title: Teaching physics concepts without (much) mathematics: View through a concept-index, threshold concept lens

authors: Wilson, Marcus T.

subjects: Concept-Index

abstract: CONTEXT
In 2018, the Faculty of Science and Engineering at the University of Waikato has introduced an option for first-year physics study that does not require achievement at high-school physics and mathematics. This offering uses a style of teaching physics newly introduced to the University of Waikato that features minimally-mathematical teaching, hands-on exploratory experiments, and concept-index-style assessment. The course is one adapted from work pioneered at Rutgers University. In this work we report on its implementation and its success.
PURPOSE
We are looking to see if students ‘get the ideas’, and staff are able to assess this understanding, without substantial mathematical problem-solving and numerical assessment questions. We are also interested in engagement and satisfaction on the part of the students.
APPROACH
In addition to a few simple numerical examples worked in tutorials and numerical results measured using instruments in lab classes, students are asked to answer “What happens if…” and “How do I get…” questions through educated trials carried out in laboratory groups. The work emphasizes the process of scientific enquiry as much as the ideas themselves. We tested students with multiplechoice, non-numeric questions in the style of “concept indices” such as the Force Concept Index (FCI) and the Signals and Systems Concept Index (SSCI). We interviewed students to obtain their reaction to this style of physics teaching, and to discover if they felt they were learning and understanding. We interviewed teachers to obtain comparative impressions with “old-style” physics teaching. In order to improve gender diversity, the material in the course used female names for fictitious characters and highlighted the work of female physicists.
RESULTS
It appears that student engagement is significantly improved. Teacher satisfaction is surprisingly increased. Initial impressions from student feedback suggest that the process of scientific enquiry through experiment is actually alien to some of the students, despite many being enrolled in science degrees. In a post-course test, students achieved 60% of the maximum possible gain from a similar pre-course test, a result consistent with the best interactive approaches. Approximately 20% of the participants were female, higher than other physics papers offered in recent years at the University of Waikato.
CONCLUSIONS
While it remains to be seen if the concept-based education delivered in this style of course proves to be sufficient grounding for successful progress in engineering and scientific degree streams, it is already clear that student satisfaction increases.

text: Teaching physics concepts without (much) mathematics: View through a concept-index, threshold concept lens CONTEXT
In 2018, the Faculty of Science and Engineering at the University of Waikato has introduced an option for first-year physics study that does not require achievement at high-school physics and mathematics. This offering uses a style of teaching physics newly introduced to the University of Waikato that features minimally-mathematical teaching, hands-on exploratory experiments, and concept-index-style assessment. The course is one adapted from work pioneered at Rutgers University. In this work we report on its implementation and its success.
PURPOSE
We are looking to see if students ‘get the ideas’, and staff are able to assess this understanding, without substantial mathematical problem-solving and numerical assessment questions. We are also interested in engagement and satisfaction on the part of the students.
APPROACH
In addition to a few simple numerical examples worked in tutorials and numerical results measured using instruments in lab classes, students are asked to answer “What happens if…” and “How do I get…” questions through educated trials carried out in laboratory groups. The work emphasizes the process of scientific enquiry as much as the ideas themselves. We tested students with multiplechoice, non-numeric questions in the style of “concept indices” such as the Force Concept Index (FCI) and the Signals and Systems Concept Index (SSCI). We interviewed students to obtain their reaction to this style of physics teaching, and to discover if they felt they were learning and understanding. We interviewed teachers to obtain comparative impressions with “old-style” physics teaching. In order to improve gender diversity, the material in the course used female names for fictitious characters and highlighted the work of female physicists.
RESULTS
It appears that student engagement is significantly improved. Teacher satisfaction is surprisingly increased. Initial impressions from student feedback suggest that the process of scientific enquiry through experiment is actually alien to some of the students, despite many being enrolled in science degrees. In a post-course test, students achieved 60% of the maximum possible gain from a similar pre-course test, a result consistent with the best interactive approaches. Approximately 20% of the participants were female, higher than other physics papers offered in recent years at the University of Waikato.
CONCLUSIONS
While it remains to be seen if the concept-based education delivered in this style of course proves to be sufficient grounding for successful progress in engineering and scientific degree streams, it is already clear that student satisfaction increases.

year: 2018

title: Gaining understanding of the effect of alloy composition on the properties of Ti–Cu–Mn–Al alloys

authors: Al-Hajiri, M

abstract: High performance cheaper Ti alloys can be developed based on the addition of several alloying elements, amongst which are Cu, Mn and Al. Studies are available in literature about binary and some ternary alloys based on the addition of these elements; however, no quaternary Ti–Cu–Mn–Al alloys were developed. Therefore, in this study quaternary Ti–Cu–Mn–Al alloys were manufactured via powder metallurgy to gain a better understanding of the effect of the alloy composition and the achievable mechanical performance. It is found that the selected quaternary Ti–Cu–Mn–Al alloys are characterised by a lamellar structure, which is progressively refined as the amount of alloying elements increases, and precipitation of the Ti2Cu intermetallic occurs if the Cu content is high enough. The amount of residual porosity increases and changes morphology as more thermal energy is invested in the diffusion of the alloying elements. In terms of mechanical behaviour, the quaternary Ti–Cu–Mn–Al alloys undergo both elastic and plastic deformation upon tensile loading. Strength and hardness linearly increase and the ductility monotonically decreases, which is the result of the compromise between the amount of residual porosity and the several strengthening mechanisms brought about by the actual total amount of alloying elements added.

text: Gaining understanding of the effect of alloy composition on the properties of Ti–Cu–Mn–Al alloys High performance cheaper Ti alloys can be developed based on the addition of several alloying elements, amongst which are Cu, Mn and Al. Studies are available in literature about binary and some ternary alloys based on the addition of these elements; however, no quaternary Ti–Cu–Mn–Al alloys were developed. Therefore, in this study quaternary Ti–Cu–Mn–Al alloys were manufactured via powder metallurgy to gain a better understanding of the effect of the alloy composition and the achievable mechanical performance. It is found that the selected quaternary Ti–Cu–Mn–Al alloys are characterised by a lamellar structure, which is progressively refined as the amount of alloying elements increases, and precipitation of the Ti2Cu intermetallic occurs if the Cu content is high enough. The amount of residual porosity increases and changes morphology as more thermal energy is invested in the diffusion of the alloying elements. In terms of mechanical behaviour, the quaternary Ti–Cu–Mn–Al alloys undergo both elastic and plastic deformation upon tensile loading. Strength and hardness linearly increase and the ductility monotonically decreases, which is the result of the compromise between the amount of residual porosity and the several strengthening mechanisms brought about by the actual total amount of alloying elements added.

year: 2024-08-01

title: Research and development absorptive capacity: a Māori perspective

authors: Ruckstuhl, Katharina

subjects: computer science

abstract: This paper presents a view of research and development absorptive capacity from a Māori perspective. The assessment is part of a case study of a longitudinal programme – Science for Technological Innovation: Kia kotahi mai – Te Ao Putaiao me te Ao Hanagarau that aims to increase Aotearoa New Zealand’s capacity to use sci-tech for economic benefit. The paper finds that while Aotearoa New Zealand’s macro policy and meso institutional levels have become more responsive to Māori research and development demands, at the micro level of the individual or the firm there are still constraints given the small numbers of Māori in science, technology, engineering and mathematics. In response to this, a novel model of Māori sci-tech capacity is under development that considers not only research and development technical capacities, but also the human and relational capacities required to accelerate absorptive capacity to respond to Māori social and economic aspirations.

text: Research and development absorptive capacity: a Māori perspective This paper presents a view of research and development absorptive capacity from a Māori perspective. The assessment is part of a case study of a longitudinal programme – Science for Technological Innovation: Kia kotahi mai – Te Ao Putaiao me te Ao Hanagarau that aims to increase Aotearoa New Zealand’s capacity to use sci-tech for economic benefit. The paper finds that while Aotearoa New Zealand’s macro policy and meso institutional levels have become more responsive to Māori research and development demands, at the micro level of the individual or the firm there are still constraints given the small numbers of Māori in science, technology, engineering and mathematics. In response to this, a novel model of Māori sci-tech capacity is under development that considers not only research and development technical capacities, but also the human and relational capacities required to accelerate absorptive capacity to respond to Māori social and economic aspirations.

year: 2019