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Wang, Huamin. "Practical water animation using physics." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31745.
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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.Committee Chair: Greg Turk; Committee Member: C. Karen Liu; Committee Member: Irfan Essa; Committee Member: Jarek Rossignac; Committee Member: Peter J. Mucha. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Babalola, Femi. "Advancing practical physics in africa's schools." Thesis, Open University, 2017. http://oro.open.ac.uk/50740/.
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In countries with a long tradition of laboratory based teaching, practical work is seen by many teachers as an essential aspect of their practice. It is widely accepted that practical work not only enables skills acquisition but also leads to greater conceptual understanding. However, whilst there has been much research into the factors that affect teaching and learning of practical science across the economically developed countries, there has been little research into the existing conditions and the factors which affect teaching and learning of practical physics in African schools. This study provide the description of the present position and an analysis of possible beneficial interventions to the teaching and learning of practical physics in African secondary schools. The issues are relevant to all educational sectors. Qualitative and quantitative data were collected from four countries in Africa. Surveys were carried out with 550 final year secondary school students and 44 secondary school physics teachers. Qualitative data were gathered from focus group discussions with the students and semi-structured interviews with; physics teachers, heads of science departments, school principals and ministry officials. Other key stakeholders including physics curriculum planners, physics educationalists from the tertiary institutions and voluntary Institute of Physics coordinators were also interviewed. The survey data were analysed numerically to produce descriptive statistics while qualitative data were transcribed and coded to provide easy retrieval of the themes that emerged. The findings from the study reveal that there is a wide gap between practice in developed countries and the countries studied. This gap is attributable to many factors, some of which are predictable, e.g. various resource constraints. Other factors include ambivalent or negative teacher and pupil attitudes with prioritisation of ‘theory’ and a limited interest in or awareness of the importance of inquiry. These factors underlie the lack of practical physics assessment in some countries in Africa which is a further disincentive to practical physics engagement. Based on the findings of this study, nine recommendations were made. Countries wishing to improve practice should undertake a broadly based audit of existing practice taking into account the full range of barriers and drivers. The physics curriculum should be reviewed to explore reduction of content to allow teachers spend time on practical activities. Initial training and continuous professional development of physics teachers should prioritise teaching of practical physics. Assessment of practical skills should be required for qualification and used formatively. Government funding should be allocated to build, equip and maintain adequate school laboratories. Physics teachers should be encourage to adopt the use of learning technologies and open source software in the teaching and learning of practical physics. Physics teachers across Africa should be encouraged to use social media to develop a closer association that will spread effective practice. Teacher motivation should be enhanced by recognition of success in the delivery of practical physics. Students should be encouraged and motivated to learn practical physics by placing employability and relevant inquiry in the foreground. This single study could only provide limited data on teaching across the continent. Further investigation is required before the conclusions could be generalised with complete confidence.
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Yoder, Theodore J. "Practical fault-tolerant quantum computation." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/115680.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Physics, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 190-201).
For the past two and a half decades, a subset of the physics community has been focused on building a new type of computer, one that exploits the superposition, interference, and entanglement of quantum states to compute faster than a classical computer on select tasks. Manipulating quantum systems requires great care, however, as they are quite sensitive to many sources of noise. Surpassing the limits of hardware fabrication and control, quantum error-correcting codes can reduce error-rates to arbitrarily low levels, albeit with some overhead. This thesis takes another look at several aspects of stabilizer code quantum error-correction to discover solutions to the practical problems of choosing a code, using it to correct errors, and performing fault-tolerant operations. Our first result looks at limitations on the simplest implementation of fault-tolerant operations, transversality. By defining a new property of stabilizer codes, the disjointness, we find transversal operations on stabilizer codes are limited to the Clifford hierarchy and thus are not universal for computation. Next, we address these limitations by designing non-transversal fault-tolerant operations that can be used to universally compute on some codes. The key idea in our constructions is that error-correction is performed at various points partway through the non-transversal operation (even at points when the code is not-necessarily still a stabilizer code) to catch errors before they spread. Since the operation is thus divided into pieces, we dub this pieceable fault-tolerance. In applying pieceable fault tolerance to the Bacon-Shor family of codes, we find an interesting tradeoff between space and time, where a fault-tolerant controlled-controlled-Z operation takes less time as the code becomes more asymmetric, eventually becoming transversal. Further, with a novel error-correction procedure designed to preserve the coherence of errors, we design a reasonably practical implementation of the controlled-controlled-Z operation on the smallest Bacon-Shor code. Our last contribution is a new family of topological quantum codes, the triangle codes, which operate within the limits of a 2-dimensional plane. These codes can perform all encoded Clifford operations within the plane. Moreover, we describe how to do the same for the popular family of surface codes, by relation to the triangle codes.
by Theodore J. Yoder.
Ph. D.
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Motlhabane, Abraham Tlhalefang. "Educators' approaches to physics practical work / Abraham Tlhalefang Motlhabane." Thesis, North-West University, 2005. http://hdl.handle.net/10394/903.
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Research in physics education has indicated that physics practical work is based heavily on
recipe-following, with little attention being paid to the teaching and learning of skills (Johnstone
& Letton. 1 9W:ll, Johnstone & Letton, 1991:83, Meester & Maskill, 1995:576). The approach
commonly used by educators was a cut-and-dried laboratory procedure, which minimises learner
involvement (Olney, 1997: 1345).
Recently. new approaches to science laboratory work have been implemented (Hake. 1992). In
South Africa a new approach called Outcomes Based Education (OBE) was introduced in 1995.
Notwithstanding these changes, learners still do not learn how to do practical work effectively.
(Meester & Maskill, 1995:576). Educators still prefer the authoritarian style of teaching, the
emphasis being on the acquisition of factual knowledge and preparation for examinations.
The aim of this study is to investigate how secondary school science educators approach
practical work in physics at the FET-level in the North West Province, South Africa. The
empirical study was conducted with 46 educators attending an ACE (Advanced Certificate in
Education) upgrading programme at the North-West University, Potchefstroom Campus, South
Africa. The educators were divided into six groups. One educator in each group presented a
micro-lesson on Ohm's law, while the rest of the group members role-played the learners. The
micro-lessons were video-taped, transcribed, analysed and discussed.
Questionnaires (Appendices B, P and Q) were used in this study. The first questionnaire
(Appendix B) was given to educators as an assignment to individually prepare a lesson on Ohm's
law in order to probe their views on an OBE lesson in physics, its characteristics, practical work
and its outcomes. The second questionnaire (Appendix P) was developed and completed by the
researcher to record, evaluate and analyse observations in the video-taped micro-lessons. The
last questionnaire (Appendix Q) was used to gauge perceptions of educators on video-taped
micro-teaching as a tool in modelling educators' approaches to physics practical work.
The results indicate that the educators that participated in this study experienced problems in
approaching physics practical work. They lacked skills in facilitating practical work in physics.
Instead of outcomes-based approaches, the educators' approaches revolved around the transfer of
factual information through "chalk and talk" and confirmation of taught concepts through
routines-guided experiments.
The researcher intervened by engaging educators in viewing the video-tapes, an in-depth
discussion or the video-tapes and the preparation and presentation or a "model" lesson. All
(100%) (Table 6.17) the educators that participated in this study indicated that the use of videotaped
micro-teaching lessons could help in the training of educators.
A CD-ROM containing video-clips or all the micro-lessons was developed. The intention of the
researcher is that the video-clips should be used at workshops, seminars, conferences and
training institutions. Their merits and the demerits should then be discussed.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Al-Ameen, Talal Abdullah Khalid. "Theoretical and practical aspects of dielectrophoresis." Thesis, Bangor University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278914.
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Middlemiss, Richard Paul. "A practical MEMS gravimeter." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7788/.
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The ability to measure tiny variations in the local gravitational acceleration allows – amongst other applications – the detection of hidden hydrocarbon reserves, magma build-up before volcanic eruptions, and subterranean tunnels. Several technologies are available that achieve the sensitivities required (tens of μGal/√Hz), and stabilities required (periods of days to weeks) for such applications: free-fall gravimeters, spring-based gravimeters, superconducting gravimeters, and atom interferometers. All of these devices can observe the Earth tides; the elastic deformation of the Earth’s crust as a result of tidal forces. This is a universally predictable gravitational signal that requires both high sensitivity and high stability over timescales of several days to measure. All present gravimeters, however, have limitations of excessive cost (£70 k) and high mass (<8 kg). In this thesis, the building of a microelectromechanical system (MEMS) gravimeter with a sensitivity of 40 μGal/√Hz in a package size of only a few cubic centimetres is discussed. MEMS accelerometers – found in most smart phones – can be mass-produced remarkably cheaply, but most are not sensitive enough, and none have been stable enough to be called a ‘gravimeter’. The remarkable stability and sensitivity of the device is demonstrated with a measurement of the Earth tides. Such a measurement has never been undertaken with a MEMS device, and proves the long term stability of the instrument compared to any other MEMS device, making it the first MEMS accelerometer that can be classed as a gravimeter. This heralds a transformative step in MEMS accelerometer technology. Due to their small size and low cost, MEMS gravimeters could create a new paradigm in gravity mapping: exploration surveys could be carried out with drones instead of low-flying aircraft; they could be used for distributed land surveys in exploration settings, for the monitoring of volcanoes; or built into multi-pixel density contrast imaging arrays.
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Vilaythong, Thongloon. "The role of practical work in physics education in Lao PDR." Doctoral thesis, Umeå universitet, Institutionen för fysik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-42134.
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The aim of this thesis is to get a better understanding of the role of practical work in physics education in the Lao People’s Democratic Republic (Lao PDR). The Lao PDR is one of least developed countries in the world with a weak base for science, and poor market opportunities for science graduates. The rapidly expanding educational system has many problems concerning quality of the infrastructure and staff competence. A combination of qualitative and quantitative methods was used in the study in order to assure reliability of the results. Data was collected through questionnaires, interviews, video-recordings, and my own ethnographic experiences of working in the Lao educational system for more than thirty years. The study was informed and results analysed with help of curriculum perspective and Cultural-Historical Activity Theory (CHAT). The findings show that Lao physics education curriculum at all levels is dominated by very traditional forms of teaching with an almost total absence of practical. Official curricular documents have statements prescribing teachers to do practical work in high school and university courses. However, few institutions have functioning equipment and skilled teachers for organising practical activities. Therefore, the majority of Lao students come to university and even can finish university without experience of practical work in physics. This shows the gap that exists between intended and implemented curricula. The majority of the students understand the importance of having practical activities in physics. However, after being exposed to laboratory experiments in an introductory physics course, they expressed criticism about the quality of instruction and the process of the practical work organisation. The laboratory group work analysis showed that discussions were mainly focused on understanding the experimental procedures, manipulating equipment, and collecting data for the report rather than on the physics content (object of activity, in CHAT terms). Based on the research results, it is possible to suggest that a systemic approach is needed to stimulate the development of a new practical work culture in schools and universities. This approach should include training and incentives for science teachers, development of assessment strategies including practical work, maintenance structures for physics equipment, and technical support for the organisation of demonstrations and laboratory exercises.
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Ruiter, Julia. "Practical Chaos: Using Dynamical Systems to Encrypt Audio and Visual Data." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1389.
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Although dynamical systems have a multitude of classical uses in physics and applied mathematics, new research in theoretical computer science shows that dynamical systems can also be used as a highly secure method of encrypting data. Properties of Lorenz and similar systems of equations yield chaotic outputs that are good at masking the underlying data both physically and mathematically. This paper aims to show how Lorenz systems may be used to encrypt text and image data, as well as provide a framework for how physical mechanisms may be built using these properties to transmit encrypted wave signals.
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Lai, Chi-shing. "An inquiry into teachers' concerns in their organization of practical work in school physics." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833340.
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Yin, Jun. "Practical issues in theoretical descriptions of experimental quantum state and entanglement estimation." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11579.
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xii, 133 p. : ill. (some col.)We study entanglement estimation and verification in realistic situations, taking into account experimental imperfections and statistical fluctuations due to finite data. We consider both photonic and spin-1/2 systems. We study how entanglement created with mixed photon wave packets is degraded. We apply statistical analysis to and propose criteria for reliable entanglement verification and estimation. Finally we devote some effort to making quantum state estimation efficient by applying information criteria. This dissertation includes previously published co-authored material.
Committee in charge: Michael G. Raymer, Chair; Steven J. van Enk, Advisor; Stephen Hs,u Member; Jens U. Noeckel, Member; Je rey A. Cina, Outside Member;
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Lai, Chi-shing, and 黎志誠. "An inquiry into teachers' concerns in their organization of practical work in school physics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957171.
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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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Inal, Aydin. "Practical science process skills in physics, with special reference to test item assessment and classification." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/11566.
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Bibliography: leaves 207-218.This study describes the development, validation, classification, administration and assessment of a compact programme of ten core practical task items chosen from a pool of 33 practical tasks developed for the purpose of this study in basic school physical science. The practical items encouraged and measured various science process skills laid out in the South African Revised National Curriculum Statement Draft. The derivation and classification of the specially designed diagnostic practical task items by experienced lecturers, teachers and academics constitutes an original and crucial part of the study. The objective is to assess the consensus of juries of four to eleven expert science educators on classification of the ten core practical activities, matching the categories. The investigation establishes whether there is a perceived relevant match or a perceived "irrelevant" mismatch between the science process skills tested by the current experimental programme of practical items and the descriptive theories of practical science and its classification schemes and criteria proposed by (a) Franus (1992), (b) Gardner (1983), (c) White (1988), (d) Solomon (1998), (e) Lock (1990), (t) Kapenda, Kandjeo-Marenga, Gaoseb, Kasanda and Lubben's (2001) the Cambridge-based International General Certificate of Education after Millar, Ie Marechal and Tiberghiea (1999), (g) Race (1997) and (h) OBE (Revised National Curriculum Statement Draft, 2001). Lock's assessment framework for practical tasks was found to be the most relevant scheme among the others. The study also identified eight process skills that are highly relevant to practical tasks of the compact programme. These skills included: (a) comprehension skills; (b) recognising given item of apparatus; (c) following instructions; (d) carrying out tasks and handling science apparatus; (e) observation skills; (t) interpretation of the observations; (g) making predictions; and (h) reporting and communicating scientific information.
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Jack, Richard. "Building diagnostics : practical measurement of the fabric thermal performance of houses." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/19274.
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This thesis is concerned with measuring the fabric thermal performance of houses. This is important because the evidence shows that predictions of performance, based upon a summation of expected elemental performance, are prone to significant inaccuracy and in-situ performance is invariably worse than expected the so-called performance gap . Accurate knowledge of the thermal performance of houses could cause a shift in the way that houses are built, retrofitted and managed. It would enable quality-assurance of newly-built and retrofitted houses, driving an improvement in the energy performance of the housing stock. The current barrier to achieving these benefits is that existing measurement methods are impractically invasive for use on a mass-scale. The aim of this research is to address this issue by developing non-invasive fabric thermal performance measurement methods for houses. The co-heating test is currently the most used method for measuring whole-house fabric thermal performance; it is used to measure the Heat Loss Coefficient (HLC) of a house, which is a measure of the rate of heat loss with units of Watts per degree Kelvin. It has been used extensively in a research context, but its more widespread use has been limited. This is due to a lack of confidence in the accuracy of its results and the test s invasiveness (the house must be vacant for two weeks during testing, which has so far been limited to the winter months, and testing cannot be carried out in newly-built houses for a period of approximately one year due to the drying out period). To build confidence in the results of co-heating testing, the precision with which test results can be reported was determined by the combination of a sensitivity analysis to quantify measurement errors, and an analysis of the reproducibility of the test. Reproducibility refers to the precision of a measurement when test results are obtained in different locations, with different operators and equipment. The analysis of the reproducibility of the test was based upon a direct comparison of seven co-heating tests carried out by different teams in a single building. This is the first such analysis and therefore provides a uniquely powerful analysis of the co-heating test. The reproducibility and sensitivity analyses showed that, provided best practise data collection and analysis methods are followed, the HLC measured by a co-heating test can be reported with an uncertainty of ± 10%. The sensitivity analysis identified solar heat gains as the largest source of measurement error in co-heating tests. In response, a new approach for co-heating data collection and analysis, called the facade solar gain estimation method, has been developed and successfully demonstrated. This method offers a clear advancement upon existing analysis methods, which were shown to be prone to inaccuracy due to inappropriate statistical assumptions. The facade method allowed co-heating tests to be carried out with accuracy during the summer months, which has not previously been considered feasible. The demonstration of the facade method included a direct comparison against other reported methods for estimating solar gains. The comparison was carried out for co-heating tests undertaken in three buildings, with testing taking place in different seasons (winter, summer, and spring or autumn) in each case. This comparison provides a unique analysis of the ability of the different solar gain estimation methods to return accurate measurements of a house s HLC in a wide variety of weather conditions. Building on these results, a testing method was developed: the Loughborough In-Use Heat Balance (LIUHB). The LIUHB is a non-invasive measurement method, designed and tested in this study, which can measure the HLC of a house with an accuracy of ± 15% while it is occupied and used as normal. Measurements of energy consumption and internal temperature are discreetly collected over a period of three weeks, and combined with data collected at a local weather station to inform an energy balance, from which the HLC is calculated. This low impact monitoring approach removes the barriers to fabric thermal performance testing on a mass scale. The LIUHB has been successfully demonstrated in several comparative trials versus a baseline measurement provided by the co-heating test. The trials have included the application of extreme examples of synthetic occupancy conditions, testing in an occupied house, and quantification of the effects of a retrofit. Subject to further validation, the LIUHB has the potential to deliver many of the benefits associated with mass-scale measurement and quality assurance of housing performance.
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Doane, Jonathan P. "Wideband Low-Profile Antenna Arrays: Fundamental Limits and Practical Implementations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366123876.
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Queen, John M. "Physics practical work : a system to meet the needs of first year higher education students : a quantitative approach." Thesis, Glasgow Caledonian University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.688234.
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Svensson, Tomas. "Smartphone physics – a smart approach to practical work in science education? : Experiences from a Swedish upper secondary school." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152446.
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In the form of teacher didactical design research, this work addresses a didactical issue encountered during physics teaching in a Swedish upper secondary school. A need for renewed practical laboratory work related to Newtonian mechanics is met by proposing and designing an activity based on high- speed photography using the nowadays omnipresent smartphone, thus bringing new technology into the classroom. The activity – video analysis of the collision physics of football kicks – is designed and evaluated by following a didactical design cycle. The work elaborates on how the proposed laboratory activity relates to the potential and complications of experimental activities in science education, as described in the vast literature on the topic. It is argued that the use of smartphones constitutes an interesting use of new technology for addressing known problems of practical work. Of particular interest is that smartphones offer a way to bridge the gap between the everyday life of students and the world of physics experiments (smartphones are powerful pocket laboratories). The use of smartphones also avoids using unfamiliar laboratory equipment that is known to hinder focus on intended content, while at the same time exploring a powerful tool for data acquisition and analysis. Overall, the use of smartphones (and computers) in this manner can be seen as the result of applying Occam’s razor to didactics: only familiar and readily available instrumentation is used, and skills learned (movie handling and image analysis) are all educationally worthwhile. Although the activity was judged successful, a systematic investigation of learning outcome was out of scope. This means that no strong conclusions can be drawn based on this limited work. Nonetheless, the smartphone activity was well received by the students and should constitute a useful addition to the set of instructional approaches, especially since variation is known to benefit learning. The main failure of the design was an overestimation of student prior knowledge on motion physics (and its application to image data). As a consequence, the activity took required more time and effort than originally anticipated. No severe pitfalls of smartphone usage were identified, but it should be noted that the proposed activity – with its lack of well-defined results due to variations in kick strength – requires that the teacher is capable of efficiently analysing multiple student films (avoiding the feedback process to become overwhelmingly time consuming). If not all student films are evaluated, the feedback to the students may become of low quality, and misconceptions may pass under the radar. On the other hand, given that programming from 2018 will become compulsory, an interesting development of the activity would be to include handling of images and videos using a high-level programming language like Python.
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Werner, Anna. "External Water Condensation and Angular Solar Absorptance : Theoretical Analysis and Practical Experience of Modern Windows." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7744.
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Diadko, Tatjana. "Fizikos praktinių užduočių ir samprotavimų schemų panaudojimas mokant mechanikos sąvokų." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060607_112750-72456.
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Master’s theses “Application Physics Practical Tasks and Reasoning Schemes in Teaching Mechanic Concepts“ consists of an introduction, 3 sections, conclusions, references to literature and 3 annexes. 8 tables and 18 pictures are presented in the work. The work comprises 72 pages (83 with annexes). Application physics practical task and reasoning schemes, teaching mechanic concept is examined in the theses. The problem of pedagogical and psychological concepts’ formation is examined in section I. In section II all the methodological material (the reasoning of the tasks system, structure and content is presented). The results of the pedagogical experiment are presented in section III. The pedagogical experiment showed, that practical tasks and their conceptional schemes help pupils to improve knowledge in physics as well as an effective way to raise the motivation.
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Lima, Guilherme da Silva [UNESP]. "Interações verbais e o uso de atividades práticas no ensino de Física." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90173.
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Historicamente as atividades práticas ou de laboratório são apontadas como importante recurso didático no ensino de física, comparecendo em todas as propostas de ensino oficiais e não oficiais, e em projetos de ensino desenvolvidos no Brasil e no exterior. Apesar disso, pouco comparecem no ensino que efetivamente ocorre na maioria das escolas. Em outra dimensão, as interações verbais e a compreensão do seu funcionamento têm sido consideradas importantes indicadores do desenvolvimento de aulas de física. Assim, nesta pesquisa qualitativa tomamos como objeto as interações verbais em aulas de física no ensino médio produzidas a partir do uso de atividades práticas. A aproximação dessas duas esferas se justifica pela influência que as atividades práticas exercem sobre as estruturas de pensamento dos alunos e, consequentemente, sobre a construção de novos sentidos presentes nos enunciados. Nossas análises das interações verbais tomam como base a teoria da enunciação de Mikhail Bakhtin, que a nosso ver oferece suporte para a necessária compreensão da complexa dinâmica discursiva entre os estudantes e o educador, quanto a construção de significados dos conceitos...
Historically, practical or laboratory activities are identified as important teaching tools in physics classes, appearing in all proposals for official and unofficial education, and education projects developed in Brazil and abroad, but these activities are not adopted as a usual practice in the schools. In the other hand, the verbal interactions and understanding of its operation have been considered important indicators of the development of physics classes. Thus, in this qualitative research we took as the object the verbal interactions in physics classes produced from the use of practical activities in high school. The approach of these two spheres is justified by the influence that the practical activities have in the structures students' thinking and, consequently, on the construction of new meanings in these statements. Our analysis of the verbal interactions was based on the theory of enunciation of Mikhail Bakhtin, which in our view supports the necessary understanding of the complex discursive dynamics between students and educators, as construction of meaning of concepts ... (Complete abstract click electronic access below)
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Henriqueto, Sofia Isabel Costa. "A componente prático-laboratorial de Física e Química A - Ano I e a formação dos alunos do ensino secundário." Master's thesis, Universidade de Évora, 2008. http://hdl.handle.net/10174/18229.
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A componente prático-laboratorial (PL) faz parte dos currículos de Física e Química do Ensino Secundário e é considerada fundamental por diversos autores e professores. Com este trabalho pretende-se conhecer as características da realização da componente PL, a importância que alunos e professores lhe reconhecem e os contributos que pode trazer para o desenvolvimento dos alunos. Deste modo, importa clarificar os conceitos de prático, laboratorial e experimental e compreender se sempre que alunos e professores opinam sobre esta temática conhecem, efectivamente, o currículo e a oferta formativa em causa. Nesta dissertação analisam-se e cruzam-se informações sobre o funcionamento da componente prático-laboratorial, do ponto de vista de alunos e professores. Verificámos que a população inquirida realizou um baixo número de actividades PL previstas para o ano I de Física e Química A, existindo escolas que realizaram apenas uma das actividades. Os alunos não nos apresentam razões para a não realização das actividades (ao contrário dos professores), mas reconhecem (maioritariamente), tal como os professores entrevistados, a importância da sua concretização, os beneficias que acarretam e apontam falhas e necessidades ao nível dos laboratórios de Física e Química das suas escolas. – ABSTRACT; The laboratorial component is part of Physics and Chemistry curriculum of the Secondary School and it’s considered crucial by several authors and teachers. ln this work we seek the PL component characteristics, the importance that students and teachers recognize to it and also the contributions it can bring to the development of students. Thus, its important to clarify the concepts of practical, experimental and laboratorial and when students and teachers talk: about this issue they know, actually, the curriculum and training offer in question. ln this thesis we examine and cross up information on the operation of the laboratorial component, from a point of view of students and teachers. We discovered that the people surveyed accomplished a low number of laboratorial activities planned for first year in Physics and Chemistry A, and in some existing schools only one of the activities was achieved. Students, unlike the teachers, don't stress any special reasons for not carrying out the activities, but students and teachers generally recognize the importance in implementing the PL activities, the possible benefits and they also point faults and needs in the Physics and Chemistry laboratories of theirs schools.
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Lima, Guilherme da Silva. "Interações verbais e o uso de atividades práticas no ensino de Física /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/90173.
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Orientador: Paulo César de Almeida RaboniBanca: Marcos César Danhoni Neves
Banca: José Carlos Miguel
Resumo: Historicamente as atividades práticas ou de laboratório são apontadas como importante recurso didático no ensino de física, comparecendo em todas as propostas de ensino oficiais e não oficiais, e em projetos de ensino desenvolvidos no Brasil e no exterior. Apesar disso, pouco comparecem no ensino que efetivamente ocorre na maioria das escolas. Em outra dimensão, as interações verbais e a compreensão do seu funcionamento têm sido consideradas importantes indicadores do desenvolvimento de aulas de física. Assim, nesta pesquisa qualitativa tomamos como objeto as interações verbais em aulas de física no ensino médio produzidas a partir do uso de atividades práticas. A aproximação dessas duas esferas se justifica pela influência que as atividades práticas exercem sobre as estruturas de pensamento dos alunos e, consequentemente, sobre a construção de novos sentidos presentes nos enunciados. Nossas análises das interações verbais tomam como base a teoria da enunciação de Mikhail Bakhtin, que a nosso ver oferece suporte para a necessária compreensão da complexa dinâmica discursiva entre os estudantes e o educador, quanto a construção de significados dos conceitos ... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Abstract: Historically, practical or laboratory activities are identified as important teaching tools in physics classes, appearing in all proposals for official and unofficial education, and education projects developed in Brazil and abroad, but these activities are not adopted as a usual practice in the schools. In the other hand, the verbal interactions and understanding of its operation have been considered important indicators of the development of physics classes. Thus, in this qualitative research we took as the object the verbal interactions in physics classes produced from the use of practical activities in high school. The approach of these two spheres is justified by the influence that the practical activities have in the structures students' thinking and, consequently, on the construction of new meanings in these statements. Our analysis of the verbal interactions was based on the theory of enunciation of Mikhail Bakhtin, which in our view supports the necessary understanding of the complex discursive dynamics between students and educators, as construction of meaning of concepts ... (Complete abstract click electronic access below)
Mestre
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Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.
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Ahlin, Karin. "Hur ser en fysiklaboration ut på lågstadiet? : En studie om hur lärare på lågstadiet arbetar på ett undersökande sätt i fysik." Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67762.
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The purpose of this study was to find out how Primary school teachers work and think about the practical teaching in physics. Primary school teachers who work with a teacher support in science and technology, and Primary school teachers who do not work after any program have been interviewed. The method chosen in this study is semi-structured interview with sound recording. A total of seven interviews have been conducted and each interview took about 30 minutes to complete. The study addresses what research today says about practical activities in school and how the children learn the best way. Therefore, teachers are also asked about how they experience physics and practical work and how they choose to put an investigative approach. The result shows that the teachers experience physics as difficult and abstract. Teachers who work with a support program experience that the program helped them teach physics on a deeper level. The study also shows that most teachers uses closed and given labs.Syftet med studien är att ta reda på hur lågstadielärare arbetar och tänker kring den praktiska undervisningen i fysikämnet. Lågstadielärare som arbetar med lärarstöd i naturkunskap och teknik samt lågstadielärare som inte arbetar efter något program har intervjuats. Metoden som valts vid denna studie är semistrukturerad intervju som spelats in med ljudupptagning. Totalt har sju intervjuer verkställts och varje intervju tog cirka 30 minuters att genomföra. Studien tar upp vad forskning idag säger om praktiska aktiviteter i skolan och hur barnen på bästa sätt lär sig. Därför frågas också lärarna om hur de upplever fysikämnet och praktiskt arbete samt om hur de väljer att lägga upp undervisningen. Resultatet visar att lärarna upplever fysikämnet som svårt och abstrakt. Lärare som arbetar med ett stödprogram upplever att programmet hjälpt dem undervisa i fysik på en djupare nivå. Studien visar också att de flesta lärarna arbetar efter arbetssättet slutna laborationer.
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Hervé, Nicolas. "Analyses de pratiques d’enseignement de savoirs de la physique stabilisés (l’énergie) et controversés (le changement climatique)." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20107/document.
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L’importance que prend aujourd’hui l’expertise scientifique et technique dans la prise de décisions politiques questionne à la fois la figure du scientifique et celle du citoyen. Comment apprendre à participer à la prise de décisions politiques en mobilisant des expertises scientifiques ? Dans ce cadre, l’enseignement des sciences et des techniques est critiqué car il s’occupe davantage de la « science faite » (les faits scientifiques) que de la science « en action » (une activité sociale de construction de faits). Ce travail de thèse s’inscrit dans les courants de recherche SSI (Socioscientific Issues) et QSV (Questions socialement vives) dont l’ambition est d’éduquer le citoyen à « négocier » avec le développement contemporain des technosciences. L’objectif de ce travail est d’étudier quelques conditions d’intégration de la science en action dans les pratiques effectives d’enseignement, en s’intéressant à la manière dont deux enseignants de Physique enseignent l’énergie, qui est un savoir stabilisé, et le changement climatique, qui est controversé. Cette analyse se structure autour de la théorie de l’action conjointe en didactique (TACD), qui est complétée par l’analyse communicationnelle et des jeux de langage, qui permet de décrire l’action des enseignants en classe. Cette thèse propose par conséquent une description de séances d’enseignement sur des savoirs au statut contrasté et compare les épistémologies pratiques des enseignants (intrication de théories plus ou moins implicites sur l’enseignement / apprentissage, sur les savoirs et sur la science, sur l’éducation) conçues comme des déterminants de l’action conjointe. L’intérêt de ce travail consiste à documenter les pratiques effectives d’enseignants de la Physique sur des thèmes peu abordés. Ce travail propose en outre d’intégrer une dimension éducative à l’épistémologie pratique et de caractériser les savoirs enseignés à l’aide d’une description des jeux de langageThe importance that takes the scientific and technical expertise in policy decisions questions both the figure of the scientific and the citizen. How can we learn to participate in the political decision-making by mobilizing scientific expertise ? In this context the teachnig of science and technology is criticized because it deals more wit "science made" (scientific facts) than science in "action" (a social construction of facts). The aim of this work is to investigate some conditions for integrating science "in action" in the actual practice of teaching, focusing on how two physics teachers teach energy, which is a stabilized content knowledege and climate change, which is a sociocontroversial issue.This analysis is structured around the Joint Action Theory in Didactic (JATD), supplemented by a communicative approach and an analysis of the 'language games"
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Stroud, Michael Alan. "PHYSICAL THERAPISTS' CLINICAL PRACTICES REGARDING INTRINSIC AND EXTRINSIC FALL RISK FACTORS AND THEIR ATTITUDES TOWARD THE USE OF EVIDENCE-BASED PRACTICE." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/853.
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AN ABSTRACT OF THE DISSERTATION OF MICHAEL A. STROUD, for Doctor of Philosophy degree in HEALTH EDUCATION, presented on MARCH 20, 2014, at Southern Illinois University Carbondale. TITLE: PHYSICAL THERAPISTS' CLINICAL PRACTICES REAGARDING INTRINSIC AND EXTRINSIC FALL RISK FACTORS AND THEIR ATTITUDES TOWARD THE USE OF EVIDENCE-BASED PRACTICE MAJOR PROFESSOR: Dr. Stephen Brown The phenomenon of falls among community-dwelling adults--coupled with an aging baby boomer generation and an increasing life expectancy--presents a significant concern for an increased number of unintentional deaths and injuries and their associated costs. The risk factors associated with falling are often categorized as intrinsic and extrinsic. Physical therapists have a unique opportunity to positively impact issues involving physical dysfunction and to educate their community-dwelling adult patients about the environmental risk factors and interventions that lessen their risk of falling. Abundant evidence-based research exists regarding interventions for the treatment and prevention of falls; however, this research indicates that physical therapists fail to consistently utilize evidence-based practice (EBP) in their daily clinical practices. The diffusion of innovations theory examines how innovations are adopted (Rogers, 2012). However, the innovation of EBP is not always adopted by physical therapists. Lack of time to conduct literature searches was the most common barrier noted by physical therapists for not adopting EBP (Jette et al., 2003; Fruth et al., 2010; Salbach, Jagial, Korner-Bitensky, Rappolt, & Davis, 2007). This study, which utilized a cross-sectional descriptive research design, provided insight into physical therapists' clinical practices regarding intrinsic and extrinsic fall risks in the treatment of community-dwelling adults aged 65 years and older. It examined physical therapists' attitudes and beliefs toward the use of EBP and identified the barriers to their adoption of it. The demographic data provided a descriptive overview of the study respondents. There were 3,523 potential physical therapist respondents, and the study's return rate was 9% (316 respondents. The majority of the respondents held doctoral degrees (49.4%), more than half (55.4%) worked in an outpatient physical therapy clinical setting, and approximately half indicated that they were American Physical Therapy Association (APTA)-certified instructors. The results of the study indicated that physical therapists who had more experience displayed a higher level of attention to clinical practices than those with less experience. The physical therapists who were APTA-certified clinical instructors demonstrated a higher level of attention to the intrinsic and extrinsic risks of falling than those who were not APTA-certified instructors. The physical therapists whose highest level of education was a doctorate placed greater importance on the utilization of EBP than respondents with a baccalaureate or master's degree. Although most physical therapists believe that the utilization of EBP holds significant value, they do not always access or apply it. Insufficient time for using EBP was the major barrier noted by most physical therapists. The results of this study concurred with those of previous studies regarding common barriers to physical therapists' adoption of EBP. Rehabilitation organizations may want to examine methods to promote the use of the most current physical therapy practices based on the evidence revealed in the literature and to explore options for improving staff access to and utilization of EBP research.
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Penders, Jacobus Sybrandus Johannes Hendrikus. "The practical art of moving physical objects." Maastricht : Maastricht : Universiteit Maastricht ; University Library, Maastricht University [Host], 1999. http://arno.unimaas.nl/show.cgi?fid=7526.
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Sollerhed, Ann-Christin, and Göran Ejlertsson. "Low physical capacity among adolescents in practical education." Högskolan Kristianstad, Institutionen för humaniora och samhällsvetenskap, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5354.
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The aim of this study was to obtain better knowledge about teenagers' physical capacity and physical activity. The study group consisted of 301 students in upper secondary school, 191 students in practical education (74 girls and 117 boys) and 110 students in theoretical education (57 girls and 53 boys). The adolescents were 16-19 years old and lived in southern Sweden. The study comprised three parts: a questionnaire, seven physical tests (one test to predict maximal oxygen uptake, three strength tests, two flexibility tests and one balance test) and information on each pupil's grades. Pupils in practical education for occupations like industrial- and building workers, mechanics, assistant nurses and hairdressers, all of which are occupations involving physical effort, had lower physical capacity than pupils in theoretical education among both girls and boys. A correlation was found between physical capacity and grades.
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Johnson, Steven G. 1973. "Photonic crystals : from theory to practice." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8644.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Physics, 2001.Includes bibliographical references (p. 147-155).
In this thesis, we explore the design, computation, and analysis of photonic crystals, with a special emphasis on structures and devices that make a connection with practically realizable systems. First, we analyze the properties of photonic-crystal slabs: 2d periodic dielectric structures that have a band gap for propagation in a plane and that use index-guiding to confine light in the third dimension. Such structures are more amenable to fabrication than photonic crystals with full 3d band-gaps, but retain or approximate many of the latter's desirable properties. We show how traditional band-structure analysis can be adapted to slab systems in the context of several representative structures, and describe the unique features that arise in this framework compared to ordinary photonic crystals. We study the possibility of lossless linear waveguides in such systems, and highlight their differences with both conventional waveguides and waveguides in true photonic crystals. Finally, we consider the creation of high-Q cavities in slabs, for which the lack of a complete gap entails unavoidable radiation losses. Two mechanisms for minimizing such losses are described and demonstrated: mode delocalization and the novel far-field multipole cancellation. Next, we present a 3d periodic dielectric structure with a large, complete photonic bandgap. The structure is distinguished by a sequence of planar layers, identical except for a horizontal offset, and repeating every three layers to form an fcc lattice.
(cont.) The high symmetry of the layers means that complex devices could be formed by modifying only a single layer, and their similarity to common 2d photonic crystals allows the direct application of results and experience from those simpler systems. Third, we present and demonstrate general criteria for crossing perpendicular waveguides without crosstalk, based on a priori principles of symmetry and resonance. Finally, we describe a fully-vectorial, 3d algorithm to compute the definite-frequency eigenstates of Maxwell's equations in arbitrary periodic dielectric structures, including systems with anisotropy (birefringence) or magnetic materials, using preconditioned block-iterative eigensolvers in a planewave basis. Many different numerical techniques are compared and characterized. Our implementation is freely available on the Web.
by Steven G. Johnson.
Ph.D.
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Ndokwana, Vusumzi Wilfred. "A reflective study on factors that influenced the matric results in physical sciences in four secondary schools in a district in the Eastern Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/6434.
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Magister Educationis - MedThis is a reflective study of the factors that influenced the performance of learners in Physical Sciences National Senior Certificate examinations in four secondary schools in a district in Eastern Cape. The study considered factors that influenced the matric results for a period of five years in a district in the Eastern Cape (from 2010 to 2015) National Senior Certificate results. The study was conducted to identify the indicators that could positively influence physical sciences results after many years of underperformance in the subject. This study was underpinned by the theory of reflective practice. As part of an intervention strategy, learners completed an intensive programme of teaching during school hours, extra classes, practical work and assessment. The four school principals were purposively selected for interviews. Four Physical Sciences educators from the four senior secondary schools and 12 post-grade 12 learners from each senior secondary school were all interviewed. Post-grade 12 learners were randomly selected for interviews. The researcher used a reflective journal as a method of examining the reflections by the respondents. Teachers reflected on their teachings to improve their practices that make science learning more meaningful to both learners and teachers The findings indicate that extra classes provided sufficient time to complete the syllabus, to conduct experiments and to administer practical tests. Regular assessment in theory and practical work showed the improvement in attainment of good physical sciences results in all the four participating schools. Instructional supervision from the managers also assisted in developing teacher skills. It was recommended that the DoE should use experts in teacher training and professional development activities. School management systems should play an active role in teacher support and the supervision of instructional work.
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Bastos, Heloisa Flora. "Changing teachers' practice : towards a constructivist methodology of physics teaching." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/919/.
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Madden, Deborah. "Pristine purity : primitivism and practical piety in John Wesley's art of physic." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397341.
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Gungor, Almer. "Teaching Practices Enhancing Students'." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612581/index.pdf.
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This study was aimed to provide insight about affective teaching practices that influence students'affective characteristics in physics lessons using mixed methodology. Affective characteristics consisted of attitudes and motivation. For this purpose Keller'
s ARCS (attention, relevance, confidence, satisfaction) model was revised by adding Communication category. The Affective Teaching Practices Questionnaire, including these categories, was administered to 1,138 students and 31 physics teachers in Ankara. Moreover, the Affective Characteristics Questionnaire was administered to students to find out the relationship between students'
affective characteristics and their perceptions about the teaching practices used by teachers. Four physics teachers, who were performing teaching practices frequently, were purposefully selected according to results of quantitative phase. In qualitative phase, observations were conducted in these teachers'
classrooms to find out teaching practices used to enhance affective characteristics and their effects. Besides, interviews were conducted to support observations. The quantitative data were analyzed by descriptive statistics, while qualitative data were analyzed by cross case analysis. Results revealed that affective teaching practices are related to students'
affective characteristics. Assisting comprehension and providing role models to students are effective for enhancing affective characteristics. Similarly, providing students concrete materials
arousing their inquiry
organizing what is taught from simple to difficult
attributing success to effort
relating topic to students'
experience
stating clearly what is expected of students
providing feedback
using positive outcomes
giving enough time to students
using clear, understandable, fluent language in lessons
caring about teaching
being self-confident
caring about students
and providing an atmosphere suitable for learning are also effective.
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Harrison, Willie K. "Physical-layer security: practical aspects of channel coding and cryptography." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44818.
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In this work, a multilayer security solution for digital communication systems is provided by considering the joint effects of physical-layer security channel codes with application-layer cryptography. We address two problems: first, the cryptanalysis of error-prone ciphertext; second, the design of a practical physical-layer security coding scheme. To our knowledge, the cryptographic attack model of the noisy-ciphertext attack is a novel concept. The more traditional assumption that the attacker has the ciphertext is generally assumed when performing cryptanalysis. However, with the ever-increasing amount of viable research in physical-layer security, it now becomes essential to perform the analysis when ciphertext is unreliable. We do so for the simple substitution cipher using an information-theoretic framework, and for stream ciphers by characterizing the success or failure of fast-correlation attacks when the ciphertext contains errors. We then present a practical coding scheme that can be used in conjunction with cryptography to ensure positive error rates in an eavesdropper's observed ciphertext, while guaranteeing error-free communications for legitimate receivers. Our codes are called stopping set codes, and provide a blanket of security that covers nearly all possible system configurations and channel parameters. The codes require a public authenticated feedback channel. The solutions to these two problems indicate the inherent strengthening of security that can be obtained by confusing an attacker about the ciphertext, and then give a practical method for providing the confusion. The aggregate result is a multilayer security solution for transmitting secret data that showcases security enhancements over standalone cryptography.
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Boynewicz, Kara, and Carol Trivette. "Building Capacity and Tailoring Practice with Families as Foundation for Providing Best Practices in Early Intervention Services Under IDEA." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8346.
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Serving infants and toddlers and their families is the core of Part C under IDEA. Early motor delays have an increased risk for developmental delays in visual motor perception, social-emotional, and cognitive domains. Physical therapists in early intervention can assist families understanding of their child’s strengths and abilities so that families help their children develop and learn. The Division for Early Childhood (DEC) have recommended practice areas and special monograph series that guide practitioners in working with families. These document support promotion of the active participation of families in decision-making related to their child and development of a service plan for achieving the goals they hold for their child. In this interactive session, participants will learn about tools to help engage families to focus on intervention strategies in their natural enviornment. The session will challenge providers to think about their interactions with the child's family and how those interactions strengthen a family’s ability to support learning. Family-centered practices, family capacity-building practices and family and professional collaboration will be discussed with case examples. Participants will walk away with resources and tools to build capacity and tailor practice with families in their natural environment for best practice under IDEA.
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Hudson, Lizel Sandra Ann. "Teaching and learning threshold concepts in radiation physics for professional practice." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3111.
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Thesis (Doctor of Radiography)--Cape Peninsula University of Technology, 2020Radiation therapy has undergone significant changes with regard to new medical imaging technologies, including computerised tomography (CT) and magnetic resonance imaging (MRI). Practitioners now have access to technologies that provide anatomical information in an infinite selection of views. Earlier advances in three-dimensional conformal radiation therapy (3D-CRT) allowed for the site of treatment to be accurately located. Intensity modulated radiotherapy (IMRT) enabled practitioners to accurately focus the ionising radiation beam, while modulating the intensity of the dose being administered. Currently, using image-guided radiotherapy (IGRT) methods, radiation therapists can track the effectiveness of treatment in real-time to provide better protection for the organs and tissue that are not targeted for treatment. The changes described above have fundamentally changed radiation therapy practice, and thus have implications for the training of radiation therapists. This thesis argues that without a deep understanding of the science underpinning the advancements in radiation therapy techniques, practitioners will be unlikely to achieve the necessary level of accuracy and consistency in treatment. Radiation physics concepts, such as sources and types of ionising radiation, ionisation, the isocentre and the Inverse Square Law underpin competent and safe practice. Threshold concepts, such as those listed above, have been identified as concepts that pose difficulty to students due to its complexity and the increased levels of cognitive challenge required to master a threshold concept. In applied disciplines, such as radiation physics, threshold concepts are strongly associated with competent practice. This study focused on the first year radiation physics curriculum and addressed the overarching research question: What is the relationship between threshold concepts in the radiation physics curriculum and radiation therapy practice? The study was guided by a translation device that combined two conceptual frameworks namely the Threshold Concept Framework and Legitimation Code Theory’s (LCT) Semantics dimension. LCT is a knowledge base theory that explains the complexity of knowledge structures. The Semantics dimension provided an explanation of the difficulty of concepts and proposed five pedagogies for the cumulative learning of complex concepts. A case study research design and methodology guided the research process. Data for the study comprised curriculum documents, and semi structured focus group and individual interviews with students, academic staff and clinical educators. The data were analysed using a translation device to show the semantic profile of curriculum documents, pedagogies and participants’ different understandings of the threshold concepts in radiation physics. The study found that threshold concepts in radiation physics underpin competent and safe practice. An external language of description was developed to identify the characteristics of threshold concepts. A virtual clinical environment was proposed as one of the pedagogies to aid mastering of threshold concepts through visualisation of the unseen by facilitating students’ understanding of threshold concepts for competent and safe radiation therapy practice. The study showed that students’ mastery of threshold concepts in radiation physics is critical for practice.
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Mothersole, Peter John Michael. "Modelling physics teachers' pedagogical content knowledge through purposeful relationships between semiotic registers : KEPLER - "Knowledge Environment for Physics Learning and Evaluation of Relationships"." Thesis, University of Northampton, 2005. http://nectar.northampton.ac.uk/3003/.
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Januário, Francisco Maria. "Investigating and improving assessment practices in Physics in secondary schools in Mozambique." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-161339/.
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Khalilbeigi, Khameneh Mohammadreza. "Physical Interaction Concepts for Knowledge Work Practices." Phd thesis, TU Prints, 2014. https://tuprints.ulb.tu-darmstadt.de/3964/1/thesisReduced.pdf.
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The majority of workplaces in developed countries concern knowledge work. Accordingly, the IT industry and research made great efforts for many years to support knowledge workers -- and indeed, computer-based information workplaces have come of age. Nevertheless, knowledge work in the physical world has still quite a number of unique advantages, and the integration of physical and digital knowledge work leaves a lot to be desired. The present thesis aims at reducing these deficiencies; thereby, it leverages late technology trends, in particular interactive tabletops and resizable hand-held displays.
We start from the observation that knowledge workers develop highly efficient practices, skills, and dexterity of working with physical objects in the real world, whether content-unrelated (coffee mugs, stationery etc.) or content-related (books, notepads etc.). Among the latter, paper-based objects -- the notorious analog information bearers -- represent by far the most relevant (super-) category. We discern two kinds of practices: collective practices concern the arrangement of objects with respect to other objects and the desk, while specific practices operate on individual objects and usually alter them. The former are mainly employed for an effective management of the physical desktop workspace -- e.g., everyday objects are frequently moved on tables to optimize the desk as a workplace -- or an effective organization of paper-based documents on the desktop -- e.g., stacking, fanning out, sorting etc. The latter concern the specific manipulation of physical objects related to the task at hand, i.e. knowledge work. Widespread assimilated practices concern not only writing on, annotating, or spatially arranging paper documents but also sophisticated manipulations -- such as flipping, folding, bending, etc.
Compared to the wealth of such well-established practices in the real world, those for digital knowledge work are bound by the indirection imposed by mouse and keyboard input, where the mouse provided such a great advancement that researchers were seduced to calling its use "direct manipulation". In this light, the goal of this thesis can be rephrased as exploring novel interaction concepts for knowledge workers that i) exploit the flexible and direct manipulation potential of physical objects (as present in the real world) for more intuitive and expressive interaction with digital content, and ii) improve the integration of the physical and digital knowledge workplace. Thereby, two directions of research are pursued. Firstly, the thesis investigates the collective practices executed on the desks of knowledge workers, thereby discerning content-related (more precisely, paper-based documents) and content-unrelated object -- this part is coined as table-centric approaches and leverages the technology of interactive tabletops. Secondly, the thesis looks at specific practices executed on paper, obviously concentrating on knowledge related tasks due to the specific role of paper -- this part is coined as paper-centric approaches and leverages the affordances of paper-like displays, more precisely of resizable i.e. rollable and foldable displays.
The table-centric approach leads to the challenge of blending interactive tabletop technology with the established use of physical desktop workspaces. We first conduct an exploratory user study to investigate behavioral and usage patterns of interaction with both physical and digital documents on tabletop surfaces while performing tasks such as grouping and browsing. Based on results of the study, we contribute two sets of interaction and visualization concepts -- coined as PaperTop and ObjecTop -- that concern specific paper based practices and collective practices, respectively. Their efficiency and effectiveness are evaluated in a series of user studies.
As mentioned, the paper-centric perspective leverages late ultra-thin resizable display technology. We contribute two sets of novel interaction concepts again -- coined as FoldMe and Xpaaand -- that respond to the design space of dual-sided foldable and of rollout displays, respectively. In their design, we leverage the physical act of resizing not "just" for adjusting the screen real estate but also for interactively performing operations. Initial user studies show a great potential for interaction with digital contents, i.e. for knowledge work.
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Ammah, Jonathan Osbert Ayi. "Inclusion practices of secondary physical education teachers." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371558634.
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Bahcivan, Eralp. "Assessment Of High School Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614413/index.pdf.
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The main purpose of this study is to assess pedagogical content knowledge (PCK) of in-service physics teachers about electricity topic in high school level by developing a paper-and-pencil instrument consisting of open-ended items. The instrument was developed with four different implementations by administration to the 278 in-service physics teachers.
An exploratory and confirmatory factor analysis including only PCK items was conducted in validation processes. The relations among teachers&rsquojob satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers&rsquo
PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers&rsquo
perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers&rsquo
years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers&rsquo
responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students&rsquo
learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.
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Franco, Alejandro A. "A multiscale modeling framework for the transient analysis of PEM Fuel Cells - From the fundamentals to the engineering practice." Habilitation à diriger des recherches, Université Claude Bernard - Lyon I, 2010. http://tel.archives-ouvertes.fr/tel-00740967.
Full textAbstract:
In recent years, Polymer Electrolyte Membrane Fuel Cells (PEMFC) have attracted much attention due to their potential as a clean power source for many applications, including automotive, portable and stationary devices. This resulted in a tremendous technological progress, such as the development of new membranes and electro-catalysts or the improvement of electrode structures. However, in order to compete within the most attractive markets, the PEMFC technologies did not reach all the required characteristics yet, in particular in terms of cost and durability.Because of the strong coupling between different physicochemical phenomena, the interpretation of experimental observations is difficult, and analysis through modeling becomes crucial to elucidate the degradation and failure mechanisms, andto help improving both PEMFC electrochemical performance and durability.The development of a theoretical tool is essential for industrials and the scientific community to evaluate the PEMFC degradation and to predict itsperformance and durability in function of the materials properties and in a diversity of operating conditions. This manuscript summarizes my scientific research efforts in this exciting topic during the last 9 years in France, including my invention of the MEMEPhys multiscale simulation package,developed on the basis of my childhood passion for the New Technologies for Energyin Argentina. My perspectives of adapting this approach to other electrochemical systems such as water electrolyzers and batteries are also discussed.
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Zhang, Xiankuan. "Studies of methane oxidative coupling with practical catalysts and model systems." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386819.
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Marriott, William A. "Using mental practice to augment physical practice in a complex decision making environment." Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/24239.
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Saganha, João Pedro de Sousa Pinto. "Empathy and burnout in private practice Physical Therapists." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/60814.
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Saganha, João Pedro de Sousa Pinto. "Empathy and burnout in private practice Physical Therapists." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/60814.
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Bourgeois, Todd Joseph. "Effect of Eustress, Flow, and Test Anxiety on Physical Therapy Psychomotor Practical Examinations." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5981.
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Students at the graduate level undergo higher levels of stress compared to their peers, and this stress is known to affect academic performance. Most of the research is focused on the negative aspect of stress. Positive psychology aspects, such as eustress and flow, are related to success in some activities; however, it is unknown whether these correlate with academic performance. Several stress-related theories-Yerkes-Dodson curve, cybernetics, conservation of resources, and choking under pressure-guided this quantitative study of the effects of eustress, flow, and cognitive test anxiety (CTA) on a psychomotor practical examination for physical therapy students. A sample of 192 physical therapy graduate students across 3 campuses and 5 programs participated. Immediately following a standard psychomotor practical examination, and prior to any performance feedback, participants' levels of eustress, flow, and CTA were measured. All 3 variables had statistically significant bivariate correlations with exam score, and in the expected direction. In a standard multiple regression flow was the only statistically significant predictor; exam scores increased as flow increased. A follow-up analysis revealed that flow mediated (a) the positive relationship between eustress and exam score, and (b) the negative relationship between CTA and exam score, mitigating CTA's negative effect. Results suggest positive social change interventions focused on enhancing positive psychological states could improve academic performance and clinical training, leading to better clinical practice performance and outcomes for patients.
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Haughey, Laura. "Practical proprioception : an examination of a core physiological foundation for physical performance training." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/18064/.
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Proprioception is both the means by which people naturally have a pre-reflective awareness of their bodies, and the mechanism by which performers (and others) can develop advanced levels of bodily awareness in the service of physical skill and psychophysical fluency. These two qualities are amongst the most important for contemporary performers, and this thesis demonstrates how an understanding of proprioception and its enhancement provides a strong foundation for performance training. The original contribution to knowledge in this thesis is to cross epistemological boundaries and bring the scientific research, theory and discourse to the field of actor training, where previously this has not been done. This thesis synthesises theories and definitions of proprioception to provide a clear and comprehensive overview, establishes the functions that proprioception performs, maps relationships between proprioception and related terms and concepts, and argues that proprioception provides a comprehensive model for a core physiological foundation for physical performance training. The research questions under investigation are ‘Can proprioception in physical performers be improved and if so, how will increased proprioception be of benefit to the performer?’ Two research studies are carried out to investigate whether proprioception could be improved in physical performers after targeted proprioceptive training. The studies also explore what benefits the performers accrued during the training and how improved proprioception manifested in their levels of performance. The studies show that proprioception can be improved in performers after participating in proprioceptive training, and demonstrate, explore and evidence that this improvement brings an enhancement in physical performance. Methodologically, an approach is proposed to evaluate training practices which is based in a practice led research paradigm. This research is of interest to actors who use their bodies for specialist skilled movement in training and performance and who undertake a physical approach to their work, and particularly pertinent to actor trainers, providing a rationale to inform, support and enhance training methodologies.
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Cherkasov, Stanislav. "Framework integration in practice." Thesis, Linnéuniversitetet, Institutionen för datavetenskap (DV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39782.
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Development of modern software is a challenging task that requires software developers to leverageexisting functionality by means of reusable code structures, libraries, frameworks and middleware. This allows shortening development time and lowering costs, while keeping resulting software competitive, reliable and maintainable.However, developing software based on reuse of existing libraries and frameworks has its own challenges and requires programmers to be aware of the issuesthey might face.This paper discusses common difficultiesfaced by software developers while developing complex software systems based on reusable libraries and frameworks.The issuesare described along with possible solutions and exemplified by a custom UI framework named AxeZ. AxeZ is designed for customized UI development for Android phones and is built on top of OpenGL and Bullet Physics engine.As a result, AxeZ can be consideredan instanceof successfully designed framework, which implements solutions forthe challenges discussed in this paper. It provides an example of reusable framework targeted for wide area of application in UI programming
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Edwardson, Charlotte L. "Activity-related parenting practices and young people's physical activity." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/6372.
Full textAbstract:
Despite the health benefits associated with regular physical activity only a small percentage of young people are meeting the physical activity recommendations. There is a need to further understanding of the factors that influence physical activity behaviour in young people to inform intervention programmes. This thesis provides six studies focusing on the objective measurement of young people's physical activity as well as social support for physical activity. Chapter 2.1 describes a systematic review of quantitative research examining parental influences on different types and intensities of physical activity in young people. Chapter 2.2 describes a systematic review of qualitative research examining the role of parents in young people s physical activity. Both reviews were conducted to examine the state of the current literature focused on parental influences on young people s physical activity and were used to inform the direction of the research in later chapters. Chapter 3 describes two cross-sectional studies examining the effects of key decisions researchers must make when using accelerometers on accelerometer ouput in children and adolescents. Chapter 3.1 describes a study examining the effect of epoch length on physical activity intensity in children and adolescents. Chapter 3.2 describes a study examining the impact of accelerometer processing decision rules, such as cut-points and non-wear period, on children s and adolescents physical activity. The purpose of these studies was to systematically explore the pre- and post-data collection decisions associated with accelerometer use on accelerometer output in young people and inform accelerometer use in chapters 4 and 5. Chapter 4 was designed to explore activity-related parenting practices and children s (7-10 years) objectively measured physical activity. Chapter 5 describes a study examining five sources of social support and adolescent s physical activity measured two ways. This thesis demonstrated that parents play in key role in their child's physical activity through a variety of support avenues and in adolescence support for physical activity provided by peers appears to be important in shaping physical activity behaviour. Targeting such facets of the social environment offers a potentially useful avenue for interventions designed to increase physical activity. Finally, this thesis also demonstrated that there are a number of challenges with accelerometer use particularly in the area of processing data. The rich information provided by accelerometers makes them an invaluable tool to understand the complex nature of young people's physical activity behaviour but further work needs to be conducted on standardising methods for cleaning, analysing and reporting accelerometer data.