Teaching and learning force as a representational issue : insights from a classroom video study

An enormous amount of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of languages, and the importance of personal and contextual aspects of&nbsp; understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students&rsquo; representational resources. In particular, we argue that difficulties with the concept of force are fundamentally representational in nature. The paper describes the planning and implementation of a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching and learning. Classroom sequences involving three teachers 158 2008 NARST Annual International Conference were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to code the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper will report on the effect of this approach on teacher knowledge and pedagogy, and on student learning of force.<br />

Neck muscle activation and head postures in common high performance aerial combat maneuvers

<b>Introduction:</b> Neck injuries are common in high performance combat pilots and have been attributed to high gravitational forces and the non-neutral head postures adopted during aerial combat maneuvers. There is still little known about the pathomechanics of these injuries. <br /><br /><b>Methods:</b> Six Royal Australian Air Force Hawk pilots flew a sortie that included combinations of three +Gz levels (1, 3, and 5) and four head postures (Neutral, Turn, Extension, and Check-6). Surface electromyography from neck and shoulder muscles was recorded in flight. Three-dimensional measures of head postures adopted in flight were estimated postflight with respect to end-range of the cervical spine using an electromagnetic tracking device. <br /><br /><b>Results:</b> Mean muscle activation increased significantly with both increasing +Gz and non-neutral head postures. Check-6 at +5 Gz (mean activation of all muscles = 51% MVIC) elicited significantly greater muscle activation in most muscles when compared with Neutral, Extension, and Turn head postures. High levels of muscle co-contraction were evident in high acceleration and non-neutral head postures. Head kinematics showed Check-6 was closest to end-range in any movement plane (86% ROM in rotation) and produced the greatest magnitude of rotation in other planes. Turn and Extension showed a large magnitude of rotation with reference to end-range in the primary plane of motion but displayed smaller rotations in other planes. <br /><b><br />Discussion:</b> High levels of neck muscle activation and co-contraction due to high +Gz and head postures close to end range were evident in this study, suggesting the major influence of these factors on the pathomechanics of neck injuries in high performance combat pilots.<br />

Neck exercises compared to muscle activation during aerial combat maneuvers

<b>Introduction:</b> Performing specific neck strengthening exercises has been proposed to decrease the incidence of neck injury and pain in high performance combat pilots. However, there is little known about these exercises in comparison to the demands on the neck musculature in flight. <br /><br /><b>Methods:</b> Eight male non-pilots performed specific neck exercises using two different modalities (elastic band and resistance machine) at six different intensities in flexion, extension, and lateral bending. Six Royal Australian Air Force Hawk pilots flew a sortie that included combinations of three +Gz levels and four head positions. Surface electromyography (EMG) from selected neck and shoulder muscles was recorded in both activities. <br /><br /><b>Results:</b> Muscle activation levels recorded during the three elastic band exercises were similar to in-flight EMG collected at +1 Gz (15% MVIC). EMG levels elicited during the 50% resistance machine exercises were between the +3 Gz (9-40% MVIC) and +5 Gz (16-53% MVIC) ranges of muscle activations in most muscles. EMG recorded during 70% and 90% resistance machine exercises were generally higher than in-flight EMG at +5 Gz. <br /><br /><b>Discussion:</b> Elastic band exercises could possibly be useful to pilots who fly low +Gz missions while 50% resistance machine mimicked neck loads experienced by combat pilots flying high +Gz ACM. The 70% and 90% resistance machine intensities are known to optimize maximal strength but should be administered with care because of the unknown spinal loads and diminished muscle force generating capacity after exercise.<br />

Improving the prediction of the roll separating force in a hot steel finishing mill

This paper focuses on the development of a hybrid phenomenological/inductive model to improve the current physical setup force model on a five stand industrial hot strip finishing mill. We approached the problem from two directions. In the first approach, the starting point was the output of the current setup force model. A feedforward multilayer perceptron (MLP) model was then used to estimate the true roll separating force using some other available variables as additional inputs to the model.<br /><br />It was found that it is possible to significantly improve the estimation of a roll separating force from 5.3% error on average with the current setup model to 2.5% error on average with the hybrid model. The corresponding improvements for the first coils are from 7.5% with the current model to 3.8% with the hybrid model. This was achieved by inclusion, in addition to each stand's force from the current model, the contributions from setup forces from the other stands, as well as the contributions from a limited set of additional variables such as: a) aim width; b) setup thickness; c) setup temperature; and d) measured force from the previous coil.<br /><br />In the second approach, we investigated the correlation between the large errors in the current model and input parameters of the model. The data set was split into two subsets, one representing the &quot;normal&quot; level of error between the current model and the measured force value, while the other set contained the coils with a &quot;large&quot; level of error. Additional set of data with changes in each coil's inputs from the previous coil's inputs was created to investigate the dependency on the previous coil.<br /><br />The data sets were then analyzed using a C4.5 decision tree. The main findings were that the level of the speed vernier variable is highly correlated with the large errors in the current setup model. Specifically, a high positive speed vernier value often correlated to a large error. Secondly, it has been found that large changes to the model flow stress values between coils are correlated frequently with larger errors in the current setup force model.<br />

Teaching and learning about force with a representational focus : pedagogy and teacher change

A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language, and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students&rsquo; representational resources. In particular, we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.

Fault tolerance force for redundant manipulators

Fault tolerant manipulators maintain their trajectory even if their joint/s fails. Assuming that the manipulator is fault tolerant on its trajectory, fault tolerant compliance manipulators provide required force at their end-effector even when a joint fails. To achieve this, the contributions of the faulty joints for the force of the end-effector are required to be mapped into the proper compensating joint torques of the healthy joints to maintain the force. This paper addresses the optimal mapping to minimize the force jump due to a fault, which is the maximum effort to maintain the force when a fault occurs. The paper studies the locked joint fault/s of the redundant manipulators and it relates the force jump at the end-effector to the faults within the joints. Adding on a previous study to maintain the trajectory, in here the objective is to providing fault tolerant force at the end-effector of the redundant manipulators. This optimal mapping with minimum force jump is presented using matrix perturbation model. And the force jump is calculated through this model for single and multiple joints fault. The proposed optimal mapping is used in different fault scenarios for a 5-DOF manipulator; also it is deployed to compensate the force at the end-effector for the 5-DOF manipulator through simulation study and the results are presented.

Minimal force jump within human and assistive robot cooperation

When an assistant robotic manipulator cooperatively performs a task with a human and the task is required to be highly reliable, then fault tolerance is essential. To achieve the fault tolerance force within the human robot cooperation, it is required to map the effects of the faulty joint of the robot into the manipulator&rsquo;s healthy joints&rsquo; torque space and the human force. The objective is to optimally maintain the cooperative force within the human robot cooperation. This paper aims to analyze the fault tolerant force within the cooperation and two frameworks are proposed. Then they have been validated through a fault scenario. Finally, the minimum force jump which is the optimal fault tolerance has been achieved.