A mathematical model of neuromuscular adaptation to resistance training and its application in a computer simulation of accommodating loads

A large corpus of data obtained by means of empirical study of neuromuscular adaptation is currently of limited use to athletes and their coaches. One of the reasons lies in the unclear direct practical utility of many individual trials. This paper introduces a mathematical model of adaptation to resistance training, which derives its elements from physiological fundamentals on the one side, and empirical findings on the other. The key element of the proposed model is what is here termed the athlete’s capability profile. This is a generalization of length and velocity dependent force production characteristics of individual muscles, to an exercise with arbitrary biomechanics. The capability profile, a two-dimensional function over the capability plane, plays the central role in the proposed model of the training-adaptation feedback loop. Together with a dynamic model of resistance the capability profile is used in the model’s predictive stage when exercise performance is simulated using a numerical approximation of differential equations of motion. Simulation results are used to infer the adaptational stimulus, which manifests itself through a fed back modification of the capability profile. It is shown how empirical evidence of exercise specificity can be formulated mathematically and integrated in this framework. A detailed description of the proposed model is followed by examples of its application—new insights into the effects of accommodating loading for powerlifting are demonstrated. This is followed by a discussion of the limitations of the proposed model and an overview of avenues for future work.

Application of bending under tension test to determine the effect of tool radius and the contact pressure on the coefficient of friction in sheet metal forming

To quantify the frictional behaviour in sheet forming operations, several laboratory experiments which simulate the real forming conditions are performed. The Bending Under Tension Test is one such experiment which is often used to represent the frictional flow of sheet material around a die or a punch radius. Different mathematical representations are used to determine the coefficient of friction in the Bending Under Tension Test. In general the change in the strip thickness in passing over the die radius is neglected and the radius of curvature to thickness ratio is assumed to be constant in these equations. However, the effect of roller radius, sheet thickness and the surface pressure are also omitted in some of these equations. This work quantitatively determined the effect of roller radius and the tooling pressure on the coefficient of friction. The Bending Under Tension Test was performed using rollers with different radii and also lubricants with different properties. The tool radii were found to have a direct influence in the contact pressure. The effect of roller radius on friction was considerable and it was observed that there is a clear relationship between the contact pressure and the coefficient of friction.

Spatial and temporal distribution of solute leaching in heterogeneous soils: analysis and application to multisampler lysimeter data

Accurate assessment of the fate of salts, nutrients, and pollutants in natural, heterogeneous soils requires a proper quantification of both spatial and temporal solute spreading during solute movement. The number of experiments with multisampler devices that measure solute leaching as a function of space and time is increasing. The breakthrough curve (BTC) can characterize the temporal aspect of solute leaching, and recently the spatial solute distribution curve (SSDC) was introduced to describe the spatial solute distribution. We combined and extended both concepts to develop a tool for the comprehensive analysis of the full spatio-temporal behavior of solute leaching. The sampling locations are ranked in order of descending amount of total leaching (defined as the cumulative leaching from an individual compartment at the end of the experiment), thus collapsing both spatial axes of the sampling plane into one. The leaching process can then be described by a curved surface that is a function of the single spatial coordinate and time. This leaching surface is scaled to integrate to unity, and termed S can efficiently represent data from multisampler solute transport experiments or simulation results from multidimensional solute transport models. The mathematical relationships between the scaled leaching surface S, the BTC, and the SSDC are established. Any desired characteristic of the leaching process can be derived from S. The analysis was applied to a chloride leaching experiment on a lysimeter with 300 drainage compartments of 25 cm2 each. The sandy soil monolith in the lysimeter exhibited fingered flow in the water-repellent top layer. The observed S demonstrated the absence of a sharp separation between fingers and dry areas, owing to diverging flow in the wettable soil below the fingers. Times-to-peak, maximum solute fluxes, and total leaching varied more in high-leaching than in low-leaching compartments. This suggests a stochastic–convective transport process in the high-flow streamtubes, while convection–dispersion is predominant in the low-flow areas. S can be viewed as a bivariate probability density function. Its marginal distributions are the BTC of all sampling locations combined, and the SSDC of cumulative solute leaching at the end of the experiment. The observed S cannot be represented by assuming complete independence between its marginal distributions, indicating that S contains information about the leaching process that cannot be derived from the combination of the BTC and the SSDC.

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.

Testing the effectiveness of mathematical games as a pedagogical tool for children's learning

In an effort to engage children in mathematics learning, many primary teachers use mathematical games and activities. Games have been employed for drill and practice, warm-up activities and rewards. The effectiveness of games as a pedagogical tool requires further examination if games are to be employed for the teaching of mathematical concepts. This paper reports research that compared the effectiveness of non-digital games with non-game but engaging activities as pedagogical tools for promoting mathematical learning. In the classrooms that played games, the effects of adding teacher-led whole class discussion was explored. The research was conducted with 10–12-year-old children in eight classrooms in three Australian primary schools, using differing instructional approaches to teach multiplication and division of decimals. A quasi-experimental design with pre-test, post-test and delayed post-test was employed, and the effects of the interventions were measured by the children’s written test performance. Test results indicated lesser gains in learning in game playing situations versus non-game activities and that teacher-led discussions during and following the game playing did not improve children’s learning. The finding that these games did not help children demonstrate a mathematical understanding of concepts under test conditions suggests that educators should carefully consider the application and appropriateness of games before employing them as a vehicle for introducing mathematical concepts.

A review of mathematical equations to assign individual marks from a team mark

BACKGROUND : Team-based learning is an integral part of engineering education today. Development of team skills is now a part of the curriculum at universities as employers demand these skills on graduates. Higher education institutions enforce academic staff to teach, practise and assess team skills, and at the same time, they ask academic staff to supply individual marks and/or grades. Allocating individual marks from a team mark is a very complex and sensitive task that may adversely affect both individual and team performance. A number of both qualitative and quantitative methods are available to address this issue. Quantitative mathematical methods are favoured over qualitative subjective methods as they are more straightforward to explain to the students and they may help minimise conflicts between assessors and students. PURPOSE : This study presents a review of commonly used mathematical equations to allocate individual marks from a team mark. Quantitative analytical equations are favoured over qualitative subjective methods because they are more straightforward to explain to the students and if explained to the students in advance, they may help minimise conflicts between assessors and students. Some of these analytical equations focus primarily on the assessment of the quality of teamwork product (product assessment) while the others put greater emphasis on the assessment of teamwork performance (process assessment). The remaining equations try to strike a balance between product assessment and process assessment. The primary purpose of this study is to discuss the qualitative aspects of quantitative equations. DESIGN/METHOD : This study simulates a set of scenarios of team marks and individual contributions that collectively cover all possible teamwork assessment environments. The available analytical equations are then applied to each case to examine their relative merits with respect to a set of evaluation criteria with exhaustive graphical plots. RESULTS : Although each analytical equations discussed and analysed in this study has its own merits for a particular application scenario, the recent methods such as knee formula in SPARKPLUS and cap formula, are relatively better in terms of a number of evaluation criteria such as fairness, teamwork attitude, balance between process and product assessments etc. In addition to having all favourable properties of knee formula, cap formula explicitly considers the quality of teamwork (i.e., team mark) while allocating individual marks. Cap formula may, however, be difficult to explain to the students due to relatively complex mathematical equations involved. CONCLUSIONS : Not all existing analytical equations that allocate individual marks from a team mark have similar characteristics. Recent methods, knee formula and cap formula, are advantageous in terms of a number of evaluation criteria and are recommended to apply in practice. However, it is important to examine these equations with respect to enhancing students’ learning achievements rather than the students and academic staff’s preferences.