Effectiveness of recording in primary science : a study of the ability of junior primary school pupils to use drawing as an effective method of communication in science lessons

Drawing as a means of recording is a very common practice in junior primary science lessons. This is largely due to the availability of necessary materials. Also, most youg children have some degree of drawing skill and enjoy drawing activities. Since 1956 the science curriculum to be implemented in primary classrooms in Victoria has changed from one that was based largely on nature study (biological) to one that includes physical and technological aspects. Further, there have been changes in the teaching methodologies advocated for use in science lessons. A modified Interactive Teaching Approach was used for the studies. Drawing was the main means by which the children recorded information. The topic of 'shells' was used to enable collection of data about the children's enjoyment of the activity and satisfaction with their achievement. This study was replicated using the topic 'rocks'; again data were collected concerning satisfaction and enjoyment. During a series of lessons on 'snails' data were collected concerning the achievement of 'process' and 'objective' purposes that teachers might have in mind when setting a drawing activity. In addition to providing data about purposes the study stimulated some questions regarding the techniques the children had used in their drawings. Accordingly, data concerning the use of graphic techniques by the children were collected during a series of lessons on 'oils'. The data collected and analysed in the various studies highlighted the value of drawing in junior primary school science lessons. It also validated strategies developed by the author and designed to help teachers and children use drawing effectively in science activities.

Convex hulls in concept induction

Classification learning is dominated by systems which induce large numbers of small axis-orthogonal decision surfaces. This strongly biases such systems towards particular hypothesis types but there is reason believe that many domains have underlying concepts which do not involve axis orthogonal surfaces. Further, the multiplicity of small decision regions mitigates against any holistic appreciation of the theories produced by these systems, notwithstanding the fact that many of the small regions are individually comprehensible. This thesis investigates modeling concepts as large geometric structures in n-dimensional space. Convex hulls are a superset of the set of axis orthogonal hyperrectangles into which axis orthogonal systems partition the instance space. In consequence, there is reason to believe that convex hulls might provide a more flexible and general learning bias than axis orthogonal regions. The formation of convex hulls around a group of points of the same class is shown to be a usable generalisation and is more general than generalisations produced by axis-orthogonal based classifiers, without constructive induction, like decision trees, decision lists and rules. The use of a small number of large hulls as a concept representation is shown to provide classification performance which can be better than that of classifiers which use a large number of small fragmentary regions for each concept. A convex hull based classifier, CH1, has been implemented and tested. CH1 can handle categorical and continuous data. Algorithms for two basic generalisation operations on hulls, inflation and facet deletion, are presented. The two operations are shown to improve the accuracy of the classifier and provide moderate classification accuracy over a representative selection of typical, largely or wholly continuous valued machine learning tasks. The classifier exhibits superior performance to well-known axis-orthogonal-based classifiers when presented with domains where the underlying decision surfaces are not axis parallel. The strengths and weaknesses of the system are identified. One particular advantage is the ability of the system to model domains with approximately the same number of structures as there are underlying concepts. This leads to the possibility of extraction of higher level mathematical descriptions of the induced concepts, using the techniques of computational geometry, which is not possible from a multiplicity of small regions.

Computing in a social context : gender difference in participation

The thesis reviews the literature relating to girls and computing within a framework which is structured around three specific questions. First, are there differences between girls and boys in their participation in class computing activities and/or in non-class computing activities? Second, do these differences in participation in computing activities have broader implications which justify the growing concern about the under-representation of girls? Third, wahy are girls under-represented in these activities? Although the available literature is predominantly descriptive, the underlying implicit theoretical model is essentially a social learning model. Girl's differential participation is attributed to learned attitudes towards computing rathan to differences between girls and boys in general ability. These attitudes, which stress the masculine, mathematical, technological aspects of computing are developed through modelling, direct experience, intrinsic and extrinsic reinforcement and generalisation from pre-existing, attitudes to related curriculum areas. In the literature it is implicitly assumed that these attitudes underlie girl's decisions to self-select out of computing activities. In this thesis predictions from a social learning model are complemented by predictions derived from expectancy-value, cognitive dissonance and self-perception theories. These are tested in three separate studies. Study one provides data from a pretest-posttest study of 24 children in a year four class learning BASIC. It examines pre- and posttest differences between girls and boys in computing experience, knowledge and achievement as well as the factors relating to computing achievement. Study two uses a pretest-posttest control group design to study the gender differences in the impact of the introduction of Logo into years 1, 3, 5 and 7 in both a coeducational and single-sex setting using a sample of 222 children from three schools. Study three utilises a larger sample of 1176 students, drawn from three secondary schools and five primary schools, enabling an evaluation of gender differences in relation to a wide range of class computing experiences and in a broader range of school contexts. The overall results are consistent across the three studies, supporting the contention that social factors, rather than ability differences influence girls' participation and achievement in computing. The more global theoretical framework, drawing on social learning, expectancy-value, cognitive dissonance and self-perception theories, provides a more adequate explanation of gender differences in participation than does any one of these models.

Computational aspects of the numerical solution of SDEs

In the last 30 to 40 years, many researchers have combined to build the knowledge base of theory and solution techniques that can be applied to the case of differential equations which include the effects of noise. This class of ``noisy'' differential equations is now known as stochastic differential equations (SDEs). Markov diffusion processes are included within the field of SDEs through the drift and diffusion components of the Itô form of an SDE. When these drift and diffusion components are moderately smooth functions, then the processes' transition probability densities satisfy the Fokker-Planck-Kolmogorov (FPK) equation -- an ordinary partial differential equation (PDE). Thus there is a mathematical inter-relationship that allows solutions of SDEs to be determined from the solution of a noise free differential equation which has been extensively studied since the 1920s. The main numerical solution technique employed to solve the FPK equation is the classical Finite Element Method (FEM). The FEM is of particular importance to engineers when used to solve FPK systems that describe noisy oscillators. The FEM is a powerful tool but is limited in that it is cumbersome when applied to multidimensional systems and can lead to large and complex matrix systems with their inherent solution and storage problems. I show in this thesis that the stochastic Taylor series (TS) based time discretisation approach to the solution of SDEs is an efficient and accurate technique that provides transition and steady state solutions to the associated FPK equation. The TS approach to the solution of SDEs has certain advantages over the classical techniques. These advantages include their ability to effectively tackle stiff systems, their simplicity of derivation and their ease of implementation and re-use. Unlike the FEM approach, which is difficult to apply in even only two dimensions, the simplicity of the TS approach is independant of the dimension of the system under investigation. Their main disadvantage, that of requiring a large number of simulations and the associated CPU requirements, is countered by their underlying structure which makes them perfectly suited for use on the now prevalent parallel or distributed processing systems. In summary, l will compare the TS solution of SDEs to the solution of the associated FPK equations using the classical FEM technique. One, two and three dimensional FPK systems that describe noisy oscillators have been chosen for the analysis. As higher dimensional FPK systems are rarely mentioned in the literature, the TS approach will be extended to essentially infinite dimensional systems through the solution of stochastic PDEs. In making these comparisons, the advantages of modern computing tools such as computer algebra systems and simulation software, when used as an adjunct to the solution of SDEs or their associated FPK equations, are demonstrated.

Mathematics as a second language : looking for a bridge between mathematical language and the language of thought

Our thoughts are in one language, and mathematical results are expressed in a language foreign to the way we think. Mathematics is a unique foreign language with all the components of a language; it has its own grammar, vocabulary, conventions, synonyms, sentence structure, and paragraph structure. Students need to learn these components to partake in a thorough discussion of how to read, write, speak and think mathematics. Beginning with the students natural language and expanding that language to include symbolism and logic is the key. Providing lessons in concrete, pictorial, written and verbal terms allows the instructor to create a translation bridge between the grammar of the mother language and the grammar of mathematics. This papers presents methods to create the translation bridge for students so that they become articulate members of the mathematics community. The students "mother" language, expanded to include the symbols of mathematics and logic, is the the key to both the learning of mathematics and its effective application to problem situations. The use of appropriate language is the key to making mathematics understandable.

Repeated sprint ability, recovery time and aerobic fitness

Aims to ascertain whether a relationship exists between repeated sprint ability (RSA) and aerobic fitness. RSA was assessed by 3 repeated sprint sessions departing avery 15, 30, or 60 seconds. Peak oxygen uptake and running velocity at VO2peak assessed aerobic fitness. When recovery time was increased between sprints, running velocity was better maintained, repeated sprint time was faster and the decrement in running velocity was smaller. Higher Vmax scores appear related to improved RSA as measured by the better maintainance of sprinting velocity.

Mathematical modelling of the crankshaft pin grinding process

Novel mathematical models to predict crankshaft pin grinding forces, out-of-roundness and thermal damage were developed as part of this thesis. The models were validated at a local automotive manufacturer's plant. The outcomes of this research have resulted in reduced scrap and warranty costs, improved manufacturing process quality and reduced lead times.

Cognitive ability and FFM personality predictors of military training performance

This study demonstrated the validity of the Five-Factor Model (FFM) of personality trait domains over a measure of general cognitive ability in predicting training performance among military trainees. The results provide support to the growing consensus on the superiority of the FFM traits in predicting criteria on practical importance.

Composite crashworthy structures

This study presents an innovative finite element delamination model which successfully reproduced the experimental failure behaviour observed in axial crush testing. Tests were conducted on tubes manufactured by a novel composite curing process, resulting in the ability to cure tubular profiles in 7 minutes - 95% quicker than traditional autoclave curing.

Developing mathematical understanding

The notion of scaffolding is used to introduce research on differentiated learning trajectories that make use of activities termed 'prompts'. The prompts are used to enable children to develop the necessary mathematical understanding and skills to keep up with the rest of the class.  They focus on aspects of teaching that teachers identified as important aspects of classroom interactivity that contribute to the understanding: the use of physical representation of concepts: actions aimed at building conceptual links; and the use of language based activity.

Compensatory Ability to Null Mutation in Metabolic Networks

Robustness is an inherent property of biological system. It is still a limited understanding of how it is accomplished at the cellular or molecular level. To this end, this article analyzes the impact degree of each reaction to others, which is defined as the number of cascading failures of following and/or forward reactions when an initial reaction is deleted. By analyzing more than 800 organism’s metabolic networks, it suggests that the reactions with larger impact degrees are likely essential and the universal reactions should also be essential. Alternative metabolic pathways compensate null mutations, which represents that average impact degrees for all organisms are small. Interestingly, average impact degrees of archaea organisms are smaller than other two categories of organisms, eukayote and bacteria, indicating that archaea organisms have strong robustness to resist the various perturbations during the evolution process. The results show that scale-free feature and reaction reversibility contribute to the robustness in metabolic networks. The optimal growth temperature of organism also relates the robust structure of metabolic network.

Factors that predict work ability : incorporating a measure of organisational values towards ageing

This research conducted in an Australian public sector organisation aimed to identify the main factors that predict work ability for employees. According to Ilmarinen's (1999) model of work ability, an individual's work ability is influenced by their general health, attitudes, values and motivation interacting with workplace and other environmental demands. However what is unknown is the influence of value incongruence (i.e. the lack of fit between individual and organisational values), particularly when that incongruence results in age discrimination. This is important in an Australian context where youth and symbols of youth are over-valued in business environments and where older workers themselves perceive age discrimination as the single most important cause of early exit from the labour force.

109 participants completed a survey about work ability. Differences between work ability and health were not found between older and younger workers suggesting that strategies for improving work ability could be targeted at all employees rather than just older employees. However there were significant differences found between older and younger workers on reasons that would influence employees to stay longer in the organisation. Older workers tended to be more influenced by the provision of less demanding work, and positive attitudes towards older workers. Younger workers tended to be more influenced by opportunities to be employed in another section of the organisation, skills training opportunities and career advancement opportunities.

Results from hierarchical regression analyses suggested that good physical and mental health, and low occupational stress related to workplace culture were significant predictors of increased work ability. Results also suggested that occupational stress is likely to decrease with: high work ability and work satisfaction; and high value congruence. Implications for wellbeing programs to include the development of targeted organisational values are discussed.

Developing mathematical concepts in Australian pre-school settings : the background

The SIMERR project Mathematical Thinking of Pre-school Children in Rural and Regional Australia: Research and Practice included a review of relevant research literature with the aim of making this accessible to researchers as well as early childhood teachers and educators. This paper introduces the methods used in the project and provides a brief summary of the literature pertaining to the development of mathematical concepts.

Assessment of mathematical development in early childhood : some views of preschool practitioners in regional and rural Australia

As part of the project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice directors, teachers, and assistants in prior-to-school settings from regional and rural eastern Australia were interviewed to ascertain their beliefs and practices concerning early childhood mathematics. This paper reports the responses to  uestions about their assessment of children’s mathematical activity and development. The practitioners provided examples of both incidental and planned assessment activities, the different forms these took, methods of recording, and how the results were used.