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Articles de revues sur le sujet « A demonstration experiment »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 15 février 2022

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1

Kusanova, N. « METHODS OF DEMONSTRATION EXPERIMENT ». Bulletin of Korkyt Ata Kyzylorda University 56, no 1 (2021) : 193–97. http://dx.doi.org/10.52081/bkaku.2021.v56.i1.025.

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In the world of bodies and processes that surround us, there are a so many physical mysteries and amazing phenomena.Even if you step, move, cook, play with a toy, drive a car, go for a ride, swim in water, sing, play dombra, the teacher should never forget that it’s all Physics. The most effective way to communicate this to the pupils, to convince them, is to create physical experiments and observations for them. These experiments are only conductedunder the guidance of a teacher. Since Physics is an experimental science, the foundations of all its laws and phenomena lie in practice. If theoretical discoveries, various judgements that have been made about any physics, are not proven in practice, they will have no sense for scientific and technological progress.Therefore, the teaching of Physics in different schools should be carried out with extensive use of experiments. This article discusses the system of educational experiment, including demonstration experiment, their specificity and significance for the educational process. The requirements for the demonstration experiment were also announced.
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Kingman, Robert, et Sabin Popescu. « Motional EMF demonstration experiment ». Physics Teacher 39, no 3 (mars 2001) : 142–44. http://dx.doi.org/10.1119/1.1364056.

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Tsukamoto, Koji, et Masanori Uchino. « The Blowgun Demonstration Experiment ». Physics Teacher 46, no 6 (septembre 2008) : 334–36. http://dx.doi.org/10.1119/1.2971215.

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Šlekienė, Violeta, et Loreta Ragulienė. « REALIZATION OF VISUAL PRINCIPLE USING MECHANICS DEMONSTRATIONS OF GRADE 11 IN PHYSICS EDUCATION ». GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no 3 (5 décembre 2009) : 29–37. http://dx.doi.org/10.48127/gu-nse/09.6.29b.

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This article reveals the importance of the visual principle in physics education process and its im-plementation using mechanics demonstrations. Visual principle is a guiding principle of educational activi-ties in selecting the contents and the methods of teaching. Physics is an experimental science. Students can successfully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Physics demonstration experiments illustrating mechanical phe-nomena for grade XI are presented and analyzed. The most of mechanical phenomena are characterized by different kinds of forces and energy. The relationships between them are showed by demonstration experi-ments. Demonstration experiments for determining the coefficient of friction, the body weight change of accelerating falling and the potential energy minimum principle are discussed. The place of the demonstra-tions and the possibilities of applying them during physics teaching are analyzed. Reasoning sequences for giving a logical sense to these physics demonstrations are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a correct result. The demonstration and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demonstration experi-ments are efficient in training pupils’ way of thinking. Key words: visual principle, mechanical phenomena, force, energy, physics demonstration experiment, reasoning sequence, logical sense.
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Palmer, R. B., R. C. Fernow, J. Fischer, J. C. Gallardo, H. G. Kirk, S. Ulc, H. Wang et al. « The cluster klystron demonstration experiment ». Nuclear Instruments and Methods in Physics Research Section A : Accelerators, Spectrometers, Detectors and Associated Equipment 366, no 1 (novembre 1995) : 1–16. http://dx.doi.org/10.1016/0168-9002(95)00609-5.

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Schäffer, Claus E., Poul Steenberg, Wayne Wolsey et Erica Nostrom. « Cobalt alums. A demonstration experiment ». Journal of Chemical Education 79, no 8 (août 2002) : 958. http://dx.doi.org/10.1021/ed079p958.

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Szydło, Zbigniew A. « The Chemical Theatre - Education, Entertainment / Teatr Chemiczny - Edukacja, Rozrywka ». Chemistry-Didactics-Ecology-Metrology 19, no 1-2 (1 décembre 2014) : 29–36. http://dx.doi.org/10.1515/cdem-2014-0002.

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Abstract Seven simple demonstration experiments are described in this article, which can be used by teachers of chemistry for a wide variety of audiences. In addition to detailed instructions for each experiment, important background information is given, thus enabling the demonstrations to become part of a profound learning experience, which is the primary aim of the chemical theatre.
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Mishra, S. K., P. Parasher et P. D. Sharma. « Refractive index - A simple demonstration experiment ». Journal of Chemical Education 66, no 10 (octobre 1989) : 852. http://dx.doi.org/10.1021/ed066p852.2.

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Brown, J. B., J. C. Dore, C. Isenberg et S. J. Rogers. « Pascal’s demonstration experiment : Weighing the atmosphere ». American Journal of Physics 63, no 10 (octobre 1995) : 886–88. http://dx.doi.org/10.1119/1.18060.

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ISHIMURA, Kosei, Taro KAWANO, Ayako TORISAKA, Akihiro DOI, Hideyuki FUKE, Makoto TAMURA, Tomoyuki MIYASHITA, Maho YAMAZAKI, Hiroaki TANAKA et Nozomu KOGISO. « DemonstRation Experiment of Alignment Monitor (DREAM) ». Proceedings of Mechanical Engineering Congress, Japan 2019 (2019) : F19101. http://dx.doi.org/10.1299/jsmemecj.2019.f19101.

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Thines, Benjamin C. « Wine glass resonance experiment and demonstration ». Journal of the Acoustical Society of America 132, no 3 (septembre 2012) : 1891. http://dx.doi.org/10.1121/1.4754934.

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Jindrová, Terézia. « EXPERIMENTAL METHOD OF JOULE’S EXPERIMENT IN PHYSICS FOR SECONDARY SCHOOL ». CBU International Conference Proceedings 6 (27 septembre 2018) : 634–39. http://dx.doi.org/10.12955/cbup.v6.1225.

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Energy remains a problematic topic in the pedagogic sphere. One main issue in high-school teaching is the lack of practical examples. Such demonstrations are the most effective way of imparting knowledge. This article discusses a new modern version of the Joule’s experiment as a practical demonstration for Physics classes. It models the specific thermal capacity and the transformation of mechanical energy into heat energy. As such, it represents an approach for teaching thermodynamics. The goal of this research is to verify the functionality of the new apparatus and its optimization for use in practical experiments during high-school classes. One main acquisition is the application of the Joule’s experiment in teaching Physics within a lesson and to provide a methodical procedure on how to operate the experiment in a school. This practical example may help teachers incorporate other experiments and use inquiry-based science education in their teaching programs.
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Galea, R., A. Caldwell et L. Newburgh. « A frictional cooling demonstration experiment with protons ». Nuclear Instruments and Methods in Physics Research Section A : Accelerators, Spectrometers, Detectors and Associated Equipment 524, no 1-3 (mai 2004) : 27–38. http://dx.doi.org/10.1016/j.nima.2004.01.047.

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Dimitrova, T. L., et A. Weis. « Single photon quantum erasing : a demonstration experiment ». European Journal of Physics 31, no 3 (7 avril 2010) : 625–37. http://dx.doi.org/10.1088/0143-0807/31/3/020.

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Bataeva, E. V., et V. V. Demin. « Evaluation of the effectiveness of demonstration experiment ». Russian Journal of General Chemistry 83, no 6 (juin 2013) : 1305–9. http://dx.doi.org/10.1134/s1070363213060510.

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Lugovskoy, Aleksander, Sergey Gildenskiold, Aleksander Volgin et Petr Krylov. « Place of demonstration experiment in geography lessons ». E3S Web of Conferences 210 (2020) : 18121. http://dx.doi.org/10.1051/e3sconf/202021018121.

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In accordance with the standards of education for the development of cognitive activity and creative abilities, to work with a large amount of information and interact in a group, the paper suggests using the possibilities of a demonstration experiment in all courses of physical geography. In accordance with the standards of education for improving the quality of students’ knowledge, developing their cognitive activity, creative abilities, the mechanism of forming positive motivation in the process of independent activity in the acquisition of new knowledge and creative approach to the learning process is shown. The conducted pedagogical research on the selection of the content and forms of organization of the demonstration experiment showed the possibility of forming critical thinking in students on the basis of experimental activities in geography lessons. A wide introduction of a demonstration experiment that brings the quality of the lesson and extracurricular work to a new level with the provision of differentiation and individualization of the learning process is proposed.
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SASAKI, Susumu, et Koji TANAKA. « Demonstration Experiment for Tethered-Solar Power Satellite ». TRANSACTIONS OF THE JAPAN SOCIETY FOR AERONAUTICAL AND SPACE SCIENCES, SPACE TECHNOLOGY JAPAN 7, ists26 (2009) : Tr_1_1—Tr_1_4. http://dx.doi.org/10.2322/tstj.7.tr_1_1.

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Brandsma, Lambert. « Das Experiment : Demonstration der Resonanzenergie von Benzolderivaten ». Chemie in unserer Zeit 20, no 1 (février 1986) : 27–29. http://dx.doi.org/10.1002/ciuz.19860200105.

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Suzuki, Torn. « Demonstration Experiment of Uranium Metal Production System ». ECS Proceedings Volumes 1996-7, no 1 (janvier 1996) : 204–12. http://dx.doi.org/10.1149/199607.0204pv.

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ETOH, Shinichi. « Demonstration Experiment of Taste Preference Matching System ». Transactions of Japan Society of Kansei Engineering 20, no 2 (2021) : 163–69. http://dx.doi.org/10.5057/jjske.tjske-d-20-00018.

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Drake, John M., Jeff Shapiro et Blaine D. Griffen. « Experimental demonstration of a two-phase population extinction hazard ». Journal of The Royal Society Interface 8, no 63 (22 mars 2011) : 1472–79. http://dx.doi.org/10.1098/rsif.2011.0024.

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Population extinction is a fundamental biological process with applications to ecology, epidemiology, immunology, conservation biology and genetics. Although a monotonic relationship between initial population size and mean extinction time is predicted by virtually all theoretical models, attempts at empirical demonstration have been equivocal. We suggest that this anomaly is best explained with reference to the transient properties of ensembles of populations. Specifically, we submit that under experimental conditions, many populations escape their initially vulnerable state to reach quasi-stationarity, where effects of initial conditions are erased. Thus, extinction of populations initialized far from quasi-stationarity may be exposed to a two-phase extinction hazard. An empirical prediction of this theory is that the fit Cox proportional hazards regression model for the observed survival time distribution of a group of populations will be shown to violate the proportional hazards assumption early in the experiment, but not at later times. We report results of two experiments with the cladoceran zooplankton Daphnia magna designed to exhibit this phenomenon. In one experiment, habitat size was also varied. Statistical analysis showed that in one of these experiments a transformation occurred so that very early in the experiment there existed a transient phase during which the extinction hazard was primarily owing to the initial population size, and that this was gradually replaced by a more stable quasi-stationary phase. In the second experiment, only habitat size unambiguously displayed an effect. Analysis of data pooled from both experiments suggests that the overall extinction time distribution in this system results from the mixture of extinctions during the initial rapid phase, during which the effects of initial population size can be considerable, and a longer quasi-stationary phase, during which only habitat size has an effect. These are the first results, to our knowledge, of a two-phase population extinction process.
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Pongrácz, Péter, Petra Bánhegyi et Ádám Miklósi. « When rank counts — dominant dogs learn better from a human demonstrator in a two-action test ». Behaviour 149, no 1 (2012) : 111–32. http://dx.doi.org/10.1163/156853912x629148.

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AbstractDogs can learn effectively from a human demonstrator in detour tests as well as in different kinds of manipulative tasks. In this experiment we used a novel two-action device from which the target object (a ball) was obtained by tilting a tube either by pulling a rope attached to the end of the tube, or by directly pushing the end of the tube. Tube tilting was relatively easy for naïve companion dogs; therefore, the effect of the human demonstration aimed to alter or increase the dogs’ initial preference for tube pushing (according to the behaviour shown by naïve dogs in the absence of a human demonstrator). Our results have shown that subjects preferred the demonstrated action in the two-action test. After having witnessed the tube pushing demonstration, dogs performed significantly more tube pushing than the dogs in the rope pulling demonstration group. In contrast, dogs that observed the rope pulling demonstration, performed significantly more similar actions than the subjects of the other demonstration group. The ratio of rope pulling was significantly higher in the rope pulling demonstration group, than in the No Demo (control) group. The overall success of solving the task was also influenced by the social rank of the dog among its conspecific companions at home. Independently of the type of demonstration, dominant dogs solved the task significantly more often than the subordinate dogs did. There was no such difference in the No Demo group. This experiment has shown that a simple two-action device that does not require excessive pre-training, can be suitable for testing social learning in dogs. However, effects of social rank should be taken into account when social learning in dogs is being studied and tested, because dominant and subordinate dogs perform differently after observing a demonstrator.
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Quiambao, Dane Mykel M., Armando Jr M. Guidote et Rhodora F. Nicdao. « Feasibility of Modifying Existing Chemistry Demonstrations by Using Substitute Materials ». KIMIKA 31, no 2 (11 septembre 2020) : 55–61. http://dx.doi.org/10.26534/kimika.v31i2.55-61.

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This study aimed to reiterate the use of Chemistry demonstrations as effective teaching tools to students while addressing some of its drawbacks, which discourages teachers from doing them such as cost and safety. Four chosen existing Chemistry demonstrations (Blue Bottle Experiment, Copper Sulfate Experiment, Blown Away, Dancing Flames) were modified by using substitute reagents, which are more accessible, relatively safer, and at lower cost. These demonstrations were chosen based on how easily the substitute reagents will be obtained. Afterwards, with the permission of a private junior high school, they were presented to a group of Grade 9 students of their choosing. The students were asked to evaluate each demonstration using a Likert scale-based questionnaire. This questionnaire rates each demonstration in terms of aesthetics, the materials and procedure done, effectiveness to explain certain Chemistry topics, safety, and the students’ overall judgment regarding the use of demonstrations as teaching tools. By converting their evaluation to quantitative values, the demonstrations scored high in all major categories. With this, it is highly recommended to explore other Chemistry demonstrations for possible modifications, which can be integrated in lecture classes.
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Khutia, Anujit, Utsa Majumder, Sumanta Neogy et Arghya Nandi. « Demonstration of Different Beam Models by Simple Experiment ». International Journal of Mechanical Engineering Education 34, no 1 (janvier 2006) : 11–27. http://dx.doi.org/10.7227/ijmee.34.1.2.

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Ferraro, F. Richard. « Large-Scale Demonstration Experiment of Mental Imagery Ability ». Perceptual and Motor Skills 76, no 3_suppl (juin 1993) : 1089–90. http://dx.doi.org/10.2466/pms.1993.76.3c.1089.

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The present article describes a demonstration experiment used in a large introductory psychology class pertaining to mental imagery ability. The experiment is effective in providing a concrete instance of mental imagery as well as an effective discussion regarding individual differences and gender differences in imagery ability.
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Buckwalter, Kathleen Coen. « Comment on Koniak's Autotutorial Versus Lecture-Demonstration Experiment ». Western Journal of Nursing Research 7, no 3 (août 1985) : 369–70. http://dx.doi.org/10.1177/0092055x8500700309.

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Ganci, Alessio, et Salvatore Ganci. « Thermionic effect generates negative charge : A demonstration experiment ». Physics Teacher 51, no 5 (mai 2013) : 316. http://dx.doi.org/10.1119/1.4801372.

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Lattimore, Pamela K., Doris Layton MacKenzie, Gary Zajac, Debbie Dawes, Elaine Arsenault et Stephen Tueller. « Outcome Findings from the HOPE Demonstration Field Experiment ». Criminology & ; Public Policy 15, no 4 (novembre 2016) : 1103–41. http://dx.doi.org/10.1111/1745-9133.12248.

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Cowell, Alexander J., Alan Barnosky, Pamela K. Lattimore, Joel K. Cartwright et Matthew DeMichele. « Economic Evaluation of the HOPE Demonstration Field Experiment ». Criminology & ; Public Policy 17, no 4 (novembre 2018) : 875–99. http://dx.doi.org/10.1111/1745-9133.12407.

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Kirksey, H. Graden. « Brownian motion : A classroom demonstration and student experiment ». Journal of Chemical Education 65, no 12 (décembre 1988) : 1091. http://dx.doi.org/10.1021/ed065p1091.

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Wang, Lu, Yingjun Li, Zhengshuai An et Huanhuan Xie. « Demonstration of distributed digital array radar experiment system ». Journal of Engineering 2019, no 19 (1 octobre 2019) : 6134–37. http://dx.doi.org/10.1049/joe.2019.0131.

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Rey, Amandine Eve, Benoit Riou et Rémy Versace. « Demonstration of an Ebbinghaus Illusion at a Memory Level ». Experimental Psychology 61, no 5 (15 mai 2014) : 378–84. http://dx.doi.org/10.1027/1618-3169/a000258.

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Based on recent behavioral and neuroimaging data suggesting that memory and perception are partially based on the same sensorimotor system, the theoretical aim of the present study was to show that it is difficult to dissociate memory mechanisms from perceptual mechanisms other than on the basis of the presence (perceptual processing) or absence (memory processing) of the characteristics of the objects involved in the processing. In line with this assumption, two experiments using an adaptation of the Ebbinghaus illusion paradigm revealed similar effects irrespective of whether the size difference between the inner circles and the surrounding circles was manipulated perceptually (the size difference was perceptually present, Experiment 1) or merely reactivated in memory (the difference was perceptually absent, Experiment 2).
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van Doorn, Johnny, Dora Matzke et Eric-Jan Wagenmakers. « An In-Class Demonstration of Bayesian Inference ». Psychology Learning & ; Teaching 19, no 1 (3 juin 2019) : 36–45. http://dx.doi.org/10.1177/1475725719848574.

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Sir Ronald Fisher’s venerable experiment “The Lady Tasting Tea” is revisited from a Bayesian perspective. We demonstrate how a similar tasting experiment, conducted in a classroom setting, can familiarize students with several key concepts of Bayesian inference, such as the prior distribution, the posterior distribution, the Bayes factor, and sequential analysis.
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Pellegrino, Luigi, Carlo Sandroni, Enea Bionda, Daniele Pala, Dimitris T. Lagos, Nikos Hatziargyriou et Nabil Akroud. « Remote Laboratory Testing Demonstration ». Energies 13, no 9 (6 mai 2020) : 2283. http://dx.doi.org/10.3390/en13092283.

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The complexity of a smart grid with a high share of renewable energy resources introduces several issues in testing power equipment and controls. In this context, real-time simulation and Hardware in the Loop (HIL) techniques can tackle these problems that are typical for power system testing. However, implementing a convoluted HIL setup in a single infrastructure can be physically impossible or can increase the time required to test a smart grid application in detail. This paper introduces the Joint Test Facility for Smart Energy Networks with Distributed Energy Resources (JaNDER) that allows users to exchange data in real-time between two or more infrastructures. This tool enables the integration of infrastructures, exploiting the synergies between them, and creating a virtual infrastructure that can perform more experiments using a combination of the resources installed in each infrastructure. In particular, JaNDER can extend a HIL setup. In order to validate this new testing concept, a coordinated voltage controller has been tested in a Controller HIL setup where JaNDER was used to interact with an actual On Load Tap Changer (OLTC) controller located in a remote infrastructure. The results show that the latency introduced by JaNDER is not critical; hence, under certain circumstances, it can be used to expand the real-time testing without affecting the stability of the experiment.
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Giné, Jaume. « Quantum fluctuations and the double-slit experiment ». Modern Physics Letters A 34, no 18 (14 juin 2019) : 1950139. http://dx.doi.org/10.1142/s0217732319501396.

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The double-slit experiment is a demonstration of wave-particle duality and one of the most fundamental experiments that help us understand the nature of quantum mechanics. In this work, we give a new explanation of this experiment in terms of the uncertainty principle and vacuum fluctuations. This explanation allows one to understand why the electron interferes with itself when being shot through the double-slit.
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Allen, Richard J., Liam J. B. Hill, Lucy H. Eddy et Amanda H. Waterman. « Exploring the effects of demonstration and enactment in facilitating recall of instructions in working memory ». Memory & ; Cognition 48, no 3 (25 novembre 2019) : 400–410. http://dx.doi.org/10.3758/s13421-019-00978-6.

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AbstractAcross the lifespan the ability to follow instructions is essential for the successful completion of a multitude of daily activities. This ability will often rely on the storage and processing of information in working memory, and previous research in this domain has found that self-enactment at encoding or observing other-enactment at encoding (demonstration) improves performance at recall. However, no working memory research has directly compared these manipulations. Experiment 1 explored the effects of both self-enactment and demonstration on young adults’ (N=48) recall of action-object instruction sequences (e.g. ‘spin the circle, tap the square’). Both manipulations improved recall, with demonstration providing relatively larger boosts to performance across conditions. More detailed analyses suggested that this improvement was driven by improving the representations of actions, rather than objects, in these action-object sequences. Experiment 2 (N=24) explored this further, removing the objects from the physical environment and comparing partial demonstration (i.e. action-only or object-only) with no or full demonstration. The results showed that partial demonstration only benefitted features that were demonstrated, while full demonstration improved memory for actions, objects and their pairings. Overall these experiments indicate how self-enactment, and particularly demonstration, can benefit verbal recall of instruction sequences through the engagement of visuo-motor processes that provide additional forms of coding to support working memory performance.
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Wu, Ting-Chi, Milija Zupanski, Lewis D. Grasso, Christian D. Kummerow et Sid-Ahmed Boukabara. « All-Sky Radiance Assimilation of ATMS in HWRF : A Demonstration Study ». Monthly Weather Review 147, no 1 (13 décembre 2018) : 85–106. http://dx.doi.org/10.1175/mwr-d-17-0337.1.

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Abstract Satellite all-sky radiances from the Advanced Technology Microwave Sounder (ATMS) are assimilated into the Hurricane Weather Research and Forecasting (HWRF) Model using the hybrid Gridpoint Statistical Interpolation analysis system (GSI). To extend the all-sky capability recently developed for global applications to HWRF, some modifications in HWRF and GSI are facilitated. In particular, total condensate is added as a control variable, and six distinct hydrometeor habits are added as state variables in hybrid GSI within HWRF. That is, clear-sky together with cloudy and precipitation-affected satellite pixels are assimilated using the Community Radiative Transfer Model (CRTM) as a forward operator that includes hydrometeor information and Jacobians with respect to hydrometeor variables. A single case study with the 2014 Atlantic storm Hurricane Cristobal is used to demonstrate the methodology of extending the global all-sky capability to HWRF due to ATMS data availability. Two data assimilation experiments are carried out. One experiment uses the operational configuration and assimilates ATMS radiances under the clear-sky condition, and the other experiment uses the modified HWRF system and assimilates ATMS radiances under the all-sky condition with the inclusion of total condensate update and cycling. Observed and synthetic Geostationary Operational Environmental Satellite (GOES)-13 data along with Global Precipitation Measurement Mission (GPM) Microwave Imager (GMI) data from the two experiments are used to show that the experiment with all-sky ATMS radiances assimilation has cloud signatures that are supported by observations. In contrast, there is lack of clouds in the initial state that led to a noticeable lag of cloud development in the experiment that assimilates clear-sky radiances.
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Tselesh, Elena S., et Tatyana N. Vorobyova. « DEMONSTRATIVE, LABORATORY AND RESEARCH EXPERIMENT ON THE REACTIONS OF METAL REDUCTION FROM SOLUTIONS IN CHEMISTRY COURSE IN THE SECONDARY SCHOOL ». GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no 2 (15 août 2006) : 51–57. http://dx.doi.org/10.48127/gu-nse/06.3.51a.

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The methods of realization of chemical experiment dealing with the reactions of metal reduction from solutions by electrolysis and cementation are discussed. Teachers can use the presented experiments in such sections of school chemistry course, as "Metals", "Electrolysis", “Oxidation-reduction reactions”. It is shown that given chemical experiment can be realized at various levels of pupil cognitive activity, including demonstration and laboratory experiments, facultative and practical works in chemistry and school research projects. Keywords: chemical experiment, research projects.
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Izui, Yoshio. « Examples of Demonstration Experiment and DC Application to Microgrid ». IEEJ Transactions on Power and Energy 140, no 9 (1 septembre 2020) : 658–61. http://dx.doi.org/10.1541/ieejpes.140.658.

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Adamcíková, L'ubica, et Peter Sevcík. « The Blue Bottle Experiment - Simple Demonstration of Self-Organization ». Journal of Chemical Education 75, no 12 (décembre 1998) : 1580. http://dx.doi.org/10.1021/ed075p1580.

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Heinrich, F. « Entropy change when charging a capacitor : A demonstration experiment ». American Journal of Physics 54, no 8 (août 1986) : 742–44. http://dx.doi.org/10.1119/1.14468.

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Hawken, Angela. « Economic Implications of HOPE from the Demonstration Field Experiment ». Criminology & ; Public Policy 17, no 4 (novembre 2018) : 901–6. http://dx.doi.org/10.1111/1745-9133.12415.

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Chakavarti, S. K. « Virbating string resonance experiment : A simple opto‐electronic demonstration ». Physics Teacher 24, no 1 (janvier 1986) : 40–42. http://dx.doi.org/10.1119/1.2341932.

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Roy, Prodyot Kumar, et Arijit Basuray. « A high frequency chaotic signal generator : A demonstration experiment ». American Journal of Physics 71, no 1 (janvier 2003) : 34–37. http://dx.doi.org/10.1119/1.1515481.

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Tong, Yuying, Hailang Dai et Xianfeng Chen. « Experiment demonstration of backward-propagating surface plasmon resonance mode ». Journal of Optics 19, no 12 (26 octobre 2017) : 124001. http://dx.doi.org/10.1088/2040-8986/aa918e.

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McConville, S. L., D. C. Speirs, K. Ronald, A. D. R. Phelps, A. W. Cross, R. Bingham, C. W. Robertson et al. « Demonstration of auroral radio emission mechanisms by laboratory experiment ». Plasma Physics and Controlled Fusion 50, no 7 (3 juin 2008) : 074010. http://dx.doi.org/10.1088/0741-3335/50/7/074010.

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Dimitrova, T. L., et A. Weis. « The wave-particle duality of light : A demonstration experiment ». American Journal of Physics 76, no 2 (février 2008) : 137–42. http://dx.doi.org/10.1119/1.2815364.

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de Waard, Dick, et Karel A. Brookhuis. « Assessing driver status : A demonstration experiment on the road ». Accident Analysis & ; Prevention 23, no 4 (août 1991) : 297–307. http://dx.doi.org/10.1016/0001-4575(91)90007-r.

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NAKAMURA, Toshiyuki, Kazuki NISHIMURA et Jyunji NISHIDA. « Study on User Acceptability for Nishiharima MaaS Demonstration Experiment ». Japanese Journal of Ergonomics 57, Supplement (22 mai 2021) : S08–2—S08–2. http://dx.doi.org/10.5100/jje.57.s08-2.

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Zhang, Tong, Shuai Tian, Ling Xu et Hong Yan Chen. « The Plan for Outstanding Civil Engineering Undergraduate Experimental Teaching Research — In the Concrete Structure Principle of the Experimental Teaching Reform as an Example ». Advanced Materials Research 753-755 (août 2013) : 3136–39. http://dx.doi.org/10.4028/www.scientific.net/amr.753-755.3136.

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Résumé :
Oriented education "outstanding engineers training plan", combined with the characteristics of university students after 90, teaching method required in the civil engineering undergraduate experiment is studied. To the "principle of concrete structure" experimental teaching reform as an example, it builds an organic experiment teaching platform with theoretical teaching across the curriculum, concrete structure associated , the "Yang section flexural bearing capacity of reinforced concrete demonstration experiments" optimize the comprehensive design experiments, has been clear about the experiment of hardware, software, data organization, management, etc. Thus it provides a certain reference basis for excellence in civil engineering undergraduate experiment teaching.
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