752 resultados para 111 Mathematics
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This paper describes a framework that is being developed for the prediction and analysis of electronics power module reliability both for qualification testing and in-service lifetime prediction. Physics of failure (PoF) reliability methodology using multi-physics high-fidelity and reduced order computer modelling, as well as numerical optimization techniques, are integrated in a dedicated computer modelling environment to meet the needs of the power module designers and manufacturers as well as end-users for both design and maintenance purposes. An example of lifetime prediction for a power module solder interconnect structure is described. Another example is the lifetime prediction of a power module for a railway traction control application. Also in the paper a combined physics of failure and data trending prognostic methodology for the health monitoring of power modules is discussed.
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This account provides an overview of the study day, entitled 'Topics in the History of Financial Mathematics: Early commerce to chaos in modern stock markets,' held by the British Society for the History of Mathematics jointly with Gresham College, at Gresham College, London on 25th April 2008. The series of talks explored the development of mathematics and mathematical techniques in a commercial and financial context.
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Review of Making Mathematics with Needlework, edited by Sarah-Marie Belcastro and Carolyn Yackel, published by AK Peters Ltd, 2007 (ISBN 978-1-56881-331-8).
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Review of: Collaborative Learning in Mathematics: A challenge to our beliefs and practices by Malcolm Swan, National Institute of Adult Continuing Education, paperback £24.95, ISBN 981-1-86201-311-7; hardback £44.95, ISBN 978-1-86201-316-2.
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This paper looks at the application of some of the assessment methods in practice with the view to enhance students’ learning in mathematics and statistics. It explores the effective application of assessment methods and highlights the issues or problems, and ways of avoiding them, related to some of the common methods of assessing mathematical and statistical learning. Some observations made by the author on good assessment practice and useful approaches employed at his institution in designing and applying assessment methods are discussed. Successful strategies in implementing assessment methods at different levels are described.
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Se ha planteado como objetivo la mejora de la calidad de la docencia de la Microbiología mediante la actualización de la metodología docente , introduciendo como actividad docente el aprendizaje activo basado en preguntas (inquirybased learning:IBL) para conseguir mejorar las competencias que deberán adquirir los estudiantes como parte de su formación integral. En este estudio han participado 55 alumnos de Segundo Curso del Grado de Podología (Curso 2014-2015),y se ha calculado el porcentaje de alumnos que participaron en las 3 pruebas (3 IBL), en 2 (2 IBL), en 1 (1 IBL), y los que no participaron en ninguna y posteriormente se relacionó con las calificaciones obtenidas en la asignatura de Microbiología. Se incluyeron las preguntas IBL que se realizaron en clase en el campus virtual de la asignatura, pero sin incluir la corrección de las mismas. En los alumnos que realizaron alguna prueba IBL se obtuvieron calificaciones mejores en las preguntas diseñadas para analizar la síntesis de conocimientos y el análisis de datos que en aquellos que no habían participado en ninguna. Al finalizar la actividad se realizó un estudio transversal a través de un cuestionario autocumplimentado en el que se valoraba la opinión de los alumnos sobre el aprendizaje activo mediante IBL valorando positivamente esta actividad para medir el aprendizaje y mejorar la preparación del examen. Consideramos que el uso del campus virtual unido a la actualización en la metodología docente puede mejorar el rendimiento académico de los estudiantes de Microbiología.
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The important role of alkali additives in heterogeneous catalysis is, to a large extent, related to the high promotion effect they have on many fundamental reactions. The wide application of alkali additives in industry does not, however, reflect a thorough understanding of the mechanism of their promotional abilities. To investigate the physical origin of the alkali promotion effect, we have studied CO dissociation on clean Rh(111) and K-covered Rh(111) surfaces using density functional theory. By varying the position of potassium atoms relative to a dissociating CO, we have mapped out the importance of different K effects on the CO dissociation reactions. The K-induced changes in the reaction pathways and reaction barriers have been determined; in particular, a large reduction of the CO dissociation barrier has been identified. A thorough analysis of this promotion effect allows us to rationalize both the electronic and the geometrical factors that govern alkali promotion effect: (i) The extent of barrier reductions depends strongly on how close K is to the dissociating CO. (ii) Direct K-O bonding that is in a very short range plays a crucial role in reducing the barrier. (iii) K can have a rather long-range effect on the TS structure, which could reduce slightly the barriers.
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Math-Towers (www.math-towers.ca) is an online resource for students in grades 6 to 10 that supports collaborative problem-solving and investigations. This paper presents the philosophical position motivating the development of Math-Towers and describes how the site presents and motivates the mathematical challenges and supports participants' exploration and collaboration.
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As they began their one-year teacher education program 138 elementary school teacher candidates completed a questionnaire designed to measure their beliefs concerning the nature of mathematics, measured on a scale from absolutist to fallibilist, and their beliefs concerning effective mathematics instruction, measured on a scale from traditional to constructivist. Interviews were conducted with volunteer questionnaire participants, with selection based on the questionnaire results and using two sets of criteria. Study 1. involved 8 teacher candidates showing distinct absolutist or fallibilist views of mathematics and individual interviews explored participants' beliefs concerning the use of information and communication technology, particularly interactive whiteboards (IWB), in the teaching and learning of mathematics. Participants with absolutist beliefs about the nature of mathematics tended to focus on the IWB as a presentation tool, while those with fallibilist beliefs appreciated the use of the IWB to support student exploration. Study 2. involved 8 teacher candidates with apparently misaligning absolutist beliefs concerning the nature of mathematics and constructivist beliefs concerning teaching. Interviews exploring participants' favoured instructional approaches, particularly those involving the use of manipulatives, showed that constructivist views involved essentially surface beliefs and that in fact manipulatives would be employed to support traditional direct instruction.