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Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.
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Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This leads to a simple experiment that leads to an easy way to measure the acceleration of gravity.The goal was met with several simple experiments using inexpensive materials, modeling techniques, and simple mathematics derivations were designed and tested. Data from the experiments gives results that are very close to the accepted values.Department of Physics and Astronomy
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Piechocinska, Barbara. "Physics from Wholeness : Dynamical Totality as a Conceptual Foundation for Physical Theories." Doctoral thesis, Uppsala universitet, Fasta tillståndets fysik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5915.
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Motivated by reductionism's current inability to encompass the quantum theory we explore an indivisible and dynamical wholeness as an underlying foundation for physics. After reviewing the role of wholeness in the quantum theory we set a philosophical background aiming at introducing an ontology, based on a dynamical wholeness. Equipped with the philosophical background we then propose a mathematical realization by representing the dynamics with a non-trivial elementary embedding from the mathematical universe to itself. By letting the embedding interact with itself through application we obtain a left-distributive universal algebra that is isomorphic to special braids. Via the connection between braids and quantum and statistical physics we show that a the mathematical structure obtained from wholeness yields known physics in a special case. In particular we point out the connections to algebras of observables, spin networks, and statistical mechanical models used in solid state physics, such as the Potts model. Furthermore we discuss the general case and there the possibility of interpreting the mathematical structure as a dynamics beyond unitary evolution, where entropy increase is involved.
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Mattern, Danny Duane. "The effects of physics ranking tasks on student understanding of conceptual physics concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/mattern/MatternD0811.pdf.
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In this research physics ranking tasks were introduced to see if they could increase students' conceptual knowledge in general and calculus based physics courses. Assessments were given both pre and post in order to calculate a class's percent gain. Although students did not seem to enjoy or appreciate these types of tasks at the beginning, analysis of the percent gain did show a remarkable increase in the conceptual concepts that were assessed due to the physics ranking tasks.
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Donertas, Sule. "Role Of Thought Experiments In Solving Conceptual Physics Problems." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12614025/index.pdf.
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The purpose of this study was to contribute to the science education literature by describing how thought experiments vary in terms of the nature, purpose of use and reasoning resources behind during the solution of conceptual physics problems. Three groups of participants were selected according to the level of participants&rsquophysics knowledge- low, medium, and high level groups- in order to capture the variation. Methodology of phenomenographic research was adapted for this study. Think aloud and retrospective questioning strategies were used throughout the individually conducted problem solving sessions. The analysis of data showed that thought experiments were frequently used cognitive tools for all level of participants while working on the problems. Four different thought experiment structures were observed which were categorized as limiting case, extreme case, simple case, and familiar case. It was also observed that participants conducted thought experiments for different purposes such as prediction, proof, and explanation. The reasoning resources running behind the thought experiment processes were classified in terms of observed facts, intuitive principles, and scientific concepts. The results of the analysis suggested that, thought experiments used as a creative reasoning instrument for theory formation or hypothesis testing by scientists can also be used by students during the inquiry processes as well as problem solving in instructional settings. It was also argued that, instructional practices can be developed according to the outcomes of thought experiments, which illuminate thinking processes of students and displays hidden or missing components of their reasoning.
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Alzahrani, Raym. "Correlations Between Introductory Students’ Attitudes About Physics and Conceptual Understanding." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1484680800563644.
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Sadaghiani, Homeyra R. "Conceptual and mathematical barriers to students learning quantum mechanics." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123878116.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xvii, 321 p.; also includes graphics (some col.). Includes bibliographical references. Available online via OhioLINK's ETD Center
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Taylor, Charles 1955. "Conceptual development in mechanics." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.
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Fritchman, Joseph C. "Modeling and Assessing Knowledge Integration: Development of the Conceptual Framework Representation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1605887594285124.
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Davenport, Glen. "The Reliability of the Force and Motion Conceptual Evaluation." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/DavenportG2008.pdf.
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Akarsu, Bayram. "Students' conceptual understanding of quantum physics in college level classroom environments." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274263.
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Thesis (Ph.D.)--Indiana University, Dept. of Science Education, 2007.Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2881. Adviser: Valarie L. Akerson. Title from dissertation home page (viewed April 8, 2008).
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Belkind, Ori. "Physical systems : conceptual pathways between spacetime and matter /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/5703.
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Donnelly, Robyn Claire Annabel. "Gender differences in undergraduate students' performance, perception and participation in physics." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9968.
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Research has been undertaken to obtain a thorough understanding of the existence and degree of gender disparity in students' participation and performance in introductory university physics courses at the University of Edinburgh. The research on this topic has focused on three main subject areas: the proportion of male and female students enrolled in undergraduate physics courses and their reasons for choosing to study this subject, gender differences in student performance and, Finally, how students' attitudes and beliefs towards studying physics change after a period of instruction. Gaining an insight into students' attitudes towards studying and learning physics, as well as their conceptual understanding of the topics being assessed, can draw attention to potential areas of weakness which can be targeted in future teaching. This thesis comprises a comprehensive review of the current situation surrounding male and female participation in the undergraduate physics degree programme at the University of Edinburgh in comparison to other STEM subjects, as well as a description of factors potentially influencing the gender performance in physics. With respect to student performance, conceptual understanding tests have been used as evaluation tools to measure the effectiveness of introducing interactive engagement, such as Peer Instruction, into teaching environments in order to improve student performance, as well as a means by which male and female learning gains could be compared. Results indicate that female students show a lower level of conceptual understanding of Newtonian Mechanics than male students when entering the degree programme, and that this gender difference remains after a period of instruction. Qualitative interviews highlight the preconceptions of first year undergraduate physics students with regards to Newtonian concepts of force and motion and demonstrate the range of misconceptions held by both male and female students. The research presented here compares male and female performance on different forms of assessment; coursework, laboratory assessments, examinations and peer instruction in-lecture questions. Results indicate that while examination scores show no distinct gender trends, female students show consistently higher coursework scores compared to males across physics, chemistry and biology first year courses. Analysis of Peer Instruction questions implemented in the introductory physics lectures suggest that such teaching methodologies have had an overall positive effect on class performance, although there is evidence that differences exist between male and female performance on individual questions. Students' attitudes towards learning physics have been measured at under- graduate level in order to evaluate the level of 'expert-like' thinking of first year undergraduate students. One notable finding of this study has been the lack of decline in the `expert-like' thinking after a semester of teaching in recent years, where previously a decline had been witnessed in this expert-like thinking. This result coincides with a change in the format of lectures to a 'flipped- classroom' approach and may have implications for the introduction of new teaching methods. As well as focusing on the progression of undergraduate students' attitudes, this study has evaluated UK academics' attitudes towards physics. This has enabled a UK level of `expert-like' thinking to be established, with gender differences between male and female academics identified. Students' opinions of the transferable skills gained and their experiences during their degree programme are discussed. Each of the gender topics discussed in this thesis has provided a deeper insight into gender differences in student attainment at undergraduate level which could have implications for the further improvement of future courses.
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Wu, Xian. "Influence of multimedia hints on conceptual physics problem solving and visual attention." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32890.
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Doctor of PhilosophyDepartment of Physics
Brett D. DePaola
Nobel S. Rebello
Previous research has showed that visual cues can improve learners' problem solving performance on conceptual physics tasks. In this study we investigated the influence of multimedia hints that included visual, textual, and audio modalities, and all possible combinations thereof, on students' problem solving performance and visual attention. The participants (N = 162) were recruited from conceptual physics classes for this study. Each of them participated in an individual interview, which contained four task sets. Each set contained one initial task, six training tasks, one near transfer task and one far transfer task. We used a 2 (visual hint/no visual hint) x 2 (text hint/no text hint) x 2 (audio hint/no audio hint) between participant quasi-experimental design. Participants were randomly assigned into one of the eight conditions and were provided hints for training tasks, corresponding to the assigned condition. Our results showed that problem solving performance on the training tasks was affected by hint modality. Unlike what was predicted by Mayer's modality principle, we found evidence of a reverse modality effect, in which text hints helped participants solve the physics tasks better than audio hints. Then we studied students’ visual attention as they solved these physics tasks. We found the participants preferentially attended to visual hints over text hints when they were presented simultaneously. This effect was unaffected by the inclusion of audio hints. Text hints also imposed less cognitive load than audio hints, as measured by fixation durations. And presenting visual hints caused more cognitive load while fixating expert-like interest areas than during the time intervals before and after hints. A theoretical model is proposed to explain both problem solving performance and visual attention. According to the model, because visual hints integrated the functions of selection, organization, and integration, this caused a relatively heavy cognitive load yet improved problem solving performance. Furthermore, text hints were a better resource for complex linguistic information than transient audio hints. We also discuss limitations of the current study, which may have led to results contrary to Mayer's modality principle in some respects, but consistent with it in others.
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Majiet, Nuraan. "Measurement and uncertainty in the first-year physics laboratory: towards probing students' conceptual understanding of the mean." Master's thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32529.
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Physics is about sense-making. The world we live in and experience through our sensory modalities is highly complex. In order to make sense of this complexity we reduce the experiences to a more simplified form. The way in which this is achieved is through modelling. Physics consists of both theory and experiment, thus modelling in physics consists of two components: (1) conceptualization and mathematization (theory) which involves ontological innovation and introducing variables and (2) designing experiments which leads to measurements (experiment). We can then compare our theoretical predictions with our measurements. The present work is primarily focused on aspect (2) dealing with the modelling of experiment. First year physics courses include a teaching component directed at the key aspects that relate to experimentation. This includes the key concepts with regard to measurement and uncertainty. However, these have proved to be challenging aspects of a first-year curriculum and students often resort to rote methods. Student understanding of measurement and uncertainty was explored in detail in a series of studies that were carried by a collaboration between UCT and the University of York. This work showed that students exhibited a wide variety of ideas with regard to all aspects regarding data, ranging from data collection to data processing. Based on their theoretical constructs that explained this variation in terms of point and set paradigms, they concluded that the purpose of teaching was to move students from the point to the set paradigm. Despite the fact that they created an instrument (Physics Measurement Questionnaire (PMQ)) to measure such a shift, it is not clear that the measured shift reflects actual conceptual change. This is particularly so insofar as combining multiple readings into a single number such as the mean is concerned. While many of the questions on the PMQ do attempt to probe student thinking, the question regarding the mean is in fact purely calculational. Therefore, the nature of the responses does not allow one to fully determine to what extent the calculation follows from an appropriate model or whether it is simply an arithmetic step that is carried out without any model in mind. While calculating the mean might be regarded as a step forward for students who were previously classified as point thinkers it can be argued that this is in fact a retrograde step from a modelling perspective in that the step can be described as "model abandonment". Thus, rather than the mean being a stepping stone to further understanding of uncertainty, it could in fact prevent such a learning trajectory. As seen from the PMQ it is not easy to pose questions that probe what model, if any, students have in mind when calculating the mean. The present work thus aimed to explore the degree to which it was possible to identify to what extent students used the mean with some model in mind. The starting point for the work was the PMQ. Questions were posed in the same manner but with the aim of eliciting the reasons why students perceive the mean to be the appropriate way to proceed during data analysis. To what extent is it possible to probe students' modelling approaches in the first-year laboratory? Is it possible to design a non- interview methodology in order to identify their reasons for using the mean? To investigate this a number of questions were constructed and administered to two small groups of students, 20 and 30 respectively, as part of a two step iterative developmental research process. The questions were administered to first-year physics students at the University of Cape Town. The final questionnaire consisted of four questions. The two data collection probes were taken directly from the PMQ and placed at the beginning of the questionnaire for control purposes and the two pilot questions were adapted from the Using Repeated Distance (UR) Probe in the PMQ. UR was reformulated into two questions with an explanation component; one question investigated what students use as the final result in a purported experiment and the other looked at what they predicted as the next value. The analysis comprised careful investigation as to the "Level of Informativeness" provided by the questions followed by a cross probe analysis where the Level of Informativeness allowed for this to be done. The present studies that were carried out indicated that there was no straightforward way to elicit information as to whether the student had some model in mind or not. However, a number of insights into the way forward were gained. These included the way in which questions could be framed around the issues of the mean that allowed for some level of inference to be made. While some further work still remains insofar as this is concerned, we suggest that these questions be included in future versions of the PMQ.
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Negishi, Meiko. "A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-03302007-095858.
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Smith, Marcus Edward Brockbank. "A Parametric Physics Based Creep Life Prediction Approach to Gas Turbine Blade Conceptual Design." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22637.
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The required useful service lives of gas turbine components and parts are naturally one of the major design constraints limiting the gas turbine design space. For example, the required service life of a turbine blade limits the firing temperature in the combustor, which in turn limits the performance of the gas turbine. For a cooled turbine blade, it also determines the necessary cooling flow, which has a strong impact on the turbine efficiency.
In most gas turbine design practices, the life prediction is only emphasized during or after the detailed design has been completed. Limited life prediction efforts have been made in the early design stages, but these efforts capture only a few of the necessary key factors, such as centrifugal stress. Furthermore, the early stage prediction methods are usually hard coded in the gas turbine system design tools and hidden from the system designer s view.
The common failure mechanisms affecting the service life, such as creep, fatigue and oxidation, are highly sensitive to the material temperatures and/or stresses. Calculation of these temperatures and stresses requires that the geometry, material properties, and operating conditions be known; information not typically available in early stages of design. Even without awareness of the errors, the resulting inaccuracy in the life prediction may mislead the system designers when examining a design space which is bounded indirectly by the inaccurate required life constraints. Furthermore, because intensive creep lifing analysis is possible only towards the end of the design process, any errors or changes will cost the engine manufacturer significant money; money that could be saved if more comprehensive creep lifing predictions were possible in the early stages of design. A rapid, physics-based life prediction method could address this problem by enabling the system designer to investigate the design space more thoroughly and accurately. Although not meant as a final decision method, the realistic trends will help to reduce risk, by providing greater insight into the bounded space at an earlier stage of the design.
The method proposed by this thesis was developed by first identifying the missing pieces in the system design tools. Then, by bringing some key features from later stages of design and analysis forward through 0/1/2Ds dimensional modeling and simulation, the method allows estimation of the geometry, material selection, and the loading stemming from the operating conditions. Finally, after integration with a system design platform, the method provides a rapid and more complete way to allow system designers to better investigate the required life constraints. It also extracts the creep life as a system level metric to allow the designers to see the impact of their design decisions on life. The method is to be first applied to a cooled gas turbine blade and could be further development for other critical parts. These new developments are integrated to allow the system designers to better capture the blade creep life as well as its impact on the overall design.
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Luangrath, Phimpho. "Student activity — a way to improve the conceptual understanding of physics in Lao PDR?" Doctoral thesis, Umeå universitet, Institutionen för fysik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43355.
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This thesis reports about Laotian students’ understanding of the concepts of mechanics, and students’ activities when solving physics problems in groups. Totally, more than 1,000 first year university students from three universities in Laos have been tested using two versions of the Force Concept Inventory (FCI) over a period of three years. The Force Concept Inventory was developed in the USA to test students’ understanding of mechanics concepts. The contexts of some questions were unfamiliar for Laotian students and therefore another Laotian version was constructed. We found that Lao students obtained a low score on the FCI. The average scores of the post-test ranged from 21% to 26% over the three years. The introduction of the Laotian version resulted in just a small improvement of the score but it helped the students to read and understand the questions more quickly. It was difficult to perceive from the answers to the FCI if the students used alternative conceptions however, in video recordings it could be seen that some students did use well-known alternative conceptions. In many cases, students seemed to use their everyday life experiences to find the answers to the FCI questions instead of referring to physics concepts. Group discussions were introduced in tutorial sessions for first year students. There were two types of group discussions. In the first type 29 groups solved end-of-chapter problems and three groups were recorded. One group described the physics theory of the problem before they selected equations and successfully solved the problem. Students in this group were not afraid to raise disagreements; they asked questions and took turns answering them which resulted in a fruitful discussion. The other two groups made the major mistake of not considering that the object moved with constant speed. Students suggested equations to use without giving any arguments based on physics theory. Both groups got stuck and needed help from the teacher. It was found that the problem solving strategy in the physics textbook did not include the important step of describing the physics theory and could actually encourage students to start looking for equations without first describing the physics. In the second type of group discussions 52 groups discussed qualitative multiple-choice questions. Seven groups were recorded and 14 students and three teachers were interviewed. In the group discussions most students co-constructed an answer. However, the students in general did not seem to come to an understanding of the physics concepts and the follow-up discussion in class was essential for a better understanding. To improve the discussions, the students need more time and should also be taught about working in groups. The thesis is concluded with a section on the implications for education in physics in Lao PDR.
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Acar, Omer. "Argumentation Skills And Conceptual Knowledge Of Undergraduate Students In A Physics By Inquiry Class." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228972473.
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Ozdemir, Omer F. "The coexistence of alternative and scientific conceptions in physics." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086033358.
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May, David B. "How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1030034022.
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Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xv, 193 p. Includes abstract and vita. Advisor: Gordon J. Aubrecht, Dept. of Physics. Includes bibliographical references (p. 187-193).
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Ritter, Mary Seabrook. "The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/ritter/RitterM0811.pdf.
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The purpose of this study was to determine if there was a correlation between student motivation and participation in the understanding of physics concepts. Participation of students did increase with the introduction of interactive engagement. Cooperative group work (one type of interactive engagement) did not show any higher increase in learning of the material as compared with lecture format, although students reported experiencing more motivation during interactive engagement.
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Dacus, Ashton. "Acquisition and transference of physics-based conceptual knowledge : an analysis of fourth-grade student's ability." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1387.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
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Elementary Education
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Potari, Despoina. "Power in political thought : a comparative conceptual morphology." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:383dc200-e915-4c80-bedb-b98cf16ed3db.
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The aim of this thesis is to resurrect interest in the concept of power in political theory by shedding light on some of its relatively unexplored discursive dimensions and developing a fresh approach to its understanding. Particularly, it studies an under-examined theme in the current literature, which, however, forms a crucial aspect determining different definitions of power: in what manner do different ways of thinking about power underpin variable conceptual formulations and theoretical interpretations of this key political concept? What types of cognitive, ideational and conceptual 'micro-processes' shape different ways of thinking about power in political thought? The thesis suggests novel interpretative possibilities that may be distilled from developing a hermeneutical approach extending across the dimensions of historical time and disciplinary space, by combining methodological insights from the fields of morphology, intellectual history and interdisciplinary study. To that end, it engages perspectives gleaned from historical treatments of power, as well as recent understandings of spatiality and force provided by scientific discourse. The concept of power is explored through the perspectives of (i) cultural historicity and (ii) interdisciplinarity. Along the axis of cultural historicity, the analysis studies Aristotle's classical concept of 'dunamis' as the original conceptual modality of power in political thought. Along the axis of interdisciplinarity, the examination explores the concept of force in the discourse of physics, and its parallel development in political thought. This dissertation shows that the exploration of those conceptual modalities can yield a new appreciation of certain diachronic and contingent conceptual features of power and enhance our understanding of the multifaceted discursive processes through which those form, including the underpinning 'micro-semantic', linguistic and ideational processes which contribute to the emergence of variable modes of thinking about power. In so doing, the thesis aims at illuminating our modern understanding of the concept, moving the scholarly discourse forward towards new horizons of meaning and interpretation.
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Montfort, Devlin Bradford. "An investigation of students' conceptual understanding in related sophomore to graduate-level engineering and mechanics courses." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Fall2007/D_Montfort_111607.pdf.
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Corpuz, Edgar De Guzman. "Students' modeling of friction at the microscopic level." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/182.
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Danielsson, Anna. "The gendered doing of physics : a conceptual framework and its application for exploring undergraduate physics students' identity formation in relation to laboratory work." Licentiate thesis, Uppsala universitet, Fysikundervisningen didaktik, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-85827.
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Brauer, Gerhard. "Construction and use of an intense positron source at new linac facilities in Germany (- conceptual report -)." Forschungszentrum Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:d120-qucosa-29936.
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In this conceptual report the idea to establish an European Positron Source for Applied Research ("EPOS") based on new LINAC facilities in Germany (ELBE/Rossendorf or TTF-DESY/Hamburg) is considered. The report contains not only the outline of obvious applications in atomic physics, materials science and surface physics, but also several new methodical developments which are only possible with an intense positron beam. This opportunity will also allow the use and further development of imaging techniques being of special interest for industrial applications.
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Brauer, Gerhard. "Construction and use of an intense positron source at new linac facilities in Germany (- conceptual report -)." Forschungszentrum Rossendorf, 2000. https://hzdr.qucosa.de/id/qucosa%3A21820.
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In this conceptual report the idea to establish an European Positron Source for Applied Research ("EPOS") based on new LINAC facilities in Germany (ELBE/Rossendorf or TTF-DESY/Hamburg) is considered. The report contains not only the outline of obvious applications in atomic physics, materials science and surface physics, but also several new methodical developments which are only possible with an intense positron beam. This opportunity will also allow the use and further development of imaging techniques being of special interest for industrial applications.
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Rust, Peter Melvin Hooper. "The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/rust/RustP0811.pdf.
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This project documents the impact of inquiry instruction on two ninth grade physics classes. Problem solving skills, conceptual knowledge, and students' reactions to the teaching style were assessed while students studied rotational motion and energy. Students showed improvements in both problem solving skill and conceptual knowledge when they learned a topic using the inquiry model. Students generally preferred the traditional, non-inquiry style lessons.
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Olson, Erik Davin. "Conceptual Design and Technical Risk Analysis of Quiet Commercial Aircraft Using Physics-Based Noise Analysis Methods." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11486.
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An approach was developed which allows for design studies of commercial aircraft using physics-based noise analysis methods while retaining the ability to perform the rapid tradeoff and risk analysis studies needed at the conceptual design stage. A prototype integrated analysis process was created for computing the total aircraft EPNL at the Federal Aviation Regulations Part 36 certification measurement locations using physics-based methods for fan rotor-stator interaction tones and jet mixing noise. The analysis process was then used in combination with design of experiments to create response surface equations (RSEs) for the engine and aircraft performance metrics, geometric constraints and takeoff and landing noise levels. In addition, Monte Carlo analysis was used to assess the expected variability of the metrics under the influence of uncertainty, and to determine how the variability is affected by the choice of engine cycle. Finally, the RSEs were used to conduct a series of proof-of-concept conceptual-level design studies demonstrating the utility of the approach. The study found that a key advantage to using physics-based analysis during conceptual design lies in the ability to assess the benefits of new technologies as a function of the design to which they are applied. The greatest difficulty in implementing the physics-based analysis proved to be the generation of design geometry at a sufficient level of detail for high-fidelity analysis.
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Diez, Diana. "Promoting conceptual understanding in high-school physics : Exploring the effects of using an audience response system." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-290231.
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Research shows that students may be proficient in solving physics problem mathematically but still lack a fundamental understanding of the phenomena in question. One reason may be that a traditional approach to physics instruction emphasises instructors transfer of material to the students and problem-solving, sometimes at the expense of conceptional understanding. This master thesis combines socio-cultural and behaviouristic perspectives to analyse the effects of audience response systems in learning environments, in particular physics instruction. An audience response system is a tool that collects responses from the participants. It is commonly used to create interaction, thus moderating the approach of pure transmission of information. The current state of research shows that the effects of audience response systems depend on how it is used by the instructor. Audience response systems have been popular for use in peer instruction in physics and part of this study was to evaluate the design of conceptual problems. Using a mix-methods approach with interviews, observations, and tests, this thesis explores teachers’ experiences from using audience response systems to stimulate thinking and discussion on conceptual questions. Different modalities of systems are also compared. The study was affected by the school closure due to the COVID-19 pandemic, however the remote teaching situation also makes the topic even more important. The findings confirm what is previously established about the role of the instructor and that the effects depend on their intention. This study demonstrates that an audience response system can be used for formative assessment, initiate discussions, simultaneously engage multiple participants, prompt instructors to reconsider their methods and support a productive learning environment. Important features of an audience response system are ease of use, clear display of responses, synchronous participation, and anonymity.Tidigare forskning visar att studenter kan vara skickliga i att lösa fysikproblem matematiskt men ändå sakna en grundläggande förståelse för fenomenen i fråga. En möjlig förklaring är att fysikundervisning traditionellt fokuserar på överföring av material från lärare till elev med ett fokus på problemlösning, ibland på bekostnad av den konceptuella förståelsen. Detta examensarbete kombinerar sociokulturella och beteendemässiga perspektiv för att analysera effekterna av publiksvarssystem i lärande miljöer, primärt i fysikundervisning. Ett publiksvarssystem är ett verktyg som samlar in respons från deltagarna. Det används vanligen för att skapa interaktion, och därmed reducera fokuset på ren överföring av material i undervisningen. Det aktuella forskningsläget visar att effekterna av publiksvarssystem beror på hur det tillämpas av läraren. Publiksvarssystem har populärt använts i peer instruction (kamratlärande) i fysik och en del i denna studie har varit att utvärdera design av konceptuella frågor. Med hjälp av kvalitativa och kvantitativa metoder (intervjuer, observationer och tester) undersöker detta arbete lärares erfarenheter av att använda publiksvarssystem för att stimulera tänkande och diskussioner om konceptuella frågor. Vidare jämförs modaliteten hos olika system. Studiens utformning påverkades av skolstängningarna till följd av COVID-19-pandemin, dock ger de förutsättningar som kommer med distansundervisning ytterligare relevans för ämnet. Resultaten bekräftar vad som tidigare har fastställts om lärarens roll och att effekterna beror på dennes intentioner. Studien visar att ett publiksvarssystem kan användas för formativ bedömning, initiera diskussioner, engagera flera deltagare simultant, uppmuntra lärare att ompröva sina metoder och hjälpa till att skapa förutsättningar för en produktiv inlärningsmiljö. Viktiga funktioner i ett publikresponssystem är användarvänlighet, tydlig presentation av svar, möjlighet till synkront deltagande för många personer samt anonymitet.
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Potter, Charles Lee. "A conceptual level framework for wing box structural design and analysis using a physics-based approach." Diss., Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/54940.
Full textAbstract:
There are many challenges facing the aerospace industry that can be addressed with new concepts, technologies, and materials. However, current design methods make it difficult to include these new ideas early in the design of aircraft. This is especially true in the structures discipline, which often uses weight-based methods based upon statistical regressions of historical data. A way to address this is to use physics-based structural analysis and design to create more detailed structural data. Thus, the overall research objective of this dissertation is to develop a physics-based structural analysis method to incorporate new concepts, technologies, and materials into the conceptual design phase.
The design space of physics-based structural design problem is characterized as highly multimodal with numerous discontinuities; thus, a large number of alternatives must be explored. Current physics-based structural design methods tend to use high fidelity modeling and analysis tools that are computationally expensive. This dissertation proposes a modeling & simulation environment based on classical structural analysis methods. Using classical structural analysis will enable increased exploration of the design space by reducing the overall run time necessary to evaluate one alternative.
The use of physics-based structural optimization using classical structural analysis is tested through experimentation. First the underlying hypotheses are tested in a canonical example by comparing different optimization algorithms ability to locate a global optimum identified through design space exploration. Then the proposed method is compared to a method based on higher fidelity finite element analysis as well as a method based on weight-based empirical data to validate the overall research objective.
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Tomshaw, Stephen G. Harvey Francis Dr. "An investigation of the use of microcomputer-based laboratory simulations in promoting conceptual understanding in secondary physics instruction /." Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1112.
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Agra, Elise Stacey Garasi. "A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20438.
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Doctor of PhilosophyPhysics
Nobel S. Rebello
This dissertation investigates the effects of visual cueing and outcome feedback on students' performance, confidence, and visual attention as they solve conceptual physics problems that contain diagrams. The research investigation had two parts. In the first part of the study, participants solved four sets of conceptual physics problems that contain diagrams; each set contained an initial problem, four isomorphic training problems, a near transfer problem (with a slightly different surface feature as the training problems), and a far transfer problem (with considerably different surface feature as the training problems). Participants in the cued conditions saw visual cues overlaid on the training problem diagrams, while those in the feedback conditions were told if their responses were correct or incorrect. In the second part of the study, the same students solved the near and far transfer problems from the first study two weeks later. We found that the combination of visual cueing and outcome feedback improved performance on the near transfer and delayed near transfer problems compared to the initial problem, with no significant difference between them. Thus, the combination of visual cueing and outcome feedback can promote immediate learning and retention. For students who demonstrated immediate learning and retention on the near and far transfer problems, visual cues improved the automaticity of extracting relevant information from the transfer and delayed transfer problem diagrams, while outcome feedback helped automatize the extraction of problem-relevant information on the delayed far transfer problem diagram only. We also showed that students' reported confidence in solving a problem is positively related to their correctness on the problem, and their visual attention to the relevant information on the problem diagram. The most interesting thing was how changes in confidence occurred due to outcome feedback, which were also related to changes in accuracy and visual attention. The changes in confidence included both reductions in confidence and increases in confidence due to feedback when the student was wrong (first) and right (later). This seems to have led to learning (change in accuracy), and also changes in attentional allocation (more attention to the thematically relevant area).
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Hung, Woei. "An investigation of the role of causal reasoning methods in facilitating conceptual understanding of college students in physics /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3101025.
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Taslidere, Erdal. "The Effects Of Conceptual Approach And Combined Reading Study Strategy On Students." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608531/index.pdf.
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The aim of this study is to investigate the effects of Conceptual Approach and Combined Reading Study Strategy on 9th grade private high school students&rsquoachievement and attitudes towards optics at Ç
ankaya district of Ankara. For Conceptual Approach, Conceptually Based Instruction was developed. Combined Reading Study Strategy is the integration of reading strategies of the KWL and SQ3R. For the study, two measuring tools
Physics Achievement Test, Physics Attitude Scale and various Teaching/Leaning Materials were developed. The study was conducted with 124 ninth grade private high school students in Ç
ankaya district in the spring semester 2006-2007. The study was conducted with three teachers with their 6 classes. For the study factorial design was used to investigate the partial and combined effects of Conceptual Approach and Combined Reading Study Strategy. Physics Attitude Scale and Physics Achievement Tests were administered as pre-test. Two classes instructed by conceptual approach with combined reading study strategy, two classes instructed by conceptual approach without combined reading study strategy and the left two classes were instructed by traditional instruction with combined reading study strategy. After two months treatments, Physics Attitude Scale and Physics Achievement Test were administered as post-test. The data obtained from the administration of post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). According to the results of this study the conceptual approach and combined reading strategy methods have greater affect on the students&rsquo
achievement compared to other conceptual approach without combined reading study strategy and traditional instruction with combined reading study strategy.
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Brock, Richard Andrew. "Making sense of making sense : a microgenetic multiple case study of five students' developing conceptual compounds related to physics." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267868.
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The research reported in this thesis arose from a comment made by a student who had achieved highly in examinations yet felt that science: ‘doesn’t make sense’. Different conceptualisations of learning are analysed leading to the development of the concept of making sense as the formation or modification of a conceptual compound in which concepts are related in a coherent causal system that may be transferred to novel situations. This definition is situated within a constructivist epistemology. The research question asks how students make sense of physics concepts in dynamics and electricity. Five 17-18 year-old students, conceptualised as a multiple case study, were selected from an English secondary school using purposeful sampling. The students were interviewed once a week for 22 weeks in sessions using a range of probes such as interviews about instances, concept maps and concept inventory questions. It is assumed that data collection occurred at a frequency that was high relative to the rate of conceptual change, hence, the work is conceptulaised as microgenetic. The analysis focuses on the development of the students’: a) ontologies of concepts from concrete instances towards abstractions; b) conceptual structures from temporary organisations to more stable structures; c) understanding of causality from focused on macroscopic objects to abstract concepts; d) judgments of coherence; f) conceptual change modeled as an alteration in the ‘oftenness’ of application of a concept in a given context; and e) ability to apply concepts to novel contexts. The implications of these findings for teaching and future research are discussed.
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Lark, Adam Christopher. "Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396537933.
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Domert, Daniel. "Explorations of University Physics in Abstract Contexts : From de Sitter Space to Learning Space." Doctoral thesis, Uppsala universitet, Fysikundervisningen didaktik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7265.
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This is a thesis which contributes to research in two different fields: theoretical physics and physics education research. The common link between these two research areas is that both involve explorations of abstract physics and mathematical representations, but from different perspectives. The first part of this thesis is situated in theoretical physics. Here a cosmological scenario is explored where a de Sitter phase is replaced with a phase described with a scale factor a(t) ~ tq, where 1/3<1. This scenario could be viewed as an inflationary toy model, and is shown to open up the possibility of an information paradox. This potential paradox is resolved even in the worst case scenario by showing that the time scales involved for such a paradox to occur is of the order of magnitude of the recurrence time for the de Sitter space. The second part of this thesis is situated in physics education research. A number of learning situations that are experienced as abstract by students are explored: probability in one dimensional quantum tunnelling; the mindsets that students adopt towards understanding physics equations used in typical teaching scenarios; and what students focus on when presented with physics equations. The results for the quantum scattering study are four phenomenographic categories of description, for the mind sets study, six epistemological components of mindsets and for the focus on physics equations study, three foci creating five levels of increasing complexity of ways of experiencing physics equations. Pedagogical implications of these results are discussed.
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Philippi, Kristen Haber. "An Examination of Student Understanding of the Use of Models in Science and Conceptual Understanding of Electricity and Magnetism." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1114.
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The purpose of this study is to inform instruction by increasing the body of knowledge regarding the relationship between college physics students' knowledge about models in science and their conceptual understanding with regard to electricity and magnetism. The data for this study was obtained through the administration of two instruments: Conceptual Survey of Electricity and Magnetism, a multiple choice assessment, and Student Understanding of Models in Science, a Likert-scale survey. Both traditional statistics and an innovative technique called Model Analysis were used to analyze the data. Analysis of the data revealed that there is a relationship between student understanding of models in science and conceptual understanding of electricity and magnetism topics. However, the results of this study also suggest that without specific instruction on models in science, overall understanding of models in science does not improve after a traditional electricity and magnetism course. Additionally, this study demonstrated that not only does student conceptual understanding of electricity and magnetism topics improve after a traditionally taught electricity and magnetism course, but also, students demonstrate more sophistication in their understanding of some electricity and magnetism topics. In the latter case, students showed improvement in their application of the expert rather than the naïve or null model of electricity and magnetism topics.
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Kattoula, Ehsan Habib. "Conceptual Change in Pre-Service Science Teachers' Views on Nature of Science When Learning a Unit on the Physics of Waves." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/32.
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Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the nature of science and science inquiry themes across all grade levels. Consideration must be given to pre-service science teachers’ nature of science conceptions and their perceived roles in implementing the nature of science in the science classroom. This qualitative study investigates how pre-service science teachers’ views about the nature of science develop and change when learning a college physics unit on waves in an urban university. The study uses case study methodology with four pre-service science teachers as individual units of analysis. Data regarding the participants’ views about the nature of science were collected before and after the instruction on the physics of waves unit. The research design used ‘The Views of Nature of Science/Views of Scientific Inquiry-Physics Questionnaire’ followed by structured interviews throughout the wave unit. In addition, the participants responded to daily questions that incorporated nature of science themes and constructed concept maps regarding the physics content and their nature of science understanding. After completing the VNOS/VOSI-PHYS questionnaire the pre-service science teachers’ views of the nature of science were found to be mainly naïve and transitional before the instruction. At the end of the wave unit instruction, the data indicated that conceptual change occurred in participants’ nature of science views, shifting toward informed views. The findings of this study provide evidence that using explicit instruction with specific activities, such as experiments and concept mapping, shifted the pre-service science teachers’ views away from naïve and toward informed.
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MacMillan, Kenneth. "The use of bridging analogies in encouraging conceptual change in the teaching and learning of momentum and kinetic energy in Physics." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=13716.
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Gaigher, Estelle. "The Effect of a structured problem solving strategy on performance and conceptual understanding in physics a study in disadvantaged South African schools /." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02022006-160908.
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Molefe, Franscinah Kefilwe. "Mathematical knowledge and skills needed in physics education for grades 11 and 12 / Franscinah Kefilwe Molefe." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1238.
Full textAbstract:
The performance of mathematics and physical science students are very low in
South Africa. These students lack algebraic knowledge and skills in physics
education. They tend to treat mathematics and science as separate entities; to them
the two subjects are not related. Even the teachers seem not to realise the
interrelationship of the two subjects, because according to the research, they
perpetuate this attitude. A possible reason could be that they are unfamiliar with
common objectives and applications.
Knowledge of science is enhanced by the application of mathematics, but the role of
mathematical knowledge and skills in the understanding of physical science is
uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the
relationship between mathematics and physical science is not clearly indicated.
Algebraic language is a main tool used in physics, but students still display a lack of
understanding of mathematical concepts and problem solving skills.
The study was aimed at identifying the mathematical knowledge and skills that would
enable students to solve physics problems in grades 11 and 12. The aim was also to
identify the specific problems experienced by students in applying these skills and
knowledge in physics at grades 11 and 12 level. The empirical study was conducted
amongst a group of 120 students in four schools in the Rustenburg Region, North-
West Province, South Africa and 28 teachers of which 10 were from these schools
and 18 were teachers participating in the Sediba project of the North-West
University. The investigation was done by means of a self constructed test and
questionnaires. The results indicate that the biggest problem lies with a lack of
conceptual knowledge, especially with a basic understanding of proportional
reasoning. Other problems were identified and possible remedies proposed.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Mårtensson, Oskar. "LHCb Upstream Tracker box : Thermal studies and conceptual design." Thesis, Umeå universitet, Institutionen för fysik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-116163.
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The LHC (Large Hadron Collider) will have a long shut down in the years of 2019 and 2020, referred to as LS2. During this stop the LHC injector complex will be upgraded to increase the luminosities, which will be the first step of the high luminosity LHC program (which will be realized during LS3 that takes place in 2024-2026). The LHCb experiment, whose main purpose is to study the CP-violation, will during this long stop be upgraded in order to withstand a higher radiation dose, and to be able to read out the detector at a rate of 40MHz,compared to 1MHz at present. This change will improve the trigger efficiency significantly. One of the LHCb sub-detectors the Trigger Tracker (TT), will be replaced by a new sub-detector called UT. This report presents the early stage design (preparation for mock-up building) of the box that will be isolating the new UT detector from the surroundings and to ensure optimal detector operation. Methods to fulfill requirements such as light and gas tightness, Faraday-cage behavior and condensation free temperatures, without breaking the fragile beryllium beam pipe, are established.LHC (Large Hadron Collider) kommer under åren 2019-2020 att ha ett längre driftstopp. Under detta driftstopp så kommer LHC's injektionsanordningar att uppgraderas för att kunna sätta fler protoner i circulation i LHC, och därmed öka antalet partikelkollisioner per tidsenhet. Denna uppgradering kommer att vara första steget i "High Luminocity LHC"-programmet som kommer att realiseras år 2024-2026. LHCb-experimentet, vars främsta syfte är att studera CP-brott, kommer också att uppgraderas under stoppet 2019-2020. Framför allt så ska avläsningsfrekvensen ökas från dagens 1MHz till 40MHz, och experimentet ska förberedas för de högre strålningsdoser som kommer att bli aktuella efter stoppet 2024-2026. En av LHCb's deldetektorer, TT detektorn, kommer att bytas ut mot en ny deldetektor som kallas UT. Den här rapporten presenterar den förberedande designen av den låda som ska isolera UT från dess omgivning och försäkra optimala förhållanden för detektorn. Kraven på den isolerande lådan och tillvägagångssätt för att uppfylla dessa krav presenteras.
LHCb, LS2 and LS3 Upgrade
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Gallop, Rowland. "An investigation into the use of the repertory grid technique to identify links in pupils' conceptual frameworks and changes brought about by the use of a computer simulation." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244681.
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Ahlholm, Martin. "Fysikattityder hos gymnasieelever? : Trender bland intresse för fysik och fysikattityder bland svenska gymnasieelever." Thesis, Uppsala universitet, Fysikundervisningens didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200135.
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Empirisk forskning har visat att det finns tydliga kopplingar mellan intresse, attityder ochstudieframgångar. Enkätundersökningen som föreligger denna rapport ämnade att mäta hur intressetför fysik och attityder till fysik och fysikundervisningen skiljer sig åt mellan de olika årskurserna pågymnasiet. För att kunna mäta attityderna har enkätverktyget Maryland Physics Expectations(MPEX) Survey använts. Enkäten har besvarats av 605 respondenter från teknik- ochnaturvetenskapsprogrammet på två gymnasiumskolor i Mellansverige. Intresset för fysik är lågt påde undersökta skolorna och det tenderar att bli lägre med åren. Överlag är det fler ofördelaktiga svarhos de olika attitydsdimensionerna i årskurs 3 än i årskurs 1. Koncept är den dimension som har flestofördelaktiga svar både i tvåan och i trean. För att öka den konceptuella förståelsen hosgymnasiestudenterna bör konceptuell förståelse få en större del av undervisningen. Att examinerakonceptuell förståelse på hemläxor och prov är även det att föredra.Empirical research has shown that there are clear links between the interests, attitudes, and studentsuccess. The aim of the survey, which is the foundation of this report, was to measure how theinterest in physics and attitudes towards physics and physics education differs between the differentyears in upper secondary school. Maryland Physics Expectations (MPEX) Survey has been used tomeasure the attitudes. The questionnaire was answered by 605 respondents from technology andnatural science program from two upper secondary schools in central Sweden. Interest in physics islow on the investigated schools and it tends to become lower through the ages. Overall, there aremore unfavorable responses of the different attitude dimensions in third grade than in first grade. Concept is the dimension that has the most unfavorable response in both the second and third grade.In order to increase the conceptual understanding of upper secondary school students, shouldconceptual understanding be offered a greater part of the teaching. Examining conceptualunderstanding in homework assignments and tests are also preferable.
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Banu, Mst Shaila. "The Role of Practical Work in Teaching and Learning Physics at Secondary Level in Bangladesh." Thesis, University of Canterbury. School of Sciences and Physical Education, 2011. http://hdl.handle.net/10092/6291.
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This qualitative study focused on four secondary school physics teachers in Bangladesh using semi-structured interviews and observations to explore their understanding about the relationship between practical work and developing students’ conceptual knowledge of physics. Recent studies indicate that practical work helps secondary science students easily and effectively learn the concepts and theories of physics. However, the secondary school physics teachers in Bangladesh in this study did not provide students with practical work during classroom teaching. Rather, they provided practical work in separate practical classes. Although the teachers believed that practical work made their teaching and also students’ learning easier and effective, they did not offer frequent practical demonstrations in teaching the contents of physics.
The major findings of the study include that teachers used mostly transmissive pedagogy to assist students to understand physics concepts and theories. Even though there are clear and specific instructions for the teachers to do demonstrations in the secondary physics curriculum, there were constraints on teachers and on students trying to conduct practical work. Constraints included: a lack of sufficient equipment. Teachers and students in non-government schools faced comparatively more difficulties than those in government schools. Low teacher/student ratios and no positions for laboratory assistants were reasons given for teachers’ intense workloads.
This study implies a need to provide government and non-government schools with necessary equipment for doing practical work; to appoint sufficient teachers with higher studies and training that includes practical work in physics; to create positions for laboratory assistants; to set up classrooms with a smaller number of students; and to develop awareness of the value of practical work among school administration and among physics teachers.
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Sundin, Susanne, and Eleonore Juhnell. "Tyngdkraft - Yngre elevers förståelse och uppfattning : En studie som undersöker yngre elevers uppfattning om tyngdkraft i samtal och genom grafisk representation med pilar." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84695.
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In this essay, we have investigated how students in year 2 of primary school understand, perceive and think about the phenomenon of gravity. We have used semi-structured interviews, individually and in pairs, and let the students make their thoughts visible with graphic representation in the form of drawn arrows before and after a practical activity. The current syllabus states that students at the end of year 3 should be able to talk about the phenomenon of gravity (Skolverket, 2019). The results from our study show that students in the early years of primary school have varying perceptions and understandings of gravity. It is not uncommon for students to have misconceptions about such an abstract physical phenomenon as gravity. Our study has shown that students' graphic representation reflects and clarifies students' understanding of gravity. Furthermore, the study confirms that all students who participated in the study can talk about gravity, but that a couple of students needed supportive teaching first. Another result is that students' graphical representation of gravity follows movement direction. We want to recommend teachers of younger students in primary school to emphasize and talk about concepts in physics. We also recommend to use semiotic resources such as drawing arrows and artifacts, in our study we used a solder, to make the phenomenon of gravity visible and thus improve students' understanding. The essay was conducted at a primary school in a medium-sized city in Sweden. The participants were 12 students, divided into 6 couples, who participated after we received the parents' and students' consent.I det här examensarbetet har vi undersökt hur elever i grundskolans årskurs 2 förstår, uppfattar och tänker om fenomenet tyngdkraft. Vi har använt semistrukturerade intervjuer, individuellt och parvis, samt låtit eleverna synliggöra sina tankar med grafisk representation i form av ritade pilar före och efter laborativ undervisning. Aktuell kursplan säger att elever i slutet av årskurs 3 ska kunna samtala om fenomenet tyngdkraft. Av resultatet från vår studie framgår att elever i grundskolans tidiga år har varierande uppfattning och förståelse om tyngdkraft. Det är inte ovanligt att eleverna har felaktiga föreställningar eller missuppfattningar om ett, för yngre elever, så abstrakt fysikaliskt fenomen som tyngdkraft. Det har i vår studie visats sig att elevers grafiska representation speglar och förtydligar elevernas förståelse av tyngdkraft. Vidare bekräftar studien att alla elever som deltagit i studien kan samtala om tyngdkraft men att ett par elever behövde stödjande undervisning först. Ytterligare ett resultat är att eleverna genomgående ritar tyngdkraftens riktning pilar, åt samma håll som föremålets rörelseriktning. Vi vill rekommendera lärare till yngre elever i grundskolan att lyfta och samtala om begrepp inom fysiken och nyttja semiotiska resurser som ritade pilar och artefakt, i vår studie använde vi ett lod, för att synliggöra fenomenet tyngdkraft och på så sätt förbättra elevernas förståelse. Undersökningen genomfördes på en grundskola i en medelstor stad i Sverige. Deltagarna var 12 elever, indelade i 6 par, som deltog efter att vi fått föräldrarnas och elevernas medgivande.
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Franco, Gina. "Meaningful main effects or intriguing interactions? examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107803.
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The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing and conceptual change when learning about physics concepts through text. Specifically, I manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals' epistemic beliefs to facilitate or constrain learning. In accordance with definitions from Royce's (1983) framework of psychological epistemology, texts were developed to present Newtonian concepts in either a rational or a metaphorical format. Seventy-five undergraduate students completed questionnaires designed to measure their epistemic beliefs and their misconceptions about Newton's laws of motion. Participants then read the first of two instructional texts (in either a rational or metaphorical format), and were asked to think aloud while reading. After reading the text, participants completed a recall task and a post-test of selected items regarding Newtonian concepts. These steps were repeated with a second instructional text (in either a rational or metaphorical format, depending on which format was assigned previously). Participants' think-aloud sessions were audio-recorded, transcribed, and then blindly coded, and their recalls were scored for total number of correctly recalled ideas from the text. Changes in misconceptions were analyzed by examining changes in participants' responses to selected questions about Newtonian concepts from pretest to posttest. Results revealed that when individuals' epistemic beliefs were congruent with the knowledge representations in their assigned texts, they performed better on both online measures of learning (e.g., use of processing strategies) and offline products of learning (e.g., text recall, changes in misconceptions) than when their epistemic beliefs were incongruent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and are in line with contemporary views regarding the context sensitivity of individuals' epistemic beliefs. Moreover, the findings from this study not only support current theory about the dynamic and interactive nature of conceptual change, but also advance empirical work in this area by identifying knowledge representations as a text characteristic that may play an important role in the change process.Le but de cette étude est d'explorer le rôle des croyances épistémiques et des représentations de connaissances en relation avec les processus cognitifs et métacognitifs en plus des changements épistémologiques lors de l'apprentissage à propos de concepts physiques au moyen de textes. Spécifiquement, la manipulation des représentations de concepts physiques au sujet de la mécanique newtonienne et d'explorer comment les textes intéragits avec les croyances épistémiques afin de faciliter ou amoindrir les apprentissages. En accord avec les définitions de la théorie d'épistémologie de Royce (1983), les textes sont développés afin de présenter des concepts newtoniens selon un format rationel ou métaphore. Soixante-quinze étudiants et étudiants au baccalauréat ont complétés des questionaires mesurant leurs croyances épistémiques et leurs idées fausses à propos des lois de la motion de Newton. Les participants ont ensuite lu le premier des deux textes (selon un format rationel ou métaphore), et ont étés instruits de verbaliser leurs pensées lors de la lecture. Après avoir lus le texte, les participants ont complétés une tâche de rappel et des items par rapports aux concepts newtoniens. Ces étapes ont été répétées avec un second texte (rationel ou métaphore, selon la condition précédente). Les verbalizations concomittantes ont été enregistrées, écrites, et codifiées, et la tâche de rappel a été scorée pour le montant total d'idées correctement rappellées du texte. Les changements épistémiques ont été analyzés en examinant les réponses des participants à certaines questions à propos des concepts newtoniens de pré-test à post-test. Les résultats démontrent que lorsque les connaissances épistémiques sont congruantes avec les représentations de connaissances décrites dans les textes, les participants performent mieux sur les mesures d'apprentissages en ligne (ex : utilisations de processus stratégiques) et hors ligne (ex : tâche de rappel et changements épistémologiques) comparativement au cas où leurs connaissances épistémiques ne sont pas congruentes avec les représentations. Les résultats ont des implications pour comment les chercheurs et chercheures conçoits les connaissances épistémiques et sont en ligne avec les connaissances contemporaines par rapport aux rôles du context envers les croyances épistémiques des individus. De plus, les résultats de cette étude supportes les théories existantes à propos de la nature dynamique et intéractive du changement épistémologique, mais aussi avances les connaissances empiriques dans le domaine en identifiant les représentations des connaissances en tant que charactéristique du texte qui peuvent jouer un rôle important dans le processus de changement.