Improving on- and off-campus student performance in structural mechanics

This paper investigates the performance of 329 (173 on- and 186  off-campus) students enrolled in two structural mechanics units at Deakin University, a leader in engineering distance-education in Australia. The two units experience unacceptably high rates of failure. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students perform better in structural mechanics than their off-campus counterparts. Plots of the student performance distributions for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tend to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the continuous assessment and examination marks. To motivate students to fully participate in continuous assessment tasks the authors therefore propose several changes to the assessment criteria and marking schemes.

Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329 (173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.

Where did we go wrong? An examination of students treatment of experimental error in engineering mechanics laboratories

The ability of engineers and applied scientists to undertake experimental measurements is a fundamental requirement of the profession. However, it is not simply good enough to be able to perform experiments if we are not able to interpret the results. In this study, reports prepared by mechanical engineering students were examined to determine how students dealt with the disparity between experimental measurements and theoretical results in their Engineering Mechanics laboratories. Analysis of the reports, and discussions with students in their laboratory classes, revealed a superficial understanding or regard for experimental error. This superficial treatment of experimental error is, most likely, due to a number of factors that are discussed. Some possible strategies for addressing the issue are also examined.

Transcriptional insights on the regenerative mechanics of axotomized neurons in vitro

Axotomized neurons have the innate ability to undergo regenerative sprouting but this is often impeded by the inhibitory central nervous system environment. To gain mechanistic insights into the key molecular determinates that specifically underlie neuronal regeneration at a transcriptomic level, we have undertaken a DNA microarray study on mature cortical neuronal clusters maintained in vitro at 8, 15, 24 and 48 hrs following complete axonal severance. A total of 305 genes, each with a minimum fold change of ±1.5 for at least one out of the four time points and which achieved statistical significance (one-way ANOVA, P < 0.05), were identified by DAVID and classified into 14 different functional clusters according to Gene Ontology. From our data, we conclude that post-injury regenerative sprouting is an intricate process that requires two distinct pathways. Firstly, it involves restructuring of the neurite cytoskeleton, determined by compound actin and microtubule dynamics, protein trafficking and concomitant modulation of both guidance cues and neurotrophic factors. Secondly, it elicits a cell survival response whereby genes are regulated to protect against oxidative stress, inflammation and cellular ion imbalance. Our data reveal that neurons have the capability to fight insults by elevating biological antioxidants, regulating secondary messengers, suppressing apoptotic genes, controlling ion-associated processes and by expressing cell cycle proteins that, in the context of neuronal injury, could potentially have functions outside their normal role in cell division. Overall, vigilant control of cell survival responses against pernicious secondary processes is vital to avoid cell death and ensure successful neurite regeneration.

The mechanics of computation and human thought

Thousands of students are preparing for chemistry examinations in June. An unresolved debate is whether they should be permitted to use graphics and programmable calculators in those examinations. Some educators have not only advocated the use of graphics calculators, but have also pointed to the Danish system in which students are permitted to use computers in senior school examinations.

In some Australian jurisdictions, graphics calculators are permitted in year 12 mathematics examinations, but not in chemistry examinations. The reasoning is that information or methods of solving numerical chemical problems can be stored in the memory of graphics calculators, giving some students an unfair advantage. This means that chemistry students either have to learn how to use (and buy!) two types of calculators or, if they only have one calculator, are disadvantaged in using non-programmable calculators in mathematics examinations.

The use of technology (or its lack thereof) can limit how and what students learn. “The mechanics of computation and human thought” is an allusion to Asimov’s short story, “A Feeling of Power” in which, overuse of technology has caused people to forget how to do simple arithmetic. In our current assessment system, the insistence that students must be able to do simple chemical calculations has lead to underuse of available technology. The misperception is that the ability to do calculations is linked to understanding of concepts.

Graphics calculators, programmable calculators and computers are tools. Instead of banning or limiting technology, we should take the opportunity to rethink what is being assessed and how it is assessed. It is the proper use of technology, by combining the mechanics of computation and human thought to deepen understanding and to ask probing questions that truly leads to a feeling of power.

Neuromuscular mechanics and hopping training in elderly

Purpose: The present study examined the effects of repetitive hopping training on muscle activation profiles and fascicle–tendon interaction in the elderly.Methods: 20 physically active elderly men were randomly assigned for training (TG) and control groups (CG). TG performed supervised bilateral short contact hopping training with progressively increasing training volume. Measurements were performed before the training period (BEF) as well as after 2 weeks (2 W) and 11 weeks (11 W) of training. During measurements, the gastrocnemius medialis–muscle (GaM) fascicle and its outer Achilles tendon length changes during hopping were examined by ultrasonography together with electromyographic (EMG) activities of calf muscles, kinematics, and kinetics.Results: At 2 W, the ankle joint stiffness was increased by 21.0 ± 19.3 % and contact time decreased by 9.4 ± 7.8 % in TG. Thereafter, from 2–11 W the jumping height increased 56.2 ± 18.1 % in TG. Simultaneously, tendon forces increased 24.3 ± 19.0 % but tendon stiffness did not change. GaM fascicles shifted to shorter operating lengths after training without any changes in their length modifications during the contact phase of hopping. Normalized EMG amplitudes during hopping did not change with training.Conclusions: The present study shows that 11 W of hopping training improves the performance of physically active elderly men. This improvement is achieved with shorter GaM operating lengths and, therefore, increased fascicle stiffness and improved tendon utilization after training. Based on these results, hopping training could be recommended for healthy fit elderly to retain and improve rapid force production capacity. © 2014 Springer-Verlag Berlin Heidelberg

Neuromuscular mechanics and hopping training in elderly

Purpose: The present study examined the effects of repetitive hopping training on muscle activation profiles and fascicle–tendon interaction in the elderly. Methods: 20 physically active elderly men were randomly assigned for training (TG) and control groups (CG). TG performed supervised bilateral short contact hopping training with progressively increasing training volume. Measurements were performed before the training period (BEF) as well as after 2 weeks (2 W) and 11 weeks (11 W) of training. During measurements, the gastrocnemius medialis–muscle (GaM) fascicle and its outer Achilles tendon length changes during hopping were examined by ultrasonography together with electromyographic (EMG) activities of calf muscles, kinematics, and kinetics. Results: At 2 W, the ankle joint stiffness was increased by 21.0 ± 19.3 % and contact time decreased by 9.4 ± 7.8 % in TG. Thereafter, from 2–11 W the jumping height increased 56.2 ± 18.1 % in TG. Simultaneously, tendon forces increased 24.3 ± 19.0 % but tendon stiffness did not change. GaM fascicles shifted to shorter operating lengths after training without any changes in their length modifications during the contact phase of hopping. Normalized EMG amplitudes during hopping did not change with training. Conclusions: The present study shows that 11 W of hopping training improves the performance of physically active elderly men. This improvement is achieved with shorter GaM operating lengths and, therefore, increased fascicle stiffness and improved tendon utilization after training. Based on these results, hopping training could be recommended for healthy fit elderly to retain and improve rapid force production capacity.