Errores conceptuales en Biología. La fotosíntesis de las plantas verdes

This paper tries to point out the existente of conceptual errors in the learning of photosynthesis. They seem to arise from the same sources as those present in more deeply studied fields, such as mechanics.

Tietoliikenneanalysaattorin testausohjelmiston suunnittelu ja toteutus ICONIX-prosessin avulla

Matkapuhelinverkot kehittyvät jatkuvasti tarjoten asiakkailleen uusia palveluja ja nopeampia datayhteyksiä. Verkkojen eri protokollien testaamisessa käytetään apuna tietoliikenneanalysaattoreita, joiden avulla matkapuhelinverkkojen eri rajapinnoissa liikkuvaa informaatiota voidaan tutkia yksityiskohtaisesti. Tämän työn tarkoituksena oli suunnitella ja toteuttaa etämonitorointianalysaattorin testauksessa käytettävä testausohjelmisto ICONIX-prosessin avulla. Suunnitteluun katsottiin kuuluvan prosessiin mukaiset vaatimusmäärittelyn, analyysin ja alustavan suunnittelun sekä yksityiskohtaisen suunnittelun vaiheet. Toteutus muodostui vastaavasti ohjelmointityöstä ja yksikkötestauksesta. Työn tuloksena saatiin suunnittelun ja toteutuksen aikana syntyneet erilaiset kaaviot ja ohjelmakoodi. Lisäksi testausohjelmistoa käytettiin etämonitorointianalysaattorin toiminnallisuus- ja suorituskykytesteissä, joiden perusteella arvioitiin toteutetun testausohjelmiston toimivuutta. Testausohjelmiston todettiin sopivan etämonitorointianalysaattorin testaukseen, sillä niin toiminnallisuustestit kuin kuormitustestitkin saatiin suoritettua onnistuneesti toteutetun testausohjelmiston avulla. ICONIX-prosessin todettiin sopivan testausohjelmiston suunnitteluun, vaikka testausohjelmisto onkin toimintaperiaatteeltaan erilainen, kuin prosessia esittelevissä lähteissä esimerkkeinä käytetyt ohjelmistot. Eri suunnitteluvaiheisiin kului prosessiin tottumattomalta aikaa, mutta toisaalta laadittuja suunnitelmia ei tarvinnut enää toteutusvaiheen aikana muuttaa ja ohjelmointityö oli hyvin suoraviivaista.

Poka-yoke for mass customization

Producing high quality products and services is one of the key concerns in order to keep up with the competition in the global markets. Companies are putting a great effort on preventing customers having faulty products and services by any means. However, the total elimination of mistakes in manufacturing processes has always been a great challenge for quality management. In this thesis the applicability of poka-yoke methodology in reducing the number of quality failures in the case company has been studied. Poka-yoke stands for the mistake-proofing and is mainly developed for the purpose of eliminating human errors in manufacturing processes. Inspection techniques; judgment, informative and source inspection are in the core of this methodology. Mass customization and large configurability of products leads to situation where the root causes of quality problems may vary a lot. To study the effects of these factors extensive analysis of quality failures was conducted. Recommendations and proposals for further actions regarding problem solving processes and utilization of mistake-proofing methods were provided on the basis of the analysis.

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The present article examines the final part of the regnal formulas in the Book of Kings, i.e. the epilogue formulary. Most reports of the kings of Israel and Judah end with an epilogue containing formulaic statements about the death of the king and his succession. Typically, the epilogue formula is introduced by the phrase (source reference): 'Now the rest of the acts of PN1, are they not written in the Book of the Chronicles of the Kings of Judah (of the Chronicles of the Kings of Israel)?' and consists of three elements: 1. Dynastic notice ('PN1 slept with his fathers'); 2. Statement of burial; 3. Statement of succession. Sometimes one, two or all three of these elements are altered or lacking. The epilogue formulae of the Judean kings are more consistent than those of the Israelite kings; the latter often lacks a burial notice. Interestingly, the accounts of the deported (arrested) kings (Hoshea: 2 Kgs 17:6, Jehoahaz: 23:34, Zedekiah:25:7 and Jehoiachin: 25:27-30) do not contain an epilogue at all, nor the accounts of the reigns of Ahaziah and Athaliah which mark an episode of disruption in the history of the Davidic kingdom. For all these kings even the phrase 'Now the rest of the acts of PN1, are they not written in the Book of the Chronicles of... ?' is lacking. The absence of an epilogue in these cases is probably due to the fact that the king's succession (cf. element 3) is considered a constitutive and indispensable component of the epilogue. In the first instance, the approach of this study is descriptive and philological; it aims to contribute to the understanding of the notices. Secondly, the study addresses the question how the irregularities and variations within the formulae are to be explained. In particular, the study will pay attention to differences between the epilogue formulae concerning the kings of Israel and those concerning the Judean kings. At the end, questions concerning the epilogues formula's provenance and its formation date and concerning further redactional developments will be considered.

La fureur divine et son détournement en Nb 25

The story Numbers of 25 which reports the incident of Baal Peor is one among several texts in the book of Numbers focusing on divine wrath, its cause and its consequences. The present article offers a detailed analysis of the account which is difficult to understand because of certain jumps in the plot and because of its allusive style. Scholars mostly agree with the idea that the story grew in two or three stages. A lot of commentators believe that the original story contains only the apostasy of Peor caused by the Moabites (vv. 1-5). A subsequent story would focus on Pinchas' action against Zimri and Kospi, and a third layer is linked to the story of the war between Israel and Midian (Numbers 31). The problem of this theory however is that it seems impossible to reconstruct an original story about the matter of Peor; one does not find a satisfying end within vv. 1-5. Furthermore, v. 5, which belongs to the first, "Moabite", section, is already linked to the theme of Midian which dominates the second and the third passage. Moreover, the assemblage of different themes and motifs seem having been done with care: Regarding the two abuses of Israel reported in the story--idolatry and intermarriage--, they often go together in late polemical Deuteronomistic and post-Deuteronomistic layers (Ezra-Nehemiah). The double focus on Midian and Moab could both be polemically directed against certain Moses traditions found in the books of Exodus and Deuteronomy (concerning Moses' marriage with a Midianite women on the one hand and his stay and death and burial in Moab - in the vicinity of Beth Peor - on the other hand). As in several ANE traditions also in the Hebrew Bible the motif of "divine wrath" serves to interpret fatal historical events; in Num 25 as in other Biblical stories however it is doubtful whether the alleged incident (the plague) really have taken place and the story's plot is anchored in ancient Israel's history.

Tuotekustannusmallin kehittäminen talotekniikkaelementtitehtaassa

Työn tavoitteena on talotekniikkaelementtitehtaan tuotekustannusmallin kehittäminen. Yritys tarvitsee tuotekohtaista kustannustietoa erityisesti varaston arvon määrittämiseen ja kustannusperusteiseen hinnoitteluun. Tuotekustannusmallin kehittäminen edellyttää nykyisen tuotekustannusmallin sisältämien virheiden ja puutteiden korjaamista. Työssä käydään läpi kaikki tuotekustannusmalliin tehdyt muutokset tuotantovaihekohtaisesti. Uusi tuotekustannusmalli perustuu lähinnä lisäys- ja standardikustannuslaskentaan. Malli laskee tuote- ja tilauskohtaisen minimiomakustannusarvon. Uusi tuotekustannusmalli kohdistaa tuotteille aiheuttamisperiaatteen mukaisesti monia sellaisia kustannuksia, jotka aikaisemmin on jätetty kokonaan kohdistamatta. Eristettyjen ilmanvaihtokanavien sekä vesi- ja lämpöjohtojen kustannusten havaittiin olevan aiemmin luultua matalammat. Elementtien runkojen kustannukset puolestaan nousivat uudessa mallissa. Työn aikana laadittiin myös taulukkolaskentasovellus, jonka avulla voidaan laskea tilaukseen sisältyvien elementtien hankintameno ja kustannusperusteinen hinta.

Multímetro interfaceado de baixo custo para aquisição de dados

A digital multimeter (~U$ 240.00 on the national market) connected to a microcomputer by a RS-232 serial interface is proposed for data acquisition in equipment with analog output. Data are measured at the rate of 2 points per second and stored in text files by the software that accompanies the device, running in a Windows environment. The performance of the multimeter was verified by monitoring the transient signals generated in flow injection systems associated with fluorimetric, spectrophotometric and flame photometric detection. In addition, the performance of the proposed device was similar to that attained by employing an interface card with a 12-bit analog-to-digital converter for acquisition of the signals generated by a capillary electrophoresis equipment with oscillometric detection.

Thinking Outside the Box: Enhancing Science Teaching by Combining (Instead of Contrasting) Laboratory and Simulation Activities

The focus of the present work was on 10- to 12-year-old elementary school students’ conceptual learning outcomes in science in two specific inquiry-learning environments, laboratory and simulation. The main aim was to examine if it would be more beneficial to combine than contrast simulation and laboratory activities in science teaching. It was argued that the status quo where laboratories and simulations are seen as alternative or competing methods in science teaching is hardly an optimal solution to promote students’ learning and understanding in various science domains. It was hypothesized that it would make more sense and be more productive to combine laboratories and simulations. Several explanations and examples were provided to back up the hypothesis. In order to test whether learning with the combination of laboratory and simulation activities can result in better conceptual understanding in science than learning with laboratory or simulation activities alone, two experiments were conducted in the domain of electricity. In these experiments students constructed and studied electrical circuits in three different learning environments: laboratory (real circuits), simulation (virtual circuits), and simulation-laboratory combination (real and virtual circuits were used simultaneously). In order to measure and compare how these environments affected students’ conceptual understanding of circuits, a subject knowledge assessment questionnaire was administered before and after the experimentation. The results of the experiments were presented in four empirical studies. Three of the studies focused on learning outcomes between the conditions and one on learning processes. Study I analyzed learning outcomes from experiment I. The aim of the study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Matched-trios were created based on the pre-test results of 66 elementary school students and divided randomly into a laboratory (real circuits), simulation (virtual circuits) and simulation-laboratory combination (real and virtual circuits simultaneously) conditions. In each condition students had 90 minutes to construct and study various circuits. The results showed that studying electrical circuits in the simulation–laboratory combination environment improved students’ conceptual understanding more than studying circuits in simulation and laboratory environments alone. Although there were no statistical differences between simulation and laboratory environments, the learning effect was more pronounced in the simulation condition where the students made clear progress during the intervention, whereas in the laboratory condition students’ conceptual understanding remained at an elementary level after the intervention. Study II analyzed learning outcomes from experiment II. The aim of the study was to investigate if and how learning outcomes in simulation and simulation-laboratory combination environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction in the context of simple DC circuits. Matched-quartets were created based on the pre-test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results showed that when the students were working with the simulation alone, they were able to gain significantly greater amount of subject knowledge when they received metacognitive support (explicit instruction; SE) for the discovery process than when they received only procedural guidance (implicit instruction: SI). However, this additional scaffolding was not enough to reach the level of the students in the combination environment (CI and CE). A surprising finding in Study II was that instructional support had a different effect in the combination environment than in the simulation environment. In the combination environment explicit instruction (CE) did not seem to elicit much additional gain for students’ understanding of electric circuits compared to implicit instruction (CI). Instead, explicit instruction slowed down the inquiry process substantially in the combination environment. Study III analyzed from video data learning processes of those 50 students that participated in experiment II (cf. Study II above). The focus was on three specific learning processes: cognitive conflicts, self-explanations, and analogical encodings. The aim of the study was to find out possible explanations for the success of the combination condition in Experiments I and II. The video data provided clear evidence about the benefits of studying with the real and virtual circuits simultaneously (the combination conditions). Mostly the representations complemented each other, that is, one representation helped students to interpret and understand the outcomes they received from the other representation. However, there were also instances in which analogical encoding took place, that is, situations in which the slightly discrepant results between the representations ‘forced’ students to focus on those features that could be generalised across the two representations. No statistical differences were found in the amount of experienced cognitive conflicts and self-explanations between simulation and combination conditions, though in self-explanations there was a nascent trend in favour of the combination. There was also a clear tendency suggesting that explicit guidance increased the amount of self-explanations. Overall, the amount of cognitive conflicts and self-explanations was very low. The aim of the Study IV was twofold: the main aim was to provide an aggregated overview of the learning outcomes of experiments I and II; the secondary aim was to explore the relationship between the learning environments and students’ prior domain knowledge (low and high) in the experiments. Aggregated results of experiments I & II showed that on average, 91% of the students in the combination environment scored above the average of the laboratory environment, and 76% of them scored also above the average of the simulation environment. Seventy percent of the students in the simulation environment scored above the average of the laboratory environment. The results further showed that overall students seemed to benefit from combining simulations and laboratories regardless of their level of prior knowledge, that is, students with either low or high prior knowledge who studied circuits in the combination environment outperformed their counterparts who studied in the laboratory or simulation environment alone. The effect seemed to be slightly bigger among the students with low prior knowledge. However, more detailed inspection of the results showed that there were considerable differences between the experiments regarding how students with low and high prior knowledge benefitted from the combination: in Experiment I, especially students with low prior knowledge benefitted from the combination as compared to those students that used only the simulation, whereas in Experiment II, only students with high prior knowledge seemed to benefit from the combination relative to the simulation group. Regarding the differences between simulation and laboratory groups, the benefits of using a simulation seemed to be slightly higher among students with high prior knowledge. The results of the four empirical studies support the hypothesis concerning the benefits of using simulation along with laboratory activities to promote students’ conceptual understanding of electricity. It can be concluded that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only the real circuits or only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. The outcomes of the empirical studies can be considered as the first unambiguous evidence on the (additional) benefits of combining laboratory and simulation activities in science education as compared to learning with laboratories and simulations alone.