of this study was to present a new methodology and establish reliability. The purpose was to provide a new method to perform a more detailed time-motion analysis study in soccer performance to be used in the third study of this thesis. PhD Thesis 8 Jonathan R. Bloomfield Study 3: Physical Demands of Outfield Positions in FA Premier League Soccer. To elicit an enhancement in soccer performance, it is considered important to analyse the physical demands of match-play (Reilly and Thomas, 1976; All and Farrally, 1991a; Hughes, 2003). Time-motion analysis has been used to investigate these demands. However, many limitations exist with previous research, one of which being the range of classifications used in the collection of data- A high degree of performance specificity is desired to improve coaching practices such as physical conditioning (Barnett et al., 1973). To this end, a new time-motion analysis methodology was designed (see Study 2) and aimed at providing a new level of specificity of performance into the physical demands of high level soccer. Also, the majority of soccer-related time-motion analyses have reported macroscopically with total frequency, total duration or total distance covered providing a summary of the overall physical requirements of soccer. As soccer match-play is essentially an intermittent exercise (Bangsbo, 1994e), it is important to progress the knowledge of the physical nature of the sport and further provide a higher level of specific detail. The aims of the present study were to provide detail regarding intermittent patterns of Purposeful Movement (PM) and Recovery (R), performed by players of three different positions (defender, midfielder and striker), to investigate the reoccurrence of bouts of PM and R within selected time phases and finally provide time-motion analysis of the PM using the BMC. PhD Study 4: Effective Conditioning for Soccer Match-Play The interaction of multiple dynamic physical activities often produces a hybrid of physiological and biomechanical stresses. Higher levels of soccer require increased levels of physical fitness through increased demands from high intensity activity (O'Donoghue et al., 2001; Strudwick and Reffly, 2001; Mohr et al., 2003). Therefore, increased ability to perform complex chains of movement skills (agility) in conjuncture with speed (both acceleration and deceleration) and quickness (overcoming inertia) are relative to high level performance (Withers et al., 1982; Bangsbo, 1992; Reilly, 1994a). This occurs through processes of motor learning and physical conditioning with the rules of specificity and overload as key underlying principles.
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Pinhas, Yigal. "Long-term effectiveness of structured fitness programme on students' physical achievements, motivation and awareness of fitness essence." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326054.
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Kotela, Beauty. "The use of practical activities to address grade 11 learners' conceptual difficulties in electricity and magnetism." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85788.
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Thesis (MEd)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas.
AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.
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Hossain, Mohammad Hemayet. "Competency based primary science education in Bangladesh an evaluation of fifth graders' learning achievements." Berlin dissertation.de, 2009. http://d-nb.info/1001144465/04.
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Magadla, Andiswa Antonette. "Improving Free State matriculation results : a total quality management approach / A. Magadla." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4433.
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The aim of the study was to establish the possible causes of poor Grade 12 results in
physical science in South Africa and to apply a total quality management (TQM) approach
to suggest a solution. The literature study indicates that resources, preparation or subject
knowledge, commitment and support affect the quality of performance.
The research was done in one school district (cluster). Following the literature study a
questionnaire was distributed to 150 science teachers from 31 schools and the response
rate was 73% (113 responses). The questionnaire tested the respondents' perception on
the availability of resources and the support received by them, the support given to
learners and their level of preparation and subject knowledge. From this, as well as from
the biographical information from the questionnaire, certain conclusions were made about
the reasons for poor performance of learners in science examinations.
It could be concluded from the analysis of the results that limited support to teachers and
support to learners are important factors contributing to a poor Grade 12 pass rate. The
pass rate also correlates positively with experience levels of teachers. Although 39% of
teachers are unqualified or under-qualified, no significant correlation could be found
between pass rate and level of qualification. Analysis of the effect of commitment on pass
rate was inconclusive.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.
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Gassend, Blaise L. P. (Blaise Laurent Patrick) 1978. "Physical random functions." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/37606.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 87-89).
In general, secure protocols assume that participants are able to maintain secret key information. In practice, this assumption is often incorrect as an increasing number of devices are vulnerable to physical attacks. Typical examples of vulnerable devices are smartcards and Automated Teller Machines. To address this issue, Physical Random Functions are introduced. These are Random Functions that are physically tied to a particular device. To show that Physical Random Functions solve the initial problem, it must be shown that they can be made, and that it is possible to use them to provide secret keys for higher level protocols. Experiments with Field Programmable Gate Arrays are used to evaluate the feasibility of Physical Random Functions in silicon.
by Blaise L.P. Gassend.
S.M.
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DePalma, Darlene. "AN ANALYSIS OF PREDICTORS OF ENROLLMENT AND SUCCESSFUL ACHIEVEMENT FOR GIRLS IN HIGH SCHOOL ADVANCED PLACEMENT PHYSICS." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2502.
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A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with question taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that females have lower achievement scores, lower attitude, lower self-efficacy, and more stereotypical views regarding science than males. Secondly, the only significant differences found between males and females enrolled in AP physics were for stereotypical views toward science and one factor from the epistemological views questions, both of which favored females. Although the non AP boys significantly outscored non AP girls on science FCAT scores, the only other significant differences found between these groups of students were related to attitude, with the girls scoring higher than the boys on both counts. There were significant differences found for numerous variables between AP and non AP females, however, most of the same differences were found between the two ability groups of male students as well. This leads to the conclusion that these factors certainly play an important role in AP physics enrollment for both genders. But the few significant differences found exclusively between the two female ability groups; reading ability, stereotypical views toward science, and the epistemological beliefs regarding branches of physics being related by common principles and aspects of physics need to be inferred instead of directly measured, may play a more important role in increasing enrollment numbers of females.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Driscoll, Joseph A. M. Eng (Joseph Allen) Massachusetts Institute of Technology. "Improving outpatient physical therapy." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100305.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 77).
Outpatient physical therapy loses effectiveness due to long wait times in between clinical visits. PT Helper is a system designed to combat this disadvantage in three ways. PT Helper increases the effectiveness of the patient-clinician interview conducted at the beginning of each clinical visit by presenting the physical therapist with a correlated account of a patient's pain and activity level. PT Helper increases the likelihood of patients' performing their assigned exercises correctly by providing a medium of instruction that cannot be lost or discarded. Finally, PT Helper encourages patients to perform assigned exercises utilizing both positive and negative reinforcement. PT Helper was developed with feedback from clinical physical therapists and evaluated by former patients, current patients, and an athletic trainer. These evaluations support the hypotheses that PT Helper is a useful tool in both increasing the efficiency of the patient-clinician interview, and encouraging patients to perform their assigned exercises correctly.
by Joseph A. Driscoll.
M. Eng.
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Hounsell, Kyle. "Optically encoded physical keys." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/96455.
Full textAbstract:
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (page 56).
Lock based security has been used since the early days of human history. Whenever people have wanted to keep their possessions safe, they have used locks to hinder those who would want to access their belongings against their will. As such, an arms race has ensued, consisting of ever more complex locks, and lock-defeating methods. This thesis is not the first time that optics have been used in locking mechanisms, but it puts forth a robust, versatile, and economical security system employing optics based on the spirit of physical keys. The proposed system uses a physical key with embedded optical fibers routed between optical ports on its surface. The corresponding reader scans the key by sequentially illuminating each port, and observing where the light exits the key. The reader then builds a matrix representing the internal connections of the key, and compares it to each key's unique identifying matrix to determine whether to grant or deny access to the current user.
by Kyle Hounsell.
M. Eng.
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Rauch, Erik 1974. "Discrete, amorphous physical models." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9345.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.Includes bibliographical references (leaves 25-26).
Discrete models of physical phenomena are an attractive alternative to continuous models such as partial differential equations. In discrete models, such as cellular automata, space is treated as having finitely many locations per unit volume. Physical processes are modelled by rules that typically depend on a small number of nearby locations. Such models have the feature that they depend critically on a regular (crystalline) lattice, as well as the global synchronization of all sites. We might well ask, on the grounds of minimalism, whether the global synchronization and crystalline lattice arc inherent in any discrete formulation. Is it possible to do without these conditions and still model physics? Or are they somehow fundamental? We will answer this question by presenting a class of models that are "extremely local" in the sense that the update rule does not depend on synchronization with other sites, or on detailed knowledge of the lattice geometry. All interactions involve only a single pair of sites. The models have the further advantage that they exactly conserve the analog of quantities such as momentum and energy which are conserved in physics. A framework for simulating the asynchronous, parallel model with irregular geometry on a sequential computer will be presented. Evidence will be given that the models agree well qualitatively and quantitatively with continuous differential equations. We will draw parallels between the various kinds of physical models and various computing architectures, and show that the class of models presented corresponds to a new parallel computing architecture known as an amorphous computer.
by Erik Rauch.
S.M.
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Jansson, Lina. "How to stop the African elephant population from extermination; Causes, Achievements and Consequences." Thesis, Södertörn University College, School of Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-747.
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Humans’ hunting for ivory has had a serious impact of the African elephant population. Ivory has throughout history been a symbol of manhood and status. As the market of ivory expanded to the rest of the world, the market demand for ivory became higher than what the elephants could manage to provide. In the 1980’s, the African elephant population was threatened by extension and it was reduced with 50 percent in ten years. For this reason, CITES placed the African elephant population under a ban, which made it an illegal act to trade ivory and other elephant parts.
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McVey, Keith. "Modeling vulnerabilities in cyber-physical spaces." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/18244.
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Master of ScienceDepartment of Computer Science
Eugene Vasserman
There is continuing growth in the need to secure critical infrastructures from malicious adversaries. These adversaries can attack systems from different forms. They can physically break in and steal something important, or they can attack from the cyber realm in order to steal critical information. This project combines the modeling process for physical spaces along with a logic reasoning tool that can identify the state of a networked device in order to analyze large enterprise systems for combined cyber-physical vulnerabilities. Using a pure model checker would not be able to handle the near infinite states that a computer or networked device may be in. Therefore this new approach combines the use of a logic analyzer tool that with a well-defined set of rules that reasons about the security and trustworthiness of devices in the model. While there has been long study of how to secure a building from intrusion, and much research about defense against cyber attacks, there is always a large gap between the two in practice. This approach may no longer be sufficient against today’s adversaries and offers little to no defense against insider threats. Combining the two in this new form allows for a more complete security view and protection against more advanced adversaries. Then this thesis shows how this approach meets a series of requirements for an effective vulnerability analysis. This is achieved by executing a model based on a real world facility with a series of induced faults that would on their own not be enough to be a vulnerability but tied together would have series consequences. This thesis shows how this approach can then be used to detail potentially unseen vulnerabilities and develop fixes for them to help create a more secure facility.
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Pronger, Brian. "Political power in the science of physical fitness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28041.pdf.
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Hanson, Jill. "FIT science in psychological and physical well-being." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2544.
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The present programme of research discusses a series of studies which explore the relationships between individual characteristics and well being. The FIT theory (e.g. Fletcher & Stead, 2000a) was used as a framework. It attempts to explain individual’s cognitions and behaviours using two broad dimensions: an ‘Inner’ dimension which details factors used to guide decision making (a cognitive dimension), and an ‘Outer’ dimension which focuses on behaviour. The research explored whether FIT was directly or indirectly related to well being. Initial findings from an exploratory, cross-sectional, study revealed that individuals with greater ‘Inner’ FITness demonstrated significantly lower levels of anxiety and depression. They also perceived their work and personal projects more positively. Individuals with greater ‘Outer’ FITness were found to demonstrate better physical well being. This latter finding was replicated in the second study which explored why individuals with reater ‘Outer’ FITness would demonstrate a significantly lower Body Mass Index (BMI). The results showed that ‘Outer’ FITness did not relate to weight management behaviours, such as controlling calorie intake or regular exercise, measured over a week, via the components of the Theory of Planned Behaviour (e.g. Ajzen, 1991). It was hypothesised that it may instead be underpinned by habitual behaviour. Study 3 explored whether ‘Outer’ FITness could be trained and whether this would impact on habits and BMI. A longitudinal pilot intervention was run which encouraged individuals to Do Something Different in order to change habits and facilitate weight loss. Doing something different did increase ‘Outer’ FITness and this increase had a ‘dose-response- relationship with BMI change – the greater the increase in ‘Outer’ FITness, the greater the decrease in BMI. This was accompanied by changes to dietary and exercise behaviours. A qualitative follow up of a sub-sample revealed that doing something different did facilitate changes to some habitual behaviours but the formation of implementation intention plans was also a significant contributor to weight loss. Further research is required to elucidate the exact relationship between behavioural flexibility, habitual behaviour and weight loss.
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Gould, Paula A. "Femininity and physical science in Britain, 1870-1914." Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/272410.
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Metsios, Ioannis. "Electroluminescence and inorganic phosphor science." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:5856.
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The research is focussed on wide bandgap 11-VI semiconductors, and more specifically on ZnS and CdS, with applications as thin film electroluminescent displays in the expanding display device market. The science of electroluminescent semiconductors and inorganic salt precipitation is combined with a unique, thin film laser processing technique known as laser induced forward transfer or direct writing (the later terminology used mostly in the case of metal films). Zinc sulfide and cadmium zinc sulfide films with a thickness ranging between 70 and 400 nin have been prepared in an aqueous chemical bath, on optically smooth, silica, or silica based, substrates. The chemical bath contained zinc and cadmium chlorides, thioacetamide, and urea, and the most successful combination of concentrations was found to be 2.6 mM, 56.36 mM and 167.71 mM, respectively. The solution was only slightly acidic, with a pH between 5 and 6.5, and a bath temperature of 90 to 92°C (as measured at I cm from the water surface of the bath) was found to be the most efficient. The films were doped with impurities, such as Cu, Ag and Mn in order to achieve specific luminescent characteristics. A KrF excimer laser at 248 nin was used to transfer the films from their original substrate to a new one. The laser pulse was focussed on the chemically deposited films through the back of the transparent silica substrate. The detached film was transported across a gap of 15 µm and attached to the new substrate. A fluence between 0.5 and 0.7 jCM⁻² was found to give the best transfers, and also able to achieve multiple layer transfers over the same area of the target substrate. The transfers were performed in an argon atmosphere of 4x 10⁻² mbar pressure. Ellipsometry and film reflectivity measurements were used to model and determine the film thickness of the chemically deposited films and the values obtained were confirmed by scanning electron microscopy. Ile latter, together with optical microscopy, atomic force microscopy and interferometry were exploited to investigate the structure of the chemically deposited and laser transferred films. It was found that a very thin ZnO film initially adhered to the substrate in the bath, on which the ZnS or CdZnS main film was attached as homogenously grown cluster beads or grown via ion by ion deposition. The homogeneously grown beads had a phase separation, containing the sulfide with the lowest Ksp in the centre, enclosed by highest Ksp sulfides, with the highest one as a shell. The phase separation between CuS and ZnS was also confirmed by extended X-ray absorption fine structure. The elemental composition of the chemically-prepared and laser-transferred films was investigated by energy dispersive X-ray analysis (EDX), inductively coupled plasma mass spectrometry and Raman microspectrometry, while the EDX and Raman methods also helped to confirm the phase separation between US and ZnS. Cathodoluminescence and photoluminescence measurements were employed to investigate the luminescence properties of the films, and the Mn doped films that were annealed at 700°C were found to be the most efficient cathode ray excited phosphors, while the Cu doped phosphors came next in efficiency, performing equally well under an electron or a UV laser beam (from a HeCd laser at 325 rim). Smaller luminescence peaks were also detected in Ag doped films. Transferred films showed similar luminescent properties to their original films, but with lower intensity. Thus the chemical bath deposition and laser transferring were successful, but the methods can be further improved.
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Bohlmann, Isabelle Marie Therese. "Measurement of physical activity for public health purposes : validity and reliability of the International Physical Activity Questionaire(IPAQ)." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/26547.
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Physical inactivity is a well-recognized risk factor for chronic diseases of lifestyle and has been associated with an increased incidence of morbidity and mortality. Current recommendations for the "dose" of physical activity that may be regarded as "protective" for these chronic diseases are 30 minutes or more of moderate-intensity physical activity on most, or preferably all, days of the week. However, when quantifying physical activity, it is not clear which factors influence the reporting of moderate and vigorous activity levels. Even in the literature, there is lack of agreement on the energy expenditure corresponding to so-called 'moderate' and 'vigorous' physical activity. Background (study 1): Self- reported physical activity levels are inversely related to chronic disease risk factors. The strength of this association depends, in part, on quantifying the intensity of activity that may be regarded as 'moderate or vigorous', which may be confounded by individual and cultural perceptions of relative exercise intensity, age, fitness, height, and habitual levels of activity. Aim (study 1): The purpose of this study was to i) examine the individual and group differences in self-selected walking pace corresponding to symptoms used to describe moderate and vigorous intensity and ii) to determine factors that may be associated with these differences. Methods (study 1): A convenience sample of 63 women and 39 men were recruited (N=102). Subjects were asked to walk for six minutes on an indoor track at a pace they regard as 'moderate', rest until heart rate returns to pre-exercise levels, then walk at a pace they consider 'vigorous'. Habitual levels of energy expenditure (EE), maximal oxygen consumption (VO₂max) and% fat were also determined. Results (study 1): Mean self-selected walking pace for moderate activity levels was 5.54 km-h⁻¹ (95% Confidence Interval (C.I.): 5.40; 5.69), and corresponded to 58% of age-predicted maximum heart rate (%HR.max) (95% C.I.: 56; 60). Mean self-selected vigorous pace was 7.03 km·h⁻¹ (95% C.I.: 6.85; 7.20), at 72 % HR.max (95% C.I.: 69; 74). The %HR.max for both moderate and vigorous intensity physical activity fell within the ACSM recommendations (55- 69%HR.max for moderate intensity activities, and 70 - 89 % HR.max for vigorous intensity activities). Multivariate analysis revealed that the factors predicting self-selected walking speed were gender, age, VO₂max, % fat and habitual vigorous EE. The only significant predictor of moderate pace was VO₂max. Education, occupation and habitual moderate EE were not associated with walking speed or intensity. Conclusion (study 1): These results show that subjects could accurately differentiate absolute and relative walking intensities and understood what was meant by the terms 'moderate' and 'vigorous'. However, absolute pace and relative intensity may vary according to differences in gender, fitness, age, height, body fat% and habitual levels of vigorous activity. These factors are important to consider when prescribing exercise using descriptors such as "moderate" and "vigorous". Background (study 2): None of the various methods used to measure habitual physical activity in the general population have proven entirely satisfactory in terms of reliability and accuracy. A major problem is that no "gold standard" exists for the validation of various questionnaires that can be used in large sample population studies. Ongoing efforts to improve the validity and reliability of the measurement of physical activity by self-report will enable cross-cultural and international comparisons to examine secular trends. Aim (study 2): The second part of this study assessed the validity and reliability of a recently developed International Physical Activity Questionnaire (IPAQ) which was interviewer-administered in both a short and long version, and queried activity performed in a "usual" week. Methods (study 2): Urbanized subjects (N = 82) were selected from a wide range of educational, activity level and socio-economic backgrounds. The long version IPAQ was designed to quantify the average weekly time and energy expenditure spent in occupation, transport-related activities, household chores, and leisure time activities. The short version IPAQ was designed to measure total weekly moderate, vigorous, walking and sitting related activity. Test-retest reliability was reported as the intra-class correlation between calculated time and energy expenditure (METmin·w ⁻¹) in different questionnaire items determined from three IPAQ administrations. Validity was assessed using biometrical and physiological parameters as criterion measures (Computer Science and Applications. Inc. activity monitor counts, body mass index, estimated VO₂max, % fat). Results (study 2): Test-rest reliability coefficients for the long IPAQ ranged from r = 0.38 tor= 0.75, with the highest correlation coefficients obtained in work related activities, and the lowest in household chores. Test-retest reliability in the short IPAQ ranged from r= 0.32 tor= 0.71, with the highest correlations obtained for sitting and the lowest for total moderate activity. Criterion validity for CSA counts and total physical activity in the long IPAQ was r = 0.50 (P < 0.001), for CSA counts and total vigorous activity r = 0.35 (P < 0.01), and for CSA counts and total job activity r = 0.51 (P < 0.001). Measurement of reliability and validity in this South African population compared favourably to physical activity questionnaires used in other population studies. Conclusion (study 2): The IPAQ provides a relatively valid and reliable estimate of physical activity in this population. In evaluating the relationship between physical activity and morbidity, it is important to consider the accuracy and reliability of the tool used to measure self-reported activity. Failure to show an association may represent a real phenomenon, or may simply reflect the inability of the physical activity questionnaire used to detect true physical activity levels.
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Ngabe, Barnabe. "Physical chemistry of sulphide self-heating." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123024.
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ABSTRACTA prerequisite step towards building a self-heating (SH) model for sulphide materials is the determination of physico-chemical parameters such as the specific heat capacity (Cp), and the energy of activation (Ea). The specific heat capacity of one copper and three nickel concentrates was determined over the temperature range 50 to 80oC in the presence of 6% moisture using the self-heating (SH) apparatus and confirmed by Drop Calorimetry. The Cp values from both techniques were comparable. The Cp values were similar for all concentrates increasing from 0.4 to 1.4 Jg-1K-1 as temperature increased from 50 to 80oC. From the Cp values, the enthalpy change (ΔH), the entropy change (ΔS) and the Gibbs free energy change (ΔG) for self-heating, were determined. The ΔG was negative, demonstrating that self-heating of the concentrates was spontaneous.Using the self-heating apparatus the, activation energy (Ea) was determined for the Ni-and Cu-concentrates and for pairs of sulphide minerals. The Ea ranged from 22 to 30 kJ.mol-1, implying a common reaction. Further support for a common reaction is the strong positive correlation between Ea and ln(QA/Cp) where Q (J.kg-1) is the heat of reaction causing self-heating and A the Arrhenius pre-exponential factor (s-1). Comparing to literature, the Ea values correspond to partial oxidation of hydrogen sulphide, supporting the contention that H2S may be an intermediate product in the self-heating of sulphide minerals. A positive relationship between Ea and the rest potential difference (ΔV) for the sulphide pairs and a negative relationship between Cp and ΔV were demonstrated which support a connection between self-heating and the galvanic effect.RESUMÉLa réalisation d'un modèle mathématique de l'auto-échauffement des concentrés sulfurés de nickel et de cuivre et des mélanges des minerais sulfurés, enjoint à la détermination des paramètres physico-chimiques tels que les capacités de chaleur spécifiques (Cp), et les énergies d'activation (Ea). Les capacités de chaleur spécifiques d'un concentré de cuivre et de trois concentrés de nickel contenant 6% d'humidité, ont été déterminées par utilisation d'un instrument de mesure de vitesse d'auto – échauffement et validées par la calorimétrie de chute dans l'intervalle de températures allant de 50 à 80oC. Les Cp (0.4 à 1.4 Jg-1K-1) obtenues sont similaires pour tous les échantillons. A partir des valeurs des Cp, les variations de l'enthalpie (ΔH), l'entropie (ΔS) et de l'énergie libre de Gibbs (ΔG) de l'auto échauffement ont été déterminées. La valeur négative de ΔG confirme le caractère spontané de l'auto échauffement des minerais sulfurés.Les énergies d'activation (Ea) pour l'auto-échauffement des concentrés de nickel et cuivre et des paires de minerais sulfurés étaient déterminées en faisant usage de l'appareil d'auto-échauffement. Les Ea ainsi obtenues oscillent entre 22 et 30 kJ.mol-1 : Ce qui est suggestif d'une rèaction chimique commune gouvernant l'auto-échauffement de ces matériaux. Ce fait est corroboré par la forte corrélation obtenue entre Ea et ln(QA/Cp) (Q (J.kg-1) est la chaleur de la rèaction chimique responsable de l'auto-échauffement et A (s-1) la constante d'Arrhenius).Ensuite celles-ci sont similaires à celle de l'oxydation partielle du H2S. Il se pourrait, ce faisant, que H2S soit un composé intermediaire lors de l'auto–échauffement des sulfures.Enfin, la corrélation positive entre Ea et la difference de potential (ΔV) dans les paires de minerais sulfurés et celle negative entre Cp et ΔV sont une preuve qu'il existe bel et bien une connection entre l'auto-échauffement et l'effet galvanique.
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Fisher, Mario. "Performance benchmarking physical and virtual linux envrionments." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10493.
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Includes bibliographical references.Virtualisation is a method of partitioning one physical computer into multiple "virtual" computers, giving each the appearance and capabilities of running on its own dedicated hardware. Each virtual system functions as a full-fledged computer and can be independently shutdown and restarted. Xen is a form of paravirtualisation developed by the University of Cambridge Computer Laboratory and is available under both a free and commercial license. Performance results comparing Xen to native Linux as well as to other virtualisation tools such as VMWare and User Mode Linux were published in the paper "Xen and the Art of Virtualization" at the Symposium on Operating Systems Principles in October 2003 by Barham et al. (2003). Clark et al. (2004) performed a similar study and produced similar results. In this thesis, a similar performance analysis of Xen is undertaken and also extended to include the performance analysis of Open VZ, an alternative open source virtualisation technology. This study made explicit use of open-source software and commodity hardware.
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Modjadji, Shapule Edith Ladygay. "Exploring factors motivating girls to study Physical science in Grade 10 in the Rakwadu Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1729.
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Thesis (M. Ed. (Mathematics, Science and Technology)) --University of Limpopo, 2016The aim of the study was to explore factors which motivated girls to study Physical Sciences in Grade 10. The study followed a qualitative research paradigm and a case study design. A sample of twenty four girls from three secondary schools in Rakwadu Circuit in Limpopo province was purposively sampled for the study. Data was collected using interviews with Grade 10 girls who were studying Physical Sciences and Grade 9 girls who intended to study Physical Sciences in Grade 10. In addition, document analysis was used to analyse participants’ classwork, tests and other forms of assessments. The results show that these groups of girls were motivated by both external factors and internal factors. The factors included career opportunities that Physical Sciences offers, financial assistance, learner performance and interest in the subject. The study revealed that girls had positive attitudes towards science and wanted to pursue science related careers. The learning environment and family also played a role in motivating learners to study science. It is therefore recommended that parents, educators and the entire education sector support and motivate girls to assert their role in science.
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Nicolau, Daniela E. "Knowledge production and transfer in physical and life sciences /." Access via Murdoch University Digital Theses Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.
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Hilbert, Martin. "Pierre Duhem and neo-Thomist interpretations of physical science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq53764.pdf.
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Pitches, Jonathan. "The psycho-physical actor : science and the Stanislavski tradition." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368355.
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OÌ, Maoldomhnaigh MicheaÌl. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.
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Branton, Richard Kahil-Lateef. "Graphical tolls for modelling physical systems." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/38068.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995.Includes bibliographical references (p. 175).
by Richard Kahil-Lateef Branton.
M.Eng.
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Wu, Jiajun Ph D. Massachusetts Institute of Technology. "Computational perception of physical object properties." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/103736.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 49-50).
We study the problem of learning physical object properties from visual data. Inspired by findings in cognitive science that even infants are able to perceive a physical world full of dynamic content at a early age, we aim to build models to characterize object properties from synthetic and real-world scenes. We build a novel dataset containing over 17, 000 videos with 101 objects in a set of visually simple but physically rich scenarios. We further propose two novel models for learning physical object properties by incorporating physics simulators, either a symbolic interpreter or a mature physics engine, with deep neural nets. Our extensive evaluations demonstrate that these models can learn physical object properties well and, with a physic engine, the responses of the model positively correlate with human responses. Future research directions include incorporating the knowledge of physical object properties into the understanding of interactions among objects, scenes, and agents.
by Jiajun Wu.
S.M.
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Wu, Jiajun Ph D. Massachusetts Institute of Technology. "Learning to see the physical world." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/128332.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2020Cataloged from PDF of thesis.
Includes bibliographical references (pages 271-303).
Human intelligence is beyond pattern recognition. From a single image, we are able to explain what we see, reconstruct the scene in 3D, predict what's going to happen, and plan our actions accordingly. Artificial intelligence, in particular deep learning, still falls short in some preeminent aspects when compared with human intelligence, despite its phenomenal development in the past decade: they in general tackle specific problems, require large amounts of training data, and easily break when generalizing to new tasks or environments. In this dissertation, we study the problem of physical scene understanding-building versatile, data-efficient, and generalizable machines that learn to see, reason about, and interact with the physical world. The core idea is to exploit the generic, causal structure behind the world, including knowledge from computer graphics, physics, and language, in the form of approximate simulation engines, and to integrate them with deep learning.
Here, learning plays a multifaceted role: models may learn to invert simulation engines for efficient inference; they may also learn to approximate or augment simulation engines for more powerful forward simulation. This dissertation consists of three parts, where we investigate the use of such a hybrid model for perception, dynamics modeling, and cognitive reasoning, respectively. In Part I, we use learning in conjunction with graphics engines to build an object-centered scene representation for object shape, pose, and texture. In Part II, in addition to graphics engines, we pair learning with physics engines to simultaneously infer physical object properties. We also explore learning approximate simulation engines for better flexibility and expressiveness. In Part III, we leverage and extend the models introduced in Parts I and II for concept discovery and cognitive reasoning by looping in a program execution engine.
The enhanced models discover program-like structures in objects and scenes and, in turn, exploit them for downstream tasks such as visual question answering and scene manipulation.
by Jiajun Wu.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Marshall, Mark. "Physical interface design for digital musical instruments." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40788.
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This thesis deals with the study of performer-instrument interaction during the performance of novel digital musical instruments (DMIs). Unlike acoustic instruments, digital musical instruments have no coupling between the sound generation system and the physical interface with which the performer interacts. As a result of this, such instruments also lack the direct physical feedback to the performer which is present in an acoustic instrument. In fact in contrast to acoustic musical instruments, haptic and vibrotactile feedback is generally not present in a DMI contributing to a poor feel for the instrument. The main goal of this thesis is to propose ways to improve the overall feel of digital musical instruments through the study and design of its physical interface: the instrument body, sensors and feedback actuators. It includes a detailed study of the existing theory and practice of the design on physical interfaces for digital musical instruments, including a survey of 266 existing DMIs presented since the inception of the NIME conference. From this, a number of differences become apparent between the existing theory and practice, particularly in the areas of sensors and feedback. The research in this thesis then addresses these differences. It includes a series of experiments on the optimal choice of sensors for a digital musical instrument. This is followed by research into the provision of vibrotactile feedback in a digital musical instrument, including the choice of actuator, modification of actuator frequency response, and the effects of response modification on human vibrotactile frequency discrimination. Following this, a number of new digital musical instruments are presented, which were created during the course of this work. This includes an instrument designed specifically to follow the results of research in this thesis and also instruments designed as part of larger collaborative projects involving engineers, composers and performers. FroCette thèse porte sur l'étude de l'interaction ayant lieu, en situation de jeu,entre un(e) instrumentiste et un instrument musical numérique (IMN).A l'inverse des instruments acoustiques traditionnels, il n'existe aucun couplageentre le dispositif de production du son et l'interface sur laquelle agit l'instrumentistedans le cas des IMN. L'une des implications de cette observation est que cesinstruments ne procurent pas la rétroaction tactile normalement présente dans lesinstruments de musique traditionels. Par conséquent, les IMN sont souvent perçuspar leurs interprètes comme manquant d'âme, de personnalité.Le but de ce travail de thèse est d'avancer quelques solutions permettant d'insuer un peu plus âme à un instrument musical numérique. Le point focal de larecherche étant l'étude et la conception de l'interface physique (corps de l'instrument,capteurs et dispositifs de rétroaction utilisés) d'un tel instrument.Ce mémoire présente, en premier lieu, une étude détaillée de la théorie et de lapratique actuelles dans le domaine de la conception d'interfaces physiques pour lesIMN. L'inventaire des 266 instruments recensés depuis la création de la conférenceNIME constitue l'un des points majeurs de cette partie du travail. En effet, ce tour d'horizon permet de faire ressortir les incohérences entre théorie et pratique. Cesdifférences sont particulièrement frappantes en ce qui concerne les capteurs et lesdispositifs de rétroaction.Le travail de recherche de cette thèse a donc pour objectif de mieux comprendrecomment réduire ces incohérences. Des expériences portant sur le choix optimaldes capteurs à utiliser dans un IMN ont donc été menées. Différents dispositifs derétroaction vibrotactile ont aussi été étudiés en regardant d'abord quels actuateursutiliser, et en évaluant les effets de la modication de leur réponse en fréquencesur la discrimination fréquentielle de stimuli vibrotactiles chez des sujets humains.Des exemp
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Sing, Michelle Kay. "Structure-property relationships in physical polymer gels." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111330.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Materials Science and Engineering, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references.
Associating polymer networks are included in a large number of materials where it is important to control and tune the rheological response of the material, particularly including responses to temperature, shear, or changes in the surrounding environment. Knowledge of the relationship between the kinetics of the end-groups that form these associations and the mechanical behavior of the network can provide valuable insight into the design of these sorts of materials. This thesis first looks at a simple theoretical approach for predicting the mechanical behavior of these transient networks as a function of the association kinetics. By using a modified form of the Smoluchowski equation to track the full probability distribution of looped, bridged, and dangling chain conformations in the network, it is possible to see relationships between the rate at which chains associate and dissociate and the presence of non-monotonic flow behaviors. Dangling chain tumbling due to the internal flux of the system under shear resulted in decreased stress through the ability to then form looped chains. The Smoluchowski equation can be adjusted to its Langevin form for Brownian Dynamics simulations of chain ends as a function of location and conformation. This modified formalism makes it so that it is not only striaghtforward to extract network relaxation times as a function of relative kinetics, but it is also possible to incorporate multiple bonds within a single association such that the association has a constant bond energy regardless of the number of bonds. The network relaxation can be grouped into two cases - one where a dissociated dangling chain is able to fully relax prior to association, and the other where the chain can only relax a fraction of the way prior to reassociation. These two cases result in different numbers of characteristic network relaxation times that change with increasing bond number. The second part of this thesis focuses on experimentally investigating how block and sequence architecture affect the deformation behavior and kinetics of thermoresponsive, dual-associating block copolymer systems. These systems are comprised of thermoresponsive elastin-like polypeptide endblocks (ELPs) fused to a polypeptide containing self-associating a-helical domains. Above the critical gel concentration, these protein fusions form disordered spherical nanostructures in solution. In shear flow, the rate of network deformation and rearrangement could be increased or decreased by changing block architecture, temperature, or concentration of the system. Protein fusions containing the standard ELP sequence underwent a liquid-like rearrangement of the nanostructure to accommodate the shear stresses associated with flow. Performing an amino acid substitution in the ELP endblock further affected the kinetics of rearrangement and resulted in multiple orders of magnitude increases in material toughness. This thesis has provided an increased understanding of how tailoring the properties of endblock associations can affect the mechanical behavior of the bulk material. Through increased understanding of how the properties of associating groups affect the macroscopic material properties, it is possible to better inform materials design for end-use applications.
by .Michelle Kay Sing
Ph. D.
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Frank, Robert A. "Physical chemistry of carbothermic reduction of alumina." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15150.
Full textAbstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 1985.MICROFICHE COPY AVAILABLE IN ARCHIVES AND SCIENCE
Vita.
Bibliography: leaves 177-180.
by Robert A. Frank.
M.S.
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Chang, Huey-por. "The effect of levels of cooperation within physical science laboratory groups on physical science achievement." Thesis, 1991. http://hdl.handle.net/1957/36167.
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The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and non-role assignment). For the role-assignment class, each student was assigned a specific role, but students in both traditional and non-role assignment classes were not assigned roles.
The Classroom Observation Instrument in Science Laboratory Activity (COISLA), which includes investigative skills (i.e., managing, manipulating, observing, reading, writing, and reporting); social skills (i.e., discussing, encouraging) and non-learning behaviors (i.e., waiting, off-task), was used to measure the levels of group cooperation. The grades on lab reports and lab quizzes of students who were taught
by the same teacher were compared to assess the effects of the different learning conditions.
No significant differences on the students' final achievement were found with respect to the three instructional approaches followed by each teacher. The teacher effect was more significant than either instructional approach on managing, manipulating, observing, reading, and writing behaviors. No significant teacher effect was found for the other behaviors. Only one treatment effect was significant, writing behavior. Overall, the teacher effect was more influential than instructional approach on students' behaviors. In teacher A's classes, reading behavior predicted 21% of students' achievement. However, no significant correlations existed between the ten collaborative behaviors and students' achievement in teacher B's classes.Graduation date: 1992
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Danso, Sakyiwaa. "The use of science resource centres and laboratories to improve physical science education in Mthatha, South Africa." Diss., 2014. http://hdl.handle.net/10500/22693.
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The performance of learners in Physical Sciences in South Africa has been very poor for a very long time because of lack of basic understanding of scientific concepts. Given this background, there is the need to conduct an educational research to find pedagogical ways to improve performance in Physical Sciences in the secondary schools. Hence, the proposed study aims to investigate the use of science resource centres and laboratories to improve Physical Sciences education in Mthatha.
In the light of the literature review, a list of facts were acquired which were used to develop the questionnaire for the Physical Sciences learners and their teachers. Seven public and private high schools in Mthatha were selected for the study. Stratified simple random sampling was used to select respondents. The study followed a non-experimental quantitative design to collect data. The main instruments used were questionnaire and interview. The various responses were analysed and interpreted with the literature. It was found that, the use of science resource centre and laboratory activities, together with a more learner-centred approach to teaching would significantly improve learner performance in Physical Sciences.
The necessary recommendations and suggestions were made. It is hope that these recommendations would be taken up by the appropriate bodies to ensure that the needed benefits are obtained from the science resources, and laboratories. In this way, the science and technological base of the nation as a whole is strengthened for its development.Science and Technology Education
M. Ed. (Natural Science Education)
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Carter, Tracey-Ann. "The effect of single sex schooling on girls' achievement in Physical Science." Diss., 2005. http://hdl.handle.net/10500/623.
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This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered.
Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively.
There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex.Educational Studies
M.Ed. (Natural Science Teaching)
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Liu, Chia-Jung, and 劉佳容. "The Analysis of Physical Science Achievement of Taiwan Eighth Grade Students in TMISS-1999." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/81997303474720203667.
Full textAbstract:
碩士國立臺灣師範大學
化學研究所
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The Analysis of Physical Science Achievement of Taiwan Eighth Grade Students in TMISS-1999 Chia-Jung Liu Abstract The purpose of this research is to analyze and realize Taiwan eighth grade students’ physical science achievement in TMISS-1999. As a result of the students on field test and main survey use different physical science textbooks. There are many discrepancies between the two different editions. In addition, based on the large number of TIMISS-1999 samples conducted in Taiwan, and on some questionnaires concerning students, teachers and schools, the result is fairly credible and representable. Therefore, this research makes use of these precious data to study and investigate the followings: (1) First, to study whether the two editions have obviously different influence on physical science achievement of the eighth grade students. Second, to compare the eccentric questions whose accuracy percentage is below the international average. Third, to study whether changes occur in students’ misconception or not. Fourth, to study whether there are unexpected answer code of students’ answers in multiple-choice section. After separately studying the four aspects of the results of the two examinations, the results will be compared with science cognitive domains published by TIMISS. Consequently, comparison will be made between the two groups of examinees. (2) To study the relevance of gender, students’ achievement (in physical science) and the science-loving degree among students in Taiwan. Five results are achieved. 1. The students using the new text books have better academic achievements. 2. The eighth grade students in Taiwan have bad Reasoning and analysis ability. 3. The misconceptions about physical science have high reemergence among the eighth grade students. 4. The majority of the students in Taiwan are influenced by physical science textbooks. 5. The eighth grade male students like science more than female students do. Key Words：TIMISS-1999, physical science, physical science achievement.
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Mashile, Elias Oupa 1963. "Psychological and social factors related to physical science achievement and attitude of secondary school students." Thesis, 1999. http://hdl.handle.net/10500/18149.
Full textAbstract:
School physical science is a prerequisite for science courses at institutions of higher education. Science
graduates are an important link in a nation's scientific and technological development which often
shapes a country's economic development. The purpose of this study was to investigate psychological
and social factors influencing physical science achievement and attitude of black secondary school
students in South Africa.
The first part of the literature study which was concerned with physical science education in South Africa
revealed that few black students chose to study science after standard seven, that failure rates were high
and that science education was generally in a state of crisis. The second part of the literature study
identified psychological and social factors related to science achievement and attitude. These were
home environment variables, teacher and school related variables, personal variables (self-concept,
motivation, gender, ethnicity) and students' abilities. The third part was the construction of a Structural
Equation Model (SEM) specifying the relationships among the psychological and social factors and their
effects on physical science achievement and attitude.
The theoretical SEM fit the data reasonably well. The best fitting model, however, was a revised model
in which several paths were constrained. The latter accounted for a substantial variance in attitude
towards physical science (70.3%) and a meagre 17.7% in physical science achievement.
The variables ability, home environment and self-concept had the greatest total effects on physical
science achievement. Self-concept, home environment and motivation made the greatest total
contributions to physical science attitude. Teacher characteristics and school environment had non-significant
effects on physical science achievement and attitude. Multiple-group structural equation modelling analyses found no significant difference in the structural parameters of boys and girls. Theoretical and educational implications of the findings were discussed and specific recommendations
for improving educational practice in general and physical science achievement and attitude in particular,
were made.Psychology of Education
D. Ed. (Psychology of Education)
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"Where Did You Come From? Where Will You Go? Human Evolutionary Biology Education and American Students' Academic Interests and Achievements, Professional Goals, and Socioscientific Decision-making." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25049.
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abstract: In the United States, there is a national agenda to increase the number of qualified science, technology, engineering, and maths (STEM) professionals and a movement to promote science literacy among the general public. This project explores the association between formal human evolutionary biology education (HEB) and high school science class enrollment, academic achievement, interest in a STEM degree program, motivation to pursue a STEM career, and socioscientific decision–making for a sample of students enrolled full–time at Arizona State University. Given a lack of a priori knowledge of these relationships, the Grounded Theory Method was used and was the foundation for a mixed–methods analysis involving qualitative and quantitative data from one–on–one interviews, focus groups, questionnaires, and an online survey. Theory development and hypothesis generation were based on data from 44 students. The survey instrument, developed to test the hypotheses, was completed by 486 undergraduates, age 18–22, who graduated from U.S. public high schools. The results showed that higher exposure to HEB was correlated with greater high school science class enrollment, particularly for advanced biological science classes, and that, for some students, HEB exposure may have influenced their enrollment, because the students found the content interesting and relevant. The results also suggested that students with higher K–12 HEB exposure felt more prepared for undergraduate science coursework. There was a positive correlation between HEB exposure and interest in a STEM degree and an indirect relationship between higher HEB exposure and motivation to pursue a STEM career. Regarding a number of socioscientific issues, including but not limited to climate change, homosexuality, and stem cell research, students' behaviors and decision–making more closely reflected a scientific viewpoint—or less–closely aligned to a religion–based perspective—when students had greater HEB exposure, but this was sometimes contingent on students' lifetime exposure to religious doctrine and acceptance of general evolution or human evolution. This study has implications for K–12 and higher education and justifies a paradigm shift in evolution education research, such that more emphasis is placed on students' interests, perceived preparation for continued learning, professional goals and potential contributions to society rather than just their knowledge and acceptance.Dissertation/Thesis
Ph.D. Anthropology 2014