title: An illustration of interdisciplinary science: Small-scale coils for transcranial magnetic stimulation

authors: Wilson, Marcus T.

abstract: Transcranial Magnetic Stimulation (TMS) is a commonly used medical technique for influencing the strengths of neural connections in the brain. It is used, for example, for treating major depression. In TMS, an electric coil is placed on the surface of the scalp, and a rapidly changing current passed through it. This current-loop creates a changing magnetic field which in turn creates an electric field in the brain through electromagnetic induction. The underlying science beyond this point is less understood. The electric field somehow causes changes in the way brain cells (neurons) behave. This can lead to lasting changes in strengths of connections between neurons. To investigate the basic underlying science of TMS and inform clinical application, it would be advantageous to carry out experiments with rodents and complement these with numerical models. Unfortunately, we run into problems here. The scaling of physical effects is unhelpful – to create the same electric field over a smaller area (e.g. a mouse motor cortex as opposed to a human motor cortex) we generate more heat per unit volume and create larger forces in the coils, meaning it is difficult to apply equivalent situation to mice as to humans. We propose ways of optimising the coil geometry and currents. To increase the electric field strengths we require coils with high permeability cores to provide high field strengths, but at the same time ensuring eddy current heating is minimized. Paradoxically, coils with few turns are favourable because their low inductance allows for a rapid change in current. Numerical models (e.g. SIMNIBS, www.simnibs.de) are widely used for calculating electric field strengths in the human brain under TMS. However, they hide underlying assumptions that are only applicable to humans. We have tried with difficulty to model the equivalent case for the mouse. We have had more success in writing our own finite-area code for evaluating these fields. Example results for the induced electric field are shown in the figure. We find that the simple, unfolded structure of the mouse brain is advantageous in calculating the electric field intensities making the mouse particularly suitable for investigating coil design experimentally. Overall, this work illustrates the value of cross-disciplinary approaches to research – physicists, computer scientists, animal biologists, engineers and medical professionals have all made valuable contributions.

text: An illustration of interdisciplinary science: Small-scale coils for transcranial magnetic stimulation Transcranial Magnetic Stimulation (TMS) is a commonly used medical technique for influencing the strengths of neural connections in the brain. It is used, for example, for treating major depression. In TMS, an electric coil is placed on the surface of the scalp, and a rapidly changing current passed through it. This current-loop creates a changing magnetic field which in turn creates an electric field in the brain through electromagnetic induction. The underlying science beyond this point is less understood. The electric field somehow causes changes in the way brain cells (neurons) behave. This can lead to lasting changes in strengths of connections between neurons. To investigate the basic underlying science of TMS and inform clinical application, it would be advantageous to carry out experiments with rodents and complement these with numerical models. Unfortunately, we run into problems here. The scaling of physical effects is unhelpful – to create the same electric field over a smaller area (e.g. a mouse motor cortex as opposed to a human motor cortex) we generate more heat per unit volume and create larger forces in the coils, meaning it is difficult to apply equivalent situation to mice as to humans. We propose ways of optimising the coil geometry and currents. To increase the electric field strengths we require coils with high permeability cores to provide high field strengths, but at the same time ensuring eddy current heating is minimized. Paradoxically, coils with few turns are favourable because their low inductance allows for a rapid change in current. Numerical models (e.g. SIMNIBS, www.simnibs.de) are widely used for calculating electric field strengths in the human brain under TMS. However, they hide underlying assumptions that are only applicable to humans. We have tried with difficulty to model the equivalent case for the mouse. We have had more success in writing our own finite-area code for evaluating these fields. Example results for the induced electric field are shown in the figure. We find that the simple, unfolded structure of the mouse brain is advantageous in calculating the electric field intensities making the mouse particularly suitable for investigating coil design experimentally. Overall, this work illustrates the value of cross-disciplinary approaches to research – physicists, computer scientists, animal biologists, engineers and medical professionals have all made valuable contributions.

year: 2017

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: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners

authors: Johnson, Diane

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09