title: The effect of guided note taking during lectures on Thai university students’ understanding of electromagnetism

authors: Narjaikaew, Pattawan

subjects: guided note taking

abstract: This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18-19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students' understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre- and post-test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes.

text: The effect of guided note taking during lectures on Thai university students’ understanding of electromagnetism This paper reports on the implementation of a guided note taking strategy to promote Thai students' understanding of electromagnetism during a lecture course. The aim of the study was to enhance student learning of electromagnetism concepts. The developed guided notes contain quotations, diagrams, pictures, problems, and blank spaces to encourage student interactive engagement with the lectures. The guided note templates were critiqued by a group of experienced university physics lecturers and piloted with graduate physics education students to check the content validity. Over 300 first year university students (aged about 18-19 years) attended lectures that did not involve guided note taking. Six hundred students participated in the guided note taking approach. Students' understanding of electromagnetism was investigated using a conceptual test. Comparison of the pre- and post-test results of the two groups of students indicated that students who were involved in the guided note taking approach performed better on the conceptual test than students who were not involved in this approach. From interviews, it was found that students viewed the guided note taking approach as a supportive tool that helped them concentrate on the lecture. Promoting student involvement in the lecture class through the process of guided note taking was shown to be a meaningful learning strategy for first year university physics classes.

year: 2009

title: Complete sets of invariants for dynamical systems that admit a separation of variables

authors: Kalnins, Ernie G.

subjects: Mathematics

abstract: Consider a classical Hamiltonian H in n dimensions consisting of a kinetic energy term plus a potential. If the associated Hamilton–Jacobi equation admits an orthogonal separation of variables, then it is possible to generate algorithmically a canonical basis Q, P where P1 = H, P2, ,Pn are the other second-order constants of the motion associated with the separable coordinates, and {Qi,Qj} = {Pi,Pj} = 0, {Qi,Pj} =  ij. The 2n–1 functions Q2, ,Qn,P1, ,Pn form a basis for the invariants. We show how to determine for exactly which spaces and potentials the invariant Qj is a polynomial in the original momenta. We shed light on the general question of exactly when the Hamiltonian admits a constant of the motion that is polynomial in the momenta. For n = 2 we go further and consider all cases where the Hamilton–Jacobi equation admits a second-order constant of the motion, not necessarily associated with orthogonal separable coordinates, or even separable coordinates at all. In each of these cases we construct an additional constant of the motion.

text: Complete sets of invariants for dynamical systems that admit a separation of variables Consider a classical Hamiltonian H in n dimensions consisting of a kinetic energy term plus a potential. If the associated Hamilton–Jacobi equation admits an orthogonal separation of variables, then it is possible to generate algorithmically a canonical basis Q, P where P1 = H, P2, ,Pn are the other second-order constants of the motion associated with the separable coordinates, and {Qi,Qj} = {Pi,Pj} = 0, {Qi,Pj} =  ij. The 2n–1 functions Q2, ,Qn,P1, ,Pn form a basis for the invariants. We show how to determine for exactly which spaces and potentials the invariant Qj is a polynomial in the original momenta. We shed light on the general question of exactly when the Hamiltonian admits a constant of the motion that is polynomial in the momenta. For n = 2 we go further and consider all cases where the Hamilton–Jacobi equation admits a second-order constant of the motion, not necessarily associated with orthogonal separable coordinates, or even separable coordinates at all. In each of these cases we construct an additional constant of the motion.

year: 2002-07

title: Introduction to special section on Māori culture and education.

authors: Bishop, Russell

subjects: language policy

abstract: An introduction is presented in which the editor discusses various reports within the issue on topics including the need for coordinated language policy, the Treaty of Waitangi, and monoculturalism.

text: Introduction to special section on Māori culture and education. An introduction is presented in which the editor discusses various reports within the issue on topics including the need for coordinated language policy, the Treaty of Waitangi, and monoculturalism.

year: 2002